Distributed learning enhances relational memory consolidation

Benefits of spaced learning are predicted by the re-encoding of past experience in ventromedial prefrontal cortex

More than a century of research shows that spaced learning improves long-term memory. However, there remains debate concerning why that is. A major limitation to resolving theoretical debates is the lack of evidence for how neural representations change as a function of spacing. Here, leveraging a massive-scale 7T human fMRI dataset, we tracked neural representations and behavioral expressions of memory as participants viewed thousands of natural scene images that repeated at lags ranging from seconds to many months. We show that spaced learning increases the similarity of human ventromedial prefrontal cortex representations across stimulus encounters and, critically, that these increases parallel and predict the behavioral benefits of spacing. Additionally, we show that these spacing benefits critically depend on remembering and, in turn, "re-encoding" past experience. Collectively, our findings provide fundamental insight into how spaced learning influences neural representations and why spacing is beneficial.

Benefits of spaced learning are predicted by re-encoding of past experience in ventromedial prefrontal cortex

More than a century of research shows that spaced learning improves long-term memory. Yet, there remains debate concerning why. A major limitation to resolving theoretical debates is the lack of evidence for how neural representations change as a function of spacing. Here, leveraging a massive-scale 7T human fMRI dataset, we tracked neural representations and behavioral expressions of memory as participants viewed thousands of natural scene images that repeated at lags ranging from seconds to many months. We show that spaced learning increases the similarity of human ventromedial prefrontal cortex representations across stimulus encounters and, critically, these increases parallel and predict the behavioral benefits of spacing. Additionally, we show that these spacing benefits critically depend on remembering and, in turn, 're-encoding' past experience. Collectively, our findings provide fundamental insight into how spaced learning influences neural representations and why spacing is beneficial.

The effects of mnemonic variability and spacing on memory over multiple timescales

The memory benefit that arises from distributing learning over time rather than in consecutive sessions is one of the most robust effects in cognitive psychology. While prior work has mainly focused on repeated exposures to the same information, in the real world, mnemonic content is dynamic, with some pieces of information staying stable while others vary. Thus, open questions remain about the efficacy of the spacing effect in the face of variability in the mnemonic content. Here, in two experiments, we investigated the contributions of mnemonic variability and the timescale of spacing intervals, ranging from seconds to days, to long-term memory. For item memory, both mnemonic variability and spacing intervals were beneficial for memory; however, mnemonic variability was greater at shorter spacing intervals. In contrast, for associative memory, repetition rather than mnemonic variability was beneficial for memory, and spacing benefits only emerged in the absence of mnemonic variability. These results highlight a critical role for mnemonic variability and the timescale of spacing intervals in the spacing effect, bringing this classic memory paradigm into more ecologically valid contexts.

Effects of memory cue and interest in remembering and forgetting of gist and details

The gist and details of an event are both important for us to establish and maintain episodic memory. On the other hand, episodic memory is influenced by both external and internal factors, such as memory cue and intrinsic motivation. To what extent these factors and their interaction modulate memory and forgetting of gist and detailed information remains unclear. In this study, 29 participants watched film clips accompanied by either gist or detailed cues and rated their interest in these clips. Their memories of gist and detailed information were tested after 10 min, 1 day, and 1 week. The results showed that memory cue modulated the forgetting of gist and detailed memories. Specifically, when gist cues were used, gist memory was forgotten more slowly than detailed memory. When detailed cues were used, detailed memory was forgotten more slowly than gist memory. Differently, the subjective interest in the clips enhanced memory accuracy irrespective of memory type but did not influence the forgetting of gist and detailed memories. Moreover, there was a significant interaction between memory cue and interest, showing that gist cues enhanced memory than detailed cues only for low-interest clips. These results suggest that external and internal factors have differential effects on memory and forgetting, and the effectiveness of external factors depends on the state of intrinsic motivation. The significant interplay of different factors in influencing the remembering or forgetting of gist and detailed memories provides potential ways to enhance memory and retention of gist and detailed information.

The development and preliminary evaluation of a clinician e-learning training platform for a neonatal sepsis risk monitor for use in ICU settings

BACKGROUND

Training clinicians on the use of hospital-based patient monitoring systems (PMS) is vital to mitigate the risk of use errors and of frustration using these devices, especially when used in ICU settings. PMS training is typically delivered through face-to-face training sessions in the hospital. However, it is not always feasible to deliver training in this format to all clinical staff given some constraints (e.g., availability of staff and trainers to attend in-person training sessions and the costs associated with face-to-face training).

