22 research outputs found
A Case for Reward-Based Episodic Encoding
Experiencing insight when solving problems can improve memory formation for
both the problem and its solution. The underlying neural processes involved in
this kind of learning are, however, thus far insufficiently understood. Here,
we conceptualized insight as the sudden understanding of a novel relationship
between known stimuli that fits into existing knowledge and is accompanied by
a positive emotional response. Hence, insight is thought to comprise
associative novelty, schema congruency, and intrinsic reward, all of which are
separately known to enhance memory performance. We examined the neural
correlates of learning from induced insight with functional magnetic resonance
imaging (fMRI) using our own version of the compound-remote-associates-task
(CRAT) in which each item consists of three clue words and a solution word.
(Pseudo-)Solution words were presented after a brief period of problem-solving
attempts to induce either sudden comprehension (CRA items) or continued
incomprehension (control items) at a specific time point. By comparing
processing of the solution words of CRA with control items, we found induced
insight to elicit activation of the rostral anterior cingulate cortex/medial
prefrontal cortex (rACC/mPFC) and left hippocampus. This pattern of results
lends support to the role of schema congruency (rACC/mPFC) and associative
novelty (hippocampus) in the processing of induced insight. We propose that
(1) the mPFC not only responds to schema-congruent information, but also to
the detection of novel schemata, and (2) that the hippocampus responds to a
form of associative novelty that is not just a novel constellation of familiar
items, but rather comprises a novel meaningful relationship between the
items—which was the only difference between our insight and no insight
conditions. To investigate episodic long-term memory encoding, we compared CRA
items whose solution word was recognized 24 h after encoding to those with
forgotten solutions. We found activation in the left striatum and parts of the
left amygdala, pointing to a potential role of brain reward circuitry in the
encoding of the solution words. We propose that learning from induced insight
mainly relies on the amygdala evaluating the internal value (as an affective
evaluation) of the suddenly comprehended information, and striatum-dependent
reward-based learning
Feelings-of-Warmth Increase More Abruptly for Verbal Riddles Solved With in Contrast to Without Aha! Experience
When we are confronted with a new problem, we typically try to apply strategies that have worked in the past and which usually lead closer to the solution incrementally. However, sometimes, either during a problem-solving attempt that does not seem to lead closer to the solution, or when we have given up on problem-solving for the moment, the solution seems to appear out of nowhere. This is often called a moment of insight. Whereas the cognitive processes of getting closer to the solution are still unknown for insight problem-solving, there are two diverging theories on the subjective feeling of getting closer to the solution: (1) One that states that an intuitive feeling of closeness to the solution increases slowly, but incrementally, before it surpasses the threshold to consciousness and becomes verbalizable (=insight) (continuous approach), and (2) another that proposes that the feeling of closeness to the solution does not increase before it exceeds the threshold to consciousness (discontinuous approach). Here, we investigated the subjective feeling of closeness to the solution, assessed as feeling-of-warmth (FoW), its relationship to solving the problem versus being presented with it and whether a feeling of Aha! was experienced. Additionally, we tested whether Aha! experiences are more likely when the problem is solved actively by the participant or presented to the participant after an unsuccessful problem-solving attempt, and whether the frequency of Aha! experiences correlates with problem difficulty. To our knowledge, this is the first study combining the CRAT with FoW assessments for the named conditions (solved/unsolved, three difficulty levels, Aha!/no Aha!). We used a verbal problem-solving task, the Compound Remote Associates Task (CRAT). Our data revealed that Aha! experiences were more often reported for solutions generated by the participant compared to solutions presented after unsuccessful problem-solving. Moreover, FoW curves showed a steeper increase for the last two FoW ratings when problems were solved with Aha! in contrast to without Aha!. Based on this observation, we provide a preliminary explanation for the underlying cognitive process of solving CRA problems via insight
Developing a social training of spatial perception and spatial cognition
International audienc
Linking the Positivity Effect in Attention with Affective Outcomes: Age Group Differences and the Role of Arousal
Despite its assumed importance for emotional well-being, studies investigating the
positivity effect (PE) in older adults’ information processing rarely tested its relationship
with immediate or general affective outcome measures like emotional reactivity or
emotional well-being. Moreover, the arousal level of the to-be-processed emotional
stimuli has rarely been taken into account as a moderator for the occurrence of the
PE and its relationship with affective outcomes. Age group differences (young vs.
old) in attention (i.e., fixation durations using eye tracking) and subjective emotional
reactions (i.e., pleasantness ratings) were investigated in response to picture stimuli
systematically varied in valence (positive vs. negative) and arousal (low vs. high). We
examined whether there is a link between age group differences in fixation durations
and affective outcomes (i.e., subjective emotional reactions as well as emotional wellbeing).
Older compared to young adults fixated less on the most emotional part in
negative but not in positive low-arousing pictures. This age difference did not occur
under high arousal. While age group differences in fixation duration did not translate into
age group differences in subjective emotional reactions, we found a positive relationship
between fixation duration on negative low-arousing pictures and emotional well-being,
i.e., negative affect. The present study replicated the well-known PE in attention and
emotional reactivity. In line with the idea that the PE reflects top-down-driven processing
of affective information, age group differences in fixation durations decreased under high
arousal. The present findings are consistent with the idea that age-related changes in the
processing of emotional information support older adults’ general emotional well-being
Linking the Positivity Effect in Attention with Affective Outcomes: Age Group Differences and the Role of Arousal
Despite its assumed importance for emotional well-being, studies investigating the positivity effect (PE) in older adults’ information processing rarely tested its relationship with immediate or general affective outcome measures like emotional reactivity or emotional well-being. Moreover, the arousal level of the to-be-processed emotional stimuli has rarely been taken into account as a moderator for the occurrence of the PE and its relationship with affective outcomes. Age group differences (young vs. old) in attention (i.e., fixation durations using eye tracking) and subjective emotional reactions (i.e., pleasantness ratings) were investigated in response to picture stimuli systematically varied in valence (positive vs. negative) and arousal (low vs. high). We examined whether there is a link between age group differences in fixation durations and affective outcomes (i.e., subjective emotional reactions as well as emotional well-being). Older compared to young adults fixated less on the most emotional part in negative but not in positive low-arousing pictures. This age difference did not occur under high arousal. While age group differences in fixation duration did not translate into age group differences in subjective emotional reactions, we found a positive relationship between fixation duration on negative low-arousing pictures and emotional well-being, i.e., negative affect. The present study replicated the well-known PE in attention and emotional reactivity. In line with the idea that the PE reflects top-down-driven processing of affective information, age group differences in fixation durations decreased under high arousal. The present findings are consistent with the idea that age-related changes in the processing of emotional information support older adults’ general emotional well-being
Developing a social training of spatial perception and spatial cognition
International audienc
Effects of Mobile Augmented Reality Learning Compared to Textbook Learning on Medical Students: Randomized Controlled Pilot Study
Albrecht U-V, Folta-Schoofs K, Behrends M, von Jan U. Effects of Mobile Augmented Reality Learning Compared to Textbook Learning on Medical Students: Randomized Controlled Pilot Study. Journal of Medical Internet Research. 2013;15(8): e182