The Neuroanatomical, Neurophysiological and Psychological Basis of Memory: Current Models and Their Origins

Abstract

This review aims to classify and clarify, from a neuroanatomical, neurophysiological, and psychological perspective, different memory models that are currently widespread in the literature as well as to describe their origins. We believe it is important to consider previous developments without which one cannot adequately understand the kinds of models that are now current in the scientific literature. This article intends to provide a comprehensive and rigorous overview for understanding and ordering the latest scientific advances related to this subject. The main forms of memory presented include sensory memory, short-term memory, and long-term memory. Information from the world around us is first stored by sensory memory, thus enabling the storage and future use of such information. Short-term memory (or memory) refers to information processed in a short period of time. Long-term memory allows us to store information for long periods of time, including information that can be retrieved consciously (explicit memory) or unconsciously (implicit memory).

A Validation Study of the Inbrain CST: a Tablet Computer-based Cognitive Screening Test for Elderly People with Cognitive Impairment

“…The memory domain score showed positive correlations with cortical thinning in brain regions that mediate memory functions, such as interior temporal regions that involve the parahippocampal gyrus. 37 38 39 These areas also showed a strong correlation with the total score, suggesting that memory scores could have a greater effect on the total score than the other cognitive domain scores. The VST (attention) and K-TMT-E (executive function) tests showed sporadic correlations with multiple brain areas, suggesting that these tests need not only attention and executive function but also more various kinds of cognitive functions, such as visuospatial searching and manual performance, because they require much interaction with the touchscreen device.…”

Demystifying the mirror taboo: A neurocognitive model of viewing self in the mirror

“…Mirror Trauma: When viewing a radical or perceived change in one's body, there is a disruption of the neural pathways in the frontal cortex, leading to a polyvagal sympathetic nervous system response Mirror avoidance: The fear of and a conscious decision to avoid looking at one's body or a part of one's body image in mirrors. When suddenly faced with a mirror (as in a department store) or a highly reflective window, one quickly averts one's eyes as the image may be seen as repulsive (Camina & Guell, 2017), which is due to an uptake of serotonin and excess acetylcholine secreted, resulting in a mirror trauma each time one is confronted with a mirror image of self. Mirror avoidance is, for these individuals, the only self-perceived cognitive approach to avoiding this response.…”

“…Typically, people cannot recall or describe their mirror image reflections at a young age and have only a fleeting image of their reflection earlier in the day. A review of memory theories (Camina & Guell, 2017; Crespo & Fernandez‐Lansac, 2016) provided the final and key aspects of this proposed neurocognitive model of viewing self in the mirror. Camina and Guell (2017) synthesized the theories of memory into one coherent theory.…”

“…A review of memory theories (Camina & Guell, 2017; Crespo & Fernandez‐Lansac, 2016) provided the final and key aspects of this proposed neurocognitive model of viewing self in the mirror. Camina and Guell (2017) synthesized the theories of memory into one coherent theory. This model uses elements from that theoretical synthesis.…”

The use of simulation with non-living model to enhance medical students' learning in a surgical training course

“…The second phase of the evaluation will compare the pre-test, and post-test questionnaire results, to test semantic and procedural knowledge acquisition. (Beard, 2008;Camina, 2017) The number of repetitions will build neurological venues to build the necessary synapses to memory acquisition ("fire together, wire together "). Dealing with surgical learning, the instructor needs to deal with two different neurological pathways: the theoretical acknowledgment -semantic memory and procedural memory.…”