OBJECTIVE

The literature indicates that E-learning has the potential to mitigate barriers associated with time restrictions for trainers and trainees and evidence shows it to be more flexible, and convenient for learners in healthcare settings. This study aimed to develop and carry out a preliminary evaluation via a case study of an e-learning training platform designed for a novel neonatal sepsis risk monitor system (Digi-NewB).

METHODS

A multi-modal qualitative research case study approach was used, including the analysis of three qualitative data sources: (i) audio/video recordings of simulation sessions in which participants were asked to operate the system as intended (e.g., update the clinical observations and monitor the sepsis risk), (ii) interviews with the simulation participants and an attending key opinion leader (KOL), who observed all simulation sessions, and (iii) post-simulation survey.

RESULTS

After receiving ethical approval for the study, nine neonatal intensive care unit (NICU) nurses completed the online training and participated in the simulation and follow-up interview sessions. The KOL was also interviewed, and seven out of the nine NICU nurses answered the post-simulation survey. The video/audio analysis of the simulations revealed that participants were able to use and interpret the Digi-NewB interface. Interviews with simulation participants and the KOL, and feedback extracted from the survey, revealed that participants were overall satisfied with the training platform and perceived it as an efficient and effective method to deliver medical device training.

CONCLUSIONS

This study developed an online training platform to train clinicians in the use of a critical care medical device and carried out a preliminary evaluation of the platform via a case study. The e-learning platform was designed to supplement and enhance other training approaches. Further research is required to evaluate the effectiveness of this approach.

Identifying causal subsequent memory effects

Over 40 y of accumulated research has detailed associations between neuroimaging signals measured during a memory encoding task and later memory performance, across a variety of brain regions, measurement tools, statistical approaches, and behavioral tasks. But the interpretation of these subsequent memory effects (SMEs) remains unclear: if the identified signals reflect cognitive and neural mechanisms of memory encoding, then the underlying neural activity must be causally related to future memory. However, almost all previous SME analyses do not control for potential confounders of this causal interpretation, such as serial position and item effects. We collect a large fMRI dataset and use an experimental design and analysis approach that allows us to statistically adjust for nearly all known exogenous confounding variables. We find that, using standard approaches without adjustment, we replicate several univariate and multivariate subsequent memory effects and are able to predict memory performance across people. However, we are unable to identify any signal that reliably predicts subsequent memory after adjusting for confounding variables, bringing into doubt the causal status of these effects. We apply the same approach to subjects' judgments of learning collected following an encoding period and show that these behavioral measures of mnemonic status do predict memory after adjustments, suggesting that it is possible to measure signals near the time of encoding that reflect causal mechanisms but that existing neuroimaging measures, at least in our data, may not have the precision and specificity to do so.

Closed-Loop tACS Delivered during Slow-Wave Sleep Reduces Retroactive Interference on a Paired-Associates Learning Task

Previous studies have found a benefit of closed-loop transcranial alternating current stimulation (CL-tACS) matched to ongoing slow-wave oscillations (SWO) during sleep on memory consolidation for words in a paired associates task (PAT). Here, we examined the effects of CL-tACS in a retroactive interference PAT (ri-PAT) paradigm, where additional stimuli were presented to increase interference and reduce memory performance. Thirty-one participants were tested on a PAT before sleep, and CL-tACS was applied over the right and left DLPFC (F3 and F4) vs. mastoids for five cycles after detection of the onset of each discrete event of SWO during sleep. Participants were awoken the following morning, learned a new PAT list, and then were tested on the original list. There was a significant effect of stimulation condition (p = 0.04297; Cohen’s d = 0.768), where verum stimulation resulted in reduced retroactive interference compared with sham and a significant interaction of encoding strength and stimulation condition (p = 0.03591). Planned simple effects testing within levels of encoding revealed a significant effect of stimulation only for low-encoders (p = 0.0066; Cohen’s d = 1.075) but not high-encoders. We demonstrate here for the first time that CL-tACS during sleep can enhance the protective benefits on retroactive interference in participants who have lower encoding aptitude.

