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Cognitive Neuroscience > week 6 - memory > Flashcards

week 6 - memory Flashcards

1
Q

Outlin

A 
learning and memory
types of memory
brain regions involved in memory
false memories
memory loss
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2
Q

Learning and Memory

A

Learning: process of acquiring new information

Memory: created when something is learnt

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3
Q

sensory memory

A

time course: milliseconds to seconds
capacity: high
conscious awareness: no
mechanism of loss (primarily decay)

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4
Q

short-term / working memory

A

time course: seconds to minutes
capacity: limited (7+-2 items)
Conscious aware: yes
mechanism of loss: primarily decay

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5
Q

Long-term nondeclarative

A

timecourse: Days to years
capacity: high
conscious awareness: no
mechanism of loss: primarily interference

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6
Q

Long-term declarative

A

time:course -days to years
Capacity- high
conscious awareness: yes
mechanism of loss: primarily interfence

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7
Q

3 Major processing stages

A 
Learning & memory
3 major processing stages
1. Encoding
 --Acquisition
 --Consolidation 
2. Storage
3. Retrieval
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8
Q

Impairments in memory function: Amnesia

A

Memory loss due to lesion/s in brain
Memory deficits dependent on lesion location
—Can impact STM, WM, and LTM abilities

Anterograde amnesia

  • -Inability to learn new info
  • -No memory for after time of lesion

Retrograde amnesia

  • -Loss of memories from before lesion
  • -Loss ranges widely (few hours before lesion >majority of lifespan)
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9
Q

hypothesised structure of human memory

A

see slide 7:

LTM vs sensory/short term and working

LTm consists of declarative (explicit) and nondeclarative (implicit)

declarative memory consists of
events (episodic) and facts (semantic) memory

episodic memory = specific personal experiences from a particular place and time

semantic memory = world knowledge, object knowledge, language knowledge, conceptual priming

Nondeclaritive (implicit memory) = procedural (skilss (motor/cog)), perceptual reprresentation system (perceptual priming), classical conditioning, nonassociative learning (habituation, sensitization)

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10
Q

What is Sensory Memory / whats it do

A

Transient retention of sensory information in sensory structures

Echoic

  • -Auditory
  • -Lasts around 10s

Iconic
Visual
300-500ms

High capacity but only for a short time

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11
Q

What is Short-term Memory / what is its function?

A 
short duration (~30s)
limited capacity (7+/-2 items)
Modal model
--decay: info degrades over time
--Interference: new info displaces old info
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12
Q

short term memory - Atkinson and shiffrin modal model of memory

A

Sensory information enters the information-processing system and is first stored in a sensory register. Items that are selected via attentional processes are then moved into short-term storage. With rehearsal, the item can move from short-term to long-term storage.

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13
Q

Working Memory model proposed by baddeley and hitch

A

see slide 10

This three-part working memory system has a central executive that controls two subordinate systems: the phonological loop, which encodes information phonologically (acoustically) in working memory; and the visuospatial sketch pad, which encodes information visually in working memory.

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14
Q 
working memory (capacity/mental ops)
anatomical correlates
A

slide 10

Limited capacity store for retaining info over short term (maintenance) and performing mental operations (manipulation)
Seconds to minutes

Baddeley & Hitch (1974)

  • Phonological loop: BA44 and BA40 (supramarginal gyrus)
  • -Visuospatial: parieto-occipital region

Lateral view of the left hemisphere, indicating that there is an information loop involved in phonological working memory fl owing between BA44 and the supramarginal gyrus (BA40).

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15
Q

What is episodic memory/hows it work?

A

Memories of personal experiences about own lives
What, where, when, and with whom
Autobiographical memories
Differs from personal knowledge

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16
Q

what is semantic memory

A

Objective knowledge that is factual in nature but does not include learning context
–Fact can be learnt after single episode or after many exposures

Examples

  • -Capital of France = Paris
  • -Red Light = Stop
17
Q

Procedural

A

Requires extensive and repeated experience
Learning motor or cognitive skills
Test: serial reaction time task
–Healthy participants respond faster to repeated sequences over time even if unaware of them
—Anterograde amnesiacs respond faster to repeated sequences over time but don’t remember doing the task
–Procedural learning can proceed without episodic memory

Brain region: Basal ganglia (impaired in Parkinson’s and Huntington’s)

18
Q

Priming

A

A change in the response to a stimulus, or in ability to identify a stimulus, following prior exposure to that stimulus

Perceptual

  • Acts within perceptual representation system (PRS)
  • E.g. word-fragment completion task
  • Depends on perceptual system (visual cortex)

Conceptual

  • Not as long as perceptual
  • Related to conceptual features
  • E.g. Landmark in Paris
  • Impacted by lesions in lateral temporal and prefrontal regions

Semantic

  • Prime and target words different but related semantically
  • Lasts only a few seconds
19
Q

Classical conditioning

A

CS + US = CR
Delay conditioning
-US begins while CS is still present
-Not impaired with hippocampal damage

Trace conditioning

  • Time gap, memory trace is necessary for association to be made between the CS and US
  • Impaired with Hippocampal damage

Conditioned stimulus (CS) paired with unconditioned stimulus (US) and becomes associated with it. CS will evoke a conditioned response (CR) similar to that typically evoked by the unconditioned stimulus (UR).

