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Arbetsminnet är en viktig funktion för människans kognitiva förmåga. Tidigare forskning har visat det finns flera faktorer som kan påverka arbetsminnets kapacitet, ett exempel är inlärning. Den aktuella studien undersöker om om det finns ett samband med att studera på högskola och att förbättra sin arbetsminneskapacitet. I studien deltog 82 ekonomistuderanden varav 42 studeranden från andra terminen och 40 från sjätte terminen. Ett nätbaserat arbetsminnestest visade att det var en signifikant skillnad i arbetsminneskapaciteten (antalet ihågkomna ord) från andra till sjätte terminen. Det visade sig även att motivationen hade en tendens att vara högre att klara testet i sjätte terminen än i andra. Studien kan bidra till vidareforskning om en högre utbildnings effekt på olika faktorer som är förknippade med kognition.

An impression which has dominated both the clinical setting and research literature is that patients with temporal lobe epilepsy (TLE) not infrequently issue "bitter" complaints about their memory function. This observation has rarely been subjected to investigation, based as it is, on the implicit assumption that TLE subjects are "entitled" to a memory disturbance given the involvement of a critical memory structure (i.e, hippocampus) in the pathogenesis of the disorder. While it is almost axiomatic that clinicians become aware of memory difficulties because of the subjective complaints issued by patients, there is growing awareness that the relationship between complaint and objective memory disturbance is a complex and often counterintuitive one. This is particularly true of many patients with TLE who while complaining about their memory function often do so in the presence of objectively normal interictal memory function. / This thesis addressed the question: Why do patients with TLE complain about their memory? It was premised on the notion that memory self-report is not a unidimensional construct explicable in terms of an underlying memory dysfunction alone, but the perception and expression of memory may arise from seemingly disparate sources. The principal objective of the thesis was to systematically and comprehensively investigate the complaint in TLE, and to derive an understanding of the variables which contribute to the perception and expression of poor memory in members of this population. The variables selected for investigation emerged from a detailed review of the literature and can be grouped into five broad conceptual domains: demographic, epileptological, psychological, cognitive, and metacognitive. (For complete abstract open document)

Conventional theories of diencephalic amnesia have focused on a single thalamic region as a critical factor in the origins of anterograde amnesia. A more contemporary view is that different thalamic regions might contribute in unique ways to normal diencephalic functioning and therefore provide distinct contributions to the learning and memory. This study directly compared the effects of AT and MT lesions on a spatial pattern separation task, a spatial working memory task and a conditioned place preference task. AT lesions but not MT lesions produces deficits on the spatial working memory task on a cheeseboard. No group AT, MT or control rats acquired a conditioned place preference on the AT/MT lesion conditioned place preference task. Furthermore, this study determined the effect of systematic procedural variations on control rats in a conditioned place preference control task. The only variation that acquired a condition place preference was a separate arms conditioned place preference with one pre-exposure and three training trials. The results of this study provide new information regarding the role of thalamic lesions in spatial memory and suggests a revision of the current theories regarding learning and memory to incorporate the thalamic involvement that has been highlighted

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Dawn M. McBride (chair), Alvin E. House, Karla J. Doepke, Robert Peterson. Includes bibliographical references (leaves 94-100) and abstract. Also available in print.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Rosemary Tannock.

Thesis (M.Psych.(Clin.)) -- University of Adelaide, Dept. of Psychology, 2005? / Research report submitted in partial fulfilment of the requirements of the M. Psych. (Clin.). Bibliography: leaves 24-29.

Thesis (M. A. in Philosophy)--Vanderbilt University, Aug. 2009. / Title from title screen. Includes bibliographical references.

Thesis (M.A.)--Cincinnati Bible Seminary, 2008. / Includes abstract and vita. Includes bibliographical references (leaves 106-110).

Thesis (M.A.)--Cincinnati Christian University, 2008. / Includes abstract and vita. Includes bibliographical references (leaves 151-157).