Reversible Verbal and Visual Memory Deficits After Left Retrosplenial Infarction
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Neural Mechanisms of Navigation Involving Interactions of Cortical and Subcortical Structures
J Neurophysiol 119: 2007–2029, 2018. First published February 14, 2018; doi:10.1152/jn.00498.2017. REVIEW Where Are You Going? The Neurobiology of Navigation Neural mechanisms of navigation involving interactions of cortical and subcortical structures James R. Hinman, Holger Dannenberg, Andrew S. Alexander, and Michael E. Hasselmo Center for Systems Neuroscience, Boston University, Boston, Massachusetts Submitted 5 July 2017; accepted in final form 1 February 2018 Hinman JR, Dannenberg H, Alexander AS, Hasselmo ME. Neural mecha- nisms of navigation involving interactions of cortical and subcortical structures. J Neurophysiol 119: 2007–2029, 2018. First published February 14, 2018; doi: 10.1152/jn.00498.2017.—Animals must perform spatial navigation for a range of different behaviors, including selection of trajectories toward goal locations and foraging for food sources. To serve this function, a number of different brain regions play a role in coding different dimensions of sensory input important for spatial behavior, including the entorhinal cortex, the retrosplenial cortex, the hippocampus, and the medial septum. This article will review data concerning the coding of the spatial aspects of animal behavior, including location of the animal within an environment, the speed of movement, the trajectory of movement, the direction of the head in the environment, and the position of barriers and objects both relative to the animal’s head direction (egocentric) and relative to the layout of the environment (allocentric). The mechanisms for coding these important spatial representations are not yet fully understood but could involve mechanisms including integration of self-motion information or coding of location based on the angle of sensory features in the environment. -
Memory & Cognition
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Syracuse University Research Facility and Collaborative Environment Syracuse University SURFACE Syracuse University Honors Program Capstone Syracuse University Honors Program Capstone Projects Projects Spring 5-1-2006 Memory & Cognition: What difference does gender make? Donna J. Bridge Follow this and additional works at: https://surface.syr.edu/honors_capstone Part of the Cognition and Perception Commons, Cognitive Psychology Commons, and the Other Psychology Commons Recommended Citation Bridge, Donna J., "Memory & Cognition: What difference does gender make?" (2006). Syracuse University Honors Program Capstone Projects. 655. https://surface.syr.edu/honors_capstone/655 This Honors Capstone Project is brought to you for free and open access by the Syracuse University Honors Program Capstone Projects at SURFACE. It has been accepted for inclusion in Syracuse University Honors Program Capstone Projects by an authorized administrator of SURFACE. For more information, please contact [email protected]. Memory & Cognition: What difference does gender make? Donna J. Bridge Department of Psychology Syracuse University Abstract Small but significant gender differences, typically favoring women, have pre- viously been observed in experiments measuring human episodic memory performance. In three studies measuring episodic memory, we compared performance levels for men and women. Secondary analysis from a paired- associate learning task revealed a superior ability for women to learn single function pairs (i.e. words that are represented in only one pair), but per- formance levels for double function pairs (i.e. pairs that contain words that are also used in one other pair) were similar for men and women. -
Changing the Cortical Conductor's Tempo: Neuromodulation of the Claustrum
REVIEW published: 13 May 2021 doi: 10.3389/fncir.2021.658228 Changing the Cortical Conductor’s Tempo: Neuromodulation of the Claustrum Kelly L. L. Wong 1, Aditya Nair 2,3 and George J. Augustine 1,2* 1Neuroscience and Mental Health Program, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore, 2Institute of Molecular and Cell Biology (IMCB), Agency for Science, Technology and Research (A∗STAR), Singapore, Singapore, 3Computation and Neural Systems, California Institute of Technology, Pasadena, CA, United States The claustrum is a thin sheet of neurons that is densely connected to many cortical regions and has been implicated in numerous high-order brain functions. Such brain functions arise from brain states that are influenced by neuromodulatory pathways from the cholinergic basal forebrain, dopaminergic substantia nigra and ventral tegmental area, and serotonergic raphe. Recent revelations that the claustrum receives dense input from these structures have inspired investigation of state-dependent control of the claustrum. Here, we review neuromodulation in the claustrum—from anatomical connectivity to behavioral manipulations—to inform future analyses of claustral function. Keywords: claustrum, acetylcholine, serotonin, dopamine, neuromodulation Edited by: Edouard Pearlstein, INTRODUCTION Independent Researcher, Marseille, France The claustrum is a long and irregular sheet of neurons nestled between the insula and striatum. As it is known to be heavily and bilaterally connected to many brain regions in organisms ranging Reviewed by: Ami Citri, from mice to humans (Sherk, 1986; Torgerson et al., 2015; Wang et al., 2017, 2019; Zingg et al., Hebrew University of Jerusalem, 2018), the claustrum has been likened to a cortical conductor (Crick and Koch, 2005). -
