The developmental neural substrates of Hebb repetition learning and their link with reading ability

Attout, Lucie; Magro, Laura Ordonez; Szmalec, Arnaud; Majerus, Steve

doi:10.1002/hbm.25099

Cited by 12 publications

(5 citation statements)

References 78 publications

(177 reference statements)

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“…While some studies observed a role for the hippocampus in the maintenance of temporal sequences (Fortin et al 2002;Hsieh et al 2014;Jenkins and Ranganath 2016;Roberts et al 2018), other studies did not observe a specific response to serial order information in this area (Majerus et al 2006(Majerus et al , 2010Papagno et al 2017;Attout et al 2019). Many studies reporting hippocampal involvement in ordinal processing used tasks that had also a consolidation and long-term memory component such as in Hebb learning paradigms (Kalm et al 2013;Attout et al 2020). The hippocampus may support episodic memory for ordinal information rather than ordinal information per se.…”

Section: Discussionmentioning

confidence: 99%

The Neural Representation of Ordinal Information: Domain-Specific or Domain-General?

2021

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Ordinal processing allows for the representation of the sequential relations between stimuli and is a fundamental aspect of different cognitive domains such as verbal working memory (WM), language and numerical cognition. Several studies suggest common ordinal coding mechanisms across these different domains but direct between-domain comparisons of ordinal coding are rare and have led to contradictory evidence. This fMRI study examined the commonality of ordinal representations across the WM, the number, and the letter domains by using a multivoxel pattern analysis approach and by focusing on triplet stimuli associated with robust ordinal distance effects. Neural patterns in fronto-parietal cortices distinguished ordinal distance in all domains. Critically, between-task predictions of ordinal distance in fronto-parietal cortices were robust between serial order WM, alphabetical order judgment but not when involving the numerical order judgment tasks. Moreover, frontal ROIs further supported between-task prediction of distance for the luminance judgment control task, the serial order WM, and the alphabetical tasks. These results suggest that common neural substrates characterize processing of ordinal information in WM and alphabetical but not numerical domains. This commonality, particularly in frontal cortices, may however reflect attentional control processes involved in judging ordinal distances rather than the intervention of domain-general ordinal codes.

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Section: Discussionmentioning

confidence: 99%

The Neural Representation of Ordinal Information: Domain-Specific or Domain-General?

2021

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“…However, this same explanation might not explain the opposite age effects observed with the Hebb task because unlike performance on the SRT, performance on the Hebb task has not been strongly associated with procedural learning (Nicolson and Fawcett, 2007). In fact, the Hebb task has been associated with modulation of brain regions such as the hippocampus, cingulate cortex and inferior frontal cortex (Attout et al, 2020), making it more likely to be a form of declarative memory or potentially relying on working memory rather than procedural memory. Thus, a greater Hebb learning impairment in adults rather than children with dyslexia doesn't seem to be explained well by a compensatory mechanism of declarative memory.…”

Section: Age Effectsmentioning

confidence: 98%

Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies

Singh

Conway

2021

Front. Hum. Neurosci.

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One important aspect of human cognition involves the learning of structured information encountered in our environment, a phenomenon known as statistical learning. A growing body of research suggests that learning to read print is partially guided by learning the statistical contingencies existing between the letters within a word, and also between the letters and sounds to which the letters refer. Research also suggests that impairments to statistical learning ability may at least partially explain the difficulties experienced by individuals diagnosed with dyslexia. However, the findings regarding impaired learning are not consistent, perhaps partly due to the varied use of methodologies across studies – such as differences in the learning paradigms, stimuli used, and the way that learning is assessed – as well as differences in participant samples such as age and extent of the learning disorder. In this review, we attempt to examine the purported link between statistical learning and dyslexia by assessing a set of the most recent and relevant studies in both adults and children. Based on this review, we conclude that although there is some evidence for a statistical learning impairment in adults with dyslexia, the evidence for an impairment in children is much weaker. We discuss several suggestive trends that emerge from our examination of the research, such as issues related to task heterogeneity, possible age effects, the role of publication bias, and other suggestions for future research such as the use of neural measures and a need to better understand how statistical learning changes across typical development. We conclude that no current theoretical framework of dyslexia fully captures the extant research findings on statistical learning.

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“…Over the past decades, repetition learning has often been considered an example for an implicit learning process, that is, people don't have to be aware that they are encoding the same information over and over again for building up a long-term memory representation (Attout et al, 2020;Couture & Tremblay, 2006;Guérard et al, 2011;Hebb, 1961;McKelvie, 1987). Yet, mechanistic explanations of repetition learning have agreed that some form of recognition mechanism is required to ensure that longterm memory representation of previous experiences are used only, when a sufficient overlap between a previous and a new encounter of the same information is detected (Burgess & Hitch, 2005, 2006Page & Norris, 2009).…”

Section: The Role Of Awareness In Repetition Learning and Chunk Forma...mentioning

confidence: 99%

Grouping in Working Memory Guides Chunk Formation in Long-Term Memory: Evidence from the Hebb Effect

Musfeld,

Dutli,

Oberauer

et al. 2024

Preprint

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The Hebb effect refers to the improvement in immediate memory performance on a repeated list compared to unrepeated lists. That is, participants create a long-term memory representation over repetitions, on which they can draw in working memory tests. These long-term memory representations are likely formed by chunk acquisition: The whole list becomes integrated into a single unified representation. Previous research suggests that the formation of such chunks is rather inflexible and only occurs when at least the beginning of the list repeats across trials. However, recent work has shown that repetition learning strongly depends on participants recognizing the repeated information. Hence, successful chunk formation may depend on the recognizability of the repeated part of a list, and not on its position in the list. Across six experiments, we compared these two alternatives. We tested immediate serial recall of eight-letter lists, some of which partially repeated across trials. We used different partial-repetition structures, such as repeating only the first half of a list, or only every second item. We manipulated the salience of the repeating structure by spatially grouping and coloring the lists according to the repetition structure. We found that chunk formation is more flexible than previously assumed: Participants learned contiguous repeated sequences regardless of their position within the list, as long as they were able to recognize the repeated structure. Even when the repeated sequence occurred at varying positions over repetitions, learning was preserved when the repeated sequence was made salient by the spatial grouping. These findings suggest that chunk formation requires recognition of which items constitute a repeating group, and demonstrate a close link between grouping of information in working memory, and chunk formation in long-term memory.

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The developmental neural substrates of Hebb repetition learning and their link with reading ability

Cited by 12 publications

References 78 publications

The Neural Representation of Ordinal Information: Domain-Specific or Domain-General?

The Neural Representation of Ordinal Information: Domain-Specific or Domain-General?

Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies

Grouping in Working Memory Guides Chunk Formation in Long-Term Memory: Evidence from the Hebb Effect

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