Motor maps, seizures, and behaviour.

Atypically organised motor maps have been described in some people with epilepsy and we have modelled this in rats. Our goal is to more fully understand the mechanisms responsible for seizure-induced functional brain reorganisation and to reverse their effects. Here we present an overview of the relationship between neocortical motor maps, seizures, and interictal behaviour. To begin we summarise the observations of atypical motor maps with epilepsy and in animal models following experimentally induced seizures. Our novel experiments have established that motor map expansion is linked to a functional alteration of motor behaviour. Evidence for some of the putative brain mechanisms responsible for motor map size is discussed. Our successes reversing seizure-induced map expansion by two different methods are also briefly reviewed. Lastly, unanswered questions for possible future experimentation are posed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

TAP, implicit and explicit memory, and adult memory development.

This paper proposes a view of memory based on the notion of transfer appropriate processing (TAP) of Morris, Bransford, and Franks (1977). The author makes three specific assumptions to explain the disassociation between implicit and explicit memory. First, the author distinguishes between two memory organizing processes--integration and elaboration. Second, the author assumes that every kind of study task engages a combination of integrative and elaborative processing, but that some tasks focus primarily on integrative processing, and others focus more heavily on elaborative processing. Third, the author also assumes that every kind of test engages a combination of integrative and elaborative processing, but that implicit memory tests depend primarily on integrative processing, whereas explicit tests focus more heavily on elaborative processing. The long term goal of several on-going experiments is to learn more about the specific stimulus attributes that serve as cues for initialing/guiding integrative versus elaborative processing, and how these cues change across the life-span. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imprinting, learning, and memory.

If a visually naive chick is exposed to one of a wide range of conspicuous objects, the chick may learn its characteristics. A series of biochemical studies has implicated a restricted part of the forebrain in this process of imprinting; a specific region (IMHV) has been identified which may be a site of information storage. Changes in the morphology of synapses occur in this region as a consequence of training. The left and right IMHV regions play different roles in the imprinting process. Exposure to a simple artificial object, a rotating red box, has different neural consequences from those associated with exposure to a complex object, a rotating stuffed jungle fowl, which resembles a conspecific. These differences may be related to the differences in complexity of the two training objects. Another possibility is that two neural systems are implicated in imprinting: (a) a system that underlies a predisposition to approach objects resembling conspecifics and (b) a learning system, of which IMHV is a crucial component, that is engaged by particular objects and that in "natural" circumstances also allows the chick to learn the characteristics of its mother. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Arousal, learning, and memory.

Reviews the literature relating arousal and human learning and memory. It is argued that it is important to distinguish between effects of arousal on storage and those on retrieval. The distinction between item arousal and S arousal is also of importance, and more work is needed to consider the conjoint influence of these sources of arousal on performance. Current hypotheses are seen as inadequate because they do not take into account task difficulty in discussing the effects of arousal. A hypothesis is proposed which assumes that high levels of arousal affect storage by focusing attention on physical characteristics of presented information, whereas they affect retrieval by biasing S's search process toward readily accessible sources of stored information. (85 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading, memory, and metacognition.

Investigated relations among reading skills, metareading (knowledge about reading), memory, and metamemory (knowledge about memory) as they relate to reading ability (good vs poor readers), operativity, and grade level. 40 2nd graders (aged 7.25–9.83 yrs) and 40 4th graders (aged 9.42–22.00 yrs) were interviewed to assess the reading–memory variables. Significant but low correlations were obtained between metareading and reading, metamemory and memory, metareading and metamemory, and reading and memory. Significant effects of operativity were revealed on all dependent measures. Operative Ss had higher scores on the metareading and metamemory tasks, read at higher levels, and remembered more items on the memory tasks than did nonoperative Ss. Effects of grade level were revealed on most dependent measures. Fourth-grade Ss received higher scores on the metareading and metamemory tasks and read at higher levels than did 2nd-grade Ss. An interaction between operativity and grade level revealed that operative 2nd-grade and both groups of 4th-grade Ss made fewer total reading errors than did nonoperative 2nd-grade Ss. The effects of operativity, experience, and metacognition on reading and memory skills are discussed. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hippocampus, time, and memory.

