Unfamiliar Contexts Compared to Familiar Contexts Impair Learning in Humans

Collabra Pub Date : 2023-01-01 DOI:10.1525/collabra.71316
Marjan Alizadeh Asfestani, Juliane Nagel, Sina Beer, Ghazaleh Nikpourian, Jan Born, Gordon B. Feld
{"title":"Unfamiliar Contexts Compared to Familiar Contexts Impair Learning in Humans","authors":"Marjan Alizadeh Asfestani, Juliane Nagel, Sina Beer, Ghazaleh Nikpourian, Jan Born, Gordon B. Feld","doi":"10.1525/collabra.71316","DOIUrl":null,"url":null,"abstract":"Re-exposure to the context that information was learned in facilitates its memory retrieval. However, the influence of context changes on the ability to learn new information is less well understood, which the present work investigated in two experiments with healthy participants (n = 40 per experiment; 20 female). In experiment 1, participants learned a list of word-pairs (A-B) in the morning, after which their memory for the word-pairs was immediately tested. In the evening, they learned and were tested on a second non-overlapping list (C-D), either in the same context or in a different context than the first list (between-subjects). We found that new learning is enhanced in the same context, and that new learning in the other context was decreased compared to baseline. In experiment 2, participants were exposed to both contexts in the morning, but only learned word-pairs in one of them. In the second learning session in the evening, this familiarization with the other context abolished differences between the same and other context group. These data point to context novelty interfering with new learning rather than context familiarity enhancing it. Importantly, the reduction of new learning in the other context in the first experiment, where the context was unfamiliar in both learning sessions, suggests mechanisms beyond attention processes that are bound by the novelty of the other context. Rather, the old context impairs the processing of the new context, possibly by biasing pattern completion and pattern separation trade-offs within the hippocampus.","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Collabra","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1525/collabra.71316","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

Abstract

Re-exposure to the context that information was learned in facilitates its memory retrieval. However, the influence of context changes on the ability to learn new information is less well understood, which the present work investigated in two experiments with healthy participants (n = 40 per experiment; 20 female). In experiment 1, participants learned a list of word-pairs (A-B) in the morning, after which their memory for the word-pairs was immediately tested. In the evening, they learned and were tested on a second non-overlapping list (C-D), either in the same context or in a different context than the first list (between-subjects). We found that new learning is enhanced in the same context, and that new learning in the other context was decreased compared to baseline. In experiment 2, participants were exposed to both contexts in the morning, but only learned word-pairs in one of them. In the second learning session in the evening, this familiarization with the other context abolished differences between the same and other context group. These data point to context novelty interfering with new learning rather than context familiarity enhancing it. Importantly, the reduction of new learning in the other context in the first experiment, where the context was unfamiliar in both learning sessions, suggests mechanisms beyond attention processes that are bound by the novelty of the other context. Rather, the old context impairs the processing of the new context, possibly by biasing pattern completion and pattern separation trade-offs within the hippocampus.
与熟悉的环境相比,不熟悉的环境会损害人类的学习能力
重新暴露在信息学习的环境中有助于记忆检索。然而,环境变化对学习新信息能力的影响尚不清楚,目前的工作在两个实验中对健康参与者进行了调查(每个实验n = 40;20个女性)。在实验1中,参与者在早上学习了一组单词(a - b),之后立即测试了他们对这些单词的记忆。在晚上,他们学习并在第二个不重叠列表(C-D)上进行测试,要么在与第一个列表相同的环境中,要么在不同的环境中(受试者之间)。我们发现,在相同的环境中,新学习得到了加强,而在另一个环境中,新学习与基线相比有所减少。在实验2中,参与者在早上接触了两种情境,但只学习了其中一种情境中的成对单词。在晚上的第二次学习中,这种对其他情境的熟悉消除了相同情境组和其他情境组之间的差异。这些数据表明,背景新颖性会干扰新学习,而不是背景熟悉性会增强新学习。重要的是,在第一个实验中,在两个学习阶段的情境都不熟悉的情况下,在其他情境中新学习的减少,表明了受其他情境新颖性约束的注意力过程之外的机制。相反,旧的情境会损害新情境的处理,这可能是海马体内模式完成和模式分离权衡的偏误。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信