The Legacy of Patient H.M. for Neuroscience
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Physical Health Worksheet
WORKSHEET # 16 Promoting Health, Vibrancy, & Flourishing Lives Contributed by Elaine O’Brien, PhD, MAPP, CPT [email protected] | www.ElaineOBrienPhD.com o you want to feel more healthy and energetic? LIFESTYLE MEDICINE Don’t we all? Physical activity can help: In Spring 2018, at the inaugural American College D• Engaging in physical activity helps build of Lifestyle Medicine Summit, leaders in health, positive resources and promotes health, vibrancy, medicine, fitness, and well-being, joined forces. They and flourishing lives (Mutrie & Faulkner, 2004). sough to define the empirical, fast-growing science of Lifestyle Medicine. As defined, Lifestyle Medicine • Physical activity, movement, and play are directly encourages: essential to our physical, social, emotional, cognitive well-being and for our development at • Healthful eating of whole plant based foods every age. • Developing strategies to manage stress • Epidemiological data and considerable research • Forming and maintaining positive relationships indicate that physical activity is a major factor in reducing the risk of disease and disability, and for • Improving your sleep improving our well-being. • Cessation of smoking • Increasing physical activity. CALL TO ACTION The rationale is that Lifestyle Medicine not only has A “critical call to action” was made at the United the power to prevent, treat, and reverse disease, but Nations High-Level Meeting on Physical Activity it may also contribute to real health care reform. and Non-Communicable Diseases that I attended in 2011. This summit identified physical activity as “a fast-growing public health problem contributing to a variety of chronic diseases and health complications, including obesity, heart disease, diabetes, hypertension, cancer, depression and anxiety, arthritis, and osteoporosis.” Three urgent, guiding principles were articulated: 1. -
The Anatomy, Physiology and Functions of the Perirhinal Cortex Wendy a Suzuki
179 The anatomy, physiology and functions of the perirhinal cortex Wendy A Suzuki The perirhinal cortex is a polymodal association area that discuss findings from neuroanatomical studies examining contributes importantly to normal recognition memory. the boundaries and connectivity of the perirhinal cortex. A convergence of recent findings from lesion and I will then consider evidence from behavioral and electrophysiological studies has provided new evidence that electrophysiological studies examining the contribution of this area participates in an even broader range of memory this area to a variety of different functions, including functions than previously thought, including associative sensory/perceptual functions, recognition memory, associa- memory and emotional memory, as well as consolidation tive memory, emotional memory and consolidation. functions. These results are consistent with neuroanatomical research showing that this area has strong and reciprocal Neuroanatomy of the perirhinal cortex connections with widespread cortical sensory areas and with Recent neuroanatomical studies in the macaque monkey other memory-related structures, including the hippocampal have revealed that the perirhinal cortex is characterized formation and amygdala. by strong interconnections with diverse unimodal and polymodal cortical association areas, as well as with the hippocampal formation and the amygdala [3,4**,5**]. Less Address information is available concerning the neuroanatomical Laboratory of Neuropsychology, Building 49, Room 1 B80, -
Entorhinal Cortex Lesions Disrupt the Relational Organization of Memory in Monkeys
The Journal of Neuroscience, November 3, 2004 • 24(44):9811–9825 • 9811 Behavioral/Systems/Cognitive Entorhinal Cortex Lesions Disrupt the Relational Organization of Memory in Monkeys Cindy A. Buckmaster,1,3 Howard Eichenbaum,4 David G. Amaral,5 Wendy A. Suzuki,6 and Peter R. Rapp1,2 1Fishberg Department of Neuroscience and 2Kastor Neurobiology of Aging Laboratories, Department of Geriatrics and Adult Development, Mount Sinai School of Medicine, New York, New York 10029-6574, 3Department of Neurobiology and Behavior, State University of New York at Stony Brook, Stony Brook, New York 11794, 4Laboratory of Cognitive Neuroscience, Boston University, Boston, Massachusetts 02215, 5The Medical Investigation of Neurodevelopmental Disorders Institute, University of California, Davis, California 95817, and 6Center for Neural Science, New York University, New York, New York 10003 Recent accounts suggest that the hippocampal system critically supports two central characteristics of episodic memory: the ability to establish and maintain representations for the salient relationships between experienced events (relational representation) and the capacity to flexibly manipulate memory (flexible memory expression). To test this proposal in monkeys, intact controls and subjects with bilateral aspiration lesions of the entorhinal cortex were trained postoperatively on two standard memory tasks, delayed nonmatching- to-sample (DNMS) and two-choice object discrimination (OD) learning, and three procedures intended to emphasize relational repre- sentation and flexible memory expression: a paired associate (PA) task, a transitive inference (TI) test of learning and memory for hierarchical stimulus relationships, and a spatial delayed recognition span (SDRS) procedure. The latter assessments each included critical “probe” tests that asked monkeys to evaluate the relationships among previously learned stimuli presented in novel combina- tions. -
