Learning and Memory. Learning relatively permanent change in behavior as a function of training, practice or experience excludes behavioral changes resulting.

Slides:



Advertisements
Similar presentations
Disorders of Memory Amnesia & Animal Models
Advertisements

Chapter 13: Biology of Learning and Memory
Learning and Memory.
Section 7 Learning and Memory. I Learning Learning: associative and nonassociative The acquisition of knowledge or skill; Associate and nonassociative.
Amnesia What is it?. Memory Proposed Types of Memory Fact memory Skill memory Declarative Non-declarative (Procedural) MemoryHabit ExplicitImplicit Knowing.
MARISSA DI GIOVINE, PGY5 DR. RAPIN’S SEMINAR SERIES FEBRUARY 2013 The Neuroscience of Memory.
Memory Has Temporal Stages: Short, Intermediate, and Long Iconic memories are the briefest memories and store sensory impressions that only last a few.
Memory. The Case of H.M. Figure MRI scans of the normal and damaged hippocampus Klein/Thorne: Biological Psychology © 2007 by Worth Publishers.
Mind, Brain & Behavior Friday March 14, What to Study for the Final Exam  Chapters 26 & 28 – Motor Activity Know what kind of info the two main.
Memory Systems Chapter 23 Friday, December 5, 2003.
Long Term Memory Function = organizes and stores info. More passive form of storage than working memory Capacity = unlimited. Average adult = 100 billion.
Chapter 13 Learning and Memory. SIMPLE LEARNING a. habituation b. Pavlovian learning c. instrumental learning d. biological mechanisms HIGHER ORDER COGNITION.
 Neuroplastic processes related to the ability of the brain to change its functioning in response to experience  Learning ◦ How experience changes the.
Copyright © 2007 Wolters Kluwer Health | Lippincott Williams & Wilkins Neuroscience: Exploring the Brain, 3e Chapter 25: Molecular Mechanisms of Learning.
Learning and Memory: Basic Mechanisms
Chapter 9: The Biology of Learning and Memory. Basic History of Learning & Memory  There are 3 people I want you to know: 1. Pavolv 2. Skinner 3. Lashley.
Chapters 7 & 8: Learning & Memory. What the heck is Learning anyhow?  How would you define learning?  How does it happen?
Learning, memory & amnesia
The Biology of Learning and Memory
BIOLOGICAL BASIS OF MEMORY
Chapter Thirteen The Biology of Learning and Memory.
Memory Human Neurobology 217 Jana Vukovic
Chapter 7 Human Memory. Table of Contents Human Memory: Basic Questions How does information get into memory? How is information maintained in memory?
Molecular mechanisms of memory. How does the brain achieve Hebbian plasticity? How is the co-activity of presynaptic and postsynaptic cells registered.
Neural Plasticity: Long-term Potentiation Lesson 15.
Chapter 13: Biology of Learning and Memory
Alzheimer’s Disease Problems: memory, thinking, behavior Brain: toxic amyloid plaques, neurofibrillary tangles Frontal lobe: personality changes Temporal.
March 25, 2015  Objective:  Differentiate between stages of memory  Explain how a memory moves from sensory memory to long term memory  Figure out.
 How does memory affect your identity?  If you didn’t have a memory how would your answer the question – How are you today?
