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Hagena H, Manahan-Vaughan D. Interplay of hippocampal long-term potentiation and long-term depression in enabling memory representations. Philos Trans R Soc Lond B Biol Sci 2024; 379:20230229. [PMID: 38853558 DOI: 10.1098/rstb.2023.0229] [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: 01/08/2024] [Accepted: 05/07/2024] [Indexed: 06/11/2024] Open
Abstract
Hippocampal long-term potentiation (LTP) and long-term depression (LTD) are Hebbian forms of synaptic plasticity that are widely believed to comprise the physiological correlates of associative learning. They comprise a persistent, input-specific increase or decrease, respectively, in synaptic efficacy that, in rodents, can be followed for days and weeks in vivo. Persistent (>24 h) LTP and LTD exhibit distinct frequency-dependencies and molecular profiles in the hippocampal subfields. Moreover, causal and genetic studies in behaving rodents indicate that both LTP and LTD fulfil specific and complementary roles in the acquisition and retention of spatial memory. LTP is likely to be responsible for the generation of a record of spatial experience, which may serve as an associative schema that can be re-used to expedite or facilitate subsequent learning. In contrast, LTD may enable modification and dynamic updating of this representation, such that detailed spatial content information is included and the schema is rendered unique and distinguishable from other similar representations. Together, LTP and LTD engage in a dynamic interplay that supports the generation of complex associative memories that are resistant to generalization. This article is part of a discussion meeting issue 'Long-term potentiation: 50 years on'.
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Affiliation(s)
- Hardy Hagena
- Medical Faculty, Department of Neurophysiology, Ruhr University Bochum , Bochum 44780, Germany
| | - Denise Manahan-Vaughan
- Medical Faculty, Department of Neurophysiology, Ruhr University Bochum , Bochum 44780, Germany
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2
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Dubinsky JM, Hamid AA. The neuroscience of active learning and direct instruction. Neurosci Biobehav Rev 2024; 163:105737. [PMID: 38796122 DOI: 10.1016/j.neubiorev.2024.105737] [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: 12/19/2023] [Revised: 05/13/2024] [Accepted: 05/20/2024] [Indexed: 05/28/2024]
Abstract
Throughout the educational system, students experiencing active learning pedagogy perform better and fail less than those taught through direct instruction. Can this be ascribed to differences in learning from a neuroscientific perspective? This review examines mechanistic, neuroscientific evidence that might explain differences in cognitive engagement contributing to learning outcomes between these instructional approaches. In classrooms, direct instruction comprehensively describes academic content, while active learning provides structured opportunities for learners to explore, apply, and manipulate content. Synaptic plasticity and its modulation by arousal or novelty are central to all learning and both approaches. As a form of social learning, direct instruction relies upon working memory. The reinforcement learning circuit, associated agency, curiosity, and peer-to-peer social interactions combine to enhance motivation, improve retention, and build higher-order-thinking skills in active learning environments. When working memory becomes overwhelmed, additionally engaging the reinforcement learning circuit improves retention, providing an explanation for the benefits of active learning. This analysis provides a mechanistic examination of how emerging neuroscience principles might inform pedagogical choices at all educational levels.
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Affiliation(s)
- Janet M Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, USA.
| | - Arif A Hamid
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, USA
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3
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Ding K, He R, Wang X, Chen Q, Kenett YN. Recognizing ideas generated in a creative task: the roles of the hippocampus and medial prefrontal cortex in facilitating self-generated learning. Cereb Cortex 2024; 34:bhae219. [PMID: 38798002 DOI: 10.1093/cercor/bhae219] [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: 01/01/2024] [Revised: 05/01/2024] [Accepted: 05/08/2024] [Indexed: 05/29/2024] Open
Abstract
Creative idea generation plays an important role in promoting successful memory formation. Yet, its underlying neural correlates remain unclear. We investigated the self-generated learning of creative ideas motivated by the schema-linked interactions between medial prefrontal and medial temporal regions framework. This was achieved by having participants generate ideas in the alternative uses task, self-evaluating their ideas based on novelty and source (i.e. new or old), and then later being tested on the recognition performance of the generated ideas. At the behavioral level, our results indicated superior performances in discriminating novel ideas, highlighting the novelty effect on memory. At the neural level, the regions-of-interest analyses revealed that successful recognition of novel ideas was associated with greater activations in the hippocampus (HPC) and medial prefrontal cortex (mPFC) during ideation. However, only activation in the right HPC was positively related to the successful recognition of novel ideas. Importantly, the weaker the connection between the right HPC and left mPFC, the higher the recognition accuracy of novel ideas. Moreover, activations in the right HPC and left mPFC were both effective predictors of successful recognition of novel ideas. These findings uniquely highlight the role of novelty in promoting self-generated learning of creative ideas.
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Affiliation(s)
- Ke Ding
- Faculty of Data and Decision Sciences, Technion - Israel Institute of Technology, Technicon City, 3200003, Haifa, Israel
| | - Ruizhi He
- Faculty of Psychology, Southwest University, No. 2, Tiansheng Road, Beibei District, 400715, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, No. 2, Tiansheng Road, Beibei District, 400715, Chongqing, China
| | - Xi Wang
- Faculty of Medicine, Dresden University of Technology, No. 10, Helmholtzstr, 01069, Dresden, Germany
| | - Qunlin Chen
- Faculty of Psychology, Southwest University, No. 2, Tiansheng Road, Beibei District, 400715, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, No. 2, Tiansheng Road, Beibei District, 400715, Chongqing, China
| | - Yoed N Kenett
- Faculty of Data and Decision Sciences, Technion - Israel Institute of Technology, Technicon City, 3200003, Haifa, Israel
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4
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Fenerci C, Adjei B, Sheldon S. Remembering what we imagine: the role of event schemas in shaping how imagined autobiographical events are recalled. Learn Mem 2024; 31:a053993. [PMID: 38688723 PMCID: PMC11098456 DOI: 10.1101/lm.053993.124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Accepted: 03/12/2024] [Indexed: 05/02/2024]
Abstract
Much like recalling autobiographical memories, constructing imagined autobiographical events depends on episodic memory processes. The ability to imagine events contributes to several future-oriented behaviors (e.g., decision-making, problem solving), which relies, in part, on the ability to remember the imagined events. A factor affecting the memorability of such events is their adherence to event schemas-conceptualizations of how events generally unfold. In the current study, we examined how two aspects of event schemas-event expectancy and familiarity-affect the ability to recall imagined events. Participants first imagined and described in detail autobiographical events that either aligned with or deviated from an event, expected to occur in a context (e.g., a kitchen) that was either familiar or unfamiliar. This resulted in imaginations ranging from maximally schema-congruent (expected events in a familiar context) to maximally novel (unexpected events in an unfamiliar context). Twenty-four hours later, participants recalled these imagined events. Recollections were scored for the number of reinstated details from the imaginations and the number of newly added details. We found greater reinstatement of details for both the maximally congruent and maximally novel events, while maximally novel events were recalled more precisely than other events (i.e., fewer added details). Our results indicate a complementary benefit to remembering schematic and novel imagined events, which may guide equally important but distinct future-oriented behaviors.
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Affiliation(s)
- Can Fenerci
- Department of Psychology, McGill University, Montreal, Quebec H3A 1G1, Canada
| | - Bianca Adjei
- Department of Psychology, McGill University, Montreal, Quebec H3A 1G1, Canada
| | - Signy Sheldon
- Department of Psychology, McGill University, Montreal, Quebec H3A 1G1, Canada
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5
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Ren Y, Brown TI. Beyond the ears: A review exploring the interconnected brain behind the hierarchical memory of music. Psychon Bull Rev 2024; 31:507-530. [PMID: 37723336 DOI: 10.3758/s13423-023-02376-1] [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] [Accepted: 08/22/2023] [Indexed: 09/20/2023]
Abstract
Music is a ubiquitous element of daily life. Understanding how music memory is represented and expressed in the brain is key to understanding how music can influence human daily cognitive tasks. Current music-memory literature is built on data from very heterogeneous tasks for measuring memory, and the neural correlates appear to differ depending on different forms of memory function targeted. Such heterogeneity leaves many exceptions and conflicts in the data underexplained (e.g., hippocampal involvement in music memory is debated). This review provides an overview of existing neuroimaging results from music-memory related studies and concludes that although music is a special class of event in our lives, the memory systems behind it do in fact share neural mechanisms with memories from other modalities. We suggest that dividing music memory into different levels of a hierarchy (structural level and semantic level) helps understand overlap and divergence in neural networks involved. This is grounded in the fact that memorizing a piece of music recruits brain clusters that separately support functions including-but not limited to-syntax storage and retrieval, temporal processing, prediction versus reality comparison, stimulus feature integration, personal memory associations, and emotion perception. The cross-talk between frontal-parietal music structural processing centers and the subcortical emotion and context encoding areas explains why music is not only so easily memorable but can also serve as strong contextual information for encoding and retrieving nonmusic information in our lives.
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Affiliation(s)
- Yiren Ren
- Georgia Institute of Technology, College of Science, School of Psychology, Atlanta, GA, USA.
| | - Thackery I Brown
- Georgia Institute of Technology, College of Science, School of Psychology, Atlanta, GA, USA
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6
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Shing YL, Brod G, Greve A. Prediction error and memory across the lifespan. Neurosci Biobehav Rev 2023; 155:105462. [PMID: 37951515 DOI: 10.1016/j.neubiorev.2023.105462] [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: 07/24/2023] [Revised: 10/27/2023] [Accepted: 11/07/2023] [Indexed: 11/14/2023]
Abstract
The influence of Prediction Errors (PEs) on episodic memory has generated growing empirical and theoretical interest. This review explores how the relationship between PE and memory may evolve throughout lifespan. Drawing upon the predictive processing framework and the Predictive, Interactive Multiple Memory System (PIMMS) model in particular, the paper highlights the hierarchical organization of memory systems and the interaction between top-down predictions and bottom-up sensory input, proposing that PEs promote synaptic change and improve encoding and consolidation processes. We discuss the neuroscientific mechanisms underlying PE-driven memory enhancement, focusing on the involvement of the hippocampus, the entorhinal cortex-hippocampus pathway, and the noradrenergic sympathetic system. Recognizing the divergent trajectories of episodic and semantic memory across the lifespan is crucial when examining the effects of PEs on memory. This review underscores the heterogeneity of memory processes and neurocognitive mechanisms underlying PE-driven memory enhancement across age. Future research is suggested to directly compare neural networks involved in learning from PEs across different age groups and to contribute to a deeper understanding of PE-driven learning across age.
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Affiliation(s)
- Yee Lee Shing
- Department of Psychology, Goethe University Frankfurt, Germany; IDeA-Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt am Main, Germany.
| | - Garvin Brod
- Department of Psychology, Goethe University Frankfurt, Germany; IDeA-Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt am Main, Germany; Department of Education and Human Development, DIPF, Leibniz Institute for Research and Information in Education, Germany
| | - Andrea Greve
- MRC Cognition and Brain Sciences Unit, University of Cambridge, United Kingdom
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7
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McClay M, Sachs ME, Clewett D. Dynamic emotional states shape the episodic structure of memory. Nat Commun 2023; 14:6533. [PMID: 37848429 PMCID: PMC10582075 DOI: 10.1038/s41467-023-42241-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Accepted: 10/04/2023] [Indexed: 10/19/2023] Open
Abstract
Human emotions fluctuate over time. However, it is unclear how these shifting emotional states influence the organization of episodic memory. Here, we examine how emotion dynamics transform experiences into memorable events. Using custom musical pieces and a dynamic emotion-tracking tool to elicit and measure temporal fluctuations in felt valence and arousal, our results demonstrate that memory is organized around emotional states. While listening to music, fluctuations between different emotional valences bias temporal encoding process toward memory integration or separation. Whereas a large absolute or negative shift in valence helps segment memories into episodes, a positive emotional shift binds sequential representations together. Both discrete and dynamic shifts in music-evoked valence and arousal also enhance delayed item and temporal source memory for concurrent neutral items, signaling the beginning of new emotional events. These findings are in line with the idea that the rise and fall of emotions can sculpt unfolding experiences into memories of meaningful events.
