Memory for items and memory for relations in the procedural/declarative memory framework

Hippocampus supports long-term maintenance of language representations: Evidence of impaired collocation knowledge in amnesia

Traditional systems consolidation theories of memory suggest that the role of the hippocampus in maintaining memory representations diminishes over time, with learned information eventually becoming fully independent of the hippocampus. Knowledge of collocations in one's native (L1) language are acquired during development and are solidly acquired by adulthood. Remote semantic knowledge of collocations might therefore be expected to be resistant to hippocampal pathology. Patients with hippocampal damage and severe anterograde amnesia completed two tasks testing English collocation knowledge originally designed for use with English language learners. Patients with hippocampal damage demonstrated impairments in recognition of common English collocations, despite a lifetime of language experience (including postsecondary education) prior to sustaining this damage. These results suggest the hippocampus contributes to the long-term maintenance of linguistic representations and provides a challenge to traditional consolidation views of memory and an extension of newer theories to include a role for the hippocampus in maintaining semantic memory.

Lifespan differences in hippocampal subregion connectivity patterns during movie watching

Age-related episodic memory decline is attributed to functional alternations in the hippocampus. Less clear is how aging affects the functional connections of the hippocampus to the rest of the brain during episodic memory processing. We examined fMRI data from the CamCAN dataset, in which a large cohort of participants watched a movie (N = 643; 18-88 years), a proxy for naturalistic episodic memory encoding. We examined connectivity profiles across the lifespan both within the hippocampus (anterior, posterior), and between the hippocampal subregions and cortical networks. Aging was associated with reductions in contralateral (left, right) but not ipsilateral (anterior, posterior) hippocampal subregion connectivity. Aging was primarily associated with increased coupling between the anterior hippocampus and regions affiliated with Control, Dorsal Attention and Default Mode networks, yet decreased coupling between the posterior hippocampus and a selection of these regions. Differences in age-related hippocampal-cortical, but not within-hippocampus circuitry selectively predicted worse memory performance. Our findings comprehensively characterize hippocampal functional topography in relation to cognition in older age, suggesting that shifts in cortico-hippocampal connectivity may be sensitive markers of age-related episodic memory decline.

Types of memory, dementia, Alzheimer's disease, and their various pathological cascades as targets for potential pharmacological drugs

Alzheimer's disease (AD) is the most common type of dementia accounting for 90% of cases; however, frontotemporal dementia, vascular dementia, etc. prevails only in a minority of populations. The term dementia is defined as loss of memory which further takes several other categories of memories like working memory, spatial memory, fear memory, and long-term, and short-term memory into consideration. In this review, these memories have critically been elaborated based on context, duration, events, appearance, intensity, etc. The most important part and purpose of the review is the various pathological cascades as well as molecular levels of targets of AD, which have extracellular amyloid plaques and intracellular hyperphosphorylated tau protein as major disease hallmarks. There is another phenomenon that either leads to or arises from the above-mentioned hallmarks, such as oxidative stress, mitochondrial dysfunction, neuroinflammation, cholinergic dysfunction, and insulin resistance. Several potential drugs like antioxidants, anti-inflammatory drugs, acetylcholinesterase inhibitors, insulin mimetics or sensitizers, etc. studied in various previous preclinical or clinical reports were put as having the capacity to act on these pathological targets. Additionally, agents directly or indirectly targeting amyloid and tau were also discussed. This could be further investigated in future research.

Conscious awareness and memory systems in the brain

The term "memory" typically refers to conscious retrieval of events and experiences from our past, but experience can also change our behaviour without corresponding awareness of the learning process or the associated outcome. Based primarily on early neuropsychological work, theoretical perspectives have distinguished between conscious memory, said to depend critically on structures in the medial temporal lobe (MTL), and a collection of performance-based memories that do not. The most influential of these memory systems perspectives, the declarative memory theory, continues to be a mainstay of scientific work today despite mounting evidence suggesting that contributions of MTL structures go beyond the kinds or types of memory that can be explicitly reported. Consistent with these reports, more recent perspectives have focused increasingly on the processing operations supported by particular brain regions and the qualities or characteristics of resulting representations whether memory is expressed with or without awareness. These alternatives to the standard model generally converge on two key points. First, the hippocampus is critical for relational memory binding and representation even without awareness and, second, there may be little difference between some types of priming and explicit, familiarity-based recognition. Here, we examine the evolution of memory systems perspectives and critically evaluate scientific evidence that has challenged the status quo. Along the way, we highlight some of the challenges that researchers encounter in the context of this work, which can be contentious, and describe innovative methods that have been used to examine unconscious memory in the lab. This article is categorized under: Psychology > Memory Psychology > Theory and Methods Philosophy > Consciousness.

Sleep sharp wave ripple and its functions in memory and synaptic plasticity

Memory is one of the fundamental cognitive functions of brain. The formation and consolidation of memory depend on the hippocampus and sleep. Sharp wave ripple (SWR) is an electrophysiological event which is most frequently observed in the hippocampus during sleep. It represents a highly synchronized neuronal activity pattern which modulates numerous brain regions including the neocortex, subcortical areas, and the hippocampus itself. In this review, we discuss how SWRs link experiences to memories and what happens in the hippocampus and other brain regions during sleep by focusing on synaptic plasticity.

Temporary amnesia from sleep loss: A framework for understanding consequences of sleep deprivation

Throughout its modern history, sleep research has been concerned with both the benefits of sleep and the deleterious impact of sleep disruption for cognition, behavior, and performance. When more specifically examining the impact of sleep on memory and learning, however, research has overwhelmingly focused on how sleep following learning facilitates memory, with less attention paid to how lack of sleep prior to learning can disrupt subsequent memory. Although this imbalance in research emphasis is being more frequently addressed by current investigators, there is a need for a more organized approach to examining the effect of sleep deprivation before learning. The present review briefly describes the generally accepted approach to analyzing effects of sleep deprivation on subsequent memory and learning by means of its effects on encoding. Then, we suggest an alternative framework with which to understand sleep loss and memory in terms of temporary amnesia from sleep loss (TASL). The review covers the well-characterized properties of amnesia arising from medial temporal lobe lesions and shows how the pattern of preserved and impaired aspects of memory in amnesia may also be appearing during sleep loss. The view of the TASL framework is that amnesia and the amnesia-like deficits observed during sleep deprivation not only affect memory processes but will also be apparent in cognitive processes that rely on those memory processes, such as decision-making. Adoption of the TASL framework encourages movement away from traditional explanations based on narrowly defined domains of memory functioning, such as encoding, and taking instead a more expansive view of how brain structures that support memory, such as the hippocampus, interact with higher structures, such as the prefrontal cortex, to produce complex cognition and behavioral performance, and how this interaction may be compromised by sleep disruption.

