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Dissertations / Theses on the topic 'Memory disorders'

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Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Kenny, Lucy Margaret. "Memory processes in posttraumatic stress disorder." [New South Wales : University of New South Wales], 2006. http://www.library.unsw.edu.au/~thesis/adt-NUN/uploads/approved/adt-NUN20061110.142022/public/02whole.pdf.

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2

Westerberg, Helena. "Working memory : development, disorders and training /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7349-881-5/.

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3

Ostrovskaya, Irina. "Emotional memory and anxiety disorders: the impact of fear upon memory." Thesis, Boston University, 2003. https://hdl.handle.net/2144/27737.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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4

Dewar, Bonnie-Kate Louise. "A memory aids clinic for the rehabilitation of acquired memory disorders." Thesis, King's College London (University of London), 2014. http://kclpure.kcl.ac.uk/portal/en/theses/a-memory-aids-clinic-for-the-rehabilitation-of-acquired-memory-disorders(dbd52b48-bd5f-40e9-80b3-b4a36572a9e2).html.

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Acquired memory impairment commonly occurs after acquired brain injury such as traumatic brain injury, stroke, seizure disorder and encephalitis and is one the defining features of progressive disorders, such as Alzheimer’s disease. There is a growing body of knowledge about the use of compensatory memory aids in the rehabilitation of memory disorders. This study investigated the effect of the systematic training of compensatory memory aids on everyday memory performance within a Memory Aids Clinic, a specialised outpatient clinic which supplied and trained the use of memory aids. A comparison was made between subjects with acquired memory disorders in a treatment group (n=63) and control group (n = 28) in a between subjects design. All subjects underwent a baseline session which was comprised of a neuropsychological assessment, clinical interview and goal setting session. Treatment subjects then underwent three training sessions, matching memory aids to goals, across a six week period. Training was based upon Sohlberg and Mateer’s (1989) application, acquisition and adaptation program. A follow-up session was conducted 12 weeks after the conclusion of training and included a review neuropsychological assessment and interview. Following the baseline session, control subjects were given written information about the management of memory problems and placed on an 18 week waiting list, prior to the three treatment sessions. The main outcome measure was everyday memory performance as assessed by a memory goal attainment diary. This was administered at baseline, the end of training and at the follow-up session. Outcome was also measured in terms of neuropsychological performance and performance on measures of mood, self-esteem, subjective memory performance, participation and carer strain. Generalisation was measured in terms of performance on a Problem Solving Inventory, a list of hypothetical memory scenarios which was developed for this study. The systematic training of memory aids in a Memory Aids Clinic was effective in improving everyday memory performance, but only across timefrom the end of training to follow-up. A significant difference in goal attainment was evident between the treatment and control group at follow-up but not at the end of training. Further analysis confirmed a significant treatment effect for participants with a non-progressive condition but not a progressive condition. This pattern is further illustrated by a series of case reports describing in detail the training content in the Memory Aids Clinic for both non-progressive and progressive subjects. In contrast to previous literature, there were no demographic or neuropsychological profile predictors of outcome in the current study. In addition, training in the Memory Aids Clinic did not impact upon the psychosocial measures of mood, self-esteem, participation, subjective memory function or carer strain. The treatment effect did generalise to the Problem Solving Inventory, notably for subjects with a progressive condition, suggesting adaptation of training to similar but diverse memory scenarios. Systematic training within the setting of a Memory Aids Clinic is beneficial for individuals with acquired memory problems as a consequence of a non-progressive condition. Improvement in everyday memory performance was attained with three training sessions and maintained across time. Training requires matching the memory aid to the client’s goals and scope remains for extension of training to encompass awareness of when to use the memory aid and acceptance of memory problems. Whilst the current results indicated that individuals with progressive memory disorders did not benefit from training in the Memory Aids Clinic, it is premature to suggest that this group cannot benefit from the use of memory aids. Additional training sessions may be required to facilitate generalisation into the home environment, to enhance the use of a significant other as co-therapist and to consolidate initial gains. A different and more general approach to using memory strategies including compensatory aids may be more beneficial in this group given more widespread and severe cognitive impairments. Finally, the results of the current study highlight the need for ecologically valid measures of outcome, including appropriate tools to determine self-efficacy and participation.

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5

Meeter, Martijn. "Long-term memory disorders measurement and modeling /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2003. http://dare.uva.nl/document/69462.