Retrosplenial Cortex Is Necessary for Latent Learning in Mice
bioRxiv preprint doi: https://doi.org/10.1101/2021.07.21.453258; this version posted July 23, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY-NC-ND 4.0 International license. Retrosplenial cortex is necessary for spatial and non-spatial latent learning in mice Ana Carolina Bottura de Barros1,2*, Liad J. Baruchin1#, Marios C. Panayi3#, Nils Nyberg1, Veronika Samborska1, Mitchell T. Mealing1, Thomas Akam3, Jeehyun Kwag4, David M. Bannerman3 & Michael M. Kohl1,2* 1 Dept. of Physiology, Anatomy and Genetics, University of Oxford, Oxford, OX1 3PT, UK 2 Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, G12 8QQ, UK 3 Dept. of Experimental Psychology, University of Oxford, Oxford, OX1 3SR, UK 4 Dept. of Brain and Cognitive Engineering, Korea University, Seoul, 136-71, Republic of Korea #These authors contributed equally *Correspondence: [email protected] & [email protected] Keywords: Latent Learning, Retrosplenial Cortex, Optogenetics, Internal Model, Mice 1/19 bioRxiv preprint doi: https://doi.org/10.1101/2021.07.21.453258; this version posted July 23, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY-NC-ND 4.0 International license. 1 Abstract 2 Latent learning occurs when associations are formed between stimuli in the absence of explicit 3 reinforcement. -
The Pre/Parasubiculum: a Hippocampal Hub for Scene- Based Cognition? Marshall a Dalton and Eleanor a Maguire
Available online at www.sciencedirect.com ScienceDirect The pre/parasubiculum: a hippocampal hub for scene- based cognition? Marshall A Dalton and Eleanor A Maguire Internal representations of the world in the form of spatially which posits that one function of the hippocampus is to coherent scenes have been linked with cognitive functions construct internal representations of scenes in the ser- including episodic memory, navigation and imagining the vice of memory, navigation, imagination, decision-mak- future. In human neuroimaging studies, a specific hippocampal ing and a host of other functions [11 ]. Recent inves- subregion, the pre/parasubiculum, is consistently engaged tigations have further refined our understanding of during scene-based cognition. Here we review recent evidence hippocampal involvement in scene-based cognition. to consider why this might be the case. We note that the pre/ Specifically, a portion of the anterior medial hippocam- parasubiculum is a primary target of the parieto-medial pus is consistently engaged by tasks involving scenes temporal processing pathway, it receives integrated [11 ], although it is not yet clear why a specific subre- information from foveal and peripheral visual inputs and it is gion of the hippocampus would be preferentially contiguous with the retrosplenial cortex. We discuss why these recruited in this manner. factors might indicate that the pre/parasubiculum has privileged access to holistic representations of the environment Here we review the extant evidence, drawing largely from and could be neuroanatomically determined to preferentially advances in the understanding of visuospatial processing process scenes. pathways. We propose that the anterior medial portion of the hippocampus represents an important hub of an Address extended network that underlies scene-related cognition, Wellcome Trust Centre for Neuroimaging, Institute of Neurology, and we generate specific hypotheses concerning the University College London, 12 Queen Square, London WC1N 3BG, UK functional contributions of hippocampal subfields. -
Verbal Mediation of Visual Memory on the Continuous Visual Memory Test
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1999 Verbal mediation of visual memory on the Continuous Visual Memory Test Sean P. Whalen 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 Whalen, Sean P., "Verbal mediation of visual memory on the Continuous Visual Memory Test" (1999). Graduate Student Theses, Dissertations, & Professional Papers. 5782. https://scholarworks.umt.edu/etd/5782 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]. Maureen and Mike MANSFIELD LIBRARY The University ofIVIONTANA Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. ** Please check "Yes" or "No" and provide signature ** Yes, I grant permission No, I do not grant permission Author's Signature D ate 7 *7_______________________ Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. Verbal Mediation of the CVMT Verbal Mediation of Visual Memory on the Continuous Visual Memory Test By Sean P. Whalen B. S., Psychology, Pacific Lutheran University Presented as partial fulfillment of the requirements for the Degree of Master of Arts University of Montana 1999 Approved by Committee Chair Dean of the Graduate School Date UMI Number: EP41249 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
Elaborative Encoding, the Ancient Art of Memory, and the Hippocampus
