Special Issue "Learning and Memory Deficits Related to Neuropsychiatric Disorders"
A special issue of Behavioral Sciences (ISSN 2076-328X).
Deadline for manuscript submissions: closed (15 February 2013)
Dr. Scott J. Hunter
Departments of Psychiatry, Behavioral Neuroscience and Pediatrics, University of Chicago, 5841 S. Maryland Ave., MC 3077, Chicago, Illinois 60637, USA
Phone: +1 773 702 2227
Fax: +1 773 702 9929
Interests: pediatric neuropsychology; developmental neuroscience; neurodevelopmental disorders (neurogenetic and acquired developmental disorders, i.e., autism, neurofibromatosis, down syndrome); epilepsies; attention; executive functions; intervention
The capacity to learn is dependent on a set of neurally directed capabilities, including orientation, attention, sensory intake and processing, and ultimately memory, within the short-term (e.g., working memory, encoding, short-term memory) and across time (e.g., extended encoding, consolidation, retrieval, long-term memory). Within the neuropsychiatric disorders, processes that underlie learning and memory are frequently disrupted, contributing to a range of deficits that can impact social engagement, emotional and behavioral regulation, educational and vocational opportunity, and adaptation. Research to date has highlighted such disruptions, and the alterations that underlie them neurobiologically, as a primary target for understanding the broad range of impairments seen in neuropsychiatric conditions and for guiding efforts at intervention, both pharmacologically and rehabilitatively. The goal with this special issue is to review and extend our current state of the knowledge concerning learning and memory dysfunction in neuropsychiatric disorder and to inform ongoing research in intervention and remediation.
Dr. Scott J. Hunter
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are refereed through a peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed Open Access quarterly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. For the first couple of issues the Article Processing Charge (APC) will be waived for well-prepared manuscripts. English correction and/or formatting fees of 250 CHF (Swiss Francs) will be charged in certain cases for those articles accepted for publication that require extensive additional formatting and/or English corrections.
- working memory
Behav. Sci. 2012, 2(4), 207-218; doi:10.3390/bs2040207
Received: 10 August 2012; in revised form: 23 September 2012 / Accepted: 12 October 2012 / Published: 2 November 2012| Download PDF Full-text (269 KB) | Download XML Full-text
Behav. Sci. 2013, 3(2), 192-205; doi:10.3390/bs3020192
Received: 31 January 2013; in revised form: 25 March 2013 / Accepted: 25 March 2013 / Published: 2 April 2013| Download PDF Full-text (93 KB)
Behav. Sci. 2013, 3(2), 206-216; doi:10.3390/bs3020206
Received: 15 February 2013; in revised form: 25 March 2013 / Accepted: 26 March 2013 / Published: 12 April 2013| Download PDF Full-text (186 KB) | Download XML Full-text
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: Distinct Episodic Verbal Memory Profiles in Schizophrenia
Authors: Perrine Brazo 1,2,*, Michaelle Ilongo 1 and Sonia Dollfus 1,2
Affiiation: 1 CHU de Caen, service de Psychiatrie, Caen, F-14000, France; E-Mail: firstname.lastname@example.org (P.B.); Tel.:+33-(0)2-31-06-50-18 (P.B.), Fax: +33-(0)2-31-06-49-87(P.B.); 2 Université de Caen Basse-Normandie, UMR6301 ISTCT, ISTS team, Caen, F-14000 France; E-Mail: Dollfusemail@example.com (S.D.)
Abstract: Introduction. According to some authors, episodic memory impairment may be a feature shared by all the schizophrenic patients, whereas others argued in favour of the mnesic heterogeneity. Our aims were to determine whether patients can be grouped based on mnesic performances. Methods. The California Verbal Learning Test (CVLT), an episodic verbal learning test, was compared in 61 schizophrenic patients and 61 matched healthy subjects. The 32 indices were calculated using CVLT Scoring Software, allowing to describe in detail patients’ episodic processes (encoding, storage, retrieval). Results. We isolated one group with normative data, another one showed impairment of both encoding and retrieval processes, and in the last one, only encoding process was impaired. Conclusion. As schizophrenia is heterogeneous with regard to episodic memory, impairments should not be considered as a common core to the various forms of the illness and it would be fruitful to systematically assess episodic processes in detail to take into account individual abilities and challenges.
Keywords: schizophrenia; episodic memory; encoding process; storage process; retrieval process; cognitive subtypes.
Last update: 5 December 2012