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Cocaine and amphetamine-regulated transcript (CART) mRNA and peptide are vastly expressed in both cortical and subcortical brain areas and are involved in critical cognitive functions. CART peptide (CARTp), described in reward-related brain structures, regulates drug-induced learning and memory, and its role appears specific to psychostimulants. However, many other drugs of abuse, such as alcohol, opiates, nicotine, and caffeine, have been shown to alter the expression levels of CART mRNA and peptides in brain structures directly or indirectly associated with learning and memory processes. However, the number of studies demonstrating the contribution of CARTp in learning and memory is still minimal. Notably, the exact cellular and molecular mechanisms underlying CARTp effects are still unknown. The discoveries that CARTp effects are mediated through a putative G-protein coupled receptor and activation of cellular signaling cascades via NMDA receptor-coupled ERK have enhanced our knowledge about the action of this neuropeptide and allowed us to comprehend better CARTp exact cellular/molecular mechanisms that could mediate drug-induced changes in learning and memory functions. Unfortunately, these efforts have been impeded by the lack of suitable and specific CARTp receptor antagonists. In this review, following a short introduction about CARTp, we report on current knowledge about CART's roles in learning and memory processes and its recently described role in memory-related neurological disorders. We will also discuss the importance of further investigating how CARTp interacts with its receptor(s) and other neurotransmitter systems to influence learning and memory functions. This topic is sure to intrigue and motivate further exploration in the field of neuroscience., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. The authors declare they have NO financial interests or personal relationships, so there are NO potential competing interests., (Copyright © 2024 Elsevier Inc. All rights reserved.)

People's names are challenging to learn at all ages. Because people somewhat know this, they might spontaneously use cost-efficient encoding strategies and devote more resources to learn names that are most likely to be useful. To test this hypothesis, we created a pseudo-incidental learning situation in which young and older participants were exposed to 12 characters from a TV show and reviewed face-name-instrument triplets. Characters' probability of appearance was specified via importance labels (main or secondary characters, bit parts). A surprised cued recall test showed that young adults performed better than older ones, and that semantic information was better recalled than names. Consistent with cost-efficient encoding strategies, participants in both groups recalled names and semantic information about most important characters better. Interestingly, there were large individual differences: people who reported using cost-efficient strategies performed better. At the individual level, memory advantages for most important characters' names and semantic information correlated.

The human central nervous system (CNS) undergoes tremendous changes from childhood to adulthood and this may affect how individuals at different stages of development learn new skills. Here, we studied motor skill learning in children, adolescents, and young adults to test the prediction that differences in the maturation of different learning mechanisms lead to distinct temporal patterns of motor learning during practice and overnight. We found that overall learning did not differ between children, adolescents, and young adults. However, we demonstrate that adult-like skill learning is characterized by rapid and large improvements in motor performance during practice (i.e., online) that are susceptible to forgetting and decay over time (i.e., offline). On the other hand, child-like learning exhibits slower and less pronounced improvements in performance during practice, but these improvements are robust against forgetting and lead to gains in performance overnight without further practice. The different temporal dynamics of motor skill learning suggest an engagement of distinct learning mechanisms in the human CNS during development. In conclusion, adult-like skill learning mechanisms favor online improvements in motor performance whereas child-like learning mechanisms favors offline behavioral gains. RESEARCH HIGHLIGHTS: Many essential motor skills, like walking, talking, and writing, are acquired during childhood, and it is colloquially thought that children learn better than adults. We investigated dynamics of motor skill learning in children, adolescents, and young adults. Adults displayed substantial improvements during practice that was susceptible to forgetting over time. Children displayed smaller improvements during practice that were resilient against forgetting. The distinct age-related characteristics of these processes of acquisition and consolidation suggest that skill learning relies on different mechanisms in the immature and mature central nervous system., (© 2024 The Author(s). Developmental Science published by John Wiley & Sons Ltd.)

Organisms can learn in response to environmental inputs as well as actively modify their environments through niche construction on slower evolutionary time scales. How quickly should an organism respond to a changing environment, and when possible, should organisms adjust the time scale of environmental change? We formulate these questions using a model of learning costs that considers optimal time scales of both memory and environment. We derive a general, sublinear scaling law for optimal memory as a function of environmental persistence. This encapsulates a trade-off between remembering and forgetting. We place learning strategies within a niche construction dynamics in a game theoretic setting. Niche construction is found to reduce or stabilize environmental volatility when learned environmental resources can be monopolized. When learned resources are shared, niche destructors evolve to degrade the shared environment. We integrate these results into a metabolic scaling framework in order to derive learning strategies as a function of body size.

Anti-predator behaviours in response to predator cues can be innate, or they can be learned through prior experience and remembered over time. The duration and strength of continued anti-predator behaviour after predator cues are no longer present, and the potential for an enhanced response when re-exposed to predator cues later is less known but could account for the observed variation in anti-predator responses. We measured the carryover effects of past predation exposure and the potential for anti-predator learning and memory in the marine snail Nucella canaliculata from six populations distributed over 1000 km of coastline. We exposed lab-reared snails to cues associated with a common crab predator or seawater control in two serial experiments separated by over seven months. Responses were population- and sex-dependent, with some populations retaining anti-predator behaviours while others showed a capacity for learning and memory. Male snails showed a strong carryover of risk aversion, while females were able to return to normal feeding rates and grow more quickly. These behavioural differences culminated in strong impacts on feeding and growth rates, demonstrating that this variation has implications for the strength of trait-mediated indirect interactions, which can impact entire ecosystems.

Children sometimes learn distracting information better than adults do, perhaps because of the development of selective attention. To understand this potential link, we ask how the learning of children (aged 7-9 years) and the learning of adults differ when information is the directed focus of attention versus when it is not. Participants viewed drawings of common objects and were told to attend to the drawings (Experiment 1: 42 children, 35 adults) or indicate when shapes (overlaid on the drawings) repeated (Experiment 2: 53 children, 60 adults). Afterward, participants identified fragments of these drawings as quickly as possible. Adults learned better than children when directed to attend to the drawings; however, when drawings were task irrelevant, children showed better learning than adults in the first half of the test. And although directing attention to the drawings improved learning in adults, children learned the drawings similarly across experiments regardless of whether the drawings were the focus of the task or entirely irrelevant.

