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What role does working memory (WM) play in instrumental learning in an ever-changing environment? An unpublished study (Humann et al., PsyArxiv, 2020) left open the question whether working memory modulated learning performance in a reversal learning task (causation), or whether working memory and learning performance relied on a common underlying mechanism (correlation). We aim to address this question in a series of follow-up experiments. In a first online experiment (Janssen et al., https://osf.io/ujrt8), we manipulated WM load between subjects by varying the number of stimuli (1 to 4) of four presented stimuli, for which reward probabilities changed and thus needed to be tracked. The remaining stimuli had stable reward probabilities throughout the task, which deviates from the original task design with (three) changing stimuli only. With this version we could not replicate all of the correlations for the condition (WM load = 3) that is most similar to the original experiment with 3 changing stimuli (unpublished results). The current experiment serves as a control and includes only stimuli for which reward probability changes and needs to be tracked, similar to the original study. WM load is manipulated in the same fashion as before, but with two, three or four stimuli (not one). In addition to the hypotheses of the first online study (H1-4; https://osf.io/ujrt8), it will be of particular interest to investigate how the delay between two iterations of the same stimulus affects performance and dynamic learning rates. In contrast to the first online study, where the delay distribution did not depend on WM load, here, a higher WM load inherently leads to longer delays on average. A direct comparison of the two studies allows us to evaluate the difference in delay effects, as well as the effects of mixing changing and stable stimuli on performance and learning dynamics.

Encoded Emotion Theory is a novel framework that proposes emotions as the foundational mechanism shaping memory, learning, identity, and consciousness. The theory argues that emotionally charged experiences form and reinforce neural clusters—groups of neurons that fire together and encode both sensory input and emotional value. Over time, these emotionally encoded clusters interact dynamically, giving rise to memory, personality, and moment-to-moment awareness. Unlike traditional models that treat emotion as secondary to cognition, Encoded Emotion Theory positions emotion as the organizing principle of the mind. It offers new insights into how consciousness emerges from emotional variability, with broad applications in neuroscience, therapy, education, and artificial intelligence.

During the pandemic, to provide social isolation, online education has become very common. With the pandemic, people's anxiety symptoms increased. One of the variables that can affect performance in online education is anxiety, while another variable is seeing oneself and others. In the literature, a study on seeing oneself and others, anxiety, and learning and memory in online education could not be found. This study aims to examine the effect of seeing oneself and others and anxiety in online learning on verbal memory performance among university students.

This article is from Advanced Biomedical Research , volume 2 . Abstract Background:: One of the serious problems that opioid addicted people are facing is repeated withdrawal syndrome that is accompanying with a significant stress load for addicts. Therefore, the aim of this study was to evaluate the effects of repeated withdrawal on spatial learning, memory and serum cortisol levels in morphine-dependent mice. Materials and Methods:: Male NMRI mice received morphine as daily increasing doses for 3 days. After that, the mice underwent one time or repeated spontaneous or pharmacologic (naloxone-precipitated) withdrawal. Then spatial learning and memory were investigated by morris water maze test, and at the end trunk blood samples were collected for measurement of serum cortisol levels. Results:: The results showed that only repeated spontaneous withdrawal significantly increases escape latency (P < 0.05), and in other models of withdrawal, spatial learning and memory were intact. The results of probe trial were intact in all groups. Radioimmunoassay showed that serum cortisol levels were increased significantly in all models of withdrawal (P < 0.05 and P < 0.01) except the repeated spontaneous withdrawal. Conclusion:: The results showed that short periods of withdrawal syndrome can increase serum cortisol levels; however they do not affect spatial learning and memory. Nevertheless, repeated spontaneous withdrawal can make learning slow.

