Schemas and Memory Consolidation

Tse, Dorothy; Langston, Rosamund F.; Kakeyama, Masaki; Bethus, Ingrid; Spooner, Patrick A.; Wood, Emma R.; Witter, Menno P.; Morris, Richard

doi:10.1126/science.1135935

Cited by 1,109 publications

(1,172 citation statements)

References 43 publications

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“…Karlsson & Frank, 2009) and up to a day (Kudirmoti et al, 1999) after training. If a short period of recurrent activation is necessary to consolidate an extra-hippocampal trace for some tasks, this is consistent with the observation that span of temporally graded amnesia in flavor/odor cued conditioning is 1-2 days (Clark et al, 2002;Tse et al, 2007;Winocur et al, 2001;Winocur, 1990). These results are not congruent, however, with data from our laboratory which demonstrated time-limited retrograde amnesia up to 28 days in odor guided discriminative contextual conditioning (Parsons & Otto, 2010).…”

Section: Histologysupporting

confidence: 80%

“…Consistent with this view, there is a general agreement regarding the time-course of hippocampal involvement in the expression of two behavioral tasks. First, for odor or flavor guided tasks, multiple laboratories have reported that lesions of DH (Winocur, 1990) or the majority of the hippocampus (Clark et al, 2002;Tse et al, 2007;Winnocur et al, 2001) result in a temporally graded retrograde amnesia that lasts 1-2 days. On the other hand, it has been repeatedly demonstrated that lesions of DH (Clark et al, 2005;Martin et al, 2005), VH (Martin et al, 2005) or the hippocampus proper (Bolhuis, Stewart, & Forrest, 1994;Clark et al, 2005;Martin et al, 2005) attenuate performance in tasks requiring spatial navigation for at least 100 days after training.…”

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confidence: 99%

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Time course of dorsal and ventral hippocampal involvement in the expression of trace fear conditioning

Cox

Czerniawski

Ree

et al. 2013

Neurobiology of Learning and Memory

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It is becoming increasingly clear that the time-dependent involvement of the hippocampus in the recall of acquired behaviors is more complicated than once thought.Several early studies demonstrated that hippocampal damage attenuates the expression of recent, but not remotely trained tasks. By contrast, an emerging body of evidence has shown that damage to, or inactivation of, the hippocampus impairs recall across a wide range of training-testing intervals. Collectively, these data suggest that the time course of hippocampal involvement in the storage or recall of previouslyacquired memories differs according to hippocampal subregion and the particular learning task under consideration. The present study examined the contributions of dorsal (DH) and ventral (VH) hippocampus to the expression of previously-acquired trace fear conditioning, a form of Pavlovian conditioning in which the presentation of an initially neutral cue or cues and a subsequent aversive stimulus is separated by a nostimulus (trace) interval. Specifically, either the GABA-A agonist muscimol or saline was ii infused into the DH or VH prior to testing 1, 7, 28, or 42 days after trace fear conditioning. The results revealed a marked dissociation: pre-testing inactivation of DH failed to impair performance at any time-point, while pre-testing inactivation of VH impaired performance at all time-points. Importantly, pre-testing inactivation of VH had no effect on the performance during testing of previously-acquired delay conditioning.Collectively, these data suggest that VH, but not DH, remains a neuroanatomical locus critical to the recall or expression of trace fear conditioning over an extended period of time.

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Section: Histologysupporting

confidence: 80%

mentioning

confidence: 99%

Time course of dorsal and ventral hippocampal involvement in the expression of trace fear conditioning

Cox

Czerniawski

Ree

et al. 2013

Neurobiology of Learning and Memory

View full text Add to dashboard Cite

show abstract

“…At a behavioral level, establishing that one particular type of encoding task retards memory in a distinct manner is challenging. In our view, the best way to make progress on such issues is by leveraging multiple sources of data including insight from cognitive neuroscience about the role of semantic memory in episodic encoding (Tse et al, 2007;Gliga, Volein, & Csibra, 2010), and by building and testing detailed computational models that triangulate between the multiple factors that influence memory performance (Shiffrin & Steyvers, 1997).…”

Section: Discussionmentioning

confidence: 99%

Does category labeling lead to forgetting?

Blanco

Gureckis

2012

Cogn Process

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In this paper, we evaluate the "representational shift" hypothesis (Lupyan, 2008) which argues that the act of explicitly labeling an object as a member of a familiar semantic category alters the trace of the encoded memory in the direction of the category prototype. The typical procedure for such experiments has been to compare category labeling to a non-categorization encoding task such as a preference judgement. In a series of experiments, we examine alternative comparison tasks that attempt to control the depth of encoding and the degree to which category information is explicitly recruited at the time of study. The results appear most consistent with a depth of processing (Craik & Lockhart, 1972) (Exp. 1) or distinctiveness (Exp. 2) explanation for the pattern of memory effects found in previous studies.

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“…Newly learned information is better assimilated if it is compatible with an existing cognitive framework or schema (Bartlett, 1932;Lewis & Durrant, 2011;Tse et al, 2007;van Kesteren et al, 2010).…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration

Henderson

Weighall

Gaskell

2013

Journal of Experimental Child Psychology

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Research suggests that word learning is an extended process with offline consolidation crucial for the strengthening of new lexical representations and their integration with existing lexical knowledge (as measured by engagement in lexical competition). This supports a dual-memory systems account, in which new information is initially sparsely encoded separately from existing knowledge and integrated with long-term memory over time. However, previous studies of this type exploited unnatural learning contexts, involving fictitious words in the absence of word meaning. In this study children aged 5-9-years-old learned real science words (e.g., information. Children in both groups were slower to detect pauses in familiar competitor words (e.g., training but not immediately, confirming that offline consolidation is required before new words are integrated with the lexicon and engage in lexical competition. Children recalled more new words 24 hours after training than immediately (with similar improvements shown for the recall and recognition of new word meanings); however, children who were exposed to the meanings during training showed further improvements in recall after one week and outperformed the children who were not exposed to meanings. These findings support the dual memory systems account of vocabulary acquisition and suggest that the association of a new phonological form with semantic information is critical for the development of stable lexical representations.

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Schemas and Memory Consolidation

Cited by 1,109 publications

References 43 publications

Time course of dorsal and ventral hippocampal involvement in the expression of trace fear conditioning

Time course of dorsal and ventral hippocampal involvement in the expression of trace fear conditioning

Does category labeling lead to forgetting?

Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration

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