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It is estimated that 1 in 36 children are affected by autism spectrum disorder (ASD) in the United States, which is nearly a twofold increase from a decade ago. Recent genetic studies have identified de novo loss‐of‐function (dnLoF) mutations in the Down Syndrome Cell Adhesion Molecule (DSCAM) as a strong risk factor for ASD. Previous research has shown that DSCAM ablation confers social interaction deficits and perseverative behaviors in mouse models. However, it remains unknown to what extent DSCAM underexpression captures the full range of behaviors, specifically cognitive phenotypes, presented in ASD. Here, we conducted a comprehensive cognitive behavioral phenotyping which revealed that loss of one copy of DSCAM, as in the DSCAM2J+/−, that is, DSCAM heterozygous mice, displayed hyperactivity, increased anxiety‐like behavior, and motor coordination deficits. Additionally, hippocampal‐dependent learning and memory was affected, including impairments in working memory, long‐term memory, and contextual fear learning. Interestingly, implicit learning processes remained intact. Therefore, DSCAM LoF produces autistic‐like behaviors that are similar to those observed in human cases of ASD. These findings further support a role for DSCAM dnLoF mutations in ASD and suggest DSCAM2J+/− as a suitable model for ASD research. [ABSTRACT FROM AUTHOR]

Human motor learning involves cognitive strategies in addition to implicit adaptation. Differences in systems‐level neurophysiology between strategy‐based and implicit learning remain poorly understood. We asked how the P3 event‐related potential, an electroencephalography signal known to increase during early motor learning, relates to strategy‐based learning and implicit adaptation. We re‐analysed data from two experiments, in which participants (n = 64) reached towards a visual target, with online visual feedback replacing vision of their moving hand. We induced learning by rotating the visual feedback. In the first experiment, feedback rotations were turned on during pairs of two consecutive trials, interspersed between non‐rotated trials. In one condition, feedback was rotated relative to the actual movement, allowing participants to develop a re‐aiming strategy on the second trial of each pair, while it was rotated relative to the target in the other condition, rendering re‐aiming futile. P3 amplitude increased in the first rotated trial in both conditions, but this increase was more pronounced in the re‐aiming condition. In the second experiment, a constant visuomotor rotation was turned on for many consecutive trials. We instructed one group beforehand how to re‐aim successfully, while the other group had to develop a strategy by themselves. P3 amplitude increased during early adaptation only in the latter group. These findings collectively suggest that in the context of motor learning, the P3 ERP is associated with a need to develop, or adjust, a cognitive strategy. [ABSTRACT FROM AUTHOR]

To date, extensive work has been devoted to incorporating computational thinking in K‐12 education. Recognizing students' computational thinking stages in game‐based learning environments is essential to capture unproductive learning and provide appropriate scaffolding. However, few reliable and valid computational thinking measures have been developed, especially in games, where computational knowledge acquisition and computational skill construction are implicit. This study introduced an innovative approach to explore students' implicit computational thinking through various explicit factors in game‐based learning, with a specific focus on Zoombinis, a logical puzzle‐based game designed to enhance students' computational thinking skills. Our results showed that factors such as duration, accuracy, number of actions and puzzle difficulty were significantly related to students' computational thinking stages, while gender and grade level were not. Besides, findings indicated gameplay performance has the potential to reveal students' computational thinking stages and skills. Effective performance (shorter duration, fewer actions and higher accuracy) indicated practical problem‐solving strategies and systematic computational thinking stages (eg, Algorithm Design). This work helps simplify the process of implicit computational thinking assessment in games by observing the explicit factors and gameplay performance. These insights will serve to enhance the application of gamification in K‐12 computational thinking education, offering a more efficient method to understanding and fostering students' computational thinking skills. Practitioner notesWhat is already known about this topic Game‐based learning is a pedagogical framework for developing computational thinking in K‐12 education.Computational thinking assessment in games faces difficulties because students' knowledge acquisition and skill construction are implicit.Qualitative methods have widely been used to measure students' computational thinking skills in game‐based learning environments.What this paper adds Categorize students' computational thinking experiences into distinct stages and analyse recurrent patterns employed at each stage through sequential analysis. This approach serves as inspiration for advancing the assessment of stage‐based implicit learning with machine learning methods.Gameplay performance and puzzle difficulty significantly relate to students' computational thinking skills. Researchers and instructors can assess students' implicit computational thinking by observing their real‐time gameplay actions.High‐performing students can develop practical problem‐solving strategies and exhibit systematic computational thinking stages, while low‐performing students may need appropriate interventions to enhance their computational thinking practices.Implications for practice and/or policy Introduce a practical method with the potential for generalization across various game‐based learning to better understand learning processes by analysing significant correlations between certain gameplay variables and implicit learning stages.Allow unproductive learning detection and timely intervention by modelling the reflection of gameplay variables in students' implicit learning processes, helping improve knowledge mastery and skill construction in games.Further investigations on the causal relationship between gameplay performance and implicit learning skills, with careful consideration of more performance factors, are expected. [ABSTRACT FROM AUTHOR]

What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school‐aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis did not reveal between‐group differences in implicit learning. However, further examination revealed that most CON (65%) and ISD (63%) were implicit learners, whereas most DYS were nonlearners (64%). Brain activity showed differences in early learning phases: CON learners and DYS nonlearners activated the left inferior frontal gyrus (IFG) and left insula more than other groups. Our findings imply that implicit learning is more frequently disrupted in children with dyslexia than in typical readers, and that activation of the left IFG and insula contributes to effective learning in the latter group but it does not in the former. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

Children achieve better long‐term language outcomes than adults. However, it remains unclear whether children actually learn language more quickly than adults during real‐time exposure to input—indicative of true superior language learning abilities—or whether this advantage stems from other factors. To examine this issue, we compared the rate at which children (8–10 years) and adults extracted a novel, hidden linguistic rule, in which novel articles probabilistically predicted the animacy of associated nouns (e.g., "gi lion"). Participants categorized these two‐word phrases according to a second, explicitly instructed rule over two sessions, separated by an overnight delay. Both children and adults successfully learned the hidden animacy rule through mere exposure to the phrases, showing slower response times and decreased accuracy to occasional phrases that violated the rule. Critically, sensitivity to the hidden rule emerged much more quickly in children than adults; children showed a processing cost for violation trials from very early on in learning, whereas adults did not show reliable sensitivity to the rule until the second session. Children also showed superior generalization of the hidden animacy rule when asked to classify nonword trials (e.g., "gi badupi") according to the hidden animacy rule. Children and adults showed similar retention of the hidden rule over the delay period. These results provide insight into the nature of the critical period for language, suggesting that children have a true advantage over adults in the rate of implicit language learning. Relative to adults, children more rapidly extract hidden linguistic structures during real‐time language exposure. Research Highlights: Children and adults both succeeded in implicitly learning a novel, uninstructed linguistic rule, based solely on exposure to input.Children learned the novel linguistic rules much more quickly than adults.Children showed better generalization performance than adults when asked to apply the novel rule to nonsense words without semantic content.Results provide insight into the nature of critical period effects in language, indicating that children have an advantage over adults in real‐time language learning. [ABSTRACT FROM AUTHOR]

