Mnemonics in a Mnutshell: 32 Aids to Psychiatric Diagnosis
Total Page:16
File Type:pdf, Size:1020Kb
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. -
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, -
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. -
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. -
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. -
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]). -
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. -
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. -
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. -
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. -
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. -
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 .