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Smalle EHM, Bogaerts L. Sensitive periods in language development: Do children outperform adults on auditory word-form segmentation? Cortex 2024; 179:35-49. [PMID: 39116697 DOI: 10.1016/j.cortex.2024.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2024] [Revised: 07/01/2024] [Accepted: 07/01/2024] [Indexed: 08/10/2024]
Abstract
Children are more successful language learners than adults, yet the nature and cause of this phenomenon are still not well understood. Auditory statistical learning from speech has been a prominent focus of research in the field of language development because it is regarded as a fundamental learning mechanism underlying word segmentation in early language acquisition. However, a handful of studies that investigated developmental trajectories for auditory statistical learning found no clear child advantages. The degree to which the learning task measures explicit rather than implicit mechanisms might obscure a potential advantage for younger learners, as suggested by recent findings. In the present study, we compared children aged 7-12 years and young adults on an adapted version of the task that disentangles explicit and implicit contributions to learning. They were exposed to a continuous stream of speech sounds comprising four repeating trisyllabic pseudowords. Learning of the hidden words was tested (a) online through a target-detection task and (b) offline via a forced-choice word recognition test that included a memory judgement procedure. Both measures revealed comparable learning abilities. However, children's performance on the recognition task showed evidence for both explicit and implicit word knowledge while adults appeared primarily sensitive to explicit memory. Since implicit memory is more stable in time than explicit memory, we suggest that future work should focus more on developmental differences in the nature of the memory that is formed, rather than the strength of learning, when trying to understand child advantages in language acquisition.
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Affiliation(s)
- Eleonore H M Smalle
- Department of Experimental Psychology, Ghent University, Belgium; Department of Developmental Psychology, Tilburg University, the Netherlands.
| | - Louisa Bogaerts
- Department of Experimental Psychology, Ghent University, Belgium
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2
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Li Z, Huang T, Seger CA, Liu Z. Feedback and observational learning differ in effectiveness during category learning in early school aged children and adults. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024. [PMID: 39011820 DOI: 10.1111/bjdp.12509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 06/24/2024] [Indexed: 07/17/2024]
Abstract
When learning new categories, do children benefit from the same types of training as adults? We compared the effects of feedback-based training with observational training in young adults (ages 18-25) and early school aged children (ages 6-7) across two different multimodal category learning tasks: conjunctive rule based and information integration. We used multimodal stimuli that varied across a visual feature (rotation speed of the "planet" stimulus) and an auditory feature (pitch frequency of a pure tone stimulus). We found an interaction between age and training type for the rule-based category task, such that adults performed better in feedback training than in observational training, whereas training type had no significant effect on children's category learning performance. Overall adults performed better than children in learning both the rule based and information integration category structures. In information integration category learning, feedback versus observational training did not have a significant effect on either adults' or children's category learning. Computational modelling revealed that children defaulted to univariate rules in both tasks. The finding that children do not benefit from feedback training and can learn successfully via observational learning has implications for the design of educational interventions appropriate for children.
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Affiliation(s)
- Zhongying Li
- Center for Studies of Psychological Application, Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China
| | - Tengfeng Huang
- Center for Studies of Psychological Application, Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China
| | - Carol A Seger
- Center for Studies of Psychological Application, Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China
- Department of Psychology, Molecular, Cellular and Integrative Neurosciences Program, Colorado State University, Fort Collins, Colorado, USA
| | - Zhiya Liu
- Center for Studies of Psychological Application, Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China
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3
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Oliveira CM, Hayiou-Thomas ME, Henderson LM. Reliability of the serial reaction time task: If at first you don't succeed, try, try, try again. Q J Exp Psychol (Hove) 2024:17470218241232347. [PMID: 38311604 DOI: 10.1177/17470218241232347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2024]
Abstract
Procedural memory is involved in the acquisition and control of skills and habits that underlie rule and procedural learning, including the acquisition of grammar and phonology. The serial reaction time task (SRTT), commonly used to assess procedural learning, has been shown to have poor stability (test-retest reliability). We investigated factors that may affect the stability of the SRTT in adults. Experiment 1 examined whether the similarity of sequences learned in two sessions would impact stability: test-retest correlations were low regardless of sequence similarity (r < .31). Experiment 2 added a third session to examine whether individual differences in learning would stabilise with further training. There was a small (but nonsignificant) improvement in stability for later sessions (Sessions 1 and 2: r = .42; Sessions 2 and 3: r = .60). Stability of procedural learning on the SRTT remained suboptimal in all conditions, posing a serious obstacle to the use of this task as a sensitive predictor of individual differences and ultimately theoretical advance.
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Diedrich L, Kolhoff HI, Chakalov I, Vékony T, Németh D, Antal A. Prefrontal theta-gamma transcranial alternating current stimulation improves non-declarative visuomotor learning in older adults. Sci Rep 2024; 14:4955. [PMID: 38418511 PMCID: PMC10901881 DOI: 10.1038/s41598-024-55125-2] [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: 08/29/2023] [Accepted: 02/20/2024] [Indexed: 03/01/2024] Open
Abstract
The rise in the global population of older adults underscores the significance to investigate age-related cognitive disorders and develop early treatment modalities. Previous research suggests that non-invasive transcranial Alternating Current Stimulation (tACS) can moderately improve cognitive decline in older adults. However, non-declarative cognition has received relatively less attention. This study investigates whether repeated (16-day) bilateral theta-gamma cross-frequency tACS targeting the Dorsolateral Prefrontal Cortex (DLPFC) enhances non-declarative memory. Computerized cognitive training was applied alongside stimulation to control for the state-of-the-brain. The Alternating Serial Reaction Time (ASRT) task was employed to assess non-declarative functions such as visuomotor skill and probabilistic sequence learning. Results from 35 participants aged 55-82 indicated that active tACS led to more substantial improvements in visuomotor skills immediately after treatment, which persisted 3 months later, compared to sham tACS. Treatment benefit was more pronounced in older adults of younger age and those with pre-existing cognitive decline. However, neither intervention group exhibited modulation of probabilistic sequence learning. These results suggest that repeated theta-gamma tACS can selectively improve distinct non-declarative cognitive aspects when targeting the DLPFC. Our findings highlight the therapeutic potential of tACS in addressing deficits in learning and retaining general skills, which could have a positive impact on the quality of life for cognitively impaired older individuals by preserving independence in daily activities.