In many domains, learners extract recurring units from continuous sequences. For example, in unknown languages, fluent speech is perceived as a continuous signal. Learners need to extract the underlying words from this continuous signal and then memorize them. One prominent candidate mechanism is statistical learning, whereby learners track how predictive syllables (or other items) are of one another. Syllables within the same word predict each other better than syllables straddling word boundaries. But does statistical learning lead to memories of the underlying words—or just to pairwise associations among syllables? Electrophysiological results provide the strongest evidence for the memory view. Electrophysiological responses can be time‐locked to statistical word boundaries (e.g., N400s) and show rhythmic activity with a periodicity of word durations. Here, I reproduce such results with a simple Hebbian network. When exposed to statistically structured syllable sequences (and when the underlying words are not excessively long), the network activation is rhythmic with the periodicity of a word duration and activation maxima on word‐final syllables. This is because word‐final syllables receive more excitation from earlier syllables with which they are associated than less predictable syllables that occur earlier in words. The network is also sensitive to information whose electrophysiological correlates were used to support the encoding of ordinal positions within words. Hebbian learning can thus explain rhythmic neural activity in statistical learning tasks without any memory representations of words. Learners might thus need to rely on cues beyond statistical associations to learn the words of their native language. Research Highlights: Statistical learning may be utilized to identify recurring units in continuous sequences (e.g., words in fluent speech) but may not generate explicit memory for words.Exposure to statistically structured sequences leads to rhythmic activity with a period of the duration of the underlying units (e.g., words).I show that a memory‐less Hebbian network model can reproduce this rhythmic neural activity as well as putative encodings of ordinal positions observed in earlier research.Direct tests are needed to establish whether statistical learning leads to declarative memories for words. [ABSTRACT FROM AUTHOR]

Gilles de la Tourette syndrome (GTS) is a disorder characterised by motor and vocal tics, which may represent habitual actions as a result of enhanced learning of associations between stimuli and responses (S‐R). In this study, we investigated how adults with GTS and healthy controls (HC) learn two types of regularities in a sequence: statistics (non‐adjacent probabilities) and rules (predefined order). Participants completed a visuomotor sequence learning task while EEG was recorded. To understand the neurophysiological underpinnings of these regularities in GTS, multivariate pattern analyses on the temporally decomposed EEG signal as well as sLORETA source localisation method were conducted. We found that people with GTS showed superior statistical learning but comparable rule‐based learning compared to HC participants. Adults with GTS had different neural representations for both statistics and rules than HC adults; specifically, adults with GTS maintained the regularity representations longer and had more overlap between them than HCs. Moreover, over different time scales, distinct fronto‐parietal structures contribute to statistical learning in the GTS and HC groups. We propose that hyper‐learning in GTS is a consequence of the altered sensitivity to encode complex statistics, which might lead to habitual actions. [ABSTRACT FROM AUTHOR]

Summary: COVID‐19 is a novel coronavirus‐induced disease and automatic identification of COVID‐19 using computer‐assisted methods can facilitate faster diagnostic efficiency. Current research typically employs a single model for COVID‐19 identification, while implicit and complementary knowledge between heterogeneous networks is neglected. To address these issues, we propose a new model based on deep mutual learning with online feature alignment called DML‐OFA to more effectively diagnose COVID‐19. First, we use a traditional deep mutual learning (DML) framework to allow two parallel heterogeneous networks to learn from each other to form two effective feature extractors. In addition, we embed the adaptive feature fusion classifier and logits ensembling module in the proposed DML‐OFA, which can simultaneously learn implicit complementary knowledge from feature maps and logits. We evaluated DML‐OFA on four public datasets: Covid‐chestxray‐dataset, ChestXRay2017, Coronavirus‐dataset and COVIDx. The results showed that our model attains 97.10%$$ \% $$ Accuracy, 97.28%$$ \% $$ Specificity, 96.21%$$ \% $$ Recall, 97.45%$$ \% $$ Precision, and 96.82%$$ \% $$ F1‐score, which outperforms other previous related works. [ABSTRACT FROM AUTHOR]

Statistical learning enables humans to involuntarily process and utilize different kinds of patterns from the environment. However, the cognitive mechanisms underlying the simultaneous acquisition of multiple regularities from different perceptual modalities remain unclear. A novel multidimensional serial reaction time task was developed to test 40 participants' ability to learn simple first-order and complex second-order relations between uni-modal visual and cross-modal audio-visual stimuli. Using the difference in reaction times between sequenced and random stimuli as the index of domain-general statistical learning, a significant difference and dissociation of learning occurred between the initial and final learning phases. Furthermore, we used a negative and positive occurrence-frequency-and-reaction-time correlation to indicate implicit and explicit learning, respectively, and found that learning simple uni-modal patterns involved an implicit-to-explicit segue, while acquiring complex cross-modal patterns required an explicit-to-implicit segue, resulting in a X-shape crossing of regularity learning. Thus, we propose an X-way hypothesis to elucidate the dynamic interplay between the implicit and explicit systems at two distinct stages when acquiring various regularities in a multidimensional probability space. [ABSTRACT FROM AUTHOR]

Decreased long‐range temporal correlations (LRTC) in brain signals can be used to measure cognitive effort during task execution. Here, we examined how learning a motor sequence affects long‐range temporal memory within resting‐state functional magnetic resonance imaging signal. Using the Hurst exponent (HE), we estimated voxel‐wise LRTC and assessed changes over 5 consecutive days of training, followed by a retention scan 12 days later. The experimental group learned a complex visuomotor sequence while a complementary control group performed tightly matched movements. An interaction analysis revealed that HE decreases were specific to the complex sequence and occurred in well‐known motor sequence learning associated regions including left supplementary motor area, left premotor cortex, left M1, left pars opercularis, bilateral thalamus, and right striatum. Five regions exhibited moderate to strong negative correlations with overall behavioral performance improvements. Following learning, HE values returned to pretraining levels in some regions, whereas in others, they remained decreased even 2 weeks after training. Our study presents new evidence of HE's possible relevance for functional plasticity during the resting‐state and suggests that a cortical subset of sequence‐specific regions may continue to represent a functional signature of learning reflected in decreased long‐range temporal dependence after a period of inactivity. [ABSTRACT FROM AUTHOR]

Objective: Cognitive alterations play an important role in the pathophysiology and treatment of anorexia nervosa (AN). Previous studies suggest that some implicit learning processes may be inhibited in AN. However, this has not yet been fully explored. The purpose of this study is to analyze implicit learning in patients with AN in comparison to healthy controls. Methods: In this pilot‐study, a total of 21 patients diagnosed with AN and 21 matched controls were administered the weather prediction task (WPT), a probabilistic implicit category learning task that consists of two sub‐variants. During the feedback (FB) version of the task, participants learn associations between tarot cards and weather outcomes via an operant learning model through which they receive immediate FB on their answers, whereas during the paired associate (PA) variant, participants are directly asked to memorize given associations. Results: AN patients showed selective impairment on the FB task where they scored significantly lower both in comparison to controls (p =.001) who completed the same task and when compared to their own performance on the PA variant (p =.006). Clinical measures showed no significant correlations with test scores. Discussion: Our results demonstrate implicit FB learning deficiencies in adult patients with AN. These impairments may have an impact on the effect of psychotherapeutic interventions and could partially explain the lack of treatment response in AN. Further studies are necessary to derive when and through which mechanisms these alterations originate, and to what extent they should be considered during treatment of the disorder. Public Significance: Cognitive impairments pose a challenge in the management of anorexia nervosa. Improved comprehension of cognitive alterations could lead to a greater understanding of the disease and adaptation of psychotherapeutic treatments. In this study, we found that implicit feedback learning in anorexia nervosa is impaired compared to healthy controls. This could indicate the necessity of treatment adaptations in the form of therapy tools without feedback and a larger focus on psychoeducation. [ABSTRACT FROM AUTHOR]

