scholarly journals Active math and grammar learning engages overlapping brain networks

2021 ◽  
Vol 118 (46) ◽  
pp. e2106520118
Author(s):  
Sara Stillesjö ◽  
Linnea Karlsson Wirebring ◽  
Micael Andersson ◽  
Carina Granberg ◽  
Johan Lithner ◽  
...  
Keyword(s):  
Active Learning ◽  
Brain Activity ◽  
Learning Performance ◽  
Long Term Memory ◽  
Passive Learning ◽  
Term Retention ◽  
Learning Conditions ◽  
Long Term Retention ◽  
Broad Interest

We here demonstrate common neurocognitive long-term memory effects of active learning that generalize over course subjects (mathematics and vocabulary) by the use of fMRI. One week after active learning, relative to more passive learning, performance and fronto-parietal brain activity was significantly higher during retesting, possibly related to the formation and reactivation of semantic representations. These observations indicate that active learning conditions stimulate common processes that become part of the representations and can be reactivated during retrieval to support performance. Our findings are of broad interest and educational significance related to the emerging consensus of active learning as critical in promoting good long-term retention.

scholarly journals Object-finding skill created by repeated reward experience

2016 ◽  
Author(s):  
Ali Ghazizadeh ◽  
Whitney Griggs ◽  
Okihide Hikosaka
Keyword(s):  
Variable Number ◽  
Reward Learning ◽  
Long Term Memory ◽  
Complex Objects ◽  
Large Capacity ◽  
Efficient Search ◽  
Robust Coding ◽  
Term Retention ◽  
Long Term Retention

For most animals, survival depends on rapid detection of rewarding objects, but search for an object surrounded by many others is known to be difficult and time consuming. However, there is neuronal evidence for robust and rapid differentiation of objects based on their reward history in primates (Hikosaka et al., 2014). We hypothesized that such robust coding should support efficient search for high-value objects, similar to a pop-out mechanism. To test this hypothesis, we let subjects (n=4, macaque monkeys) view a large number of complex objects with consistently biased rewards with variable training durations (1, 5 or >30days). Following training, subjects searched for a high-value object (Good) among a variable number of low-value objects (Bad). Consistent with our hypothesis, we found that Good objects were accurately and quickly targeted, often by a single and direct saccade with a very short latency (<200ms). The dependence of search times on display size reduced significantly with longer reward training, giving rise to a more efficient search (40ms/item to 16ms/item). This object-finding skill showed a large capacity for value-biased objects and was maintained in the long-term memory with no interference from reward learning with other objects. Such object-finding skill, particularly its large capacity and its long term retention, would be crucial for maximizing rewards and biological fitness throughout life where many objects are experienced continuously and/or intermittently.

scholarly journals Long-term memory for a learned behaviour in a wild bird

2020 ◽  
Vol 16 (2) ◽  
pp. 20190912
Author(s):  
Rachael C. Shaw ◽  
Annette Harvey
Keyword(s):  
Food Reward ◽  
Foraging Behaviour ◽  
Management Strategies ◽  
Long Term Memory ◽  
Free Living ◽  
Term Memory ◽  
The North ◽  
Term Retention ◽  
Long Term Retention

Long-term memory is a crucial adaptation for long-lived species. However, there have been few tests of the long-term retention of learned behaviours in free living, wild animals. Here, we demonstrate that the North Island robin ( Petroica longipes ; hereafter toutouwai) can recall a learned foraging behaviour for close to 2 years, with no intervening reinforcement. Birds that had been trained to peck open lids to retrieve a concealed food reward spontaneously solved a lid opening task between 10 and 22 months since they had last encountered the lid opening apparatus. By contrast, naive individuals could not solve the task. This long-term retention of a learned skill with no reinforcement, spanning over a quarter of the median age for wild toutouwai in our population, suggests that this threatened species may be an ideal candidate for conservation management strategies aimed at teaching individuals about novel threats and resources.

scholarly journals Long-Term Retention Explained by a Model of Short-Term Learning in the Adaptive Control of Reaching

2008 ◽  
Vol 100 (5) ◽  
pp. 2948-2955 ◽  
Author(s):  
Wilsaan M. Joiner ◽  
Maurice A. Smith
Keyword(s):  
Motor Adaptation ◽  
Memory Formation ◽  
Training Period ◽  
Long Term Memory ◽  
Initial Training ◽  
Short Term ◽  
Term Memory ◽  
Term Retention ◽  
Long Term Retention

