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Foster JC, Hodges HR, Beloborodova A, Cohodes EM, Phillips MQ, Anderson E, Fagbenro B, Gee DG. Integrating developmental neuroscience with community-engaged approaches to address mental health outcomes for housing-insecure youth: Implications for research, practice, and policy. Dev Cogn Neurosci 2024; 68:101399. [PMID: 38875770 PMCID: PMC11225708 DOI: 10.1016/j.dcn.2024.101399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2023] [Revised: 03/16/2024] [Accepted: 05/30/2024] [Indexed: 06/16/2024] Open
Abstract
One in three children in the United States is exposed to insecure housing conditions, including unaffordable, inconsistent, and unsafe housing. These exposures have detrimental impacts on youth mental health. Delineating the neurobehavioral pathways linking exposure to housing insecurity with children's mental health has the potential to inform interventions and policy. However, in approaching this work, carefully considering the lived experiences of youth and families is essential to translating scientific discovery to improve health outcomes in an equitable and representative way. In the current paper, we provide an introduction to the range of stressful experiences that children may face when exposed to insecure housing conditions. Next, we highlight findings from the early-life stress literature regarding the potential neurobehavioral consequences of insecure housing, focusing on how unpredictability is associated with the neural circuitry supporting cognitive and emotional development. We then delineate how community-engaged research (CEnR) approaches have been leveraged to understand the effects of housing insecurity on mental health, and we propose future research directions that integrate developmental neuroscience research and CEnR approaches to maximize the impact of this work. We conclude by outlining practice and policy recommendations that aim to improve the mental health of children exposed to insecure housing.
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Affiliation(s)
- Jordan C Foster
- Yale University, Department of Psychology, New Haven, CT, United States.
| | - H R Hodges
- University of Minnesota, Institute of Child Development, Minneapolis, MN, United States
| | - Anna Beloborodova
- Yale University, Department of Psychology, New Haven, CT, United States
| | - Emily M Cohodes
- Yale University, Department of Psychology, New Haven, CT, United States
| | | | | | | | - Dylan G Gee
- Yale University, Department of Psychology, New Haven, CT, United States.
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2
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Sáringer S, Kaposvári P, Benyhe A. Visual linguistic statistical learning is traceable through neural entrainment. Psychophysiology 2024; 61:e14575. [PMID: 38549442 DOI: 10.1111/psyp.14575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 02/22/2024] [Accepted: 03/17/2024] [Indexed: 07/07/2024]
Abstract
The human brain can detect statistical regularities in the environment across a wide variety of contexts. The importance of this process is well-established not just in language acquisition but across different modalities; in addition, several neural correlates of statistical learning have been identified. A current technique for tracking the emergence of regularity learning and localizing its neural background is frequency tagging (FT). FT can detect neural entrainment not only to the frequency of stimulus presentation but also to that of a hidden structure. Auditory learning paradigms with linguistic and nonlinguistic stimuli, along with a visual paradigm using nonlinguistic stimuli, have already been tested with FT. To complete the picture, we conducted an FT experiment using written syllables as stimuli and a hidden triplet structure. Both behavioral and neural entrainment data showed evidence of structure learning. In addition, we localized two electrode clusters related to the process, which spread across the frontal and parieto-occipital areas, similar to previous findings. Accordingly, we conclude that fast-paced visual linguistic regularities can be acquired and are traceable through neural entrainment. In comparison with the literature, our findings support the view that statistical learning involves a domain-general network.
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Affiliation(s)
- Szabolcs Sáringer
- Department of Physiology, Albert Szent-Györgyi Medical School, University of Szeged, Szeged, Hungary
| | - Péter Kaposvári
- Department of Physiology, Albert Szent-Györgyi Medical School, University of Szeged, Szeged, Hungary
| | - András Benyhe
- Department of Physiology, Albert Szent-Györgyi Medical School, University of Szeged, Szeged, Hungary
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3
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Sherman BE, Huang I, Wijaya EG, Turk-Browne NB, Goldfarb EV. Acute Stress Effects on Statistical Learning and Episodic Memory. J Cogn Neurosci 2024; 36:1741-1759. [PMID: 38713878 PMCID: PMC11223726 DOI: 10.1162/jocn_a_02178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/09/2024]
Abstract
Stress is widely considered to negatively impact hippocampal function, thus impairing episodic memory. However, the hippocampus is not merely the seat of episodic memory. Rather, it also (via distinct circuitry) supports statistical learning. On the basis of rodent work suggesting that stress may impair the hippocampal pathway involved in episodic memory while sparing or enhancing the pathway involved in statistical learning, we developed a behavioral experiment to investigate the effects of acute stress on both episodic memory and statistical learning in humans. Participants were randomly assigned to one of three conditions: stress (socially evaluated cold pressor) immediately before learning, stress ∼15 min before learning, or no stress. In the learning task, participants viewed a series of trial-unique scenes (allowing for episodic encoding of each image) in which certain scene categories reliably followed one another (allowing for statistical learning of associations between paired categories). Memory was assessed 24 hr later to isolate stress effects on encoding/learning rather than retrieval. We found modest support for our hypothesis that acute stress can amplify statistical learning: Only participants stressed ∼15 min in advance exhibited reliable evidence of learning across multiple measures. Furthermore, stress-induced cortisol levels predicted statistical learning retention 24 hr later. In contrast, episodic memory did not differ by stress condition, although we did find preliminary evidence that acute stress promoted memory for statistically predictable information and attenuated competition between statistical and episodic encoding. Together, these findings provide initial insights into how stress may differentially modulate learning processes within the hippocampus.
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Echeverria-Altuna I, Nobre AC, Boettcher SEP. Goal-Dependent Use of Temporal Regularities to Orient Attention under Spatial and Action Uncertainty. J Cogn 2024; 7:37. [PMID: 38681819 PMCID: PMC11049616 DOI: 10.5334/joc.360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Accepted: 03/28/2024] [Indexed: 05/01/2024] Open
Abstract
The temporal regularities in our environments support the proactive dynamic anticipation of relevant events. In visual attention, one important outstanding question is whether temporal predictions must be linked to predictions about spatial locations or motor plans to facilitate behaviour. To test this, we developed a task for manipulating temporal expectations and task relevance of visual stimuli appearing within rapidly presented streams, while stimulus location and responding hand remained uncertain. Differently coloured stimuli appeared in one of two concurrent (left and right) streams with distinct temporal probability structures. Targets were defined by colour on a trial-by-trial basis and appeared equiprobably in either stream, requiring a localisation response. Across two experiments, participants were faster and more accurate at detecting temporally predictable targets compared to temporally unpredictable targets. We conclude that temporal expectations learned incidentally from temporal regularities can be called upon flexibly in a goal-driven manner to guide behaviour. Moreover, we show that visual temporal attention can facilitate performance in the absence of concomitant spatial or motor expectations in dynamically unfolding contexts.
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Affiliation(s)
- Irene Echeverria-Altuna
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom
- Oxford Centre for Human Brain Activity, Wellcome Centre for Integrative Neuroimaging, Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Anna C. Nobre
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom
- Department of Psychology, Yale University, United States of America
| | - Sage E. P. Boettcher
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom
- Department of Psychology, Yale University, United States of America
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5
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Ren Y, Brown TI. Beyond the ears: A review exploring the interconnected brain behind the hierarchical memory of music. Psychon Bull Rev 2024; 31:507-530. [PMID: 37723336 DOI: 10.3758/s13423-023-02376-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/22/2023] [Indexed: 09/20/2023]
Abstract
Music is a ubiquitous element of daily life. Understanding how music memory is represented and expressed in the brain is key to understanding how music can influence human daily cognitive tasks. Current music-memory literature is built on data from very heterogeneous tasks for measuring memory, and the neural correlates appear to differ depending on different forms of memory function targeted. Such heterogeneity leaves many exceptions and conflicts in the data underexplained (e.g., hippocampal involvement in music memory is debated). This review provides an overview of existing neuroimaging results from music-memory related studies and concludes that although music is a special class of event in our lives, the memory systems behind it do in fact share neural mechanisms with memories from other modalities. We suggest that dividing music memory into different levels of a hierarchy (structural level and semantic level) helps understand overlap and divergence in neural networks involved. This is grounded in the fact that memorizing a piece of music recruits brain clusters that separately support functions including-but not limited to-syntax storage and retrieval, temporal processing, prediction versus reality comparison, stimulus feature integration, personal memory associations, and emotion perception. The cross-talk between frontal-parietal music structural processing centers and the subcortical emotion and context encoding areas explains why music is not only so easily memorable but can also serve as strong contextual information for encoding and retrieving nonmusic information in our lives.
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Affiliation(s)
- Yiren Ren
- Georgia Institute of Technology, College of Science, School of Psychology, Atlanta, GA, USA.
| | - Thackery I Brown
- Georgia Institute of Technology, College of Science, School of Psychology, Atlanta, GA, USA
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6
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Spaak E. The hippocampus and implicit memory (by any other name). Cogn Neurosci 2024; 15:77-78. [PMID: 38666559 DOI: 10.1080/17588928.2024.2343651] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2024] [Accepted: 04/04/2024] [Indexed: 05/31/2024]
Abstract
Is the hippocampus involved in implicit memory? I argue that contemporary views on hippocampal function, going beyond the classic dichotomy of explicit versus implicit, predict involvement of the hippocampus whenever flexible, predictive associations are rapidly encoded. This involvement is independent of conscious awareness. A paradigm case is statistical learning: the unconscious extraction of statistical regularities from the environment. In line with this, a substantial body of literature on contextual cueing in visual search has established hippocampal involvement in this form of implicit learning. To conclude, implicit memory (as such or by any other name) is associated with the hippocampus.
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Affiliation(s)
- Eelke Spaak
- Donders Institute, Radboud University, Nijmegen, The Netherlands
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Aljishi A, Sherman BE, Huberdeau DM, Obaid S, Khan K, Lamsam L, Zibly Z, Sivaraju A, Turk-Browne NB, Damisah EC. Statistical learning in epilepsy: Behavioral and anatomical mechanisms in the human brain. Epilepsia 2024; 65:753-765. [PMID: 38116686 PMCID: PMC10948305 DOI: 10.1111/epi.17871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Revised: 12/18/2023] [Accepted: 12/18/2023] [Indexed: 12/21/2023]
Abstract
OBJECTIVE Statistical learning, the fundamental cognitive ability of humans to extract regularities across experiences over time, engages the medial temporal lobe (MTL) in the healthy brain. This leads to the hypothesis that statistical learning (SL) may be impaired in patients with epilepsy (PWE) involving the temporal lobe, and that this impairment could contribute to their varied memory deficits. In turn, studies done in collaboration with PWE, that evaluate the necessity of MTL circuitry through disease and causal perturbations, provide an opportunity to advance basic understanding of SL. METHODS We implemented behavioral testing, volumetric analysis of the MTL substructures, and direct electrical brain stimulation to examine SL across a cohort of 61 PWE and 28 healthy controls. RESULTS We found that behavioral performance in an SL task was negatively associated with seizure frequency irrespective of seizure origin. The volume of hippocampal subfields CA1 and CA2/3 correlated with SL performance, suggesting a more specific role of the hippocampus. Transient direct electrical stimulation of the hippocampus disrupted SL. Furthermore, the relationship between SL and seizure frequency was selective, as behavioral performance in an episodic memory task was not impacted by seizure frequency. SIGNIFICANCE Overall, these results suggest that SL may be hippocampally dependent and that the SL task could serve as a clinically useful behavioral assay of seizure frequency that may complement existing approaches such as seizure diaries. Simple and short SL tasks may thus provide patient-centered endpoints for evaluating the efficacy of novel treatments in epilepsy.
