Relevant bibliographies by topics / Memory, physiological aspects, congresses

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Memory, physiological aspects, congresses'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Memory, physiological aspects, congresses"

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Goldstein, Gerald, Daniel N. Allen, Nicholas S. Thaler, James F. Luther, Kanagasabai Panchalingam, and Jay W. Pettegrew. "Developmental aspects and neurobiological correlates of working and associative memory." Neuropsychology 28, no. 4 (July 2014): 496–505. http://dx.doi.org/10.1037/neu0000053.

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McKay, Gavin C. M., and Michael D. Kopelman. "Psychogenic amnesia: when memory complaints are medically unexplained." Advances in Psychiatric Treatment 15, no. 2 (March 2009): 152–58. http://dx.doi.org/10.1192/apt.bp.105.001586.

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SummaryThe focus of this article is the assessment and management of medically unexplained (‘psychogenic’) amnesia, which we classify here as global or situation specific. Other psychiatric causes for memory disorder and neurological conditions that could cause diagnostic confusion are briefly reviewed, as are forensic aspects of memory complaints. Finally, brain and physiological mechanisms potentially associated with psychogenic amnesia are discussed.
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Eichenbaum, Howard. "The real-life/laboratory controversy as viewed from the cognitive neurobiology of animal learning and memory." Behavioral and Brain Sciences 19, no. 2 (June 1996): 196–97. http://dx.doi.org/10.1017/s0140525x00042217.

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AbstractParallel to Koriat & Goldsmith's accounting of human memory, there are two distinct approaches in animal learning. Behaviorist approaches focus on quantitative aspects of conditioned response probability, whereas cognitive and ethological approaches focus on qualitative aspects of how memory is used in real life. Moreover, in animal research these distinguishable measures of memory are dissociated in experimental amnesia.
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Korner, Paul I., and Frans H. H. Leenen. "Hypertension: Blood pressure regulating systems: cellular, integrative, and therapeutic aspects." Canadian Journal of Physiology and Pharmacology 65, no. 8 (August 1, 1987): 1515. http://dx.doi.org/10.1139/y87-238.

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This is only the second time in the long history of the International Physiological Congresses that a symposium on hypertension has formed part of the official satellite programme. After the 1983 IUPS Congress in Sydney, John Chalmers organized a magnificent satellite meeting at the Flinders Medical Centre in South Australia and we felt that we wished to continue the "tradition." Hypertension research has provided a wonderful example in recent years of how exciting it can be to apply very basic discoveries to the solution of practical problems. This meeting breaks new ground in being the first scientific event sponsored jointly by the Canadian Hypertension Society and the Australian High Blood Pressure Council. The meeting was made possible by generous financial support from Pfizer Canada and Pfizer Australia with, as co-contributors, Bayer Germany and Sandoz Australia. We would also like to acknowledge the help of Mrs. A. Garat of Pfizer Canada Medical Services in the organization of the meeting and Dr. Andrew Rankin who was responsible for all local arrangements.The Hypertension Satellite was held at Whistler, B.C., July 19–21, 1986, following the 30th International Congress of the International Union of Physiological Sciences in Vancouver. It provided a good forum for interdisciplinary information exchange. It also proved to be a pleasant social occasion in the beautiful setting of the coastal range of the Canadian Rockies. There were 48 invited speakers from Canada, Australia, Europe, the U.S.A., Japan, and New Zealand. We were fortunate in having as our patrons two great names in hypertension research, Dr. Arthur Guyton and Dr. Sydney Friedman.Emphasis was on a large range of mechanisms that regulate blood pressure. There were sessions on cell biology, the kidney, autonomic nervous regulation, peptides (including, of course, atrial natriuretic peptide and arginine vasopressin), and pathogenesis. The proceedings provide an up-to-date account of the position of the current "state of the art" in a number of important areas.
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Nandagopal, Kiruthiga, Roy W. Roring, Karl Anders Ericsson, and Jeanette Taylor. "Strategies May Mediate Heritable Aspects of Memory Performance." Cognitive and Behavioral Neurology 23, no. 4 (December 2010): 224–30. http://dx.doi.org/10.1097/wnn.0b013e3181e07d29.

