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Preface | |
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Foundations | |
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The Nature of Learning and Memory | |
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Memory Defines Our Individuality | |
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Memory Plays a Pervasive Role in Daily Life | |
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Amazing Cases of Amnesia | |
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The Study of Learning and Memory Has a Long History | |
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Modern Scientific Approaches to the Study of Learning and Memory | |
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Themes of This Book | |
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Chapter Summary | |
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The Neural Bases of Learning and Memory | |
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Cells, Circuits, and Systems | |
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Neurons: The Cellular Units of Information Processing | |
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Learning & Memory in Action: What Happens to the Brain When We Age? | |
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Interconnected Neurons in Brain Circuits Serve Specific Functions | |
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Learning & Memory in Action: Can Genetic Alterations Improve Memory? | |
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Brain Systems Serve Psychological Functions | |
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Chapter Summary | |
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Unconscious Forms of Learning and Memory | |
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Simple Forms of Learning and Memory | |
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Habituation and Sensitization Are Nonassociative Forms of Learning | |
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Habituation Occurs within Brain Circuits | |
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Habituation Helps Us Study Recognition Memory | |
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Learning & Memory in Action: How Do Advertisers Use Dishabituation to Direct Attention to Their Products? | |
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Primitive Nervous Systems Reveal the Biology of Habituation | |
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Sensitization Increases Responsiveness | |
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Learning & Memory in Action: Why Do Horror Movies Heighten Our Responses to Benign Events? | |
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Chapter Summary | |
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Perceptual Learning and Memory | |
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Characteristics of Perceptual Learning and Memory | |
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Perceptual Skill Learning: Identifying Stimuli | |
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Learning & Memory in Action: Can Someone Really Be a "Born Expert"? | |
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Learning & Memory in Action: How Can Farmers Distinguish between Male and Female Baby Chicks? | |
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Perceptual Memories | |
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Chapter Summary | |
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Procedural Learning I: Classical Conditioning | |
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Pavlov Began the Study of Classical Conditioning | |
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Classical Conditioning Provides Protocols for Studying Simple Motor Responses | |
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Variations in Conditioning Reveal Its Basic Properties | |
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Learning & Memory in Action: How Do Clinicians Treat Phobias? | |
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Complex Associations in Classical Conditioning | |
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The Nature of the Association in Classical Conditioning | |
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Neural Circuits Build Reflex Arcs to Support Classical Conditioning | |
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Classical Conditioning Can Illuminate Other Memory Systems | |
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Learning & Memory in Action: Can Coyotes Be Trained Not to Prey on Sheep? | |
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Chapter Summary | |
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Procedural Learning II: Habits and Instrumental Learning | |
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Instrumental Learning Changes Reinforced Behavior to Reflect Memory | |
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Reinforcers Modify the Predictive Relationship between Stimulus and Response | |
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Learning & Memory in Action: What Is the Basis of Losing Streaks? | |
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Animals Learn about the Environment and Expect Reinforcers | |
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Humans' Habits and Skills Combine Cognitive Memory and Instrumental Learning of Motor Programs | |
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Striatal Cortical Pathways Support Instrumental Learning and Skill Acquisition | |
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Learning & Memory in Action: Why Does Stress Often Cause Forgetting? | |
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Chapter Summary | |
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Emotional Learning and Memory | |
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Emotion and Memory Mix at Multiple Levels | |
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Emotional Learning Can Occur without Conscious Recollection | |
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Learning & Memory in Action: Why Do Advertisers Bombard Us with Product Names and Images? | |
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Emotions Influence the Strength of Cognitive Memories | |
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Neural Circuitry for Expressing Emotions Supports Emotional Learning and Memory | |
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Brain Circuits That Support Emotional Arousal and Attention Modulate Cognitive Memory | |
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Learning & Memory in Action: Why Are Posttraumatic Stress Disorder and Anxiety So Difficult to Treat? | |
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Chapter Summary | |
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Conscious Forms of Learning and Memory | |
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Cognitive Memory | |
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Cognitive Memory Is Declarative; Behavioral Memory Is Procedural | |
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Cognitive Memory Is Flexible and Inferential | |
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Learning & Memory in Action: How Do People Make Creative Leaps? | |
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Human Cognitive Memory: Distinct Encoding and Retrieval Strategies | |
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Learning & Memory in Action: How Do Mnemonists Perform Their Tricks? | |
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Cognitive Memory Uses a Circuit of Cortical Structures and the Hippocampus | |
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Animal Models Identify the Role of the Hippocampus in Cognitive Memory | |
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Chapter Summary | |
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Episodic Memory | |
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Defining Episodic Memory | |
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Fundamental Properties of Episodic Memory | |
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Learning & Memory in Action: Eyewitness Testimony | |
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The Hippocampus Supports Episodic Memory | |
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Learning & Memory in Action: Aging and Memory Loss | |
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Episodic Memory May Exist in Animals | |
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Hippocampal Neurons Represent Episodic Memories | |
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Chapter Summary | |
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Semantic Memory | |
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Defining Semantic Memory | |
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Learning & Memory in Action: How Can Computers Learn to Recognize Speech? | |
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Spatial Memories May Be Organized as Routes or Surveys | |
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Learning & Memory in Action: Designing Cities | |
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The Organization of Semantic Information Processing | |
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Episodic Memory Contributes to Semantic Memory | |
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Chapter Summary | |
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Memory Consolidation | |
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Studies of Retrograde Amnesia Characterized Memory Consolidation | |
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Memory Consolidation Has Two Distinct Stages | |
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Cellular Events Are the First Stage of Memory Consolidation | |
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Learning & Memory in Action: Blocking Consolidation of Traumatic Memories | |
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The Hippocampal-Cortical System Supports Prolonged Memory Reorganization | |
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Learning & Memory in Action: Does Sleep Aid Memory Consolidation? | |
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Models of Cortical-Hippocampal Interactions Illuminate Memory Reorganization | |
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Chapter Summary | |
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Short-Term Memory and Working Memory | |
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Defining Short-Term Memory | |
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Working Memory Is Short-Term Memory with Several Components | |
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Learning & Memory in Action: How Do Waitresses and Waiters Remember So Much? | |
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Working Memory Is Controlled by the Prefrontal Cortex | |
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Learning & Memory in Action: What Is It Like to Have Prefrontal Cortex Damage? | |
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A Network of Cortical Areas Orchestrates Working Memory | |
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Chapter Summary | |
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Glossary | |
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References | |
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Credits | |
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Name Index | |
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Subject Index | |