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Affiliation(s)
- Lukas Diedrich
- Department of Neurology, University Medical Center Göttingen, Göttingen, Germany.
| | - Hannah I Kolhoff
- Department of Neurology, University Medical Center Göttingen, Göttingen, Germany
| | - Ivan Chakalov
- Department of Neurology, University Medical Center Göttingen, Göttingen, Germany
- Department of Anesthesiology, University Medical Center Göttingen, Göttingen, Germany
| | - Teodóra Vékony
- Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, INSERM, CNRS, Université Claude Bernard Lyon 1, Bron, France
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain
| | - Dezső Németh
- Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, INSERM, CNRS, Université Claude Bernard Lyon 1, Bron, France
- BML-NAP Research Group, Institute of Psychology, Eötvös Loránd University and Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain
| | - Andrea Antal
- Department of Neurology, University Medical Center Göttingen, Göttingen, Germany
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Muschalla B. Are retired persons fitter in their psychological capacities than unemployed? A cross-sectional representative study in Germany. BMJ Open 2024; 14:e065869. [PMID: 38238046 PMCID: PMC10806760 DOI: 10.1136/bmjopen-2022-065869] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 12/21/2023] [Indexed: 01/23/2024] Open
Abstract
OBJECTIVES Beyond specific aspects of numerical or verbal intelligence or cognitive speed, a broad range of psychological capacities are generally important in school, job and social life for all age groups. People have to quit the labour market up from a certain age about 65, whereas (younger) unemployed are motivated for return to work. The question is which psychological capacity profiles can be found in different employment groups (employed, mini-jobbers, voluntary service, retired, unemployed). DESIGN A representative cross-sectional survey was conducted in Germany, reaching 2528 persons. SETTING Republic of Germany. PARTICIPANTS Randomly selected inhabitants throughout Germany. PRIMARY AND SECONDARY OUTCOME MEASURES Participants reported their sociodemographic and work characteristics, as well as their psychological capacity profiles (Mini-ICF-APP-S) and work-related specific mental health problems (work-anxiety, embitterment). RESULTS The unemployed had-compared with all other groups-highest rates of work-anxiety and embitterment (16.3%). In contrast to the unemployed, the 'older' (70 aged) retired group, who were no longer working on the labour market, seldomly reported work-anxiety (2.6%) or embitterment (4.2%). The unemployed had the worst capacity profiles, most frequently no school degree (11.5%), most unemployment in their history (four times, as compared with once in the older retired). The psychological capacity profiles of the retired were similar to employed persons. CONCLUSIONS Keeping older persons with high psychological capacity levels in working life could be an alternative to forced reintegration of people with chronic participation problems into the competitive labour market. Unemployed persons with chronic health and participation problems might benefit from other social inclusion means.
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Sáringer S, Fehér Á, Sáry G, Kaposvári P. Gamma oscillations in visual statistical learning correlate with individual behavioral differences. Front Behav Neurosci 2023; 17:1285773. [PMID: 38025386 PMCID: PMC10663268 DOI: 10.3389/fnbeh.2023.1285773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 10/23/2023] [Indexed: 12/01/2023] Open
Abstract
Statistical learning is assumed to be a fundamentally general sensory process across modalities, age, other cognitive functions, and even species. Despite this general role, behavioral testing on regularity acquisition shows great variance among individuals. The current study aimed to find neural correlates of visual statistical learning showing a correlation with behavioral results. Based on a pilot study, we conducted an EEG study where participants were exposed to associated stimulus pairs; the acquisition was tested through a familiarity test. We identified an oscillation in the gamma range (40-70 Hz, 0.5-0.75 s post-stimulus), which showed a positive correlation with the behavioral results. This change in activity was located in a left frontoparietal cluster. Based on its latency and location, this difference was identified as a late gamma activity, a correlate of model-based learning. Such learning is a summary of several top-down mechanisms that modulate the recollection of statistical relationships such as the capacity of working memory or attention. These results suggest that, during acquisition, individual behavioral variance is influenced by dominant learning processes which affect the recall of previously gained information.
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Affiliation(s)
| | | | | | - Péter Kaposvári
- Department of Physiology, Albert Szent-Gyögyi Medical School, University of Szeged, Szeged, Hungary
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7
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Van Dyck D, Deconinck N, Aeby A, Baijot S, Coquelet N, De Tiège X, Urbain C. Atypical procedural learning skills in children with Developmental Coordination Disorder. Child Neuropsychol 2023; 29:1245-1267. [PMID: 36458657 DOI: 10.1080/09297049.2022.2152433] [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: 07/15/2021] [Accepted: 11/22/2022] [Indexed: 12/04/2022]
Abstract
We investigated the procedural learning deficit hypothesis in Developmental Coordination Disorder (DCD) while controlling for global performance such as slower reaction times (RTs) and variability. Procedural (sequence) learning was assessed in 31 children with DCD and 31 age-matched typically developing (TD) children through a serial reaction time task (SRTT). Sequential and random trial conditions were intermixed within five training epochs. Two repeated measures ANOVAs were conducted on a Sequence-Specific Learning Index (SSLI) and a Global Performance Index (GPI, speed/accuracy measure) with Epoch (for SSLI and GPI) and Condition (for GPI) as within-subjects factors, and Group as between-subjects factor. Controlling for RTs differences through normalized RTs, revealed a global reduction of SSLI in children with DCD compared with TD peers suggesting reduced sequence learning skills in DCD. Still, a significant Group x Condition interaction observed on GPI indicated that children from both groups were able to discriminate between sequential and random trials. DCD presented reduced procedural learning skills after controlling for global performance. This finding highlights the importance of considering the general functioning of the child while assessing learning skills in patients.
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Affiliation(s)
- Dorine Van Dyck
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles (LN2T), ULB Neurosciences Institute (UNI), Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université Libre de Bruxelles (ULB), Brussels, Belgium
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF) - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Nicolas Deconinck
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF) - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Alec Aeby
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF) - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group (UR2NF) at Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Simon Baijot
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF) - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group (UR2NF) at Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Nicolas Coquelet
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles (LN2T), ULB Neurosciences Institute (UNI), Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université Libre de Bruxelles (ULB), Brussels, Belgium
| | - Xavier De Tiège
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles (LN2T), ULB Neurosciences Institute (UNI), Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université Libre de Bruxelles (ULB), Brussels, Belgium
- Department of Functional Neuroimaging, Service of Nuclear Medicine, Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Charline Urbain
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles (LN2T), ULB Neurosciences Institute (UNI), Hôpital Erasme - Hôpital Universitaire de Bruxelles (HUB), Université Libre de Bruxelles (ULB), Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group (UR2NF) at Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
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8
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Szücs-Bencze L, Vékony T, Pesthy O, Szabó N, Kincses TZ, Turi Z, Nemeth D. Modulating Visuomotor Sequence Learning by Repetitive Transcranial Magnetic Stimulation: What Do We Know So Far? J Intell 2023; 11:201. [PMID: 37888433 PMCID: PMC10607545 DOI: 10.3390/jintelligence11100201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 09/23/2023] [Accepted: 10/09/2023] [Indexed: 10/28/2023] Open
Abstract
Predictive processes and numerous cognitive, motor, and social skills depend heavily on sequence learning. The visuomotor Serial Reaction Time Task (SRTT) can measure this fundamental cognitive process. To comprehend the neural underpinnings of the SRTT, non-invasive brain stimulation stands out as one of the most effective methodologies. Nevertheless, a systematic list of considerations for the design of such interventional studies is currently lacking. To address this gap, this review aimed to investigate whether repetitive transcranial magnetic stimulation (rTMS) is a viable method of modulating visuomotor sequence learning and to identify the factors that mediate its efficacy. We systematically analyzed the eligible records (n = 17) that attempted to modulate the performance of the SRTT with rTMS. The purpose of the analysis was to determine how the following factors affected SRTT performance: (1) stimulated brain regions, (2) rTMS protocols, (3) stimulated hemisphere, (4) timing of the stimulation, (5) SRTT sequence properties, and (6) other methodological features. The primary motor cortex (M1) and the dorsolateral prefrontal cortex (DLPFC) were found to be the most promising stimulation targets. Low-frequency protocols over M1 usually weaken performance, but the results are less consistent for the DLPFC. This review provides a comprehensive discussion about the behavioral effects of six factors that are crucial in designing future studies to modulate sequence learning with rTMS. Future studies may preferentially and synergistically combine functional neuroimaging with rTMS to adequately link the rTMS-induced network effects with behavioral findings, which are crucial to develop a unified cognitive model of visuomotor sequence learning.