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Affiliation(s)
- Ayman Aljishi
- Department of Neurosurgery, Yale University School of Medicine, New Haven, CT 06510, USA
- Department of Psychology, Vanderbilt University, Nashville, TN, 37240, USA
| | - Brynn E. Sherman
- Department of Psychology, Yale University, New Haven, CT 06520, USA
| | | | - Sami Obaid
- Department of Neurosurgery, Yale University School of Medicine, New Haven, CT 06510, USA
| | - Kamren Khan
- Department of Neurosurgery, Yale University School of Medicine, New Haven, CT 06510, USA
| | - Layton Lamsam
- Department of Neurosurgery, Yale University School of Medicine, New Haven, CT 06510, USA
| | - Zion Zibly
- Department of Neurosurgery, Yale University School of Medicine, New Haven, CT 06510, USA
| | - Adithya Sivaraju
- Department of Neurology, Yale University School of Medicine, New Haven, CT 06510, USA
| | - Nicholas B. Turk-Browne
- Department of Psychology, Yale University, New Haven, CT 06520, USA
- Wu Tsai Institute, Yale University, New Haven, CT, 06510, USA
| | - Eyiyemisi C. Damisah
- Department of Neurosurgery, Yale University School of Medicine, New Haven, CT 06510, USA
- Wu Tsai Institute, Yale University, New Haven, CT, 06510, USA
- Department of Neuroscience, Yale University School of Medicine, New Haven, CT 06510, USA
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8
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Marlatte H, Belchev Z, Fraser M, Gilboa A. The effect of hippocampal subfield damage on rapid temporal integration through statistical learning and associative inference. Neuropsychologia 2024; 193:108755. [PMID: 38092332 DOI: 10.1016/j.neuropsychologia.2023.108755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Accepted: 12/09/2023] [Indexed: 12/30/2023]
Abstract
INTRODUCTION The hippocampus (HPC) supports integration of information across time, often indexed by associative inference (AI) and statistical learning (SL) tasks. In AI, an indirect association between stimuli that never appeared together is inferred, whereas SL involves learning item relationships by extracting regularities across experiences. A recent model of hippocampal function (Schapiro et al., 2017) proposes that the HPC can support temporal integration in both paradigms through its two distinct pathways. METHODS We tested this models' predictions in four patients with varying degrees of bilateral HPC damage and matched healthy controls, with two patients with complementary damage to either the monosynaptic or trisynaptic pathway. During AI, participants studied overlapping paired associates (AB, BC) and their memory was tested for premise pairs (AB) and for inferred pairs (AC). During SL, participants passively viewed a continuous picture sequence that contained an underlying structure of triplets that later had to be recognized. RESULTS Binomial distributions were used to calculate above chance performance at the individual level. For AI, patients with focal HPC damage were impaired at inference but could correctly infer pairs above chance once premise pair acquisition was equated to controls; however, the patient with HPC and cortical damage showed severe impairment at recalling premise and inferred pairs, regardless of accounting for premise pair performance. For SL, none of the patients performed above chance, but notably neither did most controls. CONCLUSIONS Associative inference of indirect relationships can be intact with HPC damage to either hippocampal pathways or the HPC more broadly, provided premise pairs can first be formed. Inference may remain intact through residual HPC tissue supporting premise pair acquisition, and/or through extra-hippocampal structures supporting inference at retrieval. Clear conclusions about hippocampal contributions to SL are precluded by low performance in controls, which we caution is not dissimilar to previous amnesic studies using the same task. This complicates interpretations of studies claiming necessity of hippocampal contributions to SL and warrants the use of a common and reliable task before conclusions can be drawn.
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Affiliation(s)
- Hannah Marlatte
- Rotman Research Institute, Baycrest Health Sciences, 3560 Bathurst Street, Toronto, ON, M6A 2E1, Canada; University of Toronto, Department of Psychology, 100 St George Street, Toronto, ON, M5S 3G3, Canada.
| | - Zorry Belchev
- Rotman Research Institute, Baycrest Health Sciences, 3560 Bathurst Street, Toronto, ON, M6A 2E1, Canada
| | - Madison Fraser
- Rotman Research Institute, Baycrest Health Sciences, 3560 Bathurst Street, Toronto, ON, M6A 2E1, Canada
| | - Asaf Gilboa
- Rotman Research Institute, Baycrest Health Sciences, 3560 Bathurst Street, Toronto, ON, M6A 2E1, Canada; University of Toronto, Department of Psychology, 100 St George Street, Toronto, ON, M5S 3G3, Canada
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9
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Kang L, Toyoizumi T. Distinguishing examples while building concepts in hippocampal and artificial networks. Nat Commun 2024; 15:647. [PMID: 38245502 PMCID: PMC10799871 DOI: 10.1038/s41467-024-44877-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 01/03/2024] [Indexed: 01/22/2024] Open
Abstract
The hippocampal subfield CA3 is thought to function as an auto-associative network that stores experiences as memories. Information from these experiences arrives directly from the entorhinal cortex as well as indirectly through the dentate gyrus, which performs sparsification and decorrelation. The computational purpose for these dual input pathways has not been firmly established. We model CA3 as a Hopfield-like network that stores both dense, correlated encodings and sparse, decorrelated encodings. As more memories are stored, the former merge along shared features while the latter remain distinct. We verify our model's prediction in rat CA3 place cells, which exhibit more distinct tuning during theta phases with sparser activity. Finally, we find that neural networks trained in multitask learning benefit from a loss term that promotes both correlated and decorrelated representations. Thus, the complementary encodings we have found in CA3 can provide broad computational advantages for solving complex tasks.
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Affiliation(s)
- Louis Kang
- Neural Circuits and Computations Unit, RIKEN Center for Brain Science, 2-1 Hirosawa, Wako-shi, Saitama, 351-0198, Japan.
- Graduate School of Informatics, Kyoto University, 36-1 Yoshida-honmachi, Sakyo-ku, Kyoto, 606-8501, Japan.
| | - Taro Toyoizumi
- Laboratory for Neural Computation and Adaptation, RIKEN Center for Brain Science, 2-1 Hirosawa, Wako-shi, Saitama, 351-0198, Japan
- Graduate School of Information Science and Technology, University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-0033, Japan
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10
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Mitchell JT, Covington NV, Morrow E, de Riesthal M, Duff MC. Memory and Traumatic Brain Injury: Assessment and Management Practices of Speech-Language Pathologists. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:279-306. [PMID: 38032245 PMCID: PMC10950318 DOI: 10.1044/2023_ajslp-23-00231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2023] [Revised: 08/14/2023] [Accepted: 09/27/2023] [Indexed: 12/01/2023]
Abstract
PURPOSE Memory impairments are among the most commonly reported deficits and among the most frequent rehabilitation targets for individuals with traumatic brain injury (TBI). Memory and learning are also critical for rehabilitation success and broader long-term outcomes. Speech-language pathologists (SLPs) play a central role in memory management for individuals with TBI across the continuum of care. Yet, little is known about the current practice patterns of SLPs for post-TBI memory disorders. This study aims to examine the clinical management of memory disorders in adults with TBI by SLPs and identify opportunities to improve post-TBI memory outcomes. METHOD SLPs from across the continuum of care were recruited to complete an online survey. The survey assessed key practice areas specific to memory and memory disorders post-TBI, including education and training, knowledge and confidence, and assessment and treatment patterns. RESULTS Surveys from 155 SLPs were analyzed. Results revealed that TBI-specific training remains low in the field. Respondents varied in their practice patterns in assessing and treating memory disorders. Most SLPs do not appear to have access to appropriate standardized assessments to measure unique forms of memory. Respondents also reported a range of barriers and opportunities to advance memory outcomes following TBI and provided suggestions of areas in which they would like to see more basic and clinical research. CONCLUSIONS These findings establish a baseline of the current practices for clinical management of memory impairment in adults with TBI by SLPs. Improved opportunities for clinician training, the development of a single tool to assess multiple forms of memory, better access to existing memory assessments, and implementation of evidence-based interventions promise to lead to improved memory outcomes for individuals with TBI.
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Affiliation(s)
- Jade T. Mitchell
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
| | - Natalie V. Covington
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis
- Courage Kenny Research, Courage Kenny Rehabilitation Institute, Allina Health, Minneapolis, MN
| | - Emily Morrow
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
- Division of General Internal Medicine and Public Health, Department of Medicine, Vanderbilt University Medical Center, Nashville, TN
- Center for Health Behavior and Health Education, Vanderbilt University Medical Center, Nashville, TN
| | - Michael de Riesthal
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
| | - Melissa C. Duff
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
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Sherman BE, Turk-Browne NB, Goldfarb EV. Multiple Memory Subsystems: Reconsidering Memory in the Mind and Brain. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2024; 19:103-125. [PMID: 37390333 PMCID: PMC10756937 DOI: 10.1177/17456916231179146] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/02/2023]
Abstract
The multiple-memory-systems framework-that distinct types of memory are supported by distinct brain systems-has guided learning and memory research for decades. However, recent work challenges the one-to-one mapping between brain structures and memory types central to this taxonomy, with key memory-related structures supporting multiple functions across substructures. Here we integrate cross-species findings in the hippocampus, striatum, and amygdala to propose an updated framework of multiple memory subsystems (MMSS). We provide evidence for two organizational principles of the MMSS theory: First, opposing memory representations are colocated in the same brain structures; second, parallel memory representations are supported by distinct structures. We discuss why this burgeoning framework has the potential to provide a useful revision of classic theories of long-term memory, what evidence is needed to further validate the framework, and how this novel perspective on memory organization may guide future research.
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Affiliation(s)
| | | | - Elizabeth V Goldfarb
- Department of Psychology, Yale University
- Wu Tsai Institute, Yale University
- Department of Psychiatry, Yale University
- National Center for PTSD, West Haven, USA
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12
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Sweet SJ, Van Hedger SC, Batterink LJ. Of words and whistles: Statistical learning operates similarly for identical sounds perceived as speech and non-speech. Cognition 2024; 242:105649. [PMID: 37871411 DOI: 10.1016/j.cognition.2023.105649] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 10/11/2023] [Accepted: 10/13/2023] [Indexed: 10/25/2023]
Abstract
Statistical learning is an ability that allows individuals to effortlessly extract patterns from the environment, such as sound patterns in speech. Some prior evidence suggests that statistical learning operates more robustly for speech compared to non-speech stimuli, supporting the idea that humans are predisposed to learn language. However, any apparent statistical learning advantage for speech could be driven by signal acoustics, rather than the subjective perception per se of sounds as speech. To resolve this issue, the current study assessed whether there is a statistical learning advantage for ambiguous sounds that are subjectively perceived as speech-like compared to the same sounds perceived as non-speech, thereby controlling for acoustic features. We first induced participants to perceive sine-wave speech (SWS)-a degraded form of speech not immediately perceptible as speech-as either speech or non-speech. After this induction phase, participants were exposed to a continuous stream of repeating trisyllabic nonsense words, composed of SWS syllables, and then completed an explicit familiarity rating task and an implicit target detection task to assess learning. Critically, participants showed robust and equivalent performance on both measures, regardless of their subjective speech perception. In contrast, participants who perceived the SWS syllables as more speech-like showed better detection of individual syllables embedded in speech streams. These results suggest that speech perception facilitates processing of individual sounds, but not the ability to extract patterns across sounds. Our findings suggest that statistical learning is not influenced by the perceived linguistic relevance of sounds, and that it may be conceptualized largely as an automatic, stimulus-driven mechanism.
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Affiliation(s)
- Sierra J Sweet
- Department of Psychology, Western University, London, ON, Canada.
| | - Stephen C Van Hedger
- Department of Psychology, Western University, London, ON, Canada; Western Institute for Neuroscience, Western University, London, ON, Canada; Department of Psychology, Huron University College, London, ON, Canada.
| | - Laura J Batterink
- Department of Psychology, Western University, London, ON, Canada; Western Institute for Neuroscience, Western University, London, ON, Canada.
