Learning and Memory: From Brain to Behavior

Mark A. Gluck is a Professor of Neuroscience at Rutgers University–Newark, co-director of the Memory Disorders Project at Rutgers–Newark, and publisher of the project’s public health newsletter, Memory Loss and the Brain.  His research focuses on the neural bases of learning and memory, and the consequences of memory loss due to aging, trauma, and disease.  He is co-author of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001).  In 1996, he was awarded an NSF Presidential Early Career Award for Scientists and Engineers by President Bill Clinton. That same year, he received the American Psychological Association (APA) Distinguish Scientific Award for Early Career Contribution to Psychology. Eduardo Mercado is an Assistant Professor of Psychology at University at Buffalo, The State University of New York.  His research focuses on how different brain systems interact to develop representations of experienced events, and how these representations change over time.  Dr. Mercado currently uses techniques from experimental psychology, computational neuroscience, electrical engineering, and behavioral neuroscience to explore questions about auditory learning and memory in rodents, cetaceans, and humans.  Catherine E. Myers is a Research Professor of Psychology at Rutgers University–Newark, co-director of the Memory Disorders Project at Rutgers–Newark, and Editor-in-Chief of the project’s public health newsletter, Memory Loss and the Brain.  Her research includes both computational neuroscience and experimental psychology, and focuses on human memory, specifically on memory impairments following damage to the hippocampus and associated brain structures.  She is co-author of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001) and author of Delay Learning in Artificial Neural Networks (Chapman and Hall, 1992).

The authors do an excellent job presenting the emerging trends.  The real-life examples will be helpful for students.  I would certainly refer to many of these in my lectures.
John Byrnes, Ph.D., Tufts University of Medicine, UMASS Boston The greatest strength of this text is the constant use of relatable real world examples.  Many other texts talk mainly about rats and do not relate topics to everyday life. Another strength is the blending of basic learning with brain substrates and clinical applications.  Few texts do this. 
Professor Todd Allen, University of Northern Colorado  Finally, someone writes a chapter on memory that isn’t boring!  Finally, someone writes a chapter on a cognitive topic that does not confuse or hide the importance of memory behind a plethora of boring human studies! Hurray and bravo!
Lorna Joachim, University of New Mexico Students SayI really understood each topic.  I like how the author discusses the concept with detailed descriptions about real life events.  It helps me understand how this research related to the world around us and how it affects our everyday lives.
Kimberly Skotarczak, SUNY Buffalo The discussions were very interesting because they were told in ways that were easily relatable.  This book did not have the boring, dry material that you find in most textbooks. 
Jessie Newman, University of Northern Colorado I really thought the text was exciting and interesting, the use of pop culture brought the science to a new level, and the information became more interesting because we could see how it could be applied. 
Kimberly Seeherman, Princeton University

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