mteb/BrightProPsychologyRetrieval huggingface dataset:
Huntington's disease  

Further information on Huntington's disease:  Huntington's disease

 Coronal FSPGR through the brain
of Huntington's patient

Despite  Huntington's disease  being a disorder that directly affects striatal areas of the brain
used in procedural memory, most individuals with the condistion display
different memory problems from people with striatum related brain diseases.
[67]  In more advanced stages of the disease, however, procedural memory is
affected by damage to the important brain pathways that help the inner
subcortical and prefrontal cortex parts of the brain to communicate.  [68]
Parkinson's disease  

Further information on Parkinson's disease:  Parkinson's disease

 Parkinson's disease  is
known to affect selective areas in the frontal lobe area of the brain. Current
scientific information suggests that the memory performance problems notably
shown in patients are controlled by unusual frontostriatal circuits.  [70]
Parkinson's patients often have difficulty with the sequence-specific
knowledge that is needed in the acquisition step of procedural memory.  [71]
Further evidence suggests that the frontal lobe networks relate to executive
function and only act when specific tasks are presented to the patient. This
tells us that the frontostriatal circuits are independent but able to work
collaboratively with other areas of the brain to help with various things such
as paying attention or focusing.  [72]
ALT MEDICINE
Working memory  

Models of working memory primarily focused on declarative memory until
Oberauer suggested that declarative and procedural memory may be processed
differently in working memory.  [3]  The working memory model is thought to be
divided into two subcomponents; one is responsible for declarative, while the
other represents procedural memory.  [4]  [5]  These two subsections are
considered to be largely independent of each other.  [6]  It has also been
determined that the process for selection may be very similar in nature when
considering either modality of working memory.  [7]
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Genetic influence  

Genetic makeup has been found to impact skill learning and performance, and
therefore plays a role in achieving expertise. Using the pursuit rotor task,
one study examined the effects of  practice
 "Practice \(learning method\)") in
identical and fraternal twins raised in separate homes. Because identical
twins share 100% of their genes while fraternal twins share 50%, the impact of
genetic makeup on skill learning could be examined. The results of the pursuit
rotor task test became more identical with practice over time for the
identical twins, whereas the results for the fraternal twins became more
disparate with practice. In other words, the performance of the skill by the
identical twins became closer to 100% identical, while the fraternal twins'
skill performance became less identical, suggesting the 50% difference in
genetic makeup is responsible for the difference in skill performance. The
study shows that more practice leads to a closer representation of a person's
innate capability, also known as  talent  .
Therefore, some of the differences people show after extended practice
increasingly reflects their genetics. The study also confirmed the idea that
practice improves skill learning by showing that, in both the identical and
fraternal groups, more practice aided in shedding ineffective tendencies in
order to improve execution of a given skill.  [45]  [46]  Currently, the link
between  learning  and genetics has been limited
to simple task learning, while a link to more complex forms of learning, such
as the learning of  cognitive skills  , has not been confirmed.  [47]
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6.  **Rick** says:
Alternative view: the "predictive cycle"  

Another model for understanding skill acquisition through procedural memory
has been proposed by Tadlock (2005).  [11]  The model is significantly
different from Fitts' 1954 view in that it does not require conscious
understanding of a skill's components. Rather, the learner is only required to
maintain in conscious awareness a concept of the desired result. Tadlock has
applied the view successfully to reading remediation (Scott et al., 2010  [12]
). The stages involved include:

* Attempt
* Fail
* Implicitly analyze the result
* Implicitly decide how to change the next attempt so that success is achieved

The stages are repeated over and over until the learner builds or remodels the
neural network to guide an activity appropriately and accurately without
conscious thought. The context for this view is similar to how physical
therapy works to help brain-injured patients recover lost functions. The
patient maintains the desired result (e.g., control over hand movement) while
making repeated attempts, without conscious awareness of the neural activity
required to make the hand move. The patient continues to make attempts until
movement is achieved. In the case of brain injury, how much progress is made
depends upon the extent of the injury and the "mental force" or "will power"
applied by the individual. Most individuals with reading problems have brains
unaffected by brain injury, but negatively affected by an undefined problem
with early learning in the area of reading. Because the brain is otherwise
healthy, Tadlock has used highly structured methods associated with the
Predictive Cycle to successfully remediate individuals with mild to severe
reading problems (including dyslexia).  [ _ citation needed
 _ ]
##  Types of Memory
At the synapse  

