Across-task binding: The development of a representation in learning a continuous movement sequence.

Across-task binding is defined as the stimulus/response of one task being linked to the response of another task. The purpose of the present experiment was to determine across-task binding in a continuous movement sequence task with an auditory task of high and low pitch tones and the development of a movement sequence representation. According to the two systems theory of sequence learning, we expected that the developed representation in the across-task binding context relies on the multi-dimensional system rather than on the unidimensional system which is restricted to a set of modules where each module processed information along one task/dimension. An inter-manual transfer design was used to disentangle the sequence representations. The mirror transfer test required the same pattern of muscle activation and joint angles (motor coordinates) in the contralateral limb as experienced during the acquisition phase, while in the non-mirror transfer test, the visual-spatial locations (spatial coordinates) of the target waveform were reinstated. The main finding was that consistently combining visual-spatial positions in a sequence and auditory dimensions such as the tone pitch does not rely on a multidimensional system as predicted by the two-systems theory.

Demarcating the boundary conditions of memory reconsolidation: An unsuccessful replication.

Disrupting memory reconsolidation provides an opportunity to abruptly reduce the behavioural expression of fear memories with long-lasting effects. The success of a reconsolidation intervention is, however, not guaranteed as it strongly depends on the destabilization of the memory. Identifying the necessary conditions to trigger destabilization remains one of the critical challenges in the field. We aimed to replicate a study from our lab, showing that the occurrence of a prediction error (PE) during reactivation is necessary but not sufficient for destabilization. We tested the effectiveness of a reactivation procedure consisting of a single PE, compared to two control groups receiving no or multiple PEs. All participants received propranolol immediately after reactivation and were tested for fear retention 24 h later. In contrast to the original results, we found no evidence for a reconsolidation effect in the single PE group, but a straightforward interpretation of these results is complicated by the lack of differential fear retention in the control groups. Our results corroborate other failed reconsolidation studies and exemplify the complexity of experimentally investigating this process in humans. Thorough investigation of the interaction between learning and memory reactivation is essential to understand the inconsistencies in the literature and to improve reconsolidation interventions.

Punishments and rewards both modestly impair visuomotor memory retention.

While the effects of rewards on memory appear well documented, the effects of punishments remain uncertain. Based on neuroimaging data, this study tested the hypothesis that, as compared to a neutral condition, a context allowing successful punishment avoidance would enhance memory to a similar extent as rewards. In a fully within-subject and counter-balanced design, participants (n = 18) took part in 3 distinct learning sessions during which the delivery of performance-contingent monetary punishments and rewards was manipulated. Specifically, participants had to reach towards visual targets while compensating for a gradually introduced visual deviation. Accuracy at achieving targets was either punished (Hit: "+0$"; Miss: "-0.5$), rewarded (Hit: "+0.5$"; Miss: "-0$"), or associated with neutral binary feedback (Hit: "Hit"; Miss: "Miss"). Retention was assessed through reach aftereffects both immediately and 24 h after initial acquisition. The results disconfirmed the hypothesis by showing that the punishment and reward learning sessions both impaired retention as compared to the neutral session, suggesting that both types of incentives similarly impaired memory formation and consolidation. Two alternative but complementary interpretations are discussed. One interpretation is that the presence of punishments and rewards induced a negative learning context, which - based on neurobiological data - could have been sufficient to interfere with memory formation and consolidation. Another interpretation is that punishments and rewards emphasized the disrupting effects of target hits on implicit learning processes, therefore yielding retention impairments. Altogether, these results suggest that incentives can have counter-productive effects on memory.

The effect of encoding task on the forgetting of object gist and details.

One important feature of episodic memory is that it contains fine-grained and vividly recollected details. How to improve and maintain detailed information over time has been one of the central issues in memory research. Previous studies have inconsistent findings on whether detailed memory is forgotten more rapidly than gist memory. In this study, we investigated to what extent different encoding tasks modulated forgetting of gist and detailed information. In three experiments, participants were presented pictures of common objects and were asked to name them (Experiment 1), describe the details about them (Experiment 2) or imagine scenes associated with them (Experiment 3). After intervals of 10 minutes, one day, one week and one month, gist and detailed memories of the pictures were tested and assessed using a remember/know/guess judgement. The results showed that after the naming task, gist and detailed memories were forgotten at a similar rate, but after the description and the imagination tasks, detailed memory was forgotten at a slower rate than gist memory. The forgetting rate of gist memory was the slowest after the naming task, while that of detailed memory was the slowest after the description task. In addition, when three experiments were compared, the naming task enhanced the contributions of recollection and familiarity for gist memory, while the description task enhanced the contribution of familiarity for detailed memory. These results reveal the importance of the encoding task in the forgetting of gist and detailed information, and suggest a possible way to maintain perceptual details of objects at longer intervals.