Note this registration has been withdrawn: The present preregistration involves two independent behavioural experiments that will be conducted with native English adults. These experiments are designed to examine the role of working memory and representational gestures in adult learning of word labels (study 1; preregistered N=150) and word semantics (study 2; preregistered N=90). The experiments' predictions are based on the findings from two recent corpus analyses (Cabiddu et al., 2024; Edwards et al., 2024). These analyses assessed the roles of working memory and representational gestures in label and semantic learning within a naturalistic context. This context involved free dyadic conversations between a person knowledgeable about a set of objects (informal teacher) and a partner who did not known anything about the objects (informal learner). Learning was tested post-conversation, both as label recall (asking the learner to look at a picture of an unknown object and recall its name) and semantic learning (asking learners to describe the unknown objects). The findings indicated that the teacher’s representational gestures accompanying speech were beneficial for learners with low working memory abilities (measured using the N-back test; Jaeggi et al., 2008) in recalling the target word labels. Furthermore, a simple effect of working memory was found for semantic learning, indicating that individuals with higher working memory abilities performed better in the semantic learning task. These findings from the corpus analyses are correlational. The aim of the current preregistered project is to experimentally test the effects of working memory and representational gestures. References Cabiddu, F., Edwards, C., Hill-Payne, H., Donnellan, E., Gu, Y., & Vigliocco, G. (2024). What Predicts Adult Word Learning in Naturalistic Interactions? A Corpus Study. Proceedings of the Annual Meeting of the Cognitive Science Society, 46(0). https://escholarship.org/uc/item/7bc403rx Edwards, C., Cabiddu, F., Hill-Payne, H., D’Estalenx, Q., Donnellan, E., Gu, Y., & Vigliocco, G. (2024). The impact of speakers’ multimodal behaviours on adults’ learning of semantic information: A corpus-based investigation. Proceedings of the Annual Meeting of the Cognitive Science Society, 46(0). https://escholarship.org/uc/item/1qb756nh Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences, 105(19), 6829–6833. https://doi.org/10.1073/pnas.0801268105

Learning to choose the response most likely to lead to a reward in association with a particular stimulus involves both conscious, effortful working memory (WM) and automatic, implicit reinforcement learning (RL) processes (Collins & Frank, 2012; cf, Packard & Knowlton, 2002; Poldrack et al., 2001; Poldrack & Packard, 2003). WM and RL have complementary strengths and weaknesses: WM is fast but capacity-limited and delay-sensitive, whereas RL is theoretically unlimited and robust over time, but slow. Optimal performance depends on finding the right balance between these systems, based on their relative effectiveness given situational demands. For example, once the number of stimulus-response options exceeds WM capacity, WM becomes less effective. The adaptive strategy is to then increase reliance on RL. WM declines more than RL with age, so the main question of this study is to test whether older adults will show earlier (lower numbers of stimulus-response options) shifts from WM to RL compared to young adults.

Journal of Experimental Psychology: Human Learning and Memory 1981: Volume 7 , Issue INDEX. Digitized from IA1534524-01 . Previous issue: sim_journal-of-experimental-psychology-lmc_1980-11_6_6 . Next issue: sim_journal-of-experimental-psychology-lmc_1981-01_7_1 .

Journal of Experimental Psychology: Learning, Memory, and Cognition 1984: Volume 10 , Issue INDEX. Digitized from IA1534524-01 . Previous issue: sim_journal-of-experimental-psychology-lmc_1983-10_9_4 . Next issue: sim_journal-of-experimental-psychology-lmc_1984-01_10_1 .

M8.556. Ill

M8.556. Ill

Mireille and Adam discuss the process of forming memories, the various types of memory, anxieties, phobias, panic attacks, and how our attention and our memory relates to learning. Where you place your attention influences what you might remember. What you are able to remember influences how you feel, the choices you make, and your future outcomes.

Mireille and Adam discuss the process of forming memories, the various types of memory, anxieties, phobias, panic attacks, and how our attention and our memory relates to learning. Where you place your attention influences what you might remember. What you are able to remember influences how you feel, the choices you make, and your future outcomes.

An investigation into the effects of incorporating 3d models within undergraduate education, specifically Psychology students. Using first and second year undergraduate students, comparisons will be drawn as to which teaching materials has the greatest effect on short term memory consolidation, as well as student satisfaction. Materials manipulated in this research include the use of handouts, 3D models, and a control group receiving no supplication to learning. Data from each student will be analysed to investigate which teaching tool had the greatest effect on learning and memory, with a specific focus on how these effects individuals who present greater neurodivergent (Autistic) traits according to the AQ (Baron-Cohen et al, 2001). The purpose of this study allows further education to implement useful teaching tools medical, and neuroanatomical studies.

The purpose of this study is to assess the impact of a gamified vocabulary learning intervention of a new language (Spanish), on the cognitive functioning and overall well-being of older adults with subjective memory complaints.

In a prior experiment, we used a multiple choice memory task. Here, we use a free response task.

