Memory, Attention, and Choice
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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. -
Dopamine Neurons Mediate a Fast Excitatory Signal Via Their Glutamatergic Synapses
972 • The Journal of Neuroscience, January 28, 2004 • 24(4):972–981 Cellular/Molecular Dopamine Neurons Mediate a Fast Excitatory Signal via Their Glutamatergic Synapses Nao Chuhma,1,6 Hui Zhang,2 Justine Masson,1,6 Xiaoxi Zhuang,7 David Sulzer,1,2,6 Rene´ Hen,3,5 and Stephen Rayport1,4,5,6 Departments of 1Psychiatry, 2Neurology, 3Pharmacology, and 4Anatomy and Cell Biology, and 5Center for Neurobiology and Behavior, Columbia University, New York, New York 10032, 6Department of Neuroscience, New York State Psychiatric Institute, New York, New York 10032, and 7Department of Neurobiology, Pharmacology and Physiology, University of Chicago, Chicago, Illinois 60637 Dopamine neurons are thought to convey a fast, incentive salience signal, faster than can be mediated by dopamine. A resolution of this paradox may be that midbrain dopamine neurons exert fast excitatory actions. Using transgenic mice with fluorescent dopamine neurons, in which the axonal projections of the neurons are visible, we made horizontal brain slices encompassing the mesoaccumbens dopamine projection. Focal extracellular stimulation of dopamine neurons in the ventral tegmental area evoked dopamine release and early monosynaptic and late polysynaptic excitatory responses in postsynaptic nucleus accumbens neurons. Local superfusion of the ventral tegmental area with glutamate, which should activate dopamine neurons selectively, produced an increase in excitatory synaptic events. Local superfusion of the ventral tegmental area with the D2 agonist quinpirole, which should increase the threshold for dopamine neuron activation, inhibited the early response. So dopamine neurons make glutamatergic synaptic connections to accumbens neurons. We propose that dopamine neuron glutamatergic transmission may be the initial component of the incentive salience signal. -
Types of Memory and Models of Memory
Inf1: Intro to Cognive Science Types of memory and models of memory Alyssa Alcorn, Helen Pain and Henry Thompson March 21, 2012 Intro to Cognitive Science 1 1. In the lecture today A review of short-term memory, and how much stuff fits in there anyway 1. Whether or not the number 7 is magic 2. Working memory 3. The Baddeley-Hitch model of memory hEp://www.cartoonstock.com/directory/s/ short_term_memory.asp March 21, 2012 Intro to Cognitive Science 2 2. Review of Short-Term Memory (STM) Short-term memory (STM) is responsible for storing small amounts of material over short periods of Nme A short Nme really means a SHORT Nme-- up to several seconds. Anything remembered for longer than this Nme is classified as long-term memory and involves different systems and processes. !!! Note that this is different that what we mean mean by short- term memory in everyday speech. If someone cannot remember what you told them five minutes ago, this is actually a problem with long-term memory. While much STM research discusses verbal or visuo-spaal informaon, the disNncNon of short vs. long-term applies to other types of sNmuli as well. 3/21/12 Intro to Cognitive Science 3 3. Memory span and magic numbers Amount of informaon varies with individual’s memory span = longest number of items (e.g. digits) that can be immediately repeated back in correct order. Classic research by George Miller (1956) described the apparent limits of short-term memory span in one of the most-cited papers in all of psychology. -
Handbook of Metamemory and Memory Evolution of Metacognition
This article was downloaded by: 10.3.98.104 On: 29 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK Handbook of Metamemory and Memory John Dunlosky, Robert A. Bjork Evolution of Metacognition Publication details https://www.routledgehandbooks.com/doi/10.4324/9780203805503.ch3 Janet Metcalfe Published online on: 28 May 2008 How to cite :- Janet Metcalfe. 28 May 2008, Evolution of Metacognition from: Handbook of Metamemory and Memory Routledge Accessed on: 29 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9780203805503.ch3 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Evolution of Metacognition Janet Metcalfe Introduction The importance of metacognition, in the evolution of human consciousness, has been emphasized by thinkers going back hundreds of years. While it is clear that people have metacognition, even when it is strictly defined as it is here, whether any other animals share this capability is the topic of this chapter. -
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. -
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. -
CHAPTER 6: MEMORY STRATEGIES: MNEMONIC DEVICES in Order to Remember Information, You First Have to Find It Somewhere in Your Memory
