The document discusses memory impairment from traumatic brain injury (TBI). It describes how TBI typically affects explicit (declarative) memory more than implicit (non-declarative) memory. Studies discussed showed children with TBI had deficits in explicit memory tasks like recall but intact implicit memory as seen in priming tests. Brain imaging research found different brain regions activated during explicit versus implicit memory retrieval. The document also examines how TBI can impair autobiographical and semantic versus episodic memory, as seen in case studies of patients lacking episodic memory detail but retaining semantic facts.

1. A Review of the Cognitive Concepts Surrounding Traumatic
Brain Injury and Memory
Basso, Melissa Nunez, Yvonne
Reece, Adrian Smith, Laketa
School of Professional Studies

2.  One of the most common cognitive impairments associated with
TBI (traumatic brain injury) is loss of memory. (MB)
 The type of memory affected typically depends on the type of
injury sustained. (MB)
 Add Concept Here
 Add Concept Here
 Add Concept Here
 ------
(Source: Barrow Neurological Institute)

3.  Discuss the basics of the research, try not to include
specifics about the research just yet- that comes later
(background information).

4. Loss of LTM (long term memory) or the functions of LTM
can be detrimental to ones overall well being and social,
emotional and cognitive health.
The type of LTM damage can make a profound difference in
cognitive functioning and determining the level of
success in livelihood in those suffering with TBI.
 Explicit Memory: Often labeled “declarative” or
“conscious” memory. Based on facts and experiences.
 Implicit Memory: Often called “non-declarative” or
“unconscious” memory.
(MB)

5.  A study produced by David Shum et. al. (1999) revealed that like adults,
children and adolescence who have suffered TBI have limited issues with
implicit memory, but display deficits in explicit memory. The study focused
on priming, a form of implicit memory in which unconscious recognition is
applied to previously experienced concepts, unknowingly (Goldstein, 2011,
p. 156). Children were studied on the basis of visual stimuli, to rule out
reading comprehension (Shum et. al., 1999, p. 151). Priming was used to
observe implicit memory, while cued recall was used to observe explicit
memory during the assessments.
 Neuroscience supports this evidence; An article by Reber et. al. (2003),
discusses results of functional resonance images (fMRI) during
categorization tests. Activation is seen in different areas of the brain
depending on whether the task presented was relative to that which was
implicitly learned or explicitly learned. The following photo was presented
as evidence of the dissociation between Explicit and Implicit memory
(MB)

6. An fMRI reveals activity in the brain during a categorization test. Implicitly learned
categorization is apparently linked with less occipital activity. Explicit acquisition to the
categories showed increase activity in the occipital temporal cortex as well as the medial
parietal cortex. (Reber et. al., 2003, p. 577).
(MB)

7.  Autobiographical memory is the mental ability to place ones self into a
moment in time. It entails both semantic and episodic memory (explicit
memory).
 In study carried out by Pascale Piolino et. al. (2007), the impairment of
autobiographical memory was assessed in patients who suffered TBI at least
a year prior to observation. The results included amnesia of the sense of self
as well as a significant relationship between autonoetic consciousness
(mental time travel) and executive functioning (carrying out other cognitive
processes). Autobiographical memory often presented itself with a lack of
spatial and temporal details (semantic).
 Neuroscience: Brian Levine and coworkers(2004) conducted a study in
which participants were asked to listen to self recorded diary entries
containing episodic and semantic situations on an audio recording device.
Upon brain imaging, there were notable areas distinguishing between both
types of explicit memory (Goldstein, 2011, p.159).
(MB)

8.  MRI Photo of Dissociation in Action:
(Goldstein, 2011, p. 159)
Yellow areas: Episodic
memory
Blue areas: Semantic
Memory
(MB)
Episodic and Semantic Memories

9.  Keep font concise with 20pt. (times new roman) Summarize articles
reviewed. The tests, results and findings should be included in summary.
 Add photos if you like, charts and/or tables. Please cite and reference your
work in APA format.
 (Authors last name, year, page. If more than two authors, use first authors
last name, followed by; et. al., year and page #).

10.  Keep font concise with 20pt., and times new roman. Summarize articles
reviewed. The tests, results and findings should be included in summary.
 Add photos if you like, charts and/or tables. Please cite and reference your
work in APA format.
 (Authors last name, year, page. If more than two authors, use first authors
last name, followed by; et. al., year and page #).

11. Implicit & Explicit
Memory Impairment
 An explicit memory deficit is
probably the image most people
think of when they consider memory
loss.
 A good example of explicit memory
loss is if I am told that my money
was placed in a separate bank
account. However, a few days later I
forget where the money is and even
lose the memory of being told where
it is.
 Implicit memory loss,
comparatively, would be forgetting
to do something such as tying my
shoes or reading.
 K.C. is a man who suffered brain
injury to his hippocampus and
surrounding areas within the brain.
He retains the ability to discuss
various events that took place during
his life (semantic) but lacks the
ability to “relive” the situations.
(Goldstein, 2011, p. 158).K.C. lacks
an episodic memory and is unable to
feel emotions felt during past events
or even a sense of “self” during
those times.
 One who lacks memories for factual
events in the past but recalls the
feelings and emotions involved at a
certain time, can be said to lack an
semantic memory.
(MB)
Semantic & Episodic
Memory Impairment

12. Sum of your direction in a
few words
 Provide real life
examples of the
direction you are
discussing.
 Provide real life
examples of the
direction you are
discussing.
Sum of your direction in a
few words

16. Goldstein, E. B. (2011). Cognitive psychology: Connecting mind, research and
everyday experience. (3rd ed.). Belmont, CA: Wadsworth.
Piolino, P., Desgranges, B., Manning, L., North, P., Jokie, C., & Eustache, F.
(2007). Autobiographical memory, the sense of recollection and
executive functions after severe traumatic brain injury. Cortex, 43, 1
76-195.
Reber, P. J., Gitelman, D. R., & Parrish, T. B. (2003). Dissociating explicit and
implicit category knowledge with fMRI. Journal of Cognitive
Neuroscience, 15:4, 574-583.
Shum, D., Jamieson, E., Bahr, M., & Wallace, G. (1999). Implicit and explicit
memory in children with traumatic brain injury. Journal of Clinical
and Experimental Neuropsychology, 21:2, 149-158.
Traumatic Brain Injury Image. Retrieved April 21st, 2013 from:
http://www.thebarrow.org/Neurological_Services/Neurotrauma/204508
(MB)