Acquiring novel speech categories is necessary in spoken language learning. The dual-learning systems (DLS) approach posits that two competitive systems underlie the category learning process: an explicit hypothesis-testing system, and an implicit procedural system. DLS assumes that the explicit system dominates early and control is passed to the implicit system when optimal. Evidence from our work, including the finding that minimally informative feedback enhances speech learning relative to fully informative feedback, supports the claim that the implicit system optimally mediates speech learning in adulthood. Experiment 1 replicates this finding. Experiment 2 tests the DLS prediction that explicit processing dominates early by comparing performance across two conditions. The optimal condition includes full feedback early and minimal feedback later. The suboptimal condition includes minimal feedback early and full feedback later. In both conditions, real-time computational modeling individualized when feedback transitions occurred. As predicted from DLS, learning was superior in the optimal condition.

Background

Cognitive disturbances such as impairments in learning are thought to play a role in adult Anorexia Nervosa (AN). It is remains unclear to what extent these disturbances result from starvation of the brain, or relate to an abnormal premorbid cognitive profile. This study investigates learning processes in adolescents with AN, hypothesizing that implicit learning is intact, as found previously in explicit learning tasks. Secondly, we hypothesized that anxiety and depression symptoms, inherent to AN, are associated to learning processes in AN.

Methods

In total 46 adolescents diagnosed with AN and 44 control participants were administered an implicit category learning task in which they were asked to categorize simple perceptual stimuli (Gabor patches) based on a linear integration (i.e., an implicit task) of orientation and spatial frequency of the stimulus. A subgroup of adolescents (n = 38) also completed a task assessing explicit learning.

Results

Model-based analyses indicated that adolescents with AN performed significantly more accurately compared to their healthy peers regardless of whether they used the optimal strategy or not. Depression and anxiety did not relate to learning performance in the AN group.

Conclusions

Overall, our findings of augmented implicit and explicit learning in adolescents with AN corroborate recent studies that suggested higher stimulus-response learning during prediction error paradigms. Learning disturbances in adult AN may then be at least partly due to long-term malnourishment, highlighting the importance of early recognition and refeeding in treatments for AN.