Sleep-dependent learning and practice-dependent deterioration in an orientation discrimination task

Contrast adaptation improves spatial integration

The effects of contrast adaptation and contrast area summation (spatial integration) were investigated using a contrast discrimination task. The task consisted of a target of variable size, and a pedestal with a fixed base contrast. Discrimination performance was examined for a condition in which the pedestal size was fixed, equal to the largest target size, and for a condition in which the pedestal size matched the target size and thus varied with it. Repeated performance of the task produced rapid within-session improvements for both conditions. For stimuli with a matching size of target and pedestal, the performance improved only for the larger targets, indicating the development of spatial integration, which was initially absent for these stimuli. However, the improvements were mostly temporary, and were not fully retained between subsequent daily sessions. The temporary nature of the sensitivity gains implies that they resulted, at least in part, from rapid adaptation to the stimulus contrast. We suggest that adaptation decorrelates and thus reduces the spatial noise generated by a high-contrast pedestal, leading to improved spatial integration (area summation) and better contrast sensitivity. A decorrelation model successfully predicted our experimental results.

Roving: The causes of interference and re-enabled learning in multi-task visual training

People routinely perform multiple visual judgments in the real world, yet, intermixing tasks or task variants during training can damage or even prevent learning. This paper explores why. We challenged theories of visual perceptual learning focused on plastic retuning of low-level retinotopic cortical representations by placing different task variants in different retinal locations, and tested theories of perceptual learning through reweighting (changes in readout) by varying task similarity. Discriminating different (but equivalent) and similar orientations in separate retinal locations interfered with learning, whereas training either with identical orientations or sufficiently different ones in different locations released rapid learning. This location crosstalk during learning renders it unlikely that the primary substrate of learning is retuning in early retinotopic visual areas; instead, learning likely involves reweighting from location-independent representations to a decision. We developed an Integrated Reweighting Theory (IRT), which has both V1-like location-specific representations and higher level (V4/IT or higher) location-invariant representations, and learns via reweighting the readout to decision, to predict the order of learning rates in different conditions. This model with suitable parameters successfully fit the behavioral data, as well as some microstructure of learning performance in a new trial-by-trial analysis.

The effect of LTP- and LTD-like visual stimulation on modulation of human orientation discrimination

Studies showing that repetitive visual stimulation protocols alter perception and induce cortical reorganization, as well-reported for the tactile domain, have been sparse. In this study, we investigated how “long-term potentiation [LTP]-like” and “long-term depression [LTD]-like” repetitive visual stimulation affects orientation discrimination ability in human observers. LTP-like stimulation with features most closely resembling the stimuli used during behavioral assessment evoked the largest improvement, while the effects were smaller in protocols that differed in shape or orientation features. This gradient suggests lower learning specificity than classical perceptual learning experiments, possibly because of an interplay of task- and feature-based factors. All modulatory effects of repetitive stimulation were superimposed on top of spontaneous task learning. Moreover, blockwise analysis revealed that LTP-like stimulation, in contrast to LTD-like or sham stimulation, prevented a loss of practice-related gain of orientation discrimination thresholds. This observation highlights a critical role of LTP-like stimulation for consolidation, typically observed during sleep.

Atypical Within-Session Motor Procedural Learning after Traumatic Brain Injury but Well-Preserved Between-Session Procedural Memory Consolidation

