Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/107568
Title: Intrinsic monitoring of learning success facilitates memory encoding via the activation of the SN/VTA-Hippocampal loop
Author: Ripollés, Pablo
Marco Pallarés, Josep
Alicart, Helena
Tempelmann, Claus
Rodríguez Fornells, Antoni
Noesselt, Toemme
Keywords: Hipocamp (Cervell)
Memòria
Dopamina
Imatges per ressonància magnètica
Hippocampus (Brain)
Memory
Dopamine
Magnetic resonance imaging
Issue Date: 20-Sep-2016
Publisher: eLife Sciences
Abstract: Humans constantly learn in the absence of explicit rewards. However, the neurobiological mechanisms supporting this type of internally-guided learning (without explicit feedback) are still unclear. Here, participants who completed a task in which no external reward/feedback was provided, exhibited enhanced fMRI-signals within the dopaminergic midbrain, hippocampus, and ventral striatum (the SN/VTA-Hippocampal loop) when successfully grasping the meaning of new-words. Importantly, new-words that were better remembered showed increased activation and enhanced functional connectivity between the midbrain, hippocampus, and ventral striatum. Moreover, enhanced emotion-related physiological measures and subjective pleasantness ratings during encoding were associated with remembered new-words after 24 hr. Furthermore, increased subjective pleasantness ratings were also related to new-words remembered after seven days. These results suggest that intrinsic-potentially reward-related-signals, triggered by self-monitoring of correct performance, can promote the storage of new information into long-term memory through the activation of the SN/VTA-Hippocampal loop, possibly via dopaminergic modulation of the midbrain.
Note: Reproducció del document publicat a: https://doi.org/10.7554/eLife.17441
It is part of: eLife, 2016, num. 5:e17441, p. 1-35
Related resource: https://doi.org/10.7554/eLife.17441
URI: http://hdl.handle.net/2445/107568
ISSN: 2050-084X
Appears in Collections:Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

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