Failure, Neuroscience and Success: Differentiating the pedagogies of music technology from electroacoustic composition

2013 ◽  
Vol 18 (2) ◽  
pp. 190-200
Author(s):  
Christopher J. Keyes
Keyword(s):  
Learning Environments ◽  
Memory Systems ◽  
Significant Degree ◽  
Music Technology ◽  
Long Term Memory ◽  
Successful Model ◽  
In The Beginning ◽  
The Brain ◽  
Pedagogical Approaches

Although the pedagogy of music technology more closely resembles that of other academic subjects, the teaching of electroacoustic composition involves a significant degree of creativity, and thus relies on different creativity-specific parts of the brain and memory systems (Lehmann 2007). This paper reviews recent neuroscientific research that may assist differentiation between effective pedagogical approaches of these two subjects where knowledge is stored in separate, discrete and sometimes competing long-term memory locations (Cotterill 2001). It argues that, because of these differences, the learning of music technology and electroacoustic composition is best kept separate, at least in the beginning stages. These points are underscored by an example of a demonstrably failed pedagogical model for teaching electroacoustic composition contrasted with a subsequent highly successful model employed in the same university music programme; an experience that may translate well to other learning environments.

The Acute Effect of Alcohol on Various Memory Processes

2010 ◽  
Vol 24 (4) ◽  
pp. 249-252 ◽  
Author(s):  
Márk Molnár ◽  
Roland Boha ◽  
Balázs Czigler ◽  
Zsófia Anna Gaál
Keyword(s):  
Low Dose ◽  
Short Term Memory ◽  
Acute Effect ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Processes ◽  
Different Types ◽  
The Brain ◽  
Legal Consequences

This review surveys relevant and recent data of the pertinent literature regarding the acute effect of alcohol on various kinds of memory processes with special emphasis on working memory. The characteristics of different types of long-term memory (LTM) and short-term memory (STM) processes are summarized with an attempt to relate these to various structures in the brain. LTM is typically impaired by chronic alcohol intake but according to some data a single dose of ethanol may have long lasting effects if administered at a critically important age. The most commonly seen deleterious acute effect of alcohol to STM appears following large doses of ethanol in conditions of “binge drinking” causing the “blackout” phenomenon. However, with the application of various techniques and well-structured behavioral paradigms it is possible to detect, albeit occasionally, subtle changes of cognitive processes even as a result of a low dose of alcohol. These data may be important for the consideration of legal consequences of low-dose ethanol intake in conditions such as driving, etc.

scholarly journals Sotalol does not interfere with the antielectroshock action of selected second-generation antiepileptic drugs in mice

2021 ◽  
Author(s):  
Kinga K. Borowicz-Reutt ◽  
Monika Banach ◽  
Monika Rudkowska ◽  
Anna Stachniuk
Keyword(s):  
Antiepileptic Drugs ◽  
Second Generation ◽  
Antidepressant Drug ◽  
Experimental Models ◽  
Long Term Memory ◽  
Avoidance Task ◽  
Maximal Electroshock ◽  
Term Memory ◽  
The Brain

Abstract Background Due to blocking β-receptors, and potassium KCNH2 channels, sotalol may influence seizure phenomena. In the previous study, we have shown that sotalol potentiated the antielectroshock action of phenytoin and valproate in mice. Materials and methods As a continuation of previous experiments, we examined the effect of sotalol on the action of four chosen second-generation antiepileptic drugs (oxcarbazepine, lamotrigine, pregabalin, and topiramate) against the maximal electroshock in mice. Undesired effects were evaluated in the chimney test (motor impairment) and step-through passive-avoidance task (long-term memory deficits). Finally, brain concentrations of antiepileptics were determined by fluorescence polarization immunoassay, while those of sotalol by liquid chromatography–mass spectrometry. Results Sotalol at doses of up to 100 mg/kg did not affect the electroconvulsive threshold. Applied at doses of 80–100 mg/kg, sotalol did not affect the antielectroshock action of oxcarbazepine, lamotrigine, pregabalin, or topiramate. Sotalol alone and in combinations with antiepileptics impaired neither motor performance nor long-term memory. Finally, sotalol significantly decreased the brain concentrations of lamotrigine and increased those of oxcarbazepine and topiramate. Pharmacokinetic interactions, however, did not influence the final antielectroshock effects of above-mentioned drug combinations. On the other hand, the brain concentrations of sotalol were not changed by second-generation antiepileptics used in this study. Conclusion Sotalol did not reduce the antielectroshock action of four second-generation antiepileptic drugs examined in this study. Therefore, this antidepressant drug should not interfere with antiseizure effects of lamotrigine, oxcarbazepine, pregabalin, and topiramate in patients with epilepsy. To draw final conclusions, our preclinical data should still be confirmed in other experimental models and clinical conditions.

