Memory Reconsolidation
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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, -
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. -
Dissociation Related to Subjective Memory Fragmentation and Intrusions but Not to Objective Memory Disturbances
ARTICLE IN PRESS Journal of Behavior Therapy and Experimental Psychiatry 36 (2005) 43–59 www.elsevier.com/locate/jbtep Dissociation related to subjective memory fragmentation and intrusions but not to objective memory disturbances Merel Kindta,Ã, Marcel Van den Houtb, Nicole Buckb aDepartment of Clinical Psychology, University of Amsterdam, Roetersstraat 15, 1018 WB Amsterdam, The Netherlands bDepartment of Medical, Clinical and Experimental Psychology, Maastricht University, The Netherlands Abstract The present study was a replication of Kindt and Van den Hout (Behaviour Research and Therapy 41 (2003) 167) with several methodological adaptations. Two experiments were designed to test whether state dissociation is related to objective memory disturbances, or whether dissociation is confined to the realm of subjective experience. High trait dissociative participants (Nexp:1 ¼ 25; Nexp:2 ¼ 25) and low trait dissociative participants (Nexp:1 ¼ 25; Nexp:2 ¼ 25) were selected from normal samples (Nexp:1 ¼ 372; Nexp:2 ¼ 341) on basis of scores on the Dissociative Experience Scale (DES). Participants watched an extremely aversive film, after which state dissociation was measured by the Peri-traumatic Dissociative Experience Questionnaire (PDEQ). Memory disturbances were assessed 4h later (Exp. 1) or 1 week later (Exp. 2). Objective memory disturbances were assessed by a sequential memory task, items tapping perceptual representations (Exp. 1), or an open question with respect to the remembrance of the film (Exp. 2). Subjective memory disturbances were measured by means of visual analogue scales assessing fragmentation and intrusions. The two experiments provided a fairly exact replication of an earlier experiment (Behaviour Research and Therapy 41 (2003) ÃCorresponding author. Fax: +31 20 6391369 E-mail address: [email protected] (M. -
Memory-Modulation: Self-Improvement Or Self-Depletion?
HYPOTHESIS AND THEORY published: 05 April 2018 doi: 10.3389/fpsyg.2018.00469 Memory-Modulation: Self-Improvement or Self-Depletion? Andrea Lavazza* Neuroethics, Centro Universitario Internazionale, Arezzo, Italy Autobiographical memory is fundamental to the process of self-construction. Therefore, the possibility of modifying autobiographical memories, in particular with memory-modulation and memory-erasing, is a very important topic both from the theoretical and from the practical point of view. The aim of this paper is to illustrate the state of the art of some of the most promising areas of memory-modulation and memory-erasing, considering how they can affect the self and the overall balance of the “self and autobiographical memory” system. Indeed, different conceptualizations of the self and of personal identity in relation to autobiographical memory are what makes memory-modulation and memory-erasing more or less desirable. Because of the current limitations (both practical and ethical) to interventions on memory, I can Edited by: only sketch some hypotheses. However, it can be argued that the choice to mitigate Rossella Guerini, painful memories (or edit memories for other reasons) is somehow problematic, from an Università degli Studi Roma Tre, Italy ethical point of view, according to some of the theories of the self and personal identity Reviewed by: in relation to autobiographical memory, in particular for the so-called narrative theories Tillmann Vierkant, University of Edinburgh, of personal identity, chosen here as the main case of study. Other conceptualizations of United Kingdom the “self and autobiographical memory” system, namely the constructivist theories, do Antonella Marchetti, Università Cattolica del Sacro Cuore, not have this sort of critical concerns. -
Investigating the Roles of Memory and Metamemory in Trauma-Related Outcomes
ABSTRACT A PTSD ANALOGUE STUDY: INVESTIGATING THE ROLES OF MEMORY AND METAMEMORY IN TRAUMA-RELATED OUTCOMES Ban Hong (Phylice) Lim, Ph.D. Department of Psychology Northern Illinois University, 2016 Michelle M. Lilly, Director Trauma survivors who develop posttraumatic stress disorder (PTSD) often display symptoms of memory fragmentation such as an impaired ability to recall trauma memories. These observations are consistent with prominent theories of PTSD, which consider memory fragmentation as a central feature of PTSD. Correspondingly, most empirically supported interventions for PTSD focus on addressing dysfunctional thoughts and behaviors and integrating fragmented memories of the event. More recently, this assumption has been challenged by research indicating that metamemory – one’s subjective beliefs about one’s memory functioning and quality – may partially account for reported memory fragmentation among individuals with PTSD. Memory underconfidence, regardless of whether or not it is founded or wholly accurate, may lead to feelings of anxiety, especially in the process of recalling and making sense of one’s trauma memory. Despite the intertwined nature of their relationship, the association between memory and metamemory has been understudied in the trauma literature. This dissertation investigated whether PTSD is a disorder of memory fragmentation, perceived memory fragmentation, or both by examining the association between memory and metamemory. A trauma analogue between-subjects experimental design was employed. Eighty- four healthy participants were randomly assigned to receive either positive feedback or negative feedback after completing a standardized memory assessment. Despite the use of randomization, the manipulation groups systematically differed on both baseline memory ability and baseline memory confidence. Contrary to the first hypothesis, after controlling for the effect of baseline metamemory beliefs, the groups did not differ on their recall task performance, F(1,80) = .34, p = .56. -
