By Laura Sanders An element of surprise may be the key to whitewashing a painful memory. People who encountered something unexpected were better able to shake a troubling association, a new laboratory study finds. The results, published in the Feb. 15 Science, bring scientists closer to being able to weaken traumatic memories with help from a drug. Understanding how the brain forms and reforms traumatic memories might lead to treatments that would help people who suffer from post-traumatic stress disorder and other anxiety disorders. “The idea that an original memory could have the sting taken out of it — that’s been very appealing,” says psychiatrist Roger Pitman of Harvard Medical School and Massachusetts General Hospital, who was not involved in the research. Memories are not written in neural stone. Recent results in animals and humans have shown that once called to mind, painful memories’ emotional edges can be blunted. Experiments have used certain drugs to weaken associations between a memory and a negative response. But the details of how and why those drugs work haven’t been clear. The new result may have uncovered a previously underappreciated step in that weakening process: In order for the emotional response tied to a memory to wither, something unexpected must happen while the person is recalling the memory. This mismatch between what a person expects and what actually happens — called a prediction error — puts a memory into a wobbly, vulnerable form that can be washed out, says study coauthor Merel Kindt of the University of Amsterdam. © Society for Science & the Public 2000 - 2013

Related chapters from BP6e: Chapter 17: Learning and Memory; Chapter 15: Emotions, Aggression, and Stress
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 11: Emotions, Aggression, and Stress
Link ID: 17810 - Posted: 02.16.2013

By Erin Wayman Photographer Bill Wallauer was following a group of chimpanzees in Tanzania’s Gombe Stream National Park one March day when a young female caught his eye. She had climbed a tree, inserted a thin, peeled branch into a hole and was fishing out carpenter ants. Wallauer, of the Jane Goodall Institute, took out his video camera and filmed the chimp as she slurped up insects for several minutes. What Wallauer witnessed wasn’t supposed to happen. Though chimps in other areas use tools to collect carpenter ants, scientists studying the Kasekela chimp community at Gombe had rarely seen the behavior since Jane Goodall began her fieldwork there in 1960. Before Wallauer’s 1994 observation, researchers had seen only one other instance of the behavior, in 1978. This type of tool use was considered a fluke. But when Robert O’Malley, a primatologist now at Kenyon College in Gambier, Ohio, went to Gombe in the late 2000s, he noticed many of the Kasekela chimps regularly fishing for ants. He wondered why, after decades with only a couple of sporadic sightings, ant probing had become a widespread habit. Because of meticulous record keeping at Gombe, O’Malley and his colleagues had a rare opportunity to reconstruct the origin of this behavior. An adult female immigrant who joined the Kasekela group in the early 1990s, the team concluded, introduced ant fishing, a common practice in her previous community. The finding, reported late last year in Current Anthropology, marks the first time in the more than 50-year history of chimp field studies that anyone has documented the transfer of a cultural tradition from one wild chimp group to another. © Society for Science & the Public 2000 - 2013

Related chapters from BP6e: Chapter 17: Learning and Memory; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17720 - Posted: 01.28.2013

By DOUGLAS QUENQUA Learning becomes more difficult as we age not because we have trouble absorbing new information, but because we fail to forget the old stuff, researchers say. Mice whose brains were genetically modified to resemble those of adult humans showed no decrease in the ability to make the strong synaptic connections that enable learning — a surprise to neuroscientists at the Medical College of Georgia at Georgia Regents University, whose findings appear in the journal Scientific Reports. Yet as the modified mice entered adulthood, they were less capable of weakening connections that already existed, and that made it hard for them to form robust new long-term memories. Think of it as writing on a blank piece of white paper versus a newspaper page, said the lead author, Joe Z. Tsien. “The difference is not how dark the pen is,” he said, “but that the newspaper already has writing on it.” The researchers focused on two proteins — NR2A and NR2B — long known to play a role in the forging of new connections in the brain. Before puberty, the brain produces more NR2B than NR2A; in adulthood, the ratio reverses. By prodding mice to produce more NR2A than NR2B, effectively mimicking the postpubescent brain, scientists expected the subjects to have trouble forming strong connections. Instead, the mice showed no trouble creating new short-term memories, but brain scans showed that they struggled to weaken the connections that had formed older long-term memories. © 2013 The New York Times Company

