Neurobiology of Learning and Memory (eBook)

Front Cover 1
Neurobiology of Learning and Memory 4
Copyright Page 5
Contents 8
Contributors 14
Preface 16
Chapter 1. Historical Perspectives on the Development of the Biology of Learning and Memory 18
I. Introduction 18
II. History in 50-Year Spans 18
III. William James (1890) on the Physical Basis of Habit and Memory 19
IV. Advances Made around the End of the Nineteenth Century 21
V. The Status of the Field in 1940 25
VI. Pessimism and Then Rapid Gains during the Last Half Century 27
VII. Electrophysiological Studies of Learning and Memory 29
VIII. Neurochemical and Neuroanatomical Effects of Training and Experience 36
IX. Are the Neural Mechanisms of Learning and Development the Same? 43
X. Neurochemical Mechanisms of Learning and Memory 45
XI. Cerebral Localization of Learning and Memory Processes Using Dissociation Designs 52
XII. Genetic Studies of Learning Ability: From Selection to Mutations to Molecular Biology 54
XIII. Studies Using Noninvasive Brain Imaging 57
XIV. Conclusions 59
References 60
Chapter 2. Developmental Approaches to the Memory Process 72
I. Some Historical Aspects of Memory Ontogeny Research 72
II. Experience-Expectant and Experience-Dependent Neural Plasticity 75
III. Quantitative Methods in Developmental Neurobiology 76
IV. Neurobiological Correlates of Memory Development 80
V. Implications for the Neurobiological Study of Memory 97
References 99
Chapter 3. Gene Targeting: A Novel Window into the Biology of Learning and Memory 106
I. Introduction 106
II. The Role of Genetics 107
III. What Is Gene Targeting? 109
IV. Genes and Organisms 112
V. Probing Hippocampal Function with Gene Targeting 113
VI. Genetics: Concerns and Critiques 134
VII. The Near Future 142
VIII. Conclusions 149
References 151
Chapter 4. Pharmacological Approaches to the Study of Learning and Memory 160
I. Introduction 160
II. Memory 161
III. Psychopharmacology 167
IV. Conditioning of Drug-Induced Responses 173
V. Drug-Produced Modulation of Memory 177
VI. Conclusion 183
References 186
Chapter 5. Invertebrate Learning: Current Perspectives 194
I. Introduction 194
II. Habituation and Sensitization 195
III. Pavlovian Conditioning 204
IV. Conclusion 215
References 216
Chapter 6. Long-Term Potentiation, Long-Term Depression, and Learning 228
I. Cellular Mechanisms of LTP and LTD Induction 234
II. Electrophysiological Approaches to Relating LTP to Learning 239
III. Pharmacological Approaches Relating LTP to Learning 243
IV. Knockout Mutants, LTP, and Hippocampally Dependent Learning 248
V. Knockout Mutants, LTD, and Cerebellar-Dependent Learning 254
VI. Conclusion 255
VII. Summary Points 256
References 257
Chapter 7. Memory Changes during Normal Aging: Neurobiological Correlates 264
I. Introduction 264
II. Effect of Aging on Memory in Humans: Potential Contribution of Animal Models 266
III. Example of Correspondence between Age-Related Memory Change in Humans and in Rodents 270
IV. Involvement of the Hippocampus in Learning and Memory 274
V. Relation of Spatial Behavioral Changes in Aging to Underlying Neural Mechanisms 276
VI. Therapeutic Approaches to Memory Loss with Aging 283
VII. Concluding Remarks 289
References 290
Chapter 8. Vertebrate Models of Learning and Memory 306
I. Introduction 306
II. Characteristics of a Vertebrate Model 307
III. Analyses of Neural Circuitry Mediating the Acquisition of Rapidly Acquired CRs 309
IV. Analyses of Neural Circuitry Mediating the Acquisition of Slowly Acquired CRs 331
V. Rapidly and Slowly Acquired CRs: Relationships at the Behavioral and Neural Levels and Implications for Two-Process Learning Theories 339
VI. Summary 341
References 342
Chapter 9. The Neuropsychology of Human Learning and Memory 350
I. Introduction 350
II. The Amnesic Syndrome 351
III. Early Views of Amnesia 352
IV. A Systems View of Memory 353
V. A Processing View of Memory 356
VI. Contemporary Views: Integrating Systems and Processing 358
VII. Conclusions 367
VIII. Key Points 368
References 369
Chapter 10. Neurobiological Views of Memory 378
I. Introduction 378
II. Neurobiology of a Dual-System, Multiple-Attribute Model 379
III. Knowledge-Based Memory System 400
IV. Independence of the Data-Based and Knowledge-Based Memory Systems 409
V. Other Neurobiological Memory System Models 412
VI. Summary 420
References 422
Chapter 11. Psychobiological Models of Hippocampal Function in Learning and Memory 434
I. Introduction 434
II. The Hippocampal Region Is Critical for Learning and Memory 435
III. Marr's Autoassociative Memory Store 437
IV. Autoassociative Models of CA3 and Episodic Memory 439
V. Stimulus Representation in Associative Learning 447
VI. Dissociating Parahippocampal and Hippocampal Contributions 452
VII. Incorporating Subcortical Cholinergic Modulation 456
VIII. Summary and General Discussion 459
References 461
Index 466