Sex differences in item and associative memory among older adults with amnestic mild cognitive impairment

In older adults without cognitive impairment, women have an advantage over men in verbal memory tests; however, whether women with amnestic mild cognitive impairment (aMCI) exhibit this advantage remains controversial. We evaluated sex-specific differences in older adults with and without aMCI in item and associative verbal memory by using an associative memory task with immediate and delayed recognition conditions. The associations between memory task performances and medial temporal morphometric measures were examined. The study included 49 individuals with aMCI and 55 healthy older adults (HOs). The results revealed that a female advantage in immediate item and delayed associative memory was evident in HOs, and the female advantage in associative memory persisted even after item memory performance was controlled. By contrast, the female advantage was absent in individuals with aMCI; such women had more associative false alarms than men with aMCI. Furthermore, decreases in item memory, associative memory, and cortical thickness in the perirhinal and entorhinal regions in individuals with aMCI versus their sex-matched controls were more prominent in women than in men. The relation between brain structure and associative memory function was evident only for women, indicating that women and men may have different cognitive and neural mechanisms for processing associative memory. These findings support the concept of cognitive reserve in women during normal aging. Accounting for sex differences in verbal memory performance is crucial to improve aMCI identification, particularly for women.

A healthy mind in a healthy body: Effects of arteriosclerosis and other risk factors on cognitive aging and dementia

In this review we start from the assumption that, to fully understand cognitive aging, it is important to embrace a holistic view, integrating changes in bodily, brain, and cognitive functions. This broad view can help explain individual differences in aging trajectories and could ultimately enable prevention and remediation strategies. As the title of this review suggests, we claim that there are not only indirect but also direct effects of various organ systems on the brain, creating cascades of phenomena that strongly contribute to age-related cognitive decline. Here we focus primarily on the cerebrovascular system, because of its direct effects on brain health and close connections with the development and progression of Alzheimer's Disease and other types of dementia. We start by reviewing the main cognitive changes that are often observed in normally aging older adults, as well as the brain systems that support them. Second, we provide a brief overview of the cerebrovascular system and its known effects on brain anatomy and function, with a focus on aging. Third, we review genetic and lifestyle risk factors that may affect the cerebrovascular system and ultimately contribute to cognitive decline. Lastly, we discuss this evidence, review limitations, and point out avenues for additional research and clinical intervention.

The functional dissociation of posterior parietal regions during multimodal memory formation

The incidental acquisition of multimodal associations is a key memory function for everyday life. While the posterior parietal cortex has been frequently shown to be involved for these memory functions, ventral and dorsal regions revealed differences in their functional recruitment and the precise difference in multimodal memory processing with respect to the associative process has not been differentiated. Using an incidental multimodal learning task, we isolated the associative process during multimodal learning and recollection. The result of the present functional magnetic resonance imaging (fMRI) study demonstrated that during both learning and recollection a clear functional differentiation between ventral and dorsal posterior parietal regions was found and can be related directly to the associative process. The recruitment of a ventral region, the angular gyrus, was specific for learning and recollection of multimodal associations. In contrast, a dorsal region, the superior parietal lobule, could be attributed to memory guided attentional processing. Independent of the memory stage, we assumed a general role for the angular gyrus in the generation of associative representations and updating of fixed association, episodic memory.

Twelve- and Fourteen-Year-Old School Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched Vocabulary Training

Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children’s responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children’s L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age.

The Mental Maxwell Relations: A Thermodynamic Allegory for Higher Brain Functions

The theoretical framework of classical thermodynamics unifies vastly diverse natural phenomena and captures once-elusive effects in concrete terms. Neuroscience confronts equally varied, equally ineffable phenomena in the mental realm, but has yet to unite or to apprehend them rigorously, perhaps due to an insufficient theoretical framework. The terms for mental phenomena, the mental variables, typically used in neuroscience are overly numerous and imprecise. Unlike in thermodynamics or other branches of physics, in neuroscience, there are no core mental variables from which all others formally derive and it is unclear which variables are distinct and which overlap. This may be due to the nature of mental variables themselves. Unlike the variables of physics, perhaps they cannot be interpreted as composites of a small number of axioms. However, it is well worth exploring if they can, as that would allow more parsimonious theories of higher brain function. Here we offer a theoretical exercise in the spirit of the National Institutes of Health Research Domain Criteria (NIH RDoC) Initiative and the Cognitive Atlas Project, which aim to remedy this state of affairs. Imitating classical thermodynamics, we construct a formal framework for mental variables, an extended analogy - an allegory - between mental and thermodynamic quantities. Starting with mental correlates of the physical indefinables length, time, mass or force, and charge, we pursue the allegory up to mental versions of the thermodynamic Maxwell Relations. The Maxwell Relations interrelate the thermodynamic quantities volume, pressure, temperature, and entropy and were chosen since they are easy to derive, yet capable of generating nontrivial, nonobvious predictions. Our "Mental Maxwell Relations" interlink the mental variables consciousness, salience, arousal, and distraction and make nontrivial, nonobvious statements about mental phenomena. The mental system thus constructed is internally consistent, in harmony with introspection, and respects the RDoC criteria of employing only psychologically valid constructs with some evidence of a brain basis. We briefly apply these concepts to the problem of decision-making and sketch how some of them might be tested empirically.

