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At least 19 recordsLinked to original sources

Word frequency and memory: effects on absolute versus relative order memory and on item memory versus order memory.

Word frequency can produce opposite effects on recognition and order memory: Low-frequency words produce greater recognition accuracy, whereas high-frequency words produce superior order memory. The present experiments further delineate the relationship between word frequency and order memory. Experiment 1 indicates that low-frequency words produce worse performance on a measure of absolute order memory but not on a test of relative order, which is consistent with the idea that different forms of information underlie different types of order judgments (Greene, Thapar, & Westerman, 1998). Experiment 2 contrasted high-, low-, and very low-frequency words on recognition memory and absolute order memory. In comparison with high-frequency words, low-frequency words enhanced recognition, whereas very low-frequency words did not. Both low- and very low-frequency words, however, produced worse memory for absolute order. Thus, the relationship between frequency and item memory is an inverted U-shaped function, whereas the relationship between frequency and absolute order memory is direct. This implies that the item-enhancing effects of lower word frequency may be dissociated from its order-disrupting effects.

Adult↗

Short-term memory and working memory as indices of children's cognitive skills.

In the current literature, empirical and conceptual distinctions have been drawn between a more or less passive short-term memory (STM) system and a more dynamic working memory (WM) system. Distinct tasks have been developed to measure their capacity and research has generally shown that, for adults, WM, and not STM, is a reliable predictor of general cognitive ability. However, the locus of the differences between the tasks has received little attention. We present data from children concerning measures of matrices reasoning ability, reading, and numerical skill along with forward and backward order serial recall of WM, STM, and STM with articulatory suppression tasks. As indices of children's cognitive skills, STM and WM are shown to be rather similar in terms of memory per se. Neither the opportunity for rehearsal nor task complexity provides satisfactory explanations for differences between memory tests.

Child↗

Accumulation of memory T cells from childhood to old age: central and effector memory cells in CD4(+) versus effector memory and terminally differentiated memory cells in CD8(+) compartment.

Memory T cells can be classified as central memory (T(CM), CD45RA(neg)CCR7(+)), effector memory (T(EM), CD45RA(neg)CCR7(neg)), and terminally differentiated cells (T(TD), CD45RA(+)CCR7(neg)) with different homing and effector capacities. In 101 healthy subjects aged from 5 to 96 years, distinct dynamics were evidenced between circulating CD4(+) and CD8(+) T cell populations. Naive CD4(+) and CD8(+) T cells decreased linearly with age, CD8(+) twice more rapidly. Memory cells outnumbered naive cells on average at 37.4 in the CD4(+) and 29.5 years of age in the CD8(+) pool. CD4(+) T(CM) and T(EM) cells were positively correlated and increased linearly at a similar rate with age, while CD4(+) T(TD) remained rare. CD8(+) T(EM) and T(TD) accumulated linearly with age, while T(CM) increased only slightly, and each memory subset was negatively correlated to the two others. Almost all CD8(+) T(TD) and some CD8(+) T(EM) had lost CD28 expression. Despite different dynamics, each individual CD4(+) naive and memory subset was correlated to the synonymous CD8(+) subset. Half of the subjects aged 65 years or older were characterized by extremely reduced CD8(+) naive and increased CD8(+) T(TD) cell counts, which could indicate an acceleration of the decay of the immune system from this age onward.

Adolescent↗

Memory in mice analyzed with antibiotics. Antibiotics are useful to study stages of memory and to indicate molecular events which sustain memory.