Recent findings could help explain the relationship between procedural memory,
learning and  synaptic plasticity  at the level of the molecule. One study used small animals
lacking normal levels of  CREB  family transcription
factors to look at the processing of information in the striatum during
various tasks. Although poorly understood, results show that CREB function is
needed at the synapse for linking the acquisition and storage of procedural
memory.  [60]
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##  How we make memories?
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**Original Research:** Open access.
“  A test of memory for stimulus sequences in great apes
 ”
by Johan Lind et al. _PLOS ONE_
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Anatomical structures
Dopamine  

Further information on dopamine:  Dopamine 

 Dopamine Pathways
in the brain highlighted in Blue

 Dopamine  is one of the more known
neuromodulators involved in procedural memory. Evidence suggests that it may
influence neural plasticity in memory systems by adapting brain processing
when the environment is changing and an individual is then forced to make a
behavioural choice or series of rapid decisions. It is very important in the
process of "adaptive navigation", which serves to help different brain areas
respond together during a new situation that has many unknown stimuli and
features.  [58]  Dopamine pathways are dispersed all over the brain and this
allows for parallel processing in many structures all at the same time.
Currently most research points to the  mesocorticolimbic
 dopamine pathway as the
system most related to reward learning and psychological conditioning.  [59]
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Drugs  

Overall, research concerning the effects of drugs on procedural memory is
still limited. This limitation stems from the fact that procedural memory is
implicit and thus more difficult to test, as opposed to declarative memory
which is more pronounced and thus easier memory system to use for determining
the effects of an observed drug.
7.  **Dawn Russell** says:
Tourette syndrome  

Further information on Tourette syndrome:  Tourette syndrome

This disease of the central nervous system, like many other procedural-memory
related disorders, involves changes in the associated subcortical brain area
known as the striatum. This area and the brain circuits closely interacting
with it from the basal ganglia are affected both structurally and at a more
functional level in the people affected by  Tourette's syndrome
 . Current literature on
this topic provides evidence for there being many unique forms of procedural
memory. The one most relevant to procedural memory and most common in
Tourette's is related to the skill-acquisition process that ties stimuli to
response during the learning part of procedural memory.  [62]

One study has found that those with Tourette syndrome have enhanced procedural
learning. Subjects with Tourette's syndrome were found to have more quickly
processed procedural knowledge and more accurately learned procedural skills
than their typically developed counterparts. Another study found that subjects
with Tourette's syndrome displayed faster processing of rule-based grammar
than typically developed subjects. Two possible explanations exist for these
results. One explanation is that once a person with Tourette's syndrome has
learned a procedure, there is a mechanism that supports more accelerated
processing. Second, because procedural memory subserves sequencing, and
grammar recruits sequencing, an enhancement of grammatical processing was seen
in those with Tourette's syndrome due to their improved procedural memories.
[63]
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The Human Memory
8.  **Brodie Wiegers** says:
September 8, 2023 at 7:36 am
Editor-in-Chief for Simply Psychology
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Weather prediction task  

Specifically, this task uses experimental analysis of weather prediction. As a
probability learning task, the participant is required to indicate what
strategy they are using to solve the task. It is a cognitively-oriented task
that is learned in a procedural manner.  [24]  It is designed using
multidimensional stimuli, so participants are given a set of cards with shapes
and then asked to predict the outcome. After the prediction is made
participants receive feedback and make a classification based on that
feedback.  [25]  For example, the participant can be shown one pattern and
then asked to predict whether the pattern indicates good or bad weather. The
actual weather outcome will be determined by a probabilistic rule based on
each individual card. Amnesic participants learn this task in training but are
impaired in later training control.  [25]
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##  Episodic Foresight
Acquisition of skill  

The acquisition of skill requires  practice
 "Practice \(learning method\)") . Merely
repeating a task alone, however, does not ensure the acquisition of a skill.
Skill acquisition is achieved when an observed behaviour has changed due to
experience or practice. This is known as learning and is not directly
observable.  [8]  The information processing model, which incorporates this
idea of experience, proposes that skills develop from the interaction of four
components central to information processing.  [8]  These components include:
processing speed, the rate at which information is processed in our processing
system; breadth of declarative knowledge, the size of an individual's factual
information store; breadth of procedural skill, the ability to perform the
actual skill; and processing capacity, synonymous with working memory. The
processing capacity is of importance to procedural memory because through the
process of proceduralization an individual stores procedural memory. This
improves skill usage by linking environmental cues with appropriate responses.

