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When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
Scholarship and Professional Work - LAS
Inadvertent plagiarism was investigated in participants who had been induced into a happy or sad mood either before encoding or before retrieval of items generated in a puzzle task. Results indicate that participants in a sad mood made fewer memory errors in which they claimed as their own an idea generated by another source than did those in a happy mood. However, this effect occurred only when mood was induced before encoding.
Memory Performance Is Related To Language Dominance As Determined By The Intracarotid Amobarbital Procedure, S. Kovac, G. Möddel, J. Reinholz, A. V. Alexopoulosa, T. Syed, S. U. Schuele, Tara T. Lineweaver, T. Loddenkemper
Memory Performance Is Related To Language Dominance As Determined By The Intracarotid Amobarbital Procedure, S. Kovac, G. Möddel, J. Reinholz, A. V. Alexopoulosa, T. Syed, S. U. Schuele, Tara T. Lineweaver, T. Loddenkemper
Scholarship and Professional Work - LAS
Objective
The goal of this study was to explore the relationship between language and memory lateralization in patients with epilepsy undergoing the intracarotid amobarbital procedure.
Methods
In 386 patients, language lateralization and memory lateralization as determined by laterality index (LI) were correlated with each other.
Results
Language lateralization and memory lateralization were positively correlated (r = 0.34, P < 0.01). Correlations differed depending on the presence and type of lesion (χ2 = 7.98, P < 0.05). LIs correlated significantly higher (z = 2.82, P < 0.05) in patients with cortical dysplasia (n = 41, r = 0.61, P < 0.01) compared with the group without lesions (n = 90, r = 0.16, P > 0.05), with patients with hippocampal sclerosis falling between these two groups. Both memory (P < 0.01) and language (P …
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda C. Gingerich
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda C. Gingerich
Scholarship and Professional Work - LAS
The recent influx of films addressing different aspects of memory loss inspired the development of an upper-level undergraduate seminar that focuses on investigating amnesia through the lens of popular cinema. This discussion-based course included several written assignments and, at the end of one semester, a comprehensive take-home exam. Over the course of four semesters, a bank of student-authored discussion questions for each reading was collected and a list of topics and corresponding movies was honed.
Repeated Intracarotid Amobarbital Tests, T. Loddenkemper, H. H. Morris, Tara T. Lineweaver, C. Kellinghaus
Repeated Intracarotid Amobarbital Tests, T. Loddenkemper, H. H. Morris, Tara T. Lineweaver, C. Kellinghaus
Scholarship and Professional Work - LAS
Rationale:Our goal was to determine the frequency of repeated intracarotid amobarbital test (IAT) at our center and to estimate the retest reliability of the IAT for both language and memory lateralization.
Methods: A total of 1,249 consecutive IATs on 1,190 patients were retrospectively reviewed for repeat tests.
Results: In 4% of patients the IAT was repeated in order to deliver satisfactory information on either language or memory lateralization. Reasons for repetition included obtundation and inability to test for memory lateralization, inability to test for language lateralization, no hemiparesis during first test, no aphasia during first test, atypical vessel filling, …
Speeded Retrieval Abolishes The False Memory Suppression Effect: Evidence For The Distinctiveness Heuristic, C. S. Dodson, Amanda C. Gingerich
Speeded Retrieval Abolishes The False Memory Suppression Effect: Evidence For The Distinctiveness Heuristic, C. S. Dodson, Amanda C. Gingerich
Scholarship and Professional Work - LAS
We examined two different accounts of why studying distinctive information reduces false memories within the DRM paradigm. The impoverished relational encoding account predicts that less memorial information, such as overall famililarity, is elicited by the critical lure after distinctive encoding than after non-distinctive encoding. By contrast, the distinctiveness heuristic predicts that participants use a deliberate retrieval strategy to withhold responding to the critical lures. This retrieval strategy refers to a decision rule whereby the absence of memory for expected distinctive information is taken as evidence for an event’s nonoccurrence. We show that the typical false recognition suppression effect only occurs …
Why Distinctive Information Reduces False Memories: Evidence For Both Impoverished Relational-Encoding And Distinctiveness Heuristic Accounts, Amanda C. Gingerich, C. S. Dodson
Why Distinctive Information Reduces False Memories: Evidence For Both Impoverished Relational-Encoding And Distinctiveness Heuristic Accounts, Amanda C. Gingerich, C. S. Dodson
Scholarship and Professional Work - LAS
Two accounts explain why studying pictures reduces false memories within the Deese-Roediger-McDermott paradigm (J. Deese, 1959; H. L. Roediger & K. B. McDermott, 1995). The impoverished relational-encoding account suggests that studying pictures interferes with the encoding of relational information, which is the primary basis for false memories in this paradigm. Alternatively, the distinctiveness heuristic assumes that critical lures are actively withheld by the use of a retrieval strategy. When participants were given inclusion recall instructions to report studied items as well as related items, they still reported critical lures less often after picture encoding than they did after word encoding. …
Spatial And Temporal Response Patterns On The Eight-Arm Radial Maze, Robert H.I. Dale
Spatial And Temporal Response Patterns On The Eight-Arm Radial Maze, Robert H.I. Dale
Scholarship and Professional Work - LAS
Six maze-experienced hooded rats were timed during five trials on which they collected water from all arms of an eight-arm radial maze, then made five more choices. All subjects frequently exhibited a “task-completion pause:” The subjects rarely spent more than 1 sec in the center of the maze between choices until they had entered all eight arms, then stopped in the center of the maze. In contrast, the time spent in each arm gradually increased until all of the water had been obtained, then decreased slightly. Four subjects began every trial by choosing eight consecutive adjacent arms. The task-completion pause …