Long-term Contingency Learning Depends on Contingency Awareness.

Learning to read and play music written in standard notation, termed sight reading, is an important yet difficult aspect of early music education. However, the music contingency learning procedure produces rapid and robust early learning of the motor execution associated with note positions. In this task, nonmusicians identify a note name (e.g., “do”) written inside a note in one of the vertical positions of the musical staff with a keyboard response. Each note position is presented frequently with the matching (congruent) note name and rarely with the incongruent note names. The present work further explores this novel learning paradigm. In Experiment 1, we manipulated the proportion of congruent trials from 50 to 100%. The contingency effect, along with contingency awareness (i.e., verbalizable knowledge of note meanings), increased with a stronger contingency manipulation. In Experiment 2, half of the participants responded to the note positions (instead of the note names) with a keyboard response. A learning effect was also observed for this task, though contingency awareness was reduced in this group. These results shed more light on the properties of incidental music learning and further suggest more ideal parameters for future practical applications to supplement traditional instruction in real-world music education.

A habit is a regularity in automatic responding to a specific situation. Classical learning psychology explains the emergence of habits by an extended learning history during which the response becomes associated to the situation (learning of stimulus-response associations) as a function of practice (“law of exercise”) and/or reinforcement (“law of effect”). In this paper, we propose the “law of recency” as another route to habit acquisition that draws on episodic memory models of automatic response regulation. According to this account, habitual responding results from (a) storing stimulus-response episodes in memory, and (b) retrieving these episodes when encountering the stimulus again. This leads to a reactivation of the response that was bound to the stimulus (c) even in the absence of extended practice and reinforcement. As a measure of habit formation, we used a modified color-word contingency learning (CL) paradigm, in which irrelevant stimulus features (i.e., word meaning) were predictive of the to-be-executed color categorization response. The paradigm we developed allowed us to assess effects of global CL and of an instance-based episodic response retrieval simultaneously within the same experiment. Two experiments revealed robust CL as well as episodic response retrieval effects. Importantly, these effects were not independent: Controlling for response retrieval effects eliminated effects of CL, which supports the claim that habit formation can be mediated by episodic retrieval processes, and that short-term binding effects are not fundamentally separate from long-term learning processes. Our findings have theoretical and practical implications regarding (a) models of long-term learning, and (b) the emergence and change of habitual responding.

Episodic stimulus-response (S-R) bindings emerge whenever a response is executed in temporal proximity to a stimulus and they are retrieved from memory by repeating the stimulus on a later occasion. To examine whether retrieval of S-R bindings is sensitive to contextual influences, we manipulated contingencies between stimulus repetitions and response repetitions. In a sequential priming paradigm, stimulus repetitions were either predictive of response repetitions (positive contingency) or response changes (negative contingency) or were orthogonal to the response relation (no contingency). Results revealed that compared to the orthogonal condition, S-R binding and retrieval effects were larger under positive contingency but were reduced under negative contingency. The modulating effect of contingency on the strength of S-R binding and retrieval processes was not mediated by contingency awareness. These findings implicate that S-R binding and retrieval processes are implicitly tuned to adapt to contextual affordances that either promote or hinder the use of S-R bindings for efficient action regulation.

Transcranial direct current stimulation (tDCS) is an attractive protocol for stroke motor recovery. The current systematic review and meta-analysis investigated the effects of tDCS on motor learning post-stroke. Specifically, we...

The authors examined the long-term learning effects of two different practice set assignment approaches on business students' long-term learning: a comprehensive, multiple-period practice set and a topic-specific practice set. Student learning was measured longitudinally across semesters. The authors found evidence that students using a comprehensive practice approach retain more long-term knowledge than those using a topic-specific practice approach, though the results are not uniformly positive. While the results support the use of a comprehensive pedagogical approach, they also highlight the importance of obtaining empirical evidence before changing pedagogical approaches. Implications for instructors and textbook authors are also discussed.

ABSTRACTFear appeal communications aim to persuade people to change their risky behavior by describing adverse consequences that will happen to them if they do not follow what the message recommends. Although fear imagery has been the subject of extensive research, no previous neuroscientific studies have investigated brain correlates of fear imagery in print advertising. Using real sets of advertisements within a block design functional magnetic resonance imaging (fMRI) random effect model, this study investigated neural mechanisms associated with fear appeal in advertising. Results showed that, compared to other types of advertisements, fear imagery elicited increased activation in several brain areas associated with (i) contingency awareness such as the anterior cingulate cortex (ACC) and the ventromedial prefrontal cortex (vmPFC), (ii) emotional appraisal such as the amygdala and the orbitofrontal cortex (OFC), and (iii) episodic retrieval of polymodal imagery such as the hippocampus and the precuneus. This result suggests that, contrary to other types of advertisements, fear appeal advertisements are dealt with in different brain pathways. This finding lends strong support to the surprise/shock hypothesis, which argues that fear imagery elicits increased brain processing and more robust recall.