It is apparent that antibiotics are useful in differentiating different stages in the formation of memory. Puromycin gave the first indication that very early memory can be established and survive, for a short period at least, in spite of inhibition of protein synthesis (12). Injection of actinomycin D indicates that RNA synthesis is not essential during this early stage (13). The duration of this early period seems to vary with the inhibiting agent; with puromycin memory was notably degraded in less than an hour, but with actinomycin D or with acetoxycycloheximide it persisted for several hours or more. The fixation or consolidation of memory involves whatever processes give permanence to memory. These processes are disrupted when electroconvulsive shock is administered shortly after a learning experience, presumably because of the interference with organized patterns of neuronal electrical activity. Memory acquired in the presence of antibiotics appears to proceed to a stage beyond that based purely on electrical activity because the memory persists beyond the period usually reported as sensitive to electroconvulsive shock. Further work should show whether this stage is truly insensitive to electroconvulsive shock. Memory acquired in the presence of puromycin does not seem to achieve any durable consolidation. In contrast, memory acquired in the presence of or immediately before injection of acetoxycycloheximide does appear to initiate the later stages of consolidation, as permanent memory. reappears some days after the initial stages have become ineffective in controlling performance. Finally, puromycin has provided evidence of the enlarged area of the neocortex which participates as memory matures. Puromycin also indicates the time required for this maturation process. Since antibiotics have also been useful in studying learning and memory in goldfish (14), this approach seems to have general applicability in defining various stages in the process of memory formation. The initial purpose of these investigations was to determine the molecular basis of the "memory trace" This goal still remains distant, although there are some indications that protein synthesizing systems are involved. This objective, though of enormous interest, is to be regarded as only a necessary first step. Whether new proteins or some other molecules cause the changes in synapses thought to underlie memory, this knowledge of itself will contribute only a beginning to our understanding of the events which account for the functioning of the brain. A determination of the composition of computer components would provide very little information towards unraveling their function. As the experiments proceeded, however, information of a more general nature was being obtained. The identification of different stages of consolidation show how injections of antibiotics can supplement electroconvulsive shock as a way of disrupting the establishment of memory and how it can supplement ablation in destroying memory already laid down in a permanent mode. Applied to larger animals the localization of various regions sensitive or insensitive to the action of the drugs should become more definitive. We hope that such experiments will contribute increasingly to the general problem of brain function.

Animals↗

Item memory, source memory, and the medial temporal lobe: concordant findings from fMRI and memory-impaired patients.

We studied item and source memory with fMRI in healthy volunteers and carried out a parallel study in memory-impaired patients. In experiment 1, volunteers studied a list of words in the scanner and later took an item memory test and a source memory test. Brain activity in the hippocampal region, perirhinal cortex, and parahippocampal cortex was associated with words that would later be remembered (item memory). The activity in these regions that predicted subsequent success at item memory predicted subsequent source memory to a similar degree. In experiment 2, memory-impaired patients with damage thought to be limited to the hippocampal region were given an item memory test and a source memory test, as in experiment 1. The patients were similarly impaired on the item memory test and the source memory test. Together, the findings suggest that medial temporal lobe structures broadly support recognition memory function and that item memory and source memory similarly depend on these structures.

Adult↗

Stress and memory: opposing effects of glucocorticoids on memory consolidation and memory retrieval.

It is well established that glucocorticoid hormones, secreted by the adrenal cortex after a stressful event, influence cognitive performance. Some studies have found glucocorticoid-induced memory enhancement. However, many studies have reported impairing effects of glucocorticoids on memory function. This paper reviews recent findings from this laboratory on the acute effects of glucocorticoids in rats on specific memory phases, i.e., memory consolidation and memory retrieval. The evidence suggests that the consequences of glucocorticoid activation on cognition depend largely on the different memory phases investigated. Posttraining activation of glucocorticoid-sensitive pathways involving glucocorticoid receptors enhances memory consolidation in a pattern highly similar to that previously described for adrenal catecholamines. Also, similar to catecholamine effects on memory consolidation, glucocorticoid influences on memory consolidation depend on noradrenergic activation of the basolateral complex of the amygdala and interactions with other brain regions. By contrast, memory retrieval processes are usually impaired with high circulating levels of glucocorticoids or following infusions of glucocorticoid receptor agonists into the hippocampus. The hypothesis is proposed that these apparently dual effects of glucocorticoids on memory consolidation and memory retrieval might be related and that the basolateral complex of the amygdala is a key structure in a memory-modulatory system that regulates, in concert with other brain regions, stress and glucocorticoid effects on both memory consolidation and memory retrieval.

