Visual Memory-Deficit Amnesia: a Distinct Amnesic Presentation and Etiology
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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. -
Brain Disorders and Therapy the Composition of Visual Memory and the Impact of Emotions: the Color of Memory
Brain Disorders and Therapy Extended Abstract The composition of visual memory and the impact of emotions: the color of memory Nydia J Gutierrez ABSTRACT between DE and VR are disparate. It is important to remember that in many visual memory tasks the guess factor in DE is Art therapy creates an implicit memory that helps to reduce smaller than that observed (e.g., 50 percent guess rate for Faces stress and anticipates emotional cognitive changes and in WMS – III). behavior. It creates a regular function between peripheral nervous system, autonomic nervous system, and the somatic nervous system. This model is represented as a neural Long-term memory is a central component of human learning algorithm that defines brain functions and models. The that allows for a range of abilities and behaviors that are also model represents a brain relation, behavior, and correlation to essential to survival. While this core competency for human thought and the human mind. In the peripheral procedural and declarative memory has been widely nervous system we find dividend between the autonomic established, it remains uncertain if specific mechanisms nervous system and the somatic nervous system. subserve basic sensory or perceptual processes. Here we use a visual learning model to demonstrate how people are prepared The model design and created in this research presents daily to look for Different visual features in the environment functioning cognitive variables that serve as a unity to reduce contribute to consistent performance changes over consecutive stress and negative emotional experiences. There is an days but, oddly, the subsequent ability to learn similar visual increase of variation and stimulation that carries effects and features is removed. -
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, -
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. -
Internal Attention to Features in Visual Short-Term Memory Guides Object Learning ⇑ ⇑ Judith E
Cognition 129 (2013) 292–308 Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/COGNIT Internal attention to features in visual short-term memory guides object learning ⇑ ⇑ Judith E. Fan , Nicholas B. Turk-Browne Green Hall, Department of Psychology, Princeton University, Princeton, NJ 08540, United States article info abstract Article history: Attending to objects in the world affects how we perceive and remember them. What are Received 11 October 2012 the consequences of attending to an object in mind? In particular, how does reporting the Revised 1 April 2013 features of a recently seen object guide visual learning? In three experiments, observers Accepted 20 June 2013 were presented with abstract shapes in a particular color, orientation, and location. After viewing each object, observers were cued to report one feature from visual short-term memory (VSTM). In a subsequent test, observers were cued to report features of the same Keywords: objects from visual long-term memory (VLTM). We tested whether reporting a feature Features and objects from VSTM: (1) enhances VLTM for just that feature (practice-benefit hypothesis), (2) Memory encoding Memory retrieval enhances VLTM for all features (object-based hypothesis), or (3) simultaneously enhances Selective attention VLTM for that feature and suppresses VLTM for unreported features (feature-competition Visual short-term memory hypothesis). The results provided support for the feature-competition hypothesis, whereby Visual working memory the representation of an object in VLTM was biased towards features reported from VSTM and away from unreported features (Experiment 1). This bias could not be explained by the amount of sensory exposure or response learning (Experiment 2) and was amplified by the reporting of multiple features (Experiment 3). -
The Effects of a Suggested Encoding Strategies on Achievement
The Effects of Metacognition 17 The Effects of Metacognition and Concrete Encoding Strategies on Depth of Understanding in Educational Psychology Suzanne Schellenberg, Meiko Negishi, & Paul Eggen, University of North Florida The study compared the academic achievement, as measured by final examination scores, of an experimental group of undergraduate educational psychology students who were provided with concrete mechanisms designed to promote metacognition and the use of specific encoding strategies to the achievement of a control group of similar students who were not provided with the same concrete mechanisms. The two groups were taught by the same instructor, who used the same teaching methods and identical class activities, homework, quizzes, and tests. The results indicated a statistically significant difference between the two groups, favoring the experimental group. Implications of the study for instruction and suggestions for further research are included. This study explored instructional capacity working memory that designs that encourage learners to consciously organizes information into become responsible for their own conceptual structures that make sense to learning. Responsible learners are the individual, a long-term memory that metacognitive, strategic, and high stores knowledge and skills in a achievers. Therefore, researchers have relatively permanent fashion, and become interested in investigating ways metacognitive monitoring that regulates to foster learners’ metacognition and this processing (Atkinson & Shiffrin, strategy use. 1968; Chandler & Sweller, 1990; Mayer The purpose of the study was to & Chandler, 2001; Paas, Renkl, & examine the impact of concrete Sweller, 2004; Sweller, 2003; Sweller, mechanisms for promoting van Merrienboer, & Paas, 1998). The metacognition and the conscious use of way knowledge is stored in long-term encoding strategies on the achievement memory has an important impact on of undergraduate educational learners’ ability to retrieve that psychology students. -
