Corrigendum: Methylome changes in Lolium perenne associated with long-term colonisation by the endophytic fungus Epichloë sp. LpTG-3 strain AR37

[This corrects the article DOI: 10.3389/fpls.2023.1258100.].

The influence of information generation on destination memory

To remember to whom we transmit information, we rely on destination memory, with worse performance occurring when participants share personal facts (e.g., my age is . . .) compared with interesting ones (e.g., a shrimp's heart is in its head). When reporting personal information, the internal attentional focus decreases the attentional resources available to associate that information with recipients, resulting in worse destination memory. Given that the poorer destination memory when participants transmitted personal facts was always compared with the transmission of interesting facts, in Experiment 1 (between-participants design: 41 participants) and Experiment 2 (within-participants design: 30 participants), we compared the generation and transmission of personal facts with the transmission of familiar proverbs. Again, the generation and transmission of personal facts hampered destination memory. Besides the type of information (personal vs. familiar proverbs), the conditions differed regarding the type of process (generation vs. transmission of information). To clarify the influence of generation on destination memory, in Experiment 3 (N = 31), participants (1) transmitted and (2) generated and transmitted familiar proverbs, and significant differences in destination memory between the conditions was not observed. In general, our experiments seem to support the assumption that transmitting personal information leads to worse destination memory not because participants generated the information but because personal facts drive the attentional focus to the self.

Methylome changes in Lolium perenne associated with long-term colonisation by the endophytic fungus Epichloë sp. LpTG-3 strain AR37

Epichloë spp. often form mutualistic interactions with cool-season grasses, such as Lolium perenne. However, the molecular mechanisms underlying this interaction remain poorly understood. In this study, we employed reduced representation bisulfite sequencing method (epiGBS) to investigate the impact of the Epichloë sp. LpTG-3 strain AR37 on the methylome of L. perenne across multiple grass generations and under drought stress conditions. Our results showed that the presence of the endophyte leads to a decrease in DNA methylation across genomic features, with differentially methylated regions primarily located in intergenic regions and CHH contexts. The presence of the endophyte was consistently associated with hypomethylation in plants across generations. This research sheds new light on the molecular mechanisms governing the mutualistic interaction between Epichloë sp. LpTG-3 strain AR37 and L. perenne. It underscores the role of methylation changes associated with endophyte infection and suggests that the observed global DNA hypomethylation in L. perenne may be influenced by factors such as the duration of the endophyte-plant association and the accumulation of genetic and epigenetic changes over time.

Generative processing and emotional false memories: a generation "cost" for negative false memory formation but only after delay

Previous research shows that manipulations (e.g. levels-of-processing) that facilitate true memory often increase susceptibility to false memory. An exception is the generation effect. Using the Deese/Roediger-McDermott (DRM) paradigm, Soraci et al. found that generating rather than reading list items led to an increase in true but not false memories. They argued that generation led to enhanced item-distinctiveness that drove down false memory production. In the current study, we investigated the effects of generative processing on valenced stimuli and after a delayed retention interval to examine factors that may lead to a generation effect that increases false memories. At the immediate test, false recognition rates for both negative and neutral valanced critical lures were similar across read and generate conditions. However, after a one-week delay, we saw a valence differentiation, with a generation effect for false recognition but only for negative stimuli. The roles of item-specific and relational processing during encoding and their interaction with long-term retention are discussed.

Episodic memory and ageing: the role of cognitive reserve factors and cognitive resources according to task difficulty

BACKGROUND

Episodic memory is the memory system which is most affected by ageing. However, similar memory decline is not seen in all older adults. Various cognitive reserve factors, such as the Openness Personality Trait and level of educational attainment, and cognitive resources linked to these factors, such as executive control and crystallised knowledge, can predict older adults' memory performance.

OBJECTIVE

This study examined the link between and the role of these variables in older adults' memory performances according to the difficulty of the task.

METHODS

Forty participants (aged between 60 and 82) learned 24 paired words with two encoding conditions (reading and generation), and then performed a cued recall. They were asked for their level of educational attainment, and their openness, executive control and crystallised knowledge levels were respectively measured using a personality questionnaire (Big Five), an inhibition test (Stroop) and a vocabulary test (Mill Hill).

RESULTS

Only crystallised knowledge predicts older adults' recall of generated words while openness and executive control predict and mediate the effect of level of education on older adults' recall of read words.

CONCLUSION

Openness is a reserve factor and is an essential component, along with executive control, in difficult memory tasks.