We comment on a proposal in the target article that draws on "behaviorism" for developing interventions geared at attenuating negative consumer behaviors. One interpretation of this proposal emphasizes the influence of stimuli (S) on responses (R) and de‐emphasizes intervening mental processes. We contrast this S–R perspective with an S–O–R perspective that embraces O, the organism (in our context, the consumer) and in doing so attempts to explain and then leverage S–R relations. We discuss in detail that without an organism‐ and theory‐centered perspective of S–R relations, it is difficult to identify relevant stimuli and predict patterns of behavior in new contexts. We illustrate in more depth using Janiszewski and Laran's example of aiding an individual suffering from depression how this theory‐ and organism‐centered perspective can improve possible intervention strategies. [ABSTRACT FROM AUTHOR]

We investigated whether sign‐naïve learners can infer and learn the meaning of signs after minimal exposure to continuous, naturalistic input in the form of a weather forecast in Swedish Sign Language. Participants were L1‐English adults. Two experimental groups watched the forecast once (n = 40) or twice (n = 42); a control group did not (n = 42). Participants were then asked to assign meaning to 22 target signs. We explored predictors of meaning assignment with respect to item occurrence frequency and three facets of visual motivation: iconicity, transparency, and gesture similarity. Meaning assignment was enhanced by exposure and item frequency, thereby providing evidence for implicit language learning in a new modality, even under challenging naturalistic conditions. Accuracy was also contingent upon iconicity and transparency, but not upon gesture similarity. Meaning assignment at first exposure is thus visually motivated, although the overall low accuracy rates and further qualitative analyses suggest that visually motivated meaning assignment is not always successful. A one‐page Accessible Summary and a Video Summary in International Sign Language of this article in non‐technical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

Binocular rivalry, a visual perception phenomenon where two or more percepts alternate every few seconds when distinct stimuli are presented to the two eyes, has been reported as a biomarker in several psychiatric disorders. It is unclear whether abnormalities of binocular rivalry in depression could occur when emotional rivaling stimuli are used, and if so, whether an emotional binocular rivalry test could provide a trait‐dependent or state‐dependent biomarker. In the current study, 34 individuals with subthreshold depression and 31 non‐depressed individuals performed a binocular rivalry task associated with implicit emotional processing. Participants were required to report their perceived orientations of the rival gratings in the foreground and to neglect emotional face stimuli in the background. The participants were retested after an approximately 4‐month time interval. Compared to the non‐depressed group, the subthreshold depression group showed significantly longer perceptual dominance durations of the grating with emotional faces as the background (i.e., implicit emotional dominance) at the initial assessment. However, the abnormality was not found at the follow‐up assessment. More importantly, we found smaller changes in depressive severity at the follow‐up assessment for individuals displaying longer emotional dominance at the initial assessment than for individuals with weaker emotional dominance. The current emotional binocular rivalry test may provide an objective, state‐dependent biomarker for distinguishing individuals with subthreshold depression from non‐depressed individuals. [ABSTRACT FROM AUTHOR]

This study addresses the role of awareness in learning and the variables that may facilitate adult second language (L2) implicit learning. We replicated Williams's (2005) study with a similar group of academic learners enrolled at university as well as a group of non‐college‐educated adults in order to explore the generalizability of the findings to an underrepresented population in research on L2 acquisition. Our results revealed that academic learners implicitly acquired items encountered during training (trained items), but this learning disappeared when academic and nonacademic groups were combined. We also observed modest correlations between intelligence and implicit learning of trained items; however, this association disappeared when other variables were considered. Overall, our study highlights the limited potential of implicit form–meaning associations for L2 adults in more general populations and emphasizes the challenges associated with convenience sampling in L2 research (Andringa & Godfroid, 2020). Additionally, it underscores the independence of individual differences in reading exposure, years of education, and nonverbal intelligence for implicit learning of trained items. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

Social and emotional cues from faces and voices are highly relevant and have been reliably demonstrated to attract attention involuntarily. However, there are mixed findings as to which degree associating emotional valence to faces occurs automatically. In the present study, we tested whether inherently neutral faces gain additional relevance by being conditioned with either positive, negative, or neutral vocal affect bursts. During learning, participants performed a gender‐matching task on face‐voice pairs without explicit emotion judgments of the voices. In the test session on a subsequent day, only the previously associated faces were presented and had to be categorized regarding gender. We analyzed event‐related potentials (ERPs), pupil diameter, and response times (RTs) of N = 32 subjects. Emotion effects were found in auditory ERPs and RTs during the learning session, suggesting that task‐irrelevant emotion was automatically processed. However, ERPs time‐locked to the conditioned faces were mainly modulated by the task‐relevant information, that is, the gender congruence of the face and voice, but not by emotion. Importantly, these ERP and RT effects of learned congruence were not limited to learning but extended to the test session, that is, after removing the auditory stimuli. These findings indicate successful associative learning in our paradigm, but it did not extend to the task‐irrelevant dimension of emotional relevance. Therefore, cross‐modal associations of emotional relevance may not be completely automatic, even though the emotion was processed in the voice. This study provides new evidence for the transfer of affective processing to affective learning and complements previous research on the preferential processing of emotional stimuli. Our findings indicate that only task‐relevant stimulus features were robustly learned, although the task‐irrelevant emotional meaning of the same stimulus influenced online processing and behavior during learning. [ABSTRACT FROM AUTHOR]

Previous research exploring the lived experiences of marginalized groups of students in STEM at community college settings is limited, despite the fact that community colleges have the potential to create pathways to 4‐year engineering degrees and diversify the STEM workforce. This study explored what underrepresented students in STEM valued most as they navigated community college. We conducted nineteen semi‐structured narrative interviews. Our findings suggested that the students found some of the values implicit compared to other explicit values mentioned by the participants. For example, they valued intimate class size, invested faculty, available tutors, and financial support as explicit values. They appreciated the low‐pressure environment, directional support, networking opportunities, and hands‐on learning as implicit values associated with their college experience. Our research has a direct implication on how such experiences influence students' chosen pathways toward engineering careers, and institutions can learn directly to establish programs with an understanding of what they value. [ABSTRACT FROM AUTHOR]

