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NAME: HOUR: Biological Basis of Memory Karl Lashley’s Studies: o Searched for a localized memory o Believed that memory was area. o Removed parts of rat’s cerebral contained the memory of the maze o Found that maze-learning in rats was distributed or – specific memory stored in a specific but found no area the brain Richard Thompson’s Studies: o Thought that was changed after conditioning a rabbit to blink to a tone. o Removing this area caused the rabbit to no longer to a tone but only reflexively. Shows memory. o This did not work for behaviors like running a maze, which seem to be o Reflexive Behaviors are in the cerebellum Biological Basis of Memory: o fMRI shows that when people memorized the label “dog” with the sound of a bark the cortex activated when they retrieved it. o Those memorized the label “dog” to a picture activated their cortex when they retrieved it. o Retrieving a memory the sensory area of the cortex that was involved in the perception of the event. (See images on pg. 268) Eric Kandel’s Aplysia Sea Snail Study: o Aplysia—a sea snail was used to study how memories can change o As the reflex is learned, the amount of the and the branching of increases, allowing the circuit to communicate more easily. o Squirted it with water followed by an that conditioned it to withdrawal its gills next time it was squirted. o This changed the neuron circuit in the snail. o of the neuron changed with in the amount of the produced by the neuron. o of the neuron changed with the number of interconnecting and axon increasing allowing for more communication pointes (synapses). Long Term Potentiation: o Two possible changes should occur in the 2. ____________experiment shows this. in forming memories. of neurons in the brain could change of the neurons could change. Believed to be the neural basis of and Amnesia – Severe Memory Loss – 3 Major Types: 1. Retrograde amnesia—inability to remember past information; common after head injury Reason for this is it may disrupt: o Memory – gradual, physical process of converting a long-term memory to a stable and enduring memory code. o If disturbed before the process is , memory could be lost. 2. Anterograde amnesia—inability to form memories; related to damage o Shows that must be used in the encoding of new memories and them from STM to LTM. o Implicit memories like memories do still occur showing that these may not involve the hippocampus but knowing they are there ( memory) does not work showing the hippocampus is involved in these. 3. Infantile Amnesia – Inability to recall events from the first few of life. Possible Reasons for this: o Too many differences between the world of an and ours for us to be able to make connections or cues to retrieve them ( specificity principle). o is still developing so they cannot form new but they can make procedural memories. Parts of the Brain involved in Memory The Patient H.M. Showed that shows that lobes and memory depends upon the does not Why did H.M. show both types of explicit memory deficits? Damage to the hippocampus would result in the inability to form new but the ability to remember the skills of memories memories, Aging & Memory: o Studies have found that the ability to recall information, unaided by clues, declines with age, o But the ability to new information, as in a multiple-choice question, does not. o Elderly may need more to retrieve memories but still can do as well as a young person. Culture & Memory: o Levy and Langer study of cultural views of aging show that society’s expectation that older people will have poorer memories can be a prophecy. o In cultures where that is not believed (Asia) the elderly show memories as the young. o