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    Neurobiology of Memory
    Neurobiology of Memory
    Neurobiology of Memory
    Ebook83 pages1 hour

    Neurobiology of Memory

    By Ingrid Bauer

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    Memory is the brain's ability to keep track of past experience and make it reappear in consciousness. Memory is a complex process that involves three phases: learning, information storage, return (evocation and recognition). These phenomena are not precise and controlled by a specialized region of the brain, but develop together at the nerve centers polyvalent (hippocampus, hypothalamus, and mammillary bodies) and nerve fibers that connect them. In general, we distinguish the short-term memory, which does not last longer than several minutes, from that in the long term. For live in the environment, man, like any animal, must be able to be able to recognize the situation between two alternatives to him optimal, such as distinguish the prey from predator. In animals with advanced parental care such as those of higher mammals, the mother teaches the children to the knowledge of food sources and territory, in the natural environment very hostile. This ability to adapt derives from the fact that the experience can change the nervous system and thus the behavior of the animal. In this concept of adaptability is the meaning of the terms contained in learning and memory. This is determined by well-defined biochemical mechanisms that researchers, thanks to new research tools provided by modern technology are successfully identified, paving the way for new insights into the mechanisms that regulate memory and new prospects therapeutic intervention

    LanguageEnglish
    PublisherALVIS International Editions
    Release dateJun 26, 2012
    ISBN9781476160641
    Neurobiology of Memory
    Author

    Ingrid Bauer

    Ingrid Bauer, Zeit- und Kulturhistorikerin, war ao. Professorin an der Universität Salzburg und arbeitet jetzt als freie Autorin in Wien.

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      Book preview

      Neurobiology of Memory - Ingrid Bauer

      Neurobiology of Memory

      Ingrid Bauer

      Copyright

      © 2012 Alvis Ed

      Published by Editions ALVIS at Smashwords

      ALL RIGHTS RESERVED.

      Smashwords Edition, License Notes

      This e-book is licensed for your personal enjoyment only. This e-book may not be re-sold or Given away to other people. If you would like to share this book with another person, please purchase an additional copy For Each recipient. If you're reading this book and did not purchase it, or it was not Purchased for your use only, then please return to Smashwords.com and purchase your own copy.

      Thank you for Respecting the work of this author.

      INDEX

      Introduction

      Biochemical Mechanisms of Memory

      Mechanisms of Association

      Neuronal Plasticity

      Synaptic Excitation

      Biochemistry of MBT

      Biochemistry of MLT

      Importance of Cadherins

      Role of NMDA Receptors

      Regulatory Genes of Memory

      Hormones of Memory

      Bibliography

      INTRODUCTION

      Memory is the brain's ability to keep track of past experience and make it reappear in consciousness. Memory is a complex process that involves three phases: learning, information storage, return (evocation and recognition). These phenomena are not precise and controlled by a specialized region of the brain, but develop together at the nerve centers polyvalent (hippocampus, hypothalamus, and mammillary bodies) and nerve fibers that connect them. In general, we distinguish the short-term memory, which does not last longer than several minutes, from that in the long term. For live in the environment, man, like any animal, must be able to be able to recognize the situation between two alternatives to him optimal, such as distinguish the prey from predator. In animals with advanced parental care such as those of higher mammals, the mother teaches the children to the knowledge of food sources and territory, in the natural environment very hostile. This ability to adapt derives from the fact that the experience can change the nervous system and thus the behavior of the animal. In this concept of adaptability is the meaning of the terms contained in learning and memory. This is determined by well-defined biochemical mechanisms that researchers, thanks to new research tools provided by modern technology are successfully identified, paving the way for new insights into the mechanisms that regulate memory and new prospects therapeutic intervention

      BIOCHEMICAL MECHANISMS OF MEMORY

      Learning is a process by which we associate new information about the world around us, while memory is the process that ensures the storage of that information. Learning is therefore a process that changes the individual in relation to what happens in the environment and what he does in the environment. So the learning experience is the basis of every animal organism. Two types derived from the experience of learning: habituation and associative learning. The habituation is one of the simplest forms of learning and cannot react to irrelevant stimuli. A phenomenon of this type was observed in communication between individuals vervets that naturally recognize their voice alarm signals corresponding to the presence of a hazard as eagles, leopards and snakes. If one of these recorded alarm signals (e.g.: The presence of the leopard) is made to feel a group (community) of vervet monkeys, the latter show the flight reaction in the trees. But if it is continuously emitted the same warning, the vervets gradually stop reacting to it (habituation). However, if the parties 'accustomed' to perceive this stimulus another stimulus that different judge, the strength of their escape response dramatically. This technique defined of habituation dis-habituation reveals that a) the individual in question (in this case the vervet) has the right to judge whether two stimuli are similar or dissimilar and that b) the habituation is attributable to the control of the reaction of fear exerted by the brain and that this behavior does not cause the elimination of emotional memory. The associative learning implies that the organism learns to associate two events that occur simultaneously and that the animal are concatenated. In the context of associative learning will make some functional distinctions and of these classical conditioning and instrumental conditioning. Hebb proposed that associative learning is produced by a cellular mechanism simple: When the axon of cell A excites cell B and repeatedly and constantly takes part in her excitement, in one or both of the cells occurs some growth process or some metabolic change, so that the effectiveness of A, as a cell that activates B, is increased. According to this Hebb rule, the coincident activity of the presynaptic neuron and postsynaptic what is essential for strengthening the connection between them (pre-post mechanism associative or coincidence of presynaptic and postsynaptic neuronal activity in the second Hebb). Tauc and Kandel (1963) have observed in Aplysia, that the synaptic connection between two neurons (A and B) can be strengthened even in the absence of

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