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PubMed1981

Acquired learning disability for reading after left temporal lobe damage in childhood.

A 6-year-old boy developed hemorrhage in the left temporal lobe and subsequently underwent left temporal lobectomy. Afterwards, he was completely unable to learn to read or write. Psychological tests showed impairment in verbal learning and memory, with right ear and right visual field superiority in verbal perception. A Wada test showed no aphasia after right carotid injection. We conclude that damage to the speech-dominant temporal lobe resulted in the inability to learn to read or write. Despite the lesion, speech remained strongly lateralized to the left hemisphere, accounting for the right-sided advantage in verbal perception. Some patients with developmental dyslexia may have dysfunction of a strongly dominant left hemisphere rather than a delay or incompleteness of language lateralization.

Adult↗
PubMed2005

Age-related change in neural processing of time-dependent stimulus features.

Aging is associated with changes in automatic processing of task-irrelevant stimuli, and this may lead to functional disturbances including repeated orienting to nonnovel events and distraction from task. The effect of age on automatic processing of time-dependent stimulus features was investigated by measurement of the auditory mismatch negativity (MMN) in younger (18-23) and older (55-85) adults. Amplitude of MMN recorded during a paradigm involving low-probability deviation in interstimulus interval (from 500 ms to 250 ms) was found to be reduced in the older group at fronto-central sites. This effect was paralleled by, and correlated to, decreased sensory gating efficiency for component N1 recorded during a separate paradigm involving alternate presentation of auditory stimuli at long (9 s) and short (0.5 s) interstimulus intervals. Further, MMN amplitude was correlated to behavioral performance on a small subset of neuropsychological tests, including the Rey Auditory Verbal Learning Test, within a group of healthy older adults. The results support the hypothesis that aging is associated with declines in automatic processing of time-dependent stimulus features, and this is related to cognitive function. These conclusions are considered in the context of age-related declines in prefrontal cortex function and associated increases in susceptibility to task-irrelevant stimuli.

Acoustic Stimulation↗
PubMed2006

Verbal memory performance of mildly to moderately depressed outpatient younger adults.

BACKGROUND: Memory impairment is associated with major depression. Studies on young adults are, however, rare and show inconsistent and contradictory results. The present study investigated the relationship between mild to moderate depression and verbal memory functioning in a relatively large sample of young, non-psychotic, mainly non-medicated outpatients. METHODS: Fifty-seven clinically depressed were compared to 42 previously depressed and 46 never depressed controls on the California Verbal Learning Test. RESULTS: No difference in verbal memory functioning appeared between the three groups, and no difference were obtained between first-episode depressed individuals and individuals with recurrent depression. LIMITATIONS: The study was cross-sectional and prospective studies are needed to confirm our findings. CONCLUSIONS: Our results suggest that relatively young, non-medicated outpatients with mild to moderate depression are not affected by verbal memory impairments.

Adult↗
PubMed2006

COMT val108/158met genotype, cognitive function, and cognitive improvement with clozapine in schizophrenia.

Preliminary evidence suggests that a single nucleotide polymorphism (SNP), the val108/158met SNP, within the gene that codes for catechol-O-methyltransferase (COMT), a key enzyme involved in regulating dopamine (DA) transmission within the prefrontal cortex (PFC), is related to cognitive function in schizophrenia and cognitive improvement with atypical antipsychotic drugs (APDs). Specifically, several studies have identified an association between working memory and executive functions, and COMT val108/158met genotype in schizophrenia; although there have been several negative findings that are likely related to small sample sizes and, possibly, medication status of patients at the time of testing. The association between COMT val108/158met genotype, cognitive function, and cognitive improvement with clozapine was investigated in a relatively large prospective sample of patients with schizophrenia, most of whom were unmedicated at baseline. Patients were genotyped for the COMT val108/158met SNP after completing a cognitive battery consisting of tests of attention, working memory, verbal learning and memory, executive function, and verbal fluency at baseline and after 6 weeks and 6 months of treatment with clozapine. Consistent with several previous studies, an association between COMT genotype and tests of executive function and working memory was identified at baseline. In addition, a novel interaction between genotype and improvement on tests of attention and verbal fluency was identified. Specifically, met homozygous and val/met heterozygous patients demonstrated significantly greater improvement than val homozygous patients following 6 months of treatment with clozapine. The results are discussed in relation to previous cross-sectional studies and prospective investigations of the associations between COMT genotype, cognition, and cognitive improvement with atypical APDs in schizophrenia.

