Statistical and sequence learning lead to persistent memory in children after a one-year offline period

Abstract Extraction of environmental patterns underlies human learning throughout the lifespan and plays a crucial role not only in cognitive but also perceptual, motor, and social skills. At least two types of regularities contribute to acquiring skills: (1) statistical, probability-based regularit...

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Autores principales:	Eszter Tóth-Fáber, Karolina Janacsek, Dezső Németh
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/d62505027ad04a9e9ce1d440328ba32b
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spelling	oai:doaj.org-article:d62505027ad04a9e9ce1d440328ba32b2021-12-02T17:23:26ZStatistical and sequence learning lead to persistent memory in children after a one-year offline period10.1038/s41598-021-90560-52045-2322https://doaj.org/article/d62505027ad04a9e9ce1d440328ba32b2021-06-01T00:00:00Zhttps://doi.org/10.1038/s41598-021-90560-5https://doaj.org/toc/2045-2322Abstract Extraction of environmental patterns underlies human learning throughout the lifespan and plays a crucial role not only in cognitive but also perceptual, motor, and social skills. At least two types of regularities contribute to acquiring skills: (1) statistical, probability-based regularities, and (2) serial order-based regularities. Memory performance of probability-based and/or serial order-based regularities over short periods (from minutes to weeks) has been widely investigated across the lifespan. However, long-term (months or year-long) memory performance of such knowledge has received relatively less attention and has not been assessed in children yet. Here, we aimed to test the long-term memory performance of probability-based and serial order-based regularities over a 1-year offline period in neurotypical children between the age of 9 and 15. Participants performed a visuomotor four-choice reaction time task designed to measure the acquisition of probability-based and serial order-based regularities simultaneously. Short-term consolidation effects were controlled by retesting their performance after a 5-h delay. They were then retested on the same task 1 year later without any practice between the sessions. Participants successfully acquired both probability-based and serial order-based regularities and retained both types of knowledge over the 1-year period. The successful retention was independent of age. Our study demonstrates that the representation of probability-based and serial order-based regularities remains stable over a long period of time. These findings offer indirect evidence for the developmental invariance model of skill consolidation.Eszter Tóth-FáberKarolina JanacsekDezső NémethNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Eszter Tóth-Fáber Karolina Janacsek Dezső Németh Statistical and sequence learning lead to persistent memory in children after a one-year offline period
description	Abstract Extraction of environmental patterns underlies human learning throughout the lifespan and plays a crucial role not only in cognitive but also perceptual, motor, and social skills. At least two types of regularities contribute to acquiring skills: (1) statistical, probability-based regularities, and (2) serial order-based regularities. Memory performance of probability-based and/or serial order-based regularities over short periods (from minutes to weeks) has been widely investigated across the lifespan. However, long-term (months or year-long) memory performance of such knowledge has received relatively less attention and has not been assessed in children yet. Here, we aimed to test the long-term memory performance of probability-based and serial order-based regularities over a 1-year offline period in neurotypical children between the age of 9 and 15. Participants performed a visuomotor four-choice reaction time task designed to measure the acquisition of probability-based and serial order-based regularities simultaneously. Short-term consolidation effects were controlled by retesting their performance after a 5-h delay. They were then retested on the same task 1 year later without any practice between the sessions. Participants successfully acquired both probability-based and serial order-based regularities and retained both types of knowledge over the 1-year period. The successful retention was independent of age. Our study demonstrates that the representation of probability-based and serial order-based regularities remains stable over a long period of time. These findings offer indirect evidence for the developmental invariance model of skill consolidation.
format	article
author	Eszter Tóth-Fáber Karolina Janacsek Dezső Németh
author_facet	Eszter Tóth-Fáber Karolina Janacsek Dezső Németh
author_sort	Eszter Tóth-Fáber
title	Statistical and sequence learning lead to persistent memory in children after a one-year offline period
title_short	Statistical and sequence learning lead to persistent memory in children after a one-year offline period
title_full	Statistical and sequence learning lead to persistent memory in children after a one-year offline period
title_fullStr	Statistical and sequence learning lead to persistent memory in children after a one-year offline period
title_full_unstemmed	Statistical and sequence learning lead to persistent memory in children after a one-year offline period
title_sort	statistical and sequence learning lead to persistent memory in children after a one-year offline period
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/d62505027ad04a9e9ce1d440328ba32b
work_keys_str_mv	AT esztertothfaber statisticalandsequencelearningleadtopersistentmemoryinchildrenafteraoneyearofflineperiod AT karolinajanacsek statisticalandsequencelearningleadtopersistentmemoryinchildrenafteraoneyearofflineperiod AT dezsonemeth statisticalandsequencelearningleadtopersistentmemoryinchildrenafteraoneyearofflineperiod
_version_	1718380997285773312

Statistical and sequence learning lead to persistent memory in children after a one-year offline period

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