scholarly journals Evaluating the neuropsychological dissociation evidence for multiple memory systems

2003 ◽  
Vol 3 (3) ◽  
pp. 168-185 ◽  
Author(s):  
J. D. RYAN ◽  
N. J. COHEN
Keyword(s):  
Memory Systems ◽  
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.

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.

Ontogeny of Multiple Memory Systems

2009 ◽  
Author(s):  
Mark S. Blumberg ◽  
John H. Freeman ◽  
Scott R. Robinson ◽  
Mark E. Stanton ◽  
Dragana Ivkovich Claflin ◽  
...  
Keyword(s):  
Memory Systems ◽  
Multiple Memory Systems

scholarly journals The evolution of multiple memory systems.

1987 ◽  
Vol 94 (4) ◽  
pp. 439-454 ◽  
Author(s):  
David F. Sherry ◽  
Daniel L. Schacter
Keyword(s):  
Memory Systems ◽  
Multiple Memory Systems
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