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December 1962

Brain, Memory and Learning: A Neurologist's View

Arch Intern Med. 1962;110(6):913-914. doi:10.1001/archinte.1962.03620240095018

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The none too simple problem of the interrelationships of biological structure and function reach a high point in brain-mind relationships. Such tough questions as those of consciousness, of sleep, of memory, and of intellectual pursuits in general partake of a species of Heisenbergian indeterminism when the conscious mind introspects consciousness or the sleeper dreams of sleep. When we are frustrated by some well-known item which eludes us, just beyond the tangible perimeter of memory, retreating as the evasive waters retreated from Tantalus, we wish we knew how to force a coy and reluctant memory to yield. But memory is a long distance away from the even more subtle problems of discovery, invention, and inspiration. Ritchie Russell takes these abstruse problems in his stride. Beginning with a very clear review of the anatomy and physiology of neurons he moves boldly on into the organization of the central nervous system. Because of

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