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Affiliation(s)
- Laura Szücs-Bencze
- Department of Neurology, University of Szeged, Semmelweis utca 6, H-6725 Szeged, Hungary
| | - Teodóra Vékony
- Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, INSERM, CNRS, Université Claude Bernard Lyon 1, 95 Boulevard Pinel, F-69500 Bron, France
| | - Orsolya Pesthy
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064 Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, H-1117 Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd Universiry, Izabella utca 46, H-1064 Budapest, Hungary
| | - Nikoletta Szabó
- Department of Neurology, University of Szeged, Semmelweis utca 6, H-6725 Szeged, Hungary
| | - Tamás Zsigmond Kincses
- Department of Neurology, University of Szeged, Semmelweis utca 6, H-6725 Szeged, Hungary
- Department of Radiology, University of Szeged, Semmelweis utca 6, H-6725 Szeged, Hungary
| | - Zsolt Turi
- Department of Neuroanatomy, Institute of Anatomy and Cell Biology, Faculty of Medicine, University of Freiburg, Albertstrasse 17, D-79104 Freiburg, Germany
| | - Dezso Nemeth
- Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, INSERM, CNRS, Université Claude Bernard Lyon 1, 95 Boulevard Pinel, F-69500 Bron, France
- BML-NAP Research Group, Institute of Psychology & Institute of Cognitive Neuroscience and Psychology, ELTE Eötvös Loránd University & Research Centre for Natural Sciences, Damjanich utca 41, H-1072 Budapest, Hungary
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9
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Malassis R, Seed AM. Do they know or just do it? Investigating implicit and explicit sequence learning by capuchin monkeys, human adults and children. Conscious Cogn 2023; 114:103557. [PMID: 37579700 DOI: 10.1016/j.concog.2023.103557] [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: 11/02/2022] [Revised: 07/24/2023] [Accepted: 07/30/2023] [Indexed: 08/16/2023]
Abstract
In humans, it is now established that sequential regularities can be learned implicitly (i.e. without acquiring conscious knowledge) or explicitly (with acquisition of conscious knowledge). Is this dual-processing capability also the case for non-human primates? In this study, we designed a non-verbal task to probe implicit and explicit sequence learning in capuchin monkeys (Sapajus sp., n = 12), human adults (n = 12), and children from 5 to 10 years old (n = 64). After learning spatial sequences on a touchscreen, participants' conscious access to the sequences was probed with a forced choice sequence completion test. All performed above chance level in this test, without being instructed or trained to do so. However, only human adults who reported the presence of regularities performed at ceiling level. We suggest future directions that could build on our findings to disentangle implicit and explicit learning in monkeys and children.
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Affiliation(s)
- Raphaëlle Malassis
- School of Psychology and Neuroscience, University of St Andrews, St Mary's Quad, South St, St Andrews KY16 9JP, United Kingdom.
| | - Amanda M Seed
- School of Psychology and Neuroscience, University of St Andrews, St Mary's Quad, South St, St Andrews KY16 9JP, United Kingdom.
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10
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Pesthy O, Farkas K, Sapey-Triomphe LA, Guttengéber A, Komoróczy E, Janacsek K, Réthelyi JM, Németh D. Intact predictive processing in autistic adults: evidence from statistical learning. Sci Rep 2023; 13:11873. [PMID: 37481676 PMCID: PMC10363128 DOI: 10.1038/s41598-023-38708-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Accepted: 07/13/2023] [Indexed: 07/24/2023] Open
Abstract
Impairment in predictive processes gained a lot of attention in recent years as an explanation for autistic symptoms. However, empirical evidence does not always underpin this framework. Thus, it is unclear what aspects of predictive processing are affected in autism spectrum disorder. In this study, we tested autistic adults on a task in which participants acquire probability-based regularities (that is, a statistical learning task). Twenty neurotypical and 22 autistic adults learned a probabilistic, temporally distributed regularity for about 40 min. Using frequentist and Bayesian methods, we found that autistic adults performed comparably to neurotypical adults, and the dynamics of learning did not differ between groups either. Thus, our study provides evidence for intact statistical learning in autistic adults. Furthermore, we discuss potential ways this result can extend the scope of the predictive processing framework, noting that atypical processing might not always mean a deficit in performance.
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Affiliation(s)
- Orsolya Pesthy
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Research Centre for Natural Sciences, Institute of Cognitive Neuroscience and Psychology, Budapest, Hungary
| | - Kinga Farkas
- Department of Psychiatry and Psychotherapy, Semmelweis University, Budapest, Hungary
| | - Laurie-Anne Sapey-Triomphe
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR5292, Université Claude Bernard Lyon 1, Lyon, France
| | - Anna Guttengéber
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Department of Clinical Psychology, Semmelweis University, Budapest, Hungary
| | - Eszter Komoróczy
- Department of Psychiatry and Psychotherapy, Semmelweis University, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Faculty of Education, Health and Human Sciences, Centre for Thinking and Learning, School of Human Sciences, Institute for Lifecourse Development, University of Greenwich, London, UK
| | - János M Réthelyi
- Department of Psychiatry and Psychotherapy, Semmelweis University, Budapest, Hungary
| | - Dezső Németh
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR5292, Université Claude Bernard Lyon 1, Lyon, France.
- BML-NAP Research Group, Institute of Psychology & Institute of Cognitive Neuroscience and Psychology, Eötvös Loránd University & Research Centre for Natural Sciences, Budapest, Hungary.
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11
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Tóth-Fáber E, Nemeth D, Janacsek K. Lifespan developmental invariance in memory consolidation: evidence from procedural memory. PNAS NEXUS 2023; 2:pgad037. [PMID: 36896125 PMCID: PMC9991456 DOI: 10.1093/pnasnexus/pgad037] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 01/11/2023] [Accepted: 01/31/2023] [Indexed: 02/10/2023]
Abstract
Characterizing ontogenetic changes across the lifespan is a crucial tool in understanding neurocognitive functions. While age-related changes in learning and memory functions have been extensively characterized in the past decades, the lifespan trajectory of memory consolidation, a critical function that supports the stabilization and long-term retention of memories, is still poorly understood. Here we focus on this fundamental cognitive function and probe the consolidation of procedural memories that underlie cognitive, motor, and social skills and automatic behaviors. We used a lifespan approach: 255 participants aged between 7 and 76 years performed a well-established procedural memory task in the same experimental design across the whole sample. This task enabled us to disentangle two critical processes in the procedural domain: statistical learning and general skill learning. The former is the ability to extract and learn predictable patterns of the environment, while the latter captures a general speed-up as learning progresses due to improved visuomotor coordination and other cognitive processes, independent of acquisition of the predictable patterns. To measure the consolidation of statistical and general skill knowledge, the task was administered in two sessions with a 24-h delay between them. Here, we report successful retention of statistical knowledge with no differences across age groups. For general skill knowledge, offline improvement was observed over the delay period, and the degree of this improvement was also comparable across the age groups. Overall, our findings reveal age invariance in these two key aspects of procedural memory consolidation across the human lifespan.