Grounding the Attentional Boost Effect in Events and the Efficient Brain

Attention and memory for everyday experiences vary over time, wherein some moments are better attended and subsequently better remembered than others. These effects have been demonstrated in naturalistic viewing tasks with complex and relatively uncontrolled stimuli, as well as in more controlled laboratory tasks with simpler stimuli. For example, in the attentional boost effect (ABE), participants perform two tasks at once: memorizing a series of briefly presented stimuli (e.g., pictures of outdoor scenes) for a later memory test, and responding to other concurrently presented cues that meet pre-defined criteria (e.g., participants press a button for a blue target square and do nothing for a red distractor square). However, rather than increasing dual-task interference, attending to a target cue boosts, rather than impairs, subsequent memory for concurrently presented information. In this review we describe current data on the extent and limitations of the attentional boost effect and whether it may be related to activity in the locus coeruleus neuromodulatory system. We suggest that insight into the mechanisms that produce the attentional boost effect may be found in recent advances in the locus coeruleus literature and from understanding of how the neurocognitive system handles stability and change in everyday events. We consequently propose updates to an early account of the attentional boost effect, the dual-task interaction model, to better ground it in what is currently known about event cognition and the role that the LC plays in regulating brain states.

Succeeding in Continuing Trauma Education During a Pandemic

BACKGROUND

Corona virus disease 2019 (Covid-19) impacted continuing medical education programs such as the Advanced Trauma Life Support (ATLS) course. Modifications made to medical training like teleconferencing could affect students' learning success. We sought to evaluate the effects of the American College of Surgeons modifications on success rates in passing the ATLS course.

METHODS

This study evaluated 28 ATLS 10th edition courses educating 898 students at our region before and after Covid-19 modifications. Traditional two-day courses were performed in-person while modified courses were conducted with a one-day teleconference followed by a second in-person practical day. We compared the characteristics and course pass rates between the traditional and modified ATLS courses.

RESULTS

Modified ATLS courses had significantly lower pass rates (81.0%; 95% confidence interval = [74.8-87.3]) compared to traditional ATLS courses (94.3%; [92.2-96.3]).

CONCLUSIONS

Modifications to the ATLS course are associated with lower student pass. This is possibly due to ineffective knowledge consolidation. Better modifications to the course are required such as use of electronic learning tools with modification to course schedule or returning to the traditional course but with the use of Covid-19 vaccines and other protective measures. These suggestions should be considered and evaluated further by ATLS program leaders.

Psychological capital development effectiveness of face-to-face, online, and Micro-learning interventions

There is growing empirical support for the benefits of developing psychological capital (PsyCap), and the effectiveness of PsyCap interventions (PCIs) in the workplace. However, to-date, PCI delivery modes have not been compared. The first study in this article compares a face-to-face to an online PCI. The second study compares an online PCI to a micro-learning PCI utilizing a mobile application. Results from 228 participants assessed three times (before, immediately after, and six weeks after PCI completion) support the effectiveness and comparability of the three delivery modes, but also highlight notable advantages for online and micro-learning.

Extinction trial spacing across days differentially impacts fear regulation in adult and adolescent male mice

Fear regulation changes as a function of age and adolescence is a key developmental period for the continued maturation of fear neural circuitry. A consistent finding in the literature is diminished extinction retention in adolescents. However, these studies often directly compare adolescents to adults using a single protocol and therefore provide little insight into learning parameters that improve adolescent fear regulation. Studies in adults highlight the benefits of spaced learning over massed learning. These findings have been extended to fear regulation, with adult rodents exhibiting improved extinction learning and retention when cues are distributed over days versus a single session. However, similar studies have not been performed in adolescents. Here, we systematically examine the impact of trial spacing across days on fear regulation. Adolescent or adult male mice were exposed to one of three extinction paradigms that presented the same number of trials but differed in the temporal distribution of trials across days (one day, two days, or four days). We found that introducing consolidation events into the protocol improves adult extinction learning and short-term extinction retention but these effects disappear after two weeks. For adolescents, all three protocols were comparably effective in reducing freezing across extinction training and improved retention at both short-term and long-term fear recall time points relative to extinction-naive mice. These findings suggest that extinction protocols that incorporate consolidation events are optimal for adults but additional booster training may be required for enduring efficacy. In contrast, protocols incorporating either massed or spaced presentations show immediate and enduring benefits for adolescents.

