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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 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 Medicine, Technische Universität Dresden, Dresden, Germany
- University Neuropsychology Center, Faculty of Medicine, Technische Universität Dresden, Dresden, Germany
| | - Eszter Toth-Faber
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
| | - Lina Schubert
- Institute of Systems Motor Science, University of Lübeck, Lübeck, Germany
| | - Zsanett Tarnok
- Vadaskert Child and Adolescent Psychiatry Hospital and Outpatient Clinic, Budapest, Hungary
| | - Foroogh Ghorbani
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, Technische Universität Dresden, Dresden, Germany
- University Neuropsychology Center, Faculty of Medicine, Technische Universität Dresden, Dresden, Germany
| | - Madita Trelenberg
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, Technische Universität Dresden, Dresden, Germany
| | - Dezso Nemeth
- INSERM, Université Claude Bernard Lyon 1, CNRS, Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, Bron, France
- NAP Research Group, Institute of Psychology, Eötvös Loránd University and Institute of Cognitive Neuroscience and Psychology, HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain
| | - Alexander Münchau
- Institute of Systems Motor Science, University of Lübeck, Lübeck, Germany
| | - Christian Beste
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, Technische Universität Dresden, Dresden, Germany
- University Neuropsychology Center, Faculty of Medicine, Technische Universität Dresden, Dresden, Germany
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2
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Pedraza F, Farkas BC, Vékony T, Haesebaert F, Phelipon R, Mihalecz I, Janacsek K, Anders R, Tillmann B, Plancher G, Németh D. Evidence for a competitive relationship between executive functions and statistical learning. NPJ SCIENCE OF LEARNING 2024; 9:30. [PMID: 38609413 PMCID: PMC11014972 DOI: 10.1038/s41539-024-00243-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2023] [Accepted: 04/03/2024] [Indexed: 04/14/2024]
Abstract
The ability of the brain to extract patterns from the environment and predict future events, known as statistical learning, has been proposed to interact in a competitive manner with prefrontal lobe-related networks and their characteristic cognitive or executive functions. However, it remains unclear whether these cognitive functions also possess a competitive relationship with implicit statistical learning across individuals and at the level of latent executive function components. In order to address this currently unknown aspect, we investigated, in two independent experiments (NStudy1 = 186, NStudy2 = 157), the relationship between implicit statistical learning, measured by the Alternating Serial Reaction Time task, and executive functions, measured by multiple neuropsychological tests. In both studies, a modest, but consistent negative correlation between implicit statistical learning and most executive function measures was observed. Factor analysis further revealed that a factor representing verbal fluency and complex working memory seemed to drive these negative correlations. Thus, the antagonistic relationship between implicit statistical learning and executive functions might specifically be mediated by the updating component of executive functions or/and long-term memory access.
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Affiliation(s)
- Felipe Pedraza
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Bron, France
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - Bence C Farkas
- Institut du Psychotraumatisme de l'Enfant et de l'Adolescent, Conseil Départemental Yvelines et Hauts-de-Seine et Centre Hospitalier des Versailles, 78000, Versailles, France
- UVSQ, Inserm, Centre de Recherche en Epidémiologie et Santé des Populations, Université Paris-Saclay, 78000, Versailles, France
- LNC2, Département d'études Cognitives, École Normale Supérieure, INSERM, PSL Research University, 75005, Paris, France
| | - Teodóra Vékony
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France.
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain.
| | - Frederic Haesebaert
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - Romane Phelipon
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - Imola Mihalecz
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - 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, Kazinczy u. 23-27, H-1075, Budapest, Hungary
| | - Royce Anders
- EPSYLON Laboratory, Department of Psychology, University Paul Valéry Montpellier 3, F34000, Montpellier, France
| | - Barbara Tillmann
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
- Laboratory for Research on Learning and Development, LEAD - CNRS UMR5022, Université de Bourgogne, Dijon, France
| | - Gaën Plancher
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Bron, France
- Institut Universitaire de France (IUF), Paris, France
| | - Dezső Németh
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France.
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain.
