Long-Term Retention Explained by a Model of Short-Term Learning in the Adaptive Control of Reaching
Long-Term Retention Explained by a Model of Short-Term Learning in the Adaptive Control of Reaching
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DOI：
10.1152/jn.90706.2008
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发表时间：
2008-11-01
影响因子：
2.5
通讯作者：
Smith, Maurice A.
中科院分区：
文献类型：
--
作者：
Joiner, Wilsaan M.;Smith, Maurice A.
Joiner WM，Smith MA.长期保持解释的短期学习模型的自适应控制达到。神经生理学杂志100：2948-2955，2008年。首次发表于2008年9月10日; doi：10.1152/jn.90706.2008。大量的理论、心理物理学和神经生物学工作集中在短期学习发展为长期记忆的机制上。更好地了解这些机制可能会导致提高培训程序的效率的能力。长期记忆形成过程中的一个关键现象是艾宾浩斯在1885年发现的过度学习对记忆力的影响：当一项任务的初始训练时间延长到超过良好的即时回忆所需的时间时，长期记忆力就会提高。尽管这种过度学习效应作为心理学研究中的一种现象受到了相当大的关注，但控制这一过程的机制还没有得到很好的理解，而且预测不同程度的过度学习所带来的好处的能力还不存在。在这里，我们研究了初始训练期的持续时间和24小时后的保留量之间的关系，以适应人类达到手臂运动到一个新的力环境。我们发现，在这个运动适应任务中，预测的长期保留量不是在训练期间实现的整体性能水平，而是由一个特定的组件过程中的短期记忆形成的多速率模型的水平。这些发现表明，虽然多个学习过程决定了学习运动适应的能力，但只有一个过程提供了长期记忆形成的途径。了解这一关键学习过程的动态可以允许合理设计训练和康复模式，最大限度地提高每次训练的长期效益。
Joiner WM, Smith MA. Long-term retention explained by a model of short-term learning in the adaptive control of reaching. J Neurophysiol 100: 2948-2955, 2008. First published September 10, 2008; doi: 10.1152/jn.90706.2008. Extensive theoretical, psychophysical, and neurobiological work has focused on the mechanisms by which short-term learning develops into long-term memory. Better understanding of these mechanisms may lead to the ability to improve the efficiency of training procedures. A key phenomenon in the formation of long-term memory is the effect of over learning on retention discovered by Ebbinghaus in 1885: when the initial training period in a task is prolonged even beyond what is necessary for good immediate recall, long-term retention improves. Although this over learning effect has received considerable attention as a phenomenon in psychology research, the mechanisms governing this process are not well understood, and the ability to predict the benefit conveyed by varying degrees of over learning does not yet exist. Here we studied the relationship between the duration of an initial training period and the amount of retention 24 h later for the adaptation of human reaching arm movements to a novel force environment. We show that in this motor adaptation task, the amount of long-term retention is predicted not by the overall performance level achieved during the training period but rather by the level of a specific component process in a multi-rate model of short-term memory formation. These findings indicate that while multiple learning processes determine the ability to learn a motor adaptation, only one provides a gateway to long-term memory formation. Understanding the dynamics of this key learning process may allow for the rational design of training and rehabilitation paradigms that maximize the long-term benefit of each session.