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Affiliation(s)
- Eszter Tóth-Fáber
- Doctoral School of Psychology, ELTE Eötvös Loránd University, H-1064 Budapest, Hungary.,Institute of Psychology, ELTE Eötvös Loránd University, H-1064 Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, H-1117 Budapest, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, H-1064 Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, H-1117 Budapest, Hungary.,Université Claude Bernard Lyon 1, CNRS, INSERM, Centre de Recherche en Neurosciences de Lyon CRNL U1028 UMR5292, F-69500 Bron, France
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, H-1064 Budapest, Hungary.,Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, Old Royal Naval College, SE10 9LS London, UK
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12
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A failure of sleep-dependent consolidation of visuoperceptual procedural learning in young adults with ADHD. Transl Psychiatry 2022; 12:499. [PMID: 36460644 PMCID: PMC9718731 DOI: 10.1038/s41398-022-02239-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 10/18/2022] [Accepted: 10/27/2022] [Indexed: 12/04/2022] Open
Abstract
ADHD has been associated with cortico-striatal dysfunction that may lead to procedural memory abnormalities. Sleep plays a critical role in consolidating procedural memories, and sleep problems are an integral part of the psychopathology of ADHD. This raises the possibility that altered sleep processes characterizing those with ADHD could contribute to their skill-learning impairments. On this basis, the present study tested the hypothesis that young adults with ADHD have altered sleep-dependent procedural memory consolidation. Participants with ADHD and neurotypicals were trained on a visual discrimination task that has been shown to benefit from sleep. Half of the participants were tested after a 12-h break that included nocturnal sleep (sleep condition), whereas the other half were tested after a 12-h daytime break that did not include sleep (wakefulness condition) to assess the specific contribution of sleep to improvement in task performance. Despite having a similar degree of initial learning, participants with ADHD did not improve in the visual discrimination task following a sleep interval compared to neurotypicals, while they were on par with neurotypicals during the wakefulness condition. These findings represent the first demonstration of a failure in sleep-dependent consolidation of procedural learning in young adults with ADHD. Such a failure is likely to disrupt automatic control routines that are normally provided by the non-declarative memory system, thereby increasing the load on attentional resources of individuals with ADHD.
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Not for kids: 2nd grade school children require more practice than adults to attain long-term gains in a graphomotor task. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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14
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Janacsek K, Takacs A, Tarnok Z. Editorial: Atypical Development of Procedural Memory and Related Functions. Front Hum Neurosci 2022; 16:957563. [PMID: 35814957 PMCID: PMC9257277 DOI: 10.3389/fnhum.2022.957563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Accepted: 06/07/2022] [Indexed: 11/21/2022] Open
Affiliation(s)
- Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
- Centre of Thinking and Learning, Faculty of Education, Health and Human Sciences, School of Human Sciences, Institute for Lifecourse Development, University of Greenwich, London, United Kingdom
| | - Adam Takacs
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, Dresden, Germany
- Faculty of Medicine, University Neuropsychology Center, TU Dresden, Dresden, Germany
- *Correspondence: Adam Takacs
| | - Zsanett Tarnok
- Vadaskert Child and Adolescent Psychiatry Hospital, Budapest, Hungary
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15
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Abstract
Our habits constantly influence the environment, often in negative ways that amplify global environmental and health risks. Hence, change is urgent. To facilitate habit change, inhibiting unwanted behaviors appears to be a natural human reaction. Here, we use a novel experimental design to test how inhibitory control affects two key components of changing (rewiring) habit-like behaviors in healthy humans: the acquisition of new habit-like behavior and the simultaneous unlearning of an old one. We found that, while the new behavior was acquired, the old behavior persisted and coexisted with the new. Critically, inhibition hindered both overcoming the old behavior and establishing the new one. Our findings highlight that suppressing unwanted behaviors is not only ineffective but may even further strengthen them. Meanwhile, actively engaging in a preferred behavior appears indispensable for its successful acquisition. Our design could be used to uncover how new approaches affect the cognitive basis of changing habit-like behaviors.
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Smalle EHM, Daikoku T, Szmalec A, Duyck W, Möttönen R. Unlocking adults' implicit statistical learning by cognitive depletion. Proc Natl Acad Sci U S A 2022; 119:e2026011119. [PMID: 34983868 PMCID: PMC8764693 DOI: 10.1073/pnas.2026011119] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 01/09/2023] Open
Abstract
Human learning is supported by multiple neural mechanisms that maturate at different rates and interact in mostly cooperative but also sometimes competitive ways. We tested the hypothesis that mature cognitive mechanisms constrain implicit statistical learning mechanisms that contribute to early language acquisition. Specifically, we tested the prediction that depleting cognitive control mechanisms in adults enhances their implicit, auditory word-segmentation abilities. Young adults were exposed to continuous streams of syllables that repeated into hidden novel words while watching a silent film. Afterward, learning was measured in a forced-choice test that contrasted hidden words with nonwords. The participants also had to indicate whether they explicitly recalled the word or not in order to dissociate explicit versus implicit knowledge. We additionally measured electroencephalography during exposure to measure neural entrainment to the repeating words. Engagement of the cognitive mechanisms was manipulated by using two methods. In experiment 1 (n = 36), inhibitory theta-burst stimulation (TBS) was applied to the left dorsolateral prefrontal cortex or to a control region. In experiment 2 (n = 60), participants performed a dual working-memory task that induced high or low levels of cognitive fatigue. In both experiments, cognitive depletion enhanced word recognition, especially when participants reported low confidence in remembering the words (i.e., when their knowledge was implicit). TBS additionally modulated neural entrainment to the words and syllables. These findings suggest that cognitive depletion improves the acquisition of linguistic knowledge in adults by unlocking implicit statistical learning mechanisms and support the hypothesis that adult language learning is antagonized by higher cognitive mechanisms.