Evaluation of a Practice System Supporting Distributed Practice for Novice Programming Students

Programming is an important skill in the 21st century, but it is difficult for novices to learn. To help students practice and learn efficiently, the authors developed a mobile platform called Daily Quiz, which incorporated distributed practice theory. To evaluate the impact of distributed practice in programming learning facilitated by Daily Quiz, the authors conducted a between-subject experiment with 200 freshmen divided into two groups. Both groups received the same number of multiple-choice questions via Daily Quiz. However, the control group was encouraged to practice every 7 days, whereas the experimental group was encouraged to practice every 3 days. The results showed that this simple manipulation significantly improved the experimental group’s performance on final exams. Further analysis revealed that the experimental group of students achieved a higher rate of first-check correctness and tended to be more engaged in academic social interaction. Finally, a behavioral sequence analysis was adopted to compare the behavioral patterns of the two groups to investigate how distributed practice helped the students learn more efficiently.

Efficacy of spaced learning in adaptation of optokinetic response

INTRODUCTION

The superiority of spaced training, in which repeated training sessions are given with resting intervals, over massed training in learning efficacy has been well established. However, longer duration of total training time has been required for spaced training than massed training because spacing intervals intervene between training sessions in spaced training. Thus, the learning efficacy may not be simply compared between spaced and massed training in terms of "time efficiency." The aim of the present study was to investigate the efficacy of spaced and massed training using adaptation of horizontal optokinetic reflex (hOKR) in mice.

METHODS

Training paradigms were categorized into seven groups according to the duration of spacing interval, keeping total duration of hOKR training including spacing almost equal in all training paradigms.

RESULTS

The amount of short-term hOKR gain increase immediately after the 60 min hOKR training was not significantly different among seven training paradigms. The hOKR adaptation was still in progress during a spacing interval, and the increment in hOKR gain tended to be greater with the longer spacing interval. The increase in hOKR gain was maintained until 48 hr after the end of training in both massed and spaced training.

CONCLUSION

The short-term learning effect was not significantly different among training paradigms regardless of spacing interval in hOKR adaptation, which suggests that the spacing effect is robust enough to overcome the shortage of optokinetic training cycles in hOKR adaptation.

Multiple Exposures Enhance Both Item Memory and Contextual Memory Over Time

Repetition learning is an efficient way to enhance memory performance in our daily lives and educational practice. However, it is unclear to what extent repetition or multiple exposures modulate different types of memory over time. The inconsistent findings on it may be associated with encoding strategy. In this study, participants were presented with pairs of pictures (same, similar, and different) once (see section “Experiment 1”) or three times (see section “Experiment 2”) and were asked to make a same/similar/different judgment. By this, an elaborative encoding is more required for the “same” and “similar” conditions than the “different” condition. Then after intervals of 10 min, 1 day, and 1 week, they were asked to perform a recognition test to discriminate a repeated and a similar picture, followed by a remember/know/guess assessment and a contextual judgment. The results showed that after learning the objects three times, both item memory and contextual memory improved. Multiple exposures enhanced the hit rate for the “same” and “similar” conditions, but did not change the false alarm rate significantly. The recollection, rather than the familiarity, contributed to the repetition effect. In addition, the memory enhancement was manifested in each encoding condition and retention interval, especially for the “same” condition and at 10-min and 1-day intervals. These results clarify how repetition influences item and contextual memories during discriminative learning and suggest that multiple exposures render the details more vividly remembered and retained over time when elaborative encoding is emphasized.

Pedagogical considerations for the teaching of evaluation

Pedagogy and andragogy refer to the philosophical and empirical assumptions that instructors make about what and how people learn. These assumptions guide much of the subsequent instructional design process, including learning objectives, learning experiences, assessment techniques, and more. Most of the existing literature in evaluator education is descriptive in nature, and there has been limited attention to research on pedagogy specific to evaluation or identification of effective practices for teaching evaluation. As a result, we know very little about the theoretical or practical pedagogy of evaluation. As a first step in understanding this pedagogy, this article first synthesizes relevant concepts, principles of learning, and models of instructional design principles of learning developed in the field of education. The authors then offer case examples of how these ideas, principles, models, and pedagogies apply to five evaluation-specific courses.