¿El Retén Episódico de Baddeley es independiente del Ejecutivo Central? Una nueva medida del Retén Episódico / Is the Episodic Buffer of Baddeley independent of the Central Executive? A new measure of the Episodic Buffer

El Retén Episódico (RE) está tomando un creciente papel central en las explicaciones sobre el funcionamiento de la memoria operativa. De hecho, los últimos estudios de Baddeley y sus colaboradores sitúan al RE en el corazón del sistema de memoria. Recientemente la discusión también atañe a si este componente de la memoria operativa presenta una naturaleza independiente respecto a los recursos del ejecutivo central. Algunos estudios muestran como en tareas automatizadas, la construcción y mantenimiento de elementos almacenados en el RE no requieren de recursos desde el ejecutivo central. El presente trabajo pretende analizar esta cuestión para lo que se toman diferentes variables y se ha diseñado un nuevo test para medir el EB. En este test de doble tarea, la tarea secundaria consiste en la lectura de textos sencillos que contienen palabras ocultas. Los resultados muestran como a pesar del aumento del procesamiento debido al incremento de la longitud de los textos, no se produce un aumento en la carga demandada por el ejecutivo central, ni en la creación de los agrupamientos de información ni en su mantenimiento. Es por ello, que pensamos que el RE bajo ciertas circunstancias es independiente del ejecutivo central

The Episodic Buffer (EB) is taking a growing central role in explanations regarding the functioning of working memory. In fact, in the most recent studies by Baddeley and his collaborators, the EB has situated itself at the core of this memory system. Recently, the discussion also concerns whether this component of working memory seems to demonstrate an independent nature with respect to central executive resourcing. Some studies show that in automatic tasks the creation and maintenance of elements stored in the episodic buffer do not require resources from the central executive. The current work attempts to evaluate this assumption for what different variables are taken and a new test has been developed to measure the EB. In this double task test, the processing task consists of reading short simple texts that contain missing words. The results show that further processing due to increasing the length of the texts does not correspond to higher load demands made on the central executive, nor in the creation of chunks or their maintenance. Thus, we think that the EB is under certain circumstances independent of the central executive

Neuroplasticity induced by the retention period of a complex motor skill learning in rats.

Learning complex motor skills is an essential process in our daily lives. Moreover, it is an important aspect for the development of therapeutic strategies that refer to rehabilitation processes since motor skills previously acquired can be transferred to similar tasks (motor skill transfer) or recovered without further practice after longer delays (motor skill retention). Different acrobatic exercise training (AE) protocols induce plastic changes in areas involved in motor control and improvement in motor performance. However, the plastic mechanisms involved in the retention of a complex motor skill, essential for motor learning, are not well described. Thus, our objective was to analyze the brain plasticity mechanisms involved in motor skill retention in AE . Motor behavior tests, and the expression of synaptophysin (SYP), synapsin-I (SYS), and early growth response protein 1 (Egr-1) in brain areas involved in motor learning were evaluated. Young male Wistar rats were randomly divided into 3 groups: sedentary (SED), AE, and AE with retention period (AER). AE was performed three times a week for 8 weeks, with 5 rounds in the circuit. After a fifteen-day retention interval, the AER animals was again exposed to the acrobatic circuit. Our results revealed motor performance improvement in the AE and AER groups. In the elevated beam test, the AER group presented a lower time and greater distance, suggesting retention period is important for optimizing motor learning consolidation. Moreover, AE promoted significant plastic changes in the expression of proteins in important areas involved in control and motor learning, some of which were maintained in the AER group. In summary, these data contribute to the understanding of neural mechanisms involved in motor learning in an animal model, and can be useful to the construction of therapeutics strategies that optimize motor learning in a rehabilitative context.