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Affiliation(s)
- Eleonore H M Smalle
- Department of Experimental Psychology, Ghent University, 9000 Ghent, Belgium;
| | - Tatsuya Daikoku
- International Research Center for Neurointelligence, The University of Tokyo, Tokyo 158-8557, Japan
| | - Arnaud Szmalec
- Department of Experimental Psychology, Ghent University, 9000 Ghent, Belgium
- Psychological Research Institute, Université catholique de Louvain, 1348 Ottignies-Louvain-la-Neuve, Belgium
- Institute of Neuroscience, Université catholique de Louvain, 1348 Ottignies-Louvain-la-Neuve, Belgium
| | - Wouter Duyck
- Department of Experimental Psychology, Ghent University, 9000 Ghent, Belgium
| | - Riikka Möttönen
- School of Psychology, University of Nottingham, Nottingham NG7 2QL, United Kingdom
- Cognitive Science, Department of Digital Humanities, University of Helsinki, 00014 Helsinki, Finland
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Blais M, Jucla M, Maziero S, Albaret JM, Chaix Y, Tallet J. Specific Cues Can Improve Procedural Learning and Retention in Developmental Coordination Disorder and/or Developmental Dyslexia. Front Hum Neurosci 2021; 15:744562. [PMID: 34975432 PMCID: PMC8714931 DOI: 10.3389/fnhum.2021.744562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Accepted: 11/23/2021] [Indexed: 11/25/2022] Open
Abstract
The present study investigates procedural learning of motor sequences in children with developmental coordination disorder (DCD) and/or developmental dyslexia (DD), typically-developing children (TD) and healthy adults with a special emphasis on (1) the role of the nature of stimuli and (2) the neuropsychological functions associated to final performance of the sequence. Seventy children and ten adults participated in this study and were separated in five experimental groups: TD, DCD, DD, and DCD + DD children and adults. Procedural learning was assessed with a serial reaction time task (SRTT) that required to tap on a specific key as accurately and quickly as possible when stimuli appeared on the screen. Three types of stimuli were proposed as cues: the classical version of the SRTT with 4 squares aligned horizontally on the screen, giving visuospatial cues (VS cues), and two modified versions, with 4 letters aligned horizontally on the screen (VS + L cues) and letters at the center of the screen (L cues). Reaction times (RT) during the repeated and random blocks allowed assessing three phases of learning: global learning, specific learning and retention of the sequence. Learning was considered as completed when RT evolved significantly in the three phases. Neuropsychological assessment involved, among other functions, memory and attentional functions. Our main result was that learning and retention were not influenced by the available cues in adults whereas learning improved with specific cues in children with or without neurodevelopmental disorders. More precisely, learning was not completed with L cues in children with neurodevelopmental disorders. For children with DD, learning was completed with the VS and VS + L cues whereas for children with DCD (with or without DD), learning was completed with combined VS + L cues. Comorbidity between DD and DCD had no more impact on procedural learning than DCD alone. These results suggest that learning depends on the nature of cues available during practice and that cues allowing learning and retention depend on the type of disorder. Moreover, selective attention was correlated with RT during retention, suggesting that this neuropsychological function is important for procedural learning whatever the available cues.
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Affiliation(s)
- M. Blais
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
- EuroMov Digital Health in Motion, Univ Montpellier, IMT Mines Alés, Montpellier, France
| | - M. Jucla
- Laboratory of Neuro Psycho Linguistics, University of Toulouse, Toulouse, France
| | - S. Maziero
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
- Laboratory of Neuro Psycho Linguistics, University of Toulouse, Toulouse, France
| | - J. -M. Albaret
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
| | - Y. Chaix
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
- Children’s Hospital, CHU Purpan, Toulouse, France
| | - J. Tallet
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
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18
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Farkas BC, Tóth-Fáber E, Janacsek K, Nemeth D. A Process-Oriented View of Procedural Memory Can Help Better Understand Tourette's Syndrome. Front Hum Neurosci 2021; 15:683885. [PMID: 34955784 PMCID: PMC8707288 DOI: 10.3389/fnhum.2021.683885] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 11/25/2021] [Indexed: 11/13/2022] Open
Abstract
Tourette's syndrome (TS) is a neurodevelopmental disorder characterized by repetitive movements and vocalizations, also known as tics. The phenomenology of tics and the underlying neurobiology of the disorder have suggested that the altered functioning of the procedural memory system might contribute to its etiology. However, contrary to the robust findings of impaired procedural memory in neurodevelopmental disorders of language, results from TS have been somewhat mixed. We review the previous studies in the field and note that they have reported normal, impaired, and even enhanced procedural performance. These mixed findings may be at least partially be explained by the diversity of the samples in both age and tic severity, the vast array of tasks used, the low sample sizes, and the possible confounding effects of other cognitive functions, such as executive functions, working memory or attention. However, we propose that another often overlooked factor could also contribute to the mixed findings, namely the multiprocess nature of the procedural system itself. We propose that a process-oriented view of procedural memory functions could serve as a theoretical framework to help integrate these varied findings. We discuss evidence suggesting heterogeneity in the neural regions and their functional contributions to procedural memory. Our process-oriented framework can help to deepen our understanding of the complex profile of procedural functioning in TS and atypical development in general.
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Affiliation(s)
- Bence Cs. Farkas
- LNC, Département d’Études Cognitives, École Normale Supérieure, INSERM, PSL Research University, Paris, France
| | - Eszter Tóth-Fáber
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, United Kingdom
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR 5292, Université Claude Bernard Lyon 1, Lyon, France
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19
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Ramos-Escobar N, Segura E, Olivé G, Rodriguez-Fornells A, François C. Oscillatory activity and EEG phase synchrony of concurrent word segmentation and meaning-mapping in 9-year-old children. Dev Cogn Neurosci 2021; 51:101010. [PMID: 34461393 PMCID: PMC8403737 DOI: 10.1016/j.dcn.2021.101010] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 08/25/2021] [Accepted: 08/26/2021] [Indexed: 10/28/2022] Open
Abstract
When learning a new language, one must segment words from continuous speech and associate them with meanings. These complex processes can be boosted by attentional mechanisms triggered by multi-sensory information. Previous electrophysiological studies suggest that brain oscillations are sensitive to different hierarchical complexity levels of the input, making them a plausible neural substrate for speech parsing. Here, we investigated the functional role of brain oscillations during concurrent speech segmentation and meaning acquisition in sixty 9-year-old children. We collected EEG data during an audio-visual statistical learning task during which children were exposed to a learning condition with consistent word-picture associations and a random condition with inconsistent word-picture associations before being tested on their ability to recall words and word-picture associations. We capitalized on the brain dynamics to align neural activity to the same rate as an external rhythmic stimulus to explore modulations of neural synchronization and phase synchronization between electrodes during multi-sensory word learning. Results showed enhanced power at both word- and syllabic-rate and increased EEG phase synchronization between frontal and occipital regions in the learning compared to the random condition. These findings suggest that multi-sensory cueing and attentional mechanisms play an essential role in children's successful word learning.
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Affiliation(s)
- Neus Ramos-Escobar
- Dept. of Cognition, Development and Educational Science, Institute of Neuroscience, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, 08097, Spain
| | - Emma Segura
- Dept. of Cognition, Development and Educational Science, Institute of Neuroscience, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, 08097, Spain
| | - Guillem Olivé
- Dept. of Cognition, Development and Educational Science, Institute of Neuroscience, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, 08097, Spain
| | - Antoni Rodriguez-Fornells
- Dept. of Cognition, Development and Educational Science, Institute of Neuroscience, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Catalan Institution for Research and Advanced Studies, ICREA, Barcelona, Spain.