Five experiments determined the effects of hippocampal damage on timing and the memory for temporal events. Norway rats (N?=?20) were trained to discriminate between auditory signals that differed in both duration (2 or 8 sec) and rate (2 or 16 cycles/sec). After Ss acquired the discrimination, signals with intermediate durations and rates were presented. Ss then received either fimbria-fornix lesions or control operations. Postoperatively, the accuracy of duration and rate discriminations as measured by the difference limen (DL) was unaffected by the lesion, but the point of subjective equality was shifted to a shorter duration and a slower rate by the lesion. Both Ss with lesions and Ss with control operations showed cross-modal transfer of duration and rate from the auditory signals used in training to visual signals. When a 5-sec delay was imposed between the end of a signal and the opportunity to respond, lesioned Ss were selectively impaired by the addition of the delay as measured by an increase in the DL. When a peak procedure was employed, the maximum response rate of controls was approximately at the time of scheduled reinforcement (20 sec), but the maximum response rate of lesioned Ss was earlier than the time of reinforcement. When a 5-sec gap was imposed in the signal, controls summed the signal durations before and after the gap, whereas lesioned Ss showed no retention of the signal duration prior to the gap. Lesions impaired spatial working memory in an 8-arm radial maze. (51 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experience, memory, and the brain.

Discusses 3 research approaches—behavioral intervention, somatic intervention, and the correlational approach—that focus on relations between the nervous system and learning and memory. Experiments involving behavioral intervention have shown that giving rodents either enriched experience in a complex environment or formal training leads to measurable changes in their brains. Such research is being applied not only to aid laboratory and farm animals but also to help human patients and aging normal people. Complementary laboratory research involving somatic intervention with pharmaceutical agents has shown that treatments that prevent ocurrence of neural changes induced by experience also block formation of long-term memory. Further research is investigating direct processes and modulatory influences in the earlier stages of memory formation. This work may lead to help for many individuals who suffer from deficiencies of memory formation and may eventually aid the performance of people with normal memory. It is argued that such research must be conducted with extensive advance consideration and planning lest applications exacerbate existing disparities among social groups within nations and between the more- and less-developed nations. (99 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal learning, retention, and memory.

It is argued that the traditional distinction between verbal learning and retention is arbitrary and that these processes cannot be differentiated. Although traditional operations have been used to distinguish between the 2 constructs, a whole host of more recent operations have served to break down the distinction which was traditionally used. As a result, even the arbitrary distinction between learning and retention which was once utilized is now no longer appropriate. It is suggested the term memory be substituted for learning and retention and that the use of this construct would provide several advantages. (french summary) (23 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imagery, memory, and the brain.

Reviews literature on brain mechanisms underlying episodic and semantic memory functions of nonverbal imagery. Brain functions are inferred from effects of lateralized presentation of different materials or tasks to one or the other cerebral hemisphere of normal Ss and cerebral commissurotomy patients as well as from performance deficits resulting from focal brain lesions. Inferences about imagery are based primarily on the effects of relevant stimulus attributes and task variables. The present authors conclude that the 2 hemispheres and different cortical areas within each hemisphere are differentially involved in episodic and semantic memory functions of imagery. Implications for neuropsychological models of imagery, dual coding theory, and the episodic–semantic memory distinction are noted. (French abstract) (110 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptual selectivity, memory, and anti-Semitism.

The effect of attitude (anti-Semitism) upon perceptual accuracy and memory was studied. Ss scoring high and low in anti-Semitism were asked to identify photographs as being of Jewish or non-Jewish people. It was hypothesized that Ss scoring high in anti-Semitism would be more accurate in the identification of Jews, and that once having accomplished this task, the capacity to remember those identified as Jewish or not should be less accurate. The results confirmed the hypotheses. From Psyc Abstracts 36:04:4GD90P. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aging, source memory, and emotion.

In 2 experiments we assessed younger and older adults' ability to remember contextual information about an event. Each experiment examined memory for 3 different types of contextual information: (a) perceptual information (e.g., location of an item); (b) conceptual, nonemotional information (e.g., quality of an item); and (c) conceptual, emotional information (e.g., safety of an item). Consistent with a large literature on aging and source memory, younger adults outperformed older adults when the contextual information was perceptual in nature and when it was conceptual, but not emotional. Age differences in source memory were eliminated, however, when participants recalled emotional source information. These findings suggest that emotional information differentially engages older adults, possibly evoking enhanced elaborations and associations. The data are also consistent with a growing literature, suggesting that emotional processing remains stable with age (e.g., Carstensen & Turk-Charles, 1994, 1998; Isaacowitz, Charles, & Carstensen, 2000). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Schizophrenia, memory, and anticholinergic drugs.

Discusses the similarities between the memory impairments induced by anticholinergic drugs and those observed in schizophrenic patients. It is suggested that (1) the memory impairments observed in some schizophrenic patients may be a consequence of treatment with anticholinergic drugs given to combat the side effects of neuroleptics and (2) there is a memory deficit specifically associated with schizophrenia that resembles the one caused by anticholinergics. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aging, source memory, and misrecollections.