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6

Kitchener, Erin Grace. "Selective disorders of memory in neurological patients." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627365.

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7

Airaksinen, Eija. "Cognitive functions in depression and anxiety disorders : findings from a population-based study /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-954-8/.

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8

Ricker, Timothy J. Cowan Nelson. "Cognitive load and time based forgetting." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6470.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 18, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Nelson Cowan. Includes bibliographical references.

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9

Bakerink, Ronda Ann. "Semantic memory in Alzheimer's Disease." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27795.

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Alzheimer's Disease is characterized by a general decline in cognitive functioning. Although phonology are relatively unaffected, patients with Alzheimer's Disease have been reported to have deficits of semantic memory. Thirteen patients with dementia, five of whom had a confirmed diagnosis of dementia, participated in the study. The purpose of this investigation was to replicate a study performed by Mark Byrd (1984), using Alzheimer's Disease patients. Subjects were presented with category-word decision pairs, for which the task was to decide if the word was an exemplar of the category, and category-letter decision pairs for which the task was to generate an exemplar of the category beginning with the letter. The dependent variable was reaction time. Results indicated that Alzheimer's Disease patients and dementia patients had longer reaction times than a group of age-matched control subjects, and that the Alzheimer's Disease and dementia patients showed a pattern of responses similar to that of the control subjects. All groups showed longer reaction times for the generation trials than the decision trials. The results are consistent with the existence of a semantic memory deficit in Alzheimer's Disease, but other interpretations were discussed.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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10

Parameshwaran, Kodeeswaran Suppiramaniam Vishnu. "Prenatal nicotine exposure and molecular mechanisms of memory impairment." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Pharmacal_Sciences/Dissertation/Parameshwaran_Kodeeswaran_21.pdf.

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11

Dige, Niels. "Neuropsychological tests and functional impairment in adult attention deficit hyperactivity disorders with special reference to memory disturbance /." Stockholm, 2010. http://diss.kib.ki.se/2010/978-91-7409-780-1/.

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12

Derwinger, Anna. "Develop your memory strategies! : self-generated versus mnemonic strategy training in old age : maintenance, forgetting, transfer, and age differences /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-309-4/.

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13

王得寶 and Tak-po Mike Wong. "Memory profile of people with mild cognitive impairment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41547834.

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14

Wong, Tak-po Mike. "Memory profile of people with mild cognitive impairment." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41547834.

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15

Fish, Jess. "Errorless learning of prospective memory tasks : an experimental investigation in people with memory disorders." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/errorless-learning-of-prospective-memory-tasks-an-experimental-investigation-in-people-with-memory-disorders(b95bd92a-317e-45d5-b85f-1e53ab8e88d0).html.

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Prospective Memory (PM), or the ability to act upon delayed intentions, is cognitively complex as it requires a combination of mnemonic, attentional and executive abilities. PM tasks can be particularly challenging for people with cognitive impairment, and it is important to identify effective means of rehabilitation. Errorless Learning (EL) is an encoding technique that results in superior recall and recognition memory performance compared with ‘errorful’ learning in people with memory impairment. This so-called ‘Errorless Learning advantage’ (ELA) has been attributed to implicit memory processes (Page et al., 2006), and there is a basis for predicting a similar beneficial effect on PM performance. However, PM tasks vary in their retrieval demands, some involving environmentally-cued retrieval of a cue-action association (referred to as Event-based PM tasks), and some requiring self-cued retrieval of the action to be performed (referred to as Time-based PM tasks). Event-based PM performance may, therefore, be seen to rely more upon mnemonic processes, and Time-based PM performance on more executive processes. Given there is no evidence suggesting an ELA for executive tasks, differential effects of EL on Time- and Event-based PM tasks were predicted. This study investigated these predictions. Fourteen participants with neurological memory impairment completed four computer-based PM tasks in a within-subjects 2x2 factorial experiment, with each factor having two levels: encoding method (Errorless, Errorful), and PM task type (Timebased, Event-based). A significant ELA was observed for Event-based PM (d=.63), but not for Time-based PM (d=-.01), and the interaction between encoding condition and task type approached significance (d=.41). Errorless Learning also resulted in reduced accuracy in participants’ retrospective estimates of how many opportunities there had been to perform the PM tasks, suggesting that encoding manipulations can affect metacognitive awareness of PM performance. These findings extend the existing evidence for the benefits of Errorless Learning within cognitive rehabilitation, by showing for the first time that EL can benefit future action in addition to performance on purely retrospective learning and retrieval tasks. There are also clear clinical implications of these results; day-to-day Event-based PM tasks (e.g. take your medication with breakfast, check you’ve got your keys before you go out the front door), if learned with Errorless methods, are more likely to be acted upon than tasks where errors have been made during learning.

