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Ren L, Lv M, Wang X, Schwieter JW, Liu H. iTBS reveals the roles of domain-general cognitive control and language-specific brain regions during word formation rule learning. Cereb Cortex 2024; 34:bhae356. [PMID: 39233376 DOI: 10.1093/cercor/bhae356] [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: 06/01/2024] [Revised: 08/10/2024] [Accepted: 08/12/2024] [Indexed: 09/06/2024] Open
Abstract
Repeated exposure to word forms and meanings improves lexical knowledge acquisition. However, the roles of domain-general and language-specific brain regions during this process remain unclear. To investigate this, we applied intermittent theta burst stimulation over the domain-general (group left dorsolateral prefrontal cortex) and domain-specific (Group L IFG) brain regions, with a control group receiving sham intermittent theta burst stimulation. Intermittent theta burst stimulation effects were subsequently assessed in functional magnetic resonance imaging using an artificial word learning task which consisted of 3 learning phases. A generalized psychophysiological interaction analysis explored the whole brain functional connectivity, while dynamic causal modeling estimated causal interactions in specific brain regions modulated by intermittent theta burst stimulation during repeated exposure. Compared to sham stimulation, active intermittent theta burst stimulation improved word learning performance and reduced activation of the left insula in learning phase 2. Active intermittent theta burst stimulation over the domain-general region increased whole-brain functional connectivity and modulated effective connectivity between brain regions during repeated exposure. This effect was not observed when active intermittent theta burst stimulation was applied to the language-specific region. These findings suggest that the domain-general region plays a crucial role in word formation rule learning, with intermittent theta burst stimulation enhancing whole-brain connectivity and facilitating efficient information exchange between key brain regions during new word learning.
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Affiliation(s)
- Lanlan Ren
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, 850 Huanghe Road, Shahekou District, Liaoning Province, Dalian 116029, China
- Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Normal University, 850 Huanghe Road, Shahekou District, Liaoning Province, Dalian 116029, China
| | - Mengjie Lv
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, 850 Huanghe Road, Shahekou District, Liaoning Province, Dalian 116029, China
- Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Normal University, 850 Huanghe Road, Shahekou District, Liaoning Province, Dalian 116029, China
| | - Xiyuan Wang
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, 850 Huanghe Road, Shahekou District, Liaoning Province, Dalian 116029, China
- Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Normal University, 850 Huanghe Road, Shahekou District, Liaoning Province, Dalian 116029, China
| | - John W Schwieter
- Language Acquisition, Cognition, and Multilingualism Laboratory/Bilingualism Matters, Wilfrid Laurier University, 75 University Avenue West, Waterloo, Ontario N2L 3C5, Canada
- Department of Linguistics and Languages, McMaster University, 1280 Main Street West, Hamilton, Ontario L8S 4M2, Canada
| | - Huanhuan Liu
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, 850 Huanghe Road, Shahekou District, Liaoning Province, Dalian 116029, China
- Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Normal University, 850 Huanghe Road, Shahekou District, Liaoning Province, Dalian 116029, China
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2
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Smalle EHM, Bogaerts L. Sensitive periods in language development: Do children outperform adults on auditory word-form segmentation? Cortex 2024; 179:35-49. [PMID: 39116697 DOI: 10.1016/j.cortex.2024.07.001] [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: 05/16/2024] [Revised: 07/01/2024] [Accepted: 07/01/2024] [Indexed: 08/10/2024]
Abstract
Children are more successful language learners than adults, yet the nature and cause of this phenomenon are still not well understood. Auditory statistical learning from speech has been a prominent focus of research in the field of language development because it is regarded as a fundamental learning mechanism underlying word segmentation in early language acquisition. However, a handful of studies that investigated developmental trajectories for auditory statistical learning found no clear child advantages. The degree to which the learning task measures explicit rather than implicit mechanisms might obscure a potential advantage for younger learners, as suggested by recent findings. In the present study, we compared children aged 7-12 years and young adults on an adapted version of the task that disentangles explicit and implicit contributions to learning. They were exposed to a continuous stream of speech sounds comprising four repeating trisyllabic pseudowords. Learning of the hidden words was tested (a) online through a target-detection task and (b) offline via a forced-choice word recognition test that included a memory judgement procedure. Both measures revealed comparable learning abilities. However, children's performance on the recognition task showed evidence for both explicit and implicit word knowledge while adults appeared primarily sensitive to explicit memory. Since implicit memory is more stable in time than explicit memory, we suggest that future work should focus more on developmental differences in the nature of the memory that is formed, rather than the strength of learning, when trying to understand child advantages in language acquisition.
