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Pishghadam R, Shayesteh S, Daneshvarfard F, Boustani N, Seyednozadi Z, Zabetipour M, Pishghadam M. Cognition-Emotion Interaction during L2 Sentence Comprehension: The Correlation of ERP and GSR Responses to Sense Combinations. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:7. [PMID: 38281286 DOI: 10.1007/s10936-024-10039-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/18/2023] [Indexed: 01/30/2024]
Abstract
This study mainly examined the role of the combination of three senses (i.e., auditory, visual, and tactile) and five senses (i.e., auditory, visual, tactile, olfactory, and gustatory) in the correlation between electrophysiological and electrodermal responses underlying second language (L2) sentence comprehension. Forty subjects did two acceptability judgment tasks, encompassing congruent and semantically/pragmatically incongruent sentences. The event-related potential (ERP) and galvanic skin response (GSR) data for both the target and final words of the sentences were collected and analyzed. The results revealed that there is an interaction between cognitive and emotional responses in both semantically and pragmatically incongruent sentences, yet the timing of the interaction is longer in sentences with pragmatic incongruity due to their complexity. Based on the ERP and GSR correlation results, it was further found that the five-sense combination approach improves L2 sentence comprehension and interest in learning materials yet reduces the level of excitement or arousal. While this approach might be beneficial for some learners, it might be detrimental for those in favor of stimulating learning environments.
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Affiliation(s)
- Reza Pishghadam
- Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Azadi Square, Mashhad, Khorasan-e-Razavi, Iran
| | - Shaghayegh Shayesteh
- Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Azadi Square, Mashhad, Khorasan-e-Razavi, Iran.
| | - Farveh Daneshvarfard
- Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Azadi Square, Mashhad, Khorasan-e-Razavi, Iran
| | - Nasim Boustani
- Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Azadi Square, Mashhad, Khorasan-e-Razavi, Iran
| | - Zahra Seyednozadi
- Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Azadi Square, Mashhad, Khorasan-e-Razavi, Iran
| | - Mohammad Zabetipour
- Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Azadi Square, Mashhad, Khorasan-e-Razavi, Iran
| | - Morteza Pishghadam
- Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Azadi Square, Mashhad, Khorasan-e-Razavi, Iran
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2
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Lim YL, Lang DJ, Diana RA. Cognitive tasks affect the relationship between representational pattern similarity and subsequent item memory in the hippocampus. Neuroimage 2023:120241. [PMID: 37348623 DOI: 10.1016/j.neuroimage.2023.120241] [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: 03/31/2023] [Revised: 06/16/2023] [Accepted: 06/19/2023] [Indexed: 06/24/2023] Open
Abstract
Episodic memories are records of personally experienced events, coded neurally via the hippocampus and surrounding medial temporal lobe cortex. Information about the neural signal corresponding to a memory representation can be measured in fMRI data when the pattern across voxels is examined. Prior studies have found that similarity in the voxel patterns across repetition of a to-be-remembered stimulus predicts later memory retrieval, but the results are inconsistent across studies. The current study investigates the possibility that cognitive goals (defined here via the task instructions given to participants) during encoding affect the voxel pattern that will later support memory retrieval, and therefore that neural representations cannot be interpreted based on the stimulus alone. The behavioral results showed that exposure to variable cognitive tasks across repetition of events benefited subsequent memory retrieval. Voxel patterns in the hippocampus indicated a significant interaction between cognitive tasks (variable vs. consistent) and memory (remembered vs. forgotten) such that reduced voxel pattern similarity for repeated events with variable cognitive tasks, but not consistent cognitive tasks, supported later memory success. There was no significant interaction in neural pattern similarity between cognitive tasks and memory success in medial temporal cortices or lateral occipital cortex. Instead, higher similarity in voxel patterns in right medial temporal cortices was associated with later memory retrieval, regardless of cognitive task. In conclusion, we found that the relationship between pattern similarity across repeated encoding and memory success in the hippocampus (but not medial temporal lobe cortex) changes when the cognitive task during encoding does or does not vary across repetitions of the event.
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Affiliation(s)
- Ye-Lim Lim
- Virginia Tech, Dept. of Psychology, 890 Drillfield Dr., Blacksburg, VA 24061
| | - Davis J Lang
- Virginia Tech, Dept. of Psychology, 890 Drillfield Dr., Blacksburg, VA 24061
| | - Rachel A Diana
- Virginia Tech, Dept. of Psychology, 890 Drillfield Dr., Blacksburg, VA 24061.
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3
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Wang L, Yang J. Learning from errors: Distinct neural networks for monitoring errors and maintaining corrects through repeated practice and feedback. Neuroimage 2023; 271:120001. [PMID: 36878457 DOI: 10.1016/j.neuroimage.2023.120001] [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: 09/22/2022] [Revised: 02/25/2023] [Accepted: 03/01/2023] [Indexed: 03/06/2023] Open
Abstract
How memory representations are eventually established and maintained in the brain is one of central issues in memory research. Although the hippocampus and various brain regions have been shown to be involved in learning and memory, how they coordinate to support successful memory through errors is unclear. In this study, a retrieval practice (RP) - feedback (FB) paradigm was adopted to address this issue. Fifty-six participants (27 in the behavioral group, and 29 in the fMRI group) learned 120 Swahili-Chinese words associations and underwent two RP-answer FB cycles (i.e., RP1, FB1, RP2, FB2). The responses of the fMRI group were recorded in the fMRI scanner. The trials were divided based on participant's performance (correct or incorrect, C or I) during the two RPs and the final test (i.e., trial type, CCC, ICC, IIC III). The results showed that the regions in the salience and executive control networks (S-ECN) during RP, but not during FB, was strongly predictive of final successful memory. Their activation was just before the errors were corrected (i.e., RP1 in ICC trials and RP2 in IIC trials). The anterior insula (AI) is a core region in monitoring repeated errors, and it had differential connectivity with the default mode network (DMN) regions and the hippocampus during the RP and FB phases to inhibit incorrect answers and update memory. In contrast, maintaining corrected memory representation requires repeated RP and FB, which was associated with the DMN activation. Our study clarified how different brain regions support error monitoring and memory maintenance through repeated RP and FB, and emphasized the role of the insula in learning from errors.
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Affiliation(s)
- Lingwei Wang
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, China
| | - Jiongjiong Yang
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, China.
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4
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Ludowicy P, Paz-Alonso PM, Lachmann T, Czernochowski D. Performance feedback enhances test-potentiated encoding. Front Behav Neurosci 2023; 17:1100497. [PMID: 37153935 PMCID: PMC10157468 DOI: 10.3389/fnbeh.2023.1100497] [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: 11/16/2022] [Accepted: 03/29/2023] [Indexed: 05/10/2023] Open
Abstract
Introduction Long-term memory retention is enhanced after testing compared to restudying (testing effect). Notably, memory retrieval further improves when correct-answer feedback is provided after the retrieval attempt (test-potentiated encoding-TPE). Methods To evaluate whether explicit positive or negative feedback further enhances memory performance beyond the effect of TPE, in two experiments additional explicit positive or negative performance-contingent feedback was presented before providing correct-answer feedback. After an initial exposure to the full material, 40 participants learned 210 weakly associated cue-target word pairs by either restudying or testing (Experiment 1). Depending on the accuracy of the retrieval attempt, the tested word pairs were followed by positive or negative performance feedback (50%) or no feedback (50%). Irrespective of the type of repetition, trials were followed by a restudy opportunity. Participants returned to perform a final cued-recall test (Day 2). Results Final test results replicated the testing effect (better memory performance for tested compared to restudied items). Explicit performance feedback in addition to correct-answer feedback increased retrieval performance, but only on Day 2. This pattern of results was replicated in Experiment 2 in an independent sample of 25 participants. To assess the specific effects of learning history, we also examined retrieval accuracy and reaction times during repetition cycles: Explicit feedback improved retrieval for material successfully encoded in the initial study phase (consistent positive feedback) as well as for material learned during the repetition phase (mixed positive and negative feedback). Discussion Performance feedback improves learning beyond the effects of retrieval practice and correct-answer feedback, suggesting that it strengthens memory representations and promotes re-encoding of the material.
