Constructing and Forgetting Temporal Context in the Human Cerebral Cortex

Chien, Hsiang-Yun Sherry; Honey, Christopher J.

doi:10.1016/j.neuron.2020.02.013

Cited by 88 publications

(79 citation statements)

References 88 publications

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“…We hypothesized that, within individual A/B segments, high-level cortical regions would integrate information over time (i.e., they would show process memory) to build up a representation of the ongoing situation. In keeping with event segmentation theory (Zacks & Swallow, 2007;Zacks et al, 2001), we further hypothesized that storyline switches would result in "flushing out" of the previous storyline's representation in high-level cortical regions (see also Chien & Honey, 2020;DuBrow, Rouhani, Niv, & Norman, 2017;Ezzyat & Davachi, 2011), making it possible for that region to start representing the features of the other storyline. We also hypothesized that episodic memory would play a key role in reinstating existing storyline representations when the narrative returned to those storylines.…”

Section: Introductionmentioning

confidence: 95%

Relating the Past with the Present: Information Integration and Segregation during Ongoing Narrative Processing

Chang

Lazaridi

Yeshurun

et al. 2021

Journal of Cognitive Neuroscience

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This study examined how the brain dynamically updates event representations by integrating new information over multiple minutes while segregating irrelevant input. A professional writer custom-designed a narrative with two independent storylines, interleaving across minute-long segments (ABAB). In the last (C) part, characters from the two storylines meet and their shared history is revealed. Part C is designed to induce the spontaneous recall of past events, upon the recurrence of narrative motifs from A/B, and to shed new light on them. Our fMRI results showed storyline-specific neural patterns, which were reinstated (i.e., became more active) during storyline transitions. This effect increased along the processing timescale hierarchy, peaking in the default mode network. Similarly, the neural reinstatement of motifs was found during Part C. Furthermore, participants showing stronger motif reinstatement performed better in integrating A/B and C events, demonstrating the role of memory reactivation in information integration over intervening irrelevant events.

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Section: Introductionmentioning

confidence: 95%

Relating the Past with the Present: Information Integration and Segregation during Ongoing Narrative Processing

Chang

Lazaridi

Yeshurun

et al. 2021

Journal of Cognitive Neuroscience

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“…The primary functional consequence of this hierarchy of timescales is thought to be a hierarchy of temporal receptive windows: time windows in which a newly arriving stimulus will modify processing of previously presented (i.e. contextual) information ( Hasson et al, 2008 ; Honey et al, 2012 ; Baldassano et al, 2017 ; Huntenburg et al, 2018 ; Chaudhuri et al, 2015 ; Chien and Honey, 2020 ). Thus, areas at the bottom of the hierarchy preferentially respond to immediate changes in the sensory environment, while responses in areas at the top of the hierarchy are modulated by prior context.…”

Section: Introductionmentioning

confidence: 99%

Topographic gradients of intrinsic dynamics across neocortex

Shafiei

Markello

Wael

et al. 2020

eLife

132

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The intrinsic dynamics of neuronal populations are shaped by both microscale attributes and macroscale connectome architecture. Here we comprehensively characterize the rich temporal patterns of neural activity throughout the human brain. Applying massive temporal feature extraction to regional haemodynamic activity, we systematically estimate over 6000 statistical properties of individual brain regions’ time-series across the neocortex. We identify two robust spatial gradients of intrinsic dynamics, one spanning a ventromedial-dorsolateral axis and dominated by measures of signal autocorrelation, and the other spanning a unimodal-transmodal axis and dominated by measures of dynamic range. These gradients reflect spatial patterns of gene expression, intracortical myelin and cortical thickness, as well as structural and functional network embedding. Importantly, these gradients are correlated with patterns of meta-analytic functional activation, differentiating cognitive versus affective processing and sensory versus higher-order cognitive processing. Altogether, these findings demonstrate a link between microscale and macroscale architecture, intrinsic dynamics, and cognition.

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“…Subjects who receive contextualizing background information show more strongly correlated neural responses in DMN in response to ambiguous narratives than subjects lacking this information (van Kesteren et al, 2010;Ames et al, 2014;Chen et al, 2015;Oren et al, 2017). Similarly, subjects who are biased by context to interpret the stimulus in same way have more similar DMN responses with each other than with subjects who are biased towards a different interpretation (Yeshurun et al, 2017;Chien and Honey, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teacher-student neural coupling during teaching and learning

Nguyen

Chang

Micciche

et al. 2020

Preprint

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Human communication is remarkably versatile, enabling teachers to share highly abstracted and novel information with their students. What neural processes enable such transfer of information across brains during naturalistic teaching and learning? Here, we show that during lectures, wherein information transmission is unidirectional and flows from the teacher to the student, the student's brain mirrors the teacher's brain and that this neural coupling is correlated with learning outcomes. A teacher was scanned in fMRI giving an oral lecture with slides on a scientific topic followed by a review lecture. Students were then scanned watching either the intact lecture and review (N = 20) or a temporally scrambled version of the lecture (N = 20).Using intersubject correlation (ISC), we observed widespread teacher-student neural coupling spanning sensory cortex and language regions along the superior temporal sulcus as well as higher-level regions including posterior medial cortex (PMC), superior parietal lobule (SPL), and dorsolateral and dorsomedial prefrontal cortex. Teacher-student alignment in higher-level areas was not observed when learning was disrupted by temporally scrambling the lecture. Moreover, teacher-student coupling in PMC was significantly correlated with learning outcomes: the more closely the student's brain mirrored the teacher's brain, the more the student improved between behavioral pre-learning and post-learning assessments. Together, these results suggest that the alignment of neural responses between teacher and students may underlie effective communication of complex information across brains in classroom settings. 3 Significance statementHow is technical, non-narrative information communicated from one brain to another during teaching and learning? In this fMRI study, we show that the DMN activity of teachers and students are coupled during naturalistic teaching. This teacher-student neural coupling emerges only during intact learning and is correlated with learning outcomes. Together, these findings suggest that teacher-student neural alignment underlies effective communication during teaching.

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Constructing and Forgetting Temporal Context in the Human Cerebral Cortex

Cited by 88 publications

References 88 publications

Relating the Past with the Present: Information Integration and Segregation during Ongoing Narrative Processing

Relating the Past with the Present: Information Integration and Segregation during Ongoing Narrative Processing

Topographic gradients of intrinsic dynamics across neocortex

Teacher-student neural coupling during teaching and learning

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