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Koriat, Asher, and Morris Goldsmith. "Memory metaphors and the real-life/laboratory controversy: Correspondence versus storehouse conceptions of memory." Behavioral and Brain Sciences 19, no. 2 (June 1996): 167–88. http://dx.doi.org/10.1017/s0140525x00042114.

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AbstractThe study of memory is witnessing a spirited clash between proponents of traditional laboratory research and those advocating a more naturalistic approach to the study of “real-life” or “everyday” memory. The debate has generally centered on the “what” (content), “where” (context), and “how” (methods) of memory research. In this target article, we argue that the controversy discloses a further, more fundamental breach between two underlying memory metaphors, each having distinct implications for memory theory and assessment: Whereas traditional memory research has been dominated by thestorehousemetaphor, leading to a focus on thenumberof items remaining in store and accessible to memory, the recent wave of everyday memory research has shifted toward acorrespondencemetaphor, focusing on theaccuracyof memory in representing past events. The correspondence metaphor calls for a research approach that differs from the traditional one in important respects: in emphasizing the intentional –representational function of memory, in addressing the wholistic and graded aspects of memory correspondence, in taking an output-bound assessment perspective, and in allowing more room for the operation of subject-controlled metamemory processes and motivational factors. This analysis can help tie together soine of the what, where, and how aspects of the “real-life/laboratory” controversy. More important, however, by explicating the unique metatheoretical foundation of the accuracy-oriented approach to memory we aim to promote a more effective exploitation of the correspondence metaphor inbothnaturalistic and laboratory research contexts.
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Friederici, Angela D., and Ina Bornkessel. "Missing the syntactic piece." Behavioral and Brain Sciences 26, no. 6 (December 2003): 735–36. http://dx.doi.org/10.1017/s0140525x03290166.

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The notion that the working-memory system is not to be located in the prefrontal cortex, but rather constituted by the interplay between temporal and frontal areas, is of some attraction. However, at least for the domain of sentence comprehension, this perspective is promoted on the basis of sparse data. For this domain, the authors not only missed out on the chance to systematically integrate event-related brain potential (ERP) and neuroimaging data when interpreting their own findings on semantic aspects of working memory, but also neglected syntactic aspects of working memory and computation altogether.
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Piggott, Margaret A., and Elaine K. Perry. "New perspectives on sleep disturbances and memory in human pathological and psychopharmacological states." Behavioral and Brain Sciences 28, no. 1 (February 2005): 78–79. http://dx.doi.org/10.1017/s0140525x0536002x.

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Matthew Walker's article has prompted us to consider neuropsychiatric disorders and pharmacological effects associated with sleep alterations, and aspects of memory affected. Not all disorders involving insomnia show memory impairment, and hypersomnias can be associated with memory deficits. The use of cholinergic medication in dementia indicates that consideration of the link between sleep and memory is more than academic.
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Medford, Nick, and Anthony S. David. "Learning from repression: Emotional memory and emotional numbing." Behavioral and Brain Sciences 29, no. 5 (October 2006): 527–28. http://dx.doi.org/10.1017/s0140525x0638911x.

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Erdelyi argues persuasively for his unified theory of repression. Beyond this, what can studying repression bring to our understanding of other aspects of emotional function? Here we consider ways in which work on repression might inform the study of, on one hand, emotional memory, and on the other, the emotional numbing seen in patients with chronic persistent depersonalization symptoms.
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Kauer-Sant'Anna, Marcia, Lakshmi N. Yatham, Juliana Tramontina, Fernanda Weyne, Keila Maria Cereser, Fernando Kratz Gazalle, Ana Cristina Andreazza, et al. "Emotional memory in bipolar disorder." British Journal of Psychiatry 192, no. 6 (June 2008): 458–63. http://dx.doi.org/10.1192/bjp.bp.107.040295.

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BackgroundCognitive impairment has been well documented in bipolar disorder. However, specific aspects of cognition such as emotional memory have not been examined.AimsTo investigate episodic emotional memory in bipolar disorder, as indicated by performance on an amygdala-related cognitive task.MethodTwenty euthymic patients with bipolar disorder and 20 matched controls were recruited. Participants were shown a slide show of an emotionally neutral story, or a closely matched emotionally arousing story. One week later, participants were assessed on a memory-recall test.ResultsIn contrast with the pattern observed in controls, patients with bipolar disorder had no enhancement of memory for the emotional content of the story (F=14.7, d.f.=1.36, P < 0.001). The subjective perception of the emotional impact of the emotional condition was significantly different from that of the neutral condition in controls but not in people with bipolar disorder.ConclusionsOur data suggest that the physiological pattern of enhanced memory retrieval for emotionally bound information is blunted in bipolar disorder.
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Dissertations / Theses on the topic "Memory, physiological aspects, congresses"

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Viaud, Marc. "Role of the corticostriatal projection in learning and memory functions." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63887.

