DOCSLIB.ORG

A Perceptual-Mnemonic Role for the Perirhinal Cortex in Age-Associated Cogntive Decline

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Perceptual-Mnemonic Role for the Perirhinal Cortex in Age-Associated Cogntive Decline A perceptual-mnemonic role for the perirhinal cortex in age-associated cogntive decline Item Type text; Electronic Dissertation Authors Burke, Sara Nicole Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 05/10/2021 10:52:58 Link to Item http://hdl.handle.net/10150/195350 1 A PERCEPTUAL-MNEMONIC ROLE FOR THE PERIRHINAL CORTEX IN AGE-ASSOCIATED COGNITIVE DECLINE by Sara Nicole Burke _____________________ A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN NEUROSCIENCE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2 0 0 9 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Sara Nicole Burke entitled A perceptual-mnemonic role for the perirhinal cortex in age-associated cognitive decline and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy _______________________________________________________________________ Date: 4/17/09 Carol A. Barnes _______________________________________________________________________ Date: 4/17/09 Lynn Nadel _______________________________________________________________________ Date: 4/17/09 Lee Ryan _______________________________________________________________________ Date: 4/17/09 Rebecca D. Burwell Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: 4/17/09 Dissertation Director: Carol A. Barnes 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author. SIGNED: Sara Nicole Burke 4 ACKNOWLEDGEMENTS “To get through the hardest journey we need to take only one step at a time, but we must keep on stepping” (Chinese proverb). I would like to thank all of you that encouraged and helped me to keep stepping, without you this process would have been much less enjoyable and perhaps impossible. To my graduate student cohort: Marsha Penner, Lisa Marriott-Roko, Stephen Cowen, Alex Thome, Zaneta Navratilova, and Lan Hoang, you helped to stimulate my creativity through provoking discussions, informal journal clubs, and company during happy hour. Many of you were also my shoulders to cry on and my partners in crime when I needed either one. To the other students and post docs at NSMA both past and present: Monica Chawla, David Eusten, Nathan Insel, Peter Lipa, James Lister, Kaori Nishiuchi, Ephron Rosenzweig, and Vicki Sutherland, I have learned something from, or been inspired by, each of you. This dissertation work would not have been completed without the help of the amazing undergraduate and high school students I had the pleasure of mentoring: Ajay Uprety, Saman Nematollahi, Jenelle Wallace, and Ellen Wann. You dedicated countless hours to helping me spin tetrodes, collect data and cut clusters when I was travelling, training monkeys, or getting married. You also shared with me an enthusiasm for science that helped to keep me energized. I look forward with a great keenness to what the future holds for each of you. Administrative and technical support is at times thankless, but more often it is priceless. Thank you to Kim Bohne for the hyperdrive construction, Joseph Bohanick for data collection and always being good in an emergency, Jie Wang for cutting a heroic amount of clusters, Michael Montgomery for saving the day each time I had a computer or data meltdown, and to Michelle Carroll, Luann Snyder, and Erin Wolfe for your superb organizational skills and always tolerating my fear of paperwork. I have reflected many times on how fortunate I was to conduct my dissertation research with Carol A. Barnes. Your contributions to the field of the neurobiology of aging are immeasurable. You have taught me by example to think big, push myself, and the power of diplomacy. You also always knew when to rein me in and make me focus. I look forward to more years of science under your wisdom. Last, but certainly not least, I owe a great thanks to my phenomenal husband Andrew P. Maurer. To me, you have been a teacher, a sounding board, a database of the literature, a collaborator, an inspiration, and most importantly my best friend. You pushed me to challenge myself but also reminded me to slow down every once in a while. Thank you for going home to feed the dogs when I could not, and always knowing where my keys and cell phone are located. The best part of graduate school was finding you and I look forward to watching ourselves grow old together. Hopefully, you will still be able to tell me where my keys are when we are 70! 