Sensory memory briefly records visual and auditory information for up to a few seconds. It has two forms: iconic memory holds visual stimuli like a snapshot for up to half a second, while echoic memory holds sound for one to two seconds, as demonstrated by someone asking "what did you say?" after a question. Sensory memory prevents being overwhelmed by stimuli and gives time to decide if information is important to transfer to short-term memory.
This document discusses the biological basis of memory. It covers topics like the definition of memory, different types of memory (sensory, short-term, long-term, working), memory processes (encoding, storage, retrieval), neuroplasticity mechanisms like long-term potentiation, molecular basis of memory formation, brain structures involved in memory like the hippocampus and amnesia. It provides historical context on pioneering figures who studied memory and describes classical experiments that advanced the understanding of the neurological underpinnings of memory.
Chapter 13: The Biology of Learning & MemoryAlex Holub
The document discusses several topics related to biology of learning and memory including:
1. Classical and operant conditioning and how they relate to forming memories through reinforcement and punishment.
2. Theories of localized representations of memory in the brain and types of both short-term and long-term memory.
3. Diseases and disorders that cause memory loss such as amnesia, Korsakoff's syndrome, and Alzheimer's disease.
4. Cellular mechanisms in the brain that support information storage, including Hebbian synapses, habituation, sensitization, and long-term potentiation/depression.
The document discusses several topics related to memory, including:
1. Memory is selective and reconstructive rather than like a videotape, as recall involves filling gaps with inferences that are sometimes unaware.
2. Confabulation occurs when people confuse events that happened to someone else or events that never occurred with their own memories. It is more likely under certain conditions.
3. Studies found that young children can be led to make false claims of events through suggestive questioning techniques.
4. Hypnosis is not considered reliable for courtroom testimony due to high rates of errors and false memories it can induce.
5. The three-box model of memory describes sensory memory, short-term memory,
Understanding the encoding of memory and its retrieval is a complex task. The neurobiological correlates of memory have been summarised in this presentation for easy understanding of students.
This document discusses the neurobiology of emotions. It defines emotions, moods, and affects. The core brain regions involved in emotions are the cerebral cortex, limbic system (particularly the amygdala), and brain stem. The limbic system, including structures like the hippocampus, anterior thalamus, and cingulate gyrus, form circuits important for emotional processing and expression. The amygdala plays a key role in fear and aggression. Other structures like the hypothalamus, prefrontal cortex, and autonomic nervous system are also involved in emotions and physiological arousal. Various neurotransmitters, including monoamines, peptides, GABA, and glutamate mediate emotional processes in the brain.
Chapter1 Introduction To Cognitive Psychologyorengomoises
Cognitive psychology is the study of how people perceive, learn, remember, and think. It has roots in rationalism, empiricism, and their synthesis. Early approaches included structuralism, functionalism, and behaviorism. The cognitive revolution incorporated cognitions and mental processes, influenced by developments in computer science. Cognitive psychology uses experimental methods, psychobiological studies, self-reports, case studies, and computer simulations to understand phenomena like attention, problem solving, memory, decision making, language, and reading.
Learning is defined as a relatively permanent change in behavior resulting from experience. Memory involves encoding, storing, and later retrieving knowledge about the world. There are two main types of memory: explicit (episodic and semantic) and implicit (associative, classical, and non-associative). Different forms of learning and memory involve different brain regions. Long-term potentiation in the hippocampus is important for declarative memory formation and involves strengthening of synapses through high-frequency stimulation and calcium-dependent processes.
Sensory memory briefly records visual and auditory information for up to a few seconds. It has two forms: iconic memory holds visual stimuli like a snapshot for up to half a second, while echoic memory holds sound for one to two seconds, as demonstrated by someone asking "what did you say?" after a question. Sensory memory prevents being overwhelmed by stimuli and gives time to decide if information is important to transfer to short-term memory.
This document discusses the biological basis of memory. It covers topics like the definition of memory, different types of memory (sensory, short-term, long-term, working), memory processes (encoding, storage, retrieval), neuroplasticity mechanisms like long-term potentiation, molecular basis of memory formation, brain structures involved in memory like the hippocampus and amnesia. It provides historical context on pioneering figures who studied memory and describes classical experiments that advanced the understanding of the neurological underpinnings of memory.
