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Memory Part 1: Overview
FUNCTIONAL VIGNETTE Memory Part 1: Overview F.D. Raslau, A.P. Klein, J.L. Ulmer, V. Mathews, and L.P. Mark common layman’s conception of memory is the simple stor- Aage and retrieval of learned information that often evokes comparison to a filing system. Our everyday experience of mem- ory, however, is in fact a complicated multifactorial process that consists of both conscious and unconscious components, and de- pends on the integration of a variety of information from distinct functional systems, each processing different types of information by different areas of the brain (substrates), while working in a concerted fashion.1-4 In other words, memory is not a singular process. It represents an integrated network of neurologic tasks and connections. In this light, memory may evoke comparison with an orchestra composed of many different instruments, each making different sounds and responsible for different parts of the score, but when played together in the proper coordinated fash- ion, making an integrated musical experience that is greater than the simple sum of the individual instruments. Memory consists of 2 broad categories (Fig 1): short- and long-term memory.5 Short-term memory is also called work- ing memory. Long-term memory can be further divided into FIG 1. Classification of memory. declarative and nondeclarative memory. These are also re- ferred to as explicit/conscious and implicit/unconscious mem- heard (priming), and salivating when you see a favorite food ory, respectively. Declarative or explicit memory consists of (conditioning). episodic (events) and semantic (facts) memory. Nondeclara- The process of memory is dynamic with continual change over tive or implicit memory consists of priming, skill learning, and time.5 Memory traces are initially formed as a series of connections conditioning. -
Enhancing the Production Effect in Memory: Singing, Underlying Mechanisms, and Applications
ENHANCING THE PRODUCTION EFFECT IN MEMORY: SINGING, UNDERLYING MECHANISMS, AND APPLICATIONS by Chelsea Karmel Quinlan Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Dalhousie University Halifax, Nova Scotia December 2017 © Copyright by Chelsea Karmel Quinlan, 2017 TABLE OF CONTENTS LIST OF TABLES .......................................................................... v LIST OF FIGURES ....................................................................... vi ABSTRACT ................................................................................ vii LIST OF ABBREVIATIONS USED .................................................. viii ACKNOWLEDGEMENTS ................................................................ ix CHAPTER 1: INTRODUCTION ......................................................... 1 1.1 INTRODUCTION .................................................................................................. 2 1.2 HISTORY OF THE PRODUCTION EFFECT ........................................................... 4 1.3 A REVIEW OF THEORETICAL PERSPECTIVES .................................................. 11 1.4 MUSIC AND MEMORY ....................................................................................... 17 1.5 CHAPTER SUMMARY, RATIONALE, AND CURRENT EXPERIMENTS ................ 19 CHAPTER 2: EXTENDING THE BOUNDARIES OF THE PRODUCTION EFFECT .................................................................................... 24 2.1 ABSTRACT ........................................................................................................ -
Sleep, Memory, and Aging: Effects of Pre- and Post- Sleep Delays and Interference on Memory in Younger and Older Adults Michael Scullin Washington University in St
Washington University in St. Louis Washington University Open Scholarship All Theses and Dissertations (ETDs) 1-1-2011 Sleep, Memory, and Aging: Effects of Pre- and Post- Sleep Delays and Interference on Memory in Younger and Older Adults Michael Scullin Washington University in St. Louis Follow this and additional works at: https://openscholarship.wustl.edu/etd Recommended Citation Scullin, Michael, "Sleep, Memory, and Aging: Effects of Pre- and Post-Sleep Delays and Interference on Memory in Younger and Older Adults" (2011). All Theses and Dissertations (ETDs). 640. https://openscholarship.wustl.edu/etd/640 This Dissertation is brought to you for free and open access by Washington University Open Scholarship. It has been accepted for inclusion in All Theses and Dissertations (ETDs) by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. WASHINGTON UNIVERSITY IN ST. LOUIS Department of Psychology Dissertation Examination Committee: Mark McDaniel, Chair Sandy Hale Larry Jacoby Henry Roediger, III Paul Shaw James Wertsch Sleep, Memory, and Aging: Effects of Pre- and Post-Sleep Delays and Interference on Memory in Younger and Older Adults by Michael K. Scullin A dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2011 Saint Louis, Missouri Abstract The present research investigated the relationship between sleep and memory in younger and older adults. Previous research has demonstrated that during the deep sleep stage (i.e., slow wave sleep), recently learned memories are reactivated and consolidated in younger adults. -
