Human Learning &
Memory
Siena Heights University
Chapters 1 & 2
Dr. S.Talbot
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Why is learning important?
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Definition of learning:a ______-term change
in mental ________ or representations as a
result of ________.
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The role of behavior in learning.
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New behaviors
Frequency of behaviors
Speed of behaviors
Complexity or intensity
Changing behaviors
Chapter 1 – Perspectives on Learning
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Principles (the what) : describe factors
that result in effects.
◦ Fairly stable for similar circumstances.
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Theories (the why): explain the
relationship between factors and effects.
◦ Based on data.
◦ Not facts.
◦ Change based upon information and
perspective.
Chapter 1 – Perspectives on Learning
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Evolution of Theories
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Structuralism (Wundt)
1800s
Functionalism (Dewey)
Behaviorism (Watson) early 1900s
Social Learning Theories (Miller & Dollard)
Gestalt (1920s)
Cognitive Psychology (Piaget)
Mid to late 20th century
Social Cognitive
Sociocultural Theory
Chapter 1 – Perspectives on Learning
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Advantages of theories
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Summarize or describe.
Starting points for conducting new research.
Explain.
Provide the ability to predict outcomes.
Allow for practical application in order to
necessitate change.
Sound familiar?
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Dangers or drawbacks to theories
◦ No single theory works for everything.
◦ Past theories affect or bias new theories.
 They can impede new thinking.
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Biggest danger.
◦ They are not ______. Give them their rightful
credit, but nothing more.
Chapter 1 – Perspectives on Learning
Chapter 2
Chapter 2 –Learning & the brain
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Central Nervous System (CNS): Brain and spinal cord
Peripheral Nervous System: All parts of the nervous system
outside of the brain and spinal cord
◦ Somatic System: Links spinal cord with body and sense
organs; controls voluntary behavior
◦ Autonomic System: Serves internal organs and glands;
controls _________ functions such as heart rate and
blood pressure
Chapter 2 –Learning & the brain
Sympathetic: Arouses body; emergency system
 Parasympathetic: Quiets body;
most active after an emotional event
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Two Divisions of the Autonomic System
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Neuron: Individual nerve cell
◦ Dendrites: Receive messages from other neurons
◦ Soma: Cell body; body of the neuron
◦ Axon: Fiber that carries information away from the
cell body
◦ Axon Terminals: Branches that link the dendrites and
somas of other neurons
Neuron and Its Parts
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Nerves: Large bundles of axons and dendrites (Not
neurons)
Myelin: Fatty layer of tissue that coats axons
◦ Multiple Sclerosis (MS) occurs when myelin layer is
destroyed; numbness, weakness, and paralysis occur
Neurogenesis: Production of new brain cells
Nerves and Neurons
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Sensory Neurons- bring incoming messages
from sensory sites.
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Interneurons – consider & interpret the
information which has been received.
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Motor Neurons – send messages concerning
the appropriate response.
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Glial Cells – White Matter (the stuff in
between)
Chapter 2 –Learning& the brain
Synapses
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Messages from one neuron to another pass over a
microscopic gap called a synapse
◦ Synapse: Microscopic gap between two neurons over
which messages pass
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Neurotransmitters
Chemicals that alter activity in neurons; Brain chemicals
that carry messages.
◦ Acetylcholine: Activates muscles
◦ Dopamine: Muscle control
◦ Serotonin: Mood and appetite control
Neural Peptides: Regulate activity of other neurons
◦ Endorphins: Released by pituitary gland; also help to
relieve pain
◦ Do not _____ messages.
Chapter 2 –Learning& the brain
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Methods for brain research
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Animals
Postmortem Studies
Case studies of people with brain injuries
Electrical recording (EEG)
Neuroimaging
 PET
 CT/CAT
 SPECT
 MRI
 fMRI
Chapter 2 –Learning& the brain
This simplified drawing shows the main structures of the human brain and describes
some of their most important features. (You can use the color code in the foreground
to identify which areas are part of the forebrain, midbrain, and hindbrain.)
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Hindbrain (Brainstem)
◦ Medulla: Connects brain with the spinal cord and controls
vital life functions such as heart rate and breathing
◦ Pons (Bridge): Acts as a bridge between medulla and
other structures
 Influences sleep and arousal
◦ Cerebellum: Located at base of brain
 Regulates posture, muscle tone, and muscular
coordination
Subcortex
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Lies inside medulla and brainstem
◦ Associated with alertness, attention and some reflexes
(breathing, coughing, sneezing, vomiting)
Reticular Activating System (RAS): Part of RF that keeps
the cortex active and alert
 Its alarm clock
Subcortex: Reticular Formation (RF)
Parts of the limbic system. Although only one side is shown here, the hippocampus
and the amygdala extend out into the temporal lobes at each side of the brain. The
limbic system is a sort of “primitive core” of the brain strongly associated with
Definition: Outer layer of the cerebrum
 Cerebrum: Two large hemispheres that cover upper part of
the brain
 Corticalization: Increase in size and wrinkling of the cortex
 Cerebral Hemispheres: Right and left
halves of the cortex
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Corpus Callosum: Bundle of fibers
connecting cerebral hemispheres
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Cerebral Cortex
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Brain Development
◦ Prenatal (5th – 20th week, 50k – 100k per
second).
◦ Infancy and childhood
 Mylenation
 Synaptic Pruning
 Synaptogenesis
 Differentiation
◦ Middle Childhood, Adolescence, and Adulthood
Chapter 2 –Learning& the brain
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Factors Affecting Brain Development
◦ Heredity
◦ Environmental factors
◦ Experiences
 Critical Periods
◦ Plasticity
Chapter 2 –Learning& the brain
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Educational Implications
◦ Loss of synapse is inevitable and desirable.
◦ Many environments nurture normal brain
development (enriching v. depriving).
◦ The early years are important for learning.
◦ No such thing as teaching to the right brain or
left brain.
◦ Critical periods are important but are not
definitive.
◦ Brain research can help us, but can’t/won’t tell
us everything.
Chapter 2 –Learning& the brain
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Questions & Discussion
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Next Class
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Applied Behavior Analysis
Instructional Objectives
Computer Assisted – Instruction
Mastery Learning & PSI
Chapter 2 –Learning& the brain