Using the finger-to-thumb opposition sequence (FOS) learning task, we characterized motor skill learning in sub-acute patients hospitalized for rehabilitation following traumatic brain injury (TBI). Ten patients (Trained TBI) and 11 healthy participants (Trained Healthy) were trained using a multi-session protocol: a single session was afforded in the first week of the study, and four daily sessions were afforded during the second week. Intensity of practice was adapted to patients. Performance speed and accuracy were tested before and after each session. Retention was tested 1 month later. Ten patients (Control TBI) had no FOS training and were tested only at the beginning and the end of the 6 week period. Although baseline performance on the FOS was very slow, all three phases of skill learning found in healthy adults (acquisition, between-session consolidation gains, and long-term retention) could be identified in patients with TBI. However, their time-course of learning was atypical. The Trained TBI group improved in speed about double the spontaneous improvements observed in the Control TBI group, with no speed-accuracy tradeoff. Normalized to their initial performance on the FOS, the gains accrued by the Trained TBI group after a first training were comparable to those accrued by healthy adults. Only during the second week with daily training, the rate of improvement of the Trained TBI group lagged behind that of the Trained Healthy group, due to increasing within-sessions losses in performance speed; no such losses were found in healthy participants. The Functional Independence Measure scores at the start of the study correlated with the total gains attained at the end of the study; no correlations were found with severity of injury or explicit memory impairments. Despite within-sessions losses in performance, which we propose reflect cognitive fatigue, training resulted in robust overall learning and long-term retention in patients with moderate-severe TBI. Given that the gains in performance evolved mainly between sessions, as delayed, offline, gains, our results suggest that memory consolidation processes can be effectively engaged in patients with TBI. However, practice protocols and schedules may need to be optimized to better engage the potential for long-term plasticity in these patients.

The critical role of sleep spindles in hippocampal-dependent memory: a pharmacology study

An important function of sleep is the consolidation of memories, and features of sleep, such as rapid eye movement (REM) or sleep spindles, have been shown to correlate with improvements in discrete memory domains. Because of the methodological difficulties in modulating sleep, however, a causal link between specific sleep features and human memory consolidation is lacking. Here, we experimentally manipulated specific sleep features during a daytime nap via direct pharmacological intervention. Using zolpidem (Ambien), a short-acting GABAA agonist hypnotic, we show increased sleep spindle density and decreased REM sleep compared with placebo and sodium oxybate (Xyrem). Naps with increased spindles produced significantly better verbal memory and significantly worse perceptual learning but did not affect motor learning. The experimental spindles were similar to control spindles in amplitude and frequency, suggesting that the experimental intervention enhanced normal sleep processes. Furthermore, using statistical methods, we demonstrate for the first time a critical role of spindles in human hippocampal memory performance. The gains in memory consolidation exceed sleep-alone or control conditions and demonstrate the potential for targeted, exceptional memory enhancement in healthy adults with pharmacologically modified sleep.

Sleep and plasticity

While there is ample agreement that the cognitive role of sleep is explained by sleep-dependent synaptic changes, consensus is yet to be established as to the nature of these changes. Some researchers believe that sleep promotes global synaptic downscaling, leading to a non-Hebbian reset of synaptic weights that is putatively necessary for the acquisition of new memories during ensuing waking. Other investigators propose that sleep also triggers experience-dependent, Hebbian synaptic upscaling able to consolidate recently acquired memories. Here, I review the molecular and physiological evidence supporting these views, with an emphasis on the calcium signaling pathway. I argue that the available data are consistent with sleep promoting experience-dependent synaptic embossing, understood as the simultaneous non-Hebbian downscaling and Hebbian upscaling of separate but complementary sets of synapses, heterogeneously activated at the time of memory encoding and therefore differentially affected by sleep.

Does perceptual learning suffer from retrograde interference?

In motor learning, training a task B can disrupt improvements of performance of a previously learned task A, indicating that learning needs consolidation. An influential study suggested that this is the case also for visual perceptual learning [1]. Using the same paradigm, we failed to reproduce these results. Further experiments with bisection stimuli also showed no retrograde disruption from task B on task A. Hence, for the tasks tested here, perceptual learning does not suffer from retrograde interference.

The role of sleep and practice in implicit and explicit motor learning

Sleep is hypothesized to play a functional role in the consolidation of memory, with more robust findings for implicit, than explicit memory. Previous studies have observed improvements on an explicit motor task after a sleep period. We examined the role of massed practice and sleep on implicit and explicit learning within a motor task. Controlling for non-sleep factors (e.g. massed practice, circadian confounds) eliminated both explicit and implicit learning effects that have been attributed to sleep.

