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By GRETCHEN REYNOLDS The more physically active you are at age 25, the better your thinking tends to be when you reach middle age, according to a large-scale new study. Encouragingly, the findings also suggest that if you negligently neglected to exercise when young, you can start now and still improve the health of your brain. Those of us past age 40 are generally familiar with those first glimmerings of forgetfulness and muddled thinking. We can’t easily recall people’s names, certain words, or where we left the car keys. “It’s what we scientists call having a C.R.S. problem,” said David R. Jacobs, a professor of public health at the University of Minnesota in Minneapolis and a co-author of the new study. “You can’t remember stuff.” But these slight, midlife declines in thinking skills strike some people later or less severely than others, and scientists have not known why. Genetics almost certainly play a role, most researchers agree. Yet the contribution of lifestyle, and in particular of exercise habits, has been unclear. So recently, Dr. Jacobs and colleagues from universities in the United States and overseas turned to a large trove of data collected over several decades for the Cardia study. The study, whose name is short for Coronary Artery Risk Development in Young Adults, began in the mid-1980s with the recruitment of thousands of men and women then ages 18 to 30 who underwent health testing to determine their cholesterol levels, blood pressure and other measures. Many of the volunteers also completed a treadmill run to exhaustion, during which they strode at an increasingly brisk pace until they could go no farther. The average time to exhaustion among these young adults was 10 minutes, meaning that most were moderately but not tremendously fit. © 2014 The New York Times Company

Related chapters from BP7e: 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: 19584 - Posted: 05.07.2014

Erin Allday The game seems pretty simple. An alien-looking creature stands on a block of ice that's flowing down a river. The goal is to maneuver the ice around whales and other hurdles and periodically cause the alien to "jump" to grab green fish as they leap out of the water. The game is played on a tablet, and it looks a lot like any of hundreds of apps that can be downloaded for some mindless entertainment during an afternoon commute on BART. Here's what sets the game apart: It was designed by scientists at UCSF looking for a new way to treat serious symptoms of depression. "We're trying to see whether we can get the same effects with the game as with therapy," said Patricia Arean, a clinical psychologist at UCSF who is studying the potential mental health benefits of video game play in older adults. Arean is joining the burgeoning field of research into the use of video games as tools for promoting brain health. Video games undoubtedly have some kind of effect on our brains, but harnessing the technology and forcing a lasting - and positive - change is the challenge. So far, what little evidence does exist that video games can have a measurable impact on brain activity has been gathered almost entirely on healthy subjects. But in small clinical trials - like Arean's study of depression in older adults - the effects of games on both healthy and unhealthy people are being studied to find out whether they're useful in treating mental illness, such as autism, attention deficit and hyperactivity disorder, and post-traumatic stress disorder. Some neuroscientists say video games may also strengthen neural networks, potentially preventing or slowing down the brain deterioration associated with old age or diseases like Alzheimer's or Parkinson's. "We're in the infancy of this idea that entertaining and gaming stuff can be useful for you," said Joaquin Anguera, a UCSF neuroscientist who designs cognitive training games, including the one Arean is testing with patients. © 2014 Hearst Communications, Inc.

Related chapters from BP7e: 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: 19583 - Posted: 05.07.2014

by Helen Thomson A 22-year-old man has been instantaneously transported to his family's pizzeria and his local railway station – by having his brain zapped. These fleeting visual hallucinations have helped researchers pinpoint places where the brain stores visual location information. Pierre Mégevand at the Feinstein Institute for Medical Research in Manhasset, New York, and his colleagues wanted to discover just where in the brain we store and retrieve information about locations and places. They sought the help of a 22-year-old man being treated for epilepsy, because the treatment involved implanting electrodes into his brain that would record his neural activity. Mégevand and his colleagues scanned the volunteer's brain using functional MRI while he looked at pictures of different objects and scenes. They then recorded activity from the implanted electrodes as he looked at a similar set of pictures. In both situations, a specific area of the cortex around the hippocampus responded to images of places, but not to images of other kinds of objects, such as body parts or tools. "There are these little spots of tissues that seem to care about houses and places more than any other class of object," says research team member Ashesh Mehta, also at the Feinstein Institute. Next, the team used the implanted electrodes to stimulate the brain in this area – a move that the volunteer said triggered a series complex visual hallucinations. First he described seeing a railway station in the neighbourhood where he lives. Stimulation of a nearby area elicited another hallucination, this time of a staircase and a blue closet in his home. When stimulation of these areas was repeated, the same scenes arose. © Copyright Reed Business Information Ltd.

