The Psychology and Neuroscience of Forgetting

Distortion of overlapping memories relates to arousal and anxiety

Everyday experiences often overlap, challenging our ability to maintain distinct episodic memories. One way to resolve such interference is by exaggerating subtle differences between remembered events, a phenomenon known as memory repulsion. Here, we tested whether repulsion is influenced by emotional arousal, when resolving memory interference is perhaps most needed. We adapted an existing paradigm in which participants repeatedly studied object-face associations. Participants studied two different-colored versions of each object: a to-be-tested "target" and its not-to-be-tested "competitor" pair mate. The level of interference between target and competitor pair mates was manipulated by making the object colors either highly similar or less similar, depending on the participant group. To manipulate arousal, the competitor object-face associations were preceded by either a neutral tone or an aversive and arousing burst of white noise. Memory distortion for the color of the target objects was tested after each study round to examine whether memory distortions emerge after learning. We found that participants with greater sound-induced pupil dilations, an index of physiological arousal, showed greater memory attraction of target colors towards highly similar competitor colors. Greater memory attraction was also correlated with greater memory interference in the last round of learning. Additionally, individuals who self-reported higher trait anxiety showed greater memory attraction when one of the overlapping memories was associated with something aversive. Our findings suggest that memories of similar neutral and arousing events may blur together after repeated exposures, especially in individuals who show higher arousal responses and symptoms of anxiety.

Tell me why: the missing w in episodic memory's what, where, and when

Endel Tulving defined episodic memory as consisting of a spatiotemporal context. It enables us to recollect personal experiences of people, things, places, and situations. In other words, it is made up of what, where, and when components. However, this definition does not include arguably the most important aspect of episodic memory: the why. Understanding why we remember has important implications to better understand how our memory system works and as a potential target of intervention for memory impairment. The intrinsic and extrinsic factors related to why some experiences are better remembered than others have been widely investigated but largely independently studied. How these factors interact with one another to drive an event to become a lasting memory is still unknown. This review summarizes research examining the why of episodic memory, where we aim to uncover the factors that drive core features of our memory. We discuss the concept of episodic memory examining the what, where, and when, and how the why is essential to each of these key components of episodic memory. Furthermore, we discuss the neural mechanisms known to support our rich episodic memories and how a why signal may provide critical modulatory impact on neural activity and communication. Finally, we discuss the individual differences that may further drive why we remember certain experiences over others. A better understanding of these elements, and how we experience memory in daily life, can elucidate why we remember what we remember, providing important insight into the overarching goal of our memory system.

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.

The fickleness of forgetting: When, why, and how do patient groups differ (or not)?

This commentary will review recent findings regarding forgetting rates in patient groups, including observations from some older, less cited studies. It will draw attention to studies (and reviews) indicating faster forgetting of recalled or recollected memories, relative to recognition or familiarity-based memory. Secondly, it will focus upon the variability of findings in forgetting rate studies, including variability of performance between individuals within groups, inconsistency by individuals across test sessions and/or when tested many years apart, and discordance between equivalent or near-equivalent studies. Thirdly, it will consider the distinction between studies finding early forgetting or progressive/quantitative memory loss and those suggesting a later, 'qualitative' change in forgetting rate. The latter pattern, most commonly seen in epilepsy cases, may be relatively infrequent when appropriate account has been taken of variation in controls' performance, and effect sizes can be low. There is also a need for an adequate neurobiological account of this delayed (or 'later') forgetting. Fourthly, the major contributions of Sergio Della Sala, Alan Baddeley, and their colleagues will be reviewed, drawing our attention to important factors in experimental design, such as the presence or absence of repeated practice, recall of gist versus peripheral detail, and parallel forgetting curves from different levels of initial learning. The paper concludes with a summary of the major findings in (i) healthy participants (including studies of normal ageing), (ii) memory-disordered patients arising from focal lesions, (iii) Alzheimer and MCI patients, and (iv) epilepsy patients.

Inhibition of the Integrated Stress Response Prevents Natural Forgetting and Corrects Accelerated Forgetting Associated with Epilepsy

The neural mechanisms underlying the natural and maladaptive forgetting of established memory remain largely unknown. Brain disease states might hijack the physiological forgetting mechanisms, resulting in maladaptive forgetting such as accelerated forgetting that contributes to cognitive decline in various neurologic conditions including epilepsy. Based on the key role of the integrated stress response (ISR) in memory storage and maintenance, we determined whether the ISR underpins natural and accelerated forgetting. Here, based on the object location recognition (OLR) and novel object recognition (NOR) paradigms in mice, we found that the ISR was activated while an established memory was naturally forgotten, which was denoted by increased levels of phosphorylated eukaryotic translation initiation factor 2α (eIF2α) and activating transcription factor 4 (ATF4), and reduced general protein synthesis. Multiple administrations of ISRIB, a small molecule ISR inhibitor, during the memory retention interval attenuated the ISR activation, and prevented the natural forgetting of established OLR and NOR memories. At the same time, a single injection of ISRIB has no effect on natural forgetting and memory retrieval. Moreover, administration of pentylenetetrazole (PTZ), an inducer of epileptic seizures, during the memory retention interval provoked the ISR activation and accelerated forgetting, which was corrected by ISRIB treatment. Together, our findings suggest that the ISR is critically involved in natural forgetting and accelerated forgetting associated with epilepsy, and pharmacological inhibition of the ISR may emerge as a novel intervention strategy for accelerated forgetting in patients with epilepsy.

Semantic relatedness proactively benefits learning, memory, and interdependence across episodes

Over the past century of memory research, the interplay between initial and later-learned information in determining long-term memory retention has been of central interest. A likely factor for determining whether initial and later memories interfere with or strengthen each other is semantic relatedness. Relatedness has been shown to retroactively boost initial memory and increase the interdependence between earlier and more recent experiences in memory. Here, we investigated the converse relationship of how relatedness proactively affects later memory for paired associates. In five experiments (N=1000 total), we varied the relatedness between initial and later cues, initial and later targets, or both. Across experiments and conditions, relatedness profoundly benefited later-learned memories - in some conditions, low relatedness reliably produced proactive interference (versus a control condition) while high relatedness produced proactive facilitation within the same experiment. Additionally, relatedness also accelerated learning and increased interdependence between initial and later-learned pairs. In sum, we demonstrate the robust effects of relatedness in scaffolding memory for recently learned information and creating strong integrative links with prior experiences.

Expected and unexpected long-term effects of values affirmation in school

BACKGROUND

An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11-14, increased the mathematics attainment of students of low socioeconomic status (SES).

AIMS

This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment.

SAMPLE

The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES).

METHODS

The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed.

RESULTS

The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls.

CONCLUSIONS

The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period.