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Affiliation(s)
- Petra Ludowicy
- Cognitive and Developmental Psychology Unit, Center for Cognitive Science, University of Kaiserslautern-Landau (RPTU), Kaiserslautern, Germany
- Cognitive Neuroscience Unit, Center for Cognitive Science, University of Kaiserslautern-Landau (RPTU), Kaiserslautern, Germany
- *Correspondence: Petra Ludowicy,
| | - Pedro M. Paz-Alonso
- BCBL, Basque Center on Cognition, Brain and Language, San Sebastian, Spain
- IKERBASQUE, Basque Foundation for Science, Bilbao, Spain
| | - Thomas Lachmann
- Cognitive and Developmental Psychology Unit, Center for Cognitive Science, University of Kaiserslautern-Landau (RPTU), Kaiserslautern, Germany
- Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija, Madrid, Spain
- University of Leuven, Leuven, Belgium
| | - Daniela Czernochowski
- Cognitive Neuroscience Unit, Center for Cognitive Science, University of Kaiserslautern-Landau (RPTU), Kaiserslautern, Germany
- Daniela Czernochowski,
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5
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Ludowicy P, Czernochowski D, Arnaez-Telleria J, Gurunandan K, Lachmann T, Paz-Alonso PM. Functional underpinnings of feedback-enhanced test-potentiated encoding. Cereb Cortex 2022; 33:6184-6197. [PMID: 36585773 DOI: 10.1093/cercor/bhac494] [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: 07/09/2022] [Revised: 11/14/2022] [Accepted: 11/17/2022] [Indexed: 01/01/2023] Open
Abstract
The testing effect describes the finding that retrieval practice enhances memory performance compared to restudy practice. Prior evidence demonstrates that this effect can be boosted by providing feedback after retrieval attempts (i.e. test-potentiated encoding [TPE]). The present fMRI study investigated the neural processes during successful memory retrieval underlying this beneficial effect of correct answer feedback compared with restudy and whether additional performance feedback leads to further benefits. Twenty-seven participants learned cue-target pairs by (i) restudying, (ii) standard TPE including a restudy opportunity, or (iii) TPE including a restudy opportunity immediately after a positive or negative performance feedback. One day later, a cued retrieval recognition test was performed inside the MRI scanner. Behavioral results confirmed the testing effect and that adding explicit performance feedback-enhanced memory relative to restudy and standard TPE. Stronger functional engagement while retrieving items previously restudied was found in lateral prefrontal cortex and superior parietal lobe. By contrast, lateral temporo-parietal areas were more strongly recruited while retrieving items previously tested. Performance feedback increased the hippocampal activation and resulted in stronger functional coupling between hippocampus, supramarginal gyrus, and ventral striatum with lateral temporo-parietal cortex. Our results unveil the main functional dynamics and connectivity nodes underlying memory benefits from additional performance feedback.
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Affiliation(s)
- Petra Ludowicy
- Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern 67663, Germany
| | - Daniela Czernochowski
- Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern 67663, Germany
| | - Jaione Arnaez-Telleria
- BCBL-Basque Center on Cognition, Brain and Language, Donostia-San Sebastian 20009, Spain
| | - Kshipra Gurunandan
- BCBL-Basque Center on Cognition, Brain and Language, Donostia-San Sebastian 20009, Spain
| | - Thomas Lachmann
- Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern 67663, Germany.,Facultad de Lenguas y Educación, Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija, Madrid 28015, Spain
| | - Pedro M Paz-Alonso
- BCBL-Basque Center on Cognition, Brain and Language, Donostia-San Sebastian 20009, Spain.,Ikerbasque, Basque Foundation for Science, Bilbao 48013, Spain
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6
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Bencze D, Szőllősi Á, Németh K, Racsmány M. An event-related potential study of the testing effect: Electrophysiological evidence for context-dependent processes changing throughout repeated practice. Biol Psychol 2022; 171:108341. [PMID: 35460819 DOI: 10.1016/j.biopsycho.2022.108341] [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: 08/31/2021] [Revised: 04/14/2022] [Accepted: 04/18/2022] [Indexed: 11/17/2022]
Abstract
The testing effect refers to a special form of performance improvement following practice. Specifically, repeated retrieval attempts improve long-term memory. In the present study we examined the underlying mechanisms of the testing effect as a function of time by investigating the electrophysiological correlates of repeated retrieval practice. We additionally investigated the ERP waveforms of the repeated practice phase as a function of the accuracy on the final test in a "difference due to memory" (Dm) analysis. We found a parietally distributed, increased positive amplitude between 500-700 ms, and a more positive parietal wave between 700 and 1000 ms in the later relative to the early phases of retrieval practice. We found parietal Dm effects in the same two time windows in the retrieval practice condition with a more positive amplitude predicting retrieval success on the final test. We interpret the earlier waveform as a component associated with episodic recollection and the later ERP as a component related to post-retrieval evaluation processes. Our results demonstrate the important role of these retrieval-related processes in the facilitating effect of retrieval practice on later retrieval, and show that the involvement of these processes changes throughout practice.
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Affiliation(s)
- Dorottya Bencze
- Department of Cognitive Science, Budapest University of Technology and Economics, Egry József utca 1, 1111 Budapest, Hungary; Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, 1117 Budapest, Hungary.
| | - Ágnes Szőllősi
- Department of Cognitive Science, Budapest University of Technology and Economics, Egry József utca 1, 1111 Budapest, Hungary; Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, 1117 Budapest, Hungary.
| | - Kornél Németh
- Department of Cognitive Science, Budapest University of Technology and Economics, Egry József utca 1, 1111 Budapest, Hungary.
| | - Mihály Racsmány
- Department of Cognitive Science, Budapest University of Technology and Economics, Egry József utca 1, 1111 Budapest, Hungary; Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar Tudósok Körútja 2, 1117 Budapest, Hungary.
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7
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Levlin M, Wiklund-Hörnqvist C, Sandgren O, Karlsson S, Jonsson B. Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children With (Developmental) Language Disorder. Lang Speech Hear Serv Sch 2022; 53:542-560. [PMID: 35320680 DOI: 10.1044/2021_lshss-21-00101] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE Learning new vocabulary has been identified as a challenge for students with (developmental) language disorder ((D)LD). In this study, we evaluate the effects of two active learning methods, (a) retrieval practice (RP) and (b) rich vocabulary instruction (RVI), in a group of students with (D)LD in secondary school. METHOD A quasi-experimental counterbalanced within-subject design was used to compare and evaluate the effect of RP and RVI on learning Tier 2 vocabulary, with target and control words as dependent measures. Eleven students with (D)LD (M age = 14.9 years) attending a language unit participated. RP and RVI were implemented in regular classroom activities during 16 lessons (eight lessons/instructional condition). Learning was assessed by comparing performance on a pretest session 1-2 weeks prior, with posttest performance 1 week after each instructional condition. RESULTS The learning gain for RP was superior to that for RVI, both with respect to the Bayesian probabilistic estimations for target words relative to control words and in direct comparison with RVI. Only weak evidence was found for RVI with respect to the Bayesian probabilistic estimations for target words relative to control words. CONCLUSIONS All participants showed positive learning gains following RP, whereas the outcome for RVI was more diverse. This initial work suggests that RP promotes larger learning gains relative to RVI and promotes learning across language profiles. This study extends previous studies by exploring the implementation of RP in regular classroom activities and by using more complex to-be-learned material (Tier 2 words).
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Affiliation(s)
- Maria Levlin
- Department of Language Studies, Umeå University, Sweden
| | | | - Olof Sandgren
- Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund University, Sweden
| | - Sara Karlsson
- National Agency for Special Needs Education and Schools, Umeå, Sweden
| | - Bert Jonsson
- Department of Applied Educational Science, Umeå University, Sweden
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8
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Meyer AK, Benoit RG. Suppression weakens unwanted memories via a sustained reduction of neural reactivation. eLife 2022; 11:71309. [PMID: 35352679 PMCID: PMC8967383 DOI: 10.7554/elife.71309] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Accepted: 03/07/2022] [Indexed: 01/09/2023] Open
Abstract
Aversive events sometimes turn into intrusive memories. However, prior evidence indicates that such memories can be controlled via a mechanism of retrieval suppression. Here, we test the hypothesis that suppression exerts a sustained influence on memories by deteriorating their neural representations. This deterioration, in turn, would hinder their subsequent reactivation and thus impoverish the vividness with which they can be recalled. In an fMRI study, participants repeatedly suppressed memories of aversive scenes. As predicted, this process rendered the memories less vivid. Using a pattern classifier, we observed that suppression diminished the neural reactivation of scene information both globally across the brain and locally in the parahippocampal cortices. Moreover, the decline in vividness was associated with reduced reinstatement of unique memory representations in right parahippocampal cortex. These results support the hypothesis that suppression weakens memories by causing a sustained reduction in the potential to reactivate their neural representations.
