A triple dissociation of memory systems: Hippocampus, amygdala, and dorsal striatum.

McDonald, Robert J.; White, Norman M.

doi:10.1037/0735-7044.107.1.3

Cited by 996 publications

(707 citation statements)

References 141 publications

(254 reference statements)

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“…If this is the case, then an important functional distinction between subsystems within the amygdala complex might be possible. In contrast to our results, McDonald and White (6) found that damage to the lateral nucleus of the amygdala abolished the acquisition of learned cue preferences in rats. The basolateral nucleus of the amygdala has also been implicated in the acquisition of cue value (8).…”

Section: The Role Of the Amygdala Central Nucleus (Cn) In Associativecontrasting

confidence: 55%

“…In one commonly employed task, rats normally learn to seek, or remain in, an environment associated with reward, a phenomenon referred to as conditioned place preference. Rats with amygdala damage fail to show this form of associative learning (6). In the past decade, the study of acquired emotional responses has yielded much information about the neural circuits in the amygdala that are involved in associative learning.…”

Section: The Role Of the Amygdala Central Nucleus (Cn) In Associativementioning

confidence: 99%

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The amygdala complex: multiple roles in associative learning and attention.

Gallagher

Holland

1994

Proc. Natl. Acad. Sci. U.S.A.

276

187

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Although certain neurophysiological functions of the amygdala complex in learning seem well established, the purpose of this review is to propose that an additional conceptualization of amygdala function is now needed. The research we review provides evidence that a subsystem within the amygdala provides a coordinated regulation of attentional processes. An important aspect of this additional neuropsychology of the amygdala is that it may aid in understanding the importance of connections between the amygdala and other neural systems in information processing.Kluver and Bucy (1) Perhaps the most frequently cited measure of a cue's changed motivational value, as a consequence of its pairing with a biologically meaningful stimulus, such as food, is its ability to reinforce subsequent learning-for example, the phenomenon known as second-order conditioning. We tested a cue's ability to support Pavlovian second-order conditioning in rats with CN damage. As shown in Fig. 1, second-order conditioning was as robust in rats with CN lesions as it was in normal control rats (see legend to Fig. 1 for description of task).Thus, CN damage did not interfere with a cue's ability to acquire reinforcing power when paired with food.We also tested whether a cue's acquisition of motivational properties remains intact in rats with CN damage by using a procedure called "conditioned potentiation of feeding." In this procedure, sated rats are induced to eat by presenting a previously trained cue for food (9). To test for this effect, rats were placed back on ad libitum feeding after standard appetitive training and exposed repeatedly to the test chamber with food available to eliminate all tendency to consume food in that environment. Two test sessions were then conducted, during which 20 food pellets were made available. In one session the formerly trained cue was presented; in the other no cue presentations occurred during the test. Our experiment showed that feeding was potentiated substantially by the cue in normal rats; whereas an average of 0.2 pellet was consumed in the unsignaled test, on average, 15.2 pellets were consumed in the cue-signaled condition. The rats with CN damage showed a comparable effect of cue presentations; lesioned rats ate 3.8 pellets in the unsignaled condition and 16.9 pellets in the signaled condition (10).These results provide strong support for the conclusion that the motivational value associated with cues during appetitive learning is acquired normally by rats with amygdala CN damage. Taken together with research conducted in other laboratories (e.g., refs. 6 and 8), it appears that a separate subsystem within the amygdala is necessary for this function. Despite the normal appearance of rats with CN damage on the tests described above, the lesions were highly effective in producing other behavioral impairments. One that can be observed during simple appetitive conditioning will be described here; others will be introduced in a later section of the paper.We observed that neurotoxic damage to t...

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Section: The Role Of the Amygdala Central Nucleus (Cn) In Associativecontrasting

confidence: 55%

Section: The Role Of the Amygdala Central Nucleus (Cn) In Associativementioning

confidence: 99%

The amygdala complex: multiple roles in associative learning and attention.

Gallagher

Holland

1994

Proc. Natl. Acad. Sci. U.S.A.

276

187

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“…The striatum, which is significantly larger in video game players (VGPs) [11,12], shares an inverse relationship with the hippocampus [16,19]. In contrast to the striatum's critical role in response learning and memory, and habit formation by making rigid stimulus-response associations [15,[20][21][22][23], the hippocampus is critical for allocentric spatial learning and memory, and the formation of a cognitive map (i.e. learning and memory for the relationships between environmental landmarks) irrespective of the position of the observer [24][25][26][27].…”

Section: Introductionmentioning

confidence: 99%

“…riding a bicycle) [14]. The striatum also plays a role in stimulus-response learning, which involves making a particular action when faced with an environmental trigger that acts as a stimulus [15,16]. Increased striatal volume and activity are also associated with decreased volume and activity in the hippocampus [17,18].…”