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13
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Teghil A, Boccia M, Di Vita A, Zazzaro G, Sepe Monti M, Trebbastoni A, Talarico G, Campanelli A, Bruno G, Guariglia C, de Lena C, D'Antonio F. Multidimensional assessment of time perception along the continuum of Alzheimer's Disease and evidence of alterations in subjective cognitive decline. Sci Rep 2023; 13:22117. [PMID: 38092802 PMCID: PMC10719320 DOI: 10.1038/s41598-023-49222-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 12/05/2023] [Indexed: 12/17/2023] Open
Abstract
Timing alterations occur in Alzheimer's disease (AD), even in early stages (mild cognitive impairment, MCI). Moreover, a stage named subjective cognitive decline (SCD), in which individuals perceive a change in cognitive performance not revealed by neuropsychological tests, has been identified as a preclinical phase of AD. However, no study to date has investigated different dimensions of time processing along the continuum from physiological to pathological aging, and whether timing alterations occur in SCD. Here a sample of participants with SCD, MCI, AD and healthy controls (HC) performed tasks assessing prospective duration estimation, production, reproduction, implicit temporal learning in conditions dependent from external cues (externally-cued learning, ECL) or independent from external cues (internally-based learning, IBL), retrospective duration estimation, the subjective experience of time and the temporal collocation of events. AD patients performed worse than HC and SCD in prospective timing, and in collocating events in time. The subjective experience of time did not differ between groups. Concerning temporal learning, AD performed worse in ECL than in IBL, whereas SCD performed worse in IBL than in ECL. SCD, MCI and AD patients all showed errors greater than HC in retrospective duration estimation. Results point to implicit temporal learning in externally-cued conditions and retrospective time estimation as possible early markers of cognitive decline.
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Affiliation(s)
- Alice Teghil
- Department of Psychology, Sapienza" University of Rome, Via Dei Marsi, 78, 00185, Rome, Italy.
- Cognitive and Motor Rehabilitation and Neuroimaging Unit, IRCCS Fondazione Santa Lucia, Rome, Italy.
| | - Maddalena Boccia
- Department of Psychology, Sapienza" University of Rome, Via Dei Marsi, 78, 00185, Rome, Italy
- Cognitive and Motor Rehabilitation and Neuroimaging Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Antonella Di Vita
- Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - Giulia Zazzaro
- Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - Micaela Sepe Monti
- Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | | | | | | | - Giuseppe Bruno
- Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - Cecilia Guariglia
- Department of Psychology, Sapienza" University of Rome, Via Dei Marsi, 78, 00185, Rome, Italy
- Cognitive and Motor Rehabilitation and Neuroimaging Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Carlo de Lena
- Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
| | - Fabrizia D'Antonio
- Cognitive and Motor Rehabilitation and Neuroimaging Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
- Department of Human Neuroscience, Sapienza University of Rome, Rome, Italy
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14
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Kang L, Toyoizumi T. Hopfield-like network with complementary encodings of memories. Phys Rev E 2023; 108:054410. [PMID: 38115467 DOI: 10.1103/physreve.108.054410] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Accepted: 08/28/2023] [Indexed: 12/21/2023]
Abstract
We present a Hopfield-like autoassociative network for memories representing examples of concepts. Each memory is encoded by two activity patterns with complementary properties. The first is dense and correlated across examples within concepts, and the second is sparse and exhibits no correlation among examples. The network stores each memory as a linear combination of its encodings. During retrieval, the network recovers sparse or dense patterns with a high or low activity threshold, respectively. As more memories are stored, the dense representation at low threshold shifts from examples to concepts, which are learned from accumulating common example features. Meanwhile, the sparse representation at high threshold maintains distinctions between examples due to the high capacity of sparse, decorrelated patterns. Thus, a single network can retrieve memories at both example and concept scales and perform heteroassociation between them. We obtain our results by deriving macroscopic mean-field equations that yield capacity formulas for sparse examples, dense examples, and dense concepts. We also perform simulations that verify our theoretical results and explicitly demonstrate the capabilities of the network.
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Affiliation(s)
- Louis Kang
- Neural Circuits and Computations Unit, RIKEN Center for Brain Science, 2-1 Hirosawa, Wako-shi, Saitama 351-0198, Japan
- Graduate School of Informatics, Kyoto University, 36-1 Yoshida-honmachi, Sakyo-ku, Kyoto 606-8501, Japan
| | - Taro Toyoizumi
- Laboratory for Neural Computation and Adaptation, RIKEN Center for Brain Science, 2-1 Hirosawa, Wako-shi, Saitama 351-0198, Japan
- Graduate School of Information Science and Technology, University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo 113-0033, Japan
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15
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Sznabel D, Land R, Kopp B, Kral A. The relation between implicit statistical learning and proactivity as revealed by EEG. Sci Rep 2023; 13:15787. [PMID: 37737452 PMCID: PMC10516964 DOI: 10.1038/s41598-023-42116-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 09/05/2023] [Indexed: 09/23/2023] Open
Abstract
Environmental events often occur on a probabilistic basis but can sometimes be predicted based on specific cues and thus approached proactively. Incidental statistical learning enables the acquisition of knowledge about probabilistic cue-target contingencies. However, the neural mechanisms of statistical learning about contingencies (SLC), the required conditions for successful learning, and the role of implicit processes in the resultant proactive behavior are still debated. We examined changes in behavior and cortical activity during an SLC task in which subjects responded to visual targets. Unbeknown to them, there were three types of target cues associated with high-, low-, and zero target probabilities. About half of the subjects spontaneously gained explicit knowledge about the contingencies (contingency-aware group), and only they showed evidence of proactivity: shortened response times to predictable targets and enhanced event-related brain responses (cue-evoked P300 and contingent negative variation, CNV) to high probability cues. The behavioral and brain responses were strictly associated on a single-trial basis. Source reconstruction of the brain responses revealed activation of fronto-parietal brain regions associated with cognitive control, particularly the anterior cingulate cortex and precuneus. We also found neural correlates of SLC in the contingency-unaware group, but these were restricted to post-target latencies and visual association areas. Our results document a qualitative difference between explicit and implicit learning processes and suggest that in certain conditions, proactivity may require explicit knowledge about contingencies.
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Affiliation(s)
- Dorota Sznabel
- Department of Experimental Otology, Hannover Medical School, Hannover, Germany.
- Cluster of Excellence "Hearing4all", Hannover, Germany.
| | - Rüdiger Land
- Department of Experimental Otology, Hannover Medical School, Hannover, Germany
| | - Bruno Kopp
- Department of Neurology, Hannover Medical School, Hannover, Germany
| | - Andrej Kral
- Department of Experimental Otology, Hannover Medical School, Hannover, Germany
- Cluster of Excellence "Hearing4all", Hannover, Germany
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16
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Ozernov-Palchik O, Qi Z, Beach SD, Gabrieli JDE. Intact procedural memory and impaired auditory statistical learning in adults with dyslexia. Neuropsychologia 2023; 188:108638. [PMID: 37516235 PMCID: PMC10805067 DOI: 10.1016/j.neuropsychologia.2023.108638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Revised: 05/08/2023] [Accepted: 07/03/2023] [Indexed: 07/31/2023]
Abstract
Developmental dyslexia is a reading disorder that is associated with atypical brain function. One neuropsychological theory posits that dyslexia reflects a deficit in the procedural memory system, which supports implicit learning, or the acquisition of knowledge without conscious awareness or intention. This study investigated various forms of procedural learning in adults with dyslexia and typically-reading adults. Adults with dyslexia exhibited typical skill learning on mirror tracing and rotary pursuit tasks that have been well-established as reflecting purely procedural memory and dependent on basal ganglia and cerebellar structures. They also exhibited typical statistical learning for visual material, but impaired statistical learning for auditory material. Auditory statistical learning proficiency correlated positively with single-word reading performance across all participants and within the group with dyslexia, linking a major difficulty in dyslexia with impaired auditory statistical learning. These findings dissociate multiple forms of procedural memory that are intact in dyslexia from a specific impairment in auditory statistical learning that is associated with reading difficulty.
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Affiliation(s)
- Ola Ozernov-Palchik
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, USA.
| | - Zhenghan Qi
- Department of Communication Sciences and Disorders, Department of Psychology, Northeastern University, Boston, MA, USA
| | - Sara D Beach
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - John D E Gabrieli
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, USA
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17
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Hannula DE, Minor GN, Slabbekoorn D. Conscious awareness and memory systems in the brain. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2023; 14:e1648. [PMID: 37012615 DOI: 10.1002/wcs.1648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 01/06/2023] [Accepted: 03/05/2023] [Indexed: 04/05/2023]
Abstract
The term "memory" typically refers to conscious retrieval of events and experiences from our past, but experience can also change our behaviour without corresponding awareness of the learning process or the associated outcome. Based primarily on early neuropsychological work, theoretical perspectives have distinguished between conscious memory, said to depend critically on structures in the medial temporal lobe (MTL), and a collection of performance-based memories that do not. The most influential of these memory systems perspectives, the declarative memory theory, continues to be a mainstay of scientific work today despite mounting evidence suggesting that contributions of MTL structures go beyond the kinds or types of memory that can be explicitly reported. Consistent with these reports, more recent perspectives have focused increasingly on the processing operations supported by particular brain regions and the qualities or characteristics of resulting representations whether memory is expressed with or without awareness. These alternatives to the standard model generally converge on two key points. First, the hippocampus is critical for relational memory binding and representation even without awareness and, second, there may be little difference between some types of priming and explicit, familiarity-based recognition. Here, we examine the evolution of memory systems perspectives and critically evaluate scientific evidence that has challenged the status quo. Along the way, we highlight some of the challenges that researchers encounter in the context of this work, which can be contentious, and describe innovative methods that have been used to examine unconscious memory in the lab. This article is categorized under: Psychology > Memory Psychology > Theory and Methods Philosophy > Consciousness.
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18
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Aljishi A, Sherman BE, Huberdeau DM, Obaid S, Sivaraju A, Turk-Browne NB, Damisah EC. Statistical learning in epilepsy: Behavioral, anatomical, and causal mechanisms in the human brain. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.04.25.538321. [PMID: 37162937 PMCID: PMC10168289 DOI: 10.1101/2023.04.25.538321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Statistical learning, the fundamental cognitive ability of humans to extract regularities across experiences over time, engages the medial temporal lobe in the healthy brain. This leads to the hypothesis that statistical learning may be impaired in epilepsy patients, and that this impairment could contribute to their varied memory deficits. In turn, epilepsy patients provide a platform to advance basic understanding of statistical learning by helping to evaluate the necessity of medial temporal lobe circuitry through disease and causal perturbations. We implemented behavioral testing, volumetric analysis of the medial temporal lobe substructures, and direct electrical brain stimulation to examine statistical learning across a cohort of 61 epilepsy patients and 28 healthy controls. Behavioral performance in a statistical learning task was negatively associated with seizure frequency, irrespective of where seizures originated in the brain. The volume of hippocampal subfields CA1 and CA2/3 correlated with statistical learning performance, suggesting a more specific role of the hippocampus. Indeed, transient direct electrical stimulation of the hippocampus disrupted statistical learning. Furthermore, the relationship between statistical learning and seizure frequency was selective: behavioral performance in an episodic memory task was impacted by structural lesions in the medial temporal lobe and by antiseizure medications, but not by seizure frequency. Overall, these results suggest that statistical learning may be hippocampally dependent and that this task could serve as a clinically useful behavioral assay of seizure frequency distinct from existing neuropsychological tests. Simple and short statistical learning tasks may thus provide patient-centered endpoints for evaluating the efficacy of novel treatments in epilepsy.
