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Takacs A, Toth‐Faber E, Schubert L, Tarnok Z, Ghorbani F, Trelenberg M, Nemeth D, Münchau A, Beste C. Neural representations of statistical and rule-based predictions in Gilles de la Tourette syndrome. Hum Brain Mapp 2024; 45:e26719. [PMID: 38826009 PMCID: PMC11144952 DOI: 10.1002/hbm.26719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Revised: 04/11/2024] [Accepted: 05/06/2024] [Indexed: 06/04/2024] Open
Abstract
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.
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Affiliation(s)
- Adam Takacs
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of MedicineTechnische Universität DresdenDresdenGermany
- University Neuropsychology Center, Faculty of Medicine, Technische Universität DresdenDresdenGermany
| | - Eszter Toth‐Faber
- Institute of PsychologyELTE Eötvös Loránd UniversityBudapestHungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, HUN‐REN Research Centre for Natural SciencesBudapestHungary
| | - Lina Schubert
- Institute of Systems Motor ScienceUniversity of LübeckLübeckGermany
| | - Zsanett Tarnok
- Vadaskert Child and Adolescent Psychiatry Hospital and Outpatient ClinicBudapestHungary
| | - Foroogh Ghorbani
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of MedicineTechnische Universität DresdenDresdenGermany
- University Neuropsychology Center, Faculty of Medicine, Technische Universität DresdenDresdenGermany
| | - Madita Trelenberg
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of MedicineTechnische Universität DresdenDresdenGermany
| | - Dezso Nemeth
- INSERMUniversité Claude Bernard Lyon 1, CNRS, Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292BronFrance
- NAP Research Group, Institute of Psychology, Eötvös Loránd University and Institute of Cognitive Neuroscience and Psychology, HUN‐REN Research Centre for Natural SciencesBudapestHungary
- Department of Education and Psychology, Faculty of Social SciencesUniversity of Atlántico MedioLas Palmas de Gran CanariaSpain
| | | | - Christian Beste
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of MedicineTechnische Universität DresdenDresdenGermany
- University Neuropsychology Center, Faculty of Medicine, Technische Universität DresdenDresdenGermany
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2
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van Zelst AL, Earle FS. A Matter of Time: A Web-Based Investigation of Rest and Sleep Effects on Speech Motor Learning. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:59-71. [PMID: 38056482 PMCID: PMC11000790 DOI: 10.1044/2023_jslhr-22-00309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 09/07/2022] [Accepted: 09/29/2023] [Indexed: 12/08/2023]
Abstract
PURPOSE Here, we examine the possibility that memory consolidation during a period of postpractice rest or nocturnal sleep can bolster speech motor learning in the absence of additional practice or effort. METHOD Using web-administered experiments, 74 typical, American English talkers trained in a nonnative vowel contrast then had a 12-hr delay with (SLEEP) or without nocturnal sleep (REST) or proceeded immediately (IMMEDIATE) to a posttraining production assessment. For ecological validity, 51 native Danish talkers perceptually identified the American English talkers' productions. RESULTS We observed that practice resulted in productions that were more acoustically similar to the Danish target. In addition, we found that rest in the absence of further practice reduced the token-to-token variability of the productions. Last, for vowels produced immediately following training, listeners more accurately identified vowels in the trained context, whereas in the untrained context, listener accuracy improved only for vowels produced by talkers who slept. CONCLUSIONS A single session of speech motor training promotes observable change to speech production behavior. Specifically, practice facilitates acoustic similarity to the target. Moreover, although a 12-hr postpractice period of rest appears to promote productions that are less variable, only the productions of those who slept are perceived as more accurate by listeners. This may point to sleep's role in contextualizing the acoustic goal of the production to the learner's own vocal tract and its role as a protective mechanism during learning. These results are unaccounted for under existing models and offer potential for future educational and clinical applications to maximize speech motor learning. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.24707442.