Role of the hippocampus in the spacing effect during memory retrieval

It is well known that distributed learning (DL) leads to improved memory performance compared with massed learning (ML) (i.e., spacing effect). However, the extent to which the hippocampus is involved in the spacing effect at shorter and longer retention intervals remains unclear. To address this issue, two groups of participants were asked to encode face-scene pairs at 20-min, 1-day, and 1-month intervals before they were scanned using fMRI during an associative recognition task. The pairs were repeated six times in either a massed (i.e., six times in 1 day) or a distributed (i.e., six times over 3 days, twice per day) manner. The results showed that compared with that in the ML group, the activation of the left hippocampus was stronger in the DL group when the participants retrieved old pairs correctly and rejected new pairs correctly at different retention intervals. In addition, the posterior hippocampus was more strongly activated when the new associations were rejected correctly after DL than ML, especially at the 1-month interval. Hence, our results provide evidence that the hippocampus is involved in better memory performance after DL compared to ML at both shorter and longer retention intervals.

Role of Massed Versus Distributed Practice in Learning Novel Foreign Language Utterances

The current study compared the role of massed versus distributed practice in learning novel foreign language utterances. Fifty healthy native English-speaking participants were randomly assigned to either massed or distributed practice groups. All participants practiced eight novel French utterances 25 times each for a total of 200 times, with the spacing of practice sessions differing between the two groups. Both the groups completed an immediate retention as well as a delayed retention test. Participants' learning was evaluated based on phonetic accuracy and naturalness of the French utterances. The findings revealed that participants involved in distributed practice demonstrated better learning over participants involved in massed practice. Future research should aim to extrapolate these findings in treating speech disorders.

Bridging Biological and Artificial Neural Networks with Emerging Neuromorphic Devices: Fundamentals, Progress, and Challenges

As the research on artificial intelligence booms, there is broad interest in brain-inspired computing using novel neuromorphic devices. The potential of various emerging materials and devices for neuromorphic computing has attracted extensive research efforts, leading to a large number of publications. Going forward, in order to better emulate the brain's functions, its relevant fundamentals, working mechanisms, and resultant behaviors need to be re-visited, better understood, and connected to electronics. A systematic overview of biological and artificial neural systems is given, along with their related critical mechanisms. Recent progress in neuromorphic devices is reviewed and, more importantly, the existing challenges are highlighted to hopefully shed light on future research directions.

Necessity of Sleep for Motor Gist Learning in Mice

With respect to behavior, the term memory "consolidation" has canonically been used to describe increased fidelity during testing to a learned behavior shaped during training. While the sleeping brain appears to certainly aid in consolidation by this definition for a variety of memories, including motor memories, growing evidence suggests that sleep allows for much more flexible use of the information encountered during prior wakefulness. Sleep has been shown to augment the extraction of gist or patterns from wake experience in human subjects, but this has been difficult to recapitulate in animal models owing to the semantic requirements in many such tasks. Here we establish a model of motor gist learning in mice in which two bouts of exclusive forward running on the rotarod significantly augments the first experience of exclusive backward running. This augmentation does not occur if sleep is disrupted following the forward running template behavior or if a period of natural wakefulness follows one of the two bouts of exclusive forward running. This suggests that sleep is required for the extraction of the motor gist of forward running to apply to backward running.

Differentiation of Human Medial Prefrontal Cortex Activity Underlies Long-Term Resistance to Forgetting in Memory

