Relevant bibliographies by topics / Behavioural neuroscience of learning and memory

Academic literature on the topic 'Behavioural neuroscience of learning and memory'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Behavioural neuroscience of learning and memory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Behavioural neuroscience of learning and memory"

1

Tonegawa, Susumu, Kazu Nakazawa, and Matthew A. Wilson. "Genetic neuroscience of mammalian learning and memory." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, no. 1432 (April 29, 2003): 787–95. http://dx.doi.org/10.1098/rstb.2002.1243.

Full text
Abstract:
Our primary research interest is to understand the molecular and cellular mechanisms on neuronal circuitry underlying the acquisition, consolidation and retrieval of hippocampus-dependent memory in rodents. We study these problems by producing genetically engineered (i.e. spatially targeted and/or temporally restricted) mice and analysing these mice by multifaceted methods including molecular and cellular biology, in vitro and in vivo physiology and behavioural studies. We attempt to identify deficits at each of the multiple levels of complexity in specific brain areas or cell types and deduce those deficits that underlie specific learning or memory. We will review our recent studies on the acquisition, consolidation and recall of memories that have been conducted with mouse strains in which genetic manipulations were targeted to specific types of cells in the hippocampus or forebrain of young adult mice.
APA, Harvard, Vancouver, ISO, and other styles
2

Parvez, Kashif, David Rosenegger, Michael Orr, Kara Martens, and Ken Lukowiak. "Canadian Association of Neurosciences Review: Learning at a Snail's Pace." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 33, no. 4 (November 2006): 347–56. http://dx.doi.org/10.1017/s0317167100005291.

Full text
Abstract:
ABSTRACT:While learning and memory are related, they are distinct processes each with different forms of expression and underlying molecular mechanisms. An invertebrate model system, Lymnaea stagnalis, is used to study memory formation of a non-declarative memory. We have done so because: 1) We have discovered the neural circuit that mediates an interesting and tractable behaviour; 2) This behaviour can be operantly conditioned and intermediate-term and long-term memory can be demonstrated; and 3) It is possible to demonstrate that a single neuron in the model system is a necessary site of memory formation. This article reviews how Lymnaea has been used in the study of behavioural and molecular mechanisms underlying consolidation, reconsolidation, extinction and forgetting.
APA, Harvard, Vancouver, ISO, and other styles
3

Dr. Mahima Gupta, Ms Kamal Gulati Manwani,. "THE NEUROSCIENCE ASPECTS OF ADOLESCENT BEHAVIOUR AND ITS IMPLICATIONS." Psychology and Education Journal 57, no. 9 (December 25, 2020): 6489–93. http://dx.doi.org/10.17762/pae.v57i9.3202.

Full text
Abstract:
Education is considered to be a tool for providing knowledge, building character and promising a comfortable lifeto its learners. To ensure desired learning outcomes, a lot is being done in the areas of developing better curriculum, making state of the art institutions, improving teacher quality, providing digital platforms, enhancing parental involvement etc. However, when it comes to designing Pedagogical Tools based on the learning patterns of the brain, there is seen a wide gap between what is researched in laboratories and what is witnessed in our classrooms. Pedagogical practices not based on an understanding of how a learner’s brain works and what are its needs can lead to undesired behavioural consequences in them. This becomes more pronounced as learners enter into adolescence, a period in development marked with rapid changes at mental, physical, emotional and psychological levels. This paper looks into various researches that have been done in Cognitive Neuroscience and their educational implications on adolescent learners. It explores why educational practices must take into consideration the cognitive aspects of an adolescent’s brain like role of reward system, enhancing Working Memory, providing multisensory stimulus, using memory strategies, understanding learner behavior and needs etc. This paper concludes by providing insights on how learnings from these Neuroscience researches can address the issue of high risk behaviour tendencies and mental disorders amongst adolescent learners.
APA, Harvard, Vancouver, ISO, and other styles
4

Ulrich, Daniel. "Sleep Spindles as Facilitators of Memory Formation and Learning." Neural Plasticity 2016 (2016): 1–7. http://dx.doi.org/10.1155/2016/1796715.

