The Brain Science of Language and Learning
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Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the Early Diagnosis of Dementia Across a Variety of Healthcare Settings (Protocol)
Cochrane Database of Systematic Reviews Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the early diagnosis of dementia across a variety of healthcare settings (Protocol) Lees RA, Stott DJ, McShane R, Noel-Storr AH, Quinn TJ Lees RA, Stott DJ, McShane R, Noel-Storr AH, Quinn TJ. Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the early diagnosis of dementia across a variety of healthcare settings. Cochrane Database of Systematic Reviews 2014, Issue 10. Art. No.: CD011333. DOI: 10.1002/14651858.CD011333. www.cochranelibrary.com Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the early diagnosis of dementia across a variety of healthcare settings (Protocol) Copyright © 2014 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. TABLE OF CONTENTS HEADER....................................... 1 ABSTRACT ...................................... 1 BACKGROUND .................................... 1 OBJECTIVES ..................................... 4 METHODS ...................................... 4 REFERENCES ..................................... 7 APPENDICES ..................................... 8 DECLARATIONSOFINTEREST . 19 Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the early diagnosis of dementia across a variety of i healthcare settings (Protocol) Copyright © 2014 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. [Diagnostic Test Accuracy Protocol] Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) -
A Revised Computational Neuroanatomy for Motor Control
This is the author’s final version; this article has been accepted for publication in the Journal of Cognitive Neuroscience 1 A Revised Computational Neuroanatomy for Motor Control 2 Shlomi Haar1, Opher Donchin2,3 3 1. Department of BioEngineering, Imperial College London, UK 4 2. Department of Biomedical Engineering, Ben-Gurion University of the Negev, Israel 5 3. Zlotowski Center for Neuroscience, Ben-Gurion University of the Negev, Israel 6 7 Corresponding author: Shlomi Haar ([email protected]) 8 Imperial College London, London, SW7 2AZ, UK 9 10 Acknowledgements: We would like to thank Ilan Dinstein, Liad Mudrik, Daniel Glaser, Alex Gail, and 11 Reza Shadmehr for helpful discussions about the manuscript. Shlomi Haar is supported by the Royal 12 Society – Kohn International Fellowship (NF170650). Work on this review was partially supported by 13 DFG grant TI-239/16-1. 14 15 Abstract 16 We discuss a new framework for understanding the structure of motor control. Our approach 17 integrates existing models of motor control with the reality of hierarchical cortical processing and the 18 parallel segregated loops that characterize cortical-subcortical connections. We also incorporate the recent 19 claim that cortex functions via predictive representation and optimal information utilization. Our 20 framework assumes each cortical area engaged in motor control generates a predictive model of a different 21 aspect of motor behavior. In maintaining these predictive models, each area interacts with a different part 22 of the cerebellum and basal ganglia. These subcortical areas are thus engaged in domain appropriate 23 system identification and optimization. This refocuses the question of division of function among different 24 cortical areas. -
Neuromodulators and Long-Term Synaptic Plasticity in Learning and Memory: a Steered-Glutamatergic Perspective
brain sciences Review Neuromodulators and Long-Term Synaptic Plasticity in Learning and Memory: A Steered-Glutamatergic Perspective Amjad H. Bazzari * and H. Rheinallt Parri School of Life and Health Sciences, Aston University, Birmingham B4 7ET, UK; [email protected] * Correspondence: [email protected]; Tel.: +44-(0)1212044186 Received: 7 October 2019; Accepted: 29 October 2019; Published: 31 October 2019 Abstract: The molecular pathways underlying the induction and maintenance of long-term synaptic plasticity have been extensively investigated revealing various mechanisms by which neurons control their synaptic strength. The dynamic nature of neuronal connections combined with plasticity-mediated long-lasting structural and functional alterations