We accept

Psychology Essays - Amnesic Syndrome Amnesia

Amnesic Syndrome Amnesia

Hypothetical amnesic symptoms single case intervention: Clive Wearing

Amensia - Amnesic Syndrome

Amnesia is a general, classically used term essentially to describe the partial or total lack of memory. Because of the complexity of individual memory functioning, several different types of amnesia are present, in particular, Amnesic Syndrome (A. S. ) which, in its most coherent, is a cluster of amnesic symptoms. Amnesic symptoms is characterised by the everlasting recollection impairment which may appear in anterograde form - the syndromes defining feature - and retrograde form.

Unlike general amnesic condition, the diagnostic origins of an. S. excludes degenerative disorders, for example Parkisons; transient amnesias; and psychogenic disorders. The aetiology of an. S. include those due to (direct or indirect) problems for the mind and damage to a variety of neuroanatomical locations in charge of memory functioning, particularly subcortical areas - the diencephalon, a major region of the mind that includes the 3rd ventricle, thalamus, hypothalamus, and pituitary gland; and also cortical areas - within the medial floors of the temporal lobe, especially the hippocampus.

Understanding the effects of this damage is possible in no small part to using the modular storage system methodology and observing the pattern of preservation and damage - quite simply, what the individual is which is not capable of. It is understood that long term storage (LTM) is set up as to differentiate declarative storage area - of what we realize to be as ˜fact - from less explicitly accessible memory performing such as those implicitly stored and that which is not pertaining to factual information, referred to as non-declarative memory space.

Aggleton & Dark brown (1999) reported that both subcortical and cortical locations, as stated above, are the different parts of the same storage area system concerned with the explicit, declarative ram. This declarative recollection comprises of the subcategories episodic - personal situations one encounters; and semantic - associated with vocabulary, language capability and object identification.

It is therefore clear that the harm experienced to part or many of these areas of the brain would largely have an effect on the declarative ram of a patient, whilst departing the implicit, non-declarative recollection relatively unimpaired. That is true in situations of both anterograde and retrograde amnesic symptoms.

There are also several non memory space related characteristics of amnesia which appear in A. S. , levels of which be based upon the foundation of the syndrome, for instance the positioning of injury and which elements of the mind are damaged. Characteristics include orientation, intellectual deficit and confabulation. Confabulation, sometimes referred to as ˜islands of confabulation, identifies the attempts made to rationalise memories (or voids in recollection) in order to make sense to the home and others, which may involve the development of bogus information.

Single Circumstance: Clive Wearing

Clive Wearing is known as by many to be the most sever circumstance of amnesia. Once a renowned and eminent musician and musicologist, Clive was struck by an inflammatory brain infection - herpes encephalitis, in March of 1985. A short CT and succeeding MRI check reported major and significant damage to the kept temporal lobe, also extending into the inferior and posterior frontal lobe as well as harm to the medial area of the right temporal lobe. This was accompanied by signs of participation of the left lateral ventricle and third ventricle - area of the diencephalon, combined with the almost complete damage of the hippocampus.

It is assumed that these areas of damage will be the reason behind several behaviours Clive Using exhibited and continues to do so today. It is well reported that Clive (CW) has severe episodic storage dysfunction, resulting in retrograde amnesia for nearly the complete of his adult life and much of his youth along with anterograde amnesia confirmed by his incapacity for explicit learning.

CW is becoming synonymous for his second to moment consciousness whereby the period of seconds is lost in a perceptual time void and where identified information is lost when his eyes close - quite actually in a blink - and then be confronted with the experience of a completely new ˜awakening repeated often. CWs semantic storage area, though generally maintained in a very. S. , showed evidence of impairment as he's struggling to produce object titles, define words and comprehend written materials, instead lending himself towards confabulation.

CWs design of deficits in declarative recollection can be explained by the neurological destruction that he experienced. The major damage to the hippocampus (relatively destroying it) is the most likely cause of the severity of his amnesia, whereas the retrograde amnesia is related to the diencephalic damage, and semantic storage impairment adheres to a lot more widespread temporal lobe destruction.

