scholarly journals From Learning to Memory: A Comparison Between Verbal and Non-verbal Skills in 22q11.2 Deletion Syndrome

2021 ◽  
Vol 12 ◽  
Author(s):  
Johanna Maeder ◽  
Mathilde Bostelmann ◽  
Maude Schneider ◽  
Karin Bortolin ◽  
Matthias Kliegel ◽  
...  
Keyword(s):  
Free Recall ◽  
Recall Performance ◽  
Recognition Performance ◽  
Verbal Learning ◽  
Memory Task ◽  
22Q11.2 Deletion Syndrome ◽  
Learning Task ◽  
Learning Curves ◽  
Deletion Syndrome ◽  
Over Time

Background: Previous studies on possible memory deficits in 22q11DS often focused on quantifying the information memorized, whereas learning processes have been mostly overlooked. Furthermore, methodological differences in task design have made verbal and non-verbal comparison challenging and mixed results have been observed depending on chosen stimuli.Method: 135 participants (78 with 22q11DS) completed a multi-trial memory task modeled after the Rey Auditory Verbal Learning Task, comparing verbal and non-verbal learning as well as retention over time. Performance in the 22q11DS group were compared to controls and learning curves were analyzed.Results: In 22q11DS, slower acquisition of non-verbal material and higher rates of errors in both verbal and non-verbal tasks was observed. After 30 min, free recall performance, when corrected for initial learning rate, was similar between 22q11DS and controls. Conversely, recognition performance was overall weaker for 22q11DS in both modalities (verbal and non-verbal).Conclusion: This study examined how information is acquired, retained in memory over time and how different recall modalities (free recall vs. recognition) could yield different performances. Clinical implications of the findings are discussed.

scholarly journals An item-level analysis of lexical-semantic effects in free recall and recognition memory using the megastudy approach

2018 ◽  
Vol 71 (10) ◽  
pp. 2207-2222 ◽  
Author(s):  
Mabel C Lau ◽  
Winston D Goh ◽  
Melvin J Yap
Keyword(s):  
Free Recall ◽  
Recognition Memory ◽  
Recognition Performance ◽  
Memory Task ◽  
Hierarchical Regression ◽  
Forward Selection ◽  
Unique Variance ◽  
Lexical Semantic ◽  
Item Level ◽  
Semantic Variables

Psycholinguists have developed a number of measures to tap different aspects of a word’s semantic representation. The influence of these measures on lexical processing has collectively been described as semantic richness effects. However, the effects of these word properties on memory are currently not well understood. This study examines the relative contributions of lexical and semantic variables in free recall and recognition memory at the item-level, using a megastudy approach. Hierarchical regression of recall and recognition performance on a number of lexical-semantic variables showed task-general effects where the structural component, frequency, number of senses, and arousal accounted for unique variance in both free recall and recognition memory. Task-specific effects included number of features, imageability, and body–object interaction, which accounted for unique variance in recall, whereas age of acquisition, familiarity, and extremity of valence accounted for unique variance in recognition. Forward selection regression analyses generally converged on these findings. Hierarchical regression also revealed that lexical variables accounted for more variance in recognition compared with recall, whereas semantic variables accounted for more unique variance above and beyond lexical variables in recall compared with recognition. Implications of the findings are discussed.

Changes In Aortic Root Size Over Time In Patients with 22Q11.2 Deletion Syndrome

2021 ◽  
Author(s):  
Chiara Pandolfi de Rinaldis ◽  
Shrey Patel ◽  
Donna M. McDonald-McGinn ◽  
CGC ◽  
T. Blaine Crowley ◽  
...  
Keyword(s):  
Aortic Root ◽  
22Q11.2 Deletion Syndrome ◽  
Deletion Syndrome ◽  
22Q11.2 Deletion ◽  
Root Size ◽  
Over Time

Study Time Allocation, Retrospective Confidence, Gender, and Recall Performance: Does MemorySelf-Efficacy Matter?