One model for understanding skill acquisition was proposed by  Fitts
 (1954) and his colleagues. This model
proposed the idea that learning was possible through the completion of various
stages. The stages involved include:

* Cognitive phase  [9]  [10]
* Associative phase  [9]  [10]
* Autonomous phase (also called the procedural phase)  [9]  [10]
Below are a few tips for improving your EQ.
2020-11-26 17:05:04 UTC
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So being bad at math says little about your IQ.
2020-11-28 19:30:31 UTC
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Wayne DeguMan
Separation criteria  

According to the theory, an intelligence 'modality' must fulfill eight
criteria:  [3]

1. potential for brain isolation by brain damage
2. place in  evolutionary history 
3. presence of core operations
4. susceptibility to encoding (symbolic expression)
5. a distinct developmental progression
6. the existence of  savants  , prodigies and other exceptional people
7. support from  experimental psychology 
8. support from  psychometric  findings
2020-11-25 09:18:41 UTC
Gloria J.
**Confident**
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Musical  

Main article:  Musicality 

This area of intelligence is sensitive to the sounds, rhythms, and tones of
music. People with musical intelligence normally have good Pitch [(music)
pitch] or might possess absolute pitch, and are able to sing, play musical
instruments, and compose music. They are sensitive to rhythm, pitch, meter,
tone, melody or timbre.  [5]  [6]
See also  

*   Education portal 
*   Psychology portal 

*  Charles Spearman  – English psychologist (1863–1945)
Joan Fletcher, PCC
2020-11-24 23:54:07 UTC
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**Defensive**
Pedagogical and digital  

In January 2016, Gardner mentioned in an interview with  Big Think
 that he was considering adding the
teaching–pedagogical intelligence "which allows us to be able to teach
successfully to other people".  [18]  In the same interview, he explicitly
refused some other suggested intelligences like humour, cooking and sexual
intelligence.  [18]  Professor Nan B. Adams argues that based on Gardner's
definition of multiple intelligences,  digital intelligence
 – a meta-intelligence
composed of many other identified intelligences and stemmed from human
interactions with digital computers – now exists.  [19]

**Theory**

Gardner suggested that each individual may possess all of the various forms of
intelligence to some extent, but that there is always a dominant, or primary,
form. Gardner granted each of the different forms of intelligence equal
importance, and he proposed that they have the potential to be nurtured and so
strengthened, or ignored and weakened. There have been various critiques of
Gardner's work, however, predominantly due to the lack of empirical evidence
used to support his thinking. Furthermore, some have suggested that the
'intelligences' refer to talents, personality, or ability rather than a
distinct form of intelligence.  [20]
Characteristics  

 American baseball player  Babe
Ruth 

Exhibiting well developed bodily kinesthetic intelligence will be reflected in
a person's movements and how they use their physical body. Often people with
high physical intelligence will have excellent hand-eye coordination and be
very agile; they are precise and accurate in movement and can express
themselves using their body. Gardner referred to the idea of natural skill and
innate physical intelligence within his discussion of the autobiographical
story of  Babe Ruth  – a legendary baseball
player who, at 15, felt that he has been 'born' on the pitcher's mound.
Individuals with a high body-kinesthetic, or physical intelligence, are likely
to be successful in physical careers, including athletes, dancers, musicians,
police officers, and soldiers.
The Intelligences  

In _Frames of Mind: The Theory of Multiple Intelligences_ (1983) and its
sequels,  Howard Gardner  proposed
eight sets of abilities that manifest multiple intelligences.  [4]
Dr. Albert Mehrabian, the foremost expert on nonverbal communication,
conducted  several studies  on the subject. He found that:
It is a sign of bad textbooks.
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Logical-mathematical  

Further information:  Reason 

This area has to do with  logic  , abstractions,
reasoning, numbers and critical thinking.  [6]  This also has to do with
having the capacity to understand the underlying principles of some kind of
causal system.  [5]  Logical reasoning is closely linked to  fluid
intelligence  and to  general
intelligence ( _g_ factor)  "G factor
\(psychometrics\)") .  [8]
2020-11-23 14:48:36 UTC
Impact on education  

Within his _Theory of Multiple Intelligences_ , Gardner stated that our
"educational system is heavily biased towards linguistic modes of intersection
and assessment and, to a somewhat lesser degree, toward logical quantities
modes as well". His work went on to shape educational pedagogy and influence
relevant policy and legislation across the world; with particular reference to
how teachers must assess students' progress to establish the most effective
teaching methods for the individual learner. Gardner's research into the field
of learning regarding bodily kinesthetic intelligence has resulted in the use
of activities that require physical movement and exertion, with students
exhibiting a high level of physical intelligence reporting to benefit from
'learning through movement' in the classroom environment.  [21]

