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Memory

September 2009. PSYC3013 Cognitive Neuropsychology 2009. 3. Memory. What is memory?Group of mechanisms/processes thru which experience shapes us, changing our brains

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Memory

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    1. Prof. Marilyn Lucas. Memory Acknowledge larger project of 5 staff, 2 RA’s, and studentsAcknowledge larger project of 5 staff, 2 RA’s, and students

    2. Memory Memory is the basis of experience and perception of self It is who we are Prof. Marilyn Lucas. Memory

    3. September 2009 PSYC3013 Cognitive Neuropsychology 2009 3 Memory What is memory? Group of mechanisms/processes thru which experience shapes us, changing our brains & behaviour What is memory for? Holding on to the details of everyday life Holding information in mind for just a short time while we work on it Remembering the events of our lives and the people who inhabit them Identifying, appreciating & responding appropriately to various objects & situations and interactions between them Capturing the regularities in the world, the correlations & patterns of co-occurrence Pathway to ‘self’

    4. Memory processes Encoding (requires attention) Learning/rehearsal (requires working memory) Consolidation (hippocampus: left/right) Storage (sensory areas, brain stem) Retrieval Free recall of information (hippocampus) Cued recall of information (frontal lobe circuits) Recognition of information (frontal lobe circuits) Forgetting gradient Prof. Marilyn Lucas. Memory

    5. Conceptualising Memory systems Time: Retrograde ; Anterograde (Amnesia) Before and after an event Length: Short term; long term 7ą ‘bits’ of auditory information 4/5 ‘bits’ of spatial information Working memory Gradient : recent remembered better than remote Prof. Marilyn Lucas. Memory

    6. September 2009 PSYC3013 Cognitive Neuropsychology 2009 6 Temporal aspects of amnesia

    7. Short term memory Limited capacity Only accommodates a few thoughts New thoughts ‘oust’ the old ones Thoughts quickly degrade Rare to be impaired, but certain brain infections and damage lead to living in the present only Rapid access Prof. Marilyn Lucas. Memory

    8. Short term: Digit span forward 384 5397 28169 846253 6594821 41759386 Prof. Marilyn Lucas. Memory

    9. Short term: Visuospatial Prof. Marilyn Lucas. Memory

    10. What do you recall? Prof. Marilyn Lucas. Memory

    11. Working memory Fully formed perceptions are manipulated Typically maximum of 4-5 bits of information Some are held ‘on line’ while others are actively processed Developmentally late, possibly only in humans, may differentiate humans from Neanderthals. Prof. Marilyn Lucas. Memory

    12. Working memory On-line temporary store Somewhere in between short and long! Baddeley (1986) Four components Central executive Articulatory phonological loop Visuospatial sketchpad Episodic buffer

    13. Long term: Taxonomy Various memory systems Apparently limitless but restricted input-output Delineated on the basis of neural pathways in the brain Damage to different brain structures leads to different memory difficulties Extensively researched Prof. Marilyn Lucas. Memory

    14. Memory systems of LTM Declarative Procedural Prof. Marilyn Lucas. Memory

    15. LTM: Procedural Memory Habit memory Procedural memory Outside of conscious memory Acquired through experience Rules e.g. social norms Skills e.g. driving, cycling, skate boarding Perceptual motor tasks e.g. knowing the way Priming Prof. Marilyn Lucas. Memory

    16. LTM: Declarative Memory Episodic Accessible to conscious awareness Date linked (tagged) facts & events Autobiographical memory and ‘I’ (self) Autobiographical and flashbulb memories Semantic Accessible to conscious awareness Memory for information and facts that are not time tagged. Eg. Grammar, definitions of words, … Prof. Marilyn Lucas. Memory Early autobiographical memories may depend on awareness of self. Personal pronoun use is in the end of second year of life. Recognition of self in mirror and photos 18 months. Flashbulb memories are stored emotionally, as they are, light photos, missing the cortical components of the brain. Early autobiographical memories may depend on awareness of self. Personal pronoun use is in the end of second year of life. Recognition of self in mirror and photos 18 months. Flashbulb memories are stored emotionally, as they are, light photos, missing the cortical components of the brain.