Adrenal Glands↗

Memory for items and memory for relations in the procedural/declarative memory framework.

A major area of research in memory and amnesia concerns the item specificity of implicit memory. In this paper we address several issues about the nature of implicit memory phenomena and about what constitutes an "item", using the procedural/declarative memory theory to guide us. We consider the nature of memory for items and of memory for relations among items, within the context of the procedural/declarative framework, providing us with the foundation necessary to analyse the basis for item-specific implicit memory phenomena. We review recent work from our laboratories demonstrating the fundamentally relational and flexible nature of declarative memory representation, in both humans and animals, and the essential role of the hippocampal system in relational memory processing. We show, further, that the memory representations supporting implicit memory phenomena are inflexible and nonrelational, and are tied to specific processing modules. Finally, we introduce empirical approaches that blur the distinction between skill learning and repetition priming, and show computational modelling results that demonstrate how these two implicit memory phenomena can be mediated by a single incremental learning mechanism, in accord with the claims of the procedural-declarative theory. Taken together, these various analyses of memory for items and memory for relations help to illuminate the nature of the functional deficit in amnesia and the memory systems of the brain.

Amnesia↗

[The elderly and memory complaints. A study of self-knowledge about memory, depression and memory abilities].

A group of 24 elderly persons who applied for a memory training because of memory complaints is compared with a control group of 24 healthy persons (matched for age, sex, and education). The comparison concerned several memory tests, complaints above everyday memory, depression and aspects of meta-memory. Before training, the memory training group had more complaints about everyday memory and depression compared to the control group. The training group reported more decline in memory capacity and functioning compared to their earlier days. They also reported feelings of stress and anxiety related to memory performance in daily life. Before training, the training group had more general knowledge about basic memory processes and used memory strategies more frequently. On most memory tests no differences were found. Memory complaints of elderly people may therefore not only be related to memory abilities according to tests but also to individual (negative) beliefs in memory capacity and abilities.

Aged↗

Dissociation and memory fragmentation: experimental effects on meta-memory but not on actual memory performance.

The relation between state dissociation and fragmentary memory was investigated by assessing both actual memory performance and meta-memory. From a sample of 330 normal subjects, two subsamples were selected on basis of trait dissociation, as measured by the Dissociative Experience Scale. Twenty subjects scoring above 30 and 20 subjects scoring below 10 were selected. Subjects watched an extremely aversive film, after which state dissociation was measured by the Peri-traumatic Dissociative Experience Scale. Four hours later memory fragmentation was assessed in two ways. Actual fragmentation was measured by a sequential memory task, and perceived fragmentation (meta-memory) was measured using a visual analogue scale. Subjects who tended to dissociate during the film judged their recollections of the film as more fragmentary. Although this finding is in line with clinical reports given by trauma victims, it was not sustained by objective evidence. That is, no effect was observed of state dissociation on the sequential memory task. The present findings suggest that the claim that dissociation induces memory fragmentation may have to be confined to meta-memory. Implications of this divergence between actual memory and meta-memory are discussed.

Adult↗

Emotion-induced amnesia in rats: working memory-specific impairment, corticosterone-memory correlation, and fear versus arousal effects on memory.

We have shown previously that psychological stress (predator exposure) impairs spatial memory in rats. We have extended that finding here to show that predator stress selectively impaired recently acquired (hippocampal-dependent) spatial working memory without affecting long-term (hippocampal-independent) spatial reference memory. We also investigated why predator exposure impairs memory. Was spatial memory impaired because of the fear-provoking aspects of predator exposure or only because the cat was a novel and arousing stimulus? If the latter possibility was correct, then any novel and arousing stimulus, independent of its emotional valence (i.e., aversive or appetitive), would impair memory. We found that spatial working memory was not impaired when the male rats were exposed to a sexually receptive female rat, a stimulus that was novel and arousing to them, but not aversive. We also found that there was an equivalent increase in serum corticosterone levels in male rats exposed to either a cat or a female rat, but only the cat-exposed rats exhibited a significant correlation between corticosterone levels and impaired memory. Overall, this series of experiments demonstrates that (1). predator stress selectively impaired working (hippocampal-dependent), but not reference (hippocampal-independent), memory; (2). a fear-provoking stimulus, and not merely novelty and increased arousal, impaired spatial memory; and (3). increased corticosterone levels correlated with impaired spatial working memory only under predator exposure, that is, fear-provoking conditions.

