Non-declarative sequence learning does not show savings in relearning

Researchers have utilized the savings in relearning paradigm in a variety of settings since Ebbinghaus developed the tool over a century ago. In spite of its widespread use, we do not yet understand what type(s) of memory are measurable by savings. Specifically, can savings measure both declarative and non-declarative memories? The lack of conscious recollection of the encoded material in some studies indicates that non-declarative memories may show savings effects, but as all studies to date have used declarative tasks, we cannot be certain. Here, we administer a non-declarative task and then measure savings in relearning the material declaratively. Our results show that while material outside of awareness may show savings effects, non-declarative sequence memory does not. These data highlight the important distinction between memory without awareness and non-declarative memory.     

Position-item associations play a role in the acquisition of order knowledge in an implicit serial reaction time task

Knowledge of sequential regularities plays a key role in forms of explicit and implicit memory, such as working memory and motor skills. Despite important advances in the study of sequence knowledge in the past century, the theoretical development of implicit and explicit memory has occurred separately. Unlike the literature on implicit sequence learning, the explicit learning literature differentiates between 2 forms of representation of serial structure, chaining (C is the item following B in the sequence A-B-C-D) and ordinal position knowledge (C is the 3rd item). In 3 experiments, we demonstrate that these 2 forms of sequence knowledge can be acquired in implicit sequence learning. In Experiment 1, 2 trained sequences were recombined at transfer such that the strength of (a) associations between serial positions and sequence elements as well as (b) associations between successive sequence elements could be estimated. In Experiment 2, we compared sequence elements placed at the trained versus untrained serial position. Experiment 3 reduced cues that can be used to determine the start of a sequence within the stream of trials. Our results suggest that the discussion held in explicit memory research about different forms of representation of sequences knowledge also is relevant for implicit sequence learning.     

Time of day accounts for overnight improvement in sequence learning

The theory that certain skills improve with a night of sleep has received considerable interest in recent years. However, because sleep typically occurs at the same time of day in humans, it is difficult to separate the effects of sleep from those of time of day. By using a version of the Serial Response Time Task, we assessed the role of sleep in implicit sequence learning while controlling for possible time-of-day effects. We replicated the apparent benefit of sleep on human participants. However, our data show that sleep does not affect implicit sequence learning; rather, time of day affects the ability of participants to express what they have learned.     

A Virtual Hope Box Smartphone App as an Accessory to Therapy: Proof‐of‐Concept in a Clinical Sample of Veterans

A “Hope Box” is a therapeutic tool employed by clinicians with patients who are having difficulty coping with negative thoughts and stress, including patients who may be at risk of suicide or nonsuicidal self‐harm. We conducted a proof‐of‐concept test of a “Virtual” Hope Box (VHB)—a smartphone app that delivers patient‐tailored coping tools. Compared with a conventional hope box integrated into VA behavioral health treatment, high‐risk patients and their clinicians used the VHB more regularly and found the VHB beneficial, useful, easy to set up, and said they were likely to use the VHB in the future and recommend the VHB to peers.