Time after Time: Preserving Temporal Memories When Experiences Repeat

Remembering when events occur in time is fundamental to episodic memory. Yet, many experiences repeat over time creating the potential for interference when attempting to recall temporally specific memories. Here, we argue that temporal memories are protected, in part, by reinstatement of temporal context information that is triggered by stimulus repetitions. We motivate this argument by integrating seminal findings across several distinct literatures and methodologies. Specifically, we consider key insights from foundational behavioral studies of temporal memory, recent electrophysiological and neuroimaging approaches to measuring memory reinstatement, and computational models that describe how temporal context representations shape memory processes. We also note several open questions concerning how temporal context reinstatement might influence subsequent temporal memory, including potential mediating effects of event spacing and event boundaries. These ideas and questions have the potential to guide future research and, ultimately, to advance theoretical accounts of how we preserve temporal memories.

Active and Passive Offline Breaks Differentially Impact the Consolidation of Procedural Motor Memories in Children and Adults

INTRODUCTION

Short post-learning breaks, lasting from 5 to 30 min, transiently enhance procedural motor memory performance in adults. However, the impact of activity type (active vs. passive) during the offline break on sequential motor performance remains poorly investigated in children.

METHOD

This study examined the impact of active versus passive post-learning breaks on procedural motor memory in 116 healthy participants (58 children, aged 9.03 ± 1.19; 58 adults, aged 22.89 ± 1.77 years). Participants practiced a Finger Tapping Task, reproducing a five-element keypress sequence as fast and accurately as possible. The task included two sessions (S1 and S2) separated by either a short (30 min) or long (4 h) break. The first 30-min of the post-learning break included either a passive (remaining still) or an active (engaging in daily activities) condition.

RESULTS

Repeated-measures ANOVA revealed significant Session × Age group × Break duration and Session × Break type interaction effects (ps < 0.05). Post hoc analyses indicated Session effects in adults after both Break types, but only after short Break duration (S1 < S2, p < 0.001; long delay p = 0.1). In children, Session effects were observed after both short and long breaks, but only in the active Break type (S1 < S2, ps < 0.001; passive condition p = 0.1).

CONCLUSION

These results revealed spontaneous post-learning motor performance improvements at both short and long delays in children, but only in the active post-training condition, unlike adults who showed improvements only at short delays, regardless of activity type. This suggests developmental differences in offline conditions (duration and activity) linked to plasticity mechanisms underlying procedural motor memory consolidation.

Reducing PTSD in mass medical events: An immediate preventive intervention

A preventive approach to Post-Traumatic Stress Disorder (PTSD) through an Immediate Psycho-Trauma Intervention (IPTI) may significantly reduce PTSD likelihood and provide a cost-effective way to alleviate suffering. This mixed-method study 1) compared medics who received an IPTI to those who did not after a mass medical event, 2) compared the number medics diagnosed with PTSD from the IPTI group to the minimum number in similar cases reported in the literature. The results indicated that 1.09 % of the medics who underwent the IPTI (N = 275) followed by peer discussion groups and a memorial ceremony were formally diagnosed with PTSD in contrast to the 5 %-20 % reported in similar circumstances. Of these, all but three resumed work within their emergency medical teams. In the one-year qualitative follow-up interviews (N = 14), the IPTI recipients exhibited significantly fewer PTSD symptoms and negative effects than the non-IPTI group. They reported fewer negative themes and a reduced need for professional psycho-trauma assistance, with no significant differences in event recollections between groups. These findings point to the efficacy of the VIOS IPTI in mitigating PTSD risk and suggest its potential for widespread application in clinical settings as a preemptive measure in response to traumatic events.

Ethical Issues in Memory Modification Technology: A Scoping Review

Memory modification technology (MMT) refers to the use of neurotechnologies to intervene in memories. Many scholars have reflected on the ethical issues in MMT, but a comprehensive review of this topic has not been seen. This article presents the first scoping review study of ethical issues in MMT using a bibliometric and systematic approach. After thorough examination, 133 records of key literature are included in this scoping review. Six core ethical themes are extracted: (1) self, identity, and authenticity; (2) autonomy and informed consent; (3) welfare and happiness; (4) safety and risks; (5) responsibility and obligation; (6) social and legal justice. More detailed analyses are conducted on the moral stances and reasons held by different scholars concerning these ethical themes. As can be seen, current debates exhibit certain shortcomings, including ambiguous ethical concepts and a restricted scope of analysis. Therefore, we call for deeper reflections on the philosophical foundations, more precise definitions of ethical terms, and more comprehensive examinations of neurotechnological applications, in order to better address the ethical challenges in the future.

Effortful retrieval of semantic memories induces forgetting of related negative and neutral episodic memories

Retrieval-induced forgetting (RIF) experiments show that the act of retrieving some recently encoded items from a given conceptual category leads to greater forgetting of competing items from that same category. However, RIF studies using emotional stimuli have produced mixed results, perhaps due to the reinstatement of arousal or negative affect during retrieval practice. To induce forgetting of negative episodic memories more indirectly, we examined if retrieving neutral semantic memories leads to RIF of related negative memories. In two experiments, participants studied eight categorized lists comprised of an equal number of negative and neutral words (Experiment 1) or neutral words preceded by neutral or negative images (Experiment 2). To avoid re-exposing individuals to negative material during retrieval practice, participants then performed a semantic memory retrieval task in which they generated (i.e., completed word-stems for) new neutral words from half of the studied categories. We found that semantic retrieval, or word generation, induced forgetting of recently studied words irrespective of their emotional valence or original emotional context. Additionally, across both experiments, less successful word generation was associated with stronger RIF effects. In Experiment 2, the magnitude of RIF was also correlated with higher subjective ratings of retrieval effort during word generation. Together, these results suggest that even when retrieving neutral semantic memories, effortful retrieval may enhance inhibitory processes that lead to forgetting of both neutral and negative episodic memories.

Lateralization of acquisition and consolidation in direction but not amplitude of a motor skill task

Previous research suggests that the neural processes underlying specification of movement direction and amplitude are independently represented in the nervous system. However, our understanding of acquisition and consolidation processes in the direction and distance learning remains limited. We designed a virtual air hockey task, in which the puck direction is determined by the hand direction at impact, while the puck distance is determined by the amplitude of the velocity. In two versions of this task, participants were required to either specify the direction or the distance of the puck, while the alternate variable did not contribute to task success. Separate groups of right-handed participants were recruited for each task. Each participant was randomly assigned to one of two groups with a counter-balanced arm practice sequence (right to left, or left to right). We examined acquisition and, after 24 h, we examined two aspects of consolidation: 1) same hand performance to test the durability and 2) the opposite hand to test the effector-independent consolidation (interlimb transfer) of learning. The distance task showed symmetry between hands in the extent of acquisition as well as in both aspects of consolidation. In contrast, the direction task showed asymmetry in both acquisition and consolidation: the dominant right arm showed faster and greater acquisition and greater transfer from the opposite arm training. The asymmetric acquisition and consolidation processes shown in the direction task might be explained by lateralized control and mapping of direction, an interpretation consistent with previous findings on motor adaptation paradigms.