Although the distinction between intelligences has been set out in great
detail, Gardner opposes the idea of labelling learners to a specific
intelligence. Gardner maintains that his theory should "empower learners", not
restrict them to one modality of learning.  [22]  According to Gardner, an
intelligence is "a biopsychological potential to process information that can
be activated in a cultural setting to solve problems or create products that
are of value in a culture".  [23]  According to a 2006 study, each of the
domains proposed by Gardner involves a blend of the general  _g_ factor
 "G factor \(psychometrics\)") , cognitive
abilities other than _g_ , and, in some cases, non-cognitive abilities or
personality characteristics.  [24]
Neo-Piagetian criticism  

 Andreas Demetriou  suggests
that theories which overemphasize the autonomy of the domains are as
simplistic as the theories that overemphasize the role of general intelligence
and ignore the domains. He agrees with Gardner that there are indeed domains
of intelligence that are relevantly autonomous of each other.  [38]  Some of
the domains, such as verbal, spatial, mathematical, and  social intelligence
 are identified by most
lines of research in psychology. In Demetriou's theory, one of the  neo-
Piagetian theories of cognitive development  , Gardner is criticized for underestimating the
effects exerted on the various domains of intelligences by the various
subprocesses that define overall processing efficiency, such as  speed of
processing  ,
 executive functions  , 
working memory  , and  meta-cognitive
processes  underlying  self-awareness
 and  self-regulation
 . All of these processes are integral
components of general intelligence that regulate the functioning and
development of different domains of intelligence.  [39]

The domains are to a large extent expressions of the condition of the general
processes, and may vary because of their constitutional differences but also
differences in individual preferences and inclinations. Their functioning both
channels and influences the operation of the general processes.  [40]  [41]
Thus, one cannot satisfactorily specify the intelligence of an individual or
design effective intervention programs unless both the general processes and
the domains of interest are evaluated.  [42]  [43]
Bibliography  

* Davis, Katie; Christodoulou, Joanna; Seider, Scott; Gardner, Howard (2011), "The Theory of Multiple Intelligences", in Sternberg, Robert J.; Kaufman, Barry (eds.), _The Cambridge Handbook of Intelligence_ , Cambridge University Press, pp. 485–503,  ISBN  "ISBN \(identifier\)")  978-0521518062  
* Demetriou, Andreas; Raftopoulos, Athanassios (2005), _Cognitive Developmental Change: Theories, Models and Measurement_ , Cambridge University Press,  ISBN  "ISBN \(identifier\)")  978-0521825795  
* Demetriou, A.; Mouyi, A.; Spanoudis, G. (2010), "The development of mental processing", in Overton, W. F. (ed.), _The Handbook of Life-Span Development: Cognition, Biology and Methods_ , John Wiley & Sons, pp. 36–55,  ISBN  "ISBN \(identifier\)")  978-0-470-39011-5  
* Eysenck, M. W., ed. (1994),  _The Blackwell Dictionary of Cognitive Psychology_  , Blackwell Publishers, pp.  192–193  ,  ISBN  "ISBN \(identifier\)")  978-0631192572  
* Gardner, Howard (1993),  _Multiple Intelligences: The Theory in Practice_  ,  Basic Books  ,  ISBN  "ISBN \(identifier\)")  978-0465018222  
* Gardner, Howard (1983), _Frames of Mind: The Theory of Multiple Intelligences_ ,  Basic Books  ,  ISBN  "ISBN \(identifier\)")  978-0133306149  
* Gardner, Howard (1999),  _Intelligence Reframed: Multiple Intelligences for the 21st Century_  , Basic Books,  ISBN  "ISBN \(identifier\)")  978-0-465-02611-1  
* Gardner, H. (2004), _Changing Minds: The art and science of changing our own and other people's minds_ , Harvard Business School Press,  ISBN  "ISBN \(identifier\)")  978-1422103296  
* Gardner, Howard (2006), _Multiple Intelligences: New Horizons in Theory and Practice_ ,  Basic Books  ,  ISBN  "ISBN \(identifier\)")  978-0465047680  
* Howard-Jones, Paul (2010), _Introducing Neuroeducational Research_ , Taylor & Francis,  ISBN  "ISBN \(identifier\)")  978-0415472005  
* Kaufman, Alan S. (2009), _IQ Testing 101_ , Springer Publishing Company,  ISBN  "ISBN \(identifier\)")  978-0-8261-0629-2
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####  Jul 9, 2023
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