Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning DOI Creative Commons

Laura Szücs-Bencze,

Lison Fanuel, Nikoletta Szabó

et al.

bioRxiv (Cold Spring Harbor Laboratory), Journal Year: 2022, Volume and Issue: unknown

Published: May 5, 2022

Abstract Memory consolidation processes have traditionally been investigated from the perspective of hours or days. However, latest developments in memory research showed that could occur even within seconds, possibly due to neural replay just-practiced traces during short breaks. Here, we investigate this rapid form statistical learning. We aim answer (a) whether occurs implicit learning and general skill (b) duration rest periods affects these two types differently. Participants performed a widely used task - Alternating Serial Reaction Time (ASRT) enables us measure separately. The ASRT consisted 25 blocks with period between blocks. In between-subjects design, length was fixed at 15 30 participants control themselves. found does not affect amount knowledge acquired but change dynamics Shorter led better blocks, whereas longer promoted also block periods, higher replay. Moreover, weaker self-paced group than groups. These results suggest distinct are differently affected by periods.

Language: Английский

Multiple Memory Subsystems: Reconsidering Memory in the Mind and Brain DOI Creative Commons
Brynn E. Sherman, Nicholas B. Turk‐Browne, Elizabeth V. Goldfarb

et al.

Perspectives on Psychological Science, Journal Year: 2023, Volume and Issue: 19(1), P. 103 - 125

Published: June 30, 2023

The multiple-memory-systems framework-that distinct types of memory are supported by brain systems-has guided learning and research for decades. However, recent work challenges the one-to-one mapping between structures central to this taxonomy, with key memory-related supporting multiple functions across substructures. Here we integrate cross-species findings in hippocampus, striatum, amygdala propose an updated framework subsystems (MMSS). We provide evidence two organizational principles MMSS theory: First, opposing representations colocated same structures; second, parallel structures. discuss why burgeoning has potential a useful revision classic theories long-term memory, what is needed further validate framework, how novel perspective on organization may guide future research.

Language: Английский

Citations

24
Manipulating the Rapid Consolidation Periods in a Learning Task Affects General Skills More than Statistical Learning and Changes the Dynamics of Learning DOI Creative Commons

Laura Szücs-Bencze,

Lison Fanuel, Nikoletta Szabó

et al.

eNeuro, Journal Year: 2023, Volume and Issue: 10(2), P. ENEURO.0228 - 22.2022

Published: Feb. 1, 2023

Memory consolidation processes have traditionally been investigated from the perspective of hours or days. However, recent developments in memory research shown that could occur even within seconds, possibly because neural replay just practiced traces during short breaks. Here, we investigate this rapid form statistical learning. We aim to answer (1) whether occurs implicit learning and general skill learning, (2) duration rest periods affects these two types differently. Human participants performed a widely used task-the alternating serial reaction time (ASRT) task-that enables us measure separately. The ASRT task consisted 25 blocks with period between blocks. In between-subjects design, length was fixed at 15 30 s, control themselves. found does not affect amount knowledge acquired but change dynamics Shorter led better blocks, whereas longer promoted also between-block periods, higher replay. Moreover, weaker self-paced group than groups. These results suggest distinct are differently affected by periods.

Language: Английский

Citations

9
Acute Stress Effects on Statistical Learning and Episodic Memory DOI
Brynn E. Sherman,

Isabella Huang,

Elaine G. Wijaya

et al.

Journal of Cognitive Neuroscience, Journal Year: 2024, Volume and Issue: 36(8), P. 1741 - 1759

Published: Jan. 1, 2024

Stress is widely considered to negatively impact hippocampal function, thus impairing episodic memory. However, the hippocampus not merely seat of Rather, it also (via distinct circuitry) supports statistical learning. On basis rodent work suggesting that stress may impair pathway involved in memory while sparing or enhancing learning, we developed a behavioral experiment investigate effects acute on both and learning humans. Participants were randomly assigned one three conditions: (socially evaluated cold pressor) immediately before ∼15 min no stress. In task, participants viewed series trial-unique scenes (allowing for encoding each image) which certain scene categories reliably followed another associations between paired categories). Memory was assessed 24 hr later isolate encoding/learning rather than retrieval. We found modest support our hypothesis can amplify learning: Only stressed advance exhibited reliable evidence across multiple measures. Furthermore, stress-induced cortisol levels predicted retention later. contrast, did differ by condition, although find preliminary promoted statistically predictable information attenuated competition encoding. Together, these findings provide initial insights into how differentially modulate processes within hippocampus.

Language: Английский

Citations

3
Learning and memory processes in behavioural addiction: A systematic review DOI

Ronald Ngetich,

Cristina Villalba-García, Yanisha Soborun

et al.

Neuroscience & Biobehavioral Reviews, Journal Year: 2024, Volume and Issue: 163, P. 105747 - 105747

Published: June 12, 2024

Language: Английский

Citations

3
Implication of explicit knowledge and subjective evaluation in procedural perceptual-motor learning DOI Creative Commons

Sarah Seiwert,

E Martin, Yannick Lagarrigue

et al.