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Affiliation(s)
- Ayman Aljishi
- Department of Neurosurgery, Yale University School of Medicine, New Haven, CT 06510, USA
| | - Brynn E. Sherman
- Department of Psychology, Yale University, New Haven, CT 06520, USA
| | | | - Sami Obaid
- Department of Neurosurgery, Yale University School of Medicine, New Haven, CT 06510, USA
| | - Adithya Sivaraju
- Department of Neurology, Yale University School of Medicine, New Haven, CT 06510, USA
| | - Nicholas B. Turk-Browne
- Department of Psychology, Yale University, New Haven, CT 06520, USA
- Wu Tsai Institute, Yale University, New Haven, CT, 06510, USA
| | - Eyiyemisi C. Damisah
- Department of Neurosurgery, Yale University School of Medicine, New Haven, CT 06510, USA
- Wu Tsai Institute, Yale University, New Haven, CT, 06510, USA
- Department of Neuroscience, Yale University School of Medicine, New Haven, CT 06510, USA
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19
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Schevenels K, Altvater-Mackensen N, Zink I, De Smedt B, Vandermosten M. Aging effects and feasibility of statistical learning tasks across modalities. NEUROPSYCHOLOGY, DEVELOPMENT, AND COGNITION. SECTION B, AGING, NEUROPSYCHOLOGY AND COGNITION 2023; 30:201-230. [PMID: 34823443 DOI: 10.1080/13825585.2021.2007213] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Knowledge on statistical learning (SL) in healthy elderly is scarce. Theoretically, it is not clear whether aging affects modality-specific and/or domain-general learning mechanisms. Practically, there is a lack of research on simplified SL tasks, which would ease the burden of testing in clinical populations. Against this background, we conducted two experiments across three modalities (auditory, visual and visuomotor) in a total of 93 younger and older adults. In Experiment 1, SL was induced in all modalities. Aging effects appeared in the tasks relying on an explicit posttest to assess SL. We hypothesize that declines in domain-general processes that predominantly modulate explicit learning mechanisms underlie these aging effects. In Experiment 2, more feasible tasks were developed for which the level of SL was maintained in all modalities, except the auditory modality. These tasks are more likely to successfully measure SL in elderly (patient) populations in which task demands can be problematic.
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Affiliation(s)
- Klara Schevenels
- Research Group Experimental Oto-Rhino-Laryngology, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | | | - Inge Zink
- Research Group Experimental Oto-Rhino-Laryngology, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Bert De Smedt
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Maaike Vandermosten
- Research Group Experimental Oto-Rhino-Laryngology, Department of Neurosciences, KU Leuven, Leuven, Belgium
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20
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Billig AJ, Lad M, Sedley W, Griffiths TD. The hearing hippocampus. Prog Neurobiol 2022; 218:102326. [PMID: 35870677 PMCID: PMC10510040 DOI: 10.1016/j.pneurobio.2022.102326] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 06/08/2022] [Accepted: 07/18/2022] [Indexed: 11/17/2022]
Abstract
The hippocampus has a well-established role in spatial and episodic memory but a broader function has been proposed including aspects of perception and relational processing. Neural bases of sound analysis have been described in the pathway to auditory cortex, but wider networks supporting auditory cognition are still being established. We review what is known about the role of the hippocampus in processing auditory information, and how the hippocampus itself is shaped by sound. In examining imaging, recording, and lesion studies in species from rodents to humans, we uncover a hierarchy of hippocampal responses to sound including during passive exposure, active listening, and the learning of associations between sounds and other stimuli. We describe how the hippocampus' connectivity and computational architecture allow it to track and manipulate auditory information - whether in the form of speech, music, or environmental, emotional, or phantom sounds. Functional and structural correlates of auditory experience are also identified. The extent of auditory-hippocampal interactions is consistent with the view that the hippocampus makes broad contributions to perception and cognition, beyond spatial and episodic memory. More deeply understanding these interactions may unlock applications including entraining hippocampal rhythms to support cognition, and intervening in links between hearing loss and dementia.
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Affiliation(s)
| | - Meher Lad
- Translational and Clinical Research Institute, Newcastle University Medical School, Newcastle upon Tyne, UK
| | - William Sedley
- Translational and Clinical Research Institute, Newcastle University Medical School, Newcastle upon Tyne, UK
| | - Timothy D Griffiths
- Biosciences Institute, Newcastle University Medical School, Newcastle upon Tyne, UK; Wellcome Centre for Human Neuroimaging, UCL Queen Square Institute of Neurology, University College London, London, UK; Human Brain Research Laboratory, Department of Neurosurgery, University of Iowa Hospitals and Clinics, Iowa City, USA
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21
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Schevenels K, Michiels L, Lemmens R, De Smedt B, Zink I, Vandermosten M. The role of the hippocampus in statistical learning and language recovery in persons with post stroke aphasia. Neuroimage Clin 2022; 36:103243. [PMID: 36306718 PMCID: PMC9668653 DOI: 10.1016/j.nicl.2022.103243] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Revised: 10/17/2022] [Accepted: 10/19/2022] [Indexed: 11/11/2022]
Abstract
Although several studies have aimed for accurate predictions of language recovery in post stroke aphasia, individual language outcomes remain hard to predict. Large-scale prediction models are built using data from patients mainly in the chronic phase after stroke, although it is clinically more relevant to consider data from the acute phase. Previous research has mainly focused on deficits, i.e., behavioral deficits or specific brain damage, rather than compensatory mechanisms, i.e., intact cognitive skills or undamaged brain regions. One such unexplored brain region that might support language (re)learning in aphasia is the hippocampus, a region that has commonly been associated with an individual's learning potential, including statistical learning. This refers to a set of mechanisms upon which we rely heavily in daily life to learn a range of regularities across cognitive domains. Against this background, thirty-three patients with aphasia (22 males and 11 females, M = 69.76 years, SD = 10.57 years) were followed for 1 year in the acute (1-2 weeks), subacute (3-6 months) and chronic phase (9-12 months) post stroke. We evaluated the unique predictive value of early structural hippocampal measures for short-term and long-term language outcomes (measured by the ANELT). In addition, we investigated whether statistical learning abilities were intact in patients with aphasia using three different tasks: an auditory-linguistic and visual task based on the computation of transitional probabilities and a visuomotor serial reaction time task. Finally, we examined the association of individuals' statistical learning potential with acute measures of hippocampal gray and white matter. Using Bayesian statistics, we found moderate evidence for the contribution of left hippocampal gray matter in the acute phase to the prediction of long-term language outcomes, over and above information on the lesion and the initial language deficit (measured by the ScreeLing). Non-linguistic statistical learning in patients with aphasia, measured in the subacute phase, was intact at the group level compared to 23 healthy older controls (8 males and 15 females, M = 74.09 years, SD = 6.76 years). Visuomotor statistical learning correlated with acute hippocampal gray and white matter. These findings reveal that particularly left hippocampal gray matter in the acute phase is a potential marker of language recovery after stroke, possibly through its statistical learning ability.
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Affiliation(s)
- Klara Schevenels
- Research Group Experimental Oto-Rhino-Laryngology, Department of Neurosciences, KU Leuven, Onderwijs en Navorsing 2 (O&N2), Herestraat 49 box 721, Leuven 3000, Belgium; Leuven Brain Institute, KU Leuven, Onderwijs en Navorsing 5 (O&N 5), Herestraat 49 box 1020, Leuven 3000, Belgium.
| | - Laura Michiels
- Department of Neurology, University Hospitals Leuven, Herestraat 49, Leuven 3000, Belgium; Research Group Experimental Neurology, Department of Neurosciences, KU Leuven, Herestraat 49 box 7003, Leuven 3000, Belgium; Laboratory of Neurobiology, VIB Center for Brain & Disease Research, Onderwijs en Navorsing 5 (O&N 5), Herestraat 49 box 602, Leuven 3000, Belgium; Leuven Brain Institute, KU Leuven, Onderwijs en Navorsing 5 (O&N 5), Herestraat 49 box 1020, Leuven 3000, Belgium.
| | - Robin Lemmens
- Department of Neurology, University Hospitals Leuven, Herestraat 49, Leuven 3000, Belgium; Research Group Experimental Neurology, Department of Neurosciences, KU Leuven, Herestraat 49 box 7003, Leuven 3000, Belgium; Laboratory of Neurobiology, VIB Center for Brain & Disease Research, Onderwijs en Navorsing 5 (O&N 5), Herestraat 49 box 602, Leuven 3000, Belgium; Leuven Brain Institute, KU Leuven, Onderwijs en Navorsing 5 (O&N 5), Herestraat 49 box 1020, Leuven 3000, Belgium.
| | - Bert De Smedt
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU leuven, Leopold Vanderkelenstraat 32 box 3765, Leuven 3000, Belgium; Leuven Brain Institute, KU Leuven, Onderwijs en Navorsing 5 (O&N 5), Herestraat 49 box 1020, Leuven 3000, Belgium.
| | - Inge Zink
- Research Group Experimental Oto-Rhino-Laryngology, Department of Neurosciences, KU Leuven, Onderwijs en Navorsing 2 (O&N2), Herestraat 49 box 721, Leuven 3000, Belgium; Leuven Brain Institute, KU Leuven, Onderwijs en Navorsing 5 (O&N 5), Herestraat 49 box 1020, Leuven 3000, Belgium.
| | - Maaike Vandermosten
- Research Group Experimental Oto-Rhino-Laryngology, Department of Neurosciences, KU Leuven, Onderwijs en Navorsing 2 (O&N2), Herestraat 49 box 721, Leuven 3000, Belgium; Leuven Brain Institute, KU Leuven, Onderwijs en Navorsing 5 (O&N 5), Herestraat 49 box 1020, Leuven 3000, Belgium.
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22
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Insight into the Effects of High-Altitude Hypoxic Exposure on Learning and Memory. OXIDATIVE MEDICINE AND CELLULAR LONGEVITY 2022; 2022:4163188. [PMID: 36160703 PMCID: PMC9492407 DOI: 10.1155/2022/4163188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Accepted: 08/22/2022] [Indexed: 02/05/2023]
Abstract
The earth land area is heterogeneous in terms of elevation; about 45% of its land area belongs to higher elevation with altitude above 500 meters compared to sea level. In most cases, oxygen concentration decreases as altitude increases. Thus, high-altitude hypoxic stress is commonly faced by residents in areas with an average elevation exceeding 2500 meters and those who have just entered the plateau. High-altitude hypoxia significantly affects advanced neurobehaviors including learning and memory (L&M). Hippocampus, the integration center of L&M, could be the most crucial target affected by high-altitude hypoxia exposure. Based on these points, this review thoroughly discussed the relationship between high-altitude hypoxia and L&M impairment, in terms of hippocampal neuron apoptosis and dysfunction, neuronal oxidative stress disorder, neurotransmitters and related receptors, and nerve cell energy metabolism disorder, which is of great significance to find potential targets for medical intervention. Studies illustrate that the mechanism of L&M damaged by high-altitude hypoxia should be further investigated based on the entire review of issues related to this topic.
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23
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Tarawneh HY, Jayakody DM, Sohrabi HR, Martins RN, Mulders WH. Understanding the Relationship Between Age-Related Hearing Loss and Alzheimer’s Disease: A Narrative Review. J Alzheimers Dis Rep 2022; 6:539-556. [PMID: 36275417 PMCID: PMC9535607 DOI: 10.3233/adr-220035] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Accepted: 08/16/2022] [Indexed: 12/02/2022] Open
Abstract
Evidence suggests that hearing loss (HL), even at mild levels, increases the long-term risk of cognitive decline and incident dementia. Hearing loss is one of the modifiable risk factors for dementia, with approximately 4 million of the 50 million cases of dementia worldwide possibly attributed to untreated HL. This paper describes four possible mechanisms that have been suggested for the relationship between age-related hearing loss (ARHL) and Alzheimer’s disease (AD), which is the most common form of dementia. The first mechanism suggests mitochondrial dysfunction and altered signal pathways due to aging as a possible link between ARHL and AD. The second mechanism proposes that sensory degradation in hearing impaired people could explain the relationship between ARHL and AD. The occupation of cognitive resource (third) mechanism indicates that the association between ARHL and AD is a result of increased cognitive processing that is required to compensate for the degraded sensory input. The fourth mechanism is an expansion of the third mechanism, i.e., the function and structure interaction involves both cognitive resource occupation (neural activity) and AD pathology as the link between ARHL and AD. Exploring the specific mechanisms that provide the link between ARHL and AD has the potential to lead to innovative ideas for the diagnosis, prevention, and/or treatment of AD. This paper also provides insight into the current evidence for the use of hearing treatments as a possible treatment/prevention for AD, and if auditory assessments could provide an avenue for early detection of cognitive impairment associated with AD.
