タスクのさまざまな反復でこの方法論を開発するのを手伝ってくれたすべての参加者に感謝します。 Natasha Dubes、Emma Denning、Victoria Bellhouse、Stephen Holland、Melissa Anderson、Katie Shaw、Sarah Morgan、Karla Butterworth、Michael Craig、Lauren Wray、Olivia Sandersonなど長年に渡ってさまざまな反復実験を手伝ってくれたすべての生徒に感謝します。 、Daniel Lai、Rajameenakshi Boopathy、Chun Kit Ho。この研究はニューキャッスル大学の学生研究プロジェクトへの貢献によって資金提供されました。

このプロトコルは、ニューキャッスル大学医学部倫理委員会（承認番号515_1）によって承認されました。 1.研究の準備<ol><li>スタディを実行する前に、20個の小さくて簡単に識別/記述されたオブジェクト（ 例： ティーライト おもちゃの掘り出し物 おもちゃのカエル 衣服のフック スプーン 一連のキー ボタン リップクリーム おもちゃの雪だるま ボトルキャップ ダイ ライター くし リストバンド 南京錠 バタフライピン 統治者 ギタープレクトラム バッテリー USBスティック</li><li>最初のセッションでは8個のオブジェクトをランダムに選択し、2番目のセッションでは8個をランダムに選択します。どちらのセッションでも使用されていない余分なオブジェクトが4つあります。オブジェクトを選択したら、すべての参加者に対して同じ場所と同じセッションで同じオブジェクトを使用します。 </li><li> 馬使用する16個のオブジェクトの写真を表示します。最初のセッションのための最初のシート（8つのオブジェクト）と2番目のセッションのための2番目のシート（8つのオブジェクト）の2枚のシートを作成します。 <ol><li>参加者がそれらを見つける必要がある順序で、シート上にオブジェクトの画像を置く。混乱を避けるために画像に番号を付けてください。 図1に例を示します。 </li></ol></li></ol><img alt="図1" class="xfigimg" src="/files/ftp_upload/55646/55646fig1.jpg" /> 図1：オブジェクト識別シート。これらは、20個のオブジェクトの積み重ねの隣に置かれたシートです。左側のシートはフェーズ1に配置され、右側のシートはフェーズ2に配置される。参加者は、シートに示された順序でオブジェクトをピールからピックアップすることになっている。フェーズ2では、フェーズ1のすべてのオブジェクトが収集され、再度パイルに追加されるため、フェーズ中に2、参加者は再び20個のオブジェクトの山を検索して開始します。 <a href="http://ecsource.jove.com/files/ftp_upload/55646/55646fig1large.jpg" target="_blank">この図の拡大版を見るには、ここをクリックしてください。</a> <ol start="4"><li> 部屋の周囲に隠れる場所を16箇所特定する。理想的には、部屋はその中に多くのものがあるオフィスです。場所は、実際には部屋にいない人が明白に記述可能でなければなりません。また、空間内の透明なオブジェクトに純粋に関連付けられていない場所を作成してください。空間的なメモリがオブジェクトとオブジェクトの関連付けに還元されます。 <ol><li>第1セッションと第2セッションで使用される場所がランダムに散在していることを確認して、各オブジェクトを非表示の場所の1つに割り当てます。 </li></ol></li><li>試験の間、部屋のレイアウトが同じになるようにしてください。多目的ルームでは、各参加者の前に部屋を同じように戻すことができます。 </li></ol><ol><li>参加者が到着する前に、テストルームの固定された場所に20枚のオブジェクトを積み重ねて、その隣にセッション1のオブジェクト画像シートを置きます。参加者に絵葉書を使ってオブジェクトをパイルに見つけさせる理由は、オブジェクトのアイデンティティに注意を払うことです。 </li><li>参加者が到着したら、まず彼らに研究を説明する情報小冊子を与え、研究を通して話し、彼らに同意書を読んで署名させる。 </li><li> 参加者を試験室のドアに連れて、彼らが部屋で何をする必要があるかについての指示を与える。意図的な記憶または付随的な記憶を誘導するように指示を変更することができる。 <ol><li>意図的な記憶のために、以下の指示を参加者に読んでください： &quot;この作業の目的は、部屋の中のいくつかのオブジェクトを隠すことであり、後でそれらを思い出すように求められます。机の上に物の積み重ねを提示する。パイルの隣には、この作業中に非表示にしなければならない8つのオブジェクトの写真を含むシートがあります。各写真の左下には、これらのオブジェクトを非表示にする必要がある順序を示す数字があります。 一度に1つのオブジェクトだけをピックアップして隠すことができます。各オブジェクトを非表示にする場所を指します。あなたが部屋に入ると、あなたは部屋を出るまで数秒をカウントアップし続けます。 この研究の後半では、異なるオブジェクトと異なる場所でこれを繰り返す予定です。その後、どのオブジェクトを隠したか、どの機会に隠したオブジェクトを覚えておくように求められます。ご不明な点がございましたら、一度入室できない場合は、今すぐお尋ねください。これは時間を節約したタスクではありませんので、必要なだけ時間をかけてください。 </li><li>付随的な記憶のために、以下の指示を参加者にお読みください： &quot;このタスクは、あなたのマルチタスキング能力をテストすることです。あなたは、数を減速またはスキップすることなく秒を大声でカウントする必要があります。私は、部屋の周りのさまざまな場所で探したり、置いたりするオブジェクトに気をそらそうとします。私はあなたの数を後で分析するためにあなたの声を録音します。 