| Preface | p. xiii |
| Foundations | |
| The Nature of Learning and Memory | p. 2 |
| Memory Defines Our Individuality | p. 4 |
| Memory Plays a Pervasive Role in Daily Life | p. 7 |
| Amazing Cases of Amnesia | p. 8 |
| The Study of Learning and Memory Has a Long History | p. 12 |
| Modern Scientific Approaches to the Study of Learning and Memory | p. 20 |
| Themes of This Book | p. 23 |
| Chapter Summary | p. 35 |
| The Neural Bases of Learning and Memory | p. 38 |
| Cells, Circuits, and Systems | p. 40 |
| Neurons: The Cellular Units of Information Processing | p. 41 |
| Learning & Memory in Action: What Happens to the Brain When We Age? | p. 45 |
| Interconnected Neurons in Brain Circuits Serve Specific Functions | p. 53 |
| Learning & Memory in Action: Can Genetic Alterations Improve Memory? | p. 62 |
| Brain Systems Serve Psychological Functions | p. 63 |
| Chapter Summary | p. 81 |
| Unconscious Forms of Learning and Memory | |
| Simple Forms of Learning and Memory | p. 86 |
| Habituation and Sensitization Are Nonassociative Forms of Learning | p. 88 |
| Habituation Occurs within Brain Circuits | p. 89 |
| Habituation Helps Us Study Recognition Memory | p. 91 |
| Learning & Memory in Action: How Do Advertisers Use Dishabituation to Direct Attention to Their Products? | p. 96 |
| Primitive Nervous Systems Reveal the Biology of Habituation | p. 97 |
| Sensitization Increases Responsiveness | p. 100 |
| Learning & Memory in Action: Why Do Horror Movies Heighten Our Responses to Benign Events? | p. 102 |
| Chapter Summary | p. 105 |
| Perceptual Learning and Memory | p. 108 |
| Characteristics of Perceptual Learning and Memory | p. 110 |
| Perceptual Skill Learning: Identifying Stimuli | p. 112 |
| Learning & Memory in Action: Can Someone Really Be a "Born Expert"? | p. 113 |
| Learning & Memory in Action: How Can Farmers Distinguish between Male and Female Baby Chicks? | p. 118 |
| Perceptual Memories | p. 130 |
| Chapter Summary | p. 140 |
| Procedural Learning I: Classical Conditioning | p. 142 |
| Pavlov Began the Study of Classical Conditioning | p. 144 |
| Classical Conditioning Provides Protocols for Studying Simple Motor Responses | p. 147 |
| Variations in Conditioning Reveal Its Basic Properties | p. 151 |
| Learning & Memory in Action: How Do Clinicians Treat Phobias? | p. 158 |
| Complex Associations in Classical Conditioning | p. 158 |
| The Nature of the Association in Classical Conditioning | p. 162 |
| Neural Circuits Build Reflex Arcs to Support Classical Conditioning | p. 166 |
| Classical Conditioning Can Illuminate Other Memory Systems | p. 172 |
| Learning & Memory in Action: Can Coyotes Be Trained Not to Prey on Sheep? | p. 176 |
| Chapter Summary | p. 178 |
| Procedural Learning II: Habits and Instrumental Learning | p. 182 |
| Instrumental Learning Changes Reinforced Behavior to Reflect Memory | p. 184 |
| Reinforcers Modify the Predictive Relationship between Stimulus and Response | p. 185 |
| Learning & Memory in Action: What Is the Basis of Losing Streaks? | p. 189 |
| Animals Learn about the Environment and Expect Reinforcers | p. 191 |
| Humans' Habits and Skills Combine Cognitive Memory and Instrumental Learning of Motor Programs | p. 201 |
| Striatal Cortical Pathways Support Instrumental Learning and Skill Acquisition | p. 203 |
| Learning & Memory in Action: Why Does Stress Often Cause Forgetting? | p. 207 |
| Chapter Summary | p. 216 |
| Emotional Learning and Memory | p. 218 |