Beta power and movement-related beta modulation as hallmarks of energy for plasticity induction: Implications for Parkinson's disease.

Extensive work on movement-related beta oscillations (~13-30 Hz) over the sensorimotor areas in both humans and animals has demonstrated that sensorimotor beta power decreases during movement and transiently increases after movement. This beta power modulation has been interpreted as reflecting interactions between sensory and motor cortical areas with attenuation of sensory afferents during movement and their subsequent re-activation for internal models updating. More recent studies in neurologically normal subjects have demonstrated that this movement-related modulation as well as mean beta power at rest increase with practice and that previous motor learning enhances such increases. Conversely, patients with Parkinson's disease (PD) do not show such practice-related increases. Interestingly, a 2-h inactivity period without sleep can restore beta power values to baseline in normal subjects. Based on these results and on those of biochemical and electrophysiological studies in animals, we expand the current interpretation of beta activity and propose that the practice-related increases of beta power over sensorimotor areas are local indices of energy used for engaging plasticity-related activity. This paper provides some preliminary evidence in this respect linking findings of biochemical and electrophysiological studies in both humans and animals. This novel interpretation may explain the high level of beta power at rest, the deficient modulation during movement as well as the decreased skill formation in PD as resulting from deficiency in energy consumption, availability and regulation that are altered in this disease.

It's all about who you know: Memory retention of a rat's cagemates during infancy negatively predicts adulthood hippocampal FGF2.

Recent research has demonstrated that individual differences in infant fear memory positively predict adulthood anxiety-like behavior and conditioned fear expression. However, the physiological mechanisms underlying this relationship and the effect of environmental (e.g., social) influences on the stability of this relationship have not been explored. In the present study, we examined whether individual differences in infant fear memory predict levels of endogenous fibroblast growth factor-2 (FGF2; a biomarker of fear/anxiety) in adulthood, and whether the mean memory retention of a rat's cagemates predicts conditioned fear expression and FGF2 in adulthood. We conditioned infant rats to associate a white noise with shock, and tested their memory of the association 1 week later. They were then weaned and randomly assigned to cage/cagemates. In adulthood, rats received weak context conditioning (i.e., a single shock) and were tested for fear of the context the following day. Rats were then euthanized and their brains extracted to measure levels of hippocampal FGF2 protein. Across 2 experiments, an individual rat's fear memory during infancy positively predicted their own fear expression in adulthood, but the mean memory retention of their cagemates did not predict fear expression. In contrast, the mean memory retention of a rat's cagemates during infancy negatively predicted hippocampal FGF2 protein in adulthood, but an individual rat's memory retention did not predict their own levels of FGF2. These data support the idea that variations in the fearfulness of a rat's cagemates predict individual differences on physiological measures in adulthood.

Fluid Cognitive Abilities Are Important for Learning and Retention of a New, Explicitly Learned Walking Pattern in Individuals After Stroke.

BACKGROUND: There is significant variability in poststroke locomotor learning that is poorly understood and affects individual responses to rehabilitation interventions. Cognitive abilities relate to upper extremity motor learning in neurologically intact adults, but have not been studied in poststroke locomotor learning. OBJECTIVE: To understand the relationship between locomotor learning and retention and cognition after stroke. METHODS: Participants with chronic (>6 months) stroke participated in 3 testing sessions. During the first session, participants walked on a treadmill and learned a new walking pattern through visual feedback about their step length. During the second session, participants walked on a treadmill and 24-hour retention was assessed. Physical and cognitive tests, including the Fugl-Meyer-Lower Extremity (FM-LE), Fluid Cognition Composite Score (FCCS) from the NIH Toolbox -Cognition Battery, and Spatial Addition from the Wechsler Memory Scale-IV, were completed in the third session. Two sequential regression models were completed: one with learning and one with retention as the dependent variables. Age, physical impairment (ie, FM-LE), and cognitive measures (ie, FCCS and Spatial Addition) were the independent variables. RESULTS: Forty-nine and 34 participants were included in the learning and retention models, respectively. After accounting for age and FM-LE, cognitive measures explained a significant portion of variability in learning (R2 = 0.17, P = .008; overall model R2 = 0.31, P = .002) and retention (ΔR2 = 0.17, P = .023; overall model R2 = 0.44, P = .002). CONCLUSIONS: Cognitive abilities appear to be an important factor for understanding locomotor learning and retention after stroke. This has significant implications for incorporating locomotor learning principles into the development of personalized rehabilitation interventions after stroke.

