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Keyword mediators are an effective memory technique to encode novel vocabulary: learners link a novel word form to its meaning with a mental image that includes a keyword that resembles the word form (e.g., nyanya  =  tomato; keyword mnemonic: the ninja chops the tomato in half ). Prior research suggests that such mediated form-meaning associations become less dependent on keywords after retrieval practice. The present study investigated if retrieval-induced decreases in mediator use predict word retention. Thirty participants learned novel vocabulary using experimenter-provided keywords and repeatedly retrieved the words from memory while thinking aloud. As expected, keyword use decreased with practice: learners stopped mentioning keywords for 21.6% of the words (on average after 8.27 retrievals). Shifting to direct, unmediated retrieval predicted higher form and meaning recall on a retention test after 6-8 days. Continuing retrieval practice until a shift has occurred to direct retrieval thus seems beneficial for retention.

Students' memories and learning strategies are situated in their social relationships, political orientations, cultural meanings, worldviews, and historical experiences. This study uses qualitative research methods to investigate how Canadian students remember and learn about the War on Terror. It deals with the narratives of ninety-nine students studying in an urban university of Ontario. I find that apart from textual resources, remembering and learning involve a collectivity of significant "others" or what I call interpretative communities. These communities play an influential role in the consumption and negotiation of knowledge inside and outside the classrooms thus an understanding of their role may help teachers to enhance their instructional strategies. (Contains 1 table and 2 figures.)

Judgments of learning (JOLs) underestimate the increase in recall that occurs with repeated study (the underconfidence-with-practice effect; UWP). The authors explore an account in terms of a foresight bias in which JOLs are inflated when the to-be-recalled target highlights aspects of the cue that are not transparent when the cue appears alone and the tendency of practice to alleviate bias by providing learners with cues pertinent to recall. In 3 experiments the UWP effect was strongest for items that induce a foresight bias, but delaying JOLs reduced the debiasing effects of practice, thereby moderating the UWP effect. This occurred when delayed JOLs were prompted by the cue alone (like during testing), not when prompted by the cue-target pair (like during study).

Research on learning characteristics of gifted students is briefly reviewed followed by studies examining the effectiveness of the "Keyword" nmemonic strategy in substantially increasing the learning of gifted students. (CL)

A set of immediate memory-span tests, concept- and rule-learning tasks, and an IQ test were administered to adolescents. A color-form memory factor and IQ substantially predicted rule-learning proficiency. Effects of memory aids appeared to induce conceptual rules and serve as a base for rehearsing information. (Author/RD)

Background: Working memory (WM) is one of the most influential cognitive functions in encoding, registering, and retrieving information. It influences the learning process in children. Its role becomes essential, especially in a child with a learning disability (LD). Researchers worldwide are giving much prominence to WM, especially in devising cognitive retraining strategies for better cognitive functioning and academic attainment in these children. This current study aims to explore globally used instruments to measure this construct and review effective WM training models in the cognitive rehabilitation of children with LD. This study used a systematic review, availing the elaborate "Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA)" guidelines. Summary: The databases of Google Scholar, PubMed, and Web of Science were searched thoroughly, and those studies, which met the inclusion criteria, were considered for this review. Out of 770 studies found with keywords, only six met the inclusion criteria and were selected for a detailed analysis. The outcome of the current review provides trustworthy evidence of poor performance, especially in tasks involving verbal and executive WM in children with all types of learning disabilities (LD) and difficulties. The studies reviewed support the hypothesis that WM can improve with training and significantly improve children's academic attainment. Key Message: Further this review recommends that research and efforts must go into devising these cognitive training techniques. Children have high cerebral plasticity; hence, using cognitive training (emphasizing WM training and other cognitive functions) with them would enhance their cognitive functioning and capacity, improving their academic performance. [ABSTRACT FROM AUTHOR]

