DOCSLIB.ORG

Mnemonics in a Mnutshell: 32 Aids to Psychiatric Diagnosis

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mnemonics in a Mnutshell: 32 Aids to Psychiatric Diagnosis Mnemonics in a mnutshell: 32 aids to psychiatric diagnosis Clever, irreverent, or amusing, a mnemonic you remember is a lifelong learning tool ® Dowden Health Media rom SIG: E CAPS to CAGE and WWHHHHIMPS, mnemonics help practitioners and trainees recall Fimportant lists (suchCopyright as criteriaFor for depression,personal use only screening questions for alcoholism, or life-threatening causes of delirium, respectively). Mnemonics’ effi cacy rests on the principle that grouped information is easi- er to remember than individual points of data. Not everyone loves mnemonics, but recollecting diagnostic criteria is useful in clinical practice and research, on board examinations, and for insurance reimbursement. Thus, tools that assist in recalling di- agnostic criteria have a role in psychiatric practice and IMAGES teaching. JUPITER In this article, we present 32 mnemonics to help cli- © nicians diagnose: • affective disorders (Box 1, page 28)1,2 Jason P. Caplan, MD Assistant clinical professor of psychiatry • anxiety disorders (Box 2, page 29)3-6 Creighton University School of Medicine 7,8 • medication adverse effects (Box 3, page 29) Omaha, NE • personality disorders (Box 4, page 30)9-11 Chief of psychiatry • addiction disorders (Box 5, page 32)12,13 St. Joseph’s Hospital and Medical Center Phoenix, AZ • causes of delirium (Box 6, page 32).14 We also discuss how mnemonics improve one’s Theodore A. Stern, MD Professor of psychiatry memory, based on the principles of learning theory. Harvard Medical School Chief, psychiatric consultation service Massachusetts General Hospital How mnemonics work Boston, MA A mnemonic—from the Greek word “mnemonikos” (“of memory”)—links new data with previously learned information. Mnemonics assist in learning by reducing Current Psychiatry the amount of information (“cognitive load”) that needs Vol. 7, No. 10 27 For mass reproduction, content licensing and permissions contact Dowden Health Media. 27_CPSY1008 27 9/12/08 3:20:58 PM to be stored for long-term processing and With working memory, new items of infor- retrieval.15 mation are held briefl y so that encoding Memory, defi ned as the “persistence of and eventual storage can take place. learning in a state that can be revealed at a Working memory guides decision- later time,”16 can be divided into 2 types: making and future planning and is intri- • declarative (a conscious recollection of cately related to attention.18-21 Functional facts, such as remembering a relative’s MRI and positron emission tomography Mnemonics birthday) as well as neurocognitive testing have • procedural (skills-based learning, such shown that working memory tasks ac- as riding a bicycle). tivate the prefrontal cortex and brain Declarative memory has a conscious regions specifi c to language and visuo- component and may be mediated by the spatial memory. medial temporal lobe and cortical associa- The hippocampus is thought to rapidly tion structures. Procedural memory has less absorb new information, and this data is of a conscious component; it may involve consolidated and permanently stored via the basal ganglia, cerebellum, and a variety the prefrontal cortex.22-26 Given the hippo- of cortical sensory-perceptive regions.17 campus’ limited storage capacity, new infor- mation (such as what you ate for breakfast Declarative memory can be subdivided into 3 weeks ago) will disappear if it is not re- working memory and long-term memory. peated regularly.17 BOX 1. MNEMONICS FOR DIAGNOSING AFFECTIVE DISORDERS Depression Dysthymia Mania SIG: E CAPS* HE’S 2 SAD2 DIG FAST Suicidal thoughts Hopelessness Distractibility Interests decreased Energy loss or fatigue Indiscretion Guilt Self-esteem is low Grandiosity Energy decreased 2 years