Hippocampal Noradrenergic Activation Is Necessary for Object Recognition Memory Consolidation and Can Promote BDNF Increase and Memory Persistence
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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. -
The Mind's Storehouse
Lesson 12 (Memory) The Mind’s Storehouse Assignments Reading: Chapter 9, “Memory” in Psychology by David Myers (Modules 24, 25, 26, 27, and 28 in the modular version of Psychology) Video: Episode 12, “The Mind’s Storehouse” LEARNING OUTCOMES Familiarize yourself with the Learning Outcomes for this Storage: Retaining Information lesson before you begin the assignments. Return to them (Module 26) to check your learning after completing the Steps to Learning Success. Careful work on these materials should 8. Compare the capacity and duration of storage for equip you to accomplish the outcomes. iconic and echoic sensory memory, short-term memory, and long-term memory, and describe the The Phenomenon of Memory relationship between these processes. (Module 24) 9. Summarize evidence relating memory to neural processes, brain areas, and hormones. 1. Describe examples and cases that illustrate the extremes of memory and forgetting. 10. Describe and compare implicit and explicit memory, and offer examples of each. 2. Explain encoding, storage, and retrieval and discuss the relationships among these processes. Retrieval: Getting Information Out 3. Summarize the basic features of the three-stage (Module 27) information processing model developed by Atkinson and Shiffrin. 11. Distinguish between recall, recognition, and relearn- ing tests of memory, and provide examples of each. Encoding: Getting Information In 12. Identify and discuss retrieval cues, context effects, (Module 25) and state-dependent and mood-congruent memory. 13. List and explain the mechanisms involved in for- 4. Distinguish between automatic and effortful informa- getting, providing examples and evidence for each. tion processing, and provide examples of each. 5. -
Pnas11052ackreviewers 5098..5136
Acknowledgment of Reviewers, 2013 The PNAS editors would like to thank all the individuals who dedicated their considerable time and expertise to the journal by serving as reviewers in 2013. Their generous contribution is deeply appreciated. A Harald Ade Takaaki Akaike Heather Allen Ariel Amir Scott Aaronson Karen Adelman Katerina Akassoglou Icarus Allen Ido Amit Stuart Aaronson Zach Adelman Arne Akbar John Allen Angelika Amon Adam Abate Pia Adelroth Erol Akcay Karen Allen Hubert Amrein Abul Abbas David Adelson Mark Akeson Lisa Allen Serge Amselem Tarek Abbas Alan Aderem Anna Akhmanova Nicola Allen Derk Amsen Jonathan Abbatt Neil Adger Shizuo Akira Paul Allen Esther Amstad Shahal Abbo Noam Adir Ramesh Akkina Philip Allen I. Jonathan Amster Patrick Abbot Jess Adkins Klaus Aktories Toby Allen Ronald Amundson Albert Abbott Elizabeth Adkins-Regan Muhammad Alam James Allison Katrin Amunts Geoff Abbott Roee Admon Eric Alani Mead Allison Myron Amusia Larry Abbott Walter Adriani Pietro Alano Isabel Allona Gynheung An Nicholas Abbott Ruedi Aebersold Cedric Alaux Robin Allshire Zhiqiang An Rasha Abdel Rahman Ueli Aebi Maher Alayyoubi Abigail Allwood Ranjit Anand Zalfa Abdel-Malek Martin Aeschlimann Richard Alba Julian Allwood Beau Ances Minori Abe Ruslan Afasizhev Salim Al-Babili Eric Alm David Andelman Kathryn Abel Markus Affolter Salvatore Albani Benjamin Alman John Anderies Asa Abeliovich Dritan Agalliu Silas Alben Steven Almo Gregor Anderluh John Aber David Agard Mark Alber Douglas Almond Bogi Andersen Geoff Abers Aneel Aggarwal Reka Albert Genevieve Almouzni George Andersen Rohan Abeyaratne Anurag Agrawal R. Craig Albertson Noga Alon Gregers Andersen Susan Abmayr Arun Agrawal Roy Alcalay Uri Alon Ken Andersen Ehab Abouheif Paul Agris Antonio Alcami Claudio Alonso Olaf Andersen Soman Abraham H. -
Wired for Extraordinary How Are Memories Formed? How Do They Last? How Do They Come Back?
