scholarly journals Post-reactivation new learning impairs and updates human episodic memory through dissociable processes

2018 ◽  
Author(s):  
Zijian Zhu ◽  
Yingying Wang ◽  
Jianrong Jia ◽  
Liqiang Huang ◽  
Yi Rao ◽  
...  
Keyword(s):  
Episodic Memory ◽  
Time Window ◽  
Alpha Power ◽  
New Information ◽  
New Learning ◽  
Power Change ◽  
Significant Impairment ◽  
Integration Effect ◽  
Inhibition Ability ◽  
Target Memory

AbstractLearning of competing information after reactivation has the potential to disrupt memory reconsolidation and thus impair a consolidated memory. Yet this effect has rarely been detected in episodic memory. By introducing an additional retrieving cue to the target memory, the current study detected significant impairment on the reactivated episodic memory, in addition to an integration of new information to the old memory. However, while the integration effect followed the time window of reconsolidation disruption, the impairment effect did not. MEG measurements further revealed alpha power change during reactivation and post-reactivation learning which showed different correlation patterns with the integration and impairment effects, confirming that the two effects relied on different processes. Therefore, post-reactivation new learning disrupts episodic memory but not through reconsolidation disruption. Further findings that the impairment effect was correlated with participants’ voluntary inhibition ability suggest an inhibition-based memory updating process underlying post-reactivation new learning.

How the positivity of new information influences belief updating in depression - The more, the better?

2021 ◽  
Author(s):  
Tobias Kube ◽  
Lukas Kirchner ◽  
Gunnar Lemmer ◽  
Julia Glombiewski
Keyword(s):  
Depressive Symptoms ◽  
Traditional Learning ◽  
False Feedback ◽  
Prior Beliefs ◽  
Belief Updating ◽  
Positive Information ◽  
New Information ◽  
New Learning ◽  
Interaction Task ◽  
Disconfirming Information

Aberrant belief updating has been linked to psychopathology, e.g., depressive symptoms. While previous research used to treat belief-confirming vs. -disconfirming information as binary concepts, the present research varied the extent to which new information deviates from prior beliefs and examined its influence on belief updating. In a false feedback task (Study 1; N = 379) and a social interaction task (Study 2; N = 292), participants received slightly positive, moderately positive or extremely positive information in relation to their prior beliefs. In both studies, new information was deemed most reliable if it was moderately positive. Yet, differences in the positivity of new information had only small effects on belief updating. In Study 1, depressive symptoms were related to difficulties in generalizing positive new learning experiences. The findings suggest that, contrary to traditional learning models, the larger the differences between prior beliefs and new information, the more beliefs are not updated.

Learning and Memory Impairment with Benzhexol

1987 ◽  
Vol 21 (4) ◽  
pp. 612-614 ◽  
Author(s):  
Cherrie A. Galletly ◽  
Colin D. Field
Keyword(s):  
Single Dose ◽  
Motor Skills ◽  
Memory Impairment ◽  
Short Term Memory ◽  
Double Blind Trial ◽  
Short Term ◽  
Double Blind ◽  
Term Memory ◽  
New Learning ◽  
Significant Impairment

A double-blind trial to determine the effects of a single dose of 2 mg benzhexol on cognitive functioning was undertaken using normal volunteers. Ninety minutes after the drug or placebo was taken, subjects completed a battery of psychological tests designed to measure learning, memory and motor skills. Benzhexol ingestion was associated with significant impairment of short-term memory and slowing of the rate of new learning.

scholarly journals Oscillatory Correlates of Retrieval-induced Forgetting in Recognition Memory

2009 ◽  
Vol 21 (5) ◽  
pp. 976-990 ◽  
Author(s):  
Bernhard Spitzer ◽  
Simon Hanslmayr ◽  
Bertram Opitz ◽  
Axel Mecklinger ◽  
Karl-Heinz Bäuml
Keyword(s):  
Retrieval Practice ◽  
Time Window ◽  
Phase Locking ◽  
Memory Representation ◽  
Late Time ◽  
Alpha Power ◽  
Theta Power ◽  
Beneficial Effects ◽  
Gamma Power ◽  
Induced Forgetting

Retrieval practice on a subset of previously studied material enhances later memory for practiced material but can inhibit memory for related unpracticed material. The present study examines the effects of prior retrieval practice on evoked (ERPs) and induced (oscillatory power) measures of electrophysiological activity underlying recognition of practiced and unpracticed words. Compared to control material, recognition of unpracticed words was characterized by reduced amplitudes of the P2 ERP component and by reduced early (200–400 msec) oscillatory theta power. The reduction in P2 amplitude was associated with decreased evoked theta power but not with decreased theta phase locking (phase-locking index). Recognition of unpracticed material was further accompanied by a reduction in occipital gamma power (>250 msec). In contrast, the beneficial effects of retrieval practice on practiced words were reflected by larger parietal ERP positivity (>500 msec) and by a stronger decrease in oscillatory alpha power in a relatively late time window (>700 msec). The results suggest that the beneficial and detrimental effects of retrieval practice are mediated by different processes. In particular, they suggest that reduced theta (4–7 Hz) and gamma (60–90 Hz) power reflect the specific effects of inhibitory processes on the unpracticed material's memory representation.

