A fundamental distinction in memory is between the declarative and non-declarative (or procedural) memory systems. The ability of humans and other animals to learn from experience, once thought to be a unitary function, is now recognized to be supported by multiple memory systems with different functional characteristics and neural bases ( Squire, 1992 Cohen and Eichenbaum, 1993). The results confirm the importance of striatofrontal neural networks for the acquisition of skills, and suggest that skill learning and repetition priming may have common substrates within a particular task.īA = Brodmann area, fMRI = functional MRI, IR = inverted-reversed, MR = mirror-reversed, ROI = region of interest, SB = spelled-backwards Introduction Comparison of MR items with other spatially transformed typographies showed that the learning-related changes were general to all of the spatial transformations. Nearly all of the regions exhibiting significant learning-related changes also exhibited increased repetition priming effects, suggesting common neural substrates for priming and skill learning in this task. Short- and long-term repetition priming thus appeared to rely upon common neural mechanisms. Short-term repetition priming was associated with reduced activity in many of the regions active during mirror reading and extensive item-specific practice (long-term repetition priming) resulted in a virtual elimination of activity in those regions. Learning to read mirror-reversed (MR) text was associated with increased activation in left inferior temporal, striatal, left inferior prefrontal and right cerebellar regions and with decreased activity in the left hippocampus and left cerebellum.
Mirror reading, compared with reading normal text, was associated with extensive activation in occipital, temporal, parietal and frontal regions. Subjects exhibited significant learning across five training sessions and this learning generalized significantly to different spatial transformations (inverted-mirror reversed text and normal letters spelled backwards). The changes in brain activity related to skill learning and repetition priming in a mirror-reading task were examined using functional MRI.
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