Adult↗
PubMed2002

Memory outcome after selective amygdalohippocampectomy: a study in 140 patients with temporal lobe epilepsy.

PURPOSE: The technique of selective amygdalohippocampectomy (SAH) was originally developed in epilepsy surgery to spare unaffected brain tissue from surgery, thus minimizing the cognitive consequences of temporal lobe surgery. The results of previous studies, however, are equivocal in this regard. This study evaluated memory after SAH in a large sample of patients with mesial temporal lobe epilepsy. METHODS: The 140 patients received material-specific memory tests before and 3 months after unilateral SAH. RESULTS: Significant declines in all aspects of verbal learning and memory were found particularly for the left resected group. With reliability-of-change indices, a high number of patients showed postoperative verbal memory declines, < or = 51% in left SAH and < or = 32% in right SAH. For left SAH, a higher preoperative verbal memory performance, a lower preoperative nonverbal memory score, an older age at surgery, and a later onset of epilepsy predicted a stronger decline in verbal memory. After right SAH, the risk for a verbal memory decline was slightly increased when patients had surgical complications or a presurgical evaluation with bilateral intrahippocampal depth electrodes. Results concerning nonverbal memory were less clear. CONCLUSIONS: The results clearly indicate, that particularly left SAH can lead to a significant decline in memory functions. Predictors of postoperative verbal memory were similar to those reported for temporal lobectomy. Postoperative deteriorations were broader and stronger in our study than in previous studies. We discuss methodologic differences (sample size, retest interval, extent of resection) and other factors as possible reasons.

Adult↗
PubMed2006

Differences in visual vs. verbal memory impairments as a result of focal temporal lobe damage in patients with traumatic brain injury.

PRIMARY OBJECTIVE: The aim of the present study was to determine whether the type of lesion in a sample of moderate and severe traumatic brain injury (TBI) was related to material-specific memory impairment. METHODS AND PROCEDURES: Fifty-nine patients with TBI were classified into three groups according to whether the site of the lesion was right temporal, left temporal or diffuse. Six-months post-injury, visual (Warrington's Facial Recognition Memory Test and Rey's Complex Figure Test) and verbal (Rey's Auditory Verbal Learning Test) memories were assessed. MAIN OUTCOME AND RESULTS: Visual memory deficits assessed by facial memory were associated with right temporal lobe lesion, whereas verbal memory performance assessed with a list of words was related to left temporal lobe lesion. The group with diffuse injury showed both verbal and visual memory impairment. CONCLUSIONS: These results suggest a material-specific memory impairment in moderate and severe TBI after focal temporal lesions and a non-specific memory impairment after diffuse damage.

Adolescent↗
PubMed1985

Neuropeptides in human memory and learning processes.

The neuropeptides vasopressin, adrenocorticotropin (ACTH), and beta-endorphin seem to have important effects on memory and learning. Animal studies attempting to demonstrate these effects are difficult to interpret because of the complexity of behavior that is described as "learning" and the impossibility of assessing verbal learning in animals. This article therefore reviews some of the animal literature on neuropeptides and learning, but focuses primarily upon studies in humans, both in normal volunteers and in patients with neurological disorders. Vasopressin enhances learning under some conditions. Intranasal administration has been associated with improvement on psychometric tests in patients with mild Alzheimer's disease and Korsakoff's psychosis, although these findings are not uniform. It improves performance on memory tests in normal volunteers, but does not seem to improve the memory deficit after head trauma. Cerebrospinal fluid levels are low in patients with Alzheimer's disease. ACTH and melanocyte-stimulating hormone (MSH) are two peptides the primary behavioral effect of which seems to be on attention or goal-motivated behavior rather than on memory processes themselves. Visual discrimination and the ability to continue repetitive tasks are enhanced; in mentally retarded subjects, the administration of ACTH or MSH improves performance on a variety of neuropsychological tests. It does not, however, improve cognitive function in the elderly. Endogenous opioids including beta-endorphin and met-enkephalin seem to have primarily an amnesic effect in animal studies. Their role in human learning is still uncertain, although naloxone, which antagonizes their effects, has been associated with improved cognitive performance in patients with Alzheimer's disease. These data underscore the complexity of the processes associated with human memory and the rudimentary state of our present knowledge. Whatever the mechanisms, however, vasopressin, ACTH, and endogenous opioids seem to have important effects upon memory.

