Efficient learning in children with rapid GABA boosting during and after training

Frank, Sebastian M.; Becker, Markus C.; Qi, Andrea; Geiger, Patricia; Frank, Ulrike I.; Rosedahl, Luke A.; Malloni, Wilhelm M.; Sasaki, Yuka; Greenlee, Mark W.; Watanabe, Takeo

doi:10.1016/j.cub.2022.10.021

Cited by 20 publications

(12 citation statements)

References 77 publications

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“…Water in the above-mentioned main experiment might have functioned as a reward. However, it could have also served as accuracy feedback, which is known to enhance learning 42,43 . To determine which is the case, we conducted a control experiment to assess the value of water as a reward.…”

Section: Resultsmentioning

confidence: 99%

Only cortical prediction error signals are involved in visual learning, despite availability of subcortical prediction error signals

Kim,

Wang,

Sakagami

et al. 2023

Preprint

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Both the midbrain systems, encompassing the ventral striatum (VS), and the cortical systems, including the dorsal anterior cingulate cortex (dACC), play roles in reinforcing and enhancing learning. However, the specific contributions of signals from these regions in learning remains unclear. To investigate this, we examined how VS and dACC are involved in visual perceptual learning (VPL) through an orientation discrimination task. In the primary experiment, subjects fasted for 5 hours before each of 14 days of training sessions and 3 days of test sessions. Subjects were rewarded with water for accurate trial responses. During the test sessions, BOLD signals were recorded from regions including VS and dACC. Although BOLD signals in both areas were associated with positive and negative RPEs, only those in dACC associated with negative RPE showed a significant correlation with performance improvement. Additionally, no significant correlation was observed between BOLD signals associated with RPEs in VS and dACC. These results suggest that although signals associated with positive and negative RPEs from both midbrain and cortical systems are readily accessible, only RPE signals in the prefrontal system, generated without linking to RPE signals in VS, are utilized for the enhancement of VPL.

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Section: Resultsmentioning

confidence: 99%

Only cortical prediction error signals are involved in visual learning, despite availability of subcortical prediction error signals

Kim,

Wang,

Sakagami

et al. 2023

Preprint

Self Cite

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“…GABA may be especially relevant during such learning periods by establishing newly acquired knowledge in memory (Barron, 2021; Shibata et al, 2017). In a recent study, Frank et al (2022) showed that GABA concentrations dynamically increase during a perceptual learning task in children but not in adults, which may explain why children are more efficient learners than adults. Some limited evidence from aphasic patients suggests that GABA concentrations may also contribute to an optimal learning environment for language learning (Harris et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

The developmental trajectory of functional excitation‐inhibition balance relates to language abilities in autistic and allistic children

Plueckebaum,

Meyer,

Beck

et al. 2023

Autism Research

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Autism is a neurodevelopmental condition that has been related to an overall imbalance between the brain's excitatory (E) and inhibitory (I) systems. Such an EI imbalance can lead to structural and functional cortical deviances and thus alter information processing in the brain, ultimately giving rise to autism traits. However, the developmental trajectory of EI imbalances across childhood and adolescence has not been investigated yet. Therefore, its relationship to autism traits is not well understood. In the present study, we determined a functional measure of the EI balance (f‐EIB) from resting‐state electrophysiological recordings for a final sample of 92 autistic children from 6 to 17 years of age and 100 allistic (i.e., non‐autistic) children matched by age, sex, and nonverbal‐IQ. We related the developmental trajectory of f‐EIB to behavioral assessments of autism traits as well as language ability. Our results revealed differential EI trajectories for autistic compared to allistic children. Importantly, the developmental trajectory of f‐EIB values related to individual language ability. In particular, elevated excitability in late childhood and early adolescence was linked to decreased listening comprehension. Our findings provide evidence against a general EI imbalance in autistic children when correcting for non‐verbal IQ. Instead, we show that the developmental trajectory of EI balance shares variance with autism trait development at a specific age range. This is consistent with the proposal that the late development of inhibitory brain activity is a key substrate of autism traits.

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“…Since brain science was popularised in the 1990s "decade of the brain", the belief that children "absorb information" more quickly than adults is widespread, and this is backed up by scientific research. Cognitivist neuropsychological research has established that, because children's brains have more neuroplasticity, they learn more quickly than adults do (Frank et al, 2022) -as we age, our neural pathways become more fixed. On the other hand, the working memories of children are smaller and less stable (Gathercole et al, 2004, p. 186).…”

Section: The Learning Of Adults and Childrenmentioning

confidence: 99%

A Psychological Critique of Knowles’ Andragogy as a Theory of Learning

Moll

2024

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The theory of andragogy has had considerable purchase amongst adult educators over time. Although it differs in emphasis in its north American and eastern European poles, the theory derives from a psychological distinction between the way that adults and children learn. Defining the theory in the terms of its most influential theorist, Malcolm Knowles, this article develops a critique of andragogy in relation to mainstream theories of learning. Knowles argues adults are psychologically disposed to “immediate”, life-orientated learning, whereas children’s learning has a “postponed” developmental orientation to the future. However, this particular adult-child distinction has little veracity or credibility when considered against mainstream theories of learning. Rather than a purported cleavage between the learning of adults and children, it seems that Knowles is actually driving at a distinction between non-formal and formal teaching methods, and that this is a better way of thinking about the distinctiveness of adult education than any insights that “andragogy” may have to offer.

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Efficient learning in children with rapid GABA boosting during and after training

Cited by 20 publications

References 77 publications

Only cortical prediction error signals are involved in visual learning, despite availability of subcortical prediction error signals

Only cortical prediction error signals are involved in visual learning, despite availability of subcortical prediction error signals

The developmental trajectory of functional excitation‐inhibition balance relates to language abilities in autistic and allistic children

A Psychological Critique of Knowles’ Andragogy as a Theory of Learning

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