伸延器のために、あなたは机の上に複数のオブジェクトを重ねて提示されます。パイルの隣には、この作業中に非表示にしなければならない8つのオブジェクトの写真を含むシートがあります。各写真の左下には、これらのオブジェクトを非表示にする必要がある順序を示す数字があります。一度に1つのオブジェクトだけをピックアップして隠すことができます。各オブジェクトを非表示にする場所を指します。あなたが部屋に入ると、あなたは部屋を出るまで数秒をカウントアップし続けます。 この研究の後半では、あなたが練習でより良くなっているかどうかをテストするためにこれを繰り返します。ご不明な点がございましたら、今すぐお尋ねください。一度私たちは部屋に入ることができる。これは時間を節約したタスクではありませんので、必要なだけ時間をかけてください。カウントを一定の割合で維持することを忘れないでください。 </li></ol></li><li> 参加者を部屋の中に連れて行き、オブジェクトの山を見せてください。参加者に最初のオブジェクトを見つけてもらう。オブジェクトの配置場所を指定し、参加者にオブジェクトを配置させます。 <ol><li>次に、参加者に次のオブジェクトのために戻ってもらい、ピクチャシート上のすべての8つのオブジェクトについても同様に戻るようにします。タイミングは、参加者がオブジェクトを検出して非表示にする速度によって決まります。これには通常2分以上かかりません。 </li></ol></li><li>セッションの終わりに、参加者を部屋から出す。 </li></ol> 3.最初の休憩<ol><li>セッション1とセッション2の間に約2時間おきます。この期間中に参加者に別の作業を依頼するか、離れて行くように頼む。昼食）と指定された時間に戻ってくる。 </li><li>参加者が戻る前に、部屋から隠されたすべてのオブジェクトを取り出し、それらをパイルに戻します。 </li><li>画像シートをセッション2の画像シートに置き換えます。 </li></ol>セッション2 <ol><li>セッション1の前に与えられた指示を参加者に思い出させる。 </li><li>参加者を部屋に連れて行き、セクション2.4を繰り返しますが、今はさまざまな物と場所で行います。再び、タイミングは参加者によって決定される。 </li><li>参加者を部屋から戻してください。 </li></ol> 5.セカンドブレーク<ol><li>もう一度2時間後に戻ってくるように参加者に指示するか、この間隔の間に別の電池を使います。 </li><li>隠れている場所からすべてのオブジェクトを削除します。部屋はこの参加者にはもう必要ありません。 </li></ol>セッション3 <ol><li>参加者が付随的な記憶のために指示された場合、deb<html>彼らに今すぐ簡単に説明し、タスクの本当の目的を伝えてください。参加者にタスクがメモリタスクであると疑問を呈したかどうかを尋ねることによって、欺瞞の有効性をチェックする。 </li><li> どちらの場所にどのオブジェクトが隠されていたかを、2つの機会に自由に想起させるように依頼してください。これをすべて覚えている順に書き留めるようにしてください。不完全な情報（物事を覚えているが場所は記憶していないなど ）を含め、できる限りの情報を思い出すようにしてください。 <ol><li>参加者にできるだけリコールする必要があるすべての時間を与えます。もし望むなら、地図や図を描くことができます。 </li></ol></li><li>できるだけすべての情報を思い出した後、鮮やかさのスケールと仕事の熟考スケールを完了するように頼んでください（ 図2 ）。 </li></ol>55646fig2.jpg &quot;/&gt; 図2：主観的な経験の報告。オブジェクト、場所、フェーズの記憶を報告した後、参加者は記憶の主観的な経験（上のスケール）と各隠れ段階の後で実際にその練習をどのくらい行ったかを報告するこれら2つの尺度を完成するよう求められます。 <a href="http://ecsource.jove.com/files/ftp_upload/55646/55646fig2large.jpg" target="_blank">この図の拡大版を見るには、ここをクリックしてください。</a> <ol start="4"><li>参加者にもっと深く報告してください。 </li></ol> 7.データの抽出と分析<ol><li> スコアシートには、16個のオブジェクトすべてのリストと、16個すべての場所の別のリストを作成します。 <ol><li>それぞれのオブジェクトと場所について、正しいセッションとの組み合わせであるかどうかにかかわらず、正しいセッションと場所/オブジェクトとの組み合わせで記憶されているかどうかを判定します（それぞれ、Where-Where-When）正確な場所/オブジェクト（それぞれ、どこからでも）、または正しくリコールされたかどうかは正しく組み合わせられていない（何がどこから何に限られているか）ということである。正しくリコールされたWhat-Where-Whenの組み合わせの数とWhat-Whereの組み合わせが両方のリストで一致する必要があります。 </li></ol></li><li> What-Where-Whenの組み合わせを最初に分析します。リコールされる合計16の組み合わせがあるので、実際に正しく呼び出された組み合わせの数を、二項分布（一般化線形モデルで分析すべき二項分布を用いて解析すべき二項分布から来るものとして扱うログリンク機能付き。 </li><li>次に、3つの不完全な組み合わせを分析します。同じ分析を使用してこれを行うには、完全な場所と時間の組み合わせとして正しく呼び出されなかった残りの組み合わせ数のうち、各タイプの不完全に呼び出された組み合わせの合計数を分析します。 ex（16-5 =）11個の可能な不完全な組合せのうちの不完全な組合せを分析する。 </li><li>まだ考慮されていない残りの組み合わせの中から、同様の方法で何も組み合わせずに呼び出されたオブジェクトまたは場所の数を分析します。 </li></ol>