Higher intensity exercise after encoding is more conducive to episodic memory retention than lower intensity exercise: A field study in endurance runners

An acute bout of exercise in the moments after learning benefits the retention of new memories. This finding can be explained, at least partly, through a consolidation account: exercise provides a physiological state that is conducive to the early stabilisation of labile new memories, which supports their retention and subsequent retrieval. The modification of consolidation through non-invasive exercise interventions offers great applied potential. However, it remains poorly understood whether effects of exercise translate from the laboratory to naturalistic settings and whether the intensity of exercise determines the effect in memory. To this end, adult endurance runners were recruited as participants and completed two study sessions spaced two weeks apart. In each session, participants were presented with a list of words and asked to recall them on three occasions: (i) immediately following their presentation, (ii) after a 30-minute retention interval, and (iii) after 24 hours. Crucially, the 30-minute retention interval comprised our experimental manipulation: higher intensity exercise (running) in the first session and lower intensity exercise (walking) in the second, both completed in a naturalistic setting around participants' existing physical activity training programmes. Exertion was recorded through heart rate and rate of perceived exertion data. Alertness, mood, and arousal ratings were also collected before and after the 30-minute retention interval. Immediate memory for the two wordlists was matched, but participants retained significantly more words after 30 minutes and 24 hours when encoding was followed by higher than lower intensity exercise. Exertion data revealed that participants experienced vigorous and light exercise in the higher and lower intensity conditions, respectively. Significant improvements in alertness, mood, and arousal were observed following both exercise conditions, but especially in the higher intensity condition. These outcomes reveal that experiencing higher intensity physical activity in the field is conducive to declarative memory retention, possibly because it encourages consolidation.

Human retrograde amnesia and memory consolidation

This paper reports a reassessment of published literature on the question of whether retrograde amnesia data from patients with severe trauma supports the idea that there is ongoing consolidation of long-lasting memories. That is, memory consolidation continues for decades with older memories being increasingly consolidated, and, thus, more protected from forgetting. Our analysis was limited to patients with specific traumas rather than neurodegenerative conditions that can be complicated by the additional presence of significant anterograde amnesia. These constraints were used because trauma patients have a definitive start to their amnesia allowing comparison of their memories before this event, unlike when there is an undefined amnesia onset. Our results revealed that the standard account of retrograde amnesia only fits part of the data, with more than half not conforming to this account. Specifically, damage to different brain areas was associated with different patterns of retrograde amnesia. Those cases where the standard retrograde amnesia account was held tended to involve damage to the hippocampus and temporal lobes, as expected. Future directions to better understand the influence of retrograde amnesia and memory consolidation are suggested.

Sleep Consolidation Potentiates Sensorimotor Adaptation

Contrary to its well-established role in declarative learning, the impact of sleep on motor memory consolidation remains a subject of debate. Current literature suggests that while motor skill learning benefits from sleep, consolidation of sensorimotor adaptation (SMA) depends solely on the passage of time. This has led to the proposal that SMA may be an exception to other types of memories. Here, we addressed this ongoing controversy in humans through three comprehensive experiments using the visuomotor adaptation paradigm (N = 290, 150 females). In Experiment 1, we investigated the impact of sleep on memory retention when the temporal gap between training and sleep was not controlled. In line with the previous literature, we found that memory consolidates with the passage of time. In Experiment 2, we used an anterograde interference protocol to determine the time window during which SMA memory is most fragile and, thus, potentially most sensitive to sleep intervention. Our results show that memory is most vulnerable during the initial hour post-training. Building on this insight, in Experiment 3, we investigated the impact of sleep when it coincided with the critical first hour of memory consolidation. This manipulation unveiled a benefit of sleep (30% memory enhancement) alongside an increase in spindle density and spindle-SO coupling during NREM sleep, two well-established neural markers of sleep consolidation. Our findings reconcile seemingly conflicting perspectives on the active role of sleep in motor learning and point to common mechanisms at the basis of memory formation.

Differential effects of clonazepam on declarative memory formation and face recognition

Benzodiazepines are commonly used drugs to treat anxiety in crime witnesses. These increase GABA inhibitory effects, which impairs aversive memory encoding and consolidation. Eyewitness memory is essential in justice. However, memory is malleable leading to false memories that could cause a selection of an innocent in a lineup. Here, we studied whether a low dose of Clonazepam impairs memory encoding as well as consolidation of faces and narrative of the event. We performed two experiments using a double-blind and between subject design (N = 216). Day 1: subjects watched a crime video and received Clonazepam 0.25 mg (CLZ group) or placebo (PLC group) before (Exp. 1) or after the video (Exp. 2) to assess the effect on encoding and consolidation. One week later, the memory was assessed using a present and absent target lineup and asking for a free recall. Regarding encoding, we found that in the CLZ group memory was impaired in the free recall task, while no differences were found for recognition memory. Regarding consolidation, we did not observe memory measures that were affected by this dose of benzodiazepines. The results suggest that while some aspects of eyewitness memory could be modulated even with low doses of benzodiazepine, others could not be affected. More studies should be performed with higher doses of CLZ similar to those administered in real life. These results are relevant in the judicial field to assess the reliability of the eyewitness elections under the effects of this drug.

Behavioural interference at event boundaries reduces long-term memory performance in the virtual water maze task without affecting working memory performance

Narrative episodic memory of movie clips can be retroactively impaired by presenting unrelated stimuli coinciding with event boundaries. This effect has been linked with rapid hippocampal processes triggered by the offset of the event, that are alternatively related either to memory consolidation or with working memory processes. Here we tested whether this effect extended to spatial memory, the temporal specificity and extent of the interference, and its effect on working- vs long-term memory. In three computerized adaptations of the Morris Water Maze, participants learned the location of an invisible target over three trials each. A second spatial navigation task was presented either immediately after finding the target, after a 10-s delay, or no second task was presented (control condition). A recall session, in which participants indicated the learned target location with 10 'pin-drop' trials for each condition, was performed after a 1-h or a 24-h break. Spatial memory was measured by the mean distance between pins and the true location. Results indicated that the immediate presentation of the second task led to worse memory performance, for both break durations, compared to the delayed condition. There was no difference in performance between the delayed presentation and the control condition. Despite this long-term memory effect, we found no difference in the rate of performance improvement during the learning session, indicating no effect of the second task on working memory. Our findings are in line with a rapid process, linked to the offset of an event, that is involved in the early stages of memory consolidation.