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Affiliation(s)
- Eleonore H M Smalle
- Department of Experimental Psychology, Ghent University, Belgium; Department of Developmental Psychology, Tilburg University, the Netherlands.
| | - Louisa Bogaerts
- Department of Experimental Psychology, Ghent University, Belgium
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3
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Schönberger DK, Bruns P, Röder B. Visual artificial grammar learning across 1 year in 7-year-olds and adults. J Exp Child Psychol 2024; 241:105864. [PMID: 38335709 DOI: 10.1016/j.jecp.2024.105864] [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: 08/02/2023] [Revised: 11/30/2023] [Accepted: 01/08/2024] [Indexed: 02/12/2024]
Abstract
Acquiring sequential information is of utmost importance, for example, for language acquisition in children. Yet, the long-term storage of statistical learning in children is poorly understood. To address this question, 27 7-year-olds and 28 young adults completed four sessions of visual sequence learning (Year 1). From this sample, 16 7-year-olds and 20 young adults participated in another four equivalent sessions after a 12-month-delay (Year 2). The first three sessions of each year used Stimulus Set 1, and the last session used Stimulus Set 2 to investigate transfer effects. Each session consisted of alternating learning and test phases in a modified artificial grammar learning task. In Year 1, 7-year-olds and adults learned the regularities and showed transfer to Stimulus Set 2. Both groups retained their final performance level over the 1-year period. In Year 2, children and adults continued to improve with Stimulus Set 1 but did not show additional transfer gains. Adults overall outperformed children, but transfer effects were indistinguishable between both groups. The current results suggest that long-term memory traces are formed from repeated sequence learning that can be used to generalize sequence rules to new visual input. However, the current study did not provide evidence for a childhood advantage in learning and remembering sequence rules.
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Affiliation(s)
- Daniela K Schönberger
- Biological Psychology and Neuropsychology, University of Hamburg, D-20146 Hamburg, Germany.
| | - Patrick Bruns
- Biological Psychology and Neuropsychology, University of Hamburg, D-20146 Hamburg, Germany
| | - Brigitte Röder
- Biological Psychology and Neuropsychology, University of Hamburg, D-20146 Hamburg, Germany; LV Prasad Eye Institute, Hyderabad 500 034, India
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4
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Pedraza F, Farkas BC, Vékony T, Haesebaert F, Phelipon R, Mihalecz I, Janacsek K, Anders R, Tillmann B, Plancher G, Németh D. Evidence for a competitive relationship between executive functions and statistical learning. NPJ SCIENCE OF LEARNING 2024; 9:30. [PMID: 38609413 PMCID: PMC11014972 DOI: 10.1038/s41539-024-00243-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2023] [Accepted: 04/03/2024] [Indexed: 04/14/2024]
Abstract
The ability of the brain to extract patterns from the environment and predict future events, known as statistical learning, has been proposed to interact in a competitive manner with prefrontal lobe-related networks and their characteristic cognitive or executive functions. However, it remains unclear whether these cognitive functions also possess a competitive relationship with implicit statistical learning across individuals and at the level of latent executive function components. In order to address this currently unknown aspect, we investigated, in two independent experiments (NStudy1 = 186, NStudy2 = 157), the relationship between implicit statistical learning, measured by the Alternating Serial Reaction Time task, and executive functions, measured by multiple neuropsychological tests. In both studies, a modest, but consistent negative correlation between implicit statistical learning and most executive function measures was observed. Factor analysis further revealed that a factor representing verbal fluency and complex working memory seemed to drive these negative correlations. Thus, the antagonistic relationship between implicit statistical learning and executive functions might specifically be mediated by the updating component of executive functions or/and long-term memory access.
