Spreading the words: A spacing effect in vocabulary learning

The spacing effect refers to the frequently observed finding that distributing learning across time leads to better retention than massing it into one single study session. In the present study, we examined whether the spacing effect generalises to primary school vocabulary learning. To this aim, children from Grade 3 were taught the meaning of 15 new words using a massed procedure and 15 other new words using a spaced procedure. The 15 words in the massed condition were divided into three sets of five words, and each set was taught three times in one of three learning sessions. In the spaced condition, learning was distributed across the three sessions: All 15 words were practised once in each of the three learning sessions. At the retention tests after 1 week and after 5 weeks we observed that the meaning of spaced words was remembered better than the meaning of massed words

A chromosome-anchored eggplant genome sequence reveals key events in Solanaceae evolution

With approximately 450 species, spiny Solanum species constitute the largest monophyletic group in the Solanaceae family, but a high-quality genome assembly from this group is presently missing. We obtained a chromosome-anchored genome assembly of eggplant (Solanum melongena), containing 34,916 genes, confirming that the diploid gene number in the Solanaceae is around 35,000. Comparative genomic studies with tomato (S. lycopersicum), potato (S. tuberosum) and pepper (Capsicum annuum) highlighted the rapid evolution of miRNA:mRNA regulatory pairs and R-type defense genes in the Solanaceae, and provided a genomic basis for the lack of steroidal glycoalkaloid compounds in the Capsicum genus. Using parsimony methods, we reconstructed the putative chromosomal complements of the key founders of the main Solanaceae clades and the rearrangements that led to the karyotypes of extant species and their ancestors. From 10% to 15% of the genes present in the four genomes were syntenic paralogs (ohnologs) generated by the pre-γ, γ and T paleopolyploidy events, and were enriched in transcription factors. Our data suggest that the basic gene network controlling fruit ripening is conserved in different Solanaceae clades, and that climacteric fruit ripening involves a differential regulation of relatively few components of this network, including CNR and ethylene biosynthetic genes

Overt Visual Attention as a Causal Factor of Perceptual Awareness

Our everyday conscious experience of the visual world is fundamentally shaped by the interaction of overt visual attention and object awareness. Although the principal impact of both components is undisputed, it is still unclear how they interact. Here we recorded eye-movements preceding and following conscious object recognition, collected during the free inspection of ambiguous and corresponding unambiguous stimuli. Using this paradigm, we demonstrate that fixations recorded prior to object awareness predict the later recognized object identity, and that subjects accumulate more evidence that is consistent with their later percept than for the alternative. The timing of reached awareness was verified by a reaction-time based correction method and also based on changes in pupil dilation. Control experiments, in which we manipulated the initial locus of visual attention, confirm a causal influence of overt attention on the subsequent result of object perception. The current study thus demonstrates that distinct patterns of overt attentional selection precede object awareness and thereby directly builds on recent electrophysiological findings suggesting two distinct neuronal mechanisms underlying the two phenomena. Our results emphasize the crucial importance of overt visual attention in the formation of our conscious experience of the visual world

Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom

Within limited-input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more (Bird, 2010; Rogers, 2015), but others for shorter spacing (Suzuki, 2017). Further, little is known about the role of cognitive individual differences (e.g., language analytic ability) in mediating practice distribution effects for L2 grammatical knowledge development and retention (Suzuki & DeKeyser, 2017). To address this gap, this classroom-based study investigated whether distribution of practice and language analytic ability moderated the effectiveness of explicit, input-based grammar instruction for young first language (L1) English learners of French (aged 8 to 11). The study revealed minimal differences between longer (7-day) versus shorter (3.5-day) spacing of practice for learning an L2 French verb inflection subsystem, at either post- or delayed post-test. Minimal group-level gains and substantial within-group variation in performance at post-tests was observed. Accuracy of practice during training and language analytic ability were significantly associated with post-test performance under both practice schedules. These findings indicated that within an ecologically valid classroom context, differences in distribution of practice had limited impact on learner performance on our tests; rather, individual learner differences were more critical in moderating learning. This highlights the importance of considering individual learner differences in the development of resources and the potential of digital tools for dynamically adapting instruction to suit individuals

