PSY 340 Week 5 Memory and Learning Team Paper Team B
PSY 340 Week 5 Memory and Learning Team Paper Team B
Popular in Course
verified elite notetaker
Popular in Department
This 0 page Study Guide was uploaded by tophomework Notetaker on Saturday November 14, 2015. The Study Guide belongs to a course at a university taught by a professor in Fall. Since its upload, it has received 24 views.
Reviews for PSY 340 Week 5 Memory and Learning Team Paper Team B
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
Date Created: 11/14/15
Running head LEARNING AND MEMORY PAPER Learning and Memory Paper PSY340 LEARNING AND MEMORY PAPER 2 Learning and Memory Paper Memory and learning are bonded in relation to one another The concept is so similar that people confuse them with each other Although many people think it is the same by definition the two are quite different Learning is the process that will modify a subsequent behavior and memory affords people the ability to remember experiences In this paper the writers will discuss learning and memory describe the neuroanatomy of and neural processes related to learning based on current literature Also the relationship between learning and memory from a functional perspective The writers will address why learning and memory are interdependent Lastly they will discuss the importance of lifelong learning and brain stimulation to longevity and quality The progression of learning and memory are an indispensable piece for the human race to have a continued existence A variety of organization all through the brain is accountable for rule and management of the cortical and subcortical structures These are the first and foremost parts in charge for learning and memory A large amount of the neurons in the human brain are fashioned when they are quite young and then brought to become extinct or be selectively eradicated through the method of plasticity When the brain discovers or generate fresh memories it will come to a decision on which neurons are mainly crucial for its survival Learning is the gaining of data while memory is the preservation of this data Even though both courses are different they are continuously bonded together To sustain optimal brain health and function one must constantly keep fit and rouse the brain Underused or idle neurons will be LEARNING AND MEMORY PAPER 3 relinquished of their duties If too many neurons are destroyed this can be a direct link to a brains reduced health and possible deterioration Ultimately this will cause tribulations in brain cognition and function The memory and learning systems together have an anatomical makeup The neuroanatomy make up of the memory and learning arrangement consists of many areas that differ in tasks that collaborate to work in unison When discrepancies are present the capacity of these regions to function appropriately causes the learning and memory structure to fail in its function to work accurately There are two constructions of the neuroanatomy system of memory and learning They are the cortical and the subcortical structure The Cortical structures of the neuroanatomy of learning and memory consists of frontal lobe temporal lobe parietal lobe and the occipital lobe The frontal lobe helps a person select out memories most relevant on a given occasion The temporal lobe is concerned with recognition of memory which is the ability to identify recent encounters The parietal lobe functions and duties are sensation and perception and constructing a spatial coordinate system to represent the world The occipital lobe is the center of the visual perception system and its main function is vision Wickens 2005 The subcortical arrangement is made up of the amygdala cerebellum hippocampus motor memory and basal ganglia The amygdala consists of memory consolidation and memory of fear habituation The cerebellum works a piece in motor skills coordination and learning The hippocampus consists of the encoding and cognitive maps The last of the subcortical structure LEARNING AND MEMORY PAPER 4 are the motor memory and basal ganglia which is connected with implicit memory motor skills memory and learning Wickens 2005 It was written once that the mind can store an estimated 100 trillion bits of information while computers mere billions Begley Springer Hager Jones 1986 p86 The idea of that a question could come on how that could be achievable First it must be considered how quickly the brain develops within only the initial few years of life When neurons mature they put branches out This is axons that propel data and dendrites that gather data thus everincreasing synaptic links Every neuron has around 2500 synapses when a human being is born That number is astonishing because by the time a human being is turning two or three years in age the number enlarges to roughly 15000 When a human being ages they undergo a method named synaptic pruning that removes aged links This final number is roughly twofold that of a standard adult brain The thought proposes that neurons must have a reason to endure This idea is quite similar to the cutting back of a bush Weak connections are snipped while those that have been stimulated the majority of the life will be conserved Plasticity makes possible this process of increasing and reducing links which also allocates the brain to acclimatize to any certain surroundings Plasticity as stated previously is the brains capability to reorganize unused passageways due to the exposure of new occurrences Fresh knowledge achieved from teaching and life s knowhow is considered learning This procedure in which this new knowledge is keep hold of over any period would be a clear cut explanation of memory A human s brain never discontinues altering its self Shortterm memory is where the new information is gathered and stored which allows parts of the data to be retained LEARNING AND MEMORY PAPER 5 When a quantity of time has passed by and the data store in our shortterm memory has been there awhile it may then be moved to longterm memory or disposed of An immense deal of significance must be put on the understanding of neurotransmitters to entirely have a handle on the brain s function Labianca amp Reeves 1986 The limbic system also has an enormous part in the progression interrelated to thought and memory In the nerve cells of the thalamus hypothalamus and pons reside the basic drive sex hunger thirst etc and where the emotions are controlled Esler 1982 The parts of the brain spoken of are positioned in the limbic system and it is this coordination that reins the capability to summon up data and stimulation Learning can most excellently be illustrated as the gathering of a skill knowledge of a skill or data accumulation When speaking on the subject of memory it would be an appearance of what a human being has grow to be familiar with American Psychological