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 . -
Can Cognitive Neuroscience Illuminate the Nature of Traumatic Childhood Memories? Daniel L Schacterl, Wilma Koutstaal and Kenneth a Norman
207 Can cognitive neuroscience illuminate the nature of traumatic childhood memories? Daniel L Schacterl, Wilma Koutstaal and Kenneth A Norman Recent findings from cognitive neuroscience and cognitive distortion? Can traumatic events be forgotten, and if so, psychology may help explain why recovered memories of can they be later recovered? We first consider evidence trauma are sometimes illusory. In particular, the notion of that pertains to claims of recovered memories of trauma. defective source monitoring has been used to explain a wide We then consider the relevant memory phenomena in the range of recently established memory distortions and illusions. context of concepts and findings from the contemporary Conversely, the results of a number of studies may potentially cognitive neuroscience of memory. be relevant to forgetting and recovery of accurate memories, including studies demonstrating reduced hippocampal volume The recovered memories debate: what do we in survivors of sexual abuse, and recovery from functional and know? organic retrograde amnesia. Other recent findings of interest The controversy over recovered memories is a complex include the possibility that state-dependent memory could be affair that involves several intertwined psychological and induced by stress-related hormones, new pharmacological social issues (for elaboration of this point, see [8-131). models of dissociative states, and evidence for ‘repression’ in Here, we consider four critical questions. First, can patients with right parietal brain damage. memories -
Test Anxiety and Metamemory: General Preference for External Over Internal Information Storage
Personality and Individual Differences 30 (2001) 775±781 www.elsevier.com/locate/paid Test anxiety and metamemory: general preference for external over internal information storage Joachim StoÈ ber *, Klaus B. Esser Free University of Berlin, Habelschwerdter Allee 45, D-14195 Berlin, Germany Received 27 October 1999; received in revised form 22 February 2000 Abstract Substantial evidence suggests that test anxiety is associated with poor memory performance. The rela- tionship between test anxiety and metamemory, however, has remained largely unexplored. The present study examines test anxiety and metamemory from the perspective of storage selection in extended memory systems. A sample of 56 university students with scores in the upper or lower thirds of the distribution for the Test Anxiety Inventory were presented with sentences describing everyday tasks under conditions where low and high importance was attached to future remembering. For each sentence, participants indicated whether they would choose internal memory storage (neurophysiological memory) or external storage (external memory aids) to remember the information. Results showed that test-anxious partici- pants displayed a general preference for external over internal storage, independent of the importance attached to remembering. Low estimated success of internal storage emerged as a potential reason for this preference. Implications of these ®ndings for research on test anxiety, metamemory, and storage selection in extended memory systems are discussed. # 2001 Elsevier Science Ltd. All rights reserved. Keywords: Test anxiety; Memory; Memory aids; Metacognition 1. Introduction Substantial evidence accumulated over the last 25 years suggests that test anxiety is associated with poor memory performance (for reviews, see Eysenck, 1979; Mueller, 1992; Zeidner, 1998). -
How Can I Remember That the Memory Workshop
Tips and Strategies to Help Improve Your Short- and Long-Term Memory Karen L. Wold, M.S.Ed. Learning Disabilities Specialist [email protected], 217-333-8705 Topics Covered Memory 101 – Different Types of Memory Defined The memory process Short-term memory (STM) Working memory Long-term memory (LTM) Memory Strategies Rote memory (Repetition) Mnemonics Associative memory (Making associations) Memory Compensations (Alternatives, “Work Arounds”) Using reasoning skills to compensate Keep in mind learning styles/strengths (visual, auditory, kinesthetic, tactile) and effects of disability on memory Resources for More Information Memory 101: Different Types of Memory Memory process = encoding+ storage (sensory, STM, LTM) + retrieval Encoding – taking information from our environment (very short term, not retained over the long term) Sensory storage – information we receive from our senses is interpreted by our brains, then only the information that we really pay attention to is transferred to STM Learning allows us to transfer information from our STM to our LTM Retrieval is the ability to recall information we have learned and memoriZed Short-term Memory Information that comes to us through our senses Can only “hold” or retain for a few seconds Can only “hold” or retain a limited amount of information (before other information “kicks it out”) Can only hold 5-9 bits of info (avg. of 7) at one time Example: phone number or name. Usually have to write it down to remember later. Reflection Question: Why is it so hard to remember the name of someone you just met? Working Memory Working memory involves manipulating or changing information that is in your memory For example, “mental math”, adding 123 + 45 in your head. -