5 DEDICATION This dissertation is dedicated to my family. You have always supported me and believed that I could do anything even when I did not believe it myself. To my mom and dad, Diane and Michael Burke, without your love and support I would not have made it this far. Thank you both for reminding me to take it easy every once in a while and coming to Tucson all those times I could not get away to see you. To my brother, Adam, thank you for always making me laugh when I needed it most. To my dear friend Sarah Marble, thank you for “talking me off the ledge” during prelims and every time science or life threw a curve ball at me. Finally, I want to dedicate this work to my perfect dogs Scout and Riley, although you missed out on many trips to the dog park and evening runs, you still loved me unconditionally and rested at my feet while I wrote most this. 6 TABLE OF CONTENTS LIST OF FIGURES............................................................................................. 11 LIST OF TABLES .............................................................................................. 15 ABSTRACT........................................................................................................ 16 CHAPTER 1: INTRODUCTION.......................................................................... 17 CHAPTER 2: AGE-ASSOCIATED CHANGES IN HIPPOCAMPAL PLASTICITY....................................................................................................... 29 2.1 Introduction ..................................................................................... 29 2.2 Morphology of the aging brain ...................................................... 30 2.3 Biophysical properties of aged hippocampal neurons ............... 35 2.4 Changes in hippocampal cell–cell interactions ........................... 37 CHAPTER 3: AGING ENSEMBLES: CIRCUIT CONTRIBUTIONS TO MEMORY DEFICITS ........................................................................................................... 51 3.1 Introduction..................................................................................... 51 3.2 Fundamental Properties of Place Cells in Young and old Rats............................................................................................ 53 3.3 Spike timing in the aged hippocampus ........................................ 58 3.4 Dynamic properties of hippocampal place cells in young and old rats .................................................................................................. 63 3.5 From the map to the memory in aging ensembles ...................... 75 CHAPTER 4: THE FUNCTION AND PHYSIOLOGY OF THE PERIRHINAL CORTEX ........................................................................................................... 87 4.1 Introduction..................................................................................... 87 4.2 Perirhinal cortical-dependent behavior in rats and monkeys .......................................................................................... 91 7 TABLE OF CONTENTS- continued 4.3 Biophysical and plasticity properties of perirhinal cortical neurons......................................................................................... 103 4.4 Single-unit activity of perirhinal cortical neurons in behaving animals ......................................................................................... 109 4.5 Discussion..................................................................................... 118 CHAPTER 5: THE HUMAN PERIRHINAL CORTEX AND PROCESS THEORIES OF RECOGNITION MEMORY...................................................... 120 5.1 Introduction..................................................................................
Load more

Recommended publications
  • The Similarity Structure of Real-World Memories
    bioRxiv preprint doi: https://doi.org/10.1101/2021.01.28.428278; this version posted January 30, 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 4.0 International license. The Similarity Structure of Real-World Memories Tyler M. Tomita1, Morgan D. Barense 2;3 & Christopher J. Honey1 1Department of Psychological & Brain Sciences, Johns Hopkins University, Baltimore, MD, USA 2Department of Psychology, University of Toronto, Toronto ON, Canada 3Rotman Research Institute, Baycrest Hospital, Toronto ON, Canada How do we mentally organize our memories of life events? Two episodes may be connected because they share a similar location, time period, activity, spatial environment, or social and emotional content. However, we lack an understanding of how each of these dimensions contributes to the perceived similarity of two life memories. We addressed this question with a data-driven approach, eliciting pairs of real-life memories from participants. Participants annotated the social, purposive, spatial, temporal, and emotional characteristics of their memories. We found that the overall sim- ilarity of memories was influenced by all of these factors, but to very different extents. Emotional features were the most consistent single predictor of overall memory similarity. Memories with dif- ferent emotional tone were reliably perceived to be dissimilar, even when they occurred at similar times and places and involved similar people; conversely, memories with a shared emotional tone were perceived as similar even when they occurred at different times and places, and involved dif- ferent people.