Chapter 13: The Biology of Learning & MemoryAlex Holub
The document discusses several topics related to biology of learning and memory including:
1. Classical and operant conditioning and how they relate to forming memories through reinforcement and punishment.
2. Theories of localized representations of memory in the brain and types of both short-term and long-term memory.
3. Diseases and disorders that cause memory loss such as amnesia, Korsakoff's syndrome, and Alzheimer's disease.
4. Cellular mechanisms in the brain that support information storage, including Hebbian synapses, habituation, sensitization, and long-term potentiation/depression.
The document discusses several topics related to memory, including:
1. Memory is selective and reconstructive rather than like a videotape, as recall involves filling gaps with inferences that are sometimes unaware.
2. Confabulation occurs when people confuse events that happened to someone else or events that never occurred with their own memories. It is more likely under certain conditions.
3. Studies found that young children can be led to make false claims of events through suggestive questioning techniques.
4. Hypnosis is not considered reliable for courtroom testimony due to high rates of errors and false memories it can induce.
5. The three-box model of memory describes sensory memory, short-term memory,
Understanding the encoding of memory and its retrieval is a complex task. The neurobiological correlates of memory have been summarised in this presentation for easy understanding of students.
This document discusses the neurobiology of emotions. It defines emotions, moods, and affects. The core brain regions involved in emotions are the cerebral cortex, limbic system (particularly the amygdala), and brain stem. The limbic system, including structures like the hippocampus, anterior thalamus, and cingulate gyrus, form circuits important for emotional processing and expression. The amygdala plays a key role in fear and aggression. Other structures like the hypothalamus, prefrontal cortex, and autonomic nervous system are also involved in emotions and physiological arousal. Various neurotransmitters, including monoamines, peptides, GABA, and glutamate mediate emotional processes in the brain.
Chapter1 Introduction To Cognitive Psychologyorengomoises
Cognitive psychology is the study of how people perceive, learn, remember, and think. It has roots in rationalism, empiricism, and their synthesis. Early approaches included structuralism, functionalism, and behaviorism. The cognitive revolution incorporated cognitions and mental processes, influenced by developments in computer science. Cognitive psychology uses experimental methods, psychobiological studies, self-reports, case studies, and computer simulations to understand phenomena like attention, problem solving, memory, decision making, language, and reading.
Learning is defined as a relatively permanent change in behavior resulting from experience. Memory involves encoding, storing, and later retrieving knowledge about the world. There are two main types of memory: explicit (episodic and semantic) and implicit (associative, classical, and non-associative). Different forms of learning and memory involve different brain regions. Long-term potentiation in the hippocampus is important for declarative memory formation and involves strengthening of synapses through high-frequency stimulation and calcium-dependent processes.
This document discusses memory, including the nature, stages, and types of memory as well as forgetting and strategies to enhance memory. It defines memory as the cognitive process of storing and retrieving information from the past. There are three main stages of memory: sensory memory, short-term memory, and long-term memory. Memory can also be declarative or procedural. Forgetting occurs due to decay, interference, and shallow levels of processing. Strategies to improve memory include deep processing, distributed practice, visualization, chunking, elaboration, mnemonics, sleep, and minimizing interference.
Short-term memory (STM) has a limited capacity of 5-9 items that lasts up to 30 seconds, whereas long-term memory (LTM) has an unlimited capacity and can last a lifetime. STM encodes information acoustically based on sound, while LTM encodes semantically based on meaning. Studies have found recency and primacy effects in recall, with the first and last items on a list being best remembered. Research into encoding and duration provides evidence of differences between STM and LTM.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
The document discusses the different types of human memory. Sensory memory briefly stores sensory information for a few seconds before it is forgotten. Short-term memory, which relies on the prefrontal cortex, can hold information temporarily to complete a task. It includes immediate memory and working memory. Long-term memory can store information permanently based on meaning and importance, transferring it from short-term memory through the hippocampus for long-term storage. Different brain regions are involved in encoding, storing, and retrieving different types of memories.
The document discusses neurobiology of memory, including:
1. It describes the anatomical and functional organization of memory, focusing on the hippocampus formation, its afferents and efferents, and its role in learning and memory.
2. It discusses the different types of memory including explicit and implicit memory, and the cellular and molecular processes underlying short-term and long-term memory formation.