Functioning and Signs for Intervention

Contrary to CWs deficit in declarative storage area, his non declarative memory space is kept relatively unimpaired. There are many reports of CWs implicit recollection functioning, especially his procedural storage for reading, playing, conducting and performing music which can be practically preserved. Clive has, on more than one occasion, denied seeing a bit of music or even playing the piano, and then (when aimed), sit down and play the piece and add I remember that one.

Additional information for CWs implicit ram comes from the first few years of his condition where he commenced to abbreviate his questions, he would just need to ask his wife ˜How long? to be recognized as to what was supposed, ˜How long have I been ill? suggesting an awareness, on some level, that the question has been asked before, as well as the knowledge to the fact that she knows what it means.

Evidence for implicit learning originates from the article after eighteen weeks of his new home, where he has been considered for daily strolls to feed the ducks, now asks ˜do the ducks want their tea? when prompted to put up his jacket, ceasing to ask how long he has been ill - a seven-year obsessive habit.

Though his visible disorientation, he has also gained other (solely) implicit thoughts like the design of his property where he is able to go directly to the bathroom, kitchen and dining area unsupervised. However, if he halts, gets sidetracked, or thinks on the way he becomes lost. And even though not able to describe his dwelling, his better half - Deborah - has reported how he will undo his seat belt and offer to get away and open the gate as they get near. He is struggling to explicitly identify the locations but is capable of action.

The role of music in CWs implicit learning is obviously an interesting one, as not only is his procedural storage relatively unimpaired but he's also capable, providing someone sets the music before him to get him into action, of learning and training new bits.

It is also reported that he also hummed something which he previously not played out for around 30 minutes. This breakthrough is of great relevance to the following section on involvement as it shows that this is could be right down to rehearsal from it subvocally, perhaps reflecting use of the phonological loop process in memory encoding.

Brocas area is a comparatively contained section in the inferior frontal gyrus of the frontal lobe and it is namely responsible for the development of talk and sounds. There may be little proof to suggest of any deficit in CWs potential to produce speech and sound and therefore any relative harm to this area, which permits the seeming subvocal rehearsal that has been reported. Since CW seems to have some phonological working and fairly maintained implicit recollection, this seems a rational starting place for rehabilitative treatment.

Proposed Intervention

Whereas in previous clinical strategies where treatment was usually predicated on a broad selection of solutions (CBT, psychotherapy, etc), neuropsychological therapy tackles small areas either to test theories or even to increase the understanding of a particular subject area. In the event CW, it's the impairment experienced regarding disorientation that will be the focal point of this involvement.

The intervention will operate at the level of impairment - the specific problem being disorientation. In terms of the treatment mechanism restoring or reinstating the original function - this seems very unlikely to be possible. The choice therefore, is to instate an involvement device that will utilise and develop existing capacities with the use of external supports and ways of overcome the trouble.

Implicit learning of routes through basic repetition wouldn't normally be recommended in cases like this. Instead, it would be preferable to use the available existing/surviving capacities (i. e. subvocal rehearsal and procedural ram) - as this approach, if sufficiently effective, could be moved for other possible applications in several situations.

CWs procedural storage of music lends itself extremely neatly to the idea of journeys and routes due to its formulative and intensifying nature. CWs better half Deborah talks of the momentum of music where it is stated that music, much like any course - has steps, phrases, beginnings and ends (Wearing and Wilson, 1995).

In articles, publisher and neurologist Oliver Sacks (2007) provides a compelling narrative of this momentum indicating the link of ram and melody:

There is not a process of recalling, assembling, recategorizing, as when one attempts to reconstruct or keep in mind a meeting or a arena from days gone by. We remember one tone at a time, and each shade completely fills our consciousness yet simultaneously pertains to the whole. It really is similar whenever we walk or run or swim-we achieve this one step, one heart stroke at a time, yet each step or heart stroke is an integral area of the entire. Indeed, if we think of each take note or step too consciously, we may lose the thread, the motor unit melody. (Sacks, 2007)

In normal automatisation of procedural information - which can range from making a cup of tea to generating a car, the memory trace of each face is encoded and strengthened with each practise so that in future situations relevant information is retrieved quickly. In the case of CW this survey suggests that a method of auditory mnemonic lowering encoding be used, setup with vanishing retrieval cues, steadily removed in order to encourage the conditioning of the mnemonic information in an errorless learning environment.