It is well known that distributing study events over time leads to better memory over long time scales, compared with massing study events together. One explanation for such long-term resistance to forgetting is that distributed study leads to neural differentiation in memory, which supports retrieval of past experiences by disambiguating highly similar memory representations. Neuroanatomical models of episodic memory retrieval propose that the hippocampus and medial prefrontal cortex (MPFC) work together to enable retrieval of behaviorally appropriate memories. However, it is not known how representations in these regions jointly support resistance to forgetting long after initial learning. Using fMRI, we measured differentiation in retrieved memory representations following an extended delay in male and female human participants. After 1 week, word-object associations were better remembered if studied across 2 d (overnight), allowing associations to be learned in distinct temporal contexts, compared with learning within a single day (same day). MPFC retrieval patterns showed differentiation for overnight relative to same day memories, whereas hippocampal patterns reflected associative retrieval success. Overnight memory differentiation in MPFC was higher for associative than item memories and higher than differentiation assessed over a brain-wide set of retrieval-active voxels. The memory-related difference in MPFC pattern differentiation correlated with memory success for overnight learning and with hippocampal-MPFC functional connectivity. These results show that learning information across days leads to differentiated MPFC memory representations, reducing forgetting after 1 week, and suggest this arises from persistent interactions between MPFC and hippocampus.SIGNIFICANCE STATEMENT Neural activity in both the hippocampus and medial prefrontal cortex (MPFC) has been linked to memory-related representations, but prior work has not examined how these representations support episodic memory retrieval over extended time scales that are characteristic of everyday retrieval. We show that differentiation in MPFC activity 1 week after encoding is higher for retrieved information learned across 2 d compared with within a single day. In hippocampus, differentiation was greater for detailed memory retrieval but was not influenced by whether information had been learned over 1 or 2 d. Differentiation in MPFC predicted behavioral robustness to forgetting and was correlated with hippocampal-MPFC connectivity. The results suggest that context-based differentiation supports robust long-term memory via persistent MPFC-hippocampal interactions.

Attending to behaviorally relevant moments enhances incidental relational memory

Memory for the items one has recently encountered is sometimes enhanced in divided attention tasks: Attending to behaviorally relevant items, such as a target in a detection task, boosts memory for unrelated background items (e.g., scenes or words). However, a central feature of episodic memory is memory for the spatiotemporal relationship between items and other elements of an event (relational memory), not just the item itself. Three experiments examined whether attending to a behaviorally relevant target-item boosts memory for the relationship between that item, its features, and a background scene. Participants memorized briefly presented scenes. At the same time, they pressed a button if a second unrelated item (a figure or face) was a particular target color (Experiments 1 and 2) or target gender (Experiment 3) rather than a distractor color or gender. Target and distractor items also varied in task-irrelevant features (shape, location, or facial identity). If attending to behaviorally relevant events influences relational memory, then participants should be better able to report both target-defining and irrelevant features of items that appeared with target-paired scenes rather than distractor-paired scenes. This was the case in all experiments: memory was enhanced for the target-paired scenes as well as the association between a scene and features of the paired target-item. Attending to behaviorally relevant moments therefore has broader effects on memory encoding than previously thought. In addition to boosting memory for unrelated background items, attending to targets facilitates relational memory in these tasks.

Decision-making Increases Episodic Memory via Postencoding Consolidation

The ability for individuals to actively make decisions engages regions within the mesolimbic system and enhances memory for chosen items. In other behavioral contexts, mesolimbic engagement has been shown to enhance episodic memory by supporting consolidation. However, research has yet to investigate how consolidation may support interactions between decision-making and episodic memory. Across two studies, participants encoded items that were covered by occluder screens and could either actively decide which of two items to uncover or an item was preselected by the experimenter. In Study 1, we show that active decision-making reduces forgetting rates across an immediate and 24-hr memory test, a behavioral marker of consolidation. In Study 2, we use functional neuroimaging to characterize putative neural markers of memory consolidation by measuring interactions between the hippocampus and perirhinal cortex (PRC) during a postencoding period that reexposed participants to elements of the decision-making context without exposing them to memoranda. We show that choice-related striatal engagement is associated with increased postencoding hippocampal-PRC interactions. Finally, we show that a previous reported relationship between choice-related striatal engagement and long-term memory is accounted for by these postencoding hippocampal-PRC interactions. Together, these findings support a model by which actively deciding to encode information enhances memory consolidation to preserve episodic memory for outcomes, a process that may be facilitated by reexposure to the original decision-making context.

Memory Contextualization: The Role of Prefrontal Cortex in Functional Integration across Item and Context Representational Regions

Memory recall is facilitated when retrieval occurs in the original encoding context. This context dependency effect likely results from the automatic binding of central elements of an experience with contextual features (i.e., memory "contextualization") during encoding. However, despite a vast body of research investigating the neural correlates of explicit associative memory, the neural interactions during encoding that predict implicit context-dependent memory remain unknown. Twenty-six participants underwent fMRI during encoding of salient stimuli (faces), which were overlaid onto unique background images (contexts). To index subsequent context-dependent memory, face recognition was tested either in intact or rearranged contexts, after scanning. Enhanced face recognition in intact relative to rearranged contexts evidenced successful memory contextualization. Overall subsequent memory effects (brain activity predicting whether items were later remembered vs. forgotten) were found in the left inferior frontal gyrus (IFG) and right amygdala. Effective connectivity analyses showed that stronger context-dependent memory was associated with stronger coupling of the left IFG with face- and place-responsive areas, both within and between participants. Our findings indicate an important role for the IFG in integrating information across widespread regions involved in the representation of salient items and contextual features.