3. It explains mechanisms of memory formation and consolidation at the synaptic level, including the roles of proteins like CaMKII and CREB.
The Atkinson-Shiffrin Model proposes that human memory consists of three stores: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information through iconic, echoic, and haptic memory. Short-term memory then stores about 7 chunks of information that can be rehearsed for around 18-20 seconds. Long-term memory permanently stores meaningful information through elaborative rehearsal and associations with existing knowledge.
The document summarizes research on learning, memory, amnesia, and brain functioning. It discusses classical and operant conditioning experiments by Pavlov and others. It describes studies showing memory is not localized to specific brain areas, and the hippocampus is important for forming new long-term memories. Different types of amnesia result from damage to different brain regions like the hippocampus or prefrontal cortex. Long-term potentiation and other physiological mechanisms are thought to underlie learning and memory at the synaptic level.
This document outlines the key concepts covered in Chapter 6 on memory. It discusses the three processes of memory - encoding, storage and retrieval. It also summarizes several models of memory, including the information processing model and levels of processing model. Additionally, it defines and provides details about the different types of memory, including sensory memory, short-term memory, long-term memory, and different classifications within long-term memory like declarative and nondeclarative memory. Other topics covered include organization of memories, cues that help with retrieval, accuracy of recall vs recognition, formation and deterioration of memories over time.
The document provides information about the Pgi Memory Scale (PGIMS), a memory assessment instrument developed in India. It describes the scale's development and validation, the dimensions it measures, administration and scoring procedures, and psychometric properties. The PGIMS measures various aspects of memory including remote memory, recent memory, attention, recall, and recognition. It was standardized on Indian subjects and has good reliability and validity. The document reviews the scale's advantages in being developed locally but also notes some initial limitations in its development.
This document summarizes relational learning and amnesia. It defines relational learning as a complex form of learning involving relations among stimuli, including spatial, episodic, and observational learning. It describes two types of long-term memory - declarative and non-declarative. Declarative memory, impaired in amnesia, involves facts and life events. Amnesia causes difficulty learning new information and remembering the past. There are two types of amnesia - anterograde involving new learning, and retrograde involving past memories. Damage to the hippocampus and related structures causes anterograde amnesia by impairing relational learning, or learning relationships among stimuli.
This document discusses declarative memory, which includes both episodic and semantic memory. It defines declarative memory as factual knowledge and memories of past events that are encoded by the hippocampus, entorhinal cortex, and perirhinal cortex. Episodic memory refers to autobiographical memories of specific events and experiences, while semantic memory involves general factual knowledge. The document also discusses the HM case of a patient with amnesia following removal of parts of the hippocampus, and how this case contributed to understanding the brain regions involved in memory formation.
Memory psychologists believe memory involves three stages: encoding, storage, and retrieval. Encoding involves transforming information to be stored in memory. Storage holds information in memory until needed. Retrieval locates and retrieves stored information to be used. The document then provides details on each stage, describing encoding as representing information in a form like sounds or images, storage as holding encoded information, and retrieval as locating stored information when needed. It defines memory as the process of coding, storing, and retrieving information.
This document discusses different types of memory including short-term memory, long-term memory, procedural memory, priming memory, episodic memory, and semantic memory. It describes key aspects of memory such as encoding, storage, and retrieval. Different causes of memory loss are also outlined including alcohol blackout, dissociative fugue, Korsakoff's psychosis, post-traumatic amnesia, and repressed memory.
Sensory memory is the first stage of memory and involves briefly registering a large amount of information from the senses. It acts as a "snapshot" of the environment, allowing focus on relevant details. There are three stages of memory: sensory memory, short-term memory, and long-term memory. Sensory memory is very brief but holds a large amount of information. It transmits some of what is sensed to short-term memory. Types of sensory memory include visual, auditory, and touch memory.
This document provides an overview of the brain and biological psychology. It begins with an introduction to the major parts of the brain including structures like the cerebrum, cerebellum, hypothalamus, and amygdala. Later lessons discuss the lobes of the cerebral cortex, split brain research, neurons, and neurotransmitters. It also distinguishes between the nervous and endocrine systems. The document aims to explain how biological processes and systems impact human behavior.