Amnesia↗

The nature of individual differences in working memory capacity: active maintenance in primary memory and controlled search from secondary memory.

Studies examining individual differences in working memory capacity have suggested that individuals with low working memory capacities demonstrate impaired performance on a variety of attention and memory tasks compared with individuals with high working memory capacities. This working memory limitation can be conceived of as arising from 2 components: a dynamic attention component (primary memory) and a probabilistic cue-dependent search component (secondary memory). This framework is used to examine previous individual differences studies of working memory capacity, and new evidence is examined on the basis of predictions of the framework to performance on immediate free recall. It is suggested that individual differences in working memory capacity are partially due to the ability to maintain information accessible in primary memory and the ability to search for information from secondary memory.

Attention↗

High-cholesterol diets impair short-term retention of memory in alloxan-induced diabetic mice, but not acquisition of memory nor retention of memory in prediabetic mice.

Whether high-cholesterol diets (HCD) induce a high incidence of memory deficits in diabetes requires to be established; if so, whether they induce impairments of memory acquired in the pre-diabetic stage as well as in the diabetic stage also needs to be elucidated, and part of the related mechanisms involved in this dysfunction should be determined. The mice were grouped into: normal mice fed normal diets (NN), diabetic mice fed normal diets (DN), normal mice fed HCD (NH), and diabetic mice fed HCD (DH). Animals were subjected to Morris water maze testing: 1) Learning in the pre-diabetic stage and memory retrieval in the diabetic stage; 2) Learning and memory retrieval in the diabetic stage. Following water maze testing, biochemical parameters were estimated in the animals. The results showed that significant impairments of memory retrieval, acquired in the diabetic stage, were observed only in DH group, neither in DN nor NH group in a short term compared with NN group. Biochemical parameters including fasting blood glucose, lipid peroxidation productions and acetylcholinesterase activities in frontal cortex and hippocampus increased more rapidly in DH group than those in the rest. These results indicate that HCD impair the diabetic retention of memory, but neither the diabetic acquisition of memory nor the pre-diabetic retention of memory in diabetic mice in a short term. Controlled HCD may be a strategy to prevent the loss of memory in diabetic individuals after they have acquired new information.

Acetylcholinesterase↗

Studies on memory: evidence for a widespread memory trace in the neocortex after the suppression of recent memory by puromycin.

Intracerebral injections of puromycin in mice have provided evidence that the hippocampal area of the brain contains the memory trace of recently learned maze behavior and that, with time, the trace is also found in the neocortex. The present experiments were planned to determine whether this enlargement of locus would develop after the blockage of recent memory in the hippocampus by puromycin, i.e., whether the neocortical locus is established if hippocampal memory is suppressed. The experiments depend upon our earlier finding that the memory blockage caused by puromycin can be removed by small intracerebral injections of saline. Control experiments showed that saline injected into the frontal cortex three days after training did not release the puromycin blockage of memory in the hippocampal area. Injections of saline into the frontal cortex 6 and 11 days after training did, however, release memory in mice whose recent memory had been suppressed by puromycin; we interpret this result to mean that the memory trace appears widely in the cortex despite the suppression of recent memory in the hippocampus. The theoretical implications of this finding are briefly discussed.

Animals↗

Memory Functioning Questionnaire: concurrent validity with memory performance and self-reported memory failures.