The spread of sleep loss influences drug use in adolescent social networks

Troubled sleep is a commonly cited consequence of adolescent drug use, but it has rarely been studied as a cause. Nor have there been any studies of the extent to which sleep behavior can spread in social networks from person to person to person. Here we map the social networks of 8,349 adolescents in order to study how sleep behavior spreads, how drug use behavior spreads, and how a friend's sleep behavior influences one's own drug use. We find clusters of poor sleep behavior and drug use that extend up to four degrees of separation (to one's friends' friends' friends' friends) in the social network. Prospective regression models show that being central in the network negatively influences future sleep outcomes, but not vice versa. Moreover, if a friend sleeps Collapse

Key Words Collapse

MESH Headings

• Adolescent
• Child
• Friends
• Humans
• Interpersonal Relations
• Longitudinal Studies
• Marijuana Abuse/psychology
• Peer Group
• Persuasive Communication
• Regression Analysis
• Sleep
• Social Conformity
• Social Environment
• Social Support
• Substance-Related Disorders

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Grants

• K01 MH080992 NIMH NIH HHS
• P01 AG031093 NIA NIH HHS
• K01MH080992 NIMH NIH HHS
• P01AG031093 NIA NIH HHS

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Affiliation(s)

Sara C Mednick Department of Psychiatry, University of California San Diego, La Jolla, California, United States of America.
Nicholas A Christakis
James H Fowler

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Differential rates of consolidation of conceptual and stimulus learning following training on an auditory skill

Training-induced improvements on perceptual skills can be attributed to at least two learning types: learning of general aspects of the trained condition (conceptual learning) and learning of specific feature values of the stimulus used in training (stimulus learning). Here we asked whether conceptual and stimulus learning on interaural time difference (ITD) discrimination emerge along different time courses. Conceptual learning was clearly evident 10 h after training, when performance on a target ITD condition was equivalent following training on that condition or on a non-target condition differing only in the stimulus, and was better in both cases than immediately after training. In contrast, stimulus learning emerged 24 h after training. At that time, performance on the target ITD condition was better following target- than non-target training, due to a worsening in performance between 10 and 24 h after non-target training rather than from additional improvements over this time period after target training. Training amount influenced performance immediately, but not 10 or 24 h, after training. Thus, conceptual learning emerged before stimulus learning, and each manifested through different improvement trajectories many hours after training. These results suggest that on ITD discrimination, conceptual learning is consolidated earlier, and with different behavioral consequences, than stimulus learning.

Sleep and rest facilitate implicit memory in a visual search task

Several forms of learning have been demonstrated to show improvements with sleep. Based on rodent models, it has been suggested that replay of waking events in the hippocampus during sleep may underlie memory consolidation in humans. However, behavioral data for the role of sleep in human hippocampal-related memory have been inconsistent. To further investigate the role of sleep in hippocampal-mediated learning, we tested subjects in two sessions of a contextual cueing paradigm, a form of hippocampus-dependent implicit learning, separated by intervals of sleep, active wake, or carefully controlled quiet rest. Participants completed a visual search task, and unbeknownst to them, some search displays were occasionally repeated in the experiment. Contextual cueing was revealed by faster search speed on repeated trials (Old) than unrepeated ones (New), even though subjects were unaware of the trial repetition. Notably, performance in a second testing session was equivalent for participants who underwent quiet resting, daytime sleep, or nocturnal sleep between the two sessions. These four groups showed equivalent transfer of learning from Session 1. Notably, learning of New configurations in Session 2 was absent in the active wake group, but was equally strong among the other three groups. These results indicate that this form of hippocampal learning is independent of sleep, and vulnerable to proactive interference during active wake. They prompt a reevaluation of the hippocampal replay hypothesis as a general model of sleep-dependent learning.