Wired for Extraordinary How are memories formed? How do they last? How do they come back? We have learned so much, yet countless mysteries about memory are still waiting to be solved. 6 University of California, Irvine Our discoveries at UCI can transform your future and catapult humanity to new frontiers in technology, education, and medicine. Find out how your generosity can support the extraordinary. 1 Wired for extraordinary. Memory is the sum of who we are. It is the bridge to our past and future. It takes a fleeting moment in our experience and allows it to last indefinitely. It stretches our consciousness over a lifetime and allows us to enjoy meaningful and fulfilling lives. It enables us to project ourselves into the future, imagining what is yet to come. It chronicles the history of our species and will tell our tale long after we are gone. Simply put, without memory, humanity could not exist. Yet, for something so essential and ubiquitous, we still know very little about how it works. Unlocking the mystery of how memories are made and how our brains are wired to accomplish this incredible feat will transform our future and catapult us to new frontiers in technology, medicine, and education. But, it is also a formidable challenge that requires us to transcend scientific boundaries and work as a diverse and interdisciplinary team. 2 University of California, Irvine The Center for the Neurobiology of Learning the unconventional is the norm. We embrace and Memory (CNLM) is the first institution diversity and creativity, because we know they in the world dedicated to this fundamental are the only way to take on big challenges. -
Therapeutic Forgetting: the Legal and Ethical Implications of Memory Dampening
Therapeutic Forgetting: The Legal and Ethical Implications of Memory Dampening Adam J. Kolber* INTRODUCTION ..............................................................................1562 I. MEMORY-DAMPENING TECHNOLOGY ..................................1567 A. Posttraumatic Stress Disorder ...............................1567 B. Traumatic Memory and Emotional Arousal ..........1571 C. Propranolol as Possible Memory Dampener...........1574 II. LEGAL ISSUES.....................................................................1577 A. Overview of Legal Issues.........................................1578 1. The Informational Value of Memory...........1579 2. The Affective Disvalue of Memory ..............1583 B. Some Specific Legal Issues .....................................1586 1. Informed Consent ........................................1586 2. Obstruction of Justice .................................1589 3. Mitigation of Emotional Distress Damages........................................1592 III. ETHICAL ISSUES .................................................................1595 A. Report of the President’s Council on Bioethics.......1596 B. Prudential Concerns ...............................................1598 * Associate Professor of Law, University of San Diego School of Law. For helpful comments, I thank Jeremy Blumenthal, Rebecca Dresser, Donald Dripps, James DuBois, Adam Elga, David Fagundes, Jesse Goldner, Kent Greenawalt, Tracy Gunter, Steven Hartwell, Orin Kerr, Ivy Lapides, David Law, Orly Lobel, Elizabeth Loftus, David McGowan, -
Running Head: NEW LUXURY CONSUMER VALUES 1
Running Head: NEW LUXURY CONSUMER VALUES 1 The Future of Luxury New Luxury Consumer Values Brooke Burdine (Coty Prestige), Winnie Cho (Elizabeth Arden), Kristen Levis (Bayer Healthcare), Laney Marx (Google), Corey Moran (Coty Prestige), Alyssa Navia (L’Oréal USA), Mila Talabucon (Chanel), Pierre Vouard (Chanel) Cosmetics and Fragrance Marketing and Management Master’s Degree Program School of Graduate Studies Fashion Institute of Technology State University of New York NEW LUXURY CONSUMER VALUES 2 This 2015 Capstone research paper is the work of graduate students, and any reproduction or use of this material requires written permission from the FIT CFMM Master's Degree Program. Abstract Consumers of today and tomorrow are multidimensional purchasers that draw from experiences and values that affect their buying decisions. As a result, consumers hold the power, and brands will have to look beyond the traditional luxury model of quality, craftsmanship, and heritage to discover new ways to illuminate their strategy. Brands need to understand and tap into the consumer’s mind to measure their subconscious needs and desires to leverage their ever- evolving mindsets and values. In 2030, consumers will evolve from collecting experiences to collecting memories. In order to identify how brands can create memories, neurologists and psychologists have identified three elements that are critical to memory creation: sensory appeal, delayed gratification, and disruption. In addition to memory creation, brands will need to connect with their consumers’ values in order to create a customized relationship that is relevant, personal, and authentic. Today’s universal values of family, health, and time, as identified in the BCG FIT Global Luxury Customer Survey, will evolve into intimacy, legacy, and mindfulness due to greater macro-trends that will impact the world socially, environmentally, and economically. -