2014 ◽  
Vol 13 (3) ◽  
pp. 392-410 ◽  
Author(s):  
Lacy E. Krueger ◽  
Cristina M. Sifuentes
Keyword(s):  
Time Allocation ◽  
Recall Performance ◽  
Verbal Learning ◽  
Learning Task ◽  
Study Time ◽  
Cued Recall ◽  
Gender Effects ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Study Time Allocation

We examined factors associated with self-regulated learning in a multitrial verbal learning task. Eighty males and 80 females (ages 18–25 years) completed a memory self-efficacy (MSE) questionnaire before being administered a Swahili-English memory task, in which participants received an unlimited amount of time to study each translation and complete cued recall tests across three study-test trials. We hypothesized that MSE, gender, and subsequent study time allocation (STA) based on prior recall performance and retrospective confidence judgments (RCJs) would be related to memory performance. There were gender differences in recall rates on subsequent trials, but no other gender effects were observed. Our results suggested that general beliefs about memory capabilities (MSE), control processes (STA), and monitoring processes (RCJs) are related to recall performance in a multitrial self-regulated learning task, and that the influence of these variables differs by recall trial and whether individuals are in more extreme MSE groups.

The limited impact that cocaine use patterns have on neurocognitive functioning in individuals with cocaine use disorder

2017 ◽  
Vol 31 (8) ◽  
pp. 989-995 ◽  
Author(s):  
James J Mahoney ◽  
Ari D Kalechstein ◽  
Thomas F Newton ◽  
Richard De La Garza
Keyword(s):  
Verbal Learning ◽  
Memory Task ◽  
Learning Task ◽  
Continuous Performance Task ◽  
Cognitive Measures ◽  
Cocaine Use ◽  
Use Patterns ◽  
The Past ◽  
The Mean ◽  
Specific Amount

It is well-documented in the literature that cocaine use is associated with neurocognitive impairment. The manner in which patterns of cocaine use, such as years of use, recent use over the past month, and daily amount of cocaine use, moderate neurocognition has been studied in a relatively piecemeal manner. Hence, the purpose of the study was to evaluate whether cocaine use patterns modulate neurocognition in individuals with cocaine use disorder. Cocaine users who were cocaine-negative ( n=125) were divided into tertiles based on cocaine use patterns and the performances of the highest and lowest groups were compared on the following cognitive measures: Continuous Performance Task-II, n-back, and Hopkins Verbal Learning Task-Revised. Participants with cocaine use disorder who used for more years (25.2±0.6 versus 10.1±0.6 years; mean±standard error of the mean) and who had more recent cocaine use over the past month (26.3±0.5 versus 6.0±0.6 days) did not differ significantly on any of the neurocognitive variables when compared to those with use patterns of shorter duration and less frequency (all p’s >0.05). Lastly, participants reporting the greatest amount daily cocaine use (1.8±0.0 g) demonstrated better performance on an auditory working memory task when compared to those with the lowest daily use (0.7±0.0 g; p=0.04). While one might expect that individuals who used greater amounts of cocaine over longer periods of time would demonstrate relatively poorer performance on measures of neurocognition, particularly in the initial phase of abstinence, our findings did not confirm this. While speculative, a potential explanation for these findings is that after an individual uses cocaine for a certain number of years, or uses a specific amount over time, then the deleterious effects of cocaine on neurocognition stabilizes, and increased duration of cocaine use does not further exacerbate those impairments.

scholarly journals Longitudinal Decline on the Dichotic Digits Test

2020 ◽  
Vol 29 (4) ◽  
pp. 862-872
Author(s):  
Lauren K. Dillard ◽  
Mary E. Fischer ◽  
Alex Pinto ◽  
Barbara E. K. Klein ◽  
Adam J. Paulsen ◽  
...  
Keyword(s):  
Free Recall ◽  
Hearing Impairment ◽  
Recall Performance ◽  
Recognition Performance ◽  
Population Based ◽  
Free Recall Task ◽  
Increased Risk ◽  
Right Ear Advantage ◽  
The Right

