Gluck, Mercado and Myersâs Learning and Memory is the first textbook developed from its inception to reflect the convergence of brain studies and behavioral approaches in modern learning and memory research incorporating findings both in animals and humans. Each chapter integrates coverage of both human memory and animal learning, with separate sections specifically devoted to behavioral processes, brain systems, and clinical perspectives.
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This is an innovative and engaging companion to the language of memory research. It consists of over 130 entries, bound within a coherent conceptual framework. Each entry starts with a definition, or a set of definitions, followed by an in-depth and provocative discussion of the origin, meaning, usage and aplicability of ideas and problems central to the neuroscience of memory and scientific culture at large. The entries, linked by webs of associations, can be read and enjoyed, and provide a versatile tool kit: a source for definitions, information and further reading; a trigger for contemplation, discussion and experimentation; and an aid to study, teaching and debate in classes and seminars. The text is supported by an extensive reference listing, and there is a comprehensive subject index, incorporating a much wider range of terms relevant to the field.
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This volume is the first single-authored volume devoted to understanding how deep brain structures participate in language and memory. Addressing a relatively new area of research, the book is unique in two ways. First, it comprehensively covers both language and memory not only with extensive literature reviews, but also with examinations of the anatomy of the structures involved and discussions of theory in light of empirical data. Second, the book takes a systems approach to the topics. In order to produce and understand language or to record and retrieve memories, different parts of the brain must operate as integrated systems. As subcortical structures are parts of these systems, this book endeavors to understand how these phylogenetically older structures contribute to systems responsible for communication and mnestic functions. Designed to facilitate this end, each of the book’s sections follows a neuroanatomy-empirical data-theory format.
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Written by a leading neuropsychologist, this book brings together the widely scattered psychological and neurobiological work on memory to create a definitive overview of current knowledge. Reflecting the many levels of analysis at which this work is taking place, the book proceeds from the synapse to a review of the function and structure of neural systems and the organization of cognition. Throughout, the author places current research in historical perspective, and identifies major ideas and themes that have emerged in recent years in order to provide a solid foundation for future investigations. The book is amply illustrated and contains a useful glossary. It will be of use in advanced undergraduate and graduate courses on memory, and to psychologists and neuroscientists desiring an account of memory that is informed equally by cognitive and neurobiological insights.
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After first considering the problems involved in assessing memory, Professor Mayes provisionally advances a taxonomy of elementary memory disorders and, for each in turn, reviews both the specific processes that are disrupted and the lesions responsible for the disruption. These disorders include short-term memory deficits, deficits in previously well-established memory, memory deficits caused by frontal lobe lesions, the organic amnesias, and disorders of conditioning and skill acquisition. Mayes argues that the memory deficits found in several neurological and psychiatric syndromes comprise concurring elementary memory disorders. Finally, he outlines the implications of his taxonomy for our understanding of normal memory.
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Picture your twenty-first birthday. Did you have a party? If so, do you remember who was there? Now step back: how clear are those memories? Should we trust them to be accurate, or is there a chance that youâre remembering incorrectly? And where have the many details you can no longer recall gone? Are they hidden somewhere in your brain, or are they gone forever?
Such questions have fascinated scientists for hundreds of years, and, as Alison Winter shows in Memory: Fragments of a Modern History, the answers have changed dramatically in just the past century. Tracing the cultural and scientific history of our understanding of memory, Winter explores early metaphors that likened memory to a filing cabinet; later, she shows, that cabinet was replaced by the image of a reel of film, ever available for playback. That model, too, was eventually superseded, replaced by the current understanding of memory as the result of an extremely complicated, brain-wide web of cells and systems that together assemble our pasts. Winter introduces us to innovative scientists and sensationalistic seekers, and, drawing on evidence ranging from scientific papers to diaries to movies, explores the way that new understandings from the laboratory have seeped out into psychiatrists’ offices, courtrooms, and the culture at large. Along the way, she investigates the sensational battles over the validity of repressed memories that raged through the 1980s and shows us how changes in technologyâsuch as the emergence of recording devices and computersâhave again and again altered the way we conceptualize, and even try to study, the ways we remember.
Packed with fascinating details and curious episodes from the convoluted history of memory science, Memory is a book you’ll remember long after you close its cover.