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16

O'Leary, Catherine. "Event-based prospective memory in fetal alcohol spectrum disorders." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/13993.

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Learning and memory seem to be particularly vulnerable to the effects of heavy prenatal alcohol exposure. Previous research has, however, been limited to the study of retrospective memory (i.e., episodic or declarative memory) in children with a history of prenatal alcohol exposure. Recently, memory researchers have turned their attention to the study of prospective memory (PM), or the ability to realize and act on delayed intentions, in clinical populations. There are no published studies exploring PM in FASD, however. Prospective remembering is reliant on declarative memory as well as intact executive functioning, both of which are known to be impaired in FASD. The current study aimed, therefore, to investigate event-based PM functioning in a longitudinal cohort of children with heavy prenatal alcohol exposure. It also aimed to investigate whether the relation between prenatal alcohol exposure and prospective memory was influenced by IQ, executive functioning, or retrospective memory.

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17

Rutherford, Billy J. "Autobiographical memory specificity, negative mood state, and executive control : implications for clinical depression." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=995.

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18

Andersson, Christin. "Predictors of cognitive decline in memory clinic patients /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-232-3/.

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19

Barlow, Margaret Rose. "Memory and fragmentation in dissociative identity disorder /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201675.

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Thesis (Ph.D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 128-143). Also available for download via the World Wide Web; free to University of Oregon users.

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20

Netson, Kelli L. "Characterizing semantic memory in mild cognitive impairment." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/netson.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Additional advisors: Paul D. Blanton, David G. Clark, Roy C. Martin, Virginia G. Wadley. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 63-76).

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21

Possin, Katherine L. "Visuospatial and visual object cognition in early Parkinson's disease." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3250074.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2007.
Title from first page of PDF file (viewed April 4, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 128-166).

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22

Brown, John Anthony. "The pattern of memory and perceptual dysfunctions in recreational ecstasy users /." View Thesis entry in Australian Digital Theses Program, 2005. http://thesis.anu.edu.au/public/adt-ANU20060407.155643/index.html.

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23

Macaulay, Dawn Leigh. "Mood dependent memory : extension and validation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25102.pdf.

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24

Feldman, Christina. "Working memory for multifeature visuospatial stimuli in normal aging /." Connect to this title, 2005. http://theses.library.uwa.edu.au/adt-WU2006.0015.

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25

Carey, Catherine Louise. "Prospective memory in HIV-1 infection /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3170274.

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26

Bongiolatti, Susan Renee. "Attention and memory/learning following pediatric traumatic brain injury a multidimensional pilot study /." [Gainesville, Fla.]: University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000649.

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27

Ehlhardt, Laurie Anne. "E-steps : evaluation of an instructional sequence for persons with impaired memory and executive functions /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095242.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 124-128). Also available for download via the World Wide Web; free to University of Oregon users.

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28

Stigge, Kaufman David Andrew. "Interference effects of anxiety and affective processing on working memory behavioral and electrophysiological accounts /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010550.

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Thesis (M.S.)--University of Florida, 2005.
Typescript. Title from title page of source document. Document formatted into pages; contains 75 pages. Includes Vita. Includes bibliographical references.

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29

Kitavi, Winfred. "Episodic memory in patients with disorders of consciousness and healthy controls." Diss., lmu, 2009. http://nbn-resolving.de/urn:nbn:de:bvb:19-106368.

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30

Cook, Sarah E. "The diagnostic utility of subjective memory questionnaires in normal and pathological aging." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004803.

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Thesis (M.S.)--University of Florida, 2004.
Typescript. Title from title page of source document. Document formatted into pages; contains 93 pages. Includes Vita. Includes bibliographical references.

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31

Jagow, Marika, and markia jagow@deakin edu au. "Metamemory training for memory disorders in adults with a closed head injury." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061207.142954.