[Episodic memory and aging: The role of cognitive reserve and cognitive resources according to task difficulty]

BACKGROUND

Episodic memory is the most affected memory system in aging. However, memory decline is not similar in every older adult. Various cognitive reserve factors, as Openness personality trait or educational level, and cognitive resources linked to these factors, as executive control and crystallized knowledge, can predict older adults' memory performance.

OBJECTIVE

This study examined the link between and the role of these variables in older adults' memory performances according to the task difficulty.

METHODS

Forty participants (60-82 years old) learned 24 paired words with two encoding conditions (reading and generation) and then performed a cued recall. Their educational level was asked, and their Openness, executive control and crystallized knowledge levels were respectively measured using a personality questionnaire (Big Five), an inhibition test (Stroop) and a vocabulary test (Mill Hill).

RESULTS

Only crystallized knowledge predicts older adults' generated words recall while Openness and executive control predict and mediate educational level effect on older adults' read words recall.

CONCLUSION

Openness is a reserve factor and is an essential component, along with executive control, in difficult memory tasks.

Performance Expectancies Moderate the Effectiveness of More or Less Generative Activities Over Time

We examined if the benefits of generation for long-term learning depend on individual differences in performance expectancies (PEs) prior to learning. We predicted that a greater generative activity (problem-solving) compared to less generative activity (worked-examples) should be more effective for pupils with higher PEs, especially in the long run. As a comparison group for problem-solving, we implemented a special type of worked-examples that decreased engaging in self-explanations, because our main prediction focused on PEs moderating the long-term effectivity of less versus greater generative activities. We tested students' immediate and delayed performance (after 3 months) using coherent curricular materials on linear functions in a sample of eighth graders (advanced school track). The results were partly in line with our predictions: Although we found no moderation of PE and generative activity, we obtained the predicted 3-way interaction of PE, generative activity, and time. Immediately, greater generative activity (problem-solving) was beneficial for pupils with higher PEs, while for pupils with lower PEs, problem-solving versus worked-examples did not differ. In the delayed test, this pattern reversed: for lower PEs, greater generative activity outperformed less generative activities, but there was no difference for higher PEs. Unexpectedly, the initial advantage of problem-solving for higher PEs could not be maintained, decreasing over three subsequent months, whereas the performance in the worked-example condition remained at a comparable level for higher PEs. The change in performance in the problem-solving condition for lower PEs was descriptively less pronounced than in the worked-example condition, but statistically not different. We further investigated the effects of problem-solving and worked-examples on changes in PEs after learning and after testing, hinting at gradual decrease in PEs and greater metacognitive accuracy in the problem-solving condition due to a reduction of overconfidence.

Generating Causal Relations in Scientific Texts: The Long-Term Advantages of Successful Generation

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.

Self-Generation in the Context of Inquiry-Based Learning

Self-generation of knowledge can activate deeper cognitive processing and improve long-term retention compared to the passive reception of information. It plays a distinctive role within the concept of inquiry-based learning, which is an activity-oriented, student-centered collaborative learning approach in which students become actively involved in knowledge construction by following an idealized hypothetico-deductive method. This approach allows students to not only acquire content knowledge, but also an understanding of investigative procedures/inquiry skills - in particular the control-of-variables strategy (CVS). From the perspective of cognitive load theory, generating answers and solutions during inquiry-based learning is inefficient as it imposes an intrinsic and extraneous load on learners. Previous research on self-generation of content knowledge in inquiry-based learning has demonstrated that (1) a high cognitive load impairs retention of the generated information, (2) feedback is a fundamental requirement for self-generation of complex content knowledge, (3) self-generation success is key to long-term retention, and (4) generating and rereading place different demands on learners. However, there is still no research on the self-generation of scientific reasoning skills (procedural knowledge) and no knowledge of interaction between the (long-term) retention of these skills with prior knowledge, feedback and self-generation success. That is why this experiment was conducted. The focus of this research is to analyze the distinctive role of self-generation of scientific reasoning skills within the concept of inquiry-based learning and to identify the influence of prior knowledge and self-generation success on short-term and long-term retention. For this purpose, an experiment involving 133 6th and 7th graders was conducted. An inquiry activity that included the self-generation of scientific reasoning skills was compared to an inquiry task that had students simply read information about the experimental design. We used both an immediate and a delayed test to examine which treatment better developed a deeper understanding of CVS and an ability to apply this knowledge to novel problems (transfer). Direct instruction was clearly superior to self-generation in facilitating students' acquisition of CVS immediately after the inquiry task. However, after a period of 1 week had elapsed, both treatment conditions turned out to be equally effective. A generation effect was only found among students with high self-generation success after a 1-week delay.