Encoding with visible and auditory mnemonics has been shown to be very effective in the development of fabricating links and encoding memorable retrieval cues (e. g. Burrows & Solomon, 1975; Sharps & Price, 1991; Haan et al. , 2000) and a supported method of the proposal involvement. The use of vanishing cues enables a ˜span of information to be divided into lots of relevant cues that are eventually and little by little removed, thus resulting in a opportunity of learnt information which may require hardly any or even no recall cues. Errorless learning has been effective in lots memory-impairment conditions (e. g. Tailby & Haslam, 2003; Webpage et al. , 2006), where errorless learning employs a 100% right response strategy in strengthening memory space traces.

Single Circumstance Design Proposal

Neuropsychological treatment of any type would usually effortlessly happen once the patient starts to demonstrate gaining a sense of normal performing, that is - following the initial amount of spontaneous recovering has occurred, as initiating treatment during this time period of innate restoration is not suggestible - results may show absent or incorrect improvement. In the case of CW however, this isn't an area of concern.

The treatment will operate with auditory mnemonics and vanishing cues. It'll be a tri-level multiple baseline design as to assess its efficiency across and between situations. Three routes / journeys will be determined upon with regards to CWs most important or habitual choices. For the purpose of this proposal the three routes will be that from his room: (a) to the dining room (b) to the hall - the location of his piano and (c) outside via fireplace escape course.

The initial stage of the intervention will be confirming the baseline dimension for each option. This would be the timeframe it takes CW to get from his room to the each of the destinations, observations may also be made by any encounters of disorientation in case so make a note of where along the route and how often they appear, using several procedures maximise the balance of the diagnosis as they'll be weighed against the results of the involvement phase. The measurement phase will continue for 1 month before the first-level intervention is employed.

The second period begins with the execution of the first-level involvement - for the first situation (a). The road that CW takes will be designated off using posters displaying a coloured mark (e. g. a green triangle) at significant tips. CW will likewise have followed with him a device which allows him to play an individual relatively brief melody, one which he is acquainted with.

This will be arranged to repeat, although it is assumed that one piece played out from begin to finish should previous for more than sufficient time than it takes him to reach his destination - in cases like this the dinning room. During this time CW is inspired to hum or sing the melody out loud. This first-level involvement for the first situation will continue for 2 weeks and measurements will be studied following the same theory as those in the baseline stage.

Following this would be the second-level intervention where in fact the visible cues (inexperienced triangles) are little by little removed in ideal order so that there are no significantly unequal ˜gaps in cues along the way. CW will at the moment still be prompted that can be played and hum to the chosen melody along the way. This phase will be completed over a complete of 2 weeks, again, whilst measurements are taken.

The third-level intervention will entail CW not having access to the melody playing device, however he will still be motivated to hum or sing what could be referred to at this time as the ˜dinning room melody. Measurements will be completed as recently done. This stage will continue for four weeks and then conclude the next stage of the intervention. After which the additional two routes will be initiated in series following the exemplory case of the first situation. A summarised list of the programme can look the following.