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The purpose of the present study was to investigate the efficacy of a memory and metamemory training program on memory performance and metamemory judgement accuracy in adults with a closed head injury. A multiple baseline across subjects design was used with six subjects. All subjects were seen at least two years post-injury. Training included general metamemory information about the nature of memory, use of a specific memory strategy to assist verbal recall (to Preview, Question, Read, State and Test- PQRST), specific metamemory information about the strategy, and a self instruction procedure (WTSC- What is the task, Select a strategy to use, Try out strategy, Check to evaluate strategy effectiveness). During the training period all subjects recalled greater than fifty percent of paragraph ideas while using PQRST. Follow-up tests showed that five of the six subjects maintained recall levels but a gradual decrease in slope was observed over eight weeks post-training. Tests of recall, recognition and metamemory judgements on Sentence and Action Tasks were used to evaluate generalisation of training. Two subjects showed improved recall and two subjects showed improved recognition performance. In addition, four subjects demonstrated greater metamemory judgement accuracy about recognition performance following training. Improved performance post-training was also observed for three subjects on the Rivermead Behavioral Memory Test and the Logical Memory subtest of the Wechsler Memory Scale-Revised, greater than that expected for repeated testing. Several factors were identified as having a role in subjects ability to benefit from training.

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32

Edlin, Shaun Michael. "Methylene blue, spatial memory and anterior thalamic lesions relevant to amnesic disorders." Thesis, University of Canterbury. Psychology, 2011. http://hdl.handle.net/10092/6521.

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While recent studies have focused on methylene blue’s interaction with amyloid plaques and neurofibrillary tangles in Alzheimer’s disease,!no studies have investigated the efficacy of methylene blue in animal-lesion models of regional pathology relevant to AD. The goal of this dissertation was to examine the effects of methylene blue on spatial memory in aged Wistar rats with lesions to the anterior thalamic nuclei (ATN), part of an extended episodic memory system that shows early pathology in AD and diencephalic amnesia. First, 12 ATN rats were compared to 14 aged shams (18 to 22 months old) to assess spatial memory acquisition in a standard water maze task (10 days). Rats in each group then received intraperitoneal injections of methylene blue (1 mg/kg) or placebo 1 hour after each daily trial for 10 days in which acquisition of a new platform position was examined, followed by a probe trial 5 days later. Anterior thalamic lesions impaired initial acquisition of the reference memory task. In the subsequent acquisition and probe trial, methylene blue treatment vs. placebo improved spatial learning in ATN rats, but there was no effect in sham rats. These results provide the first evidence that methylene blue may prevent the learning impairments observed in rats with lesions to the anterior thalamus and supports methylene blue as a potential therapeutic intervention for older humans with memory disorders associated with injury to the ATN and the extended episodic memory system.

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33

Clarke, Paula Joanne. "Patterns of memory asset and deficit in children with autism spectrum disorders." Thesis, University of York, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423751.

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34

Milton, Amy Louise. "Neuropharmacological mechanisms underlying memory reconsolidation : implications for the treatment of neuropsychiatric disorders." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611882.

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35

Fung, Shuk-man Amy. "A study of the memory functioning in the infarct patients: the relationship between test performance, subjectivecomplaints and behavioural indices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29650045.

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36

Hedenius, Martina. "Procedural and Declarative Memory in Children with Developmental Disorders of Language and Literacy." Doctoral thesis, Uppsala universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-204245.

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The procedural deficit hypothesis (PDH) posits that a range of language, cognitive and motor impairments associated with specific language impairment (SLI) and developmental dyslexia (DD) may be explained by an underlying domain-general dysfunction of the procedural memory system. In contrast, declarative memory is hypothesized to remain intact and to play a compensatory role in the two disorders. The studies in the present thesis were designed to test this hypothesis. Study I examined non-language procedural memory, specifically implicit sequence learning, in children with SLI. It was shown that children with poor performance on tests of grammar were impaired at consolidation of procedural memory compared to children with normal grammar. These findings support the PDH and are line with previous studies suggesting a link between grammar processing and procedural memory. In Study II, the same implicit sequence learning paradigm was used to test procedural memory in children with DD. The DD group showed a learning profile that was similar to that of children with SLI in Study I, with a significant impairment emerging late in learning, after extended practice and including an overnight interval. Further analyses suggested that the DD impairment may not be related to overnight consolidation but to the effects of further practice beyond the initial practice session. In contrast to the predictions of the PDH, the sequence learning deficit was unrelated to phonological processing skills as assessed with a nonword repetition task. Study III examined declarative memory in DD. The performance of the DD group was found to be not only intact, but even enhanced, compared to that of the control children. The results encourage further studies on the potential of declarative memory to compensate for the reading problems in DD. In sum, the results lend partial support for the PDH and suggest further refinements to the theory. Collectively, the studies emphasize the importance of going beyond a narrow focus on language learning and memory functions in the characterization of the two disorders. Such a broader cognitive, motor and language approach may inform the development of future clinical and pedagogical assessment and intervention practices for SLI and DD.