Delaying feedback compensates for impaired reinforcement learning in developmental dyslexia

A theoretical framework suggests that developmental dyslexia is characterized by abnormalities in brain structures underlying the procedural learning and memory systems while the declarative learning and memory systems are presumed to remain intact or even enhanced (Procedural Deficit Hypothesis). This notion has been supported by a substantial body of research, which focused on each system independently. However, less attention has been paid to interactions between these memory systems which may provide insights as to learning situations and conditions in which learning in dyslexia can be improved. The current study was undertaken to examine these important but unresolved issues. To this end, probabilistic reinforcement learning and episodic memory tasks were examined in participants with dyslexia and neurotypicals simultaneously within a single task. Feedback timing presentation was manipulated, building on prior research indicating that delaying feedback timing shifts striatal-based probabilistic learning, to become more hippocampal-dependent. It was hypothesized that if the procedural learning and memory systems are impaired in dyslexia, performance will be impaired under conditions that encourage procedural memory engagement (immediate feedback trials) but not under conditions that promote declarative memory processing (long delayed feedback trials). It was also predicted that the ability to incidentally acquire episodic information would be preserved in dyslexia. The results supported these predictions. Participants with dyslexia were impaired in probabilistic learning of cue-outcome associations compared to neurotypicals in an immediate feedback condition, but not when feedback on choices was presented after a long delay. Furthermore, participants with dyslexia demonstrated similar performance to neurotypicals in a task requiring incidental episodic memory formation. These findings attest to a dissociation between procedural-based and declarative-based learning in developmental dyslexia within a single task, a finding that adds discriminative validity to the Procedural Deficit Hypothesis. Just as important, the present findings suggest that training conditions designed to shift the load from midbrain/striatal systems to declarative memory mechanisms have the potential to compensate for impaired learning in developmental dyslexia.

The interaction of relational encoding and unitization: Effects on medial temporal lobe processing during retrieval

In retrieval of typical episodic memories, recollection leads to retrieval of context details whereas familiarity is only diagnostic for item memory. Unitization is an encoding strategy that allows context details to be processed as item features and therefore increases the involvement of familiarity-based recognition in retrieval of these context details. Relational encoding is a hippocampally-dependent process that stores items and contexts independently. Our previous study Tu and Diana [1] concluded that mixing unitized and non-unitized context details in the same episode reduced the contribution of familiarity to retrieval of any one detail. In the current study, we modified the paradigm by removing visual cues to the context details and the condition-specific blocking during test. Surprisingly, the behavioral data diverged from our 2016 study and indicated that the two manipulated context details in the modified paradigm were processed independently of one another. Neuroimaging data further revealed anterior hippocampal activation was associated with unitization of source information as compared to relational encoding. We also found the predicted increase in bilateral perirhinal cortex activation and decrease in parahippocampal cortex activation during retrieval of unitized color information when compared to relationally-encoded color information. We did not find that same predicted pattern of differences due to unitization of size information.

Visual Sensory Cortices Causally Contribute to Auditory Word Recognition Following Sensorimotor-Enriched Vocabulary Training

Despite a rise in the use of "learning by doing" pedagogical methods in praxis, little is known as to how the brain benefits from these methods. Learning by doing strategies that utilize complementary information ("enrichment") such as gestures have been shown to optimize learning outcomes in several domains including foreign language (L2) training. Here we tested the hypothesis that behavioral benefits of gesture-based enrichment are critically supported by integrity of the biological motion visual cortices (bmSTS). Prior functional neuroimaging work has implicated the visual motion cortices in L2 translation following sensorimotor-enriched training; the current study is the first to investigate the causal relevance of these structures in learning by doing contexts. Using neuronavigated transcranial magnetic stimulation and a gesture-enriched L2 vocabulary learning paradigm, we found that the bmSTS causally contributed to behavioral benefits of gesture-enriched learning. Visual motion cortex integrity benefitted both short- and long-term learning outcomes, as well as the learning of concrete and abstract words. These results adjudicate between opposing predictions of two neuroscientific learning theories: While reactivation-based theories predict no functional role of specialized sensory cortices in vocabulary learning outcomes, the current study supports the predictive coding theory view that these cortices precipitate sensorimotor-based learning benefits.

Searching for the past: Exploring the dynamics of direct and generative autobiographical memory reconstruction among young and cognitively normal older adults

Episodic autobiographical memories (EAMs) can come to mind through two retrieval routes, one direct (i.e., an EAM is retrieved almost instantaneously) and the other generative (i.e., by using autobiographical/general knowledge to cue an EAM). It is well established that normal cognitive aging is associated with a reduction in the retrieval of EAMs, but the contributions of direct or generative reconstruction to the age-related shift toward general memories remain unknown. Prior studies also have not clarified whether similar cognitive mechanisms facilitate the ability to successfully reconstruct EAMs and elaborate them in event-specific detail. To address these gaps in knowledge, young and older participants were asked to reconstruct EAMs using a "think-aloud" paradigm and then describe in detail a subset of retrieved memories. An adapted scoring procedure was implemented to categorize memories accessed during reconstruction, and the Autobiographical Interview (AI) scoring procedure was utilized for elaboration scoring. Results indicated that in comparison with young adults, older adults not only engaged in direct retrieval less often than young adults but they also more often ended generative retrieval at general events instead of EAMs. The ability to elaborate EAMs with internal details was positively associated with the ability to use generative retrieval to reconstruct EAMs in both young and older adults, but there was no relationship between internal detail elaboration and direct retrieval in either age group. Taken together, these results indicate age-related differences in direct and generative retrieval contribute to overgeneral autobiographical memory and they support a connection between generative retrieval and elaboration.