Full text
Abstract:
Over the past decades important progress has been made in understanding the mechanisms of sleep spindle generation. At the same time a physiological role of sleep spindles is starting to be revealed. Behavioural studies in humans and animals have found significant correlations between the recall performance in different learning tasks and the amount of sleep spindles in the intervening sleep. Concomitant neurophysiological experiments showed a close relationship between sleep spindles and other sleep related EEG rhythms as well as a relationship between sleep spindles and synaptic plasticity. Together, there is growing evidence from several disciplines in neuroscience for a participation of sleep spindles in memory formation and learning.
APA, Harvard, Vancouver, ISO, and other styles
5

Muthu, Sakthi Jothi, Ganesh Lakshmanan, and Prakash Seppan. "Influence of Testosterone Depletion on Neurotrophin-4 in Hippocampal Synaptic Plasticity and Its Effects on Learning and Memory." Developmental Neuroscience 44, no. 2 (2022): 102–12. http://dx.doi.org/10.1159/000522201.

Full text
Abstract:
Sex steroids are neuromodulators that play a crucial role in learning, memory, and synaptic plasticity, providing circuit flexibility and dynamic functional connectivity in mammals. Previous studies indicate that testosterone is crucial for neuronal functions and required further investigation on various frontiers. However, it is surprising to note that studies on testosterone-induced neurotrophin-4 (NT-4) expression and its influence on synaptic plasticity and learning and memory moderation are scanty. The present study is focused on analysing the localized influence of NT-4 on hippocampal synaptic plasticity and associated moderation in learning and memory under testosterone deprivation. Adult Wistar albino rats were randomly divided into various groups, control (Cont), orchidectomy (ORX), ORX + testosterone supplementation (ORX + T), and Cont + testosterone (Cont + T). After 2 weeks, the serum testosterone level was undetectable in ORX rats. The behavioural assessment showed a decline in the learning ability of ORX rats with increased working and reference memory errors in the behavioural assessment in the 8-arm radial maze. The mRNA and protein expressions of NT-4 and androgen receptors (ARs) were significantly reduced in the ORX group. In addition, there was a decrease in the number of neuronal dendrites in Golgi-Cox staining. These changes were not seen in ORX + T rats with improved learning behaviour indicating that testosterone exerts its protective effect on hippocampal synaptic plasticity through AR-dependent NT-4 regulation in learning and memory upgrade.
APA, Harvard, Vancouver, ISO, and other styles
6

Orlov, N., O. O'daly, D. Tracy, J. Rothwell, and S. Shergill. "Neurophysiological and behavioural effects of tDCS upon memory and learning in schizophrenia." Brain Stimulation 12, no. 2 (March 2019): 457. http://dx.doi.org/10.1016/j.brs.2018.12.484.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wang, Di, Ah-Hwee Tan, Chunyan Miao, and Ahmed A. Moustafa. "Modelling Autobiographical Memory Loss across Life Span." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 1368–75. http://dx.doi.org/10.1609/aaai.v33i01.33011368.

Full text
Abstract:
Neurocomputational modelling of long-term memory is a core topic in computational cognitive neuroscience, which is essential towards self-regulating brain-like AI systems. In this paper, we study how people generally lose their memories and emulate various memory loss phenomena using a neurocomputational autobiographical memory model. Specifically, based on prior neurocognitive and neuropsychology studies, we identify three neural processes, namely overload, decay and inhibition, which lead to memory loss in memory formation, storage and retrieval, respectively. For model validation, we collect a memory dataset comprising more than one thousand life events and emulate the three key memory loss processes with model parameters learnt from memory recall behavioural patterns found in human subjects of different age groups. The emulation results show high correlation with human memory recall performance across their life span, even with another population not being used for learning. To the best of our knowledge, this paper is the first research work on quantitative evaluations of autobiographical memory loss using a neurocomputational model.
APA, Harvard, Vancouver, ISO, and other styles
8

Holden-Dye, Lindy, and Robert J. Walker. "Invertebrate models of behavioural plasticity and human disease." Brain and Neuroscience Advances 2 (January 2018): 239821281881806. http://dx.doi.org/10.1177/2398212818818068.

Full text
Abstract:
The fundamental processes of neural communication have been largely conserved through evolution. Throughout the last century, researchers have taken advantage of this, and the experimental tractability of invertebrate animals, to advance understanding of the nervous system that translates to mammalian brain. This started with the inspired analysis of the ionic basis of neuronal excitability and neurotransmission using squid during the 1940s and 1950s and has progressed to detailed insight into the molecular architecture of the synapse facilitated by the genetic tractability of the nematode Caenorhabditis elegans and the fruit fly Drosophila melanogaster. Throughout this time, invertebrate preparations have provided a means to link neural mechanisms to behavioural plasticity and thus key insight into fundamental aspects of control systems, learning, and memory. This article captures key highlights that exemplify the historical and continuing invertebrate contribution to neuroscience.
APA, Harvard, Vancouver, ISO, and other styles
9

Nazir, Nausheen, Mohammad Nisar, Muhammad Zahoor, Faheem Uddin, Saeed Ullah, Riaz Ullah, Siddique Akber Ansari, Hafiz Majid Mahmood, Ahmed Bari, and Abdulrehman Alobaid. "Phytochemical Analysis, In Vitro Anticholinesterase, Antioxidant Activity and In Vivo Nootropic Effect of Ferula ammoniacum (Dorema ammoniacum) D. Don. in Scopolamine-Induced Memory Impairment in Mice." Brain Sciences 11, no. 2 (February 19, 2021): 259. http://dx.doi.org/10.3390/brainsci11020259.

Full text
Abstract:
Background: Ferula ammoniacum (D. Don) is one of the endemic medicinal plants that is traditionally used to treat a number of diseases. Although the plant has been used to enhance memory, the investigational evidence supporting the nootropic effect was unsubstantial. Hence, the rationale for this study was to assess the potential beneficial effect of F. ammoniacum seed extracts on learning and memory in mice. Methods: The powdered plant samples (aerial parts) were subjected to extraction ad fractionation. Among the extracts, crude and ethyl acetate extracts were screened for major phytochemicals through HPLC analysis. All the extracts were evaluated for the in vitro anticholinesterase (AChE and BChE) and antioxidant potentials. Among the extracts the active fraction was further assessed for improving learning and memory in mice using behavioural tests like Y-maze and novel object recognition test (NORT) using standard protocols. After behavioural tests, all the animals were sacrificed and brains tissues were assessed for the ex vivo anticholinesterase and antioxidant potentials. Results: Phytochemicals like chlorogenic acid, quercetin, mandelic acid, phloroglucinol, hydroxy benzoic acid, malic acid, epigallocatechin gallate, ellagic acid, rutin, and pyrogallol were identified in crude methanolic extract (Fa.Met) and ethyl acetate fraction (Fa.EtAc) through HPLC. Fa.EtAc and Fa.Chf extracts more potently inhibited AChE and BChE with IC50 values of 40 and 43 µg/mL, and 41 and 42 µg/mL, respectively. Similarly highest free radical scavenging potential was exhibited by Fa.EtAc fraction against DPPH (IC50 = 100 µg/mL) and ABTS (IC50 = 120 µg/mL). The extract doses, 100 and 200 mg/kg body weight significantly (p < 0.01) improved the short-term memory by increasing the percent spontaneous alternation in the Y-maze test along with increasing discrimination index in the NORT that clearly indicated the enhancement in the recognition memory of mice. Conclusion: The extracts more potently scavenged the tested free radicals, exhibited anticholinesterase activities, improved the learning abilities and reduced the memory impairment induced by scopolamine in mice model thus suggesting that these extracts could be effectively used for the management of oxidative stress, neurodegenerative diseases and memory loss.
APA, Harvard, Vancouver, ISO, and other styles
10

Wong, Stephanie, Muireann Irish, Greg Savage, John R. Hodges, Olivier Piguet, and Michael Hornberger. "Strategic value-directed learning and memory in Alzheimer's disease and behavioural-variant frontotemporal dementia." Journal of Neuropsychology 13, no. 2 (February 12, 2018): 328–53. http://dx.doi.org/10.1111/jnp.12152.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Behavioural neuroscience of learning and memory"

1

Kwok, Sze Chai. "Mnemonic functions in the macaque monkey : further insight into the role of the fornix." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:a66d1d30-149d-4e12-801e-3944b08f4b1a.

Full text
Abstract:
The fornical tract, a major input-output pathway of the hippocampus, of the primate brain makes crucial contributions to visual memory, as effects after surgical or aetiological lesions of this tract are widely documented in the monkey and human literature. Here, a series of experiments sought to further elucidate the functions of this structure with a battery of novel tasks in macaque monkeys, conducted either on a touchscreen or in an ambulatory chamber, so as to offer a more global view of the mnemonic role accomplished by it. After receiving bilateral transection of the fornix, monkeys are impeded in the 'fast learning' phase of a large number of new visuospatial conditional problems, with major impairments seen in eliminating non-perseverative errors. These fornix transected monkeys are however facilitated in the initial acquisition of a visuovisual conditional task, with facilitation seen in their improved ability in eliminating perseverative errors. It is also demonstrated in an ambulatory apparatus, in comparison to control monkeys, these monkeys are impaired in the new learning of visuospatial context of environments, albeit still displaying intact locomotor and exploratory behaviour patterns. Contrary to the relatively clear role in new learning, the involvement of the fornix in memory retention over the very long-term is unknown. It is shown here that once some visuospatial information is learnt; the fornix is no longer implicated in the retention of the material. The effects of fornix transection are also found to be detrimental on a spatial recognition task, with impairments observed in acquisition of the more demanding stages of the task. The overall results covered in this thesis support previous work suggesting that the fornix mediates the new learning of visual information, and I further propose that this fornical involvement lies primarily in the learning of spatio-temporal contexts, particularly during 'fast learning', as well as in task-sets acquisition. I also argue for dissociation in the contributions of the fornix and hippocampus to some memory processes in the macaque.
APA, Harvard, Vancouver, ISO, and other styles
2

Hoon, A. C. "The effect of manipulating the expression of the NR2B subunit of the NMDA receptor on learning and memory." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:eae324a3-873f-4b50-9bcc-8c43b72866a3.

Full text
Abstract:
Overexpression of the NR2B subunit of the NMDA receptor in the forebrain has been shown to improve learning and memory in mice (Tang et al 1999), which provides exciting implications for the enhancement of human cognition. However, it was first essential to establish replicability, and since the Tang et al (1999) study used only male mice we wished to investigate possible sex differences. On the hidden platform watermaze, we found a trend for male NR2BOE mice to learn the task more quickly than male wildtype mice (as observed by Tang et al. 1999), but the opposite trend in female mice; female NR2BOE mice were slower to reach the hidden platform than female wildtype mice. This pattern of results was also observed on the spatial reference Y memory task and open field task (for anxiety), although not on the spatial working memory T maze task (despite a sex difference). However, wildtype and NR2BOE mice performed at similar levels on the novel object recognition task, the spatial novelty preference task, visible platform watermaze and visual discrimination task. A battery of tests considering some species typical behaviours of mice demonstrated that wildtype and NR2BOE mice were comparable on tests of motor ability, strength, co-ordination, anxiety, burrowing and nesting. This suggests that our behavioural results are not due to a general impairment or enhancement of species typical behaviours. We considered the possibility that the difference between the results of Tang et al (1999) and those we observed may be caused by age differences; hence we attempted to replicate our results on the hidden platform watermaze, spatial reference Y maze and open field test in age matched mice. However, the second cohort of NR2BOE mice performed at similar levels to wildtype mice, and at significantly improved levels compared to the mice of the first cohort. We also considered the effects of knocking out the NR2B subunit on learning and memory, and NR1 subunit deletion within the hippocampus. On the spatial working memory T maze, these mouse strains performed similarly to their respective wildtype strains. Similarly, on a two beacon watermaze (with one indicating the platform position), mice lacking the NR2B subunit were able to locate the platform in a similar length of time. To ensure that the null results we had observed in the second cohort were not due to loss of the NR2B protein overexpression in the forebrain, we performed polymerase chain reactions (PCR), quantitative real-time PCR, and Western blots. We ascertained that the transgene was indeed present and that NR2B mRNA and protein levels were elevated in the hippocampi of the NR2BOE mice. In conclusion, it is unclear why the behaviours we observed in the NR2BOE mice are different to those published in the literature. It is possible that they may be due to differences in environmental enrichment, but the cause of the genotype by sex differences observed in the mice of cohort 1 is unclear. Nonetheless, we have advanced our knowledge of the effects of modifications in the levels of the NR2B subunit of the NMDA receptor on learning and behaviour.
APA, Harvard, Vancouver, ISO, and other styles
3

Shipton, Olivia Ashley. "Asymmetry of hippocampal function in mice : left-right differences in memory processing and vulnerability to amyloid beta." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:972d7dbf-fcf1-4f84-9a84-406418dbc7fb.

Full text
Abstract:
Amyloid beta (ABeta) and tau protein are both implicated in memory impairment in early Alzheimer’s disease, but whether and how they interact to cause synaptic dysfunction are unknown. Consequently, I firstly investigated whether tau protein is required for the robust phenomenon of ABeta-induced impairment of hippocampal long-term potentiation (LTP), a widely accepted cellular model of memory. I demonstrate that the absence of tau prevents the ABeta-induced impairment of LTP; moreover, a specific inhibitor of the tau kinase glycogen synthase kinase 3 blocks both an ABeta-induced increase in tau phosphorylation and the ABeta-induced LTP impairment. Thus, tau protein, likely in its phosphorylated form, is required for ABeta to impair LTP. Secondly, I investigated the underlying mechanisms for this ABeta-induced impairment and find that ABeta changes the balance between the two major types of glutamate receptors involved in plasticity processes, with a specific effect on GluN2B subunit-containing NMDA receptors. Since the distribution of these receptors is asymmetric between the left and right mouse hippocampus, I accessed these different types of synapses optogenetically and found that only the GluN2B-rich synapses receiving left CA3 input show ABeta-induced changes in the balance of glutamate receptors, suggesting an asymmetry in synaptic vulnerability to ABeta. Moreover, there was a left-right difference in tetanus-induced LTP and therefore, thirdly, I investigated whether mice have a hemispheric dissociation in memory processing using acute optogenetic silencing of left or right CA3 during hippocampus-dependent memory tasks. Unilateral silencing of either the left or the right CA3 caused a deficit in short-term memory, but only left CA3 silencing impaired performance on a spatial long-term memory task. Together, these results suggest that memory may be routed via distinct left-right pathways within the mouse hippocampus, and that neural pathways subserving distinct functions may also be differentially vulnerable to pathological changes at the synaptic level.
APA, Harvard, Vancouver, ISO, and other styles
4

Lee, Aletheia. "Site-directed monoclonal antibodies : developing a tool for manipulating AMPA-type ionotropic glutamate receptor subunits in the mouse brain." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:aa83582e-d096-4b0b-be6f-55a74fb16014.

Full text
Abstract:
Ionotropic glutamate AMPA-type receptors mediate fast excitatory neurotransmission in the central nervous system and are essential for synaptic plasticity. Expression of the receptor subunits varies with cell type, stage of development and brain region. Subunit composition determines functional properties of the receptor, including gating kinetics and synaptic trafficking. The research aimed to selectively disrupt the GluA1 subunit abundantly expressed in the hippocampus of the wild-type mouse, so as to examine its role in learning and memory. Site-directed monoclonal antibodies were engineered to target the extracellular amino-terminal domain of GluA1 for subunit-selective manipulation. The antibody-binding region was selected for heterogeneity and accessibility based on the amino acid sequences and crystal structures solved for the AMPA receptor subunits. Immunisations of peptide antigen in mice generated serum antibodies that recognise the equivalent epitope on the fully folded GluA1 subunit. The antigen-binding Fab fragment of the monoclonal anti-GluA1 antibody was cloned from hydridoma mRNA and purified from large-scale transient expression in mammalian cells. Biophysical characterisations of anti-GluA1 Fab immunoglobulin showed high specificity and affinity for the target subunit. Acute bilateral intrahippocampal administration of anti-GluA1 Fab protein into awake, behaving wild-type mice produced dissociations in spatial memory performance that resembled GluA1-/- knockout mice. Impaired short-term spatial working memory but intact long-term spatial reference memory observed with anti-GluA1 Fab infusions suggested that the immunoglobulin reagent exerted an acute, reversible, localised, GluA1-specific antagonism in the brain. The findings argue for a critical involvement of the hippocampal GluA1 subunit in certain short-term memory processes, but not in other distinct long-term memory processes. Temporal resolution of the antibody-mediated disruption revealed novel fractionations of short-term memory performance never before observed in the GluA1-/- knockout mice, demonstrating the strength of the monoclonal anti-GluA1 antibodies as an investigative tool.
APA, Harvard, Vancouver, ISO, and other styles
5

Laatikainen, Linda Maria. "The role of catechol-O-methyltransferase (COMT) in hippocampal function." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:d0c9e1fa-a052-4af7-aaff-00548365e024.

Full text
Abstract:
Catechol-O-methyltransferase (COMT) metabolises catechol-containing compounds, including dopamine. The aim of this thesis was to investigate whether COMT is involved in hippocampal function. This thesis also explored the role of functional polymorphisms within the COMT gene in the pathogenesis of schizophrenia and schizophrenia-related phenotypes. First, as part of a study investigating the role of COMT in schizophrenia, human hippocampal COMT mRNA levels were shown to be neither altered in schizophrenia or bipolar disease, nor affected by COMT genotype. Hence, functional COMT polymorphisms do not appear to operate by altering gross COMT mRNA expression. Importantly, this study showed that COMT is expressed in the human hippocampus. Second, the role of COMT in hippocampal neurochemistry was explored by studying the effect of pharmacological COMT inhibition on catecholamines and metabolites in rat hippocampal homogenates, and extracellularly, using microdialysis. Both demonstrated that COMT modulates hippocampal dopamine metabolism. Thus, hippocampal COMT is of functional significance with respect to dopamine. Third, the effect of COMT inhibition on hippocampus-dependent behaviour was investigated. The results suggested a memory-enhancing effect of pharmacological COMT inhibition on hippocampus-dependent associative and non-associative forms of short-term memory in rats. In contrast, acute COMT inhibition appeared to have no effect on behavioural correlates of ventral hippocampal function i.e. anxiety-like behaviour. In summary, the expression of COMT mRNA in the human hippocampus, as well as the effect of COMT inhibition on rat hippocampal neurochemistry and hippocampus-dependent behaviour provide evidence for a functional role of COMT in the hippocampus. Moreover, changes in COMT activity alter hippocampal dopamine metabolism, which could be a potential mechanism for the role of COMT in hippocampus-dependent short-term memory.
APA, Harvard, Vancouver, ISO, and other styles
6

Hölscher, Christian. "Behavioural and pharmacological studies of memory formation in the domestic chick, Gallus domesticus." Thesis, Open University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385848.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Etherington, Rachel. "The behavioural consequences of cortical cholinergic deafferentation." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305332.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kanso, Riam. "The effect of interpersonal power on cognitive processing : a behavioural and neural perspective." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:cdde1f31-890a-444e-85fe-09b09348fcf1.

Full text
Abstract:
Interpersonal power, defined as the asymmetrical control over valued outcomes, has important effects on the way cognitive processing unfolds. This work explores the effect of power on basic cognitive processes, in addition to broader processes that appear at the level of social behaviour. I begin this thesis with an introductory chapter, followed by a chapter describing the theory and practice behind electro-encephalogram recordings. In Chapter 3, I explore the effect of power on attention selection using a task that requires the ability to focus or divide attention in space, while varying the amount of distractors. The results suggest that low-power participants (subordinates) are more susceptible to the presence of distractors, regardless of whether the task necessitates focused or divided attention. In this context, inhibition accounts for the results to a greater extent than spatial orienting. In Chapter 4, I explore the effect of power on early inhibition processes in the context of executive control, in a task which allows participants to allegedly observe each others’ performance and receive feedback. The results show that high power is associated with reduced behavioural accuracy on trials that require executive control. Event-related potential analyses show that power-holders devote reduced motivational resources to their targets compared to subordinates, but do not differ at the level of early conflict detection. Their feedback potential results show a greater expectation of rewards, but reduced subjective magnitude attributed to losses. Subordinates, on the other hand, are asymmetrically sensitive to power-holders’ targets. They expect fewer rewards, but attribute greater significance to losses. In Chapter 5, I show that subordinates are asymmetrically competent at remembering diagnostic choices made by power-holders. In a final general discussion chapter, I integrate the findings of the experiments, which point to multi-layered effects of power, conferring those who possess it and those who lack it with distinct cognitive processing styles that suit their adaptive needs. The results are consistent with a hypothesized link between subordination and up-regulation of vigilance and environmental sensitivity. Limitations and future directions are discussed.
APA, Harvard, Vancouver, ISO, and other styles
9

Richter, Franziska Rebekka. "The control of task sets and long-term memory." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:6537ad2c-107b-4517-8b37-7d5d59edbe3b.

Full text
Abstract:
The current thesis explores the complex relationship between cognitive control and memory. A series of experiments combined task-switching paradigms with recognition memory tests to measure how switching between tasks influences effective control over long-term memory. In these experiments, participants were presented with compound stimuli consisting of a picture and an overlaid word, and were cued in each trial whether the word or the picture was relevant (attended) or irrelevant (unattended). Participants were then tested for their memory of items presented during task switching. Experiments 1-2 indicated that switching between tasks reduces the selectivity of processing: Switching was associated with impaired task performance as well as more similar memory ratings for attended and unattended items. Experiments 3-5 extended these findings by showing that enhanced top-down control positively affected task-performance as well as memory, in both cases by increasing the selectivity of processing toward task-relevant information. Experiments 6-7 replicated key effects with simple switches of visual attention, and explored the neural correlates of successful task performance and encoding using EEG. The key finding here was that previously observed ―subsequent memory‖ effects reflect, at least in part, selective encoding processes. The last chapter extended the focus of the investigation to explore the role of control in long-term memory retrieval. FMRI meta- analyses indicated considerable overlap in neural activation found during task switching and during the adoption of different retrieval sets. The results of Experiment 8 indicated that switching during task performance and later memory retrieval were both associated with decreased selectivity of processing. Collectively, the results of this thesis suggest that selectivity of processing is a critical factor in effective task performance and successful memory, with potentially very similar mechanisms underlying the two. This work demonstrates the fruitfulness of combining research on cognitive control and memory to study questions relevant for both fields.
APA, Harvard, Vancouver, ISO, and other styles
10

Quinn, Connor. "Learning to read : effects of memory consolidation on orthographic and lexical learning." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278394.

Full text
Abstract:
In recent years the role of offline consolidation in supporting word learning has attracted great interest and has provided valuable insight into how novel spoken and written words are learned. Relatively little attention has focused on whether offline consolidation supports the learning and generalisation of novel orthographic knowledge. Meanwhile, laboratory-based approaches have proven valuable in overcoming the methodological challenges of studying reading acquisition, i.e. learning letter-sound knowledge. This thesis combines laboratory-based orthographic learning with an overnight consolidation framework to track the effects of sleep on learning novel letters and novel written words in six experiments. Experiment 1 validated the artificial orthography paradigm by using fMRI to show the novel orthography activated similar neural regions to pseudowords written in familiar orthography. Comparing recently learned words and objects additionally highlighted the componential and holistic processes that distinguish reading from object naming. Experiments 2, 3, and 4 investigated whether overnight consolidation had contrasting effects on learning novel letters and learning novel written words. All three studies showed overnight improvements in the ability to use and generalise knowledge of letters. Experiment 3 further assessed whether consolidation supported the formation of bigram representations. While the results did not show bigram consolidation, a recognition memory task indicated participants had consolidated the novel spoken words. Experiment 4 manipulated the internal statistical structure of the novel words finding, in contrast to Experiment 3, participants had consolidated the written forms of the novel words. Experiments 5 and 6 asked whether consolidated and unconsolidated spoken words would support orthographic learning. These studies failed to observe previous findings of spoken word consolidation and did not demonstrate clear effects of lexical knowledge on orthographic learning. The findings of the thesis demonstrate the importance of letter-level learning and consolidation during reading acquisition as well as highlighting the value of laboratory-based studies for understanding the interdependent trajectories of the skills involved in reading.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Behavioural neuroscience of learning and memory"

1

Clark, Robert E., and Stephen J. Martin, eds. Behavioral Neuroscience of Learning and Memory. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78757-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

1947-, Osaka Naoyuki, Logie Robert H, and D'Esposito Mark, eds. The cognitive neuroscience of working memory: Behavioural and neural correlates. Oxford: Oxford University Press, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rainer, Kluwe, Lüer Gerd 1938-, and Rösler Frank, eds. Principles of learning and memory. Basel: Birkhäuser Verlag, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Human learning: Biology, brain, and neuroscience. Amsterdam: Elsevier/North-Holland, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

D, Rugg M., ed. Cognitive neuroscience. Cambridge, Mass: MIT Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

1932-, Andrew Richard John, ed. Neural and behavioural plasticity: The use of the domestic chick as a model. Oxford: Oxford University Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Morrison, Glenn Everett. The behavioural and genetic analysis of associative learning and memory in Caenorhabditis elegans. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Atkinson-Leadbeater, Karen. The genetic and behavioural analysis of olfactory learning and memory in caenorhabditis elegans. Ottawa: National Library of Canada, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

The neuroscience of animal intelligence: From the seahare to the seahorse. New York: Columbia University Press, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gluck, Mark A. Gateway to memory: An introduction to neural network modeling of the hippocampus and learning. Cambridge, Mass: MIT Press, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Behavioural neuroscience of learning and memory"

1

Beckstead, Robert M. "Memory and Learning." In A Survey of Medical Neuroscience, 356–70. New York, NY: Springer New York, 1996. http://dx.doi.org/10.1007/978-1-4419-8570-5_29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Morris, Richard. "Learning and Memory." In Neuroscience in the 21st Century, 2587–627. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3474-4_81.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Morris, Richard. "Learning and Memory." In Neuroscience in the 21st Century, 2945–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88832-9_81.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Haubrich, Josue, and Karim Nader. "Memory Reconsolidation." In Behavioral Neuroscience of Learning and Memory, 151–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/7854_2016_463.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Morris, Richard. "Neurobiology of Learning and Memory." In Neuroscience in the 21st Century, 2173–211. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-1997-6_81.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Schreiner, Thomas, Mick Lehmann, and Björn Rasch. "Reinforcing Language Learning During Sleep." In Cognitive Neuroscience of Memory Consolidation, 347–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45066-7_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Koch, Michael. "Comparative Aspects of Learning and Memory." In The Wiley Handbook of Evolutionary Neuroscience, 410–21. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118316757.ch14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cheng, Sen. "Consolidation of Episodic Memory: An Epiphenomenon of Semantic Learning." In Cognitive Neuroscience of Memory Consolidation, 57–72. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45066-7_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Aschauer, Dominik, and Simon Rumpel. "The Sensory Neocortex and Associative Memory." In Behavioral Neuroscience of Learning and Memory, 177–211. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/7854_2016_453.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nee, Derek Evan, and Mark D’Esposito. "The Representational Basis of Working Memory." In Behavioral Neuroscience of Learning and Memory, 213–30. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/7854_2016_456.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Behavioural neuroscience of learning and memory"

1

Brea, Johanni, and Wulfram Gerstner. "A Memory-Augmented Reinforcement Learning Model of Food Caching Behaviour in Birds." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1316-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kuzina, Eugeniya, Dmitry Gladilin, and Olga Svarnick. "REACTIVATION OF MEMORY ABOUT THE PREVIOUSLY ACQUIRED BEHAVIOUR DURING LEARNING OF A NEW OPERANT SKILL." In XV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m451.sudak.ns2019-15/252-253.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hong, Soobin, Aspen Yoo, and Anne Collins. "The Role of Episodic Memory in Stimulus-Action Association Learning." In 2022 Conference on Cognitive Computational Neuroscience. San Francisco, California, USA: Cognitive Computational Neuroscience, 2022. http://dx.doi.org/10.32470/ccn.2022.1298-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Eissa, Tahra L., and Zachary P. Kilpatrick. "Learning efficient attractor-based working memory representations in heterogeneous environments." In 2022 Conference on Cognitive Computational Neuroscience. San Francisco, California, USA: Cognitive Computational Neuroscience, 2022. http://dx.doi.org/10.32470/ccn.2022.1128-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Popov, Vladimir, and Victor Korshunov. "SPATIAL LEARNING AND MEMORY CONSOLIDATION IN PANNEXIN1 KNOCKOUT MICE." In XVII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2278.sudak.ns2021-17/302.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sharkova, Anna, Maria Zaichenko, Irina Pavlova, and Grigoriy Grigoryan. "THE INFLUENCE OF EARLY PROINFLAMMATORY STRESS ON LEARNING AND MEMORY." In XVII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2412.sudak.ns2021-17/434.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bakhshaliyeva, Afet. "EFFECT OF SHORT-TERM PROTEIN-DEFICIENT NUTRITION ON LEARNING AND MEMORY." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m940.sudak.ns2020-16/88-89.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Butkevich, Irina, Viktor Mikhailenko, Elena Vershinina, and Tat’yana Shimaraeva. "LEARNING AND MEMORY IN YOUNG AND ADULT RATS SUBJECTED TO NEONATAL PAIN STRESS." In XVIII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2702.sudak.ns2022-18/84-85.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hsu, Ching-Fen, Annette Karmiloff-Smith, Ovid Tzeng, Rung-Tai Chin, and Hua-Chen Wang. "Semantic knowledge in williams syndrome: Insights from comparing behavioural and brain processes in false memory tasks." In 2007 6th IEEE International Conference on Development and Learning. IEEE, 2007. http://dx.doi.org/10.1109/devlrn.2007.4354074.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Habermacher, Andreas. "OUT WITH THE OLD AND IN WITH THE NEW – REDESIGNING A LEARNING TAXONOMY BASED ON BEHAVIOURAL, COGNITIVE AND DEVELOPMENTAL NEUROSCIENCE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2558.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Behavioural neuroscience of learning and memory' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography