Discuss the evidence for a biological basis of learning and memory
Discuss the evidence for a biological basis of learning and memory
Discuss the evidence for a biological basis of learning and memory
Investigating biological basis of learning area which has received a great amount of attention. This text will primarily address the neural regions involved in learning and memory which have been identified via studies of impaired memory, experimental lesions in non-humans and also through brain scans on individuals whilst carrying out task related to learning and memory. This text will also provide evidence for the suggestion that there is not simply one region involved in learning and memory but many.
The first regions of the brain to be considered in the present context are the cortical regions, both posterior to the frontal lobes and anterior. In addressing the cortical regions, evidence has been given to suggest by Petrides (1994) that certain areas of the region are involved in visual memory whereby damage to this area can disrupt visually based memory whilst leaving memory based on other modalities intact.
Moving on to consider anterior cortical regions, Petrides (1994) also suggests that the prefrontal cortex (PFC) plays a role in the management of memory and certain actions based on memory. Moreover, that the PFC plays a role in verifying whether a memory is true or false which is demonstrated by 'confabulation' when this region is damaged. According to Moscovitch (1994), the role of the PFC is one of 'working-with-memory'.
Now, to consider the next region of the brain implicated in learning and memory, namely the medial temporal lobe. This text will address a common example in this ...
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Moving on to consider anterior cortical regions, Petrides (1994) also suggests that the prefrontal cortex (PFC) plays a role in the management of memory and certain actions based on memory. Moreover, that the PFC plays a role in verifying whether a memory is true or false which is demonstrated by 'confabulation' when this region is damaged. According to Moscovitch (1994), the role of the PFC is one of 'working-with-memory'.
Now, to consider the next region of the brain implicated in learning and memory, namely the medial temporal lobe. This text will address a common example in this area known as patient HM. HM had a significant amount of his medial temporal lobe removed during an operation, including the hippocampus and the amygdala to alleviate the symptoms of epilepsy. Consequently, HM suffered from retrograde and anterograde amnesia (although the retrograde amnesia subsided). It was shown through studies by Baddeley (1997), that when asked to repeat a list of seven digits, he could do so, however, forgot them and knowledge of ever having completing the task when someone provided a distraction. Thus, providing a distinction between long-term memory (LTM) and short-term memory (STM). In addition to this, Brenda Milner (1965) provided a distinction between declarative (knowing that) memory and procedural (knowing how) memory through a series of studies with HM and reverse mirror drawings. It was shown that following completion of the task over a period of three days HM's performance improved, whilst still having no knowledge of having completed the task. Thus, suggesting some disruption to HM's declarative memory because of the operation whilst maintaining procedural memory.
In addition to this, evidence was given by Zola-Morgan and Squire (2000) that indicated that following damage to the hippocampus alone, there were impairments in declarative memory, in turn implicating the hippocampus as a specialised structure for declarative memory. Support is also given in studies with mice by Morris (1981) and her water maze task. This indicated that mice form a cognitive map (declarative information) when finding a submerged platform, however, when lesioned in the hippocampus they became lost.
Now, in considering the mediation of procedural memory and the case of patient HM's retention of procedural memory Grafton et al (1994) showed through a series of PET scans that during procedural learning, increased blood-flow went to the cerebellum and not the hippocampus, in turn implicating the cerebellum as a mediator of procedural memory.
In addition to other structures in the brain, the amygdala is also implicated in learning and memory, more specifically when there is some emotional element attached (Schacter, 1989a), moreover, despite its position in the MTL the amygdala was not important for the formation of declarative memory.
Ultimately, it appears that in dealing with information either temporarily or on a longer basis, or in dealing with memory that we are aware or not aware of, there are a number of interconnecting structures in the brain that play a role in learning and memory.