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Affiliation(s)
- Felipe Pedraza
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Bron, France
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - Bence C Farkas
- Institut du Psychotraumatisme de l'Enfant et de l'Adolescent, Conseil Départemental Yvelines et Hauts-de-Seine et Centre Hospitalier des Versailles, 78000, Versailles, France
- UVSQ, Inserm, Centre de Recherche en Epidémiologie et Santé des Populations, Université Paris-Saclay, 78000, Versailles, France
- LNC2, Département d'études Cognitives, École Normale Supérieure, INSERM, PSL Research University, 75005, Paris, France
| | - Teodóra Vékony
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France.
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain.
| | - Frederic Haesebaert
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - Romane Phelipon
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - Imola Mihalecz
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
| | - Karolina Janacsek
- Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, Old Royal Naval College, Park Row, 150 Dreadnought, London, SE10 9LS, UK
- Institute of Psychology, ELTE Eötvös Loránd University, Kazinczy u. 23-27, H-1075, Budapest, Hungary
| | - Royce Anders
- EPSYLON Laboratory, Department of Psychology, University Paul Valéry Montpellier 3, F34000, Montpellier, France
| | - Barbara Tillmann
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France
- Laboratory for Research on Learning and Development, LEAD - CNRS UMR5022, Université de Bourgogne, Dijon, France
| | - Gaën Plancher
- Laboratoire d'Étude des Mécanismes Cognitifs, Université Lumière Lyon 2, Bron, France
- Institut Universitaire de France (IUF), Paris, France
| | - Dezső Németh
- Centre de Recherche en Neurosciences de Lyon, INSERM, CNRS, Université Claude Bernard Lyon 1, CRNL U1028 UMR5292, 95 Boulevard Pinel, F-69500, Bron, France.
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain.
- BML-NAP Research Group, ELTE Eötvös Loránd University & HUN-REN Research Centre for Natural Sciences, Damjanich utca 41, H-1072, Budapest, Hungary.
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5
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Szücs-Bencze L, Vékony T, Pesthy O, Szabó N, Kincses TZ, Turi Z, Nemeth D. Modulating Visuomotor Sequence Learning by Repetitive Transcranial Magnetic Stimulation: What Do We Know So Far? J Intell 2023; 11:201. [PMID: 37888433 PMCID: PMC10607545 DOI: 10.3390/jintelligence11100201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 09/23/2023] [Accepted: 10/09/2023] [Indexed: 10/28/2023] Open
Abstract
Predictive processes and numerous cognitive, motor, and social skills depend heavily on sequence learning. The visuomotor Serial Reaction Time Task (SRTT) can measure this fundamental cognitive process. To comprehend the neural underpinnings of the SRTT, non-invasive brain stimulation stands out as one of the most effective methodologies. Nevertheless, a systematic list of considerations for the design of such interventional studies is currently lacking. To address this gap, this review aimed to investigate whether repetitive transcranial magnetic stimulation (rTMS) is a viable method of modulating visuomotor sequence learning and to identify the factors that mediate its efficacy. We systematically analyzed the eligible records (n = 17) that attempted to modulate the performance of the SRTT with rTMS. The purpose of the analysis was to determine how the following factors affected SRTT performance: (1) stimulated brain regions, (2) rTMS protocols, (3) stimulated hemisphere, (4) timing of the stimulation, (5) SRTT sequence properties, and (6) other methodological features. The primary motor cortex (M1) and the dorsolateral prefrontal cortex (DLPFC) were found to be the most promising stimulation targets. Low-frequency protocols over M1 usually weaken performance, but the results are less consistent for the DLPFC. This review provides a comprehensive discussion about the behavioral effects of six factors that are crucial in designing future studies to modulate sequence learning with rTMS. Future studies may preferentially and synergistically combine functional neuroimaging with rTMS to adequately link the rTMS-induced network effects with behavioral findings, which are crucial to develop a unified cognitive model of visuomotor sequence learning.
