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Cognitive psychology --- Cognition --- Learning --- Neuropsychology --- Physiological aspects --- Cognition - Physiological aspects. --- Learning - Physiological aspects. --- Neuropsychology. --- Physiological aspects. --- Cognition - Physiological aspects --- Learning - Physiological aspects

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Neurobiology of Learning and Memory provides an excellent overview of current information on this fast-growing field of neurobiology. The contents have been structured for use as a course text or as a handy resource for researchers in neuro- and cognitive psychology. It discusses learning and memory from developmental, pharmacological, and psychobiological perspectives, as well as changes in learning and memory with age. Neurobiology of Learning and Memory also includes research on invertebrates and vertebrates, presenting basics in anatomy and development along with computationa

Learning --- Memory --- Neurobiology --- Physiological aspects --- Neurobiology. --- Physiological aspects. --- physiology. --- Physiology. --- Neurosciences --- Cognitive neuroscience --- Neuropsychology --- Learning - Physiological aspects --- Memory - Physiological aspects

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Cognitive psychology --- Biological anthropology. Palaeoanthropology --- Developmental psychology --- Cognition --- Knowledge, Theory of --- Learning, Psychology of --- Psychobiology --- Théorie de la connaissance --- Psychologie de l'apprentissage --- Psychobiologie --- Congresses --- Physiological aspects --- Congrès --- Cognition. --- Learning. --- Neuropsychology. --- -Cognition --- -Knowledge, Theory of --- -Learning, Psychology of --- -Psychobiology --- -Learning Physiological aspects --- -#PEDA *P 4.03 --- #PEDA *P 1.5 --- Biological psychology --- Biopsychology --- Biology --- Human behavior --- Psychology --- Biological psychiatry --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Epistemology --- Theory of knowledge --- Philosophy --- Neuropsychologies --- Neuropsychiatry --- Memory Training --- Phenomenography --- Training, Memory --- Memory Consolidation --- Education --- Cognitive Function --- Cognitions --- Cognitive Functions --- Function, Cognitive --- Functions, Cognitive --- -Congresses --- Psychological aspects --- Théorie de la connaissance --- Congrès --- Learning Physiological aspects --- Neuropsychology --- #PEDA *P 4.03 --- Physiological aspects&delete&

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This book provides new insights about learning by synthesising existing and emerging findings from cognitive and brain science and exploring how this new information might impact teaching, parenting, and educational policy making. It shows what the latest brain imaging techniques and other advances in the neurosciences actually reveal about how the brain develops and operates at different stages in life from birth to old age and how the brain is involved in acquiring skills such as reading and counting. It also presents scientific insights into what happens when the brain malfunctions in conditions such as dyslexia or Alzheimer's disease.  China Education Daily nominated this book as one of the "100 most influential education books for teachers" on December 15, 2011.

Brain. --- Cognitive neuroscience. --- Learning -- Physiological aspects. --- Learning, Psychology of. --- Cognitive neuroscience --- Learning, Psychology of --- Learning --- Brain --- Human Anatomy & Physiology --- Neuroscience --- Health & Biological Sciences --- Physiological aspects --- Physiological aspects. --- Cerebrum --- Mind --- Psychology of learning --- Cognitive neuropsychology --- Psychological aspects --- Central nervous system --- Head --- Neuropsychology --- Educational psychology --- Comprehension --- Learning ability --- Cognitive science

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This book highlights the key phases and central findings of Alzheimer’s Disease research since the introduction of the label ‘Alzheimer’s Disease’ in 1910. The author, Christian Behl, puts dementia research in the context of the respective zeitgeist and summarizes the paths that have led to the currently available Alzheimer’s drugs. As the reader is taken through the major developments in Alzheimer's Disease research, particularly over the past thirty years, Behl poses critical questions: Why are the exact causes of Alzheimer's Disease still in the dark, despite all the immense, worldwide research efforts in academia as well as in the pharmaceutical industry? Why has the majority of an entire research field kept focusing on a single hypothesis that establishes the deposition of the amyloid beta peptide in the brain as the key trigger of Alzheimer's pathology, even though this concept has still not been convincingly proven in the clinics? Are there other hypotheses that might explain the pathogenesis of this complex brain disease, and if so, why were these perspectives not adequately followed? In this book, Behl tries to answer these questions. Starting with the historical background, the author illustrates the long and arduous research journey, its numerous setbacks, and the many alternative explanations for the disease, which have started gaining increasing attention and acceptance in the Alzheimer’s research community only more recently. With his deep dive into the history and progression of this research, including the most recent developments, Behl explains why he believes that it is high time to promote a paradigm shift in Alzheimer’s Disease research. The book is written for all researchers in the fields of neurobiology and neurodegeneration, as well as other biomedical fields, who would like to gain a broad and beyond the surface insight into (the key developments of) one of the most promoted research fields of our time. With its extensive literature references and over 100 illustrations, the book is also attractive for students and interested lay persons. Elaborating on all the different aspects and research approaches of this research field, the author aims to convince the reader that the underlying causes of Alzheimer’s Disease may be much more complex than previously thought and that this must be considered for future research directions. While he hopes that the Alzheimer’s research community is finally ready to shed its ‘amyloid-straitjacket’ that has hampered progress for too long, he is also convinced that a much-needed paradigm shift can guide future Alzheimer’s Disease research and provide a new and broader perspective on this age-dependent brain disease.

Neurosciences. --- Neurology. --- Nervous system—Diseases. --- Cognitive neuroscience. --- Neurophysiology. --- Learning—Physiological aspects. --- Memory—Physiological aspects. --- Neuroscience. --- Neurological Disorders. --- Cognitive Neuroscience. --- Learning and Memory. --- Nervous system --- Neurobiology --- Physiology --- Cognitive neuropsychology --- Cognitive science --- Neuropsychology --- Medicine --- Neuropsychiatry --- Neural sciences --- Neurological sciences --- Neuroscience --- Medical sciences --- Diseases