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Affiliation(s)
- Ann-Kristin Meyer
- Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - Roland G Benoit
- Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
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9
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Wiklund-Hörnqvist C, Stillesjö S, Andersson M, Jonsson B, Nyberg L. Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence. Front Psychol 2022; 12:797395. [PMID: 35222156 PMCID: PMC8866974 DOI: 10.3389/fpsyg.2021.797395] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 12/29/2021] [Indexed: 11/24/2022] Open
Abstract
There is an emerging consensus that retrieval practice is a powerful way to enhance long-term retention and to reduce achievement gaps in school settings. Less is known whether retrieval practice benefits performance in individuals with low intrinsic motivation to spend time and effort on a given task, as measured by self-reported need for cognition (NFC). Here, we examined retrieval practice in relation to individual differences in NFC by combining behavioral and functional magnetic resonance imaging (fMRI) data. Using a within-subject design, upper-secondary school students (N = 274) learned a language-based material (Swahili-Swedish word-pairs), with half of the items by means of retrieval practice with feedback and half by study only. One week later, the students were tested on the word-pairs either in the classroom (n = 204), or in a fMRI scanner (n = 70). In both settings, a retrieval practice effect was observed across different levels of NFC (high or low). Relatedly, comparable fMRI effects were seen in both NFC subgroups. Taken together, our findings provide behavioral and brain-imaging evidence that retrieval practice is effective also for individuals with lower levels of NFC, which is of direct relevance for educational practice.
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Affiliation(s)
- Carola Wiklund-Hörnqvist
- Department of Psychology, Umeå University, Umeå, Sweden.,Umeå Center for Functional Brain Imaging, Umeå, Sweden
| | - Sara Stillesjö
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Micael Andersson
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Integrative Medical Biology, Umeå University, Umeå, Sweden
| | - Bert Jonsson
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Lars Nyberg
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Integrative Medical Biology, Umeå University, Umeå, Sweden.,Department of Radiation Sciences, Umeå University, Umeå, Sweden
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10
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Rapid neural reorganization during retrieval practice predicts subsequent long-term retention and false memory. Nat Hum Behav 2022; 6:134-145. [PMID: 34621051 DOI: 10.1038/s41562-021-01188-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2020] [Accepted: 07/22/2021] [Indexed: 02/08/2023]
Abstract
Active retrieval can alter the strength and content of a memory, yielding either enhanced or distorted subsequent recall. However, how consolidation influences these retrieval-induced seemingly contradictory outcomes remains unknown. Here we show that rapid neural reorganization over an eight-run retrieval practice predicted subsequent recall. Retrieval practice boosted memory retention following a 24-hour (long-term) but not 30-minute delay, and increased false memory at both delays. Long-term retention gains were predicted by multi-voxel representation distinctiveness in the posterior parietal cortex (PPC) that increased progressively over retrieval practice. False memory was predicted by unstable representation distinctiveness in the medial temporal lobe (MTL). Retrieval practice enhanced the efficiency of memory-related brain networks, through building up PPC and MTL connections with the ventrolateral and dorsolateral prefrontal cortex that predicted long-term retention gains and false memory, respectively. Our findings indicate that retrieval-induced rapid neural reorganization together with consecutive consolidation fosters long-term retention and false memories via distinct pathways.
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11
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Boustani N, Pishghadam R, Shayesteh S. Multisensory Input Modulates P200 and L2 Sentence Comprehension: A One-Week Consolidation Phase. Front Psychol 2021; 12:746813. [PMID: 34616346 PMCID: PMC8488095 DOI: 10.3389/fpsyg.2021.746813] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2021] [Accepted: 08/31/2021] [Indexed: 11/18/2022] Open
Abstract
Multisensory input is an aid to language comprehension; however, it remains to be seen to what extent various combinations of senses may affect the P200 component and attention-related cognitive processing associated with L2 sentence comprehension along with the N400 as a later component. To this aim, we provided some multisensory input (enriched with data from three (i.e., exvolvement) and five senses (i.e., involvement)) for a list of unfamiliar words to 18 subjects. Subsequently, the words were embedded in an acceptability judgment task with 360 pragmatically correct and incorrect sentences. The task, along with the ERP recording, was conducted after a 1-week consolidation period to track any possible behavioral and electrophysiological distinctions in the retrieval of information with various sense combinations. According to the behavioral results, we found that the combination of five senses leads to more accurate and quicker responses. Based on the electrophysiological results, the combination of five senses induced a larger P200 amplitude compared to the three-sense combination. The implication is that as the sensory weight of the input increases, vocabulary retrieval is facilitated and more attention is directed to the overall comprehension of L2 sentences which leads to more accurate and quicker responses. This finding was not, however, reflected in the neural activity of the N400 component.
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Affiliation(s)
- Nasim Boustani
- Department of English, Ferdowsi University of Mashhad, Mashhad, Iran
| | - Reza Pishghadam
- Department of English, Ferdowsi University of Mashhad, Mashhad, Iran
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12
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Baena D, Cantero JL, Atienza M. Stability of neural encoding moderates the contribution of sleep and repeated testing to memory consolidation. Neurobiol Learn Mem 2021; 185:107529. [PMID: 34597816 DOI: 10.1016/j.nlm.2021.107529] [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: 05/03/2021] [Revised: 09/03/2021] [Accepted: 09/24/2021] [Indexed: 10/20/2022]
Abstract
There is evidence suggesting that online consolidation during retrieval-mediated learning interacts with offline consolidation during subsequent sleep to transform memory. Here we investigate whether this interaction persists when retrieval-mediated learning follows post-training sleep and whether the direction of this interaction is conditioned by the quality of encoding resulting from manipulation of the amount of sleep on the previous night. The quality of encoding was determined by computing the degree of similarity between EEG-activity patterns across restudy of face pairs in two groups of young participants, one who slept the last 4 h of the pre-training night, and another who slept 8 h. The offline consolidation was assessed by computing the degree of coupling between slow oscillations (SOs) and spindles (SPs) during post-training sleep, while the online consolidation was evaluated by determining the degree of similarity between EEG-activity patterns recorded during the study phase and during repeated recognition of either the same face pair (i.e., specific similarity) or face pairs sharing sex and profession (i.e., categorical similarity) to evaluate differentiation and generalization, respectively. The study and recognition phases were separated by a night of normal sleep duration. Mixed-effects models revealed that the stability of neural encoding moderated the relationship between sleep- and retrieval-mediated consolidation processes over left frontal regions. For memories showing lower encoding stability, the enhanced SO-SP coupling was associated with increased reinstatement of category-specific encoding-related activity at the expense of content-specific activity, whilst the opposite occurred for memories showing greater encoding stability. Overall, these results suggest that offline consolidation during post-training sleep interacts with online consolidation during retrieval the next day to favor the reorganization of memory contents, by increasing specificity of stronger memories and generalization of the weaker ones.
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Affiliation(s)
- Daniel Baena
- Laboratory of Functional Neuroscience, Universidad Pablo de Olavide, Seville 41013, Spain
| | - Jose L Cantero
- Laboratory of Functional Neuroscience, Universidad Pablo de Olavide, Seville 41013, Spain; CIBERNED, Network Center for Biomedical Research in Neurodegenerative Diseases, Spain
| | - Mercedes Atienza
- Laboratory of Functional Neuroscience, Universidad Pablo de Olavide, Seville 41013, Spain; CIBERNED, Network Center for Biomedical Research in Neurodegenerative Diseases, Spain.
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13
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Au J, Katz B, Moon A, Talati S, Abagis TR, Jonides J, Jaeggi SM. Post-training stimulation of the right dorsolateral prefrontal cortex impairs working memory training performance. J Neurosci Res 2021; 99:2351-2363. [PMID: 33438297 PMCID: PMC8273206 DOI: 10.1002/jnr.24784] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Accepted: 12/23/2020] [Indexed: 11/08/2022]
Abstract
Research investigating transcranial direct current stimulation (tDCS) to enhance cognitive training augments both our understanding of its long-term effects on cognitive plasticity as well as potential applications to strengthen cognitive interventions. Previous work has demonstrated enhancement of working memory training while applying concurrent tDCS to the dorsolateral prefrontal cortex (DLPFC). However, the optimal stimulation parameters are still unknown. For example, the timing of tDCS delivery has been shown to be an influential variable that can interact with task learning. In the present study, we used tDCS to target the right DLPFC while participants trained on a visuospatial working memory task. We sought to compare the relative efficacy of online stimulation delivered during training to offline stimulation delivered either immediately before or afterwards. We were unable to replicate previously demonstrated benefits of online stimulation; however, we did find evidence that offline stimulation delivered after training can actually be detrimental to training performance relative to sham. We interpret our results in light of evidence suggesting a role of the right DLPFC in promoting memory interference, and conclude that while tDCS may be a promising tool to influence the results of cognitive training, more research and an abundance of caution are needed before fully endorsing its use for cognitive enhancement. This work suggests that effects can vary substantially in magnitude and direction between studies, and may be heavily dependent on a variety of intervention protocol parameters such as the timing and location of stimulation delivery, about which our understanding is still nascent.
