Titlebook: Benzodiazepine Receptor Ligands, Memory and Information Processing; Psychometric, Psycho Ian Hindmarch (Head),Helmut Ott Conference proceed

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Advances in Science, Technology & Innovation some benzodiazepines than others. Changes in CFFT brought about by benzodiazepine administration are usually, but not always, correlated with changes in other measures of cognitive performance and memory. However, the drug-induced changes in information processing and memory cannot be fully explain

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Lecture Notes in Electrical Engineeringthat time. Similarly, a substantial proportion of the population has no memory for dreams that occurred during the night, despite the fact that the literature on awakening during rapid eye movement (REM) sleep clearly shows that individuals normally have four to six “dream experiences” a night. Rese

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Jing Yang,Patrick Dymond,Michael Jenkinnhances patient tolerance and acceptance or surgical and diagnostic procedures. Research on the amnesic effects of diazepam, midazolam, lorazepam and flunitrazepam, administered via oral, i.v. or i.m. routes to patients undergoing surgical or diagnostic procedures is reviewed. The degree of anterogr

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Jing Yang,Patrick Dymond,Michael Jenkinhe morning following nocturnal doses of 2 mg. Findings from more recent work have shown that the 1.5 mg dose can disrupt retrieval of information from short-term memory. Lormetazepam 1 mg has no residual sedative effects. A daytime psychopharmacodynamic study showed lormetazepam 1–2 mg to have no di

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https://doi.org/10.1007/978-3-540-79142-3 placebo, triazolam 0.50 mg plus caffeine 4 mg/kg, triazolam 0.50 mg plus caffeine 8 mg/kg), double blind, in a Latin-Square design. Triazolam or placebo was administered at 0830 and caffeine or placebo at 1000 and 1245. On two memory tasks, administered at 1015 with an immediate recall and a delaye

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Models of Memory: Information Processingganization and nature of representation of information in long-term memory. In addition to process and structure, it is important for theory to indicate the ways in which stimulus-driven and conceptually driven processes interact with each other in the learning situation. Not surprisingly, no existe