Delineating implicit and explicit processes in neurofeedback learning

NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS

卷:118

Review

Munoz-Moldes, Santiago^1,2  Cleeremans, Axel¹ 

[1] Univ Libre Bruxelles, Fac Psychol & Educ, Ctr Res Cognit & Neurosci, Consciousness Cognit & Computat Grp, B-1050 Brussels, Belgium

[2] Univ Cambridge, Dept Psychol, Downing Site, Cambridge CB2 3AE, England

关键词: neurofeedback;    biofeedback;    learning;    training;    awareness;    discrimination;    consciousness;    self-evaluation;    performance monitoring;    metacognition;   

DOI  :  10.1016/j.neubiorev.2020.09.003

来源: Elsevier

【 摘 要 】

Neurofeedback allows humans to self-regulate neural activity in specific brain regions and is considered a promising tool for psychiatric interventions. Recently, methods have been developed to use neurofeedback implicitly, prompting a theoretical debate on the role of awareness in neurofeedback learning. We offer a critical review of the role of awareness in neurofeedback learning, with a special focus on recently developed neurofeedback paradigms. We detail differences in instructions and propose a fine-grained categorization of tasks based on the degree of involvement of explicit and implicit processes. Finally, we review the methods used to measure awareness in neurofeedback and propose new candidate measures. We conclude that explicit processes cannot be eschewed in most current implicit tasks that have explicit goals, and suggest ways in which awareness could be better measured in the future. Investigating awareness during learning will help understand the learning mechanisms underlying neurofeedback learning and will help shape future tasks.

【 授权许可】

Free