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Peran Otak dalam Proses Belajar dan Memori - Coggle Diagram
Peran Otak dalam Proses Belajar dan Memori
bag. otak yang dipake untuk belajar
hippocampus
hippocampus are active during both the formation of memories and later recall
(Eldridge, Engel, Zeineh, Bookheimer, & Knowlton, 2005).
misal hippocampusnya damaged, itu bisa kehilangan ingatan/amnesia
tapi ada percobaan operasi yang menunjukkan emang ini work untuk meringankan epilepsi
basal ganglia
gradual learning
hebbian synapse
bag. otak yang dipake untuk mengingat
proses belajar
apa yang terjadi/berubah pada sebuah sel ketika belajar?
bagaimana cara kerja sel-sel yang berubah untuk menghasilkan perilaku adaptif?
belajar itu nanti menimbulkan perubahan yang memengaruhi aktivitas dalam synapses
proses mengingat
jenis ingatan
long-term: memory of events from further back
explicit memory
(conscious)
memori episodik
memories of single personal events
memori semantic
implicit memory
(unconscious)
priming
procedural memory
short-term: memory of events that have just occurred
all information initially entered a short-term storage, where it stayed until the brain had time to consolidate it into longterm memory. If anything interrupted the rehearsal before consolidation took place, the information was simply lost
pandangan ttg consolidating memories ini berubah
seharusnya kan kalo sudah consolidated ini jadi permanen, tapi
berubah jadi
working memory
(Hitch) it refer
to the way we store information while we are working with it.
cara ingatan terbentuk
gangguan belajar
gangguan memori
amnesia(memory loss)
alzheimer
Alzheimer’s patients have better procedural than declarative memory. They learn new skills but then surprise themselves with their good performance because they don’t remember doing it before (Gabrieli, Corkin, Mickel, & Growdon, 1993).
gejala amnesia
Normal working memory
Severe anterograde amnesia for declarative memory that is, difficulty forming new declarative memories, especially episodic memories.
Some degree of retrograde amnesia—that is, loss of old memories—mainly limited to episodic memories.
Better implicit than explicit memory.
Nearly intact procedural memory.
anterograde amnesia
(inability to form memories for events that happened after brain damage)
retrograde amnesia
(loss of memory for events that occurred before the brain damage)
Korsakoff’s Syndrome
Memory loss karena defisiensi thiamine (vitamin B1) yang berkepanjangan. Otak itu kan butuh vit B1 untuk metabolisme glukosa yang mana nutrisi utama otak agar bisa bekerja.
defisiensi thiamine yang berkepanjangan menyebabkan hilang atau susutnya neurons dalam otak.
biasanya dialami alcoholic yang tidak makan apapun selain alkohol
gejala
gejala khusus: confabulation, in which patients fill in memory gaps with guesses.
They confabulate mainly on questions about episodic memory, such as “What did you do last weekend?” (Borsutzky, Fujiwara, Brand, & Markowitsch, 2008; Schnider, 2003).
similar to those with damage to the prefrontal cortex: apathy, confusion, and memory loss
overlap those of hippocampal damage, with major impairment of episodic memory and sparing of implicit memory.
main ideas
To understand the physiology of learning, we must answer two questions: What changes occur in a single cell during learning, and how do changed cells work together to produce adaptive behavior?
Psychologists distinguish among several types of memory, dependent on different brain areas.
Learning requires changes that facilitate or decrease the activity at particular synapses
IMPROVING MEMORY?
stimulant drugs
enhance learning by increasing arousal.
only moderate amount
caffeine, methylphenidate (Ritalin)
learning method
You would remember more if someone engages your curiosity first by asking questions.
research finds that activity increases in several brain
areas while you are waiting for the answer, especially if you rate your curiosity high. Activity also increases greatly in several other areas when you hear the correct answer, especially if your guess had been wrong (Kang et al., 2009)