Individual Sequence Representations in the Medial Temporal Lobe

2013 ◽  
Vol 25 (7) ◽  
pp. 1111-1121 ◽  
Author(s):  
Kristjan Kalm ◽  
Matthew H. Davis ◽  
Dennis Norris
Keyword(s):  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Memory Systems ◽  
Long Term Memory ◽  
Specific Sequence ◽  
Level Of Activity ◽  
Serial Recall Task ◽  
Letter Names ◽  
Multivariate Pattern

Much of what we need to remember consists of sequences of stimuli, experiences, or events. Repeated presentation of a specific sequence establishes a more stable long-term memory, as shown by increased recall accuracy over successive trials of an STM task. Here we used fMRI to study the neural mechanisms that underlie sequence learning in the auditory–verbal domain. Specifically, we track the emergence of neural representations of sequences over the course of learning using multivariate pattern analysis. For this purpose, we use a serial recall task, in which participants have to recall overlapping sequences of letter names, with some of those sequences being repeated and hence learned over the course of the experiment. We show that voxels in the hippocampus come to encode the identity of specific repeated sequences although the letter names were common to all sequences in the experiment. These changes could have not been caused by changes in overall level of activity or to fMRI signal-to-noise ratios. Hence, the present results go beyond conventional univariate fMRI methods in showing a critical contribution of medial-temporal lobe memory systems to establishing long-term representations of verbal sequences.

Dissociative Disorders and Their Clinical Management Part One: Dissociative Amnesia (Including Its Variant Dissociative Fugue)

2018 ◽  
Author(s):  
Angelica Staniloiu ◽  
Hans Markowitsch
Keyword(s):  
Stressful Life Events ◽  
Memory Systems ◽  
Dissociative Disorders ◽  
Long Term Memory ◽  
Term Memory ◽  
Symptom Validity Tests ◽  
Diagnostic And Statistical Manual ◽  
Dissociative Amnesia ◽  
Validity Tests

Dissociative disorders are heterogeneous with respect to clinical features, course, antecedents and treatment. Among them, dissociative amnesia occupies a special place, at times encroaching on the borders between neurology and psychiatry. Herein we describe dissociative amnesia according to the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders and outline data on its epidemiology, neurobiology, neuroimaging, clinical and differential diagnosis, neuropsychology, comorbidities, prognosis, treatment and rehabilitation. To enable a neuroscientific approach to its diagnosis, we outline the memory division into short-term and long-term memory, elaborating on the content-based classification of the long-term memory systems. Dissociative amnesia most commonly manifests itself in its retrograde variants (including dissociative fugue), but anterograde variants can also occur. Dissociative amnesia may be overlooked when it occurs on a background of mixed antecedents and comorbidities. Comprehensive neuropsychological assessment – including tests tapping on all memory systems and symptom validity tests – is still insufficiently integrated in the clinical practice, although it could aid in securing an accurate diagnosis, especially in cases with mixed antecedents or concomitant forensic or litigation backgrounds. Presently there is a paucity of treatment and rehabilitation methods for dissociative amnesia. Developing research evidence-based consensus guidelines for diagnosis and treatment is an essential goal. This review contains 6 figures, 7 tables, and 60 references. Key Words : consciousness, episodic-autobiographical memory, mnestic block syndrome, neuroimaging, serial-parallel-independent model, personal identity, stressful life events, malingering, trauma, feigning

Brain for Learning

2020 ◽  
pp. 127-154
Author(s):  
Daeyeol Lee
Keyword(s):  
Synaptic Plasticity ◽  
Reinforcement Learning ◽  
Memory Systems ◽  
Sensory Experience ◽  
Physical Location ◽  
Behavioral Observations ◽  
Long Term Changes ◽  
Rational Choices ◽  
The Brain

Long-lasting effects of brief sensory experience must be mediated by long-term changes in the strength of connections between neurons in the brain. This phenomenon is known as synaptic plasticity, and the physical location of such change is referred to as the engram. This chapter illustrates how multiple learning and memory systems might be implemented in different anatomical modules of the brain and what role dopamine plays in learning. Most of these neurobiological and behavioral observations can be accounted for by reinforcement learning theory. The goal of reinforcement is to understand how utilities must be altered by experience so that rational choices based on the utility functions can result in the most desirable outcomes through learning.