Research suggests that working memory has an important role in instrumental learning when reinforcement histories of multiple options must be tracked (Collins et al., 2017; Collins & Frank, 2012, 2018). Working memory capacity not only reflects the ability to maintain items, but also to update and shield items against interference in a context-dependent manner; functions conceivably also essential to instrumental learning in an ever-changing environment. To address the relationship of working memory capacity and the dynamics of instrumental learning in a volatile environment in a previous unpublished study, we studied choice behavior and EEG of healthy young people who performed a probabilistic reversal learning task with sudden changes in reward probability (20, 50, 80%)(Humann et al., 2020). Working memory capacity, as assessed with the automated Operation Span (AOSPAN) task, positively correlated with learning performance. A hybrid Rescorla-Wagner/Pearce-Hall model was implemented to capture dynamic changes in people’s learning rate around changes in reward probability. Low-capacity participants modulated learning rates less dynamically around such changes. Their choices were more stochastic and less guided by learnt values, resulting in less stable performance and higher susceptibility to misleading probabilistic feedback. Single-trial model-based EEG analysis furthermore revealed that reward prediction errors (RPE) and learning rates were less strongly represented in cortical activity of low-capacity participants, while the centroparietal positivity, a general correlate of behavioural adaptation, was independent of working memory capacity. Whether working memory capacity modulated learning performance in this task (causation), or performance on both tasks relied on a common underlying mechanism (correlation), is an open question that we aim to address in this online behavioural study. By experimentally manipulating the load on working memory in the original task, its causal role in learning performance and dynamics can be investigated. Our second aim is to conceptually replicate our previous correlations between working memory capacity and learning performance as well as dynamic learning rate, under the load manipulation that is most similar to the load in the original task.

In this study, we plan to investigate the effects of judgments of learning and judgments of importance on prospective person memory.

Replication of Predictions of Learning - Item and Location Memory (Joint Evaluation) Pretask prediction only - no performance

Replication of Predictions of Learning - Item and Location Memory (Joint Evaluation) Pretask prediction only - no performance

Three short studies were conducted on long-term effects of visual perception training on perceptual memory, involving the visual illusion of apparent movement, in educable and trainable mentally retarded children (EMR and TMR) and in learning disabled children (LD). Variables were lengths of training session and retention interval. Tables presented information on subjects and experimental conditions for the three studies, number of children reporting arrow-to-square movement in training session, and number of children reporting movement in arrow-to-arrow series in test session. Test results of the first study of 36 EMRs and 24 normal children indicated that EMRs must receive more perceptual training experience than normal children of the same mental age to establish enduring perceptual memory. Results of the second study with 80 LDs suggested that LDs showed a deficit in long-term perceptual memory similar to that found for EMR and TMR populations, indicating a possible common learning problem, independent of intellectual functioning level. Test results of the third study with 24 TMRs indicated a trend toward reduction in effects of dissimilar-form training over 24 hours. (CB)

Conclusions drawn from learning and memory retention research which are applicable to adult learning are provided in this brief review. Findings indicate that: (1) teaching methods which stimulate the widest variety of senses will generally be the most effective; (2) the greater the degree to which a student participates orally, the greater the amount of retention; and (3) if students do not participate during the first two weeks, they generally will remain silent for the entire semester. Seven characteristics of adult learners which should guide instructional planning are then listed, followed by descriptions of five basic laws of learning which have direct application to the success or failure of instructors. (DC)

Reported is one of a series of investigations of the Project on an Information Memory Model. This study was done to test an information memory model for identifying the unit of information structure involved in task cognitions by humans. Four groups of 30 randomly selected subjects (ages 7, 9, 11 and 15 years) performed a sorting task of 14 geometric figures. They then recalled the properties of color, shape and identity numbers of figures in spatial locations, corresponding to the display of figures in the passive learning session. As the age of subjects increased, there were more set elements constructed in the figural sorting task but the increase was not significantly greater until done by the 15-year-old subjects who, incidently, had the lowest average intelligence quotient. This indicated that the increased cognition level obtained was not specifically a function of intelligence. One general conclusion was one which alludes to a Piagetian interpretation of mental maturation. The experimental age groups encompassed "early" and "late" stages of concrete and formal operations. (Author/PEB)