Objective: To observe the effects of electroacupuncture (EA) at "Baihui" (GV 20) and "Sishencong" (EX-HN 1) on the expression of brain-derived neurotrophic factor (BDNF)/tyrosine kinase receptor B (TrkB) pathway, synaptophysin (SYN), and the levels of interleukin-1β (IL-1β) and interleukin-18 (IL-18) in the hippocampus of the ischemic side in rats with cerebral ischemia-reperfusion injury (CIRI), and to explore the effects and action mechanism of EA on post-CIRI learning-memory function., Methods: Forty-eight SPF-grade male SD rats were randomly divided into a sham operation group, a model group, an EA group, and a non-acupoint group, with 12 rats in each group. The CIRI model was established in the model group, the EA group, and the non-acupoint group using the modified ZeaLonga suture method. The rats in the EA group were treated with EA at "Sishencong" (EX-HN 1) and "Baihui" (GV 20), with disperse-dense wave at frequency of 2 Hz/10 Hz and intensity of 1 mA. The rats in the non-acupoint group were treated with EA at non-meridian and non-acupoint points under the ribs bilaterally with the same parameters as the EA group. EA were conducted for 30 min each session, once daily, for 7 days. During the intervention, body weight was measured daily at a fixed time, and neurological deficits were assessed on the 1st, 3rd, and 7th days into intervention. Brain infarct volume was measured using small animal magnetic resonance imaging before and after the intervention. After the intervention, learning-memory function were evaluated using the Morris water maze. Hippocampal morphology was observed with HE staining. The positive expression of SYN in the hippocampus of the ischemic side was detected by immunohistochemistry. BDNF, TrkB, and SYN protein expressions in the hippocampus of the ischemic side were detected by Western blot. IL-1β and IL-18 levels in the hippocampus of the ischemic side were measured by ELISA., Results: From the 2nd to the 7th day into intervention, compared with the sham operation group, the body weight of rats in the model group was decreased ( P <0.01); compared with the model group and the non-acupoint group, the body weight of rats in the EA group was increased ( P <0.01). On the 1st day into intervention, compared with the sham operation group, neurological function scores of rats in the model group, the EA group, and the non-acupoint group were increased ( P <0.01); on the 3rd and 7th days into intervention, neurological function scores of rats in the model group were higher than those in the sham operation group ( P <0.01); on the 7th day, neurological function scores of rats in the EA group were lower than those in the model group and the non-acupoint group ( P <0.05). Compared with the sham operation group, escape latency was prolonged ( P <0.05), and the number of platform crossings was decreased ( P <0.01) in the model group; compared with the model group and the non-acupoint group, escape latency was shortened ( P <0.05), and the number of platform crossings was increased ( P <0.01) in the EA group. Before intervention, the high signal infarcts were observed in the left ventricles of rats in the model group, the EA group, and the non-acupoint group; after intervention compared with the model group and the non-acupoint group, infarct volume in the EA group was decreased ( P <0.01). Neuronal cells in the model group and the non-acupoint group were sparsely and disorderedly arranged, with deep-stained cytoplasm and shrunken nuclei; the number and arrangement of neuronal cells in the EA group were similar to the sham operation group, with less deep-stained cytoplasm and shrunken nuclei compared to the model group. Compared with the sham operation group, the positive expression of SYN, and BDNF TrkB, and SYN protein expressions in the hippocampus of the ischemic side were decreased ( P <0.01, P <0.05), while levels of IL-1β and IL-18 were increased ( P <0.01) in the model group; compared with the model group and the non-acupoint group, the positive expression of SYN, and BDNF, TrkB and SYN protein expressions in the hippocampus of the ischemic side were increased ( P <0.01, P <0.05), while levels of IL-1β and IL-18 were decreased ( P <0.01) in the EA group., Conclusion: EA at "Baihui" (GV 20) and "Sishencong" (EX-HN 1) may improve learning-memory function in rats with CIRI by activating the BDNF/TrkB signaling pathway, reducing neuroinflammatory response, and promoting the recovery of synaptic plasticity.

Perineuronal nets (PNNs) are condensed extracellular matrix (ECM) structures found throughout the central nervous system that regulate plasticity. They consist of a heterogeneous mix of ECM components that form lattice-like structures enwrapping the cell body and proximal dendrites of particular neurons. During development, accumulating research has shown that the closure of various critical periods of plasticity is strongly linked to experience-driven PNN formation and maturation. PNNs provide an interface for synaptic contacts within the holes of the structure, generally promoting synaptic stabilization and restricting the formation of new synaptic connections in the adult brain. In this way, they impact both synaptic structure and function, ultimately influencing higher cognitive processes. PNNs are highly plastic structures, changing their composition and distribution throughout life and in response to various experiences and memory disorders, thus serving as a substrate for experience- and disease-dependent cognitive function. In this review, we delve into the proposed mechanisms by which PNNs shape plasticity and memory function, highlighting the potential impact of their structural components, overall architecture, and dynamic remodeling on functional outcomes in health and disease., (© 2023 The Authors. Journal of Neurochemistry published by John Wiley & Sons Ltd on behalf of International Society for Neurochemistry.)

Metaphor generation is both a creative act and a means of learning. When learning a new concept, people often create a metaphor to connect the new concept to existing knowledge. Does the manner in which people generate a metaphor, via sudden insight (Aha! moment) or deliberate analysis, influence the quality of generation and subsequent learning outcomes? According to some research, deliberate processing enhances knowledge retention; hence, generation via analysis likely leads to better concept learning. However, other research has shown that solutions generated via insight are better remembered. In the current study, participants were presented with science concepts and descriptions, then generated metaphors for the concepts. They also indicated how they generated each metaphor and rated their metaphor for novelty and aptness. We assessed participants' learning outcomes with a memory test and evaluated the creative quality of the metaphors based on self- and crowd-sourced ratings. Consistent with the deliberate processing benefit, participants became more familiar with the target science concept if they previously generated a metaphor for the concept via analysis compared to via insight. We also found that metaphors generated via analysis did not differ from metaphors generated via insight in quality (aptness or novelty) nor in how well they were remembered. However, participants' self-evaluations of metaphors generated via insight showed more agreement with independent raters, suggesting the role of insight in modulating the creative ideation process. These preliminary findings have implications for understanding the nature of insight during idea generation and its impact on learning., (© 2024 The Author(s). Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Similar to addictive substances, addictive behaviours such as gambling and gaming are associated with maladaptive modulation of key brain areas and functional networks implicated in learning and memory. Therefore, this review sought to understand how different learning and memory processes relate to behavioural addictions and to unravel their underlying neural mechanisms. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we systematically searched four databases - PsycINFO, PubMed, Scopus, and Web of Science using the agreed-upon search string. Findings suggest altered executive function-dependent learning processes and enhanced habit learning in behavioural addiction. Whereas the relationship between working memory and behavioural addiction is influenced by addiction type, working memory aspect, and task nature. Additionally, long-term memory is incoherent in individuals with addictive behaviours. Consistently, neurophysiological evidence indicates alterations in brain areas and networks implicated in learning and memory processes in behavioural addictions. Overall, the present review argues that, like substance use disorders, alteration in learning and memory processes may underlie the development and maintenance of behavioural addictions., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Learners may be uncertain about whether encountered information is true. Uncertainty may encourage people to critically assess information's accuracy, serving as a kind of desirable difficulty that benefits learning. Uncertainty may also have negative effects, however, leading people to mistrust true information or to later misremember false information as true. In three experiments, participants read history statements. In one condition, all statements were true, and the participants knew it. In the other two conditions, some statements were true, and others were false. Participants were either told the statements' accuracy or they guessed the statements' accuracy prior to feedback, a manipulation we refer to as truth-checking. All participants were then tested on recalling the true information and on recognising true versus false statements. We observed a significant benefit of truth-checking in one of the three experiments, suggesting that truth-checking may have some potential to enhance learning, perhaps by inducing people to encode to-be-learned information more deeply than they would otherwise. Even so, the benefit may come at a cost-truth-checking took significantly longer than study alone, and it led to a greater likelihood of thinking false information was true, suggesting costs of truth-checking may tend to outweigh benefits., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

The hippocampus is critical for memory and spatial navigation. The ability to map novel environments, as well as more abstract conceptual relationships, is fundamental to the cognitive flexibility that humans and other animals require to survive in a dynamic world. In this review, we survey recent advances in our understanding of how this flexibility is implemented anatomically and functionally by hippocampal circuitry, during both active exploration (online) and rest (offline). We discuss the advantages and limitations of spike timing-dependent plasticity and the more recently discovered behavioral timescale synaptic plasticity in supporting distinct learning modes in the hippocampus. Finally, we suggest complementary roles for these plasticity types in explaining many-shot and single-shot learning in the hippocampus and discuss how these rules could work together to support the learning of cognitive maps.