- BML-NAP Research Group, ELTE Eötvös Loránd University & HUN-REN Research Centre for Natural Sciences, Damjanich utca 41, H-1072, Budapest, Hungary.
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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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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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5
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The effect of interference, offline sleep, and wake on spatial statistical learning. Neurobiol Learn Mem 2022; 193:107650. [DOI: 10.1016/j.nlm.2022.107650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2021] [Revised: 04/22/2022] [Accepted: 06/03/2022] [Indexed: 11/23/2022]
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6
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Inhibitory control hinders habit change. Sci Rep 2022; 12:8338. [PMID: 35585209 PMCID: PMC9117234 DOI: 10.1038/s41598-022-11971-6] [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: 12/05/2021] [Accepted: 04/27/2022] [Indexed: 11/08/2022] Open
Abstract
Our habits constantly influence the environment, often in negative ways that amplify global environmental and health risks. Hence, change is urgent. To facilitate habit change, inhibiting unwanted behaviors appears to be a natural human reaction. Here, we use a novel experimental design to test how inhibitory control affects two key components of changing (rewiring) habit-like behaviors in healthy humans: the acquisition of new habit-like behavior and the simultaneous unlearning of an old one. We found that, while the new behavior was acquired, the old behavior persisted and coexisted with the new. Critically, inhibition hindered both overcoming the old behavior and establishing the new one. Our findings highlight that suppressing unwanted behaviors is not only ineffective but may even further strengthen them. Meanwhile, actively engaging in a preferred behavior appears indispensable for its successful acquisition. Our design could be used to uncover how new approaches affect the cognitive basis of changing habit-like behaviors.
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7
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Vékony T, Ambrus GG, Janacsek K, Nemeth D. Cautious or causal? Key implicit sequence learning paradigms should not be overlooked when assessing the role of DLPFC (Commentary on Prutean et al.). Cortex 2021; 148:222-226. [PMID: 34789384 DOI: 10.1016/j.cortex.2021.10.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 10/01/2021] [Indexed: 12/22/2022]
Abstract
The role of the dorsolateral prefrontal cortex (DLPFC) in implicit sequence/statistical learning has received considerable attention in recent cognitive neuroscience research. Studies have used non-invasive brain stimulation methods to test whether the DLPFC plays a role in the incidental acquisition and expression of implicit sequence learning. In a recent study, Prutean et al. has concluded that stimulating the left or the right DLPFC might not affect the expression of implicit sequence learning measured by the Serial Reaction Time (SRT) task. The authors speculated that the previous results revealing improved implicit sequence learning following DLPFC stimulation might have been found because explicit awareness accumulated with the use of Alternating Serial Reaction Time (ASRT) task. Our response presents solid evidence that the ASRT task measures implicit sequence learning that remains unconscious both at the judgment and structural level. Therefore, contrary to the conclusion of Prutean et al., we argue that the DLPFC could have a crucial effect on implicit sequence learning that may be task-dependent. We suggest that future research should focus on the specific cognitive processes that may be differentially involved in the SRT versus ASRT tasks, and test what the role of the DLPFC is in those specific cognitive processes.