Effect of levels-of-processing on rates of forgetting

The levels-of-processing (LOP) framework, proposing that deep processing yields superior retention, has provided an important paradigm for memory research and a practical means of improving learning. However, the available levels-of-processing literature focuses on immediate memory performance. It is assumed within the LOP framework that deep processing will lead to slower forgetting than will shallow processing. However, it is unclear whether, or how, the initial level of processing affects the forgetting slopes over longer retention intervals. The present three experiments were designed to explore whether items encoded at qualitatively different LOP are forgotten at different rates. In the first two experiments, depth of processing was manipulated within-participants at encoding under deep and shallow conditions (semantic vs. rhyme judgement in Experiment 1; semantic vs. consonant-vowel pattern decision in Experiment 2). Recognition accuracy (d prime) was measured between-participants immediately after learning and at 30-min, 2-h, and 24-h delays. The third experiment employed a between-participants design, contrasting the rates of forgetting following semantic and phonological (rhyme) processing at immediate, 30-min, 2-h, and 6-h delays. Results from the three experiments consistently demonstrated a large effect size of levels of processing on immediate performance and a medium-to-large level effect size on delayed recognition, but crucially no LOP × delay group interaction. Analysis of the retention curves revealed no significant differences between the slopes of forgetting for deep and shallow processing. These results suggest that the rates of forgetting are independent of the qualitatively distinct encoding operations manipulated by levels of processing.

Detecting recollection: Human evaluators can successfully assess the veracity of others' memories

Humans have the highly adaptive ability to learn from others' memories. However, because memories are prone to errors, in order for others' memories to be a valuable source of information, we need to assess their veracity. Previous studies have shown that linguistic information conveyed in self-reported justifications can be used to train a machine-learner to distinguish true from false memories. But can humans also perform this task, and if so, do they do so in the same way the machine-learner does? Participants were presented with justifications corresponding to Hits and False Alarms and were asked to directly assess whether the witness's recognition was correct or incorrect. In addition, participants assessed justifications' recollective qualities: their vividness, specificity, and the degree of confidence they conveyed. Results show that human evaluators can discriminate Hits from False Alarms above chance levels, based on the justifications provided per item. Their performance was on par with the machine learner. Furthermore, through assessment of the perceived recollective qualities of justifications, participants were able to glean more information from the justifications than they used in their own direct decisions and than the machine learner did.

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.

New in, old out: Does learning a new language make you forget previously learned foreign languages?

Anecdotal evidence suggests that learning a new foreign language (FL) makes you forget previously learned FLs. To seek empirical evidence for this claim, we tested whether learning words in a previously unknown L3 hampers subsequent retrieval of their L2 translation equivalents. In two experiments, Dutch native speakers with knowledge of English (L2), but not Spanish (L3), first completed an English vocabulary test, based on which 46 participant-specific, known English words were chosen. Half of those were then learned in Spanish. Finally, participants' memory for all 46 English words was probed again in a picture naming task. In Experiment 1, all tests took place within one session. In Experiment 2, we separated the English pre-test from Spanish learning by a day and manipulated the timing of the English post-test (immediately after learning vs. 1 day later). By separating the post-test from Spanish learning, we asked whether consolidation of the new Spanish words would increase their interference strength. We found significant main effects of interference in naming latencies and accuracy: Participants speeded up less and were less accurate to recall words in English for which they had learned Spanish translations, compared with words for which they had not. Consolidation time did not significantly affect these interference effects. Thus, learning a new language indeed comes at the cost of subsequent retrieval ability in other FLs. Such interference effects set in immediately after learning and do not need time to emerge, even when the other FL has been known for a long time.

The effectiveness of two novel approaches to prevent intrusions: A pilot study comparing Tetris_dualtask and imagery rescripting to control

BACKGROUND AND OBJECTIVES

Post-traumatic stress disorder (PTSD) is a global health problem. Although effective treatments for it exist, early interventions that prevent PTSD from developing are lacking. The aim of this pilot analogue trauma study was to compare the effects of two potential early intervention strategies, namely Tetris_dualtask and imagery rescripting (IR) to a no-intervention control group on intrusion frequency and the vividness and emotionality of aversive film memory.

METHODS

Sixty healthy students were subjected to the trauma film paradigm and randomly allocated to either: Tetris_dualtask, IR or no-intervention. Main outcomes were the number of film-related intrusions at one week and vividness and emotionality ratings of the most aversive film memory. Secondary outcomes were PTSD-like symptoms, intrusion intensity, and explicit film memory.

RESULTS

The Tetris_dualtask group reported significant fewer intrusions compared to the no-intervention group; whereas the IR group did not. No effect was found on vividness and emotionality ratings, PTSD-like symptoms, intrusion intensity, and explicit memory.

LIMITATIONS

The sample size was small, and analogue trauma in healthy individuals was examined, thus generalizability may be limited. Also, to increase comparability between interventions, the duration of Tetris_dualtask and IR was standardized. As a result, the IR intervention was shorter compared to other studies, which might have decreased its efficacy.

CONCLUSIONS

The results of this pilot study suggest that playing Tetris during retrieval of traumatic images, might hold potential as an early intervention strategy to reduce intrusions in the early aftermath of trauma and adversity. However, future large-scale replication research is needed.

Post-encoding task engagement not attentional load is detrimental to awake consolidation

The fate of new memories depends partly on the cognitive state experienced immediately following encoding. Wakeful rest, relative to task engagement, benefits retention and this effect is typically explained through a consolidation account: rest is theorised to provide a state of minimal interference, which would otherwise disrupt consolidation. Yet, the determinants of consolidation interference, notably the contribution of attention, remain poorly characterised. Through a repeated measures design, we investigated attention load's impact on consolidation. In three phases, participants encountered a set of nonwords and underwent immediate recognition testing, experienced a 5-min delay condition, and completed a delayed recognition test for the nonwords. This cycle repeated for each phase before proceeding to the next. Delay conditions comprised of wakeful rest and two sustained attention to response tasks (SART) that were of low (SART-fixed) and high (SART-random) attention load. Immediate memory was matched across conditions, but delayed recognition was poorer after completing the SART-fixed and SART-random conditions, relative to rest. There was no difference between the two SART conditions. These data provide insights into the factors that contribute to the success of consolidation and indicate that the attention load of a task does not determine the magnitude of consolidation interference and associated forgetting.