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Affiliation(s)
- Mason McClay
- University of California, Los Angeles, Department of Psychology, Los Angeles, CA, USA
| | - Matthew E Sachs
- Columbia University, Department of Psychology, New York City, NY, USA
- Columbia University, Center for Science and Society, New York City, NY, USA
| | - David Clewett
- University of California, Los Angeles, Department of Psychology, Los Angeles, CA, USA.
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8
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Stephenson KB, Wegner DR, Hershey TG, Doty T, Davis E, Steiner-Asiedu M, Saalia FK, Shani I, Manary MJ. Effect of Peanut Paste-based Ready-to-use School Meals With and Without Milk on Fluid Cognition in Northern Ghana: A Randomized Controlled Trial. Am J Clin Nutr 2023; 118:782-791. [PMID: 37567391 PMCID: PMC10579044 DOI: 10.1016/j.ajcnut.2023.08.001] [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: 01/13/2023] [Revised: 05/24/2023] [Accepted: 08/07/2023] [Indexed: 08/13/2023] Open
Abstract
BACKGROUND Few studies have investigated the role of school feeding in low- and middle-income countries as a means of improving childhood cognition. Peanut/milk ready-to-use food (PM-RUF) or cowpea offers an affordable, scalable option that might improve cognition. OBJECTIVES To determine whether micronutrient-fortified PM-RUF or peanut/cowpea ready-to-use food (PC-RUF) would improve fluid cognition as assessed by 4 tests from the National Institutes of Health Toolbox Cognitive Battery when compared with a micronutrient-fortified millet porridge (FP) after a year of school feeding. METHODS An individually randomly assigned, investigator-blinded, controlled clinical trial was conducted at 6 schools in Mion District in rural northern Ghana. Eight hundred seventy-one school children aged 5-12 y were randomly assigned and allocated to receive PM-RUF (n = 282), PC-RUF (n = 292), or FP (n = 297), each providing ∼400 kcal/d. The primary outcomes were 4 fluid cognition test scores: Dimensional Change Card Sort test, Flanker Inhibitory Control and Attention test, Pattern Comparison Processing Speed test, and a modified List Sorting Working Memory test. Secondary outcomes included a composite median ranking of the 4 primary outcomes and anthropometry changes. RESULTS Among the 871 participants (median age, 8.8 y; 47% female), 795 (91%) completed endline cognitive testing. Median attendance rates exceeded 87% in all groups. PM-RUF group demonstrated better fluid cognition on the Dimensional Change Card Sort test [odds ratio (OR): 1.5; 95% CI: 1.1, 2.0; P = 0.016] and Pattern Comparison Processing Speed test (OR: 1.4; 95% CI: 1.0, 1.9; P = 0.026) than FP, whereas there were no significant differences on Flanker Inhibitory Control and Attention or List Sorting Working Memory tests. PC-RUF group demonstrated no improvement over FP on any cognitive tests. PM-RUF group had superior fluid cognition composite median rankings (OR: 1.5; 95% CI: 1.1, 2.0; P = 0.007). CONCLUSIONS Among rural Ghanaian children aged 5-12 y, PM-RUF compared with FP resulted in superior fluid cognition. This trial was registered at clinicaltrials.gov as NCT04349007.
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Affiliation(s)
- Kevin B Stephenson
- Department of Medicine, Washington University, St. Louis, MO, United States.
| | - Donna R Wegner
- Department of Pediatrics, Washington University, St. Louis, MO, United States
| | - Tamara G Hershey
- Departments of Psychiatry and Radiology, Washington University, St. Louis, MO, United States
| | - Tasha Doty
- Program in Occupational Therapy, Washington University, St. Louis, MO, United States
| | - Ephious Davis
- Department of Pediatrics, Washington University, St. Louis, MO, United States
| | | | - Firibu K Saalia
- Department of Nutrition and Food Science, University of Ghana, Accra, Ghana
| | - Issah Shani
- Department of Nutrition and Food Science, University of Ghana, Accra, Ghana
| | - Mark J Manary
- Department of Pediatrics, Washington University, St. Louis, MO, United States.
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9
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Sehdev M, Richards JB. A Primer for Developing Chalk Talks. ATS Sch 2023; 4:265-281. [PMID: 37795111 PMCID: PMC10547064 DOI: 10.34197/ats-scholar.2022-0009ps] [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: 01/16/2023] [Accepted: 03/10/2023] [Indexed: 10/06/2023] Open
Abstract
Chalk talks are a ubiquitous teaching strategy in both pulmonary, critical care, and sleep medicine and medicine in general; yet, trainees and early career faculty are rarely taught how to design, prepare, and present a chalk talk. Skills necessary to deliver a chalk talk are transferable to other settings, such as the bedside, wards during rounds, and virtual classrooms. As a teaching strategy, the chalk talk can involve learners at multiple levels, foster practical knowledge, stimulate self-assessment, encourage the generation of broad differential diagnoses, and promote an interactive learning environment. Suited for both formal and informal learning, the chalk talk can be prepared well in advance or, after some practice, can be presented "on the fly." Furthermore, often on the wards or in the intensive care unit, team members are asked to "teach the rest of the team" at some point during rounds. There is little guidance in medical education for students and trainees to prepare for how to do this, and the chalk talk can serve as an excellent format and teaching strategy to "teach the team" when tasked to do so. To highlight our perspectives on best practices in using the chalk talk format effectively, we first briefly review the literature surrounding this very common yet understudied teaching strategy. We then provide a primer on how to design, develop, and deliver a chalk talk as a resource for how we teach residents, fellows, and early career attendings to deliver their own chalk talks.
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Affiliation(s)
- Morgan Sehdev
- Department of Emergency Medicine,
Massachusetts General Hospital/Brigham and Women’s Hospital, Boston,
Massachusetts; and
| | - Jeremy B. Richards
- Division of Pulmonary, Critical Care, and
Sleep Medicine, Department of Medicine, Mount Auburn Hospital, Cambridge,
Massachusetts
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10
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Guo D, Chen H, Wang L, Yang J. Effects of prior knowledge on brain activation and functional connectivity during memory retrieval. Sci Rep 2023; 13:13650. [PMID: 37608065 PMCID: PMC10444832 DOI: 10.1038/s41598-023-40966-0] [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: 02/26/2023] [Accepted: 08/19/2023] [Indexed: 08/24/2023] Open
Abstract
Previous studies have shown that the ventral medial prefrontal cortex (vmPFC) plays an important role in schema-related memory. However, there is an intensive debate to what extent the activation of subregions of the hippocampus is involved in retrieving schema-related memory. In addition, it is unclear how the functional connectivity (FC) between the vmPFC and the hippocampus, as well as the connectivity of the vmPFC with other regions, are modulated by prior knowledge (PK) during memory retrieval over time. To address these issues, participants learned paragraphs that described features of each unfamiliar word from familiar and unfamiliar categories (i.e., high and low PK conditions) 20 min, 1 day, and 1 week before the test. They then performed a recognition task to judge whether the sentences were old in the scanner. The results showed that the activation of the anterior-medial hippocampus (amHPC) cluster was stronger when the old sentences with high (vs. low) PK were correctly retrieved. The activation of the posterior hippocampus (pHPC) cluster, as well as the vmPFC, was stronger when the new sentences with high (vs. low) PK were correctly rejected (i.e., CR trials), whereas the cluster of anterior-lateral hippocampus (alHPC) showed the opposite. The FC of the vmPFC with the amHPC and perirhinal cortex/inferior temporal gyrus was stronger in the high (vs. low) PK condition, whereas the FC of the vmPFC with the alHPC, thalamus and frontal regions showed the opposite for the CR trials. This study highlighted that different brain networks, which were associated with the vmPFC, subregions of the hippocampus and cognitive control regions, were responsible for retrieving the information with high and low PK.
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Affiliation(s)
- Dingrong Guo
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, 100871, China
| | - Haoyu Chen
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, 100871, China
| | - Lingwei Wang
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, 100871, China
| | - Jiongjiong Yang
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, 100871, China.
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11
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Dalavaye N, Baskaran R, Mukhopadhyay S, Gamage MP, Ng V, Sharif H, Rutherford S. Exploring the Educational Value of Popular Culture in Web-Based Medical Education: Pre-Post Study on Teaching Jaundice Using "The Simpsons". JMIR MEDICAL EDUCATION 2023; 9:e44789. [PMID: 37590059 PMCID: PMC10472169 DOI: 10.2196/44789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2022] [Revised: 06/17/2023] [Accepted: 07/20/2023] [Indexed: 08/18/2023]
Abstract
BACKGROUND The potential of popular culture as a tool for knowledge delivery and enhancing engagement in education is promising but not extensively studied. Furthermore, concerns exist regarding learning fatigue due to increased reliance on videoconferencing platforms following the COVID-19 pandemic. To ensure effective web-based teaching sessions that maintain attention spans and enhance understanding, innovative solutions are necessary. OBJECTIVE This study aims to evaluate the use of specific popular culture case studies to enhance student engagement in a web-based near-peer teaching session. METHODS We delivered a web-based teaching session to undergraduate medical students in the United Kingdom. The session included clinical vignettes and single-best-answer questions using characters from "The Simpsons" television show as patient analogies for various causes of jaundice. A pre-post survey, employing a 7-point Likert scale, was distributed to gather data from participants. RESULTS A total of 53 survey responses were collected. Participants reported significantly improved understanding of jaundice after the session compared to before the session (median 6, IQR 5-6 vs median 4, IQR 3-4.5; P<.001). The majority of participants agreed that the inclusion of "The Simpsons" characters enhanced their knowledge and made the teaching session more memorable and engaging (memorability: median 6, IQR 5-7; engagement: median 6, IQR 5-7). CONCLUSIONS When appropriately integrated, popular culture can effectively engage students and improve self-perceived knowledge retention. "The Simpsons" characters can be used pedagogically and professionally as patient analogies to deliver teaching on the topic of jaundice.
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Affiliation(s)
- Nishaanth Dalavaye
- School of Medicine, Imperial College London, London, United Kingdom
- School of Medicine, Cardiff University, Cardiff, United Kingdom
- OSCEazy Research Collaborative, Cardiff, United Kingdom
| | - Ravanth Baskaran
- School of Medicine, Cardiff University, Cardiff, United Kingdom
- OSCEazy Research Collaborative, Cardiff, United Kingdom
| | - Srinjay Mukhopadhyay
- School of Medicine, Cardiff University, Cardiff, United Kingdom
- OSCEazy Research Collaborative, Cardiff, United Kingdom
| | - Movin Peramuna Gamage
- School of Medicine, Cardiff University, Cardiff, United Kingdom
- OSCEazy Research Collaborative, Cardiff, United Kingdom
| | - Vincent Ng
- School of Medicine, Cardiff University, Cardiff, United Kingdom
- OSCEazy Research Collaborative, Cardiff, United Kingdom
| | - Hama Sharif
- School of Medicine, Cardiff University, Cardiff, United Kingdom
- OSCEazy Research Collaborative, Cardiff, United Kingdom
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12
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Gasser C, Davachi L. Cross-Modal Facilitation of Episodic Memory by Sequential Action Execution. Psychol Sci 2023; 34:581-602. [PMID: 37027172 PMCID: PMC10331092 DOI: 10.1177/09567976231158292] [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: 08/22/2022] [Accepted: 01/23/2023] [Indexed: 04/08/2023] Open
Abstract
Throughout our lives, the actions we produce are often highly familiar and repetitive (e.g., commuting to work). However, layered upon these routine actions are novel, episodic experiences. Substantial research has shown that prior knowledge can facilitate learning of conceptually related new information. But despite the central role our behavior plays in real-world experience, it remains unclear how engagement in a familiar sequence of actions influences memory for unrelated, nonmotor information coincident with those actions. To investigate this, we had healthy young adults encode novel items while simultaneously following a sequence of actions (key presses) that was either predictable and well-learned or random. Across three experiments (N = 80 each), we found that temporal order memory, but not item memory, was significantly enhanced for novel items encoded while participants executed predictable compared with random action sequences. These results suggest that engaging in familiar behaviors during novel learning scaffolds within-event temporal memory, an essential feature of episodic experiences.