    [Show full text]
  • The Curious Complexity Between Confidence and Accuracy In
    4 The Curious Complexity between Confi dence and Accuracy in Reports from Memory HENRY L. ROEDIGER III, JOHN H. WIXTED, AND K. ANDREW DESOTO Th e relation between the probability of remembering an event and one’s confi dence in it seems obvious: Th e more confi dent a person is in remember- ing an event, the more accurate he or she will be (and vice versa). Imagine giv- ing people a series of events to remember every day for a week, say 10 per day. Th e events could be sentences such as “Th e hippie touched the debutante in the park” or “Th e policeman arrested the homeless woman near the movie theater.” Th en, on the seventh day, people could be asked to recall (or recognize) all the sentences that had been presented that seventh day, and those from the third day of the experiment, and to rate the confi dence of each reported memory. It would surprise no one to learn that people would correctly remember more sentences from the seventh day than from the third day; surely they would be more accurate for the recent memories. In addition, there is no doubt that their confi dence would track their accuracy if confi dence were measured on, say, a 7-point rating scale (from 7 = sure the event happened to 1 = sure the event did not happen). People would be much more confi dent for the recently presented sentences than for those heard 4 days previously. Th e reason people can intuit the result of this experiment so accurately is that we essentially live this exper- iment every day of our lives.
    [Show full text]
  • A Mathematical Model of Forgetting and Amnesia
    ORIGINAL RESEARCH ARTICLE published: 28 February 2013 doi: 10.3389/fpsyg.2013.00076 A mathematical model of forgetting and amnesia Jaap M. J. Murre*, Antonio G. Chessa and Martijn Meeter Department of Psychology, University of Amsterdam, Amsterdam, Netherlands Edited by: We describe a mathematical model of learning and memory and apply it to the dynamics Oliver Hardt, McGill University, of forgetting and amnesia. The model is based on the hypothesis that the neural systems Canada involved in memory at different time scales share two fundamental properties: (1) repre- Reviewed by: Florentin Wörgötter, University sentations in a store decline in strength (2) while trying to induce new representations in Goettingen, Germany higher-level more permanent stores. This paper addresses several types of experimental Marco Steinhauser, Catholic and clinical phenomena: (i) the temporal gradient of retrograde amnesia (Ribot’s Law), (ii) University of Eichstätt-Ingolstadt, forgetting curves with and without anterograde amnesia, and (iii) learning and forgetting Germany curves with impaired cortical plasticity. Results are in the form of closed-form expres- *Correspondence: Jaap M. J. Murre, Department of sions that are applied to studies with mice, rats, and monkeys. In order to analyze human Psychology, University of Amsterdam, data in a quantitative manner, we also derive a relative measure of retrograde amnesia Weesperplein 4, Amsterdam 1018 XA, that removes the effects of non-equal item difficulty for different time periods commonly Netherlands. found with clinical retrograde amnesia tests. Using these analytical tools, we review stud- e-mail: [email protected] ies of temporal gradients in the memory of patients with Korsakoff’s Disease, Alzheimer’s Dementia, Huntington’s Disease, and other disorders.
    [Show full text]
  • Letter from the Chair
    PsychologiCALPsychologiCAL WINTERFALL 2014 2015 Psychologi Letter From the Chair Greetings, finalized, we are now turning to what may be the trickier Our students are just part of the planning process, working out the details arriving back on campus for the different programs. Psychology has special after winter break, and challenges given our need for space in which to conduct we’re gearing up for experiments, provide clinical services and training, another semester. and have highly interactive labs. To date, it’s been a lot I’m also “re- of information-gathering, surveying the Psychology orienting” in a sense, community to figure out the priorities of faculty, staff, as this semester will be and students, and hearing presentations from the my last as Department architects who are educating us on 21st-century building Chair. I use the quotes concepts to promote collaboration in university and because there is just so much sprouting up around industrial settings. the Department that I haven’t had a moment to start Not what I had anticipated doing with my PhD thinking about life beyond my office in 3210 Tolman, in cognitive psychology. But a very interesting process, nor how to begin the transition to our incoming chair, and one that will truly end up being translational as our Ann Kring. new building rises up from a parking lot over the coming The main task at hand remains planning for the years. new building, or what we call the Berkeley Way Project. Funding fell into place when the Governor signed the Best wishes for the new year, State budget last June authorizing the university to Rich commit part of its annual allocation to a building that will house large parts of Psychology, Public Health, and Education.