20
Q

Nonassociative learning

A

Habituation

  • Response to an unchanging stimulus decreases over time
  • E.g. ticking clock

Sensitization

  • Response increases with repeated presentations of the stimulus
  • E.g. rubbing your arm
    https: //www.youtube.com/watch?v=aOLxQGLJouI

Nonassociative learning primarily involves sensory and sensory motor (reflex) pathways

While not exactly sensitisation, think of it like this  the more the stimulus, the greater the response:

21
Q

Important Brain regions for memory

A

Medial Temporal Lobe

  • Hippocampus
  • Entorhinal, peririhinal, and parahippocampal cortices
  • Mammillary bodies
  • Anterior thalamic nuclei
  • Bilateral resection results in severe amnesia
22
Q

Important Brain regions for memory

A

Hippocampus: involved in encoding, consolidation and retrieval of LTM’s

Primate studies: hippocampus lesion or damage in/output connections with neocortex = cannot form new LTM’s

Circuitry to MTL/hippocampus
-Tumours, stroke, trauma, Korsakoff’s syndrome etc.

23
Q

Encoding and the Hippocampus

A

Ranganath et al (2003) used fMRI

  • Subsequent-memory paradigm
  • Hippocampus and posterior parahippocampal cortex active during encoding

see slide 22 (watch this)

24
Q

Retrieval and the Hippocampus

A

Eldridge et al (2000) used event-related fMRI

  • -Encoding phase: remember list of words
  • -Retrieval phase: 20 mins later with imaging
  • –Recollected versus familiar
  • -Hippocampus active only for correctly recollected items
  • –Not familiar words
  • —(familiarity = perirhinal cortex)
25
Q

False Memories

A

Roediger & McDermott (1995)

  • Memory test examining false memories
  • Present words (i.e. pin, sewing, eye etc.) highly associated with word not presented (i.e. needle)
  • Strong tendency to falsely remember associated word not presented

Cabeza et al (2001)

  • -Reject new items but strong tendency to falsely recog closely related false items
  • -Hippocampus (bilateral) = more activation for false and true items than new
  • -Retrieval of semantic info
  • -Left parahippocampal gurys = more activation true items than false and new
    • -Retrieval of sensory info

Real-world applications (EWT)
https://www.youtube.com/watch?v=qQ-96BLaKYQ

26
Q

Case Study: H.M.

A

VIDEO: https://www.youtube.com/watch?v=SQASyR0w8Qo

Bilateral resection of medial temporal lobes to successfully treat severe epilepsy
—Removed temporal lobes including amygdalae, entorhinal cortex and hippocampi (half of posterior region intact but atrophied)

–Anterograde amnesia: no new LTM’s

Retrograde amnesia: 2 yrs pre-op

STM, sensory, working and procedural memory stayed intact (and no other cognitive deficits)
-Could learn new skills but not remember learning/practicing them

Conclusion: medial temporal lobes involved in forming new LTM’s

27
Q

Hippocampus

A

Case study R.B.

Case study R.B.
Lost memory after ischaemic episode during heart surgery
-Anterograde amnesia: no new LTM’s
-Mild retrograde amnesia (1-2yrs pre-op)

  • Autopsy: bilateral lesions to CA1 pyramidal cells in hippocampus
  • Conclusion: hippocampus crucial in formation of new LTM’s

Transient Global Amnesia (TGA)

  • Similar evidence found in TGA
  • –When lesions occur in CA1 in hippocampus
  • –Causes transient anterograde amnesia and retrograde amnesia (spanning weeks – years) that lasts approx. 24-48 hours
28
Q

Alzheimer’s’ Disease

A

https://www.youtube.com/watch?v=9Wv9jrk-gXc

Amyloid plaques and neurofibrillary tangles
congregate in MTL area

More atrophy in MTL = more episodic memory loss

Hippocampus deteriorates more rapidly in people with AD than healthy adults

Large loss of acetylcholine cells that connect hippocampus and prefrontal cortex > loss of ability to form new episodic memories

29
Q

Comparison of cortex in Alzheimer’s patients and normal participants.

A

see slide 27

These diagrams depict a normal section of cortex with cortical neurons (a) and a section of cortex in an Alzheimer’s patient containing amyloid plaques between neurons and neurofibrillary tangles within neurons (b).

https://www.youtube.com/watch?v=9Wv9jrk-gXc

30
Q

Case Study: Clive Wearing

A

https://www.youtube.com/watch?v=fhrmsK6jtjc

Musicologist, conductor, and musician

  • Contracted herpes virus encephalitis that attacked CNS
  • -Damaging hippocampus

Both retrograde and anterograde amnesia

  • -Remembers that he has children (not names) and that he loves his wife
  • -Memory lasts between 7-30 seconds
  • -Constantly ‘waking up’
  • Can still conduct and play piano (procedural memory still intact)
  • Memory important for the human experience

Cognitive Neuroscience (5 decks)

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