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dc.contributor.authorBROD, Garvin
dc.contributor.authorLINDENBERGER, Ulman
dc.contributor.authorWAGNER, Anthony D.
dc.contributor.authorSHING, Yee Lee
dc.date.accessioned2019-03-01T14:53:29Z
dc.date.available2019-03-01T14:53:29Z
dc.date.issued2016
dc.identifier.citationJournal of neuroscience, 2016, Vol. 36, No. 31, pp. 8103-8111
dc.identifier.issn0270-6474
dc.identifier.urihttps://hdl.handle.net/1814/61473
dc.description.abstractAccording to the schema-relatedness hypothesis, new experiences that make contact with existing schematic knowledge are more easily encoded and remembered than new experiences that do not. Here we investigate how real-life gains in schematic knowledge affect the neural correlates of episodic encoding, assessing medical students 3 months before and immediately after their final exams. Human participants were scanned with functional magnetic resonance imaging while encoding associative information that varied in relatedness to medical knowledge (face-diagnosis vs face-name pairs). As predicted, improvements in memory performance over time were greater for face-diagnosis pairs (high knowledge-relevance) than for face-name pairs (low knowledge-relevance). Improved memory for face-diagnosis pairs was associated with smaller subsequent memory effects in the anterior hippocampus, along with increased functional connectivity between the anterior hippocampus and left middle temporal gyrus, a region important for the retrieval of stored conceptual knowledge. The decrease in the anterior hippocampus subsequent memory effect correlated with knowledge accumulation, as independently assessed by a web-based learning platform with which participants studied for their final exam. These findings suggest that knowledge accumulation sculpts the neural networks associated with successful memory formation, and highlight close links between knowledge acquired during studying and basic neurocognitive processes that establish durable memories.
dc.description.sponsorshipMax Planck Society
dc.description.sponsorshipHeinz Maier Leibnitz prize - German Research Foundation
dc.description.sponsorshipGottfried Wilhelm Leibniz prize - German Research Foundation
dc.description.sponsorshipInternational Max Planck Research School on the Life Course (LIFE)
dc.description.sponsorshipGerman Academic Exchange Service
dc.language.isoen
dc.publisherSociety for Neuroscienceen
dc.relation.ispartofJournal of neuroscience
dc.subjectEducational technology
dc.subjectFMRI
dc.subjectHippocampus
dc.subjectMiddle temporal gyrus
dc.subjectPrior knowledge
dc.subjectSchema
dc.subjectPrefrontal Cortexen
dc.subjectBrain Activityen
dc.subjectSchemaen
dc.subjectConnectivityen
dc.subjectNeuroscienceen
dc.subjectHippocampalen
dc.subjectRetrievalen
dc.subjectRepresentationen
dc.subjectConsolidationen
dc.subjectInformationen
dc.titleKnowledge acquisition during exam preparation improves memory and modulates memory formation
dc.typeArticle
dc.identifier.doi10.1523/JNEUROSCI.0045-16.2016
dc.identifier.volume36
dc.identifier.startpage8103
dc.identifier.endpage8111
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dc.identifier.issue31


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