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Affiliation(s)
- Jacky Au
- School of Education, University of California, Irvine, Irvine, CA, 92697, USA
| | - Benjamin Katz
- Department of Human Development and Family Science, Virginia Tech, Blacksburg, VA, 24061, USA
| | - Austin Moon
- School of Education, University of California, Irvine, Irvine, CA, 92697, USA
| | - Sheebani Talati
- Department of Psychology, University of Michigan, Ann Arbor, MI 48109, USA
| | - Tessa R. Abagis
- Department of Psychology, University of Michigan, Ann Arbor, MI 48109, USA
| | - John Jonides
- Department of Psychology, University of Michigan, Ann Arbor, MI 48109, USA
| | - Susanne M. Jaeggi
- School of Education, University of California, Irvine, Irvine, CA, 92697, USA
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14
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Marin-Garcia E, Mattfeld AT, Gabrieli JDE. Neural Correlates of Long-Term Memory Enhancement Following Retrieval Practice. Front Hum Neurosci 2021; 15:584560. [PMID: 33613206 PMCID: PMC7889502 DOI: 10.3389/fnhum.2021.584560] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Accepted: 01/04/2021] [Indexed: 11/13/2022] Open
Abstract
Retrieval practice, relative to further study, leads to long-term memory enhancement known as the “testing effect.” The neurobiological correlates of the testing effect at retrieval, when the learning benefits of testing are expressed, have not been fully characterized. Participants learned Swahili-English word-pairs and were assigned randomly to either the Study-Group or the Test-Group. After a week delay, all participants completed a cued-recall test while undergoing functional magnetic resonance imaging (fMRI). The Test-Group had superior memory for the word-pairs compared to the Study-Group. While both groups exhibited largely overlapping activations for remembered word-pairs, following an interaction analysis the Test-Group exhibited differential performance-related effects in the left putamen and left inferior parietal cortex near the supramarginal gyrus. The same analysis showed the Study-Group exhibited greater activations in the dorsal MPFC/pre-SMA and bilateral frontal operculum for remembered vs. forgotten word-pairs, whereas the Test-Group showed the opposite pattern of activation in the same regions. Thus, retrieval practice during training establishes a unique striatal-supramarginal network at retrieval that promotes enhanced memory performance. In contrast, study alone yields poorer memory but greater activations in frontal regions.
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Affiliation(s)
- Eugenia Marin-Garcia
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States.,Faculty of Psychology, University of the Basque Country (UPV/EHU), Donostia-San Sebastian, Spain.,Ikerbasque, Basque Foundation for Science, Bilbao, Spain
| | - Aaron T Mattfeld
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States.,Department of Psychology, Florida International University, Miami, FL, United States
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
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15
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Wiklund-Hörnqvist C, Stillesjö S, Andersson M, Jonsson B, Nyberg L. Retrieval practice facilitates learning by strengthening processing in both the anterior and posterior hippocampus. Brain Behav 2021; 11:e01909. [PMID: 33094555 PMCID: PMC7821628 DOI: 10.1002/brb3.1909] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 10/02/2020] [Accepted: 10/04/2020] [Indexed: 11/18/2022] Open
Abstract
INTRODUCTION AND METHODS A large number of behavioral studies show that retrieval practice is a powerful way of strengthening learning of new information. Repeated retrieval might support long-term retention in a quantitative sense by inducing stronger episodic representations or in a qualitative sense by contributing to the formation of more gist-like representations. Here we used fMRI to examine the brain bases related to the learning effects following retrieval practice and provide imaging support for both views by showing increased activation of anterior and posterior hippocampus regions during a delayed memory test. RESULTS Brain activity in the posterior hippocampus increased linearly as a function of number of successful retrievals during initial learning, whereas anterior hippocampus activity was restricted to items retrieved many but not few times during the learning phase. CONCLUSION Taken together, these findings indicate that retrieval practice strengthens subsequent retention via "dual action" in the anterior and posterior hippocampus, possibly reflecting coding of individual experiences as well as integration and generalization across multiple experiences. Our findings are of educational significance by providing insight into the brain bases of a learning method of applied relevance.
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Affiliation(s)
- Carola Wiklund-Hörnqvist
- Department of Psychology, Umeå University, Umea, Sweden.,Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden
| | - Sara Stillesjö
- Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden.,Department of Applied Educational Science, Umeå University, Umea, Sweden
| | - Micael Andersson
- Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden.,Department of Integrative Medical Biology, Umeå University, Umea, Sweden
| | - Bert Jonsson
- Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden.,Department of Applied Educational Science, Umeå University, Umea, Sweden
| | - Lars Nyberg
- Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden.,Department of Integrative Medical Biology, Umeå University, Umea, Sweden.,Department of Radiation Sciences, Umeå University, Umea, Sweden
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16
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Jonsson B, Granberg C, Lithner J. Gaining Mathematical Understanding: The Effects of Creative Mathematical Reasoning and Cognitive Proficiency. Front Psychol 2020; 11:574366. [PMID: 33391087 PMCID: PMC7775304 DOI: 10.3389/fpsyg.2020.574366] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Accepted: 11/30/2020] [Indexed: 11/13/2022] Open
Abstract
In the field of mathematics education, one of the main questions remaining under debate is whether students' development of mathematical reasoning and problem-solving is aided more by solving tasks with given instructions or by solving them without instructions. It has been argued, that providing little or no instruction for a mathematical task generates a mathematical struggle, which can facilitate learning. This view in contrast, tasks in which routine procedures can be applied can lead to mechanical repetition with little or no conceptual understanding. This study contrasts Creative Mathematical Reasoning (CMR), in which students must construct the mathematical method, with Algorithmic Reasoning (AR), in which predetermined methods and procedures on how to solve the task are given. Moreover, measures of fluid intelligence and working memory capacity are included in the analyses alongside the students' math tracks. The results show that practicing with CMR tasks was superior to practicing with AR tasks in terms of students' performance on practiced test tasks and transfer test tasks. Cognitive proficiency was shown to have an effect on students' learning for both CMR and AR learning conditions. However, math tracks (advanced versus a more basic level) showed no significant effect. It is argued that going beyond step-by-step textbook solutions is essential and that students need to be presented with mathematical activities involving a struggle. In the CMR approach, students must focus on the relevant information in order to solve the task, and the characteristics of CMR tasks can guide students to the structural features that are critical for aiding comprehension.
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Affiliation(s)
- Bert Jonsson
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
- Umeå Mathematics Education Research Center, Umeå, Sweden
| | - Carina Granberg
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
- Umeå Mathematics Education Research Center, Umeå, Sweden
| | - Johan Lithner
- Umeå Mathematics Education Research Center, Umeå, Sweden
- Department of Science and Mathematics Education, Umeå University, Umeå, Sweden
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17
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Bertilsson F, Stenlund T, Wiklund-Hörnqvist C, Jonsson B. Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences? PSYCHOLOGY LEARNING AND TEACHING-PLAT 2020. [DOI: 10.1177/1475725720973494] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study is a conceptual replication of a previous study, further investigating whether the testing effect is sensitive to individual differences in the personality traits Grit and Need for Cognition, and working memory capacity. Using a within-subjects design ( N = 151), participants practiced 60 Swahili–Swedish word pairs (e.g., adhama–honor) through retrieval practice and re-studying. Learning was assessed at three time points: five minutes, one week, and four weeks after practice. The results revealed a significant testing effect at all three time points. Further, the results showed no association between the testing effect and the personality traits, or between the testing effect and working memory, at any time point. To conclude, retrieval practice seems to be a learning technique that is not moderated by individual differences in these specific personality traits or with working memory capacity, thus possibly beneficial for all students.
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Affiliation(s)
| | | | | | - Bert Jonsson
- Department of Applied Educational Science, Umeå University, Sweden
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18
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Liu W, Kohn N, Fernández G. Probing the neural dynamics of mnemonic representations after the initial consolidation. Neuroimage 2020; 221:117213. [PMID: 32739553 DOI: 10.1016/j.neuroimage.2020.117213] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Revised: 07/22/2020] [Accepted: 07/26/2020] [Indexed: 12/22/2022] Open
Abstract
Memories are not stored as static engrams, but as dynamic representations affected by processes occurring after initial encoding. Previous studies revealed changes in activity and mnemonic representations in visual processing areas, parietal lobe, and hippocampus underlying repeated retrieval and suppression. However, these neural changes are usually induced by memory modulation immediately after memory formation. Here, we investigated 27 healthy participants with a two-day functional Magnetic Resonance Imaging study design to probe how established memories are dynamically modulated by retrieval and suppression 24 h after learning. Behaviorally, we demonstrated that established memories can still be strengthened by repeated retrieval. By contrast, repeated suppression had a modest negative effect, and suppression-induced forgetting was associated with individual suppression efficacy. Neurally, we demonstrated item-specific pattern reinstatements in visual processing areas, parietal lobe, and hippocampus. Then, we showed that repeated retrieval reduced activity amplitude in the ventral visual cortex and hippocampus, but enhanced the distinctiveness of activity patterns in the ventral visual cortex and parietal lobe. Critically, reduced activity was associated with enhanced representation of idiosyncratic memory traces in the ventral visual cortex and precuneus. In contrast, repeated memory suppression was associated with reduced lateral prefrontal activity, but relative intact mnemonic representations. Our results replicated most of the neural changes induced by memory retrieval and suppression immediately after learning and extended those findings to established memories after initial consolidation. Active retrieval seems to promote episode-unique mnemonic representations in the neocortex after initial encoding but also consolidation.
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Affiliation(s)
- Wei Liu
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, Nijmegen, the Netherlands.
| | - Nils Kohn
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, Nijmegen, the Netherlands
| | - Guillén Fernández
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, Nijmegen, the Netherlands
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19
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Neural pattern similarity across concept exemplars predicts memory after a long delay. Neuroimage 2020; 219:117030. [PMID: 32526388 DOI: 10.1016/j.neuroimage.2020.117030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Revised: 05/14/2020] [Accepted: 06/05/2020] [Indexed: 11/21/2022] Open
Abstract
The irregularities of the world ensure that each interaction we have with a concept is unique. In order to generalize across these unique encounters to form a high-level representation of a concept, we must draw on similarities between exemplars to form new conceptual knowledge that is maintained over a long time. Two neural similarity measures - pattern robustness and encoding-retrieval similarity - are particularly important for predicting memory outcomes. In this study, we used fMRI to measure activity patterns while people encoded and retrieved novel pairings between unfamiliar (Dutch) words and visually presented animal species. We address two underexplored questions: 1) whether neural similarity measures can predict memory outcomes, despite perceptual variability between presentations of a concept and 2) if pattern similarity measures can predict subsequent memory over a long delay (i.e., one month). Our findings indicate that pattern robustness during encoding in brain regions that include parietal and medial temporal areas is an important predictor of subsequent memory. In addition, we found significant encoding-retrieval similarity in the left ventrolateral prefrontal cortex after a month's delay. These findings demonstrate that pattern similarity is an important predictor of memory for novel word-animal pairings even when the concept includes multiple exemplars. Importantly, we show that established predictive relationships between pattern similarity and subsequent memory do not require visually identical stimuli (i.e., are not simply due to low-level visual overlap between stimulus presentations) and are maintained over a month.
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20
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Dikmans ME, van den Broek GSE, Klatter-Folmer J. Effects of repeated retrieval on keyword mediator use: shifting to direct retrieval predicts better learning outcomes. Memory 2020; 28:908-917. [PMID: 32723148 DOI: 10.1080/09658211.2020.1797094] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Keyword mediators are an effective memory technique to encode novel vocabulary: learners link a novel word form to its meaning with a mental image that includes a keyword that resembles the word form (e.g., nyanya = tomato; keyword mnemonic: the ninja chops the tomato in half). Prior research suggests that such mediated form-meaning associations become less dependent on keywords after retrieval practice. The present study investigated if retrieval-induced decreases in mediator use predict word retention. Thirty participants learned novel vocabulary using experimenter-provided keywords and repeatedly retrieved the words from memory while thinking aloud. As expected, keyword use decreased with practice: learners stopped mentioning keywords for 21.6% of the words (on average after 8.27 retrievals). Shifting to direct, unmediated retrieval predicted higher form and meaning recall on a retention test after 6-8 days. Continuing retrieval practice until a shift has occurred to direct retrieval thus seems beneficial for retention.
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21
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Abstract
While in the past much of our knowledge about memory representations in the brain has relied on loss-of-function studies in which whole brain regions were temporarily inactivated or permanently lesioned, the recent development of new methods has ushered in a new era of downright "engram excitement." Animal research is now able to specifically label, track, and manipulate engram cells in the brain. While early studies have mostly focused on single brain regions like the hippocampus, recently more and more evidence for brain-wide distributed engram networks is emerging. Memory research in humans has also picked up pace, fueled by promising magnetic resonance imaging (MRI)-based methods like diffusion-weighted MRI (DW-MRI) and brain decoding. In this review, we will outline recent advancements in engram research, with a focus on human data and neocortical representations. We will illustrate the available noninvasive methods for the detection of engrams in different neocortical regions like the medial prefrontal cortex and the posterior parietal cortex and discuss evidence for systems consolidation and parallel memory encoding. Finally, we will explore how reactivation and prior knowledge can lead to and enhance engram formation in the neocortex.
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22
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Neural correlates of retrieval-based enhancement of autobiographical memory in older adults. Sci Rep 2020; 10:1447. [PMID: 31996715 PMCID: PMC6989450 DOI: 10.1038/s41598-020-58076-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2019] [Accepted: 01/08/2020] [Indexed: 11/08/2022] Open
Abstract
Lifelog photo review is considered to enhance the recall of personal events. While a sizable body of research has explored the neural basis of autobiographical memory (AM), there is limited neural evidence on the retrieval-based enhancement effect on event memory among older adults in the real-world environment. This study examined the neural processes of AM as was modulated by retrieval practice through lifelog photo review in older adults. In the experiment, blood-oxygen-level dependent response during subjects’ recall of recent events was recorded, where events were cued by photos that may or may not have been exposed to a priori retrieval practice (training). Subjects remembered more episodic details under the trained relative to non-trained condition. Importantly, the neural correlates of AM was exhibited by (1) dissociable cortical areas related to recollection and familiarity, and (2) a positive correlation between the amount of recollected episodic details and cortical activation within several lateral temporal and parietal regions. Further analysis of the brain activation pattern at a few regions of interest within the core remember network showed a training_condition × event_detail interaction effect, suggesting that the boosting effect of retrieval practice depended on the level of recollected event details.
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23
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Baena D, Cantero JL, Fuentemilla L, Atienza M. Weakly encoded memories due to acute sleep restriction can be rescued after one night of recovery sleep. Sci Rep 2020; 10:1449. [PMID: 31996775 PMCID: PMC6989495 DOI: 10.1038/s41598-020-58496-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Accepted: 01/16/2020] [Indexed: 12/27/2022] Open
Abstract
Sleep is thought to play a complementary role in human memory processing: sleep loss impairs the formation of new memories during the following awake period and, conversely, normal sleep promotes the strengthening of the already encoded memories. However, whether sleep can strengthen deteriorated memories caused by insufficient sleep remains unknown. Here, we showed that sleep restriction in a group of participants caused a reduction in the stability of EEG activity patterns across multiple encoding of the same event during awake, compared with a group of participants that got a full night's sleep. The decrease of neural stability patterns in the sleep-restricted group was associated with higher slow oscillation-spindle coupling during a subsequent night of normal sleep duration, thereby suggesting the instantiation of restorative neural mechanisms adaptively supporting cognition and memory. Importantly, upon awaking, the two groups of participants showed equivalent retrieval accuracy supported by subtle differences in the reinstatement of encoding-related activity: it was longer lasting in sleep-restricted individuals than in controls. In addition, sustained reinstatement over time was associated with increased coupling between spindles and slow oscillations. Taken together, these results suggest that the strength of prior encoding might be an important moderator of memory consolidation during sleep. Supporting this view, spindles nesting in the slow oscillation increased the probability of correct recognition only for weakly encoded memories. Current results demonstrate the benefit that a full night's sleep can induce to impaired memory traces caused by an inadequate amount of sleep.
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Affiliation(s)
- Daniel Baena
- Laboratory of Functional Neuroscience, Pablo de Olavide University, Seville, 41013, Spain.,CIBERNED, Network Center for Biomedical Research in Neurodegenerative Diseases, Madrid, Spain
| | - Jose L Cantero
- Laboratory of Functional Neuroscience, Pablo de Olavide University, Seville, 41013, Spain.,CIBERNED, Network Center for Biomedical Research in Neurodegenerative Diseases, Madrid, Spain
| | - Lluís Fuentemilla
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), Hospitalet de Llobregat, 08907, Spain.,Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, 08035, Spain
| | - Mercedes Atienza
- Laboratory of Functional Neuroscience, Pablo de Olavide University, Seville, 41013, Spain. .,CIBERNED, Network Center for Biomedical Research in Neurodegenerative Diseases, Madrid, Spain.
