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2002
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Course Description
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The Cognitive Neuropsychology of Memory
Barbara Knowlton
University of California at Los Angeles
This course will cover insights gained about the organization of memory from the study of patients with neurological damage. By studying the way memory breaks down after brain damage, we can infer dissociations between functional systems. Furthermore, the neuropsychological approach allows us to form links between behaviors and particular brain systems that support them. We will focus on the amnesic syndrome and the dissociation between explicit and implicit memory, the contribution of frontal executive function to memory, and memory impairments exhibited by patients with cortical and subcortial degenerative diseases. Although the course will focus on the study of neuropsychological patients, we will also discuss relevant neuroimaging data.
1.
The Neuroanatomy of Memory
Lessons learned from case H.M.
Nonhuman primate models of anmesia
Encoding and retrieval of memories in medial temporal lobe
Retrograde amnesia
Theories of memory consolidation
Readings
Zola, Stuart Amnesia I: Neuroanatomic and clinical issues. In: Martha J. Farah, Ed; Todd E. Feinberg, Ed. Patient-based approaches to cognitive neuroscience.. The MIT Press: Cambridge, MA, US, 2000. p. 275-290.
Squire, L.R., Clark, R.E. & Knowlton, B.J. (2001). Retrograde Amnesia. Hippocampus, 11, 50-55.
2.
The Amnesic Syndrome
Characteristics of declarative vs. nondeclarative memory
Episodic vs. semantic memory
Perceptual priming
Conceptual priming
Skill learning
Habit learning
Conditioning
Readings
Squire, L.R. & Knowlton, B.J. (2000) The medial temporal lobe, the hippocampus, and the memory systems of the brain. In The New Cognitive Neurosciences, 2nd Edition. (M. Gazzaniga, ed.) Cambridge, MA; MIT Press pp. 765-779.
Curran, Tim; Schacter, Daniel L. Amnesia II: Cognitive neuropsychological issues. In: Martha J. Farah, Ed; Todd E. Feinberg, Ed. Patient-based approaches to cognitive neuroscience.The MIT Press: Cambridge, MA, US, 2000. p. 291-299.
3.
Frontal lobe contributions to memory
Working memory
Recall and recognition
Source memory
Metamemory
Aging
Readings
Stebbins, Glenn T.; Carrillo, Maria C.; Dorfman, Jennifer; Dirksen, Courtney; Desmond, John E.; Turner, David A.; Bennett, David A.; Wilson, Robert S.; Glover, Gary; Gabrieli, John D. E. Aging effects on memory encoding in the frontal lobes. Psychology & Aging. 2002 Mar. 17 (1): p. 44-55
Rapcsak, S. Z; Nielsen, L; Littrell, L. D; Glisky, E. L; Kaszniak, A. W; Laguna, J. F Face memory impairments in patients with frontal lobe damage. Neurology. 2001 Oct. 57 (7): p. 1168-1175.
4.
Alzheimer’s disease
Diagnosis of Alzheimer’s disease
Contrasting Alzheimer’s disease and amnesia
Semantic networks in Alzheimer’s disease
Fronto-temporal dementia
Readings
Keri, Szabolcs; Janka, Zoltan; Benedek, Gyoergy; Aszalos, Peter; Szatmary, Botond; Szirtes, Gabor; Loerincz, Andras Categories, prototypes and memory systems in Alzheimer's disease. Trends in Cognitive Sciences. 2002 Mar. 6 (3): p. 132-136
Tune, Larry Treatments for dementia. In: Peter E. Nathan, Ed; Jack M. Gorman, Ed. A guide to treatments that work (2nd ed.). Oxford University Press: London, England, 2002. p. 87-124.
5.
Subcortical Diseases and Memory
Parkinson’s disease
Huntington’s disease
Skill and habit learning and basal ganglia
The logic of the double dissociation
Readings
Levy, Morgan L.; Cummings, Jeffrey L. Parkinson's disease. In: Edward C. Lauterbach, Ed. Psychiatric management in neurological disease. American Psychiatric Press, Inc.: Washington, DC, US, 2000. p. 41-70.
Knowlton, B.J. (2002). The role of the basal ganglia in learning and memory. In Neuropsychology of Memory, Third Edition (L.R. Squire & D. Schacter, eds.) Guilford Publications, New York.
Knowlton, B.J. (1999) "What can neuropsychology tell us about category learning? Trends in Cognitive Science 3, 123-124.
Small groups
During small group sessions we will view videotapes of interviews with patients with amnesia and will experience tests of declarative and nondeclarative memory that were discussed during lecture.
Assessment:
Students who wish to receive course credit should write a 10 page paper describing neuropsychological and neuroimaging research relevant to their research topic
Barbara Knowlton
Barbara
Knowlton received her B.A. in Psychology from Johns Hopkins University and her
Ph.D. in Neuroscience from Stanford University. After a postdoctoral fellowship
in Psychiatry at the University of California, San Diego, she joined the faculty
of the University of California, Los Angeles in 1995, where she is now Associate
Professor of Psychology. She has received honors including the G. Stanley Hall
Prize from Johns Hopkins University (1984), a Fullbright Junior Researcher
Fellowship (1990), and a Career award from the National Science Foundation
(2000). She is currently the Associate Editor for the journal Neuropsychology.