scholarly journals Acute exercise and mindfulness meditation on learning and memory: randomized controlled intervention

2019 ◽  
Vol 9 (4) ◽  
pp. 314-318 ◽  
Author(s):  
Malina Austin ◽  
Paul D. Loprinzi
Keyword(s):  
Learning And Memory ◽  
Repeated Measures ◽  
Acute Exercise ◽  
Mindfulness Meditation ◽  
Word List ◽  
Long Term Memory ◽  
Term Memory ◽  
Control Learning ◽  
And Control

Background: The purpose of this experiment was to evaluate the potential combined effects of acute exercise and mindfulness mediation on episodic memory. Methods: All data collection occurred in the authors’ laboratory (January to May of 2019). In this three-arm, within-subject design, participants (N=20; Mage=21.6 years) completed three counterbalanced laboratory visits, including Exercise Only, Exercise + Meditation and Control. Learning and memory were assessed from a word-list task. A one-factor repeated-measures ANOVA was computed for two memory outcomes, including the learning outcome (average performance across the 6 trials) and the long-term memory recall (10-minute delay). Results: The exercise conditions had a greater learning effect when compared to the Control visit, Mdiff = 0.68 (95% CI: 0.10, 1.25), P = 0.02. The Exercise + Memory visit had better longterm memory when compared to Exercise Only, Mdiff = 0.95 (95% CI: 0.07, 1.83), P = 0.03. Conclusion: The present experiment provides suggestive evidence that acute exercise may enhance learning and, when coupling acute exercise prior to encoding with meditation during early consolidation, long-term memory may be enhanced.

scholarly journals The effects of acute exercise on short- and long-term memory: Considerations for the timing of exercise and phases of memory

2021 ◽  
Vol 17 (1) ◽  
pp. 85-103
Author(s):  
Paul D. Loprinzi ◽  
Sierra Day ◽  
Rebecca Hendry ◽  
Sara Hoffman ◽  
Alexis Love ◽  
...  
Keyword(s):  
Heart Rate ◽  
High Intensity ◽  
Acute Exercise ◽  
Memory Function ◽  
Word List ◽  
Long Term Memory ◽  
Heart Rate Reserve ◽  
Term Memory ◽  
Short And Long Term

The specific questions addressed from this research include: (1) Does high-intensity acute exercise improve memory?, (2) If so, do the mechanisms occur via encoding, consolidation, or retrieval? and (3) If acute exercise occurs in multiple phases of memory (e.g., before encoding and during consolidation), does this have an additive effect on memory? Three experimental, within-subject, counterbalanced studies were conducted among young adults. High-intensity exercise involved a 20-minutes bout of exercise at 75% of heart rate reserve. Memory was evaluated from a word-list task, including multiple evaluations out to 24-hours post-encoding. The timing of the exercise and memory assessments were carefully positioned to evaluate whether any improvements in memory were driven by mechanisms related to encoding, consolidation, and/or retrieval. We demonstrated that high-intensity acute exercise enhanced memory. This effect was robust (repeatable) and occurred through encoding, consolidation and retrieval-based mechanisms. Further, incorporating acute exercise into multiple phases of memory additively enhanced memory function.

Influence of Movement Expertise on Visual Perception of Objects, Events and Motor Action

2012 ◽  
pp. 1-30 ◽  
Author(s):  
Kai Essig ◽  
Oleg Strogan ◽  
Helge Ritter ◽  
Thomas Schack
Keyword(s):  
Eye Movements ◽  
Visual Perception ◽  
Visual Attention ◽  
Saliency Map ◽  
Long Term Memory ◽  
Bottom Up ◽  
Term Memory ◽  
Perceptual Skills ◽  
Control Learning

Various computational models of visual attention rely on the extraction of salient points or proto-objects, i.e., discrete units of attention, computed from bottom-up image features. In recent years, different solutions integrating top-down mechanisms were implemented, as research has shown that although eye movements initially are solely influenced by bottom-up information, after some time goal driven (high-level) processes dominate the guidance of visual attention towards regions of interest (Hwang, Higgins & Pomplun, 2009). However, even these improved modeling approaches are unlikely to generalize to a broader range of application contexts, because basic principles of visual attention, such as cognitive control, learning and expertise, have thus far not sufficiently been taken into account (Tatler, Hayhoe, Land & Ballard, 2011). In some recent work, the authors showed the functional role and representational nature of long-term memory structures for human perceptual skills and motor control. Based on these findings, the chapter extends a widely applied saliency-based model of visual attention (Walther & Koch, 2006) in two ways: first, it computes the saliency map using the cognitive visual attention approach (CVA) that shows a correspondence between regions of high saliency values and regions of visual interest indicated by participants’ eye movements (Oyekoya & Stentiford, 2004). Second, it adds an expertise-based component (Schack, 2012) to represent the influence of the quality of mental representation structures in long-term memory (LTM) and the roles of learning on the visual perception of objects, events, and motor actions.

Acute Exercise and Sustained Attention on Memory Function

2020 ◽  
Vol 44 (3) ◽  
pp. 326-332
Author(s):  
Audreaiona Waters ◽  
Liye Zou ◽  
Myungjin Jung ◽  
Qian Yu ◽  
Jingyuan Lin ◽  
...  
Keyword(s):  
Neural Networks ◽  
Sustained Attention ◽  
Acute Exercise ◽  
Short Term Memory ◽  
Memory Function ◽  
Long Term Memory ◽  
Short Term ◽  
Attention Task ◽  
Term Memory

Objective: Sustained attention is critical for various activities of daily living, including engaging in health-enhancing behaviors and inhibition of health compromising behaviors. Sustained attention activates neural networks involved in episodic memory function, a critical cognition for healthy living. Acute exercise has been shown to activate these same neural networks. Thus, it is plausible that engaging in a sustained attention task and engaging in a bout of acute exercise may have an additive effect in enhancing memory function, which was the purpose of this experiment. Methods: 23 young adults (Mage = 20.7 years) completed 2 visits, with each visit occurring approximately 24 hours apart, in a counterbalanced order, including: (1) acute exercise with sustained attention, and (2) sustained attention only. Memory was assessed using a word-list paradigm and included a short- and long-term memory assessment. Sustained attention was induced via a sustained attention to response task (SART). Acute exercise involved a 15-minute bout of moderate-intensity exercise. Results: Short-term memory performance was significantly greater than long-term memory, Mdiff = 1.86, p < .001, and short-term memory for Exercise with Sustained Attention was significantly greater than short-term memory for Sustained Attention Only, Mdiff = 1.50, p = .01. Conclusion: Engaging in an acute bout of exercise before a sustained attention task additively influenced short-term memory function.

scholarly journals Effects of Pramipexole on Learning and Memory Processes in Naïve and Haloperidol-challenged Rats in Active Avoidance Test

Folia Medica ◽  
2019 ◽  
Vol 61 (2) ◽  
pp. 258-265 ◽  
Author(s):  
Anita S. Mihaylova ◽  
Ilia D. Kostadinov ◽  
Nina D. Doncheva ◽  
Hristina I. Zlatanova ◽  
Delian P. Delev
Keyword(s):  
Learning And Memory ◽  
Active Avoidance ◽  
Memory Test ◽  
Long Term Memory ◽  
Motor Symptoms ◽  
Term Memory ◽  
Avoidance Test ◽  
Male Wistar Rats ◽  
Active Avoidance Test

Abstract Background: Parkinson’s disease (PD) is the second most common neurode-generative disease, usually detected by its motor symptoms. The non-motor symptoms, including cognitive deficits, have been of great interest to researchers in the last few decades. Aim: To assess the effect of pramipexole on learning and memory in naïve and haloperidol-challenged rats. Materials and methods: Male Wistar rats divided into 9 groups (n=8): naïve - saline, pramipexole 0.5; 1 and 3 mg/kg bw; Haloperidol groups - saline, haloperidol, haloperidol + pramipexole 0.5; 1 and 3 mg/kg bw. Two-way active avoidance test (TWAA) and activity cage were performed. The studied parameters were: number of conditioned and unconditioned responses, vertical and horizontal movements. Statistical analysis was done using SPSS 19. Results: The naïve experimental groups significantly increased the number of conditioned responses during the tests for short- and long-term memory, compared with the saline groups (p<0.05). During the short-memory test only the animals with the lowest dose of PMX significantly increased the number of unconditioned responses whereas during the long-term memory test all experimental groups increased the number of escapes in comparison with the saline groups (p<0.05). Challenge dose of haloperidol attenuates learning and memory in pramipexol treated rats. Only the highest dose of pramipexol showed significant increase in conditioned and unconditioned responses compared with the haloperidol group (p<0.05). Conclusion: Pramipexole improves learning and memory in naïve rats by enhancing dopaminergic neurotransmission. This is probably not the only mechanism involved. This is confirmed by the decrease in learning and memory ability in rats with haloperidol-challenge.

