What memory binding functions is the hippocampus responsible for?

The role of the hippocampus in binding information in working memory (WM) is little understood. When complex experiences comprise associations between different pieces of information such as objects and locations (relational binding), the function of the hippocampus is required to hold them in WM (Mitchell et al., 2000; 2006; Piekema, 2006). However, recent evidence suggests that if the to-be-associated information leads to the formation of integrated objects such as coloured shapes (conjunctive binding), the hippocampus is less involved in holding temporary representations of these complex events in WM (Baddeley et al., 2010; Piekema, 2006). We investigated the relational and conjunctive binding hypotheses of the hippocampal functions in a patient with right hippocampal damage. The patient and controls were asked to study visual arrays of stimuli which consisted of shape-colour relations (shape-colour pairs) or shape-colour conjunctions (coloured shapes). After the study array, they were presented with a new screen consisting of one set of shapes (line drawings) and one set of colours. They were asked to reconstruct the bindings by selecting the shapes and their corresponding colours. As compared to healthy controls, the patient was impaired in holding relations of shapes and colours in WM whereas he could retain the conjunctions similarly to controls. These results lend support to the role of the hippocampus in supporting memory for inter-item associations but not memory for conjunctions of features which define objects' identity

Relational and conjunctive binding functions dissociate in short-term memory

Remembering complex events requires binding features within unified objects (conjunctions) and holding associations between objects (relations). Recent studies suggest that the two functions dissociate in long-term memory (LTM). Less is known about their functional organization in short-term memory (STM). The present study investigated this issue in patient AE affected by a stroke which caused damage to brain regions known to be relevant for relational functions both in LTM and in STM (i.e., the hippocampus). The assessment involved a battery of standard neuropsychological tasks and STM binding tasks. One STM binding task (Experiment 1) presented common objects and common colors forming either pairs (relations) or integrated objects (conjunctions). Free recall of relations or conjunctions was assessed. A second STM binding task used random polygons and non-primary colors instead (Experiment 2). Memory was assessed by selecting the features that made up the relations or the conjunctions from a set of single polygons and a set of single colors. The neuropsychological assessment revealed impaired delayed memory in AE. AE's pronounced relational STM binding deficits contrasted with his completely preserved conjunctive binding functions in both Experiments 1 and 2. Only 2.35% and 1.14% of the population were expected to have a discrepancy more extreme than that presented by AE in Experiments 1 and 2, respectively. Processing relations and conjunctions of very elementary nonspatial features in STM led to dissociating performances in AE. These findings may inform current theories of memory decline such as those linked to cognitive aging

Distance-mediated spatial neglect

Unilateral spatial neglect (USN) is usually assessed by means of individual stimuli or single arrays of stimuli. Seldom are stimuli presented as multiple objects or in spatially separated blocks, except in some tests for object-based neglect. The distance between individual objects or blocks of stimuli in such stimuli is implicitly considered irrelevant. We report on the case of a patient, EC, who showed severe USN in his everyday behavior, yet performed normally on standard tests for USN. Presented with stimuli in separate blocks, he performed flawlessly with 4 cm gaps between blocks, yet ignored all leftward blocks of stimuli when the gap was larger than this. EC's dissociation between good performance on standard tasks and severe neglect with separate groups of stimuli, and the distance-mediated nature of his USN are novel observations with relevant theoretical and clinical implications

Tres textos y una reflexión

Se analizan tres textos literarios, uno de Tolstoi, otro de Mario Testa y, el último, de Julio Cortázar. En ellos se describen, en diferentes épocas y contextos, la percepción del paciente con respecto al equipo de salud, ya sea en la consulta como en la internación. Se analizan sus similitudes y se plantea la hipótesis de que tal percepción se debe a la formación “biologicista” en ciencias de la salud, y que un regreso al humanismo médico y formación en factores humanos desde el comienzo de las carreras es imprescindible para colocar al “enfermo” en condición de “paciente”, sujeto y no objeto de atención, cambiar el discurso médico dando lugar a la percepción de este, y, a la vez, prepararse para modificar los actuales sistemas de salud y enfrentar el desafío deshumanizante de las nuevas tecnologías.Three literary texts are analyzed, one by Tolstoi, another by Mario Testa, and the last, by Julio Cortázar. They describe, in different times and contexts, the perception of the patient with respect to the health team, both in the consultation and in hospitalization. Their similarities are analyzed and the hypothesis is raised that such perception is due to the "biologist" training in health sciences, and that a return to medical humanism and training in human factors from the beginning of the careers is essential to place the "Sick" as a "patient", subject and not object of care, change the medical discourse giving rise to his perception, and, at the same time, prepare to modify current health systems and face the dehumanizing challenge new technologies.São analisados ​​três textos literários, um de Tolstoi, outro de Mario Testa e o último de Julio Cortázar. Descrevem, em diferentes momentos e contextos, a percepção do paciente em relação à equipe de saúde, seja na consulta ou na internação. Suas semelhanças são analisadas e a hipótese  que tal percepção se deve à formação do "biólogo" nas ciências da saúde, e que o retorno ao humanismo médico e à formação em fatores humanos desde o início das carreiras é fundamental para colocar o "paciente" na condição de "paciente" sujeito e não objeto de atenção, mudar o discurso médico que dá origem à sua percepção e, ao mesmo tempo, preparar-se para modificar os atuais sistemas de saúde e enfrentar o desafio desumanizador das novas tecnologias

Neuroscience in education:Not a recipe book

The neuro prefix is very fashionable, and neuroeducation is just one of the myriad offsprings. Neuroscience offers an invaluable contribution to assess, diagnose, and perhaps manage pathologies, including disorders of learning in children and adolescents. However, neuroscience as such has so far proved to have little to offer to education in school. If misunderstood, neuroscience can open the gate to a number of questionable practices in the classroom. Even considering the discipline which has most to offer, cognitive psychology, the transition from lab results to school activities is challenging and should accord with didactic aims and educational contexts. Teachers and educators should resist the allure of applying neuroscientific findings and theories as if they were recipes to be carried out. In this viewpoint we will argue against the direct use of neuroscientific research findings to inform classroom education