A Unified Theoretical Framework for Cognitive Sequencing

• Main Authors: Tejas Savalia, Anuj Kumar Shukla, Raju Surampudi Bapi
• Format: Article
• Language: English
• Published: Frontiers Media S.A. 2016-11-01
• Series: Frontiers in Psychology
• Subjects: implicit sequence learning; explicit sequence knowledge; Hierarchical Reinforcement Learning; model-free versus model-based learning; habitual and goal-directed behaviour
• Online Access: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01821/full

The capacity to sequence information is central to human performance. Sequencing ability forms the foundation stone for higher order cognition related to language and goal-directed planning. Information related to the order of items, their timing, chunking and hierarchical organization are important aspects in sequencing. Past research on sequencing has emphasized two distinct and independent dichotomies: implicit versus explicit and goal-directed versus habits. We propose a theoretical framework unifying these two streams. Our proposal relies on brain's ability to implicitly extract statistical regularities from the stream of stimuli and with attentional engagement organizing sequences explicitly and hierarchically. Similarly, sequences that need to be assembled purposively to accomplish a goal require engagement of attentional processes. With repetition, these goal-directed plans become habits with concomitant disengagement of attention. Thus attention and awareness play a crucial role in the implicit-to-explicit transition as well as in how goal-directed plans become automatic habits. Cortico-subcortical loops ─ basal ganglia-frontal cortex and hippocampus-frontal cortex loops ─ mediate the transition process. We show how the computational principles of model-free and model-based learning paradigms, along with a pivotal role for attention and awareness, offer a unifying framework for these two dichotomies. Based on this framework, we make testable predictions related to the potential influence of response-to-stimulus interval (RSI) on developing awareness in implicit learning tasks.