![]() ![]() The 15 word pairs are drawn from the list in Uttl et al., 2002. Read the 15 word pairs to the participant, one at a time. ![]() Later, when I say elephant, I will expect you to reply desk." Give the participant an example: "For example, you might hear the words elephant-desk. Tell the participant that after hearing all of the word pairs, they will be given a word and will be expected to come up with its pair. Tell the participant that in this test, they will hear a series of word pairs, and that they should try to remember the words that go together.Test explicit memory: Verbal Paired-associate Learning. Find the maximum sequence length that the participant is able to repeat using the same procedure as above.ģ.For example, if the experimenter speaks 5, 6, 1, 4, the correct response is 4, 1, 6, 5. The procedure is exactly the same as the Forward Digit Span, except the participant is asked to repeat back the numbers in the reverse order.If the participant repeats none of the three series correctly, the test is done record the maximum sequence length that the participant was able to successfully repeat. Every time the participant correctly repeats one of the series correctly, increase the length of the digit sequence.If the participant correctly repeats any of the three sequences of four digits without error, in proper order, move on to five-digit sequences. Digits are drawn from a list of randomized digits. Speak a list of digits to the patient, at a rate of about 1/s.Instruct the participant that when he or she hears a series of digits, they are to try to remember them and speak them back to the experimenter, in order, as soon as the experimenter is done listing the digits.Provide instructions to the participant.Obtain informed consent from the participants.Recruit 15 age-matched control subjects with healthy brains and no history of neurological illness.In order to be able to draw conclusions about the brain structures involved in various forms of memory, perform neuroimaging to identify and describe the extent of the damaged structures.In this study we will test a patient similar to Henry Molaison who had parts of the hippocampus and surrounding temporal lobe removed as part of a surgical treatment for epilepsy. There are several causes of medial temporal lobe damage, ranging from surgery to viral diseases and other degenerative conditions.Recruit a patient with medial temporal lobe damage.1 We will perform a test of digit span, which measures short-term memory, a test of paired-associate learning, which measures explicit or declarative memory, and mirror-drawing, a test of implicit skill learning. These procedures are based in part on studies of the famous patient Henry Molaison, also known by his initials H.M., who had severe anterograde amnesia as a result of a surgery for intractable epilepsy in which parts of both temporal lobes were resected. For example, knowing how to do things, or becoming habituated to a stimulus are forms of implicit memory. Implicit memory involves knowledge we gain from experience but that is not easily expressible. We can easily tell someone what we ate for breakfast, or what city is the capital of France. For example, memories of facts or episodes from our lives are explicit memories. Explicit memories are conscious and easy to verbalize. Next, we will test two different forms of long-term memory: explicit and implicit memory. First, we will test short-term or working memory, which is the process we use to keep information in mind temporarily. In this video, we will test a patient with medial temporal lobe damage on a series of memory tasks designed to distinguish between different forms of memory. These cases can be informative as to how memory is organized in the brain, and how different systems support different kinds of memories. Patients who have damage to the structures of the medial temporal lobe, including the hippocampus, amygdala, and the surrounding cortices, often have severe deficits in the formation of certain kinds of memories. Anterograde amnesia can result from damage to structures in the brain that are involved in the formation of new memories. This can be distinguished from retrograde amnesia, which is the loss of old memories. Gimbel-University of Southern CaliforniaĪnterograde amnesia is the loss of the ability to form new memories. ![]()
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