Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBrod, Garvinen_UK
dc.contributor.authorLindenberger, Ulmanen_UK
dc.contributor.authorWagner, Anthony Den_UK
dc.contributor.authorShing, Yee Leeen_UK
dc.description.abstractAccording to the schema-relatedness hypothesis, new experiences that make contact with existing schematic knowledge are more easily encoded and remembered than new experiences that do not. Here we investigate how real-life gains in schematic knowledge affect the neural correlates of episodic encoding, assessing medical students 3 months before and immediately after their final exams. Human participants were scanned with functional magnetic resonance imaging while encoding associative information that varied in relatedness to medical knowledge (face–diagnosis vs face–name pairs). As predicted, improvements in memory performance over time were greater for face–diagnosis pairs (high knowledge-relevance) than for face–name pairs (low knowledge-relevance). Improved memory for face–diagnosis pairs was associated with smaller subsequent memory effects in the anterior hippocampus, along with increased functional connectivity between the anterior hippocampus and left middle temporal gyrus, a region important for the retrieval of stored conceptual knowledge. The decrease in the anterior hippocampus subsequent memory effect correlated with knowledge accumulation, as independently assessed by a web-based learning platform with which participants studied for their final exam. These findings suggest that knowledge accumulation sculpts the neural networks associated with successful memory formation, and highlight close links between knowledge acquired during studying and basic neurocognitive processes that establish durable memories.  SIGNIFICANCE STATEMENT In a sample of medical students, we tracked knowledge accumulation via a web-based learning platform and investigated its effects on memory formation before and after participants' final medical exam. Knowledge accumulation led to significant gains in memory for knowledge-related events and predicted a selective decrease in hippocampal activation for successful memory formation. Furthermore, enhanced functional connectivity was found between hippocampus and semantic processing regions. These findings (1) demonstrate that knowledge facilitates binding in the hippocampus by enhancing its communication with the association cortices, (2) highlight close links between knowledge induced in the real world and basic neurocognitive processes that establish durable memories, and (3) exemplify the utility of combining laboratory-based cognitive neuroscience research with real-world educational technology for the study of memory.en_UK
dc.publisherSociety for Neuroscienceen_UK
dc.relationBrod G, Lindenberger U, Wagner AD & Shing YL (2016) Knowledge Acquisition During Exam Preparation Improves Memory and Modulates Memory Formation. Journal of Neuroscience, 36 (31), pp. 8103-8111.
dc.rightsThis item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. Publisher policy allows this work to be made available in this repository. Copyright of all material published in The Journal of Neuroscience remains with the authors. The authors grant the Society for Neuroscience an exclusive license to publish their work for the first 6 months. After 6 months the work becomes available to the public to copy, distribute, or display under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. Published in Journal of Neuroscience, 3 August 2016, 36(31): 8103-8111; doi: 10.1523/JNEUROSCI.0045-16.2016 by Society for Neuroscience. The original publication is available at:
dc.subjecteducational technologyen_UK
dc.subjectmiddle temporal gyrusen_UK
dc.subjectprior knowledgeen_UK
dc.titleKnowledge Acquisition During Exam Preparation Improves Memory and Modulates Memory Formationen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreason[8103.full.pdf] Publisher requires embargo of 6 months after formal publication.en_UK
dc.rights.embargoreason[BrodEtAl-MedicalStudent-JNeuro_revision_2ndround (1).pdf] Publisher requires embargo of 6 months after formal publication.en_UK
dc.citation.jtitleJournal of Neuroscienceen_UK
dc.type.statusVoR - Version of Recorden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.contributor.affiliationMax Planck Institute for Human Developmenten_UK
dc.contributor.affiliationMax Planck Institute for Human Developmenten_UK
dc.contributor.affiliationStanford Universityen_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
local.rioxx.authorBrod, Garvin|en_UK
local.rioxx.authorLindenberger, Ulman|en_UK
local.rioxx.authorWagner, Anthony D|en_UK
local.rioxx.authorShing, Yee Lee|0000-0001-8922-7292en_UK
local.rioxx.projectInternal Project|University of Stirling|
local.rioxx.filenameBrodEtAl-MedicalStudent-JNeuro_revision_2ndround (1).pdfen_UK
Appears in Collections:Psychology Journal Articles

Files in This Item:
File Description SizeFormat 
8103.full.pdfFulltext - Published Version429.03 kBAdobe PDFView/Open
BrodEtAl-MedicalStudent-JNeuro_revision_2ndround (1).pdfFulltext - Accepted Version605.33 kBAdobe PDFView/Open

This item is protected by original copyright

A file in this item is licensed under a Creative Commons License Creative Commons

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.