Psychology 733
Cognitive Neuroscience of Memory
Fall 2001
In this course we will consider issues and data associated with many of the central
ideas in this field. Our readings and discussion will reach from decades-old
foundational papers to reports published in August of this year.
Format: Each week will be devoted to a particular theme, and to the discussion of
(at least) three papers. One will be either a revered part of the memory canon or a
particularly comprehensive review paper. This will provide context for the target
papers. Each week (at least) two students will give informal presentations of target
papers related to the theme. The presentation time itself will give us an opportunity to
discuss and assess in detail the theory, methods, results, and interpretation associated
with that particular paper. Following the presentations we will end the morning with an
attempt to synthesize what we've learned about this theme, and/or to articulate the
important outstanding questions associated with it. Note that everyone is expected to
have read all of a week's papers prior to class.
Readings will be available on course reserve in the departmental library
(Psychology 438), or for download in PDF format at the course Web page:
http://psych.wisc.edu/postlab/Psych733/Psychology733.htm
Also on reserve for background: Bear, Connors, Paradiso (2001). Neuroscience,
Lippincott Williams & Wilkins, Baltimore, MD.
Due eight weeks after your presentation is a research paper on a memory topic of
your choice; please discuss your topic with me before getting started on it.
Instructor: Brad Postle, 515 Psychology, 262-4330, postle@facstaff.wisc.edu.
Office hours by appointment.
With the exception of time-sensitive emergencies, email is the most effective and
preferred way for you to contact me.
Grading will be based on in-class participation and the paper.
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September 5
Introduction, neuroanatomy, overview
Helpful Web sites for neuroanatomy include:
http://www.vh.org/Providers/Textbooks/BrainAnatomy/5Hemispheres.html
http://serendip.brynmawr.edu/bb/kinser/Home1.html
September 12 The hippocampal doctrine
Canonical: Milner (1985). Memory and the human brain. In: How We Know
(Shafto, ed.), Harper & Row, San Francisco, pp.: 31-59.
Target: Zola-Morgan, Squire, & Amaral (1986). Human amnesia and the medial
temporal region: enduring memory impairments following a bilateral lesion limited to
field CA 1 of the hippocampus. Journal of Neuroscience, 6, 2950-2967.
Presenter:___________________________
Target: Higushi & Miyashita (1996). Neural code of visual paired associate memory
in primate inferotemporal cortex is impaired by perirhinal and entorhinal lesions.
Proceeding of the National Academy of Sciences (USA), 93, 739-743.
Presenter:___________________________
September 19*
Amnesia
Canonical: Squire (1992). Memory and the hippocampus: A synthesis from findings
with rats, monkeys, and humans. Psychological Review, 99, 195-231.
Target: Gaffan D. Hornak J (1997). Amnesia and neglect: beyond the Delay-Brion
system and the Hebb synapse. Philosophical Transactions of the Royal Society of
London - Series B: Biological Sciences. 352:1481-8.
Presenter:___________________________
Target: Nadel & Moscovitch (1997) Memory consolidation, retrograde amnesia and
the hippocampal complex. Current Opinion in Neurobiology, 7, 217-227. +
Viskontas, McAndrews, & Moscovitch (2000). Remote episodic memory deficits in
patients with unilateral temporal lobe epilepsy and excisions. Journal of
Neuroscience, 20, 5853-5857.
Presenter:___________________________
*N.B. A fire drill is scheduled btwn. 11am-12pm today.
September 26 Neuroimaging of LTM
Canonical: S Kapur, FIM Craik, E Tulving, AA Wilson, S Houle, and GM Brown,
Neuroanatomical Correlates of Encoding in Episodic Memory: Levels of Processing
Effect PNAS 91: 2008-2011. +
E Tulving, S Kapur, HJ Markowitsch, FIM Craik, R Habib, and S Houle,
Neuroanatomical Correlates of Retrieval in Episodic Memory: Auditory Sentence
Recognition, PNAS 91: 2012-2015. +
Canonical , con'd: Tulving E, Kapur S, Craik FIM, Moscovitch M, Houle S (1994).
Hemispheric encoding/retrieval asymmetry in episodic memory - positron emission
tomography findings. Proceedings of the National Academy of Sciences (USA), 91:
2016-2020.
