As humans we are not stuck in an everlasting present. Instead, we can project ourselves into both our personal past and future. Remembering the past and simulating the future are strongly interrelated processes. They are both supported by largely the same brain regions including the rostral and ventral medial prefrontal cortex (mPFC) but also the hippocampus, the posterior cingulate cortex (PCC), as well as other regions in the parietal and temporal cortices. Interestingly, this core network for episodic simulation and episodic memory partially overlaps with a brain network for evaluation and value-based decision making. This is particularly the case for the mPFC. This part of the brain has been associated both with a large number of different cognitive functions ranging from the representation of memory schemas and self-referential processing to the representation of value and affect. As a consequence, a unifying account of mPFC functioning has remained elusive. The present thesis investigates the unique contribution of the mPFC to episodic simulation by highlighting its role in the representation of memory schemas and value. In a first functional MRI and pre-registered behavioral replication study, we demonstrate that the mPFC encodes representations of known people as well as of known locations from participants’ everyday life. We demonstrate that merely imagined encounters with liked vs. disliked people at these locations can change our attitude toward the locations. The magnitude of this simulation-induced attitude change was predicted by activation in the mPFC during the simulations. Specifically, locations simulated with liked people exhibited significantly larger increases in liking than those simulated with disliked people. In a second behavioral study, we examined the mechanisms of simulation-based learning more closely. To this end, participants also simulated encounters with neutral people at neutral locations. Using repeated behavioral assessments of participants’ memory representations, we reveal that simulations cause an integration of memory representations for jointly simulated people and locations. Moreover, compared to the neutral baseline condition we demonstrate a transfer of positive valence from liked and of negative valence from disliked people to their paired locations. We also provide evidence that simulations induce an affective experience that aligns with the valence of the person and that this experience can account for the observed attitude change toward the location. In a final fMRI study, we examine the structure of memory representations encoded in the mPFC. Specifically, we provide evidence for the hypothesis that the mPFC encodes schematic representations of our social and physical environment. We demonstrate that representations of individual exemplars of these environments (i.e., individual people and locations) are closely intertwined with a representation of their value. In sum, our findings show that we can learn from imagined experience much as we learn from actual past experience and that the mPFC plays a key role in simulation-based learning. The mPFC encodes information about our environment in value-weighted schematic representations. These representations can account for the overlap of mnemonic and evaluative functions in the mPFC and might play a key role in simulation-based learning. Our results are in line with a view that our memories of the past serve us in ways that are oriented toward the future. Our ability to simulate potential scenarios allows us to anticipate the future consequences of our choices and thereby fosters farsighted decision making. Thus, our findings help to better characterize the functional role of the mPFC in episodic future simulation and valuation.

Previous research has attempted to identify consequences of mental transportation into narrative worlds. While scales have been developed and validated to measure readers' levels of transportation, the objective quantification has left researchers at a descriptive disadvantage for the full range of qualitative responses to this phenomenon. This study presents a qualitative method of inquiry designed to get at the experience of narrative transportation as it is lived: the phenomenological interview. Interview transcripts were inductively analyzed for common themes that indicate intersubjective features of narrative experience. Four main themes were identified, which were composed of 22 base-level experiences reported by participants. These findings corroborated the extant literature and provided a nuanced understanding of the phenomenon as it is lived.

Memory-related disorders, such as Alzheimer’s disease and dementia, are devastating and often irreparable given our limited knowledge of how to effectively treat them. Animal studies have made significant advances in identifying neural correlates of memory, but in order to develop better interventions for memory loss, we need a deeper understanding of the neural basis of memory in the human brain. The main focus of my research is examining large-scale electrophysiological correlates of memory and learning in humans. In my studies, I recorded local field potential (LFP) data directly from the brains of neurosurgical patients performing memory tasks. First, in Chapter 2, I investigated the prevalence of sharp-wave ripples—synchronous high-frequency bursts of LFP activity—in the human hippocampus and cortex. I found that spectral characteristics of detected ripples closely matched those of other previously described high-frequency patterns in the human brain, thus raising important considerations for the detection and definition of ripple-like activity in humans. For my second study, in Chapter 3, I examined the impact of scopolamine, a cholinergic blocker, in the human hippocampal area during episodic memory. I found that the memory impairment caused by scopolamine was coupled to disruptions of both the amplitude and phase alignment of theta oscillations (2-10 Hz) during encoding. These findings suggest that cholinergic circuits support memory by coordinating the temporal dynamics of theta oscillations. Finally, in Chapter 4, I explored how brain oscillations in the medial temporal lobe (MTL) support learning. I found that subjects’ accuracy in a spatial memory task improved significantly within and across sessions, and that these short- and long-term learning effects were predicted by greater theta synchrony. My research translates important memory- and learning-related signals from animal studies, and extends those findings by revealing spectral patterns that are specifically relevant to humans. Together, my studies point to a key electrophysiological phenomenon underlying memory and learning in humans: the synchrony of neuronal activity in the brain. In particular, my results suggest that the temporal coordination of neuronal activity offered by brain oscillations, especially those in the theta frequency band, is vital for successful memory and learning. These findings expand our mechanistic understanding of the neurophysiology of human memory and learning, and suggest that improving the temporal coordination of neuronal activity in the MTL may provide a novel route to treating memory- and learning-related disorders.

京都大学 / 新制・論文博士 / 博士(医学) / 乙第13583号 / 論医博第2303号 / 新制||医||1070(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 滝田 順子, 教授 小川 誠司, 教授 松田 文彦 / 学位規則第4条第2項該当 / Doctor of Medical Science / Kyoto University / DFAM

No description available.

No description available.

No description available.

No description available.

<p>Recent research on cognitive control has focused on the learning consequences of high selective attention demands in selective attention tasks. The current study extends these ideas by examining the influence of selective attention demands on remembering. In Experiment 1, participants read aloud the red word in a pair of red and green interleaved words. Half of the items were congruent (the interleaved words were the same), and the other half were incongruent (the interleaved words were different). Following the study phase, participants completed a recognition memory test with a remember/know classification. A mirror effect was observed in the recognition memory data, with better memory for incongruent than for congruent items. In Experiment 2, context was only partially reinstated at test, and again better memory for incongruent compared to congruent items was observed. However, the processes supporting recognition decisions varied depending on context reinstatement, with only full context reinstatement resulting in differences in recollection for congruent and incongruent items. These results demonstrate that selective attention process demands associated with incongruent items affect episodic learning.</p> / Master of Science (MSc)

Episodic memory binds together the people, objects, and locations that make up the specific events of our lives, and allows the recall of our past in the service of current and future goals. Recent models of memory have posited that the hippocampus instantiates computations critical for episodic memory including mnemonic discrimination, relational binding, and holistic retrieval. Collectively, this set of studies aim to chart the ontogeny of each key components of episodic memory. We found robust improvements in children’s abilities to form complex relational structures and to make fine-grained discrimination for individual items from age 4 to age 6. However, relational memory dependent on context discrimination appears to follow a more protracted development. Furthermore, relational binding and mnemonic discrimination (item and context levels) undergo age-related decrements in senescence. Despite relatively poor relational binding capabilities, children as young as age 4 are able to retrieve multi-element events holistically, such as successfully retrieving of one aspect of an event predicts the retrieval success of other aspects from the same event. Critically, the degree of holistic episodic retrieval increases from age 4 to young adulthood. This multi-process approach provides important theoretical insights into lifespan profile of episodic memory. / Psychology