Impairments to Consolidation, Reconsolidation, and Long-Term Memory Maintenance Lead to Memory Erasure

2020 ◽  
Vol 43 (1) ◽  
pp. 297-314 ◽  
Author(s):  
Josué Haubrich ◽  
Matteo Bernabo ◽  
Andrew G. Baker ◽  
Karim Nader
Keyword(s):  
Memory Trace ◽  
Direct Approach ◽  
Long Term Memory ◽  
Retrieval Failure ◽  
Term Memory ◽  
The Brain

An enduring problem in neuroscience is determining whether cases of amnesia result from eradication of the memory trace (storage impairment) or if the trace is present but inaccessible (retrieval impairment). The most direct approach to resolving this question is to quantify changes in the brain mechanisms of long-term memory (BM-LTM). This approach argues that if the amnesia is due to a retrieval failure, BM-LTM should remain at levels comparable to trained, unimpaired animals. Conversely, if memories are erased, BM-LTM should be reduced to resemble untrained levels. Here we review the use of BM-LTM in a number of studies that induced amnesia by targeting memory maintenance or reconsolidation. The literature strongly suggests that such amnesia is due to storage rather than retrieval impairments. We also describe the shortcomings of the purely behavioral protocol that purports to show recovery from amnesia as a method of understanding the nature of amnesia.

Neuromagnetic reflections of harmony and constraint violations in Turkish

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Mathias Scharinger ◽  
William J. Idsardi ◽  
Samantha Poe
Keyword(s):  
Optimality Theory ◽  
Mismatch Negativity ◽  
Probabilistic Approach ◽  
Vowel Harmony ◽  
Long Term Memory ◽  
Memory Representation ◽  
Term Memory ◽  
Detection Response ◽  
The Brain

AbstractVowel harmony is a phonotactic principle that requires adjacent vowels to agree in certain vowel features. Phonological theory considers this principle to be represented in one's native grammar, but its abstractness and perceptual consequences remain a matter of debate. In this paper, we are interested in the brain's response to violations of harmony in Turkish. For this purpose, we test two acoustically close and two acoustically distant vowel pairs in Turkish, involving different kinds of harmony violations. Our measure is the Mismatch Negativity (MMN), an automatic change detection response of the brain that has previously been applied for the study of native phoneme representations in a variety of languages. The results of our experiment support the view that vowel harmony is a phonological principle with a language-specific long-term memory representation. Asymmetries in MMN responses support a phonological analysis of the pattern of results, but do not provide evidence for a pure acoustic or a pure probabilistic approach. Phonological analyses are given within Optimality Theory (OT) and within an underspecification account.

A Memória de Longo Prazo e a Análise Sobre sua Função no Processo de Aprendizagem

2018 ◽  
Vol 19 (1) ◽  
pp. 66
Author(s):  
Lia Almeida Mapurunga ◽  
Elcyana Bezerra Elcyana Bezerra Carvalho
Keyword(s):  
Cognitive Psychology ◽  
Learning Strategies ◽  
Long Term Memory ◽  
Term Memory ◽  
Positive Effects ◽  
Bibliographical Survey ◽  
And Function ◽  
The Relationship ◽  
The Brain

