scholarly journals The neural basis of autobiographical and semantic memory: New evidence from three PET studies

2003 ◽  
Vol 3 (3) ◽  
pp. 234-254 ◽  
Author(s):  
K. S. GRAHAM ◽  
A. C. H. LEE ◽  
M. BRETT ◽  
K. PATTERSON
NeuroImage ◽  
2002 ◽  
Vol 17 (3) ◽  
pp. 1549-1561 ◽  
Author(s):  
Murray Grossman ◽  
Edward E. Smith ◽  
Phyllis Koenig ◽  
Guila Glosser ◽  
Chris DeVita ◽  
...  
Keyword(s):  

2009 ◽  
Vol 30 (12) ◽  
pp. 2043-2052 ◽  
Author(s):  
R. Rhys Davies ◽  
Glenda M. Halliday ◽  
John H. Xuereb ◽  
Jillian J. Kril ◽  
John R. Hodges

2010 ◽  
Vol 22 (8) ◽  
pp. 1794-1807 ◽  
Author(s):  
So-Yeon Kim ◽  
Joseph B. Hopfinger

The ability to maintain focus and avoid distraction by goal-irrelevant stimuli is critical for performing many tasks and may be a key deficit in attention-related problems. Recent studies have demonstrated that irrelevant stimuli that are consciously perceived may be filtered out on a neural level and not cause the distraction triggered by subliminal stimuli. However, in everyday situations, suprathreshold stimuli often do capture attention, but the neural mechanisms by which some stimuli rapidly and automatically trigger distraction remain unknown. Here, we investigated the neural basis of distraction by utilizing a particularly strong form of distractor: the abrupt appearance of a new object. Our results revealed a competitive relation between brain regions coding the locations of the target and the distractor, with distractor processing increasing and target processing decreasing, but only when the distractor was a new object; an equivalent luminance change to an existing object neither generated distraction nor affected target processing. Results also revealed changes in neural activity in intraparietal sulcus (IPS) and temporo-parietal junction (TPJ) that were unique to the new object distractor condition. The strongest relations between behavioral distraction and neural activity were observed in these parietal regions. Furthermore, participants who were less susceptible to distraction showed a more consistent, albeit more moderate, level of activity in IPS and TPJ. The present results thus provide new evidence regarding the neural mechanisms underlying distraction and resistance to it.


2012 ◽  
Vol 28 (4) ◽  
pp. 823-837 ◽  
Author(s):  
Emmanuel J. Barbeau ◽  
Mira Didic ◽  
Sven Joubert ◽  
Eric Guedj ◽  
Lejla Koric ◽  
...  

2020 ◽  
Author(s):  
Fenny Fadhilaturrahmi

Although neuroscience studies have provided us with an increasingly detailed picture of the basis for learning and memory, very little of this information has been applied within the area of teaching practice. We suggest that a better understanding of neuroscience may offer significant advantages for educators. In this context, we have considered recent studies in the neuroscience of learning and memory, with particular emphasis on working and semantic memory, and also suggest that neuroscience research into self-referential networks may improve our understanding of the learning process. Finally, we propose that advances in understanding the neural basis for metacognition may encourage the development of new perspectives that may help us to motivate students to learn about their own learning processes.


2013 ◽  
Vol 25 (8) ◽  
pp. 1191-1205 ◽  
Author(s):  
Christine E. Watson ◽  
Eileen R. Cardillo ◽  
Geena R. Ianni ◽  
Anjan Chatterjee

Many recent neuroimaging studies have investigated the representation of semantic memory for actions in the brain. We used activation likelihood estimation (ALE) meta-analyses to answer two outstanding questions about the neural basis of action concepts. First, on an “embodied” view of semantic memory, evidence to date is unclear regarding whether visual motion or motor systems are more consistently engaged by action concepts. Second, few studies have directly investigated the possibility that action concepts accessed verbally or nonverbally recruit different areas of the brain. Because our meta-analyses did not include studies requiring the perception of dynamic depictions of actions or action execution, we were able to determine whether conceptual processing alone recruits visual motion and motor systems. Significant concordance in brain regions within or adjacent to visual motion areas emerged in all meta-analyses. By contrast, we did not observe significant concordance in motor or premotor cortices in any analysis. Neural differences between action images and action verbs followed a gradient of abstraction among representations derived from visual motion information in the left lateral temporal and occipital cortex. The consistent involvement of visual motion but not motor brain regions in representing action concepts may reflect differences in the variability of experience across individuals with perceiving versus performing actions.


2002 ◽  
Vol 14 (6) ◽  
pp. 922-937 ◽  
Author(s):  
Takashi Tsukiura ◽  
Toshikatsu Fujii ◽  
Reiko Fukatsu ◽  
Taisuke Otsuki ◽  
Jiro Okuda ◽  
...  

The aim of this study was to identify the neuroanatomical basis of the retrieval of people's names. Lesion data showed that patients with language-dominant temporal lobectomy had impairments in their ability to retrieve familiar and newly learned people's names, whereas patients with language-nondominant temporal lobectomy had difficulty retrieving newly learned people's names. Functional magnetic resonance imaging experiments revealed activations in the left temporal polar region during the retrieval of familiar and newly learned people's names, and in the right superior temporal and bilateral prefrontal cortices during the retrieval of newly learned information from face cues. These data provide new evidence that the left anterior temporal region is crucial for the retrieval of people's names irrespective of their familiarity and that the right superior temporal and bilateral prefrontal areas are crucial for the process of associating newly learned people's faces and names.


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