Benjamin / De Belle / Etnyre Human Learning: Biology, Brain, and Neuroscience

1. Auflage 2008
ISBN: 978-0-08-055976-6
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 338 Seiten, Web PDF

Human learning is studied in a variety of ways. Motor learning is often studied separately from verbal learning. Studies may delve into anatomy vs function, may view behavioral outcomes or look discretely at the molecular and cellular level of learning. All have merit but they are dispersed across a wide literature and rarely are the findings integrated and synthesized in a meaningful way. Human Learning: Biology, Brain, and Neuroscience synthesizes findings across these levels and types of learning and memory investigation.
Divided into three sections, each section includes a discussion by the editors integrating themes and ideas that emerge across the chapters within each section. Section 1 discusses general topics in human learning and cognition research, including inhibition, short term and long term memory, verbal memory, memory disruption, and scheduling and learning. Section 2 discusses cognitive neuroscience aspects of human learning. Coverage here includes models, skill acquisition, declarative and non declarative memory, age effects on memory, and memory for emotional events. Section 3 focuses on human motor learning.
This book is suitable for cognitive neuroscientists, cognitive psychologists, kinesthesiologists, and graduate courses in learning.
* Synthesizes research from a variety of disciplines, levels, and content areas
* Provides section discussions on common findings between chapters
* Covers motor and verbal learning

Autoren/Hrsg.

Benjamin, Aaron S.

De Belle, J. Steven

Etnyre, Bruce

Polk, Thad A.

