The Brain’s Learning and Control Architecture
Abstract
Many brain-imaging studies are designed with the goal of isolating brain regions responsible for a specific mental function. The results, which reveal islands of activity scattered about the brain, can give the impression that the brain is just a disorganized collection of specialized processing centers. However, examination of how brain activity changes as a new skill is learned reveals a structured learning architecture composed of three hierarchically organized systems, each with a distinct role in learning and each characterized by a distinct pattern of learning-dependent plasticity. These systems are a representation system, which supports associative learning; a cognitive control network, which allocates attention during the execution of newly learned behaviors; and a metacognitive system, which guides the establishment of new behavioral routines, monitors the quality of ongoing behaviors, and oversees the transitions from one behavior to another. The combined involvement of these systems allows humans to learn rapidly and to flexibly transfer existing knowledge to novel contexts.
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The generation and maintenance of strategies engage metacognitive and executive functions linked to WM.
“the generation and maintenance of strategies would engage metacognitive and executive functions linked to WM (e.g., the Central Executive in the multicomponent model of WM by Baddeley and Hitch22).”
From The early effects of external and internal strategies on working memory updating training (2018) · cites this paper as [21]
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Ramos‐Escobar, N., Laine, M., Dillenburg, M. S., Cucurell, D., Clément, F., & Rodríguez‐Fornells, A. (2021) · NeuroImage · doi:10.1016/j.neuroimage.2021.118443 · Cited by 10 · see citing works
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- Authors
- Chein, J. M., & Schneider, W.
- Affiliations
- Temple University (US)
- University of Pittsburgh (US)
- ORCID
- Chein, Jason M.
- Venue
- Current Directions in Psychological Science
- Publisher
- SAGE Publications
- Published
- 2012-03-20
- Volume
- 21
- Issue
- 2
- Pages
- 78-84
- ISSN
- 0963-7214 (ISSN-L)
- 1467-8721
- OpenAlex
- W2124303906
- Cited by
- 196
- References
- 35
- Citations by year
- 2026: 9 · 2025: 11 · 2024: 22 · 2023: 15 · 2022: 10 · 2021: 15 · 2020: 13 · 2019: 15 · 2018: 50 · 2017: 6 · 2016: 6 · 2015: 9 · 2014: 7 · 2013: 6 · 2012: 1
- FWCI
- 3.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Current Directions in Psychological Science (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Keywords
- associative learning, cognitive control, attention allocation, metacognition, behavioral routines, skill acquisition, knowledge transfer
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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