Stem-cell-associated structural and functional plasticity in the aging hippocampus.

Aging frequently leads to a functional decline across multiple cognitive domains, often resulting in a severe reduction in life quality and also causing substantial care-related costs. Understanding age-associated structural and functional changes of neural circuitries within the brain is required to improve successful aging. In this review, the authors focus on age-dependent alterations of the hippocampus and the decline of hippocampal function, which are critically involved in processes underlying certain forms of learning and memory. Despite the dramatic reductions in hippocampus-dependent function that accompany advancing age, there is also striking evidence that even the aged brain retains a high level of plasticity. Thus, one promising avenue to reach the goal of successful aging might be to boost and recruit this plasticity, which is the interplay between neural structure, function, and experience, to prevent age-related cognitive decline and age-associated comorbidities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ionizing radiation impairs the formation of trace fear memories and reduces hippocampal neurogenesis.

Long-term cognitive impairments are a feared consequence of therapeutic cranial irradiation in children as well as adults. Studies in animal models suggest that these deficits may be associated with a decrease in hippocampal granule cell proliferation and survival. In the present study the authors examined whether whole brain irradiation would affect trace fear conditioning, a hippocampal-dependent task. Preadolescent (postnatal Day 21, PD 21), adolescent (PD 50), and postadolescent (PD 70) rats received single doses of 0 Gray (Gy), 0.3 Gy, 3 Gy, or 10 Gy whole brain irradiation. Three months after radiation treatment, a significant dose-dependent decrease in bromo-deoxyuridine positive cells was observed. Irradiation produced a dose-dependent decrease in freezing in response to the conditioned stimulus in all age groups. Interestingly, the authors found no differences in context freezing between irradiated and control groups. Further, there were no differences in delay fear memories, which are independent of hippocampus function. Our results strongly indicate that irradiation impairs associative memories dependent on hippocampus and this deficit is accompanied by a decrease in granule cell neurogenesis indicating that these cells may be involved in normal hippocampal memory function. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theoretical and computational analysis of skill learning, repetition priming, and procedural memory.

This article analyzes the relationship between skill learning and repetition priming, 2 implicit memory phenomena. A number of reports have suggested that skill learning and repetition priming can be dissociated from each other and are therefore based on different mechanisms. The authors present a theoretical analysis showing that previous results cannot be regarded as evidence of a processing dissociation between skill learning and repetition priming. The authors also present a single-mechanism computational model that simulates a specific experimental task and exhibits both skill learning and repetition priming, as well as a number of apparent dissociations between these measures. These theoretical and computational analyses provide complementary evidence that skill learning and repetition priming are aspects of a single underlying mechanism that has the characteristics of procedural memory. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Lesions of the fornix and anterior thalamic nuclei dissociate different aspects of hippocampal-dependent spatial learning: Implications for the neural basis of scene learning.

The present study used 2 different discrimination tasks designed to isolate distinct components of visuospatial learning: structural learning and geometric learning. Structural learning refers to the ability to learn the precise combination of stimulus identity with stimulus location. Rats with anterior thalamic lesions and fornix lesions were unimpaired on a configural learning task in which the rats learned 3 concurrent mirror-image discriminations (structural learning). Indeed, both lesions led to facilitated learning. In contrast, anterior thalamic lesions impaired the geometric discrimination (e.g., swim to the corner with the short wall to the right of the long wall). Finally, both the fornix and anterior thalamic lesions severely impaired T-maze alternation, a task that taxes an array of spatial strategies including allocentric learning. This pattern of dissociations and double dissociations highlights how distinct classes of spatial learning rely on different systems, even though they may converge on the hippocampus. Consequently, the findings suggest that structural learning is heavily dependent on cortico-hippocampal interactions. In contrast, subcortical inputs (such as those from the anterior thalamus) contribute to geometric learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The construction of the maternal brain: Theoretical comment on Kim et al. (2010).