<ol>
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C., Roberts, W. A., Sherry, D. F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Memory+for+what,+where,+and+when+in+the+black-capped+chickadee+(Poecile+atricapillus).">Memory for what, where, and when in the black-capped chickadee (Poecile atricapillus).</a> Anim Cogn. 12, 767-777 (2009).</li><li>Hoffman, M. L., Beran, M. J., Washburn, D. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Memory+for+&amp;#34;What&amp;#34+&amp;#34;Where&amp;#34;,+and+&amp;#34;When&amp;#34;+Information+in+Rhesus+Monkeys+(Macaca+mulatta).">Memory for &amp;#34;What&amp;#34 &amp;#34;Where&amp;#34;, and &amp;#34;When&amp;#34; Information in Rhesus Monkeys (Macaca mulatta).</a> J Exp Psychol Anim Behav Process. 35, 143-152 (2009).</li><li>Zinkivskay, A., Nazir, F., Smulders, T. V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=What-Where-When+memory+in+magpies+(Pica+pica).">What-Where-When memory in magpies (Pica pica).</a> Anim Cogn. 12, 119-125 (2009).</li><li>Binder, S., Dere, E., Zlomuzica, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+critical+appraisal+of+the+what-where-when+episodic-like+memory+test+in+rodents:+Achievements,+caveats+and+future+directions.">A critical appraisal of the what-where-when episodic-like memory test in rodents: Achievements, caveats and future directions.</a> Prog Neurobiol. 130, 71-85 (2015).</li><li>Kinugawa, K., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Aging-related+episodic+memory+decline:+Are+emotions+the+key?.">Aging-related episodic memory decline: Are emotions the key?.</a> Front Behav Neurosci. 7, (2013).</li><li>Pause, B. M., Jungbluth, C., Adolph, D., Pietrowsky, R., Dere, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Induction+and+measurement+of+episodic+memories+in+healthy+adults.">Induction and measurement of episodic memories in healthy adults.</a> J Neurosci Meth. 189, 88-96 (2010).</li><li>Kessels, R. P. C., Postma, A., De Haan, E. H. F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Object+Relocation:+A+program+for+setting+up,+running,+and+analyzing+experiments+on+memory+for+object+locations.">Object Relocation: A program for setting up, running, and analyzing experiments on memory for object locations.</a> Behav Res Meth, Instr, Comp. 31, 423-428 (1999).</li></ol>

著者は何も開示することはない。

<html>このデータは、エピソード記憶を測定するはずの他のタスクのパフォーマンスが、実世界の何処でのメモリタスクでもパフォーマンスを予測することを示しています。しかし、これらの相関は、異なるタスクによって使用される認知能力の共有サブセットを表す可能性が高い。現実の何処 - 実際の時空間的な状況で起こった2つの実際の出来事について人々の記憶をテストするという点で...