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 10: Vision: From Eye to Brain
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 7: Vision: From Eye to Brain
Link ID: 19540 - Posted: 04.26.2014

By Emily Chung, CBC News If you're in your late 20s or older, you're not as sharp as you used to be, suggests a study of gamers playing the popular video game Starcraft 2. The study analyzed the way 3,305 people, aged 16 to 44, played the game against a single random opponent of similar skill, in order to measure the gamers' cognitive motor performance. Cognitive motor performance is how quickly your brain reacts to things happening around you, allowing you to act during tasks such as driving. The analysis revealed exactly when advancing age starts to take its toll on brain performance – at the tender age of 24 years. The results were published late last week in the journal PLOS ONE. Joe Thompson, lead author of the study, said he was surprised by how early the decline started and how big the age effect was, even among those in their 30s. "If you're 39, competing against a 24-year-old and you're both in the otherwise same level of skill," Thompson said, "the effect of age is expected to offset a great deal of your learning." Starcraft 2 is a popular strategy game, similar in concept to Risk, where players compete to build armies and conquer a science fictional world. Unlike Risk, however, players don't take turns. "Starcraft is like high-speed chess," said Thompson, a PhD student who plays the game himself. "You simply can make as many moves as you want, as fast as you can go." Players can't see the whole "world" at once, as they mine resources needed to build up their armies, as they attack their opponents, and as they defend against opponents' attacks, they need to quickly move their screen around from one part of the world to another. © CBC 2014

Related chapters from BP7e: 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: 19495 - Posted: 04.16.2014

|By Janali Gustafson Cravings—we all have them. These intense desires can be triggered by a place, a smell, even a picture. For recovering drug addicts, such memory associations can increase vulnerability to relapse. Now researchers at the Florida campus of the Scripps Research Institute have found a chemical that prevents rats from recalling their drug-associated memories. The study, published online in Biological Psychiatry last fall, is also the first of its kind to disrupt memories without requiring active recollection. Over the course of six days the rats in this study alternated between one of two chambers. On days one, three and five, the animals were injected with methamphetamine hydrochloride—the street drug known as meth—and placed in one room. On the even-numbered days they received a saline placebo and entered a different chamber. After two more days, half the rodents were given a choice between the rooms. As expected, they showed a clear preference for the place they visited after receiving meth. The other half of the animals were injected with a solution containing Latrunculin A (LatA). This chemical interferes with actin, a protein known to be involved in memory formation. These animals showed no preference between rooms, even up to a day later: their choices seemed not to be driven by a memory of meth. Previous research has suggested that drugs of abuse alter the way actin functions, causing it to constantly refresh memories associated with these drugs rather than tucking them away into typical memory storage, which is more inert. As a result of their active status, drug memories might remain susceptible to disruption long after their initial formation. © 2014 Scientific American

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 4: The Chemistry 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: 19492 - Posted: 04.16.2014

By Sam Kean Kent Cochrane, the amnesiac known throughout the world of neuroscience and psychology as K.C., died last week at age 62 in his nursing home in Toronto, probably of a stroke or heart attack. Although not as celebrated as the late American amnesiac H.M., for my money K.C. taught us more important and poignant things about how memory works. He showed how we make memories personal and personally meaningful. He also had a heck of a life story. During a wild and extended adolescence, K.C. jammed in rock bands, partied at Mardi Gras, played cards till all hours, and got into fights in bars; he was also knocked unconscious twice, once in a dune-buggy accident, once when a bale of hay conked him on the head. In October 1981, at age 30, he skidded off an exit ramp on his motorcycle. He spent a month in intensive care and lost, among other brain structures, both his hippocampuses. As H.M.’s case demonstrated in the early 1950s, the hippocampus—you have one in each hemisphere of your brain—helps form and store new memories and retrieve old ones. Without a functioning hippocampus, names, dates, and other information falls straight through the mind like a sieve. At least that’s what supposed to happen. K.C. proved that that’s not quite true—memories can sometimes bypass the hippocampus. After the motorcycle accident, K.C. lost most of his past memories and could make almost no new memories. But a neuroscientist named Endel Tulving began studying K.C., and he determined that K.C. could remember certain things from his past life just fine. Oddly, though, everything K.C. remembered fell within one restricted category: It was all stuff you could look up in reference books, like the difference between stalactites and stalagmites or between spares and strikes in bowling. Tulving called these bare facts “semantic memories,” memories devoid of all context and emotion. © 2014 The Slate Group LLC