Hippocampal contributions to value-based learning: Converging evidence from fMRI and amnesia

Recent evidence suggests that the human hippocampus-known primarily for its involvement in episodic memory-plays a role in a host of motivationally relevant behaviors, including some forms of value-based decision-making. However, less is known about the role of the hippocampus in value-based learning. Such learning is typically associated with a striatal system, yet a small number of studies, both in human and nonhuman species, suggest hippocampal engagement. It is not clear, however, whether this engagement is necessary for such learning. In the present study, we used both functional MRI (fMRI) and lesion-based neuropsychological methods to clarify hippocampal contributions to value-based learning. In Experiment 1, healthy participants were scanned while learning value-based contingencies (whether players in a "game" win money) in the context of a probabilistic learning task. Here, we observed recruitment of the hippocampus, in addition to the expected ventral striatal (nucleus accumbens) activation that typically accompanies such learning. In Experiment 2, we administered this task to amnesic patients with medial temporal lobe damage and to healthy controls. Amnesic patients, including those with damage circumscribed to the hippocampus, failed to acquire value-based contingencies, thus confirming that hippocampal engagement is necessary for task performance. Control experiments established that this impairment was not due to perceptual demands or memory load. Future research is needed to clarify the mechanisms by which the hippocampus contributes to value-based learning, but these findings point to a broader role for the hippocampus in goal-directed behaviors than previously appreciated.

Memory biases in alcohol use disorder: enhanced memory for contexts associated with alcohol prospectively predicts alcohol use outcomes

Memory for prior drinking experiences may powerfully drive later alcohol use in familiar drinking contexts, yet we know little about what patients with alcohol use disorder (AUD) remember of alcohol-related episodes. Although animal and theoretical models of addiction emphasize the importance of different memory systems for understanding maladaptive use, clinical research parsing what AUD patients remember from alcohol-related episodes is lacking. The current study applied a novel memory task in which moderate drinkers (N = 30) and treatment-seeking individuals with alcohol use disorder (AUD: N = 29) encoded associations between photographs of objects (alcoholic beverages and neutral items) and photographs of neutral scenes. At least 24 h later, two types of memory were assessed: item memory (object recognition) and associative memory (cued recognition of scenes associated with objects). To assess which memories predicted drinking, real-world behavior was assessed in patients with AUD at baseline and for 4 weeks following memory tests. Despite demographic differences, the results showed broadly impaired item memory in AUD compared with moderate drinkers (p < 0.001), but enhanced associative memory for scenes paired with alcohol (p = 0.015). These associative memory biases were especially pronounced for stimuli rated as more affectively salient. Furthermore, stronger but less detailed memory for alcohol-related associations (i.e., choosing the correct scene but the incorrect photograph) significantly predicted heavier baseline (p = 0.002) and higher subsequent (p = 0.01) drinking in patients with AUD. These findings reveal a novel alcohol-related memory bias in AUD, and uncover the importance of associative memory for understanding real-world heavy alcohol use.

Negative correlation between grey matter in the hippocampus and caudate nucleus in healthy aging

Neurobiological changes that occur with aging include a reduction in function and volume of the hippocampus. These changes were associated with corresponding memory deficits in navigation tasks. However, navigation can involve different strategies that are dependent on the hippocampus and caudate nucleus. The proportion of people using hippocampus-dependent spatial strategies decreases across the lifespan. As such, the decrease in spatial strategies, and corresponding increase in caudate nucleus-dependent response strategies with age, may play a role in the observed neurobiological changes in the hippocampus. Furthermore, we previously showed a negative correlation between grey matter in the hippocampus and caudate nucleus/striatum in mice, young adults, and in individuals diagnosed with Alzheimer's disease. As such, we hypothesized that this negative relationship between the two structures would be present during normal aging. The aim of the current study was to investigate this gap in the literature by studying the relationship between grey matter in the hippocampus and caudate nucleus of the striatum, in relation to each other and to navigation strategies, during healthy aging. Healthy older adults (N = 39) were tested on the Concurrent Spatial Discrimination Learning Task (CSDLT), a virtual radial task that dissociates between spatial and response strategies. A regression of strategies against structural MRIs showed for the first time in older adults that the response strategy was associated with higher amounts of grey matter in the caudate nucleus. As expected, the spatial strategy correlated with grey matter in the hippocampus, which was negatively correlated with grey matter in the caudate nucleus. Interestingly, a sex difference emerged showing that among older adult response learners, women have the least amount of grey matter in the hippocampus, which is a known risk for Alzheimer's disease. This difference was absent among spatial learners. These results are discussed in the context of the putative protective role of spatial memory against grey matter loss in the hippocampus, especially in women.

Semantic Memory and the Hippocampus: Revisiting, Reaffirming, and Extending the Reach of Their Critical Relationship

Since Tulving proposed a distinction in memory between semantic and episodic memory, considerable effort has been directed towards understanding their similar and unique features. Of particular interest has been the extent to which semantic and episodic memory have a shared dependence on the hippocampus. In contrast to the definitive evidence for the link between hippocampus and episodic memory, the role of the hippocampus in semantic memory has been a topic of considerable debate. This debate stems, in part, from highly variable reports of new semantic memory learning in amnesia ranging from profound impairment to full preservation, and various degrees of deficit and ability in between. More recently, a number of significant advances in experimental methods have occurred, alongside new provocative data on the role of the hippocampus in semantic memory, making this an ideal moment to revisit this debate, to re-evaluate data, methods, and theories, and to synthesize new findings. In line with these advances, this review has two primary goals. First, we provide a historical lens with which to reevaluate and contextualize the literature on semantic memory and the hippocampus. The second goal of this review is to provide a synthesis of new findings on the role of the hippocampus and semantic memory. With the perspective of time and this critical review, we arrive at the interpretation that the hippocampus does indeed make necessary contributions to semantic memory. We argue that semantic memory, like episodic memory, is a highly flexible, (re)constructive, relational and multimodal system, and that there is value in developing methods and materials that fully capture this depth and richness to facilitate comparisons to episodic memory. Such efforts will be critical in addressing questions regarding the cognitive and neural (inter)dependencies among forms of memory, and the role that these forms of memory play in support of cognition more broadly. Such efforts also promise to advance our understanding of how words, concepts, and meaning, as well as episodes and events, are instantiated and maintained in memory and will yield new insights into our two most quintessentially human abilities: memory and language.