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24
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Cortical Overlap and Cortical-Hippocampal Interactions Predict Subsequent True and False Memory. J Neurosci 2020; 40:1920-1930. [PMID: 31974208 DOI: 10.1523/jneurosci.1766-19.2020] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2019] [Revised: 01/08/2020] [Accepted: 01/10/2020] [Indexed: 12/31/2022] Open
Abstract
The declarative memory system allows us to accurately recognize a countless number of items and events, particularly those strengthened by repeated exposure. However, increased familiarity due to repetition can also lead to false recognition of related but new items, particularly when mechanisms supporting fine-grain mnemonic discrimination fail. The hippocampus is thought to be particularly important in separating overlapping cortical inputs during encoding so that similar experiences can be differentiated. In the current study of male and female human subjects, we examine how neural pattern similarity between repeated exemplars of a given concept (e.g., apple) influences true and false memory for target or lure images. Consistent with past work, we found that subsequent true recognition was related to pattern similarity between concept exemplars and the entire encoding set (global encoding similarity), particularly in ventral visual stream. In addition, memory for an individual target exemplar (a specific apple) could be predicted solely by the degree of pattern overlap between the other exemplars (different apple pictures) of that concept (concept-specific encoding similarity). Critically, subsequent false memory for lures was mitigated when high concept-specific similarity in cortical areas was accompanied by differentiated hippocampal representations of the corresponding exemplars. Furthermore, both true and false memory entailed the reinstatement of concept-related information at varying levels of specificity. These results link both true and false memory to a measure of concept strength expressed in the overlap of cortical representations, and importantly, illustrate how the hippocampus serves to separate concurrent cortical overlap in the service of detailed memory.SIGNIFICANCE STATEMENT In some instances, the same processes that help promote memory for a general idea or concept can also hinder more detailed memory judgments, which may involve differentiating between closely related items. The current study shows that increased overlap in cortical representations for conceptually-related pictures is associated with increased recognition of repeated concept pictures. Whether similar lure items were falsely remembered as old further depended on the hippocampus, where the presence of more distinct representations protected against later false memory. This work suggests that the differentiability of brain patterns during perception is related to the differentiability of items in memory, but that fine-grain discrimination depends on the interaction between cortex and hippocampus.
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25
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Ferreira C, Charest I, Wimber M. Retrieval aids the creation of a generalised memory trace and strengthens episode-unique information. Neuroimage 2019; 201:115996. [DOI: 10.1016/j.neuroimage.2019.07.009] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2019] [Revised: 06/28/2019] [Accepted: 07/04/2019] [Indexed: 12/18/2022] Open
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26
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Retrieval practice decreases processing load of recall: Evidence revealed by pupillometry. Int J Psychophysiol 2019; 143:88-95. [DOI: 10.1016/j.ijpsycho.2019.07.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2018] [Revised: 07/04/2019] [Accepted: 07/10/2019] [Indexed: 12/22/2022]
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27
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Tang E, Mattar MG, Giusti C, Lydon-Staley DM, Thompson-Schill SL, Bassett DS. Effective learning is accompanied by high-dimensional and efficient representations of neural activity. Nat Neurosci 2019; 22:1000-1009. [PMID: 31110323 DOI: 10.1038/s41593-019-0400-9] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2017] [Accepted: 03/29/2019] [Indexed: 12/25/2022]
Abstract
A fundamental cognitive process is to map value and identity onto the objects we learn about. However, what space best embeds this mapping is not completely understood. Here we develop tools to quantify the space and organization of such a mapping in neural responses as reflected in functional MRI, to show that quick learners have a higher dimensional representation than slow learners, and hence more easily distinguishable whole-brain responses to objects of different value. Furthermore, we find that quick learners display more compact embedding of their neural responses, and hence have higher ratios of their stimuli dimension to their embedding dimension, which is consistent with greater efficiency of cognitive coding. Lastly, we investigate the neurophysiological drivers at smaller scales and study the complementary distinguishability of whole-brain responses. Our results demonstrate a spatial organization of neural responses characteristic of learning and offer geometric measures applicable to identifying efficient coding in higher-order cognitive processes.
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Affiliation(s)
- Evelyn Tang
- Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA, USA.,Department of Living Matter Physics, Max Planck Institute for Dynamics and Self-Organization, Göttingen, Germany
| | - Marcelo G Mattar
- Department of Psychology, College of Arts and Sciences, University of Pennsylvania, Philadelphia, PA, USA
| | - Chad Giusti
- Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA, USA.,Department of Mathematical Sciences, College of Arts and Sciences, University of Delaware, Newark, DE, USA
| | - David M Lydon-Staley
- Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA, USA
| | - Sharon L Thompson-Schill
- Department of Psychology, College of Arts and Sciences, University of Pennsylvania, Philadelphia, PA, USA
| | - Danielle S Bassett
- Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA, USA. .,Department of Electrical & Systems Engineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA, USA. .,Department of Physics & Astronomy, College of Arts & Sciences, University of Pennsylvania, Philadelphia, PA, USA. .,Department of Neurology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA. .,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
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28
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Abel R, Hänze M. Generating Causal Relations in Scientific Texts: The Long-Term Advantages of Successful Generation. Front Psychol 2019; 10:199. [PMID: 30804852 PMCID: PMC6370711 DOI: 10.3389/fpsyg.2019.00199] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2018] [Accepted: 01/21/2019] [Indexed: 11/13/2022] Open
Abstract
A high level of text comprehension can be achieved by engaging learners in processes of organization and integration while reading a cohesive text. In the present study, we investigated the impact of an innovative generative technique on learning with scientific texts. The cohesion generation was implemented by means of explicit cohesion gaps. High school students (n = 199) were randomly assigned to either receive a fully cohesive scientific text (control condition) or a scientific text that required the selection of causal connectives, such as because, although, therefore, or however (generation condition). Learners in the generation condition were required to reflect on causal relations to complete the text. All students were tested immediately (T1) and 2 weeks after the learning phase (T2). Cognitive load was measured by a dual task and self-report measure. Contrary to our expectations, no differences were found in performance on inference questions (situation model). Learners in the generation condition performed worse on text-based questions at T1 but showed less forgetting from T1 to T2. The impact of condition on the situation model was moderated by reading skills. Remarkably, the generation success was highly predictive for learning outcomes even when controlling for learners' proficiencies. Consequently, learners who succeeded to employ effortful processes to overcome the difficulty showed a superior performance on both the text-base and situation-model questions compared to students reading the cohesive text. Moreover, in these learners, generative activity led to a sustainable learning performance 2 weeks later. Poor readers especially took advantage of generative activity, despite struggling to perform the cohesion task as indicated by the cognitive load measures. The results suggest that the activity of generating causal relations can augment inferential processing in learners who are not involved in inferential processing spontaneously. To successfully apply this generative learning technique, students require considerable instructional support.
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Affiliation(s)
- Roman Abel
- Department of Educational Psychology, University of Kassel, Kassel, Germany
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Greving S, Richter T. Examining the Testing Effect in University Teaching: Retrievability and Question Format Matter. Front Psychol 2018; 9:2412. [PMID: 30564174 PMCID: PMC6288371 DOI: 10.3389/fpsyg.2018.02412] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2018] [Accepted: 11/15/2018] [Indexed: 01/29/2023] Open
Abstract
Review of learned material is crucial for the learning process. One approach that promises to increase the effectiveness of reviewing during learning is to answer questions about the learning content rather than restudying the material (testing effect). This effect is well established in lab experiments. However, existing research in educational contexts has often combined testing with additional didactical measures that hampers the interpretation of testing effects. We aimed to examine the testing effect in its pure form by implementing a minimal intervention design in a university lecture (N = 92). The last 10 min of each lecture session were used for reviewing the lecture content by either answering short-answer questions, multiple-choice questions, or reading summarizing statements about core lecture content. Three unannounced criterial tests measured the retention of learning content at different times (1, 12, and 23 weeks after the last lecture). A positive testing effect emerged for short-answer questions that targeted information that participants could retrieve from memory. This effect was independent of the time of test. The results indicated no testing effect for multiple-choice testing. These results suggest that short-answer testing but not multiple-choice testing may benefit learning in higher education contexts.