Brain regions and functional interactions supporting early word recognition in the face of input variability

Perception and cognition in infants have been traditionally investigated using habituation paradigms, assuming that babies' memories in laboratory contexts are best constructed after numerous repetitions of the very same stimulus in the absence of interference. A crucial, yet open, question regards how babies deal with stimuli experienced in a fashion similar to everyday learning situations-namely, in the presence of interfering stimuli. To address this question, we used functional near-infrared spectroscopy to test 40 healthy newborns on their ability to encode words presented in concomitance with other words. The results evidenced a habituation-like hemodynamic response during encoding in the left-frontal region, which was associated with a progressive decrement of the functional connections between this region and the left-temporal, right-temporal, and right-parietal regions. In a recognition test phase, a characteristic neural signature of recognition recruited first the right-frontal region and subsequently the right-parietal ones. Connections originating from the right-temporal regions to these areas emerged when newborns listened to the familiar word in the test phase. These findings suggest a neural specialization at birth characterized by the lateralization of memory functions: the interplay between temporal and left-frontal regions during encoding and between temporo-parietal and right-frontal regions during recognition of speech sounds. Most critically, the results show that newborns are capable of retaining the sound of specific words despite hearing other stimuli during encoding. Thus, habituation designs that include various items may be as effective for studying early memory as repeated presentation of a single word.

Effects of learning experience on forgetting rates of item and associative memories

Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed learning (ML) or a distributed learning (DL) mode. Then they were tested for item and associative recognition separately after four retention intervals: 10 min, 1 d, 1 wk, and 1 mo. The contribution of recollection and familiarity processes were assessed by participants' remember/know judgments. The results showed that for both item and associative memories, across different degrees of learning, recollection decreased significantly and was the main source of forgetting over time, whereas familiarity remained relatively stable over time. Learning multiple times led to slower forgetting at shorter intervals, depending on recollection and familiarity processes. Compared with massed learning, distributed learning (six times) especially benefited associative memory by increasing recollection, leading to slower forgetting at longer intervals. This study highlighted the importance of process contribution and learning experiences in modulating the forgetting rates of item and associative memories. We interpret these results within the framework of a dual factor representational model of forgetting (as noted in a previous study) in which recollection is more prone to decay over time than familiarity.

Intensive mode delivery of a neuroanatomy unit: lower final grades but higher student satisfaction

In 2011, Macquarie University moved to a three-session academic year which included two 13-week sessions (traditional mode) and one seven-week session (intensive mode). This study was designed to compare the intensive and traditional modes of delivery in a unit of undergraduate neuroanatomy. The new intensive mode neuroanatomy unit provided the same quantity and quality of material to the same standard, delivered by the same teachers and over the same total hours, but in a shorter timeframe. All students enrolled in session 2 (traditional mode) and session 3 (intensive mode) were invited to participate in this study. The main outcome measures were the final course grades and level of satisfaction with the course. Although there was no significant difference between the two cohorts in self-rated level of knowledge (P = 0.148), the traditional mode cohort achieved significantly higher final grades compared to the intensive mode cohort (P = 0.001). Similarly, the distribution of final grades was also different between the two cohorts. The two cohorts were equally satisfied with the unit overall, and with the lectures and tutorials. However, the intensive mode cohort was more satisfied with the laboratory practical classes compared to the traditional mode cohort (P < 0.001). Thus this study demonstrates that in the case of neuroanatomy, which is high in content, when the course is taught to the same standards as exist in the traditional mode of delivery, the students do not do as well even though they enjoy the course equally.