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Affiliation(s)
- Anne L. van Zelst
- Department of Communication Sciences & Disorders, University of Delaware, Newark
| | - F. Sayako Earle
- Department of Communication Sciences & Disorders, University of Delaware, Newark
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3
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Farkas BC, Krajcsi A, Janacsek K, Nemeth D. The complexity of measuring reliability in learning tasks: An illustration using the Alternating Serial Reaction Time Task. Behav Res Methods 2024; 56:301-317. [PMID: 36604378 PMCID: PMC10794483 DOI: 10.3758/s13428-022-02038-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/24/2022] [Indexed: 01/07/2023]
Abstract
Despite the fact that reliability estimation is crucial for robust inference, it is underutilized in neuroscience and cognitive psychology. Appreciating reliability can help researchers increase statistical power, effect sizes, and reproducibility, decrease the impact of measurement error, and inform methodological choices. However, accurately calculating reliability for many experimental learning tasks is challenging. In this study, we highlight a number of these issues, and estimate multiple metrics of internal consistency and split-half reliability of a widely used learning task on a large sample of 180 subjects. We show how pre-processing choices, task length, and sample size can affect reliability and its estimation. Our results show that the Alternating Serial Reaction Time Task has respectable reliability, especially when learning scores are calculated based on reaction times and two-stage averaging. We also show that a task length of 25 blocks can be sufficient to meet the usual thresholds for minimally acceptable reliability. We further illustrate how relying on a single point estimate of reliability can be misleading, and the calculation of multiple metrics, along with their uncertainties, can lead to a more complete characterization of the psychometric properties of tasks.
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Affiliation(s)
- Bence C Farkas
- Université Paris-Saclay, UVSQ, Inserm, CESP, 94807, Villejuif, France
- Institut du Psychotraumatisme de l'Enfant et de l'Adolescent, Conseil Départemental Yvelines et Hauts-de-Seine, CH Versailles, 78000, Versailles, France
- Centre de recherche en épidémiologie et en santé des populations, Inserm U1018, Université Paris-Saclay, Université Versailles Saint-Quentin, Paris, France
| | - Attila Krajcsi
- Department of Cognitive Psychology, Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, H-1064, Hungary
| | - Karolina Janacsek
- Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, Old Royal Naval College, Park Row, 150 Dreadnought, London, SE10 9LS, UK.
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, H-1064, Hungary.
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, H-1064, Hungary.
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2., H, Budapest, -1117, Hungary.
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR5292, Université de Lyon 1, Université de Lyon, Lyon, France.
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4
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Wang Z, Spielmann G, Johannsen N, Greenway F, Irving BA, Dalecki M. A simple 100% normobaric oxygen treatment can substantially enhance sequence learning processes. Behav Brain Res 2023; 455:114658. [PMID: 37690702 DOI: 10.1016/j.bbr.2023.114658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Revised: 08/22/2023] [Accepted: 09/06/2023] [Indexed: 09/12/2023]
Abstract
Motor learning processes are crucial for our everyday life, and improving skills by tailored interventions is of great clinical interest and value. Our previous work revealed a positive effect of normo-baric oxygen treatment on visuomotor adaptation. Here, we investigate whether it could positively affect sequence learning (SL) processes as well. Sixty-four healthy young adults were divided into a 100% oxygen treatment (NbOxTr; N = 32, M=20.7 ± 1.63 yrs.) and a normal air treatment (AirTr; N = 32, M=20.8 ± 0.95 yrs.) group. Participants performed a standardized SL task by pressing the spatial-compatible key on a keyboard according to four visual stimuli with two pre-determined 8-item sequences with different training depths. Following a baseline session (10 trials), both groups received a gas treatment (5 L/min, via nasal cannula) during the next training session (4 blocks, 45 trials each block), followed by a testing session (30 trials) without gas treatment. On day two, participants completed another 30 trials, similar to the first-day testing session, also without gas treatment. ANOVA revealed no significant group differences during baseline (p > 0.05) but a significantly faster response time (+45.5%) in the NbOxTr than AirTr group in the training session with gas treatment for all training depths (p < 0.05). The positive NbOxTr effect consolidated into the following testing session without gas treatment for deeply trained sequences (+17%; p < 0.05), and for all training depth on day-two testing (+45.2%; p < 0.05). Results suggest that the NbOxTr substantially improved participants' SL processing speed. Notably, improvements consolidated after an overnight sleep. The present work confirms a beneficial effect of a single, simple NbOxTr on fundamental motor learning processes. This treatment approach may provide promising implications for practice in neurological rehabilitation and other motor learning-related scenarios and should be further investigated in future research.
