Preserved Recognition in a Case of Developmental Amnesia: Implications for the Acaquisition of Semantic Memory?

2001 ◽  
Vol 13 (3) ◽  
pp. 357-369 ◽  
Author(s):  
Alan Baddeley ◽  
Faraneh Vargha-Khadem ◽  
Mortimer Mishkin
Keyword(s):  
Early Childhood ◽  
Recognition Memory ◽  
Episodic Memory ◽  
Semantic Memory ◽  
Semantic Knowledge ◽  
General Knowledge ◽  
Normal Range ◽  
Memory Tests ◽  
Phenomenological Experience ◽  
Developmental Amnesia

We report the performance on recognition memory tests of Jon, who, despite amnesia from early childhood, has developed normal levels of performance on tests of intelligence, language, and general knowledge. Despite impaired recall, he performed within the normal range on each of six recognition tests, but he appears to lack the recollective phenomenological experience normally associated with episodic memory. His recall of previously unfamiliar newsreel event was impaired, but gained substantially from repetition over a 2-day period. Our results are consistent with the hypothesis that the recollective process of episodic memory is not necessary either for recognition or for the acquisition of semantic knowledge.

scholarly journals Episodic memory and autonoetic consciousness: a first–person approach

2001 ◽  
Vol 356 (1413) ◽  
pp. 1351-1361 ◽  
Author(s):  
John M. Gardiner
Keyword(s):  
Older Adults ◽  
Episodic Memory ◽  
Semantic Memory ◽  
Sense Of Self ◽  
First Person ◽  
General Knowledge ◽  
Memory Response ◽  
Independent Variables ◽  
The Past ◽  
Autonoetic Consciousness

Episodic memory is identified with autonoetic consciousness, which gives rise to remembering in the sense of self–recollection in the mental re–enactment of previous events at which one was present. Autonoetic consciousness is distinguished from noetic consciousness, which gives rise to awareness of the past that is limited to feelings of familiarity or knowing. Noetic consciousness is identified not with episodic but with semantic memory, which involves general knowledge. A recently developed approach to episodic memory makes use of ‘first–person’ reports of remembering and knowing. Studies using this approach have revealed many independent variables that selectively affect remembering and others that selectively affect knowing. These studies can also be interpreted in terms of distinctiveness and fluency of processing. Remembering and knowing do not correspond with degrees of confidence in memory. Nor does remembering always control the memory response. There is evidence that remembering is selectively impaired in various populations, including not only amnesic patients and older adults but also adults with Asperger's syndrome. This first–person approach to episodic memory represents one way in which that most elusive aspect of consciousness, its subjectivity, can be investigated scientifically. The two kinds of conscious experiences can be manipulated experimentally in ways that are systematic, replicable and intelligible theoretically.

scholarly journals Semantic Memory

Psychology ◽  
2019 ◽  
Author(s):  
Michael N. Jones ◽  
Johnathan Avery
Keyword(s):  
Episodic Memory ◽  
Semantic Memory ◽  
Communication Systems ◽  
Declarative Memory ◽  
Memory Systems ◽  
Brain Regions ◽  
Semantic Knowledge ◽  
World Knowledge ◽  
Episodic Memories ◽  
The Brain

Semantic memory refers to our general world knowledge that encompasses memory for concepts, facts, and the meanings of words and other symbolic units that constitute formal communication systems such as language or math. In the classic hierarchical view of memory, declarative memory was subdivided into two independent modules: episodic memory, which is our autobiographical store of individual events, and semantic memory, which is our general store of abstracted knowledge. However, more recent theoretical accounts have greatly reduced the independence of these two memory systems, and episodic memory is typically viewed as a gateway to semantic memory accessed through the process of abstraction. Modern accounts view semantic memory as deeply rooted in sensorimotor experience, abstracted across many episodic memories to highlight the stable characteristics and mute the idiosyncratic ones. A great deal of research in neuroscience has focused on both how the brain creates semantic memories and what brain regions share the responsibility for storage and retrieval of semantic knowledge. These include many classic experiments that studied the behavior of individuals with brain damage and various types of semantic disorders but also more modern studies that employ neuroimaging techniques to study how the brain creates and stores semantic memories. Classically, semantic memory had been treated as a miscellaneous area of study for anything in declarative memory that was not clearly within the realm of episodic memory, and formal models of meaning in memory did not advance at the pace of models of episodic memory. However, recent developments in neural networks and corpus-based tools for modeling text have greatly increased the sophistication of models of semantic memory. There now exist several good computational accounts to explain how humans transform first-order experience with the world into deep semantic representations and how these representations are retrieved and used in meaning-based behavioral tasks. The purpose of this article is to provide the reader with the more salient publications, reviews, and themes of major advances in the various subfields of semantic memory over the past forty-five years. For more in-depth coverage, we refer the reader to the manuscripts in the General Overviews section.