CBC IDEAS Sales Catalog (AZ Listing by Episode Title. Prices Include
CBC IDEAS Sales Catalog (A-Z listing by episode title. Prices include taxes and shipping within Canada) Catalog is updated at the end of each month. For current month’s listings, please visit: http://www.cbc.ca/ideas/schedule/ Transcript = readable, printed transcript CD = titles are available on CD, with some exceptions due to copyright = book 104 Pall Mall (2011) CD $18 foremost public intellectuals, Jean The Academic-Industrial Ever since it was founded in 1836, Bethke Elshtain is the Laura Complex London's exclusive Reform Club Spelman Rockefeller Professor of (1982) Transcript $14.00, 2 has been a place where Social and Political Ethics, Divinity hours progressive people meet to School, The University of Chicago. Industries fund academic research discuss radical politics. There's In addition to her many award- and professors develop sideline also a considerable Canadian winning books, Professor Elshtain businesses. This blurring of the connection. IDEAS host Paul writes and lectures widely on dividing line between universities Kennedy takes a guided tour. themes of democracy, ethical and the real world has important dilemmas, religion and politics and implications. Jill Eisen, producer. 1893 and the Idea of Frontier international relations. The 2013 (1993) $14.00, 2 hours Milton K. Wong Lecture is Acadian Women One hundred years ago, the presented by the Laurier (1988) Transcript $14.00, 2 historian Frederick Jackson Turner Institution, UBC Continuing hours declared that the closing of the Studies and the Iona Pacific Inter- Acadians are among the least- frontier meant the end of an era for religious Centre in partnership with known of Canadians. -
Bernheim 2 Ted Talk Transcript Media Lit
Bernheim Distance Ed: Week 1 Find 2 Ted talks on similar subjects and compare and contrast the presentations, the speakers, their point of views, and the ideas in the presentation. e-mail to me your 3-5 paragraph essay on this topic. [email protected]. If you have connectivity issues, These are the transcripts to use to read, compare and write me a compare/contrast essay. Ted talk transcript: https://www.ted.com/talks/wendy_suzuki_the_brain_changing_benefits_of_exercise/transcript Wendy Suzuki | TEDWomen 2017 The brain-changing benefits of exercise What if I told you there was something that you can do right now that would have an immediate, positive benefit for your brain including your mood and your focus? And what if I told you that same thing could actually last a long time and protect your brain from different conditions like depression, Alzheimer's disease or dementia. Would you do it? Yes! 00:30 I am talking about the powerful effects of physical activity. Simply moving your body, has immediate, long-lasting and protective benefits for your brain. And that can last for the rest of your life. So what I want to do today is tell you a story about how I used my deep understanding of neuroscience, as a professor of neuroscience, to essentially do an experiment on myself in which I discovered the science underlying why exercise is the most transformative thing that you can do for your brain today. Now, as a neuroscientist, I know that our brains, that is the thing in our head right now, that is the most complex structure known to humankind. -
Introduction
Cambridge University Press 978-0-521-86288-2 - Memory in Autism Edited by Jill Boucher and Dermot Bowler Excerpt More information Part I Introduction © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-86288-2 - Memory in Autism Edited by Jill Boucher and Dermot Bowler Excerpt More information 1 Concepts and theories of memory John M. Gardiner Concept. A thought, idea; disposition, frame of mind; imagination, fancy; .... an idea of a class of objects. Theory. A scheme or system of ideas or statements held as an explan- ation or account of a group of facts or phenomena; a hypothesis that has been confirmed or established by observation or experiment, and is propounded or accepted as accounting for the known facts; a statement of what are known to be the general laws, principles, or causes of some- thing known or observed. From definitions given in the Oxford English Dictionary The Oxford Handbook of Memory, edited by Endel Tulving and Fergus Craik, was published in the year 2000. It is the first such book to be devoted to the science of memory. It is perhaps the single most author- itative and exhaustive guide as to those concepts and theories of memory that are currently regarded as being most vital. It is instructive, with that in mind, to browse the exceptionally comprehensive subject index of this handbook for the most commonly used terms. Excluding those that name phenomena, patient groups, parts of the brain, or commonly used exper- imental procedures, by far the most commonly used terms are encoding and retrieval processes. -
Session 5. Learning and Memory