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Affiliation(s)
- Hadeel Y. Tarawneh
- School of Human Sciences, The University of Western Australia, Crawley, WA, Australia
- Ear Science Institute Australia, Subiaco, WA, Australia
| | - Dona M.P. Jayakody
- Ear Science Institute Australia, Subiaco, WA, Australia
- Centre of Ear Science, Medical School, The University of Western Australia, Crawley, WA, Australia
| | - Hamid R. Sohrabi
- Centre for Healthy Ageing, College of Science, Health, Engineering and Education, Murdoch University, WA, Australia
- School of Medical and Health Sciences, Edith Cowan University, Joondalup, WA, Australia
- Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Macquarie University, NSW, Australia
| | - Ralph N. Martins
- School of Medical and Health Sciences, Edith Cowan University, Joondalup, WA, Australia
- Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Macquarie University, NSW, Australia
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24
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Graves KN, Sherman BE, Huberdeau D, Damisah E, Quraishi IH, Turk-Browne NB. Remembering the pattern: A longitudinal case study on statistical learning in spatial navigation and memory consolidation. Neuropsychologia 2022; 174:108341. [PMID: 35961387 PMCID: PMC9578695 DOI: 10.1016/j.neuropsychologia.2022.108341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Revised: 07/10/2022] [Accepted: 07/24/2022] [Indexed: 10/15/2022]
Abstract
Distinct brain systems are thought to support statistical learning over different timescales. Regularities encountered during online perceptual experience can be acquired rapidly by the hippocampus. Further processing during offline consolidation can establish these regularities gradually in cortical regions, including the medial prefrontal cortex (mPFC). These mechanisms of statistical learning may be critical during spatial navigation, for which knowledge of the structure of an environment can facilitate future behavior. Rapid acquisition and prolonged retention of regularities have been investigated in isolation, but how they interact in the context of spatial navigation is unknown. We had the rare opportunity to study the brain systems underlying both rapid and gradual timescales of statistical learning using intracranial electroencephalography (iEEG) longitudinally in the same patient over a period of three weeks. As hypothesized, spatial patterns were represented in the hippocampus but not mPFC for up to one week after statistical learning and then represented in the mPFC but not hippocampus two and three weeks after statistical learning. Taken together, these findings suggest that the hippocampus may contribute to the initial extraction of regularities prior to cortical consolidation.
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Affiliation(s)
- Kathryn N Graves
- Department of Psychology, Yale University, 2 Hillhouse Ave., New Haven, CT, 06520, USA.
| | - Brynn E Sherman
- Department of Psychology, Yale University, 2 Hillhouse Ave., New Haven, CT, 06520, USA
| | - David Huberdeau
- Department of Psychology, Yale University, 2 Hillhouse Ave., New Haven, CT, 06520, USA
| | - Eyiyemisi Damisah
- Department of Neurosurgery, Yale University, 333 Cedar St., New Haven, CT, 06510, USA
| | - Imran H Quraishi
- Department of Neurology, Yale University, 800 Howard Ave., New Haven, CT, 06519, USA
| | - Nicholas B Turk-Browne
- Department of Psychology, Yale University, 2 Hillhouse Ave., New Haven, CT, 06520, USA; Wu Tsai Institute, Yale University, 100 College St, New Haven, CT, 06510, USA
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25
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Pudhiyidath A, Morton NW, Viveros Duran R, Schapiro AC, Momennejad I, Hinojosa-Rowland DM, Molitor RJ, Preston AR. Representations of Temporal Community Structure in Hippocampus and Precuneus Predict Inductive Reasoning Decisions. J Cogn Neurosci 2022; 34:1736-1760. [PMID: 35579986 PMCID: PMC10262802 DOI: 10.1162/jocn_a_01864] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Our understanding of the world is shaped by inferences about underlying structure. For example, at the gym, you might notice that the same people tend to arrive around the same time and infer that they are friends that work out together. Consistent with this idea, after participants are presented with a temporal sequence of objects that follows an underlying community structure, they are biased to infer that objects from the same community share the same properties. Here, we used fMRI to measure neural representations of objects after temporal community structure learning and examine how these representations support inference about object relationships. We found that community structure learning affected inferred object similarity: When asked to spatially group items based on their experience, participants tended to group together objects from the same community. Neural representations in perirhinal cortex predicted individual differences in object grouping, suggesting that high-level object representations are affected by temporal community learning. Furthermore, participants were biased to infer that objects from the same community would share the same properties. Using computational modeling of temporal learning and inference decisions, we found that inductive reasoning is influenced by both detailed knowledge of temporal statistics and abstract knowledge of the temporal communities. The fidelity of temporal community representations in hippocampus and precuneus predicted the degree to which temporal community membership biased reasoning decisions. Our results suggest that temporal knowledge is represented at multiple levels of abstraction, and that perirhinal cortex, hippocampus, and precuneus may support inference based on this knowledge.
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26
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Hippocampal and auditory contributions to speech segmentation. Cortex 2022; 150:1-11. [DOI: 10.1016/j.cortex.2022.01.017] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Revised: 11/03/2021] [Accepted: 01/23/2022] [Indexed: 11/21/2022]
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27
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Pesnot Lerousseau J, Hidalgo C, Roman S, Schön D. Does auditory deprivation impairs statistical learning in the auditory modality? Cognition 2022; 222:105009. [PMID: 34999437 DOI: 10.1016/j.cognition.2021.105009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 12/01/2021] [Accepted: 12/26/2021] [Indexed: 11/03/2022]
Abstract
Early sensory deprivation allows assessing the extent of reorganisation of cognitive functions, well beyond sensory processing. As such, it is a good model to explore the links between sensory experience and cognitive functions. One of these functions, statistical learning - the ability to extract and use regularities present in the environment - is suspected to be impaired in prelingually deaf children with a cochlear implant. However, empirical evidence supporting this claim is very scarce and studies have reported contradictory results. This might be because previous studies have tested statistical learning only in the visual modality and did not make clear distinctions between multiple types of statistical regularities. To overcome these problems, we designed a modified serial reaction time task where cochlear implanted children and normal hearing children had to react to auditory sequences that embed multiple statistical regularities, namely transition probabilities of 0th, 1st or 2nd order. We compared the reaction times of the children with the output of a simple computational model that learns transition probabilities. First, 6-12 years old children were able to learn 0th and 1st order transition probabilities but not 2nd order ones. Second, there were no differences between cochlear implanted children and their normal hearing peers. These results indicate that auditory statistical learning is preserved in congenitally deaf children with cochlear implants. This suggests in turn that early auditory deprivation might not be crucially detrimental for the normal development of statistical learning.
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Affiliation(s)
| | - Céline Hidalgo
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France; La Timone Children's Hospital, ENT Unit, Marseille, France
| | - Stéphane Roman
- La Timone Children's Hospital, ENT Unit, Marseille, France
| | - Daniele Schön
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France
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Ahufinger N, Ferinu L, Sanz-Torrent M, Andreu L, Evans JL. Statistical word learning in Catalan-Spanish and English-speaking children with and without developmental language disorder. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2022; 57:42-62. [PMID: 34613648 PMCID: PMC8766906 DOI: 10.1111/1460-6984.12673] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Revised: 08/13/2021] [Accepted: 09/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND A growing body of work shows that children with developmental language disorder (DLD) perform poorly on statistical word learning (SWL) tasks, consistent with the predictions of the Procedural Deficit Hypothesis that predicts that procedural memory is impaired in DLD. To date, however, SWL performance has not been compared across linguistically heterogeneous populations of children with DLD. AIMS To compare SWL performance in a group of age, sex and non-verbal IQ-matched Catalan-Spanish and English-speaking children with and without DLD. METHODS & PROCEDURES Two cohorts of children: (1) 35 Catalan-Spanish-speaking children with DLD (Mage = 8;7 years) and 35 age/sex-matched typical developing (TD) children (Mage = 8;9 years), and (2) 24 English-speaking children with DLD (Mage = 9;1 years) and 19 age/sex matched TD controls (Mage = 8;9 years) completed the tone version of a SWL task from Evans et al. (2009). Children listened to a tone language in which transitional probabilities within tone words were higher than those between words. OUTCOMES & RESULTS For both Catalan-Spanish and English cohorts, overall performance for the children with DLD was poorer than that of the TD controls regardless of the child's native language. Item analysis revealed that children with DLD had difficulty tracking statistical information and using transitional probability to discover tone word boundaries within the input. For both the Catalan-Spanish and English-speaking children, SWL accounted for a significant amount of unique variance in Receptive and Expressive vocabulary. Likelihood ratio analysis revealed that for both Catalan-Spanish and English cohorts, children having performance ≤ 45% on the SWL task had an extremely high degree of likelihood of having DLD. The analysis also revealed that for the Catalan-Spanish and English-speaking children, scores of ≥ 75% and ≥ 70%, respectively, were highly likelihood to be children with normal language abilities. CONCLUSIONS & IMPLICATIONS The findings add to a pattern suggesting that SWL is a mechanism that children rely on to acquire vocabulary. The results also suggest that SWL deficits, in particular when combined with other measures, may be a reliable diagnostic indicator for children with DLD regardless of the child's native language, and whether or not the child is bilingual or monolingual. WHAT THIS PAPER ADDS What is already known on the subject Although there is some disagreement, a small but growing body of work suggests that deficits in procedural memory, as measured either by motor sequencing (Serial Reaction Time-SRT) or SWL tasks, may be part of the deficit profile of children with DLD. To date, studies have not examined SWL across linguistically heterogeneous populations of children with DLD to determine if it is a unique clinical marker of the disorder. What this paper adds to existing knowledge The results show that children with DLD, regardless of their native language, or whether the child is bi- or monolingual, have difficulties on SWL tasks, and that these deficits are linked to severity of the language disorder. Taken together, these results indicate that procedural memory deficits may be a core feature of DLD. This suggests that statistical-learning tasks using tone stimuli can also advance our understanding of statistical-learning abilities in children with DLD more globally. What are the potential or actual clinical implications of this work? The current study shows that statistical-learning tasks using tone stimuli can be used in conjunction with standardized assessment measures to differentiate children with DLD from children with typical language ability.
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Affiliation(s)
- Nadia Ahufinger
- Estudis de Psicologia i Ciències de l’Educació, Universitat Oberta de Catalunya, Barcelona, Spain
- NeuroDevelop eHealth Lab, eHealth Center, Universitat Oberta de Catalunya, Barcelona, Spain
- Departament de Cognició, Desenvolupament i Psicologia de l’Educació, Universitat de Barcelona, Barcelona, Spain
| | - Laura Ferinu
- Estudis de Psicologia i Ciències de l’Educació, Universitat Oberta de Catalunya, Barcelona, Spain
- NeuroDevelop eHealth Lab, eHealth Center, Universitat Oberta de Catalunya, Barcelona, Spain
| | - Mònica Sanz-Torrent
- NeuroDevelop eHealth Lab, eHealth Center, Universitat Oberta de Catalunya, Barcelona, Spain
- Departament de Cognició, Desenvolupament i Psicologia de l’Educació, Universitat de Barcelona, Barcelona, Spain
| | - Llorenç Andreu
- NeuroDevelop eHealth Lab, eHealth Center, Universitat Oberta de Catalunya, Barcelona, Spain
| | - Julia L. Evans
- Department of Speech, Language, and Hearing, University of Texas at Dallas, Richardson, TX 75080, USA
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Ellis CT, Skalaban LJ, Yates TS, Bejjanki VR, Córdova NI, Turk-Browne NB. Evidence of hippocampal learning in human infants. Curr Biol 2021; 31:3358-3364.e4. [PMID: 34022155 DOI: 10.1016/j.cub.2021.04.072] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 03/19/2021] [Accepted: 04/28/2021] [Indexed: 01/26/2023]
Abstract
The hippocampus is essential for human memory.1 The protracted maturation of memory capacities from infancy through early childhood2-4 is thus often attributed to hippocampal immaturity.5-7 The hippocampus of human infants has been characterized in terms of anatomy,8,9 but its function has never been tested directly because of technical challenges.10,11 Here, we use recently developed methods for task-based fMRI in awake human infants12 to test the hypothesis that the infant hippocampus supports statistical learning.13-15 Hippocampal activity increased with exposure to visual sequences of objects when the temporal order contained regularities to be learned, compared to when the order was random. Despite the hippocampus doubling in anatomical volume across infancy, learning-related functional activity bore no relationship to age. This suggests that the hippocampus is recruited for statistical learning at the youngest ages in our sample, around 3 months. Within the hippocampus, statistical learning was clearer in anterior than posterior divisions. This is consistent with the theory that statistical learning occurs in the monosynaptic pathway,16 which is more strongly represented in the anterior hippocampus.17,18 The monosynaptic pathway develops earlier than the trisynaptic pathway, which is linked to episodic memory,19,20 raising the possibility that the infant hippocampus participates in statistical learning before it forms durable memories. Beyond the hippocampus, the medial prefrontal cortex showed statistical learning, consistent with its role in adult memory integration21 and generalization.22 These results suggest that the hippocampus supports the vital ability of infants to extract the structure of their environment through experience.