This document discusses physiology of memory and learning. It defines learning as a relatively permanent change in behavior due to experience, while memory is the ability to recall past events. There are two main types of learning - associative and non-associative. Associative learning involves associating stimuli, like in classical and operant conditioning. Non-associative learning does not require association of stimuli, and includes habituation and sensitization. Memory is classified into sensory, short-term, long-term and permanent memory based on duration. The hippocampus and surrounding areas are involved in consolidating memories by converting them from short-term to long-term storage through long-term potentiation.
1. Long-term memory is a system for permanently storing and retrieving information for later use. It codes information according to meaning, patterns, and other characteristics.
2. Tulving proposed that long-term memory consists of episodic, semantic, and procedural memory. Episodic memory stores autobiographical events, semantic memory stores general world knowledge, and procedural memory stores skills and how to perform actions.
3. Long-term memory is responsible for bringing continuity and meaning to life by storing information relatively permanently based on meaning and importance.
This document discusses individual differences in learning and memory, including the relationships between genetics and learning, the implications of age and gender, and the influence of personality on learning. It analyzes how twin studies show substantial genetic influences on learning abilities and disabilities. It also explores how age impacts prenatal learning, classical conditioning in infants, and cognitive capacity in aging. Personality traits like those in the Five-Factor Model influence information seeking and learning strategies.
This document discusses memory, including the nature, stages, and types of memory as well as forgetting and strategies to enhance memory. It defines memory as the cognitive process of storing and retrieving information from the past. There are three main stages of memory: sensory memory, short-term memory, and long-term memory. Memory can also be declarative or procedural. Forgetting occurs due to decay, interference, and shallow levels of processing. Strategies to improve memory include deep processing, distributed practice, visualization, chunking, elaboration, mnemonics, sleep, and minimizing interference.
Short-term memory (STM) has a limited capacity of 5-9 items that lasts up to 30 seconds, whereas long-term memory (LTM) has an unlimited capacity and can last a lifetime. STM encodes information acoustically based on sound, while LTM encodes semantically based on meaning. Studies have found recency and primacy effects in recall, with the first and last items on a list being best remembered. Research into encoding and duration provides evidence of differences between STM and LTM.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
The document discusses the different types of human memory. Sensory memory briefly stores sensory information for a few seconds before it is forgotten. Short-term memory, which relies on the prefrontal cortex, can hold information temporarily to complete a task. It includes immediate memory and working memory. Long-term memory can store information permanently based on meaning and importance, transferring it from short-term memory through the hippocampus for long-term storage. Different brain regions are involved in encoding, storing, and retrieving different types of memories.
The document discusses neurobiology of memory, including:
1. It describes the anatomical and functional organization of memory, focusing on the hippocampus formation, its afferents and efferents, and its role in learning and memory.
2. It discusses the different types of memory including explicit and implicit memory, and the cellular and molecular processes underlying short-term and long-term memory formation.
3. It explains mechanisms of memory formation and consolidation at the synaptic level, including the roles of proteins like CaMKII and CREB.
The Atkinson-Shiffrin Model proposes that human memory consists of three stores: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information through iconic, echoic, and haptic memory. Short-term memory then stores about 7 chunks of information that can be rehearsed for around 18-20 seconds. Long-term memory permanently stores meaningful information through elaborative rehearsal and associations with existing knowledge.
The document summarizes research on learning, memory, amnesia, and brain functioning. It discusses classical and operant conditioning experiments by Pavlov and others. It describes studies showing memory is not localized to specific brain areas, and the hippocampus is important for forming new long-term memories. Different types of amnesia result from damage to different brain regions like the hippocampus or prefrontal cortex. Long-term potentiation and other physiological mechanisms are thought to underlie learning and memory at the synaptic level.
This document outlines the key concepts covered in Chapter 6 on memory. It discusses the three processes of memory - encoding, storage and retrieval. It also summarizes several models of memory, including the information processing model and levels of processing model. Additionally, it defines and provides details about the different types of memory, including sensory memory, short-term memory, long-term memory, and different classifications within long-term memory like declarative and nondeclarative memory. Other topics covered include organization of memories, cues that help with retrieval, accuracy of recall vs recognition, formation and deterioration of memories over time.
The document provides information about the Pgi Memory Scale (PGIMS), a memory assessment instrument developed in India. It describes the scale's development and validation, the dimensions it measures, administration and scoring procedures, and psychometric properties. The PGIMS measures various aspects of memory including remote memory, recent memory, attention, recall, and recognition. It was standardized on Indian subjects and has good reliability and validity. The document reviews the scale's advantages in being developed locally but also notes some initial limitations in its development.