View metadata, citation and similar papers at core.ac.uk brought to you by CORE BEHAVIORAL AND BRAIN SCIENCES (2013) 36, 589–659 provided by RERO DOC Digital Library doi:10.1017/S0140525X12003135 Such stuff as dreams are made on? Elaborative encoding, the ancient art of memory, and the hippocampus Sue Llewellyn Faculty of Humanities, University of Manchester, Manchester M15 6PB, United Kingdom http://www.humanities.manchester.ac.uk [email protected] Abstract: This article argues that rapid eye movement (REM) dreaming is elaborative encoding for episodic memories. Elaborative encoding in REM can, at least partially, be understood through ancient art of memory (AAOM) principles: visualization, bizarre association, organization, narration, embodiment, and location. These principles render recent memories more distinctive through novel and meaningful association with emotionally salient, remote memories. The AAOM optimizes memory performance, suggesting that its principles may predict aspects of how episodic memory is configured in the brain. Integration and segregation are fundamental organizing principles in the cerebral cortex. Episodic memory networks interconnect profusely within the cortex, creating omnidirectional “landmark” junctions. Memories may be integrated at junctions but segregated along connecting network paths that meet at junctions. Episodic junctions may be instantiated during non–rapid eye movement (NREM) sleep after hippocampal associational function during REM dreams. Hippocampal association involves relating, binding, and integrating episodic memories into a mnemonic compositional whole. This often bizarre, composite image has not been present to the senses; it is not “real” because it hyperassociates several memories. During REM sleep, on the phenomenological level, this composite image is experienced as a dream scene. -
The Cognitive Neuroscience of Memory Distortion
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Neuron, Vol. 44, 149–160, September 30, 2004, Copyright 2004 by Cell Press The Cognitive Neuroscience Review of Memory Distortion Daniel L. Schacter* and Scott D. Slotnick distortions: misattribution, suggestibility, and bias. Mis- Department of Psychology attribution occurs when retrieved information is as- Harvard University signed to the wrong source (e.g., mistaking a previously Cambridge, Massachusetts 02138 imagined event for a real one); suggestibility refers to the incorporation of inaccurate information from external sources, such as misleading questions, into one’s own Memory distortion occurs in the laboratory and in ev- memories; and bias involves the distorting influences of eryday life. This article focuses on false recognition, present knowledge, beliefs, and feelings on recollection a common type of memory distortion in which individu- of previous experience. als incorrectly claim to have encountered a novel ob- Cognitive psychologists have long been interested in ject or event. By considering evidence from neuropsy- each of the distortion-related sins and have produced chology, neuroimaging, and electrophysiology, we much research concerning their properties and impli- address three questions. (1) Are there patterns of neu- cations (for reviews, see Johnson et al., 1993; Koriat ral activity that can distinguish between true and false and Goldsmith, 1996; Roediger and McDermott, 2000; recognition? (2) Which brain regions contribute to false Schacter, 2001; Schacter et al., 1998a). Such distortions recognition? (3) Which brain regions play a role in mon- have interested psychologists because they can provide itoring or reducing false recognition? Neuroimaging insight into the constructive nature of memory, revealing and electrophysiological studies suggest that sensory how bits of information are patched together to form activity is greater for true recognition compared to memories with varying degrees of accuracy. -
Behavioural and Neural Correlates of Individual Differences in Episodic
Behavioural and Neural Correlates of Individual Differences in Episodic Memory by Daniela Jesseca Palombo A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Psychology University of Toronto © Copyright by Daniela Jesseca Palombo, 2013 Behavioural and Neural Correlates of Individual Differences in Episodic Memory Daniela Jesseca Palombo Doctor of Philosophy Department of Psychology University of Toronto 2013 Abstract Episodic autobiographical memory (AM) refers to the real-life recollection of personal events that are contextually-bound to a particular time and place. Anecdotally, individuals differ widely in their ability to remember these types of experiences, yet little cognitive neuroscience research exists to support this idea. By contrast, there is a growing body of literature demonstrating that individual differences in episodic memory for laboratory experiences, intended to serve as a proxy for real life, are associated with brain-biomarkers. The present studies provide a starting point for exploring individual differences in the real-life expression of memory; which is more complex, multifaceted and has longer retention intervals, than laboratory memory (LM), thus allowing for the assessment of remote memory. While there are many factors that contribute to individual differences in episodic AM, the focus of this dissertation is on genetic influences. In particular, the KIBRA gene has been associated with episodic LM in a replicated genome- wide association study; T-carriers showing enhanced performance relative to individuals who lack this allele. The present series of studies explored the association of KIBRA with ii episodic AM. An ancillary goal was to clarify the association between KIBRA and episodic LM. -
Default Mode Network in Childhood Autism Posteromedial Cortex Heterogeneity and Relationship with Social Deficits
