Learning & memory

730 Pages·13.278 MB·English

by  John H Byrne

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Learning
& Memory
SECOND EDITION
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EDITOR IN CHIEF
John H. Byrne
University of Texas Medical School at Houston
ASSOCIATE EDITORS
Howard Eichenbaum
Boston University Laboratory of Cognitive Neurobiology
Henry L. Roediger, III
Washington University Department of Psychology
Richard F. Thompson
University of Southern California Program in Neuroscience
MACMILLAN REFERENCE USA
Frank Menchaca, Vice President
Jill Lectka, Director of Publishing Operations
MACMILLAN PSYCHOLOGY
REFERENCE SERIES
The Macmillan Psychology Reference Series is an on-going collec-
tion of single-volume overviews of the disciplines of psychology.
Each volume in the series presents a comprehensive and accessible
snapshot of a psychology field for general readers, high school sen-
iors, and college freshmen. Child Development (2001), the first vol-
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child and adolescent development. Each work will feature the latest
research in the field along with numerous real-world applications
and examples.
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Learning
& Memory
SECOND EDITION
John H. Byrne, Editor in Chief
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Learning and Memory, Second Edition
© 2003 by Macmillan Reference USA. ALL RIGHTS RESERVED Cover images reproduced by permission of
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LIBRARY OF CONGRESS CATALOG-IN-PUBLICATION DATA
Learning & Memory / edited by John H. Byrne. - - 2nd ed.
p. cm. - - (Macmillan psychology reference series)
Previous ed. published as: Encyclopedia of learning and memory. New
York : Macmillan, c1992.
ISBN 0-02-865619-9
1. Learning, Psychology of- -Encyclopedias. 2. Memory- -
Encyclopedias. 3. Learning in animals- -Encyclopedias. 4. Animal
memory- -Encyclopedias. 5. Neuropsychology- -Encyclopedias. I. Title:
Learning and memory. II. Byrne, John H. III. Series.
BF318 .E53 2002
153 . 1’03- -dc21 2002008357
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
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CONTENTS
Preface........................................................................................vii
List of Articles ..............................................................................ix
List of Contributors.......................................................................xv
Learning and Memory, Second Edition..........................................1
Index........................................................................................677
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EDITORIAL AND PRODUCTION STAFF
PROJECT EDITOR
Ken Wachsberger
EDITORIAL
Denise Evans
Gretchen Gordon
Bill Kaufman
Gina Misiroglu
Patricia Onorato
Angela Pilchak
Gregory Teague
IMAGING AND MULTIMEDIA
Dean Dauphinais
Mary Grimes
Lezlie Light
PRODUCT DESIGN
Cindy Baldwin
PERMISSIONS
Lori Hines
COMPOSITION
Evi Seoud
MANUFACTURING
Rita Wimberley
INDEXER
Linda K. Fetters
vi
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PREFACE
Learning refers to the process of acquiring new infor- Despite the great progress that has been made,
mation, whereas memoryrefers to the retention of that many questions remain. Why will we remember exact-
information so that it can be retrieved at a later time. ly where we were on September 11, 2001 for the rest
The topics of learning and memory have intrigued of our lives, but we cannot remember what we had for
philosophers and writers for centuries, and for good lunch on this day two weeks ago? Why are we unable
reason. Learning and memory are so central to our to recall events from our infancy? Are there any drugs
daily lives that disruption in these functions can inter- that can improve our memory? What is Alzheimer’s
rupt our most routine activities. For example, consid- disease and how can it be treated? Learning and
er the extraordinary memory processes that must take Memory, Second Edition contains articles on these key
place for you to successfully drive from home to work. aspects of memory. In general, its goal is to provide
When you wake up, you need to recall whether or not readers with a comprehensive overview of key topics
that day is a workday. When you enter your car, you in learning and memory through brief articles written
need to remember the best route to work and any traf- by selected experts in the field.
fic information that you may have heard to expedite All of the entries are original contributions from
your arrival. Next, you have to recall how to drive your scholars and researchers, written for a readership of
car and the complex rules of the road. When you students, teachers, journalists, and members of the
arrive at work, you need to remember the names of educated public. The articles range in length from
your colleagues and draw upon a memory for job- 800 to 3,000 words. Entries are arranged alphabetical-
related vocabulary and common past experiences. ly; each is accompanied by a bibliography listing sug-
