The Neurobiology of Learning and Memory
“Rudy's text is well-suited for the student of neuroscience and should also find an audience among constituents of peripheral fields such as psychology or biology. … It manages to capture the breadth of the subject without becoming too dense. … The student or researcher who has made it their mission to understand how memory works will find this text a great resource in orienting them to the current thinking on this topic to date.”
—Mary Germino, Yale Journal of Biology and Medicine
For the Instructor (available to qualified adopters)
Instructor’s Resource Library
The Instructor’s Resource Library for The Neurobiology of Learning and Memory, Second Edition includes:
- Textbook Figures & Tables: All of the line-art illustrations, photos, and tables from the textbook, provided as both high- and low-resolution JPEGs, all optimized for use in presentations.
- PowerPoint Presentations:
- Figures and Tables—all figures, photos, and tables from each chapter
- Lecture—a complete lecture outline for each chapter, including selected figures
- Assessment and Study Questions: Expanded for the Second Edition, the set of questions for each chapter now includes multiple-choice (5–10), short-answer (10–20), true–false (10–15), fill-in-the-blank (10–20), and study questions (15–30), all with answers.
If you have adopted this text for course use (within the U.S. or Canada) and are interested in the instructor’s supplements that accompany the text, please contact Linda VandenDolder, firstname.lastname@example.org. Outside the U.S. or Canada? Check the orders and returns page for the distributor in your region.
First Printing Errata
Chapter 18, page 373 just below the figure:
When ZIP was injected into the DMS [Note this should be DLS] the day before testing (theoretically erasing memory support for the action system), the rats rapidly learned to reverse their response choice. In contrast, when ZIP was injected into the DLS [Note this should be DMS] (theoretically erasing memory support for the habit system), rats were impaired in learning to reverse their response choices.
The lightning bolt in part (B) should not be there.
In the first paragraph there is a recurring typo: “BNDF” should be “BDNF.”
There is an error in the key: the tall blue bars are the Vehicle data, and the short red bars are the ZIP data.