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Class 14, December 15

Class 14, December 15. Memory Executive Function Profiles. Les Tres Riches Heures. Memory. Memory Mnemonic Mind Topic. Mary Cruthers, The Art of Memory. Memory. Implicit- Explicit Declarative - non declarative Conscious - unconscious STM, LTM, WM Iconic, echolalic

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Class 14, December 15

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  1. Class 14, December 15 • Memory • Executive Function • Profiles Les Tres Riches Heures

  2. Memory • Memory • Mnemonic • Mind • Topic Mary Cruthers, The Art of Memory

  3. Memory • Implicit- Explicit • Declarative - non declarative • Conscious - unconscious • STM, LTM, WM • Iconic, echolalic • Episodic, semantic • procedural • Visual, motor, auditory, haptic, kinesthetic • Topos, faces, associative Next, I’ll give you 30 secs to examine some images then do a maze and finally recall & write down the images.

  4. Baddeley and Hitch consolidation 3 sec. Unlimited span Working memory

  5. System of Disparate Parts • Phono store = Linferior Parietal Cortex, L supramarginal gyrus • V-S store = R inferior Parietal+ dorso-lateral cortices • Long term memory: L&R MTL, hippocampus, amygdala • Explicit (conscious): prefrontal association areas, hippocampus • Implicit (unconscious - skills and habits): neocortex, striatum • Associative • Etc.

  6. Conscious - Unconscious; Explicit - Implicit: Declarative - Nondeclarative 1. Declarative (explicit) • Memories for facts and events • Recollected consciously • Dependent on medial temporal lobe (e.g., hippocampus)and midline nuclei of thalamus • Flexible; applied readily to novel situations • Impaired in amnesic patients (e.g., H. M.) • Key to learning MIT Open Courseware: Vincent CK Cheung McGovern Institute for Brain Research, MIT, 10/1/’07

  7. 2. Non-declarative (implicit) • Expressed through performance without any necessary requirement of conscious memory content • Many different types: skills and habits etc. • Dependent on diverse neural structures Independent of medial temporal lobe and midline nuclei • Tends to be inflexible / specific to learning condition • Spared in amnesic patients MIT Open Courseware: Vincent CK Cheung McGovern Institute for Brain Research, MIT, 10/1/’07

  8. Different types of non-declarative memory 1. Reflexes 2. Habituation / sensitization 3. Classical conditioning 4. Priming 5. Perceptual skills 6. Motor skills (with subtypes) 7. Discovery of rules or categories 8. High level cognitive skills

  9. Figure: MIT OpenCourse Ware Source Squire and Knowlton (200), p.776

  10. Cognitive Stage active thinking requires Associative Stage sterotyped actions - less reliance on rules or protocols Autonomous stage automatic Massed practice/immediate gains Spaced out/ more efficient, better retention Consolidation (sleep) Power law - diminishing returns Three Stage for skill learning Gluck, Mercado, Myers

  11. Baddeley and Hitch

  12. Baddeley and Hitch Phonological store Articulatory Feedback Perisylvan region Broca’s region Baddeley

  13. Visual - Spatial Sketchpad • Visual and Spatial seem to be handled separately - strong interactions • Less practiced than phonological loop and more reliant on the executive • Issue in ADD population

  14. Role of Executive • Switching attention between tasks • Planning sub-tasks to achieve a goal • Selective attention and inhibition • Updating and checking contents of working memory

  15. Dopamine Five receptors, does not cross the blood- brain barrier made in the brain -production can be stimulated by Methylphenidate.

  16. Study 2

  17. The WM construct reflects the interface between attention and memory. • Focus attention as well as inhibit • Dichotic listening w/ name in inhibited ear 20% of hi WM; 65% of Low WM

  18. Working Memory Capacity correlates w/ higher order cognitive tasks: • Reading, listening comprehension • Following oral and spatial directions • Vocabulary learing from context • Note taking in class • Writing • hypothesis generaion • Playing bridge

  19. Attention and Memory • An important factory underlying individual variation in WMC is attention control - compelling evidence • WM plays an important role in the broader aspects of cognition • It predicts school performance

  20. Consequence • When integrating or associating new information with old, it is important to keep both available and active. It is expected that high spans should benefit more from having the prior knowledge

  21. Difficulty maintaining goal associated w/ low span WM • Dichotic listening • Saccada test - flashing lights • Kane & Engle (2003) varied the STOOP test so that there were few fewer incongruent items - this decreased the scores of Low Spans. • This premise that WM is about selective attention and remembering goal related material - leads to associations with self-control, self- regulation

  22. Can WMC be improved? • McNamara & Scot (2001) - yes in study for verbal span - strategy use - chaining/ creating sentences • Turkley-Ames & Whitfield (2003) study N=390 yes for WMC (strategies were rehearsal, visual imagery and forming semantic associations • Repeated practice - Klingberg / Holmes

  23. Dopamine Five receptors, does not cross the blood- brain barrier made in the brain -production can be stimulated by Methylphenidate.

  24. Sleep

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