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Data from neuropsychological and animal research suggest that the hippocampus plays a pivotal role in two relatively different areas: active navigation, as well as episodic learning and memory. Recent studies have attempted to bridge these disparate accounts of hippocampal function by emphasizing the role that hippocampal place cells may play in processing the spatial contextual information that defines situations in which learned behaviors occur. A number of established laboratories are currently offering complementary interpretations of place fields, and this book will present the first common platform for them. Bringing together research from behavioral, genetic, physiological, computational, and neural-systems perspectives will provide a thorough understanding of the extent to which studying place-field properties has informed our understanding of the neural mechanisms of hippocampus-dependent memory. Hippocampal Place Fields: Relevance to Learning and Memory will serve as a valuable reference for everyone interested in hippocampal function.
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The ability to remember unique, personal events is at the core of what we consider to be “memory.” How does the vivid experience of reinstatement of our past emerge? What is the contribution of this experience to our life histories? These questions have intrigued psychologists, neuroscientists, and philosophers for decades, and are the subject of this volume.
In recent years, the science of memory has made extraordinary progress in the conceptualization and assessment of different forms of memory. Instead of thinking of memory as a monolithic construct, memory is now thought of in terms of dissociable classes of constructs. Within declarative memory, the type of memory that one can consciously access, we make distinctions between the constructs of recollection and episodic memory and the constructs of familiarity and semantic memory (respectively). Contributors to this volume discuss new methods to assess these types of memory in studies that refine our understanding of the functions necessary for conscious and vivid recollection. The work has led to substantial increases in our understanding of the building blocks of recollection and its developmental course.
The volume also addresses the exciting new research on the neural basis of recollection. Never before has the connection between brain and function been so close. Contributors review neuroimaging studies of the healthy brain and neuropsychological investigations of patients with brain damage that reveal the specific brain structures involved in the ability to recollect. These brain structures undergo important developmental change during childhood and adolescence, leading to questions–and answers–of how the relationship between brain and function unfolds during the course of infancy, childhood, and adolescence.
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The creation and consolidation of a memory can rest on the integration of any number of possibly disparate features and contexts – colour, sound, emotion, arousal, context. How is it that these bind together to form a coherent memory? What is the role of binding in memory formation? What are the neural processes that underlie binding? Do these binding processes change with age? This book offers an unrivalled overview of one of the most debated hotspots of modern memory research: binding. It contains 28 chapters on binding in different domains of memory, presenting classic research from the field of cognitive neuroscience. It is written by renowned scientists and leaders in the field who have made fundamental contributions to the rapidly expanding field of neurocognitive memory research. As well as presenting a state-of-the-art account of recent views on binding and its importance for remembering, it also includes a review of recent publications in the area, of benefit to both students and active researchers.More than just a survey, it supplies the reader with an integrative view on binding in memory, fostering deep insights not only into the processes and their determinants, but also into the neural mechanisms enabling these processes. The content also encompasses a wide range of binding-related topics, including feature binding, the binding of items and contexts during encoding and retrieval, the specific roles of familiarity and recollection, as well as task- and especially age-related changes in these processes. A major section is dedicated to in-depth analyses of underlying neural mechanisms, focusing on both medial temporal and prefrontal structures. Computational approaches are covered as well. For all students and researchers in memory, the book will not only enhance their understanding of binding, but will instigate innovative and pioneering ideas for future research.
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Most of us remember where we were and what we were doing on September 11, 2001. Why do most experiences leave little trace while some — even terrible ordeals that people wish they could forget — leave memories that last a lifetime? That is the mystery at the heart of this book.
Drawing on fascinating research and case studies, James McGaugh, a distinguished neuroscientist, reveals that the key to understanding how memories are created may well be understanding how they are lost. He shows that lasting memories are not stored instantly. Why the delay? The author explains how the slow consolidation of memory has important adaptive consequences. It allows physiological processes activated by experiences to regulate the strength of the memory of the experiences. Emotionally arousing experiences induce the release of stress hormones, which act on the brain to influence the consolidation of our memories of recent experience. These findings have important implications for the controversial issues of post–traumatic stress disorder and repressed memory syndrome.
From the prescientific writings of William James to the animal studies of the memory-research pioneers Pavlov, Thorndike, and Tolman, to the latest research of psychologists and neurologists drawing on PET imaging studies of the brain and laboratory experiments involving a variety of drugs, this succinct book provides a wealth of information.