Consolidation of Long-Term Memory: Evidence and Alternatives.

Meeter, Martijn; Murre, Jaap M. J.

doi:10.1037/0033-2909.130.6.843

Cited by 119 publications

(95 citation statements)

References 132 publications

(316 reference statements)

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“…In terms of brain activation, long-term memory of explicit, declarative, and episodic facts-including many aspects of vocabulary knowledge-has been claimed to reside in various areas of the neocortex~especially the frontal and temporal lobes but also the parietal and occipital lobes!+ During initial stages of its acquisition~i+e+, during the consolidation phase!, disparate cortical sites associated with a memory are bound together by the hippocampus in the medial temporal lobe, which is part of the limbic system+ The consolidation phase might last several weeks or months~Byrnes, 2001, p+ 71; Eichenbaum, 2001;Meeter & Murre, 2004;Squire & Knowlton, 2000;Ullman, 2001Ullman, , 2004!+ Implicit knowledge also resides in various regions of the neocortex~especially the basal forebrain, striatum, amygdala, and cerebellum! but is not subserved by the hippocampus~Byrnes, p+ 71; Paradis, 1994;Reber, Allen, & Reber, 1999;Ullman, 2001Ullman, , 2004 …”

Section: Implicit and Explicit Knowledgementioning

confidence: 99%

THEORETICAL AND EMPIRICAL ISSUES IN THE STUDY OF IMPLICIT AND EXPLICIT SECOND-LANGUAGE LEARNING: Introduction

Hulstijn

2005

Stud. Sec. Lang. Acq.

308

203

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There are good theoretical and educational reasons to place matters of implicit and explicit learning high on the agenda for SLA research. As for theoretical motivations, perhaps the most central issue in SLA theory construction in need of explanation is the differential success in one's first language (L1) and in one's second language (L2). Although acquisition of an L1 results in full mastery of the language (provided that children are exposed to sufficient quantities of input and do not suffer from mental disabilities), learners of an L2—even after many years of L2 exposure—differ widely in level of attainment. How can we explain universal success in the case of L1 acquisition and differential success in the case of L2 acquisition? Among the many explanations that have been proposed, including brain maturation and brain adaptation processes (critical period), access to Universal Grammar, L1 interference, and sociopsychological factors (see Hyltenstam & Abrahamsson, 2003, for a review), one finds explanations that involve the notions of implicit and explicit learning. Scholars working in different disciplines, in different theoretical schools, and sometimes using different terminology have argued that L1 acquisition (or at least the acquisition of L1 grammar) relies principally on processes of what we might now call implicit learning, whereas the acquisition of an L2 often relies on both implicit and explicit learning (Bley-Vroman, 1991; DeKeyser, 2003; N. Ellis, this issue; R. Ellis, 2004; Krashen, 1981; Reber & Allen, 2000).I am grateful to Rod Ellis for his thoughtful comments on previous versions of this text.

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Section: Implicit and Explicit Knowledgementioning

confidence: 99%

THEORETICAL AND EMPIRICAL ISSUES IN THE STUDY OF IMPLICIT AND EXPLICIT SECOND-LANGUAGE LEARNING: Introduction

Hulstijn

2005

Stud. Sec. Lang. Acq.

308

203

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“…Newly acquired memories are highly malleable, and subject to the influence of external factors that may enhance or impair long-term retention (McGaugh, 2000;Meeter & Murre, 2004;Nielson & Powless, 2007). This malleability is a consequence of the time required for long-term memory consolidation to occur.…”

Section: Introductionmentioning

confidence: 99%

Reduction of the misinformation effect by arousal induced after learning

English

Nielson

2010

Cognition

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“…The wide variation in the timescale of consolidation has led to criticism of the vague details of the standard model (Meeter & Murre, 2004), and in response there has been a move to clarify and elucidate some of the specific processes involved (Frankland & Bontempi, 2006). …”

Section: Introductionmentioning

confidence: 99%

Schema-conformant memories are preferentially consolidated during REM sleep

Durrant

Cairney

McDermott

et al. 2015

Neurobiology of Learning and Memory

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Please cite this article as: Durrant, S.J., Cairney, S.A., McDermott, C., Lewis, P.A., Schema-Conformant Memories are Preferentially Consolidated During REM Sleep, Neurobiology of Learning and Memory (2015), doi: http:// dx.doi.org/10.1016/j.nlm. 2015.02.011 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. AbstractMemory consolidation is most commonly described by the standard model, which proposes an initial binding role for the hippocampus which diminishes over time as intracortical connections are strengthened. Recent evidence suggests that slow wave sleep (SWS) plays an essential role in this process. Existing animal and human studies have suggested that memories which fit tightly into an existing knowledge framework or schema might use an alternative consolidation route in which the medial prefrontal cortex takes on the binding role. In this study we sought to investigate the role of sleep in this process using a novel melodic memory task. Participants were asked to remember 32 melodies, half of which conformed to a tonal schema present in all enculturated listeners, and half of which did not fit with this schema. After a 24-hour consolidation interval, participants were asked to remember a further 32 melodies, before being given a recognition test in which melodies from both sessions were presented alongside some previously unheard foils. Participants remembered schema-conformant melodies better than non-conformant ones. This was much more strongly the case for consolidated melodies, suggesting that consolidation over a 24-hour period preferentially consolidated schema-conformant items. Overnight sleep was monitored between the sessions, and the extent of the consolidation benefit for schema-conformant items was associated with both the amount of REM sleep obtained and EEG theta power in frontal and central regions during REM sleep. Overall our data suggest that REM sleep plays a crucial role in the rapid consolidation of schemaconformant items. This finding is consistent with previous results from animal studies and the SLIMM model of van Kesteren et al (2012), and suggest that REM sleep, rather than SWS, may be involved in an alternative pathway of consolidation for schema-conformant memories.

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Consolidation of Long-Term Memory: Evidence and Alternatives.

Cited by 119 publications

References 132 publications

THEORETICAL AND EMPIRICAL ISSUES IN THE STUDY OF IMPLICIT AND EXPLICIT SECOND-LANGUAGE LEARNING: Introduction

THEORETICAL AND EMPIRICAL ISSUES IN THE STUDY OF IMPLICIT AND EXPLICIT SECOND-LANGUAGE LEARNING: Introduction

Reduction of the misinformation effect by arousal induced after learning

Schema-conformant memories are preferentially consolidated during REM sleep

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