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Bruce, Kenneth R. "Effects of alcohol on emotionally salient memory." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34509.

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Social drinkers (healthy males aged 18--34) participated in three experiments that examined some of the mechanisms that may be responsible for the effects of alcohol on emotionally charged memory. In a study on incidental learning, alcohol enhanced neutral, positive and negative memory, possibly by a nonselective consolidation mechanism. Alcohol's enhancement of memory was found to not be associated (contingently related) with its incentive reward and relief effects. In another study on intentional learning, alcohol enhanced positive memory and/or inhibited negative memory, possibly reflecting a contingent relationship to its incentive effects. When the role of individual differences was examined, relatively little influence was found in mediating the effects of alcohol on incidental memory. However, alcohol's effect on intentional memory was predicted by individual differences in response to some of alcohol's acute incentive effects. The studies demonstrate that alcohol's effects on memory are independent from, and can be combined with, its incentive effects. Further, consumption of alcohol may be influenced by separate effects on memory and incentive, and by their association.
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Daniels, Karen A. "Unconscious influences of memory : what we know about what we're unaware of." Thesis, Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/31045.

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Dade, Lauren A. "Brain structures subserving olfactory and visual learning and recognition : similarities and differences in nonverbal memory processing." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36904.

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The aim of these experiments was to investigate learning and memory extensively in two nonverbal domains (olfactory and visual), and to determine similarities and differences in the function of the neural substrates that subserve these modalities. Two complementary methodological approaches were taken: (1) examination of learning and retention in patients with resection from left (LR) or right (RR) temporal lobe, and (2) study of brain function via Positron Emission Tomography (PET) of healthy subjects during memory processing.
Two parallel recognition tests were developed (one olfactory, one visual) that examined memory at three stages: following a single exposure to test stimuli, after four exposures, and following a 24hr delay interval. In the olfactory patient study, LR and RR groups performed significantly worse than the healthy control subjects, with no difference between the patient groups; thus suggesting a lack of hemispheric superiority for this task. The PET study of healthy individuals supported the bilateral participation of piriform cortex during olfactory recognition. The results from these two studies, along with findings from animal work, suggest that the piriform cortices may play a role in odor memory processing, not simply in perception.
On the face memory task, LR and RR patients showed different results. Only RR patients were impaired, while LR patients did not perform differently from controls. This unique face learning paradigm was sensitive to right temporal lobe damage, and correctly classified patients by side of resection with a sensitivity rate of 82% and specificity rate of 79%, suggesting its possible utility as a clinical tool. PET face memory findings indicated greater participation of fusiform regions during long-term recognition, and greater right prefrontal activity during short-term recognition, when these conditions are directly compared to each other.
Finally, PET was used to study the same healthy subjects performing parallel odor and face working-memory tasks, focusing on regions previously shown to be important for working memory. Results revealed similar regions of activation in dorsolateral prefrontal cortex in the two modalities. This indicates an overlap in the brain regions that process olfactory and visual information when the same cognitive manipulations are being carried out online.
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Robinson, Michael 1980. "Memory consolidation for a morphine conditioned place preference blocked by protein synthesis inhibition." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82415.

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The protein synthesis inhibitors cycloheximide and anisomycin were administered during training in an attempt to block the consolidation of the memory for a morphine conditioned place preference. The systemic injection of 2.5mg/kg of cycloheximide post-training failed to block consolidation, though there was a trend towards an attenuated preference, however cycloheximide produced a conditioned place aversion if paired with one compartment. To examine the effect of more complete protein synthesis inhibition and reduce the aversive effects, the less toxic protein synthesis inhibitor anisomycin was infused into the lateral ventricles of the brain either pre-, post- or 3 hours following training. Post-training infusions of anisomycin blocked the formation of a conditioned place preference, while pre-training and 3 hours post-training infusions showed no significant effect over two conditioning pairings. It was concluded that drug conditioning in the place preference paradigm requires protein synthesis for memory consolidation as do other learning paradigms.
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Stouffer, Eric M. "The neurobiology of latent learning in the rat using salt appetite and its dissociation from conditioning /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102731.