provide valuable insights into neuronal encoding processes as molecular substrates of not only learning and memory but potentially other sensory, motor and behavioural functions that reflect previous experience. However, one key element receiving little attention in the study of synaptic plasticity is the role of neuromodulators, which are known to orchestrate neuronal activity on brain-wide, network and synaptic scales. We aim to review current evidence on the mechanisms by which certain modulators, namely dopamine, acetylcholine, noradrenaline and serotonin, control synaptic plasticity induction through corresponding metabotropic receptors in a pathway-specific manner. Lastly, we propose that neuromodulators control plasticity outcomes through steering glutamatergic transmission, thereby gating its induction and maintenance. Keywords: neuromodulators; synaptic plasticity; learning; memory; LTP; LTD; GPCR; astrocytes 1. Introduction A huge emphasis has been put into discovering the molecular pathways that govern synaptic plasticity induction since it was first discovered [1], which markedly improved our understanding of the functional aspects of plasticity while introducing a surprisingly tremendous complexity due to numerous mechanisms involved despite sharing common “glutamatergic” mediators [2]. -
Sensorimotor Skill Learning in Amnesia: Additional Evidence for the Neural Basis of Nondeclarative Memory Daniel Tranel, 1 Antonio R
Downloaded from learnmem.cshlp.org on September 24, 2021 - Published by Cold Spring Harbor Laboratory Press RESEARCH Sensorimotor Skill Learning in Amnesia: Additional Evidence for the Neural Basis of Nondeclarative Memory Daniel Tranel, 1 Antonio R. Damasio, Hanna Damasio, and Joan P. Brandt Department of Neurology Division of Behavioral Neurologyand Cognitive Neur0science University of I0wa College of Medicine I0wa City, I0wa 52242 Abstract Introduction We investigated sensorimotor skill A number of investigations have established learning, a form of nondeclarative (implicit) that the learning of new skills can be preserved in memory, in 28 subjects with declarative patients who are unable to learn new words, faces, (explicit) memory defects caused by either and facts (e.g., Corkin 1965, 1968; MilDer 1972; mesial temporal (n = 15) or basal forebrain Cermak et al. 1973; Cohen and Squire 1980; Mar- (n=13) damage and in 66 normal control tone et al. 1984; Eslinger and Damasio 1986; Ga- subjects. All 28 amnesics had normal brieli et al. 1993; for reviews, see Baddeley 1982; learning of a rotor pursuit task. We also Hintzman 1990; Shimamura 1990; Cohen and studied in detail the sensorimotor skill Eichenbaum 1993). The concepts of "declarative" learning of patient Boswell. As a result of and "nondeclarative" memory have been used to bilateral damage to both mesial and lateral refer to the different types of information and task aspects of the temporal lobes and to the demands that are dissociated in such patients basal forebrain, Boswell has one of the most (Squire 1992). Declarative memory refers to rep- severe impairments ever reported for resentations of facts and events that can only be learning of all types of declarative brought to mind in image form. -
(MCI) and Dementias in Your Clinical Practice
6/6/18 Assessment, Identification, and Management of Mild Cognitive Impairment (MCI) and Dementias in Your Clinical Practice Mark Hogue, Psy.D. Donald McAleer, Psy.D., ABPP Northshore Neurosciences Overview • MCI • Definitions, Subtypes, Screening/ assessment • Dementias • Definitions, Subtypes, Screening / Assessment • Management of Cognitive issues for the general clinician • Referrals/ treatments • Family • Legal / Driving 1 6/6/18 Erie Times-News June 3, 2018 Dementia and Mild Cognitive Impairment • Globally, the number of people diagnosed with dementia is increasing every year at an alarming rate. There are currently over 46.8 million people living with dementia and this is estimated to rise to 131.5 million people by 2050. (Tozer, 7/5/17) • Dementia • A loss of cognitive processes from a prior level of cognitive processes, as compared to age-mates, and due to a pathophysiological process. • MCI • An intermediate step between normal cognition and dementia • A measurable deficit in at least one domain, absent dementia and showing no appreciable deficit in ADL functioning 2 6/6/18 Mild Cognitive Impairment • Diagnos(c concepts to describe cogni(ve change in aging • Benign senescent forge-ulness (BSF) – Kral, 1962 • Mild Cogni?ve Impairment (MCI) – Reisberg et al., 1982 • Age-Associated Memory Impairment (AAMI) – CooK et al., 1986 • Late-life forge-ulness (LLF) – BlacKford & La Rue, 1989 • Age-Associated Cogni?ve Decline (AACD) – Levy et al., 1994 • Cogni?ve Impairment No Demen?a (CIND) – Graham et al., 1997 • Amnes?c Mild Cogni?ve -