    [Show full text]
  • Abstracts (PDF)
    Abstracts of the Psychonomic Society — Volume 4 — November 1999 40th Annual Meeting — November 18–21, 1999 — Los Angeles, California Posters 1–6 Thursday Evening Papers and Posters Presented at the 40th Annual Meeting of the Psychonomic Society Century Plaza Hotel, Los Angeles, California November 18–21, 1999 POSTER SESSION I other animal forms (e.g., birds, cats, horses). We will also report vari- California Showroom, Thursday Evening, 7:00–8:30 ations across these displays in the orientation specificity of sensitiv- ity, discussing possible implications for accounts of biological mo- •PERCEPTION • tion perception. (1) (4) Deficits of Complex Form Perception and Attention in a Patient Representing the “What” and the “Where” of Undetected With Partial Achromatopsia. RACHEL E. SHOUP, University of Change. IAN M. THORNTON, Nissan Cambridge Basic Research, California, Davis, & JAMIE A. MAZER & JACK L. GALLANT, & DIEGO FERNANDEZ-DUQUE, University of Oregon—Studies of University of California, Berkeley—Physiological studies in non- change blindness demonstrate that we are seldom aware of everything human primates suggest that cortical area V4 is important for the per- that is before our eyes. However, these studies may be telling us more ception of both color and form. Cells in V4 are also modulated by at- about the limits of visual awareness than about the limits of visual rep- tention. Because humans with V4 lesions typically exhibit severe resentation. Specifically, we have suggested that the explicit reports achromatopsia, most studies of these patients have focused on color used for most change blindness tasks underestimate the visual system’s vision. We assessed form vision and attention in a patient, A.R., with ability to represent change.
    [Show full text]
  • Working with Distraction
    HIGHLIGHTS HIGHLIGHT ADVISORS ALLAN BASBAUM ATTENTION UNIVERSITY OF CALIFORNIA SAN FRANCISCO, CA, USA RANDY BUCKNER Working with distraction WASHINGTON UNIVERSITY, MO, USA The interaction between attention DAVID CLAPHAM (the ability to focus on certain stimuli HARVARD MEDICAL SCHOOL, to the detriment of others) and work- MA, USA ing memory (the ability to hold and PIETRO DE CAMILLI manipulate information in mind) is a YALE UNIVERSITY SCHOOL OF complex subject. It has been suggested MEDICINE, CT, USA that working memory might be cru- BARRY EVERITT cial in selective attention, and this idea UNIVERSITY OF CAMBRIDGE, received some much needed experi- UK mental support from a recent paper GORDON FISHELL from a team led by Nilli Lavie show- SKIRBALL INSTITUTE, NY, USA ing a causal role for working memory MARY KENNEDY in the control of selective attention. CALIFORNIA INSTITUTE OF Lavie had proposed that because triggered in the visual cortex. As During periods of high working TECHNOLOGY, CA, USA selective attention depends on active expected, subjects were slower to clas- memory demand, the subjects were LYNN NADEL maintenance of stimulus priorities in sify names paired with incongruent less able to filter out the distracting UNIVERSITY OF ARIZONA, working memory, a high working faces than those paired with congru- faces to focus on the task of classifying AZ, USA memory load should result in greater ent faces, and the presence of distrac- the written names. The distractor DENNIS O’LEARY processing of irrelevant (low priority) tor faces enhanced activity in areas of faces produced greater interference THE SALK INSTITUTE FOR distractors. J. W.de Fockert and col- visual cortex that selectively respond during the naming task and greater BIOLOGICAL STUDIES, CA, USA leagues examined this issue using to faces.
