The role of the putamen in cognitive functions — A case study

Sefcsik, Tamás; Németh, Dezső; Janacsek, Karolina; Hoffmann, Ildikó; Scialabba, Jeff; Klivényi, Péter; Ambrus, Géza Gergely; Háden, Gábor P.; Vécsei, László

doi:10.1556/lp.1.2009.2.4

Cited by 32 publications

(27 citation statements)

References 62 publications

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“…Ultimately, we know a lot about the biological background of online implicit sequence learning (Albouy et al, 2008;Dennis and Cabeza, 2011;Doyon et al, 2009a;Keele et al, 2003;Kincses et al, 2008;Poldrack et al, 2005;Rieckmann et al, 2010;Sefcsik et al, 2009). However, there is a huge gap in our knowledge related to brain plasticity during consolidation.…”

Section: Conclusion and Remaining Questionsmentioning

confidence: 99%

“…Most models and empirical studies of skill learning highlight the role of the basal ganglia and the cerebellum (Dennis and Cabeza, 2011;Doyon et al, 2009a;Hikosaka et al, 1999;Hikosaka et al, 2002b;Keele et al, 2003;Kincses et al, 2008;Rieckmann et al, 2010;Sefcsik et al, 2009); in contrast, the role of the hippocampus remains inconclusive (Albouy et al, 2008;Schendan et al, 2003). A major approach to this research is through brain imaging and neuropsychological studies; in addition to these, experiments investigating the effects of pharmacological agents provide an opportunity for the better understanding of the biological background of implicit learning (for review see Uddén et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Predicting the future: From implicit learning to consolidation

Janacsek

Németh

2012

International Journal of Psychophysiology

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Sequence learning can be differentiated according to phases (rapid and slower), modalities (perceptual and motor), and whether or not it is conscious (implicit and explicit). Implicit sequence learning occurs when information is acquired from an environment of complex stimuli without conscious access either to what was learned or to the fact that learning occurred. In everyday life, this learning mechanism is crucial for adapting to the environment and for predicting events unconsciously. Implicit sequence learning underlies not only motor, but also cognitive and social skills; it is therefore an important aspect of life from infancy to old age. Moreover, this kind of learning does not occur only during practice, in the so-called online periods, but also between practice periods, during the so-called offline periods. The process that occurs during the offline periods is referred to as consolidation, which denotes the stabilization of a memory trace after the initial acquisition; this can result in increased resistance to interference or even improvement in performance following an offline period. Understanding the multiple aspects and influencing factors of consolidation can help us to reveal the nature of memory and changes in brain plasticity. Our review focuses on how consolidation varies with factors such as awareness, the length of offline periods, the type of information to be learned, and the age of participants. We highlight that consolidation is not a single process; instead, there are multiple mechanisms in the offline period, which are differently influenced by these factors.

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Section: Conclusion and Remaining Questionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Predicting the future: From implicit learning to consolidation

Janacsek

Németh

2012

International Journal of Psychophysiology

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“…A szemantikus fluencia feladat esetében megadott kategóriákon belül (ÁLLAT, GYÜMÖLCS, ÉLELMISZERBOLT) kell a vizsgálati személynek egy percen belül minél több szót mondani.Azért esett a választásunk ezekre a betűkre és kategóriákra, mivel a betűfluencia és a szemantikus fluencia tesztek legalapvetőbb elemzési technikái 3040 éve használtak a klinikai neuropszichológiai gyakorlatban (Mészáros, Kónya és Kas, 2011Szendi, Kiss, Racsmány, Boda, Cimmer, Vörös, Kovács, Szekeres, Galsi, Pléh, Csernay és Janka, 2006Klivényi,Németh, Sefcsik, Janacsek, Hoffmann, Háden, Londe és Vécsi, 2012;Sefcsik, Németh, Janacsek, Hoffmann, Sciabbala, Klivényi, Ambrus, Háden és Vécsei, 2009). Ezáltal lehetőségünk nyílik összehasonlítani az eddigi eredményeket az egyes betegcsoportokat vizsgáló tanulmányok adataival is.…”

Section: áBra Az Egyes Munkamemória-komponensek éS a Végrehajtó Funkcunclassified