エピソード記憶は、元の出来事（精神的時間旅行）の覚醒として経験される、自分自身の過去のユニークなイベントのための記憶1,2である。それはまた、多くの型の認知症の初期段階で影響を受ける最初の種類の記憶の1つである3,4 。内側の側頭葉、より具体的には海馬は、エピソード記憶5の処理において重要な構造であると考えられており、したがって、老化および多くの気分障害のような海馬機能に影響を及ぼす任意の状態も、エピソード記憶機能。このように、エピソード記憶機能は、一連の神経学的および精神医学的条件のための有用なバイオマーカーであり得る6 。 しかし、エピソード記憶を定量化する方法はまだ理想的ではない。現実世界の日常的なエピソード記憶は時空間文脈7 （通常は偶然にコード化されたもの4）におけるユニークな事象の統合記憶である。クリニックと学術研究の両方で使用される2つの最も一般的な方法は、単語リスト学習8であり、過去の3からの話を詳述することである。両方の方法には長所と短所があります。ストーリーアプローチに対する単語リストの利点は、評価者が正しい答えが何であるかを正確に知っていることです。これは、客観的な証拠が得られないことが多く、家族のアカウントでさえも間違った詳細があることがあるため、参加者/患者の過去の自発的な話を評価することは困難です。ストーリーの利点は、エピソード記憶の典型的な内容と構造を実際に評価していることです。時空間の状況のイベント、起こったこと、起こった場所と時間の情報7 。単語リスト<html>どんな文脈もまったく想起される必要はなく、しばしば何度かリハーサルされる（ 例えば 、Rey Auditory Verbal Learning Task）。 最近、9,10,11,12,13,14,15,16,17,18,19,20,21の欠点を最小限に抑えながら、2つの古典的試験の強みを組み合わせたエピソード記憶課題を構築するためのいくつかの試みがなされている、 22 。現在のプロトコルは、Newcastle Universityで開発されたWhat-Where-When episodic memory testの最新バージョンですこの概念は、Clayton and Dickinson 23によって開始された非ヒト動物の研究に基づいており、24,25,26,27,28のいくつかの範囲の動物の研究に適応している成人18,20,30,31とのエピソード記憶検査にWhat-Where-Whenフレームワークを組み込むいくつかの試みの1つであるが、唯一のものコンピュータを使用せずに実際の環境で実行されるため、参加者/患者が参加して実行するのが容易になります。

<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
	<tbody>
		<tr>
			<td>These materials are just examples. Any 20 easy-to-name small objects will do.</td>
		</tr>
		<tr>
			<td>- A tea light</td>
		</tr>
		<tr>
			<td>- A toy digger</td>
		</tr>
		<tr>
			<td>- A toy frog</td>
		</tr>
		<tr>
			<td>- A clothing hook</td>
		</tr>
		<tr>
			<td>- A spoon</td>
		</tr>
		<tr>
			<td>- A set of keys</td>
		</tr>
		<tr>
			<td>- A button</td>
		</tr>
		<tr>
			<td>- A lip balm</td>
		</tr>
		<tr>
			<td>- A toy snowman</td>
		</tr>
		<tr>
			<td>- A bottle cap</td>
		</tr>
		<tr>
			<td>- A die</td>
		</tr>
		<tr>
			<td>- A lighter</td>
		</tr>
		<tr>
			<td>- A comb</td>
		</tr>
		<tr>
			<td>- A wrist band</td>
		</tr>
		<tr>
			<td>- A padlock</td>
		</tr>
		<tr>
			<td>- A butterfly pin</td>
		</tr>
		<tr>
			<td>- A ruler</td>
		</tr>
		<tr>
			<td>- A guitar plectrum</td>
		</tr>
		<tr>
			<td>- A battery</td>
		</tr>
		<tr>
			<td>- A USB stick</td>
		</tr>
	</tbody>
</table>