minimum of depressed Flight of ideas Concentration decreased mood most of the day, for more Activity increase Appetite disturbance days than not Sleep defi cit (increased or decreased) Sleep is increased or decreased Talkativeness Psychomotor changes Appetite is increased or decreased (agitation or retardation) Decision-making or concentration Sleep disturbance is impaired (increased or decreased) * Created by Carey Gross, MD Depression Hypomania Mania C GASP DIE1 TAD HIGH DeTeR the HIGH* Concentration decreased Talkative Distractibility Guilt Attention defi cit Talkativeness Appetite Decreased need for sleep Reckless behavior Sleep disturbance High self-esteem/grandiosity Hyposomnia Psychomotor agitation or retardation Ideas that race Ideas that race Death or suicide (thoughts or acts of) Goal-directed activity increased Grandiosity Interests decreased High-risk activity Hypersexuality Energy decreased * Created by Carey Gross, MD Current Psychiatry 28 October 2008 28_CPSY1008 28 9/12/08 3:21:03 PM Long-term memory, on the other hand, is • old (low hippocampal activity, high encoded knowledge that is linked to facts prefrontal cortex activity).27 learned in the past; it is consolidated in the brain and can be readily retrieved. Mnemonics are thought to affect working Neuroimaging studies have demonstrat- memory by reducing the introduced cog- ed opposing patterns of activation in the nitive load and increasing the effi ciency of hippocampus and prefrontal cortex, de- memory acquisition and encoding. They pending on whether the memory being reduce cognitive load by grouping ob- recalled is: jects into a single verbal or visual cue that • new (high hippocampal activity, low can be introduced into working memory. prefrontal cortex activity) Learning is optimized when the load on BOX 2. MNEMONICS FOR DIAGNOSING ANXIETY DISORDERS Generalized anxiety disorder Posttraumatic stress disorder Anxiety disorderClinical due to a Point Worry WARTS3 TRAUMA5 general medicalTK condition Wound up Traumatic event Physical DiseasesClinical That Have Point Worn-out Re-experience Commonly Appeared Anxious: Absentminded Avoidance PheochromocytomaTK Restless Unable to function Diabetes mellitus Touchy Month or more of symptoms Temporal lobe epilepsy Sleepless Arousal increased Hyperthyroidism Carcinoid Alcohol withdrawal Arrhythmias Generalized anxiety disorder Posttraumatic stress disorder WATCHERS4 DREAMS6 Worry Disinterest in usual activities Anxiety Re-experience Tension in muscles Event preceding symptoms Concentration diffi culty Avoidance Hyperarousal (or irritability) Month or more of symptoms Energy loss Sympathetic arousal Restlessness Sleep disturbance BOX 3. MNEMONICS FOR DIAGNOSING MEDICATION ADVERSE EFFECTS Antidepressant discontinuation Neuroleptic malignant syndrome Serotonin syndrome syndrome FEVER8 HARMED FINISH7 Fever Hyperthermia Flu-like symptoms Encephalopathy Autonomic instability Insomnia Vital sign instability Rigidity Nausea Elevated WBC/CPK Myoclonus Imbalance Rigidity Encephalopathy Sensory disturbances Diaphoresis WBC: white blood cell count Hyperarousal (anxiety/agitation) CPK: creatine phosphokinase Current Psychiatry Vol. 7, No. 10 29 29_CPSY1008 29 9/16/08 12:06:16 PM working memory is minimized, enabling An appropriate teaching tool? long-term memory to be facilitated.28 Dozens of mnemonics addressing psychi- Mnemonics may use rhyme, music, or atric diagnosis and treatment have been visual cues to enhance memory. Most mne- published, but relatively few are widely monics used in medical practice and edu- used. Psychiatric educators may resist cation are word-based, including: teaching with mnemonics, believing they • Acronyms—words, each letter of which might erode a humanistic approach to pa- Mnemonics stands for a particular piece of information tients by reducing psychopathology to “a to be recalled (such as RICE for treatment laundry list” of symptoms and the