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Affiliation(s)
- Zheng Wang
- Louisiana State University, Baton Rouge, LA, U.S.; Mayo Clinic, Rochester, MN, U.S
| | - Guillaume Spielmann
- Louisiana State University, Baton Rouge, LA, U.S.; Pennington Biomedical Research Center, Baton Rouge, LA, U.S
| | - Neil Johannsen
- Louisiana State University, Baton Rouge, LA, U.S.; Pennington Biomedical Research Center, Baton Rouge, LA, U.S
| | - Frank Greenway
- Pennington Biomedical Research Center, Baton Rouge, LA, U.S
| | - Brian A Irving
- Louisiana State University, Baton Rouge, LA, U.S.; Pennington Biomedical Research Center, Baton Rouge, LA, U.S
| | - Marc Dalecki
- Louisiana State University, Baton Rouge, LA, U.S.; German University of Health and Sports, Berlin, Germany.
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5
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Gann MA, Dolfen N, King BR, Robertson EM, Albouy G. Prefrontal stimulation as a tool to disrupt hippocampal and striatal reactivations underlying fast motor memory consolidation. Brain Stimul 2023; 16:1336-1345. [PMID: 37647985 DOI: 10.1016/j.brs.2023.08.022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Revised: 08/23/2023] [Accepted: 08/23/2023] [Indexed: 09/01/2023] Open
Abstract
BACKGROUND Recent evidence suggests that hippocampal replay in humans support rapid motor memory consolidation during epochs of wakefulness interleaved with task practice. OBJECTIVES/HYPOTHESES The goal of this study was to test whether such reactivation patterns can be modulated with experimental interventions and in turn influence fast consolidation. We hypothesized that non-invasive brain stimulation targeting hippocampal and striatal networks via the prefrontal cortex would influence brain reactivation and the rapid form of motor memory consolidation. METHODS Theta-burst stimulation was applied to a prefrontal cluster functionally connected to both the hippocampus and striatum of young healthy participants before they learned a motor sequence task in a functional magnetic resonance imaging (fMRI) scanner. Neuroimaging data acquired during task practice and the interleaved rest epochs were analyzed to comprehensively characterize the effect of stimulation on the neural processes supporting fast motor memory consolidation. RESULTS Our results collectively show that active, as compared to control, theta-burst stimulation of the prefrontal cortex hindered fast motor memory consolidation. Converging evidence from both univariate and multivariate analyses of fMRI data indicate that active stimulation disrupted hippocampal and caudate responses during inter-practice rest, presumably altering the reactivation of learning-related patterns during the micro-offline consolidation episodes. Last, stimulation altered the link between the brain and the behavioral markers of the fast consolidation process. CONCLUSION These results suggest that stimulation targeting deep brain regions via the prefrontal cortex can be used to modulate hippocampal and striatal reactivations in the human brain and influence motor memory consolidation.
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Affiliation(s)
- Mareike A Gann
- Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven, Leuven, Belgium; LBI - KU Leuven Brain Institute, KU Leuven, Leuven, Belgium
| | - Nina Dolfen
- Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven, Leuven, Belgium; LBI - KU Leuven Brain Institute, KU Leuven, Leuven, Belgium
| | - Bradley R King
- Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, USA
| | - Edwin M Robertson
- Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, UK
| | - Geneviève Albouy
- Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven, Leuven, Belgium; LBI - KU Leuven Brain Institute, KU Leuven, Leuven, Belgium; Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, USA.
