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Gotowe bibliografie tematyczne / Spatial learning and memory / Książki

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Książki na temat „Spatial learning and memory”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 stycznia 2023

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1

Bodenhamer, David J. The spatial humanities: GIS and the future of humanities scholarship. Bloomington: Indiana University Press, 2010.

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J, Bodenhamer David, Corrigan John i Harris Trevor, red. The spatial humanities: GIS and the future of humanities scholarship. Bloomington: Indiana University Press, 2010.

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3

Vandierendonck, André, i Arnaud Szmalec. Spatial working memory. Hove, East Sussex: Psychology Press, 2011.

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4

Spatial working memory. Hove, East Sussex: Psychology Press, 2011.

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5

Visuo-spatial working memory. Hove: Lawrence Erlbaum, 1995.

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6

Bihlmaier, Andreas. Learning Dynamic Spatial Relations. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14914-7.

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7

Shaw, Martin D. Spatial learning through exploration. Manchester: University of Manchester, Department of Computer Science, 1995.

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8

Pollmann, Stefan, red. Spatial Learning and Attention Guidance. New York, NY: Springer US, 2020. http://dx.doi.org/10.1007/978-1-4939-9948-4.

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9

Wartik, Nancy. Memory and learning. New York: Chelsea House, 1993.

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10

Learning and memory. Wyd. 2. Boston, MA: Allyn and Bacon, 2003.

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11

C, Gordon William. Learning and memory. Pacific Grove, Calif: Brooks/Cole, 1989.

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12

Hudmon, Andrew. Learning and memory. Philadelphia: Chelsea House Publishers, 2005.

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13

Learning and memory. Wyd. 2. London: Allyn & Bacon, 1989.

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14

F, Thompson Richard, red. Learning and memory. Boston: Birkhäuser, 1989.

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15

Barry, Schwartz. Learning and memory. New York: Norton, 1991.

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16

F, Hall John, red. Learning and memory. Wyd. 2. Boston: Allyn and Bacon, 1989.

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17

Thompson, Richard F. Learning and Memory. Boston, MA: Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6778-7.

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18

Al-Helal, Hussein Saud H. Movement interference in visuo-spatial working memory. [s.l.]: typescript, 1996.

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19

Habel, Christopher, Christian Freksa, Wilfried Brauer i Karl F. Wender. Spatial Cognition III: Routes and Navigation, Human Memory and Learning, Spatial Representation and Spatial Learning. Springer London, Limited, 2006.

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20

(Editor), Christian Freksa, Wilfried Brauer (Editor), Christopher Habel (Editor) i Karl F. Wender (Editor), red. Spatial Cognition III: Routes and Navigation, Human Memory and Learning, Spatial Representation and Spatial Learning (Lecture Notes in Computer Science). Springer, 2003.

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21

Krause, Mark A., Karen L. Hollis i Mauricio R. Papini, red. Evolution of Learning and Memory Mechanisms. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108768450.

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Evolution of Learning and Memory Mechanisms is an exploration of laboratory and field research on the many ways that evolution has influenced learning and memory processes, such as associative learning, social learning, and spatial, working, and episodic memory systems. This volume features research by both outstanding early-career scientists as well as familiar luminaries in the field. Learning and memory in a broad range of animals are explored, including numerous species of invertebrates (insects, worms, sea hares), as well as fish, amphibians, birds, rodents, bears, and human and nonhuman primates. Contributors discuss how the behavioral, cognitive, and neural mechanisms underlying learning and memory have been influenced by evolutionary pressures. They also draw connections between learning and memory and the specific selective factors that shaped their evolution. Evolution of Learning and Memory Mechanisms should be a valuable resource for those working in the areas of experimental and comparative psychology, comparative cognition, brain–behavior evolution, and animal behavior.

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22

Beninger, Richard J. Multiple memory systems. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824091.003.0004.

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Multiple memory systems describes how memories can be declarative or non-declarative; incentive learning produces one type of non-declarative memory. Patients with bilateral hippocampal damage have declarative memory deficits (amnesia) but intact non-declarative memory; patients with striatal dysfunction, for example, Parkinson’s patients who lose striatal dopamine have impaired incentive learning but intact declarative memory. Rats with lesions of the fornix (hippocampal output pathway), but not lesions of the dorsal striatum, have impaired spatial (declarative) memory; rats with lesions of the dorsal striatum, but not fornix, have impaired stimulus–response memory that relies heavily on incentive learning. These memory systems possibly inhibit one another to control responding: in rats, a group that received fornix lesions and had impaired spatial learning did better on an incentive task; in humans, hippocampus damage was associated with improvement on an incentive learning task and striatal damage was associated with increased involvement of the hippocampus in a route-recognition task.

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23

Corrigan, John, David J. Bodenhamer i Trevor M. Harris. Spatial Humanities: GIS and the Future of Humanities Scholarship. Indiana University Press, 2010.

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24

Corrigan, John, David J. Bodenhamer i Trevor M. Harris. Spatial Humanities: GIS and the Future of Humanities Scholarship. Indiana University Press, 2010.

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25

Franz, Carleen, Lee Ascherman i Julia Shaftel. Nonverbal Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0007.