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Affiliation(s)
| | - Lila Davachi
- Department of Psychology, Columbia University
- The Nathan S. Kline Institute for Psychiatric Research, Orangeburg, New York
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13
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Wu X, Packard PA, García-Arch J, Bunzeck N, Fuentemilla L. Contextual incongruency triggers memory reinstatement and the disruption of neural stability. Neuroimage 2023; 273:120114. [PMID: 37080120 DOI: 10.1016/j.neuroimage.2023.120114] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 03/13/2023] [Accepted: 04/13/2023] [Indexed: 04/22/2023] Open
Abstract
Schemas, or internal representation models of the environment, are thought to be central in organising our everyday life behaviour by giving stability and predictiveness to the structure of the world. However, when an element from an unfolding event mismatches the schema-derived expectations, the coherent narrative is interrupted and an update to the current event model representation is required. Here, we asked whether the perceived incongruence of an item from an unfolding event and its impact on memory relied on the disruption of neural stability patterns preceded by the neural reactivation of the memory representations of the just-encoded event. Our study includes data from two different experiments whereby human participants (N = 33, 26 females and N = 18, 16 females, respectively) encoded images of objects preceded by trial-unique sequences of events depicting daily routine. We found that neural stability patterns gradually increased throughout the ongoing exposure to a schema-consistent episode, which was corroborated by the re-analysis of data from two other experiments, and that the brain stability pattern was interrupted when the encoding of an object of the event was incongruent with the ongoing schema. We found that the decrease in neural stability for low-congruence items was seen at ∼1000 ms from object encoding onset and that it was preceded by an enhanced N400 ERP and an increased degree of neural reactivation of the just-encoded episode. Current results offer new insights into the neural mechanisms and their temporal orchestration that are engaged during online encoding of schema-consistent episodic narratives and the detection of incongruencies.
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Affiliation(s)
- Xiongbo Wu
- Cognition and Brain Plasticity Group, Bellvitge Institute for Biomedical Research, Hospitalet de Llobregat 08907, Spain; Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona 08035, Spain; Institute of Neurosciences, University of Barcelona, Barcelona 08035, Spain.
| | - Pau A Packard
- Multisensory Research Group, Center for Brain and Cognition, Pompeu Fabra University, Barcelona, Spain
| | - Josué García-Arch
- Cognition and Brain Plasticity Group, Bellvitge Institute for Biomedical Research, Hospitalet de Llobregat 08907, Spain; Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona 08035, Spain; Institute of Neurosciences, University of Barcelona, Barcelona 08035, Spain
| | - Nico Bunzeck
- Department of Psychology, University of Lübeck, Lübeck 23562, Germany; Center of Brain, Behavior and Metabolism (CBBM), University of Lübeck, Lübeck 23562, Germany
| | - Lluís Fuentemilla
- Cognition and Brain Plasticity Group, Bellvitge Institute for Biomedical Research, Hospitalet de Llobregat 08907, Spain; Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona 08035, Spain; Institute of Neurosciences, University of Barcelona, Barcelona 08035, Spain
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14
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Kizilirmak JM, Soch J, Schütze H, Düzel E, Feldhoff H, Fischer L, Knopf L, Maass A, Raschick M, Schult A, Yakupov R, Richter A, Schott BH. The relationship between resting-state amplitude fluctuations and memory-related deactivations of the default mode network in young and older adults. Hum Brain Mapp 2023; 44:3586-3609. [PMID: 37051727 DOI: 10.1002/hbm.26299] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 03/09/2023] [Accepted: 03/20/2023] [Indexed: 04/14/2023] Open
Abstract
The default mode network (DMN) typically exhibits deactivations during demanding tasks compared to periods of relative rest. In functional magnetic resonance imaging (fMRI) studies of episodic memory encoding, increased activity in DMN regions even predicts later forgetting in young healthy adults. This association is attenuated in older adults and, in some instances, increased DMN activity even predicts remembering rather than forgetting. It is yet unclear whether this phenomenon is due to a compensatory mechanism, such as self-referential or schema-dependent encoding, or whether it reflects overall reduced DMN activity modulation in older age. We approached this question by systematically comparing DMN activity during successful encoding and tonic, task-independent, DMN activity at rest in a sample of 106 young (18-35 years) and 111 older (60-80 years) healthy participants. Using voxel-wise multimodal analyses, we assessed the age-dependent relationship between DMN resting-state amplitude (mean percent amplitude of fluctuation, mPerAF) and DMN fMRI signals related to successful memory encoding, as well as their modulation by age-related hippocampal volume loss, while controlling for regional grey matter volume. Older adults showed lower resting-state DMN amplitudes and lower task-related deactivations. However, a negative relationship between resting-state mPerAF and subsequent memory effect within the precuneus was observed only in young, but not older adults. Hippocampal volumes showed no relationship with the DMN subsequent memory effect or mPerAF. Lastly, older adults with higher mPerAF in the DMN at rest tend to show higher memory performance, pointing towards the importance of a maintained ability to modulate DMN activity in old age.
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Affiliation(s)
- Jasmin M Kizilirmak
- Cognitive Geriatric Psychiatry, German Center for Neurodegenerative Diseases, Göttingen, Germany
- Neurodidactics and NeuroLab, Institute for Psychology, University of Hildesheim, Hildesheim, Germany
- German Centre for Higher Education Research and Science Studies, Hannover, Germany
| | - Joram Soch
- Cognitive Geriatric Psychiatry, German Center for Neurodegenerative Diseases, Göttingen, Germany
- Bernstein Center for Computational Neuroscience, Berlin, Germany
| | - Hartmut Schütze
- Medical Faculty, Institute for Cognitive Neurology and Dementia Research, Otto-von-Guericke-University, Magdeburg, Germany
- Center for Behavioral Brain Sciences, Magdeburg, Germany
| | - Emrah Düzel
- Medical Faculty, Institute for Cognitive Neurology and Dementia Research, Otto-von-Guericke-University, Magdeburg, Germany
- Center for Behavioral Brain Sciences, Magdeburg, Germany
- German Center for Neurodegenerative Diseases, Magdeburg, Germany
| | | | | | - Lea Knopf
- Leibniz Institute for Neurobiology, Magdeburg, Germany
| | - Anne Maass
- German Center for Neurodegenerative Diseases, Magdeburg, Germany
| | | | - Annika Schult
- Leibniz Institute for Neurobiology, Magdeburg, Germany
| | - Renat Yakupov
- German Center for Neurodegenerative Diseases, Magdeburg, Germany
| | - Anni Richter
- Leibniz Institute for Neurobiology, Magdeburg, Germany
- Center for Intervention and Research on Adaptive and Maladaptive Brain Circuits Underlying Mental Health (C-I-R-C), Jena-Magdeburg-Halle, Germany
| | - Björn H Schott
- Cognitive Geriatric Psychiatry, German Center for Neurodegenerative Diseases, Göttingen, Germany
- Center for Behavioral Brain Sciences, Magdeburg, Germany
- Leibniz Institute for Neurobiology, Magdeburg, Germany
- Department of Psychiatry and Psychotherapy, University Medical Center Göttingen, Göttingen, Germany
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15
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Reverberi S, Dolfen N, Van Roy A, Albouy G, King BR. Sleep does not influence schema-facilitated motor memory consolidation. PLoS One 2023; 18:e0280591. [PMID: 36656898 PMCID: PMC9851548 DOI: 10.1371/journal.pone.0280591] [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: 06/03/2022] [Accepted: 01/03/2023] [Indexed: 01/20/2023] Open
Abstract
STUDY OBJECTIVES Novel information is rapidly learned when it is compatible with previous knowledge. This "schema" effect, initially described for declarative memories, was recently extended to the motor memory domain. Importantly, this beneficial effect was only observed 24 hours-but not immediately-following motor schema acquisition. Given the established role of sleep in memory consolidation, we hypothesized that sleep following the initial learning of a schema is necessary for the subsequent rapid integration of novel motor information. METHODS Two experiments were conducted to investigate the effect of diurnal and nocturnal sleep on schema-mediated motor sequence memory consolidation. In Experiment 1, participants first learned an 8-element motor sequence through repeated practice (Session 1). They were then afforded a 90-minute nap opportunity (N = 25) or remained awake (N = 25) before learning a second motor sequence (Session 2) which was highly compatible with that learned prior to the sleep/wake interval. Experiment 2 was similar; however, Sessions 1 and 2 were separated by a 12-hour interval that included nocturnal sleep (N = 28) or only wakefulness (N = 29). RESULTS For both experiments, we found no group differences in motor sequence performance (reaction time and accuracy) following the sleep/wake interval. Furthermore, in Experiment 1, we found no correlation between sleep features (non-REM sleep duration, spindle and slow wave activity) and post-sleep behavioral performance. CONCLUSIONS The results of this research suggest that integration of novel motor information into a cognitive-motor schema does not specifically benefit from post-learning sleep.
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Affiliation(s)
- Serena Reverberi
- Department of Movement Sciences, Motor Control and Neural Plasticity Research Group, KU Leuven, Leuven, Belgium
- LBI—KU Leuven Brain Institute, KU Leuven, Leuven, Belgium
| | - Nina Dolfen
- Department of Movement Sciences, Motor Control and Neural Plasticity Research Group, KU Leuven, Leuven, Belgium
- LBI—KU Leuven Brain Institute, KU Leuven, Leuven, Belgium
| | - Anke Van Roy
- Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, United States of America
| | - Genevieve Albouy
- Department of Movement Sciences, Motor Control and Neural Plasticity 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, United States of America
- * E-mail:
| | - Bradley R. King
- Department of Health and Kinesiology, College of Health, University of Utah, Salt Lake City, UT, United States of America
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16
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Chen J, Chen B. Learning new meanings for known
L2
words: Long‐term semantic representation is updated to integrate new information after consolidation. Psychophysiology 2022; 60:e14228. [PMID: 36416572 DOI: 10.1111/psyp.14228] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 10/22/2022] [Accepted: 10/24/2022] [Indexed: 11/24/2022]
Abstract
Previous research about learning new meanings for known words in second language (L2) has found that semantic relatedness, i.e., congruency, between new and existing meanings benefits encoding and explicit memory of new meanings, and reduces instant interference on accessing existing meanings. However, they did not take the memory consolidation process into account. Thus, integration of new meaning into long-term semantic memory, update of existing meaning representation, and the impact of semantic relatedness between new and existing meanings in this process remain unclear. The present study used the event-related potential (ERP) technique to explore these questions. We asked Chinese students to learn English known words' subdominant meanings variedly related to existing meanings and probed semantic representations with EEG recorded in primed lexical decision tasks four times before and after consolidation. We found that new meaning needs to go through offline consolidation to get integrated. Semantic relatedness/congruency boosted new meaning integration, not by directly expediting it during encoding or preliminary offline consolidation, but by promoting the update of existing meaning representation first, which presumably paved the way for better incorporation of new meaning in the long run. The whole pattern of results implies that long-term semantic representation of existing meaning is updated to integrate related new meaning after consolidation, which not only draws a clearer picture of L2 ambiguous word acquisition but also bears broader implications for research on memory updating.
