22.12.

2018 Understanding Learning and Memory: The Neuroscience of Repetition — Gretchen Schmelzer

GRTCHN CHMLZR (/)

Undertanding Learning
and Memor: The
Neurocience of Repetition
(/log-
1/2015/1/11/undertanding-
learning-and-memor-the- Journe Through Trauma ON

neurocience-of-repetition) AL NOW!
(http://gretchenchmelzer.com/)

Gretchen chmelzer (/log-1/?
author=52f19324e40c1f0a59ea45)  ·  Januar 11, 2015 earch
(/log-1/2015/1/11/undertanding-learning-and-memor-
the-neurocience-of-repetition)
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The Trail Guide  i a We-mag

L th i t
http://gretchenschmelzer.com/blog-1/2015/1/11/understanding-learning-and-memory-the-neuroscience-of-repetition 1/5
intended to upport the
22.12.2018 Lather, rine, repeat... intended to upport the
Understanding Learning and Memory: The Neuroscience of Repetition — Gretchen Schmelzer
healing of repeated trauma. It
i inpired  exploration,
— Intruction on ever hampoo ottle innovation, reearch, learning,
development, nature, art,
writing, communit work, and
How do we learn thing? How can we make change? If we
all therapeutic activitie. It i
have done it once, wh do we find ourelve falling ack on
a guide for all: for all of thoe
old hait? Mae the firt thing to undertand i how our
who have experienced PTD
rain create memor. It i important to undertand the
and repeated trauma, all
aic of memor in order to undertand learning and
thoe who work with them
change. It i alo important to undertand the aic of
and all of thoe who love and
memor in order to etter undertand traumatic memor.
upport them.
And I want ou to undertand how the rain make
memorie o ou can undertand wh practice and
repetition are o important. HOLIDAY
(/log- AND
In toda’ log I will impl tart with the idea that TRAUMA:
1/2014/11/23/holida-
information come in through our ene—our ear, ee, and- HOLDING
kin, noe, or tateud. And thi information get routed trauma- OTH
either through the low road —the amgdala (our holding- (/LOG-
emergenc fight-flight/emotional memor torage center), oth) 1/2014/11/23
or the high road—the hippocampu-cortex (our memor AND-
torage center.) And once information come in, it need to TRAUMA-
get encoded—and  that I mean, it need to e ‘written’ HOLDING-
in a language the rain undertand o it can e tored and OTH)
rememered. Dec 6, 2018

Here we make a ditinction etween hort term memor
and long term memor. hort term or what i alo called IT RALLY
(/log- HAPPND
‘working’ memor i the holding area where information
ta when it firt come in: omeone tell u their phone
AND W
1/2018/9/28/it-
reall- ND TO
numer and we repeat it ack keeping it in working
HAL FROM IT
happened-
memor- it’ like a whiteoard ou crile on in our rain
and- (/LOG-
for our incoming information. hort term memor lat
we- 1/2018/9/28/
minute. When hort-term memor make the hift to long
need- RALLY-
term memor-- long term memor can lat da, week,
to- HAPPND-
ear or forever. How doe information move from hort
heal- AND-W-
term memor to long term memor? ND-TO-
from-
There are onl three wa that information can move from it)
HAL-FROM-
hort-term memor to long term memor: urgenc,
IT)
repetition, or aociation. Urgenc, with the releae of ep 28, 2018

tre hormone, create a powerful wah of chemical
that trengthen the connection etween neuron or TH
http://gretchenschmelzer.com/blog-1/2015/1/11/understanding-learning-and-memory-the-neuroscience-of-repetition
nape And urgenc alo determine how and where the (/log ACRDN 2/5
 nape. And, urgenc alo determine how and where the
22.12.2018
(/log- ACRDN
Understanding Learning and Memory: The Neuroscience of Repetition — Gretchen Schmelzer
rain encode the information into long term memor. OF
1/2015/9/2/the-
Urgenc can create a ver long lating memor—after a acredne- GINNING
ingle expoure to a threat, the amgdala can retain that of- (/LOG-
memor for an entire lifepan. However, the encoding or eginning) 1/2015/9/2/T
laeling of the event—the ailit to recall or retrieve the ACRDN-
memor can e more trouleome, and not under conciou OF-
control—o that the information get tored with an GINNING)
emotional, rather than a narrative marker. I can pa  ep 10, 2018

where I had m car accident and get anxiou, even if I don’t
have a conciou memor of the event. TH HALING
(/log- POWR OF
Repetition i the mot familiar learning tool --everone ha
TH
1/2014/11/4/the-
memorized fact or vocaular word  repeating them,
healing- ORDINARY
and ome have improved aketall free-throw hooting or
power- (/LOG-
plaing piano cale through practice. Repetition create 1/2014/11/4/
of-
long term memor  eliciting or enacting trong chemical HALING-
the-
interaction at the nape of our neuron (where neuron
ordinar) POWR-OF-
connect to other neuron). Repetition create the tronget TH-
learning—and mot learning—oth implicit (like ting our ORDINARY)
hoe) and explicit (multiplication tale) relie on Aug 8, 2018
repetition. It i alo wh it i o hard to make ehavior
change, ecaue the new ehavior mut e repeated for o
long—and the old ehavior mut e held in check.
IN PRAI OF
(/log- ING
Aociation i the ailit for a piece of information to tap GROUNDD
1/2018/7/23/in-
into a neural connection that alread exit. It’ the praie- (/LOG-
equivalent of alread having a file folder for the new of- 1/2018/7/23/
learning to go in to. For example, if I read a lit of ten eing- PRAI-OF-
numer out loud and aked ou to rememer them and grounded)ING-
a them ack to me--- tpicall ou would find thi a GROUNDD)
difficult tak. ut if the ten numer alo happened to e Jul 23, 2018

our phone numer then the tak would e ea, and if I
aked ou a ear later what the numer were, ou would TH LTTR
till e ale to give them to me ecaue the were alread (/log- YOUR
part of a previou neural connection. TNAGR
1/2016/7/4/parent-
corner- CAN'T WRIT
All three of thee method affect the neuron or nape YOU (/LOG-
the-
level in imilar wa for long term memor. The timulation
letter- 1/2016/7/4/
from urgenc, repetition or aociation will actuall create CORNR-TH-
our-
new protein inide our neuron-- at the level of the
teenager-LTTR-YOUR-
nape a elf-perpetuating protein i created which keep TNAGR-
cant-
the connection going etween neuron. Thi i a long
write- CANT-WRIT-
lating elf-perpetuating protein, and it get trengthened
ou)
YOU)
with repetition. In addition to thi elf-perpetuating ccle,
http://gretchenschmelzer.com/blog-1/2015/1/11/understanding-learning-and-memory-the-neuroscience-of-repetition Jun 22, 2018 3/5
 ,
the neuron, through the protein proce alo create a new
22.12.2018 Understanding Learning and Memory: The Neuroscience of Repetition — Gretchen Schmelzer

naptic terminal growth—to increae the connection—it
LAVING AN
add another ranch on it tree to trengthen and increae
(/log- OLD IDNTITY
the network.  o repetition actuall grow the rain’
HIND
1/2015/12/1/leaving-
neural network.
an- (/LOG-
o with rare exception repetition i the onl real option for old- 1/2015/12/1/
learning, unlearning, and re-learning—and et a adult we identit- AN-OLD-

o often elieve that we can and mut learn everthing ehind) IDNTITY-

fat. verthing i uppoed to e 3 ea tep, or mae
HIND)
5, ut not 100. We are deigned to learn through practice. Ma 18, 2018

Can ou imagine how hoke it would ound to a, “Pla
the cello jut like Yo-Yo Ma in 3 ea tep!” It would e HALING
aurd. lite muician pend 15-15 ear of practice to (/log- FROM
ecome the artit that the are. And depending upon TRAUMA? U
1/2018/3/26/7rclnu5cdjxu
what ou are tring to learn, tring to heal, tring to TRAINING
unlearn or re-learn it can take a long time too. It’ oka. It’ WHL!
the wa we were deigned to learn. And our own internal (/LOG-
mphonie are worth the practice and time and care.  1/2018/3/26/
Mar 26, 2018
© Gretchen L. chmelzer, PhD 2015

  TRUT YOUR
(/log- TIMING.
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1/2015/1/14/trut-
our- 1/2015/1/14/
timing) YOUR-
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Anton  6 month ago · 0 Like    

http://gretchenschmelzer.com/blog-1/2015/1/11/understanding-learning-and-memory-the-neuroscience-of-repetition 4/5
22.12.2018
Hi, it’ the nice article. And having reference would
Understanding Learning and Memory: The Neuroscience of Repetition — Gretchen Schmelzer

make it etter :)

Newer Pot Older Pot
Undertanding Learning We are. (/log-
and Memor II: Trauma and 1/2015/1/7/we-are)
memor are intertwined.
(/log-
1/2015/1/12/undertanding-
learning-and-memor-
trauma-and-memor-are-
intertwined)

(ht (ht (ht (ht

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