Concurrent Continuous Versus Bandwidth Visual Feedback With Varying Body Representation for the 2-Legged Squat Exercise.

CONTEXT: Continuous visual feedback (VF) can improve abilities to achieve desired movements and maximize rehabilitation outcomes by displaying actual versus target body positions in real time. Bandwidth VF reduces the reliance on feedback by displaying movement cues only when performance errors exceed specified thresholds. As such, bandwidth VF may better train independent movement abilities through greater development of intrinsic body control. In this study, continuous and bandwidth VF were investigated across modes of display (abstract and representative) that differed in body-discernibility. OBJECTIVE: To compare the performance of the 2-legged squat during training with concurrent feedback (real-time VF) and short-term retention (immediately after training, VF removed). DESIGN: Cross-sectional. SETTING: University research laboratory. PARTICIPANTS: Eighteen healthy individuals. METHODS: Marker-based motion capture displayed real-time position. MAIN OUTCOME MEASURES: Four VF cases (continuous-abstract, bandwidth-abstract, continuous-representative, and bandwidth-representative) were evaluated for accuracy and consistency to a target trajectory and target depth. RESULTS: During training, both continuous VF cases showed significantly (P < .05) higher accuracy and consistency to the target trajectory compared with both bandwidth VF cases. Bandwidth VF resulted in greater potential learning (retention performance relative to a training baseline) compared with continuous-abstract. CONCLUSIONS: Continuous-representative may offer unique performance benefits in both training and retention of multisegment movement tasks. Bandwidth VF showed greater potential for learning. For long-term learning, an optimal VF paradigm should consider continuous-representative with bandwidth features.

Retrograde enhancement of episodic learning by a postlearning stimulus.

Evidence suggests encoding of recent episodic experiences may be enhanced by a subsequent salient event. We tested this hypothesis by giving rats a 3-min unsupervised experience with four odors and measuring retention after different delays. Animals recognized that a novel element had been introduced to the odor set at 24 but not 48 h. However, when odor sampling was followed within 5 min by salient light flashes or bedding odor, the memory lasted a full 2 d. These results describe a retroactive influence of salience to promote storage of episodic information and introduce a unique model for studying underlying plasticity mechanisms.

Timing matters: Transcranial direct current stimulation after extinction learning impairs subsequent fear extinction retention.

BACKGROUND: Transcranial direct current stimulation (tDCS) has previously been shown to improve fear extinction learning and retention when administered prior to or during extinction learning. This study investigates whether tDCS immediately following extinction learning improves efficacy of extinction memory retention. METHODS: 30 participants completed a 2-day fear learning and extinction paradigm, where they acquired fear of a stimulus conditioned to an aversive electric shock on day 1. Extinction learning occurred on day 1, with tDCS or sham tDCS administered immediately following the learning phase. Participants returned for a second day test of extinction memory recall. Skin conductance was measured as the primary outcome. RESULTS/CONCLUSIONS: Participants in the tDCS group showed impaired fear extinction retention on day 2, marked by significant generalisation of fear to the safety stimulus. This contrasts with earlier studies showing improved extinction retention when stimulation occurred during encoding of extinction learning, compared to immediate consolidation as in our study. These findings may have important implications for the use of tDCS during exposure therapy for anxiety and trauma disorders.

Through the gateway of the senses: investigating the influence of sensory modality-specific retrieval cues on involuntary episodic memory.

Involuntary memories are memories of past events that come to mind with no preceding attempts of retrieval. They typically arise in response to situational cues, but little is known as to how such cues modulate involuntary memories. Here, we examined how the sensory modality of the cues affects involuntary memory frequency and content. Participants watched first-person perspective films and were later presented with visuospatial and/or auditory cues from the films. We then assessed their experience of involuntary memories for other moments from the films. Across Experiments 1 and 2, visuospatial cues resulted in a greater frequency of involuntary memories, and produced memories with a higher proportion of visual content. In Experiment 3, this effect was replicated using a more auditorily engaging film and occurred whether participants focused on the film's auditory or visual components, but was more pronounced when there was a match between encoding fixation and the retrieval cue. These findings suggest that visuospatial cues may outshine auditory cues in terms of involuntary memory elicitation and content.