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The brain areas required for latent learning in the rat are not currently understood. Previous tasks used to assess latent learning, defined as the acquisition of neutral information that does not immediately influence behavior, have shared characteristics that prevented their use to determine the neurobiology of latent learning. This thesis describes a new task called the Latent Cue Preference (LCP) task, derived from the Conditioned Cue Preference (CCP) task that has been successfully used to determine the brain areas required for conditioning in the rat and other animals. In the LCP task, water deprived rats alternately drink a salt solution in one distinctive compartment of a CCP box apparatus and water in the other compartment over 8 days (training trials). They are then given a choice between the two compartments with no solutions present (preference test). The results of the behavioral experiments showed that this training results in two parallel forms of learning: (1) latent learning of an association between salt and salt-paired compartment cues, and (2) conditioning to water-paired compartment cues. Latent learning itself involved two components: (1) the latent association between salt and salt-paired cues, and (2) motivational information about salt deprivation used to retrieve the latent association, and used to compete with the conditioning to water-paired cues. In addition, the findings showed that latent learning and conditioning involve different neural circuits. Latent learning required an intact cortical-to-hippocampus circuit via the entorhinal cortex, while conditioning required an intact subcortical-to-hippocampus circuit via the fimbria-fornix. The acquisition and storage of the latent association depended on an intact entorhinal cortex/dorsal hippocampus circuit, while the use of motivational information to retrieve the association recruited the ventral hippocampus. Conditioning, on the other hand, required an intact fimbria-fornix, lateral amygdala, and hippocampus. These findings provide new knowledge to the field of learning and memory research, and allowed an update of the current Multiple Memory Systems model.
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Wang, Szu-Han 1975. "Amnesia of reactivation, new learning and second learning." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103016.

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Memory refers to the retention of learned information or experiences in the brain. It is known that interference of certain brain functions immediately after training or memory reactivation can cause memory loss (i.e. amnesia). The post-training process is called consolidation and the post reactivation process is called reconsolidation. However, it remains unclear as to: (1) whether appetitive, goal-directed memories undergo reconsolidation, (2) whether overtrained memories undergo reconsolidation, (3) what the nature of amnesia is (i.e. whether it represents storage or retrieval impairment), (4) how to test the nature of amnesia, and (5) whether the brain uses the same mechanism for a new learning and from a second learning. This thesis, composed of five manuscripts, aims to answer these questions. In the first manuscript, the model of incentive learning of appetitive outcomes in instrumental conditioning was used. Protein synthesis inhibitor (PSI) was infused into lateral and basal amygdala (LBA) after the new incentive learning and after the reactivation of the memory. The results show that appetitive memories in controlling goal-directed behaviors underwent consolidation and reconsolidation in the LBA. In the second manuscript, rats were overtrained with auditory fear conditioning and received intra-LBA PSI infusions after memory reactivation. The results show that only old, but not recent, overtrained auditory fear memories underwent reconsolidation. This suggests overtraining sets a boundary condition on memory reconsolidation. Further results showed dorsal hippocampus and intra-LBA NR2B-subunit containing N-methyl-D-aspartic acid receptors (NMDAr) were involved in this boundary condition. In the third manuscript, the unresolved debate about the nature of amnesia was reviewed from a historical perspective and the suggestions on reconciling this issue are proposed. In the fourth manuscript, a new approach was used to test the nature of amnesia in contextual fear conditioning. Because NMDAr blockade impairs a new learning but not a second learning, it is predicted that if a memory is not stored then the second learning should be impaired by NMDAr blockade. The results suggest amnesia of contextual fear memory caused by intra-dorsal hippocampus (dH) PSI infusion represents a storage impairment which gives a different result from extinction induced irretrievability. In the fifth manuscript , the aim is to identify the brain mechanism for the second learning as the previous manuscript suggests it is different from the first learning mechanism. The results show that the first, but not the second learning required voltage-dependent calcium channels and activation in dH. The second learning was impaired by intra-dH or ventral hippocampus (vH) inactivation only when the protein synthesis in the other portion of hippocampus was blocked after training. This suggests while the first learning by default requires dH, the second learning can be acquired through a functional dH or vH. In summary, this thesis extends memory research from consolidating a new learning to characterizing the reconsolidation of appetitive and overtrained memory to consolidating a second learning which will lead to a more complete description of memory process.
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Macaulay, Dawn Leigh. "Mood dependent memory : extension and validation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25102.pdf.