Frontiers in Behavioral Neuroscience, Journal Year: 2025, Volume and Issue: 19

Published: April 4, 2025

Introduction Procedural Perceptual-Motor Learning (PPML) enables the acquisition of new motor procedures and is fundamental for a wide range human behaviors. While traditional research has focused on task-related characteristics, there growing interest in individual factors to account inter-individual differences PPML. This study aims investigate roles two related learners’ strategies mindsets: (a) explicit knowledge task’s characteristics regularities (b) subjective evaluation task performance. We hypothesized that participants reporting would exhibit higher PPML scores compared those who did not, be evaluation. Methods Participants were invited practice types tasks: sequence learning assessed by Serial Reaction Time Task (SRTT) (Experiment 1) visuomotor adaptation Target Jumping (TJT) 2). After each task, they asked answer post-learning questions about their rules evaluations, including perceived levels stress, tiredness, motivation, attention, progress. Results The findings Experiment 1 revealed SRTT exhibited scores, which stress In 2, TJT lower concentration, Discussion offers novel comprehensive perspective considering evaluations tasks. Although further replication generalization are necessary, provide valuable insights into how learner-task interactions may explain highlight importance participants’ reports future studies

Language: Английский

Citations

0
Effects of Acute Stress on Rigid Learning, Flexible Learning, and Value-Based Decision-Making in Spatial Navigation DOI
Qiliang He,

Elizabeth H. Beveridge,

Vanesa Vargas

et al.

Psychological Science, Journal Year: 2023, Volume and Issue: 34(5), P. 552 - 567

Published: March 21, 2023

The current study investigated how stress affects value-based decision-making during spatial navigation and different types of learning underlying decisions. Eighty-two adult participants (42 females) first learned to find object locations in a virtual environment from fixed starting location (rigid learning) then the same objects unpredictable (flexible learning). Participants decided whether reach goal or location. We found that impairs rigid females, it does not impair, even improves, flexible when performance with is controlled for. Critically, examining earlier influences subsequent using computational models, we reduces memory integration, making more likely focus on recent less integrate information other sources. Collectively, our results show impacts systems communication between decision-making.

Language: Английский

Citations

8
Acute stress effects on statistical learning and episodic memory DOI Open Access
Brynn E. Sherman,

Isabella Huang,

Elaine G. Wijaya

et al.

Published: Jan. 13, 2024

Stress is widely considered to negatively impact hippocampal function, thus impairing episodic memory. However, the hippocampus not merely seat of Rather, it also (via distinct circuitry) supports statistical learning. Based on rodent work suggesting that stress may impair pathway involved in memory while sparing or enhancing learning, we developed a behavioral experiment investigate effects acute both and learning humans. Participants were randomly assigned one three conditions: (socially evaluated cold pressor) immediately before ~15 minutes no stress. In task, participants viewed series trial-unique scenes (allowing for encoding each image) which certain scene categories reliably followed another associations between paired categories). Memory was assessed 24h later isolate encoding/learning rather than retrieval. We found modest support our hypothesis can amplify learning: only stressed advance exhibited reliable evidence across multiple measures. Further, stress-induced cortisol levels predicted retention later. contrast, did differ by condition, though find promoted statistically predictable information attenuated competition encoding. Together, these findings provide initial insights into how differentially modulate processes within hippocampus.

Language: Английский

Citations

2
Probability, Dependency, and Frequency Are Not All Equally Involved in Statistical Learning DOI
Laura Lazartigues,

Fabien Mathy,

Frédéric Lavigne

et al.

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie), Journal Year: 2022, Volume and Issue: 69(5), P. 241 - 252

Published: Sept. 1, 2022

The ability to learn sequences depends on different factors governing sequence structure, such as transitional probability (TP, of a stimulus given previous stimulus), adjacent or nonadjacent dependency, and frequency. Current evidence indicates that pairs are not equally learnable; the same applies second-order first-order TPs frequency sequences. However, relative importance these interactive effects learning remain poorly understood. first experiment tested dependency separately nonlinguistic visual sequences, second used added factor test their with verbal stimuli (pseudo-words). results both experiments showed higher performance during online for in pairs. Moreover, Experiment 2 indicated poorer offline recall dependencies low-frequency We discuss prediction memorization.

Language: Английский

Citations

3
The interplay between subcortical and prefrontal brain structures in shaping ideological belief formation and updating DOI
Dezső Németh, Teodóra Vékony, Gábor Orosz

et al.

Current Opinion in Behavioral Sciences, Journal Year: 2024, Volume and Issue: 57, P. 101385 - 101385

Published: April 11, 2024

Language: Английский

Citations

0
The Effects of Cooperative and Competitive Situations on Statistical Learning DOI Creative Commons

Yajie Si,

Xinyu Chen, Wei Guo

et al.

Brain Sciences, Journal Year: 2022, Volume and Issue: 12(8), P. 1059 - 1059

Published: Aug. 10, 2022

Devising cooperative or competitive situations is an important teaching strategy in educational practices. Nevertheless, there still controversy regarding which situation better for learning. This study was conducted to explore the effects of and on statistical learning, through alternating serial reaction time (ASRT) task. Individual were devised this study, individual served as control condition. Ninety recruited participants randomly assigned a cooperative, competitive, group perform ASRT For general could indeed make learners respond faster, no significant difference RT between groups. Moreover, learning observed all three An additional analysis early stage experiment showed that effect greater than those groups, terms However, final not significantly different among Overall, had positive impact enabled students acquire approximately same shorter period, compared with situation. Specifically, accelerated process but process.

Language: Английский

Citations

2