Related chapters from BP6e: Chapter 17: Learning and Memory; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 17701 - Posted: 01.22.2013

Ed Yong For years, a particular protein has been cast as a lynchpin of long-term memory. Inhibiting this enzyme could erase old memories, whereas adding it could strengthen faded ones1–3. But two independent groups of US scientists have now seriously challenged the role of this 'memory molecule' by developing mice that completely lack it — and showing that these mice have no detectable memory problems. Their results are published today in Nature4, 5. The excitement around the enzyme, called protein kinase M-ζ (PKM-ζ), started building in 2006, when Todd Sacktor at the SUNY Downstate Medical Center in New York City wiped out established spatial memories in rats. He did so by injecting their brains with ZIP, a small peptide that is meant to block the enzyme1. Other teams obtained similar results, erasing different types of memory by injecting ZIP into various brain regions in rodents, flies and sea slugs. And in 2011, Sacktor did the opposite: he strengthened rats' memory of unpleasant tastes by injecting their brains with viruses carrying extra copies of PKM-ζ3. These fascinating studies suggested that long-term memory, rather than being static and stable, is surprisingly fragile, and depends on the continuous activity of a single enzyme. Richard Huganir of Johns Hopkins University in Baltimore, Maryland, was intrigued by these results, but was concerned that much of the data depended on the actions of ZIP. He and his collaborators took a different route, by deleting two genes — one for PKM-ζ and one for a related protein called PKC-ζ — in embryonic mice4. Working independently, Robert Messing and colleagues at the University of California, San Francisco, created similar mice5. © 2013 Nature Publishing Group

Related chapters from BP6e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17653 - Posted: 01.05.2013

Barry Gordon The intuitive notion of a “photographic” memory is that it is just like a photograph: you can retrieve it from your memory at will and examine it in detail, zooming in on different parts. But a true photographic memory in this sense has never been proved to exist. Most of us do have a kind of photographic memory, in that most people's memory for visual material is much better and more detailed than our recall of most other kinds of material. For instance, most of us remember a face much more easily than the name associated with that face. But this isn't really a photographic memory; it just shows us the normal difference between types of memory. Even visual memories that seem to approach the photographic ideal are far from truly photographic. These memories seem to result from a combination of innate abilities, combined with zealous study and familiarity with the material, such as the Bible or fine art. Sorry to disappoint further, but even an amazing memory in one domain, such as vision, is not a guarantee of great memory across the board. That must be rare, if it occurs at all. A winner of the memory Olympics, for instance, still had to keep sticky notes on the refrigerator to remember what she had to do during the day. So how does an exceptional, perhaps photographic, memory come to be? It depends on a slew of factors, including our genetics, brain development and experiences. It is difficult to disentangle memory abilities that appear early from those cultivated through interest and training. Most people who have exhibited truly extraordinary memories in some domain have seemed to possess them all their lives and honed them further through practice. © 2012 Scientific American

Related chapters from BP6e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17645 - Posted: 01.01.2013

By Jason G. Goldman While second nature to many of us, driving a car is actually a fairly complex process. At its most stripped down version, first you sit in the driver’s seat, then you start the engine, then you shift into gear, and then you must simultaneously steer while keeping your foot on the gas pedal. That doesn’t include things like adjusting your mirrors, verifying that you won’t drive into another person or car, and so on. In one sense, it is incredibly impressive that three dogs in New Zealand have learned – in a fairly rudimentary way – to drive a car. They sit in the driver’s seat, shift into gear, operate the steering wheel, and step on the accelerator. Those deserving the true accolades however are not the dogs, but the human trainers for their impressive patience and determination. The training that led man’s best friend to operate a car is no different from the kind of training behind the bird shows found at zoos all over the world, or the dolphin, killer whale, seal, or sea lion displays you might see at Sea World. It’s the same kind of training that scientists use to probe the emotional and cognitive lives of rats, mice, and the other critters that populate their laboratories. At the end of the day, it all comes down to a form of learning first described by Edward L. Thorndike at the beginning of the 1900s, which was later expanded and popularized by B.F. Skinner and taught to every student of Introductory Psychology: operant conditioning. While classical conditioning is a form of learning that binds external stimuli to reflexive, involuntary responses, operant conditioning involves voluntary behaviors, and is maintained over time by the consequences that follow those behaviors. In one experiment, Skinner placed pigeons individually into experimental chambers (sometimes referred to as “Skinner boxes”) that were designed to deliver food rewards at systematic intervals. He found that by rewarding a bird after it displayed a desired behavior, he could motivate the bird to increase the frequency of that particular behavior. © 2012 Scientific American