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6
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Zheng Z, Wang J. Co-actors represent each other's task regularity through social statistical learning. Cognition 2023; 235:105411. [PMID: 36821997 DOI: 10.1016/j.cognition.2023.105411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Revised: 01/27/2023] [Accepted: 02/13/2023] [Indexed: 02/25/2023]
Abstract
Numerous joint action studies have demonstrated that certain low-level aspects (e.g., stimuli and responses) of a co-actor's task can be automatically and implicitly represented by us as actors, biasing our own task performance in a joint action setup. However, it remains unclear whether individuals also represent more abstract, high-level aspects of a co-actor's task, such as regularity. In the first five experiments, participants participated alongside their co-actors and responded to a mixed shape sequence generated by randomly interleaving two fixed order sequences of shapes in both the pre- and post-test sessions. But different intermediate practice sessions were undergone by participants across experiments. When practicing their own fixed order sequences in a mixed shape sequence, either together with another person (Experiment 1) or alone but informed that their partner was performing the same practice task in a different room (Experiment 4), participants exhibited a learning effect on their co-actors' practiced sequences. This indirect learning effect was absent when one of the co-actors did not participate due to either being removed from the practice (Experiment 2) or sitting still without offering responses (Experiment 3), as well as when the two co-actors practiced together but responded to two distinct properties of stimuli (e.g., colour and shape, respectively), with one having regularity and the other not. Finally, participants exhibited comparable direct learning effects on their own practiced sequences for Experiments 1-5 as when performing the pre-test, practice, and post-test sessions alone for Experiment 6. These results demonstrate that, when practicing together, or even when believing that they are acting together with a partner, co-actors do represent the task regularity of one another through social statistical learning and transfer this learned regularity to subsequent task performances. The present study extends our understanding of co-representation in the joint action context in terms of the more abstract and high-level task features people co-represent, such as a co-actor's task regularity.
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Affiliation(s)
- Zheng Zheng
- School of Psychology, Zhejiang Normal University, Jinhua 321001, PR China; Zhejiang Philosophy and Social Science Laboratory for the Mental Health and Crisis Intervention of Children and Adolescents, Zhejiang Normal University, Jinhua 321001, PR China
| | - Jun Wang
- School of Psychology, Zhejiang Normal University, Jinhua 321001, PR China; Zhejiang Philosophy and Social Science Laboratory for the Mental Health and Crisis Intervention of Children and Adolescents, Zhejiang Normal University, Jinhua 321001, PR China.
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7
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Szücs-Bencze L, Fanuel L, Szabó N, Quentin R, Nemeth D, Vékony T. Manipulating the Rapid Consolidation Periods in a Learning Task Affects General Skills More than Statistical Learning and Changes the Dynamics of Learning. eNeuro 2023; 10:ENEURO.0228-22.2022. [PMID: 36792360 PMCID: PMC9961365 DOI: 10.1523/eneuro.0228-22.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 10/28/2022] [Accepted: 12/07/2022] [Indexed: 02/17/2023] Open
Abstract
Memory consolidation processes have traditionally been investigated from the perspective of hours or days. However, recent developments in memory research have shown that memory consolidation processes could occur even within seconds, possibly because of the neural replay of just practiced memory traces during short breaks. Here, we investigate this rapid form of consolidation during statistical learning. We aim to answer (1) whether this rapid consolidation occurs in implicit statistical learning and general skill learning, and (2) whether the duration of rest periods affects these two learning types differently. Human participants performed a widely used statistical learning task-the alternating serial reaction time (ASRT) task-that enables us to measure implicit statistical and general skill learning separately. The ASRT task consisted of 25 learning blocks with a rest period between the blocks. In a between-subjects design, the length of the rest periods was fixed at 15 or 30 s, or the participants could control the length themselves. We found that the duration of rest periods does not affect the amount of statistical knowledge acquired but does change the dynamics of learning. Shorter rest periods led to better learning during the learning blocks, whereas longer rest periods promoted learning also in the between-block rest periods, possibly because of the higher amount of replay. Moreover, we found weaker general skill learning in the self-paced group than in the fixed rest period groups. These results suggest that distinct learning processes are differently affected by the duration of short rest periods.