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Affiliation(s)
- Laura Szücs-Bencze
- Department of Neurology, University of Szeged, Semmelweis utca 6, H-6725 Szeged, Hungary
| | - Teodóra Vékony
- Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, INSERM, CNRS, Université Claude Bernard Lyon 1, 95 Boulevard Pinel, F-69500 Bron, France
| | - Orsolya Pesthy
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064 Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, H-1117 Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd Universiry, Izabella utca 46, H-1064 Budapest, Hungary
| | - Nikoletta Szabó
- Department of Neurology, University of Szeged, Semmelweis utca 6, H-6725 Szeged, Hungary
| | - Tamás Zsigmond Kincses
- Department of Neurology, University of Szeged, Semmelweis utca 6, H-6725 Szeged, Hungary
- Department of Radiology, University of Szeged, Semmelweis utca 6, H-6725 Szeged, Hungary
| | - Zsolt Turi
- Department of Neuroanatomy, Institute of Anatomy and Cell Biology, Faculty of Medicine, University of Freiburg, Albertstrasse 17, D-79104 Freiburg, Germany
| | - Dezso Nemeth
- Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, INSERM, CNRS, Université Claude Bernard Lyon 1, 95 Boulevard Pinel, F-69500 Bron, France
- BML-NAP Research Group, Institute of Psychology & Institute of Cognitive Neuroscience and Psychology, ELTE Eötvös Loránd University & Research Centre for Natural Sciences, Damjanich utca 41, H-1072 Budapest, Hungary
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Carparelli C, Jones C, Oyebode JR, Riley GA. A Systematic Review of the Effectiveness of Educational Interventions in Promoting Person-Centred Care in Dementia Services. Clin Gerontol 2022:1-19. [PMID: 36524717 DOI: 10.1080/07317115.2022.2152515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
OBJECTIVES To review evidence about the effectiveness of educational programmes in promoting the delivery of person-centered care by staff in dementia services. METHODS Several databases were searched, and the methodological quality of identified studies systematically evaluated. A summary mean effect size was calculated for several types of outcome (direct knowledge, applied knowledge, attitudes, self-reported and observed working practices). RESULTS Eighteen studies were identified. Results were mixed, with findings of no change, significant improvement, and (in attitude) significant deterioration. Effect size was modest for direct knowledge (standardized mean difference = 0.6), but small or negligible for applied knowledge (0.29) and self-reported (0.06) and observed (0.25) working practices. There was a negative effect for attitudes (-0.17). CONCLUSIONS The quality of evidence was poor. Apart from attitudes, the effect sizes are likely to be overestimates. There was little evidence that education programmes can reliably produce substantial improvements in working practices. CLINICAL IMPLICATIONS Education alone is unlikely to be sufficient for establishing high standards of person-centered care in services. It needs to be supplemented by steps to ensure that staff develop skills in delivering such care in practice, and by organizational support to ensure staff have sufficient motivation, cues and opportunities for implementation.
