Learning and Memory
Learning and memory are not unitary processes. Learning is the process by which new information is acquired; memory is the process by which that knowledge is retained. Learning can be divided into two types: 1)Explicit memory is the conscious acquisition of knowledge about people, places and things. It occurs in the highly developed vertebrate brain ,mainly in the diencephalic structure (1). 2) Implicit memory is the non conscious learning of motor skills and other tasks. It does not depend on the temporal lobe, but involves the sensory, motor associated pathways in the expression of learning process. This type of memory can be studied in higher invertebrates whereas explicit learning is only studied in mammals (2).
After reviewing the enormous amount of information pertaining to memory and learning, I decided to focus on two areas of interest: the actual mechanism of learning and the process of consolidation which relates to how something that is learned is then stored as memory. The first area of interest involving learning has been elucidated by the concept of long term potentiation (LTP) in mammals and vertebrates and the second related area of consolidation has been elucidated by an invertebrate model of Aplysia.
Long term potentiation can be defined as a long lasting increase in synaptic effectiveness which follows from high frequency of stimulation of afferent fibers. Although LTP occurs throughout the nervous system, it's focus has mainly been in the hippocampus which is involved in the formation of certain memories (1). Furthermore, LTP has been found to occur in not only the mammalian brain but also in other vertebrates such as the goldfish, bullfrog, bird and lizard. Characteristics of L...
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...ns needed for growth. This shows that long term changes in both mammals and Aplysia are linked to gene induction which leads to synaptic growth (3,4).
In conclusion, the structural changes implicated in long term memory are due to new protein and mRNA synthesis. These changes in transcription and translation can be initiated by repeated exposure to modulatory transmitters (5 HT) which mimic the effects of hormones and growth factors. Furthermore, through second messenger systems that regulate gene expression, modulatory transmitters utilized for learning can initiate synaptic growth.
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What this suggests is that activating a population of hippocampus neurons that may have previously had memory traces stored, is enough for a memory to be recalled (Liu et al, 2012). The development of optogenetics has provided great insight into fear memory recall, nevertheless, more research into further testing if different types of memories can be recalled through optogenetics. By exploring this possibility, this may help amnesia patients in recalling lost memories. The function of the hippocampus is crucial for LTM consolidation and with recollection and familiarity, however recent research in mice and recent development in optogenetics has enhanced a new understanding between hippocampus and fear memory recall.
Definition of memory and it's functions is difficult to illustrate by a single sentence. Consequently we use several metaphors to describe memory implicitly. Our beliefs, perceptions and imagination influence memory. The fact gave rise to memory being described as a reconstructive process, explaining that memory is not an exact record of a particular experience. Instead we bring various components together and fill in the blanks with our predisposed schemas while recalling. The metaphor building "an entire dinosaur skeleton from fossils" is the indirect way to describe memory as cognitive reconstruction. Remembering includes using schemas which are the mental representations of a concept, person or an event.They rejuvenate an incomplete memory such that it is perceived to be an undiminished one. Of course there are errors experienced when recalling which supports the idea of imperfect memory. These can be errors of commission, adding details which were not a part of the experience and errors of omission, which is excluding some aspects of the experience. In this paper I will support the selected metaphor and will provide evidence approving it.
Memory is a group of related mental processes that are involved in acquiring, storing, and retrieving information (Hockenberry and Hocenberry page 232). I will be addressing two specific types of memory: short-term memory and long-term memory. Short-term memory holds temporary information transferred from sensory memory or long-term memory. Sensory memory is the first stage of memory and obtains information for a brief amount of time. Short-term memory is also called active memory and is stored in the prefrontal cortex which is the most active part of the brain during an activity. Short-term memory can hold information for roughly twenty seconds, but sensory memory holds information for a shorter amount of time. We usually store things such
Memory refers to storage, for example, our thoughts, knowledge, past experience, retention and recalled information is part of our cognitive mapping. It depends on a person state of mind that’s specific information varies to the content of the information itself. Needless to say, information that is considered interesting, or exciting seems to be better remembered than information that is boring or uninterested. Usually, if information has failed adequately store than the memory can normally result as failure as well. Which means if the storage of information fails to retain (forgetting) or if failure to retrieve the person’s memory fails altogether. The neurons produce activity in other neurons which overtime will be strengthened, that is known to be located inside a person’s long-term potentiation. (Meyers,
The mammalian brain contains several different memory systems, which can be divided into declarative and non-declarative memory systems. Declarative memory can be further divided into episodic and semantic memory, and non-declarative memory can be divided into priming, associative learning, and procedural memory.
