Autonomic Activity During Sleep Predicts Memory Consolidation in Humans
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
How Trauma Impacts Four Different Types of Memory
How Trauma Impacts Four Different Types of Memory EXPLICIT MEMORY IMPLICIT MEMORY SEMANTIC MEMORY EPISODIC MEMORY EMOTIONAL MEMORY PROCEDURAL MEMORY What It Is What It Is What It Is What It Is The memory of general knowledge and The autobiographical memory of an event The memory of the emotions you felt The memory of how to perform a facts. or experience – including the who, what, during an experience. common task without actively thinking and where. Example Example Example Example You remember what a bicycle is. You remember who was there and what When a wave of shame or anxiety grabs You can ride a bicycle automatically, with- street you were on when you fell off your you the next time you see your bicycle out having to stop and recall how it’s bicycle in front of a crowd. after the big fall. done. How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It Trauma can prevent information (like Trauma can shutdown episodic memory After trauma, a person may get triggered Trauma can change patterns of words, images, sounds, etc.) from differ- and fragment the sequence of events. and experience painful emotions, often procedural memory. For example, a ent parts of the brain from combining to without context. person might tense up and unconsciously make a semantic memory. alter their posture, which could lead to pain or even numbness. Related Brain Area Related Brain Area Related Brain Area Related Brain Area The temporal lobe and inferior parietal The hippocampus is responsible for The amygdala plays a key role in The striatum is associated with producing cortex collect information from different creating and recalling episodic memory. -
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. -
Effect of the Time-Of-Day of Training on Explicit Memory
Time-of-dayBrazilian Journal of training of Medical and memory and Biological Research (2008) 41: 477-481 477 ISSN 0100-879X Effect of the time-of-day of training on explicit memory F.F. Barbosa and F.S. Albuquerque Departamento de Fisiologia, Universidade Federal do Rio Grande do Norte, Natal, RN, Brasil Correspondence to: F.F. Barbosa, Departamento de Fisiologia, Universidade Federal do Rio Grande do Norte, Lagoa Nova, Caixa Postal 1511, 59072-970 Natal, RN, Brasil Fax: +55-84-211-9206. E-mail: [email protected] Studies have shown a time-of-day of training effect on long-term explicit memory with a greater effect being shown in the afternoon than in the morning. However, these studies did not control the chronotype variable. Therefore, the purpose of this study was to assess if the time-of-day effect on explicit memory would continue if this variable were controlled, in addition to identifying the occurrence of a possible synchronic effect. A total of 68 undergraduates were classified as morning, intermediate, or afternoon types. The subjects listened to a list of 10 words during the training phase and immediately performed a recognition task, a procedure which they repeated twice. One week later, they underwent an unannounced recognition test. The target list and the distractor words were the same in all series. The subjects were allocated to two groups according to acquisition time: a morning group (N = 32), and an afternoon group (N = 36). One week later, some of the subjects in each of these groups were subjected to a test in the morning (N = 35) or in the afternoon (N = 33). -
2.33 Implicit Memory and Priming W
2.33 Implicit Memory and Priming W. D. Stevens, G. S. Wig, and D. L. Schacter, Harvard University, Cambridge, MA, USA ª 2008 Elsevier Ltd. All rights reserved. 2.33.1 Introduction 623 2.33.2 Influences of Explicit Versus Implicit Memory 624 2.33.3 Top-Down Attentional Effects on Priming 626 2.33.3.1 Priming: Automatic/Independent of Attention? 626 2.33.3.2 Priming: Modulated by Attention 627 2.33.3.3 Neural Mechanisms of Top-Down Attentional Modulation 629 2.33.4 Specificity of Priming 630 2.33.4.1 Stimulus Specificity 630 2.33.4.2 Associative Specificity 632 2.33.4.3 Response Specificity 632 2.33.5 Priming-Related Increases in Neural Activation 634 2.33.5.1 Negative Priming 634 2.33.5.2 Familiar Versus Unfamiliar Stimuli 635 2.33.5.3 Sensitivity Versus Bias 636 2.33.6 Correlations between Behavioral and Neural Priming 637 2.33.7 Summary and Conclusions 640 References 641 2.33.1 Introduction stimulus that result from a previous encounter with the same or a related stimulus. Priming refers to an improvement or change in the When considering the link between behavioral identification, production, or classification of a stim- and neural priming, it is important to acknowledge ulus as a result of a prior encounter with the same or that functional neuroimaging relies on a number of a related stimulus (Tulving and Schacter, 1990). underlying assumptions. First, changes in informa- Cognitive and neuropsychological evidence indi- tion processing result in changes in neural activity cates that priming reflects the operation of implicit within brain regions subserving these processing or nonconscious processes that can be dissociated operations. -
