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Motor Learning in Mirror Drawing

JoVE 10064

Source: Laboratory of Jonathan Flombaum—Johns Hopkins University

Colloquially, the terms learning and memory encompass a broad range of behaviors and mental systems, everything from learning to tie a shoe to mastering calculus (and a lot in between). Experimental psychologists have divided up learning mechanisms into groups that seem to have different properties, and that seem to rely on different brain systems. A major division is between declarative and non-declarative memory, roughly, the sorts of things a person can express verbally—explicitly, like a birthdate, or what one ate for lunch—and things they cannot quite put into words—things they know implicitly, like how to get home despite not knowing the street names, or how to flip an omelet. In the domain of non-declarative memory, a crucial kind of learning involves motor learning, sometimes also called procedural memory. Learning to drive a car is a good example. At first it is usually arduous and seems to involve explicit attempts to remember what to do next. Eventually it becomes second nature, though, something that a person just kind of knows how to do—and does better and better with time—but that can be hard to explain to som


 Cognitive Psychology

The Use of Magnetic Resonance Spectroscopy as a Tool for the Measurement of Bi-hemispheric Transcranial Electric Stimulation Effects on Primary Motor Cortex Metabolism

1Department of Psychology, University of Montréal, 2Montreal Neurological Institute, McGill University, 3Center for Magnetic Resonance Research and Department of Radiology, University of Minnesota

JoVE 51631


 Neuroscience

Morris Water Maze Test: Optimization for Mouse Strain and Testing Environment

1Department of Psychology, Behavioral Neuroscience, West Virginia University, 2Department of Physiology and Pharmacology, West Virginia University, 3Department of Neurology, N. Bud Grossman Center for Memory Research and Care, University of Minnesota, 4Department of Neuroscience, N. Bud Grossman Center for Memory Research and Care, University of Minnesota, 5GRECC, VA Medical Center, 6Center for Neuroscience, Center for Basic and Translational Stroke Research, West Virginia University

JoVE 52706


 Behavior

A Protocol for the Administration of Real-Time fMRI Neurofeedback Training

1Office of the Vice President for Research and Graduate Studies, Wright State University, 2Department of Biomedical, Industrial and Human Factors Engineering, Wright State University, 3Pediatric Radiology and Medical Imaging, Dayton Children's Hospital, 4Department of Trauma Care and Surgery, Boonshoft School of Medicine, Wright State University, 5Department of Defense Hearing Center of Excellence, JBSA-Lackland, 6Department of Neurology, Boonshoft School of Medicine, Wright State University

JoVE 55543


 Neuroscience

A Structured Rehabilitation Protocol for Improved Multifunctional Prosthetic Control: A Case Study

1Christian Doppler Laboratory for Restoration of Extremity Function, 2Department of Surgery, Division of Plastic and Reconstructive Surgery, Medical University of Vienna, 3Department of Neurorehabilitation Engineering, Bernstein Focus Neurotechnology Göttingen, 4University Medical Center Göttingen, Georg-August University, 5University of Applied Sciences FH Campus Wien, 6Research & Development, Otto Bock Healthcare Products GmbH

JoVE 52968


 Behavior

The Knob Supination Task: A Semi-automated Method for Assessing Forelimb Function in Rats

1Burke Medical Research Institute, 2Texas Biomedical Center, The University of Texas at Dallas, 3Erik Jonsson School of Engineering and Computer Science, The University of Texas at Dallas, 4Brain and Mind Research Institute, Weill Cornell Medical College, 5Departments of Neurology and Pediatrics, Weill Cornell Medical College

JoVE 56341


 Behavior

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

1Department of Communication Sciences and Disorders, Syracuse University, 2Haskins Laboratories, 3Department of Communicative Sciences and Disorders, New York University, 4Department of Communication Sciences and Disorders, University of Cincinnati, 5Program in Speech-Language-Hearing Sciences, City University of New York Graduate Center, 6Department of Linguistics, Yale University

JoVE 55123


 Behavior

Online Transcranial Magnetic Stimulation Protocol for Measuring Cortical Physiology Associated with Response Inhibition

1College of Medicine, University of Cincinnati, 2Division of Neurology, Cincinnati Children's Hospital Medical Center, 3Division of Psychiatry, Cincinnati Children's Hospital Medical Center, 4Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute

Video Coming Soon

JoVE 56789


 JoVE In-Press

Visualization Method for Proprioceptive Drift on a 2D Plane Using Support Vector Machine

1Applied Brain Science Laboratory, Department of Mechanical Sciences and Engineering, Tokyo Institute of Technology, 2Department of Informatics, Graduate School of Informatics and Engineering, The University of Electro-Communications, 3Department of Media and Image Technology, Faculty of Engineering, Tokyo Polytechnic University

JoVE 53970


 Behavior

Anterograde Amnesia

JoVE 10301

Source: Laboratories of Jonas T. Kaplan and Sarah I. Gimbel—University of Southern California

Anterograde amnesia is the loss of the ability to form new memories. This can be distinguished from retrograde amnesia, which is the loss of old memories. Anterograde amnesia can result from damage to structures in the brain that are involved in the formation of new memories. Patients who have damage to the structures of the medial temporal lobe, including the hippocampus, amygdala, and the surrounding cortices, often have severe deficits in the formation of certain kinds of memories. These cases can be informative as to how memory is organized in the brain, and how different systems support different kinds of memories. In this video, we will test a patient with medial temporal lobe damage on a series of memory tasks designed to distinguish between different forms of memory. First, we will test short-term or working memory, which is the process we use to keep information in mind temporarily. Next, we will test two different forms of long-term memory: explicit and implicit memory. Explicit memories are conscious and easy to verbalize. For example, memories of facts or episodes from our lives are explicit memories. We can easily tell someone what we ate for breakfast, or what city is the capital of


 Neuropsychology

Vision Training Methods for Sports Concussion Mitigation and Management

1Neurology and Rehabilitative Medicine, University of Cincinnati, 2Division of Sports Medicine, Department of Orthopaedic Surgery, University of Cincinnati, 3Department of Athletics, University of Cincinnati, 4Department of Neurosurgery, University of Cincinnati, 5College of Education, Criminal Justice, and Human Services, University of Cincinnati, 6Division of Sports Medicine, Cincinnati Children's Hospital Medical Center

JoVE 52648


 Behavior

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