Novel immersive virtual reality experiences do not produce retroactive memory benefits for unrelated material

The neuroscience of active learning and direct instruction

Throughout the educational system, students experiencing active learning pedagogy perform better and fail less than those taught through direct instruction. Can this be ascribed to differences in learning from a neuroscientific perspective? This review examines mechanistic, neuroscientific evidence that might explain differences in cognitive engagement contributing to learning outcomes between these instructional approaches. In classrooms, direct instruction comprehensively describes academic content, while active learning provides structured opportunities for learners to explore, apply, and manipulate content. Synaptic plasticity and its modulation by arousal or novelty are central to all learning and both approaches. As a form of social learning, direct instruction relies upon working memory. The reinforcement learning circuit, associated agency, curiosity, and peer-to-peer social interactions combine to enhance motivation, improve retention, and build higher-order-thinking skills in active learning environments. When working memory becomes overwhelmed, additionally engaging the reinforcement learning circuit improves retention, providing an explanation for the benefits of active learning. This analysis provides a mechanistic examination of how emerging neuroscience principles might inform pedagogical choices at all educational levels.

Novelty-induced memory boosts in humans: The when and how

Novel information potentially signals danger or reward and behavioral and psychophysiological studies have suggested that the brain prioritizes its processing. Some effects of novelty even go beyond the stimulus itself. Studies in animals have robustly shown that exposure to novel stimulation can promote memory for information presented before or after this exposure. Research regarding effects of novelty on memory in humans is lagging, but in the last few years, several studies have emerged that suggest that memory-facilitating effects of novelty also exist in humans. Here, we provide a comprehensive overview of these studies. We identified several factors that have been shown to influence whether novelty promotes memory or not, including the timing between the novel experience and the learning events, the involvement with the novel material, and population characteristics (such as clinical diagnosis or age). Finally, we link the behavioral findings to potential neurobiological mechanisms and discuss the relevance of specific findings in light of potential clinical and educational applications that could leverage novelty to improve memory.

Shape of U: The Nonmonotonic Relationship Between Object-Location Memory and Expectedness

The schema-linked interactions between medial prefrontal and medial temporal lobe (SLIMM) model predicts that memory for object locations is a U-shaped function of the expectancy of those locations. Using immersive virtual reality, we presented participants with 20 objects in locations that varied in their congruency with a kitchen schema. Bayes factors across four experiments (137 adults in total) confirmed the (preregistered) prediction of better memory for highly expected and unexpected locations relative to neutral locations. This U shape was found in location recall and in forced-choice recognition in which the foil locations were matched for expectancy, controlling for the bias toward guessing expected locations. A second prediction was that the two ends of the U shape are associated with different expressions of memory: recollection of unexpected locations and familiarity for expected locations. BFs, propagated across experiments, provided evidence against this second prediction; recollection was associated with both ends of the U shape. These findings further constrain theories about the role of schema in episodic memory.

Tag and capture: how salient experiences target and rescue nearby events in memory

The long-term fate of a memory is not exclusively determined by the events occurring at the moment of encoding. Research at the cellular, circuit, and behavioral levels is beginning to reveal how neurochemical activations in the moments surrounding an event can retroactively and proactively rescue weak memory for seemingly mundane experiences. We review emerging evidence showing enhancement of weakly formed memories encoded minutes to hours before or after a related motivationally relevant experience. We discuss proposed neurobiological mechanisms for strengthening weak memories formed in temporal proximity to a strong event, and how this knowledge could be leveraged to improve memory for information that is prone to forgetting.