Does Acute Stress Impact Declarative and Procedural Learning?

Implication of explicit knowledge and subjective evaluation in procedural perceptual-motor learning

Introduction

Procedural Perceptual-Motor Learning (PPML) enables the acquisition of new motor procedures and is fundamental for a wide range of human behaviors. While traditional research has focused on task-related characteristics, there is growing interest in individual factors to account for inter-individual differences in PPML. This study aims to investigate the roles of two individual factors related to learners' strategies and mindsets: (a) explicit knowledge of the task's characteristics and regularities and (b) subjective evaluation of the task and performance. We hypothesized that (a) participants reporting explicit knowledge of the task would exhibit higher PPML scores compared to those who did not, and (b) PPML scores would be related to subjective evaluation.

Methods

Participants were invited to practice two types of PPML tasks: motor sequence learning assessed by a Serial Reaction Time Task (SRTT) (Experiment 1) and visuomotor adaptation assessed by a Target Jumping Task (TJT) (Experiment 2). After each task, they were asked to answer post-learning questions about (a) their explicit knowledge of the task's rules and (b) their subjective evaluations, including perceived levels of stress, tiredness, motivation, attention, and perceived progress.

Results

The findings of Experiment 1 revealed that participants reporting explicit knowledge of the SRTT exhibited higher learning scores, which were related to perceived stress and progress. In Experiment 2, participants reporting explicit knowledge of the TJT exhibited lower learning scores, which were related to perceived stress, tiredness, concentration, and progress.

Discussion

This study offers a novel and comprehensive perspective on inter-individual differences in PPML by considering the roles of explicit knowledge and subjective evaluations in two types of PPML tasks. Although further replication and generalization are necessary, the findings provide valuable insights into how learner-task interactions may explain inter-individual differences and highlight the importance of considering participants' subjective reports research for future studies on PPML.

Creatine supplementation protects spatial memory and long-term potentiation against chronic restraint stress

Stress contributes to numerous psychopathologies, including memory impairment, and threatens one's well-being. It has been reported that creatine supplementation potentially influences cognitive processing. Hence, in this study, we examined the effects of creatine supplementation on memory, synaptic plasticity, and neuronal arborization in the CA1 region of the hippocampus in rats under chronic restraint stress (CRS). Thirty-two adult male Wistar rats (8 weeks old) weighing 200-250 g were randomly divided into four groups (n = 8/per group): control, stress, creatine, and stress + creatine. CRS was induced for 6 h per day for 14 days, and creatine supplementation was carried out by dissolving creatine (2 g/kg body weight per day) in the animals' drinking water for 14 days. We used the Barnes maze and shuttle box for spatial and passive avoidance memory examination. The in-vivo field potential recording and Golgi-Cox staining were also used to investigate long-term potentiation (LTP) and dendrite arborization in the CA1 pyramidal neurons. Chronic stress impaired spatial memory, dysregulated LTP parameters, and decreased the number of dendrites in the CA1 pyramidal neurons of stressed rats, and creatine supplementation modified these effects in stressed rats. It seems that creatine supplementation can improve spatial memory deficits and synaptic plasticity loss induced by CRS in hippocampal CA1 neurons, possibly by reducing the dendrite arborization damages. However, understanding its mechanism needs further investigation.

Effects of neuromodulation on cognitive and emotional responses to psychosocial stressors in healthy humans

Physiological and psychological stressors can exert wide-ranging effects on the human brain and behavior. Research has improved understanding of how the sympatho-adreno-medullary (SAM) and hypothalamic-pituitary-adrenocortical (HPA) axes respond to stressors and the differential responses that occur depending on stressor type. Although the physiological function of SAM and HPA responses is to promote survival and safety, exaggerated psychobiological reactivity can occur in psychiatric disorders. Exaggerated reactivity may occur more for certain types of stressors, specifically, psychosocial stressors. Understanding stressor effects and how the body regulates these responses can provide insight into ways that psychobiological reactivity can be modulated. Non-invasive neuromodulation is one way that responding to stressors may be altered; research into these interventions may provide further insights into the brain circuits that modulate stress reactivity. This review focuses on the effects of acute psychosocial stressors and how neuromodulation might be effective in altering stress reactivity. Although considerable research into stress interventions focuses on treating pathology, it is imperative to first understand these mechanisms in non-clinical populations; therefore, this review will emphasize populations with no known pathology and consider how these results may translate to those with psychiatric pathologies.

Delaying feedback compensates for impaired reinforcement learning in developmental dyslexia

A theoretical framework suggests that developmental dyslexia is characterized by abnormalities in brain structures underlying the procedural learning and memory systems while the declarative learning and memory systems are presumed to remain intact or even enhanced (Procedural Deficit Hypothesis). This notion has been supported by a substantial body of research, which focused on each system independently. However, less attention has been paid to interactions between these memory systems which may provide insights as to learning situations and conditions in which learning in dyslexia can be improved. The current study was undertaken to examine these important but unresolved issues. To this end, probabilistic reinforcement learning and episodic memory tasks were examined in participants with dyslexia and neurotypicals simultaneously within a single task. Feedback timing presentation was manipulated, building on prior research indicating that delaying feedback timing shifts striatal-based probabilistic learning, to become more hippocampal-dependent. It was hypothesized that if the procedural learning and memory systems are impaired in dyslexia, performance will be impaired under conditions that encourage procedural memory engagement (immediate feedback trials) but not under conditions that promote declarative memory processing (long delayed feedback trials). It was also predicted that the ability to incidentally acquire episodic information would be preserved in dyslexia. The results supported these predictions. Participants with dyslexia were impaired in probabilistic learning of cue-outcome associations compared to neurotypicals in an immediate feedback condition, but not when feedback on choices was presented after a long delay. Furthermore, participants with dyslexia demonstrated similar performance to neurotypicals in a task requiring incidental episodic memory formation. These findings attest to a dissociation between procedural-based and declarative-based learning in developmental dyslexia within a single task, a finding that adds discriminative validity to the Procedural Deficit Hypothesis. Just as important, the present findings suggest that training conditions designed to shift the load from midbrain/striatal systems to declarative memory mechanisms have the potential to compensate for impaired learning in developmental dyslexia.