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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.
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.
The past, present, and future of errorless learning in memory rehabilitation
Published in Catherine Haslam, Roy P.C. Kessels, Errorless Learning in Neuropsychological Rehabilitation, 2018
Barbara A. Wilson, Jessica E. Fish
There are two main procedures currently employed in memory rehabilitation. The first is to provide, and help memory-impaired people use, compensatory strategies. The second is to help those with memory problems to learn more efficiently (Wilson, 2009). It is this latter procedure that we shall be focusing on in this chapter. Errorless (EL) learning is one of the principal ways to improve learning. It is a teaching technique whereby people are prevented, as far as possible, from making mistakes while they are learning a new skill or new information. This can be carried out in a number of ways, such as providing spoken or written instructions or guiding the person through a task. The principle is to minimise the possibility of erroneous responses. The reason for this is that in order to benefit from our mistakes (trial-and-error learning), we need to be able to remember those mistakes. People with very poor memory functioning cannot do this, and by making an erroneous response they might well strengthen that response. Explicit memory is the system that allows us to correct errors; implicit memory is not equipped to do this, and people with amnesia are dependent on implicit memory (Brooks & Baddeley, 1976; Corkin, 1968; Cavaco, Anderson, Allen, Castro-Caldas, & Damasio, 2004).
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).
Impact of tablet-scoring and immediate score sheet review on validity and educational impact in an internal medicine residency Objective Structured Clinical Exam (OSCE)
Published in Medical Teacher, 2019
Vijay J. Daniels, Alicia C. Strand, Hollis Lai, Tracey Hillier
Our study stands in contrast to other studies that gave feedback immediately after each station. Ohyama et al. (2005) found that learners remembered less than half of the verbal feedback given immediately after a one-station encounter in a Dental school when asked 2 months later. In a more recent study, Humphrey-Murto et al. (2016) found that residents recalled very little of the immediate feedback given after each station both after the OSCE and 1 month later. However, these authors argue that recall may not equate with development of implicit memory that can impact future performance. Unfortunately, neither of these studies were designed to assess whether residents changed behavior as a result of their feedback. We are aware of only one recent study by Harrison et al. (2015) that demonstrated a change in behavior associated with OSCE feedback. In their study, learners could access a score report after the OSCE with recorded audio feedback. When polled later, 68% of students who accessed their audio feedback reported a change in behavior.
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).