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Affiliation(s)
- Jiayan Chen
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China
| | - Baoguo Chen
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China
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17
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Elmer S, Besson M, Rodríguez-Fornells A. The electrophysiological correlates of word pre-activation during associative word learning. Int J Psychophysiol 2022; 182:12-22. [PMID: 36167179 DOI: 10.1016/j.ijpsycho.2022.09.007] [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: 07/28/2022] [Revised: 09/14/2022] [Accepted: 09/21/2022] [Indexed: 10/14/2022]
Abstract
Human beings continuously make use of learned associations to generate predictions about future occurrences in the environment. Such memory-related predictive processes provide a scaffold for learning in that mental representations of foreseeable events can be adjusted or strengthened based on a specific outcome. Learning the meaning of novel words through picture-word associations constitutes a prime example of associative learning because pictures preceding words can trigger word prediction through the pre-activation of the related mnemonic representations. In the present electroencephalography (EEG) study, we used event-related potentials (ERPs) to compare neural indices of word pre-activation between a word learning condition with maximal prediction likelihood and a non-learning control condition with low prediction. Results revealed that prediction-related N400 amplitudes in response to pictures decreased over time at central electrodes as a function of word learning, whereas late positive component (LPC) amplitudes increased. Notably, N400 but not LPC changes were also predictive of word learning performance, suggesting that the N400 component constitutes a sensitive marker of word pre-activation during associative word learning.
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Affiliation(s)
- Stefan Elmer
- Computational Neuroscience of Speech & Hearing, Department of Computational Linguistics, University of Zurich, Switzerland; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute, L'Hospitalet de Llobregat, 08097 Barcelona, Spain.
| | - Mireille Besson
- Université Publique de France, CNRS & Aix-Marseille University, Laboratoire de Neurosciences Cognitives (LNC, UMR 7291) & Institute for Language and Communication in the Brain (ILCB), Marseille, France.
| | - Antoni Rodríguez-Fornells
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute, L'Hospitalet de Llobregat, 08097 Barcelona, Spain; Department of Cognition, Development and Educational Psychology, Campus Bellvitge, University of Barcelona, L'Hospitalet de Llobregat, 08097 Barcelona, Spain; Institució Catalana de Recerca i Estudis Avançats, ICREA, 08010 Barcelona, Spain.
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18
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Varga NL, Cronin-Golomb L, Bauer PJ. Self-derivation of new knowledge through memory integration varies as a function of prior knowledge. Memory 2022; 30:971-987. [PMID: 35546131 PMCID: PMC9420761 DOI: 10.1080/09658211.2022.2068609] [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: 09/27/2021] [Accepted: 04/14/2022] [Indexed: 10/18/2022]
Abstract
ABSTRACTThe current research was an investigation of the effects of prior, domain-relevant knowledge on self-derivation of new, integrated knowledge. Adults were presented with novel "stem" facts and tested for self-derivation of new knowledge through integration of the facts in memory. To examine the effects of prior knowledge on memory integration, we tested participants under three within-subject conditions, in which in advance of stem encoding, they were provided with either: (1) no domain relevant information (No Knowledge control), (2) generally relevant information about the domain (General), or (3) generally relevant information about the domain along with a stem fact that was directly necessary for self-derivation (General + Stem). Prior exposure to both General and General + Stem knowledge facilitated memory for the novel, explicitly-taught stem facts. Moreover, for both prior knowledge conditions, the amount of domain-relevant knowledge retained in memory was associated with trial-by-trial self-derivation success. Importantly, the type of prior knowledge modulated memory integration in different ways. Whereas General + Stem knowledge enhanced selective retrieval and integration of the stem facts, General knowledge supported learning of the individual stem facts, but not their integration with one another. Together, the findings indicate how malleable, domain-specific experience shapes encoding, integration, and flexible extension of new, related information.
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Affiliation(s)
- Nicole L. Varga
- Department of Psychology, Emory University, United
States
- Center for Learning & Memory, The University of Texas
at Austin, United States
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19
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The Distinctive Pattern of Declarative Memories in Autism Spectrum Disorder: Further Evidence of Episodic Memory Constraints. J Autism Dev Disord 2022:10.1007/s10803-022-05579-y. [PMID: 35616819 DOI: 10.1007/s10803-022-05579-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/16/2022] [Indexed: 10/18/2022]
Abstract
This study examines declarative memory retrieval in ASD depending on the availability and access to stored conceptual knowledge. Fifteen autistic participants and a matched control group of 18 typically-developed (TD) volunteers completed a Remember-Know paradigm manipulated by encoding-type (categorical, perceptual) and item-typicality (high-typical, low-typical). The autistic group showed worse and slower recognition and less recollection but equivalent familiarity-based memories compared to TDs. Notably, low-typical items did not improve their memories as they did for TDs, likely due to difficulties in matching low-fit information to the stored schema. Results suggest that memory decline in ASD may derive from the episodic system and its dynamics with the semantic system. These findings may inform interventional strategies for enhancing learning abilities in ASD.
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20
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Masís-Obando R, Norman KA, Baldassano C. Schema representations in distinct brain networks support narrative memory during encoding and retrieval. eLife 2022; 11:70445. [PMID: 35393941 PMCID: PMC8993217 DOI: 10.7554/elife.70445] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Accepted: 02/09/2022] [Indexed: 11/13/2022] Open
Abstract
Schematic prior knowledge can scaffold the construction of event memories during perception and also provide structured cues to guide memory search during retrieval. We measured the activation of story-specific and schematic representations using fMRI while participants were presented with 16 stories and then recalled each of the narratives, and related these activations to memory for specific story details. We predicted that schema representations in medial prefrontal cortex (mPFC) would be correlated with successful recall of story details. In keeping with this prediction, an anterior mPFC region showed a significant correlation between activation of schema representations at encoding and subsequent behavioral recall performance; however, this mPFC region was not implicated in schema representation during retrieval. More generally, our analyses revealed largely distinct brain networks at encoding and retrieval in which schema activation was related to successful recall. These results provide new insight into when and where event knowledge can support narrative memory.
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Affiliation(s)
| | - Kenneth A Norman
- Princeton Neuroscience Institute, Princeton, United States.,Department of Psychology, Princeton University, Princeton, United States
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21
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Fenerci C, Sheldon S. The role of episodic memory in imagining autobiographical events: the influence of event expectancy and context familiarity. Memory 2022; 30:573-590. [PMID: 35129426 DOI: 10.1080/09658211.2022.2032178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Episodic memory plays a common role in constructing mental representations of past and imagined autobiographical events. Research has suggested that certain factors will affect how episodic memory is used during mental construction, such as the expectancy that an event will occur and the familiarity with an event's context. The aim of the current study was to understand how these factors affect episodic memory engagement and subjective experience during event imagination. In a within-subjects design, participants viewed context cues (high or low in familiarity), described imagined autobiographical events (expected or not expected to occur in these contexts) and rated their experience. 24-hours later, participants recalled and described the same events. We found that expectancy of the imagined events was associated with quicker access and increased episodic detail generation, regardless of context familiarity. Additionally, both event expectancy and context familiarity affected the subjective quality of the imagined events. Examining the episodic details in descriptions after the delay revealed comparable effects of these two factors. Our results underscore the importance of event expectancy in recruiting episodic memory for imagined autobiographical experiences.
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Affiliation(s)
- Can Fenerci
- Department of Psychology, McGill University, Montreal, QC, Canada
| | - Signy Sheldon
- Department of Psychology, McGill University, Montreal, QC, Canada
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22
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Varga NL, Manns JR. Delta-modulated cortical alpha oscillations support new knowledge generation through memory integration. Neuroimage 2021; 244:118600. [PMID: 34562576 PMCID: PMC8796818 DOI: 10.1016/j.neuroimage.2021.118600] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 08/20/2021] [Accepted: 09/18/2021] [Indexed: 11/05/2022] Open
Abstract
The ability to generate new knowledge depends on integration of separate information. For example, in one episode an individual may learn that apple seeds are called pips. In a separate episode, the individual may then learn that pips contain cyanide. Integration of the related facts in memory may then support derivation of the new knowledge that apple seeds contain cyanide. Past studies show that adults form relational memories that represent the commonalities among discrete events, and that such integrated representation supports the ability to infer new knowledge. Although these integrated representations are thought to result from linking separate memories to the same neuronal ensemble, the neural mechanisms that underlie formation of such linkages are not well understood. Here we examined whether self-derivation of new, integrated knowledge was supported by oscillatory coherence, a means of linking discrete neuronal ensembles. Cortical alpha coherence was greater when adults encoded new facts that could be integrated with existing knowledge, relative to encoding unrelated facts, particularly in participants who showed better performance on the subsequent test of knowledge generation via fact integration. In high performers, posterior alpha amplitude was also modulated by delta phase, a form of cross-frequency coupling previously implicated in coordinating information stored widely throughout the cortex. Examination of the timing and topography of these respective signatures suggested that these oscillatory dynamics work in concert to encode and represent new knowledge with respect to prior knowledge that is reactivated, thus revealing fundamental mechanisms through which related memories are linked into integrated knowledge structures.
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Affiliation(s)
- Nicole L Varga
- Department of Psychology, Emory University, Atlanta, GA 30322, USA; Center for Learning and Memory, The University of Texas at Austin, Austin, TX 78712, USA.
| | - Joseph R Manns
- Department of Psychology, Emory University, Atlanta, GA 30322, USA.
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23
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Yousuf M, Packard PA, Fuentemilla L, Bunzeck N. Functional coupling between CA3 and laterobasal amygdala supports schema dependent memory formation. Neuroimage 2021; 244:118563. [PMID: 34537382 DOI: 10.1016/j.neuroimage.2021.118563] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 09/06/2021] [Accepted: 09/06/2021] [Indexed: 02/01/2023] Open
Abstract
The medial temporal lobe drives semantic congruence dependent memory formation. However, the exact roles of hippocampal subfields and surrounding brain regions remain unclear. Here, we used an established paradigm and high-resolution functional magnetic resonance imaging of the medial temporal lobe together with cytoarchitectonic probability estimates in healthy humans. Behaviorally, robust congruence effects emerged in young and older adults, indicating that schema dependent learning is unimpaired during healthy aging. Within the medial temporal lobe, semantic congruence was associated with hemodynamic activity in the subiculum, CA1, CA3 and dentate gyrus, as well as the entorhinal cortex and laterobasal amygdala. Importantly, a subsequent memory analysis showed increased activity for later remembered vs. later forgotten congruent items specifically within CA3, and this subfield showed enhanced functional connectivity to the laterobasal amygdala. As such, our findings extend current models on schema dependent learning by pinpointing the functional properties of subregions within the medial temporal lobe.
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Affiliation(s)
- Mushfa Yousuf
- Department of Psychology, University of Lübeck, Lübeck 23562, Germany
| | - Pau A Packard
- Center for Brain and Cognition, Department of Information and Communication Technologies, Universitat Pompeu Fabra, Roc Boronat, Barcelona 08005, Spain
| | - Lluís Fuentemilla
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), Hospitalet de Llobregat, Spain; Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain; Institute of Neurosciences, University of Barcelona, Barcelona, Spain
| | - Nico Bunzeck
- Department of Psychology, University of Lübeck, Lübeck 23562, Germany; Center of Brain, Behavior and Metabolism (CBBM), University of Lübeck, Ratzeburger Allee 160, Lübeck 23562, Germany.