Adrenocorticotropic Hormone↗
PubMed2003

Residual hippocampal atrophy in asphyxiated term neonates.

BACKGROUND AND PURPOSE: Previous studies have shown the hippocampus and basal ganglia to be highly sensitive to hypoxic-ischemic insult. The authors' aim was to evaluate the long-term effects of perinatal asphyxia (PA) on the hippocampus and caudate nucleus in a group of participants born at term and who met the criteria for hypoxic-ischemic encephalopathy (HIE). Additionally, the authors looked for damage in other brain regions using voxel-based morphometry (VBM). METHODS: The sample consisted of 13 participants (8 boys and 5 girls) with a mean age at study of 16.23 years (+/- 2.89) with antecedents of perinatal asphyxia, diagnosed as moderate hypoxic-ischemic encephalopathy. A group of 13 healthy adolescents matched for age, sex, educational level, and social background were recruited as a comparison group. MR scans were acquired on a 1.5T Signa (General Electric, Milwaukee, WI) to evaluate hippocampal and caudate volumes and to perform VBM analysis. Finally, Rey's Auditory Verbal Learning Test was administered to evaluate verbal long-term memory. RESULTS: HIE participants were found to have bilateral hippocampal atrophy (P = .015) and gray matter damage in temporal and frontal lobes. The caudate nucleus showed no atrophic changes in PA participants, and VBM analysis did not reveal other consistent brain abnormalities. Verbal long-term memory was slightly worse in HIE participants. CONCLUSIONS: These findings indicate that PA produces hippocampal and other nonspecific long-term damage, which cannot be compensated for by plasticity mechanisms. However, this damage does not preclude normal development and scholarship.

Adolescent↗
PubMed1993

[Postictal aphasia and its generating mechanism in 3 patients with localization-related epilepsy].

Semiology of postictal aphasia as well as its generating mechanism involving both the epileptogenic zone and language area has not yet been sufficiently elucidated. Therefore, postictal aphasias were studied in 3 patients with localization-related epilepsy. Postictal motor aphasia was observed in a patient (patient 1) with frontal lobe epilepsy whose recovery of language function progressed from loss of language function, to Broca's aphasia, and eventually to poor spontaneous speech. Postictal sensory aphasia was observed in 2 patients (patient 2 and 3) with temporal lobe epilepsy whose recovery of language function progressed from loss of language function, to jargon, and eventually to circumlocutory anomic speech. Both patient 2 and 3 did not show fluent speech. Seizure manifestations, EEG, IMP-SPECT and MRI indicated that epileptogenic zones were in the left frontal lobe including Broca's area in patient 1, the mesial part of the left temporal lobe in patient 2, and the middle and posterior part of the left temporal lobe including Wernicke's area in patient 3. A postictal verbal dichotic listening test showed the reduction of correct responses by right ear in the patient 3. Postictal auditory verbal learning tests showed the impairment of verbal memorization in patient 2 and 3. The impairment of verbal memorization was particularly marked in patient 2. These results suggest that 1) the characteristics of postictal motor and sensory aphasia are clearly elucidated by analyzing the sequence of recovery from postictal language dysfunction, 2) postictal aphasia is generated by the epileptogenic zone involving the language area or the ictal discharges propagating to the language area, and 3) not only the disturbance of language function, but also the impairment of verbal memorization seems to participate in the disturbance of repeating and understanding sentences in the patient with postictal sensory aphasia.

Adult↗
PubMed1996

Memory functions in human subjects with different apolipoprotein E phenotypes during a 3-year population-based follow-up study.

