Novelty Improves the Formation and Persistence of Memory in a Naturalistic School Scenario

Butavand, Daniela Ramirez; Hirsch, Idit; Tomaiuolo, Micol; Moncada, Diego; Viola, Haydeé; Ballarini, Fabricio

doi:10.3389/fpsyg.2020.00048

Cited by 24 publications

(21 citation statements)

References 37 publications

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“…Our study shows that virtual novel environment exploration can be used to translate behavioral tagging to humans. Moreover, while behavioral tagging previously has been discussed to be a potential way to improve learning in typically developing schoolaged children 29,30 , our data suggests that behavioral tagging can also be used to overcome memory problems in children and adolescents with ADHD (Fig. 3A,B).…”

Section: Discussionmentioning

confidence: 62%

“…Importantly, the novel school lesson and the story were unrelated in content and the novel lesson improved memory of the story even if presented 1 h before or after memory encoding. Recently, this effect was replicated in a sample of high school students, where 24 h LTM of a spatial memory task was improved by a novel school lesson presented 1 h before or after encoding 30 . Together with animal experiments, these studies indicate that the critical period during which behavioral tagging may occur around 30 to 60 min before or after learning 14 .…”

Section: Introductionmentioning

confidence: 85%

“…So far, experiments with children and adolescents used very elaborate novel experiences, for example combining the novelty of an unfamiliar topic with a new teacher and with the spatial novelty of an unknown room 29 , 30 . A recent experiment indicated that a similar effect could be achieved using exploration of a novel virtual environment 31 .…”

Section: Introductionmentioning

confidence: 99%

“…Recent evidence indicates that experiencing novelty also influences memory in humans [29][30][31][32] . In an experiment with typically developing elementary school children, Ballarini et al 29 showed that exposure to a novel school lesson was able to improve 24 h delayed cued recall of a previously presented story.…”

mentioning

confidence: 99%

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Exploration of a novel virtual environment improves memory consolidation in ADHD

Baumann

Birnbaum

Breitling-Ziegler

et al. 2020

Sci Rep

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Experimental evidence in rodents and humans suggests that long-term memory consolidation can be enhanced by the exploration of a novel environment presented during a vulnerable early phase of consolidation. This memory enhancing effect (behavioral tagging) is caused by dopaminergic and noradrenergic neuromodulation of hippocampal plasticity processes. In translation from animal to human research, we investigated whether behavioral tagging with novelty can be used to tackle memory problems observed in children and adolescents with attention-deficit/hyperactivity disorder (ADHD). 34 patients with ADHD and 34 typically developing participants (age 9–15 years) explored either a previously familiarized or a novel virtual environment 45 min after they had learned a list of 20 words. Participants took a free recall test both immediately after learning the word list and after 24 h. Patients who explored a familiar environment showed significantly impaired memory consolidation compared to typically developing peers. Exploration of a novel environment led to significantly better memory consolidation in children and adolescents with ADHD. However, we did not observe a beneficial effect of novel environment exploration in typically developing participants. Our data rather suggested that increased exploration of a novel environment as well as higher feelings of virtual immersion compromised memory performance in typically developing children and adolescents, which was not the case for patients with ADHD. We propose that behavioral tagging with novel virtual environments is a promising candidate to overcome ADHD related memory problems. Moreover, the discrepancy between children and adolescents with and without ADHD suggests that behavioral tagging might only be able to improve memory consolidation for weakly encoded information.

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Section: Discussionmentioning

confidence: 62%

Section: Introductionmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Exploration of a novel virtual environment improves memory consolidation in ADHD

Baumann

Birnbaum

Breitling-Ziegler

et al. 2020

Sci Rep

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“…As emotion is a powerful learning event, information encoded within temporal proximity may be strengthened in memory via a mechanism of behavioral tagging. The behavioral tagging hypothesis has been translated to humans using novelty (Ballarini et al, 2013;Fenker et al, 2008; Ramirez Butavand et al, 2020), threat , and reward (Patil et al, 2017) to induce memory enhancements for weakly encoded information encoded close in time. However, it is unclear whether and how this mechanism may affect memory for the contextual details associated with the weak event.…”

Section: Introductionmentioning

confidence: 99%

Emotional learning retroactively enhances item memory but distorts source attributions

Hennings¹,

Lewis-Peacock²,

Dunsmoor³

2020

Preprint

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An adaptive memory system should prioritize select information surrounding a powerful learning event that may prove useful for predicting future meaningful events. The behavioral tagging hypothesis provides a mechanistic framework to interpret how weak experiences persist as durable memories through temporal association with a strong experience. Importantly, memories are composed of multiple elements, and different mnemonic aspects of the same experience may be uniquely affected by mechanisms that retroactively modulate weakly encoded memory. Here we investigated how emotional learning affects item and source memory for related events encoded close in time. Participants encoded trial-unique category exemplars before, during, and after Pavlovian fear conditioning. Results showed selective retroactive enhancements in 24-hour item memory were accompanied by a bias to misattribute items to the temporal context of fear conditioning. The strength of this source memory bias correlated with participants’ retroactive item memory enhancement, and source misattribution to the emotional context predicted whether items were remembered overall. In the framework of behavioral tagging: memory attribution was biased to the temporal context of the stronger event (fear conditioning) that provided the putative source of memory stabilization for the weaker event (non-emotional learning). We additionally found that fear conditioning selectively and retroactively enhanced stimulus typicality ratings for related items, and that stimulus typicality also predicted overall item memory. Collectively, these results provide new evidence that items related to an emotional event are misattributed to the temporal context of the emotional event and judged to be more representative of their semantic category. Both processes may help facilitate memory retrieval for related events encoded close in time.

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Learning Labs and Virtual Reality. The Metaverse to Enhance Learning

Morsanuto

Cipollone

Cassese

2023

Lecture Notes in Computer Science

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Novelty Improves the Formation and Persistence of Memory in a Naturalistic School Scenario

Cited by 24 publications

References 37 publications

Exploration of a novel virtual environment improves memory consolidation in ADHD

Exploration of a novel virtual environment improves memory consolidation in ADHD

Emotional learning retroactively enhances item memory but distorts source attributions

Learning Labs and Virtual Reality. The Metaverse to Enhance Learning

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