Draganski (2004)

neuroplasticity

the ability of the brain to change neural pathways and synapses due to learning or experience

synapses follow the… (5)

• use it or lose it rule through a process called synaptic plasticity. Synaptic plasticity is believed to play a significant role in learning and memory retention

• New memories are formed when neurons establish new connections or strengthen existing synapses through Long-term potentiation (LTP): 

  • high frequency signals (strong experience)

  • repeated stimulation (studying, revising)

• Rarely used synapses are weakened and (eventually) eliminated (neural prunning)

short term memory (STM) (3)

• occurs when we initially learn information

• chemical/ synaptic changes:

  • temporarily enhance their connections by releasing more neurotransmitter, activating a new receptor or modifying an existing receptor

long term memory (LTM) (4)

When we recall information often neural connections gradually become stronger long-term potentiation (LTP)

LTP leads to a faster response level on the postsynaptic membrane causing neural arborization (dendritic branching):

• protein synthesis 

• gene expression 

dendritic branching (2)

• neuron’s dendrites branch out to establish connections with other neurons

• these connections form synapses and create new neural pathways

synaptic pruning (3)

• remove under-stimulated synapses

• make the functioning of neural networks more efficient

• this process is not fully understood yet

aim

The aim of the study was to see whether learning a new skill, juggling, would affect the participants brains.

participants

• 24 volunteers between the ages of 20-24 (early twenties)

• 21 females and 3 males

• all participants were non-jugglers at the start of the study

method

independent samples and repeated measures, field experiment

condition and sampling technique

• recruited participants through an ad (self-selected sampling )

• participants were randomly allocated into 1 of 2 conditions

  • non-jugglers condition (control group)

    • did not learn to juggle

  • jugglers condition (experimental group)

    • taught 3-ball cascade juggling routine

    • notify the teacher once they mastered it

execution (3)

• Prior to learning, all participants had an MRI scan that served as a baseline for grey matter and brain structure

• After learning how to juggle, the experimental condition had an MRI scan and were told not to juggle anymore

• Another MRI scan was carried out 3 months later

analysation (1)

voxel based morphometry (VMB)

• to determine if there were significant changes in the neural density (gray matter) in the brains of the jugglers vs. non-jugglers

results (4)

• (prior) baseline scans prior the experimentation:

  • no significant regional difference in the gray matter between the 2 conditions

• (after) the experimental group learned how to juggle:

  • jugglers showed a significantly larger amount of grey matter in the mid-temporal area of both hemispheres associated with visual memory

• (3 months) the experimental stopped juggling:

  • the amount of gray matter in these parts decreased

• no change in the non-jugglers condition

conclusion

juggling relies on more visual memory, perception and spatial anticipation of moving objects, rather than on procedural memory which would’ve shown a change in the cerebellum or basal ganglia