art of of a sprained joint: rest, ice, compression, psychiatric diagnosis to a “check-box” en- elevation). deavor. Mnemonics that use humor may • Acrostics—sentences with the fi rst let- be rejected as irreverent or unprofession- ter of each word prompting the desired al.30 Publishing a novel mnemonic may be recollection (such as “To Zanzibar by mo- viewed with disdain by some as an “easy” tor car” for the branches of the facial nerve: way of padding a curriculum vitae. temporal, zygomatic, buccal, mandibular, Entire Web sites exist to share mnemon- cervical). ics for medical education (see Related • Alphabetical sequences (such as ABCDE Resources, page 33). Thus it is likely that of trauma assessment: airway, breathing, trainees are using them with or without circulation, disability, exposure).29 their teachers’ supervision. Psychiatric ed- BOX 4. MNEMONICS FOR DIAGNOSING PERSONALITY DISORDERS Paranoid personality disorder Schizotypal personality disorder Borderline personality disorder SUSPECT9 ME PECULIAR9 IMPULSIVE10 Spousal infi delity suspected Magical thinking Impulsive Unforgiving (bears grudges) Experiences unusual perceptions Moodiness Suspicious Paranoid ideation Paranoia or dissociation under stress Perceives attacks (and reacts Eccentric behavior or appearance Unstable self-image quickly) Constricted or inappropriate affect Labile intense relationships Enemy or friend? (suspects Unusual thinking or speech Suicidal gestures associates and friends) Lacks close friends Inappropriate anger Confi ding in others is feared Ideas of reference Vulnerability to abandonment Threats perceived in benign Anxiety in social situations Emptiness (feelings of) events Rule out psychotic or pervasive developmental disorders Schizoid personality disorder Antisocial personality disorder Borderline personality disorder DISTANT9 CORRUPT9 DESPAIRER* Detached or fl attened affect Cannot
Load more

Recommended publications
  • Compare and Contrast Two Models Or Theories of One Cognitive Process with Reference to Research Studies
    ! The following sample is for the learning objective: Compare and contrast two models or theories of one cognitive process with reference to research studies. What is the question asking for? * A clear outline of two models of one cognitive process. The cognitive process may be memory, perception, decision-making, language or thinking. * Research is used to support the models as described. The research does not need to be outlined in a lot of detail, but underatanding of the role of research in supporting the models should be apparent.. * Both similarities and differences of the two models should be clearly outlined. Sample response The theory of memory is studied scientifically and several models have been developed to help The cognitive process describe and potentially explain how memory works. Two models that attempt to describe how (memory) and two models are memory works are the Multi-Store Model of Memory, developed by Atkinson & Shiffrin (1968), clearly identified. and the Working Memory Model of Memory, developed by Baddeley & Hitch (1974). The Multi-store model model explains that all memory is taken in through our senses; this is called sensory input. This information is enters our sensory memory, where if it is attended to, it will pass to short-term memory. If not attention is paid to it, it is displaced. Short-term memory Research. is limited in duration and capacity. According to Miller, STM can hold only 7 plus or minus 2 pieces of information. Short-term memory memory lasts for six to twelve seconds. When information in the short-term memory is rehearsed, it enters the long-term memory store in a process called “encoding.” When we recall information, it is retrieved from LTM and moved A satisfactory description of back into STM.
    [Show full text]
  • Episodic Memory in Transient Global Amnesia: Encoding, Storage, Or Retrieval Deficit?
