The neurobiology of learning and memory: some reminders to remember

We have learned much about the neurobiology of learning and memory in the p ast 100 years. We have also learned much about how we should, and should no t, investigate these complex processes. However, with the rapid recent grow th in the field and the influx of investigators not familiar with this past , these crucial lessons too often fail to guide the research of today. Here we highlight some major lessons gleaned from this wealth of experience. Th ese include the need to carefully attend to the learning/performance distin ction, to rely equally on synthetic as well as reductionistic thinking, and to avoid the seduction of simplicity. Examples in which the lessons of his tory are, and are not, educating current research are also given.