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Affiliation(s)
- Chiara Carparelli
- Centre for Applied Psychology, University of Birmingham, Birmingham, UK
| | - Christopher Jones
- Centre for Applied Psychology, University of Birmingham, Birmingham, UK
| | - Jan R Oyebode
- The Centre for Applied Dementia Studies, University of Bradford, Bradford, UK
| | - Gerard A Riley
- Centre for Applied Psychology, University of Birmingham, Birmingham, UK
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7
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Soares AP, Gutiérrez-Domínguez FJ, Lages A, Oliveira HM, Vasconcelos M, Jiménez L. Learning Words While Listening to Syllables: Electrophysiological Correlates of Statistical Learning in Children and Adults. Front Hum Neurosci 2022; 16:805723. [PMID: 35280206 PMCID: PMC8905652 DOI: 10.3389/fnhum.2022.805723] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Accepted: 01/11/2022] [Indexed: 01/29/2023] Open
Abstract
From an early age, exposure to a spoken language has allowed us to implicitly capture the structure underlying the succession of speech sounds in that language and to segment it into meaningful units (words). Statistical learning (SL), the ability to pick up patterns in the sensory environment without intention or reinforcement, is thus assumed to play a central role in the acquisition of the rule-governed aspects of language, including the discovery of word boundaries in the continuous acoustic stream. Although extensive evidence has been gathered from artificial languages experiments showing that children and adults are able to track the regularities embedded in the auditory input, as the probability of one syllable to follow another syllable in the speech stream, the developmental trajectory of this ability remains controversial. In this work, we have collected Event-Related Potentials (ERPs) while 5-year-old children and young adults (university students) were exposed to a speech stream made of the repetition of eight three-syllable nonsense words presenting different levels of predictability (high vs. low) to mimic closely what occurs in natural languages and to get new insights into the changes that the mechanisms underlying auditory statistical learning (aSL) might undergo through the development. The participants performed the aSL task first under implicit and, subsequently, under explicit conditions to further analyze if children take advantage of previous knowledge of the to-be-learned regularities to enhance SL, as observed with the adult participants. These findings would also contribute to extend our knowledge of the mechanisms available to assist SL at each developmental stage. Although behavioral signs of learning, even under explicit conditions, were only observed for the adult participants, ERP data showed evidence of online segmentation in the brain in both groups, as indexed by modulations in the N100 and N400 components. A detailed analysis of the neural data suggests, however, that adults and children rely on different mechanisms to assist the extraction of word-like units from the continuous speech stream, hence supporting the view that SL with auditory linguistic materials changes through development.
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Affiliation(s)
- Ana Paula Soares
- Human Cognition Lab, CIPsi, School of Psychology, University of Minho, Braga, Portugal
- *Correspondence: Ana Paula Soares,
| | | | - Alexandrina Lages
- Human Cognition Lab, CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - Helena M. Oliveira
- Human Cognition Lab, CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - Margarida Vasconcelos
- Psychological Neuroscience Lab, CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - Luis Jiménez
- Department of Psychology, University of Santiago de Compostela, Santiago de Compostela, Spain
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Smalle EHM, Daikoku T, Szmalec A, Duyck W, Möttönen R. Unlocking adults' implicit statistical learning by cognitive depletion. Proc Natl Acad Sci U S A 2022; 119:e2026011119. [PMID: 34983868 PMCID: PMC8764693 DOI: 10.1073/pnas.2026011119] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 01/09/2023] Open
Abstract
Human learning is supported by multiple neural mechanisms that maturate at different rates and interact in mostly cooperative but also sometimes competitive ways. We tested the hypothesis that mature cognitive mechanisms constrain implicit statistical learning mechanisms that contribute to early language acquisition. Specifically, we tested the prediction that depleting cognitive control mechanisms in adults enhances their implicit, auditory word-segmentation abilities. Young adults were exposed to continuous streams of syllables that repeated into hidden novel words while watching a silent film. Afterward, learning was measured in a forced-choice test that contrasted hidden words with nonwords. The participants also had to indicate whether they explicitly recalled the word or not in order to dissociate explicit versus implicit knowledge. We additionally measured electroencephalography during exposure to measure neural entrainment to the repeating words. Engagement of the cognitive mechanisms was manipulated by using two methods. In experiment 1 (n = 36), inhibitory theta-burst stimulation (TBS) was applied to the left dorsolateral prefrontal cortex or to a control region. In experiment 2 (n = 60), participants performed a dual working-memory task that induced high or low levels of cognitive fatigue. In both experiments, cognitive depletion enhanced word recognition, especially when participants reported low confidence in remembering the words (i.e., when their knowledge was implicit). TBS additionally modulated neural entrainment to the words and syllables. These findings suggest that cognitive depletion improves the acquisition of linguistic knowledge in adults by unlocking implicit statistical learning mechanisms and support the hypothesis that adult language learning is antagonized by higher cognitive mechanisms.
