Limits of Brain’s Working Memory Connected to Learning Rather Than Solely Capacity
A recent study has found that the limitations of working memory are more about how we learn than about how much information we can store at once. Researchers used a computer model simulating parts of the brain called the basal ganglia and thalamus to discover that trying to hold too much information simultaneously can lead to confusion. This confusion makes it harder for the brain to learn and effectively use the information it has.
The study showed that when faced with these memory limits, the brain uses a technique called “chunking.” This means it groups related information together to make recalling it easier and more efficient. The research also has implications for understanding disorders related to dopamine, such as Parkinson’s disease and ADHD. It suggests new treatment ideas that could focus on the basal ganglia and thalamus, rather than just the areas of the brain typically targeted for memory issues.
Working memory is essential for everyday tasks, like remembering a grocery list or the digits of a phone number. Understanding its limits has been a topic of debate among scientists. This new research from the Carney Institute for Brain Science at Brown University explains why there are restrictions on working memory capacity.
Michael Frank, a professor, and Aneri Soni, a graduate student, created a computer model that illustrates how working memory functions. They found that the brain is limited by its learning ability. According to Soni, when too many items are held in mind at once, the brain struggles to manage that information, leading to confusion and ineffective storage.
Their study discovered that, instead of focusing purely on how much information can be held, it’s the process of learning that plays a critical role in working memory. This was evidenced by simulations where one model was able to chunk similar information together, while another, which lacked this ability but had more storage capacity, struggled to recall or store information.
Dopamine, a neurotransmitter that is crucial for learning, also came into play during their experiments. The researchers found that when they changed the model’s dopamine delivery system to mimic conditions in patients with disorders like Parkinson’s, the model displayed poorer memory function. It could not effectively use chunking strategies to store information, similar to difficulties faced by individuals with those disorders.
Frank pointed out that these findings could lead to better treatment approaches for memory issues in conditions like Parkinson’s disease, which is often seen only as a movement disorder. Since patients also face challenges with memory functioning, shifting focus to treatments affecting the basal ganglia and thalamus could improve their symptoms.
Overall, this research enhances our understanding of how memory works and suggests different strategies for treating conditions related to dopamine dysfunction. It illustrates the potential of using computational models to gain insights into brain function and improve psychiatric care.