Companion website: MEMORY.
LEARNINIG & MEMORY. LEARNING OBJECTIVES Know various types of memory Role of different parts of brain involved in processing and storage of memory Role.
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.
PhD MD MBBS Faculty of Medicine Al Maarefa Colleges of Science & Technology Faculty of Medicine Al Maarefa Colleges of Science & Technology Lecture – 13:
Mechanisms for memory: Introduction to LTP Bailey Lorv Psych 3FA3 November 15, 2010.
Relational Learning and Amnesia
Chapter 6 Memory 1.
Slide 1 Neuroscience: Exploring the Brain, 3rd Ed, Bear, Connors, and Paradiso Copyright © 2007 Lippincott Williams & Wilkins Bear: Neuroscience: Exploring.
Copyright © 2004 Allyn and Bacon 1 Chapter 13 Learning and Memory: Basic Mechanisms This multimedia product and its contents are protected under copyright.
Memory Li, Kristoffer Daniel Lee, Seoui. What is Memory? An active system that receives information from the senses, puts that information into usable.
Don’t forget read Loftus article for next class!.
Copyright © 2009 Allyn & Bacon How Your Brain Stores Information Chapter 11 Learning, Memory, and Amnesia.
Fear conditioning… e.g., Electric shock associated with specific stimuli.
Ch 11: Learning, Memory & Amnesia
The Neuropsychology of Memory Ch. 11. Outline Case studies Korsakoff’s Amnesia Alzheimer’s Disease Posttraumatic Amnesia Clive Wearing video Theories.
Memory Chapter 9. Memory and Its Processes Memory - system that receives information from the senses, organizes and alters it as it stores it away, and.
Memory ability to accept information to store to recall, to retrieve information from NS.
Long Term Memory Chapter 7. Types of Memory Short-Term Memory  activated memory that holds a few items briefly  look up a phone number, then quickly.
© Cengage Learning 2016 Learning and Memory Chapter 12.
Long-term Memory Explicit Memories (fact-based info, conscious retrieval) Semantic memories (memory of facts) Episodic memories (events) Implicit Memories.
Neural Mechanisms of Memory Storage
Lecture 18: Memory. Memories  Memory 1: a lasting consequence of an event (a broken glass)  Memory 2: a trace of an event that needs recovery with a.
Exam 2 3/30/16 Range: Average: 79.8 Exam 1 2/17/16 Range: 49-98
Memory & the Medial Temporal Lobe Lesson 21. Memory n Storage of information l perceptions l learning l personality n Information processing approach.
Memory: An Introduction
Memory Systems Hippocampus.
Chapter Thirteen The Biology of Learning and Memory
Memory: An Introduction
Types of Learning Associative Learning: Classical Conditioning
Types of Learning Associative Learning: Classical Conditioning
Memory Gateway to Learning.
Types of Learning Associative Learning: Classical Conditioning
Types of Memory (iconic memory) (7 bits for 30seconds)
The Biology of Learning and Memory
to recall, to retrieve information from NS
Types of Learning Associative Learning: Classical Conditioning
Memory & the Medial Temporal Lobe
thinking about learning and memory
Neuroscience: Exploring the Brain, 3e
Relational Learning and Amnesia
Presentation transcript:

Learning and Memory

Learning relatively permanent change in behavior as a function of training, practice or experience excludes behavioral changes resulting from sensory adaptation or fatigue

memory is implicit in the definition of learning “relatively permanent” implies a lasting alteration of nervous system structure and/or function Learning and Memory

Two aspects of learning 1. acquisition of a response in presence of a stimulus 2. suppression of responses in its absence

Two fundamental questions 1. What are the neural mechanisms of learning? (cellular level) 2. What is learned? (where in the brain; organizational level)

To answer the first question, simplified systems have been studied. Simple forms of learning Simple systems e.g. invertebrates, simplified mammalian preparations

Non-associative –Habituation, sensitization –perceptual in nature –recognition of objects and situations Associative –Classical conditioning S-S learning – Operant Conditioning R-S learning Types of Learning

Associative learning may involve acquisition of new motor behaviors acquisition of associations between new stimuli and existing behaviors acquisition of new associations between familiar stimuli and existing responses.

Non-associative learning habituation repeated exposure to a stimulus results in reduced responding to that stimulus generally neutral, non-noxious stimuli sensitization repeated exposure to a stimulus results in increased responding to that stimulus generally biologically relevant, strong hedonic valence (+ or -) also refers to augmentation of responding following exposure to a second stimulus

Associative learning classical conditioning; Pavlovian conditioning; respondent conditioning A neutral stimulus is paired with a stimulus that reliably elicits a response. Conditioning is indicated when the previously neutral stimulus elicits a response. CS  US  UR US CS UR CR

Associative learning operant conditioning; instrumental learning repeated presentation of a stimulus after emission of a designated response increases (reinforces) or decreases (punishes) the likelihood of that response CR  US  UR

Modeling, latent learning Usually defined as learning in the absence of a reinforcer (US or conditioned reinforcer such as money) Problem: One can always posit a “hidden reinforcer,” a negative hypothesis that cannot be disproven. The burden of proof therefore falls on those to make hidden reinforcers evident. The existence of mirror neurons seems to provide a neurobiological basis for imitative learning.

Eric Kandel and his collaborators used Aplysia to unravel synaptic mechanisms for short- and long-term habituation, short- and long-term sensitization, and classical conditioning. Eric Kandel won the 2000 Nobel Prize for Physiology and Medicine for this work. Research on neural mechanisms has focused on non-associative learning and classical conditioning. Aplysia

Habituation in Aplysia

Sensitization in Aplysia Kandel termed the neural mechanisms that underlie behavioral sensitization, “heterosynaptic facilitation,” which is produced by a second (usually strong) stimulus

heterosynaptic facilitation 5-HT released onto presynaptic terminal (metabotropic synapse) c-AMP mediated closure of K+ channels Prolongation of depolarization at the terminal greater Ca 2+ influx more neurotransmitter released onto target neuron

Memory in Aplysia also involves structural changes in the presynaptic terminal groupactive zonesactive zone area vesicles/ active zone vesicles/ neuron naïve100%.16 um habituated sensitized

LTP in the hippocampus: A mammalian model for learning Hippocampus most studied because of it's organization-- complete circuitry represented in thin slices ( um thick) can be placed in a dish for in vitro electrophysiological experiments also thought to be important for memory consolidation in vivo

20 Copyright © 2004 Allyn and Bacon

LTP in the hippocampus: A mammalian model for learning typical LTP experiment 1.stimulate neuron A, record PSP from neuron B 2.stimulate neuron A tetanically (e.g. burst of 100 Hz) 3.record PSP from B w/test pulses at varying intervals 4.PSP augmented for several days or even up to months 5.this augmentation is what is called LTP

LTP in the hippocampus: A mammalian model for learning

CaMKII: Calcium/calmodulin dependent kinase II PKA, PKC: Protein kinase A, C CREB: cAMP-responsive element-binding protein Low-frequency stimulation results in small increases in [Ca 2+ ] in the postsynaptic cell, which in turn results in fewer AMPA channels opening in response to glutamate. This is called low-frequency depression and is a mechanism for weakening synaptic strength.

Organizational Aspects of Learning and Memory Three gross stages of learning and memory Acquisition Storage Retrieval

Organizational Aspects of Learning and Memory There are also qualitatively different kinds of learning Declarative episodic semantic Procedural or non-declarative skill learning priming conditioning

Organizational Aspects of Learning and Memory Memory can be categorized according to its duration or persistence Sensory traces e.g. iconic (visual) and echoic (auditory) at most a few seconds in duration

Organizational Aspects of Learning and Memory Memory can be categorized according to its duration or persistence Sensory traces Short-term memory (STM) or working memory information held in “consciousness” phonological loop (sub-vocal rehearsal) visual imagery episodic buffer can be initiated by current event or by recall from LTM controlled by “central executive”

Organizational Aspects of Learning and Memory Memory can be categorized according to its duration or persistence Sensory traces Short-term memory (STM) or working memory Intermediate-term memory distinguishable from STM and LTM? up to a few days in duration

Organizational Aspects of Learning and Memory Memory can be categorized according to its duration or persistence Sensory traces Short-term memory (STM) or working memory Intermediate term memory Long-term memory indefinite duration, up to days