Working memory limits severely constrain long-term retention.

There has been considerable controversy in recent years as to whether information held in working memory (WM) is rapidly forgotten or automatically transferred to long-term memory (LTM). Although visual WM capacity is very limited, we appear able to store a virtually infinite amount of information in visual LTM. Still, LTM retrieval often fails. Some view visual WM as a mental sketchpad that is wiped clean when new information enters, but not a consistent precursor of LTM. Others view the WM and LTM systems as inherently linked. Distinguishing between these possibilities has been difficult, as attempts to directly manipulate the active holding of information in visual WM has typically introduced various confounds. Here, we capitalized on the WM system's capacity limitation to control the likelihood that visual information was actively held in WM. Our young-adult participants (N = 103) performed a WM task with unique everyday items, presented in groups of two, four, six, or eight items. Presentation time was adjusted according to the number of items. Subsequently, we tested participants' LTM for items from the WM task. LTM was better for items presented originally within smaller WM set sizes, indicating that WM limitations contribute to subsequent LTM failures, and that holding items in WM enhances LTM encoding. Our results suggest that a limit in WM capacity contributes to an LTM encoding bottleneck for trial-unique familiar objects, with a relatively large effect size.

Ontogeny of spontaneous recognition memory in rodents.

Spontaneous recognition memory tasks explore thewhat,whereandwhencomponents of recognition memory. These tasks are widely used in rodents to assess cognitive function across the lifespan. While several neurodevelopmental and mental disorders present symptom onset in early life, very little is known about how memories are expressed in early life, and as a consequence how they may be affected in pathological conditions. In this review, we conduct an analysis of the studies examining the expression of spontaneous recognition memory in young rodents. We compiled studies using four different tasks: novel object recognition, object location, temporal order recognition and object place. First, we identify major sources of variability between early life spontaneous recognition studies and classify them for later comparison. Second, we use these classifications to explore the current knowledge on the ontogeny of each of these four spontaneous recognition memory tasks. We conclude by discussing the possible implications of the relative time of onset for each of these tasks and their respective neural correlates. In compiling this research, we hope to advance on establishing a developmental timeline for the emergence of distinct components of recognition memory, while also identifying key areas of focus for future research. Establishing the ontogenetic profile of rodent spontaneous recognition memory tasks will create a necessary blueprint for cognitive assessment in animal models of neurodevelopmental and mental disorders, a first step towards improved and earlier diagnosis as well as novel intervention strategies.

State-Dependent Memory in Infants.

Why do infants remember some things and not others? Human infants frequently cycle through different states such as calm attentiveness, wakeful activity, and crying. Given that cognitive processes do not occur in isolation, such fluctuations in internal state might influence memory processing. In the present experiment, declarative memory in 9-month-old infants (N = 96) was heavily state dependent. Infants exhibited excellent retention of a deferred imitation task after a 15-min delay if their state at encoding was identical to their state at retrieval (e.g., calm). Infants failed to exhibit retention if their state at encoding was different from their state at retrieval (e.g., calm vs. animated). Infant memory processing depends on internal cues.

Load-dependent modulation of alpha oscillations during working memory encoding and retention in young and older adults.

Working memory (WM) is vulnerable to age-related decline, particularly under high loads. Visual alpha oscillations contribute to WM performance in younger adults, and although alpha decreases in power and frequency with age, it is unclear if alpha activity supports WM in older adults. We recorded electroencephalography (EEG) while 24 younger (aged 18-35 years) and 30 older (aged 50-86) adults performed a modified Sternberg task with varying load conditions. Older adults demonstrated slower reaction times at all loads, but there were no significant age differences in WM capacity. Regardless of age, alpha power decreased and alpha frequency increased with load during encoding, and the magnitude of alpha suppression during retention was larger at higher loads. While alpha power during retention was lower than fixation in older, but not younger adults, the relative change from fixation was not significantly different between age groups. Individual differences in alpha power did not predict performance for either age groups or at any WM loads. We demonstrate that alpha power and frequency are modulated in a similar task- and load-dependent manner during WM in both older and younger adults when WM performance is comparable across age groups. IMPACT STATEMENT: Aging is associated with a marked decrease in the power and frequency of alpha oscillations. Here, we demonstrate that when verbal working memory performance is matched across age groups, alpha power and frequency are modulated in a similar task- and load-dependent manner in both young and older adults.