a real-world what-where-when memory test

エピソード記憶は、自己の人生から以前のエピソードの想起および精神的な再体験を可能にする複雑な記憶システムである。現実のエピソード記憶は時空間文脈における事象に関するものであり、典型的に言葉ではなく視覚空間である。しかし、しばしば、エピソード記憶のテストは、想起されるべき言葉の資料（単語リスト、物語）を使用する。現実の何処 - 2つの時間的な場面、2時間離れた場所で16の異なる場所にある合計16の異なるオブジェクトを隠すようにメモリテストが必要な場合。さらに2時間後、どの場所にどこに隠れていたのか（どこで）、そして2つの場合（いつ）にどのオブジェクト（何を）を想起させるのかが尋ねられます。このタスクは、正確に呼び出された完全な何処での組み合わせの数をカウントすることに加えて、実際の空間メモリとオブジェクトメモリをテストするためにも使用できます。このタスクは、正常な認知老化に敏感であり、他のエピソード記憶の性能とよく相関する同時に、より生態学的な妥当性を提供し、安価で簡単に実行することができます。

高齢者（65歳以上）は、若者（18-25; X2（1）= 9.5; p = 0.002;グループとして、高齢者は若年者よりも悪化しますが、一部の若者よりも優れた成績をあげている高齢者もいます。この変化は、それが他の状態を予測している場合に有益であり得る。 What-Where-Whenの組み合わせについて、他のエピソード記憶テストがメモリ上のパ?...

Watch this Scientific Journal Video about A Real-world What-Where-When Memory Test at JoVE.com

A Real-world What-Where-When Memory Test

現実の何処 - 記憶検査は、2つの異なる機会のどの場所に隠れているかを参加者が思い出す必要がある、斬新なエピソード記憶検査である。走りやすく、正常な認知老化に敏感です。

現実世界<em&gt;どこから - いつ</em&gt;メモリテスト

Episodic memory is a complex memory system which allows recall and mental re-experience of previous episodes from one&#39;s own life. Real-life episodic ...

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A Real-world What-Where-When Memory Test

Memory

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11.1K ビュー.  Newcastle University. 現実の何処 - 記憶検査は、2つの異なる機会のどの場所に隠れているかを参加者が思い出す必要がある、斬新なエピソード記憶検査である。走りやすく、正常な認知老化に敏感です。 

ビデオ: A Real-world What-Where-When Memory Test

Disrupting Reconsolidation of Fear Memory in Humans by a Noradrenergic &#946;-Blocker

The basic design used in our human fear-conditioning studies on disrupting reconsolidation includes testing over different phases across three consecutive days. On day 1 - the fear acquisition phase, healthy participants are exposed to a series of picture presentations. One picture stimulus (CS1+) is repeatedly paired with an aversive electric stimulus (US), resulting in the acquisition of a fear association, whereas another picture stimulus (CS2-) is never followed by an US. On day 2 - the memory reactivation phase, the participants are re-exposed to the conditioned stimulus without the US (CS1-), which typically triggers a conditioned fear response. After the memory reactivation we administer an oral dose of 40 mg of propranolol HCl, a &#946;-adrenergic receptor antagonist that indirectly targets the protein synthesis required for reconsolidation by inhibiting the noradrenaline-stimulated CREB phosphorylation. On day 3 - the test phase, the participants are again exposed to the unreinforced conditioned stimuli (CS1- and CS2-) in order to measure the fear-reducing effect of the manipulation. This retention test is followed by an extinction procedure and the presentation of situational triggers to test for the return of fear. Potentiation of the eye blink startle reflex is measured as an index for conditioned fear responding. Declarative knowledge of the fear association is measured through online US expectancy ratings during each CS presentation. In contrast to extinction learning, disrupting reconsolidation targets the original fear memory thereby preventing the return of fear. Although the clinical applications are still in their infancy, disrupting reconsolidation of fear memory seems to be a promising new technique with the prospect to persistently dampen the expression of fear memory in patients suffering from anxiety disorders and other psychiatric disorders.

Disrupting Reconsolidation of Fear Memory in Humans by a Noradrenergic &amp;#946;-Blocker

Disrupting reconsolidation is a promising approach to dampen the behavioral expression of fear memory in patients with anxiety disorders or posttraumatic stress disorder. In a series of human fear conditioning studies we showed that disrupting reconsolidation by the noradrenergic &#946;-blocker propranolol is very effective in erasing conditioned fear responding.

ノルアドレナリンβ遮断薬によるヒトにおける恐怖記憶の再固定を乱す

The basic design used in our human fear-conditioning studies on disrupting reconsolidation includes testing over different phases across three consecutive ...

