Working Memory and Reference Memory in Adult Rats following Limbic Seizures Induced at 21 or 90 Days of Age

2002 ◽  
Vol 91 (3) ◽  
pp. 729-730 ◽  
Author(s):  
S. E. Kinoshameg ◽  
M. A. Persinger
Keyword(s):  
Working Memory ◽  
Radial Maze ◽  
Short Term Memory ◽  
Reference Memory ◽  
Memory Errors ◽  
Brain Organization ◽  
Adult Rats ◽  
Limbic Seizures ◽  
Systemic Injection

Rats were either seized or not seized at 21 days of age (weaning) or at 90 days of age with a single systemic injection of lithium (3 mEq/kg) and pilocarpine (30 mg/kg). When tested as adults (120 days of age) for spatial memory in the Olton radial maze, the rats that had been seized as adults exhibited about five times more working (short-term) memory errors than the other three groups which did not differ significantly from one another. The numbers of errors for long-term (reference) memory did not differ significantly among the four groups. The deficits in working memory for the group seized as weanlings and reported previously were not replicated. One possible explanation for this discrepancy might be differential effects upon brain organization associated with seizures evoked by injecting the pilocarpine 24 hr. rather than 4 hr. after the lithium.

Effects of altered cholinergic function on working and reference memory in the rat

1986 ◽  
Vol 64 (3) ◽  
pp. 376-382 ◽  
Author(s):  
Richard J. Beninger ◽  
B. A. Wirsching ◽  
Khem Jhamandas ◽  
Roland J. Boegman ◽  
Sherif R. El-Defrawy
Keyword(s):  
Working Memory ◽  
Choline Acetyltransferase ◽  
Radial Maze ◽  
Cholinergic Neurons ◽  
Reference Memory ◽  
Nucleus Basalis ◽  
Nucleus Basalis Magnocellularis ◽  
Memory Errors ◽  
Biochemical Assays ◽  
Alternation Task

Many data suggest that the brain's cholinergic neurons participate in the control of memory and it has been suggested that cholinergic systems are involved differentially in working and reference memory. To test this hypothesis the effects on memory of unilateral injections of the neurotoxins, quinolinic acid or kainic acid into the cortically projecting cholinergic cells of the nucleus basalis magnocellularis (nbm) were evaluated. In experiment 1, quinolinate-injected (n = 7) and sham-operated (n = 7) rats were tested in a T-maze alternation task that requires working memory. Lesion rats performed significantly more poorly than shams and subsequent biochemical assays of cortical choline acetyltransferase (CAT) activity revealed significant reductions in the lesion rats. In experiment 2, kainate-injected (n = 9) and sham-operated (n = 8) rats were trained in an eight-arm radial maze with only four arms baited. Lesion rats made significantly more working memory errors (entries into baited arms from which the food had already been collected) than reference memory errors (entries into never baited arms). CAT assays showed that the lesion led to a decrease in cortical CAT with no significant change in hippocampal CAT. The results of these studies support the hypothesis that cholinergic neurons of the basocortical system may be differentially involved in working and reference memory.

scholarly journals The Effects of Acute and Binge 3,4-methylenedioxymethamphetamine (MDMA) Exposure on Learning and Memory in Rats

2021 ◽  
Author(s):  
◽  
Charlotte Jane Kay
Keyword(s):  
Working Memory ◽  
Cognitive Flexibility ◽  
Drug Tolerance ◽  
Reference Memory ◽  
Radial Arm Maze ◽  
Memory Errors ◽  
Memory Processes ◽  
And Training ◽  
Task Acquisition

<p>When rats are administered acute doses of MDMA they produce significantly more reference memory errors than working memory errors in the partially baited radial arm maze (Kay et al, 2009). The potential role of serotonin and dopamine in this effect was examined by administering the serotonin agonist Citalopram and the dopamine agonist GBR12909. GBR12909 produced significantly more reference memory errors, while Citalopram tended to produce more working memory errors. Administration of the D1 agonist A68930 and the D2 agonist Quinpirole predominantly produced reference memory errors, but to a lesser extent than acute MDMA administration. Low doses of both drugs produced a synergistic effect, more similar to that seen with acute MDMA administration. These findings suggest dopamine plays a role in the reference memory effect seen with MDMA exposure in the partially baited radial maze. In the second half of the thesis binge regimes of MDMA (4 x 10mg/kg) were administered to rats. When there was a gap of eight weeks between dosing and training the ability to acquire the radial arm maze was not significantly impaired. When this MDMA regime was repeated with a three-day gap between dosing and training it produced a significant but transient deficit in performance. When later challenged with acute doses of MDMA (4.0 mg/kg) the binge treated rats were less impaired than saline controls indicating drug tolerance. In an additional study that used a three-day delay between dosing and training a significant impairment in task acquisition was found. This deficit appeared to be long-term as the MDMA treated rats were impaired when the rules of task were changed suggesting a deficit in cognitive flexibility. Again when subjects were challenged with acute MDMA there was evidence of drug tolerance. The final study examined the effects of repeated MDMA exposure on task acquisition by administering acute doses of MDMA or saline once a week after rats had previously been treated with either a binge regime of MDMA or saline. MDMA exposure significantly impaired task acquisition and produced residual drug effects in the binge treated MDMA group the day after acute drug administration. However evidence of behavioural tolerance in this study was mixed due to a floor effect where performance of the binge MDMA group was so poor at the beginning of the study. In conclusion MDMA exposure impaired accuracy with reference memory processes were more affected than working memory processes. The underlying nature of this impairment remains unclear but it may be due to a long-term memory deficit, an impairment in understanding task rules or a perseverative pattern of responding. These findings imply human Ecstasy users may show deficits in acquiring information and may experience deficits in cognitive flexibility</p>

