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Neural activations associated with feedback and retrieval success
Umeå University, Faculty of Social Sciences, Department of Psychology. Umeå University, Faculty of Medicine, Umeå Centre for Functional Brain Imaging (UFBI).
Umeå University, Faculty of Medicine, Umeå Centre for Functional Brain Imaging (UFBI). Umeå University, Faculty of Medicine, Department of Integrative Medical Biology (IMB).
Umeå University, Faculty of Social Sciences, Department of Psychology. Umeå University, Faculty of Medicine, Umeå Centre for Functional Brain Imaging (UFBI).
Umeå University, Faculty of Medicine, Umeå Centre for Functional Brain Imaging (UFBI). Umeå University, Faculty of Medicine, Department of Integrative Medical Biology (IMB). Umeå University, Faculty of Medicine, Department of Radiation Sciences.
2017 (English)In: npj Science of Learning, E-ISSN 2056-7936, Vol. 2, no 12Article in journal (Refereed) Published
Abstract [en]

There is substantial behavioral evidence for a phenomenon commonly called “the testing effect”, i.e. superior memory performance after repeated testing compared to re-study of to-be-learned materials. However, considerably less is known about the underlying neuro-cognitive processes that are involved in the initial testing phase and thus underlies the actual testing effect. Here, we investigated functional brain activity related to test-enhanced learning with feedback. Subjects learned foreign vocabulary across three consecutive tests with correct-answer feedback. Functional brain-activity responses were analyzed in relation to retrieval and feedback events, respectively. Results revealed up-regulated activity in fronto-striatal regions during the first successful retrieval, followed by a marked reduction in activity as a function of improved learning. Whereas feedback improved behavioral performance across consecutive tests, feedback had a negligable role after the first successful retrieval for functional brain-activity modulations. It is suggested that the beneficial effects of test-enhanced learning is regulated by feedback-induced updating of memory representations, mediated via the striatum, that might underlie the stabilization of memory commonly seen in behavioral studies of the testing effect.

Place, publisher, year, edition, pages
2017. Vol. 2, no 12
Keyword [en]
test-enhanced learning, feedback, retrieval success, learning
National Category
Neurosciences Psychology (excluding Applied Psychology)
Research subject
Psychology; Education
Identifiers
URN: urn:nbn:se:umu:diva-142064DOI: 10.1038/s41539-017-0013-6OAI: oai:DiVA.org:umu-142064DiVA, id: diva2:1158307
Funder
Swedish Research Council, 721-2014-2099
Available from: 2017-11-20 Created: 2017-11-20 Last updated: 2018-01-13Bibliographically approved

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Wiklund-Hörnqvist, CarolaAndersson, MicaelJonsson, BertNyberg, Lars
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Department of PsychologyUmeå Centre for Functional Brain Imaging (UFBI)Department of Integrative Medical Biology (IMB)Department of Radiation Sciences
NeurosciencesPsychology (excluding Applied Psychology)

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