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Affiliation(s)
- Teodóra Vékony
- Lyon Neuroscience Research Center (CRNL), Université Claude Bernard Lyon 1, Lyon, France
| | | | - 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
| | - Dezso Nemeth
- Lyon Neuroscience Research Center (CRNL), 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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8
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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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9
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Takács Á, Kóbor A, Kardos Z, Janacsek K, Horváth K, Beste C, Nemeth D. Neurophysiological and functional neuroanatomical coding of statistical and deterministic rule information during sequence learning. Hum Brain Mapp 2021; 42:3182-3201. [PMID: 33797825 PMCID: PMC8193527 DOI: 10.1002/hbm.25427] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 02/23/2021] [Accepted: 03/15/2021] [Indexed: 12/18/2022] Open
Abstract
Humans are capable of acquiring multiple types of information presented in the same information stream. It has been suggested that at least two parallel learning processes are important during learning of sequential patterns-statistical learning and rule-based learning. Yet, the neurophysiological underpinnings of these parallel learning processes are not fully understood. To differentiate between the simultaneous mechanisms at the single trial level, we apply a temporal EEG signal decomposition approach together with sLORETA source localization method to delineate whether distinct statistical and rule-based learning codes can be distinguished in EEG data and can be related to distinct functional neuroanatomical structures. We demonstrate that concomitant but distinct aspects of information coded in the N2 time window play a role in these mechanisms: mismatch detection and response control underlie statistical learning and rule-based learning, respectively, albeit with different levels of time-sensitivity. Moreover, the effects of the two learning mechanisms in the different temporally decomposed clusters of neural activity also differed from each other in neural sources. Importantly, the right inferior frontal cortex (BA44) was specifically implicated in visuomotor statistical learning, confirming its role in the acquisition of transitional probabilities. In contrast, visuomotor rule-based learning was associated with the prefrontal gyrus (BA6). The results show how simultaneous learning mechanisms operate at the neurophysiological level and are orchestrated by distinct prefrontal cortical areas. The current findings deepen our understanding on the mechanisms of how humans are capable of learning multiple types of information from the same stimulus stream in a parallel fashion.
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Affiliation(s)
- Ádám Takács
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of MedicineTU DresdenDresdenGermany
| | - Andrea Kóbor
- Brain Imaging CentreResearch Centre for Natural SciencesBudapestHungary
| | - Zsófia Kardos
- Brain Imaging CentreResearch Centre for Natural SciencesBudapestHungary
- Department of Cognitive ScienceBudapest University of Technology and EconomicsBudapestHungary
| | - Karolina Janacsek
- Institute of PsychologyELTE Eötvös Loránd UniversityBudapestHungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and PsychologyResearch Centre for Natural SciencesBudapestHungary
- Centre of Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human SciencesUniversity of GreenwichLondonUK
| | - Kata Horváth
- Institute of PsychologyELTE Eötvös Loránd UniversityBudapestHungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and PsychologyResearch Centre for Natural SciencesBudapestHungary
- Doctoral School of PsychologyELTE Eötvös Loránd UniversityBudapestHungary
| | - Christian Beste
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of MedicineTU DresdenDresdenGermany
| | - Dezso Nemeth
- Institute of PsychologyELTE Eötvös Loránd UniversityBudapestHungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and PsychologyResearch Centre for Natural SciencesBudapestHungary
- Lyon Neuroscience Research Center (CRNL)Université de LyonLyonFrance
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10
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Regularity detection under stress: Faster extraction of probability-based regularities. PLoS One 2021; 16:e0253123. [PMID: 34129623 PMCID: PMC8205133 DOI: 10.1371/journal.pone.0253123] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2020] [Accepted: 05/31/2021] [Indexed: 11/19/2022] Open
Abstract
Acute stress can crucially influence learning and memory processes. One of the key processes underlying human learning and memory is the ability of our brain to rapidly detect and extract regularities from sensory input across time and space leading to effective predictive processing. Here, we aimed to get an in-depth look into the effect of stress on the acquisition of two aspects of regularity extraction. We examined whether and how stress affects the learning (1) of probability-based regularities and (2) of serial order-based regularities in the same experimental design, and (3) the explicit access to the acquired information. Considering that the acquisition of probability-based regularities is a relatively rapid process, we primarily focused on the early phase of the task. We induced stress with the Socially Evaluated Cold Pressor Test in 27 young adults, while 26 participants were enrolled in the control group. Salivary cortisol levels and subjective ratings of affective states showed successful stress induction. After the stress induction, we measured regularity extraction with the cued Alternating Serial Reaction Time task. We found that stress promoted the extraction of probability-based regularities measured by the learning performance in the early phase of the task and did not alter the learning of serial order-based regularities. Post-block reports showed weaker explicit access to the serial order-based regularities in the stress group. Our results can contribute to a process-level understanding on how stress alters learning and memory functions related to predictive processes.
