Dissociated effects of perirhinal cortex ablation, fornix transection and amygdalectomy: evidence for multiple memory systems in the primate temporal lobe

1994 ◽  
Vol 99 (3) ◽  
Author(s):  
D. Gaffan
Keyword(s):  
Temporal Lobe ◽  
Perirhinal Cortex ◽  
Memory Systems ◽  
Multiple Memory Systems

scholarly journals Against memory systems

2002 ◽  
Vol 357 (1424) ◽  
pp. 1111-1121 ◽  
Author(s):  
David Gaffan
Keyword(s):  
Temporal Lobe ◽  
Cortical Neurons ◽  
Medial Temporal Lobe ◽  
Temporal Cortex ◽  
Memory Systems ◽  
Memory System ◽  
Memory Processing ◽  
Multiple Memory Systems ◽  
Cortical Areas ◽  
Severe Impairment

The medial temporal lobe is indispensable for normal memory processing in both human and non–human primates, as is shown by the fact that large lesions in it produce a severe impairment in the acquisition of new memories. The widely accepted inference from this observation is that the medial temporal cortex, including the hippocampal, entorhinal and perirhinal cortex, contains a memory system or multiple memory systems, which are specialized for the acquisition and storage of memories. Nevertheless, there are some strong arguments against this idea: medial temporal lesions produce amnesia by disconnecting the entire temporal cortex from neuromodulatory afferents arising in the brainstem and basal forebrain, not by removing cortex; the temporal cortex is essential for perception as well as for memory; and response properties of temporal cortical neurons make it impossible that some kinds of memory trace could be stored in the temporal lobe. All cortex is plastic, and it is possible that the same rules of plasticity apply to all cortical areas; therefore, memory traces are stored in widespread cortical areas rather than in a specialized memory system restricted to the temporal lobe. Among these areas, the prefrontal cortex has an important role in learning and memory, but is best understood as an area with no specialization of function.

Remembering

Daedalus ◽  
2015 ◽  
Vol 144 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Larry R. Squire ◽  
John T. Wixted
Keyword(s):  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Human Memory ◽  
Memory Systems ◽  
Consolidation Process ◽  
Multiple Memory Systems ◽  
Memory Work ◽  
Major Development ◽  
The Brain

A major development in understanding the structure and organization of memory was the identification of the medial temporal lobe memory system as one of the brain systems that support memory. Work on this topic began in the 1950s with the study of the noted amnesic patient H.M. and culminated in studies of an animal model of human memory impairment in the nonhuman primate. These discoveries opened new frontiers of research concerned with the functional specialization of structures within the medial temporal lobe, the existence of multiple memory systems, the process of memory consolidation, and the role of neural replay and sleep in the consolidation process. This work also led to new insights about how and where memories are ultimately stored in the brain. All of this research has improved our understanding of how memory is affected by normal aging and why it is so profoundly impaired by the pathological processes associated with dementia.

scholarly journals Revisiting the Role of the Medial Temporal Lobe in Motor Learning

2021 ◽  
pp. 1-18
Author(s):  
Samuel D. McDougle ◽  
Sarah A. Wilterson ◽  
Nicholas B. Turk-Browne ◽  
Jordan A. Taylor
Keyword(s):  
Motor Learning ◽  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Declarative Memory ◽  
Action Selection ◽  
Memory Systems ◽  
Memory Processes ◽  
Multiple Memory Systems ◽  
Selection Strategies ◽  
Arbitrary Action

Abstract Classic taxonomies of memory distinguish explicit and implicit memory systems, placing motor skills squarely in the latter branch. This assertion is in part a consequence of foundational discoveries showing significant motor learning in amnesics. Those findings suggest that declarative memory processes in the medial temporal lobe (MTL) do not contribute to motor learning. Here, we revisit this issue, testing an individual (L. S. J.) with severe MTL damage on four motor learning tasks and comparing her performance to age-matched controls. Consistent with previous findings in amnesics, we observed that L. S. J. could improve motor performance despite having significantly impaired declarative memory. However, she tended to perform poorly relative to age-matched controls, with deficits apparently related to flexible action selection. Further supporting an action selection deficit, L. S. J. fully failed to learn a task that required the acquisition of arbitrary action–outcome associations. We thus propose a modest revision to the classic taxonomic model: Although MTL-dependent memory processes are not necessary for some motor learning to occur, they play a significant role in the acquisition, implementation, and retrieval of action selection strategies. These findings have implications for our understanding of the neural correlates of motor learning, the psychological mechanisms of skill, and the theory of multiple memory systems.

scholarly journals Multiple memory systems as substrates for multiple decision systems

2015 ◽  
Vol 117 ◽  
pp. 4-13 ◽  
Author(s):  
Bradley B. Doll ◽  
Daphna Shohamy ◽  
Nathaniel D. Daw
Keyword(s):  
Memory Systems ◽  
Multiple Memory Systems ◽  
Decision Systems

