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