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11
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Kóbor A, Kardos Z, Horváth K, Janacsek K, Takács Á, Csépe V, Nemeth D. Implicit anticipation of probabilistic regularities: Larger CNV emerges for unpredictable events. Neuropsychologia 2021; 156:107826. [PMID: 33716039 DOI: 10.1016/j.neuropsychologia.2021.107826] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Revised: 01/28/2021] [Accepted: 03/09/2021] [Indexed: 11/28/2022]
Abstract
Anticipation of upcoming events plays a crucial role in automatic behaviors. It is, however, still unclear whether the event-related brain potential (ERP) markers of anticipation could track the implicit acquisition of probabilistic regularities that can be considered as building blocks of automatic behaviors. Therefore, in a four-choice reaction time (RT) task performed by young adults (N = 36), the contingent negative variation (CNV) as an ERP marker of anticipation was measured from the onset of a cue stimulus until the presentation of a target stimulus. Due to the probability structure of the task, target stimuli were either predictable or unpredictable, but this was unknown to participants. The cue did not contain predictive information on the upcoming target. Results showed that the CNV amplitude during response preparation was larger before the unpredictable than before the predictable target stimuli. In addition, although RTs increased, the P3 amplitude decreased for the unpredictable as compared with the predictable target stimuli, possibly due to the stronger response preparation that preceded stimulus presentation. These results suggest that enhanced attentional resources are allocated to the implicit anticipation and processing of unpredictable events. This might originate from the formation of internal models on the probabilistic regularities of the stimulus stream, which primarily facilitates the processing of predictable events. Overall, we provide ERP evidence that supports the role of implicit anticipation and predictive processes in the acquisition of probabilistic regularities.
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Affiliation(s)
- Andrea Kóbor
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary.
| | - Zsófia Kardos
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary; Department of Cognitive Science, Budapest University of Technology and Economics, Egry József utca 1, H-1111, Budapest, Hungary
| | - Kata Horváth
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064, Budapest, Hungary; Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064, Budapest, Hungary; Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064, Budapest, Hungary; Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-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, United Kingdom
| | - Ádám Takács
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine of the TU Dresden, Fetscherstraße 74, 01307, Dresden, Germany
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary; Faculty of Modern Philology and Social Sciences, University of Pannonia, Egyetem utca 10, H-8200, Veszprém, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064, Budapest, Hungary; Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary; Lyon Neuroscience Research Center (CRNL), Université de Lyon, Centre Hospitalier Le Vinatier, Bâtiment 462, Neurocampus 95 Boulevard Pinel, 69675, Bron, Lyon, France.
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12
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Horváth K, Török C, Pesthy O, Nemeth D, Janacsek K. Divided attention does not affect the acquisition and consolidation of transitional probabilities. Sci Rep 2020; 10:22450. [PMID: 33384423 PMCID: PMC7775459 DOI: 10.1038/s41598-020-79232-y] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2020] [Accepted: 11/24/2020] [Indexed: 12/13/2022] Open
Abstract
Statistical learning facilitates the efficient processing and prediction of environmental events and contributes to the acquisition of automatic behaviors. Whereas a minimal level of attention seems to be required for learning to occur, it is still unclear how acquisition and consolidation of statistical knowledge are affected when attention is divided during learning. To test the effect of divided attention on statistical learning and consolidation, ninety-six healthy young adults performed the Alternating Serial Reaction Time task in which they incidentally acquired second-order transitional probabilities. Half of the participants completed the task with a concurrent secondary intentional sequence learning task that was applied to the same stimulus stream. The other half of the participants performed the task without any attention manipulation. Performance was retested after a 12-h post-learning offline period. Half of each group slept during the delay, while the other half had normal daily activity, enabling us to test the effect of delay activity (sleep vs. wake) on the consolidation of statistical knowledge. Divided attention had no effect on statistical learning: The acquisition of second-order transitional probabilities was comparable with and without the secondary task. Consolidation was neither affected by divided attention: Statistical knowledge was similarly retained over the 12-h delay, irrespective of the delay activity. Our findings can contribute to a better understanding of the role of attentional processes in and the robustness of visuomotor statistical learning and consolidation.
