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getting lost, or say who he was, where he lived, or why he had gone out.
Like HM, he was stuck in a single moment, with a poor sense of past and
future.The ability to learn and remember is indeed crucial. Almost every aspect
of our thinking and behavior depends heavily on learning, and learning is
central to our daily functioning. Humans continually need to gather and
store information about the world to behave adaptively, to bring past
experience to bear. So, the study of this capability is at center stage in
psychology and is very important in such disciplines as artificial
intelli-
gence (AI), philosophy, biology, education, and linguistics.
THE CONCEPT OF LEARNING AND THE CONCEPT OF
MEMORY
Everyone knows what learning is, but most would behard-pressed to
define it. There are several definitions, but none is universally accepted.
Here are some oft-used ones.
1. "A relatively permanent change in behavior that occurs as a result of practice."
The change must be relatively permanent (e.g., not due to transient reactions to
stimuli, such as a startle response) and must be due to practice rather than
fatigue, drugs, injury, and so on. This definition is favored by behaviorists
(described later) and is still commonly cited in introductory psychology text-
books.
2. "Organized knowledge which grows and becomes better organized" ( Charniak
and McDermott, 1985, 610).
3. "Any process whereby people or machines increase their knowledge or their
skill" ( Stillings et. al., 1987, 189).
4. "An experience-dependent lasting modification in such representations"
( Dudai, 1989, 6). (A representation is information in the nervous system that
stands for something in the world.) This definition is favored in neuroscience.
5. "The acquisition of knowledge and/or skills." Knowledge in this sense is factual
information--e.g., that Paris is the capital of France and that 1+1=2--and skills
are co-ordinations of perception and action, such as the skills of typing and car
driving.

The definitions have some commonalities. Learning is seen as a lasting
change of some sort, and in four definitions involves acquiring information.
Dudai ( 1989) looks at a variety of definitions of learning and notes some
other commonalities: learning occurs after individual experience (rather
than being the kind of information acquisition of a species over many
generations that is coded in the genes) and is a process rather than an
instantaneous change. Some definitions hold that learning improves the
organism, but it is easy to think of cases of learning that do not. For instance,

-2-

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Publication Information: Book Title: Learning and Memory: Major Ideas, Principles, Issues and Applications. Contributors: Robert W. Howard - author. Publisher: Praeger. Place of Publication: Westport, CT. Publication Year: 1995. Page Number: 2.
    
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