Purpose The dichotic digits test (DDT) is commonly administered in clinical and research settings, but it is not well understood how performance changes in aging. The purpose of this study is to determine the 5-year change on the free recall task and right ear advantage (REA) in a population-based cohort and factors associated with change. Method Participants in the population-based Epidemiology of Hearing Loss Study, who completed the DDT during the fourth (2009–2010) and fifth (2013–2016) examination periods were included ( n = 865, M age = 72.8 years at baseline). Free recall DDT was administered using 25 sets of triple-digit pairs presented at 70 dB HL. The REA was calculated by subtracting the score in the left ear from the score in the right ear. Results In 5 years, most participants (62.4%) declined on free recall performance (mean decline = 3.0% [4.5 digits], p < .01). In age-sex–adjusted models, higher baseline scores, hearing impairment, and lower education were significantly associated with increased risk of decline. An REA at baseline (76.8%) and follow-up (77.9%) was common. Half of participants (50.6%) had a 5-year REA widening ( M = 1.9% [1.4 digits], p = .01). Older age, but not hearing impairment, was associated with increased risk of REA widening. Conclusions The 5-year decline on free recall recognition performance was not associated with age but was associated with hearing impairment, whereas the 5-year widening of REA was associated with age but not hearing impairment. These results indicate that the REA may be a more sensitive measure of aging of the central auditory system than free recall performance.

scholarly journals A Computational Model of Prefrontal Control in Free Recall: Strategic Memory Use in the California Verbal Learning Task

2003 ◽  
Vol 15 (6) ◽  
pp. 821-832 ◽  
Author(s):  
Suzanna Becker ◽  
Jean Lim
Keyword(s):  
Free Recall ◽  
Computational Model ◽  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Human Performance ◽  
Verbal Learning ◽  
Learning Task ◽  
Retrieval Cues ◽  
Control Networks ◽  
Strategic Memory

Several decades of research into the function of the frontal lobes in brain-damaged patients, and more recently in intact individuals using function brain imaging, has delineated the complex executive functions of the frontal cortex. And yet, the mechanisms by which the brain achieves these functions remain poorly understood. Here, we present a computational model of the role of the prefrontal cortex (PFC) in controlled memory use that may help to shed light on the mechanisms underlying one aspect of frontal control: the development and deployment of recall strategies. The model accounts for interactions between the PFC and medial temporal lobe in strategic memory use. The PFC self-organizes its own mnemonic codes using internally derived performance measures. These mnemonic codes serve as retrieval cues by biasing retrieval in the medial temporal lobe memory system. We present data from three simulation experiments that demonstrate strategic encoding and retrieval in the free recall of categorized lists of words. Experiment 1 compares the performance of the model with two control networks to evaluate the contribution of various components of the model. Experiment 2 compares the performance of normal and frontally lesioned models to data from several studies using frontally intact and frontally lesioned individuals, as well as normal, healthy individuals under conditions of divided attention. Experiment 3 compares the model's performance on the recall of blocked and unblocked categorized lists of words to data from Stuss et al. (1994) for individuals with control and frontal lobe lesions. Overall, our model captures a number of aspects of human performance on free recall tasks: an increase in total words recalled and in semantic clustering scores across trials, superiority on blocked lists of related items compared to unblocked lists of related items, and similar patterns of performance across trials in the normal and frontally lesioned models, with poorer overall performance of the lesioned models on all measures. The model also has a number of shortcomings, in light of which we suggest extensions to the model that would enable more sophisticated forms of strategic control.

Neurocognitive and familial moderators of psychiatric risk in velocardiofacial (22q11.2 deletion) syndrome: a longitudinal study

2014 ◽  
Vol 45 (8) ◽  
pp. 1629-1639 ◽  
Author(s):  
W. R. Kates ◽  
N. Russo ◽  
W. M. Wood ◽  
K. M. Antshel ◽  
S. V. Faraone ◽  
...  
Keyword(s):  
Verbal Learning ◽  
22Q11.2 Deletion Syndrome ◽  
Vigilance Task ◽  
Assessment System ◽  
Deletion Syndrome ◽  
22Q11.2 Deletion ◽  
Learning Skills ◽  
Familial Factors ◽  
Family Organization ◽  
Linear Manner

