The microRNA cluster miR-183/96/182 contributes to long-term memory in a protein phosphatase 1-dependent manner

AbstractIn this study the effects of social isolation (SI) were investigated in APP/PS1 mice. It was found that SI during adolescence has an impact on anxiogenic behaviour, such that isolated animals tend to explore a threatening environment less than non-isolated animals as assessed with the EPM test, and that this holds for both AD and non-AD mice. While no evidence was found for any differences in short-term memory as assessed by the Y-maze, long-term memory seemed to be affected in a context-dependent manner. Object memory as assessed with the NOR test was affected in APP/PS1 mice compared to WT mice, but this deficit was not induced or influenced by SI. When it comes to social recognition memory however, we found that SI exacerbated the social memory deficit in AD mice, and even induced a deficit in WTs. Associative fear memory as assessed with the PA test suggested that WTs perform better when group housed, and APP/PS1 mice better when socially isolated. The link between isolation and AD, or cognition in general, may be more complex than initially thought. The effect of isolation may not be the same for AD versus non-AD subjects.

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HDAC inhibition modulates hippocampus-dependent long-term memory for object location in a CBP-dependent manner

Learning & Memory ◽

10.1101/lm.1986911 ◽

2011 ◽

Vol 18 (2) ◽

pp. 71-79 ◽

Cited By ~ 129

Author(s):

J. Haettig ◽

D. P. Stefanko ◽

M. L. Multani ◽

D. X. Figueroa ◽

S. C. McQuown ◽

...

Keyword(s):

Object Location ◽

Long Term Memory ◽

Dependent Manner ◽

Hdac Inhibition ◽

Term Memory

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Supplemental Material for Different Features of Real-World Objects Are Represented in a Dependent Manner in Long-Term Memory

Journal of Experimental Psychology General ◽

10.1037/xge0000716.supp ◽

2019 ◽

Keyword(s):

Real World ◽

Long Term Memory ◽

Dependent Manner ◽

Term Memory

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Different features of real-world objects are represented in a dependent manner in long-term memory.

Journal of Experimental Psychology General ◽

10.1037/xge0000716 ◽

2020 ◽

Vol 149 (7) ◽

pp. 1275-1293 ◽

Cited By ~ 2

Author(s):

Halely Balaban ◽

Dana Assaf ◽

Moran Arad Meir ◽

Roy Luria

Keyword(s):

Real World ◽

Long Term Memory ◽

Dependent Manner ◽

Term Memory

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Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000928 ◽

2016 ◽

Vol 39 ◽

Author(s):

Mary C. Potter

Keyword(s):

Working Memory ◽

Rapid Serial Visual Presentation ◽

Language Comprehension ◽

Short Term Memory ◽

Visual Presentation ◽

Long Term Memory ◽

Short Term ◽

Term Memory ◽

Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

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Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

American Journal of Audiology ◽

10.1044/2020_aja-20-00018 ◽

2020 ◽

Vol 29 (4) ◽

pp. 710-727

Author(s):

Beula M. Magimairaj ◽

Naveen K. Nagaraj ◽

Alexander V. Sergeev ◽

Natalie J. Benafield

Keyword(s):

Auditory Processing ◽

Short Term Memory ◽

Group Differences ◽

Long Term Memory ◽

Short Term ◽

Significant Group ◽

Term Memory ◽

Memory And Attention ◽

Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

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Retrieval from Memory or Procedural Strategies for Addition Problems

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000036 ◽

2011 ◽

Vol 70 (1) ◽

pp. 35-39 ◽

Cited By ~ 3

Author(s):

Muriel Fanget ◽

Catherine Thevenot ◽

Caroline Castel ◽

Michel Fayol

Keyword(s):

Reaction Times ◽

Long Term Memory ◽

Verbal Reports ◽

Term Memory ◽

Simple Addition ◽

Memory Traces ◽

Addition Problem ◽

Retrieval From Memory ◽

Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

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