The memory benefit that arises from distributing learning over time rather than in consecutive sessions is one of the most robust effects in cognitive psychology. While prior work has mainly focused on repeated exposures to the same information, in the real world, mnemonic content is dynamic, with some pieces of information staying stable while others vary. Thus, open questions remain about the efficacy of the spacing effect in the face of variability in the mnemonic content. Here, in two experiments, we investigated the contributions of mnemonic variability and the timescale of spacing intervals, ranging from seconds to days, to long-term memory. For item memory, both mnemonic variability and spacing intervals were beneficial for memory; however, mnemonic variability was greater at shorter spacing intervals. In contrast, for associative memory, repetition rather than mnemonic variability was beneficial for memory, and spacing benefits only emerged in the absence of mnemonic variability. These results highlight a critical role for mnemonic variability and the timescale of spacing intervals in the spacing effect, bringing this classic memory paradigm into more ecologically valid contexts. [ABSTRACT FROM AUTHOR]

This article aims to highlight the significance of embodied interaction between readers and early modern diagrams, with a specific focus on the art of memory. The Rhetorica ad Herennium and Renaissance rhetoric and mnemonic manuals describe this technique as a visualization of images that symbolize information and are placed into imaginary loci, typically real or fictitious buildings. Diagrams were often used to convey the spatial order of these buildings, thus playing a crucial role in the transmission of mnemonic knowledge. Consequently, the materiality of these diagrams was instrumental in the success or failure of mnemonics manuals, as evidenced in Jacobus Publicius and Girolamo Marafioto's manuals. The strategic importance of diagrams also explains why teachers like Johannes Henricus Döbel strove to accurately represent three-dimensional diagrams in two-dimensional printed sheets. These different case-studies underline the importance to consider diagrams not only as intellectual tools but also as material objects implying physical actions. [ABSTRACT FROM AUTHOR]

We use concepts from rhetorical history and mnemonic communities to expand on the notion of "intermarriage" in a family business as the merger of shared histories among family members, nonfamily members, and individuals from other families and suggest that a common mnemonic narrative defines the parameters of the family business rather than the structural properties of the firm or the genetic relationships among family members. Our analysis reveals how fundamental family business practices can be changed when confronted with the intimate knowledge of the rhetorical history of the failure of others. [ABSTRACT FROM AUTHOR]

We explored the challenges, limitations, and potential effectiveness of a large-scale computerized working memory and numeracy intervention in the classroom with children at risk of mathematical learning disabilities (n = 428, Mage = 83.85 months, 41% female). Children were assigned to four different treatment protocols (working memory [WM], working memory plus numeracy [NWM], numeracy [NUM], and active control [AC]) that were implemented as part of normally scheduled class activities for 1 year. Wide variability in training exposure highlighted the challenges of implementing an ecologically valid large-scale classroom intervention. The NUM and NWM intervention contributed to improvements in various early numeracy skills as well as math achievement after accounting for training exposure. Some of these effects emerged once the intervention concluded. However, the intervention failed to improve WM, which was likely due to insufficient training dosage in the practical setting. Findings suggest that combining both working memory and numerical skills training is worth further investigation. The study also provides evidence of challenges related to the implementation of training programs in real-life learning environments. Educational Impact and Implications Statement: Studies examining working memory (WM) and numeracy training programs for children at risk of math learning difficulties have increased exponentially during the last decade. The current findings suggest that numeracy training programs may benefit these children to a larger extent. Findings also call attention to the translation of lab-based training programs into tools to support teaching efforts and how to overcome the inherent limitations of real classroom settings. [ABSTRACT FROM AUTHOR]

In their discussion paper Steinkrauss and Slotnick argue against a role for the hippocampus in unconscious memory formation and retrieval. Unfortunately, they omitted highly relevant evidence that supports a role for the hippocampus in unconscious memory. They criticize four articles, two from our laboratory, pointing out long-known confounds like residual consciousness. We uncover these reproaches as untrue allegations. In our own interest, we prevented conscious mnemonic processing because reliable unconscious memory effects manifest only if consciousness is completely excluded, and because we always knew that residual consciousness would be our Achilles heel for the proponents of the 'explicit memory dogma.' [ABSTRACT FROM AUTHOR]

