Learning and Memory

Topics: Nervous system, Brain, Learning Pages: 5 (1804 words) Published: October 29, 2012
Learning and Memory
If one were to explain what it is to learn something new, they would certainly mention memory somewhere in their explanation. As well as if someone was to explain memory, they certainly would have learning mentioned in their explanation. This is because learning and memory go hand in hand. When one learns, they store what they learned in their memory whether it is short term or long term. It would go without saying that memory and learning has to do with the brain, hence the importance of keeping one’s brain functioning properly by insuring proper stimulation and continuously learning new things. Now, the ability to learn and to memorize what is learned stems from different areas of the brain. The brain is a part of an individual’s neuroanatomy. Neuroanatomy refers to the structure of the nervous system. The nervous system is made up of different parts. Those parts are broken up by having the main one being the nervous system, and then it is divided by the central nervous system brain and spinal cord on one end. The other ends are much more complex and, consist of the peripheral nervous system which then branches off to other ones. These each control different parts of the nervous system and give the ability for people to sleep, eat or learn. The part of our nervous system that pertains to learning is the brain. The part in the brain that helps with learning is called the hippocampus. The hippocampus is in the limbic system. It is the part of the brain where the learning that people do in day to day life takes place. Learning is a neurobiological that is important to humans and being able to be conscious. The communication that happens between singular neuroanatomical structures and their abilities to repeat neurophysiologic activities is combined as a network of neural activity. These things occur in the cortex and create different types of learning for people. The movement that is ongoing changes in the synaptic area of the nerves. These active activities make the synaptic connectors stronger with the result of the continuous activity and then this creates memories that help an individual learn and remember what they have learned. It has been taught that learning is not singled out to one certain area of the brain itself. The cerebral cortex is where all the learning is. When a person is learning to read, walk, or talk it occurs here. One of the many different neural processes involved in learning is the synaptic inputs that occur in the brain. When a synaptic input in a certain neuron is combined with two different synapse then; it creates a long term depression or a long term printed memory, this is something that occurs and has been known to create learning involved with motor skills. Learning is mainly either a process that one learns through the brain with the use of classical conditioning and also instrumental conditioning. Our brains respond to the many different things that are in a human’s surroundings. In the process of a human’s learning new things is by the development of a neuron and its effectiveness to make new synaptic connections or reinforcing the strengths of the neurons that are already in place. The relationship between learning and memory has been a subject of much debate among psychologists, teachers, and society in general for many years now. It is what we learn and how we learn it that is responsible for how we live in the world and how we deal with the world around us. Learning has been a fundamental part of our survival ever since Cro-Magnon man. He/she had to learn how to make spears, sharp points, even mastering the bow and arrow was important to the survival and the spread of the human species. Why, though, if humanity has so much “experience” in learning, then why do we forget things?

The brain is the organ that is responsible for what we call the mind. It is the basis for thinking, feeling, wanting, perceiving, learning and memory, curiosity, and behavior....

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