scholarly journals A kognitív idegtudomány elmúlt 30 éve

2021 ◽  
Author(s):  
Czigler István
Keyword(s):  
Learning And Memory ◽  
Human Aging ◽  
Specific Topic ◽  
Neuroscience Research ◽  
Electrophysiological Studies

A kognitív idegtudomány klasszikus területei közül a szerző összefoglalja az észlelés, figyelem, tanulás és emlékezés területének hazai idegtudományi vizsgálatait, főként az agyi elektromos működések módszerére koncentrálva. Külön területként mutatja be az öregedéssel kapcsolatos eredményeket.Concentrating on electrophysiological studies the author reviews Hungarian neuroscience research on the fields of perception, attention, learning and memory. As a specific topic, he reviews results on human aging.

scholarly journals Cognitive Aging: New Insights Into How Our Brains Age

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 738-738
Author(s):  
Coleen Murphy ◽  
Saul Villeda
Keyword(s):  
Quality Of Life ◽  
Older Adults ◽  
Cognitive Decline ◽  
Learning And Memory ◽  
Cognitive Aging ◽  
Model Systems ◽  
Human Aging ◽  
Critical Aspect

Abstract Maintaining quality of life with age is as important as slowing human aging. Slowing cognitive decline will be a critical aspect of keeping older adults healthy as we extend lifespan. To that end, identifying the molecular regulators of neuronal health, including learning and memory, in model systems that can later be applied to humans is an important step. In this symposium, we will hear about work on cognitive decline and its prevention being done in a variety of model systems.

scholarly journals Implications Neuroscience for Teaching Practice

2020 ◽  
Author(s):  
Fenny Fadhilaturrahmi
Keyword(s):  
Learning And Memory ◽  
Semantic Memory ◽  
Learning Process ◽  
Teaching Practice ◽  
Learning Processes ◽  
Neural Basis ◽  
Neuroscience Research ◽  
Detailed Picture

Although neuroscience studies have provided us with an increasingly detailed picture of the basis for learning and memory, very little of this information has been applied within the area of teaching practice. We suggest that a better understanding of neuroscience may offer significant advantages for educators. In this context, we have considered recent studies in the neuroscience of learning and memory, with particular emphasis on working and semantic memory, and also suggest that neuroscience research into self-referential networks may improve our understanding of the learning process. Finally, we propose that advances in understanding the neural basis for metacognition may encourage the development of new perspectives that may help us to motivate students to learn about their own learning processes.

Emotion–Memory Interactions

2020 ◽  
pp. 132-162
Author(s):  
Joseph E. Dunsmoor ◽  
Marijn C. W. Kroes
Keyword(s):  
Learning And Memory ◽  
Historical Context ◽  
Stress Disorders ◽  
Laboratory Animals ◽  
Negative Experiences ◽  
Intrusive Memories ◽  
Neuroscience Research ◽  
Emotional Events ◽  
Emotion Memory

Emotional events are better remembered with more vividness and confidence than everyday occurrences. This prioritization of emotional events in memory can be helpful by ensuring that we remember important information associated with meaningful events. But persistent and intrusive memories of negative experiences presents a burden to daily life, exemplified in anxiety and stress disorders, such as posttraumatic stress disorder. Here, we describe emerging cognitive neuroscience research detailing how emotion shapes learning and memory. This research is framed in a historical context of pioneering studies in laboratory animals on Pavlovian fear conditioning and the role of stress and arousal on memory formation. Translating advances in the neuroscience of learning and memory from rodents to humans has opened the way for several lines of research that may ultimately lead to a better understanding and innovative treatments for mental health disorders. This includes new insights on how memory might be persistently attenuated so as to diminish the psychological and physiological effects of unwanted emotional memories.

scholarly journals Article Commentary: Neuroscience and Learning: Implications for Teaching Practice

2013 ◽  
Vol 7 ◽  
pp. JEN.S10965 ◽  
Author(s):  
Richard Guy ◽  
Bruce Byrne
Keyword(s):  
Learning And Memory ◽  
Semantic Memory ◽  
Learning Process ◽  
Teaching Practice ◽  
Learning Processes ◽  
Neural Basis ◽  
Neuroscience Research ◽  
Detailed Picture

Although neuroscience studies have provided us with an increasingly detailed picture of the basis for learning and memory, very little of this information has been applied within the area of teaching practice. We suggest that a better understanding of neuroscience may offer significant advantages for educators. In this context, we have considered recent studies in the neuroscience of learning and memory, with particular emphasis on working and semantic memory, and also suggest that neuroscience research into self-referential networks may improve our understanding of the learning process. Finally, we propose that advances in understanding the neural basis for metacognition may encourage the development of new perspectives that may help us to motivate students to learn about their own learning processes.

scholarly journals Occlusal-masticatory function and learning and memory: Immunohistochemical, biochemical, behavioral and electrophysiological studies in rats

2010 ◽  
Vol 46 (2) ◽  
pp. 143-149 ◽  
Author(s):  
Toshihiro Hirai ◽  
Youngnam Kang ◽  
Hisashi Koshino ◽  
Katsuya Kawanishi ◽  
Yoshifumi Toyoshita ◽  
...  
Keyword(s):  
Learning And Memory ◽  
Masticatory Function ◽  
Electrophysiological Studies

Larger nondeclarative than declarative deficits in learning and memory in human aging.

1995 ◽  
Vol 10 (3) ◽  
pp. 416-426 ◽  
Author(s):  
Diana S. Woodruff-Pak ◽  
Richard G. Finkbiner
Keyword(s):  
Learning And Memory ◽  
Human Aging

scholarly journals Signalling pathways contributing to learning and memory deficits in the Ts65Dn mouse model of Down Syndrome

2021 ◽  
Author(s):  
Aimée Freeburn ◽  
Robert Gordon Keith Munn
Keyword(s):  
Down Syndrome ◽  
Mouse Model ◽  
Learning And Memory ◽  
Memory Deficits ◽  
Signalling Pathways ◽  
Chromosome 16 ◽  
Ts65dn Mouse ◽  
Electrophysiological Studies

Down syndrome is a genetic trisomic disorder that produces life-long changes in physiology and cognition. Many of the changes in learning and memory seen in Down Syndrome (DS) are reminiscent of disorders involving the hippocampal/entorhinal circuit. Mouse models of DS typically involve trisomy of murine chromosome 16 is homologous for many of the genes triplicated in human trisomy 21, and provide us with good models of changes in, and potential pharmacotherapy for, human DS. Recent careful dissection of the Ts65Dn mouse model of DS has revealed differences in key signalling pathways from the basal forebrain to the hippocampus and associated rhinal cortices, as well as changes in the microstructure of the hippocampus itself. In vivo behavioural and electrophysiological studies have shown that  Ts65Dn animals have difficulties in spatial memory that mirror hippocampal deficits, and have changes in hippocampal electrophysiological phenomenology that may explain these differences, and align with expectations generated from in vitro exploration of this model. Finally, given the existing data, we will examine the possibility for pharmacotherapy for DS, and outline the work that remains to be done to fully understand this system.

Continuous VA deficiency during postnatal development decreases rat learning and memory function via excitatory Ca2+neuron

2010 ◽  
Vol 34 (8) ◽  
pp. S18-S18
Author(s):  
Wei Jiang ◽  
Enyi Wen ◽  
Min Gong ◽  
Yang Bi ◽  
Xiaojuan Zhang ◽  
...  
Keyword(s):  
Postnatal Development ◽  
Learning And Memory ◽  
Memory Function
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