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37

Dörfel, Denise. "Functional Investigations into the Recognition Memory Network, its Association with Genetic Polymorphisms and Implications for Disorders of Emotional Memory." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-39423.

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Recent research, that has been focused on recognition memory, has revealed that two processes contribute to recognition of previously encountered items: recollection and familiarity (Aggleton & Brown, 1999; Eichenbaum, 2006; Eichenbaum, Yonelinas, & Ranganath, 2007; Rugg & Yonelinas, 2003; Skinner & Fernandes, 2007; Squire, Stark, & Clark, 2004; Wixted, 2007a; Yonelinas, 2001a; Yonelinas, 2002). The findings of neural correlates of recollection and familiarity lead to the assumption that there are different brain regions activated in either process, but there are, to the best of my knowledge, no studies assessing how these brain regions are working together in a recollection or a familiarity network, respectively. Additionally, there are almost no studies to date, which directly searched for overlapping regions. Therefore, in study I of the current thesis, brain regions associated to both recognition processes are searched investigated. Additionally, a connectivity analysis will search for functional correlated brain activations that either build a recollection or a familiarity network. It is undoubtable that the Brain Derived Neurotrophic Factor (BDNF) is strongly involved in synaptic plasticity in the hippocampus (Bramham & Messaoudi, 2005) and there is evidence that a genetic variant of this neurotrophin (BDNF 66Met) is related to poorer memory performance (Egan, et al., 2003). Therefore, in study II of the current thesis, the effect of BDNF Val66Met on recollection and familiarity performance and related brain activations is investigated. Finally, one could summarize, that serotonin, like BDNF, is strongly involved in brain development and plasticity as well as in learning and memory processes (Vizi, 2008). More precisely, there is evidence for alterations in the structure of brain regions, which are known to be involved in emotional memory formation and retrieval, like amygdala and hippocampus (Frodl, et al., 2008; Munafo, Brown, & Hariri, 2008; Pezawas, et al., 2005). One study found an slight epistatic effect of BDNF and 5-HTTLPR on the grey matter volume of the amygdala (Pezawas, et al., 2008). Therefore, in study III, it is investigated if such an interaction effect could be substantiated for the amygdala and additionally revealed for the hippocampus. The results of the current thesis allow further comprehension of recollection, hence episodic memory, and point to a special role of the BDNF in temporal and prefrontal brain regions. Additionally, the finding of an epistatic effect between BDNF and serotonin transporter function point to the need of analyzing interactions between genes and also between genes and environmental factors which reveals more information than the study of main effects alone. In conclusion, analyzing behavioral and neural correlates of episodic memory reveal allowed insights in brain functions that may serve as guideline for future studies in clinical populations with memory deficits, including susceptibility factors such as good or bad environment, as well as promising gene variants that influence episodic memory.

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38

Hagberg-van't, Hooft Ingrid. "Cognitive rehabilitation in children with acquired brain injuries /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-380-9/.

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39

Tran, Tanya B. "The Effects of Induced Interpretive Biases on Memory and Emotional Vulnerability." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/155.

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Cognitive theories propose that interpretive biases play an important role in the onset and maintenance of emotional disorders. To investigate the proposed causal role of interpretive biases, this study examined if it is possible to train interpretations of ambiguous situations, and if this training affects emotional vulnerability and memory. The results indicated that the interpretive training was effective in inducing the intended group differences in interpretive bias, but that the positive training was more effective than negative training. These findings also highlight the potential benefits of inducing positive interpretive biases on mood and emotional vulnerability for some individuals (i.e., individuals with high depression or rumination scores). Additionally, results from the current study demonstrate that manipulating interpretive biases can result in corresponding changes in memory. In sum, findings from the current study hold valuable implications for the effects of positively manipulating interpretive biases on mood, emotional vulnerability, and memory. Future research can further elucidate the relationship between interpretive biases and mood, as well as extend current findings to a clinical population.

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40

Clarnette, Roger M. "Predictors of cognitive decline in those with subjective memory complaint." University of Western Australia. School of Psychiatry and Clinical Neurosciences, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0245.

