Classical Conditioning in Patients with Severe Memory Problems
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Classical Conditioning Without Awareness: an Electrophysiological Investigation
Classical conditioning without awareness: An electrophysiological investigation A Thesis Presented to The Division of Philosophy, Religion, Psychology, and Linguistics Reed College In Partial Fulfillment of the Requirements for the Degree Bachelor of Arts Jasmine Huang December 2016 Approved for the Division (Psychology) Timothy Hackenberg Michael Pitts Acknowledgements There is no way to express the amount of gratitude I feel towards every single person who has contributed to my growth as a student and as a human being, but I will try. My family, who has worked tirelessly to support me through life and years of school, I will never know how to repay that debt. My advisors, who have endlessly encouraged me and provided me with every opportunity I could have wished for. Tim who has believed in and supported me from my first year at Reed right up until the end. Enriqueta who was always willing to discuss experiments outside of class (even when I wasn’t in her class to begin with). Michael who inspired me every day with his unending enthusiasm and drive for research. The amazing psychology department staff who are always making sure that everything is running as smoothly as it can be. Joan, our silent hero who puts out the metaphorical fires every day. Greg, one the most lively presences in the animal colony, whose love for all of the critters is unparalleled. Chris, whose attention to detail and patience for dumb questions were invaluable to me during this process. Lavinia, whose realism and dark humor made for the best introduction into real labwork that I could have asked for. -
Comparison Between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate
East Tennessee State University Digital Commons @ East Tennessee State University Undergraduate Honors Theses Student Works 12-2013 Comparison between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate. Bryce D. Watson East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/honors Part of the Psychiatry and Psychology Commons Recommended Citation Watson, Bryce D., "Comparison between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate." (2013). Undergraduate Honors Theses. Paper 89. https://dc.etsu.edu/honors/89 This Honors Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Watson 1 Comparison between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate By Bryce Watson The Honors College Honors in Discipline Program East Tennessee State University Department of Psychology December 9, 2013 Russell Brown, Faculty Mentor David Harker, Faculty Reader Eric Sellers, Faculty Reader Watson 2 Abstract The aim of this thesis is to examine the mechanisms of Methylphenidate (MPH) on Conditioned Place Preference (CPP), a behavioral test of reward. The psychostimulant MPH is therapeutically used in the treatment of ADHD, but has been implicated in many pharmacological actions related to drug addiction and is considered to have abuse potential. Past work in our lab and others have shown substantial sex-differences in the neuropharmacological profile of MPH. Here a discussion of the relevant mechanisms of action of MPH and its relationship to neurotrophins and CPP are reviewed. -
DO AMNESICS EXHIBIT COGNITIVE DISSONANCE REDUCTION? the Role of Explicit Memory and Attention in Attitude Change Matthew D
PSYCHOLOGICAL SCIENCE Research Article DO AMNESICS EXHIBIT COGNITIVE DISSONANCE REDUCTION? The Role of Explicit Memory and Attention in Attitude Change Matthew D. Lieberman, Kevin N. Ochsner, Daniel T. Gilbert, and Daniel L. Schacter Harvard University Abstract—In two studies, we investigated the roles of explicit mem- CONSCIOUS CONTENT: THE ROLE OF ory and attentional resources in the process of behavior-induced atti- EXPLICIT MEMORY tude change. Although most theories of attitude change (cognitive Explicit memory refers to one’s ability to consciously recollect dissonance and self-perception theories) assume an important role for past events, behaviors, and experiences (Schacter, Chiu, & Ochsner, both mechanisms, we propose that behavior-induced attitude change 1993) and thus is a central component of most social abilities. Indeed, can be a relatively automatic process that does not require explicit people’s memory for the identities and actions of other people and memory for, or consciously controlled processing of, the discrepancy themselves forms the adhesive that gives them a continuing sense of between attitude and behavior. Using a free-choice paradigm, we place in their social world. Revising personal attitudes and beliefs in found that both amnesics and normal participants under cognitive response to a counterattitudinal behavior naturally seems to depend on load showed as much attitude change as did control participants. retrospective capacities. If Aesop’s forlorn lover of grapes could not remember that the grapes were out of reach, he would have no reason A fox saw some ripe black grapes hanging from a trellised vine. He resorted to to persuade himself of their reduced quality. -
General Psychology
PSY 100: General Psychology John M. Kelley, Ph.D. Professor of Psychology, Endicott College Staff Psychologist, Massachusetts General Hospital Deputy Director, Program in Placebo Studies at Harvard Medical School 1 PSY 100: General Psychology John M. Kelley, Ph.D. AC 165 [email protected] 978-232-2386 2 Psychological Questions I • What makes a song popular? • Why do we dream? Do dreams have meaning? • Is intelligence inherited or developed? • How good is eyewitness testimony? 3 Psychological Questions II Small Groups (handout) • Are men more violent than women? Why? • Are people fundamentally good or evil? • Is alcoholism a disease? Are alcoholics at fault? • What causes depression? • Why do people self-destruct with alcohol or drugs? • Is there such a thing as free will? • Do our minds exist independently of our brains? 4 Chapter 1: Introduction and Research Methods • Psychology is the scientific study of behavior and mental processes • Empirical evidence (empirical vs. theoretical methods of investigation) • Critical thinking (skepticism vs. cynicism) • Who are better drivers: Men or Women? 5 Four Goals of Psychology • Describe • Explain • Predict • Change • Example: Major Depressive Disorder 6 Four Goals of Psychology • Describe: Clearly describe and classify behavior: What is depression? How does it progress? • Explain: What causes depression? Nature vs. Nurture? Genes vs. Experience • Predict: Which individuals are likely to become depressed? How will a person’s depression progress? Who will respond to treatment? • Change: Interpersonal therapy, cognitive and behavioral therapy, medication, ECT, surgery? 7 Types of Psychologists • Clinical (therapists - psychologists vs. psychiatrists) • Counseling • School • Social and Personality • Biological and Neuroscientists • Developmental • Cognitive 8 Types of Psychologists 9 Seven Psychological Perspectives 1. -
The Three Amnesias
The Three Amnesias Russell M. Bauer, Ph.D. Department of Clinical and Health Psychology College of Public Health and Health Professions Evelyn F. and William L. McKnight Brain Institute University of Florida PO Box 100165 HSC Gainesville, FL 32610-0165 USA Bauer, R.M. (in press). The Three Amnesias. In J. Morgan and J.E. Ricker (Eds.), Textbook of Clinical Neuropsychology. Philadelphia: Taylor & Francis/Psychology Press. The Three Amnesias - 2 During the past five decades, our understanding of memory and its disorders has increased dramatically. In 1950, very little was known about the localization of brain lesions causing amnesia. Despite a few clues in earlier literature, it came as a complete surprise in the early 1950’s that bilateral medial temporal resection caused amnesia. The importance of the thalamus in memory was hardly suspected until the 1970’s and the basal forebrain was an area virtually unknown to clinicians before the 1980’s. An animal model of the amnesic syndrome was not developed until the 1970’s. The famous case of Henry M. (H.M.), published by Scoville and Milner (1957), marked the beginning of what has been called the “golden age of memory”. Since that time, experimental analyses of amnesic patients, coupled with meticulous clinical description, pathological analysis, and, more recently, structural and functional imaging, has led to a clearer understanding of the nature and characteristics of the human amnesic syndrome. The amnesic syndrome does not affect all kinds of memory, and, conversely, memory disordered patients without full-blown amnesia (e.g., patients with frontal lesions) may have impairment in those cognitive processes that normally support remembering. -
Classical Conditioning, Awareness, and Brain Systems
524 Review TRENDS in Cognitive Sciences Vol.6 No.12 December 2002 Classical conditioning, awareness, and brain systems Robert E. Clark, Joseph R. Manns and Larry R. Squire Memory is composed of several different abilities that are supported by conditioning for two reasons. First, the neural different brain systems. The distinction between declarative (conscious) and substrates of eyeblink conditioning are better nondeclarative (non-conscious) memory has proved useful in understanding understood than any other form of conditioning in the the nature of eyeblink classical conditioning – the best understood example vertebrate. Second, the cognitive aspects of both delay of classical conditioning in vertebrates. In delay conditioning, the standard and trace conditioning, including the role of awareness, procedure, conditioning depends on the cerebellum and brainstem and is have been more systematically investigated in the case intact in amnesia. Trace conditioning, a variant of the standard procedure, of eyeblink conditioning than in other forms of classical depends additionally on the hippocampus and neocortex and is impaired in conditioning. The conditioned eyeblink is an example amnesia. Recent studies have sharpened the contrast between delay and of an aversively conditioned somatic motor response. trace conditioning by exploring the importance of awareness. We discuss The response is a highly specific motor movement these new findings in relation to the brain systems supporting eyeblink that becomes adaptively timed to the presentation conditioning and suggest why awareness is important for trace conditioning of the US. In other types of conditioning, like fear but not for delay conditioning. conditioning and autonomic conditioning, the conditioned response to the CS involves a broad Memory is not a single faculty of the mind but is change in emotional state. -