    [Show full text]
  • Making Connections: Teaching and the Human Brain
    DOCUMENT RESUME ED 335 141 PS 019 761 AUTHOR Caine, Renate Nummela; Caine, Geoffrey TITLE Making Connections: Teaching a4d the Human Brain. INSTITUTION Association for Supervision and Curriculum Development, Alexandria, Va. PUB DATE 91 NOTE 201p. AVAILABLE FROM Association for Supervision and Curriculum Development, 11141 Georgia Avenue, Suite 200, Wheaton, MD 20902 (ASCD Stock No. 611-910251 $15.95). PUB TYPE Books (010) EDRS PRICE MF01 Plus Potage. PC Not Available from EDRS. DESCRIPTORS *Cognitive Processes; Cognitive Style; Creativity; *Educational Practices; *Educational Principles; Elementary Secondary Education; Emotional Experience; Helplessness; Higher Education; Integrated Curriculum; *Learning Processes; Locational Skills (Social Studies); Memory; Self Motivation; Stress Variables; Student Evaluation; *Student Projects; *Teaching Methods IDENTIFIERS *Brain Based Learning; Brain Functions; Brain Research; *Natural Knowledge ABSTRACT This book adds to the growing body of knowledge and research suggesting that educators need to move beyond simplistic, narrow approaches to teaching and learning. In Part I, "Accessing the Brain's Potential," current educational practices are examined in light of critical findings of brain researchers. In Part II, "Facts and Theories about the Human Brain," topics, theories, and models of brain functions that seem to address current issues in education and provide implications for curriculum restructuring and designare considered. Major aspects of research are reorganized for thepurpose of eliciting a useful and practical set of general principles. In Part III, "Brain-Based Schooling," elements of instruction thatare believed to cause students to use the brain's capacitymore fully to learn are discussed. Citations number 218. (RH) ******************r**************************14************************* Reproductions supplied by EDRS are the best thatcan be made from the original document.
    [Show full text]
  • 2018 APS Janet Taylor Spence Award Recipients Observervol
    2018 APS Janet Taylor Spence Award Recipients ObserverVol. 31, No. 5 May/June 2018 T H E M A N Y S H A P E S O F A P P L I E D a publication ofPSYCHOLOGICAL SCIENCE www.psychologicalscience.org/observer Advances in Methods Association for Psychological Science | 30th Annual Convention NEW APS and Practices in JOURNAL Psychological Science FEATURED SPEAKERS NOW AVAILABLE Fred Kavli Keynote Address Bring the Family Address Making and Remaking Memory: The Paradox of Diversity: Past, Present, and Future Promise, Pitfalls, and Advances in Methods and Practices in LYNN NADEL Implications for Racial Progress Psychological Science (AMPPS) The University of Arizona JENNIFER RICHESON Yale University AMPPS, a unique and innovative new journal, presents methodological advances from across all areas in our diverse field of psychological science. Presidential Symposium Memory: From Neurons to Nations AMPPS articles are highly accessible and include: SUPARNA RAJARAM Stony Brook University, • Empirical research that exemplifies scientific The State University of New York (Chair) best practices CHARAN RANGANATH University of California, Davis • Articles that communicate advances in DORTHE BERNTSEN Henry L. Roediger, III, will be the methods, practices, and meta-science featured scientist in this year’s Inside the Aarhus University, Denmark Psychologist’s Studio. He will be interviewed • Tutorials, commentaries, and simulation studies QI WANG by his former student, APS President Suparna for new techniques and research tools Cornell University Rajaram. • Papers that bring advances from a specialized HENRY L. ROEDIGER, III Washington University in St. Louis subfield to a broader audience • Registered Replication Reports, an innovative APS-David Myers Distinguished Lecture On article type originated by APS The Science And Craft Of Teaching Psychological Science Improving the Use of Psychological Science in K-12 Education Check out the first issue now available at: DANIEL T.