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Affiliation(s)
- Eleonore H M Smalle
- Department of Experimental Psychology, Ghent University, 9000 Ghent, Belgium;
| | - Tatsuya Daikoku
- International Research Center for Neurointelligence, The University of Tokyo, Tokyo 158-8557, Japan
| | - Arnaud Szmalec
- Department of Experimental Psychology, Ghent University, 9000 Ghent, Belgium
- Psychological Research Institute, Université catholique de Louvain, 1348 Ottignies-Louvain-la-Neuve, Belgium
- Institute of Neuroscience, Université catholique de Louvain, 1348 Ottignies-Louvain-la-Neuve, Belgium
| | - Wouter Duyck
- Department of Experimental Psychology, Ghent University, 9000 Ghent, Belgium
| | - Riikka Möttönen
- School of Psychology, University of Nottingham, Nottingham NG7 2QL, United Kingdom
- Cognitive Science, Department of Digital Humanities, University of Helsinki, 00014 Helsinki, Finland
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9
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Vékony T, Török L, Pedraza F, Schipper K, Pleche C, Tóth L, Janacsek K, Nemeth D. Retrieval of a well-established skill is resistant to distraction: Evidence from an implicit probabilistic sequence learning task. PLoS One 2020; 15:e0243541. [PMID: 33301471 PMCID: PMC7728172 DOI: 10.1371/journal.pone.0243541] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Accepted: 11/24/2020] [Indexed: 11/19/2022] Open
Abstract
The characteristics of acquiring new sequence information under dual-task situations have been extensively studied. A concurrent task has often been found to affect performance. In real life, however, we mostly perform a secondary task when the primary task is already well acquired. The effect of a secondary task on the ability to retrieve well-established sequence representations remains elusive. The present study investigates whether accessing well-acquired probabilistic sequence knowledge is affected by a concurrent task. Participants acquired non-adjacent regularities in an implicit probabilistic sequence learning task. After a 24-hour offline period, participants were tested on the same probabilistic sequence learning task under dual-task or single-task conditions. Here, we show that although the secondary task significantly prolonged the overall reaction times in the primary (sequence learning) task, access to the previously learned probabilistic representations remained intact. Our results highlight the importance of studying the dual-task effect not only in the learning phase but also during memory access to reveal the robustness of the acquired skill.
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Affiliation(s)
- Teodóra Vékony
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
- Department of Neurology, University of Szeged, Szeged, Hungary
| | - Lilla Török
- Department of Psychology and Sport Psychology, University of Physical Education, Budapest, Hungary
| | - Felipe Pedraza
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
- Institute of Psychology, Université Lumière - Lyon 2, Lyon, France
| | - Kate Schipper
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
| | - Claire Pleche
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
| | - László Tóth
- Department of Psychology and Sport Psychology, University of Physical Education, Budapest, Hungary
| | - Karolina Janacsek
- Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, United Kingdom
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
| | - Dezso Nemeth
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
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10
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Attout L, Ordonez Magro L, Szmalec A, Majerus S. The developmental neural substrates of Hebb repetition learning and their link with reading ability. Hum Brain Mapp 2020; 41:3956-3969. [PMID: 32573904 PMCID: PMC7469830 DOI: 10.1002/hbm.25099] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 06/04/2020] [Accepted: 06/06/2020] [Indexed: 11/07/2022] Open
Abstract
Hebb repetition learning is a fundamental learning mechanism for sequential knowledge, such as language. However, still little is known about its development. This fMRI study examined the developmental neural substrates of Hebb repetition learning and its relation with reading abilities in a group of 49 children aged from 6 to 12 years. In the scanner, the children carried out an immediate serial recall task for syllable sequences of which some sequences were repeated several times over the course of the session (Hebb repetition sequences). The rate of Hebb repetition learning was associated with modulation of activity in the medial temporal lobe. Importantly, for the age range studied here, learning-related medial temporal lobe modulation was independent of the age of the children. Furthermore, we observed an association between regular and irregular word reading abilities and the neural substrates of Hebb repetition learning. This study suggests that the functional neural substrates of Hebb repetition learning do not undergo further maturational changes in school age children, possibly because they are sustained by implicit sequential learning mechanisms which are considered to be fully developed by that age. Importantly, the neural substrates of Hebb learning remain significant determinants of children's learning abilities, such as reading.