Related chapters from BP7e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19455 - Posted: 04.08.2014

He was known in his many appearances in the scientific literature as simply K.C., an amnesiac who was unable to form new memories. But to the people who knew him, and the scientists who studied him for decades, he was Kent Cochrane, or just Kent. Cochrane, who suffered a traumatic brain injury in a motorcycle accident when he was 30 years old, helped to rewrite the understanding of how the brain forms new memories and whether learning can occur without that capacity. "From a scientific point of view, we've really learned a lot [from him], not just about memory itself but how memory contributes to other abilities," said Shayna Rosenbaum, a cognitive neuropsychologist at York University who started working with Cochrane in 1998 when she was a graduate student. Cochrane was 62 when he died late last week. The exact cause of death is unknown, but his sister, Karen Casswell, said it is believed he had a heart attack or stroke. He died in his room at an assisted living facility where he lived and the family opted not to authorize an autopsy. Few in the general public would know about Cochrane, though some may have seen or read media reports on the man whose life was like that of the lead character of the 2000 movie Memento. But anyone who works on the science of human memory would know K.C. Casswell and her mother, Ruth Cochrane, said the family was proud of the contribution Kent Cochrane made to science. Casswell noted her eldest daughter was in a psychology class at university when the professor started to lecture about the man the scientific literature knows as K.C. © CBC 2014

Related chapters from BP7e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19442 - Posted: 04.03.2014

By Shelly Fan One of the tragedies of aging is the slow but steady decline in memory. Phone numbers slipping your mind? Forgetting crucial items on your grocery list? Opening the door but can’t remember why? Up to 50 percent of adults aged 64 years or older report memory complaints. For many of us, senile moments are the result of normal changes in brain structure and function instead of a sign of dementia, and will inevitably haunt us all. Rather than taking it lying down, scientists are devising interventions to help keep the elderly mind sharp. One popular approach—borrowed from the training of memory experts—is to teach the elderly mnemonics, or little tricks to help encode and recall new information using rhythm, imagery or spatial navigation. By far the most widely used mnemonic device is the method of loci (MoL), a technique devised in ancient Greece. In a 2002 study looking at the neural correlates of superior human memory, nine of 10 memory masters employed the method spontaneously. It involves picturing highly familiar routes through a building (your childhood home) or a town (your way to work). Walk down the route and imagine placing to-be-remembered items at attention-grabbing spots along the way; the more surreal or bizarre you make these images, the better they can help you remember. To recall these stored items, simply retrace your steps. Like fishing lines, the loci are hooked to the memory and help you pull them to the surface. Although generally used to remember objects, numbers or names, the MoL has also been used in people with depression to successfully store bits and pieces of happy autobiographical memories that they can easily retrieve in times of stress. © 2014 Scientific American,

Related chapters from BP7e: 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: 19392 - Posted: 03.21.2014

