Titlebook: Memory, Learning, and Higher Function; A Cellular View Charles D. Woody Book 1982 Springer-Verlag New York 1982 Gedächtnis.Lernen.Memory.Ne

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Charles D. Woody) and secondly to the circuit diagrams so that they conform to B. S. S. 3939. The book has been enlarged and now has 546 problems. Much more emphasis has been given to semiconductor devices and transistor circuits, additional topics and references for further reading have been introduced, some of th

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Commonsense Views of Memory and Learning Obtained from Philosophy,d observation and led to the elaboration of philosophies. As philosophy progressed, the need for better understanding of the biological processes supporting memory, learning, and higher function was recognized. This conclusion followed the realization that these processes were interdependent. The bi

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The Reflex and Behavior,s are neurons and the networks may be considered as reflex pathways linking inputs and outputs by way of specifiable transforms. There are many reflex systems—some as simple as those in the spinal cord described by Sherrington [887], others much more complex. Means of influencing the transforms of a

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Cellular Correlates of Learned Behavior,n relation to learned behavior with variable success. The results of their investigations are described in the next chapter. Others, primarily electrophysiologists, have attempted to establish relationships between neural activity and simple forms of learning. Fine microelectrodes have been designed

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Subcellular Substrates of Learning and Memory, function, in turn, depends on processes at the cellular and subcellular levels. Simple, repetitive, and associative presentations of stimuli are thought to influence these processes relatively directly. This chapter is concerned with the possible effects of temporally associated stimuli on ionic co