Learning and memory consolidation processes in children and adults: a neurophysiological and neuropsychological investigation
Bibliographic record
Abstract
Learning and memory consolidation processes in children and adults: a neurophysiological and neuropsychological investigation. Sleep is a complex and active state of the brain, associated with essential functional changes [1]. Accumulated evidence in the adult population indicates that sleep participates in the consolidation of declarative (i.e. memory for facts and episodes) and procedural (i.e. skills and habits) memory, allowing novel information to be integrated for the long term in cerebral networks [2]. Whether sleep supports memory consolidation in children likewise and to the same extent than in adults remains disputed. In this framework, I have developed experiments aimed at investigating sleep-dependent consolidation processes both in children and adults, using behavioral and neurophysiological techniques (magneto-encephalography [MEG]; electro-encephalography [EEG]; functional magnetic resonance imaging [fMRI]). To sum up, researches conducted during my PhD thesis have contributed to start unraveling neurophysiological mechanisms participating in sleep-dependent consolidation processes. On the one hand, I report that despite a lack of detectable behavioral differences, posttraining sleep plays a role in reshaping the cerebral networks subtending implicit motor sequence learning in adults [3]. I also showed using a motor adaptation task [4] that sleep contributes to the consolidation of procedural memory in children [5]. On the other hand, I have evidenced neuromagnetic correlates of learning novel semantic representations in children [6-7], and is currently finalizing the analysis of the effect of a post-training nap on the consolidation of these representations. Finally, I showed in epileptic children that interictal epileptic discharges (IED) during sleep impairs declarative memory consolidation processes [8-9], and that this phenomenon is reversible upon pharmacological treatment suppressing IED. Altogether, these findings advocate the need to explore further memory consolidation and its neurophysiological basis in children, both healthy and suffering from various brain pathologies [10]. [1] Urbain C. Peigneux, P. & Schmitz R. Sleep and the Brain. (to appear). In The Oxford Handbook of Sleep and Sleep Disorders. C. M. Morin and C. A. Espie (Eds.). Oxford University Press, Oxford, NY. [2] Peigneux P. Schmitz R. & Urbain C. Sleep and Forgetting. In Forgetting. S. Della Sala (Ed.). Psychology Press, Hove, UK. 2010. (pp. 165-184). [3] Urbain C. Schmitz R. Schmidt C. Cleeremans A. Van Bogaert P. Maquet P. and Peigneux P. (submitted). Neuroanatomical Sleep-Dependent Processing in the Probabilistic Serial Reaction Time Task. [4] Huber, R. Ghilardi, M.F. Massimini, M. And Tononi, G. Local sleep and learning. Nature, 2004, 430, 78-84. [5] Urbain C. Houyoux E. Albouy G. Peigneux P. (in preparation). Sleep-dependent consolidation of procedural learning in children. [6] Urbain C. Schmitz R. Op De Beeck M. Bourguignon M. Galer S. X. De Tiège, Van Bogaert P. and Peigneux P. (in preparation). How learning new meanings about novel objects modulates cerebral activity in children: A MEG Study. [7] Urbain C. Schmitz R. Bourguignon M. Op De Beeck M. Galer S, De Tiège X. Van Bogaert P. Peigneux P. (2011). Learning and Fast-Mapping Meanings to Novel Object in Children: A MEG Study. 17th Annual Meeting of the Organization for Human Brain Mapping [HBM], 26-30 June 2011, Québec City, Canada [8] Urbain C. et al. Is sleep-related consolidation impaired in focal idiopathic epilepsies of childhood? A pilot study, Epilepsy and Behavior, 2011, 22(2), 380-384. [9] Van Bogaert P. Urbain C. Galer S. Ligot N. Peigneux P. and De Tiège X. Impact of focal interictal epileptiform discharges on behaviour and cognition in children. Neurophysiologie Clinique/Clinical Neurophysiology, 2012, 42(1–2), 53-58.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".