Cognitive psychology
Devinder Rana, Dominic Upton in Psychology for Nurses, 2013
Something that practitioners do not have control over is forgetting that is dependent on situational factors. Environmental cues can often act as an aid to remembering. This is known as context-dependent learning. For example, in a health-care setting, remembering would be related to hospital smells and setting. Nurse prescribers can aid the patient by attempting to link information to the home environment where they will be taking their medication. In addition to this, state-dependent learning is guided by internal cues. Remembering is enhanced by being in the same emotional state that occurred during learning. For most patients this would be heightened anxiety. This would work for patients who need to take medication before a certain anxiety episode. In comparison, for those patients whose state of ill health has to be managed over a long period of time, calming a patient and easing their anxiety before providing instructions is good practice.
MRCPsych Paper A1 Mock Examination 3: Answers
Melvyn WB Zhang, Cyrus SH Ho, Roger Ho, Ian H Treasaden, Basant K Puri in Get Through, 2016
Explanation: The terminology that would best describe the aforementioned would be state-dependent memory loss. State-dependent memory loss means that memory of events occurring while intoxicated is lost when sober but returns on next intoxication. In fragmentary blackouts, there is no clear demarcation of the memory loss, and islets of memory exist within the gaps. Some recovery occurs with time. In en bloc blackouts, there is a clearly demarcated total memory loss, with no recovery of the lost memory over time.
ENTRIES A–Z
Philip Winn in Dictionary of Biological Psychology, 2003
Forgetting refers to the inability to recall previously learned information (see LEARNING). There are two major theories of forgetting. According to the first, all learned information is permanently stored in the brain. Inability to RECALL is the result of RETRIEVAL defects but not storage problems. The theory holds that if the person is given the correct retrieval cues, any item can be remembered. On a biological level, this could occur if there was damage to the brain's MEMORY retrieval systems but not the ENGRAM itself. The second major theory of forgetting holds that forgetting occurs as a result of the actual loss of the MEMORY TRACE. When this occurs, the memory can never be reactivated, no matter how good retrieval cues are given. Possible causes of this loss of storage are improper ENCODING, damage, newer memory representations changing the storage of older memories to the point where they can no longer become activated, and loss due to lack of reactivation. It is currently impossible to determine which of these two theories is correct, but both types of processes probably occur. There are many factors that influence the forgetting process. One of the most important factors is time since encoding: newer memories are more susceptible to loss than older ones (see CONSOLIDATION). Rehearsing (see REHEARSAL) information dramatically decreases the likelihood that it will be forgotten. The depth of initial encoding also influences later memory recall. Providing multiple, specific retrieval cues can increase the likelihood that an item will be remembered. Items are also more likely to be remembered if the organism is in the same cognitive state at the time of retrieval as it was during encoding STATE-DEPENDENT LEARNING. The organism's emotional state (see EMOTION) at the time of encoding can also dramatically impact future memory capabilities. In some circumstances traumatic experiences such as rape can cause someone to forget the event, and sometimes they can cause a person to form vivid recollections of certain aspects of the occurrence. Finally, while forgetting may initially seem like a completely undesirable process, the loss of memories can be adaptive. If nothing was ever forgotten, it could become harder to abstract across situations to make generalizations and to form concepts since it would be easy to get lost in the memory of irrelevant details. Forgetting could also allow neurons that had been representing unused information to represent frequently recalled memories more accurately.
Handbook of hypnotic techniques, vol. 1: favorite methods of master clinicians
Published in American Journal of Clinical Hypnosis, 2021
In this volume’s concluding chapter, Dorothea Thomasen describes an intervention she has aptly named the “U-Assessment and Therapeutic Protocol (UATP)” for treating persistent and concerning symptoms influenced by underlying psychological factors. Initially developed for treating patients suffering from chronic (and not acute) pain conditions including migraine headaches and bruxism, the intervention has been adapted and applied “in every case where state-dependent memory might have an influence on the patient’s symptoms.” After being invited to identify and essentially rank-order troubling symptoms, patients are encouraged to speculate on what it would be like to experience the “opposite” of their identified concerns. In essence, a solution-oriented approach is generated and encouraged by the clinician. While initially appearing somewhat unwieldy, the author provides a clear and concise representation of this intervention through an example transcript. The absence of references as well as suggestions “for further reading” at the conclusion of this chapter was mildly disappointing though certainly did not detract from the pragmatic suggestions provided.
From Combat to COVID-19 – Managing the Impact of Trauma Using Virtual Reality
Published in Journal of Technology in Human Services, 2021
Albert “Skip” Rizzo, Arno Hartholt, Sharon Mozgai
The VR simulation content developed for the STRIVE system, was designed to be relevant, cognitively engaging, and “emotiogenic”. These properties were hypothesized to evoke a highly “teachable” state of mind in users, in contrast to the neutral emotional background used in classroom or traditional web-based training that is commonly employed in existing programs. In this fashion, STRIVE provided a digital “emotional obstacle course” that could provide experiences that leverage narrative-based, context-relevant experiential learning of emotional coping strategies under very tightly controlled and scripted simulated conditions. Training in this format is hypothesized to improve generalization to real world situations via a state dependent learning component (Godden & Baddeley, 1980). This is based on the literature indicating that emotional arousal facilitates learning and that it is more likely that content learned in one emotional state or context would be more readily retrieved when similar emotional states or places were experienced, as what might be expected in a stressful combat environment. Moreover, the STRIVE approach was further hypothesized to support resilience by leveraging the learning theory process of latent inhibition. Latent inhibition refers to the inhibited fear/threat learning that occurs as a result of pre-exposure to a stimulus without a consequence (Feldner, Monson & Friedman, 2007; Lubow & Moore, 1959). Thus, the exposure to emotional challenges/threats in a simulated combat context was believed to decrease the likelihood of fear conditioning in the event of a later occurrence of similar stimulus challenges within an actual combat environment (Sones, Thorp, & Raskind, 2011). Thus, the approach was hypothesized to reduce the probability of the later development of PTSD from a conditioning and learning theory perspective.
Endocannabinoids and addiction memory: Relevance to methamphetamine/morphine abuse
Published in The World Journal of Biological Psychiatry, 2022
Mirmohammadali Mirramezani Alizamini, Yonghui Li, Jian-Jun Zhang, Jing Liang, Abbas Haghparast
Reciprocal modulation of the opioid and cannabinoid systems was demonstrated when a decrease of naloxone-precipitated morphine withdrawal and ethanol was shown using SR precipitated somatic signs of avoidance in CB1R knockout mice and morphine-dependent animals (Ledent et al. 1999; Maldonado 2002). It has been stated administration of the same amount of drug can reverse the damaging impacts on memory induced by morphine (state-dependent learning paradigm) (McGaugh and Roozendaal 2009).
Related Knowledge Centers
- Morphine
- Pentobarbital
- Psychoactive Drug
- Synapse
- Neurotransmitter
- Encoding
- Recall
- Context-Dependent Memory
- Curare
- Neuron