The apolipoprotein E epsilon4 allele is the most common risk factor for Alzheimer's disease (AD). The epsilon2 allele may play a protective role in AD. Our previous cross-sectional study showed that in non-demented elderly subjects the epsilon2 allele is associated with better learning ability than other alleles. We wished to investigate the influence of different apolipoprotein E (apoE) phenotypes on cognitive functions in a 3-year follow-up study starting with a random sample of 917 non demented elderly subjects. Episodic memory was examined with the List Learning Test (Buschke's selective reminding method), as well as with immediate and delayed recall of figures. Retrieval from semantic memory was assessed with the Category and Verbal Fluency tests. Constructional abilities were examined by copying figures. Attention functions were examined with the Trail Making A and B tests. A total of 632 subjects completed the 3-year follow-up study. The subjects with apoE phenotypes E2/2 or E2/3 were able to maintain their verbal learning performance, while the learning ability of the subjects with other apoE phenotypes deteriorated. We suggest that successful mental aging may be at least in part associated with genetic factors.

Aged↗
PubMed2001

Patterns of memory performance in children with controlled epilepsy on the CVLT-C.

Decreased memory skills have been reported in children with epilepsy. However, standardized instruments to evaluate learning and memory in children have been unavailable until recently. The present study was designed to assess memory patterns in children with epilepsy based on the California Verbal Learning Test-Children's Version (CVLT-C). The test was administered to 44 children with complex partial seizures and 21 children with generalized seizures between 8 and 13 years of age. Children in the study had been treated for epilepsy for at least 6 months, had well-controlled seizures on monotherapy, and had no evidence of anticonvulsant toxicity. Children with head injuries, learning disabilities, or hyperactivity were excluded. Test results did not reflect differences in memory performance based on seizure type. Scores for the entire sample indicated intact new learning, decreased intrusions and perseverative responses, and better short-term than long-term delayed recall. Recognition skills were stronger than long-term delayed recall skills and suggested that memory performance may be improved for these children when a multiple-choice format is available in academic settings.

Child↗
PubMed2002

The effects of single-dose lorazepam on memory and behavioural learning.

To assess the influence of lorazepam on memory and behavioural learning, a non-clinical sample of undergraduate psychology students (n = 24), received lorazepam (2.5 mg) or placebo orally. Pre-drug and post-drug neuropsychological assessment comprised the Rey auditory verbal learning test, verbal fluency test, digit span and word stem completion. Relative to placebo, lorazepam induced a marked deficit in delayed free-recall, perceptual priming, and written word fluency, with preservation of digit span. Behavioural learning was assessed on a computer-aided vicarious exposure treatment for obsessive-compulsive disorder, administered post-drug, and repeated 1 week later, drug free. Compared to placebo, lorazepam treated participants enacted 51% less exposure activity on the behavioural learning task post-drug. Whilst both groups enacted increased exposure at the drug-free session, exposure activity was 49% less in the lorazepam group, indicating a carryover effect of the impaired learning under drug 1 week before. There were no significant differences between lorazepam and placebo on indices of overall activity on the program. These results suggest lorazepam-induced impairment in the ability to learn behavioural strategies, possibly due to impaired acquisition of information into long-term episodic memory. These findings suggest caution in the co-prescribing of benzodiazepines in people undergoing behavioural therapies in clinical populations.

Adolescent↗
PubMed2006

Group therapy for memory impaired patients: a partial remediation is possible.

BACKGROUND AND PURPOSE: To analyse the prospect of memory training for patients with organic brain damage. METHODS: Sixty-two patients with memory disorder were assigned to three different groups: a control group (n=16) with low dose memory training, a process oriented memory training group (POT) (n=24) and a group (ST) who was taught to compensate for memory problems with different strategies (n=22). Most of the patients had suffered a stroke. Inclusion criteria were medium to weak memory impairment defined by the patients' performance in the California Verbal Learning Test. Patients with complete amnesia were excluded. Specific care was taken that the groups did not differ in age, time since illness, duration of rehabilitation effort, verbal and performance IQ, memory and attention performance. The two treatment groups received 20 hours memory training, the low dose memory training control group 7 sessions. RESULTS: The treatment groups improved in verbal and prospective memory, but only the group with POT experienced a significant improvement compared with the control group. Training effects were specific, i. e. they affected verbal memory, but were not encapsulated, i. e. generalized to the recall of prose passages and of appointments. The POT group also showed a statistically weak outperformance compared with the ST group and some attentional improvement as well. CONCLUSION: Memory training is effective in patients with organic brain lesion, but only if applied frequently. Comparing the two training high intensity treatments, a POT focus seems to be superior to teaching a set of compensation strategies.