scholarly journals The Effects of Acute and Binge 3,4-methylenedioxymethamphetamine (MDMA) Exposure on Learning and Memory in Rats

2021 ◽  
Author(s):  
◽  
Charlotte Jane Kay
Keyword(s):  
Working Memory ◽  
Cognitive Flexibility ◽  
Drug Tolerance ◽  
Reference Memory ◽  
Radial Arm Maze ◽  
Memory Errors ◽  
Memory Processes ◽  
And Training ◽  
Task Acquisition

<p>When rats are administered acute doses of MDMA they produce significantly more reference memory errors than working memory errors in the partially baited radial arm maze (Kay et al, 2009). The potential role of serotonin and dopamine in this effect was examined by administering the serotonin agonist Citalopram and the dopamine agonist GBR12909. GBR12909 produced significantly more reference memory errors, while Citalopram tended to produce more working memory errors. Administration of the D1 agonist A68930 and the D2 agonist Quinpirole predominantly produced reference memory errors, but to a lesser extent than acute MDMA administration. Low doses of both drugs produced a synergistic effect, more similar to that seen with acute MDMA administration. These findings suggest dopamine plays a role in the reference memory effect seen with MDMA exposure in the partially baited radial maze. In the second half of the thesis binge regimes of MDMA (4 x 10mg/kg) were administered to rats. When there was a gap of eight weeks between dosing and training the ability to acquire the radial arm maze was not significantly impaired. When this MDMA regime was repeated with a three-day gap between dosing and training it produced a significant but transient deficit in performance. When later challenged with acute doses of MDMA (4.0 mg/kg) the binge treated rats were less impaired than saline controls indicating drug tolerance. In an additional study that used a three-day delay between dosing and training a significant impairment in task acquisition was found. This deficit appeared to be long-term as the MDMA treated rats were impaired when the rules of task were changed suggesting a deficit in cognitive flexibility. Again when subjects were challenged with acute MDMA there was evidence of drug tolerance. The final study examined the effects of repeated MDMA exposure on task acquisition by administering acute doses of MDMA or saline once a week after rats had previously been treated with either a binge regime of MDMA or saline. MDMA exposure significantly impaired task acquisition and produced residual drug effects in the binge treated MDMA group the day after acute drug administration. However evidence of behavioural tolerance in this study was mixed due to a floor effect where performance of the binge MDMA group was so poor at the beginning of the study. In conclusion MDMA exposure impaired accuracy with reference memory processes were more affected than working memory processes. The underlying nature of this impairment remains unclear but it may be due to a long-term memory deficit, an impairment in understanding task rules or a perseverative pattern of responding. These findings imply human Ecstasy users may show deficits in acquiring information and may experience deficits in cognitive flexibility</p>

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.

Working Memory: Models and Applications

2020 ◽  
Author(s):  
Stoo Sepp ◽  
Steven J. Howard ◽  
Sharon Tindall-Ford ◽  
Shirley Agostinho ◽  
Fred Paas
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Short Term Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Long Term Memory ◽  
Auditory Information ◽  
Short Term ◽  
Term Memory