Association 2010 Life experiences in regards to existing organisms always will have changes within their behaviors which leads the idea that it is a product of a practice or experience The sum of data or knowledge one has cultured can be resolute by one s maturation values attitude height of intellect and so on Learning 2008 Together memory and learning are two ideas that while dissimilar are in many ways quite comparable Sequentially for anyone to gain knowledge about anything the functions of memory are required Memory is the in uence and result on a human beings attention perception and aptitude to gain knowledge Memory 2010 A child learns not to cross the street without looking both ways first and not to come into contact with a LEARNING AND MEMORY PAPER 6 burning stove through one of the three methods of learning which is cognitive learning operant condition and classical conditioning However it is the memory stored repeated and retrieved that permits the young person to keep in mind not to cross a street without looking first or not to touch a hot stove Researchers of memory suppose in uences of a human beings memory is accumulated within his or her central nervous system leaving to some extent of a trace of memory therefore affecting the occurrence that established such an outline of an experience to be committed to memory Memory 2010 Both memory and learning are fairly the identical there must not be any uncertainty about the dissimilarity among the two An individual cannot obtain memory about a skill that has yet to be learned just as one cannot be taught anything with any memory An original skill recognized or acquired is learning as contrasting to memory which is an achievement or instantaneous incident Memory 2010 Keeping fit the brain is indispensable to having a hale and hearty way of life The brain uses perception and interaction as stimulation to develop and be taught When the brain preserves psychological stimulus it not only advances brain function but also avoids insufficiency in cognitive function Diseases such as Alzheimer s characteristically cause mental decline However loss of memory and motor function in a vigorous brain are first and foremost owed to sluggishness and being short of stimulation The Franklin Institute 2004 When a human being fits into place within new activities and environments the neural set of connections within the brain will ourish New brain cells set in motion to connect and grow with one another Human beings using their nonprevailing hand to make a phone call can be a great example of this Pressing each one of the buttons may take a tiny bit longer only because LEARNING AND MEMORY PAPER 7 typically he or she is so use to using their leading hand The basis for the hindrance is that the brain is acquiring a new and useful skill The time after a person challenges to put in motion their nonleading hand to make a phone call it may very well not take as extended amount of time as it did the first time Today s humanity is over owing with technology and it is imperative than ever to arouse the brain s activity Technology does not entail as much brain function as many other physical or mental tasks Other examples of this could be playing video games for extended periods or viewing many hours of television will not give the appropriate amount of stimulation to the brain The importance of engaging in effortless drills is extremely vital for the quality of life and to preserve prolonged existence It is as easy to do as simply reading a book or doing short math equations One should always focus and stimulate the brain so that there is continues to learning being acquired When the brain is not occupied it will unavoidably guide one s life to memory failure The brain is the same as all other muscles in the body and is obliged to exercise in order to carry out what is expected of it to the best of its ability As individuals age the brain starts to selectively wipe out neurons that do not show to be in use through the processes called Plasticity Neurons that are stand stagnate in the developments of memory and learning will begin to be removed if not engaged at least sometimes Memory or the preservation of stated knowledge and learning or the acquirement of data is for the most part done in the subcortical and cortical systems within the brain These networks are made up of many smaller structures All of these LEARNING AND MEMORY PAPER 8 structures must be enthused and stimulated through the use of them in one s entire lifetime to make certain that the quality of brain function longevity and brain s wellbeing In conclusion memory depends on learning and learning depends on memory The knowledge stored in the memory provides the structure to which people connect new knowledge by association The more extensive the framework of existing knowledge the more easily it is connected to new knowledge In this paper the writers discussed learning and memory The neuroanatomy of and neural processes related to learning based on current literature the relationship between learning and memory from a functional perspective The writers also addressed why learning and memory are interdependent and discussed the importance of lifelong learning and brain stimulation to longevity and quality Education keeps the mind sharp and stimulated and this stimulation carries over to the physical body encouraging activity as well To be able to learn and remember is priceless Being aware of the potentials of learning and the use of memory can be truly beneficial and advantages LEARNING AND MEMORY PAPER 9 References American Psychological Association 2010 Retrieved August 21 2010 from httpWWWapaorgtopicslearningindeXast Begley S Springer K Hager M Jones E 1986 Memory Newsweek September 29 48 54 Retrieved August 15 2010 from httppegasusccucfedugurneyBrainReshtml Esler W k 1982 Physiological studies of the brain implications for science teaching Journal of research in science teaching 19X 003009 Retrieved August 15 2010 from httppegasusccucfedugurneyBrainReshtml The Franklin Institute 2004 The Human Brain Retrieved August 19 2010 from httpWWWfieduleambrainexercisehtml Labianca D amp Reeves W 1986 Memory learning and brain a science course for non majors College Teaching 341 37 Retrieved August 15 2010 from httppegasusccucfedugurneyBrainReshtml LEARNING AND MEMORY PAPER 10 Learning 2008 Retrieved August 21 2010 from httpWWWcredoreferencecomentrycolumencylearning Memory 2010 Retrieved August 21 2010 from http1402341798080EPSessionIDb2f39d2346f91 1f8d8aed3eb33cbae3EPHostsea rcheb comEPPathebarticle9 109427 Memory and Learning 2011 Retrieved on April 10 2011 from the httpthebrainmcgi11ca ashdd07d07pd07ptrad07ptrahtml Wickens A P 2005 Foundations ofBiopsychology 2nd ed New York PearsonPrentice Hall
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'