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Some people claim that they forget a foreign language if they don't practice it regularly. For instance, people stay one year in a foreign country, learn to use the local language, but forget how to speak it when they do not practice it anymore. If short-term memory maintained through daily practice is a general phenomenon, what is the long-term usefulness of exams testing knowledge based on memory of which >90% will not be used anymore in individual future careers (e.g. BAC or university exams)?
It's a wanderful and helpful translational medicine research!
But nowadays, many studies found expouse after reactivation will gain more robust effect.
"Exposure therapy for patients was derived from early models of extinction learning, and is used widely for anxiety-related disorders. However, as initially suggested by Pavlov, extinction-based procedures do not seem to modify the original memory trace. Instead, they produce a new, separate inhibitory memory that is stored in parallel to the original memory, leaving the original
memory susceptible to the return of behaviour, as shown through the phenomena of spontaneous recovery, re -instatement, and renewal. "
"In 2009, Monfils and colleagues proposed the idea of combining the principles of reconsolidation and extinction to capitalise on their respective strengths. In this so-called retrieval-extinction paradigm, an isolated retrieval trial is presented; then after sufficient time has passed to allow the memory to destabilise, extinction training is introduced. As such, extinction training is thought to update the memory during the reconsolidation window, rather than creating a second memory trace that competes for expression."
Above two sentences was quoted from Marie H Monfils and Emily A Holmes-2018-Lancet Psychiatry- Memory boundaries: opening a window inspired by reconsolidation to treat anxiety, trauma-related, and addiction disorders.
So I want to know would you combine the memory reconsolidation paradigm in this project?
I am planning to conduct a research on eyewitness memory and would like to see effects of age and gender. I would be happy if any one magnanimous could suggest me any reading relating age and gender with eyewitness memory.
Recently, I have read many papers about components with memory effect. I find those papers focus on the amplifier with memory effect, but there are few papers on mixers with memory effect. Why don't people study the mixer mixers with memory effect? Doesn't it have research value？
My e-mail is firstname.lastname@example.org
Psychological research on modality differences suggests that
verbal material presented aurally and visually is processed in
different parts of the memory system.
Do these different parts of the memory system fall under the phonological loop, suggested by Baddeley ? Because the Visuo-Spatial Sketchpad is used for non-verbal input, Am I right ?
I do research on memory rehabilitation for people with acquired brain injury. Anyone can suggest me what should be kept control and what factors are important in the memory rehabilitation?
Sometimes when we use Novel Object recognition memory we assume that we are studying memory. However this memory depend completely of novelty, and how the mice recognize this novelty. Anybody know if there is a way to distinguish if mice are impaired in memory or in recognizing this novelty? There is any test to study novelty that doesn't imply memory (I think it is hard to distinguish this)? For sure motivation is also an important issue in all these processes. Another think in this kind of tests could be attention or visual attention. Anybody know how we can study only visual attention?
I'm currently performing research (as a student) on memory and especially on recovery of spatial informations in short and long term memory in rats with Morris Water Maze. I can't seem to find anything about why, neurobiologically talking, the transfer of information from short to long term is linked with a loss of information.
Knowledge management models have a wide variety. Some of these models are closely related to memory models such as TACIT/EXPLICIT, LONG-TERM/SHORT-TERM,... because of this perhaps a systematic review can help us form a relation between Knowledge management and memory aspects. Thus, I would kindly request you assistance in acquiring helpful aspects for this research. Thanks a lot.
I have been following studies in cognition, encoding and memory retrieval applied to educational pedagogy for more than 15 years. It seems that cognitive neuroscience is far ahead of the educators who could make use of some of the findings in neuroscience. But educational applications are growing and I'd love to hear about any current studies in these topics.