Although statistical learning (SL) has been studied extensively in developmental dyslexia (DD), less attention has been paid to other fundamental challenges in language acquisition, such as cross‐situational word learning. Such investigation is important for determining whether and how SL processes are affected in DD at the word level. In this study, typically developed (TD) adults and young adults with DD were exposed to a set of trials that contained multiple spoken words and multiple pictures of individual objects, with no information about word‐referent correspondences provided within a trial. Nonetheless, cross‐trial statistical relations could be exploited to learn word‐referent mappings. The degree of within‐trial reference uncertainty and the novelty of to‐be‐learned objects (novel or familiar) were varied under different learning conditions. The results show that across all conditions, young adults with DD were significantly impaired in their ability to exploit cross‐trial regularities in co‐occurring visual–auditory streams to discover word‐referent mappings. Observed impairments were most pronounced when within‐trial reference uncertainty was the highest. Subjective measures of knowledge awareness revealed greater development of implicit but not explicit knowledge in the TD group than in the DD group. Together, these findings suggest that the SL deficit in DD affects fundamental language learning challenges at the word level and points to greater reliance on explicit processes due to impaired implicit associative learning among individuals with DD. Such a deficit is likely to influence spoken language acquisition, and in turn affect literacy skills, in people with DD. [ABSTRACT FROM AUTHOR]

Second language implicit learning research has shown that a variety of linguistic features can be acquired without awareness. However, this research overwhelmingly uses comprehension tests to measure implicit learning. It remains unclear whether newly acquired implicit knowledge can also be recruited for production. To address this question, we developed a novel paradigm based on elicited recall and false memory that was used to both train participants and test their implicit knowledge in production, including generating new instances of the rule. Participants learned a semiartificial language containing a rule based on one in a natural language (the alternation between Czech spatial prepositions v and na). Participants who remained unaware of the rule, as assessed by verbal report, nevertheless were able to use it in a production test involving novel items, while believing that they were performing a cued recall test. Even without extensive training, newly acquired implicit knowledge can immediately be evident in production. A one‐page Accessible Summary of this article in non‐technical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

Previous studies have shown that prior linguistic knowledge affects semantic implicit learning when stimuli are presented in the first language. We report an experiment that investigated whether such crosslinguistic influence from the first language would still emerge in the second language for semantic implicit learning of novel articles and fire/water semantic category mappings, a semantic distinction that is explicitly marked by semantic radicals in Chinese but not in English and a type of form–meaning connections that has not been investigated. We found that 30 Cantonese–English bilinguals and 30 native English speakers learned the target form–meaning connections and that the knowledge that they developed may have been implicit, as shown through post‐experiment verbal reports. Moreover, the bilingual group was significantly faster than the English group in distinguishing fire/water English nouns. These findings extend the range of semantic‐based regularities that can be learned at the implicit level and suggest that the markings of fire/water distinctions in Chinese affect second language task performance. A one‐page Accessible Summary of this article in non‐technical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

The serial reaction time task is a widely used task in behavioural and cognitive neuroscience to assess human and animal learning. Many publications refer to this task as a 'motor learning task', but it is also a perceptual learning task. We emphasize here that the incorrect use of the term 'motor learning' misleads researchers and medical doctors by emphasizing the motor cortex's exclusive role. It has the potential to lead to the misinterpretation of neuroscientific, neuroimaging and clinical studies. The domino effect has the potential to generate more flawed hypotheses and theories. [ABSTRACT FROM AUTHOR]

Neuroimaging resting state paradigms have revealed synchronised oscillatory activity is present even in the absence of completing a task or mental operation. One function of this neural activity is likely to optimise the brain's sensitivity to forthcoming information that, in turn, likely promotes subsequent learning and memory outcomes. The current study investigated whether this extends to implicit forms of learning. A total of 85 healthy adults participated in the study. Resting state electroencephalography was first acquired from participants before they completed a serial reaction time task. On this task, participants implicitly learnt a visuospatial‐motor sequence. Permutation testing revealed a negative correlation between implicit sequence learning and resting state power in the upper theta band (6–7 Hz). That is, lower levels of resting state power in this frequency range were associated with superior levels of implicit sequence learning. This association was observed at midline‐frontal, right‐frontal and left‐posterior electrodes. Oscillatory activity in the upper theta band supports a range of top‐down processes including attention, inhibitory control and working memory, perhaps just for visuospatial information. Our results may be indicating that disengaging theta‐supported top‐down attentional processes improves implicit learning of visuospatial‐motor information that is embedded in sensory input. This may occur because the brain's sensitivity to this type of information is optimally achieved when learning is driven by bottom‐up processes. Moreover, the results of this study further demonstrate that resting state synchronised brain activity influences subsequent learning and memory. [ABSTRACT FROM AUTHOR]

In this paper, we tackle the challenging problem of 3D keypoint estimation of general objects using a novel implicit representation. Previous works have demonstrated promising results for keypoint prediction through direct coordinate regression or heatmap‐based inference. However, these methods are commonly studied for specific subjects, such as human bodies and faces, which possess fixed keypoint structures. They also suffer in several practical scenarios where explicit or complete geometry is not given, including images and partial point clouds. Inspired by the recent success of advanced implicit representation in reconstruction tasks, we explore the idea of using an implicit field to represent keypoints. Specifically, our key idea is employing spheres to represent 3D keypoints, thereby enabling the learnability of the corresponding signed distance field. Explicit key‐points can be extracted subsequently by our algorithm based on the Hough transform. Quantitative and qualitative evaluations also show the superiority of our representation in terms of prediction accuracy. [ABSTRACT FROM AUTHOR]

Evidence regarding unaware differential fear conditioning in humans is mixed and even less is known about the effects of contingency awareness on appetitive conditioning. Phasic pupil dilation responses (PDR) might be more sensitive for capturing implicit learning than other measures, such as skin conductance responses (SCR). Here, we report data from two delay conditioning experiments utilizing PDR (alongside SCR and subjective assessments) to investigate the role of contingency awareness in aversive and appetitive conditioning. In both experiments, valence of unconditioned stimuli (UCS) was varied within participants by administering aversive (mild electric shocks) and appetitive UCSs (monetary rewards). Preceding visual stimuli (CSs) predicted either the reward, the shock (65% reinforcement), or neither UCS. In Exp. 1, participants were fully instructed about CS‐UCS contingencies, whereas in Exp. 2, no such information was given. PDR and SCR demonstrated successful differential conditioning in Exp. 1 and in (learned) aware participants in Exp. 2. In non‐instructed participants who remained fully unaware of contingencies (Exp. 2), differential modulation of early PDR (immediately after CS onset) by appetitive cues emerged. Associations with model‐derived learning parameters further suggest that early PDR in unaware participants mainly reflect implicit learning of expected outcome value, whereas early PDR in aware (instructed/learned‐aware) participants presumably index attentional processes (related to uncertainty/prediction error processing). Similar, but less clear results emerged for later PDR (preceding UCS onset). Our data argue in favor of a dual‐process account of associative learning, suggesting that value‐related processing can take place irrespective of mechanisms involved in conscious memory formation. While the existence of unaware associative learning is contested, the present study supports a dual‐process model of conditioning, suggesting that the processing of expected outcome value during acquisition is independent of mechanisms involved in conscious memory formation. The results provide the first evidence that such implicit learning processes may be tracked by conditioned pupil dilation responses, which otherwise rather reflect attentional processes in individuals aware of stimulus–outcome contingencies. [ABSTRACT FROM AUTHOR]