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24
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Alejandro RJ, Packard PA, Steiger TK, Fuentemilla L, Bunzeck N. Semantic Congruence Drives Long-Term Memory and Similarly Affects Neural Retrieval Dynamics in Young and Older Adults. Front Aging Neurosci 2021; 13:683908. [PMID: 34594212 PMCID: PMC8477023 DOI: 10.3389/fnagi.2021.683908] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 06/16/2021] [Indexed: 11/25/2022] Open
Abstract
Learning novel information can be promoted if it is congruent with already stored knowledge. This so-called semantic congruence effect has been broadly studied in healthy young adults with a focus on neural encoding mechanisms. However, the impacts on retrieval, and possible impairments during healthy aging, which is typically associated with changes in declarative long-term memory, remain unclear. To investigate these issues, we used a previously established paradigm in healthy young and older humans with a focus on the neural activity at a final retrieval stage as measured with electroencephalography (EEG). In both age groups, semantic congruence at encoding enhanced subsequent long-term recognition memory of words. Compatible with this observation, semantic congruence led to differences in event-related potentials (ERPs) at retrieval, and this effect was not modulated by age. Specifically, congruence modulated old/new ERPs at a fronto-central (Fz) and left parietal (P3) electrode in a late (400–600 ms) time window, which has previously been associated with recognition memory processes. Importantly, ERPs to old items also correlated with the positive effect of semantic congruence on long-term memory independent of age. Together, our findings suggest that semantic congruence drives subsequent recognition memory across the lifespan through changes in neural retrieval processes.
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Affiliation(s)
- Ricardo J Alejandro
- Department of Psychology, University of Lübeck, Lübeck, Germany.,Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Pau A Packard
- Department of Psychology, University of Lübeck, Lübeck, Germany.,Center for Brain and Cognition, Department of Information and Communication Technologies, Universitat Pompeu Fabra Roc Boronat, Barcelona, Spain
| | | | - Lluis Fuentemilla
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), Hospitalet de Llobregat, Barcelona, Spain.,Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain.,Institute of Neurosciences, University of Barcelona, Barcelona, Spain
| | - Nico Bunzeck
- Department of Psychology, University of Lübeck, Lübeck, Germany.,Center of Brain, Behavior and Metabolism (CBBM), University of Lübeck Ratzeburger Allee, Lübeck, Germany
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25
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Liu W, Shi Y, Cousins JN, Kohn N, Fernández G. Hippocampal-Medial Prefrontal Event Segmentation and Integration Contribute to Episodic Memory Formation. Cereb Cortex 2021; 32:949-969. [PMID: 34398213 DOI: 10.1093/cercor/bhab258] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 07/01/2021] [Accepted: 07/03/2021] [Indexed: 01/08/2023] Open
Abstract
How do we encode our continuous life experiences for later retrieval? Theories of event segmentation and integration suggest that the hippocampus binds separately represented events into an ordered narrative. Using a functional Magnetic Resonance Imaging (fMRI) movie watching-recall dataset, we quantified two types of neural similarities (i.e., "activation pattern" similarity and within-region voxel-based "connectivity pattern" similarity) between separate events during movie watching and related them to subsequent retrieval of events as well as retrieval of sequential order. We demonstrated that compared with forgotten events, successfully remembered events were associated with distinct "activation patterns" in the hippocampus and medial prefrontal cortex. In contrast, similar "connectivity pattern" between events were associated with memory formation and were also relevant for retaining events in the correct order. We applied the same approaches to an independent movie watching fMRI dataset as validation and highlighted again the role of hippocampal activation pattern and connectivity pattern in memory formation. We propose that distinct activation patterns represent neural segmentation of events, while similar connectivity patterns encode context information and, therefore, integrate events into a narrative. Our results provide novel evidence for the role of hippocampal-medial prefrontal event segmentation and integration in episodic memory formation of real-life experience.
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Affiliation(s)
- Wei Liu
- School of Psychology, Central China Normal University (CCNU), Wuhan, China.,Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, Nijmegen, The Netherlands
| | - Yingjie Shi
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, Nijmegen, The Netherlands
| | - James N Cousins
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, Nijmegen, The Netherlands
| | - Nils Kohn
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, Nijmegen, The Netherlands
| | - Guillén Fernández
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, Nijmegen, The Netherlands
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26
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Conceptual knowledge modulates memory recognition of common items: The selective role of item-typicality. Mem Cognit 2021; 50:77-94. [PMID: 34363197 DOI: 10.3758/s13421-021-01213-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/16/2021] [Indexed: 11/08/2022]
Abstract
This work examines the influence of stored conceptual knowledge (i.e., schema and item-typicality) on conscious memory processes. Specifically, we tested whether item-typicality selectively modulates recollection and familiarity-based memories as a function of the availability of a categorical schema during encoding. Experiment 1 manipulated both encoding type (categorical vs. perceptual) and item-typicality (typical vs. atypical) in a single Remember-Know paradigm. Experiment 2 replicated and extended the previous study with a complementary source-memory task. In both experiments, we observed that typical items led to more Guess responses, while atypical items led to more Remember responses. These findings support the idea that the activation of a congruent categorical schema selectively enhances familiarity-based memories, likely due to the bypassing of the activated mechanisms for novel information. In contrast, atypical items improved recollective-based memories only, suggesting that their lesser fit with the stored prototype might have triggered those novelty processing mechanisms. Moreover, atypical items enhanced memory in the categorical condition for both item recognition and recollection memories only, suggesting an episodic gain due to inconsistency/novelty. The source memory results gave further credence to the argument that "Remember" judgments were based on truly recollective experiences and presented the same interaction between encoding type and item-typicality observed in recollective-based memories. Overall, the results suggest that the supposedly opposite conceptual knowledge effects actually coexist and interact, albeit selectively, in the modulation of recollection and familiarity processes.
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27
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Nolden S, Brod G, Meyer AK, Fandakova Y, Shing YL. Neural Correlates of Successful Memory Encoding in Kindergarten and Early Elementary School Children: Longitudinal Trends and Effects of Schooling. Cereb Cortex 2021; 31:3764-3779. [PMID: 33895801 DOI: 10.1093/cercor/bhab046] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Revised: 01/28/2021] [Accepted: 01/31/2021] [Indexed: 11/13/2022] Open
Abstract
From age 5 to 7, there are remarkable improvements in children's cognitive abilities ("5-7 shift"). In many countries, including Germany, formal schooling begins in this age range. It is, thus, unclear to what extent exposure to formal schooling contributes to the "5-7 shift." In this longitudinal study, we investigated if schooling acts as a catalyst of maturation. We tested 5-year-old children who were born close to the official cutoff date for school entry and who were still attending a play-oriented kindergarten. One year later, the children were tested again. Some of the children had experienced their first year of schooling whereas the others had remained in kindergarten. Using 2 functional magnetic resonance imaging tasks that assessed episodic memory formation (i.e., subsequent memory effect), we found that children relied strongly on the medial temporal lobe (MTL) at both time points but not on the prefrontal cortex (PFC). In contrast, older children and adults typically show subsequent memory effects in both MTL and PFC. Both children groups improved in their memory performance, but there were no longitudinal changes nor group differences in neural activation. We conclude that successful memory formation in this age group relies more heavily on the MTL than in older age groups.
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Affiliation(s)
- Sophie Nolden
- Institute of Psychology, Goethe-University Frankfurt am Main, D-60323 Frankfurt am Main, Germany
| | - Garvin Brod
- Institute of Psychology, Goethe-University Frankfurt am Main, D-60323 Frankfurt am Main, Germany.,Center for Lifespan Psychology, Max Planck Institute for Human Development, D-14195 Berlin, Germany.,Department of Education and Human Development, DIPF
- Leibniz Institute for Research and Information in Education, D-60323 Frankfurt am Main, Germany
| | - Ann-Kristin Meyer
- Center for Lifespan Psychology, Max Planck Institute for Human Development, D-14195 Berlin, Germany.,Research Group Adaptive Memory, Max Planck Institute for Human Cognitive and Brain Sciences, D-04303 Leipzig, Germany
| | - Yana Fandakova
- Center for Lifespan Psychology, Max Planck Institute for Human Development, D-14195 Berlin, Germany
| | - Yee Lee Shing
- Institute of Psychology, Goethe-University Frankfurt am Main, D-60323 Frankfurt am Main, Germany.,Center for Lifespan Psychology, Max Planck Institute for Human Development, D-14195 Berlin, Germany
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28
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Kizilirmak JM, Fischer L, Krause J, Soch J, Richter A, Schott BH. Learning by Insight-Like Sudden Comprehension as a Potential Strategy to Improve Memory Encoding in Older Adults. Front Aging Neurosci 2021; 13:661346. [PMID: 34194316 PMCID: PMC8236646 DOI: 10.3389/fnagi.2021.661346] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Accepted: 05/07/2021] [Indexed: 12/23/2022] Open
Abstract
Several cognitive functions show a decline with advanced age, most prominently episodic memory. Problem-solving by insight represents a special associative form of problem-solving that has previously been shown to facilitate long-term memory formation. Recent neuroimaging evidence suggests that the encoding network involved in insight-based memory formation is largely hippocampus-independent. This may represent a potential advantage in older adults, as the hippocampus is one of the earliest brain structures to show age-related volume loss and functional impairment. Here, we investigated the potential beneficial effects of learning by insight in healthy older (60-79 years) compared to young adults (19-28 years). To this end, we compared later memory performance for verbal riddles encoded incidentally via induced insight-like sudden comprehension in both age groups. We employed a variant of the Compound Remote Associate Task (CRAT) for incidental encoding, during which participants were instructed to judge the solvability of items. In a 24-h delayed surprise memory test, participants attempted to solve previously encountered items and additionally performed a recognition memory test. During this test, older adults correctly solved an equal proportion of new CRA items compared to young adults and both age groups reported a similar frequency of Aha! experiences. While overall memory performance was better in young participants (higher proportion of correctly solved and correctly recognized old CRA items), older participants exhibited a stronger beneficial effect of insight-like sudden comprehension on later recognition memory for CRA items. Our results suggest that learning via insight might constitute a promising approach to improve memory function in old age.
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Affiliation(s)
- Jasmin M. Kizilirmak
- German Center for Neurodegenerative Diseases, Göttingen, Germany
- Institute of Psychology, University of Hildesheim, Hildesheim, Germany
| | | | - Justus Krause
- Institute of Psychology, University of Hildesheim, Hildesheim, Germany
| | - Joram Soch
- German Center for Neurodegenerative Diseases, Göttingen, Germany
- Bernstein Center for Computational Neuroscience, Berlin, Germany
| | - Anni Richter
- Leibniz Institute for Neurobiology, Magdeburg, Germany
| | - Björn H. Schott
- German Center for Neurodegenerative Diseases, Göttingen, Germany
- Leibniz Institute for Neurobiology, Magdeburg, Germany
- Department of Psychiatry and Psychotherapy, University Medical Center Göttingen, Göttingen, Germany
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29
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Elbich DB, Webb CE, Dennis NA. The influence of item familiarization on neural discriminability during associative memory encoding and retrieval. Brain Cogn 2021; 152:105760. [PMID: 34126588 DOI: 10.1016/j.bandc.2021.105760] [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: 08/03/2020] [Revised: 04/13/2021] [Accepted: 05/27/2021] [Indexed: 10/21/2022]
Abstract
Associative memory requires one to encode and form memory representations not just for individual items, but for the association or link between those items. Past work has suggested that associative memory is facilitated when individual items are familiar rather than simultaneously learning the items and their associative link. The current study employed multivoxel pattern analyses (MVPA) to investigate whether item familiarization prior to associative encoding affects the distinctiveness of neural patterns, and whether that distinctiveness is also present during associative retrieval. Our results suggest that prior exposure to item stimuli impacts the representations of their shared association compared to stimuli that are novel at the time of associative encoding throughout most of the associative memory network. While this distinction was also present at retrieval, the overall extent of the difference was diminished. Overall the results suggest that stimulus familiarity influences the representation of associative pairings during memory encoding and retrieval, and the pair-specific representation is maintained across memory phases irrespective of this distinction.