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20
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Tóth-Fáber E, Tárnok Z, Takács Á, Janacsek K, Németh D. Access to Procedural Memories After One Year: Evidence for Robust Memory Consolidation in Tourette Syndrome. Front Hum Neurosci 2021; 15:715254. [PMID: 34475817 PMCID: PMC8407083 DOI: 10.3389/fnhum.2021.715254] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Accepted: 07/20/2021] [Indexed: 11/13/2022] Open
Abstract
Tourette syndrome is a childhood-onset neurodevelopmental disorder characterized by motor and vocal tics. On the neural level, tics are thought to be related to the disturbances of the cortico-basal ganglia-thalamo-cortical loops, which also play an important role in procedural learning. Several studies have investigated the acquisition of procedural information and the access to established procedural information in TS. Based on these, the notion of procedural hyperfunctioning, i.e., enhanced procedural learning, has been proposed. However, one neglected area is the retention of acquired procedural information, especially following a long-term offline period. Here, we investigated the 5-hour and 1-year consolidation of two aspects of procedural memory, namely serial-order and probability-based information. Nineteen children with TS between the ages of 10 and 15 as well as 19 typically developing gender- and age-matched controls were tested on a visuomotor four-choice reaction time task that enables the simultaneous assessment of the two aspects. They were retested on the same task 5 hours and 1 year later without any practice in the offline periods. Both groups successfully acquired and retained the probability-based information both when tested 5 hours and then 1 year later, with comparable performance between the TS and control groups. Children with TS did not acquire the serial-order information during the learning phase; hence, retention could not be reliably tested. Our study showed evidence for short-term and long-term retention of one aspect of procedural memory, namely probability-based information in TS, whereas learning of serial-order information might be impaired in this disorder.
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Affiliation(s)
- Eszter Tóth-Fáber
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
| | - Zsanett Tárnok
- Vadaskert Child and Adolescent Psychiatry Hospital, Budapest, Hungary
| | - Ádám Takács
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine of the TU Dresden, Dresden, Germany
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary.,Centre of Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, United Kingdom
| | - Dezső Németh
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary.,Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR 5292, Université de Lyon, Lyon, France
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21
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Abstract
Adult ability in complex cognitive domains, including music, is commonly thought of as the product of gene-environment interactions, where genetic predispositions influence and are modulated by experience, resulting in the final phenotypic expression. Recently, however, the important contribution of maturation to gene-environment interactions has become better understood. Thus, the timing of exposure to specific experience, such as music training, has been shown to produce long-term impacts on adult behaviour and the brain. Work from our lab and others shows that musical training before the ages of 7-9 enhances performance on musical tasks and modifies brain structure and function, sometimes in unexpected ways. The goal of this paper is to present current evidence for sensitive period effects for musical training in the context of what is known about brain maturation and to present a framework that integrates genetic, environmental and maturational influences on the development of musical skill. We believe that this framework can also be applied more broadly to understanding how predispositions, brain development and experience interact.
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22
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Van Dyck D, Deconinck N, Aeby A, Baijot S, Coquelet N, Trotta N, Rovai A, Goldman S, Urbain C, Wens V, De Tiège X. Resting-state functional brain connectivity is related to subsequent procedural learning skills in school-aged children. Neuroimage 2021; 240:118368. [PMID: 34242786 DOI: 10.1016/j.neuroimage.2021.118368] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Revised: 06/30/2021] [Accepted: 07/05/2021] [Indexed: 10/20/2022] Open
Abstract
This magnetoencephalography (MEG) study investigates how procedural sequence learning performance is related to prior brain resting-state functional connectivity (rsFC), and to what extent sequence learning induces rapid changes in brain rsFC in school-aged children. Procedural learning was assessed in 30 typically developing children (mean age ± SD: 9.99 years ± 1.35) using a serial reaction time task (SRTT). During SRTT, participants touched as quickly and accurately as possible a stimulus sequentially or randomly appearing in one of the quadrants of a touchscreen. Band-limited power envelope correlation (brain rsFC) was applied to MEG data acquired at rest pre- and post-learning. Correlation analyses were performed between brain rsFC and sequence-specific learning or response time indices. Stronger pre-learning interhemispheric rsFC between inferior parietal and primary somatosensory/motor areas correlated with better subsequent sequence learning performance and faster visuomotor response time. Faster response time was associated with post-learning decreased rsFC within the dorsal extra-striate visual stream and increased rsFC between temporo-cerebellar regions. In school-aged children, variations in functional brain architecture at rest within the sensorimotor network account for interindividual differences in sequence learning and visuomotor performance. After learning, rapid adjustments in functional brain architecture are associated with visuomotor performance but not sequence learning skills.
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Affiliation(s)
- Dorine Van Dyck
- Laboratoire de Cartographie fonctionnelle du Cerveau (LCFC), ULB Neuroscience Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium; Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF), Université libre de Bruxelles (ULB), Brussels, Belgium.
| | - Nicolas Deconinck
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Alec Aeby
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF), Université libre de Bruxelles (ULB), Brussels, Belgium; Neuropsychology and Functional Neuroimaging Research Unit (UR2NF), Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Simon Baijot
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola (HUDERF), Université libre de Bruxelles (ULB), Brussels, Belgium; Neuropsychology and Functional Neuroimaging Research Unit (UR2NF), Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Nicolas Coquelet
- Laboratoire de Cartographie fonctionnelle du Cerveau (LCFC), ULB Neuroscience Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Nicola Trotta
- Laboratoire de Cartographie fonctionnelle du Cerveau (LCFC), ULB Neuroscience Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium; Department of Functional Neuroimaging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Antonin Rovai
- Laboratoire de Cartographie fonctionnelle du Cerveau (LCFC), ULB Neuroscience Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium; Department of Functional Neuroimaging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Serge Goldman
- Laboratoire de Cartographie fonctionnelle du Cerveau (LCFC), ULB Neuroscience Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium; Department of Functional Neuroimaging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Charline Urbain
- Laboratoire de Cartographie fonctionnelle du Cerveau (LCFC), ULB Neuroscience Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium; Neuropsychology and Functional Neuroimaging Research Unit (UR2NF), Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Vincent Wens
- Laboratoire de Cartographie fonctionnelle du Cerveau (LCFC), ULB Neuroscience Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium; Department of Functional Neuroimaging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Xavier De Tiège
- Laboratoire de Cartographie fonctionnelle du Cerveau (LCFC), ULB Neuroscience Institute (UNI), Université libre de Bruxelles (ULB), Brussels, Belgium; Department of Functional Neuroimaging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels, Belgium
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23
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Tóth-Fáber E, Janacsek K, Németh D. Statistical and sequence learning lead to persistent memory in children after a one-year offline period. Sci Rep 2021; 11:12418. [PMID: 34127682 PMCID: PMC8203620 DOI: 10.1038/s41598-021-90560-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 05/10/2021] [Indexed: 01/09/2023] Open
Abstract
Extraction of environmental patterns underlies human learning throughout the lifespan and plays a crucial role not only in cognitive but also perceptual, motor, and social skills. At least two types of regularities contribute to acquiring skills: (1) statistical, probability-based regularities, and (2) serial order-based regularities. Memory performance of probability-based and/or serial order-based regularities over short periods (from minutes to weeks) has been widely investigated across the lifespan. However, long-term (months or year-long) memory performance of such knowledge has received relatively less attention and has not been assessed in children yet. Here, we aimed to test the long-term memory performance of probability-based and serial order-based regularities over a 1-year offline period in neurotypical children between the age of 9 and 15. Participants performed a visuomotor four-choice reaction time task designed to measure the acquisition of probability-based and serial order-based regularities simultaneously. Short-term consolidation effects were controlled by retesting their performance after a 5-h delay. They were then retested on the same task 1 year later without any practice between the sessions. Participants successfully acquired both probability-based and serial order-based regularities and retained both types of knowledge over the 1-year period. The successful retention was independent of age. Our study demonstrates that the representation of probability-based and serial order-based regularities remains stable over a long period of time. These findings offer indirect evidence for the developmental invariance model of skill consolidation.