Externally Induced Frontoparietal Synchronization Modulates Network Dynamics and Enhances Working Memory Performance
RESEARCH ARTICLE Externally induced frontoparietal synchronization modulates network dynamics and enhances working memory performance Ines R Violante1,2*, Lucia M Li1, David W Carmichael3, Romy Lorenz1, Robert Leech1, Adam Hampshire1, John C Rothwell2, David J Sharp1 1The Computational, Cognitive and Clinical Neuroimaging Laboratory, Department of Medicine, Imperial College London, London, United Kingdom; 2Sobell Department of Motor Neuroscience and Movement Disorders, UCL Institute of Neurology, University College London, London, United Kingdom; 3Developmental Imaging and Biophysics Section, UCL Institute of Child Health, University College London, London, United Kingdom Abstract Cognitive functions such as working memory (WM) are emergent properties of large- scale network interactions. Synchronisation of oscillatory activity might contribute to WM by enabling the coordination of long-range processes. However, causal evidence for the way oscillatory activity shapes network dynamics and behavior in humans is limited. Here we applied transcranial alternating current stimulation (tACS) to exogenously modulate oscillatory activity in a right frontoparietal network that supports WM. Externally induced synchronization improved performance when cognitive demands were high. Simultaneously collected fMRI data reveals tACS effects dependent on the relative phase of the stimulation and the internal cognitive processing state. Specifically, synchronous tACS during the verbal WM task increased parietal activity, which correlated with behavioral performance. Furthermore, functional connectivity results indicate that *For correspondence: i.violante@ the relative phase of frontoparietal stimulation influences information flow within the WM network. imperial.ac.uk Overall, our findings demonstrate a link between behavioral performance in a demanding WM task Competing interests: The and large-scale brain synchronization. authors declare that no DOI: 10.7554/eLife.22001.001 competing interests exist. -
Nutrition and Cognition in Older Persons
Nutrition and Aging: I.H. Rosenberg; A. Sastre (eds), Nestle´ Nutrition Workshop Series Clinical & Performance Program, Vol. 6, pp. 121–134, Nestec Ltd.; Vevey/S. Karger AG, Basel, 2002. Nutrition and Cognition in Older Persons John E. Morley GRECC, St. Louis VA Medical Center, and Division of Geriatric Medicine, Saint Louis University, St. Louis, Mo., USA The concept that ‘we are what we eat’ is by no means a new one and appears to be particularly true when one examines the effect of food intake on cognitive function. Even in the case of mild protein energy malnutrition, poor nutritional state is associated with a decline in cognitive function [1]. Food intake, or the lack thereof, can modulate thought processes in multiple ways (Table 1). This chapter will focus on a number of mechanisms that appear to play a role in modulating cognition in older persons. Modulation of Memory by Gastrointestinal Peptide Release Cholecystokinin (CCK) has been shown to enhance memory retention [2]. It produces this effect by stimulating ascending fibers in the vagus nerve (Fig. 1). These then send messages to the nucleus tractus solitarius and from there to the amygdala and the hippocampus [3]. When mice are fed immediately after learning a task, they demonstrate improved memory [2]. This enhanced retention can be abolished by utilizing a CCK antagonist. Circulating CCK levels are elevated in older persons and increase to a greater degree following fat administration [4]. CCK levels are elevated to a greater degree in malnourished compared to healthy older individuals [5]. Food intake improves cognition in humans [6]. -
Unit VII Module 33.Pdf
Unit VII: Cognition Module 33 Forgetting, Memory Construction & Memory Improvement Forgetting 33-1 Encoding Failure 33-1 We cannot remember what we do not encode. Storage Decay 33-1 • Poor durability of stored memories leads to their decay. • Ebbinghaus’ research: Retrieval Failure 33-1 Although the information is retained in the memory store, it cannot be accessed. Tip-of-the-tongue is a retrieval failure phenomenon: Given a cue (What makes blood cells red?) the subject says the word begins with an H (hemoglobin). Interference 33-1 Amnesia 33-1 • Anterograde amnesia – can recall the past, but cannot form new memories • Some people with anterograde amnesia can form new implicit memories (how to do something), but will have no conscious recall of learning the new skill • Retrograde amnesia – cannot recall the past (memories stored in long-term memory) Repression 33-1 • Sigmund Freud suggested that we may banish unpleasant memories from our consciousness as a defense mechanism • Current research indicates that this rarely, if ever, occurs • Memories of traumatic experiences are often the most challenging to