Reported is one of a series of investigations of the Project on an Information Memory Model. This study was done to test an information memory model for identifying the unit of information structure involved in task cognitions by humans. Four groups of 30 randomly selected subjects (ages 7, 9, 11 and 15 years) performed a sorting task of 14 geometric figures. They then recalled the properties of color, shape and identity numbers of figures in spatial locations, corresponding to the display of figures in the passive learning session. As the age of subjects increased, there were more set elements constructed in the figural sorting task but the increase was not significantly greater until done by the 15-year-old subjects who, incidently, had the lowest average intelligence quotient. This indicated that the increased cognition level obtained was not specifically a function of intelligence. One general conclusion was one which alludes to a Piagetian interpretation of mental maturation. The experimental age groups encompassed "early" and "late" stages of concrete and formal operations. (Author/PEB)

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The report details the background, findings and conclusions of three studies completed in the Psychophysiology Laboratory of Baruch College, City University of New York, over the past twelve months. The first experiment was concerned with the effects of varied frequency of light stimulation upon verbal learning and a number of physiological responses, including: heart rate (HR), electromyogram (EMG), pulse wave velocity (PWV) and skin temperature (ST). The main findings were that HR was sensitive to task difficulty, while EMG was affected by frequency of light stimulation. Another finding was that lower baseline HR was related to better learning performance. The second study examined the effects of intensity of light stimulation on performance in a short term memory task (Sternberg paradigm) and a variety of physiological measures, including the event-related brain potential (ERP), HR, EMG, PWV, and ST. The major findings were that the endogenous component of the ERP (the P3 response) was delayed in latency with increased memory set size under the condition of no light stimulation. In the third study, we focused upon an examination of possible differences between the left and right hemispheres of the brain in processing verbal (words) versus spatial (areal size estimation) materials. Originator supplied keywords include: Event related potentials, Heart rate (HR), Electromyogram (EMG), Skin temperature (ST), Pulse wave velocity (PWV), Verbal learning, Sternberg paradigm, Hemispheric asymmetries, Light stimulation, and Areal discrimination.

It has been known for many years that the retention of newly-acquired information can be modulated by a variety of treatments if the treatments are administered shortly after training. Such findings suggest that the processes underlying memory storage may be modulated by endogenous systems activated by training experiences. Our research has examined the possibility that hormonal systems activated by training may serve this role. Our recent work has focussed on the central mechanisms underlying the effects, on memory modulation, of treatments affecting adrenergic and opiate receptor systems. The findings of our recent research supported by this contract strongly suggest that treatments affecting adrenergic receptor systems as well as opiate receptor systems modulate memory through influence involving noradrenergic receptors in the amygdala. Keywords: Epinephrine, Pharmacological antagonists, Nerve transmission, Nerve cells, Cerebral cortex, Learning, Behavior.

A novel water maze was used to assess the potential performance disrupting effects of psychoactive drugs and stressors (4 mg/kg amphetamine sulfate, 1, 2 or 4 mg/kg diazepam, 30 mg/kg caffeine, 5 or 30 mg/kg atropine sulfate, 15 min of either intermittent footshock, forced running, or immobilization). The task utilized a traditional type of maze with walls and doorways set inside a pool. The apparatus could easily be reconfigured to present different mazes of approximately equal difficulty by opening or closing multiple doorways. one group of rats ran 3 daily trials through the same maze each day to assess memory. The second group was challenged to swim 3 consecutive trials in a new maze configuration each day as a measure of learning. The new maze task was more sensitive than the well-learned maze to the performance disrupting effects of amphetamine, caffeine, and diazepam, while atropine had no significant effect on performance on either maze. Footshock stress impaired performance on both mazes, while the other stressors had no significant effect.

This article is from Journal of Natural Science, Biology, and Medicine , volume 4 . Abstract Background:: In the traditional system of medicine, the roots and rhizomes of Glycyrrhiza glabra (Gg) (family: Leguminosae) have been studied for their ability to improve a variety of health ailments. Aims:: The present study was designed to investigate the beneficial effects of Gg root extract on learning and memory in 1-month-old male Wistar albino rats. Four doses (75, 150, 225, and 300 mg/kg) of aqueous extract of root of Gg was administered orally for six successive weeks. Materials and Methods:: The aqueous extracts were evaluated for their effect on spatial learning and memory in rats using the elevated plus maze, Hebb–William maze, and Morris water maze tests which served as the exteroceptive behavioral model. Diazepam-induced amnesia served as the interoceptive behavioral model. Results:: Results showed that all the doses of aqueous root extract of Gg significantly enhanced the memory; however, in the doses of 150 and 225 mg/kg, it showed a significant (P < 0.01) enhancement in learning and memory. Furthermore, Diazepam-induced amnesia was reversed by the aqueous root extract of Gg (150 and 225 mg/kg, p.o.). Conclusion:: These findings suggest that the memory enhancement effects of Gg may be mediated by its antioxidant and anti-inflammatory activities. Thus, Gg appears to be a promising drug for improving memory in the management of impaired learning, dementia, Alzheimer's disease, and other neurodegenerative disorders.