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Affiliation(s)
- Eszter Tóth-Fáber
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary
- Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, Old Royal Naval College, Park Row, 150 Dreadnought, London, SE10 9LS, UK
| | - Dezső Németh
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary.
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary.
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR5292, Centre Hospitalier Le Vinatier, Université de Lyon 1, Université de Lyon, Bâtiment 462 - Neurocampus 95 boulevard Pinel, 69675, Bron, Lyon, France.
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24
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Kóbor A, Kardos Z, Horváth K, Janacsek K, Takács Á, Csépe V, Nemeth D. Implicit anticipation of probabilistic regularities: Larger CNV emerges for unpredictable events. Neuropsychologia 2021; 156:107826. [PMID: 33716039 DOI: 10.1016/j.neuropsychologia.2021.107826] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Revised: 01/28/2021] [Accepted: 03/09/2021] [Indexed: 11/28/2022]
Abstract
Anticipation of upcoming events plays a crucial role in automatic behaviors. It is, however, still unclear whether the event-related brain potential (ERP) markers of anticipation could track the implicit acquisition of probabilistic regularities that can be considered as building blocks of automatic behaviors. Therefore, in a four-choice reaction time (RT) task performed by young adults (N = 36), the contingent negative variation (CNV) as an ERP marker of anticipation was measured from the onset of a cue stimulus until the presentation of a target stimulus. Due to the probability structure of the task, target stimuli were either predictable or unpredictable, but this was unknown to participants. The cue did not contain predictive information on the upcoming target. Results showed that the CNV amplitude during response preparation was larger before the unpredictable than before the predictable target stimuli. In addition, although RTs increased, the P3 amplitude decreased for the unpredictable as compared with the predictable target stimuli, possibly due to the stronger response preparation that preceded stimulus presentation. These results suggest that enhanced attentional resources are allocated to the implicit anticipation and processing of unpredictable events. This might originate from the formation of internal models on the probabilistic regularities of the stimulus stream, which primarily facilitates the processing of predictable events. Overall, we provide ERP evidence that supports the role of implicit anticipation and predictive processes in the acquisition of probabilistic regularities.
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Affiliation(s)
- Andrea Kóbor
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary.
| | - Zsófia Kardos
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary; Department of Cognitive Science, Budapest University of Technology and Economics, Egry József utca 1, H-1111, Budapest, Hungary
| | - Kata Horváth
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064, Budapest, Hungary; Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064, Budapest, Hungary; Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064, Budapest, Hungary; Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary; Centre of Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, Old Royal Naval College, Park Row, 150 Dreadnought, SE10 9LS, London, United Kingdom
| | - Ádám Takács
- Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine of the TU Dresden, Fetscherstraße 74, 01307, Dresden, Germany
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary; Faculty of Modern Philology and Social Sciences, University of Pannonia, Egyetem utca 10, H-8200, Veszprém, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, H-1064, Budapest, Hungary; Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, H-1117, Budapest, Hungary; Lyon Neuroscience Research Center (CRNL), Université de Lyon, Centre Hospitalier Le Vinatier, Bâtiment 462, Neurocampus 95 Boulevard Pinel, 69675, Bron, Lyon, France.
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25
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Abstract
New research reveals a complex interaction between attention and learning across the lifespan. In young adults, attention guides learning. In older adults, attention declines lead to less selective learning. Counterintuitively, however, in children better attention relates to less selective learning.
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Affiliation(s)
- Aaron R Seitz
- Department of Psychology, University of California Riverside, Riverside, CA 92521, USA.
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26
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Horváth K, Török C, Pesthy O, Nemeth D, Janacsek K. Divided attention does not affect the acquisition and consolidation of transitional probabilities. Sci Rep 2020; 10:22450. [PMID: 33384423 PMCID: PMC7775459 DOI: 10.1038/s41598-020-79232-y] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2020] [Accepted: 11/24/2020] [Indexed: 12/13/2022] Open
Abstract
Statistical learning facilitates the efficient processing and prediction of environmental events and contributes to the acquisition of automatic behaviors. Whereas a minimal level of attention seems to be required for learning to occur, it is still unclear how acquisition and consolidation of statistical knowledge are affected when attention is divided during learning. To test the effect of divided attention on statistical learning and consolidation, ninety-six healthy young adults performed the Alternating Serial Reaction Time task in which they incidentally acquired second-order transitional probabilities. Half of the participants completed the task with a concurrent secondary intentional sequence learning task that was applied to the same stimulus stream. The other half of the participants performed the task without any attention manipulation. Performance was retested after a 12-h post-learning offline period. Half of each group slept during the delay, while the other half had normal daily activity, enabling us to test the effect of delay activity (sleep vs. wake) on the consolidation of statistical knowledge. Divided attention had no effect on statistical learning: The acquisition of second-order transitional probabilities was comparable with and without the secondary task. Consolidation was neither affected by divided attention: Statistical knowledge was similarly retained over the 12-h delay, irrespective of the delay activity. Our findings can contribute to a better understanding of the role of attentional processes in and the robustness of visuomotor statistical learning and consolidation.
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Affiliation(s)
- Kata Horváth
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary.,Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, Budapest, 1117, Hungary
| | - Csenge Török
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary
| | - Orsolya Pesthy
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary.,Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary. .,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, Budapest, 1117, Hungary. .,Lyon Neuroscience Research Center, Inserm U1028 - CNRS UMR5292, Université de Lyon, Centre Hospitalier Le Vinatier - Bâtiment 462 - Neurocampus 95 Boulevard Pinel, 69675, Bron Cedex, Lyon, France.