This study examined how top‐down control influenced letter‐speech sound (L‐SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, Mage = 106.845 months) learned eight L‐SS correspondences, either preceded by goal‐directed or implicit instructions. Symbol knowledge and artificial word‐reading ability were assessed immediately after learning and on the subsequent day to examine the effect of sleep. Goal‐directed children were faster and more efficient in learning a new script and had better learning outcomes compared to children who were not instructed about the goal of the task. This study demonstrates that directing children toward the goal can promote L‐SS learning and consolidation, giving insights into how top‐down control influences the initial phase of reading acquisition. [ABSTRACT FROM AUTHOR]

Even once children can accurately remember their experiences, they nevertheless struggle to use those memories in flexible new ways—as in when drawing inferences. However, it remains an open question as to whether the developmental differences observed during both memory formation and inference itself represent a fundamental limitation on children's learning mechanisms, or rather their deployment of suboptimal strategy. Here, 7–9‐year‐old children (N = 154) and young adults (N = 130) first formed strong memories for initial (AB) associations and then engaged in one of three learning strategies as they viewed overlapping (BC) pairs. We found that being told to integrate—combine ABC during learning—both significantly improved children's ability to explicitly relate the indirectly associated A and C items during inference and protected the underlying pair memories from forgetting. However, this finding contrasted with implicit evidence for memory‐to‐memory connections: Adults and children both formed A‐C links prior to any knowledge of an inference test—yet for children, such links were most apparent when they were told to simply encode BC, not integrate. Moreover, the accessibility of such implicit links differed between children and adults, with adults using them to make explicit inferences but children only doing so for well‐established direct AB pairs. These results suggest that while a lack of integration strategy may explain a large share of the developmental differences in explicit inference, children and adults nevertheless differ in both the circumstances under which they connect interrelated memories and their ability to later leverage those links to inform flexible behaviours. Research Highlights: Children and adults view AB and BC pairs related through a shared item, B. This provides an opportunity for learners to connect A–C in memory.Being encouraged to integrate ABC during learning boosted performance on an explicit test of A–C connections (children and adults) and protected from forgetting (children).Children and adults differed in when implicit A–C connections were formed—occurring primarily when told to separately encode BC (children) versus integrate (adults), respectively.Adults used implicit A–C connections to facilitate explicit judgments, while children did not. Our results suggest developmental differences in the learning conditions promoting memory‐to‐memory connections. [ABSTRACT FROM AUTHOR]

Perceptual learning is a powerful mechanism to enhance perceptual abilities and to form robust memory representations of previously unfamiliar sounds. Memory formation through repeated exposure takes place even for random and complex acoustic patterns devoid of semantic content. The current study sought to scrutinise how perceptual learning of random acoustic patterns is shaped by two potential modulators: temporal regularity of pattern repetition and listeners' attention. To this end, we adapted an established implicit learning paradigm and presented short acoustic sequences that could contain embedded repetitions of a certain sound segment (i.e., pattern) or not. During each experimental block, one repeating pattern recurred across multiple trials, whereas the other patterns were presented in only one trial. During the presentation of sound sequences that contained either temporally regular or jittered within‐trial pattern repetitions, participants' attention was directed either towards or away from the auditory stimulation. Overall, we found a memory‐related modulation of the event‐related potential (ERP) and an increase in inter‐trial phase coherence for patterns that recurred across multiple trials (compared to non‐recurring patterns), accompanied by a performance increase in a (within‐trial) repetition detection task when listeners attended the sounds. Remarkably, we show a memory‐related ERP effect even for the first pattern occurrence per sequence when participants attended the sounds, but not when they were engaged in a visual distractor task. These findings suggest that learning of unfamiliar sound patterns is robust against temporal irregularity and inattention, but attention facilitates access to established memory representations upon first occurrence within a sequence. [ABSTRACT FROM AUTHOR]

The article reviews Digital Language Learning (DLL) research that has used principles and concepts of Sociocultural Theory (SCT) to support the research. We explain several key principles of the theory and shows how they have been misused or used in a superficial way in the DLL research. These include the assumption that SCT is a social rather than a psychological theory as well as misinterpretation of the central concepts of imitation and the Zone of Proximal Development. The article argues that the assumption that Virtual Reality pedagogy—which claims it is a means to avoid a parasitic relationship between L1 and L2—is problematic and not supported by an SCT perspective because the theory assigns a central role to L1 in all aspects of psychological development. It also argues that DLL pedagogy that seeks to avoid explicit instruction in favor of implicit learning through comprehensible input may well hinder full development of a new language. Finally, the article suggests ways in which DLL and SCT‐based language pedagogy can be integrated into a coherent instructional program. [ABSTRACT FROM AUTHOR]

Why do children learn language more easily than adults do? This puzzle has fascinated cognitive and language scientists for decades. In the present letter, we approach the language learning puzzle from a cognitive perspective that is inspired by evidence from the perceptual and motor learning literature. Neuroscientific studies show that two memory systems in the brain are involved in human learning: an early implicit procedural memory system and a late‐developing cognitive or declarative memory system. We argue that higher cognitive development constrains implicit statistical learning processes that are essential for learning patterns and regularities in languages, that is, the adult cognitive architecture has a cost. This is supported by experimental evidence showing that acquisition of implicit linguistic knowledge is enhanced under cognitive depletion in adults. More research is needed to test the cognitive cost hypothesis as it could partly solve the language learning puzzle. [ABSTRACT FROM AUTHOR]

Converging evidence from studies of human and nonhuman animals suggests that the hippocampus contributes to sequence learning by using temporal context to bind sequentially occurring items. The fornix is a white matter pathway containing the major input and output pathways of the hippocampus, including projections from medial septum and to diencephalon, striatum, lateral septum and prefrontal cortex. If the fornix meaningfully contributes to hippocampal function, then individual differences in fornix microstructure might predict sequence memory. Here, we tested this prediction by performing tractography in 51 healthy adults who had undertaken a sequence memory task. Microstructure properties of the fornix were compared with those of tracts connecting medial temporal lobe regions but not predominantly the hippocampus: the Parahippocampal Cingulum bundle (PHC) (conveying retrosplenial projections to parahippocampal cortex) and the Inferior Longitudinal Fasciculus (ILF) (conveying occipital projections to perirhinal cortex). Using principal components analysis, we combined Free‐Water Elimination Diffusion Tensor Imaging and Neurite Orientation Dispersion and Density Imaging measures obtained from multi‐shell diffusion MRI into two informative indices: the first (PC1) capturing axonal packing/myelin and the second (PC2) capturing microstructural complexity. We found a significant correlation between fornix PC2 and implicit reaction‐time indices of sequence memory, indicating that greater fornix microstructural complexity is associated with better sequence memory. No such relationship was found with measures from the PHC and ILF. This study highlights the importance of the fornix in aiding memory for objects within a temporal context, potentially reflecting a role in mediating inter‐regional communication within an extended hippocampal system. [ABSTRACT FROM AUTHOR]