    J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.66.2.148 on 1 February 1999. Downloaded from 148 J Neurol Neurosurg Psychiatry 1999;66:148–154 Episodic memory in transient global amnesia: encoding, storage, or retrieval deficit? Francis Eustache, Béatrice Desgranges, Peggy Laville, Bérengère Guillery, Catherine Lalevée, Stéphane SchaeVer, Vincent de la Sayette, Serge Iglesias, Jean-Claude Baron, Fausto Viader Abstract evertheless this division into processing stages Objectives—To assess episodic memory continues to be useful in helping understand (especially anterograde amnesia) during the working of memory systems”. These three the acute phase of transient global amne- stages may be defined in the following way: (1) sia to diVerentiate an encoding, a storage, encoding, during which perceptive information or a retrieval deficit. is transformed into more or less stable mental Methods—In three patients, whose am- representations; (2) storage (or consolidation), nestic episode fulfilled all current criteria during which mnemonic information is associ- for transient global amnesia, a neuro- ated with other representations and maintained psychological protocol was administered in long term memory; (3) retrieval, during which included a word learning task which the subject can momentarily reactivate derived from the Grober and Buschke’s mnemonic representations. These definitions procedure. will be used in the present study. Results—In one patient, the results sug- Regarding the retrograde amnesia of TGA, it gested an encoding deficit,
    [Show full text]
  • The Integrated Nature of Metamemory and Memory
    The Integrated Nature of Metamemory and Memory John Dunlosky and Robert A. Bjork Introduction Memory has been of interest to scholars and laypeople alike for over 2,000 years. In a rather gruesome example from antiquity, Cicero tells the story of Simonides (557– 468 BC), who discovered the method of loci, which is a powerful mental mnemonic for enhancing one’s memory. Simonides was at a banquet of a nobleman, Scopas. To honor him, Simonides sang a poem, but to Scopas’s chagrin, the poem also honored two young men, Castor and Pollux. Being upset, Scopas told Simonides that he was to receive only half his wage. Simonides was later called from the banquet, and legend has it that the banquet room collapsed, and all those inside were crushed. To help bereaved families identify the victims, Simonides reportedly was able to name every- one according to the place where they sat at the table, which gave him the idea that order brings strength to our memories and that to employ this ability people “should choose localities, then form mental images of things they wanted to store in their memory, and place these in the localities” (Cicero, 2001). Tis example highlights an early discovery that has had important applied impli- cations for improving the functioning of memory (see, e.g., Yates, 1997). Memory theory was soon to follow. Aristotle (385–322 BC) claimed that memory arises from three processes: Events are associated (1) through their relative similarity or (2) rela- tive dissimilarity and (3) when they co-occur together in space and time.
    [Show full text]
  • Post-Encoding Stress Does Not Enhance Memory Consolidation: the Role of Cortisol and Testosterone Reactivity
    brain sciences Article Post-Encoding Stress Does Not Enhance Memory Consolidation: The Role of Cortisol and Testosterone Reactivity Vanesa Hidalgo 1,* , Carolina Villada 2 and Alicia Salvador 3 1 Department of Psychology and Sociology, Area of Psychobiology, University of Zaragoza, 44003 Teruel, Spain 2 Department of Psychology, Division of Health Sciences, University of Guanajuato, Leon 37670, Mexico; [email protected] 3 Department of Psychobiology and IDOCAL, University of Valencia, 46010 Valencia, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-978-645-346 Received: 11 October 2020; Accepted: 15 December 2020; Published: 16 December 2020 Abstract: In contrast to the large body of research on the effects of stress-induced cortisol on memory consolidation in young people, far less attention has been devoted to understanding the effects of stress-induced testosterone on this memory phase. This study examined the psychobiological (i.e., anxiety, cortisol, and testosterone) response to the Maastricht Acute Stress Test and its impact on free recall and recognition for emotional and neutral material. Thirty-seven healthy young men and women were exposed to a stress (MAST) or control task post-encoding, and 24 h later, they had to recall the material previously learned. Results indicated that the MAST increased anxiety and cortisol levels, but it did not significantly change the testosterone levels. Post-encoding MAST did not affect memory consolidation for emotional and neutral pictures. Interestingly, however, cortisol reactivity was negatively related to free recall for negative low-arousal pictures, whereas testosterone reactivity was positively related to free recall for negative-high arousal and total pictures.
    [Show full text]
  • Memory Reconsolidation
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Current Biology Vol 23 No 17 R746 emerged from the pattern of amnesia consequence of this dynamic process Memory collectively caused by all these is that established memories, which reconsolidation different types of interventions. have reached a level of stability, can be Memory consolidation appeared to bidirectionally modulated and modified: be a complex and quite prolonged they can be weakened, disrupted Cristina M. Alberini1 process, during which different types or enhanced, and be associated and Joseph E. LeDoux1,2 of amnestic manipulation were shown to parallel memory traces. These to disrupt different mechanisms in the possibilities for trace strengthening The formation, storage and use of series of changes occurring throughout or weakening, and also for qualitative memories is critical for normal adaptive the consolidation process. The initial modifications via retrieval and functioning, including the execution phase of consolidation is known to reconsolidation, have important of goal-directed behavior, thinking, require a number of regulated steps behavioral and clinical implications. problem solving and decision-making, of post-translational, translational and They offer opportunities for finding and is at the center of a variety of gene expression mechanisms, and strategies that could change learning cognitive, addictive, mood, anxiety, blockade of any of these can impede and memory to make it more efficient and developmental disorders. Memory the entire consolidation process. and adaptive, to prevent or rescue also significantly contributes to the A century of studies on memory memory impairments, and to help shaping of human personality and consolidation proposed that, despite treat diseases linked to abnormally character, and to social interactions.
