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The Effects of Trauma on Brain and Body
Published in Mark B. Constantian, Childhood Abuse, Body Shame, and Addictive Plastic Surgery, 2018
Declarative, explicit memory of facts and events is conscious and modifiable: it’s what we use to tell our stories. Declarative memory appears around three years of age and is mediated by the hippocampus and pre-frontal cortex; it is lost in posttraumatic amnesia and during flashbacks. Non-declarative or implicit memory, on the other hand, is nonverbal and unconscious: the skills and habits that we have developed—procedural memories—like riding bicycles or playing guitars. Implicit memory is stored in the motor cortex, amygdala, brainstem, cerebellum, and basal ganglia. The right brain appears to process not only conscious but also unconscious emotions and is home to procedural memory.
Application of errorless learning in alcohol-related cognitive disorders
Published in Catherine Haslam, Roy P.C. Kessels, Errorless Learning in Neuropsychological Rehabilitation, 2018
Yvonne C.M. Rensen, Hélène Beaunieux, Francis Eustache, Anne-Lise Pitel
Errorless (EL) learning has been investigated extensively in patients with memory impairment, including those with dementia and traumatic brain injury (see other chapters in Part 2 of this volume). Although the findings from these patient groups suggest that EL learning is promising in some contexts, it has received limited attention in management of learning deficits in patients with alcohol-related cognitive disorders. So far, only a handful of studies have examined the efficacy of this principle in patients with Korsakoff’s syndrome (KS), and even fewer have focused on using EL learning in patients with alcohol use disorder (AUD). Impairment in declarative memory, which consists of memory for events (episodic memory) and facts (semantic memory), is common in these conditions. This impairment affects a patient’s ability to remember people they meet, adhere to treatment, attend to everyday household chores, and adjust to novel environments, making it a priority to address in rehabilitation. In contrast, non-declarative memory (e.g., priming, procedural memory) is relatively spared. As EL learning targets these implicit memory abilities, it has clear potential to compensate for the declarative memory impairments in patients with alcohol-related cognitive disorders. In this chapter, we first describe AUD and KS, then review studies investigating EL learning in these populations before drawing conclusions about its usefulness and identifying directions for future research.
Memory and Decision Making Under Stress
Published in Darrell L. Ross, Gary M. Vilke, Guidelines for Investigating Officer-Involved Shootings, Arrest-Related Deaths, and Deaths in Custody, 2018
Memory is very complex. As LeDoux (1996, 180) points out, “there are multiple memory systems in the brain each devoted to different memory functions.” There are many ways to categorize the types of long-term memories that people retain. One distinction is between declarative and procedural memory. Declarative memory refers to conscious, specific memories about people, places, events, etc. An example would be remembering what you ate for breakfast. Procedural memory refers to our ability to remember how to do things without consciously thinking about them, such as riding a bicycle.
Contributions of early motor deficits in predicting language outcomes among preschoolers with developmental language disorder
Published in International Journal of Speech-Language Pathology, 2022
Leah Sack, Christine Dollaghan, Lisa Goffman
One prominent account, the Procedural Deficit Hypothesis (PDH; Ullman & Pierpont, 2005; Ullman, Earle, Walenski, & Janacsek, 2020), posits that an impaired procedural learning system underlies both the morphosyntactic and the non-linguistic deficits exhibited by individuals with DLD. The procedural system relies on several brain structures, particularly those of the corticostriatal loop, and is responsible for cognitive and sensorimotor rule- and sequence-learning. By contrast, the declarative memory system stores “idiosyncratic mappings in a memorised ‘mental lexicon’” (Ullman & Pierpont, 2005, p. 403) and is subserved by the hippocampus and other medial temporal lobe regions that connect to temporal and parietal neocortical regions. Indeed, group differences in brain structure and function have been identified—including in areas associated with procedural learning—between children with TD and DLD, though some studies reveal greater activation while others reveal less activation in children with DLD (reviewed in Mayes, Reilly, & Morgan, 2015). The PDH asserts that, for individuals with DLD, learning aspects of language that involve hierarchical combinations experienced over multiple exposures, such as certain grammatical and syntactic forms, is relatively more impaired than learning that relies on the declarative system, for example individual lexical items learned by explicit teaching. Notably, though morphosyntax and word form learning are often more affected, semantic aspects of word learning are not entirely spared in DLD (e.g. Kan & Windsor, 2010).
Personality and Authenticity in Light of the Memory-Modifying Potential of Optogenetics
Published in AJOB Neuroscience, 2021
Przemysław Zawadzki, Agnieszka K. Adamczyk
As our considerations concerns the relation between memory and personality, and ultimately, authenticity—that is, phenomena that persist across long stretches of time—we focus only on the long-term memory system. A classical and broadly accepted taxonomical proposition is to distinguish between declarative (explicit) and nondeclarative (implicit) memory (Squire 1992, 2009; Squire, Knowlton, and Musen 1993; Tulving and Schacter 1990). Psychologists usually hold that implicit (nondeclarative) memory—in contrast to declarative memory—encompasses all unconscious memories and certain dispositions, abilities, or skills. The main types of implicit memory are procedural, associative, non-associative, and priming (Camina and Güell 2017). Declarative memory, on the other hand, involves the encoding and storage of the content that an individual brings (or is at least able to bring) to consciousness during retrieval (Squire 2009; Tulving 1995).
Improving communication with patients in post-traumatic amnesia: development and impact of a clinical protocol
Published in Brain Injury, 2020
Tessa Hart, Mary Ferraro, Amanda Rabinowitz, Eileen Fitzpatrick DeSalme, Lauren Nelson, Elizabeth Marcy, Stephanie Farm, Lyn Turkstra
To explore patient–staff interactions during PTA, Valitchka and Turkstra (14) performed naturalistic observations of five rehabilitation inpatients with impaired declarative memory due to acquired brain injury. The observer transcribed all questions posed to each patient throughout the day, along with patient responses and whether or not incorrect answers were corrected. The results were striking: patients received from 21 to 51 fact-based questions over an approximately 8-h period, and the answers to two-thirds of those were not verifiable by staff. Each patient was memory-tested or quizzed during the day, and “I don’t know” was uttered between 4 and 21 times. Some patients were asked questions about their medical histories that were used to develop care plans (e.g., for diabetes) without verification from another informant. The authors recommended that rehabilitation staff avoid questions dependent on declarative memory when dealing with patients whose explicit memory system is compromised. They also suggested that special training of rehabilitation staff might be necessary, since questioning patients is an ordinary part of medical care.