Visual short-term memory capacity predicts the "bandwidth" of visual long-term memory encoding

We are capable of storing a virtually infinite amount of visual information in visual long-term memory (VLTM) storage. At the same time, the amount of visual information we can encode and maintain in visual short-term memory (VSTM) at a given time is severely limited. How do these two memory systems interact to accumulate vast amount of VLTM? In this series of experiments, we exploited interindividual and intraindividual differences VSTM capacity to examine the direct involvement of VSTM in determining the encoding rate (or "bandwidth") of VLTM. Here, we found that the amount of visual information encoded into VSTM at a given moment (i.e., VSTM capacity), but neither the maintenance duration nor the test process, predicts the effective encoding "bandwidth" of VLTM.

Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age-matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit-perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task-can better explain their difficulties in language learning.

Visual working memory impairments for single items following medial temporal lobe damage

A growing body of research indicates that the medial temporal lobe (MTL) is essential not only for long-term episodic memory but also for visual working memory (VWM). In particular, recent work has shown that the MTL is especially important for VWM when complex, high-resolution binding is required. However, all of these studies tested VWM for multiple items which invites the possibility that working memory capacity was exceeded and patient impairments instead reflected deficits in long-term memory. Thus, the precise conditions under which the MTL is critical for VWM and the type of working memory processes that are affected by MTL damage are not yet clear. To address these issues, we examined the effects of MTL damage on VWM for a single item (i.e., a square that contained color, location, and orientation information) using confidence-based receiver operating characteristic methods to assess VWM discriminability and to separate perceiving- and sensing-based memory judgments. This approach was motivated by dual-process theories of cognition that posit distinct subprocesses underlie performance across perception, working memory, and long-term memory. The results indicated that MTL patients were significantly impaired in VWM for a single item. Interestingly, the patients were not impaired at making accurate high-confidence judgments that a change had occurred (i.e., perceiving), rather they were impaired at making low-confidence judgments that they sensed whether or not there had been a change in the absence of identifying the exact change. These results demonstrate that the MTL is critical in supporting working memory even for a single item, and that it contributes selectively to sensing-based discriminations.

Impaired relational memory in the early stage of psychosis

BACKGROUND

Humans constantly take in vast amounts of information, which must be filtered, flexibly manipulated, and integrated into cohesive relational memories in order to choose relevant behaviors. Relational memory is impaired in chronic schizophrenia, which has been linked to hippocampal dysfunction. It is unclear whether relational memory is impaired in the early stage of psychosis.

METHODS

We studied eye movements during a face-scene pairs task as an indirect measure of relational memory in 89 patients in the early stage of psychosis and 84 healthy control participants. During testing, scenes were overlaid with three equally-familiar faces and participants were asked to recall the matching (i.e. previously-paired) face. During Match trials, one face had been previously paired with the scene. During Non-Match trials, no faces matched the scene. Forced-choice explicit recognition was recorded as a direct measure of relational memory.

RESULTS

Healthy control subjects rapidly (within 250-500 ms) showed preferential viewing of the matching face during Match trials. In contrast, preferential viewing was delayed in patients in the early stage of psychosis. Explicit recognition of the matching face was also impaired in the patient group.

CONCLUSIONS

This study provides novel evidence for a relational memory deficit in the early stage of psychosis. Patients showed deficits in both explicit recognition as well as abnormal eye-movement patterns during memory recall. Eye movements provide a promising avenue for the study of relational memory in psychosis, as they allow for the assessment of rapid, nonverbal memory processes.

The CARINA Metacognitive Architecture

Metacognition has been used in artificial intelligence to increase the level of autonomy of intelligent systems. However, the design of systems with metacognitive capabilities is a difficult task due to the number and complexity of processes involved. The main objective of this article is to introduce a novel metacognitive architecture for monitoring and control of reasoning failures in artificial intelligent agents. CARINA metacognitive architecture is based on precise definitions of structural and functional elements of metacognition as defined in the MISM meta-model. CARINA can be used to implement real-world cognitive agents with the capability for introspective monitoring and meta-level control. Introspective monitoring detects reasoning failure (for example, when expectation is violated). Metacognitive control selects strategies to recover from failures. The article demonstrates a CARINA implementation of reasoning failure detection and recovery in an intelligent tutoring system called FUNPRO.

The hippocampal sharp wave-ripple in memory retrieval for immediate use and consolidation

Various cognitive functions have long been known to require the hippocampus. Recently, progress has been made in identifying the hippocampal neural activity patterns that implement these functions. One such pattern is the sharp wave-ripple (SWR), an event associated with highly synchronous neural firing in the hippocampus and modulation of neural activity in distributed brain regions. Hippocampal spiking during SWRs can represent past or potential future experience, and SWR-related interventions can alter subsequent memory performance. These findings and others suggest that SWRs support both memory consolidation and memory retrieval for processes such as decision-making. In addition, studies have identified distinct types of SWR based on representational content, behavioural state and physiological features. These various findings regarding SWRs suggest that different SWR types correspond to different cognitive functions, such as retrieval and consolidation. Here, we introduce another possibility - that a single SWR may support more than one cognitive function. Taking into account classic psychological theories and recent molecular results that suggest that retrieval and consolidation share mechanisms, we propose that the SWR mediates the retrieval of stored representations that can be utilized immediately by downstream circuits in decision-making, planning, recollection and/or imagination while simultaneously initiating memory consolidation processes.

Crossing event boundaries changes prospective perceptions of temporal length and proximity

We conducted two experiments to investigate how crossing a single naturalistic event boundary impacted two different types of temporal estimation involving the same target duration - one where participants directly compared marked temporal durations and another where they judged the temporal proximity of stimuli. In Experiment 1, participants judged whether time intervals presented during movies of everyday events were shorter or longer than a previously encoded 5-s reference interval. We examined how the presence of a transition between events (event boundary) in the movie influenced people's judgments about the length of the comparison interval. Comparison intervals presented during a portion of the movie containing an event boundary were judged as shorter than the reference interval more often than comparison intervals that contained no boundary. Working-memory updating at the event boundary may have directed attention away from the concurrent timing task. In Experiment 2, participants judged whether the second of three tones presented during everyday movies was closer to the first or the third tone presented. Tones separated by an event boundary were judged as farther apart than tones contained within the same event. When judging temporal proximity, attention directed to processing information at an event boundary between two stimuli may disrupt the formation of temporal associations between those stimuli. Overall, these results demonstrate that crossing a single event boundary can impact people's prospective perceptions of the temporal characteristics of their experience and suggest that the episodic memory updating that occurs during an event boundary both captures timing-relevant attentional resources and plays a role in the temporal binding of information.

