Extensive summary of lecture week 2: memory and emotion, including all information discussed in the lecture.
Volledige samenvatting van college 2: geheugen en emotie, omvat alle besproken informatie uit het college.
Lecture 2: Memory and emotion
Course 3.6 Neuropsychology
Practice Questions 1:
- The motor but not the visual cortex has a hierarchical organization. False, the whole
cortex is organized in a hierarchical way.
- Fact: Lesions of the basal ganglia cause delayed or impaired initiation of movement.
Statement: This idea is supported by the volume control theory. True.
- Associative agnosia is caused by lesion of the motor cortex. False.
- Fact: Ideomotor apraxia is caused by lesion in the posterior paretal lobe. Statement:
These patients are not able to copy movements. True.
Memory
- Learning: a process where we can update our memory system; we can change our
behavior by learning a new behaviour.
- Learning and memory are tightly related. When we learn something, we need to
store it in our long-term memory.
- We need the memory system to recall what we have learned in response to our
environment.
3 steps of learning
1. Encoding: the intake of information through sensory systems.
2. Consolidation: a sequence of storing information, consolidating information into our
memory system. Sleep is a crucial part in the consolidation of information. Neurons
form new connections; we connect older memories with newer information.
3. Retrieval: the capacity to recall previous stored information. We use environmental
ques to retrieve memories. Everytime we recall a memory, we put it in an unstable
fase. We can modify or update the information we have about the memory and
reconsilidate the memory.
Memory task/game: memorising the location of a pair of cards put upside down, while
smelling a specific odor. The sleeping pattern of the participants was measured. The odor
was presented again during the sleep. For some participants it was introduced during slow-
wave sleep and to others during REM sleep. One day later the participants were asked to do
the memory task again, without the odor being present. Result: performance increased in
participants who smelled the odor during slow wave sleep. This indicates that consolidation
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