Trubadur (Troubadour) is an open source platform for training of the musical ear with automated rhythmic and interval dictation exercises. We evaluated the platform together with students of the Ljubljana Music and Ballet Conservatory in the school years 2018/19 – 2020/21. The results of the evaluation showed that using the platform can increase test performance and complement studying from home. [ABSTRACT FROM AUTHOR]

This study investigates the effects of visual mnemonics and the methods of presenting learning materials on learning visually similar characters for Chinese-as-second-language (CSL) learners. In supporting CSL learners to build robust orthographic representations in Chinese, addressing the challenges of visual similarity of characters (e.g., 理 and 埋) is an important issue. Based on prior research on perceptual learning, we tested three strategies that differ in the extent to which they promote interrelated attention to the form and meaning of characters: (1) Stroke Sequence, a form-emphasis strategy, (2) Key-images, a form + meaning strategy utilizing visual code, (3) Pithy Formulas with Key-images, a form + meaning strategy combining visual and verbal codes. A pretest–posttest equivalent-group design was adopted. The independent variables were the learning strategy, the method of presenting character pairs (visually similar vs. dissimilar), and testing time. The dependent variables were learners' proportions of accurate responses to reading and writing Chinese characters through a posttest (immediately performed after learning) and a delayed posttest (1 week after learning); a learner experience survey was also administered to investigate learners' opinions on each strategy. Sixty-six non-beginning learners of Chinese participated; they were randomly assigned to one of the two groups in which participants learned ten characters via the three strategies, respectively, differing between whether the characters were presented in similar pairs or dissimilar pairs. Data were analyzed via three-way ANCOVAs. The Pithy Formulas with Key-images and the Key-images generally yielded higher writing accuracy than Stroke Sequence immediately after learning. Notably, the advantage of the Pithy Formulas with Key-images (verbal and visual) over the Key-images (visual) on writing was specific to the participants that learned with visually similar pairs rather than those that learned with dissimilar pairs. All strategies were effective for reading, yet learners' experience ratings favored the two form + meaning strategies over the strategy that focused primarily on form. Suggestions for future research and pedagogical implications on learning visually similar characters were offered. [ABSTRACT FROM AUTHOR]

One of the challenges that students face is how to remember and preserve information from their teachers accurately over an extended period. Shedding a light on memory retention – both accuracy and longevity – is the Old Testament, which emphasizes the effectiveness of repetition as a learning process. This approach to learning by repetition involves both teachers and parents working together (who), both at home and in public (where) with spaced repetition (when), and the use of mnemonic devices (how). The purpose of this research is to describe the usefulness of the educational principles in the Old Testament to the field of Christian education, with support by cognitive psychology to validate this effectiveness of this learning process. [ABSTRACT FROM AUTHOR]

Learning languages is inevitably related to one's learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students' achievements, in general, show unsatisfying facts. Several learning patterns have the potential to stymie foreignlanguage learning at particular educational levels. Those learning patterns are the accumulation of long traditions and practices in teaching and learning foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post-structural paradigm with an emphasis on intertextuality and interdiscursivity. This method implied the approach to discourse analyses referred to as the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language. [ABSTRACT FROM AUTHOR]

