The paper describes the case of a person (GB) without any clinical evidence of cerebral disease who showed a specific impairment in the retrieval of biographical information, including names, about famous people. This deficit appeared while GB scored normally in different long-term memory tasks, and in object naming tasks. Moreover, he showed no impairment in the structural encoding and the recognition of faces. His specific impairment is interpreted both in terms of Bruce and Young's (1986) functional model of person recognition and in terms of the more recent Burton et al. (1990) interactive activation version of the Bruce and Young model. (JINS, 1995, 7, 589–595.)

The California Verbal Learning Test was used to characterize the learning and memory impairment in schizophrenia (SC) and to evaluate potential clinical and demographic factors associated with this impairment. SC patients (n = 175) performed worse than normal comparison (NC) subjects (n = 229) on all learning, recall, and recognition memory measures. The most important clinical correlates of these impairments were earlier age of onset, more negative symptoms, and greater anticholinergic medication dosage. SC patients showed a prominent retrieval deficit as indicated by disproportionate improvement when tested in a recognition, rather than a free recall, format. A residual impairment seen with recognition testing suggests a mild encoding deficit as well. In contrast, the relative absence of a storage deficit is suggested by the lack of rapid forgetting. Using a discriminant function analysis that differentiates cortical dementia [i.e., Alzheimer's disease (AD)], subcortical dementia [i.e., Huntington's disease (HD)], and normals, it was found that 5070 of the SC patients were classified as having a subcortical memory profile and 35% were classified as having a normal profile, whereas only 15% were classified as having a cortical memory profile. Although these findings reflect the clinical heterogeneity often found in SC, results suggest that most SC patients demonstrate a pattern of learning and memory impairments that resembles the pattern seen in patients with primary subcortical (specifically striatal) pathology. (JINS, 1995, I, 88–99.)

Despite some well-documented differences, normal aging and Alzheimer's disease (AD) share a number of common neuropathological and neuropsychological features. Many of the reported differences are largely quantitative in nature and there is often overlap between the respective distributions of these populations. To assess the issue of overlap and distinguishing features in memory functions between these groups, and to minimize aging effects per se, samples of older individuals in good health (ages 75–95 yr) and younger patients in the early stages of AD (age < 75 yr) were selected to be similar in global cognitive functioning. Despite comparable language and visuospatial scores, these preliminary results suggest important qualitative differences in episodic memory functions between these conditions, even when “low-functioning” or “at-risk” controls are compared with early AD patients. These findings furthermore highlight some of the challenges in defining “normality” among the oldest segment of our population. (JINS, 1995, I, 100–103.)

We document the unexpected dissociation of preserved reading skills in a patient with severely impaired semantic memory. The common co-occurrence between impairment of word meaning and surface dyslexia has not been observed. The patient (hereafter called DRN) had marked naming and word comprehension difficulties. A strong word frequency effect was observed on tests of word comprehension but was absent in a test of word reading. DRN's ability to read both regular and exception words that he failed to comprehend was remarkably well preserved. We will argue that these findings provide further support for the independence of semantic and phonological processing. (JINS, 1995, I, 104–110.)

The following is the correction for printing errors that occurred in the Journal of the International Neuropsychological Society, Vol. 1, No. 1. In the Dialogue Section the paper “A Process-Based View of Memory” has the name of an author spelt “Neuman” when it should be “Neumann.” On page 113, in the left column 3 lines from the bottom of the page, there is an in-text reference printed as Tajika & Neuman (1992). Next, on page 114, near the bottom of the right column is that entry in the reference section printed as Tajika & Neuman (1989). The date for this reference should be (1992), so that this reference entry should have stated:

Tajika, H. & Neumann, E. (1992). Effects of memory test instructions on dissociations between explicit and implicit measures of retention. Psychologia—An International Journal of Psychology in the Orient, 35, 76–83.