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Neural correlates of successful memory encoding in kindergarten and early elementary school […]
Nolden, Sophie; Brod, Garvin; Meyer, Ann-Kristin; Fandakova, Yana; Shing, Yee Lee
Zeitschriftenbeitrag
| In: Cerebral Cortex | 2021
42309 Endnote
Autor*innen:
Nolden, Sophie; Brod, Garvin; Meyer, Ann-Kristin; Fandakova, Yana; Shing, Yee Lee
Titel:
Neural correlates of successful memory encoding in kindergarten and early elementary school children. Longitudinal trends and effects of schooling
In:
Cerebral Cortex, 31 (2021) 8, S. 3764-3779
DOI:
10.1093/cercor/bhab046
URL:
https://academic.oup.com/cercor/article-abstract/31/8/3764/6248485
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kind; Gedächtnis; Kognitive Prozesse; Entwicklung; Leistung; Kindergarten; Schulanfang; Wirkung; Gehirn; Neurowissenschaften; Test; Längsschnittuntersuchung; Datenanalyse; Empirische Untersuchung; Berlin; Deutschland
Abstract (english):
From age 5 to 7, there are remarkable improvements in children's cognitive abilities ("5-7 shift"). In many countries, including Germany, formal schooling begins in this age range. It is, thus, unclear to what extent exposure to formal schooling contributes to the "5-7 shift." In this longitudinal study, we investigated if schooling acts as a catalyst of maturation. We tested 5-year-old children who were born close to the official cutoff date for school entry and who were still attending a play-oriented kindergarten. One year later, the children were tested again. Some of the children had experienced their first year of schooling whereas the others had remained in kindergarten. Using 2 functional magnetic resonance imaging tasks that assessed episodic memory formation (i.e., subsequent memory effect), we found that children relied strongly on the medial temporal lobe (MTL) at both time points but not on the prefrontal cortex (PFC). In contrast, older children and adults typically show subsequent memory effects in both MTL and PFC. Both children groups improved in their memory performance, but there were no longitudinal changes nor group differences in neural activation. We conclude that successful memory formation in this age group relies more heavily on the MTL than in older age groups. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
How to select the best learning strategies for children. Consider age and individual differences
Brod, Garvin
Verschiedenartige Dokumente
| 2020
40770 Endnote
Autor*innen:
Brod, Garvin
Titel:
How to select the best learning strategies for children. Consider age and individual differences
Erscheinungsvermerk:
Zürich: Jacobs Foundation, 2020 (BOLD: Blog on Learning & Development)
URL:
https://bold.expert/how-to-select-the-best-learning-strategies-for-children/
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Adaptiver Unterricht; Kind; Kognition; Kognitive Entwicklung; Individueller Unterschied; Neurowissenschaften; Pädagogische Psychologie; Pädagoge; Führungsposition; Heterogenität; Implizites Wissen; Individualität; Lernen; Variabilität; Strategie; Lebenslanges Lernen; Erinnerung; Hirnfunktion; Bildung; Pädagogik; Schlussfolgerung; Kompetenz; Lernforschung; Lehrer; Unterricht
Abstract:
Should teachers use different strategies depending on their students' age? While the answer to this question may be obvious for educators, it is surprisingly obscure in educational research.