Coincident Pre- and Post-Synaptic Cortical Remodelling Disengages Episodic Memory from Its Original Context

The view that the neocortex is remotely recruited for long-term episodic memory recall is challenged by data showing that an intense transcriptional and synaptic activity is detected in this region immediately after training. By measuring markers of synaptic activity at recent and remote time points from contextual fear conditioning (CFC), we could show that pre-synaptic changes are selectively detected 1 day post-training when the memory is anchored to the training context. Differently, pre- and post-synaptic changes are detected 14 days post-training when the memory generalizes to other contexts. Confirming that coincident pre- and post-synaptic remodelling mediates the disengagement of memory from its original context, DREADDs-mediated enhancement of cortical neuron activity during CFC training anticipates expression of a schematic memory and observation of bilateral synaptic remodelling. Together, our data show that the plastic properties of cortical synapses vary over time and specialise in relation to the quality of memory.

Connecting the dots without top-down knowledge: Evidence for rapidly-learned low-level associations that are independent of object identity

Knowing the identity of an object can powerfully alter perception. Visual demonstrations of this-such as Gregory's (1970) hidden Dalmatian-affirm the existence of both top-down and bottom-up processing. We consider a third processing pathway: lateral connections between the parts of an object. Lateral associations are assumed by theories of object processing and hierarchical theories of memory, but little evidence attests to them. If they exist, their effects should be observable even in the absence of object identity knowledge. We employed Continuous Flash Suppression (CFS) while participants studied object images, such that visual details were learned without explicit object identification. At test, lateral associations were probed using a part-to-part matching task. We also tested whether part-whole links were facilitated by prior study using a part-naming task, and included another study condition (Word), in which participants saw only an object's written name. The key question was whether CFS study (which provided visual information without identity) would better support part-to-part matching (via lateral associations) whereas Word study (which provided identity without the correct visual form) would better support part-naming (via top-down processing). The predicted dissociation was found and confirmed by state-trace analyses. Thus, lateral part-to-part associations were learned and retrieved independently of object identity representations. This establishes novel links between perception and memory, demonstrating that (a) lateral associations at lower levels of the object identification hierarchy exist and contribute to object processing and (b) these associations are learned via rapid, episodic-like mechanisms previously observed for the high-level, arbitrary relations comprising episodic memories. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Memory-guided attention: bilateral hippocampal volume positively predicts implicit contextual learning

Several studies have begun to demonstrate that contextual memories constitute an important mechanism to guide our attention. Although there is general consensus that the hippocampus is involved in the encoding of contextual memories, it is controversial whether this structure can support implicit forms of contextual memory. Here, we combine automated segmentation of structural MRI with neurobehavioral assessment of implicit contextual memory-guided attention to test the hypothesis that hippocampal volume would predict the magnitude of implicit contextual learning. Forty healthy subjects underwent 3T magnetic resonance imaging brain scanning with subsequent automatic measurement of the total brain and hippocampal (right and left) volumes. Implicit learning of contextual information was measured using the contextual cueing task. We found that both left and right hippocampal volumes positively predicted the magnitude of implicit contextual learning. Larger hippocampal volume was associated with superior implicit contextual memory performance. This study provides compelling evidence that implicit contextual memory-guided attention is hippocampus-dependent.

Evidence of stable individual differences in implicit learning

There is a fundamental psychological and neuropsychological distinction between explicit and implicit memory, and it has been proposed that whereas there are stable trait individual differences in explicit memory ability, there are not such differences across people for implicit learning. There is, however, little evidence about whether or not there are stable trait differences in implicit learning. Here we performed a test-retest reliability study with healthy young adults in which they performed four implicit learning tasks (artificial grammar learning, probabilistic classification, serial response, and implicit category learning) twice, about a week apart. We found medium (by Cohen's guidelines) test-retest reliability for three of the tasks: probabilistic classification, serial response, and implicit category learning, suggesting that differences in implicit learning ability are more stable than originally thought. In addition, implicit learning on all tasks was unrelated to explicit measures: we did not find any correlation between implicit learning measures and independent measures of IQ, working memory, or explicit learning ability. These findings indicate that implicit learning, like explicit learning, varies reliably across individuals.

Within the framework of the dual-system model, voluntary action is central to cognition

A new version of the dual-system hypothesis is described. Consistent with earlier models, the improvisational subsystem of the instrumental system, which includes the occipital cortex, inferior temporal cortex, and medial temporal cortex, especially the hippocampus, directs the construction of visual representations of the world and constructs ad-hoc responses to novel targets. The habit system, which includes the occipital cortex; parietal cortex; premotor, supplementary motor, and ventrolateral areas of frontal cortex; and the basal ganglia, especially the caudate nucleus, encodes sequences of actions and generates previously successful actions to familiar targets. However, unlike in previous dual-system models, human cognitive activity involved in task performance is not exclusively associated with one system or the other. Rather, the two systems make it possible for people to learn a variety of skills that draw on the competencies of both systems. The collective effects of these skills define human cognition. So, in contrast with earlier versions of the dual-system hypothesis, which identified the habit system solely with procedural learning and implicit improvements in task performance, the model presented here attributes a direct role in declarative-memory tasks to the habit system. Furthermore, within the model, the computational competencies of the two systems are used to construct purposeful sequences of actions-that is, skills. Human cognition is the result of the performance of these skills. Thus, voluntary action is central to human cognition.