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[Truncated abstract] Background: Dementia, largely due to Alzheimer's disease (AD), is a major public health problem. The early identification of disease is an important challenge for clinicians because treatment of AD is now available. A simple and accurate means of stratifying risk for AD and identifying early disease is needed so that risk factor modification and treatment can occur optimally. To date, despite many attempts, an accurate means of standardising an approach to the assessment of subtle cognitive symptoms has not been developed. A subjective complaint of poor memory has been identified as a possible marker for underlying brain disease. This study examines the utility of neuropsychological scores, homocysteine levels, APOE genotyping and brain imaging as predictors of cognitive decline in individuals with subjective memory complaint (SMC). Method Eighty subjects with SMC were recruited from memory clinics and the community (MC: 1). Forty-two control subjects were also examined (MC: 0). CAMDEX was used to describe baseline clinical features. The CAMCOG was used as a global test of cognition and was administered annually for four years. At baseline, neuropsychological testing was administered. Cranial CT scanning, measurement of plasma homocysteine and APOE genotyping were completed. Categorical variables were analysed using chi-square according to Pearson's method. Continuous data was analysed using Student's t-tests and Mann-Whitney tests. A logistic regression model was used to identify independent contributors to the presence of memory complaint. Participants were then matched for age, gender and time to follow-up (up for three years) to determine longitudinal predictors of cognitive decline. ... Baseline CAMCOG scores were greater in the control group (MC:0 = 98.3 ? 2.8, MC:1 94.2 ? 5.5, Z ?4.46, p 0.000). There were no differences in neuropsychological scores, concentration of total plasma homocysteine, APOE genotype or brain scan measurements. Using the Wald stepwise selection method, logistic regression could not be established due to non-convergence regardless of whether or not the continuous variables were re-coded into dichotomous variables. A matching process that created 32 pairs of controls/subjects allowed follow-up analysis. The controls showed significant improvement with time on the CAMCOG unlike subjects (mean ? SD, controls 1.5 ?-3.0, Z - 2.61, p 0.01, subjects 0.2 ? 3.2, Z ? 0.24, p 0.81). The logistic regression analysis showed that group membership could not be defined by any single independent variable. When group membership was abandoned and those with stable scores were compared to those who declined no clear meaningful independent predictors of decline apart from age were identified. Conclusions: Methodological issues such as small sample size and inadequate follow up duration were identified that may have precluded identification of predictive factors for cognitive decline. The results indicate that complaints of memory problems are not associated with established risk factors for Alzheimer's disease and fail to predict objective cognitive decline over three years. Future studies should continue trying to identify robust predictors of cognitive decline in later life.

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Law, Cecilia. "Everyday Memory Difficulties in Children and Adults with Neurological Disorders: Mixed Method Studies." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29743.

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Memory difficulties are prevalent in patients with neurological disorders across lifespan. However, little is known about how memory difficulties are experienced in everyday life, and their functional impacts. This thesis aimed to improve the assessment of children’s everyday memory and explore patients’ lived experience and coping with an under-researched memory disorder—accelerated long-term forgetting (ALF). Chapter 1 presented a general introduction to everyday memory difficulties in patients with neurological disorders. In Chapter 2, a systematic review evaluated currently available paediatric memory questionnaires and found that all, except one memory questionnaire, lacked evidence base to be used as assessment tools. Hence, exploratory factor analyses (EFA) were conducted to establish factorial structures of two commonly administered questionnaires, the Parent Memory Questionnaire (PMQ) and Child Memory Questionnaire (Child MQ), in a neurotypical paediatric sample (Chapter 3) and a clinical sample (Chapter 4). The two EFAs successfully established a comparable three-factor structure for the PMQ, but not the Child MQ. Next, Chapter 5 and 6 provided the first evidence of the lived experience of ALF of adults with epilepsy using a mixed method approach. Quantitative and qualitative findings from Chapter 5 revealed that ALF was associated with profound losses across personal, relationship and functional domains, and multiple psychosocial challenges. Chapter 6 documented findings from semi-structured interviews with patients, their family members, and health professionals on coping strategies for ALF and ALF-inflicted psychosocial difficulties. These coping strategies were categorised into avoidance, emotion-focused, memory-focused, seizure control. Overall, findings informed on the measurement of everyday memory problems and urged for the development of comprehensive intervention for patients with neurological disorders who also experience memory difficulties.

