Download Cognitive Enhancement by Kathleen M. Kantak, Joseph G. Wettstein PDF

By Kathleen M. Kantak, Joseph G. Wettstein

This e-book highlights the behavioral and neurobiological concerns correct for drug improvement, reports proof for an cutting edge strategy for drug discovery and offers views on a number of certain issues starting from healing drug use in little ones, rising applied sciences and non-pharmacological techniques to cognitive enhancement.

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Cognitive Enhancement

This ebook highlights the behavioral and neurobiological matters correct for drug improvement, experiences proof for an cutting edge procedure for drug discovery and provides views on a number of particular themes starting from healing drug use in little ones, rising applied sciences and non-pharmacological ways to cognitive enhancement.

Extra resources for Cognitive Enhancement

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2004; Pascalis and Bachevalier 1999; Zola et al. 2000). Rodent studies have been useful to precisely define which brain regions are required for specific processes. It has been shown that the perirhinal cortex is essential for object recognition memory (Brown et al. 2012), but when tasks require an association of object with contextual or spatial information, then integration of the hippocampus with the perirhinal cortex occurs (Winters et al. 2010b). Recognition memory tasks in rodents are widely used within many laboratories and are referred to as the object recognition test (ORT) or novel object recognition (NOR) or novel object discrimination (NOD).

1993; Owen et al. 1995; Talpos et al. 2009; Wood et al. 2002). Deficits in vsPAL performance have been reported in aging and disease (Rabbitt and Lowe 2000; Robbins et al. 1994). In particular, impaired performance in vsPAL has been demonstrated in patients with mild cognitive impairment who are later diagnosed with Alzheimer’s disease (Blackwell et al. 2004; Sahakian et al. 1988; Swainson et al. 2001). Similarly, schizophrenic patients (first episode and following chronic disease) show impaired learning in vsPAL (Barnett et al.

Working Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Visual-Spatial Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Recognition Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Emotional Memory . . . . . . . . . .

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