Implicit sequence learning describes the acquisition of serially ordered movements and sequentially structured cognitive information, that occurs without awareness. Theta, alpha and beta cortical oscillations are present during implicit motor sequence learning, but their role in this process is unclear. The current study addressed this gap in the literature. A total of 50 healthy adults aged between 19 and 37 years participated in the study. Implicit motor sequence learning was examined using the Serial Reaction Time task where participants unknowingly repeat a sequence of finger movements in response to a visual stimulus. Sequence learning was examined by comparing reaction times and oscillatory power between sequence trials and a set of control trials comprising random stimulus presentations. Electroencephalography was recorded as participants completed the task. Analyses of the behavioral data revealed participants learnt the sequence. Analyses of oscillatory activity, using permutation testing, revealed sequence learning was associated with a decrease in theta band (4–7 Hz) power recorded over frontal and central electrode sites. Sequence learning effects were not observed in the alpha (7–12 Hz) or beta bands (12–20 Hz). Even though alpha and beta power modulations have long been associated with executing a motor response, it seems theta power is a correlate of sequence learning in the manual domain. Theta power modulations on the serial reaction time task may reflect disengagement of attentional resources, either promoting or occurring as a consequence of implicit motor sequence learning Cortical oscillations are present during implicit motor sequence learning, but their role in this process is unclear. In this study we found that implicit motor sequence learning modulated theta power, but not alpha or beta. These results suggest disengaging theta regulated attentional processes could be a correlate of implicit learning. [ABSTRACT FROM AUTHOR]

The insights that I The Alignment Problem i offers into how AI/ML systems are being designed to tackle these challenging questions may prove useful in thinking about how to improve human risk analyses. An architecture reminiscent of the dual-process "thinking, fast and slow" in people has proved successful in creating AI/ML systems such as DeepMind's AlphaGo Zero that taught itself to play world champion-level Go in 3 days without any examples of human games or instructions, guidance, or advice from human experts. Henry Kissinger et al.'s 2021 book I The Age of AI and Our Human Future i discusses at a less technical level implications of current and emerging AI/ML technologies (including the revolutionary GPT-3 language model) and their implications for AI governance and the future co-evolution of AI and humanity. Modern artificial intelligence (AI) and machine learning (ML) wrestle with many of the same challenges in guiding the decisions of robots and autonomous agents and teams of such agents operating under uncertainty or under novel conditions. [Extracted from the article]

Annotated datasets for automatic white balance (AWB) are used for the evaluation and, when necessary, the training, of AWB methods. Relying on such datasets requires awareness of the potential bias in their content and characteristics: some methods are designed to rely on the presence of particular elements, such as human skin, while other methods learn implicit relationships between image content and light properties from training data. The dependency on these relationships makes it fundamental to understand whether the available datasets are actually representative of common application scenarios, such as the presence of human subjects, the diversity of composition, or the illumination conditions. In this paper we overview the most common datasets for Automatic White Balance, including those for single as well as multiple illuminant estimation, providing a critical analysis on their characteristics. Furthermore, we identify a number of existing methods for single illuminant estimation, as a representative pool of approaches to the problem with various levels of complexity. We investigate how the performance of these correlate to the image content of common datasets. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the relationships between cognitive function and white matter hyperintensity volume (WMHV) in patients with silent cerebrovascular disease and to investigate whether white matter integrity or brain atrophy play a role in this association. Methods: Automated Fiber Quantification and Voxel‐ based morphometry were used to track and identify the integrity of 20 well‐defined white matter tracts and to measure the gray matter volume (GMV). A linear regression model was applied for examining the associations between cognitive function and WMHV and mediation analysis was used to identify the roles of white matter integrity or GMV in the influence of WMHV on cognitive function. Results: Two hundred and thirty‐six individuals were included for analysis. Executive function was linearly associated with fractional anisotropy (FA) of the right interior frontal occipital fasciculus (IFOF) (β = 0.193; 95% CI, 0.126 to 1.218) and with WMHV (β = −0.188; 95% CI, −0.372 to −0.037). Information processing speed was linearly associated with WMHV (β = −0.357; 95% CI, −0.643 to −0.245), FA of the right anterior thalamic radiation (ATR) (β = 0.207; 95% CI, 0.116 to 0.920), and FA of the left superior longitudinal fasciculus (SLF) (β = 0.177; 95% CI, 0.103 to 1.315). The relationship between WMHV and executive function was mediated by FA of the right IFOF (effect size = −0.045, 95% CI, −0.015 to −0.092). Parallel mediation analysis showed that the association between WMHV and information processing speed was mediated by FA of the right ATR (effect size = −0.099, 95% CI, −0.198 to −0.038) and FA of the left SLF (effect size = −0.038, 95% CI, −0.080 to −0.003). Conclusion: These findings suggest a mechanism by which WMH affects executive function and information processing speed by impairing white matter integrity. This may be helpful in providing a theoretical basis for rehabilitation strategies of cognitive function in patients with silent cerebrovascular diseases. [ABSTRACT FROM AUTHOR]

A design thinking workshop comprising patients, students and educators was held to generate such ideas, and the concept of students travelling with patients and observing their hospital appointments from their point of view was proposed. ASME/GMC Excellent Medical Education Award 2020 UK medical student attitudes towards working abroad: A realist evaluation Dominic Proctor I Imperial College Healthcare NHS Trust i B Introduction b One of the many factors contributing to healthcare workforce shortages is students moving abroad after qualification. B Results b Themes that arose included the following: practical application, autonomy, heuristics, safety, triage of undifferentiated patients, clinical reasoning, patient accessibility, student-patient interaction, student-doctor interaction, barriers and enablers and future implications. Retention work and strategies: An ethnomethodological lens on how emergency physicians make t... B Daniel Darbyshire b , Liz Brewster, Dawn Goodwin, Rachel Isba and Richard Body I Lancaster Medical School i Demand on emergency departments has increased more than staff numbers, contributing to a problem with the medical staffing that is politicised and emotive. [Extracted from the article]

Implicit neural representations, such as MLP, can well recover the topology of watertight object. However, MLP fails to recover geometric details of watertight object and complicated topology due to dealing with point cloud in a point‐wise manner. In this paper, we propose a point cloud transformer called local offset point cloud transformer (LOPCT) as a feature fusion module. Before using MLP to learn the implicit function, the input point cloud is first fed into the local offset transformer, which adaptively learns the dependency of the local point cloud and obtains the enhanced features of each point. The feature‐enhanced point cloud is then fed into the MLP to recover the geometric details and sharp features of watertight object and complex topology. Extensive reconstruction experiments of watertight object and complex topology demonstrate that our method achieves comparable or better results than others in terms of recovering sharp features and geometric details. In addition, experiments on watertight objects demonstrate the robustness of our method in terms of average result. [ABSTRACT FROM AUTHOR]

Although syntactic priming has been well studied and is commonly assumed to involve implicit learning, the mechanisms behind this phenomenon are still under debate. Recent studies have suggested that exposure to nonlinguistic statistical patterns may influence language users' relative clause attachment biases, but whether the priming effect comes from implicit learning or explicit experimental task demands has remained unclear. In this study, we tested whether implicit learning of adjacent and nonadjacent sequences occurs in a nonlinguistic task (the serial reaction time task), and if so, whether these implicitly learned dependencies can cause syntactic priming in the linguistic domain. We found no priming effects even though dependencies in the serial reaction time task were successfully learned: learning of nonlinguistic dependencies did not prime relative clause attachment biases when dependency learning was strictly implicit in nature. This work provides novel evidence that implicit knowledge from a domain‐general sequencing task alone does not necessarily induce syntactic priming. [ABSTRACT FROM AUTHOR]