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Affiliation(s)
- Daniel B Elbich
- Department of Neurology, The Pennsylvania State University, Hershey, PA, United States; Department of Psychology, The Pennsylvania State University, University Park, PA, United States
| | - Christina E Webb
- Department of Psychology, The Pennsylvania State University, University Park, PA, United States; Center for Vital Longevity, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Dallas, TX, United States
| | - Nancy A Dennis
- Department of Psychology, The Pennsylvania State University, University Park, PA, United States.
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30
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Albrecht T, Hildenbrand T, Beneke J, Offergeld C, Ramackers W. [Quality management in a postgraduate refresher course in otolaryngology]. HNO 2021; 69:568-574. [PMID: 34106281 PMCID: PMC8233240 DOI: 10.1007/s00106-021-01065-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/26/2021] [Indexed: 11/02/2022]
Abstract
BACKGROUND Residency training is often characterized by locally influenced training content and focus, which can lead to heterogeneous training outcomes. Refresher courses before the speciality certificate examinations can harmonize the situation. OBJECTIVE The current publication aims to present a quality management system for evaluation of a postgraduate refresher course for otolaryngology residents. MATERIALS AND METHODS The teaching sessions of a postgraduate course were evaluated using questionnaires. Descriptive statistics and multivariable binary logistic regression analysis were performed. To evaluate the factors leading to a negative perception of a teaching session, the focus was set on the worst 15% of all total ratings. An exemplary strength/weakness profile of a lecturer was created for individual feedback. RESULTS Analysis of the evaluation results showed an overall average rating of 12.8 (±2.4) out of a maximum of 15 possible points. Multivariable regression determined the items "friendliness," "systematic structure," "own involvement," "prior knowledge," and "efficient teaching session" to be significant for a negative perception of a teaching session. Using the lecturer profile, the strengths and weaknesses of the individual lecturer can be shown in an objective manner. CONCLUSION The developed questionnaire represents a good tool for quality management of a postgraduate refresher course for otolaryngology residents. This is achieved by regression analysis and creation of an individual lecturer profile, which provides an objective basis for improving the individual teaching session through detailed feedback to the lecturer.
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Affiliation(s)
- Tobias Albrecht
- Hals‑, Nasen- und Ohrenklinik, Universitätsklinikum Heidelberg, Im Neuenheimer Feld 400, 69120, Heidelberg, Deutschland.
| | - Tanja Hildenbrand
- Hals-, Nasen-, und Ohrenklinik, Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - Jan Beneke
- Klinik für Herz‑, Thorax‑, Transplantations- und Gefäßchirurgie, Medizinische Hochschule Hannover, Hannover, Deutschland
| | - Christian Offergeld
- Hals-, Nasen-, und Ohrenklinik, Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - Wolf Ramackers
- Klinik für Allgemein‑, Viszeral- und Transplantationschirurgie, Medizinische Hochschule Hannover, Hannover, Deutschland
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31
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Ray MK, McMichael A, Rivera-Santana M, Noel J, Hershey T. Technological Ecological Momentary Assessment Tools to Study Type 1 Diabetes in Youth: Viewpoint of Methodologies. JMIR Diabetes 2021; 6:e27027. [PMID: 34081017 PMCID: PMC8212634 DOI: 10.2196/27027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 03/26/2021] [Accepted: 04/03/2021] [Indexed: 11/13/2022] Open
Abstract
Type 1 diabetes (T1D) is one of the most common chronic childhood diseases, and its prevalence is rapidly increasing. The management of glucose in T1D is challenging, as youth must consider a myriad of factors when making diabetes care decisions. This task often leads to significant hyperglycemia, hypoglycemia, and glucose variability throughout the day, which have been associated with short- and long-term medical complications. At present, most of what is known about each of these complications and the health behaviors that may lead to them have been uncovered in the clinical setting or in laboratory-based research. However, the tools often used in these settings are limited in their ability to capture the dynamic behaviors, feelings, and physiological changes associated with T1D that fluctuate from moment to moment throughout the day. A better understanding of T1D in daily life could potentially aid in the development of interventions to improve diabetes care and mitigate the negative medical consequences associated with it. Therefore, there is a need to measure repeated, real-time, and real-world features of this disease in youth. This approach is known as ecological momentary assessment (EMA), and it has considerable advantages to in-lab research. Thus, this viewpoint aims to describe EMA tools that have been used to collect data in the daily lives of youth with T1D and discuss studies that explored the nuances of T1D in daily life using these methods. This viewpoint focuses on the following EMA methods: continuous glucose monitoring, actigraphy, ambulatory blood pressure monitoring, personal digital assistants, smartphones, and phone-based systems. The viewpoint also discusses the benefits of using EMA methods to collect important data that might not otherwise be collected in the laboratory and the limitations of each tool, future directions of the field, and possible clinical implications for their use.
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Affiliation(s)
- Mary Katherine Ray
- Department of Psychiatry, Washington University in St. Louis, St. Louis, MO, United States
| | - Alana McMichael
- Department of Psychiatry, Washington University in St. Louis, St. Louis, MO, United States
| | - Maria Rivera-Santana
- Department of Psychiatry, Washington University in St. Louis, St. Louis, MO, United States
| | - Jacob Noel
- Department of Psychiatry, Washington University in St. Louis, St. Louis, MO, United States
| | - Tamara Hershey
- Department of Psychiatry, Mallinckrodt Institute of Radiology, Washington University in St. Louis, St. Louis, MO, United States
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32
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Durrant SJ, Johnson JM. Sleep’s Role in Schema Learning and Creative Insights. CURRENT SLEEP MEDICINE REPORTS 2021. [DOI: 10.1007/s40675-021-00202-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Abstract
Purpose of Review
A recent resurgence of interest in schema theory has influenced research on sleep-dependent memory consolidation and led to a new understanding of how schemata might be activated during sleep and play a role in the reorganisation of memories. This review is aimed at synthesising recent findings into a coherent narrative and draw overall conclusions.
Recent Findings
Rapid consolidation of schematic memories has been shown to benefit from an interval containing sleep. These memories have shown reduced reliance on the hippocampus following consolidation in both humans and rodents. Using a variety of methodologies, notably including the DRM paradigm, it has been shown that activation of a schema can increase the rate of false memory as a result of activation of semantic associates during slow wave sleep (SWS). Memories making use of a schema have shown increased activity in the medial prefrontal cortex, which may reflect both the schematic activation itself and a cognitive control component selecting an appropriate schema to use. SWS seems to be involved in assimilation of new memories within existing semantic frameworks and in making memories more explicit, while REM sleep may be more associated with creating entirely novel associations while keeping memories implicit.
Summary
Sleep plays an important role in schematic memory consolidation, with more rapid consolidation, reduced hippocampal involvement, and increased prefrontal involvement as the key characteristics. Both SWS and REM sleep may have a role to play.
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33
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Ramackers W, Stupak JV, Marcheel IL, Tuffs A, Schrem H, Fischer V, Beneke J. Regression analyses of questionnaires in bedside teaching. BMC MEDICAL EDUCATION 2020; 20:371. [PMID: 33081766 PMCID: PMC7574454 DOI: 10.1186/s12909-020-02295-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2019] [Accepted: 10/09/2020] [Indexed: 05/03/2023]
Abstract
BACKGROUND Students' ratings of bedside teaching courses are difficult to evaluate and to comprehend. Validated systematic analyses of influences on students' perception and valuation of bedside teaching can serve as the basis for targeted improvements. METHODS Six hundred seventy-two observations were conducted in different surgical departments. Survey items covered the categories teacher's performance, student's self-perception and organizational structures. Relevant factors for the student overall rating were identified by multivariable linear regression after exclusion of variable correlations > 0.500. The main target for intervention was identified by the 15% worst overall ratings via multivariable logistic regression. RESULTS According to the students the success of bedside teaching depended on their active participation and the teacher's explanations of pathophysiology. Further items are both relevant to the overall rating and a possible negative perception of the session. In comparison, negative perception of courses (worst 15%) is influenced by fewer variables than overall rating. Variables that appear in both calculations show slight differences in their weighing for their respective endpoints. CONCLUSION Relevant factors for overall rating and negative perception in bedside teaching can be identified by regression analyses of survey data. Analyses provide the basis for targeted improvement.
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Affiliation(s)
- Wolf Ramackers
- General, Visceral and Transplant Surgery, Hannover Medical School, Hannover, Germany
| | | | | | - Annette Tuffs
- Transplantation Centre, Management-Team, Hannover Medical School, Hannover, Germany
| | - Harald Schrem
- Department of General, Visceral and Transplant Surgery, Medical University Graz, Graz, Austria
| | - Volkhard Fischer
- Office of the Dean of Studies, Hannover Medical School, Hannover, Germany
| | - Jan Beneke
- Transplantation Centre, Management-Team, Hannover Medical School, Hannover, Germany
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34
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Packard PA, Steiger TK, Fuentemilla L, Bunzeck N. Neural oscillations and event-related potentials reveal how semantic congruence drives long-term memory in both young and older humans. Sci Rep 2020; 10:9116. [PMID: 32499519 PMCID: PMC7272459 DOI: 10.1038/s41598-020-65872-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2019] [Accepted: 05/06/2020] [Indexed: 01/20/2023] Open
Abstract
Long-term memory can improve when incoming information is congruent with known semantic information. This so-called congruence effect has widely been shown in younger adults, but age-related changes and neural mechanisms remain unclear. Here, congruence improved recognition memory in younger and older adults (i.e. congruence effect), with only weak evidence for age-related decline in one behavioral study. In an EEG study, however, no significant behavioral differences in the congruence effect could be observed between age-groups. In line with this observation, electroencephalography data show that, in both groups, congruence led to widespread differences in Event-Related Potentials (ERPs), starting at around 400 ms after stimulus onset, and theta, alpha and beta oscillations (4-20 Hz). Importantly, these congruence-related ERPs were associated to increases in memory performance for congruent items, in both age groups. Finally, the described ERPs and neural oscillations in the theta-alpha range (5-13 Hz) were less pronounced in the elderly despite a preserved congruence effect. Together, semantic congruence increases long-term memory across the lifespan, and, at the neural level, this could be linked to neural oscillations in the theta, alpha and beta range, as well as ERPs that were previously associated with semantic processing.
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Affiliation(s)
- Pau A Packard
- Institute of Psychology I, University of Lübeck, 23562, Lübeck, Germany.
| | - Tineke K Steiger
- Institute of Psychology I, University of Lübeck, 23562, Lübeck, Germany
| | - Lluís Fuentemilla
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), Hospitalet de Llobregat, Barcelona, Spain
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
- Institute of Neurosciences, University of Barcelona, Barcelona, Spain
| | - Nico Bunzeck
- Institute of Psychology I, University of Lübeck, 23562, Lübeck, Germany.