Inhibitory control during selective retrieval may hinder subsequent analogical thinking

Analogical reasoning is a complex cognitive activity that involves access and retrieval of pre-existing knowledge in order to find a suitable solution. Prior work has shown that analogical transfer and reasoning can be influenced by unconscious activation of relevant information. Based on this idea, we report two experiments that examine whether reduced access to relevant information in memory may further disrupt analogical reasoning unwittingly. In both experiments, we use an adaptation of the retrieval practice paradigm [1] to modulate memory accessibility of potential solutions to a subsequent set of analogy problems of the type 'A is to B as C is to ?'. Experiment 1 showed a retrieval-induced impairment in analogical problem solving. Experiment 2 replicated this finding and demonstrated that it cannot be due to the deliberative episodic retrieval of the solutions to the analogies. These findings, predictable from an inhibitory framework of memory control, provide a new focus for theories of analogical transfer and highlight the importance of unconscious memory processes that may modulate problem solving.

The Ventral Midline Thalamus Mediates Hippocampal Spatial Information Processes upon Spatial Cue Changes

The ventral midline thalamus, consisting of the reuniens and rhomboid nuclei (RE/Rh), is a thalamic structure interconnected with the limbic systems including the hippocampus. Recently, many studies have revealed that this structure plays distinctive roles in spatial learning and memory in collaboration with hippocampal functions. However, what aspects of spatial information process are influenced by the RE/Rh is not clearly known. To elucidate the roles of RE/Rh in spatial information processing and its effects on hippocampal activity, specifically with the manipulation of spatial contents, we measured hippocampal-dependent spatial memory performance and hippocampal place cell activities after RE/Rh lesion using male C57BL/6J × 129/SvJae hybrid mice. We found that the lesion altered the behavioral aptitude in recognizing locational changes of an object. Furthermore, CA1 place cells in the lesion group showed different spatial representation patterns in recognizing the environment with cue locational changes compared with the control group. Interestingly, the patterns of CA1 place cells in recognizing the same environment previously visited were not disrupted in the lesion group compared with the control group. These findings demonstrate that the ventral midline thalamus (RE/Rh) is important in recognizing the spatial relationships, especially when spatial rearrangement of cue position was introduced.SIGNIFICANCE STATEMENT The ventral midline thalamic nuclei (reuniens and rhomboid) interact with the hippocampus to influence various cognitive functions requiring spatial memories, yet what aspects of spatial information process are influenced by these nuclei is not clearly known. Here, we reveal that these nuclei play a crucial role in modulating hippocampal properties only with locational rearrangement of cues, not with the familiar arrangement. These nuclei are distinctively involved in cue-dependent spatial information processes of CA1 place cells. In particular, we suggest that these nuclei modulate spatial information processing on discrete components, especially when the spatial cue relationship is modified.

Repetition priming in amnesia: Distinguishing associative learning at different levels of abstraction

Learned associations between stimuli and responses make important contributions to priming. The current study aimed to determine whether medial temporal lobe (MTL) binding mechanisms mediate this learning. Prior studies implicating the MTL in stimulus-response (S-R) learning have not isolated associative learning at the response level from associative learning at other levels of representation (e.g., task sets or decisions). The current study investigated whether the MTL is specifically involved in associative learning at the response level by testing a group of amnesic patients with MTL damage on a priming paradigm that isolates associative learning at the response level. Patients demonstrated intact priming when associative learning was isolated to the stimulus-response level. In contrast, their priming was reduced when associations between stimuli and more abstract representations (e.g., stimulus-task or stimulus-decision associations) could contribute to performance. These results provide novel neuropsychological evidence that S-R contributions to priming can be supported by regions outside the MTL, and suggest that the MTL may play a critical role in linking stimuli to more abstract tasks or decisions during priming.

The Hippocampus Generalizes across Memories that Share Item and Context Information

Episodic memory is known to rely on the hippocampus, but how the hippocampus organizes different episodes to permit their subsequent retrieval remains controversial. One major area of debate hinges on a discrepancy between two hypothesized roles of the hippocampus: differentiating between similar events to reduce interference and assigning similar representations to events that share overlapping items and contextual information. Here, we used multivariate analyses of activity patterns measured with fMRI to characterize how the hippocampus distinguishes between memories based on similarity at the level of items and/or context. Hippocampal activity patterns discriminated between events that shared either item or context information but generalized across events that shared similar item-context associations. The current findings provide evidence that, whereas the hippocampus can reduce mnemonic interference by separating events that generalize along a single attribute dimension, overlapping hippocampal codes may support memory for events with overlapping item-context relations. This lends new insights into the way the hippocampus may balance multiple mnemonic operations in adaptively guiding behavior.

How Do Expectations Shape Perception?

Perception and perceptual decision-making are strongly facilitated by prior knowledge about the probabilistic structure of the world. While the computational benefits of using prior expectation in perception are clear, there are myriad ways in which this computation can be realized. We review here recent advances in our understanding of the neural sources and targets of expectations in perception. Furthermore, we discuss Bayesian theories of perception that prescribe how an agent should integrate prior knowledge and sensory information, and investigate how current and future empirical data can inform and constrain computational frameworks that implement such probabilistic integration in perception.

Impact of video games on plasticity of the hippocampus

The hippocampus is critical to healthy cognition, yet results in the current study show that action video game players have reduced grey matter within the hippocampus. A subsequent randomised longitudinal training experiment demonstrated that first-person shooting games reduce grey matter within the hippocampus in participants using non-spatial memory strategies. Conversely, participants who use hippocampus-dependent spatial strategies showed increased grey matter in the hippocampus after training. A control group that trained on 3D-platform games displayed growth in either the hippocampus or the functionally connected entorhinal cortex. A third study replicated the effect of action video game training on grey matter in the hippocampus. These results show that video games can be beneficial or detrimental to the hippocampal system depending on the navigation strategy that a person employs and the genre of the game.