In 1956, Miller first reported on a capacity limitation in the amount of information the human brain can process, which was thought to be seven plus or minus two items. The system of memory used to process information for immediate use was coined “working memory” by Miller, Galanter, and Pribram in 1960. In 1968, Atkinson and Shiffrin proposed their multistore model of memory, which theorized that the memory system was separated into short-term memory, long-term memory, and the sensory register, the latter of which temporarily holds and forwards information from sensory inputs to short term-memory for processing. Baddeley and Hitch built upon the concept of multiple stores, leading to the development of the multicomponent model of working memory in 1974, which described two stores devoted to the processing of visuospatial and auditory information, both coordinated by a central executive system. Later, Cowan’s theorizing focused on attentional factors in the effortful and effortless activation and maintenance of information in working memory. In 1988, Cowan published his model—the scope and control of attention model. In contrast, since the early 2000s Engle has investigated working memory capacity through the lens of his individual differences model, which does not seek to quantify capacity in the same way as Miller or Cowan. Instead, this model describes working memory capacity as the interplay between primary memory (working memory), the control of attention, and secondary memory (long-term memory). This affords the opportunity to focus on individual differences in working memory capacity and extend theorizing beyond storage to the manipulation of complex information. These models and advancements have made significant contributions to understandings of learning and cognition, informing educational research and practice in particular. Emerging areas of inquiry include investigating use of gestures to support working memory processing, leveraging working memory measures as a means to target instructional strategies for individual learners, and working memory training. Given that working memory is still debated, and not yet fully understood, researchers continue to investigate its nature, its role in learning and development, and its implications for educational curricula, pedagogy, and practice.

Working memory: Unemployed but still doing day labor

2003 ◽  
Vol 26 (6) ◽  
pp. 760-769
Author(s):  
Daniel S. Ruchkin ◽  
Jordan Grafman ◽  
Katherine Cameron ◽  
Rita S. Berndt
Keyword(s):  
Working Memory ◽  
Neural Circuits ◽  
Short Term Memory ◽  
Relevant Information ◽  
Long Term Memory ◽  
Memory Retention ◽  
Short Term ◽  
Term Memory ◽  
Target Article

The goal of our target article is to establish that electrophysiological data constrain models of short-term memory retention operations to schemes in which activated long-term memory is its representational basis. The temporary stores correspond to neural circuits involved in the perception and subsequent processing of the relevant information, and do not involve specialized neural circuits dedicated to the temporary holding of information outside of those embedded in long-term memory. The commentaries ranged from general agreement with the view that short-term memory stores correspond to activated long-term memory (e.g., Abry, Sato, Schwartz, Loevenbruck & Cathiard [Abry etal.], Cowan, Fuster, Grote, Hickok & Buchsbaum, Keenan, Hyönä & Kaakinen [Keenan et al.], Martin, Morra), to taking a definite exception to this view (e.g., Baddeley, Düzel, Logie & Della Sala, Kroger, Majerus, Van der Linden, Colette & Salmon [Majerus et al.], Vallar).

Working Memory in Music: A Theoretical Model

1995 ◽  
Vol 12 (3) ◽  
pp. 353-364 ◽  
Author(s):  
William L. Berz
Keyword(s):  
Working Memory ◽  
Cognitive Processing ◽  
Short Term Memory ◽  
Relevant Literature ◽  
Phonological Loop ◽  
Long Term Storage ◽  
Short And Long Term ◽  
Musical Memory ◽  
Term Storage

Many psychologists have accepted a dual memory system with separate short-and long-term storage components. More recently, the concept of working memory, where short-term memory is composed of both storage and processing segments, has been considered. Baddeley (1990) proposes a model for working memory that includes a central executive controller along with two slave systems: the phonological loop and the visuospatial sketch pad. The model allows for both storage and manipulation of information. However, this model does not seem to account adequately for musical memory (Clarke, 1993). Through a review of relevant literature, a new model is proposed in which an additional slave system is added to the Baddeley model to account for musical information. Consideration of this kind of cognitive processing is important in understanding the significant demands placed on working memory in such activities as taking music dictation, where there would be a tradeoff between storage and processing functions.

scholarly journals Working Memory: The What, the Why, and the How

2013 ◽  
Vol 30 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Tracy Packiam Alloway ◽  
Evan Copello
Keyword(s):  
Working Memory ◽  
Learning Outcomes ◽  
Short Term Memory ◽  
Memory Training ◽  
Long Term Memory ◽  
Term Memory ◽  
Reading And Math ◽  
Mother's Educational Level ◽  
The Relationship

Working memory, our ability to work with information, plays an important role in learning from kindergarten to the college years. In this article, we review the what, the why, and the how of working memory. First, we explore the relationship between working memory, short-term memory, and long-term memory. We also investigate research on the link between whether environmental factors, such as financial background and mother's educational level, affect working memory. In the next section — the why of working memory — we compare the predictive nature of working memory and IQ in learning outcomes. While IQ typically measures the knowledge acquired by the student, working memory measures what they do with that knowledge. Working memory skills are linked to key learning outcomes, including reading and math. In the final section, we present classroom strategies to support working memory. We also review current research on the efficacy of working memory training.

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