Picton Session 5: Learning and Memory Brain and Mind Learning and Memory … those short, plump little cakes called ‘petites madeleines,’ which look as though they had been moulded in the fluted scallop of a pilgrim’s shell. … I raised to my lips a spoonful of the tea in which I had soaked a morsel of the cake. No sooner had the warm liquid, and the crumbs with it, touched my palate than a shudder ran through my whole body, and I stopped, intent upon the extraordinary changes that were taking place. An exquisite pleasure had invaded my senses but individual, detached, with no suggestion of its origin (Marcel Proust, In Search of Lost Time, 1913) Lulu Durand, 2012 René Depasse This is the famous quotation about memory by Marcel Proust. It describes how the past can be re-experienced. How simple sensory triggers can bring forth complex memories. How these memories are at first indistinct and mysterious and only later become clear. How emotions are the glue that ties memories together. Where to get madeleines in Toronto? Try Madeleines bespoke pastry http://www.madeleines.ca/ For green-tea madeleines – Uncle Tetsu’s at Bay and Dundas. Brain and Mind: Course Outline 1. Introduction. Brain anatomy. 5. Learning and Memory. Synaptic Stroke. Neurons. Excitation. Action changes. Motor skills. Priming. potentials. Synaptic transmission.. Episodic vs semantic memory. Body sensations. Braille. Amnesia. Alzheimer’s Disease. 2. Moving to the Music. Muscles. 6. Language and Emotion. Language. Stretch reflexes. Basal ganglia. Humans vs chimps. Aphasia. Dyslexia. Cerebellum. Parkinson’s Disease. Basic emotions. Autonomic Nervous Balance. -
Reflective Imagination: the Cognitive Process Underlying the Experience of Meaning Through Music
journal of interdisciplinary music studies 2019, volume 9, art. #19091203, pp. 33-48 Reflective Imagination: The Cognitive Process Underlying the Experience of Meaning through Music Alejandra Wah Department of Arts, Culture and Media Studies, University of Groningen Background in philosophy. Over the past few decades several philosophers have drawn parallels between the engagement with music and imagination. For instance, Kendall L. Walton (1994; 1999) maintains that the same kind of imagining is involved in experiencing music as in experiencing narratives. Andrew Kania (2015) underlines that our experience of musical space and movement, much like our experience of fiction, is imaginative. Jerrold Levinson (1996) suggests that listeners experience music imaginatively—specifically, imagining others expressing emotions through the music (Gendler 2018). Background in cognitive science. Anna Abraham and Andreja Bubic (2015) have recently argued that semantic memory is the root of all aspects of human imagination. Abraham (2016) proposes five categories to analyze the human imaginative mind: (i) perceptual/motor related mental imagery, (ii) recollective or intentionality processing, (iii) generative or novel combinatorial processing, (iv) exceptional phenomenology in the aesthetic response, and (v) altered psychological states such as dreams, hallucinations, and delusions (2016: 4197). Aims. To shed light on the experience of meaning through music, I expand upon the assertions of philosophers who argue that the experience of music is underlain by imagination—but miss the role played by the development of memory retrieval mechanisms on this experience—and upon the findings of cognitive scientists who—while recognizing how memory retrieval mechanisms help to explain imagination—confuse aesthetic processing with artistic experience. -
Loss of Recent Memory After Bilateral Hippocampal
J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.20.1.11 on 1 February 1957. Downloaded from J. Neurol. Neurosurg. Psychiat., 1957, 20, 11. LOSS OF RECENT MEMORY AFTER BILATERAL HIPPOCAMPAL LESIONS BY WILLIAM BEECHER SCOVIILLE and BRENDA MILNER From the Department of Neurosurgery, Hartford Hospital, and the Department of Neurology and Neurosurgery, McGill University, and the Montreal Neurological Institute, Canada In 1954 Scoville described a grave loss of recent found that undercutting limited to the orbital sur- memory which he had observed as a sequel to faces of both frontal lobes has an appreciable bilateral medial temporal-lobe resection in one therapeutic effect in psychosis and yet does not cause psychotic patient and one patient with intractable any new personality deficit to appear (Scoville, seizures. In both cases the operations had been Wilk, and Pepe, 1951). In view of the known close radical ones, undertaken only when more conserva- relationship between the posterior orbital and mesial tive forms of treatment had failed. The removals temporal cortices (MacLean, 1952; Pribram and extended posteriorly along the mesial surface of the Kruger, 1954), it was hoped that still greater temporal lobes for a distance of approximately 8 cm. psychiatric benefit might be obtained by extending guest. Protected by copyright. from the temporal tips and probably destroyed the the orbital undercutting so as to destroy parts of the anterior two-thirds of the hippocampus and hippo- mesial temporal cortex bilaterally. Accordingly, in campal gyrus bilaterally, as well as the uncus and 30 severely deteriorated cases, such partial temporal- amygdala. The unexpected and persistent memory lobe resections were carried out, either with or with- deficit which resulted seemed to us to merit further out orbital undercutting. -