Recently, there has been a spate of articles detailing the many and multifaceted alterations that define the Maternal Brain. The article by Kim et al. (2010) has provided a new “window” into the brain of the mother by the use of MRI showing structural changes in major regions over the period of the first few months, during which the intimate relationship between mother and infant forms. In this accompanying Commentary, we explore some connections between the animal work and the human data, and suggest some common pathways. In the end, it appears that maternal motivation, far from the intrinsic or instinctual state that many believe it to be, may, in fact, be attributable to many active processes “building” a responsive neural substrate. Like early brain development, itself a marvel of interacting genetic and environmental forces, the Maternal Brain may represent another developmental epoch in the life of the female. In this case, the alterations occur to promote the survival of subsequent generations and the care and protection of a most expensive mammalian metabolic and genetic investment. If so, is it possible that just as there are edifices that are poorly constructed and crumble at the first challenge by earthquake or hurricane, there may be defectively assembled maternal brains that fail in their task of caring adequately for young? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Repression, accessibility, and the translation of private experience.

This article explores two underlying assumptions of the structural deficits approach to psychoanalytic psychotherapy (e.g., Gedo, 1984; Kohut, 1984); (a) that the analyst must gain a knowledge of the patient's intrapsychic capacities through empathetic processes, and (b) that inaccessible memories are split off or repressed from expression within the analytic hour because the patient lacks the adequate intrapsychic capacities and structures to tolerate their associated affects. These assumptions are discussed within the context of contemporary views of multiple modes or forms of memory, repression, and the question of accessibility. It is concluded that the mechanisms of repression can operate at the stages of initial encoding as well as the retrieval stage and, consequently, that traumatic memory contents appearing to be relatively inaccessible may be so (a) because of active repression at the time of retrieval or (b) because a minimal number of associative connections have been established with other contents in memory. Thus, a greater portion of private experience is preconsciously available than would be suggested by the deficits approach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability.

Prior research offers limited insight into the types of work experiences that promote leadership skill development and the ways that the person and context shape the developmental value of these experiences. In this article, the authors develop a series of hypotheses linking leadership skill development to features of the experience (developmental challenge), person (learning orientation), and context (feedback availability). Based on 225 on-the-job experiences across 60 managers, their results demonstrate that the relationship between developmental challenge and leadership skill development exhibits a pattern of diminishing returns. However, access to feedback can offset the diminishing returns associated with high levels of developmental challenge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Olfactory learning and memory impairments following lesions to the hippocampus and perirhinal-entorhinal cortex.

The role of the hippocampus and perirhinal-entorhinal cortex was examined in an olfactory discrimination paradigm. Small neurotoxic lesions of the hippocampus (21% tissue damage) yielded relatively unimpaired olfactory retention across brief (30 s), intermediate (approximately 5 min), and 24-hr delays, whereas impairments were noted at 5-day retention intervals. Larger hippocampal lesions (63% tissue damage) spared memory at intermediate delays, with no impact at 8-day retention intervals. Aspiration lesions directed at the perirhinal-entorhinal cortex produced a variable performance pattern, with impairments noted at intermediate, 24-hr, and 5-day delays. Results suggest the hippocampus is not specifically involved in retaining olfactory information, with additional consideration given to the relationship between lesion size and memory impairment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Learning and generalization deficits in patients with memory impairments due to anterior communicating artery aneurysm rupture or hypoxic brain injury": Correction.