COGNITIVE REHABILITATION in a Severely Brain-Injured PATIENT with Amnesia, TETRAPLEGIA and ANARTHRIA
J Rehabil Med 2009; 41: 393–396 CASE REPORT COMMUNICATING USING THE EYES WITHOUT REMEMBERING IT: COGNITIVE REHABILITATION IN A severely BRAIN-INJURED PATIENT WITH AMNESIA, TETRAPLEGIA AND ANARTHRIA Luigi Trojano, MD1,2, Pasquale Moretta, PsyD2 and Anna Estraneo, MD2 From the 1Neuropsychology Laboratory, Department of Psychology, Second University of Naples, Caserta and 2Salvatore Maugeri Foundation, IRCCS, Scientific Institute of Telese Terme (BN), Telese Terme, Italy We describe here a case of cognitive rehabilitation in a young LIS (4), but they nonetheless experience extreme difficulties patient with closed head injury, who had dense anterograde in communicating. For this reason patients with LIS can ac- amnesia and such disabling neurological defects (tetraplegia tively interact with the environment only by means of complex and anarthria) that the condition evoked some features of communicative systems, based for instance on brain-computer an incomplete locked-in syndrome. After a prolonged period interface devices (6). of no communicative possibility, the patient underwent a Patients with TBI with extremely severe motor disturbances specific training, based on principles of errorless learning, (tetraplegia and anarthria) face the same difficulties as patients with the aim of using a computerized eye-tracker system. with complete or incomplete LIS, but, in contrast to patients Although, due to memory disturbances, the patient always with LIS, they show the typical cognitive defects observed after denied ever having used the eye-tracker system, learned to a TBI. Therefore, any rehabilitative treatment in such patients use the computerized device and improved interaction with will be difficult and discouraging, even when it is aimed only the environment. -
Long Term Memory & Amnesia
Previous theories of Amnesia: encoding faliure (consolidation) rapid forgetting and Amnesic Patients typically retain old procedural retrieval failure (retroactive/proactive information and are reasonably good at learning interference, Underwood; McGeoch) new procedural skills (H.M and mirror writing) Important Current Theory: Contextual Amnesia & the Brain Linked to Conditioning: eyeblink with puf of air leads to Memory Theory (Ryan et al. 2000) medial temporal lobe and diencephalic conditioned response. Patients with amnesia impairment in integrating of binding region, including mamillary bodies and typically acquire this. contextual/relational features of memory. thalamus. Priming: Improvement or bias in performance The medial temporal lobe and hippocampus resulting from prior, supraliminal presentation of Procedural Memory are proposed to bind events to the contexts stimuli. Tulving et al. (1982) primed participants Often relatively automatic processes in which they occur. This bypasses the with a list of words and then showed them letters (requiring little attention) allowing for declarative vs procedural distinction. And (cued-recall). Recall was better for words behavioural responses to there is reasonable support for this theory presented earlier. Amnesic patients are relatively environmental cues. (Channon, Shanks et al 2006.) normal on these tasks. Long-Term Memory & Amnesia Temporary storage of information with rapid Short-Term Memory decay and sensitivity to interference. Supported by studies of recency efect (Murdock, Postman), which is taken as evidence of short Long-Term Memory Mediates declarative Double Dissociation?! but not non-declarative (procedural) memory. term memory store. Also by studies supporting subvocal speech (Baddeley, 1966) However, studies have provided evidence of Declarative Memory This is knowledge STM link with LTM retrieved by explicit, deliberate recollection. -
Major Approaches to Psychology Part I the Ubiquity of Freudian Theory In
9.00 Introduction to Psychology – Fall 2001 Prof. Steven Pinker Week 2, Lecture 1: Major Approaches to Psychology I: Freud & Skinner The Ubiquity of Freudian Theory in Everyday Life • “He drives that Corvette because it’s really phallic” Major Approaches to Psychology • “My roommate is busy alphabetizing her shirts. She’s so anal!” Part I • “His mother is really domineering. No wonder he’s so screwed up.” The Psychoanalytic (Freudian) • “She’s unhappy because she’s so uptight and Approach repressed.” • “If only Mel had an outlet so that he could vent his hostility and channel it into more productive activities, he wouldn’t have shot up the post office with an Uzi.” Sigmund Freud • Some biographical facts. 1856-1939. • Background in neurology: – Aphasia – Hypnosis – Cocaine 1 9.00 Introduction to Psychology – Fall 2001 Prof. Steven Pinker Week 2, Lecture 1: Major Approaches to Psychology I: Freud & Skinner Sigmund Freud, continued Components of Freudian Theory • Radical themes: • 1. Psychic energy (The hydraulic model) – Unconscious mind – Libido – Irrationality – Sexuality – Repression – Hidden conflict – Importance of childhood – Lack of accidents • Comparison with Copernicus, Darwin Components of Freudian The Id (“it”) Theory, continued • The pleasure principle: Gratification of desire. • Primary process thinking. • 2. The Structural Theory – Infancy – Superego – Dreams • House = body – Ego • King & Queen = mom & dad – Id • Children = genitals • Playing with children = ... • Journey = death • Stairs = sex • Bath = birth – “Freudian Slips” – Free association – Psychosis 2 9.00 Introduction to Psychology – Fall 2001 Prof. Steven Pinker Week 2, Lecture 1: Major Approaches to Psychology I: Freud & Skinner Primary process thinking of the Structural theory, cont.: Id, continued 2. -
