scholarly journals Effects of frontal lobe damage on interference effects in working memory

2002 ◽  
Vol 2 (2) ◽  
pp. 109-120 ◽  
Author(s):  
S. L. THOMPSON-SCHILL ◽  
J. JONIDES ◽  
C. MARSHUETZ ◽  
E. E. SMITH ◽  
M. D'ESPOSITO ◽  
...  
Keyword(s):  
Working Memory ◽  
Frontal Lobe ◽  
Interference Effects ◽  
Frontal Lobe Damage

scholarly journals Effects of frontal lobe damage on interference effects in working memory

2001 ◽  
Author(s):  
Sharon L. Thompson-Schill ◽  
John Jonides ◽  
Christy Marshuetz ◽  
Edwar'D E. Smith ◽  
Mark D'Esposito ◽  
...  
Keyword(s):  
Working Memory ◽  
Frontal Lobe ◽  
Interference Effects ◽  
Frontal Lobe Damage

scholarly journals Binding in working memory and frontal lobe in normal aging: is there any similarity with autism?

2015 ◽  
Vol 9 ◽  
Author(s):  
Grégory Lecouvey ◽  
Peggy Quinette ◽  
Grégoria Kalpouzos ◽  
Bérengère Guillery-Girard ◽  
Alexandre Bejanin ◽  
...  
Keyword(s):  
Working Memory ◽  
Frontal Lobe ◽  
Normal Aging

scholarly journals Social and emotional functions in three patients with medial frontal lobe damage including the anterior cingulate cortex

2006 ◽  
Vol 11 (4) ◽  
pp. 369-388 ◽  
Author(s):  
Amee Baird ◽  
Bonnie‐Kate Dewar ◽  
Hugo Critchley ◽  
Ray Dolan ◽  
Tim Shallice ◽  
...  
Keyword(s):  
Anterior Cingulate Cortex ◽  
Frontal Lobe ◽  
Cingulate Cortex ◽  
Anterior Cingulate ◽  
Social And Emotional ◽  
Frontal Lobe Damage

Susceptibility to Memory Interference Effects following Frontal Lobe Damage: Findings from Tests of Paired-Associate Learning

1995 ◽  
Vol 7 (2) ◽  
pp. 144-152 ◽  
Author(s):  
Arthur P. Shimamura ◽  
Paul J. Jurica ◽  
Jennifer A. Mangels ◽  
Felick B. Gershberg ◽  
Robert T. Knight
Keyword(s):  
Frontal Lobe ◽  
Paired Associate ◽  
Memory Function ◽  
Paired Associate Learning ◽  
Interference Effects ◽  
Associate Learning ◽  
Memory Interference ◽  
Frontal Lobe Lesions ◽  
List Learning ◽  
Different Response

Patients with frontal lobe lesions were adminstered tests of paired-associate learning in which cue and response words are manipulated to increase interference across two study lists. In one test of paired-associate learning (AB-AC test), cue words used in one list are repeated in a second list but are associated with different response words (e.g., LION-HUNTER, LION-CIRCUS). In another test (AB-ABr test), words used in one list are repeated in a second list but are rearranged to form new pairs. Compared to control subjects, patients with frontal lobe lesions exhibited disproportionate impairment of second-list learning as a result of interference effects. In particular, patients exhibited the poorest performance during the initial trial of the second list, a trial in which interference effects from the first list would be most apparent. These findings suggest that the on-line control of irrelevant or competing memory associations is disrupted following frontal lobe lesions. This disruption may be indicative of an impaired gating or filtering mechanism that affects not only memory function but other cognitive function as well.

Comparison of set-shifting ability in patients with chronic schizophrenia and frontal lobe damage

1999 ◽  
Vol 37 (3) ◽  
pp. 251-270 ◽  
Author(s):  
Christos Pantelis ◽  
Fiona Z Barber ◽  
Thomas R.E Barnes ◽  
Hazel E Nelson ◽  
Adrian M Owen ◽  
...  
Keyword(s):  
Frontal Lobe ◽  
Chronic Schizophrenia ◽  
Set Shifting ◽  
Frontal Lobe Damage

scholarly journals Freeze or forget? Virtual attack effects in an Emotional Sternberg Task

2018 ◽  
Vol 14 (2) ◽  
pp. 342-358
Author(s):  
Thomas Edward Gladwin ◽  
Matthijs Vink
Keyword(s):  
Mental Health ◽  
Working Memory ◽  
Cognitive Processing ◽  
Mental Health Problems ◽  
Health Problems ◽  
Interference Effects ◽  
Warning Signals ◽  
Emotional Interference ◽  
Neutral Face ◽  
Sternberg Task

Emotionally salient stimuli have the ability to disrupt cognitive processing. This kind of disruption involves effects on working memory and may be related to mental health problems. To explore the nature of such emotional interference on working memory, a Virtual Attack Emotional Sternberg Task (VAEST) was used. Neutral faces were presented as distractors and warning signals, which were sometimes followed by a virtual attack, created by having the neutral face turn angry while the image was enlarged. The attack was hypothesized to have one of two effects: to disrupt cognitive processing and thereby increase interference effects, or to terminate a state of freezing and thereby reduce interference effects. The task was successfully completed online by a sample of 59 students. Results clearly show that the virtual attack caused a reduction of interference relative to no-attack trials. The apparent cognitive disruption caused by emotional distractors may thus reflect freezing, which can be reversed by a freeze-terminating stimulus.

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