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Affiliation(s)
- Kata Horváth
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary.,Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, Budapest, 1117, Hungary
| | - Csenge Török
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary
| | - Orsolya Pesthy
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary.,Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary. .,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, Budapest, 1117, Hungary. .,Lyon Neuroscience Research Center, Inserm U1028 - CNRS UMR5292, Université de Lyon, Centre Hospitalier Le Vinatier - Bâtiment 462 - Neurocampus 95 Boulevard Pinel, 69675, Bron Cedex, Lyon, France.
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, Budapest, 1117, Hungary.,Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, 150 Dreadnought, Park Row, London, SE10 9LS, UK
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13
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Perceiving structure in unstructured stimuli: Implicitly acquired prior knowledge impacts the processing of unpredictable transitional probabilities. Cognition 2020; 205:104413. [DOI: 10.1016/j.cognition.2020.104413] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 07/14/2020] [Accepted: 07/16/2020] [Indexed: 12/22/2022]
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14
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Conway CM. How does the brain learn environmental structure? Ten core principles for understanding the neurocognitive mechanisms of statistical learning. Neurosci Biobehav Rev 2020; 112:279-299. [PMID: 32018038 PMCID: PMC7211144 DOI: 10.1016/j.neubiorev.2020.01.032] [Citation(s) in RCA: 87] [Impact Index Per Article: 21.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 01/22/2020] [Accepted: 01/25/2020] [Indexed: 10/25/2022]
Abstract
Despite a growing body of research devoted to the study of how humans encode environmental patterns, there is still no clear consensus about the nature of the neurocognitive mechanisms underpinning statistical learning nor what factors constrain or promote its emergence across individuals, species, and learning situations. Based on a review of research examining the roles of input modality and domain, input structure and complexity, attention, neuroanatomical bases, ontogeny, and phylogeny, ten core principles are proposed. Specifically, there exist two sets of neurocognitive mechanisms underlying statistical learning. First, a "suite" of associative-based, automatic, modality-specific learning mechanisms are mediated by the general principle of cortical plasticity, which results in improved processing and perceptual facilitation of encountered stimuli. Second, an attention-dependent system, mediated by the prefrontal cortex and related attentional and working memory networks, can modulate or gate learning and is necessary in order to learn nonadjacent dependencies and to integrate global patterns across time. This theoretical framework helps clarify conflicting research findings and provides the basis for future empirical and theoretical endeavors.
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Affiliation(s)
- Christopher M Conway
- Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE, United States.
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15
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Kóbor A, Horváth K, Kardos Z, Takács Á, Janacsek K, Csépe V, Nemeth D. Tracking the implicit acquisition of nonadjacent transitional probabilities by ERPs. Mem Cognit 2019; 47:1546-1566. [PMID: 31236822 PMCID: PMC6823303 DOI: 10.3758/s13421-019-00949-x] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The implicit acquisition of complex probabilistic regularities has been found to be crucial in numerous automatized cognitive abilities, including language processing and associative learning. However, it has not been completely elucidated how the implicit extraction of second-order nonadjacent transitional probabilities is reflected by neurophysiological processes. Therefore, this study investigated the sensitivity of event-related brain potentials (ERPs) to these probabilistic regularities embedded in a sequence of visual stimuli without providing explicit information on the structure of the stimulus stream. Healthy young adults (N = 32) performed a four-choice RT task that included a sequential regularity between nonadjacent trials yielding a complex transitional probability structure. ERPs were measured relative to both stimulus and response onset. RTs indicated the rapid acquisition of the sequential regularity and the transitional probabilities. The acquisition process was also tracked by the stimulus-locked and response-locked P3 component: The P3 peak was larger for the sequence than for the random stimuli, while the late P3 was larger for less probable than for more probable short-range relations among the random stimuli. According to the RT and P3 effects, sensitivity to the sequential regularity is assumed to be supported by the initial sensitivity to the transitional probabilities. These results suggest that stimulus-response contingencies on the probabilistic regularities of the ongoing stimulus context are implicitly mapped and constantly revised. Overall, this study (1) highlights the role of predictive processes during implicit memory formation, and (2) delineates a potential to gain further insight into the dynamics of implicit acquisition processes.
