Book contents
- Frontmatter
- Contents
- List of contributors
- Preface
- Overview of neuroscience, choice and responsibility
- 1 Neuroscience, choice and responsibility
- PART I HIGHER ORDER PERCEPTION
- PART II LANGUAGE
- PART III MEMORY SYSTEMS
- Introduction to Memory Section
- 9 Memory systems
- 10 A brain system for declarative memory
- 11 The role of the lateral nucleus of the amygdala in auditory fear conditioning
- 12 On crucial roles of hippocampal NMDA receptors in acquisition and recall of associative memory
- PART IV SENSORY PROCESSES
- Index
- Plate section
- References
9 - Memory systems
Published online by Cambridge University Press: 08 August 2009
Edited by
Book contents
- Frontmatter
- Contents
- List of contributors
- Preface
- Overview of neuroscience, choice and responsibility
- 1 Neuroscience, choice and responsibility
- PART I HIGHER ORDER PERCEPTION
- PART II LANGUAGE
- PART III MEMORY SYSTEMS
- Introduction to Memory Section
- 9 Memory systems
- 10 A brain system for declarative memory
- 11 The role of the lateral nucleus of the amygdala in auditory fear conditioning
- 12 On crucial roles of hippocampal NMDA receptors in acquisition and recall of associative memory
- PART IV SENSORY PROCESSES
- Index
- Plate section
- References
Summary
For all its diversity, one can view neuroscience as being concerned with two central issues – the hard wiring of the brain and the brain's capacity for plasticity. The former refers to how connections develop between cells, how cells function and communicate, and how an organism's inborn functions are organized (e.g., its sleep–wake cycles, hunger and thirst, and the ability to perceive the world). The nervous system has inherited such adaptations through evolution, because these are functions too important to be left to the vagaries of individual experience. In contrast, the capacity for plasticity refers to the fact that nervous systems can adapt or change as the result of experiences that occur during an individual lifetime. Experience can modify the nervous system, and as a result, organisms can learn and remember. Learning is the process by which new information is acquired about the world, and memory is the process by which this information can persist across time.
The scientific study of memory has reached a particularly fruitful stage. Memory is being studied at many levels of analysis – from questions about the cellular and molecular events that underlie synaptic change to questions about the organization of behavioral memory. This chapter considers memory from the perspective of brain systems and behavior and focuses on three topics (for recent reviews, see Squire & Bayley, 2007; Squire et al., 2004).
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- Topics in Integrative NeuroscienceFrom Cells to Cognition, pp. 243 - 264Publisher: Cambridge University PressPrint publication year: 2008
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