Sleep-Dependent Consolidation of Motor Skills in Patients with Narcolepsy-Cataplexy
Archives Italiennes de Biologie, 150: 185-193, 2012. Sleep-dependent consolidation of motor skills in patients with narcolepsy-cataplexy M. MAZZETTI1, G. PLAZZI2, C. CAMPI1, A. CICCHELLA1, K. MATTAROZZI1, G. TUOZZI1, S. VANDI2, L. VIGNATELLI3, C. CIPOLLI1 1 Department of Psychology, University of Bologna, Italy; 2 Department of Neurological Sciences, University of Bologna, Italy; 3 City of Bologna Local Health Trust, Bologna, Italy A bstract Background and Objectives: This study investigated whether the altered organization of post-training sleep in patients with narcolepsy-cataplexy (NC) is associated with a lower off-line improvement in the consolidation of motor skills compared with normal subjects. Study Design: Fourteen drug-naive NC patients, fulfilling the international clinical and polysomnographic diag- nostic criteria, and 14 individually-matched controls underwent training at a sequential finger tapping task (FTT) and were re-tested on the next morning (after a night with polysomnographic recording) and after another six nights (spent at home). Setting: Training and retrieval sessions were performed in a controlled laboratory setting. Results: FTT performance was worse in NC patients than controls at training and at both retrieval sessions and showed a fairly different time course (slower than in controls) of consolidation. Several sleep indices (lower values of stage-2 NREM sleep and SWS) were compatible with a lower effectiveness of sleep for consolidation of motor skills in NC patients, although no statistically significant relationship was found between such indices and improve- ment rate. Conclusion: The consolidation process of motor skills results less effective in NC patients since training and slower than in normal subjects over the week following training. -
How Big Is Human Memory, Or on Being Just Useful Enough
Downloaded from learnmem.cshlp.org on September 29, 2021 - Published by Cold Spring Harbor Laboratory Press REVIEW Yadin Dudai How Big Is Human Memory, Department of Neur0bi010gy or On Being Just Useful Enough The Weizmann Institute of Science Reh0v0t 76100 Israel We are, in many respects, what we remember. But how much do we do? So far, science has provided only a very partial answer to this riddle. The magical number seven, plus or minus two, seems to constrain the capacity of our immediate memory (Miller 1956). But surely its constraints dissipate when memories settle in long-term stores. Yet how big are these stores? If we combine all of our factual knowledge and personal reminiscence, childhood scenes and memories of the past day, intimate experiences and professional expertisemhow many items are there, that, combined together, mold us into unique individuals? The answer is not simple, and neither is the question. For example, what is an item in long-term memory? And how can we measure it, being sure that we unveil memory capacity and not merely the occasional ability to tap it? Such theoretical and practical difficulties, no doubt, have contributed to the fact that the capacity of human memory is still an enigma. Yet, despite the inherent and undeniable complexities, the issue deserves to be retrieved, once in a while, from the oblivions of the collective memory of the scientific community. (For a selection of earlier discussions of the size of human long-term memory, see Galton 1879; Landauer 1986; Crovitz et al. 1991.) Folk Psychology and When confronted with the issue, many tend to provide an intuitive Early Views estimate of the size of their memory, based either on belief or introspection or both. -
How We Learn: Memory & the Brain
How We Learn: Memory & the Brain or Where did I put those keys? CHARLES J. VELLA, PHD 2018 Proust & his Madeleine: Olfaction and Memory "I raised to my lips a spoonful of the tea in which I had soaked a morsel of the cake. No sooner had the warm liquid mixed with the crumbs touch my palate than a shudder ran trough me and I sopped, intent upon the extraordinary thing that was happening to me. An exquisite pleasure invaded my senses..... And suddenly the memory revealed itself. “ Marcel Proust À la recherche du temps perdu (known in English as: In Search of Lost Time or Remembrance of Things Past): 7 Volumes, 4000 pp. Proustian Effect: fragrances elicit more emotional and evocative memories than other memory cues Study: Proustian Products are Preferred: The Relationship Between Odor-Evoked Memory and Product Evaluation: Lotions preferred if they evoke personal emotional memories Memory Determines your sense of self Determines your ability to plan for future Enables you to remember your past Learning: Ability to learn new things Learning is a restless, piecemeal, subconscious, sneaky process that occurs all the time, when we are awake and when we are asleep. Older Explanation of Memory ATTENTION PROCESSING ENCODING STORAGE RETRIEVAL William James: "My experience is what I agree to attend to.“ Tip #1: There is no memory without first paying attention. Multiple Historical Metaphors for Memory based on then current technology •In Plato’s Theaetetus, metaphor of a stamp on wax • 1904 the German scholar Richard Semon: the engram. • Photograph • Tape recorder • Mirror • Hard drive • Neural network False Assumption: perfect image or recording, lasts forever Purpose of Memory We think of memory as a record of our past experience. -