scholarly journals Interdependence of episodic and semantic memory: Evidence from neuropsychology

2010 ◽  
Vol 16 (5) ◽  
pp. 748-753 ◽  
Author(s):  
DANIEL L. GREENBERG ◽  
MIEKE VERFAELLIE
Keyword(s):  
Episodic Memory ◽  
Semantic Memory ◽  
General Knowledge

AbstractTulving’s (1972) theory of memory draws a distinction between general knowledge (semantic memory) and memory for events (episodic memory). Neuropsychological studies have generally examined each type of memory in isolation, but theorists have long argued that these two forms of memory are interdependent. Here we review several lines of neuropsychological research that have explored the interdependence of episodic and semantic memory. The studies show that these forms of memory can affect each other both at encoding and at retrieval. We suggest that theories of memory should be revised to account for all of the interdependencies between episodic and semantic memory; they should also incorporate forms of memory that do not fit neatly into either category. (JINS, 2010, 16, 748–753.)

Positive Arousal Enhances the Consolidation of Item Memory

2015 ◽  
Vol 74 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Bo Wang
Keyword(s):  
Episodic Memory ◽  
Memory Consolidation ◽  
Source Memory ◽  
Emotional Arousal ◽  
Theoretical Models ◽  
Memory Test ◽  
Learning Phase ◽  
Item Memory ◽  
Memory Tests ◽  
Immediate Memory

Emotional arousal induced after learning has been shown to modulate memory consolidation. However, it is unclear whether the effect of postlearning arousal can extend to different aspects of memory. This study examined the effect of postlearning positive arousal on both item memory and source memory. Participants learned a list of neutral words and took an immediate memory test. Then they watched a positive or a neutral videoclip and took delayed memory tests after either 25 minutes or 1 week had elapsed after the learning phase. In both delay conditions, positive arousal enhanced consolidation of item memory as measured by overall recognition. Furthermore, positive arousal enhanced consolidation of familiarity but not recollection. However, positive arousal appeared to have no effect on consolidation of source memory. These findings have implications for building theoretical models of the effect of emotional arousal on consolidation of episodic memory and for applying postlearning emotional arousal as a technique of memory intervention.

Learning From (Test) Experience

2020 ◽  
Vol 228 (4) ◽  
pp. 264-277 ◽  
Author(s):  
Evan E. Mitton ◽  
Chris M. Fiacconi
Keyword(s):  
Recognition Memory ◽  
Test Performance ◽  
Memory Performance ◽  
Judgments Of Learning ◽  
Visual Images ◽  
Memory Tests ◽  
Recognition Memory Performance ◽  
Study Test ◽  
Explicit Feedback

Abstract. To date there has been relatively little research within the domain of metamemory that examines how individuals monitor their performance during memory tests, and whether the outcome of such monitoring informs subsequent memory predictions for novel items. In the current study, we sought to determine whether spontaneous monitoring of test performance can in fact help individuals better appreciate their memory abilities, and in turn shape future judgments of learning (JOLs). Specifically, in two experiments we examined recognition memory for visual images across three study-test cycles, each of which contained novel images. We found that across cycles, participants’ JOLs did in fact increase, reflecting metacognitive sensitivity to near-perfect levels of recognition memory performance. This finding suggests that individuals can and do monitor their test performance in the absence of explicit feedback, and further underscores the important role that test experience can play in shaping metacognitive evaluations of learning and remembering.

An adaptive function of mental time travel: Motivating farsighted decisions

2018 ◽  
Vol 41 ◽  
Author(s):  
Roland G. Benoit ◽  
Ruud M. W. J. Berkers ◽  
Philipp C. Paulus
Keyword(s):  
Episodic Memory ◽  
Memory System ◽  
Time Travel ◽  
Mental Time Travel ◽  
Adaptive Function ◽  
Central Function ◽  
Phenomenological Experience

AbstractThe episodic memory system allows us to experience the emotions of past, counterfactual, and prospective events. We outline how this phenomenological experience can convey motivational incentives for farsighted decisions. In this way, we challenge important arguments for Mahr & Csibra's (M&C's) conclusion that future-oriented mental time travel is unlikely to be a central function of episodic memory.