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Affiliation(s)
- Lucie Attout
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium.,Fund for Scientific Research FNRS, Brussels, Belgium
| | - Laura Ordonez Magro
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Arnaud Szmalec
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium.,Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Steve Majerus
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium.,Fund for Scientific Research FNRS, Brussels, Belgium
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Implicit learning in the developing brain: An exploration of ERP indices for developmental disorders. Clin Neurophysiol 2019; 130:2166-2168. [PMID: 31542253 DOI: 10.1016/j.clinph.2019.09.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2019] [Revised: 08/27/2019] [Accepted: 09/01/2019] [Indexed: 11/20/2022]
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Han S, Ogawa A, Osada T, Suda A, Tanaka M, Nanjo H, Shimo Y, Hattori N, Konishi S. More subjects are required for ventrolateral than dorsolateral prefrontal TMS because of intolerability and potential drop-out. PLoS One 2019; 14:e0217826. [PMID: 31158248 PMCID: PMC6546272 DOI: 10.1371/journal.pone.0217826] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Accepted: 05/21/2019] [Indexed: 11/18/2022] Open
Abstract
Transcranial magnetic stimulation (TMS) of the human lateral prefrontal cortex, particularly the ventral region, often causes considerable discomfort to subjects. To date, in contrast to abundant literature on stimulations to the dorsolateral prefrontal cortex, the ventrolateral prefrontal cortex has been less frequently stimulated, partly because some subjects are intolerable of stimulation to the ventrolateral prefrontal cortex. To predict the additional number of subjects required for the stimulation of the dorsolateral and ventrolateral prefrontal cortices, 20 young healthy subjects reported two evaluation scores: the discomfort caused by TMS and the resulting intolerability to complete the TMS experiments. Single-pulse stimulation (SPS) or theta-burst stimulation (TBS) was administered to the lateral prefrontal cortex. The high-resolution extended 10–20 system was used to provide accurate estimation of the voxelwise scores. The discomfort ratings with the SPS and TBS were relatively higher in the ventrolateral prefrontal cortex than those in the dorsolateral prefrontal cortex. Both the SPS and TBS elicited maximal discomfort at the stimulation position F8. The SPS and TBS to F8 under the standard TMS protocols were intolerable for approximately one half (11 and 10, respectively) of the subjects. The intolerability was further calculated for all voxels in the lateral prefrontal cortex, which enabled us to estimate the additional number of subjects required for specific target areas. These results suggest that prior knowledge of subjects’ discomfort during stimulation of the lateral prefrontal cortex can be of practical use in the experimental planning of the appropriate number of recruited subjects and provide the database for the probability of intolerability that can be used to predict the additional number of subjects.