Scaling up Visual Attention and Visual Working Memory to the Real World
CHAPTER TWO Scaling up visual attention and visual working memory to the real world Timothy F. Brady*, Viola S. Stormer,€ Anna Shafer-Skelton, Jamal R. Williams, Angus F. Chapman, Hayden M. Schill Department of Psychology, University of California, San Diego, La Jolla, CA, United States *Corresponding author: e-mail address: [email protected] Contents 1. Introduction 30 2. Visual attention 31 2.1 Introduction 31 2.2 From simple features to multi-feature objects: Principles of attentional selection 32 2.3 Attentional selection at the level of real-world objects and semantic categories 35 2.4 Attention to, and processing of, “ensembles” and groups of objects 39 2.5 Cross-modal influences on perception and attention: Real-world objects make sounds 42 2.6 Visual attention conclusion 46 3. Visual working memory 47 3.1 Introduction 47 3.2 Visual working memory stores not just individual items, but ensemble information 48 3.3 The world has more than objects: Scenes and surfaces in visual memory 52 3.4 We have knowledge about the objects we wish to remember: Learning and knowledge in visual working memory 54 3.5 Expertise and visual working memory 58 4. Conclusion 59 References 60 Abstract Both visual attention and visual working memory tend to be studied either with very simple stimuli and low-level paradigms, which are designed to allow us to understand the representations and processes in detail, or with fully realistic stimuli that make such precise understanding difficult but are more representative of the real world. In this chapter we argue for an intermediate approach in which visual attention and visual # Psychology of Learning and Motivation, Volume 70 2019 Elsevier Inc. -
Auditory and Visual Memory Skills in Normal Children
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1977 Auditory and visual memory skills in normal children Joanne Mae Moulton The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Moulton, Joanne Mae, "Auditory and visual memory skills in normal children" (1977). Graduate Student Theses, Dissertations, & Professional Papers. 4956. https://scholarworks.umt.edu/etd/4956 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. AUDITORY AND VISUAL MEMORY SKILLS IN NORMAL CHILDREN By Joanne M. Moulton B.A., University of Montana, 1973 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1977 Approved by: an, Graduate Schoo. UMI Number: EP40420 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the uniikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Oisssrtatteft PsiMisMng UMI EP40420 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. -
Metaphors of Memory a HISTORY of IDEAS ABOUT the MIND
Metaphors of Memory A HISTORY OF IDEAS ABOUT THE MIND DOUWE DRAAISMA Translated by Paul Vincent published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge cb2 1rp, United Kingdom cambridge university press The Edinburgh Building, Cambridge, cb2 2ru, United Kingdom www.cup.cam.ac.uk 40 West 20th Street, New York, ny 10011–4211, USA www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia Ruiz de Alarcón 13, 28014 Madrid, Spain Originally published in Dutch as De Metaforenmachine – een geschiedenis van het geheugen by Historische Uitgeverij 1995 and © Douwe Draaisma 1995, 2000 First published in English by Cambridge University Press 2000 as Metaphors of Memory: A History of Ideas About the Mind English translation © Cambridge University Press 2000 Printed in Great Britain at the University Press, Cambridge This translation was supported by a grant from the Netherlands Organization for Scientific Research Typeface Swift 10/13 pt. System QuarkXPress™ [se] A catalogue record for this book is available from the British Library Library of Congress cataloguing in publication data Draaisma, D. [Metaforenmachine een geschiedenis van het geheugen. English] Metaphors of memory: a history of ideas about the mind / Douwe Draaisma. p. cm. Includes bibliographical references and indexes. isbn 0 521 65024 0 1. Memory – History. I. Title. bf371.d6813 2000 153.1Ј2–dc21 99-088502 isbn 0 521 65024 0 hardback Contents List of illustrations page x Acknowledgements xiv Introduction 1 1 The Mystic Writing-Pad -
The Cognitive Neuroscience of Human Memory Since H.M
