Reward prediction errors (RPEs) are crucial to learning. Whereas these mismatches between reward expectation and reward outcome are known to drive procedural learning, their role in declarative learning remains underexplored. Earlier work from our lab addressed this, and consistently found that signed reward prediction errors (SRPEs; "better-than-expected" signals) boost declarative learning. In the current EEG study, we sought to explore the neural signatures of SRPEs. Participants studied 60 Dutch-Swahili word pairs while RPE magnitudes were parametrically manipulated. Behaviorally, we replicated our previous findings that SRPEs drive declarative learning, with increased recognition for word pairs accompanied by large, positive RPEs. In the EEG data, at the start of reward feedback processing, we found an oscillatory (theta) signature consistent with unsigned reward prediction errors (URPEs; "different-than-expected" signals). Slightly later during reward feedback processing, we observed oscillatory (high-beta and high-alpha) signatures for SRPEs during reward feedback, similar to SRPE signatures during procedural learning. These findings illuminate the time course of neural oscillations in processing reward during declarative learning, providing important constraints for future theoretical work.
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http://dx.doi.org/10.1016/j.neuroimage.2018.10.083 | DOI Listing |
Hum Brain Mapp
February 2025
Neuroscience and Neuroengineering Research Laboratory, Biomedical Engineering Department, School of Electrical Engineering, Iran University of Science and Technology (IUST), Tehran, Iran.
Implicit motor learning involves the acquisition and consolidation of motor skills without conscious awareness, influenced by various factors. Punishment and reward have been identified as significant modulators during training, impacting skill acquisition differently. Additionally, the role of a second declarative task in offline consolidation has been explored, affecting both stabilization and enhancement processes during wake and sleep periods.
View Article and Find Full Text PDFBrain Behav
January 2025
Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences (CAS), Beijing, the People's Republic of China.
Background: Psychotherapeutic memory plays an important role in maintaining therapeutic effects; however, the neural mechanisms of therapeutic metaphor promoting long-term memory were still unknown.
Objective: This study used metaphorical micro-counseling dialog scenarios to investigate the memory effect of therapeutic metaphor and correlated neural mechanisms.
Methods: At first, 31 participants read a mental distress problem, followed by a metaphorical or a literal solution, while undergoing functional magnetic resonance imaging scanning during the encoding phase.
NPJ Sci Learn
January 2025
Department of Neurotechnology, Medical Faculty, Ruhr-University Bochum, Universitaetsstrasse 150, Bochum, 44801, Germany.
New information that is compatible with pre-existing knowledge can be learned faster. Such schema memory effect has been reported in declarative memory and in explicit motor sequence learning (MSL). Here, we investigated if sequences of key presses that were compatible to previously trained ones, could be learned faster in an implicit MSL task.
View Article and Find Full Text PDFCan Med Educ J
December 2024
Department of Physical Medicine and Rehabilitation, Queen's University, Ontario, Canada.
Background: Resident-focused curricula that support competency acquisition in concussion care are currently lacking. We sought to fill this gap by developing and evaluating Spiral Integrated Curricula (SIC) using the cognitive constructivism paradigm and the Utilization-Focused Evaluation (UFE) framework. The evidence-based curricula consisted of academic half-days (AHDs) and clinics for first- and second-year family medicine residents.
View Article and Find Full Text PDFJ Exp Psychol Learn Mem Cogn
December 2024
University at Buffalo, The State University of New York, Department of Psychology.
Speech intonation conveys a wealth of linguistic and social information, such as the intention to ask a question versus make a statement. However, due to the considerable variability in our speaking voices, the mapping from meaning to intonation can be many-to-many and often ambiguous. Previous studies suggest that the comprehension system resolves this ambiguity, at least in part, by adapting to recent exposure.
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