Anabolic-androgenic steroids cycle administration decreases anxious-like behavior but does not affect long-term memory acquisition in rats

Animals consolidate some, but not all, learning experiences into long-term memory. Across the animal kingdom, sleep has been found to have a beneficial effect on the consolidation of recently formed memories into long-term storage. However, the underlying mechanisms of sleep dependent memory consolidation are poorly understood. Here, we show that consolidation of courtship long-term memory in Drosophila is mediated by reactivation during sleep of dopaminergic neurons that were earlier involved in memory acquisition. We identify specific fan-shaped body neurons that induce sleep after the learning experience and activate dopaminergic neurons for memory consolidation. Thus, we provide a direct link between sleep, neuronal reactivation of dopaminergic neurons, and memory consolidation.

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Long-Term Memory Performance in Adult ADHD

Journal of Attention Disorders ◽

10.1177/1087054713510561 ◽

2016 ◽

Vol 21 (4) ◽

pp. 267-283 ◽

Cited By ~ 30

Author(s):

Timo Skodzik ◽

Heinz Holling ◽

Anya Pedersen

Keyword(s):

Visual Memory ◽

Adult Adhd ◽

Memory Performance ◽

Meta Analysis ◽

Long Term Memory ◽

Term Memory ◽

Memory Tests ◽

Memory Acquisition ◽

Meta Analyses

Objective: Memory problems are a frequently reported symptom in adult ADHD, and it is well-documented that adults with ADHD perform poorly on long-term memory tests. However, the cause of this effect is still controversial. The present meta-analysis examined underlying mechanisms that may lead to long-term memory impairments in adult ADHD. Method: We performed separate meta-analyses of measures of memory acquisition and long-term memory using both verbal and visual memory tests. In addition, the influence of potential moderator variables was examined. Results: Adults with ADHD performed significantly worse than controls on verbal but not on visual long-term memory and memory acquisition subtests. The long-term memory deficit was strongly statistically related to the memory acquisition deficit. In contrast, no retrieval problems were observable. Conclusion: Our results suggest that memory deficits in adult ADHD reflect a learning deficit induced at the stage of encoding. Implications for clinical and research settings are presented.

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Methamphetamine Inhibits Long-Term Memory Acquisition and Synaptic Plasticity by Evoking Endoplasmic Reticulum Stress

Frontiers in Neuroscience ◽

10.3389/fnins.2020.630713 ◽

2021 ◽

Vol 14 ◽

Author(s):

Guang Chen ◽

Xiaoning Wei ◽

Xiang Xu ◽

Gang Yu ◽

Zheng Yong ◽

...

Keyword(s):

Endoplasmic Reticulum ◽

Synaptic Plasticity ◽

Er Stress ◽

Memory Loss ◽

Translation Initiation Factor ◽

Long Term Memory ◽

Term Memory ◽

Expression Levels ◽

Memory Acquisition

Methamphetamine (MA), an illicit drug abused worldwide, leads to cognitive impairment and memory loss. However, the detailed mechanisms of MA-induced neurologic impairment are still unclear. The present study aimed to investigate the mechanisms of MA-induced inhibition of memory acquisition from the perspective of endoplasmic reticulum (ER) stress. ER stress, caused by the accumulation of wrongly folded proteins in the ER, is important for new protein synthesis, which further influence the formation of long-term memory. A subacute MA poisoning model of mice was established and several behavioral experiments were performed, including elevated plus maze, Morris water maze, electro-stimulus Y-maze, and novel object recognition tasks. The present results suggested that 4 days exposure to MA induced significant memory loss. Whereas, this damage to memory formation could be protected when mice were pre-treated with ER stress inhibitor, tauroursodeoxycholic acid (TUDCA). The results of Western blotting showed that subacute exposure to MA increased the expression levels of ER stress marker proteins, such as binding immunoglobulin protein, phosphorylated eukaryotic translation initiation factor 2α, cyclic AMP-dependent transcription factor (ATF)-4, ATF-6, and CCAAT-enhancer binding protein homologous protein. Meanwhile, the enhanced expression levels of these proteins were reversed by TUDCA, indicating that MA administration induced memory loss by evoking ER stress in the hippocampus. We also found that MA inhibited the induction of long-term potentiation (LTP) in the hippocampus. Nevertheless, LTP could be induced when mice were pre-treated with TUDCA. In conclusion, MA inhibited long-term memory acquisition and synaptic plasticity via ER stress.