| Emotion and Memory Mix at Multiple Levels | p. 220 |
| Emotional Learning Can Occur without Conscious Recollection | p. 221 |
| Learning & Memory in Action: Why Do Advertisers Bombard Us with Product Names and Images? | p. 228 |
| Emotions Influence the Strength of Cognitive Memories | p. 229 |
| Neural Circuitry for Expressing Emotions Supports Emotional Learning and Memory | p. 233 |
| Brain Circuits That Support Emotional Arousal and Attention Modulate Cognitive Memory | p. 244 |
| Learning & Memory in Action: Why Are Posttraumatic Stress Disorder and Anxiety So Difficult to Treat? | p. 250 |
| Chapter Summary | p. 252 |
| Conscious Forms of Learning and Memory | |
| Cognitive Memory | p. 256 |
| Cognitive Memory Is Declarative; Behavioral Memory Is Procedural | p. 260 |
| Cognitive Memory Is Flexible and Inferential | p. 261 |
| Learning & Memory in Action: How Do People Make Creative Leaps? | p. 263 |
| Human Cognitive Memory: Distinct Encoding and Retrieval Strategies | p. 264 |
| Learning & Memory in Action: How Do Mnemonists Perform Their Tricks? | p. 276 |
| Cognitive Memory Uses a Circuit of Cortical Structures and the Hippocampus | p. 277 |
| Animal Models Identify the Role of the Hippocampus in Cognitive Memory | p. 281 |
| Chapter Summary | p. 292 |
| Episodic Memory | p. 294 |
| Defining Episodic Memory | p. 296 |
| Fundamental Properties of Episodic Memory | p. 300 |
| Learning & Memory in Action: Eyewitness Testimony | p. 302 |
| The Hippocampus Supports Episodic Memory | p. 306 |
| Learning & Memory in Action: Aging and Memory Loss | p. 310 |
| Episodic Memory May Exist in Animals | p. 314 |
| Hippocampal Neurons Represent Episodic Memories | p. 324 |
| Chapter Summary | p. 330 |
| Semantic Memory | p. 332 |
| Defining Semantic Memory | p. 334 |
| Learning & Memory in Action: How Can Computers Learn to Recognize Speech? | p. 340 |
| Spatial Memories May Be Organized as Routes or Surveys | p. 341 |
| Learning & Memory in Action: Designing Cities | p. 344 |
| The Organization of Semantic Information Processing | p. 345 |
| Episodic Memory Contributes to Semantic Memory | p. 352 |
| Chapter Summary | p. 360 |
| Memory Consolidation | p. 362 |
| Studies of Retrograde Amnesia Characterized Memory Consolidation | p. 365 |
| Memory Consolidation Has Two Distinct Stages | p. 370 |
| Cellular Events Are the First Stage of Memory Consolidation | p. 371 |
| Learning & Memory in Action: Blocking Consolidation of Traumatic Memories | p. 375 |
| The Hippocampal-Cortical System Supports Prolonged Memory Reorganization | p. 376 |
| Learning & Memory in Action: Does Sleep Aid Memory Consolidation? | p. 386 |
| Models of Cortical-Hippocampal Interactions Illuminate Memory Reorganization | p. 388 |
| Chapter Summary | p. 394 |
| Short-Term Memory and Working Memory | p. 396 |
| Defining Short-Term Memory | p. 400 |
| Working Memory Is Short-Term Memory with Several Components | p. 408 |
| Learning & Memory in Action: How Do Waitresses and Waiters Remember So Much? | p. 412 |
| Working Memory Is Controlled by the Prefrontal Cortex | p. 415 |
| Learning & Memory in Action: What Is It Like to Have Prefrontal Cortex Damage? | p. 419 |
| A Network of Cortical Areas Orchestrates Working Memory | p. 432 |
| Chapter Summary | p. 436 |
| Glossary | p. G-1 |
| References | p. R-1 |
| Credits | p. C-1 |
| Name Index | p. N-1 |
| Subject Index | p. S-1 |
| Table of Contents provided by Ingram. All Rights Reserved. |
