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Learning and memory paper

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USMC
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General public
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psychology
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UOP

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documents in English
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case study
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4 pages
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  1. Introduction
  2. Memory and learning
  3. Neuroanatomy
  4. The subcortical arrangement
  5. Technology
  6. Conclusion

Memory and learning are bonded in relation to one another. The concept is so similar that people confuse them with each other. Although many people think it is the same, by definition, the two are quite different. Learning is the process that will modify a subsequent behavior and memory affords people the ability to remember experiences. In this paper, the writers will discuss learning and memory, describe the neuroanatomy of and neural processes related to learning based on current literature. Also the relationship between learning and memory from a functional perspective. The writers will address why learning and memory are interdependent. Lastly they will discuss the importance of lifelong learning and brain stimulation to longevity and quality.

The progression of learning and memory are an indispensable piece for the human race to have a continued existence. A variety of organization all through the brain is accountable for rule and management of the cortical and subcortical structures. These are the first and foremost parts in charge for learning and memory. A large amount of the neurons in the human brain are fashioned when they are quite young and then brought to become extinct or be selectively eradicated through the method of plasticity. When the brain discovers or generate fresh memories it will come to a decision on which neurons are mainly crucial for its survival. Learning is the gaining of data, while memory is the preservation of this data.

[...] Retrieved August from http:// :8080/EPSessionID=b2f39d2346f911f8d8aed3eb33cbae3/EP Host=search.eb.com/EPPath/eb/article-9109427 Memory and Learning (2011). Retrieved on April from the http://thebrain.mcgill.ca/flash/d/d_07/d_07_p/d_07_p_tra/d_07_p_tra.html. Wickens, A. P. (2005). Foundations of Biopsychology (2nd ed.). New York: Pearson/Prentice Hall. [...]


[...] One should always focus and stimulate the brain so that there is continues to learning being acquired. When the brain is not occupied, it will unavoidably guide one's life to memory failure. The brain is the same as all other muscles in the body and is obliged to exercise in order to carry out what is expected of it to the best of its ability. As individuals age, the brain starts to selectively wipe out neurons that do not show to be in use through the processes called Plasticity. [...]


[...] Learning is the gaining of data, while memory is the preservation of this data. Even though both courses are different, they are continuously bonded together. To sustain optimal brain health and function, one must constantly keep fit and rouse the brain. Underused or idle neurons will be relinquished of their duties. If too many neurons are destroyed, this can be a direct link to a brains reduced health and possible deterioration. Ultimately this will cause tribulations in brain cognition and function. [...]


[...] Keeping fit the brain is indispensable to having a hale and hearty way of life. The brain uses perception and interaction as stimulation to develop and be taught. When the brain preserves psychological stimulus, it not only advances brain function but also avoids insufficiency in cognitive function. Diseases such as Alzheimer's characteristically cause mental decline. However, loss of memory and motor function in a vigorous brain are first and foremost owed to sluggishness and being short of stimulation (The Franklin Institute, 2004). [...]

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