INVESTIGADORES
BALLARINI Fabricio Matias
congresos y reuniones científicas
Título:
Evidence of behavioral tagging in humans. The effect of
Autor/es:
BALLARINI, FABRICIO; HIRSCH, IAN; VILLAR, M, EUGENIA; VIOLA, HAYDÉE
Reunión:
Congreso; Congreso de la Sociedad Argentina de Investigación en Neurociencia; 2013
Resumen:
Evidence of behavioral tagging in humans. The effect
of novelty on the formation and persistence of Long Term memory
In
previous researches we have shown that rodents under weak training protocols (that
otherwise would only induce short term memory) could consolidate a long term
memory, provided that the training session occurred close to an unrelated novel
experience. This process begins with the setting of a learning tag, established
by the weak training and also requiring synthesis of PRPs (Plasticity Related
Proteins) induced by the novelty. Hence, an essential question arises: is this
Behavioral Tagging (BT) mechanism also involved in humans LTM formation? In
order to answer this question, we first focused on elementary school children. With
them we intended to find out, if a novel or familiar event exerted a similar
effect on LTM (regarding a reading or graphical activity) (cita PlosOne). Our
results suggest that the learning task triggers a transient process, enabling
the consolidation of that information by the effects of the novel experience. In
the present work, we show an analogous
promoting effect in high school students: by using different kinds of learning and novelty events. We
found memory improvements in the students group which experienced a novel
lesson 1 hour before or after the graphical activity (Rey-Osterrieth complex
figure performance in adults) or a regular learning in the classroom. This was
not appreciated when these were 4 hours apart. Interestingly, our results show
that the experience of educationally relevant novel events, can improve LTM
(tested 48 hrs and 45 days later) for task the learnt. In conclusion, these
experiments performed in students support the idea that BT might be acting in
the formation of human memories. This would provide an interesting strategy to
boost teaching activities, just by using novel pedagogic tasks to improve
memory for those assignments of proven difficult learning and acquisition.