The Cognitive Impairment Study (CARES) Trial 1
Journal of Personalized Medicine Article Targeted Nutritional Intervention for Patients with Mild Cognitive Impairment: The Cognitive impAiRmEnt Study (CARES) Trial 1 Rebecca Power 1,* , John M. Nolan 1, Alfonso Prado-Cabrero 1 , Robert Coen 2, Warren Roche 1, Tommy Power 1, Alan N. Howard 3 and Ríona Mulcahy 4,5,* 1 Nutrition Research Centre Ireland, School of Health Sciences, Carriganore House, Waterford Institute of Technology West Campus, X91 K0EK Waterford, Ireland; [email protected] (J.M.N.); [email protected] (A.P.-C.); [email protected] (W.R.); [email protected] (T.P.) 2 Mercer’s Institute for Research on Ageing, St. James’s Hospital, D08 NHY1 Dublin, Ireland; [email protected] 3 Howard Foundation, 7 Marfleet Close, Great Shelford, Cambridge CB22 5LA, UK; [email protected] 4 Age-Related Care Unit, Health Service Executive, University Hospital Waterford, Dunmore Road, X91 ER8E Waterford, Ireland 5 Royal College of Surgeons Ireland, 123 Stephen’s Green, Saint Peter’s, D02 YN77 Dublin, Ireland * Correspondence: [email protected] (R.P.); [email protected] (R.M.); Tel.: +353-01-845-505 (R.P.); +353-51-842-509 (R.M.) Received: 31 March 2020; Accepted: 18 May 2020; Published: 25 May 2020 Abstract: Omega-3 fatty acids (!-3FAs), carotenoids, and vitamin E are important constituents of a healthy diet. While they are present in brain tissue, studies have shown that these key nutrients are depleted in individuals with mild cognitive impairment (MCI) in comparison to cognitively healthy individuals. Therefore, it is likely that these individuals will benefit from targeted nutritional intervention, given that poor nutrition is one of the many modifiable risk factors for MCI. -
Parsing Storage from Retrieval in Experimentally Induced Amnesia Louis D
Downloaded from learnmem.cshlp.org on October 1, 2021 - Published by Cold Spring Harbor Laboratory Press Commentary Parsing storage from retrieval in experimentally induced amnesia Louis D. Matzel1,3 and Ralph R. Miller2 1Department of Psychology, Rutgers University, Piscataway, New Jersey 08854, USA; 2Department of Psychology, State University of New York at Binghamton, Binghamton, New York 13902, USA By 1970, a new framework had begun to emerge with which to evoke fear owing to its association with foot shock) is dependent understand both memory storage and memory loss. During this on plasticity within the dorsal hippocampus, and that this plas- period, a number of independent laboratories had demonstrated ticity requires the participation of N-methyl-D-aspartate (NMDA) that both experimentally induced and naturally occurring in- receptors. However, it has also been established that this re- stances of ‘‘memory failure’’ could be reversed by exposing quirement for NMDA receptors subsides after the first training amnestic subjects to isolated aspects of the training conditions trial, such that NMDA receptor antagonists (such as 2-amino-5- upon which the forgotten memory had been based (Campbell and phosphonopentanoic acid; AP5) block learning on the first con- Jaynes 1966; Lewis et al. 1968; Miller and Springer 1972). While ditioning event, but not on subsequent exposures to the context these data suggested a nominally novel interpretation of memory paired with shock (Sanders and Fanselow 2003). Hardt et al. ‘‘loss’’ (better described as a ‘‘lapse’’ in these cases), they were, in exploit this observation for the present purpose. They argue that some respect, a reassertion of what had long been known: if inducing experimental amnesia (through the post-training Seemingly forgotten memories are often recovered. -
CHILDREN's MEMORY, TRAUMATIC MEMORIES and the CHILD WITNESS
CHILD MEMORY, TRAUMATIC MEMORY and the CHILD WITNESS George E. Davis, MD 2017 Children’s Law Institute INTERPRETING THE RESEARCH • The complications of memory study • Test conditions and questions don’t always match real life situations and motivations • Divergent interests • Although broad rules can be proposed for different ages and conditions, reliability depends on the individual case REFERENCES 1. Memory and Suggestibility in the Forensic Interview (Eisen, Quas and Goodman, 2002) 2. Stress, Trauma and Children’s Memory Development (Howe, Goodman and Cicchetti, 2008) 3. Children as Victims, Witnesses, and Offenders (Bottoms, Najdowski and Goodman, 2009) MEMORY PROCESS • MEMORY COMPONENTS – Encoding • PerceptionConstruct • Child age and knowledge – Storage • Combination, sorting, comparison in the hippocampus • Short term, long term and working memory – Retrieval • Reconstruction from associations and neural networks that are frontal and temporal TYPES of MEMORY • TYPES OF MEMORY – Explicit / Declarative / Conscious • Episodic—events • Semantic—facts • Intentional, whether learned or recalled • Organized and encoded by hippocampus and medial temporal – Implicit / Contextual / Unconscious • Procedural—riding a bike, driving to work, tying shoes, etc • Encoded and stored in motor control and brain stem – Conditioned responses—eg, fear of certain people – Autobiographical—the continuous sense of self over time DISSOCIATION • Dissociation is a breakdown in memory, consciousness and sense of self provoked by extreme fear, pain or psychological