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35
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Rapid acquisition through fast mapping: stable memory over time and role of prior knowledge. ACTA ACUST UNITED AC 2020; 27:177-189. [PMID: 32295838 PMCID: PMC7164514 DOI: 10.1101/lm.050138.119] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Accepted: 01/14/2020] [Indexed: 11/25/2022]
Abstract
In recent years, there have been intensive debates on whether healthy adults acquire new word knowledge through fast mapping (FM) by a different mechanism from explicit encoding (EE). In this study, we focused on this issue and investigated to what extent retention interval, prior knowledge (PK), and lure type modulated memory after FM and EE. Healthy young participants were asked to learn novel word-picture associations through both FM and EE. Half of the pictures were from familiar categories (i.e., high PK) and the other half were from unfamiliar categories (i.e., low PK). After 10 min and 1 wk, the participants were tested by forced-choice (FC) tasks, with lures from different categories (Experiment 1) or from the same categories of the target pictures (Experiment 2). Pseudowords were used to denote names of the novel pictures and baseline performance was controlled for each task. The results showed that in both Experiments 1 and 2, memory performance remained stable after FM, while it declined after EE from 10 min to 1 wk. Moreover, the effect of PK appeared at 10 min after FM while at 1 wk after EE in Experiment 2. PK enhanced memory of word-picture associations when the lures were from the same categories (Experiment 2), rather than from different categories (Experiment 1). These results were largely confirmed in Experiment 3 when encoding condition was manipulated as a between-subjects factor, while lure type as a within-subjects factor. The findings suggest that different from EE, FM facilitates rapid acquisition and consolidation of word-picture knowledge, and highlight that PK plays an important role in this process by enhancing access to detailed information.
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36
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Müller N, Dresler M, Janzen G, Beckmann C, Fernández G, Kohn N. Medial prefrontal decoupling from the default mode network benefits memory. Neuroimage 2020; 210:116543. [DOI: 10.1016/j.neuroimage.2020.116543] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Revised: 01/07/2020] [Accepted: 01/10/2020] [Indexed: 01/14/2023] Open
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37
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van Kesteren MTR, Rignanese P, Gianferrara PG, Krabbendam L, Meeter M. Congruency and reactivation aid memory integration through reinstatement of prior knowledge. Sci Rep 2020; 10:4776. [PMID: 32179822 PMCID: PMC7075880 DOI: 10.1038/s41598-020-61737-1] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2019] [Accepted: 02/28/2020] [Indexed: 11/17/2022] Open
Abstract
Building knowledge schemas that organize information and guide future learning is of great importance in everyday life. Such knowledge building is suggested to occur through reinstatement of prior knowledge during new learning, yielding integration of new with old memories supported by the medial prefrontal cortex (mPFC) and medial temporal lobe (MTL). Congruency with prior knowledge is also known to enhance subsequent memory. Yet, how reactivation and congruency interact to optimize memory integration is unknown. To investigate this question, we used an adapted AB-AC inference paradigm in combination with functional Magnetic Resonance Imaging (fMRI). Participants first studied an AB-association followed by an AC-association, so B (a scene) and C (an object) were indirectly linked through A (a pseudoword). BC-associations were either congruent or incongruent with prior knowledge (e.g. bathduck or hammer in a bathroom), and participants reported subjective B-reactivation strength while learning AC. Behaviorally, both congruency and reactivation enhanced memory integration. In the brain, these behavioral effects related to univariate and multivariate parametric effects in the MTL, mPFC, and Parahippocampal Place Area (PPA). Moreover, mPFC exhibited larger PPA-connectivity for more congruent associations. These outcomes provide insights into the neural mechanisms underlying memory enhancement, which has value for educational learning.
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Affiliation(s)
- Marlieke T R van Kesteren
- Section of Education Sciences and LEARN! Research Institute, Vrije Universiteit Amsterdam, 1081 BT, Amsterdam, The Netherlands. .,Institute of Brain and Behavior Amsterdam, 1081 BT, Amsterdam, The Netherlands.
| | - Paul Rignanese
- Unit of Neural Circuits Dynamics and Decision Making, Institut Pasteur, 75724, Paris, France
| | - Pierre G Gianferrara
- Department of Psychology, Carnegie Mellon University, Pittsburgh, 15289, United States
| | - Lydia Krabbendam
- Institute of Brain and Behavior Amsterdam, 1081 BT, Amsterdam, The Netherlands.,Section of Clinical, Neuro and Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, 1081 BT, Amsterdam, Netherlands
| | - Martijn Meeter
- Section of Education Sciences and LEARN! Research Institute, Vrije Universiteit Amsterdam, 1081 BT, Amsterdam, The Netherlands
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38
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Calabro FJ, Murty VP, Jalbrzikowski M, Tervo-Clemmens B, Luna B. Development of Hippocampal-Prefrontal Cortex Interactions through Adolescence. Cereb Cortex 2020; 30:1548-1558. [PMID: 31670797 PMCID: PMC7132933 DOI: 10.1093/cercor/bhz186] [Citation(s) in RCA: 57] [Impact Index Per Article: 14.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2019] [Revised: 06/24/2019] [Accepted: 07/21/2019] [Indexed: 12/20/2022] Open
Abstract
Significant improvements in cognitive control occur from childhood through adolescence, supported by the maturation of prefrontal systems. However, less is known about the neural basis of refinements in cognitive control proceeding from adolescence to adulthood. Accumulating evidence indicates that integration between hippocampus (HPC) and prefrontal cortex (PFC) supports flexible cognition and has a protracted neural maturation. Using a longitudinal design (487 scans), we characterized developmental changes from 8 to 32 years of age in HPC-PFC functional connectivity at rest and its associations with cognitive development. Results indicated significant increases in functional connectivity between HPC and ventromedial PFC (vmPFC), but not dorsolateral PFC. Importantly, HPC-vmPFC connectivity exclusively predicted performance on the Stockings of Cambridge task, which probes problem solving and future planning. These data provide evidence that maturation of high-level cognition into adulthood is supported by increased functional integration across the HPC and vmPFC through adolescence.
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Affiliation(s)
- Finnegan J Calabro
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 15213, USA
- Department of Bioengineering, University of Pittsburgh, Pittsburgh, PA 15213, USA
| | - Vishnu P Murty
- Department of Psychology, Temple University, Philadelphia, PA 19122, USA
| | - Maria Jalbrzikowski
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 15213, USA
| | | | - Beatriz Luna
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 15213, USA
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15213, USA
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39
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Alonso A, van der Meij J, Tse D, Genzel L. Naïve to expert: Considering the role of previous knowledge in memory. Brain Neurosci Adv 2020; 4:2398212820948686. [PMID: 32954007 PMCID: PMC7479862 DOI: 10.1177/2398212820948686] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2020] [Accepted: 07/20/2020] [Indexed: 12/25/2022] Open
Abstract
In humans, most of our new memories are in some way or another related to what we have already experienced. However, in memory research, especially in non-human animal research, subjects are often mostly naïve to the world. But we know that previous knowledge will change how memories are processed and which brain areas are critical at which time point. Each process from encoding, consolidation, to memory retrieval will be affected. Here, we summarise previous knowledge effects on the neurobiology of memory in both humans and non-human animals, with a special focus on schemas - associative network structures. Furthermore, we propose a new theory on how there may be a continuous gradient from naïve to expert, which would modulate the importance and role of brain areas, such as the hippocampus and prefrontal cortex.
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Affiliation(s)
- Alejandra Alonso
- Donders Centre for Brain,
Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Jacqueline van der Meij
- Donders Centre for Brain,
Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Dorothy Tse
- Center for Discovery Brain
Sciences, Edinburgh Neuroscience, The University of Edinburgh, Edinburgh,
UK
| | - Lisa Genzel
- Donders Centre for Brain,
Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
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40
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Bartley JE, Riedel MC, Salo T, Boeving ER, Bottenhorn KL, Bravo EI, Odean R, Nazareth A, Laird RW, Sutherland MT, Pruden SM, Brewe E, Laird AR. Brain activity links performance in science reasoning with conceptual approach. NPJ SCIENCE OF LEARNING 2019; 4:20. [PMID: 31814997 PMCID: PMC6889284 DOI: 10.1038/s41539-019-0059-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2018] [Accepted: 10/21/2019] [Indexed: 06/08/2023]
Abstract
Understanding how students learn is crucial for helping them succeed. We examined brain function in 107 undergraduate students during a task known to be challenging for many students-physics problem solving-to characterize the underlying neural mechanisms and determine how these support comprehension and proficiency. Further, we applied module analysis to response distributions, defining groups of students who answered by using similar physics conceptions, and probed for brain differences linked with different conceptual approaches. We found that integrated executive, attentional, visual motion, and default mode brain systems cooperate to achieve sequential and sustained physics-related cognition. While accuracy alone did not predict brain function, dissociable brain patterns were observed when students solved problems by using different physics conceptions, and increased success was linked to conceptual coherence. Our analyses demonstrate that episodic associations and control processes operate in tandem to support physics reasoning, offering potential insight to support student learning.
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Affiliation(s)
| | - Michael C. Riedel
- Department of Physics, Florida International University, Miami, FL USA
| | - Taylor Salo
- Department of Psychology, Florida International University, Miami, FL USA
| | - Emily R. Boeving
- Department of Psychology, Florida International University, Miami, FL USA
| | | | - Elsa I. Bravo
- Department of Psychology, Florida International University, Miami, FL USA
| | - Rosalie Odean
- Department of Psychology, Florida International University, Miami, FL USA
| | - Alina Nazareth
- Department of Psychology, Temple University, Philadelphia, PA USA
| | - Robert W. Laird
- Department of Physics, Florida International University, Miami, FL USA
| | | | - Shannon M. Pruden
- Department of Psychology, Florida International University, Miami, FL USA
| | - Eric Brewe
- Department of Physics, Drexel University, Philadelphia, PA USA
- Department of Education, Drexel University, Philadelphia, PA USA
- Department of Teaching and Learning, Florida International University, Miami, FL USA
| | - Angela R. Laird
- Department of Physics, Florida International University, Miami, FL USA
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41
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Raykov PP, Keidel JL, Oakhill J, Bird CM. The brain regions supporting schema-related processing of people’s identities. Cogn Neuropsychol 2019; 37:8-24. [DOI: 10.1080/02643294.2019.1685958] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Affiliation(s)
| | | | - Jane Oakhill
- School of Psychology, University of Sussex, Falmer, UK
| | - Chris M. Bird
- School of Psychology, University of Sussex, Falmer, UK
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42
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McDonough IM, Letang SK, Erwin HB, Kana RK. Evidence for Maintained Post-Encoding Memory Consolidation Across the Adult Lifespan Revealed by Network Complexity. ENTROPY 2019. [PMCID: PMC7514376 DOI: 10.3390/e21111072] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Memory consolidation is well known to occur during sleep, but might start immediately after encoding new information while awake. While consolidation processes are important across the lifespan, they may be even more important to maintain memory functioning in old age. We tested whether a novel measure of information processing known as network complexity might be sensitive to post-encoding consolidation mechanisms in a sample of young, middle-aged, and older adults. Network complexity was calculated by assessing the irregularity of brain signals within a network over time using multiscale entropy. To capture post-encoding mechanisms, network complexity was estimated using functional magnetic resonance imaging (fMRI) during rest before and after encoding of picture pairs, and subtracted between the two rest periods. Participants received a five-alternative-choice memory test to assess associative memory performance. Results indicated that aging was associated with an increase in network complexity from pre- to post-encoding in the default mode network (DMN). Increases in network complexity in the DMN also were associated with better subsequent memory across all age groups. These findings suggest that network complexity is sensitive to post-encoding consolidation mechanisms that enhance memory performance. These post-encoding mechanisms may represent a pathway to support memory performance in the face of overall memory declines.
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43
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Bergmann B. Der Einfluss von Erfahrung auf die Beurteilungsleistung bei der polizeilichen Einschätzung des Kriminalitätsrisikos junger Straftäter. FORENSISCHE PSYCHIATRIE, PSYCHOLOGIE, KRIMINOLOGIE 2019. [DOI: 10.1007/s11757-019-00552-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Abstract
The positive manifold of intelligence has fascinated generations of scholars in human ability. In the past century, various formal explanations have been proposed, including the dominant g factor, the revived sampling theory, and the recent multiplier effect model and mutualism model. In this article, we propose a novel idiographic explanation. We formally conceptualize intelligence as evolving networks in which new facts and procedures are wired together during development. The static model, an extension of the Fortuin-Kasteleyn model, provides a parsimonious explanation of the positive manifold and intelligence's hierarchical factor structure. We show how it can explain the Matthew effect across developmental stages. Finally, we introduce a method for studying growth dynamics. Our truly idiographic approach offers a new view on a century-old construct and ultimately allows the fields of human ability and human learning to coalesce.