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Affiliation(s)
- Sven Greving
- Department of Psychology IV - Educational Psychology, Institute of Psychology, University of Würzburg, Würzburg, Germany
| | - Tobias Richter
- Department of Psychology IV - Educational Psychology, Institute of Psychology, University of Würzburg, Würzburg, Germany
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Ezzyat Y, Inhoff MC, Davachi L. Differentiation of Human Medial Prefrontal Cortex Activity Underlies Long-Term Resistance to Forgetting in Memory. J Neurosci 2018; 38:10244-10254. [PMID: 30012697 PMCID: PMC6262147 DOI: 10.1523/jneurosci.2290-17.2018] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2017] [Revised: 06/12/2018] [Accepted: 06/12/2018] [Indexed: 11/21/2022] Open
Abstract
It is well known that distributing study events over time leads to better memory over long time scales, compared with massing study events together. One explanation for such long-term resistance to forgetting is that distributed study leads to neural differentiation in memory, which supports retrieval of past experiences by disambiguating highly similar memory representations. Neuroanatomical models of episodic memory retrieval propose that the hippocampus and medial prefrontal cortex (MPFC) work together to enable retrieval of behaviorally appropriate memories. However, it is not known how representations in these regions jointly support resistance to forgetting long after initial learning. Using fMRI, we measured differentiation in retrieved memory representations following an extended delay in male and female human participants. After 1 week, word-object associations were better remembered if studied across 2 d (overnight), allowing associations to be learned in distinct temporal contexts, compared with learning within a single day (same day). MPFC retrieval patterns showed differentiation for overnight relative to same day memories, whereas hippocampal patterns reflected associative retrieval success. Overnight memory differentiation in MPFC was higher for associative than item memories and higher than differentiation assessed over a brain-wide set of retrieval-active voxels. The memory-related difference in MPFC pattern differentiation correlated with memory success for overnight learning and with hippocampal-MPFC functional connectivity. These results show that learning information across days leads to differentiated MPFC memory representations, reducing forgetting after 1 week, and suggest this arises from persistent interactions between MPFC and hippocampus.SIGNIFICANCE STATEMENT Neural activity in both the hippocampus and medial prefrontal cortex (MPFC) has been linked to memory-related representations, but prior work has not examined how these representations support episodic memory retrieval over extended time scales that are characteristic of everyday retrieval. We show that differentiation in MPFC activity 1 week after encoding is higher for retrieved information learned across 2 d compared with within a single day. In hippocampus, differentiation was greater for detailed memory retrieval but was not influenced by whether information had been learned over 1 or 2 d. Differentiation in MPFC predicted behavioral robustness to forgetting and was correlated with hippocampal-MPFC connectivity. The results suggest that context-based differentiation supports robust long-term memory via persistent MPFC-hippocampal interactions.
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Affiliation(s)
- Youssef Ezzyat
- Department of Psychology, University of Pennsylvania, Philadelphia, Pennsylvania 19104
| | - Marika C Inhoff
- Department of Psychology, University of California, Davis, California 95616, and
| | - Lila Davachi
- Department of Psychology, Columbia University, New York, New York 10027
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31
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Anodal transcranial direct current stimulation of the right dorsolateral prefrontal cortex impairs long-term retention of reencountered memories. Cortex 2018; 108:80-91. [DOI: 10.1016/j.cortex.2018.07.012] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2018] [Revised: 07/04/2018] [Accepted: 07/12/2018] [Indexed: 11/23/2022]
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Jonker TR, Dimsdale-Zucker H, Ritchey M, Clarke A, Ranganath C. Neural reactivation in parietal cortex enhances memory for episodically linked information. Proc Natl Acad Sci U S A 2018; 115:11084-11089. [PMID: 30297400 PMCID: PMC6205442 DOI: 10.1073/pnas.1800006115] [Citation(s) in RCA: 49] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Remembering is a complex process that involves recalling specific details, such as who you were with when you celebrated your last birthday, as well as contextual information, such as the place where you celebrated. It is well established that the act of remembering enhances long-term retention of the retrieved information, but the neural and cognitive mechanisms that drive memory enhancement are not yet understood. One possibility is that the process of remembering results in reactivation of the broader episodic context. Consistent with this idea, in two experiments, we found that multiple retrieval attempts enhanced long-term retention of both the retrieved object and the nontarget object that shared scene context, compared with a restudy control. Using representational similarity analysis of fMRI data in experiment 2, we found that retrieval resulted in greater neural reactivation of both the target objects and contextually linked objects compared with restudy. Furthermore, this reactivation occurred in a network of medial and lateral parietal lobe regions that have been linked to episodic recollection. The results demonstrate that retrieving a memory can enhance retention of information that is linked in the broader event context and the hippocampus and a posterior medial network of parietal cortical areas (also known as the Default Network) play complementary roles in supporting the reactivation of episodically linked information during retrieval.
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Affiliation(s)
- Tanya R Jonker
- Center for Neuroscience, University of California, Davis, CA 95616;
| | | | - Maureen Ritchey
- Department of Psychology, Boston College, Chestnut Hill, MA 02467
| | - Alex Clarke
- Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
- Department of Psychology, Anglia Ruskin University, Cambridge CB1 1PT, United Kingdom
| | - Charan Ranganath
- Center for Neuroscience, University of California, Davis, CA 95616
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Lee H, Samide R, Richter FR, Kuhl BA. Decomposing Parietal Memory Reactivation to Predict Consequences of Remembering. Cereb Cortex 2018; 29:3305-3318. [DOI: 10.1093/cercor/bhy200] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2018] [Revised: 07/26/2018] [Accepted: 07/28/2018] [Indexed: 11/14/2022] Open
Abstract
Abstract
Memory retrieval can strengthen, but also distort memories. Parietal cortex is a candidate region involved in retrieval-induced memory changes as it reflects retrieval success and represents retrieved content. Here, we conducted an fMRI experiment to test whether different forms of parietal reactivation predict distinct consequences of retrieval. Subjects studied associations between words and pictures of faces, scenes, or objects, and then repeatedly retrieved half of the pictures, reporting the vividness of the retrieved pictures (“retrieval practice”). On the following day, subjects completed a recognition memory test for individual pictures. Critically, the test included lures highly similar to studied pictures. Behaviorally, retrieval practice increased both hit and false alarm (FA) rates to similar lures, confirming a causal influence of retrieval on subsequent memory. Using pattern similarity analyses, we measured two different levels of reactivation during retrieval practice: generic “category-level” reactivation and idiosyncratic “item-level” reactivation. Vivid remembering during retrieval practice was associated with stronger category- and item-level reactivation in parietal cortex. However, these measures differentially predicted subsequent recognition memory performance: whereas higher category-level reactivation tended to predict FAs to lures, item-level reactivation predicted correct rejections. These findings indicate that parietal reactivation can be decomposed to tease apart distinct consequences of memory retrieval.
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Affiliation(s)
- Hongmi Lee
- Department of Psychology, New York University, New York, NY, USA
| | | | | | - Brice A Kuhl
- Department of Psychology, University of Oregon, Eugene, OR, USA
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Wiklund-Hörnqvist C, Andersson M, Jonsson B, Nyberg L. Neural activations associated with feedback and retrieval success. NPJ SCIENCE OF LEARNING 2017; 2:12. [PMID: 30631458 PMCID: PMC6161507 DOI: 10.1038/s41539-017-0013-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2017] [Revised: 09/21/2017] [Accepted: 09/27/2017] [Indexed: 05/25/2023]
Abstract
There is substantial behavioral evidence for a phenomenon commonly called "the testing effect", i.e. superior memory performance after repeated testing compared to re-study of to-be-learned materials. However, considerably less is known about the underlying neuro-cognitive processes that are involved in the initial testing phase, and thus underlies the actual testing effect. Here, we investigated functional brain activity related to test-enhanced learning with feedback. Subjects learned foreign vocabulary across three consecutive tests with correct-answer feedback. Functional brain-activity responses were analyzed in relation to retrieval and feedback events, respectively. Results revealed up-regulated activity in fronto-striatal regions during the first successful retrieval, followed by a marked reduction in activity as a function of improved learning. Whereas feedback improved behavioral performance across consecutive tests, feedback had a negligable role after the first successful retrieval for functional brain-activity modulations. It is suggested that the beneficial effects of test-enhanced learning is regulated by feedback-induced updating of memory representations, mediated via the striatum, that might underlie the stabilization of memory commonly seen in behavioral studies of the testing effect.
