Brain Structure Learning And Memory

In science, a few areas particularly capture the imagination because of a combination of excitement, substantial technical progress, and implicit significance in affecting the nature and quality of life. Perhaps no area of science exhibits these characteristics more abundantly than that dealing with the brain. Once shrouded in the mystical, studies in modem brain science are dramatically enhancing our understanding of brain function and its impact on learning and memory. It is perhaps the union of pragmatic and mystical aspects that makes this such an exciting arena of science. The Office of Naval Research (ONR) began an intensive effort in 1983 on the topic of the neural basis for learning and memory. This effort was aimed at providing the scientific understanding of how learning takes place. It is the expectation that a neurological understanding of learning processes will lead to the formulation of learning strategies that will significantly enhance performance. This is important in a civilian and military population faced with serious manpower problems requiring a few individuals to be more expert with technologically intensive systems. With these motivations in mind, two of us (EJW and RN) formulated a full-day symposium at the AAAS annual meeting held in New York, May 1984.

The brain ... There is no other part of the human anatomy that is so intriguing. How does it develop and function and why does it sometimes, tragically, degenerate? The answers are complex. In Discovering the Brain, science writer Sandra Ackerman cuts through the complexity to bring this vital topic to the public. The 1990s were declared the "Decade of the Brain" by former President Bush, and the neuroscience community responded with a host of new investigations and conferences. Discovering the Brain is based on the Institute of Medicine conference, Decade of the Brain: Frontiers in Neuroscience and Brain Research. Discovering the Brain is a "field guide" to the brainâ€"an easy-to-read discussion of the brain's physical structure and where functions such as language and music appreciation lie. Ackerman examines: How electrical and chemical signals are conveyed in the brain. The mechanisms by which we see, hear, think, and pay attentionâ€"and how a "gut feeling" actually originates in the brain. Learning and memory retention, including parallels to computer memory and what they might tell us about our own mental capacity. Development of the brain throughout the life span, with a look at the aging brain. Ackerman provides an enlightening chapter on the connection between the brain's physical condition and various mental disorders and notes what progress can realistically be made toward the prevention and treatment of stroke and other ailments. Finally, she explores the potential for major advances during the "Decade of the Brain," with a look at medical imaging techniquesâ€"what various technologies can and cannot tell usâ€"and how the public and private sectors can contribute to continued advances in neuroscience. This highly readable volume will provide the public and policymakersâ€"and many scientists as wellâ€"with a helpful guide to understanding the many discoveries that are sure to be announced throughout the "Decade of the Brain."

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Brain research is much in the news, but what is its relevance in the classroom? Are there ways to take what brain researchers are discovering about learning and memory and apply it to the situations that educators face every day? Practicing teacher and author Marilee Sprenger tells how to do just that in this book. Sprenger has spent years studying neurological research and training other educators in brain‐compatible teaching methods. This background, combined with her long career as a classroom teacher, has given her priceless knowledge of what works in a multitude of classroom situations. Current brain research is as amazing as it can be confusing. This book discusses in plain terms the structure, function, and development of the human brain. The author describes the five "memory lanes"--semantic, episodic, procedural, automatic, and emotional--and tells how they function in learning and memory. She offers dozens of practical suggestions for teaching and assessing in brain-compatible ways. Bridging the gap between theory and practice, the book offers valid, usable, "What you can do on Monday" ideas to incorporate into the classroom. This is an approach to brain research that educators at all levels can apply in their daily work. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Learning and Memory presents a comprehensive, up-to-date overview of brain*b1behavior relations as they bear on learning and memory. The structure of memory is investigated from a diversity of approaches, including anatomical, pharmacological, electrophysiological and lesions, and through the use of different populations, such as invertebrate, vertebrate, and human. Features updated chapters, including a new chapter on human cognitive processes and amnesia Presents multiple views of memory Examines a diversity of levels of analysis, methods of approach, and theoretical perspectives

A comprehensive, multidisciplinary review, Neural Plasticity and Memory: From Genes to Brain Imaging provides an in-depth, up-to-date analysis of the study of the neurobiology of memory. Leading specialists share their scientific experience in the field, covering a wide range of topics where molecular, genetic, behavioral, and brain imaging techniq

In science, a few areas particularly capture the imagination because of a combination of excitement, substantial technical progress, and implicit significance in affecting the nature and quality of life. Perhaps no area of science exhibits these characteristics more abundantly than that dealing with the brain. Once shrouded in the mystical, studies in modem brain science are dramatically enhancing our understanding of brain function and its impact on learning and memory. It is perhaps the union of pragmatic and mystical aspects that makes this such an exciting arena of science. The Office of Naval Research (ONR) began an intensive effort in 1983 on the topic of the neural basis for learning and memory. This effort was aimed at providing the scientific understanding of how learning takes place. It is the expectation that a neurological understanding of learning processes will lead to the formulation of learning strategies that will significantly enhance performance. This is important in a civilian and military population faced with serious manpower problems requiring a few individuals to be more expert with technologically intensive systems. With these motivations in mind, two of us (EJW and RN) formulated a full-day symposium at the AAAS annual meeting held in New York, May 1984.