The production effect and the generation effect improve memory in picture naming

The production effect (better memory for words read aloud than words read silently) and the picture superiority effect (better memory for pictures than words) both improve item memory in a picture naming task (Fawcett, J. M., Quinlan, C. K., & Taylor, T. L. (2012). Interplay of the production and picture superiority effects: A signal detection analysis. Memory (Hove, England), 20(7), 655-666. doi: 10.1080/09658211.2012.693510 ). Because picture naming requires coming up with an appropriate label, the generation effect (better memory for generated than read words) may contribute to the latter effect. In two forced-choice memory experiments, we tested the role of generation in a picture naming task on later recognition memory. In Experiment 1, participants named pictures silently or aloud with the correct name or an unreadable label superimposed. We observed a generation effect, a production effect, and an interaction between the two. In Experiment 2, unreliable labels were included to ensure full picture processing in all conditions. In this experiment, we observed a production and a generation effect but no interaction, implying the effects are dissociable. This research demonstrates the separable roles of generation and production in picture naming and their impact on memory. As such, it informs the link between memory and language production and has implications for memory asymmetries between language production and comprehension.

Learning from Errors

Although error avoidance during learning appears to be the rule in American classrooms, laboratory studies suggest that it may be a counterproductive strategy, at least for neurologically typical students. Experimental investigations indicate that errorful learning followed by corrective feedback is beneficial to learning. Interestingly, the beneficial effects are particularly salient when individuals strongly believe that their error is correct: Errors committed with high confidence are corrected more readily than low-confidence errors. Corrective feedback, including analysis of the reasoning leading up to the mistake, is crucial. Aside from the direct benefit to learners, teachers gain valuable information from errors, and error tolerance encourages students' active, exploratory, generative engagement. If the goal is optimal performance in high-stakes situations, it may be worthwhile to allow and even encourage students to commit and correct errors while they are in low-stakes learning situations rather than to assiduously avoid errors at all costs.

Misattributing the Source of Self-Generated Representations Related to Dissociative and Psychotic Symptoms

Objective: An intertwined relationship has been found between dissociative and psychotic symptoms, as the two symptom clusters frequently co-occur, suggesting some shared risk factors. Using a source monitoring paradigm, previous studies have shown that patients with schizophrenia made more errors in source monitoring, suggesting that a weakened sense of individuality may be associated with psychotic symptoms. However, no studies have verified a relationship between sense of individuality and dissociation, and it is unclear whether an altered sense of individuality is a shared sociocognitive deficit underlying both dissociation and psychosis.

Method: Data from 80 acute psychiatric patients with unspecified mental disorders were analyzed to test the hypothesis that an altered sense of individuality underlies dissociation and psychosis. Behavioral tasks, including tests of intelligence and source monitoring, as well as interview schedules and self-report measures of dissociative and psychotic symptoms, general psychopathology, and trauma history, were administered.

Results: Significant correlations of medium effect sizes indicated an association between errors attributing the source of self-generated items and positive psychotic symptoms and the absorption and amnesia measures of dissociation. The associations with dissociative measures remained significant after the effects of intelligence, general psychopathology, and trauma history were excluded. Moreover, the relationships between source misattribution and dissociative measures remained marginally significant and significant after controlling for positive and negative psychotic symptoms, respectively.

Limitations: Self-reported measures were collected from a small sample, and most of the participants were receiving medications when tested, which may have influenced their cognitive performance.

Conclusions: A tendency to misidentify the source of self-generated items characterized both dissociation and psychosis. An altered sense of individuality embedded in self-referential representations appears to be a common sociocognitive deficit of dissociation and psychosis.

The effect of selected "desirable difficulties" on the ability to recall anatomy information

"Desirable difficulties" is a theory from cognitive science used to promote learning in a variety of contexts. The basic premise is that creating a cognitively challenging environment at the learning acquisition phase, by actively engaging learners in the retrieval of to-be-learned materials, promotes long-term retention. In this study, the degree of desirable difficulties was varied to identify how cognitively challenging the learning acquisition phase must be to benefit university-level students' learning of anatomy concepts. This is important to investigate as applied studies of desirable difficulties are less frequent than laboratory-based studies and the implementation of this principle may need to be tailored to the specific field of study, such as anatomy. As such, a read-read-read-read (R-R-R-R) condition was compared to read-generate-read-generate (R-G-R-G) and read-test-read-test (R-T-R-T) conditions. The three conditions varied in terms of how effortful the retrieval task was during the learning acquisition phase. R-R-R-R required little effort because participants passively read the materials four times. R-G-R-G required some effort to generate a response as participants completed a word fragment task during the learning acquisition phase. R-T-R-T was thought to be most demanding as participants performed a free recall task twice during the learning phase. With regard to the absolute amount of anatomy information recalled, the R-T-R-T condition was superior at both immediate and delayed (one week) assessment points. Thus, instructors and learners of anatomy would benefit from embedding more free recall components, or self-testing, into university-level course work or study practices.