Extensive theoretical, psychophysical, and neurobiological work has focused on the mechanisms by which short-term learning develops into long-term memory. Better understanding of these mechanisms may lead to the ability to improve the efficiency of training procedures. A key phenomenon in the formation of long-term memory is the effect of over learning on retention—discovered by Ebbinghaus in 1885: when the initial training period in a task is prolonged even beyond what is necessary for good immediate recall, long-term retention improves. Although this over learning effect has received considerable attention as a phenomenon in psychology research, the mechanisms governing this process are not well understood, and the ability to predict the benefit conveyed by varying degrees of over learning does not yet exist. Here we studied the relationship between the duration of an initial training period and the amount of retention 24 h later for the adaptation of human reaching arm movements to a novel force environment. We show that in this motor adaptation task, the amount of long-term retention is predicted not by the overall performance level achieved during the training period but rather by the level of a specific component process in a multi-rate model of short-term memory formation. These findings indicate that while multiple learning processes determine the ability to learn a motor adaptation, only one provides a gateway to long-term memory formation. Understanding the dynamics of this key learning process may allow for the rational design of training and rehabilitation paradigms that maximize the long-term benefit of each session.

Immediate and Long-Term Retention for Pictorial and Verbal Stimuli

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1079-1082 ◽  
Author(s):  
Jesse E. Purdy ◽  
Roy R. Luepnitz
Keyword(s):  
Long Term Memory ◽  
Verbal Stimuli ◽  
Immediate Recall ◽  
Term Retention ◽  
Verbal Labels ◽  
Long Term Retention ◽  
Representational Pictures ◽  
Recall Mode ◽  
Better Than

Although nouns of high imagery are generally recalled better than nouns of low imagery, both Palermo and Yuille have shown that retention for the former decreases with time. The present study tested the hypothesis that this decreased effectiveness occurs because images stored in long-term memory are accessible only through their verbal labels. 64 subjects were presented pictures and later asked to draw them or provide one-word descriptions. Other subjects were presented words and asked to recall them or draw representational pictures. Recall was tested immediately and 48 hr. later. Regardless of recall mode, subjects viewing pictures showed significantly greater recall than subjects viewing words, and for all subjects immediate recall was better.

scholarly journals Long-term memory for a learned behaviour in a wild bird

2021 ◽  
Author(s):  
Rachael Shaw ◽  
A Harvey
Keyword(s):  
Food Reward ◽  
Foraging Behaviour ◽  
Management Strategies ◽  
Long Term Memory ◽  
Free Living ◽  
Term Memory ◽  
The North ◽  
Term Retention ◽  
Long Term Retention

© 2020 The Authors. Long-term memory is a crucial adaptation for long-lived species. However, there have been few tests of the long-term retention of learned behaviours in free living, wild animals. Here, we demonstrate that the North Island robin (Petroica longipes; hereafter toutouwai) can recall a learned foraging behaviour for close to 2 years, with no intervening reinforcement. Birds that had been trained to peck open lids to retrieve a concealed food reward spontaneously solved a lid opening task between 10 and 22 months since they had last encountered the lid opening apparatus. By contrast, naive individuals could not solve the task. This long-term retention of a learned skill with no reinforcement, spanning over a quarter of the median age for wild toutouwai in our population, suggests that this threatened species may be an ideal candidate for conservation management strategies aimed at teaching individuals about novel threats and resources.

scholarly journals Long-term memory for a learned behaviour in a wild bird

2021 ◽  
Author(s):  
Rachael Shaw ◽  
A Harvey
Keyword(s):  
Food Reward ◽  
Foraging Behaviour ◽  
Management Strategies ◽  
Long Term Memory ◽  
Free Living ◽  
Term Memory ◽  
The North ◽  
Term Retention ◽  
Long Term Retention

© 2020 The Authors. Long-term memory is a crucial adaptation for long-lived species. However, there have been few tests of the long-term retention of learned behaviours in free living, wild animals. Here, we demonstrate that the North Island robin (Petroica longipes; hereafter toutouwai) can recall a learned foraging behaviour for close to 2 years, with no intervening reinforcement. Birds that had been trained to peck open lids to retrieve a concealed food reward spontaneously solved a lid opening task between 10 and 22 months since they had last encountered the lid opening apparatus. By contrast, naive individuals could not solve the task. This long-term retention of a learned skill with no reinforcement, spanning over a quarter of the median age for wild toutouwai in our population, suggests that this threatened species may be an ideal candidate for conservation management strategies aimed at teaching individuals about novel threats and resources.

scholarly journals Temporal–prefrontal cortical network for discrimination of valuable objects in long-term memory

2018 ◽  
Vol 115 (9) ◽  
pp. E2135-E2144 ◽  
Author(s):  
Ali Ghazizadeh ◽  
Whitney Griggs ◽  
David A. Leopold ◽  
Okihide Hikosaka
Keyword(s):  
Functional Connectivity ◽  
Resting State ◽  
High Capacity ◽  
Long Term Memory ◽  
Gaze Behavior ◽  
Resting State Functional Connectivity ◽  
Term Memory ◽  
Term Retention ◽  
Long Term Retention