Immediate-early gene (IEG) expression has been used to identify small neural ensembles linked to a particular experience, based on the principle that a selective subset of activated neurons will encode specific memories or behavioral responses. The majority of these studies have focused on "engrams" in higher-order brain areas where more abstract or convergent sensory information is represented, such as the hippocampus, prefrontal cortex, or amygdala. In primary sensory cortex, IEG expression can label neurons that are responsive to specific sensory stimuli, but experiencedependent shaping of neural ensembles marked by IEG expression has not been demonstrated. Here, we use a fosGFP transgenic mouse to longitudinally monitor in vivo expression of the activitydependent gene c-fos in superficial layers (L2/3) of primary somatosensory cortex (S1) during a whisker-dependent learning task. We find that sensory association training does not detectably alter fosGFP expression in L2/3 neurons. Although training broadly enhances thalamocortical synaptic strength in pyramidal neurons, we find that synapses onto fosGFP+ neurons are not selectively increased by training; rather, synaptic strengthening is concentrated in fosGFP2 neurons. Taken together, these data indicate that expression of the IEG reporter fosGFP does not facilitate identification of a learning-specific engram in L2/3 in barrel cortex during whisker-dependent sensory association learning. [ABSTRACT FROM AUTHOR]

Brain-machine interfaces allow neuroscientists to causally link specific neural activity patterns to a particular behaviour. Thus, in addition to their current clinical applications, brain-machine interfaces can also be used as a tool to investigate neural mechanisms of learning and plasticity in the brain. Decades of research using such brain-machine interfaces have shown that animals (non-human primates and rodents) can be operantly conditioned to self-regulate neural activity in various motor-related structures of the brain. Here, we ask whether the human brain, a complex interconnected structure of over 80 billion neurons, can learn to control itself at the most elemental scale-a single neuron. We used the unique opportunity to record single units in 11 individuals with epilepsy to explore whether the firing rate of a single (direct) neuron in limbic and other memory-related brain structures can be brought under volitional control. To do this, we developed a visual neurofeedback task in which participants were trained to move a block on a screen by modulating the activity of an arbitrarily selected neuron from their brain. Remarkably, participants were able to volitionally modulate the firing rate of the direct neuron in these previously uninvestigated structures. We found that a subset of participants (learners), were able to improve their performance within a single training session. Successful learning was characterized by (i) highly specific modulation of the direct neuron (demonstrated by significantly increased firing rates and burst frequency); (ii) a simultaneous decorrelation of the activity of the direct neuron from the neighbouring neurons; and (iii) robust phase-locking of the direct neuron to local alpha/beta-frequency oscillations, which may provide some insights in to the potential neural mechanisms that facilitate this type of learning. Volitional control of neuronal activity in mnemonic structures may provide new ways of probing the function and plasticity of human memory without exogenous stimulation. Furthermore, self-regulation of neural activity in these brain regions may provide an avenue for the development of novel neuroprosthetics for the treatment of neurological conditions that are commonly associated with pathological activity in these brain structures, such as medically refractory epilepsy. [ABSTRACT FROM AUTHOR]

Prior work suggests that complementary white matter pathways within the hippocampus (HPC) differentially support the learning of specific versus general information. In particular, while the trisynaptic pathway (TSP) rapidly forms memories for specific experiences, the monosynaptic pathway (MSP) slowly learns generalities. However, despite the theorized significance of such circuitry, characterizing how information flows within the HPC to support learning in humans remains a challenge. We leveraged diffusion‐weighted imaging as a proxy for individual differences in white matter structure linking key regions along with TSP (HPC subfields CA3 and CA1) and MSP (entorhinal cortex and CA1) and related these differences in hippocampal structure to category learning ability. We hypothesized that learning to categorize the "exception" items that deviated from category rules would benefit from TSP‐supported mnemonic specificity. Participant‐level estimates of TSP‐ and MSP‐related integrity were constructed from HPC subfield connectomes of white matter streamline density. Consistent with theories of TSP‐supported learning mechanisms, we found a specific association between the integrity of CA3–CA1 white matter connections and exception learning. These results highlight the significant role of HPC circuitry in complex human learning. [ABSTRACT FROM AUTHOR]