A comparison of story-recall metrics to predict hippocampal volume in older adults with and without cognitive impairment

Objective: Process-based scores of episodic memory tests, such as the recency ratio (Rr), have been found to compare favourably to, or to be better than, most conventional or "traditional" scores employed to estimate memory ability in older individuals (Bock et al., 2021; Bruno et al., 2019). We explored the relationship between process-based scores and hippocampal volume in older adults, while comparing process-based to traditional story recall-derived scores, to examine potential differences in their predictive abilities. Methods: We analysed data from 355 participants extracted from the WRAP and WADRC databases, who were classified as cognitively unimpaired, or exhibited mild cognitive impairment (MCI) or dementia. Story Recall was measured with the Logical Memory Test (LMT) from the Weschler Memory Scale Revised, collected within twelve months of the magnetic resonance imaging scan. Linear regression analyses were conducted with left or right hippocampal volume (HV) as outcomes separately, and with Rr, Total ratio, Immediate LMT, or Delayed LMT scores as predictors, along with covariates. Results: Higher Rr and Tr scores significantly predicted lower left and right HV, while Tr showed the best model fit of all, as indicated by AIC. Traditional scores, Immediate LMT and Delayed LMT, were significantly associated with left and right HV, but were outperformed by both process-based scores for left HV, and by Tr for right HV. Conclusions: Current findings show the direct relationship between hippocampal volume and all the LMT scores examined here, and that process-based scores outperform traditional scores as markers of hippocampal volume.

The effect of reward-induced arousal on the success and precision of episodic memory retrieval

Moment-to-moment fluctuations in arousal can have large effects on learning and memory. For example, when neutral items are predictive of a later reward, they are often remembered better than neutral items without a reward association. This reward anticipation manipulation is thought to induce a heightened state of arousal, resulting in stronger encoding. It is unclear, however, whether these arousal-induced effects on encoding are 'all-or-none', or whether encoding precision varies from trial to trial with degree of arousal. Here, we examined whether trial-to-trial variability in reward-related pupil-linked arousal might correspond to variability in participants' long-term memory encoding precision. We tested this using a location memory paradigm in which half of the to-be-encoded neutral items were linked to later monetary reward, while the other half had no reward association. After the encoding phase, we measured immediate item location memory on a continuous scale, allowing us to assess both memory success and memory precision. We found that pre-item baseline pupil size and pupil size during item encoding were not related to subsequent memory performance. In contrast, the anticipation of instrumental reward increased pupil size, and a smaller anticipatory increase in pupil size was linked to greater subsequent memory success but not memory precision.

An online experiment that presents challenges for translating rest-related gains in visual detail memory from the laboratory to naturalistic settings

New memories are labile and consolidate over time. Contemporary findings demonstrate that, like sleep, awake quiescence supports consolidation: people remember more new memories if they experience a brief period of post-encoding quiet rest than sensory processing. Furthermore, it was recently demonstrated that the quality of new memories can also be enhanced significantly by awake quiescence. This phenomenon offers great applied potential, for example, in education and eyewitness testimony settings. However, the translation of rest-related gains from the laboratory to everyday life remains poorly characterised and findings are mixed. Here, we report follow-on evidence demonstrating that rest-related gains in visual detail memory may be more challenging to achieve in naturalistic than laboratory-based settings. In contrast to established laboratory findings, using an online version of an established consolidation paradigm, we observed no memory benefit of post-encoding quiescence, relative to an engaging perceptual task, in the retention of detailed visual memories as measured through a lure discrimination task. This null finding could not be explained by intentional rehearsal in those who rested or between-group differences in participants' demographics or mental state, including fatigue and mood. Crucially, post-experimental reports indicated that those in the rest group experienced challenges in initiating and maintaining a state of quiescence, which may account for our null finding. Based on these findings, we propose three areas of focus for future work should rest-related gains in memory be translated from the lab to field: (1) to establish the specific environmental and individual conditions that are conducive and detrimental to awake consolidation, (2) to understand the barriers to initiating and maintaining a state of quiescence in naturalistic settings, and (3) to examine how knowledge of quiescence and its cognitive benefits can encourage the initiation and maintenance of states that are conductive to awake consolidation.

Neural mechanisms of dopamine function in learning and memory in Caenorhabditis elegans

Research into learning and memory over the past decades has revealed key neurotransmitters that regulate these processes, many of which are evolutionarily conserved across diverse species. The monoamine neurotransmitter dopamine is one example of this, with countless studies demonstrating its importance in regulating behavioural plasticity. However, dopaminergic neural networks in the mammalian brain consist of hundreds or thousands of neurons, and thus cannot be studied at the level of single neurons acting within defined neural circuits. The nematode Caenorhabditis elegans (C. elegans) has an experimentally tractable nervous system with a completely characterized synaptic connectome. This makes it an advantageous system to undertake mechanistic studies into how dopamine encodes lasting yet flexible behavioural plasticity in the nervous system. In this review, we synthesize the research to date exploring the importance of dopaminergic signalling in learning, memory formation, and forgetting, focusing on research in C. elegans. We also explore the potential for dopamine-specific fluorescent biosensors in C. elegans to visualize dopaminergic neural circuits during learning and memory formation in real-time. We propose that the use of these sensors in C. elegans, in combination with optogenetic and other light-based approaches, will further illuminate the detailed spatiotemporal requirements for encoding behavioural plasticity in an accessible experimental system. Understanding the key molecules and circuit mechanisms that regulate learning and forgetting in more compact invertebrate nervous systems may reveal new druggable targets for enhancing memory storage and delaying memory loss in bigger brains.

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 role of sleep for memory consolidation: does sleep protect memories from retroactive interference?

Numerous studies suggest that sleep benefits memory. A major theoretical question in this area is however if sleep does so by passively shielding memories from interference that arises during wakefulness or by actively stabilizing and strengthening memories. A key finding by Ellenbogen et al. Current Biology, 16, 1290-1294 (2006a) indicates that sleep can protect memories from retroactive interference, which suggests that sleep plays more than a passive role for memory consolidation. Sample size in this study was however small and subsequent reports in the literature provided mixed results. We therefore conducted an online study via Zoom to replicate Ellenbogen et al. Current Biology, 16, 1290-1294 (2006a). Subjects were asked to study paired associates. After a 12-h delay that included either nocturnal sleep or daytime wakefulness, half of all subjects were asked to study an additional list to elicit retroactive interference. All participants were then asked to complete a memory test for the studied list(s). The results were fully consistent with those reported by Ellenbogen et al. Current Biology, 16, 1290-1294 (2006a). We discuss this successful replication against the background of the mixed literature, with a focus on the possibly critical role of study-design features, like the use of high learning criteria that resulted in performance being at ceiling, or a confound between interference and the length of the retention interval. A collaborative replication effort may be needed to reach a straightfoward answer to the question if sleep protects memories from interference (and under what conditions).

