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Learning
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Neuropsychology
Brain regions
Clinical neuropsychology
Cognitive neuropsychology
Cognitive neuroscience
Dementia
Human brain
Neuroanatomy
Neurophysiology
Neuropsychological assessment
Neuropsychological rehabilitation
Traumatic brain injury
Arousal
Attention
Consciousness
Decision making
Executive functions
Natural language
Learning
Memory
Motor coordination
Perception
Planning
Problem solving
Thought
Arthur L. Benton
David Bohm
Antonio Damasio
Phineas Gage
Norman Geschwind
Elkhonon Goldberg
Patricia Goldman Rakic
Pasko Rakic
Donald O. Hebb
Kenneth Heilman
Edith Kaplan
Muriel Lezak
Benjamin Libet
Rodolfo Llinás
Alexander Luria
Brenda Milner
Karl H. Pribram
Oliver Sacks
Mark Rosenzweig
Roger W. Sperry
Hans-Lukas Teuber
Henry Molaison ("H.M.", patient)
K.C. (patient)
Benton Visual Retention Test
Continuous Performance Task
Halstead-Reitan Neuropsychological Battery
Hayling and Brixton tests
Lexical Decision Task
Luria-Nebraska Neuropsychological battery
Mini-Mental State Examination
Rey-Osterrieth Complex Figure
Stroop Test
Wechsler Adult Intelligence Scale
Wechsler Memory Scale
Wisconsin Card Sorting Task
Mind and brain portal
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Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in the organism and the changes produced are relatively permanent.Human learning may occur as part of education, personal development, schooling, or training. It may be goal-oriented and may be aided by motivation. The study of how learning occurs is part of educational psychology, neuropsychology, learning theory, and pedagogy.Learning may occur as a result of habituation or classical conditioning, seen in many animal species, or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event can't be avoided nor escaped is called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.Play has been approached by several theorists as the first form of learning. Children experiment with the world, learn the rules, and learn to interact through play. Lev Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through play. 85 percent of brain development occurs during the first five years of a child's life.
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