How does the length of short rest periods affect implicit probabilistic learning?

Fanuel, Lison; Plèche, Claire; Vékony, Teodóra; Janacsek, Karolina; Németh, Dezső; Quentin, Romain

doi:10.1016/j.ynirp.2022.100078

Cited by 7 publications

(15 citation statements)

References 29 publications

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“…They showed that short, 10-second rest periods could facilitate motor skill learning, and this improvement could continue with even shorter rest periods (Bönstrup et al, 2020). In contrast, previous studies that also measured pure statistical learning are consistent with our results (Fanuel et al, 2022). The task used in the study of Bönstrup and colleagues (2020) does not allow the differentiation of subprocesses of learning and mixes general skill learning with statistical learning; therefore, it is difficult to decide which was the determining factor in this result.…”

Section: Discussionsupporting

confidence: 93%

“…Our results about the offline and online changes in general skill learning are in accordance with previous studies with the same sequence learning task (Fanuel et al, 2022;Quentin et al, 2021): during practice, the speed decreases, and between blocks, it increases.…”

Section: Discussionsupporting

confidence: 92%

“…Recent studies suggest that memory consolidation can occur within shorter periods, even in seconds (Bönstrup et al, 2019). However, research to date has investigated the effect of short rest periods on learning only one predetermined fixed rest period (Bönstrup et al, 2019; Du et al, 2016) or multiple self-paced rest periods (Fanuel et al, 2022; Quentin et al, 2021). Their results do not allow for determining the causal role of short rests in the learning process.…”

Section: Introductionmentioning

confidence: 99%

“…So far, two studies have examined the rapid consolidation in implicit statistical learning. They have found that implicit acquisition of statistical knowledge occurs online, during practice, and does not gain from short breaks (Fanuel et al, 2022; Quentin et al, 2021). On the contrary, their results show a decrease in statistical knowledge during breaks, which is not related to the length of the rest period.…”

Section: Introductionmentioning

confidence: 99%

“…It has been suggested that this phenomenon is due to the neural replay of just-practiced memory traces during short breaks (Buch et al, 2021). However, research to date has investigated the effect of short rest periods – when replays occur – on learning only with one predetermined fixed rest period (Bönstrup et al, 2019; Du et al, 2016) or multiple self-paced rest periods (Fanuel et al, 2022; Quentin et al, 2021). Their results do not allow us to determine the causal role of short rests in the learning process, nor whether more replay leads to better learning performance.…”

Section: Introductionmentioning

confidence: 99%

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Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning

Fanuel

Szucs-Bencze

Quentin

et al. 2022

Preprint

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Memory consolidation processes have always been thought to cover up extended periods and have traditionally been investigated from the perspective of hours or days. However, the latest developments in memory research showed that memory stabilization processes could occur even within seconds. Here, we investigate this rapid form of consolidation during statistical learning. We aim to answer (a) whether this rapid offline improvement occurs in implicit statistical learning and general skill learning and (b) whether the duration of rest periods affects these two learning types differently. Participants performed a widely used statistical learning task - the Alternating Serial Reaction Time (ASRT) task - that enables us to measure implicit statistical and general skill learning separately. The ASRT task consisted of 25 learning blocks with a rest period between the blocks. In a between-subjects design, the length of the rest periods was fixed at 15 or 30 seconds, or the participants could control the length themselves. We found that the duration of rest periods does not affect the acquisition of statistical knowledge, but they do change the dynamics of learning in a way that learning is more likely to occur online in the case of certain fixed breaks. Moreover, we found weaker general skill learning in the self-paced group than in the fixed rest period groups (i.e., 15 and 30-second breaks). These results suggest that distinct learning processes are differently affected by the duration of short rest periods.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning

Fanuel

Szucs-Bencze

Quentin

et al. 2022

Preprint

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The effect of response-to-stimulus interval on children’s implicit sequence learning

Witt

Poulin-Charronnat

Bard

et al. 2023

Journal of Experimental Child Psychology

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Resting network architecture of theta oscillations reflects hyper-learning of sensorimotor information in Gilles de la Tourette syndrome

Takacs,

Toth-Faber,

Schubert

et al. 2024

Brain Communications

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Gilles de la Tourette syndrome (GTS) is a neurodevelopmental disorder characterized by motor and vocal tics. GTS is associated with enhanced processing of stimulus-response (S-R) associations, including a higher propensity to learn probabilistic S-R contingencies (i.e., statistical learning), the nature of which is still elusive. In this study, we investigated the hypothesis that resting-state theta network organization is key for the understanding of superior statistical learning in these patients. We investigated the graph-theoretical network architecture of theta oscillations in adult patients with GTS and healthy controls (HC) during a statistical learning task, and in resting states both before and after learning. We found that patients with GTS showed a higher statistical learning score than healthy controls, as well as a more optimal (small-world-like) theta network before the task. Thus, patients with GTS had a superior facility to integrate and evaluate novel information as a trait-like characteristic. Additionally, the theta network architecture in GTS adapted more to the statistical information during the task than in HC. We suggest that hyper-learning in patients with GTS is likely a consequence of increased sensitivity to perceive and integrate sensorimotor information leveraged through theta-oscillation-based resting state dynamics. The study delineates the neural basis of a higher propensity in patients with GTS to pick up statistical contingencies in their environment. Moreover, the study emphasizes pathophysiologically endowed abilities in patients with GTS, which are often not taken into account in the perception of this common disorder but could play an important role in destigmatization.

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How does the length of short rest periods affect implicit probabilistic learning?

Cited by 7 publications

References 29 publications

Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning

Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning

The effect of response-to-stimulus interval on children’s implicit sequence learning

Resting network architecture of theta oscillations reflects hyper-learning of sensorimotor information in Gilles de la Tourette syndrome

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