Forgotten memory storage and retrieval in Drosophila

Inaccessibility of stored memory in ensemble cells through the forgetting process causes animals to be unable to respond to natural recalling cues. While accumulating evidence has demonstrated that reactivating memory-stored cells can switch cells from an inaccessible state to an accessible form and lead to recall of previously learned information, the underlying cellular and molecular mechanisms remain elusive. The current study used Drosophila as a model to demonstrate that the memory of one-trial aversive olfactory conditioning, although inaccessible within a few hours after learning, is stored in KCαβ and retrievable after mild retraining. One-trial aversive conditioning triggers protein synthesis to form a long-lasting cellular memory trace, approximately 20 days, via creb in KCαβ, and a transient cellular memory trace, approximately one day, via orb in MBON-α3. PPL1-α3 negatively regulates forgotten one-trial conditioning memory retrieval. The current study demonstrated that KCαβ, PPL1-α3, and MBON-α3 collaboratively regulate the formation of forgotten one-cycle aversive conditioning memory formation and retrieval.

Adaptive expression of engrams by retroactive interference

Long-term memories are stored as configurations of neuronal ensembles, termed engrams. Although investigation of engram cell properties and functionality in memory recall has been extensive, less is known about how engram cells are affected by forgetting. We describe a form of interference-based forgetting using an object memory behavioral paradigm. By using activity-dependent cell labeling, we show that although retroactive interference results in decreased engram cell reactivation during recall trials, optogenetic stimulation of the labeled engram cells is sufficient to induce memory retrieval. Forgotten engrams may be reinstated via the presentation of similar or related environmental information. Furthermore, we demonstrate that engram activity is necessary for interference to occur. Taken together, these findings indicate that retroactive interference modules engram expression in a manner that is both reversible and updatable. Inference may constitute a form of adaptive forgetting where, in everyday life, new perceptual and environmental inputs modulate the natural forgetting process.

External and internal influences yield similar memory effects: the role of deception and suggestion

In legal cases, testimonies can become contaminated because of an amalgam of external and internal influences on memory. It is well-established that external influences (e.g., suggestive interviews) can hurt memory. However, less focus has been placed on the impact of internal influences (e.g., lying) on memory. In the current review, we show that the available evidence suggests that both external and internal influences exert similar effects on memory. That is, we review studies showing that suggesting non-occurrences and suggesting non-experiences can lead to omission errors and false memories, respectively. Likewise, these memory effects are also observed when focusing on internal influences. That is, false denials, feigning amnesia and fabrication have been shown to affect memory in terms of forgetting (i.e., omissions) and false memories (i.e., commissions). Also, we show that both external and internal influences can lead to changes in the belief that an event occurred. We argue that in legal cases, triers of fact should concentrate on whether both types of influences might have affected testimonial accuracy in witnesses, victims, and suspects.

Time-dependent inhibition of Rac1 in the VTA enhances long-term aversive memory: implications in active forgetting mechanisms

The fate of memories depends mainly on two opposing forces: the mechanisms required for the storage and maintenance of memory and the mechanisms underlying forgetting, being the latter much less understood. Here, we show the effect of inhibiting the small Rho GTPase Rac1 on the fate of inhibitory avoidance memory in male rats. The immediate post-training micro-infusion of the specific Rac1 inhibitor NSC23766 (150 ng/0.5 µl/ side) into the ventral tegmental area (VTA) enhanced long-term memory at 1, 7, and 14 days after a single training. Additionally, an opposed effect occurred when the inhibitor was infused at 12 h after training while no effect was observed immediately after testing animals at 1 day. Control experiments ruled out the possibility that post-training memory enhancement was due to facilitation of memory formation since no effect was found when animals were tested at 1 h after acquisition and no memory enhancement was observed after the formation of a weak memory. Immediate post-training micro-infusion of Rac1 inhibitor into the dorsal hippocampus, or the amygdala did not affect memory. Our findings support the idea of a Rac1-dependent time-specific active forgetting mechanism in the VTA controlling the strength of a long-term aversive memory.

Cognitive perspectives on maintaining physicians' medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

Although tests and assessments-such as those used to maintain a physician's Board certification-are often viewed merely as tools for decision-making about one's performance level, strong evidence now indicates that the experience of being tested is a powerful learning experience in its own right: The act of retrieving targeted information from memory strengthens the ability to use it again in the future, known as the testing effect. We review meta-analytic evidence for the learning benefits of testing, including in the domain of medicine, and discuss theoretical accounts of its mechanism(s). We also review key moderators-including the timing, frequency, order, and format of testing and the content of feedback-and what they indicate about how to most effectively use testing for learning. We also identify open questions for the optimal use of testing, such as the timing of feedback and the sequencing of complex knowledge domains. Lastly, we consider how to facilitate adoption of this powerful study strategy by physicians and other learners.

Engram neurons: Encoding, consolidation, retrieval, and forgetting of memory

Tremendous strides have been made in our understanding of the neurobiological substrates of memory - the so-called memory "engram". Here, we integrate recent progress in the engram field to illustrate how engram neurons transform across the "lifespan" of a memory - from initial memory encoding, to consolidation and retrieval, and ultimately to forgetting. To do so, we first describe how cell-intrinsic properties shape the initial emergence of the engram at memory encoding. Second, we highlight how these encoding neurons preferentially participate in synaptic- and systems-level consolidation of memory. Third, we describe how these changes during encoding and consolidation guide neural reactivation during retrieval, and facilitate memory recall. Fourth, we describe neurobiological mechanisms of forgetting, and how these mechanisms can counteract engram properties established during memory encoding, consolidation, and retrieval. Motivated by recent experimental results across these four sections, we conclude by proposing some conceptual extensions to the traditional view of the engram, including broadening the view of cell-type participation within engrams and across memory stages. In collection, our review synthesizes general principles of the engram across memory stages, and describes future avenues to further understand the dynamic engram.

Forgetting of specific and gist visual associative episodic memory representations across time

Associative binding between components of an episode is vulnerable to forgetting across time. We investigated whether these forgetting effects on inter-item associative memory occur only at specific or also at gist levels of representation. In two experiments, young adult participants (n = 90, and 86, respectively) encoded face-scene pairs and were then tested either immediately after encoding or following a 24-hour delay. Tests featured conjoint recognition judgments, in which participants were tasked with discriminating intact pairs from highly similar foils, less similar foils, and completely dissimilar foils. In both experiments, the 24-hour delay resulted in deficits in specific memory for face-scene pairs, as measured using multinomial-processing-tree analyses. In Experiment 1, gist memory was not affected by the 24-hour delay, but when associative memory was strengthened through pair repetition (Experiment 2), deficits in gist memory following a 24-hour delay were observed. Results suggest that specific representations of associations in episodic memory, and under some conditions gist representations, as well, are susceptible to forgetting across time.