DIPF-Abteilung:
Bildung und Entwicklung
Specifying the role of the ventromedial prefrontal cortex in memory formation
Brod, Garvin; Shing, Yee Lee
Zeitschriftenbeitrag
| In: Neuropsychologia | 2018
38341 Endnote
Autor*innen:
Brod, Garvin; Shing, Yee Lee
Titel:
Specifying the role of the ventromedial prefrontal cortex in memory formation
In:
Neuropsychologia, 111 (2018) , S. 8-15
DOI:
10.1016/j.neuropsychologia.2018.01.005
URN:
urn:nbn:de:0111-dipfdocs-161012
URL:
http://www.dipfdocs.de/volltexte/2019/16101/pdf/Brod_Specifying_the_role_of_the_ventromedial_prefrontal_cortex_2018_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Gedächtnis; Wissenserwerb; Wissen; Informationsverarbeitung; Kognitive Prozesse; Leistungsfähigkeit; Arbeitsgedächtnis; Erinnerung; Test; Verfahren; Neurowissenschaften
Abstract:
Recent neuroimaging research suggests that the ventromedial prefrontal cortex (vmPFC) plays an important role for successful memory formation that takes place in the context of activated prior knowledge. These findings led to the notion that the vmPFC integrates new information into existing knowledge structures. However, a considerable number of neuroimaging studies that have investigated memory formation in the context of prior knowledge have not found vmPFC involvement. To resolve this inconsistency, we propose a distinction between knowledge-relevance (the degree to which new information can be linked to prior knowledge) and knowledge-congruency (the perceived match between prior knowledge and the to-be-encoded information). We hypothesized that the vmPFC contributes to successful memory formation only when perceived knowledge-congruency is high, independent of knowledge-relevance. We tested this hypothesis in a design that varied both congruency and relevance during memory encoding, which was performed in the MR scanner. As predicted, the results showed that vmPFC contributions to memory formation vary as a function of knowledge-congruency, but not as a function of knowledge-relevance. Our finding contributes to elucidating the seemingly inconsistent findings in the literature and helps to specify the role of the vmPFC in memory formation. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Does one year of schooling improve children's cognitive control and alter associated brain […]
Brod, Garvin; Bunge, Silvia A; Shing, Yee Lee
Zeitschriftenbeitrag
| In: Psychological Science | 2017
37214 Endnote
Autor*innen:
Brod, Garvin; Bunge, Silvia A; Shing, Yee Lee
Titel:
Does one year of schooling improve children's cognitive control and alter associated brain activation?
In:
Psychological Science, 28 (2017) 7, S. 967-978
DOI:
10.1177/0956797617699838
URN:
urn:nbn:de:0111-pedocs-156068
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-156068
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kind; Schuleintrittsalter; Kognitive Entwicklung; Kognitive Prozesse; Kontrolle; Aufmerksamkeit; Verhalten; Kindergartenbesuch; Schulbesuch; Schuljahr 01; Vergleich; Test; Gehirn; Visualisierung; Neurowissenschaften; Empirische Untersuchung; Berlin
Abstract:
The "5-to-7-year shift" refers to the remarkable improvements observed in children's cognitive abilities during this age range, particularly in their ability to exert control over their attention and behavior-that is, their executive functioning. As this shift coincides with school entry, the extent to which it is driven by brain maturation or by exposure to formal schooling is unclear. In this longitudinal study, we followed 5-year-olds born close to the official cutoff date for entry into first grade and compared those who subsequently entered first grade that year with those who remained in kindergarten, which is more play oriented. The first graders made larger improvements in accuracy on an executive-function test over the year than did the kindergartners. In an independent functional MRI task, we found that the first graders, compared with the kindergartners, exhibited a greater increase in activation of right posterior parietal cortex, a region previously implicated in sustained attention; increased activation in this region was correlated with the improvement in accuracy. These results reveal how the environmental context of formal schooling shapes brain mechanisms underlying improved focus on cognitively demanding tasks. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Knowledge acquisition during exam preparation improves memory and modulates memory formation
Brod, Garvin; Lindenberger, Ulman; Wagner, Anthony D.; Shing, Yee Lee
Zeitschriftenbeitrag
| In: Journal of Neuroscience | 2016
36774 Endnote
Autor*innen:
Brod, Garvin; Lindenberger, Ulman; Wagner, Anthony D.; Shing, Yee Lee
Titel:
Knowledge acquisition during exam preparation improves memory and modulates memory formation
In:
Journal of Neuroscience, 36 (2016) 31, S. 8103-8111
DOI:
10.1523/JNEUROSCI.0045-16.2016