This document summarizes relational learning and amnesia. It defines relational learning as a complex form of learning involving relations among stimuli, including spatial, episodic, and observational learning. It describes two types of long-term memory - declarative and non-declarative. Declarative memory, impaired in amnesia, involves facts and life events. Amnesia causes difficulty learning new information and remembering the past. There are two types of amnesia - anterograde involving new learning, and retrograde involving past memories. Damage to the hippocampus and related structures causes anterograde amnesia by impairing relational learning, or learning relationships among stimuli.
This document discusses declarative memory, which includes both episodic and semantic memory. It defines declarative memory as factual knowledge and memories of past events that are encoded by the hippocampus, entorhinal cortex, and perirhinal cortex. Episodic memory refers to autobiographical memories of specific events and experiences, while semantic memory involves general factual knowledge. The document also discusses the HM case of a patient with amnesia following removal of parts of the hippocampus, and how this case contributed to understanding the brain regions involved in memory formation.
Memory psychologists believe memory involves three stages: encoding, storage, and retrieval. Encoding involves transforming information to be stored in memory. Storage holds information in memory until needed. Retrieval locates and retrieves stored information to be used. The document then provides details on each stage, describing encoding as representing information in a form like sounds or images, storage as holding encoded information, and retrieval as locating stored information when needed. It defines memory as the process of coding, storing, and retrieving information.
This document discusses different types of memory including short-term memory, long-term memory, procedural memory, priming memory, episodic memory, and semantic memory. It describes key aspects of memory such as encoding, storage, and retrieval. Different causes of memory loss are also outlined including alcohol blackout, dissociative fugue, Korsakoff's psychosis, post-traumatic amnesia, and repressed memory.
Sensory memory is the first stage of memory and involves briefly registering a large amount of information from the senses. It acts as a "snapshot" of the environment, allowing focus on relevant details. There are three stages of memory: sensory memory, short-term memory, and long-term memory. Sensory memory is very brief but holds a large amount of information. It transmits some of what is sensed to short-term memory. Types of sensory memory include visual, auditory, and touch memory.
This document provides an overview of the brain and biological psychology. It begins with an introduction to the major parts of the brain including structures like the cerebrum, cerebellum, hypothalamus, and amygdala. Later lessons discuss the lobes of the cerebral cortex, split brain research, neurons, and neurotransmitters. It also distinguishes between the nervous and endocrine systems. The document aims to explain how biological processes and systems impact human behavior.
This document discusses physiology of memory and learning. It defines learning as a relatively permanent change in behavior due to experience, while memory is the ability to recall past events. There are two main types of learning - associative and non-associative. Associative learning involves associating stimuli, like in classical and operant conditioning. Non-associative learning does not require association of stimuli, and includes habituation and sensitization. Memory is classified into sensory, short-term, long-term and permanent memory based on duration. The hippocampus and surrounding areas are involved in consolidating memories by converting them from short-term to long-term storage through long-term potentiation.
1. Long-term memory is a system for permanently storing and retrieving information for later use. It codes information according to meaning, patterns, and other characteristics.
2. Tulving proposed that long-term memory consists of episodic, semantic, and procedural memory. Episodic memory stores autobiographical events, semantic memory stores general world knowledge, and procedural memory stores skills and how to perform actions.
3. Long-term memory is responsible for bringing continuity and meaning to life by storing information relatively permanently based on meaning and importance.
This document discusses individual differences in learning and memory, including the relationships between genetics and learning, the implications of age and gender, and the influence of personality on learning. It analyzes how twin studies show substantial genetic influences on learning abilities and disabilities. It also explores how age impacts prenatal learning, classical conditioning in infants, and cognitive capacity in aging. Personality traits like those in the Five-Factor Model influence information seeking and learning strategies.
Psychology Memory and Learning Power PointMrTimBradley
This document provides an overview of memory and learning concepts. It discusses the three stages of memory (encoding, storage, and retrieval). It describes the different types of memory like sensory memory, short-term memory, and long-term memory. It also discusses how learning occurs through classical and operant conditioning, and how cognitive factors like latent learning, cognitive maps, insight, learned helplessness, and observational learning impact the learning process. Key terms and concepts related to memory and different types of learning are defined and explained with examples.