The History of Neuroscience in Autobiography VOLUME 4
EDITORIAL ADVISORY COMMITTEE Marina Bentivoglio Larry F. Cahill Stanley Finger Duane E. Haines Louise H. Marshall Thomas A. Woolsey Larry R. Squire (Chairperson) The History of Neuroscience in Autobiography VOLUME 4 Edited by Larry R. Squire ELSEVIER ACADEMIC PRESS Amsterdam Boston Heidelberg London New York Oxford Paris San Diego San Francisco Singapore Sydney Tokyo This book is printed on acid-free paper. (~ Copyright 9 byThe Society for Neuroscience All Rights Reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permissions may be sought directly from Elsevier's Science & Technology Rights Department in Oxford, UK: phone: (+44) 1865 843830, fax: (+44) 1865 853333, e-mail: [email protected]. You may also complete your request on-line via the Elsevier homepage (http://elsevier.com), by selecting "Customer Support" and then "Obtaining Permissions." Academic Press An imprint of Elsevier 525 B Street, Suite 1900, San Diego, California 92101-4495, USA http ://www.academicpress.com Academic Press 84 Theobald's Road, London WC 1X 8RR, UK http://www.academicpress.com Library of Congress Catalog Card Number: 2003 111249 International Standard Book Number: 0-12-660246-8 PRINTED IN THE UNITED STATES OF AMERICA 04 05 06 07 08 9 8 7 6 5 4 3 2 1 Contents Per Andersen 2 Mary Bartlett Bunge 40 Jan Bures 74 Jean Pierre G. Changeux 116 William Maxwell (Max) Cowan 144 John E. Dowling 210 Oleh Hornykiewicz 240 Andrew F. -
The History of Neuroscience in Autobiography VOLUME 4
EDITORIAL ADVISORY COMMITTEE Marina Bentivoglio Larry F. Cahill Stanley Finger Duane E. Haines Louise H. Marshall Thomas A. Woolsey Larry R. Squire (Chairperson) The History of Neuroscience in Autobiography VOLUME 4 Edited by Larry R. Squire ELSEVIER ACADEMIC PRESS Amsterdam Boston Heidelberg London New York Oxford Paris San Diego San Francisco Singapore Sydney Tokyo This book is printed on acid-free paper. (~ Copyright 9 byThe Society for Neuroscience All Rights Reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permissions may be sought directly from Elsevier's Science & Technology Rights Department in Oxford, UK: phone: (+44) 1865 843830, fax: (+44) 1865 853333, e-mail: [email protected]. You may also complete your request on-line via the Elsevier homepage (http://elsevier.com), by selecting "Customer Support" and then "Obtaining Permissions." Academic Press An imprint of Elsevier 525 B Street, Suite 1900, San Diego, California 92101-4495, USA http ://www.academicpress.com Academic Press 84 Theobald's Road, London WC 1X 8RR, UK http://www.academicpress.com Library of Congress Catalog Card Number: 2003 111249 International Standard Book Number: 0-12-660246-8 PRINTED IN THE UNITED STATES OF AMERICA 04 05 06 07 08 9 8 7 6 5 4 3 2 1 Contents Per Andersen 2 Mary Bartlett Bunge 40 Jan Bures 74 Jean Pierre G. Changeux 116 William Maxwell (Max) Cowan 144 John E. Dowling 210 Oleh Hornykiewicz 240 Andrew F. -
Learning and Memory: from Brain to Behavior
Learning and Memory From Brain to Behavior Mark A. Gluck Rutgers University – Newark Eduardo Mercado University at Buffalo, The State University of New York Catherine E. Myers Rutgers University – Newark Worth Publishers ■ New York Publisher: Catherine Woods Acquisitions Editor: Charles Linsmeier Executive Marketing Manager: Katherine Nurre Development Editors: Mimi Melek, Moira Lerner, and Elsa Peterson Assistant Editor: Justin Kruger Project Editor: Kerry O’Shaughnessy Media & Supplements Editor: Christine Ondreicka Photo Editor: Bianca Moscatelli Photo Researcher: Julie Tesser Art Director, Cover Designer: Babs Reingold Interior Designer: Lissi Sigillo Layout Designer: Lee Mahler Associate Managing Editor: Tracey Kuehn Illustration Coordinator: Susan Timmins Illustrations: Matthew Holt, Christy Krames Production Manager: Sarah Segal Composition: TSI Graphics Printing and Binding: RR Donnelley Library of Congress Control Number: 2007930951 ISBN-13: 978-0-7167-8654-2 ISBN-10: 0-7167-8654-0 © 2008 by Worth Publishers All rights reserved. Printed in the United States of America First printing 2007 Worth Publishers 41 Madison Avenue New York, NY 10010 www.worthpublishers.com To the memories, lost and cherished, of Rose Stern Heffer Schonthal. M. A. G. To my wife, Itzel. E. M. III To my mother, Jean, and all the strong women who continue to inspire me. C. E. M. ABOUT THE AUTHORS Mark A. Gluck is Professor of Neuroscience at Rutgers University–Newark, co-director of the Memory Disorders Project at Rutgers–Newark, and publisher of the project’s public health newslet- ter, Memory Loss and the Brain. His research focuses on computa- tional and experimental studies of the neural bases of learning and memory and the consequences of memory loss due to aging, trauma, and disease. -
