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Synopses & Reviews

Publisher Comments:

Gluck, Mercado and Myerss Learning and Memory is the first textbook developed from its inception to reflect the convergence of brain studies and behavioral approaches in modern learning and memory research incorporating findings both in animals and humans. Each chapter integrates coverage of both human memory and animal learning, with separate sections specifically devoted to behavioral processes, brain systems, and clinical perspectives.

About the Author

Mark A. Gluck is a Professor of Neuroscience at Rutgers University-Newark, co-director of the Memory Disorders Project at Rutgers-Newark, and publisher of the projects public health newsletter, Memory Loss and the Brain.  His research focuses on the neural bases of learning and memory, and the consequences of memory loss due to aging, trauma, and disease.  He is co-author of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001).  In 1996, he was awarded an NSF Presidential Early Career Award for Scientists and Engineers by President Bill Clinton. That same year, he received the American Psychological Association (APA) Distinguish Scientific Award for Early Career Contribution to Psychology.
Eduardo Mercado is an Assistant Professor of Psychology at University at Buffalo, The State University of New York.  His research focuses on how different brain systems interact to develop representations of experienced events, and how these representations change over time.  Dr. Mercado currently uses techniques from experimental psychology, computational neuroscience, electrical engineering, and behavioral neuroscience to explore questions about auditory learning and memory in rodents, cetaceans, and humans.
Catherine E. Myers is a Research Professor of Psychology at Rutgers University-Newark, co-director of the Memory Disorders Project at Rutgers-Newark, and Editor-in-Chief of the projects public health newsletter, Memory Loss and the Brain.  Her research includes both computational neuroscience and experimental psychology, and focuses on human memory, specifically on memory impairments following damage to the hippocampus and associated brain structures.  She is co-author of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001) and author of Delay Learning in Artificial Neural Networks (Chapman and Hall, 1992).

Table of Contents

1. The Psychology of Learning and Memory

1.1. Philosophy of Mind

Box 1-1: Learning and Memory in Everyday Life:  Top Ten Tips for a Better Memory

A. Aristotle and Associationism

B. Descartes and Dualism

C. John Locke and Empiricism

D. William James and Models of Association

1.2. Evolution and Natural Selection

A. Erasmus Darwin and Early Proponents of Evolution

B. Charles Darwin and the Theory of Natural Selection

C. Francis Galton: Variability of Nature

Box 1-2: Unsolved Mysteries:  Can Learning Influence Evolution

1.3. The Birth of Experimental Psychology

A.  Hermann Ebbinghaus and Human Memory Experiments

B.   Ivan Pavlov and Animal Learning Experiments

C.   Edward Thorndike: Law of Effect

1.4. The Reign of Behaviorism

A.  John Watson and Behaviorism

B.  Clark Hull and Mathematical Models of Learning

C.  B. F. Skinner: Radical Behaviorism

D.  Edward Tolman: Cognitive Maps

1.5. The Cognitive Approach

A.  W. K. Estes and Mathematical Psychology

B.   Gordon Bower: Learning by Insight

C.  George Miller and Information Theory

D.  Herbert Simon and Symbol-Manipulation Models

E.   David Rumelhart and Connectionist Models

2. The Neuroscience of Learning and Memory

2.1. A Quick Tour of the Brain

A.  The Brain and Nervous System

B.   Observing Brain Structure and Function

2.2 From Brain to Behavior

A.  Information Pathways in the Central Nervous System

B.   Observing Brain Systems in Action

Box 2-1: Unsolved Mysteries: What Do Functional Imaging Methods Really Measure?

2.3 Learning and Synaptic Plasticity

A. The Neuron

B. Measuring and Manipulating Neural Activity

Box 2-2: Learning and Memory in Everyday Life: Can a Pill Improve Your Memory?

C. Synaptic Plasticity

3. Episodic and Semantic Memory: Memory for Facts and Events

3.1. Behavioral Processes

A.  Episodic (event) and Semantic (fact) Memories

B.  How Humans Acquire and Use Episodic Memories

Box 3-1: Learning and Memory In Everyday Life:  Total Recall! The Truth About Extraordinary Memories

C.  When Memory Fails

D.  Models of Semantic Memory

3.2. Brain Substrates

A.  The Cerebral Cortex and Semantic Memory

B.  The Medial Temporal Lobes and Memory Storage

C.  Hippocampal-Cortical Interaction In Memory Consolidation

D.  The Role of the Frontal Cortex in Memory Storage and Retrieval

Box 3-2:Unsolved Mysteries:  Are There Different Brain Substrates For Episodic and Semantic Memories

E.  Subcortical Structures Involved in Episodic and Semantic Memory

3.3. Clinical Perspectives

A. Transient Global Amnesia

B. Functional Amnesia

C. Infantile Amnesia

4. Skill Memory: Learning by Doing

4.1. Behavioral Processes

A. Qualities of Skill Memories

B. Expertise and Talent

C. Practice

Box 4-1: Unsolved Mysteries: Why Cant Experts Verbalize What They Do?

D. Transfer of Training

E. Models of Skill Memory

4.2 Brain Substrates

A.  The Basal Ganglia and Skill Learning

Box 4-2: Learning and Memory in Everyday Life: Are Video Games Good for the Brain?

B. Cortical Representations of Skills

C. The Cerebellum and Timing

4.3 Clinical Perspectives

A. Apraxia

B. Huntingtons Disease

C. Parkinsons Disease

5. Working Memory and Executive Control

5.1 Behavioral Processes

A. Transient Memories

B. Working Memory

C. The Central Executive

Box 5-1: Unsolved Mystery: Is Working Memory The Key to Intelligence?

5.2 Brain Substrates

A. Behavioral Consequences of Frontal Lobe Damage

B. Frontal Brain Activity During Working Memory Tasks

C. Mapping Baddeleys Model onto PFC Anatomy

D. Prefrontal Control of Long-Term Declarative Memory

5.3 Clinical Perspectives

A.  Schizophrenia

B.  Attention Deficit Hyperactivity Disorder (ADHD)

Box 5-2: Learning and Memory in Everyday Life: Can We Reduce Memory Overload?

6. Non-associative Learning: Learning about Repeated Events

6.1. Behavioral Processes

A. Learning about Repeated Stimuli

Box 6-1: Learning and Memory in Everyday Life: Sex on the Beach

B. Perceptual Learning

C. Models of Non-associative Learning

D.  Comparator Models

6.2 Brain Substrates

A. Invertebrate Model Systems

B. Perceptual Learning and Cortical Plasticity

Box 6-2: Unsolved Mysteries: Why Did Cerebral Cortex Evolve?

C.  The Hippocampus and Spatial Learning

6.3 Clinical Perspectives

A. Landmark Agnosia

B. Rehabilitation After Stroke

C. Man-Machine Interfaces


7. Classical Conditioning: Learning to Predict Important Events

7.1 Behavioral Processes

A. Basic Concepts of Classical Conditioning

B. Error Correction and the Modulation of US Processing

C. From Conditioning to Category Learning

D. Modulation of CS Processing

E.  Further Facets of Conditioning

7.2 Brain Substrates

A. Mammalian Conditioning of Motor-Reflexes

Box 7-1: Unsolved Mysteries:  Riding the Brain's Waves Into Memory

B.  Invertebrates and the Cellular Basis of Learning

Box 7-2:  Learning and Memory in Everyday Life:  Kicking the Habit


8. Instrumental Conditioning: Learning the Consequences of Behavior

8.1. Behavioral Processes

A. The "Discovery" of Instrumental Conditioning

B.  Components of the Learned Association

Box 8-1: Learning and Memory in Everyday Life: The Problem with Punishment

C.  Putting It All Together: Building the S-R-C Association

Box 8-2: Unsolved Mysteries: Instinctive Drift

D. Choice Behavior

8.2 Brain Substrates

A.The Basal Ganglia and Instrumental Conditioning

B. Mechanisms of Reinforcement in the Brain

8.3 Clinical Perspectives

A. Drug Addiction

B. Behavioral Addiction

C. Treatments

9. Generalization, Discrimination, and the Representation of Similarity

9.1 Behavioral Processes

A.  When Similar Stimuli Predict Similar Consequences

Box 9-1: Learning And Memory in Everyday Life:  Discrimination and Stereotypes in Generalizing about Other People

B.  When Similar Stimuli Predict Different Consequences

Box 9-2: Unsolved Mysteries: Are Some Feature Pairs Easier to Discriminate Between than Others?

C.  When Dissimlar Stimuli Predict the Same Consequences

9.2 Brain Substrates

A.  Cortical Representations and Generalization

B.  Generalization and Hippocampal Region

9.3 Clinical Perspectives

A. Generalization Transfer and Hippocampal Atrophy in the Elderly

B.  Rehabilitation of

Product Details

Myers, Catherine E.
Worth Publishers
Cram101 Textbook Reviews
Mercado, Eduardo
Gluck, Mark A.
Cognitive Psychology
Learning, psychology of
Learning -- Physiological aspects.
General Psychology & Psychiatry
Psychology-Cognitive Science
Cognitive Psychology & Cognition
Edition Description:
Trade Cloth
Publication Date:
Grade Level:
College/higher education:
10.88 x 8.50 in

Related Subjects

Health and Self-Help » Child Care and Parenting » Learning
Health and Self-Help » Psychology » Cognitive Science

Learning and Memory: From Brain to Behavior New Hardcover
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