Remembering and discriminating objects based on their previously learned values are essential for goal-directed behaviors. While the cerebral cortex is known to contribute to object recognition, surprisingly little is known about its role in retaining long-term object–value associations. To address this question, we trained macaques to arbitrarily associate small or large rewards with many random fractal objects (>100) and then used fMRI to study the long-term retention of value-based response selectivity across the brain. We found a pronounced long-term value memory in core subregions of temporal and prefrontal cortex where, several months after training, fractals previously associated with high reward (“good” stimuli) elicited elevated fMRI responses compared with those associated with low reward (“bad” stimuli). Similar long-term value-based modulation was also observed in subregions of the striatum, amygdala, and claustrum, but not in the hippocampus. The value-modulated temporal–prefrontal subregions showed strong resting-state functional connectivity to each other. Moreover, for areas outside this core, the magnitude of long-term value responses was predicted by the strength of resting-state functional connectivity to the core subregions. In separate testing, free-viewing gaze behavior indicated that the monkeys retained stable long-term memory of object value. These results suggest an implicit and high-capacity memory mechanism in the temporal–prefrontal circuitry and its associated subcortical regions for long-term retention of object-value memories that can guide value-oriented behavior.

Augmented Reality as a Training Medium for Aviation/Aerospace Application

2005 ◽  
Vol 49 (25) ◽  
pp. 2174-2178 ◽  
Author(s):  
Nickolas D. Macchiarella ◽  
Dahai Liu ◽  
Sathya N. Gangadharan ◽  
Dennis A. Vincenzi ◽  
Anthony E. Majoros
Keyword(s):  
Augmented Reality ◽  
Mixed Reality ◽  
Learning Performance ◽  
Human Information Processing ◽  
Long Term Memory ◽  
Training Time ◽  
Work Related ◽  
Immediate Recall ◽  
Long Term Retention

Augmented Reality (AR) has the potential to transform aviation/aerospace training by creating new mixed reality worlds that serve as a medium for gaining work related skills. AR is a mixed reality environment generated through machine vision and computer graphics technology that merges real and virtual objects in unified, spatially integrated scenes. Using AR to develop augmented scenes in a highly memorable framework can complement human information processing, and such a complement can reveal itself in training efficiency applicable to a wide variety of work related tasks. This research determined that AR-based learning affects long term memory by reducing the amount of information forgotten after a seven day intervening time between immediate recall testing and long term retention recall testing. Continuing research in the field of AR applications for training is necessary because of human variabilities, the potential for increased learning performance and significant decreases in training time.

Short- and Long-Term Memory as a Function of Individual Differences in Arousal

1972 ◽  
Vol 34 (2) ◽  
pp. 587-593 ◽  
Author(s):  
John W. Osborne
Keyword(s):  
Individual Differences ◽  
Lemon Juice ◽  
Long Term Memory ◽  
Short Term ◽  
Associate Learning ◽  
High Arousal ◽  
Term Retention ◽  
Short And Long Term ◽  
Long Term Retention

In a paired-associate learning experiment employing 40 university students as Ss, the contribution of individual differences in arousal to short-and long-term retention was investigated using individual differences in salivary response to lemon juice stimulation as an index of arousal. Experimental Ss were pre-selected from 99 Ss on the basis of extreme arousal scores. The hypotheses were confirmed; low-arousal recall is greater than high-arousal recall on a test of short-term retention ( p < .08) and high-arousal recall is greater than low-arousal recall on a test of long-term retention ( p < .04).

The Testing Effect as a Function of Explicit Testing Instructions and Judgments of Learning

2012 ◽  
Vol 59 (5) ◽  
pp. 251-257 ◽  
Author(s):  
Fredrik U. Jönsson ◽  
Margareta Hedner ◽  
Mats J. Olsson
Keyword(s):  
Explicit Memory ◽  
Testing Effect ◽  
Judgments Of Learning ◽  
Long Term Memory ◽  
Paired Associates ◽  
Self Testing ◽  
Learning Conditions ◽  
Long Term Retention ◽  
Better Than

During study, people monitor their learning; the output of this monitoring is captured in so-called judgments of learning (JOLs). JOLs predict later recall better if they are made after a slight delay, instead of immediately after study (the delayed JOL effect). According to the self-fulfilling prophecy (SFP) hypothesis delayed JOLs are based on covert retrieval attempts from long-term memory, and successful retrieval attempts in themselves enhance learning (the testing effect). We compared memory for 40 Swahili-Swedish paired associates after a week as a function of three different learning conditions, namely study plus (i) explicitly instructed self-testing, (ii) delayed JOLs, or (iii) less self-testing. We showed that repeated delayed JOLs lead to a memory improvement that does not differ significantly from a comparable condition where the participants are explicitly testing memory, and both the latter groups performed reliably better than a group that self-tested less. The results suggest that delayed JOLs improve long-term retention as efficiently as explicit memory testing and lend support to the SFP hypothesis.

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