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Affiliation(s)
| | - Lison Fanuel
- Université Claude Bernard Lyon 1, CNRS, INSERM, Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - Nikoletta Szabó
- Department of Neurology, University of Szeged, H-6725, Szeged, Hungary
| | - Romain Quentin
- Université Claude Bernard Lyon 1, CNRS, INSERM, Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - Dezso Nemeth
- Université Claude Bernard Lyon 1, CNRS, INSERM, Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
- Institute of Psychology, ELTE Eötvös Loránd University, H-1064, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, H-1117, Budapest, Hungary
| | - Teodóra Vékony
- Université Claude Bernard Lyon 1, CNRS, INSERM, Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
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8
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Kóbor A, Tóth-Fáber E, Kardos Z, Takács Á, Éltető N, Janacsek K, Csépe V, Nemeth D. Deterministic and probabilistic regularities underlying risky choices are acquired in a changing decision context. Sci Rep 2023; 13:1127. [PMID: 36670165 PMCID: PMC9859780 DOI: 10.1038/s41598-023-27642-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Accepted: 01/05/2023] [Indexed: 01/22/2023] Open
Abstract
Predictions supporting risky decisions could become unreliable when outcome probabilities temporarily change, making adaptation more challenging. Therefore, this study investigated whether sensitivity to the temporal structure in outcome probabilities can develop and remain persistent in a changing decision environment. In a variant of the Balloon Analogue Risk Task with 90 balloons, outcomes (rewards or balloon bursts) were predictable in the task's first and final 30 balloons and unpredictable in the middle 30 balloons. The temporal regularity underlying the predictable outcomes differed across three experimental conditions. In the deterministic condition, a repeating three-element sequence dictated the maximum number of pumps before a balloon burst. In the probabilistic condition, a single probabilistic regularity ensured that burst probability increased as a function of pumps. In the hybrid condition, a repeating sequence of three different probabilistic regularities increased burst probabilities. In every condition, the regularity was absent in the middle 30 balloons. Participants were not informed about the presence or absence of the regularity. Sensitivity to both the deterministic and hybrid regularities emerged and influenced risk taking. Unpredictable outcomes of the middle phase did not deteriorate this sensitivity. In conclusion, humans can adapt their risky choices in a changing decision environment by exploiting the statistical structure that controls how the environment changes.
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Affiliation(s)
- Andrea Kóbor
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary.
| | - Eszter Tóth-Fáber
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary.,Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary
| | - Zsófia Kardos
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary.,Department of Cognitive Science, Budapest University of Technology and Economics, Egry József utca 1, 1111, Budapest, Hungary
| | - Ádám Takács
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, Fetscherstraße 74, 01307, Dresden, Germany
| | - Noémi Éltető
- Max Planck Institute for Biological Cybernetics, Max-Planck-Ring 8, 72076, Tübingen, Germany
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary.,Centre of Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, Old Royal Naval College, Park Row, 150 Dreadnought, SE10 9LS, London, UK
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary.,Faculty of Modern Philology and Social Sciences, University of Pannonia, Egyetem utca 10, 8200, Veszprém, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary. .,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary. .,Université Claude Bernard Lyon 1, CNRS, INSERM, Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, Bâtiment 462 - Neurocampus 95 Boulevard Pinel, F-69500, Bron, France.
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9
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Éltető N, Nemeth D, Janacsek K, Dayan P. Tracking human skill learning with a hierarchical Bayesian sequence model. PLoS Comput Biol 2022; 18:e1009866. [PMID: 36449550 PMCID: PMC9744313 DOI: 10.1371/journal.pcbi.1009866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 12/12/2022] [Accepted: 10/31/2022] [Indexed: 12/03/2022] Open
Abstract
Humans can implicitly learn complex perceptuo-motor skills over the course of large numbers of trials. This likely depends on our becoming better able to take advantage of ever richer and temporally deeper predictive relationships in the environment. Here, we offer a novel characterization of this process, fitting a non-parametric, hierarchical Bayesian sequence model to the reaction times of human participants' responses over ten sessions, each comprising thousands of trials, in a serial reaction time task involving higher-order dependencies. The model, adapted from the domain of language, forgetfully updates trial-by-trial, and seamlessly combines predictive information from shorter and longer windows onto past events, weighing the windows proportionally to their predictive power. As the model implies a posterior over window depths, we were able to determine how, and how many, previous sequence elements influenced individual participants' internal predictions, and how this changed with practice. Already in the first session, the model showed that participants had begun to rely on two previous elements (i.e., trigrams), thereby successfully adapting to the most prominent higher-order structure in the task. The extent to which local statistical fluctuations in trigram frequency influenced participants' responses waned over subsequent sessions, as participants forgot the trigrams less and evidenced skilled performance. By the eighth session, a subset of participants shifted their prior further to consider a context deeper than two previous elements. Finally, participants showed resistance to interference and slow forgetting of the old sequence when it was changed in the final sessions. Model parameters for individual participants covaried appropriately with independent measures of working memory and error characteristics. In sum, the model offers the first principled account of the adaptive complexity and nuanced dynamics of humans' internal sequence representations during long-term implicit skill learning.
