Abstract
Efficient memory-based problem-solving strategies are a cardinal feature of expertise across a wide range of cognitive domains in childhood. However, little is known about the neurocognitive mechanisms that underlie the acquisition of efficient memory-based problem-solving strategies. Here we develop, to the best of our knowledge, a novel neurocognitive process model of latent memory processes to investigate how cognitive training designed to improve children’s problem-solving skills alters brain network organization and leads to increased use and efficiency of memory retrieval-based strategies. We found that training increased both the use and efficiency of memory retrieval. Functional brain network analysis revealed training-induced changes in modular network organization, characterized by increase in network modules and reorganization of hippocampal-cortical circuits. Critically, training-related changes in modular network organization predicted performance gains, with emergent hippocampal, rather than parietal cortex, circuitry driving gains in efficiency of memory retrieval. Our findings elucidate a neurocognitive process model of brain network mechanisms that drive learning and gains in children’s efficient problem-solving strategies.
Highlights
Efficient memory-based problem-solving strategies are a cardinal feature of expertise across a wide range of cognitive domains in childhood
We used a neurocognitive process model to investigate whether cognitive training designed to improve children’s problemsolving skills alters the modular organization of hippocampalcortical circuits and drives the use of efficient memory-based problem-solving strategies
We found that 8 weeks of cognitive training improved performance as indexed by observed behavioral measures, and increased latent model-derived measures of memory retrieval strategy use and efficiency
Summary
Cognitive training improves performance on numerical problem solving. To assess the efficacy of our cognitive training program (Fig. 1a), we first examined changes in accuracy and reaction time on a numerical problem-solving task involving verification of single-digit addition problems (e.g. 3 + 4 = 7). Training-induced change in the diversity coefficient of the right rostral hippocampus was significantly negatively correlated with change in accuracy (ρ = −0.49, p = 0.002), such that children who showed greater decreases in the diversity coefficient, exhibited larger performance gains with training (Fig. 6a) This finding was specific to accuracy, as the result of additional analysis using reaction time was not significant (ρ = −0.19, p = 0.27). Training-induced change in the diversity coefficient of the right rostral hippocampus was significantly negatively correlated with change in memory retrieval efficiency (ρ = −0.52, p = 0.0014), such that children who showed greater decreases in the diversity coefficient, exhibited larger gains in memory retrieval efficiency with training (Fig. 6c) This result was specific to memory retrieval efficiency, as change in memory retrieval strategy use was not significantly associated with change in hippocampal network reorganization (ρ = 0.13, p = 0.44). These results provide evidence that traininginduced changes in regional organization of the right rostral hippocampus drive training-induced memory retrieval efficiency gains in children
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