Electrical Brain Stimulation During a Retrieval-Based Learning Task Can Impair Long-Term Memory

Anodal transcranial direct current stimulation (tDCS) to the left dorsolateral prefrontal cortex (DLPFC) has been shown to improve performance on a multitude of cognitive tasks. These are, however, often simple tasks, testing only one cognitive domain at a time. Therefore, the efficacy of brain stimulation for complex tasks has yet to be understood. Using a task designed to increase learning efficiency, this study investigates whether anodal tDCS over the left DLPFC can modulate both learning ability and subsequent long-term memory retention. Using a within-subject design, participants (N = 25) took part in 6 training sessions over consecutive days in which active or sham stimulation was administered randomly (3 of each). A computer-based task was used, containing flags from countries unknown to the participants. Each training session consisted of the repetition of 8 pairs of flag/country names. Subsequently, in three testing sessions, free, cued, and timed cued recall, participants were assessed on all 48 flags they had learnt. No difference in learning speed between active and sham tDCS was found. Furthermore, in the timed cued recall phase, flags learnt in the sham tDCS sessions were recalled significantly better than flags learnt in the active tDCS sessions. This effect was stronger in the second testing session. It was also found that for the flags answered incorrectly; thus, meaning they were presented more frequently, subsequent long-term retention was improved. These results suggest that for a complex task, anodal tDCS is ineffective at improving learning speed and potentially detrimental to long-term retention when employed during encoding. This serves to highlight the complex nature of brain stimulation, providing a greater understanding of its limitations and drawbacks

Sleep Does not Help Relearning Declarative Memories in Older Adults

International audienceHow sleep affects memory in older adults is a critical topic, since age significantly impacts both sleep and memory. For declarative memory, previous research reports contradictory results, with some studies showing sleep-dependent memory consolidation and some other not. We hypothesize that this discrepancy may be due to the use of recall as the memory measure, a demanding task for older adults. The present paper focuses on the effect of sleep on relearning, a measure that proved useful to reveal subtle, implicit memory effects. Previous research in young adults showed that sleeping after learning was more beneficial to relearning the same Swahili-French word pairs 12 hours later, compared with the same interval spent awake. In particular, those words that could not be recalled were relearned faster when participants previously slept. The effect of sleep was also beneficial for retention after a one-week and a 6-month delay. The present study used the same experimental design in older adults aged 71 on average but showed no significant effect of sleep on consolidation, on relearning, or on long-term retention. Thus, even when using relearning speed as the memory measure, the consolidating effect of sleep in older adults was not demonstrated, in alignment with some previous findings

Sleep Does not Help Relearning Declarative Memories in Older Adults

How sleep affects memory in older adults is a critical topic,since age significantly impacts both sleep and memory. Fordeclarative memory, previous research reports contradictoryresults, with some studies showing sleep-dependent memoryconsolidation and some other not. We hypothesize that thisdiscrepancy may be due to the use of recall as the memorymeasure, a demanding task for older adults. The present paperfocuses on the effect of sleep on relearning, a measure thatproved useful to reveal subtle, implicit memory effects.Previous research in young adults showed that sleeping afterlearning was more beneficial to relearning the same Swahili-French word pairs 12 hours later, compared with the sameinterval spent awake. In particular, those words that could notbe recalled were relearned faster when participants previouslyslept. The effect of sleep was also beneficial for retention aftera one-week and a 6-month delay. The present study used thesame experimental design in older adults aged 71 on averagebut showed no significant effect of sleep on consolidation, onrelearning, or on long-term retention. Thus, even when usingrelearning speed as the memory measure, the consolidatingeffect of sleep in older adults was not demonstrated, inalignment with some previous findings