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Memory for emotional and non-emotional events
Title
Memory for emotional and non-emotional events.
Creator
Butler, Leslie A., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This experiment was designed to investigate the effect of emotion on an individual's ability to bind actors and actions in memories for events. Binding is the process of creating associations among features of a stimulus in order to represent that they belong together; however, errors can occur when a feature from one stimulus is incorrectly associated with a feature from another stimulus. Participants viewed a series of video clips, each depicting an actor performing a simple emotional or...
Show moreThis experiment was designed to investigate the effect of emotion on an individual's ability to bind actors and actions in memories for events. Binding is the process of creating associations among features of a stimulus in order to represent that they belong together; however, errors can occur when a feature from one stimulus is incorrectly associated with a feature from another stimulus. Participants viewed a series of video clips, each depicting an actor performing a simple emotional or non-emotional action. One week later, they viewed a series of retrieval video clips consisting of old, (previously seen), conjunction (previously seen action performed by a different actor) and also new video clips. Participants responded "yes" to viewing the old clips the most, followed by both conjunction clips, and then new clips. Participants also responded "yes" more often to emotional items and also displayed higher confidence ratings to "yes" responses for emotional items.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/221946
Subject Headings
Recollection (Psychology), Memory, Physiological effects, Emotions, Physiological effects, Emotion and cognition
Format
Document (PDF)
Influence of small conductance calcium-activated potassium channels (SK,Kca2) on long-term memory
Title
Influence of small conductance calcium-activated potassium channels (SK,Kca2) on long-term memory: global and local analysis across time- and task- dependent measures.
Creator
Vick, Kyle A., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Small conductance calcium-activated potassium (SK) channels are found ubiquitously throughout the brain and modulate the encoding of learning and memory. Systemic injection of 1-ethyl-2-benzimidalzolinoe (EBIO), a SK channel activator, impairs the encoding of novel object memory and locomotion but spares fear memory encoding in C57BL/6NHsd mice. The memory impairments discovered were not due to non-cognitive performance confounds such as ataxia, anxiety, attention or analgesia. Further...
Show moreSmall conductance calcium-activated potassium (SK) channels are found ubiquitously throughout the brain and modulate the encoding of learning and memory. Systemic injection of 1-ethyl-2-benzimidalzolinoe (EBIO), a SK channel activator, impairs the encoding of novel object memory and locomotion but spares fear memory encoding in C57BL/6NHsd mice. The memory impairments discovered were not due to non-cognitive performance confounds such as ataxia, anxiety, attention or analgesia. Further investigation with intra-hippocampal application of EBIO revealed SK channels in dorsal CA1 contribute to the encoding deficits seen systemically, but do not account for the full extent of the impairment. Concentrated activation of dorsal CA1 SK channels do not influence fear memory encoding or locomotor impairments. Taken together, these data indicate SK channels, especially in the dorsal hippocampus, have a modulatory role on novel object memory encoding, but not retrieval; however, pharmacological activation of hippocampal SK channels does not appear to influence fear memory encoding.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/192991
Subject Headings
Mice as laboratory animals, Cellular signal transduction, Memory, Research, Biological transport, Research, Potassium channels, Physiological effect
Format
Document (PDF)
The effect of small conductance calcium-activated potassium channels on emotional learning and memory
Title
The effect of small conductance calcium-activated potassium channels on emotional learning and memory.
Creator
Sanguinetti, Shannon, Stackman, Robert W., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Small conductance Ca2+-activated K+ (SK) channels have been shown to alter the encoding of spatial and non-spatial memory in the hippocampus by shaping glutamatergic postsynaptic potentials and modulating NMDA receptor-dependent synaptic plasticity. When activated, dendritic SK channels reduce hippocampal neuronal excitability and LTP. Similar SK channel properties have been demonstrated in lateral amygdala (LA) pyramidal neurons. Additionally, induction of synaptic plasticity and beta...