Target: Raye CL, Johnson MK, Mitchell KJ, Nolde SF, D'Esposito M (2000) fMRI
investigations of left and right PFC contributions to episodic remembering.
Psychobiology, 28: 197-206.
Presenter:___________________________
Target: Brewer, J., et al., Making memories: brain activity that predicts how well
visual experience will be remembered. Science, 1998. 281: p. 1185-1187. +
Wagner, A.D., et al., Building memories: remembering and forgetting of verbal
experiences as predicted by brain activity. Science, 1998. 281: p. 1188-1191.
Presenter:___________________________
October 3
Long-term potentiation
Canonical: Hebb (1949) The Organization of Behavior. Science Editions, New
York. (excerpt: pp. 60-66) + Martinez & Derrick (1996). Long-term potentiation and
learning. Annual Review of Psychology, 47: 173-203.
(Seminal: Bliss and Lomo (1973). Long-lasting potentiation of synaptic transmission
in the dentate are of the anaesthetized rabbit following stimulation of the perforant
path. Journal of Physiology, 232: 331-356.)
Target: Eichenbaum (1996). Learning from LTP: a comment on recent attempts to
identify cellular and molecular mechanisms of memory. Learning & Memory, 3, 6173.
Presenter:___________________________
Target: Brun et al. (2001). Retrograde amnesia for spatial memory induced by
NMDA receptor-mediated long-term potentiation. Journal of Neuroscience, 21, 356362.
Presenter:___________________________
October 10 Nondeclarative (implicit) memory
Canonical: Schacter, D.L. (1987). Implicit memory: history and current status.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 501-518.
Target: Postle & Corkin (1998). Impaired word-stem completion priming but intact
perceptual identification priming with novel words: evidence form the amnesic
patient H.M. Neuropsychologia, 36, 421-440.
Presenter:___________________________
Target: Henson, Shallice, and Dolan (2000). Neuroimaging evidence for dissociable
forms of repetition priming. Science, 287, 1269-1272.
Presenter:___________________________
October 17 Working memory and the frontal lobes
Canonical: Jacobsen, C.F. (1936). Studies of cerebral function in primates: I. The
functions of the frontal association areas in monkeys. Comparative Psychology
Monographs, 13, 3-60.
Target: Malmo, R.B. (1942). Interference factors in delayed response in monkeys
after removal of frontal lobes. Journal of Neurophysiology, 5, 295-308.
Presenters:_____________________and
Target: Fuster and Alexander (1971). Neuron activity related to short-term memory.
Science, 173, 652-654.
Presenters:_____________________and
Target: Funahashi, Bruce, and Goldman-Rakic (1993). Dorsolateral prefrontal
lesions and oculomotor delayed-response performance: evidence for mnemonic
"scotomas". Journal of Neuroscience, 13, 1479-1497.
Presenters:_____________________and
October 24 Human working memory
Canonical: Baddeley, A.D. (1992). Working Memory. Science, 255, 556-559.
Target: Jonides et al. (1997). Verbal working memory load affects regional brain
activation as measured by PET. Journal of Cognitive Neuroscience, 9, 462-475.
Presenters:_____________________and
Target: Postle, Berger, and D'Esposito (1999). Functional neuroanatomical double
dissociation of mnemonic and executive control processes contributing to working
memory performance. PNAS, 96, 12959-12964.
Presenters:_____________________and
Where to take complaints about a Teaching Assistant or Course Instructor:
Occasionally a student may have a complaint about a T.A. or course instructor. If
that happens, you should feel free to discuss the matter directly with the T.A. or
instructor. If the complaint is about the T.A. and you do not feel comfortable discussing
it with him/her, you should discuss it with the course instructor. If you do not feel the
instructor has resolved the matter to your satisfaction, then you should speak to the
Psychology Undergraduate Advisor, Ms. Arlene Davenport (Room 428 Psychology) or
the Department Chair, Professor Janet Hyde (Room 238 Psychology). You should also
speak to either of these individuals if the complaint is about the instructor and you do not
feel comfortable discussing it directly with him/her.
If you believe the T.A. or course instructor has discriminated against you because
of your religion, race, gender, sexual orientation, or ethnic background, you also may
take your complaint to the Affirmative Action Office (Room 175 Bascom Hall). If your
complaint has to do with sexual harassment, you may also take your complaint to Ms.
Arlene Davenport, the Psychology Department sexual harassment contact person.