Background: Video games have become a prevalent source of entertainment, especially among children. Furthermore, the amount of time spent playing video games has grown dramatically. The purpose of this research was to examine the mediation effects of attention and child memory on the relationship between video games addiction and cognitive and learning abilities in Egyptian children., Methods: A cross-sectional research design was used in the current study in two schools affiliated with Dakahlia District, Egypt. The study included 169 children aged 9 to 13 who met the inclusion criteria, and their mothers provided the questionnaire responses. The data collection methods were performed over approximately four months from February to May. Data were collected using different tools: Socio-demographic Interview, Game Addiction Scale for Children (GASC), Children's Memory Questionnaire (CMQ), Clinical Attention Problems Scale, Learning, Executive, and Attention Functioning (LEAF) Scale., Results: There was a significant indirect effect of video game addiction on cognitive and learning skills through attention, but not child memory. Video game addiction has a significant impact on children's attention and memory. Both attention and memory have a significant impact on a child's cognitive and learning skills., Conclusions: These results revealed the significant effect of video game addiction on cognitive and learning abilities in the presence of mediators. It also suggested that attention-focused therapies might play an important role in minimizing the harmful effects of video game addiction on cognitive and learning abilities., (© 2024. The Author(s).)

Non-coding RNAs (ncRNAs) are highly plastic RNA molecules that can sequester cellular proteins and other RNAs, serve as transporters of cellular cargo and provide spatiotemporal feedback to the genome. Mounting evidence indicates that ncRNAs are central to biology, and are critical for neuronal development, metabolism and intra- and intercellular communication in the brain. Their plasticity arises from state-dependent dynamic structure states that can be influenced by cell type and subcellular environment, which can subsequently enable the same ncRNA with discrete functions in different contexts. Here, we highlight different classes of brain-enriched ncRNAs, including microRNA, long non-coding RNA and other enigmatic ncRNAs, that are functionally important for both learning and memory and adaptive immunity, and describe how they may promote cross-talk between these two evolutionarily ancient biological systems., (© 2024 The Authors. Journal of Neurochemistry published by John Wiley & Sons Ltd on behalf of International Society for Neurochemistry.)

Research on creative problem-solving finds that solutions achieved via spontaneous insight (i.e., Aha! moment) are better remembered than solutions reached without this sense of epiphany, referred to as an "insight memory advantage." We hypothesized that the insight memory advantage can spread to incidental information encoded in the moments surrounding insight as well. Participants (N = 291) were first given Rebus puzzles. After they indicated that they had found a solution, but before they could submit this solution, they were presented with scholastic facts that were incidental and unrelated to the problem at hand. Participants indicated whether they reached the solution via either insight or a step-by-step analysis. Memory results showed better performance for incidental scholastic facts presented when problem solving was accompanied by a spontaneous (Aha! experience) and induced (D'oh! experience) insight compared with solutions reached with analysis. This finding suggests that the memory advantage for problems solved via insight spreads to other unrelated information encoded in close temporal proximity and has implications for novel techniques to enhance learning in educational settings., (© 2024. The Psychonomic Society, Inc.)

Stress modulates the activity of various memory systems and can thereby guide behavioral interaction with the environment in an adaptive or maladaptive manner. At the cellular level, a large body of evidence indicates that (nor)adrenaline and glucocorticoid release induced by acute stress exposure affects synapse function and synaptic plasticity, which are critical substrates for learning and memory. Recent evidence suggests that memories are supported in the brain by sparsely distributed neurons within networks, termed engram cell ensembles. While the physiological and molecular effects of stress on the synapse are increasingly well characterized, how these synaptic modifications shape the multiscale dynamics of engram cell ensembles is still poorly understood. In this review, we discuss and integrate recent information on how acute stress affects synapse function and how this may alter engram cell ensembles and their synaptic connectivity to shape memory strength and memory precision. We provide a mechanistic framework of a synaptic engram under stress and put forward outstanding questions that address knowledge gaps in our understanding of the mechanisms that underlie stress-induced memory modulation., (Copyright © 2023 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.)

One can be aware of the effort needed to memorize a new fact or to recall the name of a new acquaintance. Because of experiences like this, learning can seem to have only two components, encoding information and, after some delay, retrieving information. To the contrary, learning entails additional, intervening steps that sometimes are hidden from the learner. For firmly acquiring fact and event knowledge in particular, learners are generally not cognizant of the necessity of offline consolidation. The memories that persist to be available reliably at a later time, according to the present conceptualization, are the ones we repeatedly rehearse and integrate with other knowledge, whether we do this intentionally or unknowingly, awake or asleep. This article examines the notion that learning is not a function of waking brain activity alone. What happens in the brain while we sleep also impacts memory storage, and consequently is a critical component of learning. The idea that memories can change over time and become enduring has long been present in memory research and is foundational for the concept of memory consolidation. Nevertheless, the notion that memory consolidation happens during sleep faced much resistance before eventually being firmly established. Research is still needed to elucidate the operation and repercussions of repeated reactivation during sleep. Comprehensively understanding how offline memory reactivation contributes to learning is vital for both theoretical and practical considerations., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Studies on the social modulation of fear have revealed that in social species, individuals in a distressed state show better recovery from aversive experiences when accompanied - referred to as social buffering. However, the underlying mechanisms remain unknown, hindering the understanding of such an approach. Our previous data showed that the presence of a conspecific during the extinction task inhibited the retrieval of fear memory without affecting the extinction memory in the retention test. Here, we investigate the role of serotonergic receptors (5-HTRs), specifically 5-HT2A, 5-HT5A, and 5-HT6 in the medial prefrontal cortex (mPFC), In the retention of extinction after the extinction task, in the absence or presence of social support. Extinction training was conducted on 60-day-old male Wistar rats either alone or with a conspecific (a familiar cagemate, non-fearful). The antagonists for these receptors were administered directly into the mPFC immediately after the extinction training. The results indicate that blocking 5-HT5A (SB-699551-10 μg/side) and 5-HT6 (SB-271046A - 10 μg/side) receptors in the mPFC impairs the consolidation of CFC in the social support group. Interestingly, blocking 5-HT2A receptors (R65777 - 4 μg/side) in the mPFC led to impaired CFC specifically in the group undergoing extinction training alone. These findings contribute to a better understanding of brain mechanisms and neuromodulation associated with social support during an extinction protocol. They are consistent with previously published research, suggesting that the extinction of contextual fear conditioning with social support involves distinct neuromodulatory processes compared to when extinction training is conducted alone., Competing Interests: Declaration of Competing Interest The authors declare that there are no potential conflicts of interest regarding the research, authorship, and/or publication of this article., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Giving students test questions before they have learned the correct answers (i.e., prequestions) enhances learning. However, existing research has provided conflicting evidence on whether the benefits of prequestions are specific to the initially tested material or if they generalize to new, nontested material. In this review, we summarize the literature on the prequestion effect, describe the attention-based account underlying this effect, report a meta-analysis of the magnitude of the specific and general effects, and explore theoretically and empirically relevant moderator variables that influence the size and direction of the prequestion effect. This preregistered meta-analysis demonstrated a moderate specific effect (g = 0.54, k = 97) but a virtually nonexistent general effect (g = 0.04, k = 91). Overall, the attention-based account received support from some theoretically relevant moderator analyses. Future researchers are encouraged to conduct theoretically motivated studies to help clarify the mechanisms that underlie the attention-enhancing effects of prequestions and to explore the benefits of prequestions in educational domains to establish the extent to which these effects translate into the classroom., (© 2023. The Psychonomic Society, Inc.)

