
Learning/Memory Cl (Eichenbaum)
by Eichenbaum,HowardBuy New
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Summary
Author Biography
Table of Contents
Preface | p. xiii |
Foundations | |
The Nature of Learning and Memory | p. 2 |
Memory Defines Our Individuality | p. 4 |
Memory Plays a Pervasive Role in Daily Life | p. 7 |
Amazing Cases of Amnesia | p. 8 |
The Study of Learning and Memory Has a Long History | p. 12 |
Modern Scientific Approaches to the Study of Learning and Memory | p. 20 |
Themes of This Book | p. 23 |
Chapter Summary | p. 35 |
The Neural Bases of Learning and Memory | p. 38 |
Cells, Circuits, and Systems | p. 40 |
Neurons: The Cellular Units of Information Processing | p. 41 |
Learning & Memory in Action: What Happens to the Brain When We Age? | p. 45 |
Interconnected Neurons in Brain Circuits Serve Specific Functions | p. 53 |
Learning & Memory in Action: Can Genetic Alterations Improve Memory? | p. 62 |
Brain Systems Serve Psychological Functions | p. 63 |
Chapter Summary | p. 81 |
Unconscious Forms of Learning and Memory | |
Simple Forms of Learning and Memory | p. 86 |
Habituation and Sensitization Are Nonassociative Forms of Learning | p. 88 |
Habituation Occurs within Brain Circuits | p. 89 |
Habituation Helps Us Study Recognition Memory | p. 91 |
Learning & Memory in Action: How Do Advertisers Use Dishabituation to Direct Attention to Their Products? | p. 96 |
Primitive Nervous Systems Reveal the Biology of Habituation | p. 97 |
Sensitization Increases Responsiveness | p. 100 |
Learning & Memory in Action: Why Do Horror Movies Heighten Our Responses to Benign Events? | p. 102 |
Chapter Summary | p. 105 |
Perceptual Learning and Memory | p. 108 |
Characteristics of Perceptual Learning and Memory | p. 110 |
Perceptual Skill Learning: Identifying Stimuli | p. 112 |
Learning & Memory in Action: Can Someone Really Be a "Born Expert"? | p. 113 |
Learning & Memory in Action: How Can Farmers Distinguish between Male and Female Baby Chicks? | p. 118 |
Perceptual Memories | p. 130 |
Chapter Summary | p. 140 |
Procedural Learning I: Classical Conditioning | p. 142 |
Pavlov Began the Study of Classical Conditioning | p. 144 |
Classical Conditioning Provides Protocols for Studying Simple Motor Responses | p. 147 |
Variations in Conditioning Reveal Its Basic Properties | p. 151 |
Learning & Memory in Action: How Do Clinicians Treat Phobias? | p. 158 |
Complex Associations in Classical Conditioning | p. 158 |
The Nature of the Association in Classical Conditioning | p. 162 |
Neural Circuits Build Reflex Arcs to Support Classical Conditioning | p. 166 |
Classical Conditioning Can Illuminate Other Memory Systems | p. 172 |
Learning & Memory in Action: Can Coyotes Be Trained Not to Prey on Sheep? | p. 176 |
Chapter Summary | p. 178 |
Procedural Learning II: Habits and Instrumental Learning | p. 182 |
Instrumental Learning Changes Reinforced Behavior to Reflect Memory | p. 184 |
Reinforcers Modify the Predictive Relationship between Stimulus and Response | p. 185 |
Learning & Memory in Action: What Is the Basis of Losing Streaks? | p. 189 |
Animals Learn about the Environment and Expect Reinforcers | p. 191 |
Humans' Habits and Skills Combine Cognitive Memory and Instrumental Learning of Motor Programs | p. 201 |
Striatal Cortical Pathways Support Instrumental Learning and Skill Acquisition | p. 203 |
Learning & Memory in Action: Why Does Stress Often Cause Forgetting? | p. 207 |