    [Show full text]
  • The Absent Minded Consumer
    The Absentminded Consumer John Ameriks, Andrew Caplin and John Leahy∗ March 2003 (Preliminary) Abstract We present a model of an absentminded consumer who does not keep constant track of his spending. The model generates a form of precautionary consumption, in which absentminded agents tend to consume more than attentive agents. We show that wealthy agents are more likely to be absentminded, whereas young and retired agents are more likely to pay attenition. The model presents new explanations for a relationship between spending and credit card use and for the decline in consumption at retirement. Key Words: JEL Classification: 1 Introduction Doyouknowhowmuchyouspentlastmonth,andwhatyouspentiton?Itis only if you answer this question in the affirmative that the classical life-cycle model of consumption applies to you. Otherwise, you are to some extent an absent-minded consumer. In this paper we develop a theory that applies to thoseofuswhofallintothiscategory. The concept of absentmindedness that we employ in our analysis was introduced by Rubinstein and Piccione [1997]. They define absentmindedness as the inability to distinguish between decision nodes that lie along the same branch of a decision tree. By identifying these distinct nodes with different ∗We would like to thank Mark Gertler, Per Krusell, and Ricardo Lagos for helpful comments. 1 levels of spending, we are able to model consumers who are uncertain as to how much they spend in any given period. The effect of this change in model structure is to make it difficult for consumers to equate the marginal utility of consumption with the marginal utility of wealth. We show that this innocent twist in a standard consumption model may not only provide insight into some existing puzzles in the consumption literature, but also shed light on otherwise puzzling results concerning linkages between financial planning and wealth accumulation (Ameriks, Caplin, and Leahy [2003]).
    [Show full text]
  • Hippocampal–Caudate Nucleus Interactions Support Exceptional Memory Performance
    Brain Struct Funct DOI 10.1007/s00429-017-1556-2 ORIGINAL ARTICLE Hippocampal–caudate nucleus interactions support exceptional memory performance Nils C. J. Müller1 · Boris N. Konrad1,2 · Nils Kohn1 · Monica Muñoz-López3 · Michael Czisch2 · Guillén Fernández1 · Martin Dresler1,2 Received: 1 December 2016 / Accepted: 24 October 2017 © The Author(s) 2017. This article is an open access publication Abstract Participants of the annual World Memory competitive interaction between hippocampus and caudate Championships regularly demonstrate extraordinary mem- nucleus is often observed in normal memory function, our ory feats, such as memorising the order of 52 playing cards findings suggest that a hippocampal–caudate nucleus in 20 s or 1000 binary digits in 5 min. On a cognitive level, cooperation may enable exceptional memory performance. memory athletes use well-known mnemonic strategies, We speculate that this cooperation reflects an integration of such as the method of loci. However, whether these feats the two memory systems at issue-enabling optimal com- are enabled solely through the use of mnemonic strategies bination of stimulus-response learning and map-based or whether they benefit additionally from optimised neural learning when using mnemonic strategies as for example circuits is still not fully clarified. Investigating 23 leading the method of loci. memory athletes, we found volumes of their right hip- pocampus and caudate nucleus were stronger correlated Keywords Memory athletes · Method of loci · Stimulus with each other compared to matched controls; both these response learning · Cognitive map · Hippocampus · volumes positively correlated with their position in the Caudate nucleus memory sports world ranking. Furthermore, we observed larger volumes of the right anterior hippocampus in ath- letes.