By TARA PARKER-POPE For a $14.95 monthly membership, the website Lumosity promises to “train” your brain with games designed to stave off mental decline. Users view a quick succession of bird images and numbers to test attention span, for instance, or match increasingly complex tile patterns to challenge memory. While Lumosity is perhaps the best known of the brain-game websites, with 50 million subscribers in 180 countries, the cognitive training business is booming. Happy Neuron of Mountain View, Calif., promises “brain fitness for life.” Cogmed, owned by the British education company Pearson, says its training program will give students “improved attention and capacity for learning.” The Israeli firm Neuronix is developing a brain stimulation and cognitive training program that the company calls a “new hope for Alzheimer’s disease.” And last month, in a move that could significantly improve the financial prospects for brain-game developers, the Centers for Medicare and Medicaid Services began seeking comments on a proposal that would, in some cases, reimburse the cost of “memory fitness activities.” Much of the focus of the brain fitness business has been on helping children with attention-deficit problems, and on improving cognitive function and academic performance in healthy children and adults. An effective way to stave off memory loss or prevent Alzheimer’s — particularly if it were a simple website or video game — is the “holy grail” of neuroscience, said Dr. Murali Doraiswamy, director of the neurocognitive disorders program at Duke Institute for Brain Sciences. The problem, Dr. Doraiswamy added, is that the science of cognitive training has not kept up with the hype. © 2014 The New York Times Company

Related chapters from BP7e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19346 - Posted: 03.11.2014

|By Christie Nicholson Our memories are inaccurate, more than we’d like to believe. And now a study demonstrates one reason: we apparently add current experiences onto memories. Study subjects examined the location of objects on a computer screen against a background of an underwater ocean scene. Researchers then showed the subjects a fresh screen with a different background, this time a photo of farmland. And the subjects had to place an object in the same position it was in on the original screen. And they always placed the object in the wrong position. The researchers then presented three objects on the original ocean background. One was in the original location, another was in the location the subject just chose in the previous task and the third was in a new location. The subject was asked to pick the original location of the object in the original ocean background. And instead of choosing the original correct location, they always picked the position they had chosen. That is, they now believed the position they’d picked on the farm scene was the original position on the ocean background. The study is in the Journal of Neuroscience. [Donna J. Bridge and Joel L. Voss, Hippocampal Binding of Novel Information with Dominant Memory Traces Can Support Both Memory Stability and Change] The researchers note that recent and easily retrievable information “can overwrite what was there to begin with.” Consider that next time you hear eyewitness testimony. © 2014 Scientific American

Related chapters from BP7e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19312 - Posted: 03.03.2014

|By Beth Skwarecki Prions, the protein family notorious for causing "mad cow" and neurodegenerative diseases like Parkinson's, can play an important role in healthy cells. "Do you think God created prions just to kill?" mused Nobel laureate Eric Kandel. "These things must have evolved initially to have a physiological function." His work on memory helped reveal that animals make and use prions in their nervous systems as part of an essential function: stabilizing the synapses that constitute long-term memories. These natural prions aren't infectious but on a molecular level they chain up exactly the same way as their disease-causing brethren. (Some researchers call them "prionlike" to avoid confusion.) This week, work from neuroscientist Kausik Si of the Stowers Institute for Medical Research, one of Kandel's former students, shows that the prion's action is tightly controlled by the cell, and can be turned on when a new long-term memory needs to be formed. Prions are proteins with two unusual properties: First, they can switch between two possible shapes, one that is stable on its own and an alternate conformation that can form chains. Second, the chain-forming version has to be able to trigger others to change shape and join the chain. Say that in the normal version the protein is folded so that one portion of the protein structure—call it "tab A"—fits into its own "slot B." In the alternate form, though, tab A is available to fit into its neighbor's slot B. That means the neighbor can do the same thing to the next protein to come along, forming a chain or clump that can grow indefinitely. © 2014 Scientific American,

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 16: Psychopathology: Biological Basis of Behavior Disorders
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 12: Psychopathology: Biological Basis of Behavioral Disorders
Link ID: 19290 - Posted: 02.25.2014