Related chapters from BP6e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17607 - Posted: 12.14.2012

By Brian Mossop Ten years into serving a life sentence for the rape of Jennifer Thompson, Ronald Cotton stepped out of prison a free man. It took that long for DNA evidence to exonerate Cotton, refuting a weak case built mostly on eyewitness accounts. According to Simon's new book In Doubt, despite advances in DNA forensic technologies, eyewitness testimony remains the most common way to nab criminals in the Anglo-American justice system. The problem, however, is that our mind often subconsciously twists the evidence to coincide with our biases, and we end up incarcerating innocent people. Simon, a professor of law and psychology at the University of Southern California, says that the false conviction rate, based on exoneration data from capital murder cases, is estimated to be near 5 percent, although that figure represents only a fraction of those wrongly imprisoned. Eyewitness testimony boils down to how well the witness remembers the event. Studies have shown that a victim of a crime may remember a specific piece of information from the horrid event, such as the attacker's jacket or a strange smell, but fail to recall other details. Investigators are left with a weak profile of the perpetrator. In Cotton's case, the victim initially chose two men from the lineup, and only after repeated questioning from investigators could Thompson say Cotton was her assailant. © 2012 Scientific American

Related chapters from BP6e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17564 - Posted: 12.03.2012

By Hal Arkowitz and Scott O. Lilienfeld When Mick Jagger first sang “What a drag it is getting old,” he was 23 years old. Now at 69, he is still a veritable Jumpin' Jack Flash on stage. Jagger seems to have found the secret to staying physically fit in his advancing years, but getting old can be a drag on the psyche. Many older adults fear memory loss and worry they are headed down the road to dementia, such as Alzheimer's disease. Every time they forget their keys, leave a door unlocked or fail to remember a name, they are reminded of this nagging concern. In most cases, however, such annoying incidents are part of normal age-related memory loss, not a sign of impending dementia. Although lots of older adults think such a decline is inevitable, there is good news for many of them. Researchers have developed an array of helpful methods and activities that exercise our minds and bodies that can help keep the older mind in relatively good condition. In this column, we examine the most promising ways to shore up memory in the normal aging brain. Memory is not a single entity. The term encompasses several types of remembering, not all of which decline with age. For instance, older people still retain their vocabulary, along with general knowledge about the world (semantic memory). They can also perform certain routine tasks, such as making an omelet or typing on a computer (procedural memory), about as well as they could when they were younger. People do become worse, however, at recalling recent events in their lives (episodic memory) or where they first learned a piece of information (source memory), managing the temporary storage of short-term information (working memory), and remembering to do things in the future (prospective memory). © 2012 Scientific American

Related chapters from BP6e: Chapter 17: Learning and Memory; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 17491 - Posted: 11.14.2012

Seniors who take common medications to treat insomnia, anxiety, itching or allergies may have symptoms of forgetfulness or trouble concentrating, a new review concludes. About 90 per cent of people aged 65 and older take at least one prescription medication and almost half take five or more, studies suggest. About 90 per cent of people aged 65 and older take at least one prescription medication, U.S. research suggests.About 90 per cent of people aged 65 and older take at least one prescription medication, U.S. research suggests. (iStock) As people increasingly report memory and attention problems and seek testing for early dementia, researchers in Montreal wanted to see how medications can induce such symptoms. Dr. Cara Tannenbaum, research chair at the Montreal Geriatric University Institute and her co-authors in Montreal, Calgary, Australia and the U.S. reviewed 162 studies on medications most likely to affect memory, creating what's called an amnesia effect, or affect brain functions like attention and concentration that are called non-amnestic. "There is a consistent body of evidence suggesting that drug-induced mild cognitive impairment can occur with episodic use of medications for insomnia, anxiety, [itching] or allergy symptoms," the study's authors concluded in the journal Drugs & Aging. "Combined amnestic and non-amnestic deficits occur with the use of benzodiazepine agents and may partially underlie older adults' frequent complaints of forgetfulness or difficulty concentrating." © CBC 2012

Related chapters from BP6e: Chapter 17: Learning and Memory; Chapter 4: The Chemical Bases of Behavior: Neurotransmitters and Neuropharmacology
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 4: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology
Link ID: 17465 - Posted: 11.07.2012

The brain holds in mind what has just been seen by synchronizing brain waves in a working memory circuit, an animal study supported by the National Institutes of Health suggests. The more in-sync such electrical signals of neurons were in two key hubs of the circuit, the more those cells held the short-term memory of a just-seen object. Charles Gray, Ph.D., of Montana State University, Bozeman, and colleagues, report their findings Nov. 1, 2012, online, in the journal Science Express. "This work demonstrates, for the first time, that there is information about short term memories reflected in in-sync brainwaves," explained Gray. "The Holy Grail of neuroscience has been to understand how and where information is encoded in the brain. This study provides more evidence that large scale electrical oscillations across distant brain regions may carry information for visual memories," said NIMH director Thomas R. Insel, M.D. Prior to the study, scientists had observed synchronous patterns of electrical activity between the two circuit hubs after a monkey saw an object, but weren’t sure if the signals actually represent such short-term visual memories in the brain. Rather, it was thought that such neural oscillations might play the role of a traffic cop, directing information along brain highways. To find out more, Gray, Rodrigo Salazar Ph.D., and Nick Dotson of Montana State and Steven Bressler, Ph.D., at Florida Atlantic University, Boca Raton, recorded electrical signals from groups of neurons in both hubs of two monkeys performing a visual working memory task. To earn a reward, the monkeys had to remember an object — or its location — that they saw momentarily on a computer screen and correctly match it. The researchers expected to see the telltale boost in synchrony during a delay period immediately after an object disappeared from the screen, when the monkey had to hold information briefly in mind.

Related chapters from BP6e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17456 - Posted: 11.06.2012

By Gary Stix Nicotine enhances the ability to focus and remember. The alkaloid acts in a similar manner to the brain’s own signaling molecule, acetylcholine. It interacts with eponymous receptors on the surface of nerve cells to regulate signaling in the brain. The role of the nicotinic-acetylcholine receptors throughout the central nervous system is so wide-ranging that new discoveries about the molecule continue apace. A recent study published in Nature Neuroscience found that one type of nicotinic receptor acts as a key element in a cell that appears to perform a critical function in regulating memory. A team of researchers—led by one group from Uppsala University in Sweden and another from Rio Grande do Norte in Brazil—found that a type of nicotinic receptor on a cell called oriens lacunosum-moleculare (OLM-alpha 2) seems to be involved in turning on a critical circuit in the hippocampus, a brain structure involved with memory formation. “This cell has a significant influence on the incoming information to the hippocampus,” says Klas Kullander from Uppsala University. When this circuit is switched on, visual, auditory or other inputs to the hippocampus are targeted for additional processing of the incoming information, perhaps a means of flagging its importance so that it can be directed to the cerebral cortex for long-term storage of memory. The on-state of this circuit “prioritizes more intense local processing of the information,” Kullander says. “It lets the hippocampus dwell on the information longer.” © 2012 Scientific American

Related chapters from BP6e: Chapter 17: Learning and Memory; Chapter 4: The Chemical Bases of Behavior: Neurotransmitters and Neuropharmacology
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 4: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology
Link ID: 17443 - Posted: 11.03.2012

David Cyranoski More than a decade of research hinting that magnesium supplements might boost your brain power is finally being put to the test in a small clinical trial. The research, led by biopharmaceutical company Magceutics of Hayward, California, began testing the ability of its product Magtein to boost magnesium ion (Mg2+) levels in the brain earlier this month. The trial will track whether the ions can decrease anxiety and improve sleep quality, as well as following changes in the memory and cognitive ability of participants. But critics caution that the trial in just 50 people is too small to draw definitive conclusions. Neuroscientist Guosong Liu of the Massachusetts Institute of Technology in Cambridge, who founded Magceutics, plans eventually to test whether Magtein can be used to treat a wider range of conditions, including attention deficit hyperactivity disorder (ADHD) and Alzheimer’s disease. But Liu knows that it will be difficult to convince other scientists that something as simple as a magnesium supplement can have such profound effects. It is almost “too good to be true”, he says. Many scientists contacted by Nature agreed with that sentiment. One clinical researcher cautioned against “over-excitement about a magic drug for a major disorder”. And others wonder whether the study will even be able to prove anything conclusively. “I am very sceptical that the proposed trial will provide the answer to the question being tested,” says Stephen Ferguson, a biochemist at the University of Western Ontario in London, Ontario. © 2012 Nature Publishing Group

Related chapters from BP6e: Chapter 3: Neurophysiology: The Generation, Transmission, and Integration of Neural Signals; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 3: Neurophysiology: The Generation, Transmission, and Integration of Neural Signals; Chapter 13: Memory, Learning, and Development
Link ID: 17430 - Posted: 10.27.2012

By SINDYA N. BHANOO Most people have a moment or two they would rather not remember. The brain has two opposite ways of dealing with those memories, researchers report in a new study. The first is to simply block out the memory. The second is to recall a substitute memory. Take the case of a fight with a loved one, said Roland Benoit, a cognitive neuroscientist at the Medical Research Council Cognition and Brain Sciences Unit in Cambridge, England. “You don’t want to think about it because you want to just go on with life,” Dr. Benoit said. “You can somehow push it out, or you could try to think of something else, like maybe that nice vacation to France you had together.” Dr. Benoit and his colleagues asked study participants to associate the words “beach” and “Africa.” Then one group was told to avoid thinking about the associated words altogether. Another group was told to start thinking about the word “snorkel” in association with “beach,” rather than “Africa.” The participants were put under a functional M.R.I. scanner, and the researchers found that in the case of memory substitution, the left prefrontal cortex works in conjunction with the hippocampus, an area of the brain connecting to conscious remembering. But when an unwanted memory is simply suppressed or blocked out, the prefrontal cortex actually inhibits the functioning of the hippocampus. © 2012 The New York Times Company

Related chapters from BP6e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17406 - Posted: 10.23.2012

By Laura Sanders NEW ORLEANS — Fearful associations can be knocked back during sleep, research in mice shows. After receiving an injection of a drug, a nasty link between a scent and a painful foot shock faded as the mice slumbered. The results are preliminary but may ultimately show how to get around a roadblock in treatments for people with post-traumatic stress disorder: Traumatic associations can be weakened in a doctor’s office, but those memories can flood back when triggered by specific events in everyday life. The new finding suggests that the hazy world of sleep, lacking any particular real-world context, might be a better place to diminish such memories. Neuroscientist Asya Rolls of Stanford University and colleagues taught mice that when they smelled jasmine, a foot shock was not far behind. A day later, as the mice slept, the researchers wafted the smell over the animals, strengthening and solidifying the scary link between jasmine and pain. A day after that, the mice froze in fear when they caught a whiff of jasmine, even though the animals were in an entirely new room unassociated with the original shock. But Rolls and her team could interrupt this sleep-strengthening process with the antibiotic anisomycin, injected into the amygdala—a brain structure involved in memory storage. Before the mice were exposed to jasmine during sleep, the researchers injected some of them with the drug. The next day, these mice didn’t freeze as much as the mice that didn’t get the drug. The results suggest that during sleep, traumatic memories, such as the kind that plague people with PTSD, can be effectively weakened. © Society for Science & the Public 2000 - 2012

Related chapters from BP6e: Chapter 17: Learning and Memory; Chapter 15: Emotions, Aggression, and Stress
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 11: Emotions, Aggression, and Stress
Link ID: 17393 - Posted: 10.20.2012