URL:
http://www.jneurosci.org/content/36/31/8103.short
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Abschlussprüfung; Gedächtnis; Gehirn; Kognitive Prozesse; Leistung; Lernerfolg; Lernplattform; Medizin; Neurowissenschaften; Student; Test; Wissenserwerb
Abstract (english):
According to the schema-relatedness hypothesis, new experiences that make contact with existing schematic knowledge are more easily encoded and remembered than new experiences that do not. Here we investigate how real-life gains in schematic knowledge affect the neural correlates of episodic encoding, assessing medical students 3 months before and immediately after their final exams. Human participants were scanned with functional magnetic resonance imaging while encoding associative information that varied in relatedness to medical knowledge (face-diagnosis vs face-name pairs). As predicted, improvements in memory performance over time were greater for face-diagnosis pairs (high knowledge-relevance) than for face-name pairs (low knowledge-relevance). Improved memory for face-diagnosis pairs was associated with smaller subsequent memory effects in the anterior hippocampus, along with increased functional connectivity between the anterior hippocampus and left middle temporal gyrus, a region important for the retrieval of stored conceptual knowledge. The decrease in the anterior hippocampus subsequent memory effect correlated with knowledge accumulation, as independently assessed by a web-based learning platform with which participants studied for their final exam. These findings suggest that knowledge accumulation sculpts the neural networks associated with successful memory formation, and highlight close links between knowledge acquired during studying and basic neurocognitive processes that establish durable memories. SIGNIFICANCE STATEMENT: In a sample of medical students, we tracked knowledge accumulation via a web-based learning platform and investigated its effects on memory formation before and after participants' final medical exam. Knowledge accumulation led to significant gains in memory for knowledge-related events and predicted a selective decrease in hippocampal activation for successful memory formation. Furthermore, enhanced functional connectivity was found between hippocampus and semantic processing regions. These findings (1) demonstrate that knowledge facilitates binding in the hippocampus by enhancing its communication with the association cortices, (2) highlight close links between knowledge induced in the real world and basic neurocognitive processes that establish durable memories, and (3) exemplify the utility of combining laboratory-based cognitive neuroscience research with real-world educational technology for the study of memory. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Effects of prior knowledge on memory. Implications for education
Shing, Yee Lee; Brod, Garvin
Zeitschriftenbeitrag
| In: Mind, Brain and Education | 2016
36772 Endnote
Autor*innen:
Shing, Yee Lee; Brod, Garvin
Titel:
Effects of prior knowledge on memory. Implications for education
In:
Mind, Brain and Education, 10 (2016) 3, S. 153-161
DOI:
10.1111/mbe.12110
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Wissenserwerb; Vorwissen; Wirkung; Gedächtnis; Informationsverarbeitung; Kognitive Prozesse; Gehirn; Entwicklungspsychologie; Neurowissenschaften; Lernen; Unterricht
Abstract (english):
The encoding, consolidation, and retrieval of events and facts form the basis for acquiring new skills and knowledge. Prior knowledge can enhance those memory processes considerably and thus foster knowledge acquisition. But prior knowledge can also hinder knowledge acquisition, in particular when the to-be-learned information is inconsistent with the presuppositions of the learner. Therefore, taking students' prior knowledge into account and knowing about the way it affects memory processes is important for optimization of students' learning. Recent behavioral and neuroimaging experiments have shed new light on the neural mechanisms through which prior knowledge affects memory. However, relatively little is known about developmental differences in the ability to make efficient use of one's knowledge base for memory purposes. In this article, we review and integrate recent empirical evidence from developmental psychology and cognitive neuroscience about the effects of prior knowledge on memory processes. In particular, this may entail an extended shift from processing in the medial temporal lobes of the brain toward processing in the neocortex. Such findings have implications for students as developing individuals. Therefore, we highlight recent insights from cognitive neuroscience that call for further investigation in educational settings, discussing to what extent these novel insights may inform teaching in the classroom. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Coordinated within-trial dynamics of low-frequency neural rhythms controls evidence accumulation