Perirhinal-hippocampal connectivity during reactivation is a marker for object-based memory consolidation

The present study utilized event-related fMRI to address the role of the human perirhinal cortex (PRC), and its interactions with the hippocampus, in memory consolidation. Participants encoded object-based and scene-based associations and then restudied them either after a "long" or "short" delay during which consolidation could occur. We found that BOLD activation in left PRC and hippocampal-PRC functional connectivity were significantly enhanced during the restudy of the long versus short delay word-object pairs. Secondly, hippocampal-PRC connectivity during restudy of the long delay word-object pairs predicted a subsequent reduction in associative forgetting. By contrast, hippocampal-PRC connectivity did not predict subsequent resistance to forgetting for the short delay or novel associations. Together, these results provide evidence for perirhinal-hippocampal interactions in the selective consolidation of object-based associative memories and provide support for the notion that, during early stages of consolidation, memories become more distributed across brain regions.

Does this sound familiar? Effects of timbre change on episodic retrieval of novel melodies

Three experiments investigated episodic retrieval of novel melodies and tested how a change in timbre between study and test affects the two processes underlying recognition memory, conscious recollection and familiarity. In Experiments 1 and 2, conscious recollection and familiarity were operationalized using the remember/know paradigm. We additionally assessed the influence of the number of presentations during learning in Experiment 1, and the effect of massed versus distributed learning in Experiment 2. Experiment 3 confirmed that participants could also indicate a change in timbre explicitly (same versus different timbre classifications). In all experiments, melodies were better recognized when the timbre at study and test was identical. Effects of timbre change were more pronounced for recollection than familiarity. Distributed learning specifically enhanced the same-timbre advantage on recollection. Together, these results suggest that timbre serves both as a context cue and as an integrated feature of a melody.

The proboscis extension reflex to evaluate learning and memory in honeybees (Apis mellifera): some caveats

The proboscis extension reflex (PER) is widely used in a classical conditioning (Pavlovian) context to evaluate learning and memory of a variety of insect species. The literature is particularly prodigious for honeybees (Apis mellifera) with more than a thousand publications. Imagination appears to be the only limit to the types of challenges to which researchers subject honeybees, including all the sensory modalities and a broad diversity of environmental treatments. Accordingly, some remarkable insights have been achieved using PER. However, there are several challenges to evaluating the PER literature that warrant a careful and thorough review. We assess here variation in methods that makes interpretation of studies, even those researching the same question, tenuous. We suggest that the numerous variables that might influence experimental outcomes from PER be thoroughly detailed by researchers. Moreover, the influence of individual variables on results needs to carefully evaluated, as well as among two or more variables. Our intent is to encourage investigation of the influence of numerous variables on PER results.

Parallels between spacing effects during behavioral and cellular learning

Repeated learning improves memory. Temporally distributed ("spaced") learning can be twice as efficient than massed learning. Importantly, learning success is a non-monotonic maximum function of the spacing interval between learning units. Further optimal spacing intervals seem to exist at different time scales from seconds to days. We briefly review the current state of knowledge about this "spacing effect" and then discuss very similar but so far little noticed spacing patterns during a form of synaptic plasticity at the cellular level, called long term potentiation (LTP). The optimization of learning is highly relevant for all of us. It may be realized easily with appropriate spacing. In our view, the generality of the spacing effect points to basic mechanisms worth for coordinated research on the different levels of complexity.

Bumblebees exhibit the memory spacing effect

Associative learning is key to how bees recognize and return to rewarding floral resources. It thus plays a major role in pollinator floral constancy and plant gene flow. Honeybees are the primary model for pollinator associative learning, but bumblebees play an important ecological role in a wider range of habitats, and their associative learning abilities are less well understood. We assayed learning with the proboscis extension reflex (PER), using a novel method for restraining bees (capsules) designed to improve bumblebee learning. We present the first results demonstrating that bumblebees exhibit the memory spacing effect. They improve their associative learning of odor and nectar reward by exhibiting increased memory acquisition, a component of long-term memory formation, when the time interval between rewarding trials is increased. Bombus impatiens forager memory acquisition (average discrimination index values) improved by 129% and 65% at inter-trial intervals (ITI) of 5 and 3 min, respectively, as compared to an ITI of 1 min. Memory acquisition rate also increased with increasing ITI. Encapsulation significantly increases olfactory memory acquisition. Ten times more foragers exhibited at least one PER response during training in capsules as compared to traditional PER harnesses. Thus, a novel conditioning assay, encapsulation, enabled us to improve bumblebee-learning acquisition and demonstrate that spaced learning results in better memory consolidation. Such spaced learning likely plays a role in forming long-term memories of rewarding floral resources.