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Affiliation(s)
- Noémi Éltető
- Max Planck Institute for Biological Cybernetics, Tübingen, Germany
- * E-mail:
| | - Dezső Nemeth
- Lyon Neuroscience Research Center, Université de Lyon, Lyon, France
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Centre for Thinking and Learning, Institute for Lifecourse Development, Universtiy of Greenwich, London, United Kingdom
| | - Peter Dayan
- Max Planck Institute for Biological Cybernetics, Tübingen, Germany
- University of Tübingen, Tübingen, Germany
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10
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Vékony T, Pleche C, Pesthy O, Janacsek K, Nemeth D. Speed and accuracy instructions affect two aspects of skill learning differently. NPJ SCIENCE OF LEARNING 2022; 7:27. [PMID: 36273000 PMCID: PMC9588023 DOI: 10.1038/s41539-022-00144-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Accepted: 10/04/2022] [Indexed: 06/16/2023]
Abstract
Procedural learning is key to optimal skill learning and is essential for functioning in everyday life. The findings of previous studies are contradictory regarding whether procedural learning can be modified by prioritizing speed or accuracy during learning. The conflicting results may be due to the fact that procedural learning is a multifaceted cognitive function. The purpose of our study is to determine whether and how speed and accuracy instructions affect two aspects of procedural learning: the learning of probability-based and serial-order-based regularities. Two groups of healthy individuals were instructed to practice on a cued probabilistic sequence learning task: one group focused on being fast and the other on being accurate during the learning phase. The speed instruction resulted in enhanced expression of probability-based but not serial-order-based knowledge. After a retention period, we instructed the participants to focus on speed and accuracy equally, and we tested their acquired knowledge. The acquired knowledge was comparable between groups in both types of learning. These findings suggest that different aspects of procedural learning can be affected differently by instructions. However, only momentary performance might be boosted by speed instruction; the acquired knowledge remains intact. In addition, as the accuracy instruction resulted in accuracy near ceiling level, the results illustrate that response errors are not needed for humans to learn in the procedural domain and draw attention to the fact that different instructions can separate competence from performance.
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Affiliation(s)
- Teodóra Vékony
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR5292, Université Claude Bernard Lyon 1, Lyon, France
| | - Claire Pleche
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR5292, Université Claude Bernard Lyon 1, Lyon, France
- Département d'Études Cognitives, École Normale Supérieure, Université PSL, 75005, Paris, France
| | - Orsolya Pesthy
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Centre of Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, UK
| | - Dezso Nemeth
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR5292, Université Claude Bernard Lyon 1, Lyon, France.
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary.
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11
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Si Y, Chen X, Guo W, Wang B. The Effects of Cooperative and Competitive Situations on Statistical Learning. Brain Sci 2022; 12:brainsci12081059. [PMID: 36009122 PMCID: PMC9405654 DOI: 10.3390/brainsci12081059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2022] [Revised: 08/05/2022] [Accepted: 08/08/2022] [Indexed: 11/16/2022] Open
Abstract
Devising cooperative or competitive situations is an important teaching strategy in educational practices. Nevertheless, there is still controversy regarding which situation is better for learning. This study was conducted to explore the effects of cooperative and competitive situations on statistical learning, through the alternating serial reaction time (ASRT) task. Individual cooperative and competitive situations were devised in this study, in which individual situation served as the control condition. Ninety recruited participants were randomly assigned to a cooperative, competitive, or individual group to perform the ASRT task. For general learning, cooperative and competitive situations could indeed make learners respond faster, and there was no significant difference in the RT between the cooperative and competitive groups. Moreover, statistical learning was observed in all three groups. An additional analysis of the early stage of the experiment showed that the learning effect of the competitive group was greater than those of the cooperative and individual groups, in terms of statistical learning. However, the final learning effect was not significantly different among the three groups. Overall, the cooperative and competitive situations had a positive impact on learning and enabled the students to acquire approximately the same learning effect in a shorter time period, compared with the individual situation. Specifically, the competitive situation accelerated the statistical learning process but not the general learning process.