Dissociation, Memory and Trauma Narrative
1 ANGELICA STANILOIU / HANS J. MARKOWITSCH 2 3 Dissociation, Memory and Trauma Narrative 4 5 6 Memory is not a unity, but is considered to be composed of several systems, which 7 differ both phylogenetically and ontogenetically. The episodic-autobiographical 8 memory is defined as the conjunction of subjective time, autonoetic consciousness 9 and the experiencing self. It is arguably uniquely human and regarded as the high- 10 est human ontogenetic achievement. The emergence of episodic-autobiographical 11 memory occurs in the context of securing a particular level of self awareness and is 12 supported and enriched by the acquirement of language abilities. On its turn, the 13 episodic-autobiographical memory facilitates further self-development and is 14 viewed – at least in highly individualized societies – as playing a key role in main- 15 taining a consistent feeling of identity and a coherent awareness of self‘s continuity 16 and sameness over time. The episodic-autobiographical memory is vulnerable to 17 both neurological and environmental insults (such as psychological trauma or 18 stress) and susceptible to re-shaping, distortions and misinformation. The distur- 19 bances of episodic-autobiographical memory that are triggered by psychic inci- 20 dents can be multifaceted with respect to both their clinical course and manifes- 21 tations, ranging from hypermnesia for traumatic events to a total memory retrieval 22 blockade (such as in dissociative or psychogenic amnesia). The degree to which 23 chronic repeated stress or severe acute psychological stress may afflict an individ- 24 ual’s homeostasis and precipitate one form or another of psychiatric or non-psy- 25 chiatric medical symptoms is modulated by a gamut of factors, such as genetic dis- 26 positions, type and duration of stress, developmental stage, age, gender, context, 27 prior experiences and personality features. -
Remember This in the Archives of the Brain Our Lives Linger Or Disappear
Published: November 2007 Memory Remember This In the archives of the brain our lives linger or disappear. By Joshua Foer There is a 41-year-old woman, an administrative assistant from California known in the medical literature only as "AJ," who remembers almost every day of her life since age 11. There is an 85-year-old man, a retired lab technician called "EP," who remembers only his most recent thought. She might have the best memory in the world. He could very well have the worst. "My memory flows like a movie—nonstop and uncontrollable," says AJ. She remembers that at 12:34 p.m. on Sunday, August 3, 1986, a young man she had a crush on called her on the telephone. She remembers what happened on Murphy Brown on December 12, 1988. And she remembers that on March 28, 1992, she had lunch with her father at the Beverly Hills Hotel. She remembers world events and trips to the grocery store, the weather and her emotions. Virtually every day is there. She's not easily stumped. There have been a handful of people over the years with uncommonly good memories. Kim Peek, the 56-year-old savant who inspired the movie Rain Man, is said to have memorized nearly 12,000 books (he reads a page in 8 to 10 seconds). "S," a Russian journalist studied for three decades by the Russian neuropsychologist Alexander Luria, could remember impossibly long strings of words, numbers, and nonsense syllables years after he'd first heard them. But AJ is unique. -
(HSAM): Memory Distortion Paradigms and Individual Differences
UNIVERSITY OF CALIFORNIA, IRVINE Highly Superior Autobiographical Memory (HSAM): Memory Distortion Paradigms and Individual Differences DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Psychology and Social Behavior by Lawrence Patihis Dissertation Committee: Professor Elizabeth F. Loftus, Chair Professor Linda J. Levine Professor JoAnn Prause 2015 © 2015 Lawrence Patihis TABLE OF CONTENTS Page LIST OF FIGURES iv LIST OF TABLES v ACKNOWLEDGEMENTS vi CURRICULUM VITAE vii ABSTRACT OF THE DISSERTATION 1 CHAPTER 1: HSAM Introduction 3 CHAPTER 2: Deese-Roediger/McDermott (DRM) Word Lists 12 Introduction Method Results Discussion CHAPTER 3: Classic Misinformation Experiment 25 Introduction Method Results Discussion CHAPTER 4: Semi-Autobiographical Memory Distortions 40 Introduction Method Results Discussion CHAPTER 5: How are HSAM Individuals Different? 60 ii Introduction Method Results Discussion CHAPTER 6: General Discussion 95 Conclusion REFERENCES 103 APPENDIX A: DRM Materials 118 APPENDIX B: Misinformation Materials 121 APPENDIX C: News Footage Questionnaire Materials 136 APPENDIX D: News Footage Interview Script 138 APPENDIX E: Memory for Emotion Materials 140 APPENDIX F: Swedish Universities Personality Scale 141 APPENDIX G - Critical and Flexible Thinking Scales 148 APPENDIX H: Memory Belief Questions 151 APPENDIX I: Sleep Log Material 152 APPENDIX J: Tellegen Absorption Scale 153 APPENDIX K: Creative Experiences Quest. (fantasy proneness) 156 APPENDIX L: Empathy: Basic Empathy