2 Weeks to a Younger Brain Book Publishing
2 WEEKS TO A YOUNGER BRAIN 2 WEEKS TO A YOUNGER BRAIN GARY SMALL, MD AND GIGI VORGAN www.humanixbooks.com Boca Raton, FL, USA Two Weeks to a Younger Brain © 2015 Humanix Books All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any other infor- mation storage and retrieval system, without written permission from the publisher. Interior: Ben Davis Index: Yvette M. Chin For information, contact: Humanix Books P.O. Box 20989 West Palm Beach, FL 33416 USA www.humanixbooks.com email: [email protected] Humanix Books is a division of Humanix Publishing, LLC. Its trademark, consisting of the words “Humanix Books” is registered with the US Patent and Trademark Of- fice, and in other countries. Disclaimer: The information presented in this book is meant to be used for general resource purposes only; it is not intended as specific medical advice for any individ- ual and should not substitute medical advice from a healthcare professional. If you have (or think you may have) a medical problem, speak to your doctor or a healthcare practitioner immediately about your risk and possible treatments. Do not engage in any therapy or treatment without consulting a medical professional. Printed in the United States of America and the United Kingdom. ISBN (Hardcover) 978-1-63006-030-5 ISBN (E-book) 978-1-63006-031-2 Library of Congress Control Number: 2014958068 Acknowledgments E ARE GRATEFUL TO the many volunteers and patients who Wparticipated in the research studies that inspired this book. -
A CROSS-CULTURAL EXAMINATION of EMOTIONAL MEMORY PROCESSING: US Vs
Journal of Integrated Social Sciences www.jiss.org, 2014 - 4(1): 1-17 Original Article: A CROSS-CULTURAL EXAMINATION OF EMOTIONAL MEMORY PROCESSING: US vs. AFGHANISTAN Frishta Sharifi, M.S. Mills College, USA Christie Chung, Ph.D. Mills College, USA Abstract A positivity effect where older adults remember positive information better than young adults has been documented widely in the memory literature. However, research on the generalizability of the positivity effect to non-western cultures is still in its infancy. The present study is the first in the field of memory to explore the differences in emotional memory patterns between the US and Afghan cultures. Due to the war in Afghanistan, we hypothesized that the Afghan older adults’ negative life experiences may reduce the effect of the positivity effect usually found in the US. In the present study, we tested young and older US and Afghan adults on an emotional picture memory task consisted of 30 pictures (10 positive, 10 negative, 10 neutral). They were later asked to recall these pictures using brief verbal descriptions. US older adults remembered significantly fewer negative pictures compared to US young adults, demonstrating a positivity effect in old age. Afghan adults, however, did not show an age-related positivity effect in memory as predicted. We discussed our results with the framework of current socio-emotional theories. Keywords: Aging, emotional memory, positivity effect, cross-cultural __________________ AUTHOR NOTE: Please address all correspondence to: Dr. Christie Chung, Mills College Psychology Department, 5000 MacArthur Blvd., Oakland, CA 94613. Email: [email protected] © 2014 Journal of Integrated Social Sciences Sharifi & Chung Emotional Memory: US vs. -
Empirical Evidence Supporting Neural Contributions to Episodic Memory Development In
Empirical Evidence Supporting Neural Contributions to Episodic Memory Development in Early Childhood: Implications for Childhood Amnesia Tracy Riggins Kelsey L. Canada Morgan Botdorf University of Maryland, College Park Key words: childhood amnesia, memory development, brain development, hippocampus Abstract Memories for events that happen early in life are fragile—they are forgotten more quickly than expected based on typical adult rates of forgetting. Although numerous factors contribute to this phenomenon, data show one major source of change is the protracted development of neural structures related to memory. Recent empirical studies in early childhood reveal that the development of specific subdivisions of the hippocampus (i.e., the dentate gyrus) are related directly to variations in memory. Yet the hippocampus is only one region within a larger network supporting memory. Data from young children have also shown that activation of cortical regions during memory tasks and the functional connectivity between the hippocampus and cortex relate to memory during this period. Taken together, these results suggest that protracted neural development of the hippocampus, cortex, and connections between these regions contribute to the fragility of memories early in life and may ultimately contribute to childhood amnesia. You have to begin to lose your memory, if only in bits and pieces, to realize that memory is what makes our lives. Life without memory is no life at all... Our memory is our coherence, our reason, our feeling, even our action. Without it we are nothing. (Buñuel (1984, p.17). How Does the Ability to Remember Change Across Development? The ability to remember details from events in life is critical for functioning and a personal sense of self. -
The Effects of Multimedia and Elaborative Encoding on Learning
The Effects of Multimedia and Elaborative Encoding on Learning Lawrence J. Najjar School of Psychology and Graphics, Visualization, and Usability Laboratory Georgia Institute of Technology Atlanta, GA 30332-0170 [email protected] February 7, 1996 (Technical Report GIT-GVU-96-05) Keywords: Multimedia, elaborative encoding, learning Electronic versions of this paper are available via: FTP ftp://ftp.gvu.gatech.edu:/pub/gvu/tech-reports/96-05.ps.Z Gopher gopher://gopher.cc.gatech.edu/pub/gvu/tech-reports World Wide Web http://www.cc.gatech.edu/gvu/reports/TechReports96.html Table of Contents Abstract .............................................................................................3 Chapter 1 Introduction ..........................................................................4 Chapter 2 Effects of Multimedia on Learning ................................................6 Multimedia Helps People to Learn .....................................................6 Text and Illustrations............................................................ 6 Text and Animated Graphics ...................................................6 Audio and Audio-Visual ........................................................7 Text, Audio, and Illustrations.................................................. 8 Multimedia Does Not Help People to Learn...........................................8 Text and Illustrations............................................................ 9 Text and Animated Graphics ...................................................9 -
Sherman Dissertation
Copyright by Stephanie Michelle Sherman 2016 The Dissertation Committee for Stephanie Michelle Sherman certifies that this is the approved version of the following dissertation: Associations between sleep and memory in aging Committee: David Schnyer, Supervisor Christopher Beevers Andreana Haley Carmen Westerberg Associations between sleep and memory in aging by Stephanie Michelle Sherman, B.S. DISSERTATION Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY The University of Texas at Austin May 2016 Acknowledgements First, I would like to thank my advisor, David Schnyer, for his guidance and mentorship. He challenged me to think critically about research questions, analyses, and the theoretical implications of our work. Over the course of 5 years, he opened the door to countless opportunities that have given me the confidence to tackle any research question. I would also like to thank my committee members: Chris Beevers, Andreana Haley, and Carmen Westerberg for their thoughtful comments and discussion. I am grateful for Corey White’s assistance on understanding and implementing the diffusion model. Jeanette Mumford and Greg Hixon were critical to advancing my understanding of statistics. From the Schnyer lab, I would especially like to thank Nick Griffin, Katy Seloff, Bridget Byrd, and Sapana Donde for their great conversations, insight, and friendship. I must acknowledge the incredible research assistants in the Schnyer lab who were willing to stay up all night to answer critical questions about sleep and memory in older adults, especially Jasmine McNeely, Mehak Gupta, Jiazhou Chen, Haley Bednarz, Tolan Nguyen, and Angela Murira. -
Elaborative Encoding, the Ancient Art of Memory, and the Hippocampus
View metadata, citation and similar papers at core.ac.uk brought to you by CORE BEHAVIORAL AND BRAIN SCIENCES (2013) 36, 589–659 provided by RERO DOC Digital Library doi:10.1017/S0140525X12003135 Such stuff as dreams are made on? Elaborative encoding, the ancient art of memory, and the hippocampus Sue Llewellyn Faculty of Humanities, University of Manchester, Manchester M15 6PB, United Kingdom http://www.humanities.manchester.ac.uk [email protected] Abstract: This article argues that rapid eye movement (REM) dreaming is elaborative encoding for episodic memories. Elaborative encoding in REM can, at least partially, be understood through ancient art of memory (AAOM) principles: visualization, bizarre association, organization, narration, embodiment, and location. These principles render recent memories more distinctive through novel and meaningful association with emotionally salient, remote memories. The AAOM optimizes memory performance, suggesting that its principles may predict aspects of how episodic memory is configured in the brain. Integration and segregation are fundamental organizing principles in the cerebral cortex. Episodic memory networks interconnect profusely within the cortex, creating omnidirectional “landmark” junctions. Memories may be integrated at junctions but segregated along connecting network paths that meet at junctions. Episodic junctions may be instantiated during non–rapid eye movement (NREM) sleep after hippocampal associational function during REM dreams. Hippocampal association involves relating, binding, and integrating episodic memories into a mnemonic compositional whole. This often bizarre, composite image has not been present to the senses; it is not “real” because it hyperassociates several memories. During REM sleep, on the phenomenological level, this composite image is experienced as a dream scene.