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Affiliation(s)
- Cameron T Ellis
- Department of Psychology, Yale University, 2 Hillhouse Avenue, New Haven, CT 06511, USA
| | - Lena J Skalaban
- Department of Psychology, Yale University, 2 Hillhouse Avenue, New Haven, CT 06511, USA
| | - Tristan S Yates
- Department of Psychology, Yale University, 2 Hillhouse Avenue, New Haven, CT 06511, USA
| | - Vikranth R Bejjanki
- Department of Psychology, Hamilton College, 198 College Hill Road, Clinton, NY 13323, USA
| | - Natalia I Córdova
- Department of Psychology, Yale University, 2 Hillhouse Avenue, New Haven, CT 06511, USA
| | - Nicholas B Turk-Browne
- Department of Psychology, Yale University, 2 Hillhouse Avenue, New Haven, CT 06511, USA.
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Bulgarelli F, Weiss DJ, Dennis NA. Cross-situational statistical learning in younger and older adults. NEUROPSYCHOLOGY, DEVELOPMENT, AND COGNITION. SECTION B, AGING, NEUROPSYCHOLOGY AND COGNITION 2021; 28:346-366. [PMID: 32369407 PMCID: PMC7641919 DOI: 10.1080/13825585.2020.1759502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Accepted: 04/19/2020] [Indexed: 10/24/2022]
Abstract
Research investigating statistical learning, the process of tracking regularities in the environment, in older adults has been limited; with existing studies suggesting there are age-related declines. We aim to further understand older adults' statistical learning abilities using a cross-situational statistical learning paradigm in which learners map novel words to novel objects. In Experiment 1, we manipulated task difficulty and found an overall age deficit but no interaction between age and difficulty. In Experiment 2, after extended practice with a first set of object-word mappings, learners could remap a subset of previously learned words to novel objects. Based on hyper-binding, older adults might be more willing to remap previously learned words to novel objects. However, despite overall poorer learning, older adults were actually less likely to remap. Even though older adults may have an associative memory deficit, learned associations are not more weakly bound for older relative to younger adults.
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Affiliation(s)
- Federica Bulgarelli
- Department of Psychology and Neuroscience, Duke University
- Department of Psychology, Pennsylvania State University
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31
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Elward RL, Rugg MD, Vargha-Khadem F. When the brain, but not the person, remembers: Cortical reinstatement is modulated by retrieval goal in developmental amnesia. Neuropsychologia 2021; 154:107788. [PMID: 33587931 PMCID: PMC7967023 DOI: 10.1016/j.neuropsychologia.2021.107788] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2020] [Revised: 01/18/2021] [Accepted: 02/08/2021] [Indexed: 11/16/2022]
Abstract
Developmental amnesia (DA) is associated with early hippocampal damage and subsequent episodic amnesia emerging in childhood alongside age-appropriate development of semantic knowledge. We employed fMRI to assess whether patients with DA show evidence of 'cortical reinstatement', a neural correlate of episodic memory, despite their amnesia. At study, 23 participants (5 patients) were presented with words overlaid on a scene or a scrambled image for later recognition. Scene reinstatement was indexed by scene memory effects (greater activity for previously presented words paired with a scene rather than scrambled images) that overlapped with scene perception effects. Patients with DA demonstrated scene reinstatement effects in the parahippocampal and retrosplenial cortex that were equivalent to those shown by healthy controls. Behaviourally, however, patients with DA showed markedly impaired scene memory. The data indicate that reinstatement can occur despite hippocampal damage, but that cortical reinstatement is insufficient to support accurate memory performance. Furthermore, scene reinstatement effects were diminished during a retrieval task in which scene information was not relevant for accurate responding, indicating that strategic mnemonic processes operate normally in DA. The data suggest that cortical reinstatement of trial-specific contextual information is decoupled from the experience of recollection in the presence of severe hippocampal atrophy.
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Affiliation(s)
- Rachael L Elward
- UCL Great Ormond Street Institute for Child Health, London, UK; London South Bank University, London, UK
| | - Michael D Rugg
- Center for Vital Longevity and School of Behavioral and Brain Sciences, University of Texas at Dallas, USA; School of Psychology, University of East Anglia, UK
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32
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Henin S, Turk-Browne NB, Friedman D, Liu A, Dugan P, Flinker A, Doyle W, Devinsky O, Melloni L. Learning hierarchical sequence representations across human cortex and hippocampus. SCIENCE ADVANCES 2021; 7:eabc4530. [PMID: 33608265 PMCID: PMC7895424 DOI: 10.1126/sciadv.abc4530] [Citation(s) in RCA: 62] [Impact Index Per Article: 20.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 01/07/2021] [Indexed: 05/03/2023]
Abstract
Sensory input arrives in continuous sequences that humans experience as segmented units, e.g., words and events. The brain's ability to discover regularities is called statistical learning. Structure can be represented at multiple levels, including transitional probabilities, ordinal position, and identity of units. To investigate sequence encoding in cortex and hippocampus, we recorded from intracranial electrodes in human subjects as they were exposed to auditory and visual sequences containing temporal regularities. We find neural tracking of regularities within minutes, with characteristic profiles across brain areas. Early processing tracked lower-level features (e.g., syllables) and learned units (e.g., words), while later processing tracked only learned units. Learning rapidly shaped neural representations, with a gradient of complexity from early brain areas encoding transitional probability, to associative regions and hippocampus encoding ordinal position and identity of units. These findings indicate the existence of multiple, parallel computational systems for sequence learning across hierarchically organized cortico-hippocampal circuits.
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Affiliation(s)
- Simon Henin
- New York University Comprehensive Epilepsy Center, 223 34th Street, New York, NY 10016, USA.
- Department of Neurology, New York University School of Medicine, 240 East 38th Street, 20th Floor, New York, NY 10016, USA
| | | | - Daniel Friedman
- New York University Comprehensive Epilepsy Center, 223 34th Street, New York, NY 10016, USA
- Department of Neurology, New York University School of Medicine, 240 East 38th Street, 20th Floor, New York, NY 10016, USA
| | - Anli Liu
- New York University Comprehensive Epilepsy Center, 223 34th Street, New York, NY 10016, USA
- Department of Neurology, New York University School of Medicine, 240 East 38th Street, 20th Floor, New York, NY 10016, USA
| | - Patricia Dugan
- New York University Comprehensive Epilepsy Center, 223 34th Street, New York, NY 10016, USA
- Department of Neurology, New York University School of Medicine, 240 East 38th Street, 20th Floor, New York, NY 10016, USA
| | - Adeen Flinker
- New York University Comprehensive Epilepsy Center, 223 34th Street, New York, NY 10016, USA
- Department of Neurology, New York University School of Medicine, 240 East 38th Street, 20th Floor, New York, NY 10016, USA
| | - Werner Doyle
- New York University Comprehensive Epilepsy Center, 223 34th Street, New York, NY 10016, USA
- Department of Neurology, New York University School of Medicine, 240 East 38th Street, 20th Floor, New York, NY 10016, USA
| | - Orrin Devinsky
- New York University Comprehensive Epilepsy Center, 223 34th Street, New York, NY 10016, USA
- Department of Neurology, New York University School of Medicine, 240 East 38th Street, 20th Floor, New York, NY 10016, USA
| | - Lucia Melloni
- New York University Comprehensive Epilepsy Center, 223 34th Street, New York, NY 10016, USA.
- Department of Neurology, New York University School of Medicine, 240 East 38th Street, 20th Floor, New York, NY 10016, USA
- Department of Neuroscience, Max Planck Institute for Empirical Aesthetics, Grüneburgweg 14, 60322 Frankfurt am Main, Germany
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33
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Huberdeau DM, Turk-Browne NB. Visuomotor associations facilitate movement preparation. J Exp Psychol Hum Percept Perform 2021; 47:372-386. [PMID: 33475417 DOI: 10.1037/xhp0000895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Many motor skills require rapidly choosing a movement goal and preparing a movement to that goal, such as in sports where circumstances often change quickly and many actions are possible. Humans can benefit from learning the perceptual cues that predict the requirements of movement so that the choice of a movement goal and movement preparation can occur earlier. However, there remains uncertainty about how these perceptual cues are learned. Here we investigate the use and learning of these perceptual-motor associations. First, we ask if episodic memory for associations can support learning. In Experiment 1, participants first memorized associations between symbols and movement goals. When these symbols were subsequently presented as cues, reaching movements were prepared as efficiently as if the goals themselves were previewed, without the need for additional practice. Next, we ask whether statistical learning can be used to learn the associations. In Experiment 2, participants had to learn the associations during the movement task itself. This learning enabled efficient movement preparation, and the rate of improvement scaled with the number and complexity of associations. These findings suggest that movement preparation can be facilitated by perceptual cues via statistical learning and memory recall, highlighting a potential role for learning and memory systems not conventionally implicated in motor behavior. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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34
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Griffiths TD, Lad M, Kumar S, Holmes E, McMurray B, Maguire EA, Billig AJ, Sedley W. How Can Hearing Loss Cause Dementia? Neuron 2020; 108:401-412. [PMID: 32871106 PMCID: PMC7664986 DOI: 10.1016/j.neuron.2020.08.003] [Citation(s) in RCA: 155] [Impact Index Per Article: 38.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2020] [Revised: 07/31/2020] [Accepted: 08/05/2020] [Indexed: 12/11/2022]
Abstract
Epidemiological studies identify midlife hearing loss as an independent risk factor for dementia, estimated to account for 9% of cases. We evaluate candidate brain bases for this relationship. These bases include a common pathology affecting the ascending auditory pathway and multimodal cortex, depletion of cognitive reserve due to an impoverished listening environment, and the occupation of cognitive resources when listening in difficult conditions. We also put forward an alternate mechanism, drawing on new insights into the role of the medial temporal lobe in auditory cognition. In particular, we consider how aberrant activity in the service of auditory pattern analysis, working memory, and object processing may interact with dementia pathology in people with hearing loss. We highlight how the effect of hearing interventions on dementia depends on the specific mechanism and suggest avenues for work at the molecular, neuronal, and systems levels to pin this down.
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Affiliation(s)
- Timothy D Griffiths
- Biosciences Institute, Newcastle University Medical School, Newcastle upon Tyne NE2 4HH, UK; Wellcome Centre for Human Neuroimaging, UCL Queen Square Institute of Neurology, University College London, London WC1N 3AR, UK; Human Brain Research Laboratory, Department of Neurosurgery, University of Iowa Hospitals and Clinics, Iowa City, IA 52242, USA.
| | - Meher Lad
- Biosciences Institute, Newcastle University Medical School, Newcastle upon Tyne NE2 4HH, UK
| | - Sukhbinder Kumar
- Biosciences Institute, Newcastle University Medical School, Newcastle upon Tyne NE2 4HH, UK
| | - Emma Holmes
- Wellcome Centre for Human Neuroimaging, UCL Queen Square Institute of Neurology, University College London, London WC1N 3AR, UK
| | - Bob McMurray
- Departments of Psychological and Brain Sciences, Communication Sciences and Disorders, Otolaryngology, University of Iowa, Iowa City, IA 52242, USA
| | - Eleanor A Maguire
- Wellcome Centre for Human Neuroimaging, UCL Queen Square Institute of Neurology, University College London, London WC1N 3AR, UK
| | | | - William Sedley
- Biosciences Institute, Newcastle University Medical School, Newcastle upon Tyne NE2 4HH, UK
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35
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Morrow EL, Duff MC. Sleep Supports Memory and Learning: Implications for Clinical Practice in Speech-Language Pathology. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:577-585. [PMID: 32202919 DOI: 10.1044/2019_ajslp-19-00125] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose This tutorial aims to draw attention to the interactions among memory, sleep, and therapy potential and to increase awareness and knowledge in the field of speech-language pathology of the potential impact of sleep as a mediating or moderating factor in promoting therapeutic outcome. Method We highlight key findings from the literature on the cognitive neuroscience of memory, the neurophysiology of sleep, how sleep supports memory, and how sleep disruption affects memory and learning abilities in populations commonly served in speech-language pathology. Results Research increasingly points to the critical importance of sleep quality and quantity to memory and learning, and sleep disruption is linked to deficits in functional cognition that may limit our clients' ability to benefit from speech pathology interventions. Conclusions As a field dedicated to promoting memory, learning, and relearning through our interventions, any systemic factors that affect these abilities demand our attention. Although speech-language pathologists do not treat sleep disturbance, we play a critical role in recognizing the signs and symptoms of sleep disturbance and making appropriate referrals, as undiagnosed and untreated sleep disturbance can have serious impacts on success in therapeutic contexts. By considering how related factors affect memory and learning, we have the opportunity to take a whole client approach to maximizing our clients' therapy potential and functional progress.
