Learning and Memory

crawl inledge and shop Jessica A. Rountree, Brenda Bejar, Lisa Jackson, Derek Delarge PSY340 November 14, 2011 Dr. April Colett encyclopedism and stock On the surface cultivation and holding atomic number 18 affiliated easily. When an individual lift ups to walk, they retain the tuition in the retentiveness. The encyclopaedism process is something that happens every day. As human beings we atomic number 18 programmed to learn keep lessons, and retain them in our depot. The remembrance keeps pictures, smells, experiences, and tastes for us to learn how to live our lives. training is the experiences we pose, and entrepot stores this information (Pinel, 2009).It is as simple as that. However, re tryers contract bring how the mind-set offices while retaining memory. A closer look into reading and memory bingle finds it is not quite that simple. The mentality, although protected by the skull, is a fragile organ. A blood clot, a blow to the head, or drug use bu m damage the wag enough that tuition is stunted, and memory does not exist. For an individual who hatfulnot remember 20 years of their breeding ascribable to a car accident is going to experience psychological damage as well. It is not just the absence of memory itself, nevertheless the fear as well.Learning and memory be something that the majority of individuals harbor for granted. thither be those that chamberpot learn, yet not retain memory. brownout patients often fire retain motor skills, a wise(p) skill, tho, cannot bring back memories. retrospect and learning deficits affect an individual to lifes core. Depending on what type of deficit is devolvering learning and memory may not be colligate. Retaining the ability to walk means learning is still in perplex, however not knowing what you had for breakfast is memory. Knowing how to eat is a wise to(p) response to feeling hungry.The mind works the friendship presented to it. Whether that knowledge is carried in good order thought the process of the capitulum is a antithetic story. An individual can experience death so many times they learn it is a part of life. However, it is the memory that betrays us. Learned information leads to memories. Long-term potentiation (LTP) shows facilitation of synaptic transmissions quest an electrical stimulation at a high frequency. This study was make mostly on rat hippocampus. The hippocampus is where the process of learning and memory expunge place.During research on rats it was found that the co-occurrence of firing presynaptic and postsynaptic cells mustinessiness fire at the equivalent time to induce LTP (Pinel, 2009). Hebbs collect for learning is the assumption this co-occurrence is physiologic every(prenominal)y necessary for learning and memory. He states the axon of cell A nears cell B and excites it. This closeness dialog part in firing. Growth processes or metabolic neuters take place in both cells (Pinel, 2009). Even to the sm every(prenominal)est molecule learning and memory are intertwined with adept another. Misfires of these cells can cause poor learning and retention.Researchers would not know the extent of the unique relationship amid learning and memory if not for the rat experiments. What makes learning possible is to a fault what makes memory possible. The neurons take information to the hippocampus where it is divided, processed and stored. In Pavlovs condition experiment, he learned that a conditioned response can be created from memory (Pinel, 2009). precondition the limits on information processing capacity, the specific details encoded and rallyd in memory come at the expense of other details.Comparing the types of details and processes that individuals from one culture prioritize over others offers insight into the type of information presumptuousness priority in cognition, perhaps reflecting broader cultural values. The properties of memories and the types of memory errors people sea t offer a window into the organization of memory. In equipment casualty of types of memory errors, if people imitatively remember conceptually related, but not phonologically related items, it suggests that the meaning of the information is critical to the organization of memory, whereas phonological information is not (Chan et al. 2005). Information can be encoded not just in terms of its precise properties (e. g. , remembering the unique perceptual features of an item) but also in terms of its gist, or general thematic properties (e. g. , a category or verbal label). One testingple of highly specific memory internal representation comes from the literature on priming. Priming occurs when prior experience with an item facilitates a response. Its effects are implicit they do not rely on conscious recollection the item encountered previously.Although people respond to different examples of the same item (e. g. , a different picture of a cat) more cursorily than to unrelated item s, suggesting facilitation from prior exposure to a related item, the benefit is little than it is for a repeated presentation of the headmaster item (Koutstaal et al. , 2001). The functions of the brain are well cognise for the control of the functional memory and learning and how the dickens have become interdependent. When individuals begin to stimulate the memory is when the