scholarly journals Time-dependent mnemonic vulnerability induced by new-learning

2018 ◽  
Author(s):  
Fengtao Shen ◽  
Yixuan Ku ◽  
Jue Wu ◽  
Yue Cui ◽  
Jianqi Li ◽  
...  
Keyword(s):  
Time Window ◽  
Inferior Frontal Gyrus ◽  
Pharmacological Intervention ◽  
Unstable State ◽  
Clinical Practices ◽  
Theoretical Understanding ◽  
Effective Strategies ◽  
Memory Integration ◽  
New Learning ◽  
Face Location

AbstractReactivation renders consolidated memory labile again, and the ensuing temporary reconsolidation process is highly susceptible to mnemonic modification. Here, we show that memories in such an unstable state could be reprogrammed by sheer behavioral means, bypassing the need for pharmacological intervention. In two experiments using a “face-location associationc” paradigm in which participants experienced a “Learning – New-learning – Final-test” programme, we demonstrate that reactivated memory traces were robustly hampered when the new learning was strategically administered within a critical 20-minute time window. Using fMRI, we further advance our theoretical understanding that this lability can be mechanistically explained by the differential activation in the hippocampal-amygdala memory system implicated by the new-learning whereas the mnemonic intrusion caused by newly learned memories is efficaciously reconciled by the left inferior frontal gyrus. Our findings provide important implications for educational and clinical practices in devising effective strategies for memory integration.

Implicit Analogies in Learning: Supporting Transfer by Warming Up

2019 ◽  
Vol 28 (6) ◽  
pp. 619-625 ◽  
Author(s):  
Pooja G. Sidney ◽  
Clarissa A. Thompson
Keyword(s):  
Teaching And Learning ◽  
Analogical Reasoning ◽  
Analogical Transfer ◽  
Warm Up ◽  
New Information ◽  
New Concepts ◽  
Initial Learning ◽  
New Learning ◽  
Spontaneous Transfer ◽  
Learning Guide

Analogies between old and new concepts are common during classroom instruction. Previous transfer studies focused on how features of initial learning guide later, spontaneous transfer to new problem solving. We argue for a shift in the focus of analogical-transfer research toward understanding how to best support analogical transfer from previous learning when children are engaged in new learning episodes. Such research may have important implications for teaching and learning in mathematics, which relies heavily on analogies between old and new information. Some existing research promotes supporting explicit connections across old and new information within an analogy. Alternatively, we argue that teachers can invite implicit analogical reasoning through warm-up activities designed to activate relevant prior knowledge. Warm-up activities close the transfer space between old and new learning without additional direct instruction.

Editing Episodic Memory following the Identification of Error

1988 ◽  
Vol 40 (2) ◽  
pp. 361-387 ◽  
Author(s):  
A. L. Wilkes ◽  
M. Leatherbarrow
Keyword(s):  
Episodic Memory ◽  
Performance Measures ◽  
Memory Storage ◽  
Reading Span ◽  
New Information ◽  
Incorrect Information ◽  
Recent Version

The editing of an episodic memory record in order to remove incorrect information embedded within naturalistic communications is an important though underinvestigated phenomenon. Experiment 1 deals with the recall and comprehension of a sequence of messages following the delayed identification of one of the messages as being incorrect. Two styles of correction were employed, and it was found that in neither case was the memory record edited effectively. Inferences based upon the old information continued to be drawn although subjects had clearly recalled that it had been subsequently corrected. Experiment 2 showed that editing could be effective if the old information did not play a central role in the message sequence. It is concluded that the observed difficulties in editing arise when old information has to be excised from the episodic record; the uncontested insertion of new information retrospectively did not present the same difficulty. Reading span was used to monitor subjects’ editing strategies, and from its association with performance measures it is concluded that contradictions in the memory record are not dealt with immediately but are resolved locally when comprehension is questioned. At this time inferences are drawn based upon the most recent version of the contradictory messages. This recency strategy breaks down when the old information provides a better fit to the question posed. Some implications of these findings for models of memory storage are discussed.

scholarly journals Controlling the flow of interruption in working memory

2020 ◽  
Author(s):  
Nicole Hakim ◽  
Tobias Feldmann-Wüstefeld ◽  
Edward Awh ◽  
Edward K Vogel
Keyword(s):  
Working Memory ◽  
Spatial Attention ◽  
Attentional Capture ◽  
Attentional Control ◽  
Relevant Information ◽  
Alpha Power ◽  
Control Mechanisms ◽  
New Information ◽  
Contralateral Delay Activity ◽  
Component Processes

AbstractVisual working memory (WM) must maintain relevant information, despite the constant influx of both relevant and irrelevant information. Attentional control mechanisms help determine which of this new information gets access to our capacity-limited WM system. Previous work has treated attentional control as a monolithic process–either distractors capture attention or they are suppressed. Here, we provide evidence that attentional capture may instead be broken down into at least two distinct sub-component processes: 1) spatial capture, which refers to when spatial attention shifts towards the location of irrelevant stimuli, and 2) item-based capture, which refers to when item-based WM representations of irrelevant stimuli are formed. To dissociate these two sub-component processes of attentional capture, we utilized a series of EEG components that track WM maintenance (contralateral delay activity), suppression (distractor positivity), item individuation (N2pc), and spatial attention (lateralized alpha power). We show that relevant interrupters trigger both spatial and item-based capture, which means that they undermine WM maintenance more. Irrelevant interrupters, however, only trigger spatial capture from which ongoing WM representations can recover more easily. This fractionation of attentional capture into distinct sub-component processes provides a framework by which the fate of ongoing WM processes after interruption can be explained.

scholarly journals Behavioral Reconsolidation Interference with Episodic Memory Within-Subjects is Elusive

2017 ◽  
Author(s):  
Daniel A. Levy ◽  
Rotem Mika ◽  
Cecilia Radzyminski ◽  
Shir Ben-Zvi ◽  
Roni Tibon
Keyword(s):  
Episodic Memory ◽  
Response Times ◽  
Picture Memory ◽  
New Information ◽  
Test Parameters ◽  
Intrusion Errors ◽  
Cue Interference ◽  
Within Subjects ◽  
Test Treatments ◽  
Almost All

In studies of behavioral reconsolidation interference, reactivation of a consolidated memory using some form of reminder is followed by the presentation of new information that can cause interference with that memory. Under these conditions, the interference not only impairs retrieval by indirect processes such as cue interference, but supposedly disrupts the original memory trace directly. Almost all studies of behavioral reconsolidation interference in episodic memory in humans have employed between-subjects paradigms, and deduced reminder effects from intrusion errors. Such studies might introduce confounds arising, for example, from differences in retrieval strategies engendered by the pre-test treatments. We therefore set out to examine whether behavioral reconsolidation interference in episodic memory might be demonstrated within-subjects and by direct memory strength rather than intrusion errors. In three separate experiments, we attempted to disrupt reconsolidation of episodic object-picture memory using a reminder + retroactive interference manipulation. We applied the manipulation over three consecutive days, using a forced-choice recognition test without intrusions from interfering learning, keeping all other study and test parameters constant. No effects of reminder-potentiated interference were observed for measures of accuracy, response times, subjective expressions of recollection, or levels of confidence, as substantiated by Bayesian analyses. These results highlight the difficulty of observing clear behavioral reconsolidation interference effects within-subjects in human episodic memory, and provide some indications of what might be boundary conditions for its demonstration.

scholarly journals Temporal Lobe Activation Predicts Episodic Memory Following Traumatic Brain Injury

2020 ◽  
Author(s):  
Abbie S. Taing ◽  
Matthew E. Mundy ◽  
Jennie L. Ponsford ◽  
Gershon Spitz
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Episodic Memory ◽  
Temporal Lobe ◽  
Post Injury ◽  
Complex Stimuli ◽  
Neuronal Processes ◽  
Significant Impairment ◽  
Severe Tbi ◽  
Episodic Memories

AbstractThe temporal lobes are critical for episodic memories and are preferentially affected following a traumatic brain injury (TBI). As such, episodic memory difficulties are common following TBI; however, the underlying neural changes that precipitate or maintain these difficulties in the early phase of recovery remains poorly understood. Here, we use functional magnetic resonance imaging (fMRI) to interrogate the relationship of temporal lobe activation in response to face, scene, and animal stimuli. Twenty-five patients with moderate to severe TBI were recruited an average of 2 months’ post-injury and compared with 21 demographically similar healthy controls. Findings indicate that memory for faces was preferentially impaired, compared to scene and animal stimuli. Decreased activity in temporal lobe structures was present for both face (right transverse temporal gyrus) and scene stimuli (right fusiform gyrus), but not for animals. Greater activation in these structures was associated with better long-term recognition. These findings provide evidence to suggest that TBI: a) preferentially affects memory for complex stimuli such as faces and scenes, and b) causes aberrant neuronal processes despite lack of evidence of significant impairment in behavioural performance. The mechanisms underpinning these findings are discussed in terms of differences in strategy use and reduced neural efficiency.

A Math Training Platform to Foster Individual Learning

2017 ◽  
pp. 1-26
Author(s):  
Edgar Neuherz ◽  
Martin Ebner
Keyword(s):  
Individual Learning ◽  
Mobile Technologies ◽  
Daily Lives ◽  
Standard Format ◽  
Learning Platform ◽  
New Information ◽  
New Learning ◽  
Learning Scenarios ◽  
The One ◽  
Future Education

The use of mobile technologies such as Smartphone, Tablet are becoming more pervasive in our daily lives. Obviously, it should also be used and integrated to support learning seamlessly. But not all learning environments can be used with all these devices. In some cases, special libraries are needed (e.g. flash not available on iPad, Mac OS X) or a permanent internet connection to a learning-platform is necessary. This publication proposes a new way in math education using the standard format PDF with completely auto-generated tasks for seamless learning and presents new learning scenarios for collaborations. On the one hand a new information system will be described and on the other hand use cases are carried out to establish individual learning. It can be concluded that individual math training is an important step to foster future education.

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