BackgroundAlthough risk for psychosis in velocardiofacial (22q11.2 deletion) syndrome (VCFS) is well established, the cognitive and familial factors that moderate that risk are poorly understood.MethodA total of 75 youth with VCFS were assessed at three time points, at 3-year intervals. Time 1 (T1) psychiatric risk was assessed with the Behavior Assessment System for Children (BASC). Data reduction of BASC scores yielded avoidance–anxiety and dysregulation factors. Time 2 (T2) neuropsychological and family function and time 3 (T3) prodromal/overt psychosis were assessed. Poisson regression models tested associations between T3 positive prodromal symptoms/overt psychosis and T1 psychiatric risk, T2 cognitive and familial factors, and their interactions.ResultsT1 avoidance–anxiety ratings predicted T3 prodromal/overt psychosis. T2 verbal learning scores moderated this association, such that individuals with low avoidance–anxiety scores and stronger verbal learning skills were the least likely to demonstrate prodromal/overt psychosis at T3. Low scores on a T2 visual vigilance task also predicted T3 prodromal/overt psychosis, independently of the effect of T1 avoidance–anxiety scores. T1 dysregulation scores did not predict T3 prodromal/overt psychosis in a linear manner. Instead, the association between dysregulation and prodromal/overt psychosis was amplified by T2 levels of family organization, such that individuals with low dysregulation scores and low family organization scores were the most likely to exhibit T3 prodromal/overt psychosis.ConclusionsSignificant moderators of psychiatric risk in VCFS include verbal learning skills as well as levels of family organization, carrying implications for early identification and preventative treatment of youth with VCFS at highest risk for psychosis.

scholarly journals Seeing Eye to Eye With Threat: Atypical Threat Bias in Children With 22q11.2 Deletion Syndrome

2019 ◽  
Vol 124 (6) ◽  
pp. 549-567 ◽  
Author(s):  
Abbie M. Popa ◽  
Joshua R. Cruz ◽  
Ling M. Wong ◽  
Danielle J. Harvey ◽  
Kathleen Angkustsiri ◽  
...  
Keyword(s):  
Response Time ◽  
22Q11.2 Deletion Syndrome ◽  
Deletion Syndrome ◽  
Typically Developing ◽  
Threat Bias ◽  
22Q11.2 Deletion ◽  
Emotional Faces ◽  
Increased Risk ◽  
Measured Response ◽  
Over Time

Abstract Individuals with 22q11.2 deletion syndrome (22q11DS) show high rates of anxiety associated with their increased risk of developing schizophrenia. Biased attention is associated with anxiety and is important to investigate in those with 22q11DS given this association. We analyzed attention bias to emotional faces in 7- to 17-year olds with 22q11DS and typically developing controls (TD) using a dot probe threat bias paradigm. We measured response time, eye tracking, and pupilometry. Those with 22q11DS showed no significant changes in early versus late trials, whereas those who were TD showed differing patterns in both gaze and pupilometry over time. The patterns in those who are TD may indicate adaptation that is lacking or slower in individuals with 22q11DS.

scholarly journals A role for 5-HT4 receptors in human learning and memory

2019 ◽  
pp. 1-9 ◽  
Author(s):  
Susannah E. Murphy ◽  
Lucy C. Wright ◽  
Michael Browning ◽  
Philip J. Cowen ◽  
Catherine J. Harmer
Keyword(s):  
Healthy Volunteers ◽  
Learning And Memory ◽  
Emotional Processing ◽  
Verbal Learning ◽  
Experimental Studies ◽  
Memory Task ◽  
Learning Task ◽  
Emotional Memory ◽  
Receptor Activation ◽  
Human Cognition

AbstractBackground5-HT4 receptor stimulation has pro-cognitive and antidepressant-like effects in animal experimental studies; however, this pharmacological approach has not yet been tested in humans. Here we used the 5-HT4 receptor partial agonist prucalopride to assess the translatability of these effects and characterise, for the first time, the consequences of 5-HT4 receptor activation on human cognition and emotion.MethodsForty one healthy volunteers were randomised, double-blind, to a single dose of prucalopride (1 mg) or placebo in a parallel group design. They completed a battery of cognitive tests measuring learning and memory, emotional processing and reward sensitivity.ResultsPrucalopride increased recall of words in a verbal learning task, increased the accuracy of recall and recognition of words in an incidental emotional memory task and increased the probability of choosing a symbol associated with a high likelihood of reward or absence of loss in a probabilistic instrumental learning task. Thus acute prucalopride produced pro-cognitive effects in healthy volunteers across three separate tasks.ConclusionsThese findings are a translation of the memory enhancing effects of 5-HT4 receptor agonism seen in animal studies, and lend weight to the idea that the 5-HT4 receptor could be an innovative target for the treatment of cognitive deficits associated with depression and other neuropsychiatric disorders. Contrary to the effects reported in animal models, prucalopride did not reveal an antidepressant profile in human measures of emotional processing.

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