Previous research has demonstrated learning in the pursuit system, but it is unclear whether these effects are the result of changes in visual or motor processing. The ability to maintain smooth pursuit during the transient disappearance of a visual target provides a way to assess pursuit properties in the absence of visual inputs. To study the long-term effects of learning on nonvisual signals for pursuit, we used an operant conditioning procedure. By providing a reinforcing auditory stimulus during periods of accurate tracking, we increased the pursuit velocity gain during target blanking from 0.59 in the baseline session to 0.89 after 8 to 10 daily sessions of training. Learning also reduced the occurrence of saccades. The learned effects generalized to untrained target velocities and persisted in the presence of a textured visual background. In a yoked-control group, the reinforcer was independent of the subjects' responses, and the velocity gain remained unchanged (from 0.6 to 0.63, respectively, before and after training). In a control group that received no reinforcer, gain increased slightly after repetition of the task (from 0.63 to 0.71, respectively, before and after training). Using a model of pursuit, we show that these effects of learning can be simulated by modifying the gain of an extra-retinal signal. Our results demonstrate that learned contingencies can increase eye velocity in the absence of visual signals and support the view that pursuit is regulated by extra-retinal signals that can undergo long-term plasticity.

An experiment is reported studying the impact of objective contingency and contingency judgments on cross-modal evaluative conditioning (EC). Both contingency judgments and evaluative responses were measured after a contingency learning task in which previously neutral sounds served as either weak or strong predictors of affective pictures. Experimental manipulations of contingency and US density were shown to affect contingency judgments. Stronger contingencies were perceived with high contingency and with low US density. The contingency learning task also produced a reliable EC effect. The magnitude of this effect was influenced by an interaction of statistical contingency and US density. Furthermore, the magnitude of EC was correlated with the subjective contingency judgments. Taken together, the results imply that propositional knowledge about the CS-US relationship, as reflected in contingency judgments, moderates evaluative learning. The data are discussed with respect to different accounts of EC.

Long-term effects of seizures in neonatal rats on spatial learning ability and N-methyl- d-aspartate receptor expression in the brain

We examined the impact of repeated testing and repeated studying on long-term learning. In Experiment 1, we replicated Karpicke and Roediger’s (2008) influential results showing that once information can be recalled, repeated testing on that information enhances learning, whereas restudying that information does not. We then examined whether the apparent ineffectiveness of restudying might be attributable to the spacing differences between items that were inherent in the between-subjects design employed by Karpicke and Roediger. When we controlled for these spacing differences by manipulating the various learning conditions within subjects in Experiment 2, we found that both repeated testing and restudying improved learning, and that learners’ awareness of the relative mnemonic benefits of these strategies was enhanced. These findings contribute to understanding how two important factors in learning—test-induced retrieval processes and spacing—can interact, and they illustrate that such interactions can play out differently in between-subjects and within-subjects experimental designs.

Brain derived neurotrophic factor (BDNF) has been shown to exert multiple actions on neurons. It plays a role in neuronal growth and maintenance and use-dependent plasticity, such as long-term potentiation and learning. This neurotrophin is believed to regulate neuronal plasticity by modifying neuronal excitability and morphology. There is experimental evidence for both an acute and a long-term effect of BDNF on synaptic transmission and structure but the molecular mechanisms underlying these events have not been completely clarified. In order to study the BDNF-induced molecular changes, the set of genes modulated in cultured hippocampal neurons by BDNF treatment was investigated after subchronic treatment with the neurotrophin. Microarray analysis performed with these cells, revealed increased expression of mRNA encoding the neuropeptides neuropeptide Y and somatostatin, and of the secreted peptide VGF (non acronymic), all of which participate in neurotransmission. In addition, the expression of genes apolipoprotein E (ApoE), delta-6 fatty acid desaturase (Fads2) and matrix metalloproteinase 14 (Mmp14), which play a role in neuronal remodelling, was also enhanced. More studies are needed to investigate and confirm the role of these genes in synaptic plasticity, but the results reported in this paper show that microarray analysis of hippocampal cultures can be used to expand our current knowledge of the molecular events triggered by BDNF in the hippocampus.

The long-term impact of neonatal hypoxic-ischemic brain injury on neural dynamics in deep-layer retrosplenial cortex and hippocampus in mice.

Plastic modulation of episodic memory networks in the aging brain with cognitive decline

Prefrontal Cortex and Human Memory: An Integrated Account From the Cognitive Neuroscience of Working and Long-Term Memory

The primary goal of this study was to evaluate the treatment effects of semantic feature analysis (SFA) and phonological components analysis (PCA) on word retrieval processing in persons with aphasia (PWAs). After identifying the locus of the breakdown in lexical retrieval processing, 15 monolingual native Persian speakers with aphasia were divided into two groups. After three naming trials, participants with dominant semantic deficits received SFA, and participants with primary phonological deficits were provided with PCA three times a week for eight weeks. Both approaches improved participants’ naming and performance on language tests, including spontaneous speech, repetition, comprehension, and semantic processing. However, the correct naming of treated and untreated items was higher in mild-to-moderate participants, with mostly circumlocution and semantic paraphasias in the SFA group. The same holds for mild-to-moderate participants with mostly phonemic paraphasia who received PCA therapy. Moreover, the results showed that participants’ baseline naming performance and semantic abilities could be associated with the treatment outcomes. Although limited by a lack of a control group, this study provided evidence supporting the possible benefits of focusing on the locus of the breakdown for treating anomia through SFA and PCA approaches, specifically in participants with mild to moderate aphasia. However, for those with severe aphasia, the treatment choice may not be as straightforward because several variables are likely to contribute to this population’s word-finding difficulties. Replication with larger, well-stratified samples, use of a within-subjects alternating treatment design and consideration of treatments’ long-term effects are required to better ascertain the effects of focusing on the locus of breakdown for treatment of anomia.