Older adults and particularly those at risk for developing dementia typically show a decline in episodic memory performance, which has been associated with altered memory network activity detectable via functional magnetic resonance imaging (fMRI). To quantify the degree of these alterations, a score has been developed as a putative imaging biomarker for successful aging in memory for older adults (Functional Activity Deviations during Encoding, FADE; Düzel et al., Hippocampus, 2011; 21: 803–814). Here, we introduce and validate a more comprehensive version of the FADE score, termed FADE‐SAME (Similarity of Activations during Memory Encoding), which differs from the original FADE score by considering not only activations but also deactivations in fMRI contrasts of stimulus novelty and successful encoding, and by taking into account the variance of young adults' activations. We computed both scores for novelty and subsequent memory contrasts in a cohort of 217 healthy adults, including 106 young and 111 older participants, as well as a replication cohort of 117 young subjects. We further tested the stability and generalizability of both scores by controlling for different MR scanners and gender, as well as by using different data sets of young adults as reference samples. Both scores showed robust age‐group‐related differences for the subsequent memory contrast, and the FADE‐SAME score additionally exhibited age‐group‐related differences for the novelty contrast. Furthermore, both scores correlate with behavioral measures of cognitive aging, namely memory performance. Taken together, our results suggest that single‐value scores of memory‐related fMRI responses may constitute promising biomarkers for quantifying neurocognitive aging.

No abstract

It has been proposed that sudden insight into the solutions of problems can enhance long-term memory for those solutions. However, the nature of insight has been operationalized differently across studies. Here, we examined two main aspects of insight problem-solving—the generation of a solution and the subjective “aha!” experience—and experimentally evaluated their respective relationships to long-term memory formation (encoding). Our results suggest that generation (generated solution vs. presented solution) and the “aha!” experience (“aha!” vs. no “aha!”) are independently related to learning from insight, as well as to the emotional response towards understanding the solution during encoding. Moreover, we analyzed the relationship between generation and the “aha!” experience and two different kinds of later memory tests, direct (intentional) and indirect (incidental). Here, we found that the generation effect was larger for indirect testing, reflecting more automatic retrieval processes, while the relationship with the occurrence of an “aha!” experience was somewhat larger for direct testing. Our results suggest that both the generation of a solution and the subjective experience of “aha!” indicate processes that benefit long-term memory formation, though differently. This beneficial effect is possibly due to the intrinsic reward associated with sudden comprehension and the detection of schema-consistency, i.e., that novel information can be easily integrated into existing knowledge.

Experiencing insight when solving problems can improve memory formation for both the problem and its solution. The underlying neural processes involved in this kind of learning are, however, thus far insufficiently understood. Here, we conceptualized insight as the sudden understanding of a novel relationship between known stimuli that fits into existing knowledge and is accompanied by a positive emotional response. Hence, insight is thought to comprise associative novelty, schema congruency, and intrinsic reward, all of which are separately known to enhance memory performance. We examined the neural correlates of learning from induced insight with functional magnetic resonance imaging (fMRI) using our own version of the compound-remote-associates-task (CRAT) in which each item consists of three clue words and a solution word. (Pseudo-)Solution words were presented after a brief period of problem-solving attempts to induce either sudden comprehension (CRA items) or continued incomprehension (control items) at a specific time point. By comparing processing of the solution words of CRA with control items, we found induced insight to elicit activation of the rostral anterior cingulate cortex/medial prefrontal cortex (rACC/mPFC) and left hippocampus. This pattern of results lends support to the role of schema congruency (rACC/mPFC) and associative novelty (hippocampus) in the processing of induced insight. We propose that (1) the mPFC not only responds to schema-congruent information, but also to the detection of novel schemata, and (2) that the hippocampus responds to a form of associative novelty that is not just a novel constellation of familiar items, but rather comprises a novel meaningful relationship between the items—which was the only difference between our insight and no insight conditions. To investigate episodic long-term memory encoding, we compared CRA items whose solution word was recognized 24 h after encoding to those with forgotten solutions. We found activation in the left striatum and parts of the left amygdala, pointing to a potential role of brain reward circuitry in the encoding of the solution words. We propose that learning from induced insight mainly relies on the amygdala evaluating the internal value (as an affective evaluation) of the suddenly comprehended information, and striatum-dependent reward-based learning.