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Affiliation(s)
| | | | | | - Gunter K. J. Maris
- Department of Psychology, University of Amsterdam
- ACTNext by ACT, Inc., Iowa City, Iowa
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45
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Guo D, Yang J. Interplay of the long axis of the hippocampus and ventromedial prefrontal cortex in schema-related memory retrieval. Hippocampus 2019; 30:263-277. [PMID: 31490611 DOI: 10.1002/hipo.23154] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2018] [Revised: 08/05/2019] [Accepted: 08/23/2019] [Indexed: 01/01/2023]
Abstract
When new information is relevant to prior knowledge or schema, it can be learned and remembered better. Rodent studies have suggested that the hippocampus and ventromedial prefrontal cortex (vmPFC) are important for processing schema-related information. However, there are inconsistent findings from human studies on the involvement of the hippocampus and its interaction with the vmPFC in schema-related memory retrieval. To address these issues, we used a human analog of the rodent spatial schema task to compare brain activity during immediate retrieval of paired associations (PAs) in schema-consistent and schema-inconsistent conditions. The results showed that the anterior hippocampus was more involved in retrieving PAs in the schema-consistent condition than in the schema-inconsistent condition. Connectivity analyses showed that the anterior hippocampus had stronger coupling with the vmPFC when the participants retrieved newly learned PAs successfully in the schema-consistent (vs. schema-inconsistent) condition, whereas the coupling of the posterior hippocampus with the vmPFC showed the opposite. Taken together, the results shed light on how the long axis of the hippocampus and vmPFC interact to serve memory retrieval via different networks that differ by schema condition.
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Affiliation(s)
- Dingrong Guo
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Jiongjiong Yang
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
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46
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Hearing non-signers use their gestures to predict iconic form-meaning mappings at first exposure to signs. Cognition 2019; 191:103996. [PMID: 31238248 DOI: 10.1016/j.cognition.2019.06.008] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Revised: 06/04/2019] [Accepted: 06/06/2019] [Indexed: 11/20/2022]
Abstract
The sign languages of deaf communities and the gestures produced by hearing people are communicative systems that exploit the manual-visual modality as means of expression. Despite their striking differences they share the property of iconicity, understood as the direct relationship between a symbol and its referent. Here we investigate whether non-signing hearing adults exploit their implicit knowledge of gestures to bootstrap accurate understanding of the meaning of iconic signs they have never seen before. In Study 1 we show that for some concepts gestures exhibit systematic forms across participants, and share different degrees of form overlap with the signs for the same concepts (full, partial, and no overlap). In Study 2 we found that signs with stronger resemblance with signs are more accurately guessed and are assigned higher iconicity ratings by non-signers than signs with low overlap. In addition, when more people produced a systematic gesture resembling a sign, they assigned higher iconicity ratings to that sign. Furthermore, participants had a bias to assume that signs represent actions and not objects. The similarities between some signs and gestures could be explained by deaf signers and hearing gesturers sharing a conceptual substrate that is rooted in our embodied experiences with the world. The finding that gestural knowledge can ease the interpretation of the meaning of novel signs and predicts iconicity ratings is in line with embodied accounts of cognition and the influence of prior knowledge to acquire new schemas. Through these mechanisms we propose that iconic gestures that overlap in form with signs may serve as some type of 'manual cognates' that help non-signing adults to break into a new language at first exposure.
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47
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Neural correlates of word learning in children. Dev Cogn Neurosci 2019; 37:100649. [PMID: 31100507 PMCID: PMC6969309 DOI: 10.1016/j.dcn.2019.100649] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2018] [Revised: 04/24/2019] [Accepted: 04/25/2019] [Indexed: 12/01/2022] Open
Abstract
We measured brain activity patterns for recognizing newly trained words in children. Retrieval related activation in the hippocampus decreased a week after training. Lexical integration effect was not observed even after a delay of 1 week. Younger group used right hemisphere more whereas teens used left hemisphere more.
Memory representations of words are thought to undergo changes with consolidation: Episodic memories of novel words are transformed into lexical representations that interact with other words in the mental dictionary. Behavioral studies have shown that this lexical integration process is enhanced when there is more time for consolidation. Neuroimaging studies have further revealed that novel word representations are initially represented in a hippocampally-centered system, whereas left posterior middle temporal cortex activation increases with lexicalization. In this study, we measured behavioral and brain responses to newly-learned words in children. Two groups of Dutch children, aged between 8–10 and 14–16 years, were trained on 30 novel Japanese words depicting novel concepts. Children were tested on word-forms, word-meanings, and the novel words’ influence on existing word processing immediately after training, and again after a week. In line with the adult findings, hippocampal involvement decreased with time. Lexical integration, however, was not observed immediately or after a week, neither behaviorally nor neurally. It appears that time alone is not always sufficient for lexical integration to occur. We suggest that other factors (e.g., the novelty of the concepts and familiarity with the language the words are derived from) might also influence the integration process.
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Bauer PJ, Dugan JA, Varga NL, Riggins T. Relations between neural structures and children's self-derivation of new knowledge through memory integration. Dev Cogn Neurosci 2019; 36:100611. [PMID: 30630776 PMCID: PMC6969255 DOI: 10.1016/j.dcn.2018.12.009] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2018] [Revised: 11/28/2018] [Accepted: 12/14/2018] [Indexed: 01/10/2023] Open
Abstract
Accumulation of semantic or factual knowledge is a major task during development. Knowledge builds through direct experience and explicit instruction as well as through productive processes that permit derivation of new understandings. In the present research, we tested the neural bases of the specific productive process of self-derivation of new factual knowledge through integration of separate yet related episodes of new learning. The process serves as an ecologically valid model of semantic knowledge accumulation. We tested structure/behavior relations in 5- to 8-year-old children, a period characterized by both age-related differences and individual variability in self-derivation, as well as in the neural regions implicated in memory integration, namely the hippocampus and prefrontal cortex. After controlling for the variance in task performance explained by age, sex, verbal IQ, and gray-matter volume (medial prefrontal cortex, mPFC, only), we observed relations between right mPFC thickness and memory for information explicitly taught to the children as well as the new information they self-derived; relations with the volume of the right hippocampus approached significance. This research provides the first evidence of the neural substrate that subserves children's accumulation of knowledge via self-derivation through memory integration, an empirically demonstrated, functionally significant learning mechanism.
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Affiliation(s)
| | | | - Nicole L Varga
- Center for Learning and Memory, University of Texas at Austin, USA
| | - Tracy Riggins
- Department of Psychology, University of Maryland, USA
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Varga NL, Esposito AG, Bauer PJ. Cognitive correlates of memory integration across development: Explaining variability in an educationally relevant phenomenon. J Exp Psychol Gen 2019; 148:739-762. [PMID: 30973264 PMCID: PMC6461377 DOI: 10.1037/xge0000581] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The current research was an investigation of the cognitive correlates of individual differences in participants' capacity to derive new factual knowledge through integration of information acquired across separate yet related learning episodes. In a sample of 117 adults (Experiment 1) and 57 children aged 8 to 10 years (Experiment 2), we investigated the respective roles of verbal comprehension, working memory span, and relational reasoning in self-derivation of new knowledge through memory integration. The findings revealed patterns of consistency and inconsistency in the cognitive profiles underlying this form of learning in adults and children. In both adults and children, verbal knowledge and skills accounted for variability in self-derivation. Variance in adults, but not in children, was further explained by working memory. Given that individual differences in self-derivation have implications for real-world academic outcome, we also investigated the association between self-derivation and academic performance. We found that performance on the experimentally based self-derivation paradigm was related to concurrent and longitudinal academic success in both samples. The present research thus builds on the growing body of behavioral and neuroscientific research to advance our understanding of the cognitive factors associated with behaviors that depend on memory integration in both childhood and adulthood and also provides suggestive evidence of critical ways in which the process may differ in children and adults. Together, the findings provide a theoretically plausible and practically significant framework from which to guide future research aimed at enhancing this educationally relevant learning phenomenon. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Affiliation(s)
- Nicole L. Varga
- Emory University; Department of Psychology Suite 270, Psychology and Interdisciplinary Studies (PAIS) Building 36 Eagle Row, Atlanta, GA, 30322
| | - Alena G. Esposito
- Emory University; Department of Psychology Suite 270, Psychology and Interdisciplinary Studies (PAIS) Building 36 Eagle Row, Atlanta, GA, 30322
| | - Patricia J. Bauer
- Emory University; Department of Psychology Suite 270, Psychology and Interdisciplinary Studies (PAIS) Building 36 Eagle Row, Atlanta, GA, 30322
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50
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Kurashige H, Yamashita Y, Hanakawa T, Honda M. Effective Augmentation of Creativity-Involving Productivity Consequent to Spontaneous Selectivity in Knowledge Acquisition. Front Psychol 2019; 10:600. [PMID: 30984065 PMCID: PMC6447647 DOI: 10.3389/fpsyg.2019.00600] [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: 05/01/2018] [Accepted: 03/04/2019] [Indexed: 11/16/2022] Open
Abstract
The results of many studies have suggested that we actively select information from the environment. However, the functional consequences of such selectivity in knowledge acquisition remain unclear, even though it is a vital factor in determining the characteristics of our future knowledge and cognition. We hypothesized that spontaneous selectivity in knowledge acquisition results in effective augmentation of productivity, especially in creativity-demanding task. To test this, we conducted experiments in which subjects acquired novel compositional words during their rapid presentation, evaluated memory confidence rates for the acquired words, and then produced essays based on these words. First, in experiment 1, we showed that the level of confidence in the recognition memory for the words positively related with the length of the essays (a measure of creativity-involving productivity in quantity). Additionally, we found that the semantic distance from the essay to the components of the compositional word (a measure of creative-productivity in quality) was farther for the word with higher memory confidence than for the word with lower memory confidence, suggesting creative leaps when writing the former. While this result supported our hypothesis, it might also reflect better memory that was independent of spontaneous selection. Thus, in a different subject group, we conducted a similar experiment (experiment 2) in which two of the 20 compositional words were presented more often (five times per block) to force memorization. Again, consistent with our hypothesis, essays based on spontaneously memorized words (presented once per block) were significantly longer than those produced using the forcedly memorized words. Therefore, better memory per se did not explain the higher productivity. Instead, these results suggested that the higher creativity-involving productivity was consequent to spontaneous selectivity in the knowledge acquisition. Additionally, we propose a possible mechanism for the observed results based on the results of a neural network simulation. In this simulation, we found that novel information that was assigned to locations more easily accessible to the entire network was better assimilated and therefore selectively acquired. Based on this simulation, we moderately suggest that spontaneously acquired knowledge effectively confers productivity because it effectively activates large parts of the neural networks.
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Affiliation(s)
- Hiroki Kurashige
- Graduate School of Informatics and Engineering, The University of Electro-Communications, Tokyo, Japan
- National Center of Neurology and Psychiatry, National Institute of Neuroscience, Tokyo, Japan
| | - Yuichi Yamashita
- National Center of Neurology and Psychiatry, National Institute of Neuroscience, Tokyo, Japan
| | - Takashi Hanakawa
- Integrative Brain Imaging Center, National Center of Neurology and Psychiatry, Tokyo, Japan
| | - Manabu Honda
- National Center of Neurology and Psychiatry, National Institute of Neuroscience, Tokyo, Japan
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