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Related Concept Videos

Long-term Potentiation01:35

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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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.
Hebbian LTP
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Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
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Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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Cognitive therapy, pioneered by Aaron T. Beck in the 1960s, is a structured approach to addressing psychological distress by focusing on the influence of thoughts on emotions and behaviors. All cognitive therapies involve the basic assumption that human beings have control over their feelings, and that how individuals feel about something depends on how they think about it. Unlike psychoanalytic methods that delve into unconscious processes or humanistic approaches emphasizing...
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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

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Spaced cognitive training promotes training transfer.

Zuowei Wang1, Renlai Zhou2, Priti Shah1

  • 1Department of Psychology, Combined Program in Education and Psychology, University of Michigan Ann Arbor, MI, USA.

Frontiers in Human Neuroscience
|May 1, 2014
PubMed
Summary
This summary is machine-generated.

Spacing out cognitive training sessions enhances learning and improves fluid intelligence. Children who spaced their working memory training over 20 days showed significant gains on intelligence tests, unlike those with shorter training intervals.

Keywords:
childrencognitive trainingfluid intelligenceprimary schoolschedulespacingtransferworking memory

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Cognitive training studies report inconsistent outcomes.
  • Training session scheduling is a variable factor.
  • The impact of practice spacing on cognitive training and transfer remains unclear.

Purpose of the Study:

  • To systematically investigate the influence of practice spacing on working memory training and transfer.
  • To determine if distributing training sessions over more days enhances cognitive gains.

Main Methods:

  • 115 fifth-grade children were randomly assigned to an active control or one of four working memory training groups.
  • Training involved a "running span" task over 20 sessions, 60 trials each, for 20 minutes per session.
  • Training was spaced across 2, 5, 10, or 20 days; the control group received math instruction.

Main Results:

  • All training groups showed improved performance on the working memory task, primarily in speed.
  • Only the group with the most spaced training (20 days) demonstrated significant improvement on the fluid intelligence transfer test (Raven's Progressive Matrices).
  • This improvement in the 20-day spacing group was significantly greater than the control group's gains.

Conclusions:

  • Distributing working memory training over a longer period (20 days) significantly enhances transfer to fluid intelligence.
  • Spacing of practice is a critical factor influencing the effectiveness of cognitive training interventions.
  • Longer spacing intervals may optimize cognitive plasticity and learning outcomes.