Foundations of Effective Influence Operations a Framework for Enhancing Army Capabilities
THE ARTS This PDF document was made available CHILD POLICY from www.rand.org as a public service of CIVIL JUSTICE the RAND Corporation. EDUCATION ENERGY AND ENVIRONMENT Jump down to document6 HEALTH AND HEALTH CARE INTERNATIONAL AFFAIRS The RAND Corporation is a nonprofit NATIONAL SECURITY research organization providing POPULATION AND AGING PUBLIC SAFETY objective analysis and effective SCIENCE AND TECHNOLOGY solutions that address the challenges SUBSTANCE ABUSE facing the public and private sectors TERRORISM AND HOMELAND SECURITY around the world. TRANSPORTATION AND INFRASTRUCTURE Support RAND WORKFORCE AND WORKPLACE Purchase this document Browse Books & Publications Make a charitable contribution For More Information Visit RAND at www.rand.org Explore RAND Arroyo Center View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non-commercial use only. Unauthorized posting of RAND PDFs to a non-RAND Web site is prohibited. RAND PDFs are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions. This product is part of the RAND Corporation monograph series. RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND mono- graphs undergo rigorous peer review to ensure high standards for research quality and objectivity. Foundations of Effective Influence Operations A Framework for Enhancing Army Capabilities Eric V. -
Updated Edition: 09 Remembering and Forgetting 1 of 16
Discovering Psychology: Updated Edition: 09 Remembering and Forgetting 1 of 16 Discovering Psychology: Updated Edition 09 Remembering and Forgetting 1 01:00:15:19 >> ZIMBARDO: How can an artist accurately paint his home town from childhood memories, while another person forgets everything, even her name? 2 01:00:26:09 >> Things are so mixed up. 3 01:00:30:01 >> ZIMBARDO: Why are some things so difficult to remember, while others seem impossible to forget? 4 01:00:39:20 "Remembering and Forgetting," this time on Discovering Psychology . 5 01:01:16:13 >> The reason psychologists think that there's more than one type of memory is due to something called the serial position effect. 6 01:01:22:17 Now, you may have noticed the serial position effect for yourself when you try to memorize... 7 01:01:26:25 >> ZIMBARDO: If I'm going to profit from what I learn here today, I'm going to have to remember it. 8 01:01:31:03 The information, the sights, the sounds, and in some instances, even the smells and textures, somehow they have to be translated into codes that my brain can store, and that I can retrieve when I need to. 9 01:01:44:12 Images, ideas, language, and even my physical actions have to be represented in my memory and then retrieved to aid me when I need them. 10 01:01:53:03 Memory is so essential, in fact, that to many psychologists and neuroscientists, it's the royal pathway for studying the functions of the mind and the structures of the brain. -
Sustained Experience of Emotion After Loss of Memory in Patients with Amnesia
Sustained experience of emotion after loss of memory in patients with amnesia Justin S. Feinsteina,b,1, Melissa C. Duffa,c, and Daniel Tranela,b aDivision of Cognitive Neuroscience, Department of Neurology, University of Iowa College of Medicine, bDepartment of Psychology, and cDepartment of Communication Sciences and Disorders, University of Iowa, Iowa City, IA 52242-1053 Edited* by Marcus E. Raichle, Washington University, St. Louis, MO, and approved March 17, 2010 (received for review December 9, 2009) Can the experience of an emotion persist once the memory for what central feature of these patients’ condition is a profound induced the emotion has been forgotten? We capitalized on a rare impairment in forming new conscious memories about events that opportunity to study this question directly using a select group of unfold in their daily lives. This severe memory deficit confers a patients with severe amnesia following circumscribed bilateral unique opportunity to investigate whether the experience of an damage to the hippocampus. The amnesic patients underwent a emotion can outlast the memory for what caused it. sadness induction procedure (using affectively-laden film clips) to The dissociation between emotion and memory in patients with ascertain whether their experience of sadness would persist beyond amnesia harkens back to 1911, when the Swiss neurologist Cla- their memory for the sadness-inducing films. The experimentshowed parède concealed a pin between his fingers while greeting one of his that the patients continued to experience elevated levels of sadness amnesic patients with a handshake (18). The sharp pin surprised the well beyond the point in time at which they had lost factual memory patient and elicited a small amount of pain that quickly dissipated.