Learning Brain

In the 1950s, a Connecticut man named Henry Molaison became an unfortunate but invaluable source of information about how learning is implemented in the human brain after an experimental brain surgery led to profound amnesia. Studies of how he could (and couldn't) learn - and what those studies uncover about how the rest of us learn - are detailed in this revealing lecture.

Discover why we can remember visual information better than verbal information, and that we remember vivid images better than ordinary ones. Examine why how much you already know about a topic can have a profound influence on how easy it is to learn new information about it. These examples demonstrate conscious "explicit learning."

Learn that much of what we remember is often a plausible reconstruction of what might have happened, rather than an accurate memory of what actually happened. We also discover just how susceptible eyewitness memories are to distortion, and how being asked seemingly innocuous questions can lead to substantial errors in our memory. Married couples, enter at your own risk.

How do you know the distance to the Earth from the Sun? With no first-hand experience, we use "semantic memory" - impersonal, fact-based memory - for world knowledge. Semantic memory also includes our grouping or categorizing of information - but how do our brains do that? Professor Polk makes short, easy work of the subject.

Take a fantastic voyage into your brain to uncover the physical mechanisms involved in forming explicit memories. The voyage begins in the hippocampus, the seahorse-shaped structure in each temporal lobe, where explicit learning begins. It continues out to the cerebral cortex - the grey matter on the outside of the brain - where memories become consolidated and integrated with other memories.