Why Do We Forget? Where Do Memories Go?

Posted on Posted in Brain Science, Continuing Education, Homestudy, Psychology

dream-catcher-902508_640By Michael Howard, Ph.D.

How do memories get lost? The reasons can be found in any stage of the memory process: encoding, storage (consolidation), and/or retrieval. In the encoding stage, forgetting usually occurs because of inadequate attention to the material when it was acquired. In the storage or consolidation stage, several problems can develop. For instance, inadequate associations may not develop between new memories being formed and old memories already stored in the brain. There appears to be a natural time-linked decay of the information if it is not recalled occasionally.

Retrieval failure of memories can occur, especially when relevant cues are not present. Sometimes we can remember something and, other times we can’t. Certain situations may cue memories when others do not. For example, it may be easier to retrieve the memory of an event when you are in the same emotional state or same physical place you were in when the event occurred.

Forgetting is a normal process that aids in our ability to select out important information. Typically, we forget memories that are not meaningful to us. If you held onto memories for irrelevant facts, your brain would become quite cluttered and important information would be obscured. Forgetting unwanted or unneeded material obviously has evolutionary importance and helps in our adaptation and survival. For non-meaningful information, the greatest amount of forgetting occurs just after the information is put into long-term memory. This is called a “forgetting curve.” The forgetting curve is not nearly as steep for information that is important to us. We retain meaningful memories much longer.

Memory can also vary depending on how motivated we are to remember the event. We tend to forget things that we do not want to remember, such as traumatic events or very unpleasant information. This can be done in a conscious or unconscious manner. Some very traumatic events are thought to be unconsciously forgotten and are known as repressed memories. Methods for recovering these repressed memories in psychotherapy have created controversy concerning their validity.

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Flu Vaccines and How They Work

Posted on Posted in Continuing Education, Elder Care, Seminars, Webinars

Flu SHot, Vaccination

Composed of two type A viruses and one type B virus, seasonal flu vaccines change annually to reflect the viral types and strains that international surveillance and scientific analysis predict will circulate during a given year. Each vaccine’s protective potential is determined by individual health status and by similarities among the viruses contained in the vaccine and those in circulation. A vaccine that closely matches circulating viruses protects most people from serious flu-related illness.
Even a vaccine that is not a close match affords a degree of protection. Flu vaccines do not protect against flu-like illnesses, which are caused by non-influenza viruses. Also, seasonal flu vaccine does not provide protection against type C influenza.
Seasonal flu vaccine is available in two forms: injected and intranasal routes. Injected vaccine is made from inactivated viruses while the intranasal is an live-attenuated virus.

Live-attenuated influenza vaccine (LAIV) is a flu vaccine in the form of a nasal spray. LAIV is made from live, weakened viruses that do not cause the flu. The Center for Disease Control has approved LAIV for use in people between two years and 49 years of age who are healthy and who are not pregnant. LAIV is also an approved option for people who live with or care for those at high risk for contracting flu. It is not recommended for caregivers of people whose severely compromised immune systems require a protected environment. These healthy individuals should get the flu shot.

Flu vaccinations may be given at the same time that other vaccines are administered. Although vaccination is advisable as soon as seasonal vaccines become available, being vaccinated later in the flu season, like December, still confers benefit in most years. One dose of vaccine a year is sufficient for most people. Children under nine years of age who are being vaccinated against flu for the first time or who were initially vaccinated with a single dose during the previous flu season should receive two doses of vaccine at least four weeks apart.

Side effects associated with flu shots are generally mild, appear shortly after the injection, and persist for a day or two. They include soreness: redness; and swelling at the injection site; low-grade fever; sore or red eyes; and aches. LAIV can cause headache and runny nose. Adults may also develop sore throat or a cough, and children may wheeze, vomit, and have muscle aches or fever.

Symptoms of rare, serious reactions include:

  • high fever
  • behavioral changes
  • breathing difficulties
  • hoarseness or wheezing
  • hives
  • paleness
  • weakness
  • rapid heartbeat
  • dizziness

Although flu-related morbidity and mortality vary from year to year, the CDC estimates that between five and 20 percent of Americans contract flu in a given year and that 200,000 are hospitalized for treatment of flu-related complications. Approximately 36,000 deaths a year result from flu-related causes in the United States. Always check with your doctor before getting a flu vaccination. Also, many local pharmacies offer flu vaccinations in the store to fit your schedule.

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Music As Medicine

Posted on Posted in Brain Science, Continuing Education, Elder Care, Psychology, Seminars, Webinars

By Barbara Sternberg, Ph.D.

Music has long been recognized as an effective therapy for emotional disorders. But the idea of using music to treat physical ailments is relatively new. The past several years have seen an explosion of research on the uses and benefits of music for both mental and physical health. In a meta-analysis of 400 studies, it was found that music improves the body’s immune-system function and reduces stress. In reducing anxiety prior to surgery, listening to music was also found to be more effective than prescription drugs. In addition, listening to and playing music increased the body’s production of the antibody immunoglobulin-A and natural killer cells. Music also reduced levels of the stress hormone cortisol.

ukulele-516503_640A recent study on the link between music and stress found that music can help calm pediatric emergency-room patients. In a trial with children ages three to 11, University of Alberta researchers found that young patients who listened to relaxing music while having an IV inserted reported significantly less pain, and some showed less distress compared to patients who did not listen to music. Also, for the music-listening group, more than two-thirds of the healthcare providers reported that the IVs were very easy to administer.

Music is also helpful in reducing pain among adult patients as well. In one study, patients in palliative care who participated in live-music therapy sessions reported relief from persistent pain. Music therapists worked closely with the patients to tailor the intervention. Patients sang, played instruments, discussed lyrics, and wrote songs.
Another study evaluated the analgesic effects of music in patients with fibromyalgia pain. Fibromyalgia patients were exposed either to relaxing, pleasant music which they had chosen, or to a control auditory condition (white noise). They rated their pain level, and their functional mobility was evaluated using a standardized measure.
Functional mobility was found to be superior in the patients exposed to music compared to the controls.

In addition, music has been shown to enhance certain quality of life aspects among older adults. A study evaluated the impact of piano training on cognitive function, mood, and quality of life in older adults. Thirteen participants received piano lessons and practiced daily for four months and were compared to an age-matched control group of 16 who participated in other forms of leisure activities such as physical exercise, computer lessons, or painting lessons. In terms of executive function, inhibitory control, and divided attention, significant differences were found for the group that received piano-training. Piano lessons also decreased depression, induced positive mood states, and improved the psychological and physical quality of life of the elderly participants. The researchers concluded that playing piano and learning to read music can be a useful intervention in older adults to promote cognitive reserve and improve subjective well-being.

There is growing evidence that music may be useful in medicine – in areas including reducing stress and pain and improving mood and cognitive function. On word fluency, working memory, and recognition memory, other studies have examined the effects of listening to music. These studies also showed enhanced performance in these cognitive abilities in older adults.

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