This article is from Journal of Natural Science, Biology, and Medicine , volume 4 . Abstract Background:: In the traditional system of medicine, the roots and rhizomes of Glycyrrhiza glabra (Gg) (family: Leguminosae) have been studied for their ability to improve a variety of health ailments. Aims:: The present study was designed to investigate the beneficial effects of Gg root extract on learning and memory in 1-month-old male Wistar albino rats. Four doses (75, 150, 225, and 300 mg/kg) of aqueous extract of root of Gg was administered orally for six successive weeks. Materials and Methods:: The aqueous extracts were evaluated for their effect on spatial learning and memory in rats using the elevated plus maze, Hebb–William maze, and Morris water maze tests which served as the exteroceptive behavioral model. Diazepam-induced amnesia served as the interoceptive behavioral model. Results:: Results showed that all the doses of aqueous root extract of Gg significantly enhanced the memory; however, in the doses of 150 and 225 mg/kg, it showed a significant (P < 0.01) enhancement in learning and memory. Furthermore, Diazepam-induced amnesia was reversed by the aqueous root extract of Gg (150 and 225 mg/kg, p.o.). Conclusion:: These findings suggest that the memory enhancement effects of Gg may be mediated by its antioxidant and anti-inflammatory activities. Thus, Gg appears to be a promising drug for improving memory in the management of impaired learning, dementia, Alzheimer's disease, and other neurodegenerative disorders.

The altered dendritic length and de novo formation of new dendritic branches in  cholinoceptive cells are responsible for learning and long term memory storage, a process  enabled by the central cholinergic pathways. Living in an enriched environment and also  physical activities may stimulate hippocampal neurogenesis in adult mice. Acetyl  cholinesterase an enzyme that inactivates the neurotransmitter acetylcholine and the  present study was undertaken to find out the enhancement of cognition in rats with  Rotatory Vestibular Stimulation (RVS), and treatment with Myristica fragrans via  estimating the dendritic arborization and acetylcholinesterase activity. A total of 72 adult  male Wistar albino rats were randomly assigned into four groups. For Group A neither  Vestibular Stimulation, nor Myristica fragranswas administered, Group B, Rotatory  Vestibular Stimulation was given for 5 minutes in a Rotatory vestibular apparatus at a rate  of 50 revolutions per minute in clock wise direction for 30 days, Group C treated with  2mg/kg of Myristica fragransfor 30days, and Group D, treated with 2mg/kg of Myristica  fragrans followed by 5 minute of Rotatory Vestibular Stimulation for 30days in a rotatory  vestibular apparatus at a rate of 50 rpm in clock wise direction for 30days. It has been  concluded thatMyristica fragrans in combination of Rotatory Vestibular Stimulation  provides significant improvement in cognition than vestibular stimulation and Myristica  fragrans alone. From the analysis it is clear that learning and memory has improved via  altering the dendritic arborization and level of AChE Hence we recommend further detailed  study on combination of rotatory vestibular stimulation and Myristica fragransto explore  the exactmechanism of actionunderlying in this behavioral change and the therapeutic  validity for treatment of cognitive disorders. 