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McDonald, Robert James. "Interactions among learning and memory systems : amygdala, dorsal striatum, and hippocampus." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28491.

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This series of experiments used the multiple learning and memory systems hypothesis of the mammalian nervous system to investigate the possibility that the amygdala, dorsal striatum, and hippocampal systems might, in certain situations, interact to produce behavior in the normal animal. Using variations of the conditioned-cue preference (CCP) task, evidence is presented showing that context-specific information acquired by the hippocampus interferes with acquisition of amygdala-based stimulus-reward learning. It was also demonstrated that there are amygdala-, dorsal striatum-, and hippocampus-based forms of place learning and that cue ambiguity and movement are important factors determining which of these learning and memory systems gain behavioral control in place learning situations. These findings provide evidence for interactions among learning and memory systems and implicate the amygdala and dorsal striatum in some types of non-hippocampal based place learning using distal cues.
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Packard, Mark G. "Differential roles of hippocampus and caudate nucleus in memory : selective mediation of "cognitive" and "associative" learning." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64070.

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Books on the topic "Memory, physiological aspects, congresses"

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M, Gruneberg Michael, Morris Peter E. 1947-, Sykes R. N, and British Psychological Society. Welsh Branch., eds. Practical aspects of memory: Current research and issues. Chichester: Wiley, 1988.

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S, Gazzaniga Michael, ed. Perspectives in memory research. Cambridge, Mass: MIT Press, 1988.

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1995), Göttingen Neurobiology Conference (23rd. Proceedings of the 23rd Göttingen Neurobiology Conference 1995. Stuttgart: G. Thieme, 1995.

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H, Matthies, ed. Learning and memory: Mechanisms of information storage in the nervous system : proceedings of the VIIth International Neurobiological Symposium, Magdeburg, October 28th-November 2nd, 1985. Oxford [Oxfordshire]: Pergamon Press, 1986.

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Pasquale, Calabrese, and Neugebauer A, eds. Memory and emotion: Proceedings of the International School of Biocybernetics, Casamicciola, Napoli, Italy, 18-23 October, 1999. River Edge, N.J: World Scientific, 2002.

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Cursos Internacionais de Verão de Cascais (13th 2006 Cascais, Portugal). Toda a memória do mundo. Lisboa: Esfera do Caos, 2007.

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Cursos Internacionais de Verão de Cascais (13th 2006 Cascais, Portugal). Toda a memória do mundo. Lisboa: Esfera do Caos, 2007.

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John, Weinman, and Hunter Jackie 1956-, eds. Memory: Neurochemical and abnormal perspectives. Chur: Harwood Academic Publishers, 1990.

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Akademie der Wissenschaften und der Literatur (Germany). International Symposium. Fundamentals of memory formation: Neuronal plasticity and brain function : International Symposium of the Akademie der Wissenschaften und der Literatur, Mainz, October 27th-29th, 1988. Stuttgart: G. Fischer, 1989.

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International School of Biocybernetics (1995 Naples, Italy). Macromolecular interplay in brain associative mechanisms: Proceedings of the International School of Biocybernetics, Casamicciola, Napoli, Italy, 16-21 October 1995. Singapore: World Scientific, 1998.

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Book chapters on the topic "Memory, physiological aspects, congresses"

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"Memory in Salmon." In Physiological Aspects of Imprinting and Homing Migration in Salmon, 76–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2054-3.ch004.

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It is unknown how salmon can imprint and retrieve information on their natal stream over a long period due to the lack of brain molecular markers for evaluating olfactory memory formation and retrieval. Memory in the brains of vertebrates is explained by the plasticity of the nervous system and the synaptic plasticity that promotes the ability of the chemical synapses to undergo changes in synaptic strength for long-term potentiation via the N-methyl-D-aspartate receptor, which has been identified a good molecular marker in the brain of salmon. This chapter describes the plasticity of the nervous system and synaptic plasticity, the involvement of the N-methyl-D-aspartate receptor in olfactory memory formation and retrieval in Pacific salmon, and functional magnetic resonance imaging of olfactory memory in lacustrine sockeye salmon.
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Lane, Sean M., and Kate A. Houston. "Emotion and Stress." In Understanding Eyewitness Memory, 100–125. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479842513.003.0006.