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Frisk, Virginia. "Comprehension and recall of stories following left temporal lobectomy." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75938.

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This thesis investigated the nature of the deficit in story recall associated with temporal-lobe damage in the left hemisphere dominant for speech. The first three experiments examined whether excision of this region (1) slows the rate at which verbal material is processed, (2) reduces working-memory capacity, or (3) interferes with the integration of information across sentences. Left temporal lobectomy does not impair these aspects of the initial processing of stories, since on none of the above variables was the performance of left temporal-lobe groups deficient relative to that of normal control subjects, or patients with unilateral frontal- or right temporal-lobe removals. The fourth experiment examined the effect of left temporal lobectomy on how quickly a passage was forgotten after it had been learned to criterion. Although patients with such an excision took more trials to learn a story than did normal control subjects, only those patients with extensive left hippocampal removal were impaired when recalling this story 20 minutes later. These results highlight the role of the left hippocampus in the long-term maintenance of story information.

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Abdel-Hafiz, Laila [Verfasser]. "Biochemical Bases of Memory Disorders in Mouse and Rat Models / Laila Abdel-Hafiz." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2018. http://d-nb.info/1153196557/34.

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Marquine, Maria. "Self-Knowledge and Self-Referential Processing in Memory Disorders: Implications for Neuropsychological Rehabilitation." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193959.

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Damage to the brain can affect the core of the individual, i.e. the self. Results from a small number of studies with amnesic individuals indicate that patients' ability to show preserved knowledge of self may vary. The present study explored self-knowledge in patients with memory impairment as a result of confabulation, mild cognitive impairment, Alzheimer's disease and acquired brain damage. We found that different memory disorders differentially affected patients' self-knowledge. At least some patients showed a preserved sense of self, and were able to acquire information about another person that they had met postmorbidly. Frontal function and stability of cognitive impairments over time appear to be two variables important in determining whether patients can have a consistent and updated sense of self. We also explored the extent to which self-referential and other-referential processing might enhance memory in individuals with memory-impairment. The self-reference effect (SRE) and other-reference effect (ORE) have been consistently found in normal adults. Results indicated that patients showed a normal SRE and ORE. The SRE and ORE appeared to be at least partly dependent on degree of knowledge of the person being referenced, and were also related to general memory and frontal function. Only the SRE, however, was also related to patients' ability to improve memory as a result of emotional processing. These findings may have important implications for caregivers and healthcare professionals working with memory-impaired patients, and may pave the way to novel memory rehabilitation methods.

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Pesonen, H. M. (Hanna-Mari). "Managing life with a memory disorder:the mutual processes of those with memory disorders and their family caregivers following a diagnosis." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526207872.