Cognitive perspectives on maintaining physicians' medical expertise: II. Acquiring, maintaining, and updating cognitive skills

Over the course of training, physicians develop significant knowledge and expertise. We review dual-process theory, the dominant theory in explaining medical decision making: physicians use both heuristics from accumulated experience (System 1) and logical deduction (System 2). We then discuss how the accumulation of System 1 clinical experience can have both positive effects (e.g., quick and accurate pattern recognition) and negative ones (e.g., gaps and biases in knowledge from physicians' idiosyncratic clinical experience). These idiosyncrasies, biases, and knowledge gaps indicate a need for individuals to engage in appropriate training and study to keep these cognitive skills current lest they decline over time. Indeed, we review converging evidence that physicians further out from training tend to perform worse on tests of medical knowledge and provide poorer patient care. This may reflect a variety of factors, such as specialization of a physician's practice, but is likely to stem at least in part from cognitive factors. Acquired knowledge or skills gained may not always be readily accessible to physicians for a number of reasons, including an absence of study, cognitive changes with age, and the presence of other similar knowledge or skills that compete in what is brought to mind. Lastly, we discuss the cognitive challenges of keeping up with standards of care that continuously evolve over time.

Re-expression of CA1 and entorhinal activity patterns preserves temporal context memory at long timescales

Converging, cross-species evidence indicates that memory for time is supported by hippocampal area CA1 and entorhinal cortex. However, limited evidence characterizes how these regions preserve temporal memories over long timescales (e.g., months). At long timescales, memoranda may be encountered in multiple temporal contexts, potentially creating interference. Here, using 7T fMRI, we measured CA1 and entorhinal activity patterns as human participants viewed thousands of natural scene images distributed, and repeated, across many months. We show that memory for an image's original temporal context was predicted by the degree to which CA1/entorhinal activity patterns from the first encounter with an image were re-expressed during re-encounters occurring minutes to months later. Critically, temporal memory signals were dissociable from predictors of recognition confidence, which were carried by distinct medial temporal lobe expressions. These findings suggest that CA1 and entorhinal cortex preserve temporal memories across long timescales by coding for and reinstating temporal context information.

The acute effects of psychoactive drugs on emotional episodic memory encoding, consolidation, and retrieval: A comprehensive review

Psychoactive drugs modulate learning and emotional processes in ways that could impact their recreational and medical use. Recent work has revealed how drugs impact different stages of processing emotional episodic memories, specifically encoding (forming memories), consolidation (stabilizing memories), and retrieval (accessing memories). Drugs administered before encoding may preferentially impair (e.g., GABAA sedatives including alcohol and benzodiazepines, Δ9-tetrahydrocannabinol or THC, ketamine), enhance (e.g., dextroamphetamine and dextromethamphetamine), or both impair and enhance (i.e., ± 3,4-methylenedioxymethylamphetamine or MDMA) emotionally negative and positive compared to neutral memories. GABAA sedatives administered immediately post-encoding (during consolidation) can preferentially enhance emotional memories, though this selectivity may decline or even reverse (i.e., preferential enhancement of neutral memories) as the delay between encoding and retrieval increases. Finally, retrieving memories under the effects of THC, dextroamphetamine, MDMA, and perhaps GABAA sedatives distorts memory, with potentially greater selectively for emotional (especially positive) memories. We review these effects, propose neural mechanisms, discuss methodological considerations for future work, and speculate how drug effects on emotional episodic memory may contribute to drug use and abuse.

Roles of Rac1-Dependent Intrinsic Forgetting in Memory-Related Brain Disorders: Demon or Angel

Animals are required to handle daily massive amounts of information in an ever-changing environment, and the resulting memories and experiences determine their survival and development, which is critical for adaptive evolution. However, intrinsic forgetting, which actively deletes irrelevant information, is equally important for memory acquisition and consolidation. Recently, it has been shown that Rac1 activity plays a key role in intrinsic forgetting, maintaining the balance of the brain's memory management system in a controlled manner. In addition, dysfunctions of Rac1-dependent intrinsic forgetting may contribute to memory deficits in neurological and neurodegenerative diseases. Here, these new findings will provide insights into the neurobiology of memory and forgetting, pathological mechanisms and potential therapies for brain disorders that alter intrinsic forgetting mechanisms.

Effects of Two Environmental Enrichment Methods on Cognitive Ability and Growth Performance of Juvenile Black Rockfish Sebastes schlegelii

A widely used approach to restoring marine fishery resources is stock enhancement using hatchery-reared fish. However, artificial rearing environments, which are often lacking in enrichment, may negatively affect the cognition, welfare, and adaptive capacity to new environments of juvenile fish, thereby leading to low post-release survival rates. This study examined the effects of habitat and social enrichment on the growth performance and cognitive ability of Sebastes schlegelii. Following seven weeks of environmental enrichment, a T-maze experiment was conducted, and the telencephalon and visceral mass of the fish were sampled to measure the growth (growth hormone: GH; insulin-like growth factor-1: IGF-1; and somatostatin: SS) and cognitive abilities (brain-derived neurotrophic factor: BDNF; and nerve growth factor: NGF)-related indicator levels. The results indicated that, although the final body length, final body weight, and specific growth rate of both enrichment groups were lower than those of the control group, both methods of enrichment had a positive impact on growth-related factors (increased GH, increased IGF-1, and decreased SS). The enrichment groups demonstrated a stronger learning ability in the T-maze test, and the levels of BDNF and NGF in the telencephalon were significantly higher in the enrichment groups than those in the control group. Additionally, there was a significant interaction between the two enrichment methods on the NGF level. This study confirms that a more complex and enriching environment is beneficial for cultivating the cognitive abilities of cultured juvenile S. schlegelii, and the result can provide a reference for the improvement of the stock enhancement of this species.

A deep network-based model of hippocampal memory functions under normal and Alzheimer's disease conditions

We present a deep network-based model of the associative memory functions of the hippocampus. The proposed network architecture has two key modules: (1) an autoencoder module which represents the forward and backward projections of the cortico-hippocampal projections and (2) a module that computes familiarity of the stimulus and implements hill-climbing over the familiarity which represents the dynamics of the loops within the hippocampus. The proposed network is used in two simulation studies. In the first part of the study, the network is used to simulate image pattern completion by autoassociation under normal conditions. In the second part of the study, the proposed network is extended to a heteroassociative memory and is used to simulate picture naming task in normal and Alzheimer's disease (AD) conditions. The network is trained on pictures and names of digits from 0 to 9. The encoder layer of the network is partly damaged to simulate AD conditions. As in case of AD patients, under moderate damage condition, the network recalls superordinate words ("odd" instead of "nine"). Under severe damage conditions, the network shows a null response ("I don't know"). Neurobiological plausibility of the model is extensively discussed.

