Neural Basis of Semantic Memory

2007 ◽  
Keyword(s):  
Semantic Memory ◽  
Neural Basis

The Neural Basis for Categorization in Semantic Memory

NeuroImage ◽  
2002 ◽  
Vol 17 (3) ◽  
pp. 1549-1561 ◽  
Author(s):  
Murray Grossman ◽  
Edward E. Smith ◽  
Phyllis Koenig ◽  
Guila Glosser ◽  
Chris DeVita ◽  
...  
Keyword(s):  
Semantic Memory ◽  
Neural Basis

The neural basis of semantic memory: Evidence from semantic dementia

2009 ◽  
Vol 30 (12) ◽  
pp. 2043-2052 ◽  
Author(s):  
R. Rhys Davies ◽  
Glenda M. Halliday ◽  
John H. Xuereb ◽  
Jillian J. Kril ◽  
John R. Hodges
Keyword(s):  
Semantic Memory ◽  
Semantic Dementia ◽  
Neural Basis

Extent and Neural Basis of Semantic Memory Impairment in Mild Cognitive Impairment

2012 ◽  
Vol 28 (4) ◽  
pp. 823-837 ◽  
Author(s):  
Emmanuel J. Barbeau ◽  
Mira Didic ◽  
Sven Joubert ◽  
Eric Guedj ◽  
Lejla Koric ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Semantic Memory ◽  
Memory Impairment ◽  
Neural Basis

scholarly journals Implications Neuroscience for Teaching Practice

2020 ◽  
Author(s):  
Fenny Fadhilaturrahmi
Keyword(s):  
Learning And Memory ◽  
Semantic Memory ◽  
Learning Process ◽  
Teaching Practice ◽  
Learning Processes ◽  
Neural Basis ◽  
Neuroscience Research ◽  
Detailed Picture

Although neuroscience studies have provided us with an increasingly detailed picture of the basis for learning and memory, very little of this information has been applied within the area of teaching practice. We suggest that a better understanding of neuroscience may offer significant advantages for educators. In this context, we have considered recent studies in the neuroscience of learning and memory, with particular emphasis on working and semantic memory, and also suggest that neuroscience research into self-referential networks may improve our understanding of the learning process. Finally, we propose that advances in understanding the neural basis for metacognition may encourage the development of new perspectives that may help us to motivate students to learn about their own learning processes.

scholarly journals Action Concepts in the Brain: An Activation Likelihood Estimation Meta-analysis

2013 ◽  
Vol 25 (8) ◽  
pp. 1191-1205 ◽  
Author(s):  
Christine E. Watson ◽  
Eileen R. Cardillo ◽  
Geena R. Ianni ◽  
Anjan Chatterjee
Keyword(s):  
Semantic Memory ◽  
Visual Motion ◽  
Likelihood Estimation ◽  
Brain Regions ◽  
Activation Likelihood Estimation ◽  
Neural Basis ◽  
Action Execution ◽  
Motor Systems ◽  
Meta Analyses ◽  
The Brain

Many recent neuroimaging studies have investigated the representation of semantic memory for actions in the brain. We used activation likelihood estimation (ALE) meta-analyses to answer two outstanding questions about the neural basis of action concepts. First, on an “embodied” view of semantic memory, evidence to date is unclear regarding whether visual motion or motor systems are more consistently engaged by action concepts. Second, few studies have directly investigated the possibility that action concepts accessed verbally or nonverbally recruit different areas of the brain. Because our meta-analyses did not include studies requiring the perception of dynamic depictions of actions or action execution, we were able to determine whether conceptual processing alone recruits visual motion and motor systems. Significant concordance in brain regions within or adjacent to visual motion areas emerged in all meta-analyses. By contrast, we did not observe significant concordance in motor or premotor cortices in any analysis. Neural differences between action images and action verbs followed a gradient of abstraction among representations derived from visual motion information in the left lateral temporal and occipital cortex. The consistent involvement of visual motion but not motor brain regions in representing action concepts may reflect differences in the variability of experience across individuals with perceiving versus performing actions.

scholarly journals The neural basis of autobiographical and semantic memory: New evidence from three PET studies

2003 ◽  
Vol 3 (3) ◽  
pp. 234-254 ◽  
Author(s):  
K. S. GRAHAM ◽  
A. C. H. LEE ◽  
M. BRETT ◽  
K. PATTERSON
Keyword(s):  
Semantic Memory ◽  
Neural Basis ◽  
New Evidence

scholarly journals Article Commentary: Neuroscience and Learning: Implications for Teaching Practice

2013 ◽  
Vol 7 ◽  
pp. JEN.S10965 ◽  
Author(s):  
Richard Guy ◽  
Bruce Byrne
Keyword(s):  
Learning And Memory ◽  
Semantic Memory ◽  
Learning Process ◽  
Teaching Practice ◽  
Learning Processes ◽  
Neural Basis ◽  
Neuroscience Research ◽  
Detailed Picture

Although neuroscience studies have provided us with an increasingly detailed picture of the basis for learning and memory, very little of this information has been applied within the area of teaching practice. We suggest that a better understanding of neuroscience may offer significant advantages for educators. In this context, we have considered recent studies in the neuroscience of learning and memory, with particular emphasis on working and semantic memory, and also suggest that neuroscience research into self-referential networks may improve our understanding of the learning process. Finally, we propose that advances in understanding the neural basis for metacognition may encourage the development of new perspectives that may help us to motivate students to learn about their own learning processes.

Emotional Reactivity to Visual Content as Revealed by ERP Component Clustering

2015 ◽  
Vol 29 (4) ◽  
pp. 135-146 ◽  
Author(s):  
Miroslaw Wyczesany ◽  
Szczepan J. Grzybowski ◽  
Jan Kaiser
Keyword(s):  
Emotional Reactivity ◽  
Brain Activity ◽  
Affective State ◽  
Occipital Lobe ◽  
Stimulus Onset ◽  
Emotional States ◽  
Neural Basis ◽  
Temporoparietal Junction ◽  
The Right ◽  
The Impact

Abstract. In the study, the neural basis of emotional reactivity was investigated. Reactivity was operationalized as the impact of emotional pictures on the self-reported ongoing affective state. It was used to divide the subjects into high- and low-responders groups. Independent sources of brain activity were identified, localized with the DIPFIT method, and clustered across subjects to analyse the visual evoked potentials to affective pictures. Four of the identified clusters revealed effects of reactivity. The earliest two started about 120 ms from the stimulus onset and were located in the occipital lobe and the right temporoparietal junction. Another two with a latency of 200 ms were found in the orbitofrontal and the right dorsolateral cortices. Additionally, differences in pre-stimulus alpha level over the visual cortex were observed between the groups. The attentional modulation of perceptual processes is proposed as an early source of emotional reactivity, which forms an automatic mechanism of affective control. The role of top-down processes in affective appraisal and, finally, the experience of ongoing emotional states is also discussed.

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