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Surprise - a harbinger of learning?
Brod, Garvin
Zeitschriftenbeitrag
| In: LIFE Newsletter | 2019
42376 Endnote
Autor*innen:
Brod, Garvin
Titel:
Surprise - a harbinger of learning?
In:
LIFE Newsletter, 13 (2019) 3, S. 3-8
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; Journale - Verbandsmitteilungen - Bulletins - Interviews
Sprache:
Englisch
When generating a prediction boosts learning. The element of surprise
Brod, Garvin; Hasselhorn, Marcus; Bunge, Silvia
Zeitschriftenbeitrag
| In: Learning and Instruction | 2018
38340 Endnote
Autor*innen:
Brod, Garvin; Hasselhorn, Marcus; Bunge, Silvia
Titel:
When generating a prediction boosts learning. The element of surprise
In:
Learning and Instruction, 55 (2018) , S. 22-31
DOI:
10.1016/j.learninstruc.2018.01.013
URN:
urn:nbn:de:0111-pedocs-161029
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-161029
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Wissenserwerb; Gedächtnis; Prognose; Geografie; Fußball; Informationsverarbeitung; Kognitive Prozesse; Leistungsfähigkeit; Erwartung; Feedback; Verhalten; Messverfahren; Wirkung; Lernen
Abstract:
Using both behavioral and eye-tracking methodology, we tested whether and how asking students to generate predictions is an efficient technique to improve learning. In particular, we designed two tasks to test whether the surprise induced by outcomes that violate expectations enhances learning. Data from the first task revealed that asking participants to generate predictions, as compared to making post hoc evaluations, facilitated acquisition of geography knowledge. Pupillometry measurements revealed that expectancy-violating outcomes led to a surprise response only when a prediction was made beforehand, and that the strength of this response was positively related to the amount of learning. Data from the second task demonstrated that making predictions about the outcomes of soccer matches specifically improved memory for expectancy-violating events. These results suggest that a specific benefit of making predictions in learning contexts is that it creates the opportunity for the learner to be surprised. Implications for theory and educational practice are discussed. (DIPF/Orig.)
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
The more you know. Investigating why adults get a bigger memory boost from semantic congruency than […]
Wang, Wei-Chun; Ghetti, Simona; Brod, Garvin; Bunge, Silvia A.
Zeitschriftenbeitrag
| In: bioRxiv | 2018
42374 Endnote
Autor*innen:
Wang, Wei-Chun; Ghetti, Simona; Brod, Garvin; Bunge, Silvia A.
Titel:
The more you know. Investigating why adults get a bigger memory boost from semantic congruency than children
In:
bioRxiv, (2018) , S. 456624
DOI:
10.1101/456624
URL:
https://www.biorxiv.org/content/10.1101/456624v3
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Sprache:
Englisch
Abstract:
Humans possess the capacity to employ prior knowledge in the service of our ability to remember; thus, memory is oftentimes superior for information that is semantically congruent with our prior knowledge. This congruency benefit grows during development, but little is understood about neurodevelopmental differences that underlie this growth. Here, we sought to explore the brain mechanisms underlying these phenomena. To this end, we examined the neural substrates of semantically congruent vs. incongruent item-context associations in 116 children and 25 young adults who performed encoding and retrieval tasks during functional MRI data collection. Participants encoded item-context pairs by judging whether an item belonged in a scene. Episodic memory was then tested with a source memory task. Consistent with prior work, source memory accuracy improved with age, and was greater for congruent than incongruent pairs; further, this congruency benefit was greater in adults than children. Age-related differences were observed across univariate, functional connectivity, and multivariate analyses, particularly in lateral prefrontal cortex (PFC). In sum, our results revealed two general age differences. First, left ventrolateral/rostrolateral PFC exhibited age-related increases in univariate activity, as well as greater functional connectivity with temporal regions during the processing of congruency. Second, right rostrolateral PFC activation was associated with successfully encoded congruent associations in adults, but not children. Finally, multivariate analyses provided evidence for stronger veridical memory in adults than children in right ventrolateral PFC. These effects in right lateral PFC were significantly correlated with memory performance, implicating them in the process of remembering congruent associations. These results connect brain regions associated with top-down control in the congruency benefit and age-related improvements therein.