Numerous studies have found that selective attention affects category learning. However, previous research did not distinguish between the contribution of focusing and filtering components of selective attention. This study addresses this issue by examining how components of selective attention affect category representation. Participants first learned a rule-plus-similarity category structure, and then were presented with category priming followed by categorization and recognition tests. Additionally, to evaluate the involvement of focusing and filtering, we fit models with different attentional mechanisms to the data. In Experiment 1, participants received rule-based category training, with specific emphasis on a single deterministic feature (D feature). Experiment 2 added a recognition test to examine participants' memory for features. Both experiments indicated that participants categorized items based solely on the D feature, showed greater memory for the D feature, were primed exclusively by the D feature without interference from probabilistic features (P features), and were better fit by models with focusing and at least one type of filtering mechanism. The results indicated that selective attention distorted category representation by highlighting the D feature and attenuating P features. To examine whether the distorted representation was specific to rule-based training, Experiment 3 introduced training, emphasizing all features. Under such training, participants were no longer primed by the D feature, they remembered all features well, and they were better fit by the model assuming only focusing but no filtering process. The results coupled with modeling provide novel evidence that while both focusing and filtering contribute to category representation, filtering can also result in representational distortion., (© 2024 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

When learning a new motor skill, people often must use trial and error to discover which movement is best. In the reinforcement learning framework, this concept is known as exploration and has been linked to increased movement variability in motor tasks. For locomotor tasks, however, increased variability decreases upright stability. As such, exploration during gait may jeopardize balance and safety, making reinforcement learning less effective. Therefore, we set out to determine if humans could acquire and retain a novel locomotor pattern using reinforcement learning alone. Young healthy male and female participants walked on a treadmill and were provided with binary reward feedback (indicated by a green checkmark on the screen) that was tied to a fixed monetary bonus, to learn a novel stepping pattern. We also recruited a comparison group who walked with the same novel stepping pattern but did so by correcting for target error, induced by providing real-time veridical visual feedback of steps and a target. In two experiments, we compared learning, motor variability, and two forms of motor memories between the groups. We found that individuals in the binary reward group did, in fact, acquire the new walking pattern by exploring (increasing motor variability). Additionally, while reinforcement learning did not increase implicit motor memories, it resulted in more accurate explicit motor memories compared with the target error group. Overall, these results demonstrate that humans can acquire new walking patterns with reinforcement learning and retain much of the learning over 24 h., Competing Interests: The authors declare no competing financial interests., (Copyright © 2024 Wood et al.)

In alcohol use disorder, the alcohol memories persist during abstinence, and exposure to stimuli associated with alcohol use can lead to relapse. This highlights the importance of investigating the neural substrates underlying not only relapse but also encoding and expression of alcohol memories. GABAergic neurons in the lateral hypothalamus (LH-GABA) have been shown to be critical for food-cue memories and motivation; however, the extent to which this role extends to alcohol-cue memories and motivations remains unexplored. In this study, we aimed to describe how alcohol-related memories are encoded and expressed in LH GABAergic neurons. Our first step was to monitor LH-GABA calcium transients during acquisition, extinction, and reinstatement of an alcohol-cue memory using fiber photometry. We trained the rats on a Pavlovian conditioning task, where one conditioned stimulus (CS+) predicted alcohol (20% EtOH) and another conditioned stimulus (CS-) had no outcome. We then extinguished this association through non-reinforced presentations of the CS+ and CS- and finally, in two different groups, we measured relapse under non-primed and alcohol-primed induced reinstatement. Our results show that initially both cues caused increased LH-GABA activity, and after learning only the alcohol cue increased LH-GABA activity. After extinction, this activity decreases, and we found no differences in LH-GABA activity during reinstatement in either group. Next, we inhibited LH-GABA neurons with optogenetics to show that activity of these neurons is necessary for the formation of an alcohol-cue association. These findings suggest that LH-GABA might be involved in attentional processes modulated by learning., Competing Interests: Declaration of interests The authors declare no conflicts of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Memory and learning are interdependent processes that involve encoding, storage, and retrieval. Especially memory retrieval is a fundamental cognitive ability to recall memory traces and update stored memory with new information. For effective memory retrieval and learning, the memory must be stabilized from short-term memory to long-term memory. Hence, it is necessary to understand the process of memory retention and retrieval that enhances the process of learning. Though previous cognitive neuroscience research has focused on memory acquisition and storage, the neurobiological mechanisms underlying memory retrieval and its role in learning are less understood. Therefore, this article offers the viewpoint that memory retrieval is essential for selecting, reactivating, stabilizing, and storing information in long-term memory. In arguing how memories are retrieved, consolidated, transmitted, and strengthened for the long term, the article will examine the psychological and neurobiological aspects of memory and learning with synaptic plasticity, long-term potentiation, genetic transcription, and theta oscillation in the brain., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Our brains are good at detecting and learning associative structures; according to some linguistic theories, this capacity even constitutes a prerequisite for the development of syntax and compositionality in language and verbalized thought. I will argue that the search for associative motifs in input patterns is an evolutionary old brain function that enables contiguity in sensory perception and orientation in time and space. It has its origins in an elementary material property of cells that is particularly evident at chemical synapses: input-assigned calcium influx that activates calcium sensor proteins involved in memory storage. This machinery for the detection and learning of associative motifs generates knowledge about input relationships and integrates this knowledge into existing networks through updates in connectivity patterns., Competing Interests: Declaration of interests The author declares no competing interests in relation to this work., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