Werkle-Bergner, Markus; Grandy, Thomas H.; Chicherio, Christian; Schmiedek, Florian; […]
Zeitschriftenbeitrag
| In: Journal of Neuroscience | 2014
34591 Endnote
Autor*innen:
Werkle-Bergner, Markus; Grandy, Thomas H.; Chicherio, Christian; Schmiedek, Florian; Lövdén, Martin; Lindenberger, Ulman
Titel:
Coordinated within-trial dynamics of low-frequency neural rhythms controls evidence accumulation
In:
Journal of Neuroscience, 34 (2014) 25, S. 8519-8528
DOI:
10.1523/JNEUROSCI.3801-13.2014
URN:
urn:nbn:de:0111-dipfdocs-191034
URL:
http://www.dipfdocs.de/volltexte/2020/19103/pdf/J_Neuroscience_2014_25_Werkle-Bergner_et_al_Coordinated_within-trial_dynamics_of_low-frequency_neural_rhythms_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Deutschland; Empirische Untersuchung; Entscheidung; Gehirn; Hirnforschung; Kognitive Kompetenz; Kognitive Prozesse; Neurowissenschaften; Test; Verhalten
Abstract:
Higher cognitive functions, such as human perceptual decision making, require information processing and transmission across widespread cortical networks. Temporally synchronized neural firing patterns are advantageous for efficiently representing and transmitting information within and between assemblies. Computational, empirical, and conceptual considerations all lead to the expectation that the informational redundancy of neural firing rates is positively related to their synchronization. Recent theorizing and initial evidence also suggest that the coding of stimulus characteristics and their integration with behavioral goal states require neural interactions across a hierarchy of timescales. However, most studies thus have focused on neural activity in a single frequency range or on a restricted set of brain regions. Here we provide evidence for cooperative spatiotemporal dynamics of slow and fast EEGsignals during perceptual decision making at the single-trial level. Participants performed three masked two-choice decision tasks, one each with numerical, verbal, or figural content. Decrements in posterior power (8 -14 Hz) were paralleled by increments in high-frequency (>30 Hz) signal entropy in trials demanding active sensory processing. Simultaneously, frontocentral power (4 -7 Hz) increased, indicating evidence integration. The coordinated a/0 dynamics were tightly linked to decision speed and remarkably similar across tasks, suggesting a domain-general mechanism. In sum, we demonstrate an inverse association between decision-related changes in widespread low-frequency power and local high-frequency entropy. The cooperation among mechanisms captured by these changes enhances the informational density of neural response patterns and qualifies as a neural coding system in the service of perceptual decision making.
DIPF-Abteilung:
Bildung und Entwicklung
Neuronal response specificity as a marker of reading proficiency. Two-fold nature of the N170 […]
Korinth, Sebastian; Sommer, Werner; Breznitz, Zvia
Zeitschriftenbeitrag
| In: NeuroReport | 2013
33425 Endnote
Autor*innen:
Korinth, Sebastian; Sommer, Werner; Breznitz, Zvia
Titel:
Neuronal response specificity as a marker of reading proficiency. Two-fold nature of the N170 revealed after massive repetition
In:
NeuroReport, 24 (2013) 2, S. 96-100
DOI:
10.1097/WNR.0b013e32835d20b1
URL:
https://journals.lww.com/neuroreport/Fulltext/2013/01230/Neuronal_response_specificity_as_a_marker_of.9.aspx
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Experimentelle Untersuchung; Hirnforschung; Junger Erwachsener; Lesegeschwindigkeit; Lesekompetenz; Lesen; Lesetest; Messung; Neurowissenschaften; Verhalten; Visuelle Wahrnehmung
Abstract:
Reading demands precise and efficient letter and word processing. This event-related potentials (ERP) study utilized massive repetition of visually presented single letters to trigger neuronal adaptation. Our aim was to explore whether the adaptation pattern of the N170 ERP component, serving as an indicator of neuronal response specificity, would differ for two reader groups. Forty German students, divided at the median into slow and fast readers, accomplished a visual oddball paradigm. ERPs of standard stimuli were computed separately for the first, second, and third part of the experiment. ERP waveforms and independent component analyses showed two subcomponents within the N170 time window. For both reader groups, the ERP amplitudes decreased over the time course of the experiment; however, only faster readers showed a subcomponent-specific adaptation response, restricted to the earlier N170 part. Results may reflect different degrees of neuronal response specificity in slow and fast readers, which might serve as a promising indicator for interindividual differences in visual recognition tasks such as reading.
