Retrieval from long-term memory in senile dementia; Cued recall revisited

1983 ◽  
Vol 22 (2) ◽  
pp. 141-142 ◽  
Author(s):  
Robin Morris ◽  
Jan Wheatley ◽  
Peter Britton
Keyword(s):  
Senile Dementia ◽  
Cued Recall ◽  
Long Term Memory ◽  
Term Memory

scholarly journals Measuring Learning in the Blink of an Eye: Adolescents' Neurophysiological Reactions Predict Long-Term Memory for Stories

2021 ◽  
Vol 5 ◽  
Author(s):  
Rebecca J. M. Gotlieb ◽  
Xiao-Fei Yang ◽  
Mary Helen Immordino-Yang
Keyword(s):  
Neural Activity ◽  
Default Mode Network ◽  
Cued Recall ◽  
Network Activity ◽  
Long Term Memory ◽  
Blink Rate ◽  
Additive Variance ◽  
Term Memory ◽  
Default Mode

Anticipating what adolescents will remember is a common goal in education research, but what tools allow us to predict adolescents' memory without interrupting the learning process as it naturally occurs? To attempt to identify neurophysiological markers of deep processing that may predict long-term retention, here we conducted an exploratory study by adding a cued recall probe to the last wave of data collection in a longitudinal psychosocial and neuroimaging study of 65 urban adolescents. Five years prior, and again 3 years prior, participants had reacted to the same emotionally evocative true stories during a videotaped interview that allowed us to measure eye-blink rate (EBR), and again during fMRI scanning. We analyzed EBR and neural data from the initial story exposure. We found that memory for a story was predicted by both EBR (a proxy for striatal dopamine) and default mode network neural activity to that story (involved in integrative memory and processing of emotional feelings). EBR and default mode network activity were uncorrelated and explained additive variance. Though more work is needed, our study contributes preliminary supportive evidence linking EBR and neural activity trial-by-trial to long-term memory in a naturalistic task. The analyses suggest that including EBR, a non-invasive, portable, and inexpensive measure that can be coded from high-quality video recording, could be useful in future studies of adolescents' learning.

Topography and Dynamics of Associative Long-term Memory Retrieval in Humans

2007 ◽  
Vol 19 (3) ◽  
pp. 493-512 ◽  
Author(s):  
Patrick Khader ◽  
Kathrin Knoth ◽  
Michael Burke ◽  
Charan Ranganath ◽  
Siegfried Bien ◽  
...  
Keyword(s):  
Memory Retrieval ◽  
Response Times ◽  
Cued Recall ◽  
Structural Basis ◽  
Long Term Memory ◽  
Bold Signal ◽  
Experimental Conditions ◽  
Slow Potential ◽  
Term Memory

The present study investigated the neurophysiological processes underlying associative long-term memory retrieval of objects and spatial positions by means of a modified fan paradigm with cued recall and two neuroimaging methods (electroencephalogram [EEG] and functional magnetic resonance imaging). In an acquisition phase, either one stimulus or two stimuli became associated with a noun. During retrieval, probe stimuli comprising noun pairs were presented, and participants had to recall the respective associations and decided whether the nouns are linked to each other via a commonly associated stimulus. With this design, the quality and quantity of recalled associations was systematically varied, whereas the triggering stimuli and response requirements were held constant in all experimental conditions. Recall time proved to be directly related to the number of associations fanning out from a retrieval cue. Correspondingly, the hemodynamic response (blood oxygen level-dependent [BOLD] signal) and the amplitude of slow negative EEG potentials increased monotonically with the number of associations in both left anterior and bilateral posterior cortical areas. These effects were consistently observed with content-specific topographies for the two distinct materials. Furthermore, the multimethod approach revealed a close temporal link between response times and event-related slow potential changes on the one side and a close topographical and amplitude correspondence between slow potentials and BOLD signal changes on the other. The integrated results suggest that the neuronal dynamics of associative memory retrieval are equivalent for different types of associations, but that the structural basis is clearly content-specific.

scholarly journals Neural Correlates of Long-Term Memory Enhancement Following Retrieval Practice

2021 ◽  
Vol 15 ◽  
Author(s):  
Eugenia Marin-Garcia ◽  
Aaron T. Mattfeld ◽  
John D. E. Gabrieli
Keyword(s):  
Testing Effect ◽  
Retrieval Practice ◽  
Test Group ◽  
Cued Recall ◽  
Long Term Memory ◽  
Study Group ◽  
Contrast Study ◽  
Memory Enhancement ◽  
Term Memory

Retrieval practice, relative to further study, leads to long-term memory enhancement known as the “testing effect.” The neurobiological correlates of the testing effect at retrieval, when the learning benefits of testing are expressed, have not been fully characterized. Participants learned Swahili-English word-pairs and were assigned randomly to either the Study-Group or the Test-Group. After a week delay, all participants completed a cued-recall test while undergoing functional magnetic resonance imaging (fMRI). The Test-Group had superior memory for the word-pairs compared to the Study-Group. While both groups exhibited largely overlapping activations for remembered word-pairs, following an interaction analysis the Test-Group exhibited differential performance-related effects in the left putamen and left inferior parietal cortex near the supramarginal gyrus. The same analysis showed the Study-Group exhibited greater activations in the dorsal MPFC/pre-SMA and bilateral frontal operculum for remembered vs. forgotten word-pairs, whereas the Test-Group showed the opposite pattern of activation in the same regions. Thus, retrieval practice during training establishes a unique striatal-supramarginal network at retrieval that promotes enhanced memory performance. In contrast, study alone yields poorer memory but greater activations in frontal regions.

