The Wiley Handbook on the Cognitive Neuroscience of Learning (Wiley Handbooks on the Cognitive Neuroscience)

__The Wiley Handbook on the Cognitive Neuroscience of Learning__ charts the evolution of associative analysis and the neuroscientific study of behavior as parallel approaches to understanding how the brain learns that both challenge and inform each other. * Covers a broad range of topics while maintaining an overarching integrative approach * Includes contributions from leading authorities in the fields of cognitive neuroscience, associative learning, and behavioral psychology * Extends beyond the psychological study of learning to incorporate coverage of the latest developments in neuroscientific research Title Page......Page 5 Copyright Page......Page 6 Contents......Page 7 About the Contributors......Page 9 Preface......Page 12 Chapter 1 The Cognitive Neuroscience of Learning: Introduction and Intent......Page 13 References......Page 16 Part I Associative Learning......Page 17 Introduction......Page 19 Major Variables Supporting Pavlovian Learning......Page 21 Psychological Principles of Pavlovian Learning......Page 33 Prediction Error (US Surprise)......Page 35 Neural Principles of Conditioning......Page 38 Conclusions......Page 45 References......Page 48 Summary and Scope......Page 59 Conditions for Association......Page 61 Dopamine Prediction Error......Page 69 References......Page 77 Historical Context......Page 81 Contemporary Animal Learning Theory......Page 82 Mediated Learning During Sensory Preconditioning......Page 84 Brain Mechanisms of Mediated Learning......Page 86 Trace Conditioning As Mediated Learning......Page 89 Theoretical Elaboration......Page 90 Further Empirical Analysis......Page 92 Acknowledgments......Page 94 References......Page 95 Preamble......Page 98 Effects of Predictiveness......Page 99 Effects of Uncertainty......Page 108 Prediction-Error Signals in the Brain......Page 114 Summary and Conclusions......Page 117 References......Page 119 Derived Attention......Page 126 Part 1: Learned Predictiveness......Page 127 Learned Value......Page 131 Derived Attention and Stimulus Processing: A Summary......Page 138 Derived Attention, Drug Addiction, and Psychosis......Page 141 Conclusions......Page 142 Notes......Page 143 References......Page 144 Introduction......Page 148 A General Characterization of Learning and Memory......Page 150 Epigenetic Mechanisms......Page 151 Epigenetic Memory Systems in Neurons: Memory All the Way Down......Page 155 Epigenetics of Fear Conditioning and Fear Extinction in Rodents......Page 156 Epigenetic Mechanisms and the Formation of Cellular Associations......Page 162 Memory Through the Formation of Intercellular Associations......Page 163 Beyond Long-Term Memory......Page 164 Implications for the Evolution of Associative Learning......Page 166 References......Page 181 Part II Associative Representations: Memory, Recognition, and Perception......Page 189 Chapter 8 Associative and Nonassociative Processes in Rodent Recognition Memory......Page 191 Competitive Short-Term and Long-Term Processes in Habituation......Page 192 Competitive Short-Term and Long-Term Processes in Spontaneous Novelty Preference Behavior......Page 193 Wagner’s Standard Operating Procedures Model......Page 195 Context-Dependent Spontaneous Novelty Preference Behavior......Page 197 Importance of Competitive Processes for the Study of Recognition Memory in Animals......Page 199 Role of the GluA1 AMPAR Subunit in Short-Term, Recency-Dependent Memory......Page 201 Role of the Hippocampus in Associative and Nonassociative Recognition Memory Processes......Page 204 References......Page 208 Chapter 9 Perceptual Learning: Representations and Their Development......Page 213 A Note on Terminology, Elements, and Representations......Page 214 Impact of Exposure Schedule......Page 215 Adaptation and Unpacking “Comparison”......Page 218 Quality Versus Quantity in Perceptual Learning and the Potential Role for Brain Imaging......Page 219 Brain Imaging in the Psychophysical Tradition of Perceptual Learning Research......Page 222 Brain Imaging and Exposure Schedule......Page 224 Concluding Comments......Page 229 References......Page 230 Chapter 10 Human Perceptual Learning and Categorization......Page 235 Mechanisms of Perceptual Change......Page 237 Categorical Perception......Page 248 Conclusions......Page 250 References......Page 252 Modular Organization of Visual Memory and Visual Perception in the Brain......Page 261 Puzzling Findings and Problems with the Modular View......Page 264 Representational–Hierarchical Framework......Page 266 Experimental Work Driven by the Representational–Hierarchical Framework......Page 279 Conclusions......Page 289 References......Page 290 Space and Time......Page 295 Introduction......Page 297 Context–US Associations......Page 299 Context-Specific Conditioned Inhibition......Page 306 General Conclusions......Page 318 References......Page 319 What is Learned?......Page 325 Conditions of Learning......Page 339 Performance......Page 348 Summary......Page 349 References......Page 350 Temporal Factors and Associative Learning......Page 360 Information-Theoretic Approach......Page 363 A Challenge to Trial-Based Associative Theory?......Page 364 A Different Associative Approach......Page 366 Neural Substrates of Timing Mechanisms......Page 368 Involvement of the Hippocampus in Temporal Cognition......Page 369 Summary and Implications for Theory......Page 374 Phasic Firing of Dopaminergic Neurons......Page 375 Involvement of Neurotransmitters in Timing Behavior......Page 377 Dorsal Striatum and Timing Behavior......Page 379 Conclusions......Page 382 References......Page 383 Learning About Generative Causes......Page 392 Learning About Preventive Causes......Page 399 Asymmetries Between Preventive and Generative Learning......Page 400 Inferring Larger Causal Structures from Individual Causal Links......Page 402 Brain Activity Consistent with Outcome Expectations and Prediction Errors......Page 405 Genetic Markers that Correlate with Learning......Page 407 References......Page 413 Part III Associative Perspectives on the Human Condition......Page 421 Defining Habits from an Instrumental Learning Perspective......Page 423 Differentiating Habitual and Goal-Directed Behaviors......Page 424 Perspectives on Habit Formation......Page 426 Neural Correlates of Habitual Behavior......Page 435 On the Interaction Between Habitual and Goal-Directed Systems: Evidence for Hierarchical Neural Control......Page 440 References......Page 447 Introduction......Page 454 Associative Theories of Avoidance......Page 456 Conditions Necessary for Avoidance......Page 462 Content of the Associations......Page 466 Mechanisms of Avoidance......Page 470 Summary......Page 473 References......Page 474 Chapter 18 Child and Adolescent Anxiety: Does Fear Conditioning Play a Role?......Page 480 Individual Differences in Human Fear Learning......Page 481 Developmental Changes in Fear Learning......Page 484 Humans......Page 489 Conclusions......Page 491 References......Page 497 Introduction and Manifesto......Page 501 Basic Phenomena I: Conditioned Inhibition......Page 502 What is Learned During Inhibitory Conditioning?......Page 506 Basic Phenomena II: Conditioned Inhibitory Control......Page 509 Integration: Inhibition and Association......Page 517 References......Page 520 Chapter 20 Mirror Neurons from Associative Learning......Page 527 MN Background Information......Page 528 Distinguishing the Adaptation and Associative Accounts......Page 534 Conclusion......Page 543 References......Page 544 Associative or What?......Page 550 Whole Object Constraint......Page 551 Taxonomic Constraint......Page 554 Mutual Exclusivity......Page 558 Conclusions......Page 562 References......Page 563 Ubiquity of Value Representations......Page 566 From Value to Choice......Page 572 Mechanisms of Choice......Page 574 Multiple Brain Mechanisms for Choice?......Page 579 Behavioral Adaptation......Page 581 References......Page 595 Index......Page 604 EULA......Page 620

The Wiley Handbook on the Cognitive Neuroscience of Learning charts the evolution of associative analysis and the neuroscientific study of behavior as parallel approaches to understanding how the brain learns that both challenge and inform each other.

• Covers a broad range of topics while maintaining an overarching integrative approach
• Includes contributions from leading authorities in the fields of cognitive neuroscience, associative learning, and behavioral psychology
• Extends beyond the psychological study of learning to incorporate coverage of the latest developments in neuroscientific research

"The Wiley Handbook on the Cognitive Neuroscience of Learning charts the evolution of associative analysis and the neuroscientific study of behavior as parallel approaches to understanding how the brain learns that both challenge and inform each other. Covers a broad range of topics while maintaining an overarching integrative approach; Includes contributions from leading authorities in the fields of cognitive neuroscience, associative learning, and behavioral psychology; Extends beyond the psychological study of learning to incorporate coverage of the latest developments in neuroscientific research."-- Résumé de l'éditeur