    [Show full text]
  • 2018 Cracking the Memory Code Since 1983
    2018 Cracking the Memory Code since 1983 Copyright © 2018 Center for the Neurobiology of Learning and Memory, University of California, Irvine. Qureshey Research Lab, Irvine CA 92697-3800. Back cover art - McGaugh Hall photograph by Ian Parker. Copyright © 2016 All Rights Reserved. 2018 Contents Director’s Message . 5 UCI Brain: A Bold Vision for the Future . 6 UCI Hosts International Brain Initiative Workshop . 9 The International Conference on Learning and Memory . 10 The Brain Explorer Academy . 16 Scientist Spotlight: Sunil Gandhi . 18 Alumnus Spotlight: Navid Ghaffari . 21 UCI Opens New Sleep Laboratory and Clinic . 22 Why Our Brains Love Story . 24 Ten Minutes of Light Exercise Enhances Memory . 26 Rare Gene Mutation Affects Brain Development . 27 In-Home Therapy Transforms Stroke Rehabilitation . 28 Restoring Memory Creation in Damaged Brains . 29 Imaging Provides Clues About Memory Loss in Older Adults . 30 Olfactory Enrichment Improves Memory in Older Adults . 32 BRAIN Initiative Grant to Elucidate Hippocampal Circuits . 34 AASM Grant to Study Sleep Apnea and Alzheimer’s Disease . 35 NINDS U19 Grant to Study Mechanisms of Rapid Learning . 35 DARPA L2M Contract to Build New Machine Intelligence . 36 Junior Scholar Awards . 38 CNLM Ambassadors Set New Standard For Outreach . 40 Brains and Mind Benders at Homecoming 2018 . 43 Miguel Nicolelis Delivers Distinguished Lecture . 44 James McGaugh Delivers Inaugural McGaugh-Gerard Lecture . 46 Introducing the Norman Weinberger Graduate Award . 48 Shark Tank for Research . 48 Supporting the CNLM . 49 Friends of the CNLM . 50 2017-2018 Gifts Received . 51 2018-in-Pictures . 52 3 Center for the Neurobiology of Learning and Memory University of California, Irvine Director Michael Yassa Associate Director Sunil Gandhi Director of Outreach and Education Manuella Yassa Administrative Support Michael Gomez Faculty Fellows UCI Fellows External Fellows Michael Alkire Frances Leslie Pierre Baldi Linda Levine Ted Abel, Univ of Iowa Tallie Z.
    [Show full text]
  • Conversations on Cognitive Cultural Studies
    CONVERSATIONS ON COGNITIVE CULTURAL STUDIES “In Conversations on Cognitive Cultural Studies: Literature, Language, and Aesthetics, Frederick Luis Aldama and Patrick Colm Hogan illu- minate the myriad implications of cognitive studies for the study of literature. Scrutinizing issues ranging from subjectivity to aesthetics to history and politics, they seek ever greater precision in our methods and assumptions. This lively critical dialogue is sure to spark much- needed thought and discussion.” —Sue J. Kim, author of On Anger: Race, Cognition, Narrative “Conversations on Cognitive Cultural Studies gives a strong sense of cognitive studies in their present state of organization, as represented by two of its most respected and best informed spokesmen, who are seen grappling with basic and, in some cases, still unresolved prob- lems in aesthetics.” — Irving Massey, professor emeritus of English and comparative literature, University at Buffalo CONVERSATIONS ON COGNITIVE CULTURAL STUDIES LITERATURE, LANGUAGE, AND AESTHETICS Frederick Luis Aldama AND Patrick Colm Hogan THE OHIO STATE UNIVERSITY PRESS • COLUMBUS Copyright © 2014 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data Aldama, Frederick Luis, author. Conversations on cognitive cultural studies : literature, language, and aesthetics / Frederick Luis Aldama and Patrick Colm Hogan. pages cm Includes bibliographical references and index. ISBN-13: 978-0-8142-1243-1 (cloth : alk. paper) ISBN-10: 0-8142-1243-3 (cloth : alk. paper) ISBN-13: 978-0-8142-9346-1 (cd-rom) ISBN-10: 0-8142-9346-8 (cd-rom) 1. Psychology and literature. 2. Cognitive science—Philosophy. 3. Narration (Rhetoric) I. Hogan, Patrick Colm, author. II. Title. PN56.P93A43 2014 801'.92—dc23 2013028050 Cover design by Laurence J.
