Task-related functional connectivity of the caudate mediates the association between trait mindfulness and implicit learning in older adults.
Accumulating evidence shows a positive relationship between mindfulness and explicit cognitive functioning, i.e., that which occurs with conscious intent and awareness. However, recent evidence suggests that there may be a negative relationship between mindfulness and implicit types of learning, or those that occur without conscious awareness or intent. Here we examined the neural mechanisms underlying the recently reported negative relationship between dispositional mindfulness and implicit probabilistic sequence learning in both younger and older adults. We tested the hypothesis that the relationship is mediated by communication, or functional connectivity, of brain regions once traditionally considered to be central to dissociable learning systems: the caudate, medial temporal lobe (MTL), and prefrontal cortex (PFC). We first replicated the negative relationship between mindfulness and implicit learning in a sample of healthy older adults (60-90 years old) who completed three event-related runs of an implicit sequence learning task. Then, using a seed-based connectivity approach, we identified task-related connectivity associated with individual differences in both learning and mindfulness. The main finding was that caudate-MTL connectivity (bilaterally) was positively correlated with learning and negatively correlated with mindfulness. Further, the strength of task-related connectivity between these regions mediated the negative relationship between mindfulness and learning. This pattern of results was limited to the older adults. Thus, at least in healthy older adults, the functional communication between two interactive learning-relevant systems can account for the relationship between mindfulness and implicit probabilistic sequence learning.
Department of Psychiatry, University of Pittsburgh Medical Center, 4805 Sennott Square, 203 S Bouquet Street, Pittsburgh, PA, USA. cmstillm@gmail.com.
Chelsea M
CM
Stillman
Department of Psychology, Children's National Medical Center, Washington, DC, USA.
Xiaozhen
X
You
Department of Psychology, Yale University, New Haven, CT, USA.
Kendra L
KL
Seaman
Department of Psychology, Georgetown University, Washington, DC, USA.
Chandan J
CJ
Vaidya
Department of Psychology, The Catholic University of America, Washington, DC, USA.
James H
JH
Howard
Department of Psychology, Georgetown University, Washington, DC, USA.
Darlene V
DV
Howard
D000293:Adolescent; D000328:Adult; D000368:Aged; D000369:Aged, 80 and over; D000375:Aging; D001288:Attention / Q000502:physiology; D001364:Awareness / Q000502:physiology*; D001921:Brain / Q000000981:diagnostic imaging / Q000502:physiology*; D005260:Female; D006801:Humans; D007091:Image Processing, Computer-Assisted; D057187:Independent Living; D033182:Intention; D007858:Learning / Q000502:physiology*; D008279:Magnetic Resonance Imaging; D008297:Male; D008875:Middle Aged; D064866:Mindfulness; D009434:Neural Pathways / Q000000981:diagnostic imaging; D009483:Neuropsychological Tests; D055815:Young Adult
Functional connectivity; Implicit learning; Mindfulness