Context reinstatement and memory for intrinsic versus extrinsic context: the role of item generation at encoding or retrieval

According to many theoretical accounts, reinstating study context at the time of test creates optimal circumstances for item retrieval. The role of context reinstatement was tested in reference to context memory in several experiments. On the encoding phase, participants were presented with words printed in two different font colors (intrinsic context) or two different sides of the computer screen (extrinsic context). At test, the context was reinstated or changed and participants were asked to recognize words and recollect their study context. Moreover, a read-generate manipulation was introduced at encoding and retrieval, which was intended to influence the relative salience of item and context information. The results showed that context reinstatement had no effect on memory for extrinsic context but affected memory for intrinsic context when the item was generated at encoding and read at test. These results supported the hypothesis that context information is reconstructed at retrieval only when context was poorly encoded at study.

A study of high-risk drinking patterns among generations based on the 2009 Korea national health and nutrition examination survey

Objectives

The aim of this study was to identify how the drinking patterns of a generation on the paternal side affect those of the next generations by estimating the number of high-risk drinkers by generation according to the Alcohol Use Disorder Identification Test.

Methods

Data were selected from the 2009 Korea National Health and Nutrition Examination Survey conducted by the Korea Centers for Disease Control and Prevention and were analyzed using SPSS 18.0.

Results

Later generations started drinking earlier (62.4%, 71.8% and 91.1%, respectively). The majority of the second generation consumed more than 2–4 drinks a month (83.7%), but only a small proportion experienced difficulty in everyday life (9.6%), felt repentance (9.6%), or experienced memory loss (17.9%) after drinking. Unmarried third-generation adults with high-risk-drinking fathers reported more frequent alcohol consumption [odds ratio (OR) 1.441), greater amounts on one occasion (>7 cups for men, OR 1.661; > 5 cups for women, OR 2.078), temperance failure (OR 2.377), and repentance after drinking (OR 1.577). Unmarried third-generation adults with high-risk-drinking grandfathers consumed greater amounts of alcohol on one occasion (OR 3.642), and unmarried third-generation women more frequently consumed large amounts of alcohol (>5 cups, OR 4.091). Unmarried third-generation adults with high-risk-drinking fathers were more likely to exhibit high-risk drinking patterns (OR 1.608). Second-generation individuals from a high-risk-drinking first generation were more likely to engage in high-risk drinking (OR 3.705).

Conclusion

High-risk drinking by a generation significantly affects the high-risk drinking patterns of subsequent generations.

The processing of inter-item relations as a moderating factor of retrieval-induced forgetting

We investigated influences of item generation and emotional valence on retrieval-induced forgetting. Drawing on postulates of the three-factor theory of generation effects, generation tasks differentially affecting the processing of inter-item relations were applied. Whereas retrieval-induced forgetting of freely generated items was moderated by the emotional valence as well as retrieval-induced forgetting of read items, even though in the reverse direction (Experiment 1), fragment completion eliminated the moderation of retrieval-induced forgetting by emotional valence (Experiment 2). The results corroborate the assumption that the processing of inter-item relations is crucial for the immunization against retrieval-induced forgetting. Moreover, differential processing of inter-item relations may clarify the mixed results on moderating factors of retrieval-induced forgetting that have been reported.

The generation effect in patients with mild cognitive impairment

The generation effect (GE) has been proven as an effective technique to improve learning and memory in healthy and clinical populations. However, it has not been found with meaningless materials such as pseudowords. Several hypotheses postulate the participation of semantic memory in the information-generating process. There is indeed a clear decrease in the effect in patients with serious semantic memory disorders, such as Alzheimer's disease (AD) but, if this is correct, other patients whose memory disorders are not so serious, such as mild cognitive impairment (MCI), should show GE to some extent. To test this hypothesis, we examined 54 participants (18 healthy adults, 18 patients with AD, and 18 with MCI) in a task involving reading and completion of phrases. Results show a decreased (although obvious) GE in patients with MCI. Likewise, results indicate that greater semantic damage will lead to poorer performance with less familiar stimuli or low-frequency words.