The Influence of Acoustic and Semantic Similarity on Long-term Memory for Word Sequences

1966 ◽  
Vol 18 (4) ◽  
pp. 302-309 ◽  
Author(s):  
A. D. Baddeley
Keyword(s):  
Semantic Similarity ◽  
Short Term Memory ◽  
Word List ◽  
Long Term Memory ◽  
Acoustic Similarity ◽  
Term Memory ◽  
Immediate Memory ◽  
Coding Systems ◽  
Learning Score

It has been shown that short-term memory (STM) for word sequences is grossly impaired when acoustically similar words are used, but is relatively unaffected by semantic similarity. This study tests the hypothesis that long-term memory (LTM) will be similarly affected. In Experiment I subjects attempted to learn one of four lists of 10 words. The lists comprised either acoustically or semantically similar words (A and C) or control words of equal frequency (B and D). Lists were learned for four trials, after which subjects spent 20 min. on a task involving immediate memory for digits. They were then asked to recall the word list. The acoustically similar list was learned relatively slowly, but unlike the other three lists showed no forgetting. Experiment II showed that this latter paradox can be explained by assuming the learning score to depend on both LTM and STM, whereas the subsequent retest depends only on LTM. Experiment III repeats Experiment I but attempts to minimize the effects of STM during learning by interposing a task to prevent rehearsal between the presentation and testing of the word sequences. Unlike STM, LTM proved to be impaired by semantic similarity but not by acoustic similarity. It is concluded that STM and LTM employ different coding systems.

Research on the Long-Term Memory of Commodity Housing Price Volatility Based on the FIGARCH Model

2014 ◽  
Vol 1079-1080 ◽  
pp. 1194-1198
Author(s):  
Feng Lan ◽  
Bao Hua Chen
Keyword(s):  
Housing Price ◽  
Price Volatility ◽  
Future Price ◽  
Long Term Memory ◽  
Term Memory ◽  
The Future ◽  
The Government ◽  
Figarch Model ◽  
And Control

The purpose of this paper is to test whether there exists a long-term memory volatility characteristics of housing price. The paper based on the data ranging of Zhengzhou from January 2004 to May 2014, by adopting the FIGARCH model, empirically studies and analysis this characteristics. The research results indicate that the price fluctuation of Zhengzhou commodity homes exist effect of cluster and long-term memory characteristic. FIGARCH model can capture the long memory well, and can predict the future price of commodity residential house for a period of time .Therefore, FIGARCH model can well catch long-term memory and forecast the commodity housing price in the future period of time, which illustrates that external shocks have long-standing impact on the volatility of commodity housing price as well, reaching the conclusion that long-effect Mechanism of regulation and control should be set and developed during the macro-control of the government.

scholarly journals Endophilin A1 drives acute structural plasticity of dendritic spines in response to Ca2+/calmodulin

2021 ◽  
Vol 220 (6) ◽  
Author(s):  
Yanrui Yang ◽  
Jiang Chen ◽  
Xue Chen ◽  
Di Li ◽  
Jianfeng He ◽  
...  
Keyword(s):  
Learning And Memory ◽  
Dendritic Spines ◽  
Actin Polymerization ◽  
Structural Plasticity ◽  
Long Term Potentiation ◽  
Membrane Dynamics ◽  
Long Term Memory ◽  
Term Memory ◽  
Term Potentiation

Induction of long-term potentiation (LTP) in excitatory neurons triggers a large transient increase in the volume of dendritic spines followed by decays to sustained size expansion, a process termed structural LTP (sLTP) that contributes to the cellular basis of learning and memory. Although mechanisms regulating the early and sustained phases of sLTP have been studied intensively, how the acute spine enlargement immediately after LTP stimulation is achieved remains elusive. Here, we report that endophilin A1 orchestrates membrane dynamics with actin polymerization to initiate spine enlargement in NMDAR-mediated LTP. Upon LTP induction, Ca2+/calmodulin enhances binding of endophilin A1 to both membrane and p140Cap, a cytoskeletal regulator. Consequently, endophilin A1 rapidly localizes to the plasma membrane and recruits p140Cap to promote local actin polymerization, leading to spine head expansion. Moreover, its molecular functions in activity-induced rapid spine growth are required for LTP and long-term memory. Thus, endophilin A1 serves as a calmodulin effector to drive acute structural plasticity necessary for learning and memory.