Reports an error in "Learning and generalization deficits in patients with memory impairments due to anterior communicating artery aneurysm rupture or hypoxic brain injury" by Catherine E. Myers, Ramona O. Hopkins, John DeLuca, Nancy B. Moore, Leo J. Wolansky, Jennifer M. Sumner and Mark A. Gluck (Neuropsychology, 2008[Sep], Vol 22[5], 681-686). Author Ramona O. Hopkins's name was misspelled as Romona O. Hopkins. (The following abstract of the original article appeared in record 2008-11707-013.) Human anterograde amnesia can result from a variety of etiologies, including hypoxic brain injury and anterior communicating artery (ACoA) aneurysm rupture. Although each etiology can cause a similarly severe disruption in declarative memory for verbal and visual material, there may be differences in incrementally acquired, feedback-based learning, as well as generalization. Here, 6 individuals who survived hypoxic brain injury, 7 individuals who survived ACoA aneurysm rupture, and 13 matched controls were tested on 2 tasks that included a feedback-based learning phase followed by a transfer phase in which familiar information is presented in new ways. In both tasks, the ACoA group was slow on initial learning, but those patients who completed the learning phase went on to transfer as well as controls. In the hypoxic group, 1 patient failed to complete either task; the remaining hypoxic group did not differ from controls during learning of either task, but was impaired on transfer. These results highlight a difference in feedback-based learning in 2 amnesic etiologies, despite similar levels of declarative memory impairment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning and generalization deficits in patients with memory impairments due to anterior communicating artery aneurysm rupture or hypoxic brain injury.

[Correction Notice: An erratum for this article was reported in Vol 22(6) of Neuropsychology (see record 2008-15268-012). Author Ramona O. Hopkins's name was misspelled as Romona O. Hopkins.] Human anterograde amnesia can result from a variety of etiologies, including hypoxic brain injury and anterior communicating artery (ACoA) aneurysm rupture. Although each etiology can cause a similarly severe disruption in declarative memory for verbal and visual material, there may be differences in incrementally acquired, feedback-based learning, as well as generalization. Here, 6 individuals who survived hypoxic brain injury, 7 individuals who survived ACoA aneurysm rupture, and 13 matched controls were tested on 2 tasks that included a feedback-based learning phase followed by a transfer phase in which familiar information is presented in new ways. In both tasks, the ACoA group was slow on initial learning, but those patients who completed the learning phase went on to transfer as well as controls. In the hypoxic group, 1 patient failed to complete either task; the remaining hypoxic group did not differ from controls during learning of either task, but was impaired on transfer. These results highlight a difference in feedback-based learning in 2 amnesic etiologies, despite similar levels of declarative memory impairment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of ethanol and caffeine on behavior in C57BL/6 mice in the plus-maze discriminative avoidance task.

Introduction: Caffeine is frequently consumed concurrent to or immediately following ethanol consumption. Identifying how caffeine and ethanol interact to modulate behavior is essential to understanding the co-use of these drugs. The plus-maze discriminative avoidance task (PMDAT) allows within-subject measurement of learning, anxiety, and locomotion. Methods: For training, each mouse was placed in the center of the plus-maze for 5 min, and each time that the mouse entered the aversive enclosed arm, a light and white noise were turned on. At testing, each mouse was returned to the center of the maze for 3 min. No cues were turned on during testing. Results: Ethanol (1.0–1.4 g/kg) dose-dependently decreased anxiety and learning, and increased locomotion. Caffeine (5.0–40.0 mg/kg) dose-dependently increased anxiety and decreased locomotion and learning. Caffeine failed to reverse ethanol-induced learning deficits. However, 1.4 g/kg ethanol blocked the anxiogenic effect of caffeine. Discussion: Although caffeine and ethanol interact to modulate behavior in the PMDAT, caffeine does not reverse ethanol-induced learning deficits. Ethanol-induced anxiolysis may contribute to alcohol consumption, while ethanol’s blockade of caffeine-induced anxiogenesis may contribute to co-use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retrospective reports on the causes of decisions: Correction to Wright and Rip.