NE34CH12-Squire ARI 13 May 2011 12:29 The Cognitive Neuroscience of Human Memory Since H.M. Larry R. Squire1,2,3,4 and John T. Wixted4 1Veterans Affairs Healthcare System, San Diego, California 92161 2Department of Psychiatry, 3Department of Neurosciences, and 4Department of Psychology, University of California, San Diego, La Jolla, California 92093; email: [email protected], [email protected] Annu. Rev. Neurosci. 2011. 34:259–88 Keywords First published online as a Review in Advance on medial temporal lobe, hippocampus, neocortex, anterograde amnesia, March 29, 2011 retrograde amnesia by University of California - San Diego on 09/02/11. For personal use only. The Annual Review of Neuroscience is online at neuro.annualreviews.org Annu. Rev. Neurosci. 2011.34:259-288. Downloaded from www.annualreviews.org Abstract This article’s doi: Work with patient H.M., beginning in the 1950s, established key prin- 10.1146/annurev-neuro-061010-113720 ciples about the organization of memory that inspired decades of experi- Copyright c 2011 by Annual Reviews. mental work. Since H.M., the study of human memory and its disorders All rights reserved has continued to yield new insights and to improve understanding of 0147-006X/11/0721-0259$20.00 the structure and organization of memory. Here we review this work with emphasis on the neuroanatomy of medial temporal lobe and dien- cephalic structures important for memory, multiple memory systems, visual perception, immediate memory, memory consolidation, the locus of long-term memory storage, the concepts of recollection and famil- iarity, and the question of how different medial temporal lobe structures may contribute differently to memory functions. -
The Benefits of Stimulus-Driven Attention for Working Memory
Journal of Memory and Language 69 (2013) 384–396 Contents lists available at SciVerse ScienceDirect Journal of Memory and Language journal homepage: www.elsevier.com/locate/jml The benefits of stimulus-driven attention for working memory encoding ⇑ Susan M. Ravizza a, , Eliot Hazeltine b a Department of Psychology, Michigan State University, United States b Department of Psychology, University of Iowa, United States article info abstract Article history: The present study investigates how stimulus-driven attention to relevant information Received 18 July 2012 affects working memory performance. In three experiments, we examine whether stimu- revision received 30 May 2013 lus-driven attention to items can improve retention of these items in working memory. Available online 22 June 2013 Lists of phonologically-similar and dissimilar items were presented at expected or unex- pected locations in Experiment 1. When stimulus-driven attention was captured by items Keywords: presented at unexpected locations, similar items were better remembered than similar Verbal working memory items that appeared at expected locations. These results were replicated in Experiment 2 Attentional capture using contingent capture to boost stimulus-driven attention to similar items. Experiment Short term memory 3 demonstrated that stimulus-driven attention was beneficial for both similar and dissim- ilar items when the latter condition was made more difficult. Together, these experiments demonstrate that stimulus-driven attention to relevant information is one mechanism by which encoding can be facilitated. Ó 2013 Elsevier Inc. All rights reserved. Introduction strated in research examining the detrimental effects on WM performance when stimulus-driven attention is cap- Working memory (WM) keeps information in an active tured by irrelevant distractors (Anticevic, Repovs, Shul- state for a short period of time so that it can be readily ac- man, & Barch, 2009; Majerus et al., 2012; Olesen, cessed and manipulated in the service of immediate task Macoveanu, Tegner, & Klingberg, 2007; West, 1999). -
The Effect of Irrelevant Visual Experience on Visual Memory By
The effect of irrelevant visual experience on visual memory By Shreya Indulkar Submitted to the graduate degree program in Pharmacology and Toxicology and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Science. Jaichandar Subramanian, PhD Adam Smith, PhD Shirley ShiDu Yan, PhD Date Defended: June 6, 2019 The dissertation committee for Shreya Indulkar Certifies that this is the approved version of the following dissertation: The effect of irrelevant visual experience on visual memory Jaichandar Subramanian, PhD Date Approved: June 6, 2019 ii Abstract Consolidation of memories for long term storage involves increases in excitatory synaptic strength and connectivity between neurons encoding a novel experience. The increase in neuronal excitability caused by memory consolidation could augment excitability induced by the experience of related stimuli irrelevant to the memory. Therefore, the additional neuronal excitability caused by memory consolidation could perturb neuronal activity homeostasis towards higher neuronal activation levels. Under conditions of neuronal hyperactivity, such as in Alzheimer’s disease, an increase in excitation induced by memory consolidation would further destabilize homeostasis. We hypothesize that memory deficiency, which would result in reduced neuronal excitability, is an adaptation to maintain neuronal activity homeostasis. To test this hypothesis and to identify whether experience-evoked activity contributes to memory impairments, we used a visual recognition memory (VRM) paradigm that involves synaptic plasticity in the primary visual cortex. In this paradigm, mice are repeatedly presented with a visual grating of a specific orientation and the recognition memory is assessed as a decrease in the exploration of the same stimulus over time.