Extending the limits of complex learning in organic amnesia: Computer training in a vocational domain☆
References (40)
- et al.
The perceptual priming phenomenon in amnesia
Neuropsychologia
(1985) - et al.
Remediation of organic memory disorders: current status and future prospects
J. Head Trauma Rehabil.
(1986) - et al.
Acquisition of domain-specific knowledge in patients with organic memory disorders
J. Learn. Disabil.
(1988) - et al.
Computer learning by memory-impaired patients: acquisition and retention of complex knowledge
Neuropsychologia
(1986) - et al.
Learning and retention of computer-related vocabulary in amnesic patients: method of vanishing cues
J. clin. exp. Neuropsychol.
(1986) Multiple dissociations of function in amnesia
- et al.
Rehabilitation of organic memory disorders
Multiple forms of memory in humans and animals
- et al.
Amnesia: a disconnection syndrome?
Neuropsychologia
(1982) On issues and theories of the human amnesic syndrome
What can amnesic patients learn?
Neuropsychologia
Recognition and “me-ness”
Archives de Psychologie
Preserved learning capacity in amnesia: evidence for multiple memory systems
Preserved learning and retention of pattern-analyzing skill in amnesia: dissociation of “knowing how” and “knowing that”
Science
Activation of existing memories in the amnesic syndrome
J. abnorm. Psychol.
Case of suspension of the mental faculties
Lancet
Acquisition of domain-specific knowledge in organic amnesia: training for computer-related work
Neuropsychologia
Long-term retention of computer learning by patients with memory disorders
Neuropsychologia
The information that amnesic patients do not forget
J. exp. Psychol. Learn. Mem. Cognit.
Cited by (85)
Effects of Saccade Induced Retrieval Enhancement on conceptual and perceptual tests of explicit & implicit memory
2018, Brain and CognitionCitation Excerpt :The distinction between explicit and implicit memory receives support from a range of findings using different approaches. For example, explicit memory is found to be relatively more impaired compared to implicit memory as a function of selective medial temporal lobe damage, (Corkin, 2002; Daum, Channon, & Canavar, 1989; Glisky & Schacter, 1987; Glisky & Schacter, 1988; Glisky & Schacter, 1989; Glisky, Schacter, & Tulving, 1986; Graph, Squire, & Mandler, 1984; Scoville & Milner, 1957; Squire & Frambach, 1990; Weiskrantz & Warrington, 1979), schizophrenia (Danion, Meulemans, & Kauffmann-Muller, 2001), and ageing (e.g. Wiggs, Weisberg, & Martin, 2006). Neuroimaging research has also detected differences in the activity of neural populations between these two forms of memory.
How Retrieval Attempts Affect Learning: A Review and Synthesis
2016, Psychology of Learning and Motivation - Advances in Research and TheoryCitation Excerpt :Their results demonstrated more learning from scaffolded feedback than from other forms of feedback. ( As we mentioned earlier, similar results were found with amnesic patients; Glisky & Schacter, 1989; Glisky et al., 1986.) One might wonder why Finn and Metcalfe (2010) found that scaffolding feedback enhanced learning (compared to standard feedback), whereas our results, and those of Kornell et al. (2015), demonstrated that fragment feedback did not enhance learning (compared to standard feedback).
Neuropsychological Rehabilitation
2013, NeuropsychologyTechniques and devices to restore cognition
2008, Behavioural Brain ResearchDevelopment of a Wheelchair Virtual Driving Environment: Trials With Subjects With Traumatic Brain Injury
2008, Archives of Physical Medicine and RehabilitationCitation Excerpt :Subjects also managed to perform reverse driving even though an EPW backs to the left when the joystick is pushed to the right, the opposite of vehicles equipped with steering wheels.10 Other investigators23-25 have reported on the sparing of procedural memory after TBI; our clinical observations during this study agree with their findings. Small sample size and subjects with different levels of impairment limit us from drawing many definitive conclusions from the current analysis.
Cognitive rehabilitation
2008, Revue Neurologique
- ☆
This research was supported by a Special Research Program Grant from the Connaught Fund, University of Toronto, by the Natural Sciences and Engineering Research Council of Canada, Grant No. U0361 to D.L. Schacter, and by a University of Arizona Small Grants Program award to D.L. Schacter.