Despite their substantial role in natural discourse, idioms often intimidate EFL students. Therefore, finding effective ways of mitigating students’ frustration has been a fundamental consideration in language teaching. Mnemonics, as associative memory tools, are largely acknowledged to be instrumental in reducing the cognitive load involved in language learning, particularly in learning lexical items. This study was conducted to explore the effects of linguistic, verbal, and visual mnemonics on empowering language learners in the recall and recognition of English idioms. Two-hundred seventy intermediate-level EFL learners preparing themselves for IELTS took part in this study. The participants were in nine groups of 30 members each. They were divided into three main groups, each of which was taught idioms using one of the above-mentioned mnemonics. The MANOVA procedure was used to analyze the collected data. The results revealed statistically significant differences among these instructional strategies in case of recall, with linguistic mnemonics being the most influential. The findings of the study can have theoretical implications for researchers in that they can shed light on some of the dark corners of the field and spark interest for further research. The findings can also have some pedagogical implications for teaching programs, curriculum developers, educational policymakers, teachers, and language learners. Developing a clearer understanding of how these mnemonics influence idiom learning can help the stakeholders make more informed decisions about how to treat idioms. [ABSTRACT FROM AUTHOR]

The beneficial effects of exercise training on memory formation are well documented. However, the memory enhancement profile following the time‐course of exercise training remains unknown. In this investigation, changes in the spatial hippocampal memory following a time‐course of swimming exercise training were examined. Young adult Wistar rats were tested for both short‐term and long‐term memories using the radial arm water maize (RAWM) paradigm following 0, 1, 7, 14, and 28 days of swimming exercise training (60 min per day, 5 days/week)s. The mean total errors on RAWM during the learning phase and memory testing remained the same (p > 0.5) after 1 day of swimming exercise. On the other hand, swimming exercise‐induced significant enhancement to the learning phase and memory formation after 7 days of training (p < 0.01). Errors decreased (p < 0.0001) after 7 days of training and remained lower (p < 0.0001) than baseline without differences between 7, 14, and 28 days (p > 0.5). Similarly, short‐ and long‐term memories improved after 7 days (p < 0.05) of training as compared to the baseline without differences between 7, 14, and 28 days (p > 0.05). The time course of improvement of learning and both short‐ and long‐term memories after swimming exercise were evident after 7 days and plateaued thereafter. Results of the current study could form the base for future utilization of exercises to enhance cognitive function in healthy individuals. [ABSTRACT FROM AUTHOR]

Modern educational system inquires remembering enormous amounts of information. Very often students experience inability to remember all of it and even start disliking a subject. Not every child knows how to learn facts effectively, therefore, modern educational system should include this knowledge in a lesson curriculum. There are a number of methods, which can make the process of learning easier and help the learners to remember information better and efficiently, keeping it way longer. Mnemonics can be seen as one of those method. The focus of this paper is to address how important mnemonic is for modern educational system and for foreign language teaching in particular. [ABSTRACT FROM AUTHOR]

In early development, the environment triggers mnemonic epigenomic programs resulting in memory and learning experiences to confer cognitive phenotypes into adulthood. To uncover how environmental stimulation impacts the epigenome and genome organization, we used the paradigm of environmental enrichment (EE) in young mice constantly receiving novel stimulation. We profiled epigenome and chromatin architecture in whole cortex and sorted neurons by deep-sequencing techniques. Specifically, we studied chromatin accessibility, gene and protein regulation, and 3D genome conformation, combined with predicted enhancer and chromatin interactions. We identified increased chromatin accessibility, transcription factor binding including CTCF-mediated insulation, differential occupancy of H3K36me3 and H3K79me2, and changes in transcriptional programs required for neuronal development. EE stimuli led to local genome re-organization by inducing increased contacts between chromosomes 7 and 17 (inter- chromosomal). Our findings support the notion that EE-induced learning and memory processes are directly associated with the epigenome and genome organization. [ABSTRACT FROM AUTHOR]

