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Neurophysiology of Learning

Neurophysiology of Learning Department of Physiology and Biophysical Research Laboratory, Departme,nt of Electrical Engineering, University of Illinois, Urbana, Illinois The neurophysiology of learning can hardly be considered separately from the larger problems of neurophysiological mechanisms subserving be­ havioral reactions in general. Learning is a concept which has meaning only in terms of performance of an organism, and performance is the integrated outcome of factors from all classes of psychological variables: receptor functions, motor functions, species-specific propensities and specific instinctive acts, and factors pertaining to motivational and emotional states of the organism. Experimental manipulation of the brain can affect all classes of variables related to behavioral performance, and neither our un­ derstanding of neurophysiology nor the specification of behaviorally defined functions is sufficiently precise to implicate uniquely a "learning process" as the critical event relating any brain-behavior relationship. This review assumes an expedient definition of its topic and emphazies primarily those studies in which acquisition or retention of learned responses is correlated with alterations in neuroanatomical or neurophysiological states. No sys­ tematic coverage has been made of the growing body of research data re­ lating learning and effects of neurotropic pharmacological agents. Herz (80) has recently reviewed work on drugs and the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annual Review of Psychology Annual Reviews

Neurophysiology of Learning

Thomas, G J
Annual Review of Psychology , Volume 13 (1) – Feb 1, 1962
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Publisher
Annual Reviews
Copyright
Copyright 1962 Annual Reviews. All rights reserved
Subject
Review Articles
ISSN
0066-4308
eISSN
1545-2085
DOI
10.1146/annurev.ps.13.020162.000443
pmid
13920780
Publisher site
See Article on Publisher Site

Abstract

Department of Physiology and Biophysical Research Laboratory, Departme,nt of Electrical Engineering, University of Illinois, Urbana, Illinois The neurophysiology of learning can hardly be considered separately from the larger problems of neurophysiological mechanisms subserving be­ havioral reactions in general. Learning is a concept which has meaning only in terms of performance of an organism, and performance is the integrated outcome of factors from all classes of psychological variables: receptor functions, motor functions, species-specific propensities and specific instinctive acts, and factors pertaining to motivational and emotional states of the organism. Experimental manipulation of the brain can affect all classes of variables related to behavioral performance, and neither our un­ derstanding of neurophysiology nor the specification of behaviorally defined functions is sufficiently precise to implicate uniquely a "learning process" as the critical event relating any brain-behavior relationship. This review assumes an expedient definition of its topic and emphazies primarily those studies in which acquisition or retention of learned responses is correlated with alterations in neuroanatomical or neurophysiological states. No sys­ tematic coverage has been made of the growing body of research data re­ lating learning and effects of neurotropic pharmacological agents. Herz (80) has recently reviewed work on drugs and the

Journal

Annual Review of Psychology – Annual Reviews

Published: Feb 1, 1962

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