CHAPTER 6: MEMORY STRATEGIES: MNEMONIC DEVICES In order to remember information, you first have to find it somewhere in your memory. To be successful in college you need to use active learning strategies that help you store information and retrieve it. Mnemonic devices can help you do that. Mnemonics are techniques for remembering information that is otherwise difficult to recall. The idea behind using mnemonics is to encode complex information in a way that is much easier to remember. Two common types of mnemonic devices are acronyms and acrostics. Acronyms Acronyms are words made up of the first letters of other words. As a mnemonic device, acronyms help you remember the first letters of items in a list, which in turn helps you remember the list itself. Instructor OLC to accompany 100% Online Student Success 1 Examples The following are examples of popular mnemonic acronyms: HOMES Huron, Ontario, Michigan, Erie, Superior Names of the Great Lakes FACE The letters of the treble clef notes in the spaces from bottom to top spells “FACE”. ROY G. BIV Red, Orange, Yellow, Green, Blue, Indigo, Colors of the spectrum Violet MRS GREN Movement, Respiration, Sensitivity, Growth, Common attributes of living Reproduction, Excretion, Nutrition things Create Your Own Acronym Now think of a few words you need to remember. This could be related to your studies, your work, or just a subject of interest. Five steps to creating acronyms are*: 1. List the information you need to learn in meaningful phrases. 2. Circle or underline a keyword in each phrase. 3. Write down the first letter of each keyword. -
Cortico-Striatal-Thalamic Loop Circuits of the Salience Network: a Central Pathway in Psychiatric Disease and Treatment
REVIEW published: 27 December 2016 doi: 10.3389/fnsys.2016.00104 Cortico-Striatal-Thalamic Loop Circuits of the Salience Network: A Central Pathway in Psychiatric Disease and Treatment Sarah K. Peters 1, Katharine Dunlop 1 and Jonathan Downar 1,2,3,4* 1Institute of Medical Science, University of Toronto, Toronto, ON, Canada, 2Krembil Research Institute, University Health Network, Toronto, ON, Canada, 3Department of Psychiatry, University of Toronto, Toronto, ON, Canada, 4MRI-Guided rTMS Clinic, University Health Network, Toronto, ON, Canada The salience network (SN) plays a central role in cognitive control by integrating sensory input to guide attention, attend to motivationally salient stimuli and recruit appropriate functional brain-behavior networks to modulate behavior. Mounting evidence suggests that disturbances in SN function underlie abnormalities in cognitive control and may be a common etiology underlying many psychiatric disorders. Such functional and anatomical abnormalities have been recently apparent in studies and meta-analyses of psychiatric illness using functional magnetic resonance imaging (fMRI) and voxel- based morphometry (VBM). Of particular importance, abnormal structure and function in major cortical nodes of the SN, the dorsal anterior cingulate cortex (dACC) and anterior insula (AI), have been observed as a common neurobiological substrate across a broad spectrum of psychiatric disorders. In addition to cortical nodes of the SN, the network’s associated subcortical structures, including the dorsal striatum, mediodorsal thalamus and dopaminergic brainstem nuclei, comprise a discrete regulatory loop circuit. Edited by: The SN’s cortico-striato-thalamo-cortical loop increasingly appears to be central to Avishek Adhikari, mechanisms of cognitive control, as well as to a broad spectrum of psychiatric illnesses Stanford University, USA and their available treatments. -
Brain Responses to Different Types of Salience in Antipsychotic Naïve First Episode Psychosis: an Fmri Study
bioRxiv preprint doi: https://doi.org/10.1101/263020; this version posted September 3, 2018. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. All rights reserved. No reuse allowed without permission. Brain responses to different types of salience in antipsychotic naïve first episode psychosis: An fMRI study Franziska Knolle1,3*, Anna O Ermakova2*, Azucena Justicia2,4, Paul C Fletcher2,5,6, Nico Bunzeck7, Emrah Düzel8,9, Graham K Murray2,3,5 Running title: Salience signals in antipsychotic naïve first episode psychosis *joint first author with equal contribution to the work Affiliations 1 Department of Psychiatry, University of Cambridge, Cambridge, UK 2 Unit for Social & Community Psychiatry, WHO Collaborating Centre for Mental Health Services Development, East London NHS Foundation Trust 3 Behavioural and Clinical Neuroscience Institute, University of Cambridge 4 IMIM (Hospital del Mar Medical Research Institute). Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Barcelona, Spain. 5 Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK 6 Institute of Metabolic Science, University of Cambridge 7 Institute of Psychology, University of Lübeck, Lübeck, Germany 8 Otto-von-Guericke University Magdeburg, Institute of Cognitive Neurology and Dementia Research, Magdeburg, Germany 9 German Centre for Neurodegenerative Diseases (DZNE), Magdeburg, Germany 1 bioRxiv preprint doi: https://doi.org/10.1101/263020; this version posted September 3, 2018. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. All rights reserved. No reuse allowed without permission. Abstract Abnormal salience processing has been suggested to contribute to the formation of positive psychotic symptoms in schizophrenia and related conditions. -
Learning Styles and Memory