A neurociência é uma ciência natural que estuda a função e a estrutura, que compõem o cérebro. A educação, embora tenha outra natureza, tem tido muitos benefícios com as contribuições que a neurociência tem para oferecer. Como o cérebro aprende e por que aprende traz para o ensino o objetivo e a função de criar condições (entre estratégias, recursos e adequação do meio), para que ocorra a aprendizagem. E, para que essa ocorra, é necessário que as funções mentais superiores, como a memória, estejam envolvidas. O objetivo deste estudo consiste em fazer uma revisão de literatura para conhecer a função da memória de longo prazo na aprendizagem, analisar os mecanismos neurobiológicos, que ocorrem durante esse processo e algumas estratégias de aprendizagem, que se utilizam da memória como recurso. Para isso, foi realizado no período de agosto a outubro de 2016, um levantamento bibliográfico nas bases de dados Scielo, Capes, Bireme e Google Acadêmico, buscando artigos científicos, que poderiam trazer alguma contribuição na construção dessa pesquisa. Foram selecionados, preferencialmente, os que continham enfoque na relação entre aprendizagem e memória, tanto na perspectiva da neurociência, quanto da psicologia cognitiva, trazendo argumentos que pudessem  comprovar o entendimento das estratégias de aprendizagem, a partir da memória de longo prazo. Também foram selecionados livros que apresentavam apoio às temáticas discorridas para esse trabalho, possibilitando essa relação. Os resultados apontam que estratégias de aprendizagens, que utilizam a memória, produzem efeitos positivos para a retenção de longo prazo.Palavras-chave: Aprendizagem. Neurociências. Estratégias de Aprendizagem.AbstractNeuroscience is a natural science that studies the function and structure that forms the brain. Although education has another nature, it has had many benefits from the contributions that neuroscience has to offer. How the brain learns and why it learns brings to teaching the intent and function to create conditions (among strategies, resources and suitability to the environment) so that learning can happen. And, for it to occur, it is  necessary that higher mental functions, such as memory, beinvolved. The purpose of this study is to do a literature review to get to know the function of long-term memory on the learning process, to analyze the neurobiological mechanisms that happen during that process, and some learning strategies that use memory as a resource. Therefore a bibliographical survey was conducted at the databases Scielo, Capes, Bireme and Academic Google, from August to October 2016, searching for scientific articles that could contribute somehow on the construction of this research. The articles that used the neuroscience perspective or the cognitive psychology to focus on the relationship  between learning and memory were chosen, preferentially those whose arguments could prove the  learning strategies understanding about he long-term memory. Books supporting the themes discussed for this work were also selected, creating, therefore, a relationship. The results show that learning strategies that use memory have positive effects for long-term retention.Keywords: Learning. Neuroscience. Learning Strategies.

A Mathematical Model of Short-Term Memory

SIMULATION ◽  
1964 ◽  
Vol 3 (6) ◽  
pp. 46-51
Author(s):  
W. Ross Adey ◽  
N.V. Findler
Keyword(s):  
Electromagnetic Waves ◽  
Short Term Memory ◽  
Threshold Value ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Neuron Density ◽  
Receptor Neurons ◽  
The Brain

It is attempted in this paper to give a mathematical description of the short-term memory. Instead of using the microscopic properties of individual neu rons, such as the number of interconnections, neuron density, threshold value, etc., the cerebral cortex is regarded as a "neuron gas" that is a vast conglomer ate of neurons with statistically distributed charac teristics. Stimuli from the environment cause the receptor neurons to emit virtual electromagnetic waves into the brain. A self-optimizing process of the brain tis sue is here described by which the useful, informa tion-carrying energy reaching the long-term memory tends to maximum. It is emphasized that in the following a brain model is described and the physical processes in volved may have no direct equivalent in reality.

Two retrievals from a single cue: A bottleneck persists across episodic and semantic memory

2018 ◽  
Vol 72 (5) ◽  
pp. 1005-1028 ◽  
Author(s):  
Franziska Orscheschek ◽  
Tilo Strobach ◽  
Torsten Schubert ◽  
Timothy Rickard
Keyword(s):  
Episodic Memory ◽  
Semantic Memory ◽  
Retrieval Practice ◽  
Memory Systems ◽  
Verbal Response ◽  
Long Term Memory ◽  
Term Memory ◽  
Keypress Response ◽  
Unique Word

There is evidence in the literature that two retrievals from long-term memory cannot occur in parallel. To date, however, that work has explored only the case of two retrievals from newly acquired episodic memory. These studies demonstrated a retrieval bottleneck even after dual-retrieval practice. That retrieval bottleneck may be a global property of long-term memory retrieval, or it may apply only to the case of two retrievals from episodic memory. In the current experiments, we explored whether that apparent dual-retrieval bottleneck applies to the case of one retrieval from episodic memory and one retrieval from highly overlearned semantic memory. Across three experiments, subjects learned to retrieve a left or right keypress response form a set of 14 unique word cues (e.g., black—right keypress). In addition, they learned a verbal response which involved retrieving the antonym of the presented cue (e.g., black—“white”). In the dual-retrieval condition, subjects had to retrieve both the keypress response and the antonym word. The results suggest that the retrieval bottleneck is superordinate to specific long-term memory systems and holds across different memory components. In addition, the results support the assumption of a cue-level response chunking account of learned retrieval parallelism.

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