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Neurobiology of Learning and Memory provides an overview of the available information on the neurobiology of learning and memory. The contents have been structured for use as a course text in emerging classes in this area. Coverage includes basics like anatomy and development as well as areas of more dynamic research like LTP and computational models. Exciting new authors are featured as well as familiar experts in the field. This informative work begins with a historical summary, follows with a comprehensive review of the literature, and ends with a summary emphasizing the major points. Features: * Covers material in a carefully organized manner from diverse approaches * Features well-known authors, each an expert in field * Provides an up-to-date overview of the available information, making it a valuable teaching and research aid * Includes important background information in anatomy and development as well as new discoveries

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• Historical Perspectives on the Development of the Biology of Learning and Memory
• Developmental Approaches to the Memory Process
• Gene Targeting: A Novel Window into the Biology of Learning and Memory
• Pharmacological Approaches to the Study of Learning and Memory
• Invertebrate Learning: Current Perspectives
• Long-Term Potentiation, Long-Term Depression, and Learning
• Memory Changes during Normal Aging: Neurobiological Correlates
• Vertebrate Models of Learning and Memory
• The Neuropsychology of Human Learning and Memory
• Neurobiological Views of Memory
• Psychobiological Models of Hippocampal Function in Learning and Memory
• Index

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CHOICE Review

Neurobiology of Learning and Memory is a well-written, integrated, and multidisciplinary approach to this fast-paced field in neuroscience. Editors Martinez and Kesner provide a historical and experimental framework that unifies the genetic, pharmacological, physiological, developmental, and psychological avenues of inquiry into the mechanisms of learning and memory. Key experimental approaches that have significantly advanced the field are included and in many cases are presented by the researchers themselves. This book is a valuable resource for an upper-division undergraduate course in neurobiology or neuroscience, as well as for graduate-level courses in learning and memory. The complete chapter bibliographies are also valuable to graduate students and researchers alike. K. M. Susman; Vassar College