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Abstract The prevalence of memory disorders is increasing worldwide due to an aging population. The condition affects not only those with the disorder, but also their families and the wider social network. Establishing services that meet the needs of patients and their families is a topical issue and requires knowledge produced from service user viewpoints. However there remains limited knowledge of how families manage their lives when there is a memory disorder. This study produces a substantive theory that describes the processes of managing life after disclosure of a progressive memory disorder from the viewpoint of individuals with that diagnosis and their family caregivers. A qualitative longitudinal research design informed by grounded theory methodology was undertaken. Research data were gathered for 2006–2009 using in-depth interviews (n=40) from those with the memory disorder (n=8) and their family caregivers (n=8). The data were analyzed using a constant comparative analysis. A core category ‘Accepting memory disorder as part of family life’ with related categories and subcategories was formulated from the gathered data. Family illness trajectory begins when patients or close relatives recognize the symptoms. Diagnosis of memory disorder is a turning point in that trajectory. It changes the course of lives for both individuals and their whole family and leads families to seek a new equilibrium. Altering life challenges people with the diagnosis and their family caregivers to restructure their roles and identities. Adjusting to altering self and adapting to the new role of caregiver are intertwined processes. Families strive to manage these changes by acknowledging available qualities and resources, seeking meaningful social support and living for today. Managing life with a memory disorder produces mutual processes in families that contain both positive and negative factors. Accepting memory disorder as part of family life represents a hope-fostering adjustment. The findings confirm and supplement the knowledge base in nursing science of family experiences and the means families use for managing life after diagnosis of a progressive memory disorder. These findings can be well utilized by professionals working with patients and their families who are living with newly diagnosed memory disorder while also advancing nursing education
Tiivistelmä Väestön ikääntymisen vuoksi muistisairauksien esiintyvyys on kasvussa koko maailmassa. Etenevä muistisairaus vaikuttaa sekä sairastuneiden että perheiden elämään, ja heidän tarpeisiinsa vastaavien palvelujen kehittäminen on ajankohtaista. Perheiden selviytymistä koskevaa tutkimustietoa palvelujen kehittämiseksi on kuitenkin rajallisesti. Tutkimuksen tarkoituksena oli kehittää aineistolähtöinen teoria, joka kuvaa muistisairaiden ja omaishoitajien elämänhallinnan prosesseja muistisairausdiagnoosin varmistumisen jälkeen. Tutkimus oli laadullinen pitkittäistutkimus, jossa aineisto kerättiin vuosina 2006–2009 syvähaastattelemalla (n=40) sekä sairastuneita (n=8) että heidän omaisiaan (n=8). Aineisto analysoitiin grounded theory -metodologian jatkuvan vertailun analyysimenetelmällä. Tutkimuksessa tuotetun aineistolähtöisen teorian ydinkategoriaksi muodostui ’Muistisairauden hyväksyminen osaksi perheen elämää’. Ydinkategoriaan olivat yhteydessä pää- ja alakategoriat, jotka kuvasivat vastavuoroisia elämänhallinnan prosesseja perheessä. Perheiden kehityskulku muistisairauden kanssa käynnistyi ennen diagnoosin varmistumista, kun sairastunut itse tai hänen läheisensä kiinnittivät huomiota oireisiin. Muistisairausdiagnoosi oli käännekohta, joka muutti perheiden elämänkulun suuntaa ja johti etsimään uutta tasapainoa elämässä. Muuttuva elämäntilanne haastoi sairastuneet ja heidän omaisensa rakentamaan uudelleen käsitystä itsestään ja sosiaalisista rooleistaan. Sairastuneiden kokemuksena tämä tarkoitti sopeutumista muuttuvaan itseen ja omaisten kokemuksena mukautumista uuteen omaishoitajan rooliin. Nämä kehityshaasteet kytkeytyivät toisiinsa. Perheet pyrkivät selviytymään muuttuvassa elämäntilanteessaan huomioimalla käytettävissä olevat voimavarat, hyödyntämällä merkityksellistä sosiaalista tukea ja tavoittelemalla elämää tässä ja nyt. Muistisairaiden ja omaishoitajien vastavuoroiset elämänhallinnan prosessit sisälsivät sekä myönteisiä että kielteisiä tekijöitä. Muistisairauden hyväksyminen osaksi perheen elämää merkitsi toivoa vahvistavaa sopeutumista. Tutkimustulokset täydentävät hoitotieteen tietoperustaa perheiden kokemuksista ja elämänhallinnan keinoista muistisairausdiagnoosin varmistumisen jälkeen. Tutkimustuloksia voidaan hyödyntää sekä käytännön hoitotyössä tuettaessa muistisairaita ja heidän perheitään diagnoosin jälkeen että hoitotyön koulutuksessa

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46

Benas, Jessica Sara. "Cognitive biases in depression and eating disorders." Diss., Online access via UMI:, 2009.

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47

Shelton, Don J. "Mood and Memory: An Association Between Pattern Separation and Depression." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3914.

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Depression is associated with reduced declarative memory performance and decreased hippocampal volume. Depression has also been associated with decreased levels of adult neurogenesis in the dentate gyrus. Computational models propose that neurogenesis is critical for the computational process of pattern separation, whereby distinct memory representations are created for very similar stimuli and events. It has been proposed that depression negatively impacts pattern separation abilities; however, a link between depression and performance in pattern separation memory tasks has yet to be investigated. Accordingly, we designed a study to investigate the relationship between pattern separation performance and the severity of depression symptoms. Participants completed a recognition memory test with high pattern separation demands as well as a set of questionnaires to gauge their level of depression. We found a negative relationship between depression scores and pattern separation scores in support of the theory that depression is negatively related to pattern separation performance.

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Whiting, Mark D. "Cognitive Mechanisms of Memory Impairment Following Traumatic Brain Injury." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/2040.

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Forrest, Kelly Alexandra. "Explicit memory and dissociative identity disorder : the function of one-way amnesia barriers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9168.

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Zhang, Ying. "Exploring functional genetic variants in genes involved in mental disorders." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186433668.

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