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Affiliation(s)
- Shuyan Han
- Department of Neurophysiology, Juntendo University School of Medicine, Tokyo, Japan
| | - Akitoshi Ogawa
- Department of Neurophysiology, Juntendo University School of Medicine, Tokyo, Japan
| | - Takahiro Osada
- Department of Neurophysiology, Juntendo University School of Medicine, Tokyo, Japan
| | - Akimitsu Suda
- Department of Neurophysiology, Juntendo University School of Medicine, Tokyo, Japan
- Department of Neurology, Juntendo University School of Medicine, Tokyo, Japan
| | - Masaki Tanaka
- Department of Neurophysiology, Juntendo University School of Medicine, Tokyo, Japan
| | - Hitoshi Nanjo
- Department of Neurophysiology, Juntendo University School of Medicine, Tokyo, Japan
| | - Yasushi Shimo
- Department of Neurology, Juntendo University School of Medicine, Tokyo, Japan
| | - Nobutaka Hattori
- Department of Neurology, Juntendo University School of Medicine, Tokyo, Japan
| | - Seiki Konishi
- Department of Neurophysiology, Juntendo University School of Medicine, Tokyo, Japan
- Research Institute for Diseases of Old Age, Juntendo University School of Medicine, Tokyo, Japan
- Sportology Center, Juntendo University School of Medicine, Tokyo, Japan
- Advanced Research Institute for Health Science, Juntendo University School of Medicine, Tokyo, Japan
- * E-mail:
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Cao N, Pi Y, Liu K, Meng H, Wang Y, Zhang J, Wu Y, Tan X. Inhibitory and facilitatory connections from dorsolateral prefrontal to primary motor cortex in healthy humans at rest-An rTMS study. Neurosci Lett 2018; 687:82-87. [PMID: 30243883 DOI: 10.1016/j.neulet.2018.09.032] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2018] [Revised: 09/13/2018] [Accepted: 09/17/2018] [Indexed: 10/28/2022]
Abstract
BACKGROUND The human motor system consists of several divisions in the frontal lobes. The physiological function of projections from the dorsolateral prefrontal cortex (DLPFC) to the primary motor cortex (M1) remains elusive. Here, we introduce theta burst stimulation (TBS)-based protocols to target inhibitory and facilitatory connections in the DLPFC-M1 network. METHODS Intermittent and continuous TBS with 600 pulses (iTBS600/cTBS600) were applied to the left DLPFC. Resting motor threshold (RMT), motor-evoked potential (MEP), and short-interval intracortical inhibition (SICI) were measured with transcranial magnetic stimulation to the ipsilateral M1. RESULTS iTBS600 to the DLPFC decreased MEP amplitude in M1. Conversely, cTBS600 to the DLPFC increased MEP amplitude in M1. The peak decrease in MEP amplitude after iTBS600 was negatively correlated with the peak increase in MEP amplitude after cTBS600. There were no significant effects in the control group with the sham stimulation. DISCUSSION These results provide insight into the regulation of inhibitory and facilitatory balance from the local DLPFC to M1. TBS modulation in one brain region will induce interactions within other remote cortical areas. Our results enable better understanding of how cognitive resources are allocated to achieve optimal control of motor output.
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Affiliation(s)
- Na Cao
- Key Laboratory of Exercise and Health Sciences of Ministry of Education, Shanghai University of Sport, Shanghai, China
| | - Yanling Pi
- Shanghai Punan Hosptial of Pudong New District, Shanghai, China
| | - Ke Liu
- Shanghai Punan Hosptial of Pudong New District, Shanghai, China
| | - Haijiang Meng
- Key Laboratory of Exercise and Health Sciences of Ministry of Education, Shanghai University of Sport, Shanghai, China
| | - Yanqiu Wang
- Key Laboratory of Exercise and Health Sciences of Ministry of Education, Shanghai University of Sport, Shanghai, China
| | - Jian Zhang
- Key Laboratory of Exercise and Health Sciences of Ministry of Education, Shanghai University of Sport, Shanghai, China
| | - Yin Wu
- School of Economics and Management, Shanghai University of Sport, Shanghai, China
| | - Xiaoying Tan
- School of Physical Education and Coaching, Shanghai University of Sport, Shanghai, China.
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