There is increasing interest in the assessment of learning and memory in typically developing children as well as in children with neurodevelopmental disorders. However, neuropsychological assessments have been hampered by the dearth of standardised tests that enable direct comparison between distinct memory processes or between types of stimulus materials. We developed a tablet-based paired-associate learning paradigm, the Pair Test, based on neurocognitive models of learning and memory. The aims are to (i) establish the utility of this novel memory tool for use with children across a wide age range, and (ii) examine test validity, reliability and reproducibility of the construct. The convergent validity of the test was found to be adequate, and higher test reliability was shown for the Pair Test compared to standardised measures. Moderate test–retest reproducibility was shown, despite a long time interval between sessions (14 months). Moreover, the Pair Test is able to capture developmental changes in memory, and can therefore chart the developmental trajectory of memory and learning functions across childhood and adolescence. Finally, we used this novel instrument to acquire normative data from 130 typically developing children, aged 8–18 years. Age-stratified normative data are provided for learning, delayed recall and delayed recognition, for measures of verbal and non-verbal memory. The Pair Test thus provides measures of learning and memory accounting for encoding, consolidation and retrieval processes. As such, the standardised test results can be used to determine the status of learning and memory in healthy children, and also to identify deficits in paediatric patients at risk of damage to the neural network underlying mnemonic functions. [ABSTRACT FROM AUTHOR]

Objective: Cognitive training using a visual speed-of-processing task, called the Useful Field of View (UFOV) task, reduced dementia risk and reduced decline in activities of daily living at a 10-year follow-up in older adults. However, there is variability in the level of cognitive gains after cognitive training across studies. One potential explanation for this variability could be moderating factors. Prior studies suggest variables moderating cognitive training gains share features of the training task. Learning trials of the Hopkins Verbal Learning Test-Revised (HVLT-R) and Brief Visuospatial Memory Test-Revised (BVMT-R) recruit similar cognitive abilities and have overlapping neural correlates with the UFOV task and speed-ofprocessing/working memory tasks and therefore could serve as potential moderators. Exploring moderating factors of cognitive training gains may boost the efficacy of interventions, improve rigor in the cognitive training literature, and eventually help provide tailored treatment recommendations. This study explored the association between the HVLT-R and BVMT-R learning and the UFOV task, and assessed the moderation of HVLT-R and BVMT-R learning on UFOV improvement after a 3-month speed-ofprocessing/attention and working memory cognitive training intervention in cognitively healthy older adults. Participants and Methods: 75 healthy older adults (M age = 71.11, SD = 4.61) were recruited as part of a larger clinical trial through the Universities of Florida and Arizona. Participants were randomized into a cognitive training (n=36) or education control (n=39) group and underwent a 40-hour, 12-week intervention. Cognitive training intervention consisted of practicing 4 attention/speed-of-processing (including the UFOV task) and 4 working memory tasks. Education control intervention consisted of watching 40-minute educational videos. The HVLT-R and BVMT-R were administered at the pre-intervention timepoint as part of a larger neurocognitive battery. The learning ratio was calculated as: trial 3 total - trial 1 total/12 - trial 1 total. UFOV performance was measured at pre- and post-intervention time points via the POSIT Brain HQ Double Decision Assessment. Multiple linear regressions predicted baseline Double Decision performance from HVLT-R and BVMT-R learning ratios controlling for study site, age, sex, and education. A repeated measures moderation analysis assessed the moderation of HVLT-R and BVMT-R learning ratio on Double Decision change from pre- to post-intervention for cognitive training and education control groups. Results: Baseline Double Decision performance significantly associated with BVMT-R learning ratio (β=-.303, p=.008), but not HVLT-R learning ratio (β=-.142, p=.238). BVMT-R learning ratio moderated gains in Double Decision performance (p<.01); for each unit increase in BVMT-R learning ratio, there was a.6173 unit decrease in training gains. The HVLT-R learning ratio did not moderate gains in Double Decision performance (p>.05). There were no significant moderations in the education control group. Conclusions: Better visuospatial learning was associated with faster Double Decision performance at baseline. Those with poorer visuospatial learning improved most on the Double Decision task after training, suggesting that healthy older adults who perform below expectations may show the greatest training gains. Future cognitive training research studying visual speed-of-processing interventions should account for differing levels of visuospatial learning at baseline, as this could impact the magnitude of training outcomes. [ABSTRACT FROM AUTHOR]