行動学

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents

Spatial cognition research in rodents typically employs the use of maze tasks, whose attributes vary from one maze to the next. These tasks vary by their behavioral flexibility and required memory duration, the number of goals and pathways, and also the overall task complexity. A confounding feature in many of these tasks is the lack of control over the strategy employed by the rodents to reach the goal, e.g., allocentric (declarative-like) or egocentric (procedural) based strategies. The double-H maze is a novel water-escape memory task that addresses this issue, by allowing the experimenter to direct the type of strategy learned during the training period. The double-H maze is a transparent device, which consists of a central alleyway with three arms protruding on both sides, along with an escape platform submerged at the extremity of one of these arms.
Rats can be trained using an allocentric strategy by alternating the start position in the maze in an unpredictable manner (see protocol 1; &#167;4.7), thus requiring them to learn the location of the platform based on the available allothetic cues. Alternatively, an egocentric learning strategy (protocol 2; &#167;4.8) can be employed by releasing the rats from the same position during each trial, until they learn the procedural pattern required to reach the goal. This task has been proven to allow for the formation of stable memory traces.
Memory can be probed following the training period in a misleading probe trial, in which the starting position for the rats alternates. Following an egocentric learning paradigm, rats typically resort to an allocentric-based strategy, but only when their initial view on the extra-maze cues differs markedly from their original position. This task is ideally suited to explore the effects of drugs/perturbations on allocentric/egocentric memory performance, as well as the interactions between these two memory systems.

The goal of this protocol is to investigate spatial cognition in rodents. The double-H water maze is a novel test, which is particularly useful to elucidate the different components of learning, consolidation and memory, as well as the interplay of memory systems.

ダブルH迷路：げっ歯類での学習と記憶のための堅牢な行動試験

Spatial cognition research in rodents typically employs the use of maze tasks, whose attributes vary from one maze to the next. These tasks vary by their ...

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

The Morris water maze (MWM) is a commonly used task to assess hippocampal-dependent spatial learning and memory in transgenic mouse models of disease, including neurocognitive disorders such as Alzheimer&#8217;s disease. However, the background strain of the mouse model used can have a substantial effect on the observed behavioral phenotype, with some strains exhibiting superior learning ability relative to others. To ensure differences between transgene negative and transgene positive mice can be detected, identification of a training procedure sensitive to the background strain is essential. Failure to tailor the MWM protocol to the background strain of the mouse model may lead to under- or over- training, thereby masking group differences in probe trials. Here, a MWM protocol tailored for use with the F1 FVB/N x 129S6 background is described. This is a frequently used background strain to study the age-dependent effects of mutant P301L tau (rTg(TauP301L)4510 mice) on the memory deficits associated with Alzheimer&#8217;s disease. Also described is a strategy to re-optimize, as dictated by the particular testing environment utilized.

This manuscript describes a Morris water maze (MWM) protocol tailored for use with a commonly used mouse model of Alzheimer's disease. The MWM is widely used in transgenic mouse models. Implementation of a procedure sensitive to the background strain of the mouse model is essential for detecting group differences.

モリス水迷路試験：マウス系統およびテスト環境の最適化

 The Morris water maze (MWM) is a commonly used task to assess hippocampal-dependent spatial learning and memory in transgenic mouse models of disease, ...

Using Fiberless, Wearable fNIRS to Monitor Brain Activity in Real-world Cognitive Tasks

Functional Near Infrared Spectroscopy (fNIRS) is a neuroimaging technique that uses near-infrared light to monitor brain activity. Based on neurovascular coupling, fNIRS is able to measure the haemoglobin concentration changes secondary to neuronal activity. Compared to other neuroimaging techniques, fNIRS represents a good compromise in terms of spatial and temporal resolution. Moreover, it is portable, lightweight, less sensitive to motion artifacts and does not impose significant physical restraints. It is therefore appropriate to monitor a wide range of cognitive tasks (e.g., auditory, gait analysis, social interaction) and different age populations (e.g., new-borns, adults, elderly people). The recent development of fiberless fNIRS devices has opened the way to new applications in neuroscience research. This represents a unique opportunity to study functional activity during real-world tests, which can be more sensitive and accurate in assessing cognitive function and dysfunction than lab-based tests. This study explored the use of fiberless fNIRS to monitor brain activity during a real-world prospective memory task. This protocol is performed outside the lab and brain haemoglobin concentration changes are continuously measured over the prefrontal cortex while the subject walks around in order to accomplish several different tasks.

Monitoring brain activity outside the lab without physical constraints presents methodological challenges. A fiberless, wearable functional Near Infrared Spectroscopy (fNIRS) system was used to measure brain activity during an ecological prospective memory task. It was demonstrated that this system could be used to monitor brain activity during non-lab based experiments.

実世界認知課題における脳活動を監視するために繊維のない、ウェアラブルfNIRSを用いて

Functional Near Infrared Spectroscopy (fNIRS) is a neuroimaging technique that uses near-infrared light to monitor brain activity. Based on neurovascular ...

The 4 Mountains Test: A Short Test of Spatial Memory with High Sensitivity for the Diagnosis of Pre-dementia Alzheimer's Disease

This protocol describes the administration of the 4 Mountains Test (4MT), a short test of spatial memory, in which memory for the topographical layout of four mountains within a computer-generated landscape is tested using a delayed match-to-sample paradigm. Allocentric spatial memory is assessed by altering the viewpoint, colors and textures between the initially presented and target images.
Allocentric spatial memory is a key function of the hippocampus, one of the earliest brain regions to be affected in Alzheimer&#39;s disease (AD) and impairment of hippocampal function predates the onset of dementia. It was hypothesized that performance on the 4MT would aid the diagnosis of predementia AD, which manifests clinically as Mild Cognitive Impairment (MCI).
The 4MT was applied to patients with MCI, stratified further based on cerebrospinal fluid (CSF) AD biomarker status (10 MCI biomarker positive, 9 MCI biomarker negative), and with mild AD dementia, as well as healthy controls. Comparator tests included tests of episodic memory and attention widely accepted as sensitive measures of early AD. Behavioral data were correlated with quantitative MRI measures of the hippocampus, precuneus and posterior cingulate gyrus.
4MT scores were significantly different between the two MCI groups (p = 0.001), with a test score of &#8804;8/15 associated with 100% sensitivity and 78% specificity for the classification of MCI with positive AD biomarkers, i.e., predementia AD. 4MT test scores correlated with hippocampal volume (r = 0.42) and cortical thickness of the precuneus (r = 0.55).
In conclusion, the 4MT is effective in identifying the early stages of AD. The short duration, easy application and scoring, and favorable psychometric properties of the 4MT fulfil the need for a simple but accurate diagnostic test for predementia AD.

The 4 Mountains Test: A Short Test of Spatial Memory with High Sensitivity for the Diagnosis of Pre-dementia Alzheimer&#039;s Disease

This article describes the 4 Mountains Test (4MT), a hippocampus-dependent test of working allocentric spatial memory. The hippocampus is affected early in Alzheimer's disease (AD) and this article outlines the 4MT methodology and results of patient testing, which demonstrates the value of the 4MT in the diagnosis of pre-dementia AD.

4山脈テスト：プレ認知症、アルツハイマー病の診断のための高感度と空間記憶のショートテスト

This protocol describes the administration of the 4 Mountains Test (4MT), a short test of spatial memory, in which memory for the topographical layout of ...

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children &#8211; Working Memory (CABC-WM)

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia1,2 and language impairment3,4, but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children &amp;#8211; Working Memory (CABC-WM)

Working memory predicts a significant amount of variance for a variety of cognitive tasks, including speaking, reading, and writing. However, few tools are available to assess working memory in children. We present an innovative, computer-based battery that comprehensively assesses different components of working memory in school-age children.

子供の働く記憶を評価する：子供のための総合評価バッテリー - ワーキングメモリ（CABC-WM）

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of ...

Novel Object Recognition Test for the Investigation of Learning and Memory in Mice

The object recognition test (ORT) is a commonly used behavioral assay for the investigation of various aspects of learning and memory in mice. The ORT is fairly simple and can be completed over 3 days: habituation day, training day, and testing day. During training, the mouse is allowed to explore 2 identical objects. On test day, one of the training objects is replaced with a novel object. Because mice have an innate preference for novelty, if the mouse recognizes the familiar object, it will spend most of its time at the novel object. Due to this innate preference, there is no need for positive or negative reinforcement or long training schedules. Additionally, the ORT can also be modified for numerous applications. The retention interval can be shortened to examine short-term memory, or lengthened to probe long-term memory. Pharmacological intervention can be used at various times prior to training, after training, or prior to recall to investigate different phases of learning (i.e., acquisition, early or late consolidation, or recall). Overall, the ORT is a relatively low-stress, efficient test for memory in mice, and is appropriate for the detection of neuropsychological changes following pharmacological, biological, or genetic manipulations.

The object recognition test (ORT) is a simple and efficient assay for evaluating learning and memory in mice. The methodology is described below.

マウスの記憶・学習の調査のための新規オブジェクト認識テスト

The object recognition test (ORT) is a commonly used behavioral assay for the investigation of various aspects of learning and memory in mice. The ORT is ...

Reducing State Anxiety Using Working Memory Maintenance

The purpose of this protocol is to explain how to examine the relationship between working memory processes and anxiety by combining the Sternberg Working Memory (WM) and the threat of shock paradigms. In the Sternberg WM paradigm, subjects are required to maintain a series of letters in the WM for a brief interval and respond by identifying whether the position of a given letter in the series matches a numerical prompt. In the threat of shock paradigm, subjects are exposed to alternating blocks where they are either at risk of receiving unpredictable presentations of a mild electric shock or are safe from the shock. Anxiety is probed throughout the safe and threat blocks using the acoustic startle reflex, which is potentiated under threat (Anxiety-Potentiated Startle (APS)). By conducting the Sternberg WM paradigm during the threat of shock and probing the startle response during either the WM maintenance interval or the intertrial interval, it is possible to determine the effect of WM maintenance on APS.

This protocol demonstrates how to measure anxiety-potentiated startle during the Sternberg Working Memory paradigm.

ワーキングメモリメンテナンスによる状態不安の軽減

The purpose of this protocol is to explain how to examine the relationship between working memory processes and anxiety by combining the Sternberg Working ...

Olfactory Context Dependent Memory: Direct Presentation of Odorants

Information is retrieved more effectively when the retrieval occurs in the same context as that in which the information was first encoded. This is termed context dependent memory (CDM). One category of cues that have been shown to effectively produce CDM effects are odors. However, it is unclear what the boundary conditions of these CDM effects are. In particular, given that olfaction has been called an implicit sense, it is possible that odors are only effective mnemonic cues when they are presented in the background. This assertion seems even more likely given that previous research has shown odors to be poor cues during paired associate memory tests, where odors are in the focus of attention as mnemonic cues for other information. In order to determine whether odors are only effective contextual mnemonic cues when presented outside the central focus of an observer, an olfactory CDM experiment was performed in which odorants were presented directly, rather than ambiently. Direct presentation was accomplished with the aid of an olfactometer. The olfactometer not only allows for direct presentation of odorants, but provides other methodological benefits, including the allowance of trial by trial manipulations of odorant presentations and, relatedly, time-specific releases of odorants. The presence of the same odor during both encoding and retrieval enhanced memory performance, regardless of whether the odor was presented ambiently or directly. This finding can serve as a basis for future olfactory CDM research which can utilize the benefits of direct presentation.

The use of an olfactometer for directly presenting odorants opens exciting opportunities for researchers of olfactory memory. The current paper discusses issues related to this methodology as related to a previously published experiment on olfactory context dependent memory.

匂い嗅コンテキスト依存のメモリ: 直接提示

Information is retrieved more effectively when the retrieval occurs in the same context as that in which the information was first encoded. This is termed ...

Methods for Presenting Real-world Objects Under Controlled Laboratory Conditions

Our knowledge of human object vision is based almost exclusively on studies in which the stimuli are presented in the form of computerized two-dimensional (2-D) images. In everyday life, however, humans interact predominantly with real-world solid objects, not images. Currently, we know very little about whether images of objects trigger similar behavioral or neural processes as do real-world exemplars. Here, we present methods for bringing the real-world into the laboratory. We detail methods for presenting rich, ecologically-valid real-world stimuli under tightly-controlled viewing conditions. We describe how to match closely the visual appearance of real objects and their images, as well as novel apparatus and protocols that can be used to present real objects and computerized images on successively interleaved trials. We use a decision-making paradigm as a case example in which we compare willingness-to-pay (WTP) for real snack foods versus 2-D images of the same items. We show that WTP increases by 6.6% for food items displayed as real objects versus high-resolution 2-D colored&#160;images of the same foods -suggesting that real foods are perceived as being more valuable than their images. Although presenting real object stimuli under controlled conditions presents several practical challenges for the experimenter, this approach will fundamentally expand our understanding of the cognitive and neural processes that underlie naturalistic vision.

We describe methods for presenting real-world objects and matched images of the same objects under tightly-controlled experimental conditions. The methods are described in the context of a decision-making task, but the same real-world approach can be extended to other cognitive domains such as perception, attention, and memory.

制御された実験室条件下で実世界の物体を提示する方法

Our knowledge of human object vision is based almost exclusively on studies in which the stimuli are presented in the form of computerized two-dimensional ...