Chapter Summary | p. 216 |
Emotional Learning and Memory | p. 218 |
Emotion and Memory Mix at Multiple Levels | p. 220 |
Emotional Learning Can Occur without Conscious Recollection | p. 221 |
Learning & Memory in Action: Why Do Advertisers Bombard Us with Product Names and Images? | p. 228 |
Emotions Influence the Strength of Cognitive Memories | p. 229 |
Neural Circuitry for Expressing Emotions Supports Emotional Learning and Memory | p. 233 |
Brain Circuits That Support Emotional Arousal and Attention Modulate Cognitive Memory | p. 244 |
Learning & Memory in Action: Why Are Posttraumatic Stress Disorder and Anxiety So Difficult to Treat? | p. 250 |
Chapter Summary | p. 252 |
Conscious Forms of Learning and Memory | |
Cognitive Memory | p. 256 |
Cognitive Memory Is Declarative; Behavioral Memory Is Procedural | p. 260 |
Cognitive Memory Is Flexible and Inferential | p. 261 |
Learning & Memory in Action: How Do People Make Creative Leaps? | p. 263 |
Human Cognitive Memory: Distinct Encoding and Retrieval Strategies | p. 264 |
Learning & Memory in Action: How Do Mnemonists Perform Their Tricks? | p. 276 |
Cognitive Memory Uses a Circuit of Cortical Structures and the Hippocampus | p. 277 |
Animal Models Identify the Role of the Hippocampus in Cognitive Memory | p. 281 |
Chapter Summary | p. 292 |
Episodic Memory | p. 294 |
Defining Episodic Memory | p. 296 |
Fundamental Properties of Episodic Memory | p. 300 |
Learning & Memory in Action: Eyewitness Testimony | p. 302 |
The Hippocampus Supports Episodic Memory | p. 306 |
Learning & Memory in Action: Aging and Memory Loss | p. 310 |
Episodic Memory May Exist in Animals | p. 314 |
Hippocampal Neurons Represent Episodic Memories | p. 324 |
Chapter Summary | p. 330 |
Semantic Memory | p. 332 |
Defining Semantic Memory | p. 334 |
Learning & Memory in Action: How Can Computers Learn to Recognize Speech? | p. 340 |
Spatial Memories May Be Organized as Routes or Surveys | p. 341 |
Learning & Memory in Action: Designing Cities | p. 344 |
The Organization of Semantic Information Processing | p. 345 |
Episodic Memory Contributes to Semantic Memory | p. 352 |
Chapter Summary | p. 360 |
Memory Consolidation | p. 362 |
Studies of Retrograde Amnesia Characterized Memory Consolidation | p. 365 |
Memory Consolidation Has Two Distinct Stages | p. 370 |
Cellular Events Are the First Stage of Memory Consolidation | p. 371 |
Learning & Memory in Action: Blocking Consolidation of Traumatic Memories | p. 375 |
The Hippocampal-Cortical System Supports Prolonged Memory Reorganization | p. 376 |
Learning & Memory in Action: Does Sleep Aid Memory Consolidation? | p. 386 |
Models of Cortical-Hippocampal Interactions Illuminate Memory Reorganization | p. 388 |
Chapter Summary | p. 394 |
Short-Term Memory and Working Memory | p. 396 |
Defining Short-Term Memory | p. 400 |
Working Memory Is Short-Term Memory with Several Components | p. 408 |
Learning & Memory in Action: How Do Waitresses and Waiters Remember So Much? | p. 412 |
Working Memory Is Controlled by the Prefrontal Cortex | p. 415 |
Learning & Memory in Action: What Is It Like to Have Prefrontal Cortex Damage? | p. 419 |
A Network of Cortical Areas Orchestrates Working Memory | p. 432 |
Chapter Summary | p. 436 |
Glossary | p. G-1 |
References | p. R-1 |
Credits | p. C-1 |
Name Index | p. N-1 |
Subject Index | p. S-1 |
Table of Contents provided by Ingram. All Rights Reserved. |
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