  • Phase 1 - Multiple baseline recording
  • Measurements are used across all situations (length: four weeks)
  • Phase 2 - Involvement of first situation (a) - to dinning room
  • Level 1 - melody used cues (length: 2 weeks)
  • Level 2 - cues steadily removed (duration: 2 calendar months)
  • Level 3 - melody device removed (duration: 1 month)
  • Phase 3 - Intervention of second situation (b) - to hall
  • Level 1 - melody played with cues (size: 2 months)
  • Level 2 - cues little by little removed (period: 2 a few months)
  • Level 3 - melody device removed (duration: 1 month)
  • Phase 4 - Involvement of third situation (c) - open fire escape route
  • Level 1 - melody used cues (duration: 2 a few months)
  • Level 2 - cues slowly but surely removed (length: 2 weeks)
  • Level 3 - melody device removed (span: four weeks)
  • Phase 5 - Assessment of results

The appendix includes graphs that symbolize three possible benefits of the involvement. The first in Appendix 1 demonstrates a successful involvement, evaluation that will be mentioned below. The second in Appendix 2 illustrates a obviously unsuccessful involvement whereas the third in Appendix 3 illustrates the possible results of the temporary positive aftereffect of intervention accompanied by a drop in much better performance.

Signs that the treatment is successful will be a significant improvement in performance compare with baseline measurements. That's not necessarily to say that route-taking will be quicker, but that incidence of disorientation could have been significantly reduced.

The proposed evaluation of the intervention will contain checking whether it's been successful in its goal and the reasons behind this final result. If an improvement has been confirmed it must be reviewed regarding the source of change. Resources of change differ in conditions of the circumstances of the case, for occasion spontaneous recovery and innate brain restoration at this time of the condition is highly improbable and would have been captured in baseline measurements.

General treatment effects - i. e. what goes on in CWs home such as attention and relationships are also another way to obtain change which, in other instances may be an have an impact on. The distance of the intervention may allow changes in circumstances to have an effect on performance. Major changes of this sort are improbable however it would still be advisable to report any relevant changes. If an improvement is not affirmed the involvement will be observed as not effective.

This doesnt necessarily that the theoretical basis was responsible, the judgement of available circumstance information may well not have been sufficient. Problematic methodology may be a cause. When the phases (and including levels of help) of the intervention were not completed for long enough, or appropriately the potency of the proposed involvement would be compromised.

Providing the treatment was successful and improvement was made, it would be critical to look at the genuine magnitude to that your persons life had evolved for the better. This could take the proper execution of improved functioning, increased independence and better sense of well-being. It could also be highly relevant to examine the capability to generalise the basic principle for program in other situations. The type of the proposed multiple baseline design allows, on demonstration of excellent results, that the involvement could be applied to similar situations and even for use in other circumstances of similar patients which has a. S.


Aggleton, J. P. , and Brown, M. W. (1999) Episodic storage, amnesia, and the hippocampal-anterior thalamic axis. Behavioral and Brain Sciences. 22 (4). pp. 425-440

Burrows, D. and Solomon, B. A. (1975). Parallel scanning of auditory and aesthetic information. Memory and Cognition. 3 (4). pp. 416-420.

Haan, E. H. F. , Appels, B. , Aleman, A. and Postma, A. (2000). Inter-and intra-modal encoding of auditory and aesthetic presentation of material: Results on memory performance. The Psychological Record. 50 (3). pp. 577-86.

Page, M. , Wilson, B. A, Shiel, A. , Carter, G. and Norris, D. (2006) What is the locus of the errorless-learning gain? Neuropsychologia. 44 (1). pp. 90-100

Sacks, O. (2007) The Abyss; A Neurologist's Notebook. THE BRAND NEW Yorker. New York. 83 (28). pp. 100.

Sharps, M. J. and Price, J. L. (1991). Auditory imagery and free recall. The Journal of General Mindset. 119 (1). pp. 81-87.

Tailby. R. and Haslam C. (2003) An investigation of errorless learning in memory-impaired patients: increasing the approach and clarifying theory. Neuropsychologia. 41 (9). pp. 1230-40.

Wilson, B. A. and Wearing, D. (1995) Prisoner of Awareness: Circumstances of just awakening pursuing Herpes Simplex Encephalitis, In Campbell, R. & Conway, M. Broken Memories: Neuropsychological Case Studies. Oxford: Blackwell. pp. 15-30

More than 7 000 students trust us to do their work
90% of customers place more than 5 orders with us
Special price $5 /page
Check the price
for your assignment