This study contributes to the technology management literature on the effects of IT on operations processes by examining the use of systems based on Artificial Intelligence (AI) in professional services. The paper builds on key concepts on AI, information systems, professional work, and professional services operations management. A model is developed to explain how AI‐based systems combine with humans to do work, both automating and augmenting the work of the professional, leading to process improvement and extension of the service offering. The study uses case‐based research in two law firms and two accountancy firms using AI‐based systems. It shows that AI‐based systems are used selectively, mainly on high‐volume, back‐office tasks, across the sequence of stages in the professional service process—diagnosis, inference, and treatment. Automation using AI relieves professionals from repetitive tasks, while AI achieves augmentation by buffering professionals from low‐value activity, making their expertise scalable and providing new analytical insights. System use can improve performance in delivering core professional services and enable service extension into additional, high‐value advisory work. The model and research approach have potential implications for other emerging areas of technology management in OM. [ABSTRACT FROM AUTHOR]

Most collaborative filtering recommenders based on deep learning utilize implicit feedback information such as likes and bookmarks to infer user preferences rather than explicit feedback such as ratings provided by users. However, collaborative filtering models utilizing implicit feedback pose a chronic problem, that is, the "one‐class" problem (also known as the one‐class collaborative filtering problem), which causes trivial solutions due to lack of negative examples. A one‐class problem free‐boosting (OCF‐B) algorithm is proposed in this study to solve the one‐class problem by considering a user's preference pattern when generating negative cases and training the model with both positive and negative cases. More specifically, the OCF‐B algorithm iteratively selects negative cases that exacerbate the loss value of the object function and replace them with other negative cases when extracting negative cases from unknown cells of the user–item interaction matrix. In an experiment using four datasets, the results show that negative cases selected meticulously via the OCF‐B algorithm improve the prediction performance not only for negative cases, but also for positive cases. In addition, the prediction performance was better than that of the existing zero‐injection method. [ABSTRACT FROM AUTHOR]

We provide a novel approach to perform fully automated generation of restorations for fractured shapes using learned implicit shape representations in the form of occupancy functions. Our approach lays the groundwork to perform automated object repair via additive manufacturing. Existing approaches for restoration of fractured shapes either require prior knowledge of object structure such as symmetries between the restoration and the fractured object, or predict restorations as voxel outputs that are impractical for repair at current resolutions. By leveraging learned occupancy functions for restoration prediction, our approach overcomes the curse of dimensionality with voxel approaches, while providing plausible restorations. Given a fractured shape, we fit a function to occupancy samples from the shape to infer a latent code. We apply a learned transformation to the fractured shape code to predict a corresponding code for restoration generation. To ensure physical validity and well‐constrained shape estimation, we contribute a loss that models feasible occupancy values for fractured shapes, restorations, and complete shapes obtained by joining fractured and restoration shapes. Our work overcomes deficiencies of shape completion approaches adapted for repair, and enables consumer‐driven object repair and cultural heritage object restoration. We share our code and a synthetic dataset of fractured meshes from 8 ShapeNet classes at: https://github.com/Terascale‐All‐sensing‐Research‐Studio/MendNet. [ABSTRACT FROM AUTHOR]

We present a StyleGAN2‐based deep learning approach for 3D shape generation, called SDF‐StyleGAN, with the aim of reducing visual and geometric dissimilarity between generated shapes and a shape collection. We extend StyleGAN2 to 3D generation and utilize the implicit signed distance function (SDF) as the 3D shape representation, and introduce two novel global and local shape discriminators that distinguish real and fake SDF values and gradients to significantly improve shape geometry and visual quality. We further complement the evaluation metrics of 3D generative models with the shading‐image‐based Fréchet inception distance (FID) scores to better assess visual quality and shape distribution of the generated shapes. Experiments on shape generation demonstrate the superior performance of SDF‐StyleGAN over the state‐of‐the‐art. We further demonstrate the efficacy of SDF‐StyleGAN in various tasks based on GAN inversion, including shape reconstruction, shape completion from partial point clouds, single‐view image‐based shape generation, and shape style editing. Extensive ablation studies justify the efficacy of our framework design. Our code and trained models are available at https://github.com/Zhengxinyang/SDF‐StyleGAN. [ABSTRACT FROM AUTHOR]

Developmental Dyslexia (DD) is a condition in which reading accuracy and/or fluency falls substantially below what is expected based on the individuals age, general level of cognitive ability, and educational opportunities. The procedural circuit deficit hypothesis (PDH) proposes that DD may be largely explained in terms of alterations of the cortico‐basal ganglia procedural memory system (in particular of the striatum) whereas the (hippocampus‐dependent) declarative memory system is intact, and may serve a compensatory role in the condition. The present study was designed to test this hypothesis. Using Magnetic Resonance Imaging, we examined the functional and structural brain correlates of sequence‐specific procedural learning (SL) on the serial reaction time task, in 17 children with DD and 18 typically developing (TD) children. The study was performed over 2 days with a 24‐h interval between sessions. In line with the PDH, the DD group showed less activation of the striatum during the processing of sequential statistical regularities. These alterations predicted the amount of SL at day 2, which in turn explained variance in children's reading fluency. Additionally, reduced hippocampal activation predicted larger SL gains between day 1 and day 2 in the TD group, but not in the DD group. At the structural level, caudate nucleus volume predicted the amount of acquired SL at day 2 in the TD group, but not in the DD group. The findings encourage further research into factors that promote learning in children with DD, including through compensatory mechanisms. [ABSTRACT FROM AUTHOR]

Fast transient responses and excellent steady‐state control performances with flexibility in control operation are core motivations to promote a vast of research in the robotic control sector nowadays. As a sequence, in this paper, we present a learning nonlinear controller for motion control of robotic manipulators with output constraints. The constrained control objectives are first transformed to new free variables using nonlinear synthetization profiles. Boundedness of the main control objectives within feasible ranges of the physical outputs is next strictly guaranteed under a simple sliding‐mode control policy. To improve the control performance, dominant terms of the system dynamics are learnt by a neural network with a nonlinear adaptation law. The systematic deviation remaining is then estimated by an adaptive disturbance observer. A novel high‐level adaptation rule is designed to maximize the learning ability and the control quality. Both an asymptotic control performance and estimation effectiveness are theoretically thoroughly proven by Lyapunov‐based analyses. Feasibility of the overall system is carefully investigated by intensive comparative simulations. [ABSTRACT FROM AUTHOR]