Older adults and particularly those at risk for developing dementia typically show a decline in episodic memory performance, which has been associated with altered memory network activity detectable via functional magnetic resonance imaging (fMRI). To quantify the degree of these alterations, a score has been developed as a putative imaging biomarker for successful aging in memory for older adults (Functional Activity Deviations during Encoding, FADE; Düzel et al., 2011). Here, we introduce and validate a more comprehensive version of the FADE score, termed FADE-SAME (Similarity of Activations during Memory Encoding), which differs from the original FADE score by considering not only activations but also deactivations in fMRI contrasts of stimulus novelty and successful encoding, and by taking into account the variance of young adults’ activations. We computed both scores for novelty and subsequent memory contrasts in a cohort of 217 healthy adults, including 106 young and 111 older participants, as well as a replication cohort of 117 young subjects. We further tested the stability and generalizability of both scores by controlling for different MR scanners and gender, as well as by using different data sets of young adults as reference samples. Both scores showed robust age-group-related differences for the subsequent memory contrast, and the FADE-SAME score additionally exhibited age-group-related differences for the novelty contrast. Furthermore, both scores correlate with behavioral measures of cognitive aging, namely memory performance. Taken together, our results suggest that single-value scores of memory-related fMRI responses may constitute promising biomarkers for quantifying neurocognitive aging.

Activation of parietal cortex structures like the precuneus is commonly observed during explicit memory retrieval, but the role of parietal cortices in encoding has only recently been appreciated and is still poorly understood. Considering the importance of the precuneus in human visual attention and imagery, we aimed to assess a potential role for the precuneus in the encoding of visuospatial representations into long-term memory. We therefore investigated the acquisition of constant versus repeatedly shuffled configurations of icons on background images over five subsequent days in 32 young, healthy volunteers. Functional magnetic resonance imaging was conducted on Days 1, 2, and 5, and persistent memory traces were assessed by a delayed memory test after another 5 days. Constant compared to shuffled configurations were associated with significant improvement of position recognition from Day 1 to 5 and better delayed memory performance. Bilateral dorsal precuneus activations separated constant from shuffled configurations from Day 2 onward, and coactivation of the precuneus and hippocampus dissociated recognized and forgotten configurations, irrespective of condition. Furthermore, learning of constant configurations elicited increased functional coupling of the precuneus with dorsal and ventral visual stream structures. Our results identify the precuneus as a key brain structure in the acquisition of detailed visuospatial information by orchestrating a parieto-occipitotemporal network. K E Y W O R D SfMRI, hippocampus, long-term memory, precuneus, visuospatial memory

No abstract

Recent evidence suggests that solving problems through insight can enhance long-term memory for the problem and its solution. Previous findings have shown that generation of the solution as well as experiencing a feeling of Aha! can have a beneficial relationship to later memory. These findings lead to the question of how learning in problem-solving tasks in which a novel solution needs to be generated-such as in tasks used to study insightdiffers from the classical generation effect. Because previous studies on learning from insight on one hand and the generation effect on the other hand have measured different types of memory, the present study examined two kinds of memory measures: indirect (solving old and new problems at test) and direct (recognition memory). At encoding, we manipulated whether participants had the chance to solve Compound Remote Associates Task items and compared later memory for generated solutions (generate condition) to solutions that were presented after failing to generate one (fail-to-generate condition), and to solutions that were presented without a chance at generation (read condition). Participants also reported if they had an Aha! experience for each problem. While both Aha! experiences and generated solutions were associated with more positive emotional responses, only the generation variable was associated with differences in later memory performance. While attempts to generate had an advantage over the read condition in recognition memory performance (generate > fail-to-generate > read), only when generation was successful did it enhance the solution rate of old items during testing (generate > read > fail-to-generate). Contrary to generation effects with other verbal stimuli, these results suggest that the generation effect in problem-solving tasks in which a novel solution needs to be found differs from the classical generation effect. Seeing a correct solution for a longer time (read) seems in the current case to be more helpful for solving the same problem later on, compared to being presented with the solution after a failed attempt at problem solving.