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Providing Extrinsic Reward for Test Performance Undermines Long-Term Memory Acquisition

Frontiers in Psychology ◽

10.3389/fpsyg.2016.00079 ◽

2016 ◽

Vol 7 ◽

Cited By ~ 7

Author(s):

Christof Kuhbandner ◽

Alp Aslan ◽

Kathrin Emmerdinger ◽

Kou Murayama

Keyword(s):

Test Performance ◽

Long Term Memory ◽

Extrinsic Reward ◽

Term Memory ◽

Memory Acquisition

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Influence of mRNA and protein synthesis inhibitors on the long-term memory acquisition of classically conditioned earthworms

Neurobiology of Learning and Memory ◽

10.1016/j.nlm.2004.11.003 ◽

2005 ◽

Vol 83 (2) ◽

pp. 151-157 ◽

Cited By ~ 19

Author(s):

H WATANABE ◽

T TAKAYA ◽

T SHIMOI ◽

H OGAWA ◽

Y KITAMURA ◽

...

Keyword(s):

Protein Synthesis ◽

Long Term Memory ◽

Protein Synthesis Inhibitors ◽

Term Memory ◽

Memory Acquisition ◽

Classically Conditioned

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More than working memory rides on long-term memory

Behavioral and Brain Sciences ◽

10.1017/s0140525x03300160 ◽

2003 ◽

Vol 26 (6) ◽

pp. 737-737 ◽

Cited By ~ 4

Author(s):

Joaquín M. Fuster

Keyword(s):

Working Memory ◽

Cognitive Functions ◽

Single Unit ◽

Neural Mechanism ◽

Long Term Memory ◽

Term Memory ◽

Target Article ◽

Memory Acquisition

Single-unit data from the cortex of monkeys performing working-memory tasks support the main point of the target article. Those data, however, also indicate that the activation of long-term memory is essential to the processing of all cognitive functions. The activation of cortical long-term memory networks is a key neural mechanism in attention (working memory is a form thereof), perception, memory acquisition and retrieval, intelligence, and language.

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One-trial conditioned taste aversion in Lymnaea: good and poor performers in long-term memory acquisition

Journal of Experimental Biology ◽

10.1242/jeb.02735 ◽

2007 ◽

Vol 210 (7) ◽

pp. 1225-1237 ◽

Cited By ~ 33

Author(s):

R. Sugai ◽

S. Azami ◽

H. Shiga ◽

T. Watanabe ◽

H. Sadamoto ◽

...

Keyword(s):

Taste Aversion ◽

Conditioned Taste Aversion ◽

Long Term Memory ◽

Term Memory ◽

Memory Acquisition

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

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000928 ◽

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.

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

American Journal of Audiology ◽

10.1044/2020_aja-20-00018 ◽

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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Retrieval from Memory or Procedural Strategies for Addition Problems

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000036 ◽

2011 ◽

Vol 70 (1) ◽

pp. 35-39 ◽

Cited By ~ 3

Author(s):

Muriel Fanget ◽

Catherine Thevenot ◽

Caroline Castel ◽

Michel Fayol

Keyword(s):

Reaction Times ◽

Long Term Memory ◽

Verbal Reports ◽

Term Memory ◽

Simple Addition ◽

Memory Traces ◽

Addition Problem ◽

Retrieval From Memory ◽

Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

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