Self-Supervised Video-Based Action Recognition With Disturbances

Self-supervised video-based action recognition is a challenging task, which needs to extract the principal information characterizing the action from content-diversified videos over large unlabeled datasets. However, most existing methods choose to exploit the natural spatio-temporal properties of video to obtain effective action representations from a visual perspective, while ignoring the exploration of the semantic that is closer to human cognition. For that, a self-supervised Video-based Action Recognition method with Disturbances called VARD, which extracts the principal information of the action in terms of the visual and semantic, is proposed. Specifically, according to cognitive neuroscience research, the recognition ability of humans is activated by visual and semantic attributes. An intuitive impression is that minor changes of the actor or scene in video do not affect one person's recognition of the action. On the other hand, different humans always make consistent opinions when they recognize the same action video. In other words, for an action video, the necessary information that remains constant despite the disturbances in the visual video or the semantic encoding process is sufficient to represent the action. Therefore, to learn such information, we construct a positive clip/embedding for each action video. Compared to the original video clip/embedding, the positive clip/embedding is disturbed visually/semantically by Video Disturbance and Embedding Disturbance. Our objective is to pull the positive closer to the original clip/embedding in the latent space. In this way, the network is driven to focus on the principal information of the action while the impact of sophisticated details and inconsequential variations is weakened. It is worthwhile to mention that the proposed VARD does not require optical flow, negative samples, and pretext tasks. Extensive experiments conducted on the UCF101 and HMDB51 datasets demonstrate that the proposed VARD effectively improves the strong baseline and outperforms multiple classical and advanced self-supervised action recognition methods.

Lack of source memory as a potential marker of early assimilation of novel items into current knowledge

In daily life, humans process a plethora of new information that can be either consistent (familiar) or inconsistent (novel) with prior knowledge. Over time, both types of information can integrate into our accumulated knowledge base via distinct pathways. However, the mnemonic processes supporting the integration of information that is inconsistent with prior knowledge remain under-characterized. In the current study, we used functional magnetic resonance imaging (fMRI) to examine the initial assimilation of novel items into the semantic network. Participants saw three repetitions of adjective-noun word pairs that were either consistent or inconsistent with prior knowledge. Twenty-four hours later, they were presented with the same stimuli again while undergoing fMRI scans. Outside the scanner, participants completed a surprise recognition test. We found that when the episodic context associated with initially inconsistent items was irretrievable, the neural signature of these items was indistinguishable from that of consistent items. In contrast, initially inconsistent items with accessible episodic contexts showed neural signatures that differed from those associated with consistent items. We suggest that, at least one day post encoding, items inconsistent with prior knowledge can show early assimilation into the semantic network only when their episodic contexts become inaccessible during retrieval, thus evoking a sense of familiarity.

Individual differences in sensory processing sensitivity amplify effects of post-learning activity for better and for worse

Sensory processing sensitivity (SPS) is a biologically-based trait associated with greater reactivity to both positive and negative environments. Recent studies suggest that the activity following learning can support or hinder memory retention. Here, we employed a within-subject experiment to examine whether and how individual differences in SPS contribute to differences in memory retention. Sixty-four participants encoded and immediately recalled two word lists: one followed by 8-min of eyes-closed, wakeful resting; and the other by a distraction task. After 7 days, participants completed a surprise free recall test for both word lists. If participants wakefully rested after encoding, memory retention increased as a function of higher SPS. However, in the distraction condition, a negative curvilinear relationship indicated that memory retention was especially hindered for highly sensitive individuals. These results suggest that individual differences in SPS are an important factor to consider when examining the effects of environmental conditions on learning and memory.

The pretesting effect thrives in the presence of competing information

Taking a pretest (e.g., blanket - ?) before some target material (blanket - sheet) is studied can promote recall of that material on a subsequent final test compared to material which was initially only studied. Here, we examine whether such pretesting can shield the tested material from interference-induced forgetting, which often occurs when before final testing, related material is encountered. We applied a typical pretesting task but asked subjects, between acquisition and final testing of the target list (list 1), to study two additional lists of items with either completely new and unique pairs (e.g., atom - cell) or overlapping - and thus potentially interfering - pairs (e.g., blanket - sleep). Target-list recall on the final test showed a typical pretesting effect for unique pairs, but the size of the effect even increased for overlapping pairs, as recall of study-only pairs was impaired, whereas recall of pretest pairs was left largely unaffected. This held regardless of whether a low (Experiment 1) or high (Experiment 2) degree of learning was induced for the interfering material, suggesting that pretesting can indeed protect the tested material from interference. These findings indicate that pretesting could play a significant role in educational settings where information often needs to be retained in the presence of competing information.

What sticks after statistical learning: The persistence of implicit versus explicit memory traces

Statistical learning is a powerful mechanism that extracts even subtle regularities from our information-dense worlds. Recent theories argue that statistical learning can occur through multiple mechanisms-both the conventionally assumed automatic process that precipitates unconscious learning, and an attention-dependent process that brings regularities into conscious awareness. While this view has gained popularity, there are few empirical dissociations of the hypothesized implicit and explicit forms of statistical learning. Here we provide strong evidence for this dissociation in two ways. First, we show in healthy adults (N = 60) that implicit and explicit traces have divergent consolidation trajectories, with implicit knowledge of structure strengthened over a 24-h period, while precise explicit representations tend to decay. Second, we demonstrate that repeated testing strengthens the retention of explicit representations but that implicit statistical learning is uninfluenced by testing. Together these dissociations provide much needed support for the reconceptualization of statistical learning as a multi-component construct.

Genetic dissection of mutual interference between two consecutive learning tasks in Drosophila

Animals can continuously learn different tasks to adapt to changing environments and, therefore, have strategies to effectively cope with inter-task interference, including both proactive interference (Pro-I) and retroactive interference (Retro-I). Many biological mechanisms are known to contribute to learning, memory, and forgetting for a single task, however, mechanisms involved only when learning sequential different tasks are relatively poorly understood. Here, we dissect the respective molecular mechanisms of Pro-I and Retro-I between two consecutive associative learning tasks in Drosophila. Pro-I is more sensitive to an inter-task interval (ITI) than Retro-I. They occur together at short ITI (<20 min), while only Retro-I remains significant at ITI beyond 20 min. Acutely overexpressing Corkscrew (CSW), an evolutionarily conserved protein tyrosine phosphatase SHP2, in mushroom body (MB) neurons reduces Pro-I, whereas acute knockdown of CSW exacerbates Pro-I. Such function of CSW is further found to rely on the γ subset of MB neurons and the downstream Raf/MAPK pathway. In contrast, manipulating CSW does not affect Retro-I as well as a single learning task. Interestingly, manipulation of Rac1, a molecule that regulates Retro-I, does not affect Pro-I. Thus, our findings suggest that learning different tasks consecutively triggers distinct molecular mechanisms to tune proactive and retroactive interference.