Concurrent validity of factor scores from the Memory Functioning Questionnaire (MFQ; Gilewski, Zelinski, & Schaie, in press) with memory performance was investigated in 2 studies. Study 1 involved 198 adults aged 55-85; Study 2, 89 adults aged 50-87. After effects of depression, education, and health were partialed out, MFQ scores predicted performance on laboratory memory tests in Study 1 and performance on clinical memory tests and diaries of memory failures over 2 weeks in Study 2. Additional variance in predicting performance and failures recorded in diaries is accounted for by MFQ scores after partialing out subjects' responses to a yes-no question about whether they have memory problems. Results suggest that the MFQ has moderate concurrent validity with memory measures and is preferable to responses to a single question about memory self-perception in assessing memory complaints in normal adults.

Aged↗

Comparison of the effectiveness of two versions of the Rey memory test in discriminating between actual and simulated memory impairment, with and without the addition of a standard memory test.

The superiority of the modified 16-item Rey memory test over the original 15-item test has yet to be established in relation to the detection of feigned memory deficits. This study compares the effectiveness of these two versions of the test in combination with a standard memory test. Sixty-four participants, equally divided into "controls" and "simulators", and 32 "memory-impaired" volunteers completed the WAIS-III Digit Span test and either the 15-item or 16-item Rey test. The median scores of the simulators were worse than those of both the controls and the memory-impaired subjects on two types of score on the 16-item test compared to just one on the 15-item test. However, combining the total score from the 16-item test with the digits forward span accurately detected 63% of simulators (with only 6% of nonsimulators wrongly classified as simulators). This performance was better than that obtained from any of the test scores taken singly or from any other combination of a digit span score with a Rey score. It is concluded that the addition of a standard memory test to the Rey memory test improves the detection of individuals feigning memory impairment.

Adolescent↗

Autobiographical memory specificity, intrusive memory, and general memory skills in Dutch-Indonesian survivors of the World War II era.

A lack of specific autobiographical memory may result from exposure to psychological trauma, intrusive memories of adverse events, and/or a general memory deficit. This study explored the role of these variables in 25 patients with various psychiatric diagnoses and 15 healthy controls. All participants had been exposed to war atrocities during their childhood in Indonesia. Patients produced significantly less specific memories than did controls. In addition, rather than performance on general neuropsychological memory tests, the frequent occurrence of intrusive memories and the avoidance of reminders of trauma predicted less autobiographical memory specificity. These results replicate and extend earlier findings on intrusive and nonspecific autobiographical memory in depressed samples to a group of people who experienced war atrocities in childhood.

Adaptation, Psychological↗

Dissociations among memory measures in memory-impaired subjects: evidence for a processing account of memory.

Deficits in conceptual transfer on both implicit and explicit memory tests were obtained for memory-impaired temporal lobe epileptic (TLE) subjects in three studies. In Experiment 1, in which a generate-read paradigm was employed, memory-impaired TLEs failed to show normal generation effects on conceptually driven tests of semantic cued recall and general knowledge questions, although their data-driven memory as measured by word-fragment completion and graphemic cued recall tasks was normal. In Experiment 2, memory-impaired patients having left temporal lobe seizure foci were tested on these four tasks and compared with nonimpaired TLEs having right temporal foci. The left TLEs showed deficits on conceptually driven tasks and normal memory for data-driven tests. These findings were extended in Experiment 3, in which left TLE patients failed to show any benefit from blocked study, as compared with random study, on category production and semantic cued-recall tests, although right TLEs and normal controls showed blocking effects on both tasks. These findings may be accommodated by a processing framework of memory in which memory-impaired patients are characterized as having deficits in conceptual, but not in data-driven, processing capabilities.

Adult↗

Earliest memories and recall by modality usually involve recollections of different memories: memories are not amodal.

66 students recalled a first memory and indicated whether sensory impressions from each sensory modality were a part of this memory and, if so, how clear and important these impressions were. After a distraction, they also recalled in each sense modality the very first memory they could. Only visual impressions were always a part of first memories. The clarity and importance of sensory attributes were evaluated similarly. Recall by modality led to memories of equivalent clarity, and these were usually memories other than the one recalled as the earliest memory or recalled using other modalities. Memories are more modality-specific than assumed before in theory or practice.

Adolescent↗