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Affiliation(s)
- Carola Wiklund-Hörnqvist
- Department of Psychology, Umeå University, Umeå, Sweden
- Umeå Center for Function Brain Imaging (UFBI), Umeå University, Umeå, Sweden
| | - Micael Andersson
- Umeå Center for Function Brain Imaging (UFBI), Umeå University, Umeå, Sweden
- Department of Integrative Medical Biology, Umeå University, Umeå, Sweden
| | - Bert Jonsson
- Department of Psychology, Umeå University, Umeå, Sweden
- Umeå Center for Function Brain Imaging (UFBI), Umeå University, Umeå, Sweden
| | - Lars Nyberg
- Umeå Center for Function Brain Imaging (UFBI), Umeå University, Umeå, Sweden
- Department of Integrative Medical Biology, Umeå University, Umeå, Sweden
- Department of Radiation Sciences, Umeå University, Umeå, Sweden
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Tompary A, Davachi L. Consolidation Promotes the Emergence of Representational Overlap in the Hippocampus and Medial Prefrontal Cortex. Neuron 2017; 96:228-241.e5. [PMID: 28957671 DOI: 10.1016/j.neuron.2017.09.005] [Citation(s) in RCA: 118] [Impact Index Per Article: 16.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2017] [Revised: 08/10/2017] [Accepted: 09/07/2017] [Indexed: 02/08/2023]
Abstract
Structured knowledge is thought to form, in part, through the extraction and representation of regularities across overlapping experiences. However, little is known about how consolidation processes may transform novel episodic memories to reflect such regularities. In a multi-day fMRI study, participants encoded trial-unique associations that shared features with other trials. Multi-variate pattern analyses were used to measure neural similarity across overlapping and non-overlapping memories during immediate and 1-week retrieval of these associations. We found that neural patterns in the hippocampus and medial prefrontal cortex represented the featural overlap across memories, but only after a week. Furthermore, after a week, the strength of a memory's unique episodic reinstatement during retrieval was inversely related to its representation of overlap, suggesting a trade-off between the integration of related memories and recovery of episodic details. These findings suggest that consolidation-related changes in neural representations support the gradual organization of discrete episodes into structured knowledge.
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Affiliation(s)
- Alexa Tompary
- Department of Psychology, New York University, New York, NY, 10003, USA
| | - Lila Davachi
- Department of Psychology, New York University, New York, NY, 10003, USA; Center for Neural Science, New York University, New York, NY, 10003, USA.
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36
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Qu J, Qian L, Chen C, Xue G, Li H, Xie P, Mei L. Neural Pattern Similarity in the Left IFG and Fusiform Is Associated with Novel Word Learning. Front Hum Neurosci 2017; 11:424. [PMID: 28878640 PMCID: PMC5572377 DOI: 10.3389/fnhum.2017.00424] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2017] [Accepted: 08/07/2017] [Indexed: 01/30/2023] Open
Abstract
Previous studies have revealed that greater neural pattern similarity across repetitions is associated with better subsequent memory. In this study, we used an artificial language training paradigm and representational similarity analysis to examine whether neural pattern similarity across repetitions before training was associated with post-training behavioral performance. Twenty-four native Chinese speakers were trained to learn a logographic artificial language for 12 days and behavioral performance was recorded using the word naming and picture naming tasks. Participants were scanned while performing a passive viewing task before training, after 4-day training and after 12-day training. Results showed that pattern similarity in the left pars opercularis (PO) and fusiform gyrus (FG) before training was negatively associated with reaction time (RT) in both word naming and picture naming tasks after training. These results suggest that neural pattern similarity is an effective neurofunctional predictor of novel word learning in addition to word memory.
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Affiliation(s)
- Jing Qu
- Guangdong Key Laboratory of Mental Health and Cognitive Science, Center for Studies of Psychological Application, School of Psychology, South China Normal UniversityGuangzhou, China
| | - Liu Qian
- Guangdong Key Laboratory of Mental Health and Cognitive Science, Center for Studies of Psychological Application, School of Psychology, South China Normal UniversityGuangzhou, China
| | - Chuansheng Chen
- Department of Psychology and Social Behavior, University of California, IrvineIrvine, CA, United States
| | - Gui Xue
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
| | - Huiling Li
- Guangdong Key Laboratory of Mental Health and Cognitive Science, Center for Studies of Psychological Application, School of Psychology, South China Normal UniversityGuangzhou, China
| | - Peng Xie
- Guangdong Key Laboratory of Mental Health and Cognitive Science, Center for Studies of Psychological Application, School of Psychology, South China Normal UniversityGuangzhou, China
| | - Leilei Mei
- Guangdong Key Laboratory of Mental Health and Cognitive Science, Center for Studies of Psychological Application, School of Psychology, South China Normal UniversityGuangzhou, China
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Parallel Engagement of Regions Associated with Encoding and Later Retrieval Forms Durable Memories. J Neurosci 2017; 36:7985-95. [PMID: 27466342 DOI: 10.1523/jneurosci.0830-16.2016] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2016] [Accepted: 06/15/2016] [Indexed: 01/20/2023] Open
Abstract
UNLABELLED The fate of a memory is partly determined at initial encoding. However, the behavioral consequences of memory formation are often tested only once and shortly after learning, which leaves the neuronal predictors for the formation of durable memories largely unknown. Here, we hypothesized that durable memory formation (as opposed to weak or no memory formation) is reflected through increased activation in the medial temporal lobes and prefrontal cortex, and more consistent processing (i.e., stronger pattern similarity) across encoding material. Thirty-four human subjects studied unique picture-location associations while undergoing fMRI and performed a cued recall test immediately after study as well as 48 h later. Associative memories were defined as "weak" if they were retrieved during the immediate test only. Conversely, "durable" memories persisted also after 48 h. The posterior cingulate cortex showed increased pattern similarity during successful memory formation, independent of the eventual durability. For durable memory encoding, we found increased activation in medial and inferior temporal, prefrontal, and parietal regions. This was accompanied by stronger pattern similarity in lateral prefrontal and parietal regions, as well as in anterior and posterior midline structures that were also engaged during later memory retrieval. Thus, we show that pattern similarity, or consistent processing, in the posterior cingulate cortex predicts associative memory formation at encoding. If this is paralleled by additional activation increases in regions typically related to encoding, and by consistent processing in regions involved in later retrieval, formed memories appear durable for at least 48 h. SIGNIFICANCE STATEMENT Successful memory formation is typically associated with increased neuronal activation in medial temporal and prefrontal regions at encoding, but memory is often assessed only once and shortly after study. Here, we addressed memory durability, and investigated the neuronal underpinnings of encoding for associations remembered over a longer period of time, less long, or immediately forgotten. We showed that durable memory formation is dependent on increased activation in the hippocampus and neocortical regions related to encoding, and on consistent processing of associative memory traces in midline structures that are involved in later memory retrieval. These findings highlight how durable memories are formed.
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38
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Reversing the testing effect by feedback: Behavioral and electrophysiological evidence. COGNITIVE AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2017; 16:473-88. [PMID: 26857480 DOI: 10.3758/s13415-016-0407-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The testing effect refers to the finding that retrieval practice of previously studied information enhances its long-term retention more than restudy practice does. Recent work showed that the testing effect can be dramatically reversed when feedback is provided to participants during final recall testing (Storm, Friedman, Murayama, & Bjork, 2014). Following this prior work, in this study, we examined the reversal of the testing effect by investigating oscillatory brain activity during final recall testing. Twenty-six healthy participants learned cue-target word pairs and underwent a practice phase in which half of the items were retrieval practiced and half were restudy practiced. Two days later, two cued recall tests were administered, and immediate feedback was provided to participants in Test 1. Behavioral results replicated the prior work by showing a testing effect in Test 1, but a reversed testing effect in Test 2. Extending the prior work, EEG results revealed a feedback-related effect in alpha/lower-beta and retrieval-related effects in slow and fast theta power, with practice condition modulating the fast theta power effect for items that were not recalled in Test 1. The results indicate that the reversed testing effect can arise without differential strengthening of restudied and retrieval-practiced items via feedback learning. Theoretical implications of the findings, in particular with respect to the distribution-based bifurcation model of testing effects (Kornell, Bjork, & Garcia, 2011), are discussed.
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Bertilsson F, Wiklund-Hörnqvist C, Stenlund T, Jonsson B. The Testing Effect and Its Relation to Working Memory Capacity and Personality Characteristics. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2017. [DOI: 10.1891/1945-8959.16.3.241] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Retrieval practice is known to lead to better retention of a to-be-learned material than restudy (i.e., the testing effect). However, few studies have investigated retrieval practice in relation to working memory capacity (WMC) and personality characteristics such as grittiness (Grit) and need for cognition (NFC). In two experiments, we examined retrieval practice and restudy of Swahili–Swedish word pairs in relation to individual differences in Grit and NFC. In Experiment 1, using a between-subjects design, a significant main effect of retention interval was qualified by a Group × Retention Interval interaction. However, there were no effects of Grit or NFC. In Experiment 2, a within-subjects design was used, and a measure of WMC was included. The analyses revealed a testing effect; but again, WMC, Grit, and NFC were not significantly associated with performance. These results indicate that retrieval practice levels out the playing field regarding WMC, NFC, and Grit.
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van den Broek G, Takashima A, Wiklund-Hörnqvist C, Karlsson Wirebring L, Segers E, Verhoeven L, Nyberg L. Neurocognitive mechanisms of the “testing effect”: A review. Trends Neurosci Educ 2016. [DOI: 10.1016/j.tine.2016.05.001] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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