scholarly journals Genetic Influences on Free and Cued Recall in Long-Term Memory Tasks

2006 ◽  
Vol 9 (5) ◽  
pp. 623-631 ◽  
Author(s):  
Heather E. Volk ◽  
Kathleen B. McDermott ◽  
Henry L. Roediger ◽  
Richard D. Todd
Keyword(s):  
Free Recall ◽  
Environmental Factors ◽  
Cued Recall ◽  
Word Recall ◽  
Equation Modeling ◽  
Long Term Memory ◽  
Verbal Intelligence ◽  
Term Memory ◽  
Brain Functions

AbstractLong-term memory (LTM) problems are associated with many psychiatric and neurological illnesses and are commonly measured using free and cued recall tasks. Although LTM has been linked with biologic mechanisms, the etiology of distinct LTM tasks is unknown. We studied LTM in 95 healthy female twin pairs identified through birth records in the state of Missouri. Performance on tasks of free recall of unrelated words, free and cued recall of categorized words, and the vocabulary section of the Wechsler Adult Intelligence Scale (WAIS-R) were examined using structural equation modeling. Additive genetic and unique environmental factors influenced LTM and intelligence. Free recall of unrelated and categorized words, and cued recall of categorized words, were moderately heritable (55%, 38%, and 37%). WAIS-R vocabulary score was highly heritable (77%). Controlling for verbal intelligence in multivariate analyses of recall, two components of genetic influence on LTM were found; one for all three recall scores and one for free and cued categorized word recall. Recall of unrelated and categorized words is influenced by different genetic and environmental factors indicating heterogeneity in LTM. Verbal intelligence is etiologically different from LTM indicating that these two abilities utilize different brain functions.

scholarly journals Forgetting is a Feature, not a Bug: Intentionally Forgetting Some Things Helps Us Remember Others by Freeing up Working Memory Resources

2018 ◽  
Author(s):  
Vencislav Popov ◽  
Ivan Marevic ◽  
Jan Rummel ◽  
Lynne Reder
Keyword(s):  
Word Pair ◽  
Cued Recall ◽  
Long Term Memory ◽  
Term Memory ◽  
Verbal Rehearsal ◽  
Dual Task Paradigm ◽  
Memory Resources ◽  
Over Time ◽  
Prior Item

We used an item-method directed forgetting paradigm to test whether instructions to forget or to remember one item in a list affects memory for the subsequent item in that list. In two experiments, we found that free and cued recall were higher when a word-pair was preceded during study by a to-be-forgotten (TBF) word pair. This effect was cumulative – performance was higher when more of the preceding items during study were TBF. It also interacted with lag between study items – the effect decreased as the lag between the current and a prior item increased. Experiment 2 used a dual-task paradigm in which we suppressed either verbal rehearsal or attentional refreshing during encoding. We found that neither task removed the effect, thus the advantage from previous TBF items could not be due to rehearsal or attentional borrowing. We propose that storing items in long-term memory depletes a limited pool of resources that recovers over time, and that TBF items deplete fewer resources, leaving more available for storing subsequent items. A computational model implementing the theory provided excellent fits to the data.

scholarly journals Electrical Brain Stimulation During a Retrieval-Based Learning Task Can Impair Long-Term Memory

2020 ◽  
Author(s):  
Wesley Pyke ◽  
Athanasios Vostanis ◽  
Amir-Homayoun Javadi
Keyword(s):  
Brain Stimulation ◽  
Cued Recall ◽  
Learning Ability ◽  
Long Term Memory ◽  
Anodal Tdcs ◽  
Term Memory ◽  
Term Retention ◽  
Learning Speed ◽  
Long Term Retention

AbstractAnodal transcranial direct current stimulation (tDCS) to the left dorsolateral prefrontal cortex (DLPFC) has been shown to improve performance on a multitude of cognitive tasks. These are, however, often simple tasks, testing only one cognitive domain at a time. Therefore, the efficacy of brain stimulation for complex tasks has yet to be understood. Using a task designed to increase learning efficiency, this study investigates whether anodal tDCS over the left DLPFC can modulate both learning ability and subsequent long-term memory retention. Using a within-subject design, participants (N = 25) took part in 6 training sessions over consecutive days in which active or sham stimulation was administered randomly (3 of each). A computer-based task was used, containing flags from countries unknown to the participants. Each training session consisted of the repetition of 8 pairs of flag/country names. Subsequently, in three testing sessions, free, cued, and timed cued recall, participants were assessed on all 48 flags they had learnt. No difference in learning speed between active and sham tDCS was found. Furthermore, in the timed cued recall phase, flags learnt in the sham tDCS sessions were recalled significantly better than flags learnt in the active tDCS sessions. This effect was stronger in the second testing session. It was also found that for the flags answered incorrectly; thus, meaning they were presented more frequently, subsequent long-term retention was improved. These results suggest that for a complex task, anodal tDCS is ineffective at improving learning speed and potentially detrimental to long-term retention when employed during encoding. This serves to highlight the complex nature of brain stimulation, providing a greater understanding of its limitations and drawbacks.

Functional imaging of episodic long-term memory: Hippocampus and cued recall in Alzheimer's disease

NeuroImage ◽  
1998 ◽  
Vol 7 (4) ◽  
pp. S826
Author(s):  
C. Chicherio ◽  
E. Salmon ◽  
M. Van der Linden ◽  
C. Degueldre ◽  
A. Luxen ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Functional Imaging ◽  
Cued Recall ◽  
Long Term Memory ◽  
Term Memory

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

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.

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

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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