The Relationship of Motor Skills Development to Verbal and Visual Short-Term Memory of Children Aged 9-10 Years
THE RELATIONSHIP OF MOTOR SKILLS DEVELOPMENT TO VERBAL AND VISUAL SHORT-TERM MEMORY OF CHILDREN AGED 9-10 YEARS By Fadya Mahrous Jerojeis A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Kinesiology-Doctor of Philosophy 2017 ABSTRACT THE RELATIONSHIP OF MOTOR SKILLS DEVELOPMENT TO VERBAL AND VISUAL SHORT-TERM MEMORY OF CHILDREN AGED 9-10 YEARS By Fadya Mahrous Jerojeis Introduction: the association between physical and cognitive development relies on the essential role that early motor development has in improving cognitive ability over time. This association highlights the need to explore the relationship between motor skills and cognitive functions (e.g., working memory capacity, attention, and inhibition) and whether the relation is specific to certain categories of motor and cognitive skills. Thus, the purpose of the current study is to examine the relationship among the level of fundamental motor skills (FMS) of both locomotor and object-control skills, verbal short-term memory (STM) and visuospatial short- term memory (STM), and gender. Information regarding ethnicity, BMI, and parents’ education level of the participants was collected for exploratory purposes. Method: A cross-sectional study was used to examine the relationship between FMS and verbal STM and visuospatial STM. Sixty-one children aged 9-10 years (boys: n = 28; 45.9% and girls: n = 33; 54.1%) were selected from five regions in Michigan. Two instruments were used to examine the relationship between FMS and verbal STM and visuospatial STM. The level of motor skills development determined by Test of Growth and Motor Development-2 (TGMD-2), and the level of verbal STM and visuospatial STM determined by Automated WM Assessment– Second Edition (AWMA). -
Final Program, the International Neuropsychological Society
Journal of the International Neuropsychological Society (2009 ), 1 5, Su ppl. 2. C opy right © INS. Published by Cambridge University Press, 2009. doi: 10.1017/S135561770 9 9 9 1044 Final Program The International Neuropsychological Society, Finnish Neuropsychological Society, Joint Mid-Year Meeting July 29-August 1, 2009 Helsinki, Finland & Tallinn, Estonia WEDNESDAY, JULY 29, 2009 9:00 AM–12:00 PM Continuing Education Course 1: Cerebral Palsy And Traumatic Brain Injury: A Family-Based Approach To The Rehabilitation Of The Child Presenter: Lucia Braga Press Room 9:00 AM–12:00 PM Continuing Education Course 2: Clinical & Psychometric Strategies For Improving Accuracy For Identifying Cognitive Impairment Presenter: Grant Iverson Fennia II 1:00–4:00 PM Continuing Education Course 3: Neuropsychotherapy: Guidelines For A New Integrated Field Of Neuropsychological Treatment Presenter: Ritva Laaksonen Fennia I 1:00–4:00 PM Continuing Education Course 4: The Functional Neuroanatomy Of Semantic Memory Presenter: Alex Martin Fennia II 1:00–4:00 PM Continuing Education Course 5: Neurodevelopmental Consequences Of Very Low Birth Weight: Current Knowledge And Implications Presenter: H. Gerry Taylor Press Room 4:15–4:45 PM Opening Ceremony Europaea 4:45–5:30 PM Presidential Address: Time, Language, and the Human Brain INS President: Michael Corballis Europaea 1. CORBALLIS, M Time, Language, and the Human Brain. 6:00–7:30 PM Helsinki City Reception Helsinki City Hall Downloaded from https://www.cambridge.org/core. IP address: 170.106.35.93, on 26 Sep 2021 at 02:03:36, subject to the Cambridge Core terms of use, available at https://www.cambridge.org/core/terms. -
Attentional Focus, Motor Learning, and Expectancy Effect Wichanart Thengtrirat Bachelor of Arts (Psychology, Sport Studies) (Hons)
