Carola Wiklund-Hörnqvist1,2, Sara Stillesjö2,3, Micael Andersson2,4, Bert Jonsson2,3, Lars Nyberg2,4,5. 1. Department of Psychology, Umeå University, Umea, Sweden. 2. Umeå Center for Functional Brain Imaging (UFBI), Umeå University, Umea, Sweden. 3. Department of Applied Educational Science, Umeå University, Umea, Sweden. 4. Department of Integrative Medical Biology, Umeå University, Umea, Sweden. 5. Department of Radiation Sciences, Umeå University, Umea, Sweden.
Abstract
INTRODUCTION AND METHODS: A large number of behavioral studies show that retrieval practice is a powerful way of strengthening learning of new information. Repeated retrieval might support long-term retention in a quantitative sense by inducing stronger episodic representations or in a qualitative sense by contributing to the formation of more gist-like representations. Here we used fMRI to examine the brain bases related to the learning effects following retrieval practice and provide imaging support for both views by showing increased activation of anterior and posterior hippocampus regions during a delayed memory test. RESULTS: Brain activity in the posterior hippocampus increased linearly as a function of number of successful retrievals during initial learning, whereas anterior hippocampus activity was restricted to items retrieved many but not few times during the learning phase. CONCLUSION: Taken together, these findings indicate that retrieval practice strengthens subsequent retention via "dual action" in the anterior and posterior hippocampus, possibly reflecting coding of individual experiences as well as integration and generalization across multiple experiences. Our findings are of educational significance by providing insight into the brain bases of a learning method of applied relevance.
INTRODUCTION AND METHODS: A large number of behavioral studies show that retrieval practice is a powerful way of strengthening learning of new information. Repeated retrieval might support long-term retention in a quantitative sense by inducing stronger episodic representations or in a qualitative sense by contributing to the formation of more gist-like representations. Here we used fMRI to examine the brain bases related to the learning effects following retrieval practice and provide imaging support for both views by showing increased activation of anterior and posterior hippocampus regions during a delayed memory test. RESULTS: Brain activity in the posterior hippocampus increased linearly as a function of number of successful retrievals during initial learning, whereas anterior hippocampus activity was restricted to items retrieved many but not few times during the learning phase. CONCLUSION: Taken together, these findings indicate that retrieval practice strengthens subsequent retention via "dual action" in the anterior and posterior hippocampus, possibly reflecting coding of individual experiences as well as integration and generalization across multiple experiences. Our findings are of educational significance by providing insight into the brain bases of a learning method of applied relevance.
Authors: Tanya R Jonker; Halle Dimsdale-Zucker; Maureen Ritchey; Alex Clarke; Charan Ranganath Journal: Proc Natl Acad Sci U S A Date: 2018-10-08 Impact factor: 11.205
Authors: Iva K Brunec; Buddhika Bellana; Jason D Ozubko; Vincent Man; Jessica Robin; Zhong-Xu Liu; Cheryl Grady; R Shayna Rosenbaum; Gordon Winocur; Morgan D Barense; Morris Moscovitch Journal: Curr Biol Date: 2018-06-21 Impact factor: 10.834