scholarly journals Implicitly Learned Higher Order Associations Differentiates Recent and Remote Retrieval of Temporal Order Memory

2021 ◽  
Author(s):  
Shruti Shridhar ◽  
Vikrampal Singh ◽  
Richa Bhatt ◽  
Sankhanava Kundu ◽  
Balaji Jayaprakash

Memory of an ordered sequence of distinct events requires encoding the temporal order as well as the intervals that separates these events. In this study, using order place association task where the animal learns to associate the location of the food pellet to the order of entry into the event arena, we probe the nature of temporal order memory in mice. In our task, individual trials, become distinct events, as the animal is trained to form unique association between entry order and a correct location. The inter-trial intervals (> 30 mins) are chosen deliberately to minimise the working memory contributions. We develop this paradigm initially using 4 order place associates and later extend it to 5 paired associates. Our results show that animals not only acquire these explicit (entry order to place) associations but also higher order associations that can only be inferred implicitly from the temporal order of these events. As an indicator of such higher order learning during the probe trail the mice exhibit predominantly prospective errors that declines proportionally with temporal distance. On the other hand, prior to acquiring the sequence the retrospective errors are dominant. Additionally, we also tested the nature of such acquisitions when temporal order CS is presented along with flavour as a compound stimulus comprising of order and flavour both simultaneously being paired with location. Results from these experiments indicate that the animal learns both order-place and flavour-place associations. Comparing with pure order place training, we find that the additional flavour in compound training did not interfere with the ability of the animals to acquire the order place associations. When tested remotely, pure order place associations could be retrieved only after a reminder training. Further higher order associations representing the temporal relationship between the events is markedly absent in the remote time.

2013 ◽  
Vol 23 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Michael S. Garver ◽  
Brian A. Roberts

2021 ◽  
Vol 52 (2) ◽  
pp. 24-27
Author(s):  
Sofoklis A. Sotiriou

Science classrooms (even in the time of the pandemic) should provide more challenging, inquiry-based, authentic and higher-order learning experiences allowing students to participate in scientific practices and tasks. Rich scientific databases, e-Learning tools and digital educational resources can serve as a catalyst for science learning. They can offer a better understanding of complex scientific research, making science understandable and interesting to the students.


2010 ◽  
pp. 189-212 ◽  
Author(s):  
Dennis Charsky

This chapter will make a connection between game genres, game characteristics, and constructivist teaching structures. Constructivist teaching structures, like open learning environments and anchored instruction, have the same aims as serious games – to facilitate higher order learning skills and knowledge. However, constructivist teaching structures are not games and serious games are grappling with how to design games and keep the fun and learning in perfect balance. Making connections between game genres and characteristics (where much of the fun resides) and teaching structures (where much of the learning resides) will highlight commonalities that can be taken advantage of in the design of good serious games – where learning and fun are in perfect balance.


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