    17. September 2009 PSYC3013 Cognitive Neuropsychology 2009 17 Episodic Declarative memory Dysfunction & Damage Medial temporal lobe damage as a result of… Herpes simplex encephalitis Vascular accident (stroke, aneurysm) Hypoxic ischemia: reduced oxygenation of the brain Closed head injury Bilateral electroconvulsive therapy Alzheimer’s Disease (AD) Midline diencephalic damage as result of… Korsakoff’s disease: brain disorder caused by lack of thiamine (B1) Vascular accident Third ventricle tumors

    18. Memory complaints: declarative Age related: recent memory retrieval from long term storage AD: i) early and profound deficit in recent memory function – not just a problem of retrieval but a impairment in consolidating and retaining new information in long term memory storage. ii) impaired chronological memory with difficulty in recalling event times in relation to each other. iii) impairment in source memory (who said what). iv) intrusion errors. Prof. Marilyn Lucas. Memory

    19. Other deficits in AD v) expressive language deficits that impair the formation of sentences vi) subtle visuospatial deficits (directional sense) Prof. Marilyn Lucas. Memory

    20. Remote memory First memories are smell induced Why memories before 2 years of age are not recalled Require axon growth Long term potentiation Neurotransmitters Sense of self Prof. Marilyn Lucas. Memory

    21. Neuroanatomy : where in the brain? Widespread but nevertheless localised Classic studies: HM (1953), NA (1960) Bilateral removal of hippocampi – anterograde amnesia but short term memory intact Dorsomedial nucleus of the thalamus – anterograde amnesia Penfield’s studies of association area of temporal lobe led to recall of remote memories (1950’s) Prof. Marilyn Lucas. Memory Various cortical areas involved with declarative memory but some classic case studies. Various cortical areas involved with declarative memory but some classic case studies.

    22. Cortical areas Prof. Marilyn Lucas. Memory

    23. Limbic system and hippocampus Prof. Marilyn Lucas. Memory

    24. Diencephalon Thalamus Structure and function: Complex relay station Major sensory/motor inputs to/from ipsilateral cerebral hemisphere Thalamocortical connections Reciprocal connections to basal ganglia, cerebellum, neocortex & medial temporal lobes

    25. Measuring Memory The job of the Neuropsychologist Clinical Interview Assessment Comparison of results to interview Conclusions and Recommendations Prof. Marilyn Lucas. Memory

    26. Measuring memory Screening instruments General tour of functioning by domain Measuring the most commonly vulnerable skills: neurological, psychiatric, psychological, stress, medical conditions, etc. Declarative memory for facts Verbal Nonverbal: spatial Working memory Specific instruments Batteries Individual tests Prof. Marilyn Lucas. Memory

    27. Screening instruments MMSE Cerad Cantab Test Your Memory MoCa WMS-IV Language – expression, writing, naming, fluency Visuospatial – drawing shape e.g. cube Arithmetic Long term memory – president New learning, recognition, recall Attention Orientation Reasoning Prof. Marilyn Lucas. Memory

    28. Domains Sensory - input Motor - output Higher Cognitive skills Attention Memory Executive Function Language Vision Prof. Marilyn Lucas. Memory

    29. Declarative test styles List learning Paragraph learning Picture learning Face recognition Shape learning Presentation styles : Exposure, distraction, recall, delayed recall Prof. Marilyn Lucas. Memory

    30. Tests Batteries Comprehensive Time consuming Objective Reliability of norms Standardised administration Process approach Measure difficulty only May miss deficits Client individuality acknowledged Needs expert to interpret Prof. Marilyn Lucas. Memory

    31. Modality of testing Computer Standardised scores Precise measurements Sensitive measures Shorter administration times Reduction in examiner effects Easy transportation - laptop Paper and Pencil More informative More user-friendly for older age groups Better able to assess all modalities of memory in all sensory domains Provide qualitative information Prof. Marilyn Lucas. Memory

    32. In conclusion Memory involves more than one system in the brain Some systems more vulnerable than others Measuring memory needs specific tests, but Needs to be assessed in context of other emotional, cognitive, and behaviour functions Prof. Marilyn Lucas. Memory

    33. Thank you! Prof. Marilyn Lucas. Memory

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