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, Budapest, 1064, Hungary.,Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, Budapest, 1117, Hungary.,Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, 150 Dreadnought, Park Row, London, SE10 9LS, UK
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27
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Vékony T, Török L, Pedraza F, Schipper K, Pleche C, Tóth L, Janacsek K, Nemeth D. Retrieval of a well-established skill is resistant to distraction: Evidence from an implicit probabilistic sequence learning task. PLoS One 2020; 15:e0243541. [PMID: 33301471 PMCID: PMC7728172 DOI: 10.1371/journal.pone.0243541] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Accepted: 11/24/2020] [Indexed: 11/19/2022] Open
Abstract
The characteristics of acquiring new sequence information under dual-task situations have been extensively studied. A concurrent task has often been found to affect performance. In real life, however, we mostly perform a secondary task when the primary task is already well acquired. The effect of a secondary task on the ability to retrieve well-established sequence representations remains elusive. The present study investigates whether accessing well-acquired probabilistic sequence knowledge is affected by a concurrent task. Participants acquired non-adjacent regularities in an implicit probabilistic sequence learning task. After a 24-hour offline period, participants were tested on the same probabilistic sequence learning task under dual-task or single-task conditions. Here, we show that although the secondary task significantly prolonged the overall reaction times in the primary (sequence learning) task, access to the previously learned probabilistic representations remained intact. Our results highlight the importance of studying the dual-task effect not only in the learning phase but also during memory access to reveal the robustness of the acquired skill.
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Affiliation(s)
- Teodóra Vékony
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
- Department of Neurology, University of Szeged, Szeged, Hungary
| | - Lilla Török
- Department of Psychology and Sport Psychology, University of Physical Education, Budapest, Hungary
| | - Felipe Pedraza
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
- Institute of Psychology, Université Lumière - Lyon 2, Lyon, France
| | - Kate Schipper
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
| | - Claire Pleche
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
| | - László Tóth
- Department of Psychology and Sport Psychology, University of Physical Education, Budapest, Hungary
| | - Karolina Janacsek
- Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, United Kingdom
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
| | - Dezso Nemeth
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Budapest, Hungary
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28
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Perceiving structure in unstructured stimuli: Implicitly acquired prior knowledge impacts the processing of unpredictable transitional probabilities. Cognition 2020; 205:104413. [DOI: 10.1016/j.cognition.2020.104413] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 07/14/2020] [Accepted: 07/16/2020] [Indexed: 12/22/2022]
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29
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Conway CM. How does the brain learn environmental structure? Ten core principles for understanding the neurocognitive mechanisms of statistical learning. Neurosci Biobehav Rev 2020; 112:279-299. [PMID: 32018038 PMCID: PMC7211144 DOI: 10.1016/j.neubiorev.2020.01.032] [Citation(s) in RCA: 98] [Impact Index Per Article: 24.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 01/22/2020] [Accepted: 01/25/2020] [Indexed: 10/25/2022]
Abstract
Despite a growing body of research devoted to the study of how humans encode environmental patterns, there is still no clear consensus about the nature of the neurocognitive mechanisms underpinning statistical learning nor what factors constrain or promote its emergence across individuals, species, and learning situations. Based on a review of research examining the roles of input modality and domain, input structure and complexity, attention, neuroanatomical bases, ontogeny, and phylogeny, ten core principles are proposed. Specifically, there exist two sets of neurocognitive mechanisms underlying statistical learning. First, a "suite" of associative-based, automatic, modality-specific learning mechanisms are mediated by the general principle of cortical plasticity, which results in improved processing and perceptual facilitation of encountered stimuli. Second, an attention-dependent system, mediated by the prefrontal cortex and related attentional and working memory networks, can modulate or gate learning and is necessary in order to learn nonadjacent dependencies and to integrate global patterns across time. This theoretical framework helps clarify conflicting research findings and provides the basis for future empirical and theoretical endeavors.
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Affiliation(s)
- Christopher M Conway
- Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE, United States.
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30
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Zavecz Z, Nagy T, Galkó A, Nemeth D, Janacsek K. The relationship between subjective sleep quality and cognitive performance in healthy young adults: Evidence from three empirical studies. Sci Rep 2020; 10:4855. [PMID: 32184462 PMCID: PMC7078271 DOI: 10.1038/s41598-020-61627-6] [Citation(s) in RCA: 43] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2019] [Accepted: 02/17/2020] [Indexed: 01/11/2023] Open
Abstract
The role of subjective sleep quality in cognitive performance has gained increasing attention in recent decades. In this paper, our aim was to test the relationship between subjective sleep quality and a wide range of cognitive functions in a healthy young adult sample combined across three studies. Sleep quality was assessed by the Pittsburgh Sleep Quality Index, the Athens Insomnia Scale, and a sleep diary to capture general subjective sleep quality, and the Groningen Sleep Quality Scale to capture prior night’s sleep quality. Within cognitive functions, we tested working memory, executive functions, and several sub-processes of procedural learning. To provide more reliable results, we included robust frequentist as well as Bayesian statistical analyses. Unequivocally across all analyses, we showed that there is no association between subjective sleep quality and cognitive performance in the domains of working memory, executive functions and procedural learning in healthy young adults. Our paper can contribute to a deeper understanding of subjective sleep quality and its measures, and we discuss various factors that may affect whether associations can be observed between subjective sleep quality and cognitive performance.
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Affiliation(s)
- Zsófia Zavecz
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences, Budapest, Hungary
| | - Tamás Nagy
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Adrienn Galkó
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary. .,Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences, Budapest, Hungary. .,Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France.
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary. .,Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences, Budapest, Hungary. .,School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, United Kingdom.
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31
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Zavecz Z, Nagy T, Galkó A, Nemeth D, Janacsek K. The relationship between subjective sleep quality and cognitive performance in healthy young adults: Evidence from three empirical studies. Sci Rep 2020; 10:4855. [PMID: 32184462 DOI: 10.1101/328369] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2019] [Accepted: 02/17/2020] [Indexed: 05/23/2023] Open
Abstract
The role of subjective sleep quality in cognitive performance has gained increasing attention in recent decades. In this paper, our aim was to test the relationship between subjective sleep quality and a wide range of cognitive functions in a healthy young adult sample combined across three studies. Sleep quality was assessed by the Pittsburgh Sleep Quality Index, the Athens Insomnia Scale, and a sleep diary to capture general subjective sleep quality, and the Groningen Sleep Quality Scale to capture prior night's sleep quality. Within cognitive functions, we tested working memory, executive functions, and several sub-processes of procedural learning. To provide more reliable results, we included robust frequentist as well as Bayesian statistical analyses. Unequivocally across all analyses, we showed that there is no association between subjective sleep quality and cognitive performance in the domains of working memory, executive functions and procedural learning in healthy young adults. Our paper can contribute to a deeper understanding of subjective sleep quality and its measures, and we discuss various factors that may affect whether associations can be observed between subjective sleep quality and cognitive performance.
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Affiliation(s)
- Zsófia Zavecz
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences, Budapest, Hungary
| | - Tamás Nagy
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Adrienn Galkó
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Dezso Nemeth
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
- Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences, Budapest, Hungary.
- Lyon Neuroscience Research Center (CRNL), INSERM, CNRS, Université Claude Bernard Lyon 1, Lyon, France.
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
- Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences, Budapest, Hungary.
- School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, London, United Kingdom.
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