Most importantly, you need to remember the skills gestions for further reading. The entries are also
that allow you to perform your job. linked by a comprehensive set of cross-references that
The centrality of learning and memory to our appear at the end of many of the entries. For exam-
daily lives has led to intense analysis by psychologists ple, in the entry on infantile amnesia, one finds cross-
and neurobiologists for the past century, and it will references to the following entries: CHILDHOOD,
undoubtedly remain at the forefront of research DEVELOPMENT OF MEMORY IN; CODING PROCESSES:
throughout this new century as well. Learning and ORGANIZATIONOFMEMORY; EPISODICMEMORY; EXPERTS’
memory systems are vast and diverse, yet scientists MEMORIES; GUIDE TO THE ANATOMY OF THE BRAIN;
have determined that memory can be divided into NATURALSETTINGS, MEMORYIN; PROSERETENTION.
two major types: memory for skills and habits, and In addition, blind entries facilitate access to main
memory for facts and events. Moreover, significant articles (for example, “Drugs. See: COGNITIVE
progress has been made in understanding the parts of ENHANCERS; DRUGS AND MEMORY; ELECTROCONVULSIVE
the brain involved in learning and memory as well as THERAPY AND MEMORY LOSS; PHARMACOLOGICAL
in acquiring a basic understanding of the genes, pro- TREATMENT OF MEMORY DEFICITS.”). These blind
teins, and signaling molecules that mediate memory entries are arranged alphabetically throughout
acquisition and storage. Learning and Memory, Second Learning and Memory and provide alternate access
Edition contains articles that discuss these findings. It points to direct the reader to appropriate articles An
also contains biographical sketches of some of the key additional feature is the use of guideposts or series
individuals, now deceased, who have contributed to introductions. Where there is a group of related arti-
the current understanding of learning and memory. cles on a single topic, a short guidepost is available to
vii
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viii PREFACE
orient the reader to the topic. For example, for the tion would not have been possible without the
area of invertebrate learning, a short introduction tremendous work of the current Editorial Board, who
presents an overview of the six entries that follow. identified the topics and their authors, and reviewed
each contribution. Special thanks also go to Jill
This second edition of Learning and Memory builds
Lectka, Director of Publishing Operations at
upon the success of the first, which was called
Encyclopedia of Learning and Memory when it was pub- Macmillan Reference USA, and Project Editor Ken
lished by Macmillan in 1992. We are indebted to Larry Wachsberger for supporting the concept of a second
Squire, the previous editor, for establishing the over- edition as well as ensuring that the production sched-
all direction and organization of the Encyclopedia, ule was maintained.
which this second edition maintains. This second edi- John H. Byrne
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LIST OF ARTICLES
Active and Passive Avoidance DEVELOPMENT OF PROCESSES LEVELS OF PROCESSING
Learning: Behavioral Phenomena UNDERLYING LEARNING Robert S. Lockhart
F. Robert Brush Thomas J. Carew
ORGANIZATION OF MEMORY
Activity-Dependent Regulation of MOLECULAR BASIS OF LONG-TERM Roger W. Schvaneveldt
Neurotransmitter Synthesis SENSITIZATION Cognitive Enhancers
Gregg A. Phares
Jack C. Waymire Gregory M. Rose
John H. Byrne
Aging and Memory in Animals Collective Memory
Diana S. Woodruff-Pak Aristotle (384–322 B.C.E.) James V. Wertsch
Patricia Smith Churchland
Aging and Memory in Humans Comparative Cognition
Fergus I. M. Craik Attention and Memory Anthony A. Wright
Harold Pashler
Algorithms, Learning Concepts and Categories,
Andrew G. Barto Autobiographical Memory Learning of
Martin A. Conway
Alzheimer’s Disease Edward Wisniewski
Bartlett, Frederic (1886–1969)
BEHAVIORAL ASPECTS Conditioning, Cellular and
Marilyn S. Albert David J. Murray Network Schemes for Higher-
HUMAN DISEASE AND THE GENETICALLY Behaviorism Order Features of
ENGINEERED ANIMAL MODELS Philip N. Hineline Dean V. Buonomano
Philip C. Wong
Conditioning, Classical and
Behavior Therapy
Donald L. Price
Instrumental
Stanley J. Rachman
Amnesia, Functional I. Gormezano
John F. Kihlstrom Birdsong Learning
Declarative Memory
Daniel L. Schacter Gregory F. Ball
Neal Cohen
Jacques Balthazart
Amnesia, Infantile
Déjà Vu
Harlene Hayne Children, Development of
Alan S. Brown
Memory in
Amnesia, Organic
Robert V. Kail Dementia
Kelly Sullivan Giovanello
Meghan Saweikis Cynthia A. Munro
Mieke Verfaellie
Classical Conditioning: Discrimination and
Amnesia, Transient Global
Behavioral Phenomena Generalization
Mark Kritchevsky
John T. Green John Moore
Aplysia Joseph E. Steinmetz
Distributed Practice Effects
CLASSICAL CONDITIONING AND
Coding Processes Robert L. Greene
OPERANT CONDITIONING
Fred D. Lorenzetti IMAGERY Drugs and Memory
Marc Marschark
John H. Byrne Gregory M. Rose
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