In this paper we present a reconstruction technique for the reduction of unsteady flow data based on neural representations of time‐varying vector fields. Our approach is motivated by the large amount of data typically generated in numerical simulations, and in turn the types of data that domain scientists can generate in situ that are compact, yet useful, for post hoc analysis. One type of data commonly acquired during simulation are samples of the flow map, where a single sample is the result of integrating the underlying vector field for a specified time duration. In our work, we treat a collection of flow map samples for a single dataset as a meaningful, compact, and yet incomplete, representation of unsteady flow, and our central objective is to find a representation that enables us to best recover arbitrary flow map samples. To this end, we introduce a technique for learning implicit neural representations of time‐varying vector fields that are specifically optimized to reproduce flow map samples sparsely covering the spatiotemporal domain of the data. We show that, despite aggressive data reduction, our optimization problem — learning a function‐space neural network to reproduce flow map samples under a fixed integration scheme — leads to representations that demonstrate strong generalization, both in the field itself, and using the field to approximate the flow map. Through quantitative and qualitative analysis across different datasets we show that our approach is an improvement across a variety of data reduction methods, and across a variety of measures ranging from improved vector fields, flow maps, and features derived from the flow map. [ABSTRACT FROM AUTHOR]

Response inhibition, a crucial component of executive function, is closely related to personal impulse control, social adaption, and mental health. Previous studies have found response inhibition deficit in patients with major depressive disorder, but whether it also exists in individuals with subclinical depression (SD) remains unclear. This study aimed to identify the ability of response inhibition to emotional face stimuli both under explicit and implicit conditions in individuals with SD. Thirty‐six subclinical depressed college students and 39 healthy individuals were recruited and administered the non‐emotional, explicit, and implicit emotional stop‐signal tasks (SSTs). Mixed‐model analyses of variance were used to analyze the differences between and within groups. In implicit emotional SST, the results showed a significant longer stop‐signal response time, a shorter stop‐signal delay time, a shorter go reaction time, and a similar proportion of stop success in the SD group compared to healthy controls. However, the above indices showed no significant difference between the two groups in the non‐emotional SST and explicit emotional SST. These findings suggest a possible defect of response inhibition in implicit emotional processing in individuals with SD, which may potentially serve as a marker of susceptibility to depression and thus be applied to early screening and intervention for major depressive disorder. [ABSTRACT FROM AUTHOR]

Regarding an agent's responsibility for her prejudicial behavior as a type of habit thus allows us to introduce a view of responsibility that resembles Michael McKenna's (2012) conversational stance or Daphne Brandenburg's (2018) nurturing stance, but which, importantly, still makes the prejudiced agent an appropriate target for blame. 3 From now on I will use "prejudicial behaviour" or "prejudicial action" to refer to the behaviour that results from implicit biases, not just any kind of prejudicial behaviour - not the behaviour of the explicitly committed racist, sexist or homophobe, when it is triggered by their explicit biases. The mismatch between our explicit egalitarian beliefs and the stereotypically biased, often discriminatory, prejudicial behavior we often display makes it plausible to think that there must be mental states, other than our explicit beliefs, which are at least partially responsible for such a behavior. In viewing prejudicial behavior as a habit, we highlight the fact that agents who exhibit this type of behavior are not aware of obvious facts about themselves, such as the harm they cause to others. Through the manipulation of the relationship between rats' trained behavior and its outcome, Dickinson established that habitual behavior, unlike goal-directed action, has two distinctive marks: outcome devaluation and action-outcome contingency degradation. [Extracted from the article]

In this exploratory study, we considered the method of combining event‐related potentials (ERPs) and source attributions as a means for examining the explicit or implicit nature of second language (L2) knowledge and processing. We recorded electroencephalograms while L2 Spanish participants judged phrase structure and subject‐verb agreement sentences and provided source attributions—guess, intuition, memory, rule. The participants evidenced above chance performance and anterior P600 effects to the stimuli overall. We examined whether ERPs differed by explicit (memory, rule) or implicit (guess, intuition) source attributions. Mixed‐effects models indicated more positive ERPs when the participants indicated explicit source attributions. Thus, the anterior P600 evidenced in our study seemed to reflect subjectively reported explicit knowledge. Future research will be necessary to reproduce this finding, to understand ERP effects that may be associated with implicit knowledge, and to further explore how ERPs may be triangulated with other types of data to better understand the nature of L2. [ABSTRACT FROM AUTHOR]

With the rapid development of information technology, the problem of "information overload" emerges when users choose cloud services. How to integrate multi‐source information to achieve accurate service recommendation is an urgent problem to be solved by current recommendation systems. This article proposes a cloud service recommendation method based on extended multi‐source information fusion. First, we propose a score prediction based on matrix decomposition and topic matrix, and we fully mine existing explicit data and feedback data, such as user ratings, social trust information, reviews, and user personalized preferences and so on. Second, in order to solve the problems of data sparseness and cold start of the system, we integrate the score, social trust information and review into a comprehensive model through collaborative filtering (CF), and propose a multi‐source information fusion recommendation method. The CF fusion method mainly combines two parts: social matrix decomposition and topic matrix decomposition. Finally, in order to further improve the accuracy and scalability, the implicit feature matrix is integrated into the user rating matrix, and the original CF enhancement based on scoring matrix decomposition is a matrix decomposition method that can learn implicit features. Experimental results show that compared with other recommendation algorithms, the cloud service recommendation method proposed in this article can improve the recommendation accuracy and allow users to choose satisfactory cloud services. [ABSTRACT FROM AUTHOR]

This study focuses on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills' predictive value for reading. First, we compared school‐aged children with severe reading impairment (n = 51) to typical readers (n = 71) to explore the individual patterns of deficits in dyslexia. Children with dyslexia, as a group, presented low PA and RAN scores, as well as limited implicit learning skills. However, we found no differences in the other domains. We found a phonological deficit in 51% and a RAN deficit in 26% of children with dyslexia. These deficits coexisted in 14% of the children. Deficits in other cognitive domains were uncommon and most often coexisted with phonological or RAN deficits. Despite having a severe reading impairment, 26% of children with dyslexia did not present any of the tested deficits. Second, in a group of children presenting a wide range of reading abilities (N = 211), we analysed the relationship between cognitive skills and reading level. PA and RAN were independently related to reading abilities. Other skills did not explain any additional variance. The impact of PA and RAN on reading skills differed. While RAN was a consistent predictor of reading, PA predicted reading abilities particularly well in average and good readers with a smaller impact in poorer readers. [ABSTRACT FROM AUTHOR]

Procedural memory functioning in developmental language disorder (DLD) has largely been investigated by examining implicit sequence learning by the manual motor system. This study examined whether poor sequence learning in DLD is present in the oculomotor domain. Twenty children with DLD and 20 age‐matched typically developing (TD) children were presented with a serial reaction time (SRT) task. On the task, a visual stimulus repeatedly appears in different positions on a computer display which prompts a manual response. The children were unaware that on the first three blocks and final block of trials, the visual stimulus followed a sequence. On the fourth block, the stimulus appeared in random positions. Manual reaction times (RT) and saccadic amplitudes were recorded, which assessed sequence learning in the manual and oculomotor domains, respectively. Manual RT were sensitive to sequence learning for the TD group, but not the DLD group. For the TD group, manual RT increased when the random block was presented. This was not the case for the DLD group. In the oculomotor domain, sequence learning was present in both groups. Specifically, sequence learning was found to modulate saccadic amplitudes resulting in both DLD and TD children being able to anticipate the location of the visual stimulus. Overall, the study indicates that not all aspects of the procedural memory system are equally impaired in DLD. [ABSTRACT FROM AUTHOR]