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Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Long-term Potentiation01:35

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Long-term Potentiation01:25

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Hebbian LTP
LTP can occur when presynaptic neurons...
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...
Long-term Depression01:03

Long-term Depression

Long-term depression, or LTD, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTD is the process of synaptic weakening that occurs over time between pre and postsynaptic neuronal connections. The synaptic weakening of LTD works in opposition to synaptic strengthening by long-term potentiation (LTP) and together are the main mechanisms that underlie learning and memory.
Calcium Ion Concentration Mechanism
If over time, all...
Long-term Depression01:05

Long-term Depression

Long-term depression, or LTD, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTD is the process of synaptic weakening that occurs over time between pre and postsynaptic neuronal connections. The synaptic weakening of LTD works in opposition to synaptic strengthening by long-term potentiation (LTP) and together are the main mechanisms that underlie learning and memory.

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Related Experiment Video

Updated: Jun 3, 2026

Extinction Training During the Reconsolidation Window Prevents Recovery of Fear
11:17

Extinction Training During the Reconsolidation Window Prevents Recovery of Fear

Published on: August 24, 2012

Promoting learning, memory, and transfer in a time-constrained, high hazard environment.

Brett R C Molesworth1, Lauren Bennett, E James Kehoe

  • 1Department of Aviation, University of New South Wales, Sydney, NSW 2052, Australia. b.molesworth@unsw.edu.au

Accident; Analysis and Prevention
|March 8, 2011
PubMed
Summary
This summary is machine-generated.

Metacognitive reflection improved aviation safety compliance. Self-explanation enhanced adherence to altitude rules when the task was familiar, but not when it changed.

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Shuttle Box Assay as an Associative Learning Tool for Cognitive Assessment in Learning and Memory Studies using Adult Zebrafish
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Shuttle Box Assay as an Associative Learning Tool for Cognitive Assessment in Learning and Memory Studies using Adult Zebrafish

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Last Updated: Jun 3, 2026

Extinction Training During the Reconsolidation Window Prevents Recovery of Fear
11:17

Extinction Training During the Reconsolidation Window Prevents Recovery of Fear

Published on: August 24, 2012

Shuttle Box Assay as an Associative Learning Tool for Cognitive Assessment in Learning and Memory Studies using Adult Zebrafish
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Shuttle Box Assay as an Associative Learning Tool for Cognitive Assessment in Learning and Memory Studies using Adult Zebrafish

Published on: July 12, 2021

Area of Science:

  • Aviation Psychology
  • Cognitive Science
  • Human Factors Engineering

Background:

  • Pilot adherence to aviation safety regulations, specifically minimum altitude rules, is critical for flight safety.
  • Metacognitive reflection techniques are explored as potential methods to improve rule compliance.
  • A simulated flight task was used to assess compliance with a 500 ft minimum altitude rule.

Purpose of the Study:

  • To evaluate the effectiveness of two metacognitive reflection methods—self-explanation and relapse prevention—in promoting pilot compliance with an aviation safety rule.
  • To examine the transferability of improved compliance to new but similar flight scenarios.

Main Methods:

  • Two groups of pilots (n=10 each) underwent different debriefing interventions after a simulated flight where 65% violated the minimum altitude rule.
  • Interventions included a self-explanation questionnaire and a relapse-prevention questionnaire.
  • A control group (n=10) had no debriefing. Compliance was assessed one week later in test flights with familiar and novel targets.

Main Results:

  • The self-explanation group achieved 100% compliance with the same ground target but compliance decreased to below 70% with a different target.
  • The relapse-prevention and control groups demonstrated consistently low compliance rates (below 30%) across all test flights.
  • This suggests that self-explanation aids compliance in familiar contexts, but transfer to novel situations is limited.

Conclusions:

  • Self-explanation shows promise for enhancing adherence to safety rules in aviation, particularly when the operational context remains consistent.
  • Relapse prevention, as implemented, was ineffective in improving compliance with the tested aviation safety rule.
  • Further research is needed to understand how to foster robust compliance that transfers across different operational scenarios in aviation safety.