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Emotion provides motivation for action, communicates our internal reactions to other people, draws our attention to stimuli that elicit emotional arousal, and often leads certain events to stand out in memory relative to nonemotional ones. Stress describes the physical responses we have in response to potential threats in the environment. Emotional arousal and stress often accompany exposure to eyewitness events and thus are likely to influence these memories. There is a substantial basic research literature that has probed the psychological and physiological mechanisms by which emotional arousal and stress exert their effects. Contrary to common wisdom, emotional arousal and/or stress does not simply strengthen memory and increase retention. Instead, this relationship is more complex. Both aspects can strengthen, impair or have no effect on memory. In this chapter, the current theoretical understanding of the mechanisms by which emotional arousal and stress affect memory are discussed. Both topics provide a good illustration of how physiological, neuroscientific, and psychological mechanisms can be integrated in the context of theory. Together, both streams of research suggest systematic ways that eyewitness memory is likely to be affected by emotional arousal and stress by influencing the accuracy or completeness of a witness’s report.
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Chung, Sohae, Els Fieremans, Joseph F. Rath, and Yvonne W. Lui. "Multi-shell diffusion MR imaging and brain microstructure after mild traumatic brain injury: A focus on working memory." In Cellular, Molecular, Physiological, and Behavioral Aspects of Traumatic Brain Injury, 393–403. Elsevier, 2022. http://dx.doi.org/10.1016/b978-0-12-823036-7.00026-8.

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Conference papers on the topic "Memory, physiological aspects, congresses"

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Frotscher, M., M. Kiekbusch, S. Mews, A. Knopp, and D. Serowietzki. "Influence of Active Af on the Fatigue Performance of Peripheral Stents Subjected to Physiological Loading Conditions." In SMST2022. ASM International, 2022. http://dx.doi.org/10.31399/asm.cp.smst2022p0043.

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Abstract The temperature difference between active austenite finish temperature, Af, and the intended operating temperature in the range of 3.2 °C to 20.8 °C. has been reported to have an influence on the fatigue lifetime of a pseudoelastic shape-memory device. The negative effect on fatigue life increases with the temperature difference between active Af and, in case of a biomedical device, 37 °C body temperature. In this study, samples were prepared and processed in a manner to replicate aspects of the complex manufacturing process, device design, and geometry of state-of-the-art stents, and physiological loading conditions. Following explantation from the mock vessels after fatigue testing, the stents were inspected using optical microscopy to detect and document the location and number of strut fractures. The fatigue results were compared and assessed for statistical significance between the groups with various active Af temperatures. The variations in the heat treatments, as part of the manufacturing process, resulted in three distinct groups of samples with varying target active Af temperatures. These variances corresponded to differences in fatigue damage.
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Motah, Mahendrenath. "The Ontogeny of Memory and Learning: Natural Intelligence versus Artificial Intelligence in Information Technology Education." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3028.

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Over the past decades Information Technology has made a tremendous impact on the lives of humans, so much so, that one can safely state that humans eat, breathe and live IT. Each and every aspect of the life of those living in the “modern” world is under the spell of IT. The talk of the day is E-economy, E-education, E-commerce, E-finance, E-government, E-entertainment, E-communication, E-mail; E-learning.. ..the world we are living in has become an E-world. In this whirlpool, many are still groping in the dark while a lot more have kept the pace in both developed and developing countries. The impact of the E thing and IT has attained such dimensions that concepts like cognition, cognitive development, fluid intelligence, crystallized intelligence, emotional intelligence, memory, learning, sensation and perception, and other related terms used to qualify, quantify and explain human experiences have become almost empty concepts in the face of what is nowadays known as artificial intelligence. This paper aims to analyse the biological, physiological and psychological aspects of memory and learning and to critically look at the impact of Information Technology Education and Information Technology in the every day dealings of humans. It also aims to be a thought provoking piece of work, to the scientific minds working on Artificial Intelligence, Robotics, Computers and derivatives, and all the perspectives that Artificial Intelligence offers to humanity, not forgetting that “the human mind and natural intelligence is behind it all”.
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