Molecular Basis of Memory and its Relation with Learning

Bases moleculares de la memoria y su relación con el aprendizaje

Published 2016-12-31


https://doi.org/10.30554/archmed.16.2.1724.2016
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Vol. 16 No. 2
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Primera jornada de actualización en neurociencias. Universidad de Manizales, Manizales, Colombia. 16-23 octubre, 2015
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Orrego Cardozo, M., & Tamayo Alzate, O. E. (2016). Molecular Basis of Memory and its Relation with Learning. Archivos De Medicina (Manizales), 16(2), 467-484. https://doi.org/10.30554/archmed.16.2.1724.2016
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https://doi.org/10.30554/archmed.16.2.1724.2016
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Orrego Cardozo, M., & Tamayo Alzate, O. E. (2016). Molecular Basis of Memory and its Relation with Learning. Archivos De Medicina (Manizales), 16(2), 467-484. https://doi.org/10.30554/archmed.16.2.1724.2016

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Mary Orrego Cardozo
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http://orcid.org/0000-0002-9416-2355 ORCID
Oscar Eugenio Tamayo Alzate
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http://orcid.org/0000-0002-6080-8496 ORCID
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Learning and memory are cognitive functions that have been historically studied from different fields of knowledge, namely, philosophy, psychology and neurosciences. Recent contributions come from developments on cognitive sciences and, particularly, anthropology, linguistics, semiotics and artificial intelligence as well. As a whole, contributions from these different fields of knowledge have an important impact on education. Learning refers to a continuous change regarding behavior, ideas, concepts, mental models, feelings, interests, and motivations that are derived from the individuals’ experience, while memory encompasses the process by which knowledge is codified, stored and retrieved. Learning and memory are paramount for proper functioning, independent adaptation and survival of different animal species. On one hand, this review shows a brief overview of the most outstanding studies on learning and memory. In general terms, it describes the types of learning and memory in relation to the nature of information and storage time. On the other hand, it presents the molecular processes underlying learning and implicit memory. It finally describes some general reflections from the conceptual perspective on education in relation to the developments of memory and learning.

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