Aged↗
PubMed1979

Memory in functional psychosis.

Acute schizophrenic, chronic schizophrenic, and depressive patients (20 of each) were compared with normal subjects and six groups of patients with organic brain disease. They were given tests of verbal learning (left hemisphere type function) and pattern recognition memory (right hemisphere type function). All functional psychotics showed impaired memory. Acute schizophrenics were, however, only impaired on the verbal task, suggesting left hemisphere dysfunction, while chronic schizophrenics and depressives were impaired on both tasks, suggesting bilateral dysfunction.

Adult↗
PubMed2000

Verbal and nonverbal neuropsychological test performance in subjects with schizotypal personality disorder.

OBJECTIVE: The authors contrasted verbal and nonverbal measures of attention and memory in patients with DSM-IV-defined schizotypal personality disorder in order to expand on their previous findings of verbal learning deficits in these patients and to understand better the neuropsychological profile of schizotypal personality disorder. METHOD: Cognitive test performance was examined in 16 right-handed men who met diagnostic criteria for schizotypal personality disorder and 16 matched male comparison subjects. Neuropsychological measures included verbal and nonverbal tests of persistence, supraspan learning, and short- and long-term memory retention. Neuropsychological profiles were constructed by standardizing test scores based on the means and standard deviations of the comparison subject group. RESULTS: Subjects with schizotypal personality disorder showed a mild to moderate general reduction in performance on all measures. Verbal measures of persistence, short-term retention, and learning were more severely impaired than their nonverbal analogs. Performance on measures of memory retention was independent of modality. CONCLUSIONS: The results are consistent with previous reports that have suggested a mild, general decrement in cognitive performance and proportionately greater involvement of the left hemisphere in patients with schizotypal personality disorder. The findings provide further support for a specific deficit in the early processing stages of verbal learning.

Adult↗
PubMedDate not supplied

Interpretation of facial expressions of affect in children with learning disabilities with verbal or nonverbal deficits.

The ability to identify facial expressions of happiness, sadness, anger, surprise,fear, and disgust was studied in 48 nondisabled children and 76 children with learning disabilities aged 9 through 12. On the basis of their performance on the Rey Auditory-Verbal Learning Test and the Benton Visual Retention Test, the LD group was divided into three subgroups: those with verbal deficits (VD), nonverbal deficits (NVD), and both verbal and nonverbal (BD) deficits. The measure of ability to interpret facial expressions of affect was a shortened version of Ekman and Friesen's Pictures of Facial Affect. Overall, the nondisabled group had better interpretive ability than the three learning disabled groups and the VD group had better ability than the NVD and BD groups. Although the identification level of the nondisabled group differed from that of the VD group only for surprise, it was superior to that of the NVD and BD groups for four of the six emotions. Happiness was the easiest to identify, and the remaining emotions in ascending order of difficulty were anger, surprise, sadness, fear, and disgust. Older subjects did better than younger ones only for fear and disgust, and boys and girls did not differ in interpretive ability. These findings are discussed in terms of the need to take note of the heterogeneity of the learning disabled population and the particular vulnerability to social imperception of children with nonverbal deficits.

Child↗
PubMed2003

Healthy high-hostiles evidence low-alpha power (7.5-9.5Hz) changes during negative affective learning.

The present experiment was designed to better understand the impact of positive and negative emotional processing among low- and high-hostile individuals. Based on previous research which found increased sympathovagal balance among low-hostiles to the negative version of the Affective Auditory Verbal Learning Test (AAVL), it was hypothesized that low-hostiles would experience increased cortical arousal to this stimulus whereas their high-hostile counterparts would not. As expected, low-hostiles experienced significantly reduced low-alpha power (7.5-9.5Hz) relative to high-hostiles during the presentation of the negative AAVL. In a replication of prior research, significant primacy and recency effects were noted for the negative and positive word lists, respectively. Results are discussed in terms of cerebral activation theory and the potential impact of emotional processing among high-hostile individuals and their likelihood to develop coronary heart disease.

Adolescent↗