Attentional focus, motor learning, and expectancy effect Wichanart Thengtrirat Bachelor of Arts (Psychology, Sport Studies) (Hons) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2014 School of Psychology 2 Abstract This dissertation examines the effect of attentional focus and expectancy on motor performance. The theoretical basis of attentional focus effects come from previous works of internal versus external type of focuses (Wulf, 2007), which states that external type of focus is superior for learning and performing motor skills. The theoretical mechanism of external versus internal focus is explained in relation to motor automaticity. Another series of research on the similar concept of attentional focus and motor performance utilised a distraction method (dual-task paradigm) to come to a similar conclusion (Beilock, 2011). Experts’ performance is not affected by distraction because their motor skills is automated and require low attentional capacity. The current research ran a series of studies to replicate and extend these previous findings and clarify some of the conflicting classification of different types of focuses. The purpose was to simplify some of the theoretical issues and enhance ecological validity for practitioners (e.g. coaches and athletes). However, current experiments did not find statistical significance of attentional focus effects on performance. Hence, the direction of the research turned to look at other variables potentially affecting performance. A key variable from the conducted experiments was identified as participants’ outcome expectancy. This expectancy effect was then manipulated in the research designs of two further studies which found significant effects. Participants performed accordingly to their outcome expectation regardless of the internal, external, or distraction methodology used. -
Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions
ORIGINAL RESEARCH published: 22 August 2017 doi: 10.3389/fpsyg.2017.01350 Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions Tim Buszard1,2*, Damian Farrow1,3, Simone J. J. M. Verswijveren1,4, Machar Reid1,2, Jacqueline Williams1, Remco Polman1,5, Fiona Chun Man Ling1,7 and Rich S. W. Masters6,8 1 2 Institute of Sport, Exercise and Active Living, Victoria University, Melbourne, VIC, Australia, Game Insight Group, Tennis Australia, Melbourne, VIC, Australia, 3 Skill Acquisition, Australian Institute of Sport, Canberra, ACT, Australia, 4 Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, VIC, Australia, 5 School of Exercise and Nutrition Sciences, Queensland University of Technology, Brisbane, QLD, Australia, 6 Faculty of Health, Sport and Human Performance, University of Waikato, Hamilton, New Zealand, 7 Department of Psychology, Bournemouth University, Poole, United Kingdom, 8 School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong Although it is generally accepted that certain practice conditions can place large demands on working memory (WM) when performing and learning a motor skill, the influence that WM capacity has on the acquisition of motor skills remains Edited by: unsubstantiated. This study examined the role of WM capacity in a motor skill practice Maarten A. Immink, context that promoted WM involvement through the provision of explicit instructions. A University of South Australia, Australia cohort of 90 children aged 8 to 10 years were assessed on measures of WM capacity Reviewed by: and attention. Children who scored in the lowest and highest thirds on the WM tasks Alberto Cordova, University of Texas at San Antonio, were allocated to lower WM capacity (n D 24) and higher WM capacity (n D 24) groups, United States respectively. -
Golf Coaches Need to Know About
5 Critical Pieces of Research All Golf Coaches Need To Know About There is a lot of incredibly valuable research going on in the fields of player development and learning that coaches need to be familiar with. The golf-coaching world is changing, and it’s for the better. Coaches around the globe are paying more attention to developing great athletes and players. These 5 pieces of research are a foundation for golf coaches, and an introduction toward changing the way golf is taught. Varying the Conditions of Learning .................................2 Learning vs. Performance..................................................4 Contextual Interference .....................................................5 Feedback ................................................................................ 