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Building Integrated and Structured Memory Representations During Goal-Directed Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Building Integrated and Structured Memory Representations During Goal-Directed Learning./
Author:	Fernandez, Corey Angelea.
Description:	1 online resource (147 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
Contained By:	Dissertations Abstracts International84-04B.
Subject:	Fractals. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29408078click for full text (PQDT)
ISBN:	9798352649848

Building Integrated and Structured Memory Representations During Goal-Directed Learning.
Fernandez, Corey Angelea.

Building Integrated and Structured Memory Representations During Goal-Directed Learning. - 1 online resource (147 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: B.

Thesis (Ph.D.)--Stanford University, 2022.

Includes bibliographical references

Acquiring knowledge from the events in our lives that can be drawn upon in the future is central to the human experience. Interactions between the medial temporal lobe and neocortex allow us to both recall specific episodes from the past and abstract relationships across experiences when memories share common elements. Over learning, dynamic memory processes integrate new experiences with existing memory representations, building structured knowledge about the world. As the emergence of structured knowledge is crucial for planning and decision-making, delineation of the neural and psychological processes underlying integration and abstraction are necessary to advance understanding of how memory guides behavior. In this dissertation, I illustrate how technical advances in the behavioral and neural sciences are transforming the study of memory. I describe a novel, multi-day experimental paradigm that combines virtual navigation, functional neuroimaging, and neural pattern similarity analyses to investigate how humans build structured knowledge through immersive, goal-directed navigation. I begin by presenting behavioral evidence for structured knowledge formation as participants learn to navigate in local and global virtual environments and discuss how study participants differ in the building of such knowledge (Chapter 2). In subsequent chapters, I characterize experiencedriven changes in memory representations in the medial temporal lobe (entorhinal cortex and hippocampus; Chapter 3) and frontal and parietal lobes (ventromedial prefrontal cortex and retrosplenial cortex; Chapter 4) across learning in local and global navigation tasks. I find that learning restructures human memory representations to reflect experienced transitions within the virtual environment. I also find evidence that the hippocampus begins to build a representational structure extending beyond directly experienced transitions, and that the nature and characteristics of hippocampal representations relate to participants' subsequent navigation performance. Together, this work sheds light on how the brain comes to represent the external world and builds memories that support flexible, goal-directed behavior.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352649848Subjects--Topical Terms:

524457
Fractals.
Index Terms--Genre/Form:

542853
Electronic books.

Building Integrated and Structured Memory Representations During Goal-Directed Learning.
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245 1 0 $a Building Integrated and Structured Memory Representations During Goal-Directed Learning.
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300 $a 1 online resource (147 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
500 $a Advisor: Wagner, Anthony David; Giocomo, Lisa.
502 $a Thesis (Ph.D.)--Stanford University, 2022.
504 $a Includes bibliographical references
520 $a Acquiring knowledge from the events in our lives that can be drawn upon in the future is central to the human experience. Interactions between the medial temporal lobe and neocortex allow us to both recall specific episodes from the past and abstract relationships across experiences when memories share common elements. Over learning, dynamic memory processes integrate new experiences with existing memory representations, building structured knowledge about the world. As the emergence of structured knowledge is crucial for planning and decision-making, delineation of the neural and psychological processes underlying integration and abstraction are necessary to advance understanding of how memory guides behavior. In this dissertation, I illustrate how technical advances in the behavioral and neural sciences are transforming the study of memory. I describe a novel, multi-day experimental paradigm that combines virtual navigation, functional neuroimaging, and neural pattern similarity analyses to investigate how humans build structured knowledge through immersive, goal-directed navigation. I begin by presenting behavioral evidence for structured knowledge formation as participants learn to navigate in local and global virtual environments and discuss how study participants differ in the building of such knowledge (Chapter 2). In subsequent chapters, I characterize experiencedriven changes in memory representations in the medial temporal lobe (entorhinal cortex and hippocampus; Chapter 3) and frontal and parietal lobes (ventromedial prefrontal cortex and retrosplenial cortex; Chapter 4) across learning in local and global navigation tasks. I find that learning restructures human memory representations to reflect experienced transitions within the virtual environment. I also find evidence that the hippocampus begins to build a representational structure extending beyond directly experienced transitions, and that the nature and characteristics of hippocampal representations relate to participants' subsequent navigation performance. Together, this work sheds light on how the brain comes to represent the external world and builds memories that support flexible, goal-directed behavior.
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650 4 $a Primates. $3 644047
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