learning occurs. touch learning incites memory.With the knowledge at the center of the attention, it is imperative to stimulate the brain through lifelong learning so that one can moolah to achieve longevity and quality of life (Khorashadi, 2010). The brain is the organ is responsible for what we refer to as the mind. The basics of the mind are feeling, thinking, wanting, learning, bearing and memory. Memory is the fundamental mental process of the brain. Ifashumans if wenot have memory then we arecapable of simple reflexes and stereotyped behaviors. There are two different types of memory the declar ative memory and the non-declarative memory.The examples of a declarative memory are semantic memory, which is the general memory, and the episodic memory, which is the expound memory. thus the non-declarative memory is the skilled learning, priming and conditioning. Memory and learning are the most studied subjects within the field of neuroscience. Memory is a behavioral change caused by experiences, and learning is a process that is acquired by memory. Memory makes it possible to obtain pervious learning skills. There are different types ofmemory along with learning. Memory has temporal stages short, intermediate, and long.The successive processes capture, store and retrieve information within the brain. There are different parts of the brain that process different aspects of the memory. It is know that a patient that suffers from amnesia pass on become memory im diametric. With the two types of amnesia retrograde and anterograde the passing game or inability to form memories get out occur. With learning there are also different types the non-associative learning associative learning. These different types of non-associative are known as the habituation, which is a decreased response to repeated presentation of a stimulus.The distribution that is the restoration of a response amplitude after habituation. Then there is the sensitization that increases responses to most stimuli. There is also the associative learning that involves the relations between events. Classical conditioning is the neutral stimulus paired with another stimulus that elicits a response. The instrumental or operant conditioning is association is made between the behavior and the consequences of ones behavior (Okano, 2000). Learning and memory are interchangeable processes that rely on all(prenominal) other. When memory-related neurons fire in contemporise with sealed brain waves memories last.Theta oscillations are known to be involved in memory formation, and previous studies ha ve determine correlations between memory strength and the performance of certain neurons, but the relationships between these events have not been understood. Research shows that when memory-related neurons are well coordinated to theta waves during the learning process, memories are stronger. When memory-related neurons in the brain fire in sync with certain brain waves, the resulting image recognition and memories are stronger, than if this synchronization does not occur (CSMC, 2010).In society, he or she widely accepted the necessity to be a lifelong learner if one is to thrive in directlys rapidly changing, thriftiness, and technologically global society. Todays saving ushers in adjustments and transitional challenges at several levels, and lifelong learning viewed as the vehicle that will empower individuals to meet and adapt to the challenges of todays technological society according to (Jarvis, 1992). Too often today the knowledge and skills obtained from previous life ex periences has become insufficient to respond to technological and economy question of today.The lack of accord that lies between an individuals outside world, and internal biographies that has been gathering over ones lifetime, is a luff of disjuncture. This is the point in ones life that ushers in and nonsuch time, and condition for higher learning (Jarvis, 1992). A decision an individual must make at this point with a response to this disjuncture. An individual must decide to further their education to keep up with technology, or expire with life as normal. With the ever-changing world of technology today it is lonesome(prenominal) a matter of time before the point of disjuncture becomes inevitable.The conventional theory of the human brain was that it was a fixed and limited system, and it would adopt its potential at the younger years of life. The theories insist that neurons were finite and could not regenerate. The contrast with the animal research has proven that in t he raw brain cells can be born in the hippocampus region responsible for new learning and memory. With this revelation the individual pursuit of activities that will foster brain health by developing neuron connections that underlie learning and experiences. Learning is imperative to human, and brain health. It is also imperative to quality of life.Today intuitions have financial incentives for people to continue lifelong learning has become a part of several health care programs. It is imperative that older Americans see that learning is a healthy activity, not only for the brain, but for physical, emotional, and Spiritual, conditions as people age. . The learning and memory process is more delicate than individuals believe. However, the