7 Self-Organization, Constraints, and Dynamical Systems .....................................................9 5 Critical Pieces Of Research 1 All Golf Coaches Need To Know About Varying the Conditions of Learning #1 Conditions for learning have been misunderstood for some time. We as golf coaches have been under the illusion that providing tasks in a fixed manner, also referred to as blocked/massed practice tasks, and conducting these practice tasks in one location helps in the development and acquisition of golf skills. For decades we have instructed our students both young and old to complete a set number Don’t believe that a task like this can’t be correlated of learning trials of a particular drill. What was to golf? No doubt the tasks are different, however once believed (lots of repetitions doing this drill, movement is not. Movement is the same process in this place, will create muscle memory) has now psychologically whether it is throwing a beanbag, or been disproven, and suggestions toward a more hitting a golf ball. -
Learning and Memory
Introduction to Physiological Psychology Learning and Memory [email protected] cogsci.ucsd.edu/~ksweeney/psy260.html Comments on your comments n Thank you! n Some things that I can change NOW: – Slow down? – Post draft of lecture before class – Have more visual demonstrations? – Continue to find videos when possible 1 Comments on your comments n Some things I can change in the future: – Cover less material n Some things I can’t change: – This is physiological psychology… so a certain amount of chemistry and biology (and all the new and strange terminology that goes along with that) is inevitable n Learning – the process whereby experiences change our nervous system (and hence, our behavior) n Memory- the changes brought about by learning, the storage and reactivation of these changes 2 List 1 List 2 List 3 Bed Butter Nurse Rest Food Sick Awake Eat Lawyer Tired Sandwich Medicine Dream Rye Health Wake Jam Hospital Night Milk Dentist Blanket Flour Physician Doze Jelly Ill Slumber Dough Patient Snore Crust Office Pillow Slice Stethoscope Peace Wine Surgeon Yawn Loaf Clinic Drowsy Toast Cure Roediger & McDermott, 1995 3 List 1 List 2 List 3 Sleep Bread Doctor Bed Butter Nurse Rest Food Sick Awake Eat Lawyer Tired Sandwich Medicine Dream Rye Health Wake Jam Hospital Night Milk Dentist Blanket Flour Physician Doze Jelly Ill Slumber Dough Patient Snore Crust Office Pillow Slice Stethoscope Peace Wine Surgeon Yawn Loaf Clinic Drowsy Toast Cure Roediger & McDermott, 1995 What is memory? n Working Memory: – Limited capacity (7 +/- 2) – Information can be held for several minutes with rehearsal § (e.g. -
Comparing Methods to Evaluate Cognitive Deficits in Commercial Airline Pilots
Comparing Methods to Evaluate Cognitive Deficits in Commercial Airline Pilots Joshua Potocko, MD/MPH UCSF Occupational and Environmental Medicine Residency 30 Min Background Philosophy Scope Comparisons Evidence Review: Example Questions for the Group BACKGROUND LCDR Joshua R. Potocko, MC (FS/FMF), USN “The views expressed in this presentation reflect the results of research conducted by the author and do not necessarily reflect the official policy or position of the Department of the Navy, Department of Defense, nor the United States Government.” Potocko’s 6 Proclamations: Certain baseline cognitive functions decline with age. Within an individual, these declines are difficult to predict. Between individuals, different types of decline are variable. Understanding the following are critically important to aviation safety: Age-related declines Temporary disturbances in cognitive function, Stable (or progressive) baseline disturbances due to injury, illness, disease, medication, and substance use. When does cognitive dysfunction become unsafe? Cognitive Function Typical, Normal, Adequate, Average Cognitive Inefficiency Circadian, Fatigue, Mood, Stress Cognitive Deficiency Injury, Illness, Meds, Substances Cognitive Disability Above plus regulatory decisions => requires safety factor Baseline New Baseline Unfit Period Injury Illness Meds Baseline Progressive Decline Age XX? Permanently Unfit Disease? PHILOSOPHY Research Question: What is the “best” way to evaluate cognitive deficits in airline pilots? Best: historical? expert opinion?...or