The present study aims to survey the main RFL (Romanian as a Foreign Language) difficulties that the German-language speakers struggle with, especially when their RFL language level is rather low - the so-called A1 or A2 levels, as described by the standards of the now traditional CEFR (The Common European Framework of Reference for Languages). Naturally, not all the linguistic worries will be eventually overcome by a higher language level, but this may be the subject of a different study. Romanian is considered an atypical Romance language, influenced throughout its history not only by different Slavic, Greek and Turkish languages, but also by the German, Hungarian or other Romance languages; hence, its complexity and the variety of lexical items, sometimes too hard to be understood by a monolingual speaker. Due to pragmatic reasons, merely the Romanian vocabulary will be taken into consideration and only partially. As a matter of fact, this study represents an experimental but practical tool for the German-language speakers, by providing various tips and tricks, concrete examples and certain learning (including mnemonic) strategies, validated through the author's two-year teaching experience at the University of Regensburg, after a ten-year RFL teaching experience at the Babeş-Bolyai University in Cluj-Napoca. Sharing the double role of RFL teaching staff and a DaF (German as a Foreign Language) student, the author herself has started to discover more and more similarities, as well as puzzling aspects concerning the two languages, German and Romanian. After all, is puzzlement not the main ingredient in foreign-language learning and teaching? [ABSTRACT FROM AUTHOR]

Aim: To clarify whether long-term potentiation (LTP) is the mechanism underpinning mnemonic processes. Mathrials and methods: We studied LTP in hippocampal slices from rats whose spatial memory deficit was produced by either olfactory bulbectomy (OBX) or pretreatment with an ergot alkaloid, agroclavine. OBX is accompanied by cholinergic system inhibition whereas agroclavine predominantly activates dopaminergic mediation. The both have been shown to be involved in learning/memory and LTP mechanisms. Results: In OBX- vs. sham-operated rat, we have revealed significant reduction of LTP in hippocampal CA1 region. In contrast, no LTP differences in agroclavine- vs. vehicle-treated rats were observed. Conclusions: These results demonstrate that LTP expression in the hippocampus is dependent on the origin of spatial memory impairment. Furthermore, they suggest that pharmacological and neurodegenerative models of AD might be useful approach for discovery of both AD mechanisms and mixed pathology dementias. [ABSTRACT FROM AUTHOR]

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• WMU training produces neural modulation and large behavioural improvements in trained tasks in healthy adults. • Near transfer effects are moderate, whilst there is no evidence of far transfer to general cognitive domains. • The data suggest consistent fronto-parietal activity decreases, while the pattern for subcortical regions is less clear. • There is a lack of studies assessing the effects of WMU training in neurological groups. • Future neuroimaging studies should employ pretest-posttest active control group designs using multiple imaging modalities. Recent reviews yield contradictory findings regarding the efficacy of working memory training and transfer to untrained tasks. We reviewed working memory updating (WMU) training studies and examined cognitive and neural outcomes on training and transfer tasks. Database searches for adult brain imaging studies of WMU training were conducted. Training-induced neural changes were assessed qualitatively, and meta-analyses were performed on behavioural training and transfer effects. A large behavioural training effect was found for WMU training groups compared to control groups. There was a moderate near transfer effect on tasks in the same cognitive domain, and a non-significant effect for far transfer to other cognitive domains. Functional neuroimaging changes for WMU training tasks revealed consistent frontoparietal activity decreases while both decreases and increases were found for subcortical regions. WMU training promotes plasticity and has potential applications in optimizing interventions for neurological populations. Future research should focus on the mechanisms and factors underlying plasticity and generalisation of training gains. [ABSTRACT FROM AUTHOR]