In cognitive development, learning more than the input provides is a central challenge. This challenge is especially evident in learning the meaning of numbers. Integers – and the quantities they denote – are potentially infinite, as are the fractional values between every integer. Yet children’s experiences of numbers are necessarily finite. Analogy is a powerful learning mechanism for children to learn novel, abstract concepts from only limited input. However, retrieving proper analogy requires cognitive supports. In this talk, I seek to propose and examine number lines as a mathematical schema of the number system to facilitate both the development of rational number understanding and analogical reasoning. To examine these hypotheses, I will present a series of educational intervention studies with third-to-fifth graders. Results showed that a short, unsupervised intervention of spatial alignment between integers and fractions on number lines produced broad and durable gains in fractional magnitudes. Additionally, training on conceptual knowledge of fractions – that fractions denote magnitude and can be placed on number lines – facilitates explicit analogical reasoning. Together, these studies indicate that analogies can play an important role in rational number learning with the help of number lines as schemas. These studies shed light on helpful practices in STEM education curricula and instructions.

Previous experiments have shown that a comparison of two written narratives highlights their shared relational structure, which in turn facilitates the retrieval of analogous narratives from the past (e.g., Gentner, Loewenstein, Thompson, & Forbus, 2009). However, analogical retrieval occurs across domains that appear more conceptually distant than merely different narratives, and the deepest analogies use matches in higher-order relational structure. The present study investigated whether comparison can facilitate analogical retrieval of higher-order relations across written narratives and abstract symbolic problems. Participants read stories which became retrieval targets after a delay, cued by either analogous stories or letter-strings. In Experiment 1 we replicated Gentner et al. who used narrative retrieval cues, and also found preliminary evidence for retrieval between narrative and symbolic domains. In Experiment 2 we found clear evidence that a comparison of analogous letter-string problems facilitated the retrieval of source stories with analogous higher-order relations. Experiment 3 replicated the retrieval results of Experiment 2 but with a longer delay between encoding and recall, and a greater number of distractor source stories. These experiments offer support for the schema induction account of analogical retrieval (Gentner et al., 2009) and show that the schemas abstracted from comparison of narratives can be transferred to non-semantic symbolic domains.

Inhibitory neurons take on many forms and functions. How this diversity contributes to memory function is not completely known. Previous formal studies indicate inhibition differentiated by local and global connectivity in associative memory networks functions to rescale the level of retrieval of excitatory assemblies. However, such studies lack biological details such as a distinction between types of neurons (excitatory and inhibitory), unrealistic connection schemas, and non-sparse assemblies. In this study, we present a rate-based cortical model where neurons are distinguished (as excitatory, local inhibitory, or global inhibitory), connected more realistically, and where memory items correspond to sparse excitatory assemblies. We use this model to study how local-global inhibition balance can alter memory retrieval in associative memory structures, including naturalistic and artificial structures. Experimental studies have reported inhibitory neurons and their sub-types uniquely respond to specific stimuli and can form sophisticated, joint excitatory-inhibitory assemblies. Our model suggests such joint assemblies, as well as a distribution and rebalancing of overall inhibition between two inhibitory sub-populations – one connected to excitatory assemblies locally and the other connected globally – can quadruple the range of retrieval across related memories. We identify a possible functional role for local-global inhibitory balance to, in the context of choice or preference of relationships, permit and maintain a broader range of memory items when local inhibition is dominant and conversely consolidate and strengthen a smaller range of memory items when global inhibition is dominant. This model therefore highlights a biologically-plausible and behaviourally-useful function of inhibitory diversity in memory.

Our ability to understand ongoing events depends critically on general knowledge about how different kinds of situations work (schemas), and also on recollection of specific instances of these situations that we have previously experienced (episodic memory). The consensus around this general view masks deep questions about how these two memory systems interact to support event understanding: How do we build our library of schemas? and how exactly do we use episodic memory in the service of event understanding? Given rich, continuous inputs, when do we store and retrieve episodic memory “snapshots”, and how are they organized so as to ensure that we can retrieve the right snapshots at the right time? I will develop predictions about how these processes work using memory augmented neural networks (i.e., neural networks that learn how to use episodic memory in the service of task performance), and I will present results from relevant fMRI and behavioral studies.

With the Donders Inclusion Seminars, we celebrate diversity. Please join us on Apr. 21st 2021 at 15.00 (CET) as we next welcome Dr. Silvy Collin of Tilburg University on Crowdcast. Her seminar is entitled "Schemas and schema-mediated memory". To read the abstract and register for the event visit: https://www.crowdcast.io/e/donders-inclusion-3

Learning by analogy is a powerful tool children’s developmental repertoire, as well as in educational contexts such as mathematics, where the key knowledge base involves building flexible schemas. However, noticing and learning from analogies develops over time and is cognitively resource intensive. I review studies that provide insight into the relationship between mechanisms driving children’s developing analogy skills, highlighting environmental inputs (parent talk and prior experiences priming attention to relations) and neuro-cognitive factors (Executive Functions and brain injury). I then note implications for mathematics learning, reviewing experimental findings that show analogy can improve learning, but also that both individual differences in EFs and environmental factors that reduce available EFs such as performance pressure can predict student learning.

Understanding and remembering realistic experiences in our everyday lives requires activating many kinds of structured knowledge about the world, including spatial maps, temporal event scripts, and semantic relationships. My recent projects have explored the ways in which we build up this schematic knowledge (during a single experiment and across developmental timescales) and can strategically deploy them to construct event representations that we can store in memory or use to make predictions. I will describe my lab's ongoing work developing new experimental and analysis techniques for conducting functional MRI experiments using narratives, movies, poetry, virtual reality, and "memory experts" to study complex naturalistic schemas.