The altered dendritic length and de novo formation of new dendritic branches in  cholinoceptive cells are responsible for learning and long term memory storage, a process  enabled by the central cholinergic pathways. Living in an enriched environment and also  physical activities may stimulate hippocampal neurogenesis in adult mice. Acetyl  cholinesterase an enzyme that inactivates the neurotransmitter acetylcholine and the  present study was undertaken to find out the enhancement of cognition in rats with  Rotatory Vestibular Stimulation (RVS), and treatment with Myristica fragrans via  estimating the dendritic arborization and acetylcholinesterase activity. A total of 72 adult  male Wistar albino rats were randomly assigned into four groups. For Group A neither  Vestibular Stimulation, nor Myristica fragranswas administered, Group B, Rotatory  Vestibular Stimulation was given for 5 minutes in a Rotatory vestibular apparatus at a rate  of 50 revolutions per minute in clock wise direction for 30 days, Group C treated with  2mg/kg of Myristica fragransfor 30days, and Group D, treated with 2mg/kg of Myristica  fragrans followed by 5 minute of Rotatory Vestibular Stimulation for 30days in a rotatory  vestibular apparatus at a rate of 50 rpm in clock wise direction for 30days. It has been  concluded thatMyristica fragrans in combination of Rotatory Vestibular Stimulation  provides significant improvement in cognition than vestibular stimulation and Myristica  fragrans alone. From the analysis it is clear that learning and memory has improved via  altering the dendritic arborization and level of AChE Hence we recommend further detailed  study on combination of rotatory vestibular stimulation and Myristica fragransto explore  the exactmechanism of actionunderlying in this behavioral change and the therapeutic  validity for treatment of cognitive disorders. 

This article is from Experimental Neurobiology , volume 20 . Abstract In order to the neuroprotective effect of Lycium chinense fruit (LCF), the present study examined the effects of Lycium chinense fruit on learning and memory in Morris water maze task and the choline acetyltransferase (ChAT) and cyclic adenosine monophosphate (cAMP) of rats with trimethyltin (TMT)-induced neuronal and cognitive impairments. The rats were randomly divided into the following groups: naïve rat (Normal), TMT injection+saline administered rat (control) and TMT injection+LCF administered rat (LCF). Rats were administered with saline or LCF (100 mg/kg, p.o.) daily for 2 weeks, followed by their training to the tasks. In the water maze test, the animals were trained to find a platform in a fixed position during 6d and then received 60s probe trial on the 7th day following removal of platform from the pool. Rats with TMT injection showed impaired learning and memory of the tasks and treatment with LCF (p

This article is from Iranian Journal of Pharmaceutical Research : IJPR , volume 10 . Abstract Diabetes mellitus is accompanied with disturbances in learning, memory, and cognitive skills in the humans and experimental animals. Due to the anti-diabetic and antioxidant activity of pelargonidin (PG), this research study was conducted to evaluate the efficacy of chronic oral PG on alleviating learning and memory disturbance in streptozotocin-diabetic rats. Male Wistar rats were divided into control, diabetic, PG-treated control and PG (single-and/or multiple-dose)-treated diabetic groups. PG was administered p.o. once at a dose of 10 mg/kg and/or multiple doses on alternate days for 8 weeks. For induction of diabetes, streptozotocin (STZ) was injected IP in a single dose of 60 mg/kg. For the evaluation of learning and memory, initial latency (IL) and step-through latency (STL) were determined at the end of study using a passive avoidance test. Meanwhile, spatial memory was assessed in a Y-maze task. It was found that the alternation score of the diabetic rats was lower than the control (p < 0.05) and that single dose PG-treated diabetic rats (p < 0.05) showed a higher alternation score in comparison with the diabetic group. Regarding initial latency, there was no significant difference among the groups. In addition, diabetic and single-dose PG-treated diabetic rats developed a significant impairment in retention and recall in the passive avoidance test (p < 0.01), as was evident by a lower STL. Furthermore, the retention and recall of multiple-dose PG-treated diabetic rats was significantly higher in comparison with diabetic rats (p < 0.05). Therefore, it can be concluded that single-dose oral PG may attenuate spatial memory in the Y maze paradigm and multiple-dose chronic PG could improve retention and recall capability in the passive avoidance test in STZ-diabetic rats.

This article is from Frontiers in Behavioral Neuroscience , volume 8 . Abstract Mammalian memory is the result of the interaction of millions of neurons in the brain and their coordinated activity. Candidate mechanisms for memory are synaptic plasticity changes, such as long-term potentiation (LTP). LTP is essentially an electrophysiological phenomenon manifested in hours-lasting increase on postsynaptic potentials after synapse tetanization. It is thought to ensure long-term changes in synaptic efficacy in distributed networks, leading to persistent changes in the behavioral patterns, actions and choices, which are often interpreted as the retention of information, i.e., memory. Interestingly, new neurons are born in the mammalian brain and adult hippocampal neurogenesis is proposed to provide a substrate for dynamic and flexible aspects of behavior such as pattern separation, prevention of interference, flexibility of behavior and memory resolution. This work provides a brief review on the memory and involvement of LTP and adult neurogenesis in memory phenomena.

This article is from Frontiers in Behavioral Neuroscience , volume 8 . Abstract Mammalian memory is the result of the interaction of millions of neurons in the brain and their coordinated activity. Candidate mechanisms for memory are synaptic plasticity changes, such as long-term potentiation (LTP). LTP is essentially an electrophysiological phenomenon manifested in hours-lasting increase on postsynaptic potentials after synapse tetanization. It is thought to ensure long-term changes in synaptic efficacy in distributed networks, leading to persistent changes in the behavioral patterns, actions and choices, which are often interpreted as the retention of information, i.e., memory. Interestingly, new neurons are born in the mammalian brain and adult hippocampal neurogenesis is proposed to provide a substrate for dynamic and flexible aspects of behavior such as pattern separation, prevention of interference, flexibility of behavior and memory resolution. This work provides a brief review on the memory and involvement of LTP and adult neurogenesis in memory phenomena.

This article is from Frontiers in Behavioral Neuroscience , volume 8 . Abstract Mammalian memory is the result of the interaction of millions of neurons in the brain and their coordinated activity. Candidate mechanisms for memory are synaptic plasticity changes, such as long-term potentiation (LTP). LTP is essentially an electrophysiological phenomenon manifested in hours-lasting increase on postsynaptic potentials after synapse tetanization. It is thought to ensure long-term changes in synaptic efficacy in distributed networks, leading to persistent changes in the behavioral patterns, actions and choices, which are often interpreted as the retention of information, i.e., memory. Interestingly, new neurons are born in the mammalian brain and adult hippocampal neurogenesis is proposed to provide a substrate for dynamic and flexible aspects of behavior such as pattern separation, prevention of interference, flexibility of behavior and memory resolution. This work provides a brief review on the memory and involvement of LTP and adult neurogenesis in memory phenomena.

This article is from Frontiers in Behavioral Neuroscience , volume 8 . Abstract Mammalian memory is the result of the interaction of millions of neurons in the brain and their coordinated activity. Candidate mechanisms for memory are synaptic plasticity changes, such as long-term potentiation (LTP). LTP is essentially an electrophysiological phenomenon manifested in hours-lasting increase on postsynaptic potentials after synapse tetanization. It is thought to ensure long-term changes in synaptic efficacy in distributed networks, leading to persistent changes in the behavioral patterns, actions and choices, which are often interpreted as the retention of information, i.e., memory. Interestingly, new neurons are born in the mammalian brain and adult hippocampal neurogenesis is proposed to provide a substrate for dynamic and flexible aspects of behavior such as pattern separation, prevention of interference, flexibility of behavior and memory resolution. This work provides a brief review on the memory and involvement of LTP and adult neurogenesis in memory phenomena.

Tytuł nagłówkowy. ; Bibliografia na stronach 87-88. ; Streszczenie w języku polskim. ; artykuł w: Annales Universitatis Mariae Curie-Skłodowska. Sectio D, Medicina Vol. 53, 11 (1998), strony 81-88 ; tytuł równoległy: Ośrodkowe działanie niektórych cytostatyków - metotreksatu i doksorubicyny. 2, Wpływ na aktywność drgawkową oraz procesy uczenia się i pamięci u myszy

x, 450 pages : 24 cm

Journal of Experimental Psychology: Learning, Memory and Cognition is an active peer-reviewed scholarly journal currently published monthly by the American Psychological Association (APA). Launched in 1975 with the subtitle Human Learning and Memory —as a partial continuation of the Journal of Experimental Psychology , with volume numbering restarting at 1—it acquired its current name in 1981 and publishes the latest experimental and theoretical research on human cognition. Each issue features original articles that advance theory about basic cognitive functions, with an emphasis on learning, memory, language, and higher cognition. It also contains literature reviews, meta-analyses, replications, theoretical notes, and commentaries on work previously published in the journal. Occasional special-focus issues are dedicated to a particular topic of interest. The Internet Archive Collection contains microfilm published between 1975 and 2014.&nbsp; Journal of Experimental Psychology: Learning, Memory and Cognition is found online at: https://www.apa.org/pubs/journals/xlm/index Wikipedia: https://en.wikipedia.org/wiki/Journal_of_Experimental_Psychology:_Learning,_Memory,_and_Cognition The ISSN is 0278-7393 Publication History: Journal of Experimental Psychology: Human Learning and Memory 0096-1515 Formerly (until 1982) USA United States Journal of Experimental Psychology 0022-1015 Which superseded in part (in 1975) USA United States

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

Our professors this week are the creators of the Mandarin Blueprint Method which is a powerful new strategy for learning how to read, write, and speak Mandarin in less time than \"the other guys.\"We discuss how the course came to be, what it's like working together, and the challenges of learning how to do things on your own.For full shownotes, visit https://www.mindreaderuniversity.com/luke-and-phil

Our professors this week are the creators of the Mandarin Blueprint Method which is a powerful new strategy for learning how to read, write, and speak Mandarin in less time than \"the other guys.\"We discuss how the course came to be, what it's like working together, and the challenges of learning how to do things on your own.For full shownotes, visit https://www.mindreaderuniversity.com/luke-and-phil

xxv, 451 p. : 25 cm

THE EFFECT OF SURGICAL AND PSYCHOLOGICAL STRESS ON LEARNING AND MEMORY FUNCTION IN AGED C57BL/6 MICE 后印本 作者： Zhang, C. 1 Xu, Z. 1 Li, P. 1 Cao, J. 1 Mi, W. 1 Li, C. 2 Zhao, S. 3 Li, P. 4 1 作者单位： 1. Chinese Peoples Liberat Army Gen Hosp, Anesthesia & Operat Ctr, 28th Fuxing Rd, Beijing 100853, Peoples R China. 2. Chinese Peoples Liberat Army Gen Hosp, Dept Ultrasound, Southern Bldg, Beijing 100853, Peoples R China. 3. Chinese Acad Sci, Inst Biophys, State Key Lab Brain & Cognit Sci, Beijing 100101, Peoples R China. 4. Navy Gen Hosp, Dept Anesthesiol, Beijing 100048, Peoples R China. 提交时间： 2016-05-05 14:39:50 摘要: Postoperative cognitive dysfunction (POCD) is an important complication following major surgery and general anesthesia in older patients. However, the etiology of POCD remains largely to be determined. It is unknown how surgical stress and psychological stress affect the postoperative learning and memory function in geriatric patients. We therefore established a pre-clinical model in aged C57BL/6 mice and aimed to investigate the effects of surgical stress and psychological stress on learning and memory function and the possible roles of the protein kinase B/mammalian target of rapamycin (AKT/mTOR) pathway. The surgical stress was induced by abdominal surgery under local anesthesia, and the psychological stress was induced by a communication box. Cognitive functions and markers of the AKT/mTOR pathway were assessed at 1, 3 and 7 days following the stress. The impairments of learning and memory function existed for up to 7 days following surgical stress and surgical stress plus psychological stress, whereas the psychological stress did not affect the cognitive function alone or combined with surgical stress. Analysis of brain tissue revealed a significant involvement of the AKT/mTOR pathway in the impairment of cognition. These data suggested that surgical stress could induce cognitive impairment in aged mice and perioperative psychological stress is not a constitutive factor of POCD. The AKT/mTOR pathway is likely involved as one of the underlying mechanisms of the development of POCD. (C) 2016 IBRO. Published by Elsevier Ltd. All rights reserved. POSTOPERATIVE COGNITIVE DYSFUNCTION ALZHEIMERS-DISEASE NEUROINFLAMMATION PATHWAY SURGERY RATS PHOSPHORYLATION CONSEQUENCES HIPPOCAMPUS ANESTHESIA 分类： 生物学 &gt;&gt; 生物物理学 &gt;&gt; 神经科学 引用： ChinaXiv:201605.00750 (或此版本 ChinaXiv:201605.00750V1 ) DOI:10.12074/201605.00750V1 CSTR:32003.36.ChinaXiv.201605.00750.V1 推荐引用方式： Zhang, C.,Xu, Z.,Li, P.,Cao, J.,Mi, W.,Li, C.,Zhao, S.,Li, P.,.THE EFFECT OF SURGICAL AND PSYCHOLOGICAL STRESS ON LEARNING AND MEMORY FUNCTION IN AGED C57BL/6 MICE.中国科学院科技论文预发布平台.[ChinaXiv:201605.00750V1] 版本历史 [V1] 2016-05-05 14:39:50 ChinaXiv:201605.00750V1 下载全文

iv, 20 pages : 26 cm

iv, 20 pages : 26 cm