Division of Neuroscience and Experimental Psychology, School of Biological Sciences, University of Manchester, Manchester M13 9GB, UK.
St Mauritius Rehabilitation Centre, Meerbusch & Heinrich-Heine University, 40225 Duesseldorf, Germany.
Cereb Cortex. 2022 Aug 3;32(16):3392-3405. doi: 10.1093/cercor/bhab422.
The Complementary Learning Systems (CLS) theory provides a powerful framework for considering the acquisition, consolidation, and generalization of new knowledge. We tested this proposed neural division of labor in adults through an investigation of the consolidation and long-term retention of newly learned native vocabulary with post-learning functional neuroimaging. Newly learned items were compared with two conditions: 1) previously known items to highlight the similarities and differences with established vocabulary and 2) unknown/untrained items to provide a control for non-specific perceptual and motor speech output. Consistent with the CLS, retrieval of newly learned items was supported by a combination of regions associated with episodic memory (including left hippocampus) and the language-semantic areas that support established vocabulary (left inferior frontal gyrus and left anterior temporal lobe). Furthermore, there was a shifting division of labor across these two networks in line with the items' consolidation status; faster naming was associated with more activation of language-semantic areas and lesser activation of episodic memory regions. Hippocampal activity during naming predicted more than half the variation in naming retention 6 months later.
互补学习系统 (CLS) 理论为研究新知识的获取、巩固和泛化提供了一个强大的框架。我们通过对新学习的母语词汇的巩固和长期保留进行学习后的功能神经影像学研究，来检验这一提出的神经分工。新学习的项目与两种情况进行了比较：1）以前已知的项目，以突出与已建立词汇的异同；2）未知/未训练的项目，以提供对非特定感知和运动言语输出的控制。与 CLS 一致，新学习项目的检索由与情景记忆相关的区域（包括左海马体）和支持已建立词汇的语言语义区域（左额下回和左颞叶前区）的组合支持。此外，这两个网络中的分工也发生了转移，与项目的巩固状态一致；更快的命名与语言语义区域的更多激活和情景记忆区域的更少激活相关。命名时的海马体活动预测了 6 个月后命名保留的一半以上的变化。