Section: Introductionmentioning

confidence: 99%

Habitual action video game playing is associated with caudate nucleus-dependent navigational strategies

et al. 2015

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The habitual playing of video games is associated with increased grey matter and activity in the striatum. Studies in humans and rodents have shown an inverse relationship between grey matter in the striatum and hippocampus. We investigated whether action video game playing is also associated with increased use of response learning strategies during navigation, known to be dependent on the caudate nucleus of the striatum, when presented in a dual solution task. We tested 26 action video game players (actionVGPs) and 33 non-action video game players (nonVGPs) on the 4-on-8 virtual maze and a visual attention event-related potential (ERP) task, which elicits a robust N-2-posterior-controlateral (N2pc) component. We found that actionVGPs had a significantly higher likelihood of using a response learning strategy (80.76%) compared to nonVGPs (42.42%). Consistent with previous evidence, actionVGPs and nonVGPs differed in the way they deployed visual attention to central and peripheral targets as observed in the elicited N2pc component during an ERP visual attention task. Increased use of the response strategy in actionVGPs is consistent with previously observed increases in striatal volume in video game players (VGPs). Using response strategies is associated with decreased grey matter in the hippocampus. Previous studies have shown that decreased volume in the hippocampus precedes the onset of many neurological and psychiatric disorders. If actionVGPs have lower grey matter in the hippocampus, as response learners normally do, then these individuals could be at increased risk of developing neurological and psychiatric disorders during their lifetime.

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“…Work with animal models (McDonald & White, 1993;Packard & McGaugh, 1996), patient H.M. (Scoville & Milner, 1957), and other amnesic patients (Cohen & Squire, 1980;Knowlton et al, 1996) is suggestive of a dissociation between memory of cognitive and motor skills such as mirror drawing and memory of facts or episodes (Eichenbaum & Cohen, 2001;Squire & Dede, 2015). From these studies, researchers have concluded that skill knowledge is supported by a different system from that which supports factual or episodic knowledge, with skill knowledge being supported by procedural memory and factual/episodic knowledge by declarative memory.…”

Section: Declarative and Procedural Memory In L2 Aptitudementioning

confidence: 95%

Declarative and Procedural Memory as Individual Differences in Second Language Aptitude

Buffington¹,

Morgan‐Short²

2018

Preprint

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Domain-general approaches to second language acquisition (SLA) have considered how individual differences in cognitive abilities contribute to foreign language aptitude. Here, we specifically consider the role of two, long-term, cognitive memory systems, i.e., declarative and procedural memory, as individual differences in SLA. In doing so, we define and review evidence for the long-term declarative and procedural memory systems, consider theories that address a role for declarative and procedural memory in L2 acquisition, discuss evidence in support of the claims that these theories make, and conclude with discussion of important directions and questions for future research on the role of declarative and procedural memory as individual differences in assessing L2 aptitude. DECLARATIVE AND PROCEDURAL MEMORY IN L2 APTITUDE 1 Declarative and Procedural Memory as Individual Differences in Second Language AptitudeResearch in second language (L2) aptitude addresses the components that together constitute aptitude, where aptitude is regarded as a latent construct or trait that predicts outcomes in L2 acquisition (Wen, Biedroń, & Skehan, 2017). Recent approaches to L2 aptitude have considered aptitude to be comprised of cognitive abilities (Ellis, this volume;Wen et al., 2017), including constructs such as attentional control and working memory (Robinson, 2007;Skehan, 2016; Wen, this volume). Thus, individual differences in these cognitive abilities would assumedly contribute to differing levels of L2 aptitude among individuals. An emerging line of research suggests that long-term memory may also serve as an individual difference factor in L2 learning. More specifically, declarative and procedural memory, both of which are domaingeneral, cognitive, long-term memory systems have been posited to play a role in L2 learning (DeKeyser, 2015;Paradis, 2009;Ullman, 2015), and individual difference research largely supports these claims (e.g., Antoniou, Ettlinger, & Wong, 2016; Faretta-Stutenberg & MorganShort, 2017;Hamrick, 2015;Morgan-Short, Faretta-Stutenberg, Brill-Schuetz, Carpenter, & Wong, 2014).The current chapter considers the role of declarative and procedural memory in L2. First, we provide detailed definitions of declarative and procedural memory and knowledge, and then review three theoretical perspectives that posit that declarative and procedural memory contribute to L2 acquisition: Ullman (2015), Paradis (2009), and DeKeyser's Skill Acquisition Theory (DeKeyser, 2015). Subsequently, we provide a review of empirical evidence that examines whether declarative and procedural memory can account for individual differences in L2 learning, as would be predicted by the theoretical perspectives. Finally, we provide a discussion of future research directions in regard to the role of declarative and procedural DECLARATIVE AND PROCEDURAL MEMORY IN L2 APTITUDE 2 memory in L2 and conclude that these long-term memory constructs should potentially be considered as components of L2 aptitude. Long-term Memory Systems Decl...

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A triple dissociation of memory systems: Hippocampus, amygdala, and dorsal striatum.

Cited by 996 publications

References 141 publications

The amygdala complex: multiple roles in associative learning and attention.

The amygdala complex: multiple roles in associative learning and attention.

Habitual action video game playing is associated with caudate nucleus-dependent navigational strategies

Declarative and Procedural Memory as Individual Differences in Second Language Aptitude

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