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Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning.
Wulf, G, Lewthwaite, R
Psychonomic bulletin & review. 2016;(5):1382-1414
Abstract
Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self- and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.
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Untangling the two-way signalling route from synapses to the nucleus, and from the nucleus back to the synapses.
Nonaka, M, Fujii, H, Kim, R, Kawashima, T, Okuno, H, Bito, H
Philosophical transactions of the Royal Society of London. Series B, Biological sciences. 2014;(1633):20130150
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Abstract
During learning and memory, it has been suggested that the coordinated electrical activity of hippocampal neurons translates information about the external environment into internal neuronal representations, which then are stored initially within the hippocampus and subsequently into other areas of the brain. A widely held hypothesis posits that synaptic plasticity is a key feature that critically modulates the triggering and the maintenance of such representations, some of which are thought to persist over time as traces or tags. However, the molecular and cell biological basis for these traces and tags has remained elusive. Here, we review recent findings that help clarify some of the molecular and cellular mechanisms critical for these events, by untangling a two-way signalling crosstalk route between the synapses and the neuronal soma. In particular, a detailed interrogation of the soma-to-synapse delivery of immediate early gene product Arc/Arg3.1, whose induction is triggered by heightened synaptic activity in many brain areas, teases apart an unsuspected 'inverse' synaptic tagging mechanism that likely contributes to maintaining the contrast of synaptic weight between strengthened and weak synapses within an active ensemble.
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Mechanisms of heterosynaptic metaplasticity.
Hulme, SR, Jones, OD, Raymond, CR, Sah, P, Abraham, WC
Philosophical transactions of the Royal Society of London. Series B, Biological sciences. 2014;(1633):20130148
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Abstract
Synaptic plasticity is fundamental to the neural processes underlying learning and memory. Interestingly, synaptic plasticity itself can be dynamically regulated by prior activity, in a process termed 'metaplasticity', which can be expressed both homosynaptically and heterosynaptically. Here, we focus on heterosynaptic metaplasticity, particularly long-range interactions between synapses spread across dendritic compartments, and review evidence for intracellular versus intercellular signalling pathways leading to this effect. Of particular interest is our previously reported finding that priming stimulation in stratum oriens of area CA1 in the hippocampal slice heterosynaptically inhibits subsequent long-term potentiation and facilitates long-term depression in stratum radiatum. As we have excluded the most likely intracellular signalling pathways that might mediate this long-range heterosynaptic effect, we consider the hypothesis that intercellular communication may be critically involved. This hypothesis is supported by the finding that extracellular ATP hydrolysis, and activation of adenosine A2 receptors are required to induce the metaplastic state. Moreover, delivery of the priming stimulation in stratum oriens elicited astrocytic calcium responses in stratum radiatum. Both the astrocytic responses and the metaplasticity were blocked by gap junction inhibitors. Taken together, these findings support a novel intercellular communication system, possibly involving astrocytes, being required for this type of heterosynaptic metaplasticity.
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Neuroscience and education: prime time to build the bridge.
Sigman, M, Peña, M, Goldin, AP, Ribeiro, S
Nature neuroscience. 2014;(4):497-502
Abstract
As neuroscience gains social traction and entices media attention, the notion that education has much to benefit from brain research becomes increasingly popular. However, it has been argued that the fundamental bridge toward education is cognitive psychology, not neuroscience. We discuss four specific cases in which neuroscience synergizes with other disciplines to serve education, ranging from very general physiological aspects of human learning such as nutrition, exercise and sleep, to brain architectures that shape the way we acquire language and reading, and neuroscience tools that increasingly allow the early detection of cognitive deficits, especially in preverbal infants. Neuroscience methods, tools and theoretical frameworks have broadened our understanding of the mind in a way that is highly relevant to educational practice. Although the bridge's cement is still fresh, we argue why it is prime time to march over it.
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The search for a hippocampal engram.
Mayford, M
Philosophical transactions of the Royal Society of London. Series B, Biological sciences. 2014;(1633):20130161
Abstract
Understanding the molecular and cellular changes that underlie memory, the engram, requires the identification, isolation and manipulation of the neurons involved. This presents a major difficulty for complex forms of memory, for example hippocampus-dependent declarative memory, where the participating neurons are likely to be sparse, anatomically distributed and unique to each individual brain and learning event. In this paper, I discuss several new approaches to this problem. In vivo calcium imaging techniques provide a means of assessing the activity patterns of large numbers of neurons over long periods of time with precise anatomical identification. This provides important insight into how the brain represents complex information and how this is altered with learning. The development of techniques for the genetic modification of neural ensembles based on their natural, sensory-evoked, activity along with optogenetics allows direct tests of the coding function of these ensembles. These approaches provide a new methodological framework in which to examine the mechanisms of complex forms of learning at the level of the neurons involved in a specific memory.