    [Show full text]
  • DANIEL L. SCHACTER July 2021 Personal
    DANIEL L. SCHACTER July 2021 Personal Birthdate: June 17, 1952; New York, N.Y. Citizenship: U.S. Position: William R. Kenan, Jr. Professor, Department of Psychology, Harvard University Address William James Hall Department of Psychology Harvard University Cambridge, MA 02138 Phone: (617) 495-3855 FAX: (617) 496-3122 e-mail: [email protected] Education 1970-1974 University of North Carolina, Chapel Hill B.A., 1974 1976-1977 University of Toronto M.A., 1977 1978 Oxford University Visiting Researcher, Department of Experimental Psychology 1978-1981 University of Toronto Department of Psychology Ph.D., 1981 Ph.D. Supervisor: Endel Tulving Academic Employment 1981-1987 Research Associate and Assistant Professor, Unit for Memory Disorders and Department of Psychology, University of Toronto 1987-1989 Associate Professor, Department of Psychology, University of Arizona 2 1989-1991 Professor, Department of Psychology and Cognitive Science Program, University of Arizona 1991-1995 Professor, Department of Psychology, Harvard University 1995-2005 Chair, Department of Psychology, Harvard University 1999 Visiting Professor, Institute for Cognitive Neuroscience, University College London 2002- William R. Kenan, Jr. Professor of Psychology, Harvard University 2009 (spring) Acting Chair, Department of Psychology, Harvard University Selected Awards/Honors Arthur Benton Award, International Neuropsychological Society, 1989 Distinguished Scientific Award for Early Career Contribution to Psychology in Human Learning and Cognition, American Psychological
    [Show full text]
  • MIT Cognet Booklist (PDF)
    Author Title Hardcover ISBN Paperback ISBN E-ISBN PubDate Pizlo, Zygmunt. 3D Shape: Its Unique Place in Visual Perception 978-0-262-16251-7 978-0-262-51513-9 978-0-262-28165-2 April-08 Moro, Andrea. translated By Bonnie McClellan-Broussard. A Brief History of the Verb To Be 978-0-262-03712-9 978-0-262-34360-2 January-18 Tsotsos, John K. A Computational Perspective on Visual Attention 978-0-262-01541-7 978-0-262-29542-0 May-11 Smith, Linda B., and Esther Thelen, eds. A Dynamic Systems Approach to Development: Applications 978-0-262-19333-7 978-0-262-51944-1 978-0-262-28391-5 SeptemBer-93 Thelen, Esther, and Linda B. Smith. A Dynamic Systems Approach to the Development of CoGnition and Action 978-0-262-20095-0 978-0-262-70059-7 978-0-262-28487-5 January-96 Erwin, Edward. A Final AccountinG: Philosophical and Empirical Issues in Freudian PsycholoGy 978-0-262-05050-0 978-0-262-52814-6 978-0-262-27240-7 DecemBer-95 Lerdahl, Fred, and Ray S. Jackendoff. A Generative Theory of Tonal Music 978-0-262-12094-4 978-0-262-62107-6 978-0-262-27816-4 June-96 Mandler, George. A History of Modern Experimental PsycholoGy: From James and Wundt to CoGnitive Science 978-0-262-13475-0 978-0-262-51608-2 978-0-262-27901-7 June-07 Wang, Hao. A LoGical Journey: From Gödel to Philosophy 978-0-262-23189-3 978-0-262-28576-6 January-97 Neander, Karen.
    [Show full text]