Learning Styles and Memory Sandra E. Davis Auburn University Abstract The purpose of this article is to examine the relationship between learning styles and memory. Two learning styles were addressed in order to increase the understanding of learning styles and how they are applied to the individual. Specifically, memory phases and layers of memory will also be discussed. In conclusion, an increased understanding of the relationship between learning styles and memory seems to help the learner gain a better understanding of how to the maximize benefits for the preferred leaning style and how to retain the information in long-term memory. Introduction Learning styles, as identified in the Perpetual Learning Styles Theory and memory, as identified in the Memletics Accelerated Learning, will be overviewed. Factors involving information being retained into memory will then be discussed. This article will explain how the relationship between learning styles and memory can help the learner maximize his or her learning potential. Learning Styles The Perceptual Learning Styles Theory lists seven different styles. They are print, aural, interactive, visual, haptic, kinesthetic, and olfactory (Institute for Learning Styles Research, 2003). This theory says that most of what we learn comes from our five senses. The Perceptual Learning Style Theory defines the seven learning styles as follows: The print learning style individual prefers to see the written word (Institute for Learning Styles Research, 2003). They like taking notes, reading books, and seeing the written word, either on a chalk board or thru a media presentation such as Microsoft Powerpoint. The aural learner refers to listening (Institute for Learning Styles Research, 2003). -
Attention Or Salience?
Attention and inference Attention or salience? Thomas Parr1, Karl J Friston1 1 Wellcome Centre for Human Neuroimaging, Institute of Neurology, University College London, WC1N 3BG, UK. [email protected], [email protected] Correspondence: Thomas Parr The Wellcome Centre for Human Neuroimaging Institute of Neurology 12 Queen Square, London, UK WC1N 3BG [email protected] Abstract While attention is widely recognised as central to perception, the term is often used to mean very different things. Prominent theories of attention – notably the premotor theory – relate it to planned or executed eye movements. This contrasts with the notion of attention as a gain control process that weights the information carried by different sensory channels. We draw upon recent advances in theoretical neurobiology to argue for a distinction between attentional gain mechanisms and salience attribution. The former depends upon estimating the precision of sensory data, while the latter is a consequence of the need to actively engage with the sensorium. Having established this distinction, we consider the intimate relationship between attention and salience. Keywords: Attention; Salience; Bayesian; Active inference; Precision; Active vision Introduction Optimal interaction with the world around us requires that we attend to those sources of information that help us form accurate beliefs about states of affairs in the world (and our body). This statement may be interpreted in two very different ways. The first interpretation is that we (covertly) select from multiple sensory channels (either within or between modalities) and ascribe greater weight to those sensory streams that convey the most reliable information about states of the world [1]. -
Memory Formation, Consolidation and Transformation
Neuroscience and Biobehavioral Reviews 36 (2012) 1640–1645 Contents lists available at SciVerse ScienceDirect Neuroscience and Biobehavioral Reviews journa l homepage: www.elsevier.com/locate/neubiorev Review Memory formation, consolidation and transformation a,∗ b a a L. Nadel , A. Hupbach , R. Gomez , K. Newman-Smith a Department of Psychology, University of Arizona, United States b Department of Psychology, Lehigh University, United States a r t i c l e i n f o a b s t r a c t Article history: Memory formation is a highly dynamic process. In this review we discuss traditional views of memory Received 29 August 2011 and offer some ideas about the nature of memory formation and transformation. We argue that memory Received in revised form 20 February 2012 traces are transformed over time in a number of ways, but that understanding these transformations Accepted 2 March 2012 requires careful analysis of the various representations and linkages that result from an experience. These transformations can involve: (1) the selective strengthening of only some, but not all, traces as a function Keywords: of synaptic rescaling, or some other process that can result in selective survival of some traces; (2) the Memory consolidation integration (or assimilation) of new information into existing knowledge stores; (3) the establishment Transformation Reconsolidation of new linkages within existing knowledge stores; and (4) the up-dating of an existing episodic memory. We relate these ideas to our own work on reconsolidation to provide some grounding to our speculations that we hope will spark some new thinking in an area that is in need of transformation.