The hippocampus has been implicated in temporal learning. Plasticity within the hippocampus requires NMDA receptor-dependent glutamatergic neurotransmission. We tested the prediction that hippocampal NMDA receptors are required for learning about time by testing mice that lack postembryonal NMDARs in the CA1 and dentate gyrus (DG) hippocampal subfields on three different appetitive temporal learning procedures. The conditional knockout mice (Grin1 ΔDCA1 ) showed normal sensitivity to cue duration, responding at a higher level to a short duration cue than compared to a long duration cue. Knockout mice also showed normal precision and accuracy of response timing in the peak procedure in which reinforcement occurred after 10 s delay within a 30 s cue presentation. Mice were tested on the matching of response rates to reinforcement rates on instrumental conditioning with two levers reinforced on a concurrent variable interval schedule. Pressing on one lever was reinforced at a higher rate than the other lever. Grin1 ΔDGCA1 mice showed normal sensitivity to the relative reinforcement rates of the levers. In contrast to the lack of effect of hippocampal NMDAR deletion on measures of temporal sensitivity, Grin1 ΔDGCA1 mice showed increased baseline measures of magazine activity and lever pressing. Furthermore, reversal learning was enhanced when the reward contingencies were switched in the lever pressing task, but this was true only for mice trained with a large difference between relative reinforcement rates between the levers. The results failed to demonstrate a role for NMDARs in excitatory CA1 and DG neurons in learning about temporal information., (© 2023 The Authors. Hippocampus published by Wiley Periodicals LLC.)

It is commonly accepted that repeatedly using mental procedures results in a transition to memory retrieval, but the determinant of this process is still unclear. In a 3-week experiment, we compared two different learning situations involving basic additions, one based on counting and the other based on arithmetic fact memorization. Two groups of participants learned to verify additions such as "G + 2 = Q?" built on an artificial sequence (e.g., "XGRQD…"). The first group learned the sequence beforehand and could therefore count to solve the problems, whereas the second group was not aware of the sequence and had to learn the equations by rote. With practice, solution times of both groups reached a plateau, indicating a certain level of automatization. However, a more fine-grained comparison indicated that participants relied on fundamentally different learning mechanisms. In the counting condition, most participants showed a persistent linear effect of the numerical operand on solution times, suggesting that fluency was reached through an acceleration of counting procedures. However, some participants began memorizing the problems involving the largest addends: Their solution times were very similar to those of participants in the rote learning group, suggesting that they resulted from a memory retrieval process. These findings show that repeated mental procedures do not systematically lead to memory retrieval but that fluency can also be reached through the acceleration of these procedures. Moreover, these results challenge associationist models, which cannot currently predict that the process of memorization begins with problems involving the largest addends. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The hippocampal formation is crucial for learning and memory, with submodule CA3 thought to be the substrate of pattern completion. However, the underlying synaptic and computational mechanisms of this network are not well understood. Here, we perform circuit reconstruction of a CA3 module using three dimensional (3D) electron microscopy data and combine this with functional connectivity recordings and computational simulations to determine possible CA3 network mechanisms. Direct measurements of connectivity schemes with both physiological measurements and structural 3D EM revealed a high connectivity rate, multi-fold higher than previously assumed. Mathematical modelling indicated that such CA3 networks can robustly generate pattern completion and replay memory sequences. In conclusion, our data demonstrate that the connectivity scheme of the hippocampal submodule is well suited for efficient memory storage and retrieval., Competing Interests: Competing interests statement:The authors declare no competing interest.

Although children learn more when teachers gesture, it is not clear how gesture supports learning. Here, we sought to investigate the nature of the memory processes that underlie the observed benefits of gesture on lasting learning. We hypothesized that instruction with gesture might create memory representations that are particularly resistant to interference. We investigated this possibility in a classroom study with 402 second- and third-grade children. Participants received classroom-level instruction in mathematical equivalence using videos with or without accompanying gesture. After instruction, children solved problems that were either visually similar to the problems that were taught, and consistent with an operational interpretation of the equal sign (interference), or visually distinct from equivalence problems and without an equal sign (control) in order to assess the role of gesture in resisting interference after learning. Gesture facilitated learning, but the effects of gesture and interference varied depending on type of problem being solved and the strategies that children used to solve problems prior to instruction. Some children benefitted from gesture, while others did not. These findings have implications for understanding the mechanisms underlying the beneficial effect of gesture on mathematical learning, revealing that gesture does not work via a general mechanism like enhancing attention or engagement that would apply to children with all forms of prior knowledge., (© 2024 Cognitive Science Society LLC.)

The directed forgetting paradigm has long been used to test whether humans can voluntarily choose to forget learned information. However, to date, nearly all directed forgetting paradigms have involved a forced-choice paradigm, in which the participants are instructed about which learned information they should forget. While studies have repeatedly shown that this directed forgetting does lead to a decreased ability to later remember the information, it is still unclear whether these effects would be present if participants were allowed to, of their own accord, choose which information they wanted to forget. In two experiments here, we introduce a free-choice variety of the item method directed forgetting paradigm and show that directed forgetting effects are robust, both for instructed and voluntary forgetting. We discuss the implications of our findings for notions of voluntary forgetting and for the self-choice effect in memory., (© 2023. The Author(s).)

Objective: The Stricker Learning Span (SLS) is a computer-adaptive digital word list memory test specifically designed for remote assessment and self-administration on a web-based multi-device platform (Mayo Test Drive). We aimed to establish criterion validity of the SLS by comparing its ability to differentiate biomarker-defined groups to the person-administered Rey's Auditory Verbal Learning Test (AVLT)., Method: Participants ( N = 353; mean age = 71, SD = 11; 93% cognitively unimpaired [CU]) completed the AVLT during an in-person visit, the SLS remotely (within 3 months) and had brain amyloid and tau PET scans available (within 3 years). Overlapping groups were formed for 1) those on the Alzheimer's disease (AD) continuum (amyloid PET positive, A+, n = 125) or not (A-, n = 228), and those with biological AD (amyloid and tau PET positive, A+T+, n = 55) vs no evidence of AD pathology (A-T-, n = 195). Analyses were repeated among CU participants only., Results: The SLS and AVLT showed similar ability to differentiate biomarker-defined groups when comparing AUROCs ( p 's > .05). In logistic regression models, SLS contributed significantly to predicting biomarker group beyond age, education, and sex, including when limited to CU participants. Medium (A- vs A+) to large (A-T- vs A+T+) unadjusted effect sizes were observed for both SLS and AVLT. Learning and delay variables were similar in terms of ability to separate biomarker groups., Conclusions: Remotely administered SLS performed similarly to in-person-administered AVLT in its ability to separate biomarker-defined groups, providing evidence of criterion validity. Results suggest the SLS may be sensitive to detecting subtle objective cognitive decline in preclinical AD.