Protocols to Study Declarative Memory Formation in Mice and Humans:Optogenetics and Translational Behavioral Approaches

Declarative memory formation depends on the hippocampus and declines in aging. Two functions of the hippocampus, temporal binding and relational organization (Rawlins and Tsaltas, 1983; Eichenbaum et al., 1992 ; Cohen et al., 1997 ), are known to decline in aging (Leal and Yassa, 2015). However, in the literature distinct procedures have been used to study these two functions. Here, we describe the experimental procedures used to investigate how these two processes are related in the formation of declarative memory and how they are compromised in aging ( Sellami et al., 2017 ). First, we studied temporal binding using a one-trial learning procedure: trace fear conditioning. It is classical Pavlovian conditioning requiring temporal binding since a brief temporal gap separates the conditioned stimulus (CS) and unconditioned stimulus (US) presentations. We combined the trace fear condition procedure with an optogenetic approach, and we showed that the temporal binding relies on dorsal (d)CA1 activity over temporal gaps. Then, we studied the interaction between temporal binding and relational organization in declarative memory formation using a two-phase radial-maze task in mice and its virtual analog in humans. The behavioral procedure comprises an initial learning phase where subjects learned the constant rewarding /no rewarding valence of each arm, followed by a test phase where the reward contingencies among the arms remained unchanged but where the arms were recombined to assess flexibility, a cardinal property of declarative memory. We demonstrated that dCA1-dependent temporal binding is necessary for the development of a relational organization of memories that allows flexible declarative memory expression. Furthermore, in aging, the degradation of declarative memory is due to a reduction of temporal binding capacity that prevents relation organization.

Examining the neural correlates of active and passive forms of verbal-spatial binding in working memory

We designed an fMRI study to pinpoint the neural correlates of active and passive binding in working memory. Participants were instructed to memorize three words and three spatial locations. In the passive binding condition, words and spatial locations were directly presented as bound. Conversely, in the active binding condition, words and spatial locations were presented as separated, and participants were directed to intentionally create associations between them. Our results showed that participants performed better on passive binding relative to active binding. FMRI analysis revealed that both binding conditions induced greater activity within the hippocampus. Additionally, our analyses divulged regions specifically engaged in passive and active binding. Altogether, these data allow us to propose the hippocampus as a central candidate for working memory binding. When needed, a frontal-parietal network can contribute to the rearrangement of information. These findings may inform theories of working memory binding.

Hippocampal Network Modularity Is Associated With Relational Memory Dysfunction in Schizophrenia

BACKGROUND

Functional dysconnectivity has been proposed as a major pathophysiological mechanism for cognitive dysfunction in schizophrenia. The hippocampus is a focal point of dysconnectivity in schizophrenia, with decreased hippocampal functional connectivity contributing to the marked memory deficits observed in patients. Normal memory function relies on the interaction of complex corticohippocampal networks. However, only recent technological advances have enabled the large-scale exploration of functional networks with accuracy and precision.

METHODS

We investigated the modularity of hippocampal resting-state functional networks in a sample of 45 patients with schizophrenia spectrum disorders and 38 healthy control subjects. Modularity was calculated for two distinct functional networks: a core hippocampal-medial temporal lobe cortex network and an extended hippocampal-cortical network. As hippocampal function differs along its longitudinal axis, follow-up analyses examined anterior and posterior networks separately. To explore effects of resting network function on behavior, we tested associations between modularity and relational memory ability. Age, sex, handedness, and parental education were similar between groups.

RESULTS

Network modularity was lower in schizophrenia patients, especially in the posterior hippocampal network. Schizophrenia patients also showed markedly lower relational memory ability compared with control subjects. We found a distinct brain-behavior relationship in schizophrenia that differed from control subjects by network and anterior/posterior division-while relational memory in control subjects was associated with anterior hippocampal-cortical modularity, schizophrenia patients showed an association with posterior hippocampal-medial temporal lobe cortex network modularity.

CONCLUSIONS

Our findings support a model of abnormal resting-state corticohippocampal network coherence in schizophrenia, which may contribute to relational memory deficits.

Reading and the Neurocognitive Bases of Statistical Learning1

The processes underlying word reading are shaped by statistical properties of the writing system. According to some theoretical perspectives (e.g. Harm & Seidenberg, 2004) reading acquisition should be understood as an exercise in statistical learning. Statistical learning (SL) involves the extraction of organizing principles from a set of inputs. Several lines of research provide convergent evidence supporting the connection between SL and reading acquisition (e.g., Arciuli & Simpson, 2012; Frost et al., 2014; Bogaerts et al., 2015). An obstacle to fully appreciating the theoretical and educational implications of these findings is that SL is itself not well understood. In this paper, we review the current literature on SL with a particular focus on organizing this literature by grounding it in theories of learning and memory more generally. This approach can clarify the nature of SL and provide a framework for understanding its role in reading, reading acquisition, and reading disorders.

Modified Approach to Stroke Rehabilitation (MAStR): feasibility study of a method to apply procedural memory concepts to transfer training

OBJECTIVE

Training and implementation for a multidisciplinary stroke rehabilitation method emphasizing procedural memory.

BACKGROUND

Current practice in stroke rehabilitation relies on explicit memory, often compromised by stroke, failing to capitalize on better-preserved procedural memory skills. Recruitment of procedural memory requires consistency and practice, characteristics difficulty to promote on inpatient rehabilitation units. We designed a method Modified Approach to Stroke Rehabilitation (MAStR) to maximize consistency and practice for transfer training with stroke patients.

DESIGN

Phase I, single-group study. MAStR has two innovations: (1) simplification of instructions to only three words, other direction provided non-verbally; (2) having all rehabilitation staff apply the same approach for transfers. Staff training in MAStR included review of written material describing the rationale for MAStR and demonstration of a transfer using MAStR. Enrolled patients completed each transfer with MAStR in addition to standard rehabilitation therapy.

RESULTS

The MAStR method was taught to a large, multidisciplinary rehabilitation staff (n = 31). Training and certification required 15 min per staff member. Five stroke patients were enrolled. No transfers with MAStR resulted in injury, no negative feedback was received from staff or patients. Staff reported satisfaction with the brief MAStR training and reported transfers were easier to complete with the MAStR method.

CONCLUSIONS

Feasibility was demonstrated for an innovative application of procedural memory concepts to stroke rehabilitation. All rehabilitation disciplines were successfully trained. MAStR was well-tolerated and liked by rehabilitation staff and patients. These results support pursuit of a Phase II pilot study.