DIPF-Abteilung:
Bildung und Entwicklung
The neural representation of intrusive thoughts
Kühn, Simone; Schmiedek, Florian; Brose, Annette; Schott, Björn H.; Lindenberger, Ulman; […]
Zeitschriftenbeitrag
| In: Social cognitive and affective neuroscience | 2013
33821 Endnote
Autor*innen:
Kühn, Simone; Schmiedek, Florian; Brose, Annette; Schott, Björn H.; Lindenberger, Ulman; Lövden, Martin
Titel:
The neural representation of intrusive thoughts
In:
Social cognitive and affective neuroscience, 8 (2013) 6, S. 688-693
DOI:
10.1093/scan/nss047
URL:
http://scan.oxfordjournals.org/content/8/6/688
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Beeinflussung; Denken; Hirnforschung; Junger Erwachsener; Längsschnittuntersuchung; Neurowissenschaften; Senior; Sprachgebrauch
Abstract:
Based on the philosophical notion that language embodies thought we investigated whether a habitual tendency for intrusive thought that younger and older participants report over a period of 100 sessions, spread out over about 6 months, is associated with brain regions related to language production. In favour of this hypothesis, we found that individual differences in habitual intrusive thoughts are correlated with activity in the left inferior frontal gyrus (IFG, Brocas area) as well as the cingulate cortex (CC) during a two-choice reaction-time task in fMRI. Participants who habitually tended to experience intrusive thoughts showed greater activity during task-free (baseline) compared to task periods in brain regions involved in language production. Task performance was unrelated to individual differences in intrusive thoughts. We conclude that intrusive thoughts may be represented in a language-like format and that individuals reporting a habitually higher tendency for intrusive thoughts may have stronger and more habitual inner speech processes.
DIPF-Abteilung:
Bildung und Entwicklung
Identity negative priming. A phenomenon of perception, recognition or selection?
Schrobsdorff, Hecke; Ihrke, Matthias; Behrendt, Jörg; Herrmann, J. Michael; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: PLoSOne | 2012
32525 Endnote
Autor*innen:
Schrobsdorff, Hecke; Ihrke, Matthias; Behrendt, Jörg; Herrmann, J. Michael; Hasselhorn, Marcus
Titel:
Identity negative priming. A phenomenon of perception, recognition or selection?
In:
PLoSOne, 7 (2012) 3, S. 1-11
URL:
http://dx.plos.org/10.1371/journal.pone.0032946
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Aufmerksamkeit; Auswahl; Erkennen; Experimentelle Untersuchung; Farbe; Kognitive Prozesse; Neurowissenschaften; Visuelle Wahrnehmung; Wirkung
Abstract (english):
The present study addresses the problem whether negative priming (NP) is due to information processing in perception, recognition or selection. We argue that most NP studies confound priming and perceptual similarity of prime-probe episodes and implement a color-switch paradigm in order to resolve the issue. In a series of three identity negative priming experiments with verbal naming response, we determined when NP and positive priming (PP) occur during a trial. The first experiment assessed the impact of target color on priming effects. It consisted of two blocks, each with a different fixed target color. With respect to target color no differential priming effects were found. In Experiment 2 the target color was indicated by a cue for each trial. Here we resolved the confounding of perceptual similarity and priming condition. In trials with coinciding colors for prime and probe, we found priming effects similar to Experiment 1. However, trials with a target color switch showed such effects only in trials with role-reversal (distractor-to-target or target-to-distractor), whereas the positive priming (PP) effect in the target-repetition trials disappeared. Finally, Experiment 3 split trial processing into two phases by presenting the trial-wise color cue only after the stimulus objects had been recognized. We found recognition in every priming condition to be faster than in control trials. We were hence led to the conclusion that PP is strongly affected by perception, in contrast to NP which emerges during selection, i.e., the two effects cannot be explained by a single mechanism.
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