Previous research highlights that the learning processes of preschool-aged children are influenced by the cultural group membership of the information sources. As of yet, however, no study has aimed to explore the influence of cultural group membership on the long-term retention of novel information. In the current study, 4-year-old children observed three event sequences that were demonstrated by either an adult speaking their native language or a foreign language speaker. In Experiment 1, children (N = 56) were allowed to imitate the events immediately. Results showed that the average number of accurately reproduced details (native = 3.26; foreign = 3.11) and the order of event elements (native = 1.69; foreign = 1.49) did not significantly differ in the two conditions. In Experiment 2, children (N = 56) were allowed to imitate only following a 1-week delay. In this case, children retained more details (native = 2.6; foreign = 2.2) and reproduced the order in the event sequences more accurately (native = 1.18; foreign = 0.87) following a native demonstration. The behavior of children in all conditions differed from a baseline group without any instruction (n = 15). These findings show that preschoolers retain more information in the long term when it was demonstrated to them by a member of their own culture. Importantly, they also learn from people belonging to different cultures-as evidenced by both the lack of difference in Experiment 1 and the difference between the out-group condition of Experiment 2 and the baseline., (Copyright © 2023 The Author(s). Published by Elsevier Inc. All rights reserved.)

Activity in the basolateral amygdala complex (BLA) is needed to encode fears acquired through contact with both innate sources of danger (i.e., things that are painful) and learned sources of danger (e.g., being threatened with a gun). However, within the BLA, the molecular processes required to consolidate the two types of fear are not the same: protein synthesis is needed to consolidate the first type of fear (so-called first-order fear) but not the latter (so-called second-order fear). The present study examined why first- and second-order fears differ in this respect. Specifically, it used a range of conditioning protocols in male and female rats, and assessed the effects of a BLA infusion of the protein synthesis inhibitor, cycloheximide, on first- and second-order conditioned fear. The results revealed that the differential protein synthesis requirements for consolidation of first- and second-order fears reflect differences in what is learned in each case. Protein synthesis in the BLA is needed to consolidate fears that result from encoding of relations between stimuli in the environment (stimulus-stimulus associations, typical for first-order fear) but is not needed to consolidate fears that form when environmental stimuli associate directly with fear responses emitted by the animal (stimulus-response associations, typical for second-order fear). Thus, the substrates of Pavlovian fear conditioning in the BLA depend on the way that the environment impinges upon the animal. This is discussed with respect to theories of amygdala function in Pavlovian fear conditioning, and ways in which stimulus-response associations might be consolidated in the brain., (Copyright © 2024 the authors.)

Neural plasticity can be defined as the ability of neural circuits to be shaped by external and internal factors. It provides the brain with a capacity for functional and morphological remodelling, with many lines of evidence indicating that these changes are vital for learning and memory formation. The basis of this brain plasticity resides in activity- and experience-driven modifications of synaptic strength, including synaptic formation, elimination or weakening, as well as of modulation of neuronal population, which drive the structural reorganization of neural networks. Recent evidence indicates that brain-resident glial cells actively participate in these processes, suggesting that mechanisms underlying plasticity in the brain are multifaceted. Establishing the 'tripartite' synapse, the role of astrocytes in modulating synaptic transmission in response to neuronal activity was recognized first. Further redefinition of the synapse as 'quad-partite' followed to acknowledge the contribution of microglia which were revealed to affect numerous brain functions via dynamic interactions with synapses, acting as 'synaptic sensors' that respond to neuronal activity and neurotransmitter release, as well as crosstalk with astrocytes. Early studies identified microglial ability to dynamically survey their local brain environment and established their integral role in the active interfacing of environmental stimuli (both internal and external), with brain plasticity and remodelling. Following the introduction to neurogenesis, this chapter details the role that microglia play in regulating neurogenesis in adulthood, specifically as it relates to learning and memory, as well as factors involved in modulation of microglia. Further, a microglial perspective is introduced for the context of environmental enrichment impact on neurogenesis, learning and memory across states of stress, ageing, disease and injury., (© 2024. The Author(s), under exclusive license to Springer Nature Switzerland AG.)

Consolidation has been associated with performance gains without additional practice (i.e., off-line learning). However, the movement characteristics improving off-line remain poorly understood. To investigate this question, participants were trained to produce a sequence of planar reaching movements toward four different visual targets. The training session with feedback required them to learn the relative time of the movements, the total movement time and aim accurately at each target. The retention test was performed either 10-min or 24-h after. Results revealed that a 24-h consolidation interval did not result in better temporal or spatial accuracy. This finding suggests that off-line learning may be restricted to sequence production tasks in which the different segments must be regrouped ("chunked") together to accelerate their execution.

Theories of categorization have historically focused on the stimulus characteristics to which people are sensitive. Artificial grammar learning (AGL) provides a clear example of this phenomenon, with theorists debating between knowledge of rules, fragments, whole strings, and so on as the basis of categorization decisions (i.e., stimulus-driven explanations). We argue that this focus loses sight of the more important question of how participants make categorization decisions on a mechanistic level (i.e., process-driven explanations). To address the problem, we derived predictions from an instance-based model of human memory in a pseudo-AGL task in which all study and test strings were generated randomly, a task that stimulus-driven explanations of AGL would have difficulty accommodating. We conducted a standard AGL experiment with human participants using the same strings. The model's predictions corresponded to participants' decisions well, even in the absence of any experimenter-generated structure and regardless of whether test stimuli contained any incidental structure. We argue that theories of categorization ought to continue shifting towards the goal of modeling categorization at the level of cognitive processes rather than primarily attempting to identify the stimulus characteristics to which participants are drawn., (© 2023. The Psychonomic Society, Inc.)

The benefits of less repetitive practice schedules on motor learning are usually described in terms of greater demand for memory processes. The present study aimed to investigate the interactions between working memory and practice schedule and their effects on motor learning. Forty female participants had their WMC evaluated by the N-back test and were randomly allocated to either the variable random (VP) or the constant practice (CP) groups. In the acquisition phase, participants practiced 120 trials of a sequential key-pressing task with two goals: learning the relative and the absolute timing. Delayed retention and transfer tests occurred 24 h after the acquisition phase. Participants performed 12 trials of the motor task. Results showed that in the CP, learners with a high level of WMC presented better motor performance in the transfer test than learners with a low level of WMC. In the RP, no difference between WMC levels was found. Learners with a high level of WMC in the CP presented the same motor performance as learners in the RP regardless of the WMC level in the transfer test. In conclusion, learners with a high WMC could compensate for the poor working memory stimulation of a more repetitive practice schedule. The high WMC did not seem to exert an additional benefit when learners were well stimulated by a less repetitive practice schedule.