forget Memory Construction Errors 33-2 Memory Construction 33-2 • Memory is not precise: we infer our past from stored information plus what we imagined later, expected, saw, and heard • Information acquired after an event alters memory of the event; we often construct memories as we encode them and every time we “replay” them Misinformation Effect 33-2 • When exposed to misleading information, we tend to misremember • When it was falsely suggested to university students that they became ill as children after eating spoiled egg salad, they became less likely to eat egg salad sandwiches Misinformation 33-2 Elizabeth Loftus’s research: Group A: How fast were the cars going when they hit each other? Group B: How fast were the cars going when they smashed into each other? Memory Construction 33-2 A week later they were asked: Was there any broken glass? Group B (smashed into) reported more broken glass than Group A (hit). -
Introduction to "Implicit Memory: Multiple Perspectives"
Bulletin of the Psychonomic Society 1990. 28 (4). 338-340 Introduction to "Implicit memory: Multiple perspectives" DANIEL L. SCHACTER University of Arizona, Tucson, Arizona Psychological studies of memory have traditionally assessed retention of recently acquired in formation with recall and recognition tests that require intentional recollection or explicit memory for a study episode. During the past decade, there has been a growing interest in the experimen tal study of implicit memory: unintentional retrieval of information on tests that do not require any conscious recollection of a specific previous experience. Dissociations between explicit and implicit memory have been established, but theoretical interpretation ofthem remains controver sial. The present set of papers examines implicit memory from multiple perspectives-cognitive, developmental, psychophysiological, and neuropsychological-and addresses key methodological, empirical, and theoretical issues in this rapidly growing sector of memory research. The papers that follow were presented at a symposium Delaney, 1990; Tulving & Schacter, 1990), it is also pos entitled "Implicit memory: Multiple perspectives," held sible to adopt a unitary or single-system view of memory at the annual meeting of the Psychonomic Society in At and still make use of the implicit/explicit distinction (e.g., lantaonNovember 17,1989. The symposium represents Roediger, Weldon, & Challis, 1989; Witherspoon & something of a milestone, in the sense that if someone Moscovitch, 1989). had suggested organizing an implicit memory symposium The distinction between implicit and explicit memory a decade ago, he or she probably would have been met is also closely related to the distinction between "direct" with a blank stare. That stare would have reflected two and "indirect" tests of memory (Johnson & Hasher, important facts: first, because the term "implicit 1987). -
Implicit Memory: How It Works and Why We Need It
Implicit Memory: How It Works and Why We Need It David W. L. Wu1 1University of British Columbia Correspondence to: [email protected] ABSTRACT Since the discovery that amnesiacs retained certain forms of unconscious learning and memory, implicit memory research has grown immensely over the past several decades. This review discusses two of the most intriguing questions in implicit memory research: how we think it works and why it is important to human behaviour. Using priming as an example, this paper surveys how historic behavioural studies have revealed how implicit memory differs from explicit memory. More recent neuroimaging studies are also discussed. These studies explore the neural correlate of priming and have led to the formation of the sharpening, fatigue, and facilitation neural models of priming. The latter part of this review discusses why humans have evolved with highly flexible explicit memory systems while still retaining inflexible implicit memory systems. Traditionally, researchers have regarded the competitive interaction between implicit and explicit memory systems to be fundamental for essential behaviours like habit learning. However, recently documented collaborative interactions suggest that both implicit and explicit processes are potentially necessary for optimal memory and learning performance. The literature reviewed in this paper reveals how implicit memory research has and continues to challenge our understanding of learning, memory, and the brain systems that underlie them. Keywords: implicit memory, priming, neural priming, habit learning INTRODUCTION several days despite having no recollection of the learning trials. For a time it was Not until Scoville and Milner believed that the acquisition of motor studied the amnesic patient H.M. -
Memory & Cognition
