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Titolo:
Insights from semantic dementia on the relationship between episodic and semantic memory
Autore:
Graham, KS; Simons, JS; Pratt, KH; Patterson, K; Hodges, JR;
Indirizzi:
MRC, Cognit & Brain Sci Unit, Cambridge CB2 2EF, England MRC Cambridge England CB2 2EF Brain Sci Unit, Cambridge CB2 2EF, England Univ Cambridge, Addenbrookes Hosp, Neurol Unit, Cambridge CB2 2QQ, EnglandUniv Cambridge Cambridge England CB2 2QQ nit, Cambridge CB2 2QQ, England
Titolo Testata:
NEUROPSYCHOLOGIA
fascicolo: 3, volume: 38, anno: 2000,
pagine: 313 - 324
SICI:
0028-3932(2000)38:3<313:IFSDOT>2.0.ZU;2-Y
Fonte:
ISI
Lingua:
ENG
Soggetto:
LONG-TERM-MEMORY; PRIMARY PROGRESSIVE APHASIA; IMPLICIT MEMORY; FRONTOTEMPORAL DEMENTIA; SPECT CHARACTERISTICS; DOUBLE DISSOCIATION; ALZHEIMERS-DISEASE; FLUENT APHASIA; AMNESIA; HIPPOCAMPUS;
Keywords:
frontotemporal dementia; Alzheimer's disease; hippocampus; temporal lobes; new learning; conceptual knowledge;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Life Sciences
Citazioni:
66
Recensione:
Indirizzi per estratti:
Indirizzo: Graham, KS MRC, Cognit & Brain Sci Unit, 15 Chaucer Rd, Cambridge CB2 2EF,England MRC 15 Chaucer Rd Cambridge England CB2 2EF e CB2 2EF, England
Citazione:
K.S. Graham et al., "Insights from semantic dementia on the relationship between episodic and semantic memory", NEUROPSYCHO, 38(3), 2000, pp. 313-324

Abstract

An influential theory of long-term memory, in which new episodic learning is dependent upon the integrity of semantic memory, predicts that a double dissociation between episodic and semantic memory is not possible in new learning. Contrary to this view, we found, in two separate experiments, that patients with impaired semantic memory showed relatively preserved performance on tests of recognition memory if the stimuli were perceptually identical between learning and test. A significant effect of semantic memory was only seen when a perceptual manipulation was introduced in the episodic task. To account for these findings, we propose a revision to current models oflong-term memory, in which sensory/perceptual information and semantic memory work in concert to support new learning. (C) 2000 Elsevier Science Ltd. All rights reserved.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 07/07/20 alle ore 20:13:42