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Long-term Potentiation

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Long-term Potentiation

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.

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Related Experiment Video

Updated: Jul 3, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

A mental practice superiority effect: less retroactive interference and more transfer than physical practice.

Erica L Wohldmann¹, Alice F Healy, Lyle E Bourne

¹Department of Psychology, California State University, Northridge, CA 91330, USA. erica.wohldmann@csun.edu

Journal of Experimental Psychology. Learning, Memory, and Cognition

|July 9, 2008

Summary

Mental practice improved typing retention and skill transfer more than physical practice. This suggests mental practice strengthens abstract motor representations, enhancing learning without specific effector involvement.

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Last Updated: Jul 3, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

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Published on: June 14, 2019

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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

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Published on: September 20, 2020

Area of Science:

Cognitive Psychology
Motor Learning
Human-Computer Interaction

Background:

Mental practice, or imagining performing a task, is explored for its impact on skill acquisition.
Understanding how mental practice influences memory retention and the transfer of learned skills is crucial for optimizing training protocols.
Previous research suggests mental practice may engage cognitive processes distinct from physical execution.

Purpose of the Study:

To investigate the effects of mental practice versus physical practice on retention and transfer of a typing task.
To test the hypothesis that mental practice fosters a more abstract motor representation compared to physical practice.

Main Methods:

Two experiments involved participants learning to type 4-digit numbers.
Participants engaged in either mental or physical practice of typing, with variations in response configuration or hand used.
Delayed typing tests assessed retention of old and acquisition of new number sequences.

Main Results:

Mental practice resulted in significantly less retroactive interference compared to physical practice.
Participants utilizing mental practice demonstrated greater skill transfer to a delayed test.
These findings support the idea that mental practice aids in forming generalized, abstract motor representations.

Conclusions:

Mental practice offers benefits for skill retention and transfer that may surpass those of physical practice.
The study supports the theory that mental practice strengthens abstract representations, independent of specific physical movements.
This has implications for designing effective learning strategies in various motor skill domains.