Multiple Memory Systems and Their Support of Language

2014 ◽  
Vol 24 (2) ◽  
pp. 64-73 ◽  
Author(s):  
Jake Kurczek ◽  
Natalie Vanderveen ◽  
Melissa C. Duff
Keyword(s):  
Memory Impairment ◽  
Language Use ◽  
Declarative Memory ◽  
Memory Systems ◽  
Memory And Learning ◽  
Multiple Memory Systems ◽  
History Of Research ◽  
Language And Communication ◽  
History Of ◽  
The Brain

There is a long history of research linking the various forms of memory to different aspects of language. Clinically, we see this memory-language connection in the prevalence of language and communication deficits in populations that have concomitant impairments in memory and learning. In this article, we provide an overview of how the demands of language use and processing are supported by multiple memory systems in the brain, including working memory, declarative memory and nondeclarative memory, and how disruptions in different forms of memory may affect language. While not an exhaustive review of the literature, special attention is paid to populations who speech-language pathologists (SLPs) routinely serve. The goal of this review is to provide a resource for clinicians working with clients with disorders in memory and learning in helping to understand and anticipate the range of disruptions in language and communication that can arise as a consequence of memory impairment. We also hope this is a catalyst for more research on the contribution of multiple memory systems to language and communication.

Individual Sequence Representations in the Medial Temporal Lobe

2013 ◽  
Vol 25 (7) ◽  
pp. 1111-1121 ◽  
Author(s):  
Kristjan Kalm ◽  
Matthew H. Davis ◽  
Dennis Norris
Keyword(s):  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Memory Systems ◽  
Long Term Memory ◽  
Specific Sequence ◽  
Level Of Activity ◽  
Serial Recall Task ◽  
Letter Names ◽  
Multivariate Pattern

Much of what we need to remember consists of sequences of stimuli, experiences, or events. Repeated presentation of a specific sequence establishes a more stable long-term memory, as shown by increased recall accuracy over successive trials of an STM task. Here we used fMRI to study the neural mechanisms that underlie sequence learning in the auditory–verbal domain. Specifically, we track the emergence of neural representations of sequences over the course of learning using multivariate pattern analysis. For this purpose, we use a serial recall task, in which participants have to recall overlapping sequences of letter names, with some of those sequences being repeated and hence learned over the course of the experiment. We show that voxels in the hippocampus come to encode the identity of specific repeated sequences although the letter names were common to all sequences in the experiment. These changes could have not been caused by changes in overall level of activity or to fMRI signal-to-noise ratios. Hence, the present results go beyond conventional univariate fMRI methods in showing a critical contribution of medial-temporal lobe memory systems to establishing long-term representations of verbal sequences.

scholarly journals Place vs. Response Learning: History, Controversy, and Neurobiology

2021 ◽  
Vol 14 ◽  
Author(s):  
Jarid Goodman
Keyword(s):  
Brain Research ◽  
Cognitive Learning ◽  
Memory Systems ◽  
Place Learning ◽  
Mammalian Brain ◽  
Response Learning ◽  
Multiple Memory Systems ◽  
Learning Tasks ◽  
Plus Maze ◽  
Place And Response Learning

The present article provides a historical review of the place and response learning plus-maze tasks with a focus on the behavioral and neurobiological findings. The article begins by reviewing the conflict between Edward C. Tolman’s cognitive view and Clark L. Hull’s stimulus-response (S-R) view of learning and how the place and response learning plus-maze tasks were designed to resolve this debate. Cognitive learning theorists predicted that place learning would be acquired faster than response learning, indicating the dominance of cognitive learning, whereas S-R learning theorists predicted that response learning would be acquired faster, indicating the dominance of S-R learning. Here, the evidence is reviewed demonstrating that either place or response learning may be dominant in a given learning situation and that the relative dominance of place and response learning depends on various parametric factors (i.e., amount of training, visual aspects of the learning environment, emotional arousal, et cetera). Next, the neurobiology underlying place and response learning is reviewed, providing strong evidence for the existence of multiple memory systems in the mammalian brain. Research has indicated that place learning is principally mediated by the hippocampus, whereas response learning is mediated by the dorsolateral striatum. Other brain regions implicated in place and response learning are also discussed in this section, including the dorsomedial striatum, amygdala, and medial prefrontal cortex. An exhaustive review of the neurotransmitter systems underlying place and response learning is subsequently provided, indicating important roles for glutamate, dopamine, acetylcholine, cannabinoids, and estrogen. Closing remarks are made emphasizing the historical importance of the place and response learning tasks in resolving problems in learning theory, as well as for examining the behavioral and neurobiological mechanisms of multiple memory systems. How the place and response learning tasks may be employed in the future for examining extinction, neural circuits of memory, and human psychopathology is also briefly considered.

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