By GREGORY COWLES David Stuart MacLean’s first book, “The Answer to the Riddle Is Me,” opens with a scene out of Robert Ludlum: The protagonist wakes from a blackout to find himself on a crowded train platform in India, with no idea who he is or what he’s doing in a foreign country. The catch is that the protagonist is Mr. MacLean himself, and his book isn’t an international thriller but a “memoir of amnesia,” as his agreeably paradoxical subtitle puts it — the true story of how his memory was wiped clean and how that condition has subsequently affected his life. It is all the more thrilling for that. In 2002, Mr. MacLean was a 28-year-old Fulbright scholar visiting India to research a novel. It wasn’t his first trip; he had gone a few years earlier and stayed for months. But this time around, his anti-malaria medication touched off a break with reality as sudden as it was severe. He hallucinated angels and demons, and felt his thoughts “puddling in the carpet near the doorway and sloshing down the hall.” Delirious, he agreed with the police officer who surmised he must be a drug addict, and apologized profusely for misdeeds he had never committed. At the hospital, a nurse called him “the most entertaining psychotic that they’d ever had.” As harrowing as this territory is, Mr. MacLean makes an affable, sure-footed guide. In his descriptions, you can recognize the good fiction writer he must have been even before amnesia forced him to view the world anew; if the writer’s task is to “make it new,” then losing your memory turns out to be an unexpected boon. An avid drinker before his breakdown, he recoils the first time he tries Scotch again, thinking it smells “like Band-Aids.” He can’t remember his girlfriend of a year, but her voice is “faintly familiar, like the smell of the car heater the first time you turn it on in the fall.” He grasps at hope when his parents arrive to take him home: “I still didn’t have my memory, but I now had an outline of myself, like a tin form waiting for batter.” © 2014 The New York Times Company

Related chapters from BP7e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19262 - Posted: 02.18.2014

By Daniel Engber Drop a mouse in some water and white paint, and it will know just what to do. Mice can swim, by whipping their tails like a flagellum, but they don't like doing it; a mouse in a tub tries to find a way out. There's no need for training, or food pellets, or annoying electric shocks: To put a mouse through a water maze, you need only to build a little platform for it, hidden somewhere just beneath the surface. The mouse will try to find that platform without any encouragement. It's a setup that's so simple—and so useful in measuring an animal's capacity for learning and memory—it hardly seems like it would need inventing. But it took a cognitive neuroscientist at the University of St. Andrews in Scotland to come up with the tub-and-platform method. In 1979, Richard Morris built a heated pool about 4 feet and 3 inches in diameter, filled it with water and fresh milk, and then added a platform made of stones and drain piping. Within a few years, his method (designed for rats) had been adapted for smaller lab mice, and had made its way into rodent labs around the world. Now it's among the most widespread animal-testing protocols in all of biomedicine. Scientists plunge mice in murky water to test the effects of brain damage, or the functions of particular genes on learning, or the efficacy of new drugs for treating Alzheimer's. You can even buy a standard-issue "Morris Water Maze" direct from a lab-supply shop, along with specialized software for recording its results. That fact that so few of us would call a tub full of milk a “maze” only goes to show that rodent mazes aren't what they used to be. Early psychologists tempted rats with tricky blind alleys and wrong turns using contraptions built by hand, of wood and wire. © 2014 The Slate Group LLC.

Related chapters from BP7e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19233 - Posted: 02.11.2014

Memory can be altered by new experience, and isn't nearly as accurate as courtroom testimony might have us believe, a new study suggests. The results suggest a cheeky answer to the question posed by comedian Richard Pryor: "Who you gonna believe: me, or your lyin' eyes?" Turns out, Pryor was onto something. The brain behind our eyes can distort reality or verify it, based on subsequent experience. And somewhat paradoxically, the same area of the brain appears to be strongly involved in both activities, according to a study published online Tuesday in the Journal of Neuroscience. Northwestern University cognitive neuroscientist Donna Bridge was testing how memory is either consolidated or altered, by giving 17 subjects a deceptively simple task. They studied the location of dozens of objects briefly flashed at varied locations on a standard computer screen, then were asked to recall the object's original location on a new screen with a different background. When subjects were told to use a mouse to drag the re-presented object from the center of the new screen to the place where they recalled it had been located, 16 of 17 got it wrong, by an average of about 3 inches. When the same subjects then were given three choices - the original location, the wrong guess and a neutral spot between them - they almost unfailingly dragged the object to the incorrectly recalled location, regardless of the background screen. Their new memory was false. © 2014 Hearst Communications, Inc.