Consumer behavior is studied based on concepts from psychology, sociology, anthropology, marketing, and economics. It is important to study consumer behavior because customers can no longer be taken for granted. Failure rates of new products are high, with only 56% of new products remaining on the market after 5 years and only 8% of new concepts making it to market, with 83% of those failing to meet objectives. All managers must become skilled at analyzing consumer motivation and behavior in order to succeed.
The document discusses consumer buying behavior and the factors that influence consumer purchase decisions. It outlines a simple model of consumer behavior involving marketing stimuli, the buyer's black box of characteristics and decision making processes, and the buyer's response. It then discusses the psychological, social, cultural, and personal characteristics affecting consumer behavior and lists the stages in the buyer decision process.
The document discusses different types of teaching aids that can be used in the classroom, including their definitions and uses. It covers audio, visual, and audio-visual aids such as flashcards, charts, models, graphs, and interactive whiteboards. The benefits of teaching aids include helping students learn and retain information through visual and hands-on methods. Challenges include selecting the appropriate aid based on the learning objective and ensuring it is used effectively.
The document discusses learning and memory in neuroscience. It covers four basic forms of learning: perceptual learning, associative (S-R) learning, motor learning, and relational learning. Perceptual learning involves strengthening neural connections to recognize stimuli. S-R learning associates stimuli with responses through classical and operant conditioning. Relational learning requires the hippocampus for forming new memories, as seen in patient H.M. who had anterograde amnesia after hippocampal damage. Memory involves different systems like short-term and long-term memory, which can be declarative or nondeclarative.
Memory and Learning in neurosciece.pptxNareshBehera7
Learning involves changes in the nervous system and brain that are caused by experience and allow us to change our behavior. There are four main types of learning: perceptual learning, associative/S-R learning, motor learning, and relational learning. Memory involves storing information over time in both explicit and implicit forms through various brain regions like the hippocampus and prefrontal cortex. Long-term potentiation and synaptic plasticity are thought to be key mechanisms underlying learning and memory formation at the neuronal level.
Learning involves changes in the nervous system and brain that are caused by experience and allow us to change our behavior. There are four main types of learning: perceptual learning, associative/S-R learning, motor learning, and relational learning. Key theories of learning and memory include Hebbian theory of synaptic plasticity and long-term potentiation, as well as classical and operant conditioning developed by Pavlov and Skinner. The hippocampus and surrounding medial temporal lobe structures are critical for forming new declarative memories and engaging in relational learning.
- Learning shapes human behavior by changing our nervous system and behavior based on experiences. We call these changes memories.
- There are four basic forms of learning: perceptual learning, associative (S-R) learning, motor learning, and relational learning. Learning involves forming connections between neurons based on experiences.
- Memories can last from seconds to years in different memory systems like short-term and long-term memory, which are supported by different brain regions like the prefrontal cortex and hippocampus.
The document discusses different types of learning and memory. It describes four basic forms of learning: perceptual learning, which involves recognizing stimuli; S-R (associative) learning, which links stimuli to responses; motor learning of skills; and relational learning of concepts. It also discusses different types of memory, including short-term and long-term memory, and the role of the hippocampus and amygdala in forming new memories.
The document discusses different types of learning and memory. It describes four basic forms of learning: perceptual learning, S-R (associative) learning, motor learning, and relational learning. It explains key concepts in memory such as short-term memory and long-term memory. It also discusses different theories of learning from early theorists like Pavlov, Hebb, and Skinner and experiments involving patient H.M. that provided insights into memory formation and the role of the hippocampus.
The document discusses learning and memory. It defines different types of memory including working memory, short-term memory, and long-term memory. It describes classical and operant conditioning. The stages of memory storage and types of amnesia are outlined. Biochemical processes involved in memory storage like long-term potentiation are explained. Alzheimer's disease is characterized by amyloid plaque buildup in the brain leading to neuronal loss and deterioration of memory and other cognitive abilities.
screening models for Nootropics and models for Alzheimer's diseaseAswin Palanisamy
Preclinical and screening model for Nootropics, and models for Alzheimer's disease, in the detailed view, in vivo and in vitro models with neat pictures for easy understanding. for m.pharm students.
