Modulation of striatum based non-declarative and medial temporal lobe based declarative memory predicts academic achievement at university level
| Autor: | Patricia Bravo Mancero, Angélica María Urquizo Alcivar, Claudio E. Maldonado Gavilanez, Paola Alexandra Ortíz Encalada, Graham Pluck, Elena Tello Carrasco, Isabela Lara, Ana F. Trueba |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Adult
Male Higher education Memory Episodic Cognitive Neuroscience Neuroscience (miscellaneous) Academic achievement Neuropsychological Tests 050105 experimental psychology Education Temporal lobe Task (project management) 03 medical and health sciences Behavioral Neuroscience 0302 clinical medicine Memory Humans Learning 0501 psychology and cognitive sciences Gray Matter Declarative learning Long-term memory business.industry 05 social sciences Temporal Lobe Educational attainment Neostriatum TheoryofComputation_LOGICSANDMEANINGSOFPROGRAMS Female Implicit memory Psychology business 030217 neurology & neurosurgery Cognitive psychology |
| Zdroj: | Trends in Neuroscience and Education. 14:1-10 |
| ISSN: | 2211-9493 |
| DOI: | 10.1016/j.tine.2018.11.002 |
| Popis: | There is a dearth of research on the roles of non-declarative (implicit) learning linked to the striatum and declarative (explicit) learning associated with the medial temporal lobes as predictors of academic attainment.Participants were 120 undergraduate students, studying Psychology or Engineering, who completed several long-term memory tests.There was a significant interaction between the groups (Psychology or Engineering) and task type (declarative or non-declarative): Engineers performed better at declarative and psychologists at non-declarative learning. Furthermore, non-declarative but not declarative learning scores were significant correlates of academic achievement (r = 0.326, p .05). Moreover, competitive modulation (activation of non-declarative learning in conjunction with deactivation of declarative learning) was a significant predictor of future academic achievement in both psychology (r = 0.264, p .05) and Engineering (r = 0.300, p .05) groups.The results confirm that these declarative and non-declarative systems interact competitively and that the extent of this competition may have implications for understanding educational attainment. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect