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Sleep Promoting Improvement of Declarative Memory
Published in Bahman Zohuri, Patrick J. McDaniel, Electrical Brain Stimulation for the Treatment of Neurological Disorders, 2019
Bahman Zohuri, Patrick J. McDaniel
Implicit memory (also called “nondeclarative” memory) is a type of longterm memory that stands in contrast to explicit memory in that it doesn’t require conscious thought. It allows you to do things by rote. This memory is not always easy to verbalize since it flows effortlessly in our actions.
Exercise Effects in Cognition and Motor Learning
Published in Henning Budde, Mirko Wegner, The Exercise Effect on Mental Health, 2018
As shown in Figure 9.2, multiple forms of long-term memory have also been identified. These include declarative and non-declarative memory (Cohen & Squire 1980). Declarative memory (also referred to as explicit memory) is that of conscious recollection of information. This type of memory can be further broken down into semantic memory or episodic memory (Tulving 1972). Semantic memory includes conscious recollection of facts and knowledge, such as the capital city of Brazil. On the other hand, episodic memory is that of autobiographical life events, such as the gifts you received on your tenth birthday. Declarative memories are often assessed by conventional tests of conscious retrieval, such as recall or recognition. In contrast, non-declarative memory, also known as implicit memory, includes processes that do not require conscious retrieval (Cohen & Squire 1980). This includes procedural memory, which reflects skill-based (motor, perceptual, etc.) learning and habits, as well as priming and simple classical conditioning. Non-declarative memories are therefore assessed through performance of a behavioral test such as riding a bicycle or writing with a pencil.
Cognitive and neural correlates of errorless learning
Published in Catherine Haslam, Roy P.C. Kessels, Errorless Learning in Neuropsychological Rehabilitation, 2018
Numerous studies have highlighted the important distinction between implicit and explicit memory processes (see Tulving & Schacter, 1990). Explicit memory involves the conscious recollection of previously presented information that can extend to the context in which it was acquired. Conventional error-based learning, that involves conscious processing and correction of errors, is an example of a task that relies on the explicit memory system. Implicit memory is supported by non-conscious processes, and is evident where a task is performed without the need for intentional recollection of the original learning experience. While explicit memory is typically impaired in memory-impaired patients (e.g., patients with Alzheimer’s disease, bilateral hippocampal lesions, or traumatic brain injury), implicit memory tends to be relatively intact.
Errorless (re)learning of everyday activities in patients with Korsakoff’s syndrome: A feasibility study
Published in Neuropsychological Rehabilitation, 2019
Yvonne C. M. Rensen, Jos I. M. Egger, Josette Westhoff, Serge J. W. Walvoort, Roy P. C. Kessels
Recently, it has been suggested that implicit aspects of learning and memory, including procedural memory, might be preserved in Korsakoff’s syndrome (for reviews see Hayes, Fortier, Levine, Milberg, & McGlinchey, 2012; Kopelman et al., 2009; Oudman, Nijboer, Postma, Wijnia, & Stigchel, 2015). Procedural memory refers to the acquisition of skills occurring without conscious awareness (i.e., ‘learning by doing’; Hayes et al., 2012). This spared implicit capacity may be applied for (re)learning instrumental activities of daily living in patients with Korsakoff’s syndrome, and potentially increasing patients’ autonomy (Schmitz et al., 2014). Others have suggested that the (re)learning of skills relies on explicit, rather than implicit memory processes (Hunkin, Squires, Parkin, & Tidy, 1998; Pitel et al., 2010) in patients with mild-to-moderate memory disorders. Hunkin et al. (1998), for instance, suggested that it is the residual explicit memory that benefits from error prevention during learning. Whether successful learning in patients with amnesia is driven by intact implicit memory or on the residual explicit memory remains under debate.
The benefits of errorless learning for people with amnestic mild cognitive impairment
Published in Neuropsychological Rehabilitation, 2018
Judith L. Roberts, Nicole D. Anderson, Emma Guild, Andrée-Ann Cyr, Robert S. P. Jones, Linda Clare
Theoretical explanations as to why EL affords greater benefits than EF for people with memory impairment have primarily focused on the role of implicit memory. It has been argued that people with explicit memory impairments learn new information by relying on largely preserved implicit memory rather than explicit memory (Baddeley & Wilson, 1994; Glisky et al., 1986). Implicit memory does not allow for conscious discrimination between errors or correct answers, and hence any errors made during the learning phase are committed to memory and are indistinguishable from the target stimuli presented for learning. Therefore, where there are impairments in explicit memory, EL will produce better results than EF as it capitalises on implicit processes that are intact. Others have argued, however, that the benefit of EL over EF is greater in those with residual explicit memory (Hunkin et al., 1998; Tailby & Haslam, 2003).
Modified Approach to Stroke Rehabilitation (MAStR): feasibility study of a method to apply procedural memory concepts to transfer training
Published in Topics in Stroke Rehabilitation, 2018
Marykay A. Pavol, Clare C. Bassile, Jennifer R. Lehman, Emma Harmon, Nancy Ferreira, Brittany Shinn, Nancy St. James, Jacqueline Callender, Joel Stein
Procedural memory principles may be useful in treatment of mobility deficits for patients after stroke but are not applied routinely. Current practice for mobility training on inpatient rehabilitation units relies strongly on explicit memory (e.g. ability to recite, describe, or perform new techniques upon command).7–9 Explicit memory is, however, often impaired by stroke,4,10,11 as are language skills,12,13 in contrast with relatively preserved procedural memory skills.5,9,14–22 In current practice, therapy students are instructed to be mindful of their physical positioning and that of their patients but are not encouraged to minimize verbal demands nor maximize consistency of the physical positioning.23 Furthermore, the application of procedural memory principles (repetition, consistency) in a clinical rehabilitation setting is problematic due to the inherent variability in staffing and inconsistency in the techniques of different rehabilitation staff members throughout the admission.24,25