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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Related Experiment Video

Updated: Jul 1, 2025

Transcranial Direct Current Stimulation tDCS of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition
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(What) can patients with semantic dementia learn?

Zubaida Shebani1, Karalyn Patterson2

  • 1Department of Psychology, Sultan Qaboos University, Muscat, Oman.

Neuropsychologia
|March 1, 2024
PubMed
Summary

Patients with Semantic Dementia (SD) can relearn lost concepts with prolonged practice, but this learning is often format-specific and temporary. This highlights the reliance on perceptual factors and the deep interaction between semantic, working, and episodic memory.

Keywords:
Episodic memoryGeneralisationLearningSemantic memoryWorking memory

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Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Neurology

Background:

  • Semantic Dementia (SD) is a neurodegenerative condition causing progressive loss of semantic knowledge.
  • This impacts understanding of concepts in both verbal and non-verbal forms.
  • Research has explored relearning and new learning in SD patients over three decades.

Purpose of the Study:

  • To review research on whether patients with Semantic Dementia can re-acquire lost semantic knowledge.
  • To investigate the extent of interaction between semantic memory and other memory systems like working and episodic memory.

Main Methods:

  • Systematic review of studies examining learning and relearning in Semantic Dementia patients.
  • Analysis of various treatment techniques and learning methods used in these studies.

Main Results:

  • Some studies show successful relearning of words and concepts in SD, especially with regular, prolonged practice.
  • Relearned knowledge often diminishes after practice stops and may not generalize to other instances.
  • Learning in SD appears to rely heavily on perceptual factors, hindering abstraction from specific training formats.
  • The semantic status of information significantly impacts working and episodic memory.

Conclusions:

  • Re-acquisition of semantic knowledge in SD is possible but often limited and dependent on continuous practice.
  • Impaired semantic knowledge forces learning to rely abnormally on perceptual details.
  • Semantic memory is deeply intertwined with working and episodic memory systems.