brain is an organ that can be exercised. It is important to remember to try to learn new things, and keep the brain moving. The brain and the mind are connected physically, and metaphysically.In order for the mind to be at ease, the brain has to fu nction normally. Without normal brain function, an individual can experience depression. This depression can cause a slowing of the firing process causing false memories. The biological function of learning and memory are connected with one another in a delicate balance of connectivity. An electric lodge between one neuron and another incites learning, and readies the memory. Perspective can change our learning process. An individual tends to learn something that interests them, rather than something that does not.The interest in the activity sends a stronger signal to the brain. This strong electric current incites the learning process, which makes memorizing the job much easier. This is why it is a strong belief that learning and memory are created by cells becoming close enough to respond to for each one other. An interest jump-starts this process. A healthy mind achieved through learning can reduce the affects of Alzheimers patients. More proof that as long as the brain is st imulated learning and memory can still take place. Reference Cedars-Sinai Medical Center (2010, March 24).When memory-related neurons fire in sync with certain brain waves, memories last. Retrieved November 14, 2011 from http//www. brandeis. edu/gutchess/publications/Gutchess_Indeck. pdf Chan, J. C. , McDermott, K. B. , Watson, J. M. , & Gallo, D. A. (2005). The importance of material-processing interactions in inducing false memories. Memory & Cognition, 33, 389395. Jarvis, P (1912) Paradox of learning on becoming and individual in society. San Francisco Jossey-Bass Publisher. Khorashadi, M. (2010). Differential effects of estrogen on memory processes and learning strategies A selective review of animal studies.Mcgill Science Undergraduate Research Journal, 5(1), 24-29 Koutstaal, W. , Wagner, A. D. , Rotte, M. , Maril, A. , Buckner, Okano, H. (2000). Pnas. Retrieved from http//www. pnas. org/ nub/97/23/12403. all-encompassing http//www. pnas. org/content/97/23/12403. full Pinel, J . (2009). Biopsychology (7th edition). Boston, MA Allyn and Bacon. R. L. , & Schacter, D. L. (2001). Perceptual specificity invisual object priming Functional magnetic ring imaging evidence for a laterality difference in cigar-shaped cortex. Neuropsychologia, 39, 184199.Learning and memoryThe goals of the course are to provide students with foundational knowledge in behave viral neuroscience which includes contemporary theoretical issues and research methods, to get along studs whacky to think now, and into the future, about the role of the nervous system in all psychological processes, to beg in to develop the ability to read and find original research articles in behavioral neuroscience and to practice CE makeup skills. Lectures Regular attendance at bring ups is required. Textbook reading assignments are meant o provide additional breadth and background for the material discussed in lecture.It is imitation that the assigned readings will be completed before class. Exams Y our comprehension of the lecture and reading materials will be assessed by 3 exam s and a final exam. Exams will be in multiple quality format. Together they will hold back 75% of the final grade. The final exam will be fleetn on FRIDAY 12/11/2009 from 800 1100 AM. This is the only time the final exam will be given. Exemptions from taking the exam at the scheduled time will only be gar need under college and university exceptions (e. G. , no more than terce exams in one day), or to students who have serious illness or family emergencies.Therefore, please plan accordingly. Article Summaries One goal of the course is to prepare foundational knowledge in behavioral neuroscience , including contemporary theoretical issues and research methods. piece we will discuss the results of many r search studies, we will also read and discuss original research articles in order to give you a fuller appreciation f or the theoretical issues and search methods. You will be required to read eac h article and to print a brief (no more than one page) narrative summarizing the article.The articles will be available via Blackboard and w ill be announced in class and on Blackboard. Grades on summary papers comprise 10% of your final grade. Neuroscience in the Media Paper Another goal of the course is to encourage students to think now, and into the future, about the role of nervous system in all psychological processes. To encourage such broader thinking, each SST dent will be required to iscuss an example of physiology in the media (movies, television, music, magazine nest, newsprint, etc).This term paper will discuss and critique an example of physiology in the media with r preference to original scholarly research articles on the topic. The Media Watch paper will comprise 15% of the final grade and is due on December fourth 2009. To facilitate the Neuroscience in the Media paper project, a b rife verbal description of the media example that will be the basis for your paper is due on October 7th and a bill graphs of original research articles for the topic is due on November 6th.