Chronic Fatigue Syndrome: Limbic Encephalopathy in a Dysregulated Neuroimmune Network
Jay A. Goldstein in Chronic Fatigue Syndromes, 2020
Patients with CFS have characteristic problems with the making of new memories, a process called “encoding.” This is a distinctly hippocampal function, and CFS patients have the classic neuropsychologic profile of hippocampal lesioning. Their learning is very subject to interference, and of a particular kind: “proactive interference,” when previously learned material interferes with the learning of new material, a process called “intrusion.” In order to make a memory, a person must attend to a stimulus, screen out irrelevant stimuli, register and encode the stimulus (short-term memory), compare it to previous experiences and emotions, and then store it into long-term memory, from which it should be able to be retrieved. The process of turning short-term into long-term memory is termed consolidation. For the last decade, hippocampal encoding has been known to involve excitatory amino acids (EAAs) such as glutamate and aspartate. EAAs are also involved in seizure kindling and neuronal damage after anoxia or other insults.20 It is unclear whether EAA agonists or antagonists would be beneficial in CFS; perhaps the problem is one of more subtle interrelationships between EAAs, cytokines, nerve growth factors, eicosanoids, neuropeptides, kinases, neurotransmitters, neurotoxic gene products, G proteins and nitric oxide (or other retrograde messengers).21,22
Methods for assigning impairment
Ramar Sabapathi Vinayagam in Integrated Evaluation of Disability, 2019
Memory function is defined as a mental process to register, store and retrieve information (54). Short-term memory refers to a mental process of storing information for about 30 seconds, and vanishes otherwise it consolidates into long-term memory (55). In recent memory (or) short-term memory, the person listens and remembers the given name and address (or) the names of three objects and repeats immediately (registration) and after 3–5 minutes (recall or retrieval). Long-term memory function refers to a mental process of storing information from short-term memory, autobiographical memory and semantic memory in the long-term storage system (55). A long-term memory lasts from weeks to lifetime and contains the memory of personal experience and knowledge. Autobiographical memory refers to the ability of the person to remember his/her background. It includes the capacity to remember whether he/she hails from a rural (or) urban area, childhood—name of the school in which he/she studied, early adult life—the name of the institution and date of the first employment (to be verified by the family members).
Exercise Effects in Cognition and Motor Learning
Henning Budde, Mirko Wegner in The Exercise Effect on Mental Health, 2018
Learning is a long-term change in behavior that results from previous experience(s). Memory is the representation of this learned behavior, whereas retrieval is the recovery of information from a stored memory (Domjan 2003). However, memory can further be broken down into short-term versus long-term memory (Cowan 2008) (Figure 9.1). Short-term memory is the ability to hold a limited capacity of information active in the mind and lasts only a few seconds. A distinct form of short-term memory has been given the term “working memory.” As proposed by Alan Baddeley and Graham Hitch in 1974, working memory is a rehearsal-based system that allows for managing, updating, and manipulating recently acquired information (Baddeley & Hitch 1974). Unlike short-term memory, long-term memory reflects the retention of information that lasts minutes, days, weeks, months, or even years. The transfer of information from short to long-term memory is known as memory consolidation (Domjan 2003). Through consolidation, lasting memories may be reorganized, and even integrated, and then moved to a more permanent storage. This type of reconsolidation is thought to take years in humans (Roediger, Dudai, & Fitzpatrick 2007).
Recognition memory for pictures in children with ADHD: an event-related potential study
Published in International Journal of Neuroscience, 2023
Chaoqun Wang, Huijuan Shen, Jie Zhu, Ni Manman, Lina Liao, Kaihua Jiang, Xuan Dong
Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common childhood neurodevelopmental disorder characterized by inappropriate levels of hyperactivity, impulsivity and inattention, which was often accompany by various degrees of cognitive deficits. In China, the prevalence of ADHD among children and adolescents is 6.26% [1]. Working memory (WM) is a core neurocognitive function affected in ADHD, and deficits in WM is one of the cognitive endophenotypes of ADHD [2]. WM problems, have been increasingly reported the past decade in children with ADHD [3, 4]. In WM research, there is a classic laboratory research paradigm ‘study-recognition’ paradigm, which includes encoding and retrieval, the two most basic aspects of working memory. Recognition memory is the basic form of information retrieval in memory system. It is essential for the ability to assess whether an item is new or has been encountered before [5], which might be important in the daily life and learning management of school-age children. Hence, understanding how recognition memory develops in ADHD children has clear theoretical, clinical, and educational implications.
Co-treatment of AMPA endocytosis inhibitor and GluN2B antagonist facilitate consolidation and retrieval of memory impaired by β amyloid peptide
Published in International Journal of Neuroscience, 2022
Fatemeh Ashourpour, Adele Jafari, Parvin Babaei
Consolidation of memory is a very complex process which accompanied by long-lasting modifications in the brain. The biological mechanisms underlying consolidation, in order to stabilize LTM, start with a rapid phase of de novo gene expression and different protein kinases, particularly CREB [40,41]. Our findings are in consistent with the study carried out by Porte et al. in 2011, in which they showed that CREB-mediated gene transcription is crucial for the consolidation of spatial LTM [42]. Moreover, CREB is required for maintaining the AMPARs subunit GluA1, within the Postsynaptic density protein (PSD) under basal conditions [43,44], and also for regulating the other proteins implicated in AMPARs trafficking, such as brain-derived neurotrophic factor (BDNF), or immediate early genes as well [43]. Therefore, our findings suggest that, the administration of Tat-GluR23Y in rats with cognition deficit facilitates spatial memory consolidation via inhibiting the AMPARs endocytosis and stimulating CREB signaling pathway.
Systematic review of subjective memory measures to inform assessing memory limitations after stroke and stroke-related aphasia
Published in Disability and Rehabilitation, 2021
Christos Salis, Laura Murray, Jet M. J. Vonk
Report a subjective memory measure that was completed by the stroke survivors themselves or with support from another person (e.g., researcher, spouse). A subjective memory measure was operationally defined as follows:A measure designed to elicit information (usually only quantitatively) about a person’s self-perception of his/her memory abilities that uses examples of activities of daily living involving memory or related constructs.The memory abilities may relate to any memory subsystem (e.g., episodic, short-term, prospective). Related constructs may include aspects of attention or other examples that involve cognitive functions considered to majorly involve aspects of memory (e.g., the role of episodic memory in planning, an executive function ability).In measures eliciting information about other aspects of a person’s health or well-being (e.g., mobility, quality of life), the majority of items in the actual measure must include memory or related constructs.
Related Knowledge Centers
- Amnesia
- Forgetting
- Sensory Processing
- Working Memory
- Mind
- Encoding
- Foresight
- Personal Identity
- Information Processing
- Short-Term Memory