Learning takes four basic forms: perceptual learning, stimulus-response learning, motor learning, and relational learning. Studies of amnesia patients like H.M., who had his hippocampus removed, showed that the hippocampus is vital for forming new long-term memories and declarative memory like recalling events. Damage to different brain areas results in different types of amnesia, like Korsakoff's syndrome from thiamine deficiency or Alzheimer's disease associated with amyloid plaques and tau tangles in the brain.
This document discusses how memories are formed and stored in the brain. It explains that memories are formed through synaptic plasticity, which refers to changes in the strength of connections between neurons. These connections are made stronger or weaker based on past activation patterns. Three key areas involved in memory are the hippocampus, which forms episodic memories; the amygdala, which attaches emotional significance; and the neocortex, where memories may be consolidated over time. Different memory systems rely on different brain regions, such as the basal ganglia and cerebellum for implicit memories, and the prefrontal cortex for working memory. The document also outlines how occupational therapists assess memory through standardized tests and occupation-based evaluations.
1. Memory is the process of encoding, consolidating, storing, and retrieving information over time. It involves different areas of the brain and can be impacted by various factors.
2. There are three main types of memory: sensory memory, short-term memory, and long-term memory. Short-term memory only lasts a few seconds while long-term memory can last a lifetime.
3. Memory is not a perfect recording of events but rather a reconstructive process that can be influenced by suggestion, misinformation, and interference over time. Eyewitness testimony for example can be unreliable.
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https://farvardin-group.com
The document discusses physiology of memory and emotions, and the limbic system. It describes how memory involves processes of registration, retention, and retrieval. There are different types of memory including sensory memory, short-term memory, working memory, and long-term memory. Emotions are mental reactions that are subjectively experienced and accompanied by physiological and behavioral changes. The limbic system, including the hippocampus and amygdala, are brain areas responsible for memory and processing emotions.
This document discusses theories of learning, memory, amnesia, and brain functioning. It covers classical and operant conditioning pioneered by Pavlov and others. It discusses research on memory systems like short-term memory, working memory, and long-term memory. It also examines cases of amnesia like patient H.M. who helped reveal the hippocampus' role in forming new memories. The document concludes by covering two types of amnesia - Korsakoff's syndrome and Alzheimer's disease.
This document summarizes research on neurology and memory systems. It discusses different types of memory including conditioning, habituation, sensitization, working memory, and long-term memory. It describes the brain systems involved in these memory processes, including the hippocampus, amygdala, cerebellum, frontal lobe, and temporal lobe. It also discusses the role of long-term potentiation and protein synthesis in forming long-term memories.
Cerebral Cortex, Intellectual Functions of the Brain, Learning, and Memory.Dipti Magan
The document describes the cerebral cortex, intellectual functions of the brain, and learning and memory. It discusses topics like memory types and classification, brain regions involved in memory processing and storage, synaptic plasticity mechanisms like long-term potentiation and long-term depression that underlie learning and memory, and pathways involved in communication functions of the brain. The objectives are to describe memory forms, identify brain parts related to memory, and define synaptic plasticity mechanisms and their roles in learning and memory.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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1. Learning and Memory
“Learning is essential to human
behavior. From the classroom to
the trading floor to ordering at a
restaurant, our ability to make
good decisions is shaped by how
we learn from experience.”
-Daphna Shohamy
by Guillermo Farfan &
Wesley Thrower
2. 13 Learning and Memory
What is the nature of learning?
Learning is the process by
which experiences change
our nervous system, and
hence our behavior.
We call those changes
memories.
3. 13 Overview
Four basic forms of learning:
• Perceptual learning
• S-R (associative) learning
• Motor learning
• Relational learning
5. • Neurobiologists
generally believed that
memories were
generally not the result
of new neuron
production
• 1894: Santiago Ramon
y Cajal thought
memories were formed
by strengthening
neuron connections
• 1949: Hebbian theory
13 Early Learning Theory
7. • Changes in the structure or biochemistry
of synapses that alter their effects on
postsynaptic neurons
• Long-term Potentiation: long term
increase in the excitability of a neuron to a
particular synaptic input caused by
repeated high-frequency activity of that
input.
• Long-term Depression: produces a long-
lasting decrease in synaptic strength.