Show moreSmall conductance Ca2+-activated K+ (SK) channels have been shown to alter the encoding of spatial and non-spatial memory in the hippocampus by shaping glutamatergic postsynaptic potentials and modulating NMDA receptor-dependent synaptic plasticity. When activated, dendritic SK channels reduce hippocampal neuronal excitability and LTP. Similar SK channel properties have been demonstrated in lateral amygdala (LA) pyramidal neurons. Additionally, induction of synaptic plasticity and beta-adrenoreceptor activation in LA pyramidal neurons causes PKA-mediated internalization of SK channels from the postsynaptic density. Chronic activation of the amygdala through repetitive stressful stimuli can lead to excitatory synaptic strengthening that may create permanent hyper-excitability in its circuitry. This mechanism may contribute to a number of mood and anxiety disorders. The selective influence of SK channels in the LA on anxiety and fear conditioning are not known. The thesis project outlined herein examined whether SK channel blockade by bee venom peptide, apamin, during a repetitive acute fear conditioning paradigm was sufficient to alter fear memory encoding and the resulting behavioral outcome. Following the final fear memory test session, mice were tested in the open field immediately after the second fear conditioning test session. The findings indicate that intracranial LA microinfusions of apamin did not affect memory encoding or subsequent anxiety.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004543, http://purl.flvc.org/fau/fd/FA00004543
Subject Headings
Biological transport -- Research, Cellular signal transduction, Memory -- Research, Mice as laboratory animals, Potassium channels -- Physiological effect
Format
Document (PDF)
Effects of prenatal exposure to cocaine on memory for sex-typed event sequences by preschool children
Title
Effects of prenatal exposure to cocaine on memory for sex-typed event sequences by preschool children.
Creator
Iskandar, Niveen, Florida Atlantic University, Terry, Leslie M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Cocaine use during pregnancy has been associated with neurobehavioral and cognitive difficulties in infants and toddlers. The present study used an elicited imitation procedure to investigate memory for sex-typed event sequences in preschool children. Measures of immediate and delayed recall was assessed in three groups of children: drug-exposed, at-risk, and not-at-risk. Results indicated that (1) drug-exposed males showed no evidence of demasculinization and/or feminization, (2) drug...
Show moreCocaine use during pregnancy has been associated with neurobehavioral and cognitive difficulties in infants and toddlers. The present study used an elicited imitation procedure to investigate memory for sex-typed event sequences in preschool children. Measures of immediate and delayed recall was assessed in three groups of children: drug-exposed, at-risk, and not-at-risk. Results indicated that (1) drug-exposed males showed no evidence of demasculinization and/or feminization, (2) drug-exposed children, in general, did not recall a fewer number of different target acts or fewer actions in the correct order than the at-risk or not-at-risk children, and (3) drug-exposed and at-risk children exhibited a greater number of repetition errors and novel errors than not-at-risk children. Findings suggest that certain effects of prenatal drug exposure are still evident in children of preschool age.
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Date Issued
1999
PURL
http://purl.flvc.org/fcla/dt/15700
Subject Headings
Cocaine--Physiological effect, Children of prenatal substance abuse--Development, Memory in children
Format
Document (PDF)
Specific and non-specific cognitive operations as language options for memory questions: AnfMRI study
Title
Specific and non-specific cognitive operations as language options for memory questions: AnfMRI study.
Creator
Jantzen, McNeel Gordon., Florida Atlantic University, Ashworth, Sara
Abstract/Description
In order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to...
Show moreIn order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to memory and cognition. The language of the questions can affect the cognitive process by which the answer is derived. The two language options that affect cognitive processes are non-specific and specific. This study supplements teachers' working knowledge of the methods and techniques for questioning by providing a basic understanding of cognitive processes that different questions can evoke. This study used techniques from neuroscience to test hypotheses derived directly from education-based theories of cognition in order to validate educational theory. Neuroscience provides knowledge about how the brain senses, processes, stores, and retrieves information. It also provides findings that can be translated into practical applications for the classroom. Therefore, the relationship between education and neuroscience contributes to effective planning, practices, and assessment; it allows a more comprehensive understanding of the difficulties and apprehensions associated with learning. The following study utilized fMRI to answer the general question of the relationship between the memory processes associated with specific and non-specific questions. Seventeen undergraduate and graduate students from a university in South Florida served as subjects. Subjects were presented with a stimulus consisting of specific questions, non-specific questions, and control statements. All questions/statements followed the design of 8 seconds to read the question/statement, 10 seconds to "think" about the answer to the question or the material presented in the statement, 4 seconds for response using a "yes" or "no" button, and a 12 second rest period. Images collected were analyzed using AFNI. Specific cognitive operations improved efficiency for the retrieval of information from memory. Results elucidate differences in neural activity associated with encoding processes and the retrieval of information from memory based on the language used in specific and non-specific questions.
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Date Issued
2004
PURL
http://purl.flvc.org/fau/fd/FADT12115
Subject Headings
Cognitive learning, Education--Effect of technological innovations on, Experiential learning, Brain--Psychophysiology, Learning--Physiological aspects, Recollection (Psychology), Memory
Format
Document (PDF)