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Nonverbal learning disabilities (NVLDs) occur when average or above-average verbal abilities contrast with weak visual-spatial, motor, and social communication skills. Students with NVLD often have delayed gross and fine motor skills, interpersonal skills deficits in nonverbal communication and pragmatic language, and problems with visual and spatial memory. The severity of NVLD varies from relatively mild social impairment or delays in gross motor skills, such as riding a bike or throwing a ball, to serious academic problems, often in mathematics. These students often demonstrate good comprehension and memory for rote information with weak figurative language and social communication skills. Case studies and remedial strategies are included to illustrate NVLD.

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26

J, Bodenhamer David, Corrigan John i Harris Trevor, red. The spatial humanities: GIS and the future of humanities scholarship. Bloomington: Indiana University Press, 2010.

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27

J, Bodenhamer David, Corrigan John i Harris Trevor M, red. The spatial humanities: GIS and the future of humanities scholarship. Bloomington: Indiana University Press, 2010.

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28

and, Bruno. Attention and Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198725022.003.0009.

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Attention can be defined as a multifaceted gateway to consciousness. We use attention to focus on specific sensory signals (selective attention), to allocate resources to concurrent relevant sources (divided attention), to switch between tasks (alternate attention), to maintain focus on a task for a prolonged period (sustained attention), to ready ourselves for a quick response to sudden novel information (alertness); and all these processes, to some extent, control what sensory signals are processed up to the level of conscious awareness. The multifarious functions of attention often involve multisensory interactions, and in this chapter, will we discuss three broad issues in studying multisensory attention. We will start by considering multisensory spatial attention to signals within different sensory channels in a goal directed manner, in comparison to conditions whereby attention is automatically engaged by external multisensory signals. Next, we will discuss multisensory non-spatial attention. In conclusion, we will discuss the implications for multisensory learning and memory.

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29

Ng, David. Wiring the brain with Neto1: A multivalent NMDA receptor interacting CUB domain protein with essential roles in axon guidance, synaptic plasticity, and hippocampal-dependant spatial learning and memory. 2006.

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30

Human Spatial Memory. Routledge, 2013.

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31

Vandierendonck, André, i Arnaud Szmalec. Spatial Working Memory. Taylor & Francis Group, 2014.

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32

Vandierendonck, André, i Arnaud Szmalec. Spatial Working Memory. Taylor & Francis Group, 2014.

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33

Vandierendonck, André, i Arnaud Szmalec. Spatial Working Memory. Taylor & Francis Group, 2014.

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34

Vandierendonck, André, i Arnaud Szmalec. Spatial Working Memory. Taylor & Francis Group, 2014.

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35

Logie, Robert H. Visuo-spatial Working Memory. Routledge, 2015.

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36

Erdem, Uğur Murat, Nicholas Roy, John J. Leonard i Michael E. Hasselmo. Spatial and episodic memory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0029.

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The neuroscience of spatial memory is one of the most promising areas for developing biomimetic solutions to complex engineering challenges. Grid cells are neurons recorded in the medial entorhinal cortex that fire when rats are in an array of locations in the environment falling on the vertices of tightly packed equilateral triangles. Grid cells suggest an exciting new approach for enhancing robot simultaneous localization and mapping (SLAM) in changing environments and could provide a common map for situational awareness between human and robotic teammates. Current models of grid cells are well suited to robotics, as they utilize input from self-motion and sensory flow similar to inertial sensors and visual odometry in robots. Computational models, supported by in vivo neural activity data, demonstrate how grid cell representations could provide a substrate for goal-directed behavior using hierarchical forward planning that finds novel shortcut trajectories in changing environments.

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37

Logie, Robert H. Visuo-Spatial Working Memory. Taylor & Francis Group, 2014.

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38

Logie, Robert H. Visuo-spatial Working Memory. Psychology Press, 2014. http://dx.doi.org/10.4324/9781315804743.

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39

Logie, Robert H. Visuo-Spatial Working Memory. Taylor & Francis Group, 2014.

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40

Logie, Robert H. Visuo-Spatial Working Memory. Taylor & Francis Group, 2014.

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41

Logie, Robert H. Visuo-Spatial Working Memory. Taylor & Francis Group, 2014.

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42

Human Spatial Memory: Remembering Where. Lawrence Erlbaum, 2003.

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43

Allen, Gary L. Human Spatial Memory: Remembering Where. Taylor & Francis Group, 2004.

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44

Allen, Gary L. Human Spatial Memory: Remembering Where. Taylor & Francis Group, 2004.

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45

Allen, Gary L. Human Spatial Memory: Remembering Where. Taylor & Francis Group, 2003.

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46

Allen, Gary L. Human Spatial Memory: Remembering Where. Taylor & Francis Group, 2004.

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47

Allen, Gary L. Human Spatial Memory: Remembering Where. Taylor & Francis Group, 2004.

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48

Allen, Gary L. Human Spatial Memory: Remembering Where. Taylor & Francis Group, 2004.

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49

H, Byrne John, red. Learning & memory. Wyd. 2. New York: Macmillan Reference USA/Thomson/Gale, 2003.

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50

Skov-Rackette, Shannon Ian. Spatial learning through exploration. 2004.

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