The authors propose an illusory recollection account of why cognitive aging is associated with episodic memory deficits. After listening to statements presented by either a female or a male speaker, older adults were prone to misrecollecting past events. The authors' illusory recollection account is instantiated in a new illusory recollection signal detection model that provides a better fit of older adults' data than does the standard signal detection model. They observed that age-related differences in source memory (as measured by source d′ scores) virtually disappear after accounting for the occurrence of illusory recollections. These data suggest that age-related source memory impairments are not due to older adults' remembering less diagnostic source information and having to guess more. Instead, older adults appear to misremember past events more often than younger adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extraversion, verbal learning, and memory.

Reviews the literature relating extraversion and human learning and memory. There appear to be several replicable differences in learning and memory between introverts and extraverts. Current theorizing emphasizes the concept of arousal and indicates that most of the obtained results are consistent with the notion that introverts are more chronically aroused than extraverts. While this approach appears to be a valuable one, several difficulties with such theorizing are noted. A major inadequacy in the work in this area is seen as the relative failure to use current advances in our understanding of the processes of storage and retrieval in the design of experiments and the subsequent interpretation of the results. (21/2 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affect, pain, and autobiographical memory.

Twenty-five young female undergraduates were tested on two occasions: once when they were experiencing menstrual pain of at least moderate severity and once when they were pain free. On each occasion, Ss rated their current levels of pain and affect and retrieved real-life events from their personal past. At the end of the second occasion, Ss were reminded of all of the events they had retrieved on either occasion, and then rated the pleasantness of these events at the time of their original occurrence. Results revealed that the impact of pain on autobiographical memory was wholly mediated by its influence on mood. That is, pain impeded access to memories of pleasant personal experiences, whereas it promoted the retrieval of unpleasant events only if pain was accompanied by an increase in unpleasant affect. Discussion centers on the clinical and cognitive implications of the present results, and on prospects for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review, recitation, and memory monitoring.

Investigated memory monitoring during the learning of word lists in 110 undergraduates in 2 experiments. Both experiments used a procedure in which the list was presented twice prior to each recall with Ss predicting recall during either the 1st or 2nd presentation. Ss who predicted during the 2nd presentation had the opportunity to review the entire list prior to making their predictions. Results of both experiments suggest that successful monitoring to decide the items that are already encoded (e.g., assessment through covert recall) did not occur during presentation of material but was restricted to recall trials. Reviewing the list had no effect on prediction accuracy when the material was homogeneous (Exp I) but was effective with heterogeneous materials (Exp II). The data from Exp II also show modest learning-to-predict and learning-to-learn effects (i.e., improvement over lists) for Ss predicting recall on the 2nd presentation. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Synesthesia and memory: Color congruency, von Restorff, and false memory effects.

In the current study, we explored the influence of synesthesia on memory for word lists. We tested 10 grapheme-color synesthetes who reported an experience of color when reading letters or words. We replicated a previous finding that memory is compromised when synesthetic color is incongruent with perceptual color. Beyond this, we found that, although their memory for word lists was superior overall, synesthetes did not exhibit typical color- or semantic-defined von Restorff isolation effects (von Restorff, 1933) compared with control participants. Moreover, our synesthetes exhibited a reduced Deese–Roediger–McDermott false memory effect (Deese, 1959; Roediger & McDermott, 1995). Taken as a whole, these findings are consistent with the idea that color-grapheme synesthesia can lead people to place a greater emphasis on item-specific processing and surface form characteristics of words in a list (e.g., the letters that make them up) relative to relational processing and more meaning-based processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recall memory, recognition memory, and the eyewitness confidence–accuracy correlation.

Research on the eyewitness confidence-accuracy correlation assesses the degree of insight that eyewitnesses have into the accuracy of their memories. Recently, researchers have begun to consider some of the variables that may facilitate or hinder such insight. In the present study with 205 college undergraduates, a previously unexamined influence on this correlation in the context of memory for details of a simulated crime was investigated. The authors hypothesized and found that recall memory conditions (in which no alternative answers were provided) were characterized by a higher eyewitness confidence–accuracy correlation than recognition memory conditions (in which alternative answers were provided). These findings are explained as a function of the availability of an ease-of-retrieval cue in recall memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships between metamemory, memory predictions, and memory task performance in adults.

A cross-sectional sample of adults recalled categorized word lists and narrative texts. Subjects gave performance predictions before each of 3 recall trials for each task. Older subjects had poorer memory performance and also predicted lower performance levels than did younger subjects. The LISREL models suggested (a) direct effects of memory self-efficacy (MSE) on initial predictions; (b) upgrading of prediction–performance correlations across trials, determined by direct effects of performance on subsequent predictions; (c) significant effects of a higher order verbal memory factor on MSE; and (d) an independent relationship of text recall ability to initial text recall performance predictions. These results lend support to the theoretical treatment of predictions as task-specific MSE judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)