Publicação
Neuromodulating the interference process of concurrent learning of word lists : a trancranial direct current stimulation study
| Resumo: | Memory consolidation refers to the process by which memories become fixed and stable over time, after the initial learning process (Nader & Einarsson, 2010). Transcranial direct current stimulation (tDCS) studies have shown so far that tDCS can modulate performance in cognitive tasks. For instance, anodal stimulation applied over the temporal lobe improves performance in memory tasks and enhances consolidation (Boggio et al., 2009a; Boggio et al, 2009b; Ross et al., 2010). Our aim is to evaluate the impact of bilateral temporal stimulation (LA-RC, LC-RA and sham) in memory consolidation, when tDCS is applied during an interfering memory task. Fifteen healthy volunteers participated in a verbal Memory Learning Interference Task (MLIT) in which they were asked to learn two different word lists (list A(LA) and List B(LB)) while receiving tDCS during the learning of LB. They were then asked to recall the words of both lists in two moments: (a) immediately after learning of LB and (b) 20 minutes after the first recall, to verify if the stimulation effects on LA consolidation are the same after that waiting period. Our results show that in the LA-RC condition, for both recall moments: a lower percentage of words was recalled from LA, in comparison with the other conditions due to interference effects of LB learning in LA consolidation. This study shows that tDCS over the temporal lobe can modulate performance in a MLIT, with a more prominent effect verified when the anode is over the left temporal lobe (LTL). In future studies, it would be interesting to replicate the MLIT with unilateral stimulation in order to isolate cathodal effects, as well as testing the modulatory effects of tDCS in more complex memories, for instance, traumatic memories. |
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| Autores principais: | Faria, Sofia Freitas Machado |
| Assunto: | tDCS Temporal lobe Consolidation Memory ETCC Lobo temporal Consolidação Memória |
| Ano: | 2014 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | Memory consolidation refers to the process by which memories become fixed and stable over time, after the initial learning process (Nader & Einarsson, 2010). Transcranial direct current stimulation (tDCS) studies have shown so far that tDCS can modulate performance in cognitive tasks. For instance, anodal stimulation applied over the temporal lobe improves performance in memory tasks and enhances consolidation (Boggio et al., 2009a; Boggio et al, 2009b; Ross et al., 2010). Our aim is to evaluate the impact of bilateral temporal stimulation (LA-RC, LC-RA and sham) in memory consolidation, when tDCS is applied during an interfering memory task. Fifteen healthy volunteers participated in a verbal Memory Learning Interference Task (MLIT) in which they were asked to learn two different word lists (list A(LA) and List B(LB)) while receiving tDCS during the learning of LB. They were then asked to recall the words of both lists in two moments: (a) immediately after learning of LB and (b) 20 minutes after the first recall, to verify if the stimulation effects on LA consolidation are the same after that waiting period. Our results show that in the LA-RC condition, for both recall moments: a lower percentage of words was recalled from LA, in comparison with the other conditions due to interference effects of LB learning in LA consolidation. This study shows that tDCS over the temporal lobe can modulate performance in a MLIT, with a more prominent effect verified when the anode is over the left temporal lobe (LTL). In future studies, it would be interesting to replicate the MLIT with unilateral stimulation in order to isolate cathodal effects, as well as testing the modulatory effects of tDCS in more complex memories, for instance, traumatic memories. |
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