Stelmach, George

Guadagnoli, Mark

Inhaltsverzeichnis

1;Front Cover;1
2;Human Learning: Biology, Brain, and Neuroscience;4
3;Copyright Page;5
4;Table of Contents;6
5;Preface;10
6;Contributors;12
7;Part I: Human Learning and Cognition;16
7.1;Chapter 1 Introduction: Behavioral Approaches to the Study of Human Learning and Memory;18
7.1.1;1. Experimentation;19
7.1.2;2. Quantitative standards;19
7.1.3;3. Abstractness;19
7.1.4;References;21
7.2;Chapter 2 The Role of Inhibition in Learning;22
7.2.1;1. Inhibition in selective retrieval;23
7.2.2;2. Inhibition in memory stopping;28
7.2.3;3. Concluding remarks;31
7.2.4;References;32
7.3;Chapter 3 Short- vs. Long-Term Memory;36
7.3.1;1. The creation of short-term memory;36
7.3.2;2. Introspection;37
7.3.3;3. Capacity limits;38
7.3.4;4. Memory without STM;40
7.3.5;5. Summary and conclusion;43
7.3.6;Acknowledgments;44
7.3.7;References;44
7.4;Chapter 4 Hemispheric Asymmetries in Verbal Memory;48
7.4.1;1. Patient and neuroimaging studies;48
7.4.2;2. Visual half-field experiments;50
7.4.3;3. Manipulations of visual word form;52
7.4.4;4. False memory experiments;53
7.4.5;5. Long repetition lag experiments;54
7.4.6;6. Conclusion;55
7.4.7;References;55
7.5;Chapter 5 Emotional Facilitation and Disruption of Memory;60
7.5.1;1. Dimensional vs. categories approaches to emotion;60
7.5.2;2. Depression and memory;62
7.5.3;3. Depression/anxiety comorbidity;64
7.5.4;4. Anxiety and memory;66
7.5.5;5. Conclusion;68
7.5.6;Acknowledgments;69
7.5.7;References;69
7.6;Chapter 6 Scheduling and Learning;76
7.6.1;1. Learning is more than just practice;76
7.6.2;2. Spacing;78
7.6.3;3. Contextual variety;80
7.6.4;4. Tests as learning events;83
7.6.5;5. Summary and conclusion;84
7.6.6;References;84
8;Part II: Cognitive Neuroscience;88
8.1;Chapter 7 Introduction: Cognitive Neuroscience of Learning and Memory;90
8.2;Chapter 8 The Computational Cognitive Neuroscience of Learning and Memory: Principles and Models;92
8.2.1;1. The computational cognitive neuroscience of learning and memory: computational principles and models;92
8.2.2;2. Computational learning: three approaches;92
8.2.3;3. Principles of neural computation;94
8.2.4;4. Modeling learning and memory with attractor networks;98
8.2.5;5. Modeling neural learning and memory with self-organizing maps;103
8.2.6;6. Conclusions;108
8.2.7;References;108
8.3;Chapter 9 Cognitive Neuroscience of Skill Acquisition;116
8.3.1;1. Introduction;116
8.3.2;2. Cognitive neuroscience models of sensorimotor adaptation;117
8.3.3;3. Cognitive neuroscience models of sequence learning;120
8.3.4;4. Conclusions;123
8.3.5;References;123
8.4;Chapter 10 Cognitive Neuroscience of Declarative and Nondeclarative Memory;128
8.4.1;1. Declarative memory;129
8.4.2;2. Nondeclarative memory;131
8.4.3;3. Conclusion;135
8.4.4;References;135
8.5;Chapter 11 Learning and Memory for Emotional Events;140
8.5.1;1. Implicit emotional learning and memory;141
8.5.2;2. Declarative emotional memory;142
8.5.3;3. Emotion and working memory;147
8.5.4;4. Conclusion;148
8.5.5;References;148
8.6;Chapter 12 Age Differences in Memory: Demands on Cognitive Control and Association Processes;152
8.6.1;1. Nonassociative learning;153
8.6.2;2. Conditioning;154
8.6.3;3. Procedural memory;154
8.6.4;4. Priming;155
8.6.5;5. Semantic memory;155
8.6.6;6. Short-term and working memory;156
8.6.7;7. Episodic memory;157
8.6.8;8. Control processes: targets for training;159
8.6.9;9. Summary;160
8.6.10;References;160
9;Part III: Human Motor Learning;166
9.1;Chapter 13 Introduction: A Survey of Motor Learning Concepts and Findings;168
9.2;Chapter 14 Two Aspects of Motor Learning: Learning Movements and Learning Synergies;170
9.2.1;1. Motor control;170
9.2.2;2. Motor coordination;172
9.2.3;3. Two approaches to motor learning;174
9.2.4;4. Concluding comments: Where in the brain is motor memory?;178
9.2.5;Acknowledgments;179
9.2.6;References;179
9.3;Chapter 15 Neuroanatomical Correlates of Motor Skill Learning: Inferences from Neuroimaging to Behavior;182
9.3.1;1. Cognitive-stage skill learning;182
9.3.2;2. Associative-stage skill learning;184
9.3.3;3. Autonomous-stage learning;188
9.3.4;References;190
9.4;Chapter 16 Mechanisms Underlying Short-Term Motor Learning, Long-Term Motor Learning and Transfer;192
9.4.1;1. Performance enhancement within an experimental session;193
9.4.2;2. Performance changes across experimental sessions;195
9.4.3;3. Transfer;196
9.4.4;4. Summary;200
9.4.5;Acknowledgments;200
9.4.6;References;201
9.5;Chapter 17 A Dynamical Framework for Human Skill Learning;204
9.5.1;1. Introduction;204
9.5.2;2. A dynamical theory of learning;205
9.5.3;3. Behavioral studies;207
9.5.4;4. Does destabilization of brain activity patterns accompany changes in learning?;209
9.5.5;5. Conclusion;212
9.5.6;Acknowledgments;213
9.5.7;References;213
10;Part IV: Animal Model Systems;220
10.1;Chapter 18 Animal Models of Behavioral and Neural Plasticity;222
10.1.1;References;225
10.2;Chapter 19 A Biological Basis for Animal Model Studies of Learning and Memory;226
10.2.1;1. Introduction;226
10.2.2;2. Learning and Memory Classification;226
10.2.3;3. A Brief History of Animal Models;231
10.2.4;4. Homology and the Comparative Approach;232
10.2.5;5. Conclusion;236
10.2.6;Acknowledgments;236
10.2.7;References;236
10.3;Chapter 20 Caenorhabditis elegans as a Model System in Which to Study the Fundamentals of Learning and Memory;242
10.3.1;1. Introduction;242
10.3.2;2. Types of Learning;244
10.3.3;3. Neural and molecular mechanisms of mechanosensory habituation;246
10.3.4;4. Common elements of memory;250
10.3.5;5. Conclusion;253
10.3.6;References;254
10.4;Chapter 21 The Cell Biology of Learning and Memory in Aplysia;258
10.4.1;1. Introduction;258
10.4.2;2. Short-Term Sensitization and Dishabituation in Aplysia: Presynaptic Mechanisms;262
10.4.3;3. Intermediate-Term Sensitization Memory: Involvement of Pre- and Postsynaptic Mechanisms;263
10.4.4;4. Long-term sensitization memory: requirement for transynaptic signaling;275
10.4.5;5. Conclusion;279
10.4.6;References;279
10.5;Chapter 22 Insect Minds For Human Minds;286
10.5.1;1. Introduction;286
10.5.2;2. Comparative architecture of brains: basic features of brains;287
10.5.3;3. Comparative cognition: what a little brain can do?;294
10.5.4;4. Conclusion;298
10.5.5;References;299
10.6;Chapter 23 Patterns of Learning, Memory, and Vocal Production in the Songbird Brain;302
10.6.1;1. Introduction;302
10.6.2;2. The vocal learning process;303
10.6.3;3. Central and peripheral motor control and constraints;306
10.6.4;4. A specialized area for processing and remembering conspecific vocal sounds;309
10.6.5;5. Conclusions;311
10.6.6;Acknowledgments;312
10.6.7;References;312
10.7;Chapter 24 The cAMP/PKA Pathway and the Modeling of Human Memory Disorders in Mice;316
10.7.1;1. Introduction: Memory and the cyclic AMP (cAMP)/protein kinase A (PKA) pathway;316
10.7.2;2. Alzheimer’s disease;319
10.7.3;3. Mental retardation;322
10.7.4;4. Schizophrenia;324
10.7.5;5. Treatment/future directions;325
10.7.6;Acknowledgments;326
10.7.7;References;327
11;Index;332