Release from output interference in recognition memory: A test of the attention hypothesis

2018 ◽  
Vol 71 (5) ◽  
pp. 1081-1089 ◽  
Author(s):  
Amy H Criss ◽  
Cristina Salomão ◽  
Kenneth J Malmberg ◽  
William Aue ◽  
Aslı Kılıç ◽  
...  
Keyword(s):  
Recognition Memory ◽  
Episodic Memory ◽  
Stimulus Type ◽  
Test List ◽  
Memory Testing ◽  
Costs And Benefits ◽  
Output Interference ◽  
Initial Test ◽  
Memory Accuracy ◽  
Attention Hypothesis

Retrieval results in both costs and benefits to episodic memory. Output interference (OI) refers to the finding that episodic memory accuracy decreases with increasing test trials. Release from OI is the restoration of original accuracy at some point during the test. For example, a release from OI in recognition memory testing occurs when the semantic similarity between stimuli decreases midway through testing, suggesting that item representations stored on early trials cause interference on tests occurring on later trials to the extent that the earlier items share features with the latter items. In two recognition memory experiments, we demonstrate release from OI for words and faces. We also test whether release from OI is the result of interference or is due to a boost in attention caused by reorienting to a novel stimulus type. A test for the foils presented during the initial test list supports the interference account of OI. Implications for models of memory are discussed.

Combined Memory Training: An Approach for Episodic Memory Deficits in Traumatic Brain Injury

2021 ◽  
Vol 30 (2S) ◽  
pp. 920-932
Author(s):  
Elisabeth Cochran D'Angelo ◽  
Beth A. Ober ◽  
Gregory K. Shenaut
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Treatment Group ◽  
Episodic Memory ◽  
Semantic Memory ◽  
Memory Deficits ◽  
Control Group ◽  
Wait List ◽  
Wait List Control Group ◽  
Wait List Control

Purpose The study aimed to test a combination of semantic memory and traditional episodic memory therapies on episodic memory deficits in adults with traumatic brain injury. Method Twenty-five participants who had been diagnosed with traumatic brain injury and had episodic memory deficits were randomly assigned either to a combined memory treatment group ( n = 16) or to a wait-list control group ( n = 9). Before and after treatment, they completed standardized neuropsychological testing for episodic memory and related cognitive domains, including the California Verbal Learning Test–Second Edition, the Controlled Oral Word Association Test, the University of Southern California Repeatable Episodic Memory Test, the Wechsler Abbreviated Scale of Intelligence–Second Edition Matrices, the Test of Everyday Attention, the Memory Assessment Clinics Self-Rating Scale, the Expressive Vocabulary Test–Second Edition, and the Story Recall subtest from the Rivermead Behavioural Memory Test. In addition to a traditional episodic memory therapy, the treatment group received a novel semantic memory–focused therapy, which involved participants finding meaningful connections between diverse concepts represented by sets of two or three words. Results The treatment group demonstrated statistically significant improvement in memory for list learning tasks, and there was a significant difference from pretest to posttest between the treatment group and the wait-list control group. Clinical significance was demonstrated for the treatment group using minimally important difference calculations. Conclusion Combined memory therapy resulted in significant improvements in episodic memory, semantic memory, and attention, in comparison to no treatment. Supplemental Material https://doi.org/10.23641/asha.14049968

Semantic knowledge attenuates age-related differences in event segmentation and episodic memory

2021 ◽  
Author(s):  
Barbara L. Pitts ◽  
Maverick E. Smith ◽  
Kimberly M. Newberry ◽  
Heather R. Bailey
Keyword(s):  
Episodic Memory ◽  
Semantic Knowledge ◽  
Event Segmentation ◽  
Age Related

scholarly journals Lexical semantic memory in amnestic mild cognitive impairment and mild Alzheimer's disease

2007 ◽  
Vol 65 (3a) ◽  
pp. 619-622 ◽  
Author(s):  
Marcio L.F. Balthazar ◽  
José E. Martinelli ◽  
Fernando Cendes ◽  
Benito P. Damasceno
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Semantic Memory ◽  
Statistical Significance ◽  
Verbal Learning ◽  
Amnestic Mild Cognitive Impairment ◽  
Memory Tests ◽  
Lexical Semantic

OBJECTIVE: To study lexical semantic memory in patients with amnestic mild cognitive impairment (aMCI), mild Alzheimer's disease (AD) and normal controls. METHOD: Fifteen mild AD, 15 aMCI, and 15 normal control subjects were included. Diagnosis of AD was based on DSM-IV and NINCDS-ADRDA criteria, and that of aMCI, on the criteria of the International Working Group on Mild Cognitive Impairment, using CDR 0.5 for aMCI and CDR 1 for mild AD. All subjects underwent semantic memory tests (Boston Naming-BNT, CAMCOG Similarities item), Rey Auditory Verbal Learning Test (RAVLT), Mini-Mental Status Examination (MMSE), neuropsychological tests (counterproofs), and Cornell Scale for Depression in Dementia. Data analysis used Mann-Whitney test for intergroup comparisons and Pearson's coefficient for correlations between memory tests and counterproofs (statistical significance level was p<0.05). RESULTS: aMCI patients were similar to controls on BNT and Similarities, but worse on MMSE and RAVLT. Mild AD patients scored significantly worse than aMCI and controls on all tests. CONCLUSION: aMCI impairs episodic memory but tends to spare lexical semantic system, which can be affected in the early phase of AD.

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