Reports an error in the original article by Peter Wright and Peter D. Rip (Journal of Personality and Social Psychology, 1981, Vol. 40, No. 4, pp. 601-614). The first sentence on page 607 refers to the cells of Table 1 incorrectly. (The following abstract of this article originally appeared in record 1982-05780-001.) Two experiments examined a person's ability to retrieve valid memories of the causes of prior judgments of preference. In Exp I, 140 high school students and their parents judged profiled colleges in a within-S design, reported his or her reactions to the colleges' features, and guessed the reactions of the other family members. The self-reports were more accurate than the guesses by the observers, implying that the self-reports did not stem from a public theory of the actor. In Exp II, 48 high school sophomores either judged colleges after exposure to information that influenced which features drew strong reactions or received no information. Ss then received either instructions motivating careful retrieval and candid reporting of memories or ones motivating the reporting of certain reactions to impress others. The Ss motivated to try retrieval achieved higher accuracy than 24 graduate student observers who tried to infer the S's reactions from knowledge of the overt judgments. Results suggest that accurate retrieval-based reporting of earlier misjudgment reactions to attributes of a stimulus may be possible. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exercise improves memory acquisition and retrieval in the Y-maze task: Relationship with hippocampal neurogenesis.

Enhanced physical activity is associated with improvements in cognitive function in rodents as well as in humans. The authors examined in detail which aspects of learning and memory are influenced by exercise, using a spatial Y-maze test combined with a 14-day exercise paradigm at different stages of learning. The authors show that 14 days of wheel running promotes memory acquisition, memory retention, and reversal learning. The exercise paradigm that was employed also significantly increased the number of maturing neurons, suggesting that an increase in neurogenesis underlies the positive effects of exercise on Y-maze performance. Finally, the authors show that memory acquisition in itself does not have a major impact on the number of immature neurons. However, memory retention testing and reversal learning both cause a significant reduction in the number of doublecortin and Ser133- phosphorylated pCREB-positive cells, indicating that a decrease in neurogenesis might be a prerequisite for optimal memory retrieval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental change in the relation between simple and complex spans: A meta-analysis.

In the present meta-analysis the effects of developmental level on the correlation between simple and complex span tasks were investigated. Simple span–complex span correlation coefficients presented in 52 independent samples (7,060 participants) were regressed on a variable representing mean age of sample (range: 4.96–22.80 years), using analyses adapted for meta-analytic purposes. The results showed strong positive relations between mean age of sample and simple span–complex span correlation coefficients, suggesting that the relation between simple and complex span tasks became stronger with increasing age. These results could not be accounted for by study-related differences in measurement reliability, restricted range, or sample size. A new theoretical account explaining these findings is outlined. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Exploring the neural organization of person-related knowledge: Lateralization of lesion, category specificity, and stimulus modality effects.

While it is generally agreed that the right fusiform gyrus is specialized for face recognition, the question of whether knowledge about persons is lateralized in the temporal lobes is more contentious. Does knowledge about people differ from other kinds of object knowledge with respect to brain laterality? Are side-of-lesion effects mediated by stimulus modality? This study aimed to investigate these questions by comparing patients with left temporal (LT) (n = 8) and right temporal (RT) (n = 11) lesions to control subjects (n = 12) on verbal and visual tests of people, buildings, and objects. The RT group was impaired at recognizing famous faces, but not at choosing the picture of a famous building or a famous name from nonfamous distracters. The LT group was impaired at naming people, buildings, and objects, regardless of stimulus modality. When presemantic processing was controlled for, neither patient group was impaired in producing person-specific knowledge to faces or names, supporting the notion that semantic knowledge for people as for other kinds of objects, is stored in a distributed network across both hemispheres, regardless of stimulus modality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Temporal contexts: Filling the gap between episodic memory and associative learning.

People can create temporal contexts, or episodes, and stimuli that belong to the same context can later be used to retrieve the memory of other events that occurred at the same time. This can occur in the absence of direct contingency and contiguity between the events, which poses a challenge to associative theories of learning and memory. Because this is a learning and memory problem, we propose an integrated approach. Theories of temporal contexts developed in the memory tradition provide interesting predictions that we test using the methods of associative learning to assess their generality and applicability to different settings and dependent variables. In 4 experiments, the integration of these 2 areas allows us to show that (a) participants spontaneously create temporal contexts in the absence of explicit instructions; (b) cues can be used to retrieve an old temporal context and the information associated with other cues that were trained in that context; and (c) the memory of a retrieved temporal context can be updated with information from the current situation that does not fit well with the retrieved memory, thereby helping participants to best adapt their behavior to the future changes of the environment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Implicit false memory in the DRM paradigm: Effects of amnesia, encoding instructions, and encoding duration.

