Poster E114, Monday, March 26, 2:30-4:30 pm, Exhibit Hall C
Neural correlates of self-generation and verbal memory performance during paired-associate learning
Sangeeta Nair1, Jane B Allendorfer1, Rodolphe Nenert1, Amber N Martin1, Daniel Mirman1, Jennifer Vannest2, Jerzy P Szaflarski1; 1University of Alabama at Birmingham, 2Cincinnati Childrens Hospital
Background: Self-generating verbally processed language-related information results in better retention over reading. We examined the neural correlates of memory performance improvement during self-generation of paired-associates. Design/Methods: FMRI data from 173 healthy English-speaking participants (97F; 57LH; ages 19-76) were analyzed using AFNI. In verbal paired-associate learning task, 60 related word pairs were presented with participants saying the second word aloud. In the “read” condition, both words were presented; in the “generate” condition the first word and first letter of the second word followed by asterisks were presented, and participants generated the second word. Post-fMRI forced-choice recognition test was performed. Relationships between handedness and post-scan memory with encoding-related brain activity were examined using regression analyses. Results: Increased activity for generate>read was observed in bilateral posterior cingulate, right superior/middle temporal, left angular gyri and right insula; for read>generate in bilateral middle/inferior frontal, superior frontal, and left fusiform/middle temporal gyri, bilateral superior/inferior parietal lobule, right insula, cerebellum, and caudate. Decreased cortical activity was observed with increasing right-handedness (EHI) for generate>read in the left cerebellum (p=0.05; corrected), and increased activation was observed for typical (right-handed) > atypical handedness in the right cerebellum and bilateral calcarine/lingual gyrus (p=0.05, corrected). Recognition of read words was positively associated with involvement of right middle/superior frontal and right cingulate gyri (p=0.01, corrected). Conclusions: Learning via passive and active encoding results in increased right frontal activation. More widespread activation may be associated with higher memory performance with self-generation. Handedness may affect the lateralization of these processes.
Topic Area: LONG-TERM MEMORY: Semantic