Another point is that working with humans and monkeys has led to the idea that the severity of memory weakens grow up as more components of the medial temporal lobe memory system are damaged. This idea has been strengthen by oversized number of individual cases in monkeys where performance on memory duties by groups of monkeys with different damage to the medial temporal lobe has been compared. Primarily, these aborts began with large mutual wound of the medial temporal lobe that approximated the damage sustained by the well-studied amnesic patient. This wound includes the hippocampal type, the amygdala, and the surrounding perirhinal and parahippocampal cortices. This wound and others in the same parts that removed fewer waves, produced again in many important features of the memory weaken in specific patient.
... and Brzezinski, Zbigniew. “Totalitarianism is a Unique Type of Society.” In Mason, Paul T., ed. Totalitarianism: Temporary Madness or Permanent Danger? Problems in European Civilization. Boston: D.C. Heath, 1967.
In daily life, memory is used all the time. When we go to buy things, we would remember the list of items what we are going to buy. At school, we would also need to have revision in order to remember the materials for examination. Or even, when we meet friends, we would also need to recall their names. Thus it is important to know and understand how we remember such things so that we can effectively recall them when necessary. Obviously, we do not need to remember the exact position or order of things in daily life. We would have our own pattern for remember and retrieve information (Ashcraft, 2010). This is named as free recall, which items recalled in any order (Francis, Neath, MacKewn and Goldthwaite, 2004). However, many researchers found that the probability of recalling items (such as words, letters, or numbers) does in fact depend on the items position in a list. The most striking finding is that words at the beginning and end of the list are often easier to recall than those words in the middle of the list. Thus, when the results of a free recall experiment are plotted on a graph; a u-shaped serial position curve can be obtained. This is often referred to as the serial position effect that is affecting our memory (Smith, n.d.).
Shakespeare, William. “Hamlet.” The Norton Introduction to Literature. Ed. Kelly J. Mays. 11th ed. New York: Norton, 2013.1709-1804. Print.
In order to understand the functional relationship between learning and memory we have to first define what both learning and memory are. Learning can be described as “the acquisition of knowledge or skills through experience, practice, or study, or by being taught” (Merriam-Webster, 2014). “Memory is the means by which we draw on our past experiences in order to use this information in the present” (Sternberg, 1999). Base on this definitions one can conclude memory is essential part of our lives. Without any memory of the past, we would not be able to operate in the present or reminisce about the future. We would not be able to remember what we did a few days ago, what we have accomplished today, or what we intend to do tomorrow. Without memory our ability to learn would not exist. Learning and Memory are linked to our cognitive abilities as well as that of animals. An example that can be used to show the relationship between learning and memory is the study of how a rat behaves in a maze. As we all know rats have been used in experimental mazes since at least the early 20th century. Hundreds if not thousands of studies have looked at how rats run different types of mazes, from T-maze, to radial arm mazes, and to water mazes. These maze studies help scientist study spatial learning and memory in rats. Maze studies helped us uncover general principles about learning that can be applied to several species, including mankind. In today’s modern societies, mazes tend to be used to determine whether different treatments affect learning and memory in rats. According to Kolata al, 2005 case study the tasks that comprise the learning battery were specifically chosen so that each one placed specific sensory, motor, motivational, and info...
Learning and memory are fascinating. The world could not function without either. They both are used in many different fashions in a wide variety of places. Learning and Memory have been carefully studied by professionals but are also well known and used by the common people on a daily basis. I am one of those common people, a student who is constantly learning and making the most of my memory. Since enrolling in The Psychology of Learning and Memory class I have come to the realization that I encounter situations in my life that exemplify the very concepts I have studied. I have also learned that it is beneficial to apply the lessons learned in class to my everyday life. Positive reinforcement, learned helplessness and serial recall are a few among many of the learning and memory models that have come to action in my life and in my final reflections surrounding the course.
Learning to tie shoes and ride a bike requires the encoding, storing, and retrieving of past observations of the procedure. With a lot of practice, children master these skills so well that they are able to remember them the rest of their lives. Memory is the storing of information over time. It is one of the most important concepts in learning; if things are not remembered, no learning can take place. As a process, memory refers to the "dynamic mechanism associated with the retention and retrieval of information about past experiences" (Sternberg 260). We use our memory about the past to help us understand the present. The study or memory in psychology is used in different ways, as well as there are many different ways to study how memory works in humans. In psychology there are many tasks used to measure memory, and different types of memory storages that human's use, such as sensory storing, or short term storing. There are also a lot of techniques that humans use to improve their memory, which they can use to learn, such as mnemonic devices. All these things can be classified as important issues in the study of human memory and ways of learning.