Learning And Memory International Edition From Brain To Behavior – Mark A Gluck

We discuss here evidence that hippocampal dysfunction in the mental disorder schizophrenia leads to significant changes in how patients with this disorder learn and generalize, impairing their interaction with the world, especially in novel situations. Other disorders that disrupt the hippocampal region include amnesia (discussed in Chapter 7) and Alzheimer’s disease (discussed in Chapter 12). The hippocampus is not, however, the only brain region affected by schizophrenia—schizophrenia is a complex and heterogeneous disorder that involves many brain areas.

Chapter 9 addresses some of the ways in which frontal lobe dysfunction impairs other aspects of learning, memory, and attention that are pertinent to schizophrenia. Schizophrenia is a heterogeneous and severe mental disorder with symptoms of hallucinations, delusions, flattened affect, and social impairment. Functional brain imaging studies have shown reduced hippocampal activity in patients with schizophrenia (Heckers et al., 1998), while a wide range of structural and func- tional brain imaging studies have identified abnormalities in the hippocampus as a core feature of the illness, present from the onset and, to a lesser degree, in first-degree relatives of people with schizophrenia (Heckers, 2001).

In par- ticular, people with schizophrenia show hippocampal shape abnormalities, most notably an overall smaller volume, as illustrated in the three-dimensional ren- derings of hippocampi in controls and patients shown in Figure 6.29. More recently, studies of associative learning and generalization have shown that most patients with schizophrenia are able to learn simple associations but are markedly impaired when these associations must be transferred to a new context (Polgár et al., 2007) or flexibly modified in some other way (Waltz & Gold, 2007). We turn next to several studies that help us understand how some of the cognitive impairments in schizophrenia may be related to dysfunction in the hippocampus.

Acquired-Equivalence Studies in Schizophrenia Catherine Myers and colleagues have adapted the acquired-equivalence procedure from animal conditioning for use with humans (Myers et al., 2003). In consider- ation of the data that the hippocampal region in rats is essential for acquired equiv- alence (Coutureau et al., 2002), Myers and colleagues applied their human version of the task to the study of generalization impairments in people with schizophrenia. On each trial in the Myers et al.

Department of Veterans Affairs, New Jersey Health Care System, and New Jersey Medical School–University of Medicine and Dentistry Worth Publishers ■ New York Learning and Memory From Brain to Behavior SECOND EDITION Senior Vice President, Editorial and Production: Catherine Woods Publisher: Kevin Feyen Acquisitions Editor: Daniel DeBonis Marketing Manager: Jennifer Bilello Marketing Assistant: Julie Tompkins Director of Print and Digital Development: Tracey Kuehn Developmental Editor: Moira Lerner Associate Media and Supplements Editor: Elizabeth Block Assistant Media and Supplements Editor: Anthony Casciano Assistant Editor: Nadina Persaud Associate Managing Editor: Lisa Kinne Project Editor: Jane O’Neill Photo Editor: Cecilia Varas Photo Researcher: Jacquelyn S.

Wong Art Director and Cover Designer: Babs Reingold Interior Designers: Lissi Sigillo and Kevin Kall Illustrations: Matthew Holt, Christy Krames, Todd Buck, and Hans Neuhart Production Manager: Sarah Segal Supplements Production Manager: Stacey Alexander Composition: MPS Limited Printing and Binding: Quad/Graphics Versailles Cover Art: © 2011 Michael Glenwood Gibbs. All rights reserved. Chapter Opening Photos: p. xxiv: William Wegman; p. 38: age fotostock/SuperStock; p. 74: Reinhard Dirsherl/Alamy; p. 116: Tony Evans/naturepl.com; p. 166: The National Trust Photolibrary/Alamy; p. 208: © Arco Images GmbH/Alamy; p. 258: T.

J. Rich/naturepl.com; p. 300: Steve Bloom Images/Alamy; p. 342: © Arco Images GmbH/Alamy; p. 384: Steve Bloom Images/ Alamy; p. 426: A. Morris/VIREO; p. 458: David Bagley/Alamy. Library of Congress Control Number: 2012941411 ISBN-13: 978-1-4292-4014-7 ISBN-10: 1-4292-4014-8 © 2014, 2008 by Worth Publishers All rights reserved. Printed in the United States of America First Printing Worth Publishers 41 Madison Avenue New York, NY 10010 www.worthpublishers.com To the mother of all my memories, Doris H.

Gluck M. A. G. To my daughter, Amalia E. M. III To William, as I watch his young mind grow and learn C. E. M. vi ABOUT THE AUTHORS Mark A. Gluck is Professor of Neuroscience at Rutgers University– Newark, director of the Memory Disorders Project at Rutgers–Newark, co-director of the Newark African-American Alzheimer’s Awareness and Brain Health Initiative, and publisher of the public health newslet- ter Memory Loss and the Brain.

His research focuses on computa- tional and experimental studies of the neural bases of learning and memory and the consequences of memory loss due to aging, trauma, and disease.

This is a short excerpt from the opening of “” by Unknown, quoted for review and introduction purposes. All rights belong to the copyright holders.

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