Learning and Memory: Basic Principles, Processes, and Procedures
This text explores the core principles of learning and memory in a clear, reader-friendly style, covering animal learning and human memory in a balanced fashion. A strong emphasis on practical applications to the college student's everyday life is evident in examples throughout, such as the correlation between caffeine consumption and grade point average (Chapter 1), approach/avoidance coping for upcoming and completed exams (Chapter 5), and retrograde amnesia in football players (Chapter 7). The relationship between the fields of neuropsychology and learning and memory is also stressed throughout. There are new sections on neuroscience and education, perceptual learning, and the amnesic patient H.M., as well as new material on anxiety and learning, working memory, and childhood amnesia. The third edition has been thoroughly updated to reflect the latest research and has been freshened throughout with more relevant examples and better graphics.
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Habituation and Other Forms of Simple Stimulus Learning
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activation amnesia amnesic animals arousal asked associations aversive behavior better brain chapter classical conditioning cognitive college students contingency cues curve delay discrimination dishabituation distractor drug effect elaborative elicit emotional encoding episodic memory everyday example experience experimental explicit exposure extinction eyeblink eyeblink conditioning fear Figure forgetting free recall given habituation hippocampus human hypothesis impaired implicit learning implicit memory increase individuals interval knowledge later Learned Helplessness locations long-term memory maze Metamemory mnemonic names nonreward occurs organization paired paired-associate participants percent perceptual performance phobic presented priming procedure processing produce Psychology punishment rats reaction rehearsal reinforcement remember repetitions response retention retrieval retroactive interference retrograde amnesia reward schema semantic memory sequence serial learning serial-position shock short-term memory shown skill spaced repetitions spatial stimulus subjects suggest target task theory tion to-be-remembered tone trials variables verbal versus words