By Janet Raloff Carbon dioxide has been vilified for decades as a driver of global warming. A new study finds signs that CO2, exhaled in every breath, can exert an equally worrisome threat — impaired cognition — in nearly every energy-efficient classroom, meeting hall or office space. The work assessed decision-making in 22 healthy young adults. Their performance on six of nine tests dropped notably when researchers raised indoor carbon dioxide levels to 1,000 parts per million from a baseline of 600 ppm. On seven tests, performance fell substantially more when the room’s CO2 was boosted to 2,500 ppm, scientists report in a paper to be published in Environmental Health Perspectives. These data are surprising, says Roger Hedrick of Architectural Energy Corp. in Boulder, Colo., because “1,000 ppm of CO2 used to be considered a benchmark of good ventilation.” Hedrick, an environmental engineer, chairs the committee that drafts commercial ventilation standards through the American Society of Heating, Refrigerating, & Air-Conditioning Engineers. Carbon dioxide levels are often substantially higher in buildings than the 350 to 400 ppm typically found outdoors. Indoor values of 600 ppm are considered very good. But depending on how many people inhabit a room and how many times per hour its air is exchanged with outdoor air through ventilation, “there are plenty of buildings where you could easily see 2,500 ppm of CO2 — or close to it — even with ventilation designs that are fully compliant with current standards,” Hedrick says. © Society for Science & the Public 2000 - 2012

Related chapters from BP6e: Chapter 13: Homeostasis: Active Regulation of Internal States; Chapter 18: Attention and Higher Cognition
Related chapters from MM:Chapter 9: Homeostasis: Active Regulation of the Internal Environment; Chapter 14: Attention and Consciousness
Link ID: 17380 - Posted: 10.17.2012

By Susan Milius A dollop of living yellow ooze has aced a test of navigation, showing that you don’t really need a mind to make spatial memories. The egg-yolk-colored slime mold Physarum polycephalum is a single cell without any nervous system. But this blob of a creature uses its slime trails as a form of external spatial memory, says complex systems biologist Chris R. Reid of the University of Sydney. Smears of goo left behind as a slime mold crawls act as records of past paths. Given a choice, slime molds won’t crawl over their old slime, Reid and his colleagues found. These simple external “memories” work quite well. When lured into a U-shaped dead-end in front of a sugar treat, slime molds were able to escape. Instead of just throbbing futilely against the closed end of the U or crawling around in circles, 39 out of 40 managed to ooze their way back out of the blind alley and creep to the treat by an outside route, Reid and his colleagues report October 8 in the Proceedings of the National Academy of Sciences. “It’s the first time any spatial memory system has been found in an organism without a brain,” Reid says. Ants, which Reid also studies, lay trails of scents as they scurry to food sources, and these scents can function as external memories of the whole colony. Ants do have brains though. © Society for Science & the Public 2000 - 2012

Related chapters from BP6e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17353 - Posted: 10.11.2012

By GRETCHEN REYNOLDS Can you improve your body’s ability to remember by making it move? That rather odd-seeming question stimulated researchers at the University of Copenhagen to undertake a reverberant new examination of just how the body creates specific muscle memories and what role, if any, exercise plays in the process. To do so, they first asked a group of young, healthy right-handed men to master a complicated tracking skill on a computer. Sitting before the screen with their right arm on an armrest and a controller similar to a joystick in their right hand, the men watched a red line squiggle across the screen and had to use the controller to trace the same line with a white cursor. Their aim was to remain as close to the red squiggle as possible, a task that required input from both the muscles and the mind. The men repeated the task multiple times, until the motion necessary to track the red line became ingrained, almost automatic. They were creating a short-term muscle memory. The term “muscle memory” is, of course, something of a misnomer. Muscles don’t make or store memories. They respond to signals from the brain, where the actual memories of any particular movement are formed and filed away. But muscle memory — or “motor memory,” as it is more correctly referred to among scientists — exists and can be quite potent. Learn to ride a bicycle as a youngster, abandon the pastime and, 20 years later, you’ll be able to hop on a bicycle and pedal off. Copyright 2012 The New York Times Company

Related chapters from BP6e: Chapter 17: Learning and Memory; Chapter 11: Motor Control and Plasticity
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 5: The Sensorimotor System
Link ID: 17304 - Posted: 09.26.2012