“…Már több tanulmány is megjelent, ami magyar betűfluencia teszteket használó vizsgálatról számolt be (Mészáros, Kónya és Kas, 2011Szendi, Kiss, Racsmány, Boda, Cimmer, Vörös, Kovács, Szekeres, Galsi, Pléh, Csernay és Janka, 2006Klivényi,Németh, Sefcsik, Janacsek, Hoffmann, Háden, Londe és Vécsi, 2012;Sefcsik, Németh, Janacsek, Hoffmann, Sciabbala, Klivényi, Ambrus, Háden és Vécsei, 2009), de kevés olyan vizsgálat született eddig, ami feltárta a betűfluencia feladat fejlődésének teljes életkori spektrumát. A kutatásokból eddig kimaradt korosztályok munkamemória-kapacitás változásának bemutatása alkotta a vizsgálatunk fő célját.…”

Section: A Vizsgálatsorozat Célkitűzéseiunclassified

A verbális fluencia és a munkamemória életkori változásai és szerepük az iskolai teljesítményben

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“…Implicit sequence learning is essential for learning languages, for learning to operate computer applications and musical instruments . Most models and empirical studies of sequence learning highlight the role of the basal ganglia (Daselaar et al, 2003;Hikosaka et al, 1999;Kincses et al, 2008;Rieckmann et al, 2010;Sefcsik et al, 2009), while the role of the hippocampus, frontal and parietal areas remains inconclusive Gheysen et al, 2010;Pascual-Leone et al, 1996;. The role of sleep on the ability to implicitly learn novel material has not been characterized comprehensively so far.…”

Section: Introductionmentioning

confidence: 99%

The effect of Sleep-Disordered Breathing (SDB)on declarative and non-declarative memory processes in children and adults

Csábi¹

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Declarative and non-declarative memory consolidation in children with sleep disorder. Neuroscience, 9, 709. (IF: 3.63) III. Németh, D., Csábi, E., Janacsek, K., Várszegi, M., & Mari, Z. (2012) Clinical Neuroscience,, 9-18. Frontiers in Human.III. Benedek, P., Kiss, G., Csábi, E., & Katona, G. (2014). Postoperative monitoring of children with obstructive sleep apnea syndrome. Orvosi Hetilap, 155(18), 703-707. Abstracts related to the thesis:I. Csábi E., Benedek, P., Janacsek, K., Katona, P., & Németh D. we investigated the effect of disrupted sleep on declarative and non-declarative forms of learning in children with sleep-disordered breathing (SDB). In Study II, we examined the consolidation of these memory processes in children with SDB. In case of online learning, our results showed that children with SDB exhibited generally weaker declarative memory performance while the online non-declarative learning was preserved. Regarding the offline changes, we found intact consolidation in case of declarative memory as well as sequencespecific and general skill aspects of non-declarative memory in SDB. In Study III, we investigated the more attention-demanding working memory performance and less attentiondemanding non-declarative learning in adult OSA patients. In Study IV, we tested the consolidation of general skill and sequence-specific aspects of non-declarative memory. In the case of online learning, we observed that OSA patients showed general skill learning and sequence-specific learning similar to that of controls. In contrast, the working memory performance was impaired in the OSA group. A case of the consolidation on non-declarative learning we revealed differences in offline changes of general skill learning between OSA patients and controls. The control group showed offline improvement from evening to morning, thus they became faster in the morning after the offline period, while the OSA group did not. In contrast, we failed to find differences in the offline changes of sequence-specific knowledge between the groups. Finally, in Study V, we examined the effectiveness of positive airway pressure treatment after two and half month. We revealed significant improvement in the respiratory functions during sleep which led to improvement in sleep pattern and reduced sleepiness. In the case of cognitive functions we observed significant improvement in complex working memory, short-and long-term verbal memory and shortterm visual memory. In contrast, the OSA patients demonstrated significant impairment in long-term visual memory. In the case of anxiety, we found significant improvement in state anxiety level and trend in trait anxiety which was correlated with hypoxic events during sleep.Furthermore, we found a positive correlation between slow wave sleep and executive functions. The respiratory functions and hypoxic events during sleep associated negatively with executive functions and explicit memory.Our results can give us a deeper insight into the effect of sleep on the developing brain and memory functions ...

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The role of the putamen in cognitive functions — A case study

Cited by 32 publications

References 62 publications

Predicting the future: From implicit learning to consolidation

Predicting the future: From implicit learning to consolidation

A verbális fluencia és a munkamemória életkori változásai és szerepük az iskolai teljesítményben

The effect of Sleep-Disordered Breathing (SDB)on declarative and non-declarative memory processes in children and adults

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