Objective: Word list-learning tasks are commonly used to evaluate auditory-verbal learning and memory. However, different frequencies of word usage, subtle meaning nuances, unique word phonology, and different preexisting associations among words make translation across languages difficult. We administered lists of consonant-vowel-consonant (CVC) nonword trigrams to independent American and Italian young adult samples. We evaluated whether an auditory list-learning task using CVC nonword trigrams instead of words could be applied cross-culturally to evaluate similar learning and associative memory processes., Participants and Methods: Seventy-five native English-speaking (USA) and 104 native Italian-speaking (Italy) university students were administered 15-item lists of CVC trigrams using the Rey Auditory Verbal Learning Test paradigm with five study-test trials, an interference trial, and short- and long-term delayed recall. Bayesian t tests and mixed-design ANOVAs contrasted the primary learning indexes across the two samples and biological sex., Results: Performance was comparable between nationalities on all primary memory indices except the interference trial (List B), where the Italian group recalled approximately one item more than the American sample. For both nationalities, recall increased across the five learning trials and declined significantly on the postinterference trial, demonstrating susceptibility to retroactive interference. No effects of sex, age, vocabulary, or depressive symptoms were observed., Conclusions: Using lists of unfamiliar nonword CVC trigrams, Italian and American younger adults showed a similar performance pattern across immediate and delayed recall trials. Whereas word list-learning performance is typically affected by cultural, demographic, mood, and cognitive factors, this trigram list-learning task does not show such effects, demonstrating its utility for cross-cultural memory assessment.

Sleep helps to consolidate previously acquired memories. Whether new information such as languages and other useful skills can also be learned during sleep has been debated for over a century, however, the sporadic studies' different objectives and varied methodologies make it difficult to draw definitive conclusions. This review provides a comprehensive overview of the history of sleep learning research conducted in humans, from its empirical beginnings in the 1940s to the present day. Synthesizing the findings from 51 research papers, we show that several studies support the notion that simpler forms of learning, such as habituation and conditioning, are possible during sleep. In contrast, the findings for more complex, applied learning (e.g., learning a new language during sleep) are more divergent. While there is often an indication of processing and learning during sleep when looking at neural markers, behavioral evidence for the transfer of new knowledge to wake remains inconclusive. We close by critically examining the limitations and assumptions that have contributed to the discrepancies in the literature and highlight promising new directions in the field., Competing Interests: Declaration of competing interest The authors declare that there are no conflicts of interest concerning this work., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)

In insects, nicotine activates nicotinic acetylcholine receptors, which are expressed throughout the central nervous system. However, little work has been done to investigate the effects of chronic nicotine treatment on learning or other behaviors in non-herbivorous insects. To examine the effects of long term nicotine consumption on learning and memory, honey bees were fed nicotine containing solutions over four days. Bees were able to detect nicotine at 0.1 mM in sucrose solutions, and in a no choice assay, bees reduced food intake when nicotine was 1 mM or higher. Treatment with a low dose of nicotine decreased the proportion of bees able to form an associative memory when bees were conditioned with either a massed or spaced appetitive olfactory training paradigm. On the other hand, higher doses of nicotine increased memory retention and the proportion of bees responding to the odor during 10 min and 24 h recall tests. The reduction in nicotine containing food consumed may also impact response levels during learning and recall tests. These data suggest that long term exposure to nicotine has complex effects on learning and memory., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Experiences are stored in the mind as discrete mental units, or 'events,' which influence-and are influenced by-attention, learning, and memory. In this way, the notion of an 'event' is foundational to cognitive science. However, despite tremendous progress in understanding the behavioral and neural signatures of events, there is no agreed-upon definition of an event. Here, we discuss different theoretical frameworks of event perception and memory, noting what they can and cannot account for in the literature. We then highlight key aspects of events that we believe should be accounted for in theories of event processing--in particular, we argue that the structure and substance of events should be better reflected in our theories and paradigms. Finally, we discuss empirical gaps in the event cognition literature and what the future of event cognition research may look like., (© 2023. The Psychonomic Society, Inc.)

This scoping review aimed to systematically identify and summarize data related to subiculum involvement in learning and memory behavioral tasks in rats and mice. Following a systematic strategy based on PICO and PRISMA guidelines, we searched five indexed databases (PubMed, Web of Science, EMBASE, Scopus, and PsycInfo) using a standardized search strategy to identify peer-reviewed articles published in English (pre-registration: osf.io/hm5ea). We identified 31 articles investigating the role of the subiculum in spatial, working, and recognition memories (n = 11), memories related to addiction models (n = 9), aversive memories (n = 7), and memories related to appetitive learning (n = 5). We highlight a dissociation in the dorsoventral axis of the subiculum with many studies exploring the ventral subiculum (n = 21) but only a few exploring the dorsal one (n = 10). We also observe the necessity of more data including mice, female animals, genetic tools, and better statistical approaches for replication purposes and research refinement. These findings provide a broad framework of the subiculum involvement in learning and memory, showing essential questions that can be explored by further studies., Competing Interests: Declarations of interest None., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Iconicity refers to a resemblance between word form and meaning. Previous work has shown that iconic words are learned earlier and processed faster. Here, we examined whether iconic words are recognized better on a recognition memory task. We also manipulated the level at which items were encoded-with a focus on either their meaning or their form-in order to gain insight into the mechanism by which iconicity would affect memory. In comparison with non-iconic words, iconic words were associated with a higher false alarm rate, a lower d' score, and a lower response criterion in Experiment 1. We did not observe any interaction between iconicity and encoding condition. To test the generalizability of these findings, we examined effects of iconicity in a recognition memory megastudy across 3880 items. After controlling for a variety of lexical and semantic variables, iconicity was predictive of more hits and false alarms, and a lower response criterion in this dataset. In Experiment 2, we examined whether these effects were due to increased feelings of familiarity for iconic items by including a familiar versus recollect decision. This experiment replicated the overall results of Experiment 1 and found that participants were more likely to categorize words that they had seen before as familiar (vs. recollected) if they were iconic. Together, these results demonstrate that iconicity has an effect on memory. We discuss implications for theories of iconicity., (© 2023 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Negative schemas lie at the core of many common and debilitating mental disorders. Thus, intervention scientists and clinicians have long recognized the importance of designing effective interventions that target schema change. Here, we suggest that the optimal development and administration of such interventions can benefit from a framework outlining how schema change occurs in the brain. Guided by basic neuroscientific findings, we provide a memory-based neurocognitive framework for conceptualizing how schemas emerge and change over time and how they can be modified during psychological treatment of clinical disorders. We highlight the critical roles of the hippocampus, ventromedial prefrontal cortex, amygdala, and posterior neocortex in directing schema-congruent and -incongruent learning (SCIL) in the interactive neural network that comprises the autobiographical memory system. We then use this framework, which we call the SCIL model, to derive new insights about the optimal design features of clinical interventions that aim to strengthen or weaken schema-based knowledge through the core processes of episodic mental simulation and prediction error. Finally, we examine clinical applications of the SCIL model to schema-change interventions in psychotherapy and provide cognitive-behavior therapy for social anxiety disorder as an illustrative example.