/ Memory & Cognition Volume 47 · Number 4 · May 2019 Special Issue: Recognizing Five Decades of Cumulative The role of control processes in temporal Progress in Understanding Human Memory and semantic contiguity and its Control Processes Inspired by Atkinson M.K. Healey · M.G. Uitvlugt 719 and Shiffrin (1968) Auditory distraction does more than disrupt rehearsal Guest Editors: Kenneth J. Malmberg· processes in children's serial recall Jeroen G. W. Raaijmakers ·Richard M. Shiffrin A.M. AuBuchon · C.l. McGill · E.M. Elliott 738 50 years of research sparked by Atkinson The effect of working memory maintenance and Shiffrin (1968) on long-term memory K.J. Malmberg · J.G.W. Raaijmakers · R.M. Shiffrin 561 J.K. Hartshorne· T. Makovski 749 · From ·short-term store to multicomponent working List-strength effects in older adults in recognition memory: The role of the modal model and free recall A.D. Baddeley · G.J. Hitch · R.J. Allen 575 L. Sahakyan 764 Central tendency representation and exemplar Verbal and spatial acquisition as a function of distributed matching in visual short-term memory practice and code-specific interference C. Dube 589 A.P. Young· A.F. Healy· M. Jones· L.E. Bourne Jr. 779 Item repetition and retrieval processes in cued recall: Dissociating visuo-spatial and verbal working memory: Analysis of recall-latency distributions It's all in the features Y. Jang · H. Lee 792 ~1 . Poirier· J.M. Yearsley · J. Saint-Aubin· C. Fortin· G. Gallant · D. Guitard 603 Testing the primary and convergent retrieval model of recall: Recall practice produces faster recall Interpolated retrieval effects on list isolation: success but also faster recall failure IndiYiduaLdifferences in working memory capacity W.J. -
Models of Memory
To be published in H. Pashler & D. Medin (Eds.), Stevens’ Handbook of Experimental Psychology, Third Edition, Volume 2: Memory and Cognitive Processes. New York: John Wiley & Sons, Inc.. MODELS OF MEMORY Jeroen G.W. Raaijmakers Richard M. Shiffrin University of Amsterdam Indiana University Introduction Sciences tend to evolve in a direction that introduces greater emphasis on formal theorizing. Psychology generally, and the study of memory in particular, have followed this prescription: The memory field has seen a continuing introduction of mathematical and formal computer simulation models, today reaching the point where modeling is an integral part of the field rather than an esoteric newcomer. Thus anything resembling a comprehensive treatment of memory models would in effect turn into a review of the field of memory research, and considerably exceed the scope of this chapter. We shall deal with this problem by covering selected approaches that introduce some of the main themes that have characterized model development. This selective coverage will emphasize our own work perhaps somewhat more than would have been the case for other authors, but we are far more familiar with our models than some of the alternatives, and we believe they provide good examples of the themes that we wish to highlight. The earliest attempts to apply mathematical modeling to memory probably date back to the late 19th century when pioneers such as Ebbinghaus and Thorndike started to collect empirical data on learning and memory. Given the obvious regularities of learning and forgetting curves, it is not surprising that the question was asked whether these regularities could be captured by mathematical functions. -
Memory Processes
6 CHAPTER Memory Processes CHAPTER OUTLINE Encoding and Transfer of Information The Constructive Nature of Memory Forms of Encoding Autobiographical Memory Short-Term Storage Memory Distortions Long-Term Storage The Eyewitness Testimony Paradigm Transfer of Information from Short-Term Memory Repressed Memories to Long-Term Memory The Effect of Context on Memory Rehearsal Key Themes Organization of Information Summary Retrieval Retrieval from Short-Term Memory Thinking about Thinking: Analytical, Parallel or Serial Processing? Creative, and Practical Questions Exhaustive or Self-Terminating Processing? Key Terms The Winner—a Serial Exhaustive Model—with Some Qualifications Media Resources Retrieval from Long-Term Memory Intelligence and Retrieval Processes of Forgetting and Memory Distortion Interference Theory Decay Theory 228 CHAPTER 6 • Memory Processes 229 Here are some of the questions we will explore in this chapter: 1. What have cognitive psychologists discovered regarding how we encode information for storing it in memory? 2. What affects our ability to retrieve information from memory? 3. How does what we know or what we learn affect what we remember? n BELIEVE IT OR NOT THERE’SAREASON YOU REMEMBER THOSE ANNOYING SONGS that strengthens the connections associated with that Having a song or part of a song stuck in your head is phrase. In turn, this increases the likelihood that you will incredibly frustrating. We’ve all had the experience of the recall it, which leads to more reinforcement. song from a commercial repeatedly running through our You could break this unending cycle of repeated recall minds, even though we wanted to forget it. But sequence and reinforcement—even though this is a necessary and recall—remembering episodes or information in sequen- normal process for the strengthening and cementing of tial order (like the notes to a song)—has a special and memories—by introducing other sequences.