13 Synaptic Plasticity
8. • Associative long-term potentiation:
weak synapses are strengthened by the
action of strong synapses
• NMDA receptor: A specialized ionotropic
glutamate receptor that controls a calcium
channel that is normally blocked by Mg2+
ions; involved in long-term potentiation.
• AMPA receptor: An ionotropic glutamate
receptor that controls a sodium channel;
when open, it produces EPSPs.
13 Synaptic Plasticity
9. • Involves learning to recognize things, not what
to do when they are present
• Can involve learning to recognize entirely new
stimuli, or it can involve learning to recognize
changes or variations in familiar stimuli
• We learn that particular stimuli are found in
particular locations or contexts or in the
presence of other stimuli. We can even learn
and remember particular episodes: sequences
of events taking place at a particular time and
place.
13 Perceptual Learning
10. • Thalamus LGN -> primary visual cortex ->
extrastriate cortex
• Objects are recognized visually by circuits
of neurons in the visual association cortex.
• Damage to the inferior temporal cortex
leaves vision unaffected but causes
inability to discriminate visual stimuli
• Ventral = what, Dorsal = where
13 Perceptual Learning
11. • Involves changes in synaptic connections
in the visual association cortex , creating
new neural circuits
• When exposed to the same stimulus, the
same circuits become active
13 Perceptual Learning
14. • MT/MST: region of the visual association
cortex that perceives movement
• Memory contains information about
previously seen movements
• Brain saves sensory information for future
reference
13 Perceptual Learning
15. • The memory for a stimulus or an event
that lasts for a short while
• Involves activating established neural
circuits even after stimulus is gone
• Delayed matching-to-sample task: A
task that requires the subject to indicate
which of several stimuli has just been
perceived.
13 Short-term Memory
17. • Involves several brain regions
• Prefrontal cortex manipulates and
organizes information to be remembered
• PFC devises strategies for retrieval and
monitors the outcome of those processes
• Successful remembering requires: filtering
out irrelevant info and maintaining relevant
info
13 Short-term Memory
19. 13 S-R Learning
Hebb’s rule: Neurons that fire together, wire together.
S-R Learning is to learn to perform a particular
behavior when a particular stimulus is present
20. Ivan Pavlov
While studying salivation in
dogs, Pavlov “stumbled”
upon the principles of
classical conditioning.
13 S-R Learning
21. In classical (Pavlovian) conditioning, a neutral
stimulus is paired with another stimulus that elicits a
response.
Eventually, the neutral stimulus by itself will elicit the
response.
13 S-R Learning
25. B.F. Skinner
13 S-R Learning
He was a firm believer
that any human action
was the result of the
consequences of that
same action.
26. In instrumental
(operant) conditioning,
an association is made
between:
• Behavior (the
instrumental response)
• The consequences of
the behavior (the
reward).
13 S-R Learning
28. The Reinforcement System
13 S-R Learning
Detect the presence of
a reinforcement
stimulus.
Strengthen the neural
connections between
the discriminative
stimulus and the
instrumental response.
32. • Iconic memories are the briefest
memories and store sensory impressions
that only last a few seconds.
• Short-term memories (STMs) usually last
only for up to 30 seconds or throughout
rehearsal.
Short-term memory is also known as
working memory.
13 Memory
I work out!
33. • An intermediate-term memory (ITM)
outlasts a STM, but is not permanent.
• Long-term memories (LTMs) last for
days to years.
13 Memory
34. 13 Relational Learning
Henry Molaison suffered
from severe epilepsy.
Because of seizures, a
decision was made to
remove the amygdala, the
hippocampus, and some
cortex.
Patient H.M.
35. • Retrograde amnesia
is the loss of memories
formed before onset of
amnesia and is not
uncommon after brain
trauma.
• Anterograde amnesia
is the inability to form
memories after onset
of amnesia.
13 Relational Learning
H.M. had normal short-term
memory but had severe
anterograde amnesia.
36.
37. Dissociation of explicit (declarative) memory, which
was impaired vs.
Implicit (nondeclarative) memory, which was fine
13 Relational Learning
38. • Declarative memory
deals with what—facts
and information acquired
through learning that can
be stated or described.
(Things we are aware that
are learned.)
• Nondeclarative
(procedural) memory
deals with how—shown by
performance rather than
conscious recollection.
13 Memory
Two kinds of long-term memory: