Learning and Memory
Course Program and Lecture’s Plan
- COURSE INTRODUCTION
- SYNAPTIC PLASTICITY AND EXPERIENCE DEPENDENT REMODELING OF BRAIN CIRCUITS
- LEARNING: HABITUAZION, FAMILIARIZATION, SENSITIZATION
- LEARNING: CLASSICAL CONDITIONING I
- LEARNING: CLASSICAL CONDITIONING II
- LEARNING: OPERANT CONDITIONING I
- LEARNING: OPERANT CONDITIONING II
- LEARNING: GENERALIZATION, DISCRIMINATION LEARNING, AND CONCEPT FORMATION
- MEMORY: EPISODIC AND SEMANTIC MEMORY
- MEMORY: SKILL MEMORY
- MEMORY: WORKING MEMORY AND COGNITIVE CONTROL
- LEARNING & MEMORY: EMOTIONAL INFLUENCES
- LEARNING & MEMORY: AGING & MEMORY DISORDERS
This course will follow a traditional format that includes standard class lectures, interactive prompts, homework assignments, designated question times, and engaging class discussions centered around recent findings and research papers. By embracing this multifaceted approach, we aim to create an enriching and comprehensive learning environment that encourages active participation from all students.
Class attendance is a fundamental requirement, and it will be meticulously recorded during scheduled sessions. We understand that there may be instances where planned absences are unavoidable due to personal reasons. In such cases, we kindly request students to engage in proactive communication with the instructor.
We engage in continuous learning across various contexts, and our memory system reflects the intricate interplay of brain anatomy, neuronal and synaptic physiology, and behavior. This remarkable capacity is underpinned by a subset of synapses known to behave as associative machines. The aim of this course is to provide students with a robust, comprehensive introduction to the encoding, storage, and retrieval of information. Given the diversity of memory types, each with its distinct functioning, our exploration encompasses various learning processes, their distinguishing characteristics, the localization of brain regions involved in short-term and long-term memory storage, and the impact of modulatory factors such as emotions and aging. Additionally, we will delve into the underlying reasons and mechanisms by which specific neural circuits within the brain have the ability to learn and remember, with a detailed examination of the current understanding of the cellular and molecular processes involved.
Mark A. Gluck; Eduardo Mercado; Catherine E. Myers Learning and Memory From Brain to Behavior. Fourth Edition 2020
The continuous assessment in this course is designed to provide ongoing feedback and evaluation of your progress. It encompasses various components, all of which will contribute to your final grade. These components are graded throughout the semester and include: Class Recitations, Class Rehearsals, Class Discussions, Question Times and Homework Assignments.
The end-of-term assessment is a crucial component of your overall evaluation. It consists of two stages:
- A midterm Multiple-Choice Questions (MCQs) Test: At the beginning of November, you will undergo a midterm multiple-choice test. This test will specifically focus on the topics covered in the course up to the last lecture before the midterm date. It serves as an evaluation of your understanding and retention of the material covered in the initial part of the course.
- A Final Multiple-Choice Questions (MCQs) Test: The final multiple-choice test is a comprehensive assessment covering all topics presented throughout the entire course. This includes subjects that were also part of the midterm MCQs test. Both the midterm and final MCQs tests are mandatory components of the assessment.
Final Grading Scheme:
Your final grade will be determined based on the following scale, represented as a percentage of the maximum grade, which is 10:
|ACTIVITIES||PERCENTAGE (up to)|
|Continuous assessment||30 %|
|End of term assessment (Midterm + Final exam)||70 %|