Look Inside Look Inside Cover: Learning and Memory, 4th Edition by Mark A. Gluck; Eduardo Mercado; Catherine E. Myers
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Learning and Memory

From Brain to BehaviorFourth Edition ©2020 Mark A. Gluck; Eduardo Mercado; Catherine E. Myers

With real-world examples, fascinating applications, and clear explanations, this breakthrough text helps uninitiated students understand the basic ideas and human impact of groundbreaking learning and memory research. Its unique organization into three sections—Behavioral Processes, Brain Substra...

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ISBN:9781319207335

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ISBN:9781319380618

Look Inside Look Inside Cover: Learning and Memory, 4th Edition by Mark A. Gluck; Eduardo Mercado; Catherine E. Myers

Take your students to the forefront of high-impact learning and memory research

With real-world examples, fascinating applications, and clear explanations, this breakthrough text helps uninitiated students understand the basic ideas and human impact of groundbreaking learning and memory research. Its unique organization into three sections—Behavioral Processes, Brain Substrates, and Clinical Perspectives—allows students to make connections across chapters while giving instructors the flexibility to assign the material that matches the course.

The new edition again offers the book’s signature inclusion of human and non-human studies and full-color design and images. You’ll find even more meaningful real-life examples; new coverage of learning and memory research and brain-imaging; an expanded discussion of the role of genetics in producing individual differences; new material on the role of sleep in memory, and more.

Features

Strong Neuroscience Focus. Neuroscience research is integrated into each chapter, emphasizing how new findings from neuroscience pointing to the functional and physiological mechanisms that underlie behavioral processes.

Real-World Implications. Throughout each chapter concrete, real world examples of learning and memory help students grasp the implications of what they are studying and its relevance in their own lives.

Full-Color Art Program. The full-color art program consists of original anatomical art, state-of-the-art brain scans, color-coded graphs, and other vivid figures to help students visualize the processes involved in learning and memory. Real-World Implications. Learning and Memory: From Brain to Behavior is noted for a strong focus on applications and on the relevance of learning and memory concepts to everyday life.

A strong attention to clinical applications. Each of the core chapters

(Chapters 3 through 12) includes a "Clinical Perspectives" section that shows how knowledge of behavioral processes and brain substrates is being applied to understand clinical disorders that lead to disruptions of learning and memory.

Consistent Organization. The integration of both neuroscience and relevant clinical issues throughout the text is made more accessible to the student by the book’s consistent tripartite division of each chapter into the sections "Behavioral Processes," "Brain Substrates," and "Clinical Perspectives."

Modular table of contents. the book’s flexible, modifiable, and modular structure allows the text to be used in any course in the fields of learning and/or memory, reflecting and respecting the heterogeneity and diversity of the many different approaches to teaching this material.

Integrated coverage of both human and animal research. The text features a unified approach to behavioral studies and the biological mechanisms common to all species.

Unequaled Pedagogy:

  • Learning and Memory in Everyday Life boxes in each chapter illustrate the practical implications of research, especially those that are relevant and interesting to undergraduate students. (Examples include "Unconscious Racial Bias," "Extinguishing a Drug Habit," and "How Much Stress Is Too Much?")

  • Test Your Knowledge exercises introduced at intervals throughout each chapter give students the opportunity to check their comprehension and retention of more challenging topics immediately after having read about them. Suggested answers are provided at the end of the chapter. (Examples include "Maximizing Habituation," "Reinforcement Versus Punishment," and "Models of Working Memory.")

  • Interim Summaries follow each of the chapter’s principal sections to help studentsreview major concepts presented in the pages they have just finished reading.

  • Quiz Yourself fill-in-the blank exercises at the end of each chapter test recall of key topics and concepts. Page references for where the information was presented are provided with each exercise, and answers are given in the Instructor’s Resource Manual.

  • Concept Checks at the end of each chapter ask critical-thinking questions that require an understanding and synthesis of the key material in the chapter. These exercises ask students to apply the knowledge they’ve gained to a real-life situation. Suggested answers are provided in the Instructor’s Resource Manual.

Key Terms are defined in the text margins for emphasis and easy reference and are also listed at the end of each chapter, with page references, to help students review chapter terminology. All key terms with their definitions are also included in an end-of-text glossary.

New to This Edition

Learning and Memory 4th edition has been thoroughly revised to feature the most updated research, include timely examples relevant to students lives. New coverage includes:

  • New discussion of technologies for personal monitoring, such as use of electrodermal activity for measuring habituation and sensitization (Chapter 3).
  • New discussion of the newly defined Internet gaming disorder (Chapter 5).
  • New coverage of developments in functional neuroimaging, including high-resolution fMRI studies to show how "memory" patterns are encoded in the cortex (Chapter 7), and new information on how techniques of optogenetics are helping tease apart cause and effect in the brain substrates of emotional learning and memory (Chapter 10).
  • Updated coverage of the ongoing debates about the role of the hippocampus in semantic memory (Chapter 7) and about adult neurogenesis in humans (Chapter 12).
  • New material on how sleep disruption may contribute to memory decline in aging (Chapter 12).
  • Expanded discussion of behavioral economics, including new material on delayed discounting, self-control, and altruism (Chapter 5).
  • Added discussion of theories of memory consolidation (Chapter 7).
  • Expanded discussion of learning sets (Chapter 8).
  • Added material on the "tend-and-befriend" concept in the coverage of "fight-orflight" responses (Chapter 10).
  • New discussion of classic taste aversion conditioning as a means of helping patients tolerate the side effects of chemotherapy (Chapter 4).
  • New material on the importance of variability in training (Chapter 6) and on the claim that 10,000 hours of deliberate practice is necessary to become an expert.

(Chapter 8).

  • A new box on using insights from memory research to optimize study habits (Chapter 7).
  • New discussion of the role of sleep and of the possibility of using targeted memory reactivation during sleep to enhance memory (Chapter 7).
  • New material on how environmental enrichment affects development (Chapter 12).

"This is the best textbook available for the course I teach, which is a blend of the behavior and neuroscience of learning...The organization is clear, so instructors can pick and choose which sections to cover. This allows the text to be used flexibly for a wide range of classes. The figures and graphics are clear and at the appropriate level."
– Suzanne Wood, University of Toronto

"I have been using the text since it was first published. The combination of classic learning theory and experiments, brain mechanisms of classical conditioning, operant conditioning, and conditioned emotional response learning, and a variety of clinical applications appealed to me in the first edition and continue to match both my academic background (learning psychology and behavioral neuroscience of learning and memory) and my teaching emphasis on these three broad domains (learning principles, brain mechanisms, and clinical applications)."
– Dr. Allen Butt, University of New Mexico

" the writing style is very clear and the text has a user-friendliness to it that I appreciate. I also appreciate the balance of human and non-human studies"
– Brice A. Kuhl, University of Oregon

"I chose the book because it included material on behavioral principles, mechanisms, and applications. But it not only included these perspectives, it substantively interrelated them. The book...put basic processes of learning in the much larger contexts of cognition, social learning, and development…[and]... included information on neural networks."
– Wesley White, Morehead State University

"This is the only Learning text of its kind! I have searched high and low for a textbook that incorporates different facets of learning and this is the only text that covers learning concepts as well as the brain mechanisms and clinical implications associated with them"
– Anjoli Diaz, Ball State University

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Table of Contents

Preface

Introductory Module

CHAPTER 1 Fundamental Themes in the Psychology of Learning and Memory

CHAPTER 2 The Neuroscience of Learning and Memory

Learning Module

CHAPTER 3 Habituation, Sensitization, and Familiarization:

Learning About Repeated Events

CHAPTER 4 Classical Conditioning:

Learning to Predict Significant Events

CHAPTER 5 Operant Conditioning:

Learning the Outcome of Behaviors

CHAPTER 6 Generalization, Discrimination Learning, and Concept Formation

Memory Module

CHAPTER 7 Episodic and Semantic Memory:

Memory for Events and for Facts

CHAPTER 8 Skill Memory:

Learning by Doing

CHAPTER 9 Working Memory and Cognitive Control

Integrative Topics Module

CHAPTER 10 Emotional Influences on Learning and Memory

CHAPTER 11 Social Learning and Memory:

Observing, Interacting, and Reenacting

CHAPTER 12 Development and Aging:

Learning and Memory Across the Lifespan

Glossary G-1

References R-1

Name Index NI-1

Subject Index SI-1

Headshot of Mark A. Gluck

Mark A. Gluck

Mark A. Gluck is a Professor of Neuroscience and Public Health at Rutgers University–Newark and Director of the Rutgers Aging and Brain Health Alliance. His research focuses on the cognitive, computational, and neural bases of learning and memory; on the consequences of memory loss due to aging, post-traumatic stress disorder, and Alzheimer’s disease; and on how sleep and exercise can improve cognition and brain health. His international collaborations have included research in England, Hungary, China, Turkey, Israel, Egypt, and the Palestinian West Bank.
Locally, he is active in community-engaged research in and around Newark, New Jersey, where he partners with local churches, senior centers, and federally subsidized low-income housing to promote brain health and Alzheimer’s disease awareness among older African Americans. Gluck is co-author, with Catherine E. Myers, of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001), is co-editor of three other books, and has published more than 130 peer-reviewed journal articles. In 1996, he was awarded an NSF Presidential Early Career Award for Scientists and Engineers by President Bill Clinton and also received the American Psychological Association (APA) Distinguished Scientific Award for Early Career Contribution to Psychology. His research has been funded by the National Science Foundation, the Office of Naval Research, the Defense Advanced Projects Research Administration, and multiple divisions of the National Institutes of Health, including the National Institute on Aging, the National Institute of Mental Health, and the National Institute for Neurological Diseases and Strokes. Find more on his research and career at www.gluck.edu and www.brainhealth.rutgers.edu.

Headshot of Eduardo Mercado

Eduardo Mercado

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.

Headshot of Catherine E. Myers

Catherine E. Myers

Catherine E. Myers is a Professor in the Department of Pharmacology, Physiology, and Neuroscience at the New Jersey Medical School, Rutgers University, as well as a Research Scientist with the Department of Veterans Affairs, New Jersey Health Care System. Her research includes computational neuroscience and experimental psychology, focusing on human learning and memory and how these abilities can be disrupted in conditions such as amnesia, Alzheimer’s disease, opioid use disorder, and posttraumatic stress disorder. She has published more than 130 peer-reviewed journal articles and is co-author (with Mark Gluck) of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001), as well as author of Delay Learning in Artificial Neural Networks (Chapman and Hall, 1992). Her research has been funded by the National Institutes of Health (National Institute of Mental Health, National Institute on Aging, and National Institute of Alcoholism and Alcohol Abuse), the Department of Veterans Affairs, and the National Science Foundation via the NSF/NIH Collaborative Research in Computational Neuroscience (CRCNS) program. More information on her research is available at www.cemyers.com.

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Mark A. Gluck; Eduardo Mercado; Catherine E. Myers | Fourth Edition | ©2020 | ISBN:9781319207373

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An Interview with Mark Gluck