Related chapters from BP7e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19224 - Posted: 02.08.2014

Karen Weintraub, Every time you pull up a memory – say of your first kiss – your mind reinterprets it for the present day, new research suggests. If you're in the middle of an ugly divorce, for example, you might recall it differently than if you're happily married and life is going well. This makes your memory quite unlike the video camera you may imagine it to be. But new research in the Journal of Neuroscience suggests it's very effective for helping us adapt to our environments, said co-author Joel Voss, a researcher at Northwestern University's Feinberg School of Medicine. Voss' findings build on others and may also explain why we can be thoroughly convinced that something happened when it didn't, and why eyewitness testimony is notoriously unreliable. The new research also suggests that memory problems like those seen in Alzheimer's could involve a "freezing" of these memories — an inability to adapt the memory to the present, Voss said. Our memories are thus less a snapshot of the past, than "a record of our current view on the past," said Donna Rose Addis, a researcher and associate professor at the University of Auckland in New Zealand, who was not involved in the research. Using brain scans of 17 healthy volunteers as they were taught new data and recalled previously learned information, Voss and his colleagues were able to show for the first time precisely when and where new information gets implanted into existing memories.

Related chapters from BP7e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19205 - Posted: 02.05.2014

by Susan Milius Male bee flies fooled into trying to copulate with a daisy may learn from the awkward incident. Certain orchids and several forms of South Africa’s Gorteria diffusa daisy lure pollinators by mimicking female insects. The most effective daisy seducers row a dark, somewhat fly-shaped bump on one of their otherwise yellow-to-orange petals. Males of small, dark Megapalpus capensis bee flies go wild. But tests show the daisy’s victims waste less time trying to mate with a second deceptive daisy than with the first. “Far from being slow and stupid, these males are actually quite keen observers and fairly perceptive for a fly,” says Marinus L. de Jager of Stellenbosch University in South Africa. Males’ success locating a female bee fly drops in the presence of deceitful daisies, de Jager and Stellenbosch University colleague Allan Ellis say January 29 in the Proceedings of the Royal Society B. That’s the first clear demonstration of sexual deceit’s cost to a pollinator, Ellis says. Such evolutionary costs might push the bee fly to learn from mating mistakes. How long bee flies stay daisy-wary remains unknown. In other studies, wasps tricked by an Australian orchid forgot their lesson after about 24 hours. © Society for Science & the Public 2000 - 2014

Related chapters from BP7e: 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: 19186 - Posted: 01.30.2014

Alison Abbott By slicing up and reconstructing the brain of Henry Gustav Molaison, researchers have confirmed predictions about a patient that has already contributed more than most to neuroscience. No big scientific surprises emerge from the anatomical analysis, which was carried out by Jacopo Annese of the Brain Observatory at the University of California, San Diego, and his colleagues, and published today in Nature Communications1. But it has confirmed scientists’ deductions about the parts of the brain involved in learning and memory. “The confirmation is surely important,” says Richard Morris, who studies learning and memory at the University of Edinburgh, UK. “The patient is a classic case, and so the paper will be extensively cited.” Molaison, known in the scientific literature as patient H.M., lost his ability to store new memories in 1953 after surgeon William Scoville removed part of his brain — including a large swathe of the hippocampus — to treat his epilepsy. That provided the first conclusive evidence that the hippocampus is fundamental for memory. H.M. was studied extensively by cognitive neuroscientists during his life. After H.M. died in 2008, Annese set out to discover exactly what Scoville had excised. The surgeon had made sketches during the operation, and brain-imaging studies in the 1990s confirmed that the lesion corresponded to the sketches, although was slightly smaller. But whereas brain imaging is relatively low-resolution, Annese and his colleagues were able to carry out an analysis at the micrometre scale. © 2014 Nature Publishing Group

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 2: Functional Neuroanatomy: The Nervous System and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 2: Cells and Structures: The Anatomy of the Nervous System
Link ID: 19183 - Posted: 01.29.2014