Recent studies with the Deese/Roediger–McDermott (Deese 1959; Roediger & McDermott, 1995) paradigm have revealed that amnesic patients do not only show impaired veridical memory, but also diminished false memory for semantically related lure words. Due to the typically used explicit retrieval instructions, however, this finding may reflect problems at encoding, at recollection, or both. Therefore, the present experiments examined implicit as well as explicit false memory in patients suffering from Korsakoff’s syndrome and controls. In Experiment 1, encoding instructions either focused on remembering individual list words, or on discovering semantic relationships among the words. In Experiment 2, different presentation durations were used. Results emphasize the distinction between automatic and intentional retrieval: Korsakoff patients’ veridical and false memory scores were diminished when explicit recollection was required, but not when memory was tested implicitly. Encoding manipulations only significantly affected veridical memory: Priming was reduced with thematic encoding, and explicit retrieval was facilitated when given more study time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of white matter lesions, cerebrel atrophy, and APOE on cognition in older persons with and without dementia: The Cache County, Utah, study of memory and aging.

Neuropsychological, qualitative, and quantitative magnetic resonance imaging findings were examined in subjects with Alzheimer's disease (AD), non-AD dementia or mixed neuropsychiatric disorder, subjects characterized as mild/ambiguous, and controls, all with known apolipoprotein E (APOE) genotype. Neuropsychological tasks included an expanded Consortium to Establish a Registry for Alzheimer's Disease (J. T. Tschanz et al., 2000; K. A. Welsh, J. M. Hoffman, N. L. Earl, & M. W. Hanson 1994) battery and the Mini-Mental Status Examination (M. F. Folstein, S. E. Folstein, & P. R. McHugh, 1975). Periventricular white matter lesions were the most clinically salient, and generalized measures of cerebral atrophy were the most significant quantitative indicators. APOE genotype was unrelated to imaging or neuropsychological performance. Neuropsychological relationships with neuroimaging findings depend on the quantitative method used. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contribution of spelling instruction to the spelling, writing, and reading of poor spellers.

The contribution of supplemental spelling instruction to spelling, writing, and reading was examined. Second-grade children experiencing difficulties learning to spell participated in 48 20-min sessions designed to improve their spelling skills. In comparison with peers in a contact control condition receiving mathematics instruction, students in the spelling condition made greater improvements on norm-referenced spelling measures, a writing-fluency test, and a reading word-attack measure following instruction. Six months later, students in the spelling treatment maintained their advantage in spelling but not on the writing-fluency and reading word-attack measures. However, spelling instruction had a positive effect at maintenance on the reading word-recognition skills of children who scored lowest on this measure at pretest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Higher cortical functions and the ego: Explorations of the boundary between behavioral neurology, neuropsychology, and psychoanalysis.

This article explores current thinking about brain organization and the potential bridging of various neuropsychological and psychoanalytic ideas. The focus is on the potentially vital, direct, and generally unappreciated connection of basic neuropsychological ideas to equally basic psychoanalytic constructs, particularly around concepts of drive, affect, and ego, and in terms of the corticolimbic, frontal-posterior, and lateral axes of brain organization. In terms of the corticolimbic axis, I suggest that Freud's basic model of the mind, in which the ego mediates between an internal drive milieu and perceptions of external reality, bears a remarkable resemblance to recent notions in behavioral neurology about the hierarchical organization of the cortex and the limbic system. In terms of the left-right lateral axis of organization, the affective (as opposed to more strictly cognitive) aspects of lateralization are linked to concepts suggesting right hemisphere cognitive processing in transference phenomena. Transference, although clinically complex, has consistent common denominators linking it with right hemisphere functions; it may be universal because it is neuropsychologically elemental. Empirical findings of right hemisphere involvement in affect may be due to the... (PsycINFO Database Record (c) 2010 APA, all rights reserved)