mPFC activity during schema-related encoding predicts normalized second-year course grades, with no such relation for MTL activity¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 mPFC activity for the schema subsequent memory contrast correlated positively with normalized second-year grades (effect size r = .43, p < .05), while MTL activity showed no such relation. → van Kesteren 2014

Evidence¶

van Kesteren 2014¶

van Kesteren, M. T. R., Rijpkema, M., Ruiter, D. J., Morris, R. G. M., & Fernández, G. (2014). Building on Prior Knowledge: Schema-dependent Encoding Processes Relate to Academic Performance. Journal of Cognitive Neuroscience, 26(10), 2250–2261. https://doi.org/10.1162/jocn_a_00630

q2 · i3 · associational · r1

Correlational analysis of 25 of the 31 participants who supplied second-year grades, normalized by first-year grades. The printed effect size is r = .43 (r(24) = .43, p < .05) between mPFC schema subsequent memory activity and normalized grades; no relation was observed for MTL activity (r(24) = .09, ns).

"Our analysis of this possibility revealed a positive relation between mPFC activity during learning of schema-related information and normalized grades (grades year 2/grades year 1) obtained in the subsequent course year ( r(24) = .43, p < .05; Figure 4)"

Discussion¶

Related Claims¶

• Successful encoding of schema-related information recruits the mPFC whereas successful encoding of schema-unrelated information recruits the medial temporal lobe — related
• Prior Knowledge Determines New Learning — related
• Question specificity during Socratic AI tutoring correlates mildly but positively with self-reported expected course grade (Pearson r ≈ 0.43), with substantial scatter — related
• Pre-instruction LCTSR scores correlate with normalized learning gains, most strongly for theoretical content (TUG-K r=0.59) and more weakly for descriptive content (DIRECT r=0.50) — related
• New facts related to students' prior disciplinary knowledge are better remembered after 24 hours than schema-unrelated facts — related
• Encoding reaction times do not differ between schema-related and schema-unrelated trials — related