Henry Molaison, the famous amnesic patient better known as “H.M.,” was unable to form new long-term memories following brain surgery to treat his epilepsy. Scientists who studied his condition made groundbreaking discoveries that revealed how memory works, and before his 2008 death, H.M. and his guardian agreed that his brain would be donated to science. One year after his death, H.M.’s brain was sliced into 2,401 70-micron-thick sections for further study. MIT neuroscience professor emerita Suzanne Corkin studied H.M. during his life and is now part of a team that is analyzing his brain. She is an author of a paper appearing in Nature Communications today reporting preliminary results of the postmortem study. The research team was led by Jacopo Annese at the University of California at San Diego (UCSD). Q: What can we learn from studying H.M.’s brain after his death? And when did you begin laying the groundwork for these postmortem studies? A: It was important to get H.M.’s brain after he died, for three reasons: first of all, to document the exact locus and extent of his lesions, in order to identify the neural substrate for declarative memory. Second, to evaluate the status of the intact brain tissue, revealing the possible brain substrates for the many cognitive functions that H.M. performed normally, including nondeclarative learning without awareness. The third reason was to identify any new abnormalities that occurred as a result of his getting old and were unrelated to the operation. In 1992, I explained to H.M. and his conservator that it would be extremely valuable to have his brain after he died. I told them how important he was to the science of memory, and that he had already made amazing contributions. It would make those even more significant to actually have his brain and see exactly where the damage was. That year, they signed a brain donation form leaving his brain to Massachusetts General Hospital [MGH] and MIT.

Related chapters from BP7e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19182 - Posted: 01.29.2014

By BENEDICT CAREY People of a certain age (and we know who we are) don’t spend much leisure time reviewing the research into cognitive performance and aging. The story is grim, for one thing: Memory’s speed and accuracy begin to slip around age 25 and keep on slipping. The story is familiar, too, for anyone who is over 50 and, having finally learned to live fully in the moment, discovers it’s a senior moment. The finding that the brain slows with age is one of the strongest in all of psychology. Lisa Haney Over the years, some scientists have questioned this dotage curve. But these challenges have had an ornery-old-person slant: that the tests were biased toward the young, for example. Or that older people have learned not to care about clearly trivial things, like memory tests. Or that an older mind must organize information differently from one attached to some 22-year-old who records his every Ultimate Frisbee move on Instagram. Now comes a new kind of challenge to the evidence of a cognitive decline, from a decidedly digital quarter: data mining, based on theories of information processing. In a paper published in Topics in Cognitive Science, a team of linguistic researchers from the University of Tübingen in Germany used advanced learning models to search enormous databases of words and phrases. Since educated older people generally know more words than younger people, simply by virtue of having been around longer, the experiment simulates what an older brain has to do to retrieve a word. And when the researchers incorporated that difference into the models, the aging “deficits” largely disappeared. “What shocked me, to be honest, is that for the first half of the time we were doing this project, I totally bought into the idea of age-related cognitive decline in healthy adults,” the lead author, Michael Ramscar, said by email. But the simulations, he added, “fit so well to human data that it slowly forced me to entertain this idea that I didn’t need to invoke decline at all.” © 2014 The New York Times Company

Related chapters from BP7e: 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: 19176 - Posted: 01.28.2014

by Helen Thomson The brain that made the greatest contribution to neuroscience and to our understanding of memory has become a gift that keeps on giving. A 3D reconstruction of the brain of Henry Molaison, whose surgery to cure him of epilepsy left him with no short-term memory, will allow scientists to continue to garner insights into the brain for years to come. "Patient HM" became arguably the most famous person in neuroscience after he had several areas of his brain removed in 1953. His resulting amnesia and willingness to be tested have given us unprecedented insights into where memories are formed and stored in the brain. On his death in 2008, HM was revealed to the world as Henry Molaison. Now, a post-mortem examination of his brain, and a new kind of virtual 3D reconstruction, have been published. As a child, Molaison had major epileptic seizures. Anti-epileptic drugs failed, so he sought help from neurosurgeon William Scoville at Hartford Hospital in Connecticut. When Molaison was 27 years old, Scoville removed portions of his medial temporal lobes, which included an area called the hippocampus on both sides of his brain. As a result, Molaison's epilepsy became manageable, but he could not form any new memories, a condition known as anterograde amnesia. He also had difficulty recollecting his long-term past – partial retrograde amnesia.

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 2: Functional Neuroanatomy: The Nervous System and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 2: Cells and Structures: The Anatomy of the Nervous System
Link ID: 19172 - Posted: 01.27.2014