Caenorhabditis elegans Learning and Memory

2019 ◽  
Author(s):  
James S.H. Wong ◽  
Catharine H. Rankin
Keyword(s):  
Carbon Dioxide ◽  
Caenorhabditis Elegans ◽  
Classical Conditioning ◽  
Learning And Memory ◽  
Long Term Memory ◽  
Context Conditioning ◽  
Term Memory ◽  
C Elegans

The nematode, Caenorhabditis elegans (C. elegans), is an organism useful for the study of learning and memory at the molecular, cellular, neural circuitry, and behavioral levels. Its genetic tractability, transparency, connectome, and accessibility for in vivo cellular and molecular analyses are a few of the characteristics that make the organism such a powerful system for investigating mechanisms of learning and memory. It is able to learn and remember across many sensory modalities, including mechanosensation, chemosensation, thermosensation, oxygen sensing, and carbon dioxide sensing. C. elegans habituates to mechanosensory stimuli, and shows short-, intermediate-, and long-term memory, and context conditioning for mechanosensory habituation. The organism also displays chemotaxis to various chemicals, such as diacetyl and sodium chloride. This behavior is associated with several forms of learning, including state-dependent learning, classical conditioning, and aversive learning. C. elegans also shows thermotactic learning in which it learns to associate a particular temperature with the presence or absence of food. In addition, both oxygen preference and carbon dioxide avoidance in C. elegans can be altered by experience, indicating that they have memory for the oxygen or carbon dioxide environment they were reared in. Many of the genes found to underlie learning and memory in C. elegans are homologous to genes involved in learning and memory in mammals; two examples are crh-1, which is the C. elegans homolog of the cAMP response element-binding protein (CREB), and glr-1, which encodes an AMPA glutamate receptor subunit. Both of these genes are involved in long-term memory for tap habituation, context conditioning in tap habituation, and chemosensory classical conditioning. C. elegans offers the advantage of having a very small nervous system (302 neurons), thus it is possible to understand what these conserved genes are doing at the level of single identified neurons. As many mechanisms of learning and memory in C. elegans appear to be similar in more complex organisms including humans, research with C. elegans aids our ever-growing understanding of the fundamental mechanisms of learning and memory across the animal kingdom.

scholarly journals Cholesterol and Copper Affect Learning and Memory in the Rabbit

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Bernard G. Schreurs
Keyword(s):  
Learning And Memory ◽  
Rabbit Model ◽  
Dietary Cholesterol ◽  
Long Term Memory ◽  
Cholesterol Diet ◽  
Term Memory ◽  
Model Of Alzheimer’S Disease ◽  
Amyloid Accumulation

A rabbit model of Alzheimer’s disease based on feeding a cholesterol diet for eight weeks shows sixteen hallmarks of the disease including beta amyloid accumulation and learning and memory changes. Although we have shown that feeding 2% cholesterol and adding copper to the drinking water can retard learning, other studies have shown that feeding dietary cholesterol before learning can improve acquisition and feeding cholesterol after learning can degrade long-term memory. We explore the development of this model, the issues surrounding the role of copper, and the particular contributions of the late D. Larry Sparks.

The Biochemical Basis of Long-Term Memory

1969 ◽  
Vol 2 (2) ◽  
pp. 135-173 ◽  
Author(s):  
Richard B. Roberts ◽  
Louis B. Flexner
Keyword(s):  
Learning And Memory ◽  
Memory Trace ◽  
Practical Interest ◽  
Long Term Memory ◽  
Daily Lives ◽  
Biochemical Basis ◽  
Term Memory ◽  
Actual Knowledge

Learning and memory are important elements of our daily lives, familiar to all through introspection. Yet the mechanisms underlying these processes are still for the most part unknown. Here are problems which combine a maximum of intrinsic and practical interest with a minimum of actual knowledge and understanding. Years of our lives are dedicated to the formation of certain long-term memories and behaviour patterns, yet we have only rudimentary notions of how such ‘schooling’ is best accomplished. There is no certainty in any aspect of the process. We are not sure whether relatively few cells or millions participate in a memory trace; whether these cells change as a whole, or whether the changes are limited to synaptic regions. In fact, we cannot be certain whether the changes are confined to the neurones or whether the glia also participate.

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