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Multisensory guided associative learning in healthy humans

Associative learning is a basic cognitive function by which discrete and often different percepts are linked together. The Rutgers Acquired Equivalence Test investigates a specific kind of associative learning, visually guided equivalence learning. The test consists of an acquisition (pair learning)...

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Autores principales: Eördegh, Gabriella, Őze, Attila, Bodosi, Balázs, Puszta, András, Pertich, Ákos, Rosu, Anett, Godó, György, Nagy, Attila
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6413907/
https://www.ncbi.nlm.nih.gov/pubmed/30861023
http://dx.doi.org/10.1371/journal.pone.0213094
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author Eördegh, Gabriella
Őze, Attila
Bodosi, Balázs
Puszta, András
Pertich, Ákos
Rosu, Anett
Godó, György
Nagy, Attila
author_facet Eördegh, Gabriella
Őze, Attila
Bodosi, Balázs
Puszta, András
Pertich, Ákos
Rosu, Anett
Godó, György
Nagy, Attila
author_sort Eördegh, Gabriella
collection PubMed
description Associative learning is a basic cognitive function by which discrete and often different percepts are linked together. The Rutgers Acquired Equivalence Test investigates a specific kind of associative learning, visually guided equivalence learning. The test consists of an acquisition (pair learning) and a test (rule transfer) phase, which are associated primarily with the function of the basal ganglia and the hippocampi, respectively. Earlier studies described that both fundamentally-involved brain structures in the visual associative learning, the basal ganglia and the hippocampi, receive not only visual but also multisensory information. However, no study has investigated whether there is a priority for multisensory guided equivalence learning compared to unimodal ones. Thus we had no data about the modality-dependence or independence of the equivalence learning. In the present study, we have therefore introduced the auditory- and multisensory (audiovisual)-guided equivalence learning paradigms and investigated the performance of 151 healthy volunteers in the visual as well as in the auditory and multisensory paradigms. Our results indicated that visual, auditory and multisensory guided associative learning is similarly effective in healthy humans, which suggest that the acquisition phase is fairly independent from the modality of the stimuli. On the other hand, in the test phase, where participants were presented with acquisitions that were learned earlier and associations that were until then not seen or heard but predictable, the multisensory stimuli elicited the best performance. The test phase, especially its generalization part, seems to be a harder cognitive task, where the multisensory information processing could improve the performance of the participants.
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spelling pubmed-64139072019-04-02 Multisensory guided associative learning in healthy humans Eördegh, Gabriella Őze, Attila Bodosi, Balázs Puszta, András Pertich, Ákos Rosu, Anett Godó, György Nagy, Attila PLoS One Research Article Associative learning is a basic cognitive function by which discrete and often different percepts are linked together. The Rutgers Acquired Equivalence Test investigates a specific kind of associative learning, visually guided equivalence learning. The test consists of an acquisition (pair learning) and a test (rule transfer) phase, which are associated primarily with the function of the basal ganglia and the hippocampi, respectively. Earlier studies described that both fundamentally-involved brain structures in the visual associative learning, the basal ganglia and the hippocampi, receive not only visual but also multisensory information. However, no study has investigated whether there is a priority for multisensory guided equivalence learning compared to unimodal ones. Thus we had no data about the modality-dependence or independence of the equivalence learning. In the present study, we have therefore introduced the auditory- and multisensory (audiovisual)-guided equivalence learning paradigms and investigated the performance of 151 healthy volunteers in the visual as well as in the auditory and multisensory paradigms. Our results indicated that visual, auditory and multisensory guided associative learning is similarly effective in healthy humans, which suggest that the acquisition phase is fairly independent from the modality of the stimuli. On the other hand, in the test phase, where participants were presented with acquisitions that were learned earlier and associations that were until then not seen or heard but predictable, the multisensory stimuli elicited the best performance. The test phase, especially its generalization part, seems to be a harder cognitive task, where the multisensory information processing could improve the performance of the participants. Public Library of Science 2019-03-12 /pmc/articles/PMC6413907/ /pubmed/30861023 http://dx.doi.org/10.1371/journal.pone.0213094 Text en © 2019 Eördegh et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Eördegh, Gabriella
Őze, Attila
Bodosi, Balázs
Puszta, András
Pertich, Ákos
Rosu, Anett
Godó, György
Nagy, Attila
Multisensory guided associative learning in healthy humans
title Multisensory guided associative learning in healthy humans
title_full Multisensory guided associative learning in healthy humans
title_fullStr Multisensory guided associative learning in healthy humans
title_full_unstemmed Multisensory guided associative learning in healthy humans
title_short Multisensory guided associative learning in healthy humans
title_sort multisensory guided associative learning in healthy humans
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6413907/
https://www.ncbi.nlm.nih.gov/pubmed/30861023
http://dx.doi.org/10.1371/journal.pone.0213094
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