    [Show full text]
  • Title: Approved Behavioral Health Screening Tools for 3Ai and 4Aiii
    Title: Approved Behavioral Health Screening Tools for 3ai and 4aiii Date Created: 10/8/2015 Date Modified: 07/27/2017 Date Approved by Board of Directors: 11/10/2015 Clinical Guideline # CGC-CG-26 Purpose: The purpose of this guideline is to establish a menu of approved behavioral health screening tools for use in the 3ai Integration of Behavioral Health and Primary Care (Model 1) project and 4aiii Strengthening Mental Health and Substance Abuse Infrastructure Across Systems. Participating practices may choose from the menu of approved screening tools below or use nationally-accepted best practice that are determined to be aged-appropriate: Approved Screening Tools: Depression: PHQ-9: Patient Health Questionnaire (9 questions) PHQ-2: Patient Health Questionnaire (2 questions) Anxiety: GAD-7: General Anxiety Disorder (7 questions) Substance CAGE-AID: Cut-down, Annoyed, Guilty, and Eye-Opener (4 questions) Abuse: CAGE: 4 questions AUDIT: Alcohol Use Disorder Identification Test (10 questions) DAST- 10: Drug-Abuse Screening Test (10 question; excludes alcohol) CRAFFT: Series of 6 questions to identify adolescents 14- 21 years of age for risky alcohol and other drug use disorders NIAAA: 3 question screen Trauma: PC-PTSD: Primary Care- Post Traumatic Stress Disorder (for veterans) PCL-C: Abbreviated PTSD Checklist, Civilian Version Suicide or Nursing Assessment for Suicide/Violence (4 questions) Violence: If appropriate, followed by: Suicide Assessment (23 questions) Violence Assessment (23 questions) BH Works: BH Works, a tablet-based screening IT solution has a “smart” assessment tool which covers 13 domains of behavioral health. SBIRT: Screening, Brief Intervention and Referral to Treatment is an evidence based practice.
    [Show full text]
  • CHAPTER 6: MEMORY STRATEGIES: MNEMONIC DEVICES in Order to Remember Information, You First Have to Find It Somewhere in Your Memory
    CHAPTER 6: MEMORY STRATEGIES: MNEMONIC DEVICES In order to remember information, you first have to find it somewhere in your memory. To be successful in college you need to use active learning strategies that help you store information and retrieve it. Mnemonic devices can help you do that. Mnemonics are techniques for remembering information that is otherwise difficult to recall. The idea behind using mnemonics is to encode complex information in a way that is much easier to remember. Two common types of mnemonic devices are acronyms and acrostics. Acronyms Acronyms are words made up of the first letters of other words. As a mnemonic device, acronyms help you remember the first letters of items in a list, which in turn helps you remember the list itself. Instructor OLC to accompany 100% Online Student Success 1 Examples The following are examples of popular mnemonic acronyms: HOMES Huron, Ontario, Michigan, Erie, Superior Names of the Great Lakes FACE The letters of the treble clef notes in the spaces from bottom to top spells “FACE”. ROY G. BIV Red, Orange, Yellow, Green, Blue, Indigo, Colors of the spectrum Violet MRS GREN Movement, Respiration, Sensitivity, Growth, Common attributes of living Reproduction, Excretion, Nutrition things Create Your Own Acronym Now think of a few words you need to remember. This could be related to your studies, your work, or just a subject of interest. Five steps to creating acronyms are*: 1. List the information you need to learn in meaningful phrases. 2. Circle or underline a keyword in each phrase. 3. Write down the first letter of each keyword.
    [Show full text]
  • Cage Questionnaire Stand For
    Cage Questionnaire Stand For Cachectical Georges misgiven matrilineally, he interflows his akaryotes very outstandingly. Shelden remains unlockable after Jud outeating compendiously or outdrove any conclusions. Bryon often abating ava when painted Anatollo foozle closest and pickaxes her borecole. Kelly et al, sign that process is as it was also identified by pdg can lead to report provides cues for informational purposes was as interruptthe flow of questionnaire stand for perception of information that Warning Signs of Alcoholism What this Look For QuitAlcohol. ADOLESCENT ALCOHOL AND heal USE high ABUSE. He served as the founding director of the Bowles Center for Alcohol Studies where he developed the lace questionnaire and view Dr John A Ewing's. What questions are asked in between CAGE questionnaire? Appendix H AUDIT USAlcohol Use Disorders Identification Test. How to run and Score with FAST Alcohol Screening Test. SBIRT SAMHSA. Who created the nutrition questionnaire? Format A 10-item screening questionnaire with 3 questions on. Demonstrated to celebrate better screening properties than CAGE CRAFFT or. CAGE the is a widely used and an extensively validated method of screening for alcoholism Two yes responses indicate below the possibility of. Tribal Healing to Wellness Courts. PDF Screening for Alcohol Abuse Using the CAGE. CAGE Questionnaire Maelstrom research. Behavioral Health Screeners. However their performance as standalone tools is uncertain and further. Yes 1 No 0 I need to need with my hands to stand separate from a chair who is poor sign of weak leg muscles. The member a principal brief screen is probably lost most widely used and promoted for.
    [Show full text]
  • Memory Formation, Consolidation and Transformation
    Neuroscience and Biobehavioral Reviews 36 (2012) 1640–1645 Contents lists available at SciVerse ScienceDirect Neuroscience and Biobehavioral Reviews journa l homepage: www.elsevier.com/locate/neubiorev Review Memory formation, consolidation and transformation a,∗ b a a L. Nadel , A. Hupbach , R. Gomez , K. Newman-Smith a Department of Psychology, University of Arizona, United States b Department of Psychology, Lehigh University, United States a r t i c l e i n f o a b s t r a c t Article history: Memory formation is a highly dynamic process. In this review we discuss traditional views of memory Received 29 August 2011 and offer some ideas about the nature of memory formation and transformation. We argue that memory Received in revised form 20 February 2012 traces are transformed over time in a number of ways, but that understanding these transformations Accepted 2 March 2012 requires careful analysis of the various representations and linkages that result from an experience. These transformations can involve: (1) the selective strengthening of only some, but not all, traces as a function Keywords: of synaptic rescaling, or some other process that can result in selective survival of some traces; (2) the Memory consolidation integration (or assimilation) of new information into existing knowledge stores; (3) the establishment Transformation Reconsolidation of new linkages within existing knowledge stores; and (4) the up-dating of an existing episodic memory. We relate these ideas to our own work on reconsolidation to provide some grounding to our speculations that we hope will spark some new thinking in an area that is in need of transformation.
    [Show full text]
  • Cognitive Functions of the Brain: Perception, Attention and Memory
    IFM LAB TUTORIAL SERIES # 6, COPYRIGHT c IFM LAB Cognitive Functions of the Brain: Perception, Attention and Memory Jiawei Zhang [email protected] Founder and Director Information Fusion and Mining Laboratory (First Version: May 2019; Revision: May 2019.) Abstract This is a follow-up tutorial article of [17] and [16], in this paper, we will introduce several important cognitive functions of the brain. Brain cognitive functions are the mental processes that allow us to receive, select, store, transform, develop, and recover information that we've received from external stimuli. This process allows us to understand and to relate to the world more effectively. Cognitive functions are brain-based skills we need to carry out any task from the simplest to the most complex. They are related with the mechanisms of how we learn, remember, problem-solve, and pay attention, etc. To be more specific, in this paper, we will talk about the perception, attention and memory functions of the human brain. Several other brain cognitive functions, e.g., arousal, decision making, natural language, motor coordination, planning, problem solving and thinking, will be added to this paper in the later versions, respectively. Many of the materials used in this paper are from wikipedia and several other neuroscience introductory articles, which will be properly cited in this paper. This is the last of the three tutorial articles about the brain. The readers are suggested to read this paper after the previous two tutorial articles on brain structure and functions [17] as well as the brain basic neural units [16]. Keywords: The Brain; Cognitive Function; Consciousness; Attention; Learning; Memory Contents 1 Introduction 2 2 Perception 3 2.1 Detailed Process of Perception .
    [Show full text]