Higher functions of brain.learning memory

DR NILESH KATE
MBBS,MD
ASSOCIATE PROF
ESIC MEDICAL COLLEGE, GULBARGA.
DEPT. OF PHYSIOLOGY
HIGHER
FUNCTIONS OF
BRAIN.

LEARNING & MEMORY
 Learning – Neural
mechanism by which
individual changes
behaviour on the basis of
past experience.
 Memory – Acquisition ,
storage & retrieval of
sensory information
Monday, February 2, 2015 HIGHER FUNCTIONS OF BRAIN. 2

LEARNING .
 Reflex learning.
 Associated with
immediate behaviour
change.
 Incidental learning.
 Behaviour change not
immediate
 But person gets
information from
sensory inputs &
develop potential to
behave differently.
Monday, February 2, 2015 3HIGHER FUNCTIONS OF BRAIN.

REFLEX LEARNING.
 Non- associative .
Person learns about
properties of single
stimulus when
repeatedly exposed to
same stimulus.
 Associative.
Person learns about
relationship between
two stimuli or a
stimulus & behaviour.

NON- ASSOCIATIVE .
 Habituation
Decrease in response
to benign stimulus
when stimulus
presented repeatedly.
 Sensitization.
 Increase in response
to benign stimulus
when stimulus
presented repeatedly.

First time it evokes a novel response (orientation
response or what is it response)
Evokes less & less response when repeated
Subject becomes habituated to the
stimulus & ignores it
Habituation
 If a stimulus is repeated
many times

Habituation
 Example
 New clock in the
room.

Cellular basis of Habituation.
 Given by KANDEL
& his collegue.
 Repeated stimulus.
 Inactivation of Ca
influx at axon endings.
 neurotransmitter
release at synapses.

Cellular basis of Sensitization.
 Given by KANDEL
& his collegue.
 Repeated stimulus.
 neurotransmitter
release at synapses.

 Due to Presynaptic
facilitation by third
interneuron ---
facilitatory neuron.
which releases
SEROTONIN.
Sensitization

Pathway in increased release of
Neurotransmitter.

ASSOCIATIVE LEARNING.
 Classical
conditioning.
 Learning relationship
between two stimuli.
 Type I, Type S,
respondant
conditioning or
Pavlovian
conditioning.
 Operant
conditioning.
 Learning relationship
between special
behaviour with a
reinforcement event.
 Type II, type R,
Instrumental or trial &
error condioning.

CLASSICAL CONDITIONING.
 Characteristic features.
 Conditioned reflex is reflex response.
 Acquired by repeatedly pairing given stimulus with
another stimulus which normally produces the response.
 Thus temporal association made between neutral
conditioned stimulus (CS) & unconditioned stimulus. (US)
 It depends upon formation of new functional connections
in CNS.
 Reinforcement -- CS SHOULD FOLLOWED BY US

CLASSICAL CONDITIONING.

Pre-requisites for development of
conditioned reflex.
 Alertness & good health.
 Timing of CS & US – CS US.
 Duration of CS – Should overlap US.
 Reinforcement. CS US.
 No external inhibition.
 Type of US
 Sensory / motor
 Pleasant, unpleasant / Neutral.

Physiological basis of conditioned
reflexes.
Formation of
new
connections
in the
nervous
system

Cellular mechanism of
conditioned reflex.

OPERANT CONDITIONING.
 Reward
conditioning.
Naturally occurring
response is
strengthened by
positive reinforcement
( reward)
 Adversive
conditioning.
Naturally occurring
response is weakened
by negative
reinforcement
( punishment)

Experiment to demonstrate
Operant conditioning.

Experiment to demonstrate
Operant conditioning.
 Positive reinforcement – pressing a lever is
associated with positive reinforcement,
reward i.e. food.
 Negative reinforcement – pressing a lever
is associated with Negative reinforcement,
punishment i.e. electric shock.

MEMORY.
 Memory –
Acquisition ,
storage &
retrieval of
sensory
information

TYPES OF MEMORY.
 Physiologically on
the basis of how
information is stored
& recalled.
 Implicit memory.
 Explicit memory.
 Depending upon
permanency of
storage.
 Short term.
 Intermediate long
term.
 Long term.

TYPES OF MEMORY.
 Implicit memory.
 Non-declarative /
reflexive memory.
 How to perform
something.
 Not associated with
awareness not involve
processing in
hippocampus.
 Declarative / reconition
memory
 Factual knowledge of
people, places & things.
 Associated with
awareness ,Involve
processing in
hippocampus.

IMPLICIT MEMORY.
 How to perform
something.
 Does not depend on
conscious process.
 Includes motor skills,
habits, behavioural
reflexes & learning
procedure & rules.

Implicit memory – reflexive
learning.

EXPLICIT MEMORY.
 Declarative / reconition
memory
 Factual knowledge of
people, places & things.
 Associated with
awareness ,Involve
processing in
hippocampus.

EXPLICIT MEMORY.
 Semantic memory.
 About knowledge of
objects, facts and
concepts.
 Words & their
meanings.
 Episodic memory.
 Memory of events &
personal experience.

MECHANISM OF MEMORY.
 Short term memory.
 Neural substrate for encoding of memory.
 Intermediate long term.
 Long term.
 Consolidation of memory.
 Storage of memory.

Principles of Memory.
 Encoding.
 Elaboration. (Item specific)
 Organization (Inter-item)
 Storage.
 Time-dependency (Interference)
 Retrieval.
 Cue-dependency.
 Encoding specificity.
 Schematic processing.
 Reconstruction.

Neural substrate for encoding
of memory.

RETRIEVAL OF MEMORY.
 Working memory.
 Components.
 Attentional control
system.
 Rehearsal system.
 Articulatory loop.
 Visuospatial sketch pad.

Working
memory.

LEARNING & MEMORY
 Interhemispheric transfer of learning &
memory.
 Experiment to demonstrate importance of corpus
callosum for interhemispheric transfer of
information.

APPLIED ASPECT.
 Drugs facilitating learning & memory.
 Common CNS stimulant.
 Amnesia.
 Antegrade
 Retrograde.
 Alzheimer’s disease.
 Pathophysiology
 Characteristic features.
 Senile dementia.

Alzheimer’s
disease.
 Senile dementia
 Prototypical
neurodegenerative
disease.

Higher intellectual functions of
prefrontal association cortex.
 Thought process.
 Working memory & intellectual functions.
 Episodic memory.

Thank
You

Higher functions of brain.learning memory

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