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Related Concept Videos

Alzheimer Disease ll: Pathophysiology01:23

Alzheimer Disease ll: Pathophysiology

Alzheimer disease involves structural changes in the brain that begin long before symptoms appear. The most distinctive features are extracellular neuritic plaques and intracellular neurofibrillary tangles.Neuritic plaques form in the cerebral cortex and around blood vessels. These plaques contain a dense core of beta-amyloid (Aβ)—a toxic protein fragment that clumps outside neurons. The core is surrounded by damaged neuronal extensions, as well as reactive astrocytes and microglia. Abnormal...
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Alzheimer disease is a chronic, progressive, and irreversible neurodegenerative disorder and the most common cause of dementia in older adults. It leads to gradual neuronal loss, causing cognitive decline, behavioral changes, and loss of functional independence.Risk Factors and EtiologyThe disease is multifactorial. Age is the strongest risk factor, with prevalence doubling every 5 years after age 65. Genetic factors include mutations in genes such as APP, PSEN1, and PSEN2, which are associated...
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Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

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Published on: February 8, 2019

Prototype learning and dissociable categorization systems in Alzheimer's disease.

William C Heindel1, Elena K Festa, Brian R Ott

  • 1Department of Cognitive, Linguistic, and Psychological Sciences, Brown University, Providence, RI 02912, USA. william_heindel@brown.edu

Neuropsychologia
|June 12, 2013
PubMed
Summary

Alzheimer's disease patients show impaired prototype learning, but can adapt. Depending on the learning task, they utilize different memory systems, including procedural memory when feedback is provided.

Keywords:
ADCategory learningClassification learningMemory systemsSemantic memory

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Area of Science:

  • Cognitive Neuroscience
  • Neuropsychology

Background:

  • Prototype learning relies on distinct memory systems: perceptual for A/Not-A and declarative for A/B.
  • Alzheimer's disease (AD) may impact category acquisition differently based on learning mode.

Purpose of the Study:

  • To investigate A/Not-A and A/B prototype learning in Alzheimer's disease patients.
  • To compare category acquisition across different learning conditions in AD.

Main Methods:

  • AD patients performed A/Not-A and A/B prototype learning tasks.
  • Tasks included incidental, observational, and trial-and-error feedback conditions.
  • Explicit recall of category features was assessed.

Main Results:

  • AD patients showed impaired prototype induction in A/Not-A learning, suggesting visual system disruption.
  • In A/B learning, AD patients had intact prototype induction but impaired exemplar classification, indicating declarative memory deficits.
  • AD patients successfully learned categories under trial-and-error feedback, suggesting reliance on procedural memory.

Conclusions:

  • Category learning in AD is sensitive to the mode of acquisition and underlying memory systems.
  • Findings highlight the interplay between perceptual, declarative, and procedural memory in AD.
  • This research offers insights into cognitive rehabilitation strategies for Alzheimer's disease.