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Affiliation(s)
- Andrea Kóbor
- Brain Imaging Centre, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Magyar tudósok körútja 2, Budapest, H–1117 Hungary
| | - Kata Horváth
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, H–1064 Hungary
- 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, Hungarian Academy of Sciences, Magyar tudósok körútja 2, Budapest, H–1117 Hungary
| | - Zsófia Kardos
- Brain Imaging Centre, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Magyar tudósok körútja 2, Budapest, H–1117 Hungary
- Department of Cognitive Science, Budapest University of Technology and Economics, Egry József utca 1, Budapest, H-1111 Hungary
| | - Ádám Takács
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, H–1064 Hungary
| | - Karolina Janacsek
- 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, Hungarian Academy of Sciences, Magyar tudósok körútja 2, Budapest, H–1117 Hungary
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Magyar tudósok körútja 2, Budapest, H–1117 Hungary
- Department of Cognitive Science, Budapest University of Technology and Economics, Egry József utca 1, Budapest, H-1111 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, Hungarian Academy of Sciences, Magyar tudósok körútja 2, Budapest, H–1117 Hungary
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université de Lyon, Centre Hospitalier Le Vinatier–Bâtiment 462–Neurocampus 95 Boulevard Pinel, 69675 Bron, Lyon France
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16
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Juhasz D, Nemeth D, Janacsek K. Is there more room to improve? The lifespan trajectory of procedural learning and its relationship to the between- and within-group differences in average response times. PLoS One 2019; 14:e0215116. [PMID: 31314804 PMCID: PMC6636713 DOI: 10.1371/journal.pone.0215116] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2019] [Accepted: 06/12/2019] [Indexed: 11/21/2022] Open
Abstract
Characterizing the developmental trajectories of cognitive functions such as learning, memory and decision making across the lifespan faces fundamental challenges. Cognitive functions typically encompass several processes that can be differentially affected by age. Methodological issues also arise when comparisons are made across age groups that differ in basic performance measures, such as in average response times (RTs). Here we focus on procedural learning–a fundamental cognitive function that underlies the acquisition of cognitive, social, and motor skills–and demonstrate how disentangling subprocesses of learning and controlling for differences in average RTs can reveal different developmental trajectories across the human lifespan. Two hundred-seventy participants aged between 7 and 85 years performed a probabilistic sequence learning task that enabled us to separately measure two processes of procedural learning, namely general skill learning and statistical learning. Using raw RT measures, in between-group comparisons, we found a U-shaped trajectory with children and older adults exhibiting greater general skill learning compared to adolescents and younger adults. However, when we controlled for differences in average RTs (either by using ratio scores or focusing on a subsample of participants with similar average speed), only children (but not older adults) demonstrated superior general skill learning consistently across analyses. Testing the relationship between average RTs and general skill learning within age groups shed light on further age-related differences, suggesting that general skill learning measures are more affected by average speed in some age groups. Consistent with previous studies of learning probabilistic regularities, statistical learning showed a gradual decline across the lifespan, and learning performance seemed to be independent of average speed, regardless of the age group. Overall, our results suggest that children are superior learners in various aspects of procedural learning, including both general skill and statistical learning. Our study also highlights the importance to test, and control for, the effect of average speed on other RT measures of cognitive functions, which can fundamentally affect the interpretation of group differences in developmental, aging and clinical psychology and neuroscience studies.