Repeated stress exposure in mid-adolescence attenuates behavioral, noradrenergic, and epigenetic effects of trauma-like stress in early adult male rats.

Stress in adolescence can regulate vulnerability to traumatic stress in adulthood through region-specific epigenetic activity and catecholamine levels. We hypothesized that stress in adolescence would increase adult trauma vulnerability by impairing extinction-retention, a deficit in PTSD, by (1) altering class IIa histone deacetylases (HDACs), which integrate effects of stress on gene expression, and (2) enhancing norepinephrine in brain regions regulating cognitive effects of trauma. We investigated the effects of adolescent-stress on adult vulnerability to severe stress using the single-prolonged stress (SPS) model in male rats. Rats were exposed to either (1) adolescent-stress (33-35 postnatal days) then SPS (58-60 postnatal days; n = 14), or (2) no adolescent-stress and SPS (58-60 postnatal days; n = 14), or (3) unstressed conditions (n = 8). We then measured extinction-retention, norepinephrine, HDAC4, and HDAC5. As expected, SPS exposure induced an extinction-retention deficit. Adolescent-stress prior to SPS eliminated this deficit, suggesting adolescent-stress conferred resiliency to adult severe stress. Adolescent-stress also conferred region-specific resilience to norepinephrine changes. HDAC4 and HDAC5 were down-regulated following SPS, and these changes were also modulated by adolescent-stress. Regulation of HDAC levels was consistent with the pattern of cognitive effects of SPS; only animals exposed to SPS without adolescent-stress exhibited reduced HDAC4 and HDAC5 in the prelimbic cortex, hippocampus, and striatum. Thus, HDAC regulation caused by severe stress in adulthood interacts with stress history such that seemingly conflicting reports describing effects of adolescent stress on adult PTSD vulnerability may stem in part from dynamic HDAC changes following trauma that are shaped by adolescent stress history.

Protecting memory from misinformation: Warnings modulate cortical reinstatement during memory retrieval.

Exposure to even subtle forms of misleading information can significantly alter memory for past events. Memory distortion due to misinformation has been linked to faulty reconstructive processes during memory retrieval and the reactivation of brain regions involved in the initial encoding of misleading details (cortical reinstatement). The current study investigated whether warning participants about the threat of misinformation can modulate cortical reinstatement during memory retrieval and reduce misinformation errors. Participants watched a silent video depicting a crime (original event) and were given an initial test of memory for the crime details. Then, participants listened to an auditory narrative describing the crime in which some original details were altered (misinformation). Importantly, participants who received a warning about the reliability of the auditory narrative either before or after exposure to misinformation demonstrated less susceptibility to misinformation on a final test of memory compared to unwarned participants. Warned and unwarned participants also demonstrated striking differences in neural activity during the final memory test. Compared to participants who did not receive a warning, participants who received a warning (regardless of its timing) demonstrated increased activity in visual regions associated with the original source of information as well as decreased activity in auditory regions associated with the misleading source of information. Stronger visual reactivation was associated with reduced susceptibility to misinformation, whereas stronger auditory reactivation was associated with increased susceptibility to misinformation. Together, these results suggest that a simple warning can modulate reconstructive processes during memory retrieval and reduce memory errors due to misinformation.

The Efficiency, Efficacy, and Retention of Task Practice in Chronic Stroke.

In motor skill learning, larger doses of practice lead to greater efficacy of practice, lower efficiency of practice, and better long-term retention. Whether such learning principles apply to motor practice after stroke is unclear. Here, we developed novel mixed-effects models of the change in the perceived quality of arm movements during and following task practice. The models were fitted to data from a recent randomized controlled trial of the effect of dose of task practice in chronic stroke. Analysis of the models' learning and retention rates demonstrated an increase in efficacy of practice with greater doses, a decrease in efficiency of practice with both additional dosages and additional bouts of training, and fast initial decay following practice. Two additional effects modulated retention: a positive "self-practice" effect, and a negative effect of dose. Our results further suggest that for patients with sufficient arm use post-practice, self-practice will further improve use.