By Gary Stix Market researcher SharpBrains has predicted that the brain fitness industry will range anywhere from $2 billion to $8 billion in revenues by 2015. That’s a wide swath, but the companies that sell brain-tuning software could conceivably hit at least the low end of their sales target by then. The question that persists is whether any of these games and exercises actually enhance the way your brain works, whether it be memory, problem solving or the speed with which you execute a mental task. True, study participants often get better at doing an exercise that is supposedly related to a given facet of cognition. But the ability to master a game or ace a psych test often doesn’t translate into better cognition when specific measures of intelligence are assayed later. One area of research that has shown some promise relates to a method of boosting the mental scratchpad of working memory— keeping in your head a telephone number long enough to dial, for instance. Some studies have demonstrated that a particular technique to energize working memory betters the reasoning and problem-solving abilities known as fluid intelligence. Yet two new studies have now called into question the earlier research on working memory. A recent online publication in the Journal of Experimental Psychology led by a group at the Georgia Institute of Technology showed that 20 sessions on a working memory task did not did not result in a later acing of tests of cognitive ability. Similarly, a group at Case Western Reserve University tried the same “dual n-back test” and published a report in the journal Intellgence that found that better scores did not produce higher tallies for working memory and fluid intelligence. An n-back test requires keeping track of a number, letter or image “n” places back. A dual n-back demands the simultaneous remembering of both a visual and auditory cue perceived a certain number of places back. © 2012 Scientific American

Related chapters from BP6e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17303 - Posted: 09.26.2012

Remember the game "telephone"? Someone starts by saying a sentence to the person next to them. That person then turns to someone else and repeats what they heard. Somehow, by the time the sentence gets to the last person in line, it's all mixed up and barely resembles the original. Apparently our memories operate in the same way. A study published recently in the Journal of Neuroscience looks at how we retrieve memories. It's a well-known phenomenon that retrieval is good for memory - the more you remember something, the longer you'll remember it for. The catch, researchers have discovered, is that each time you retrieve a memory you forget or add small things to it, and the next time you recall the information, you'll remember what you remembered. "Our memories aren’t like a photograph," says lead study author Donna Bridge. "We mix up details, we forget things. We’re likely to remember this incorrect information just as much as we are the correct (memory)." In other words, the more you recall an event, the more distorted your memory of that event may be. Bridge, a postdoctoral fellow at Northwestern University's Feinberg School of Medicine, asked 12 participants to take a memory test on three subsequent days. The first day, study participants repeatedly placed 180 objects in an assigned location - different for each one - on a computer screen grid. The second day they were asked to place those objects in the same positions. Twenty-four hours later, they did it again. © 2012 Cable News Network

Related chapters from BP6e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 17282 - Posted: 09.22.2012

By BENEDICT CAREY Scientists have designed a brain implant that sharpened decision making and restored lost mental capacity in monkeys, providing the first demonstration in primates of the sort of brain prosthesis that could eventually help people with damage from dementia, strokes or other brain injuries. The device, though years away from commercial development, gives researchers a model for how to support and enhance fairly advanced mental skills in the frontal cortex of the brain, the seat of thinking and planning. The new report appeared Thursday in The Journal of Neural Engineering. In just the past decade, scientists have developed brain implants that improve vision or allow disabled people to use their thoughts to control prosthetic limbs or move computer cursors. The new paper, led by researchers at Wake Forest Baptist Medical Center and the University of Southern California, describes a device that improves brain function internally, by fine-tuning communication among neurons. Previous studies have shown that a neural implant can do this for memory in rodents, but the new report extends that work significantly, experts said — into brains that are much closer to those of humans. In the study, researchers at Wake Forest trained five rhesus monkeys to play a picture-matching game. The monkeys saw an image on a large screen — of a toy, a person, a mountain range — and tried to select the same image from a larger group of images that appeared on the same screen a little while later. The monkeys got a treat for every correct answer. After two years of practice, the animals developed some mastery, getting about 75 percent of the easier matches correct and 40 percent of the harder ones, markedly better than chance guessing. © 2012 The New York Times Company

Related chapters from BP6e: Chapter 17: Learning and Memory; Chapter 18: Attention and Higher Cognition
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 14: Attention and Consciousness
Link ID: 17262 - Posted: 09.15.2012