ARCHIVAL REPORT Default Mode Network in Childhood Autism: Posteromedial Cortex Heterogeneity and Relationship with Social Deficits Charles J. Lynch, Lucina Q. Uddin, Kaustubh Supekar, Amirah Khouzam, Jennifer Phillips, and Vinod Menon Background: The default mode network (DMN), a brain system anchored in the posteromedial cortex, has been identified as underconnected in adults with autism spectrum disorder (ASD). However, to date there have been no attempts to characterize this network and its involvement in mediating social deficits in children with ASD. Furthermore, the functionally heterogeneous profile of the posteromedial cortex raises questions regarding how altered connectivity manifests in specific functional modules within this brain region in children with ASD. Methods: Resting-state functional magnetic resonance imaging and an anatomically informed approach were used to investigate the functional connectivity of the DMN in 20 children with ASD and 19 age-, gender-, and IQ-matched typically developing (TD) children. Multivariate regression analyses were used to test whether altered patterns of connectivity are predictive of social impairment severity. Results: Compared with TD children, children with ASD demonstrated hyperconnectivity of the posterior cingulate and retrosplenial cortices with predominately medial and anterolateral temporal cortex. In contrast, the precuneus in ASD children demonstrated hypoconnectivity with visual cortex, basal ganglia, and locally within the posteromedial cortex. Aberrant posterior cingulate cortex hyperconnectivity was linked with severity of social impairments in ASD, whereas precuneus hypoconnectivity was unrelated to social deficits. Consistent with previous work in healthy adults, a functionally heterogeneous profile of connectivity within the posteromedial cortex in both TD and ASD children was observed. Conclusions: This work links hyperconnectivity of DMN-related circuits to the core social deficits in young children with ASD and highlights fundamental aspects of posteromedial cortex heterogeneity. -
Cognitive Predictors of Verbal Memory in a Mixed Clinical Pediatric Sample
Behav. Sci. 2013, 3, 522–535; doi:10.3390/bs3030522 OPEN ACCESS behavioral sciences ISSN 2076-328X www.mdpi.com/journal/behavsci/ Article Cognitive Predictors of Verbal Memory in a Mixed Clinical Pediatric Sample Lizabeth L. Jordan *, Callie E. Tyner and Shelley C. Heaton Department of Clinical & Health Psychology, University of Florida Health Science Center, PO Box 100165, Gainesville, FL 32610-0165, USA; E-Mails: [email protected] (C.E.T.); [email protected] (S.C.H.) * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +1-352-273-5281; Fax: +1-352-273-6156. Received: 22 July 2013; in revised form: 13 August 2013 / Accepted: 15 August 2013 / Published: 26 August 2013 Abstract: Verbal memory problems, along with other cognitive difficulties, are common in children diagnosed with neurological and/or psychological disorders. Historically, these “memory problems” have been poorly characterized and often present with a heterogeneous pattern of performance across memory processes, even within a specific diagnostic group. The current study examined archival neuropsychological data from a large mixed clinical pediatric sample in order to understand whether functioning in other cognitive areas (i.e., verbal knowledge, attention, working memory, executive functioning) may explain some of the performance variability seen across verbal memory tasks of the Children’s Memory Scale (CMS). Multivariate analyses revealed that among the cognitive functions examined, only verbal knowledge explained a significant amount of variance in overall verbal memory performance. Further univariate analyses examining the component processes of verbal memory indicated that verbal knowledge is specifically related to encoding, but not the retention or retrieval stages. -
The Role of Verbal Working Memory in Second Language Reading Fluency and Comprehension: a Comparison of English and Korean
International Electronic Journal of Elementary Education, 2011, 4(1), 47-65. The role of verbal working memory in second language reading fluency and comprehension: A comparison of English and Korean Hye K. PAE ∗∗∗ University of Cincinnati, United States Rose A. SEVCIK Georgia State University, United States Abstract This study examined the respective contribution of verbal working memory, which was operationalized as immediate digit and sentence recall, to bilingual children’s reading fluency and comprehension in the first language (L1) and second language (L2). Fifty children from two international sites took part in this study: One group was English-Korean bilinguals in the U.S., while the other was Korean-English bilinguals in Korea. The manifestation of the prediction model varied across the learning contexts or learner groups. L1 forward and backward digit spans accounted for the significant variances in L2 reading fluency and comprehension for the English-speaking children in the U.S., whereas L1 forward digit span was more predictive of L2 reading fluency and comprehension than backward digit span and sentence recall for the Korean-speaking counterparts in Korea. The results were interpreted with respect to the orthographic depth, linguistic differences, and cognitive demands. Implications and future directions are discussed. Keywords: Reading fluency and comprehension; English-Korean bilinguals; Korean-English bilinguals; verbal memory Introduction Since Baddeley and Hitch’s publication (1974) on the construct of working memory, researchers have investigated not only the nature, structure, and function of working memory but also its relation to children’s language and reading acquisition (Daneman & Carpenter, 1980; Gathercole & Baddeley, 1993; Windfuhr & Snowling, 2001).