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Examining the relationship between knowing and doing: training for improving food choices.
Wohldmann, EL
The American journal of psychology. 2013;(4):449-58
Abstract
Food is essential for maintaining human life; however, our food choices can have negative impacts on the health of our bodies and our planet. For example, obesity and diet-related diseases are increasing at alarming rates. In addition, agricultural chemicals are detectable in many rivers and streams, contaminating drinking water. Thus, understanding what factors contribute to food choices is essential for those interested in social change. This article reviews some principles of learning and memory and how applications of those principles contribute to our understanding of food choices. Experiments that examine different ways to promote learning, retention, and generalization of knowledge, specifically focused on ways to enhance learning of nutritional information and food choices, are also reviewed. The practical applications of this research to training, health, and public policy are also discussed.
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Understanding infants' and children's social learning about foods: previous research and new prospects.
Shutts, K, Kinzler, KD, DeJesus, JM
Developmental psychology. 2013;(3):419-25
Abstract
Developmental psychologists have devoted significant attention to investigating how children learn from others' actions, emotions, and testimony. Yet most of this research has examined children's socially guided learning about artifacts. The present article focuses on a domain that has received limited attention from those interested in the development of social cognition: food. We begin by reviewing the available literature on infants' and children's development in the food domain and identify situations in which children evidence both successes and failures in their interactions with foods. We focus specifically on the role that other people play in guiding what children eat and argue that understanding patterns of successes and failures in the food domain requires an appreciation of eating as a social phenomenon. We next propose a series of questions for future research and suggest that examining food selection as a social phenomenon can shed light on mechanisms underlying children's learning from others and provide ideas for promoting healthy social relationships and eating behaviors early in development.
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Ghrelin, neuropeptide Y, and other feeding-regulatory peptides active in the hippocampus: role in learning and memory.
Beck, B, Pourié, G
Nutrition reviews. 2013;(8):541-61
Abstract
The hippocampus is a brain region of primary importance for neurogenesis, which occurs during early developmental states as well as during adulthood. Increases in neuronal proliferation and in neuronal death with age have been associated with drastic changes in memory and learning. Numerous neurotransmitters are involved in these processes, and some neuropeptides that mediate neurogenesis also modulate feeding behavior. Concomitantly, feeding peptides, which act primarily in the hypothalamus, are also present in the hippocampus. This review aims to ascertain the role of several important feeding peptides in cognitive functions, either through their local synthesis in the hippocampus or through their actions via specific receptors in the hippocampus. A link between neurogenesis and the orexigenic or anorexigenic properties of feeding peptides is discussed.
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Promising therapeutics with natural bioactive compounds for improving learning and memory--a review of randomized trials.
Kumar, H, More, SV, Han, SD, Choi, JY, Choi, DK
Molecules (Basel, Switzerland). 2012;(9):10503-39
Abstract
Cognitive disorders can be associated with brain trauma, neurodegenerative disease or as a part of physiological aging. Aging in humans is generally associated with deterioration of cognitive performance and, in particular, learning and memory. Different therapeutic approaches are available to treat cognitive impairment during physiological aging and neurodegenerative or psychiatric disorders. Traditional herbal medicine and numerous plants, either directly as supplements or indirectly in the form of food, improve brain functions including memory and attention. More than a hundred herbal medicinal plants have been traditionally used for learning and memory improvement, but only a few have been tested in randomized clinical trials. Here, we will enumerate those medicinal plants that show positive effects on various cognitive functions in learning and memory clinical trials. Moreover, besides natural products that show promising effects in clinical trials, we briefly discuss medicinal plants that have promising experimental data or initial clinical data and might have potential to reach a clinical trial in the near future.
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Diet, sensitive periods in flavour learning, and growth.
Trabulsi, JC, Mennella, JA
International review of psychiatry (Abingdon, England). 2012;(3):219-30
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Abstract
Diet in early infancy has an impact on early growth and the formation of flavour preferences, as well as on later life health outcomes. Although breast milk is the preferred source of nutrition during infancy, more than half of American infants receive infant formula by the age of 4 months. As a group, formula-fed infants weigh more by the age of one year and have a greater risk for later obesity than breastfed infants. However, a recent randomized study found that, when compared to breastfed infants, infants fed an extensively hydrolysed protein formula (ePHF) had more normative weight gain velocity than infants fed cow's milk formula (CMF). Therefore, grouping all formula-fed infants together with respect to certain health outcomes such as obesity may not be appropriate. Scientific evidence also suggests that there are sensitive periods for flavour learning. Infants become familiar with and learn to accept the flavours they experience through their mother's amniotic fluid and breast milk as well as formula. These early experiences influence flavour preferences of children that may affect food choices and therefore later life health. Further research on the influence of early diet on growth, flavour preferences, and food choices is imperative.