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
Neural activation patterns during retrieval of schema-related memories. Differences and […]
Brod, Garvin; Lindenberger, Ulman; Shing, Yee Lee
Zeitschriftenbeitrag
| In: Developmental Science | 2017
36775 Endnote
Autor*innen:
Brod, Garvin; Lindenberger, Ulman; Shing, Yee Lee
Titel:
Neural activation patterns during retrieval of schema-related memories. Differences and commonalities between children and adults
In:
Developmental Science, 20 (2017) 6, S. e12475
DOI:
10.1111/desc.12475
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract (english):
Schemas represent stable properties of individuals' experiences, and allow them to classify new events as being congruent or incongruent with existing knowledge. Research with adults indicates that the prefrontal cortex (PFC) is involved in memory retrieval of schema-related information. However, developmental differences between children and adults in the neural correlates of schema-related memories are not well understood. One reason for this is the inherent confound between schema-relevant experience and maturation, as both are related to time. To overcome this limitation, we used a novel paradigm that experimentally induces, and then probes for, task-relevant knowledge during encoding of new information. Thirty-one children aged 8-12 years and 26 young adults participated in the experiment. While successfully retrieving schema-congruent events, children showed less medial PFC activity than adults. In addition, medial PFC activity during successful retrieval correlated positively with children's age. While successfully retrieving schema-incongruent events, children showed stronger hippocampus (HC) activation as well as weaker connectivity between the striatum and the dorsolateral PFC than adults. These findings were corroborated by an exploratory full-factorial analysis investigating age differences in the retrieval of schema-congruent versus schema-incongruent events, comparing the two conditions directly. Consistent with the findings of the separate analyses, two clusters, one in the medial PFC, one in the HC, were identified that exhibited a memory × congruency × age group interaction. In line with the two-component model of episodic memory development, the present findings point to an age-related shift from a more HC-bound processing to an increasing recruitment of prefrontal brain regions in the retrieval of schema-related events. (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
Differences in the neural signature of remembering schema-congruent and schema-incongruent events
Brod, Garvin; Lindenberger, Ulman; Werkle-Bergner, Markus; Shing, Yee Lee
Zeitschriftenbeitrag
| In: NeuroImage | 2015
42366 Endnote
Autor*innen:
Brod, Garvin; Lindenberger, Ulman; Werkle-Bergner, Markus; Shing, Yee Lee
Titel:
Differences in the neural signature of remembering schema-congruent and schema-incongruent events
In:
NeuroImage, 117 (2015) , S. 358-366
DOI:
10.1016/j.neuroimage.2015.05.086
URL:
https://doi.org/10.1016/j.neuroimage.2015.05.086
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
New experiences are remembered in relation to one's existing world knowledge or schema. Recent research suggests that the medial prefrontal cortex (mPFC) supports the retrieval of schema-congruent information. However, the neural mechanisms supporting memory for information violating a schema have remained elusive, presumably because incongruity is inherently ambiguous in tasks that rely on world knowledge. We present a novel paradigm that experimentally induces hierarchically structured knowledge to directly contrast neural correlates that contribute to the successful retrieval of schema-congruent versus schema-incongruent information. We hypothesize that remembering incongruent events engages source memory networks including the lateral PFC. In a sample of young adults, we observed enhanced activity in the dorsolateral PFC (DLPFC), in the posterior parietal cortex, and in the striatum when successfully retrieving incongruent events, along with enhanced connectivity between DLPFC and striatum. In addition, we found enhanced mPFC activity for successfully retrieved events that are congruent with the induced schema, presumably reflecting a role of the mPFC in biasing retrieval towards schema-congruent episodes. We conclude that medial and lateral PFC contributions to memory retrieval differ by schema congruency, and highlight the utility of the new experimental paradigm for addressing developmental research questions.
Preferred dance tempo. Does sex or body morphology influence how we groove?
Dahl, Sofia; Huron, David; Brod, Garvin; Altenmüller, Eckart
Zeitschriftenbeitrag
| In: Journal of New Music Research | 2014
42367 Endnote
Autor*innen:
Dahl, Sofia; Huron, David; Brod, Garvin; Altenmüller, Eckart
Titel:
Preferred dance tempo. Does sex or body morphology influence how we groove?
In:
Journal of New Music Research, 43 (2014) 2, S. 214-223
DOI:
10.1080/09298215.2014.884144
URL:
https://www.tandfonline.com/doi/abs/10.1080/09298215.2014.884144
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
In two experiments participants tuned a drum machine to their preferred dance tempo. Measurements of height, shoulder width, leg length, and weight were taken for each participant, and their sex recorded. Using a multiple regression analysis, height and leg length combined was found to be the best predictors of preferred dance tempo in Experiment 1. A second experiment, where males and females were matched in terms of height, resulted in no significant correlation between sex and preferred dance tempo. In the matched sample, height was found to be the single best predictor but with a relatively small effect size. These results are consistent with a biomechanical 'resonance' model of dancing.
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