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Affiliation(s)
- Yajie Si
- College of Physical Education, Yangzhou University, Yangzhou 225009, China
| | - Xinyu Chen
- College of Physical Education, Yangzhou University, Yangzhou 225009, China
| | - Wei Guo
- College of Physical Education, Yangzhou University, Yangzhou 225009, China
- Institute of Sports, Exercise and Brain, Yangzhou University, Yangzhou 225127, China
| | - Biye Wang
- College of Physical Education, Yangzhou University, Yangzhou 225009, China
- Institute of Sports, Exercise and Brain, Yangzhou University, Yangzhou 225127, China
- Correspondence:
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12
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Farkas BC, Tóth-Fáber E, Janacsek K, Nemeth D. A Process-Oriented View of Procedural Memory Can Help Better Understand Tourette's Syndrome. Front Hum Neurosci 2021; 15:683885. [PMID: 34955784 PMCID: PMC8707288 DOI: 10.3389/fnhum.2021.683885] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 11/25/2021] [Indexed: 11/13/2022] Open
Abstract
Tourette's syndrome (TS) is a neurodevelopmental disorder characterized by repetitive movements and vocalizations, also known as tics. The phenomenology of tics and the underlying neurobiology of the disorder have suggested that the altered functioning of the procedural memory system might contribute to its etiology. However, contrary to the robust findings of impaired procedural memory in neurodevelopmental disorders of language, results from TS have been somewhat mixed. We review the previous studies in the field and note that they have reported normal, impaired, and even enhanced procedural performance. These mixed findings may be at least partially be explained by the diversity of the samples in both age and tic severity, the vast array of tasks used, the low sample sizes, and the possible confounding effects of other cognitive functions, such as executive functions, working memory or attention. However, we propose that another often overlooked factor could also contribute to the mixed findings, namely the multiprocess nature of the procedural system itself. We propose that a process-oriented view of procedural memory functions could serve as a theoretical framework to help integrate these varied findings. We discuss evidence suggesting heterogeneity in the neural regions and their functional contributions to procedural memory. Our process-oriented framework can help to deepen our understanding of the complex profile of procedural functioning in TS and atypical development in general.
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Affiliation(s)
- Bence Cs. Farkas
- LNC, Département d’Études Cognitives, École Normale Supérieure, INSERM, PSL Research University, Paris, France
| | - Eszter Tóth-Fáber
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, United Kingdom
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR 5292, Université Claude Bernard Lyon 1, Lyon, France
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13
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Tóth-Fáber E, Tárnok Z, Takács Á, Janacsek K, Németh D. Access to Procedural Memories After One Year: Evidence for Robust Memory Consolidation in Tourette Syndrome. Front Hum Neurosci 2021; 15:715254. [PMID: 34475817 PMCID: PMC8407083 DOI: 10.3389/fnhum.2021.715254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Accepted: 07/20/2021] [Indexed: 11/13/2022] Open
Abstract
Tourette syndrome is a childhood-onset neurodevelopmental disorder characterized by motor and vocal tics. On the neural level, tics are thought to be related to the disturbances of the cortico-basal ganglia-thalamo-cortical loops, which also play an important role in procedural learning. Several studies have investigated the acquisition of procedural information and the access to established procedural information in TS. Based on these, the notion of procedural hyperfunctioning, i.e., enhanced procedural learning, has been proposed. However, one neglected area is the retention of acquired procedural information, especially following a long-term offline period. Here, we investigated the 5-hour and 1-year consolidation of two aspects of procedural memory, namely serial-order and probability-based information. Nineteen children with TS between the ages of 10 and 15 as well as 19 typically developing gender- and age-matched controls were tested on a visuomotor four-choice reaction time task that enables the simultaneous assessment of the two aspects. They were retested on the same task 5 hours and 1 year later without any practice in the offline periods. Both groups successfully acquired and retained the probability-based information both when tested 5 hours and then 1 year later, with comparable performance between the TS and control groups. Children with TS did not acquire the serial-order information during the learning phase; hence, retention could not be reliably tested. Our study showed evidence for short-term and long-term retention of one aspect of procedural memory, namely probability-based information in TS, whereas learning of serial-order information might be impaired in this disorder.
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Affiliation(s)
- Eszter Tóth-Fáber
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
| | - Zsanett Tárnok
- Vadaskert Child and Adolescent Psychiatry Hospital, Budapest, Hungary
| | - Ádám Takács
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine of the TU Dresden, Dresden, Germany
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary.,Centre of Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, United Kingdom
| | - Dezső Németh
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary.,Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR 5292, Université de Lyon, Lyon, France
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