Organizational Aspects of Learning and Memory Memory can be characterized by its underlying physical bases Sensory traces persistent activity in sensory pathways

Organizational Aspects of Learning and Memory Memory can be characterized by its underlying physical bases Sensory traces Short-term memory (STM) or working memory reverberating circuits electrical basis limited capacity can be disrupted by intrusion of other activity displays both primacy and recency effects

Organizational Aspects of Learning and Memory Memory can be characterized by its underlying physical bases Sensory traces Short-term memory (STM) or working memory Intermediate term memory biochemical basis? accessible by working memory eventually irretrievable (storage or retrieval failure?)

Organizational Aspects of Learning and Memory Memory can be characterized by its underlying physical bases Sensory traces Short-term memory (STM) or working memory Intermediate term memory Long-term memory structural or anatomical basis protein synthesis essential unlimited(?) capacity

Organizational Aspects of Learning and Memory Memory can be characterized by its underlying physical bases Sensory traces Short-term memory (STM) or working memory Intermediate term memory Long-term memory

The case of Henry Molaison (H.M.) H.M. suffered from epilepsy, with epileptic foci in both temporal lobes. It did not respond to drugs available at the time and was life-threatening. Therefore, it was decided to remove the tissue in which the epileptiform activity originated. H.M.’s surgery removed the amygdala, the hippocampus, and some of temporal lobe cortex.

Patient H.M. EC: Entorhinal cortex H: Hippocampus Cer: Cerebellum PH: Parahippocampal cortex

Following surgery, H.M.’s memory of events prior to the surgery was intact (no retrograde amnesia). But, he did display anterograde amnesia, the inability to form declarative memories after the surgery. H.M.’s memory deficit was confined to verbal tasks, with motor learning (non-declarative memory) unaffected. However, H.M. DID display anterograde amnesia for spatial tasks, e.g. navigating new environments

There Are Several Kinds of Memory and Learning Studies in animals and other humans with brain damage showed that the H.M.s deficits were unlikely due solely to hippocampal damage. Other temporal lobe structures and the thalamus form a larger functional circuit necessary for consolidation of declarative memories.

Damage to other areas can also cause memory loss. Patient N.A. has amnesia due to accidental damage to the dorsomedial thalamus, which is part of the same memory circuit affected by H.M.’s surgery. Like Henry Molaison, he has short-term memory but cannot form declarative long- term memories.

Patient N.A. damage of the dorsomedial thalamus damage to floor of third ventricle, mammillary bodies

Korsakoff’s syndrome is a memory deficiency caused by lack of thiamine (vitamin B6)–often seen in chronic alcoholism. Brain damage occurs in mammillary bodies and basal frontal lobes, which produces anterograde amnesia. Patients often confabulate–fill in a gap in memory with a false memory that they fully believe to be true. Korsakoff’s Syndrome

Organizational Aspects of Learning and Memory Three gross stages of learning and memory Acquisition Storage Retrieval

STM is susceptible to disruption prior to consolidation electroconvulsive shock (or ECT in clinical settings) can disrupt long-term memory by pulling those memories back into working memory at the time of ECT, which prevents re-consolidation head trauma generally results in retrograde amnesia, whose magnitude is inversely related to the age of the memory, by disturbing ongoing electrical activity traumatic events may also induce amnesia similar to head trauma or ECS e.g. placing rats in ice water immediately after training trial results in forgetting, or amnesia may be a model for the loss of memory following psychological trauma (e.g. rape) in humans

LTM can be prevented by interfering with protein synthesis Protein synthesis inhibitors block LTP and formation of memories in behavioral tasks. The role of protein synthesis in response to environmental stimulation is very evident in the phenomenon of environmental enrichment

“Enrichment” studies are really studies of varying degrees of impoverishment. Rats living outdoors in natural envronmental enclosures exceed “enriched” rats on all measures