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Affiliation(s)
- Emily L Morrow
- Department of Hearing & Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
| | - Melissa C Duff
- Department of Hearing & Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
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36
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Tompson SH, Kahn AE, Falk EB, Vettel JM, Bassett DS. Functional brain network architecture supporting the learning of social networks in humans. Neuroimage 2020; 210:116498. [PMID: 31917325 PMCID: PMC8740914 DOI: 10.1016/j.neuroimage.2019.116498] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2019] [Revised: 12/23/2019] [Accepted: 12/24/2019] [Indexed: 01/22/2023] Open
Abstract
Most humans have the good fortune to live their lives embedded in richly structured social groups. Yet, it remains unclear how humans acquire knowledge about these social structures to successfully navigate social relationships. Here we address this knowledge gap with an interdisciplinary neuroimaging study drawing on recent advances in network science and statistical learning. Specifically, we collected BOLD MRI data while participants learned the community structure of both social and non-social networks, in order to examine whether the learning of these two types of networks was differentially associated with functional brain network topology. We found that participants learned the community structure of the networks, as evidenced by a slower reaction time when a trial moved between communities than when a trial moved within a community. Learning the community structure of social networks was also characterized by significantly greater functional connectivity of the hippocampus and temporoparietal junction when transitioning between communities than when transitioning within a community. Furthermore, temporoparietal regions of the default mode were more strongly connected to hippocampus, somatomotor, and visual regions for social networks than for non-social networks. Collectively, our results identify neurophysiological underpinnings of social versus non-social network learning, extending our knowledge about the impact of social context on learning processes. More broadly, this work offers an empirical approach to study the learning of social network structures, which could be fruitfully extended to other participant populations, various graph architectures, and a diversity of social contexts in future studies.
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Affiliation(s)
- Steven H Tompson
- Human Sciences Campaign, U.S. Combat Capabilities Development Center Army Research Laboratory, Aberdeen, MD, 21005, USA; Department of Bioengineering, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - Ari E Kahn
- Department of Bioengineering, University of Pennsylvania, Philadelphia, PA, 19104, USA; Department of Neuroscience, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - Emily B Falk
- Annenberg School of Communication, University of Pennsylvania, Philadelphia, PA, 19104, USA; Department of Psychology, University of Pennsylvania, Philadelphia, PA, 19104, USA; Marketing Department, Wharton School, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - Jean M Vettel
- Human Sciences Campaign, U.S. Combat Capabilities Development Center Army Research Laboratory, Aberdeen, MD, 21005, USA; Department of Bioengineering, University of Pennsylvania, Philadelphia, PA, 19104, USA; Department of Psychological and Brain Sciences, University of California, Santa Barbara, Santa Barbara, CA, 93106, USA
| | - Danielle S Bassett
- Department of Bioengineering, University of Pennsylvania, Philadelphia, PA, 19104, USA; Department of Electrical & Systems Engineering, University of Pennsylvania, Philadelphia, PA, 19104, USA; Department of Neurology, University of Pennsylvania, Philadelphia, PA, 19104, USA; Department of Physics & Astronomy, University of Pennsylvania, Philadelphia, PA, 19104, USA; Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, 19104, USA; Santa Fe Institute, Santa Fe, NM, 87501, USA.
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37
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Sherman BE, Graves KN, Turk-Browne NB. The prevalence and importance of statistical learning in human cognition and behavior. Curr Opin Behav Sci 2020; 32:15-20. [PMID: 32258249 DOI: 10.1016/j.cobeha.2020.01.015] [Citation(s) in RCA: 36] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Statistical learning, the ability to extract regularities from the environment over time, has become a topic of burgeoning interest. Its influence on behavior, spanning infancy to adulthood, has been demonstrated across a range of tasks, both those labeled as tests of statistical learning and those from other learning domains that predated statistical learning research or that are not typically considered in the context of that literature. Given this pervasive role in human cognition, statistical learning has the potential to reconcile seemingly distinct learning phenomena and may be an under-appreciated but important contributor to a wide range of human behaviors that are studied as unrelated processes, such as episodic memory and spatial navigation.
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Affiliation(s)
- Brynn E Sherman
- Department of Psychology, Yale University, 2 Hillhouse Avenue, New Haven, CT 06520, USA
| | - Kathryn N Graves
- Department of Psychology, Yale University, 2 Hillhouse Avenue, New Haven, CT 06520, USA
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Klooster NB, Tranel D, Duff MC. The hippocampus and semantic memory over time. BRAIN AND LANGUAGE 2020; 201:104711. [PMID: 31739112 PMCID: PMC7577377 DOI: 10.1016/j.bandl.2019.104711] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2019] [Revised: 10/18/2019] [Accepted: 10/20/2019] [Indexed: 05/11/2023]
Abstract
We previously reported impoverished semantic memory in patients with hippocampal amnesia (Klooster & Duff, 2015). Here, we test whether this disruption results from the patients not updating semantic representations since the onset of their amnesia. We extend previous work by comparing performance of hippocampal patients and their current age (CA) comparisons (M = 58.5 years) to a new comparison group matched to the patients' age of onset (AoO) of hippocampal damage (M = 36.8). Participants completed feature and senses-listing tasks and the Word Associates Test. Both comparison groups performed significantly better than the patients with amnesia. A key new finding was that the older CA group performed significantly better than the younger AoO group. Semantic memory may become richer over time as additional information is added to existing representations. We conclude that a failure to update semantic memory may explain (at least some of) the previously observed deficits in amnesia and that the hippocampus may support semantic memory across the lifespan. Longitudinal data from patients with hippocampal pathology would provide a critical test of our conclusion.
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Affiliation(s)
- Nathaniel B Klooster
- Center for Cognitive Neuroscience, University of Pennsylvania, United States; Moss Rehabilitation Research Institute, United States
| | - Daniel Tranel
- Department of Neurology, Division of Neuropsychology and Cognitive Neuroscience, University of Iowa Carver College of Medicine, United States.
| | - Melissa C Duff
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, United States
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Duff MC, Covington NV, Hilverman C, Cohen NJ. Semantic Memory and the Hippocampus: Revisiting, Reaffirming, and Extending the Reach of Their Critical Relationship. Front Hum Neurosci 2020; 13:471. [PMID: 32038203 PMCID: PMC6993580 DOI: 10.3389/fnhum.2019.00471] [Citation(s) in RCA: 77] [Impact Index Per Article: 19.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2019] [Accepted: 12/23/2019] [Indexed: 11/22/2022] Open
Abstract
Since Tulving proposed a distinction in memory between semantic and episodic memory, considerable effort has been directed towards understanding their similar and unique features. Of particular interest has been the extent to which semantic and episodic memory have a shared dependence on the hippocampus. In contrast to the definitive evidence for the link between hippocampus and episodic memory, the role of the hippocampus in semantic memory has been a topic of considerable debate. This debate stems, in part, from highly variable reports of new semantic memory learning in amnesia ranging from profound impairment to full preservation, and various degrees of deficit and ability in between. More recently, a number of significant advances in experimental methods have occurred, alongside new provocative data on the role of the hippocampus in semantic memory, making this an ideal moment to revisit this debate, to re-evaluate data, methods, and theories, and to synthesize new findings. In line with these advances, this review has two primary goals. First, we provide a historical lens with which to reevaluate and contextualize the literature on semantic memory and the hippocampus. The second goal of this review is to provide a synthesis of new findings on the role of the hippocampus and semantic memory. With the perspective of time and this critical review, we arrive at the interpretation that the hippocampus does indeed make necessary contributions to semantic memory. We argue that semantic memory, like episodic memory, is a highly flexible, (re)constructive, relational and multimodal system, and that there is value in developing methods and materials that fully capture this depth and richness to facilitate comparisons to episodic memory. Such efforts will be critical in addressing questions regarding the cognitive and neural (inter)dependencies among forms of memory, and the role that these forms of memory play in support of cognition more broadly. Such efforts also promise to advance our understanding of how words, concepts, and meaning, as well as episodes and events, are instantiated and maintained in memory and will yield new insights into our two most quintessentially human abilities: memory and language.
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Affiliation(s)
- Melissa C Duff
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Natalie V Covington
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Caitlin Hilverman
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Neal J Cohen
- Department of Psychology, Beckman Institute, University of Illinois, Champaign, IL, United States
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Warren DE, Roembke TC, Covington NV, McMurray B, Duff MC. Cross-Situational Statistical Learning of New Words Despite Bilateral Hippocampal Damage and Severe Amnesia. Front Hum Neurosci 2020; 13:448. [PMID: 32009916 PMCID: PMC6971191 DOI: 10.3389/fnhum.2019.00448] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Accepted: 12/05/2019] [Indexed: 11/18/2022] Open
Abstract
Word learning requires learners to bind together arbitrarily-related phonological, visual, and conceptual information. Prior work suggests that this binding can be robustly achieved via incidental cross-situational statistical exposure to words and referents. When cross-situational statistical learning (CSSL) is tested in the laboratory, there is no information on any given trial to identify the referent of a novel word. However, by tracking which objects co-occur with each word across trials, learners may acquire mappings through statistical association. While CSSL behavior is well-characterized, its brain correlates are not. The arbitrary nature of CSSL mappings suggests hippocampal involvement, but the incremental, statistical nature of the learning raises the possibility of neocortical or procedural learning systems. Prior studies have shown that neurological patients with hippocampal pathology have word-learning impairments, but this has not been tested in a statistical learning paradigm. Here, we used a neuropsychological approach to test whether patients with bilateral hippocampal pathology (N = 3) could learn new words in a CSSL paradigm. In the task, patients and healthy comparison participants completed a CSSL word-learning task in which they acquired eight word/object mappings. During each trial of the CSSL task, participants saw two objects on a computer display, heard one novel word, and selected the most likely referent. Across trials, words were 100% likely to co-occur with their referent, but only 14.3% likely with non-referents. Two of three amnesic patients learned the associations between objects and word forms, although performance was impaired relative to healthy comparison participants. Our findings show that the hippocampus is not strictly necessary for CSSL for words, although it may facilitate such learning. This is consistent with a hybrid account of CSSL supported by implicit and explicit memory systems, and may have translational applications for remediation of (word-) learning deficits in neurological populations with hippocampal pathology.
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Affiliation(s)
- David E Warren
- Department of Neurological Sciences, University of Nebraska Medical Center, Omaha, NE, United States
| | - Tanja C Roembke
- Institute of Psychology, RWTH Aachen University, Aachen, Germany
| | - Natalie V Covington
- Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN, United States
| | - Bob McMurray
- Psychological and Brain Sciences, University of Iowa, Iowa, IA, United States
| | - Melissa C Duff
- Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN, United States
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Schapiro AC, Reid AG, Morgan A, Manoach DS, Verfaellie M, Stickgold R. The hippocampus is necessary for the consolidation of a task that does not require the hippocampus for initial learning. Hippocampus 2019; 29:1091-1100. [PMID: 31157946 DOI: 10.1002/hipo.23101] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2019] [Revised: 04/02/2019] [Accepted: 04/29/2019] [Indexed: 11/09/2022]
Abstract
During sleep, the hippocampus plays an active role in consolidating memories that depend on it for initial encoding. There are hints in the literature that the hippocampus may have a broader influence, contributing to the consolidation of memories that may not initially require the area. We tested this possibility by evaluating learning and consolidation of the motor sequence task (MST) in hippocampal amnesics and demographically matched control participants. While the groups showed similar initial learning, only controls exhibited evidence of overnight consolidation. These results demonstrate that the hippocampus can be required for normal consolidation of a task without being required for its acquisition, suggesting that the area plays a broader role in coordinating memory consolidation than has previously been assumed.
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Affiliation(s)
- Anna C Schapiro
- Department of Psychiatry, Beth Israel Deaconess Medical Center, Boston, Massachusetts.,Harvard Medical School, Boston, Massachusetts.,Department of Psychology, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Allison G Reid
- Memory Disorders Research Center, VA Boston Healthcare System, Boston, Massachusetts
| | - Alexandra Morgan
- Department of Psychiatry, Beth Israel Deaconess Medical Center, Boston, Massachusetts
| | - Dara S Manoach
- Harvard Medical School, Boston, Massachusetts.,Department of Psychiatry, Massachusetts General Hospital, Charlestown, Massachusetts.,Athinoula A. Martinos Center for Biomedical Imaging, Charlestown, Massachusetts
| | - Mieke Verfaellie
- Memory Disorders Research Center, VA Boston Healthcare System, Boston, Massachusetts.,Department of Psychiatry, Boston University School of Medicine, Boston, Massachusetts
| | - Robert Stickgold
- Department of Psychiatry, Beth Israel Deaconess Medical Center, Boston, Massachusetts.,Harvard Medical School, Boston, Massachusetts
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42
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Batterink LJ, Paller KA, Reber PJ. Understanding the Neural Bases of Implicit and Statistical Learning. Top Cogn Sci 2019; 11:482-503. [PMID: 30942536 DOI: 10.1111/tops.12420] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Revised: 11/20/2018] [Accepted: 03/07/2019] [Indexed: 11/29/2022]
Abstract
Both implicit learning and statistical learning focus on the ability of learners to pick up on patterns in the environment. It has been suggested that these two lines of research may be combined into a single construct of "implicit statistical learning." However, by comparing the neural processes that give rise to implicit versus statistical learning, we may determine the extent to which these two learning paradigms do indeed describe the same core mechanisms. In this review, we describe current knowledge about neural mechanisms underlying both implicit learning and statistical learning, highlighting converging findings between these two literatures. A common thread across all paradigms is that learning is supported by interactions between the declarative and nondeclarative memory systems of the brain. We conclude by discussing several outstanding research questions and future directions for each of these two research fields. Moving forward, we suggest that the two literatures may interface by defining learning according to experimental paradigm, with "implicit learning" reserved as a specific term to denote learning without awareness, which may potentially occur across all paradigms. By continuing to align these two strands of research, we will be in a better position to characterize the neural bases of both implicit and statistical learning, ultimately improving our understanding of core mechanisms that underlie a wide variety of human cognitive abilities.
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Affiliation(s)
- Laura J Batterink
- Department of Psychology, Brain and Mind Institute, Western University.,Department of Psychology, Northwestern University
| | - Ken A Paller
- Department of Psychology, Northwestern University
| | - Paul J Reber
- Department of Psychology, Northwestern University
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43
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Schafer M, Schiller D. Navigating Social Space. Neuron 2018; 100:476-489. [PMID: 30359610 PMCID: PMC6226014 DOI: 10.1016/j.neuron.2018.10.006] [Citation(s) in RCA: 63] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Revised: 09/20/2018] [Accepted: 10/03/2018] [Indexed: 01/17/2023]
Abstract
Cognitive maps are encoded in the hippocampal formation and related regions and range from the spatial to the purely conceptual. Neural mechanisms that encode information into relational structures, up to an arbitrary level of abstraction, may explain such a broad range of representation. Research now indicates that social life can also be mapped by these mechanisms: others' spatial locations, social memory, and even a two-dimensional social space framed by social power and affiliation. The systematic mapping of social life onto a relational social space facilitates adaptive social decision making, akin to social navigation. This emerging line of research has implications for cognitive mapping research, clinical disorders that feature hippocampal dysfunction, and the field of social cognitive neuroscience.
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Affiliation(s)
- Matthew Schafer
- Department of Psychiatry, Department of Neuroscience, and Friedman Brain Institute, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Daniela Schiller
- Department of Psychiatry, Department of Neuroscience, and Friedman Brain Institute, Icahn School of Medicine at Mount Sinai, New York, NY, USA.
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Cerreta AGB, Vickery TJ, Berryhill ME. Visual statistical learning deficits in memory-impaired individuals. Neurocase 2018; 24:259-265. [PMID: 30794056 DOI: 10.1080/13554794.2019.1579843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Visual statistical learning (VSL) refers to the learning of environmental regularities. Classically considered an implicit process, one patient with isolated hippocampal damage is severely impaired at VSL tasks, suggesting involvement of explicit memory. Here, we asked whether memory impairment (MI) alone, absent of clear hippocampal pathology, predicted deficits across different VSL tasks. A classic VSL task revealed no learning in MI participants (Exp. 1), while imposing attentional demands (Exp. 2: flicker detection, Exp. 3: gender/location categorization) during familiarization revealed modest residual VSL. MI with nonspecific neural correlates predicted impaired VSL overall, but attentional processes may be harnessed for rehabilitation.
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Affiliation(s)
| | - Timothy J Vickery
- b Department of Psychological and Brain Sciences , University of Delaware , Newark , DE , USA
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Finn AS, Kharitonova M, Holtby N, Sheridan MA. Prefrontal and Hippocampal Structure Predict Statistical Learning Ability in Early Childhood. J Cogn Neurosci 2018; 31:126-137. [PMID: 30240309 DOI: 10.1162/jocn_a_01342] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Statistical learning can be used to gain sensitivity to many important regularities in our environment, including structure that is foundational to language and visual perception. As yet, little is known about how statistical learning takes place in the human brain, especially in children's developing brains and with regard to the broader neurobiology of learning and memory. We therefore explored the relationship between statistical learning and the thickness and volume of structures that are traditionally implicated in declarative and procedural memory, focusing specifically on the left inferior PFC, the hippocampus, and the caudate during early childhood (ages 5-8.5 years). We found that the thickness of the left inferior frontal cortex and volume of the right hippocampus predicted statistical learning ability in young children. Importantly, these regions did not change in thickness or volume with age, but the relationship between learning and the right hippocampus interacted with age such that older children's hippocampal structure more strongly predicted performance. Overall, the data show that children's statistical learning is supported by multiple neural structures that are more broadly implicated in learning and memory, especially declarative memory (hippocampus) and attention/top-down control (the PFC).
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Affiliation(s)
| | | | | | - Margaret A Sheridan
- Boston Children's Hospital.,Harvard Medical School.,University of North Carolina at Chapel Hill
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46
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Daikoku T. Neurophysiological Markers of Statistical Learning in Music and Language: Hierarchy, Entropy, and Uncertainty. Brain Sci 2018; 8:E114. [PMID: 29921829 PMCID: PMC6025354 DOI: 10.3390/brainsci8060114] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2018] [Revised: 06/14/2018] [Accepted: 06/18/2018] [Indexed: 01/07/2023] Open
Abstract
Statistical learning (SL) is a method of learning based on the transitional probabilities embedded in sequential phenomena such as music and language. It has been considered an implicit and domain-general mechanism that is innate in the human brain and that functions independently of intention to learn and awareness of what has been learned. SL is an interdisciplinary notion that incorporates information technology, artificial intelligence, musicology, and linguistics, as well as psychology and neuroscience. A body of recent study has suggested that SL can be reflected in neurophysiological responses based on the framework of information theory. This paper reviews a range of work on SL in adults and children that suggests overlapping and independent neural correlations in music and language, and that indicates disability of SL. Furthermore, this article discusses the relationships between the order of transitional probabilities (TPs) (i.e., hierarchy of local statistics) and entropy (i.e., global statistics) regarding SL strategies in human's brains; claims importance of information-theoretical approaches to understand domain-general, higher-order, and global SL covering both real-world music and language; and proposes promising approaches for the application of therapy and pedagogy from various perspectives of psychology, neuroscience, computational studies, musicology, and linguistics.
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Affiliation(s)
- Tatsuya Daikoku
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany.
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47
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Ryskin R, Qi Z, Covington NV, Duff M, Brown-Schmidt S. Knowledge and learning of verb biases in amnesia. BRAIN AND LANGUAGE 2018; 180-182:62-83. [PMID: 29775775 PMCID: PMC6048964 DOI: 10.1016/j.bandl.2018.04.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2017] [Revised: 01/31/2018] [Accepted: 04/03/2018] [Indexed: 06/08/2023]
Abstract
Verb bias-the co-occurrence frequencies between a verb and the syntactic structures it may appear with-is a critical and reliable linguistic cue for online sentence processing. In particular, listeners use this information to disambiguate sentences with multiple potential syntactic parses (e.g., Feel the frog with the feather.). Further, listeners dynamically update their representations of specific verbs in the face of new evidence about verb-structure co-occurrence. Yet, little is known about the biological memory systems that support the use and dynamic updating of verb bias. We propose that hippocampal-dependent declarative (relational) memory represents a likely candidate system because it has been implicated in the flexible binding of relational co-occurrences and in statistical learning. We explore this question by testing patients with severe and selective deficits in declarative memory (anterograde amnesia), and demographically matched healthy participants, in their on-line interpretation of ambiguous sentences and the ability to update their verb bias with experience. We find that (1) patients and their healthy counterparts use existing verb bias to successfully interpret on-line ambiguity, however (2) unlike healthy young adults, neither group updated these biases in response to recent exposure. These findings demonstrate that using existing representations of verb bias does not necessitate involvement of the declarative memory system, but leave open the question of whether the ability to update representations of verb-specific biases requires hippocampal engagement.
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Affiliation(s)
- Rachel Ryskin
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, United States; Department of Speech, Language, and Hearing Sciences, Boston University, United States.
| | - Zhenghan Qi
- Department of Linguistics and Cognitive Science, University of Delaware, United States
| | - Natalie V Covington
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, United States
| | - Melissa Duff
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, United States
| | - Sarah Brown-Schmidt
- Department of Psychology and Human Development, Vanderbilt University, United States
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Cross-modal and non-monotonic representations of statistical regularity are encoded in local neural response patterns. Neuroimage 2018; 173:509-517. [PMID: 29477440 DOI: 10.1016/j.neuroimage.2018.02.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2017] [Revised: 01/30/2018] [Accepted: 02/12/2018] [Indexed: 11/21/2022] Open
Abstract
Current neurobiological models assign a central role to predictive processes calibrated to environmental statistics. Neuroimaging studies examining the encoding of stimulus uncertainty have relied almost exclusively on manipulations in which stimuli were presented in a single sensory modality, and further assumed that neural responses vary monotonically with uncertainty. This has left a gap in theoretical development with respect to two core issues: (i) are there cross-modal brain systems that encode input uncertainty in way that generalizes across sensory modalities, and (ii) are there brain systems that track input uncertainty in a non-monotonic fashion? We used multivariate pattern analysis to address these two issues using auditory, visual and audiovisual inputs. We found signatures of cross-modal encoding in frontoparietal, orbitofrontal, and association cortices using a searchlight cross-classification analysis where classifiers trained to discriminate levels of uncertainty in one modality were tested in another modality. Additionally, we found widespread systems encoding uncertainty non-monotonically using classifiers trained to discriminate intermediate levels of uncertainty from both the highest and lowest uncertainty levels. These findings comprise the first comprehensive report of cross-modal and non-monotonic neural sensitivity to statistical regularities in the environment, and suggest that conventional paradigms testing for monotonic responses to uncertainty in a single sensory modality may have limited generalizability.
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