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Affiliation(s)
- Dora Juhasz
- Doctoral School of Education, University of Szeged, Szeged, Hungary
| | - 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, Hungarian Academy of Sciences, Budapest, Hungary
- Lyon Neuroscience Research Center (CRNL), Université Claude Bernard Lyon 1, Lyon, France
- * E-mail: (KJ); (DN)
| | - 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, Hungarian Academy of Sciences, Budapest, Hungary
- * E-mail: (KJ); (DN)
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17
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King BR, Dolfen N, Gann MA, Renard Z, Swinnen SP, Albouy G. Schema and Motor-Memory Consolidation. Psychol Sci 2019; 30:963-978. [PMID: 31173532 DOI: 10.1177/0956797619847164] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022] Open
Abstract
Recent research has demonstrated that memory-consolidation processes can be accelerated if newly learned information is consistent with preexisting knowledge. Until now, investigations of this fast integration of new information into memory have focused on the declarative and perceptual systems. We employed a unique manipulation of a motor-sequence-learning paradigm to examine the effect of experimentally acquired memory on the learning of new motor information. Results demonstrate that new information is rapidly integrated into memory when practice occurs in a framework that is compatible with the previously acquired memory. This framework consists of the ordinal representation of the motor sequence. This enhanced integration cannot be explained by differences in the explicit awareness of the sequence and is observed only if the previously acquired motor memory was consolidated overnight. Results are consistent with the schema model of memory consolidation and offer insights into how previous motor experience can accelerate learning and consolidation processes.
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Affiliation(s)
- Bradley R King
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Nina Dolfen
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Mareike A Gann
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Zenzi Renard
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Stephan P Swinnen
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
| | - Genevieve Albouy
- 1 Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven.,2 Leuven Brain Institute, KU Leuven
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18
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Simor P, Zavecz Z, Horváth K, Éltető N, Török C, Pesthy O, Gombos F, Janacsek K, Nemeth D. Deconstructing Procedural Memory: Different Learning Trajectories and Consolidation of Sequence and Statistical Learning. Front Psychol 2019; 9:2708. [PMID: 30687169 PMCID: PMC6333905 DOI: 10.3389/fpsyg.2018.02708] [Citation(s) in RCA: 43] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2018] [Accepted: 12/17/2018] [Indexed: 11/13/2022] Open
Abstract
Procedural learning is a fundamental cognitive function that facilitates efficient processing of and automatic responses to complex environmental stimuli. Here, we examined training-dependent and off-line changes of two sub-processes of procedural learning: namely, sequence learning and statistical learning. Whereas sequence learning requires the acquisition of order-based relationships between the elements of a sequence, statistical learning is based on the acquisition of probabilistic associations between elements. Seventy-eight healthy young adults (58 females and 20 males) completed the modified version of the Alternating Serial Reaction Time task that was designed to measure Sequence and Statistical Learning simultaneously. After training, participants were randomly assigned to one of three conditions: active wakefulness, quiet rest, or daytime sleep. We examined off-line changes in Sequence and Statistical Learning as well as further improvements after extended practice. Performance in Sequence Learning increased during training, while Statistical Learning plateaued relatively rapidly. After the off-line period, both the acquired sequence and statistical knowledge was preserved, irrespective of the vigilance state (awake, quiet rest or sleep). Sequence Learning further improved during extended practice, while Statistical Learning did not. Moreover, within the sleep group, cortical oscillations and sleep spindle parameters showed differential associations with Sequence and Statistical Learning. Our findings can contribute to a deeper understanding of the dynamic changes of multiple parallel learning and consolidation processes that occur during procedural memory formation.
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Affiliation(s)
- Peter Simor
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Behavioural Sciences, Semmelweis University, Budapest, Hungary
| | - Zsofia Zavecz
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA-ELTE NAP Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Budapest, Hungary
| | - Kata Horváth
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA-ELTE NAP Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Budapest, Hungary
| | - Noémi Éltető
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Csenge Török
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Orsolya Pesthy
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Ferenc Gombos
- Department of General Psychology, Pázmány Péter Catholic University, Budapest, Hungary
- MTA-PPKE Adolescent Development Research Group, Hungarian Academy of Sciences, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA-ELTE NAP Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Budapest, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA-ELTE NAP Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Budapest, Hungary
- Lyon Neuroscience Research Center (CRNL), Université de Lyon, Lyon, France
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19
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Kóbor A, Takács Á, Kardos Z, Janacsek K, Horváth K, Csépe V, Nemeth D. ERPs differentiate the sensitivity to statistical probabilities and the learning of sequential structures during procedural learning. Biol Psychol 2018; 135:180-193. [DOI: 10.1016/j.biopsycho.2018.04.001] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2017] [Revised: 04/03/2018] [Accepted: 04/03/2018] [Indexed: 10/17/2022]
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