Smutty Alchemy
University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2021-01-18 Smutty Alchemy Smith, Mallory E. Land Smith, M. E. L. (2021). Smutty Alchemy (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/113019 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Smutty Alchemy by Mallory E. Land Smith A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN ENGLISH CALGARY, ALBERTA JANUARY, 2021 © Mallory E. Land Smith 2021 MELS ii Abstract Sina Queyras, in the essay “Lyric Conceptualism: A Manifesto in Progress,” describes the Lyric Conceptualist as a poet capable of recognizing the effects of disparate movements and employing a variety of lyric, conceptual, and language poetry techniques to continue to innovate in poetry without dismissing the work of other schools of poetic thought. Queyras sees the lyric conceptualist as an artistic curator who collects, modifies, selects, synthesizes, and adapts, to create verse that is both conceptual and accessible, using relevant materials and techniques from the past and present. This dissertation responds to Queyras’s idea with a collection of original poems in the lyric conceptualist mode, supported by a critical exegesis of that work. -
Ego” Admits: Neuropsychoanalytic and Primal Consciousness Perspectives on the Interface Between Affective and Cognitive Neuroscience
Brain Sci. 2012, 2, 147-175; doi:10.3390/brainsci2020147 OPEN ACCESS brain sciences ISSN 2076-3425 www.mdpi.com/journal/brainsci/ Review The “Id” Knows More than the “Ego” Admits: Neuropsychoanalytic and Primal Consciousness Perspectives on the Interface Between Affective and Cognitive Neuroscience Mark Solms 1,* and Jaak Panksepp 2 1 Department of Psychology, University of Cape Town, Cape Town 7701, South Africa 2 Department of VCAPP, College of Veterinary Medicine, Washington State University, Pullman, WA 99164, USA; E-Mail: [email protected] * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +27-21-650-3437; Fax: +27-21-650-4104. Received: 16 January 2012; in revised form: 2 March 2012 / Accepted: 22 March 2012 / Published: 17 April 2012 Abstract: It is commonly believed that consciousness is a higher brain function. Here we consider the likelihood, based on abundant neuroevolutionary data that lower brain affective phenomenal experiences provide the “energy” for the developmental construction of higher forms of cognitive consciousness. This view is concordant with many of the theoretical formulations of Sigmund Freud. In this reconceptualization, all of consciousness may be dependent on the original evolution of affective phenomenal experiences that coded survival values. These subcortical energies provided a foundation that could be used for the epigenetic construction of perceptual and other higher forms of consciousness. From this perspective, perceptual experiences were initially affective at the primary-process brainstem level, but capable of being elaborated by secondary learning and memory processes into tertiary-cognitive forms of consciousness. Within this view, although all individual neural activities are unconscious, perhaps along with secondary-process learning and memory mechanisms, the primal sub-neocortical networks of emotions and other primal affects may have served as the sentient scaffolding for the construction of resolved perceptual and higher mental activities within the neocortex. -
Basso Et Al., 2015.Pdf
Journal of the International Neuropsychological Society (2015), 21, 791–801. Copyright © INS. Published by Cambridge University Press, 2015. doi:10.1017/S135561771500106X INS is approved by the American Acute Exercise Improves Prefrontal Cortex Psychological Association to sponsor Continuing Education for psychologists. INS maintains responsibility for this but not Hippocampal Function in Healthy Adults program and its content. Julia C. Basso, Andrea Shang, Meredith Elman, Ryan Karmouta, AND Wendy A. Suzuki New York University, Center for Neural Science, New York, New York (RECEIVED April 2, 2015; FINAL REVISION September 30, 2015; ACCEPTED October 5, 2015) Abstract The effects of acute aerobic exercise on cognitive functions in humans have been the subject of much investigation; however, these studies are limited by several factors, including a lack of randomized controlled designs, focus on only a single cognitive function, and testing during or shortly after exercise. Using a randomized controlled design, the present study asked how a single bout of aerobic exercise affects a range of frontal- and medial temporal lobe-dependent cognitive functions and how long these effects last. We randomly assigned 85 subjects to either a vigorous intensity acute aerobic exercise group or a video watching control group. All subjects completed a battery of cognitive tasks both before and 30, 60, 90, or 120 min after the intervention. This battery included the Hopkins Verbal Learning Test-Revised, the Modified Benton Visual Retention Test, the Stroop Color and Word Test, the Symbol Digit Modalities Test, the Digit Span Test, the Trail Making Test, and the Controlled Oral Word Association Test. Based on these measures, composite scores were formed to independently assess prefrontal cortex- and hippocampal-dependent cognition.