When people use rule-based integration of abstracted cues to make multiple-cue judgments they tend to default to linear additive integration of the cues, which may interfere with efficient learning in non-additive tasks. We hypothesize that this effect becomes especially pronounced when cues are presented numerically rather than verbally, because numbers elicit expectations about a task with a simple numerical solution that can be appropriately addressed by linear and additive integration. This predicts that, relative to a verbal format, a numerical format should be advantageous for learning in additive tasks, but detrimental for learning in non-additive tasks. In two experiments, we find support for the hypothesis that a verbal format can improve learning in non-additive tasks. The division-of-labor between cognitive processes observed in previous research (Juslin et al., 2008), with cue abstraction in additive tasks and exemplar memory in non-additive tasks, was only present in conditions with numeric information and may therefore in part be driven by the use of numeric formats. This illustrates how surface characteristic of stimuli can elicit different priors about the nature of the variables and the generative model that produced the cues and the criterion. We fitted cue-abstraction and exemplar algorithms by PNP-modeling (Sundh et al., 2021). At the end of training both cue abstraction and exemplar memory processes primarily involved exact analytic processes marred by occasional error, rather than the noisy and approximate intuitive processes typically assumed in previous studies - specifically, cue abstraction was primarily implemented by number crunching and exemplar memory by rote memorization., Competing Interests: Declaration of Competing Interest None., (Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved.)

Statistical learning is thought to be linked to brain development. For example, statistical learning of language and music starts at an early age and is shown to play a significant role in acquiring the delta-band rhythm that is essential for language and music learning. However, it remains unclear how auditory cultural differences affect the statistical learning process and the resulting probabilistic and acoustic knowledge acquired through it. This study examined how children's songs are acquired through statistical learning. This study used a Hierarchical Bayesian statistical learning (HBSL) model, mimicking the statistical learning processes of the brain. Using this model, I conducted a simulation experiment to visualize the temporal dynamics of perception and production processes through statistical learning among different cultures. The model learned from a corpus of children's songs in MIDI format, which consists of English, German, Spanish, Japanese, and Korean songs as the training data. In this study, I investigated how the probability distribution of the model is transformed over 15 trials of learning in each song. Furthermore, using the probability distribution of each model over 15 trials of learning each song, new songs were probabilistically generated. The results suggested that, in learning processes, chunking and hierarchical knowledge increased gradually through 15 rounds of statistical learning for each piece of children's songs. In production processes, statistical learning led to the gradual increase of delta-band rhythm (1-3 Hz). Furthermore, by combining the acquired chunks and hierarchy through statistical learning, statistically novel music was generated gradually in comparison to the original songs (i.e. the training songs). These findings were observed consistently, in multiple cultures. The present study indicated that the statistical learning capacity of the brain, in multiple cultures, contributes to the acquisition and generation of delta-band rhythm, which is critical for acquiring language and music. It is suggested that cultural differences may not significantly modulate the statistical learning effects since statistical learning and slower rhythm processing are both essential functions in the human brain across cultures. Furthermore, statistical learning of children's songs leads to the acquisition of hierarchical knowledge and the ability to generate novel music. This study may provide a novel perspective on the developmental origins of creativity and the importance of statistical learning through early development., (© 2023. Springer Nature Limited.)

The modified multi-platform method (MMPM) is used to induce animal models of paradoxical sleep deprivation and impairs memory in rodents. However, variations in MMPM protocols have contributed to inconsistent conclusions across studies. This meta-analysis aimed to assess the variations of the MMPM and their effects on memory in rats and mice. A comprehensive search identified 60 studies, and 50 were included in our meta-analysis. Overall, the meta-analysis showed that the MMPM significantly reduced the percentage of time spent in target quadrants (I 2 = 54 %, 95 % confidence interval [CI] = [-1.83, -1.18]) and the number of platform-area crossings (I 2 = 26 %, 95 % CI = [-1.71, -1.07]) in the Morris water maze (MWM) and shortened the latency to entering the dark compartment in the passive avoidance task (I 2 = 68 %, 95 % CI = [-1.36, -0.57]), but it increased the number of errors in the radial arm water maze (RAWM) (I 2 = 59 %, 95 % CI = [1.29, 2.07]). Additionally, mice performed worse on the MWM, whereas rats performed worse on the passive avoidance task. More significant memory deficits were found in cross-learning and post-learning MMPM in the MWM and RAWM, respectively. This study provided evidence that the MMPM can be used in preclinical studies of memory deficits induced by paradoxical sleep deprivation., (Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved.)

Feedback learning is thought to involve the dopamine system and its projection sites in the basal ganglia and anterior cingulate cortex (ACC), regions associated with procedural learning. Under certain conditions, such as when feedback is delayed, feedback-locked activation is pronounced in the medial temporal lobe (MTL), which is associated with declarative learning. In event-related potential research, the feedback-related negativity (FRN) has been linked to immediate feedback processing, while the N170, possibly reflecting MTL activity, has been related to delayed feedback processing. In the current study, we performed an exploratory investigation on the relation between N170 and FRN amplitude and memory performance in a test for declarative memory (free recall), also exploring the role of feedback delay. To this end, we adapted a paradigm in which participants learned associations between non-objects and non-words with either immediate or delayed feedback, and added a subsequent free recall test. We indeed found that N170, but not FRN amplitudes, depended on later free recall performance, with smaller amplitudes for later remembered non-words. In an additional analysis with memory performance as dependent variable, the N170, but not the FRN amplitude predicted free recall, modulated by feedback timing and valence. This finding shows that the N170 reflects an important process during feedback processing, possibly related to expectations and their violation, but is distinct from the process reflected by the FRN., (© 2023 The Authors. Psychophysiology published by Wiley Periodicals LLC on behalf of Society for Psychophysiological Research.)

Both external motivational incentives (e.g., monetary reward) and internal motivational incentives (e.g., self-determined choice) have been found to promote memory, but much less is known about how these two types of incentives interact with each other to affect memory. The current study (N = 108) examined how performance-dependent monetary rewards affected the role of self-determined choice in memory performance, also known as the choice effect. Using a modified and better controlled version of the choice paradigm and manipulating levels of reward, we demonstrated an interactive effect between monetary reward and self-determined choice on 1-day delayed memory performance. Specifically, the choice effect on memory decreased when we introduced the performance-dependent external rewards. These results are discussed in terms of understanding how external and internal motivators interact to impact learning and memory., (© 2023. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

There is substantial interest in the extent to which the testing effect (the finding that retrieval practice enhances memory) extends to more complex forms of learning, especially those entailing greater element interactivity. Transitive inference (TI) requires just such interactivity, in which information must be combined across multiple learning elements or premises to extract an underlying structure. Picklesimer et al. provided preliminary evidence that retrieval practice fails to enhance, and actually disrupts, TI. This study assessed the generality of that result. The current experiments employed a seven- or eight-element TI paradigm in which participants initially learned a set of premise pairs (e.g., A > B, B > C, and C > D) and then engaged in either restudy or retrieval practice of the premise pairs before taking a final test that assessed memory for the original premise pairs and one's ability to make TIs (e.g., to infer that B > D). Experiments 1 and 2 used pictorial materials and simultaneous presentation of premises during learning, a form of presentation that has induced testing effects on other forms of inference. For TI, the results were unchanged from Picklesimer et al.-TI was worse for retrieval practice than restudy. Experiment 3 used verbal materials and likewise found worse TI for retrieval practice. A small-scale meta-analysis combining the current experiments with those of Picklesimer et al. revealed a significant negative testing effect on TI ( d  = -0.37). Although retrieval practice enhances many aspects of memory, this fundamental aspect of human reasoning may be impaired by retrieval practice.