Learning and memory: from brain to behavior
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| Main Authors: | , , |
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| Format: | Book |
| Language: | English |
| Published: |
New York
macmillan international, higher education
[2020]
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| Edition: | Fourth edition |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | xxxi, 549, G-11, R-47, NI-17, SI-13 Seiten Illustrationen, Diagramme |
| ISBN: | 9781319207342 1319207340 |
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MARC
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CONTENTS Preface xix INTRODUCTORY MODULE CHAPTER 1 Fundamental Themes in the Psychology of Learning and Memory 1 Linking Ideas in the Mind 3 William James and Memory Networks 3 Learning and Memory in Everyday Life: Top 10 Tips for а Better Memory Ivan Pavlov's Conditioning Studies EdwardThorndike and the Law of Effect Nature Versus Nurture Descartes and Dualism 5 6 8 9 9 John Locke and the Blank Slate 10 John Watson’s Behaviorism 11 B. F. Skinner's Radical Behaviorism 13 Comparing Humans to Other Animals 15 Charles Darwin and the Theory of Natural Selection The Neo-Behaviorism of Edward Tolman 15 17 Formal Models and Universal Laws 19 Hermann Ebbinghaus and Human Memory Experiments 19 Learning and Memory in Everyday Life: What If You Could Form No New Memories? 22 Clark Hull and Mathematical Models of Learning W. K. Estes and Mathematical Psychology George Miller and Information Theory 26 The Connectionist Models of David Rumelhart Synthesis 23 24 28 30 CHAPTER 2 The Neuroscience of Learning and Memory 35 Learning and Memory in Everyday Life: Top Five Tips for Faster Forgetting Structural Plasticity in Nervous Systems Brains 37 The Human Brain 38 Imaging Brain Structure Neurons and Glia 41 39 36 36
viii I CONTENTS How Experience Changes Brain Structure Imprinting 43 43 Environmental Enrichment On-the-Job Training Hebbian Learning 44 44 45 Functional Properties of Learning and Memory Systems 47 What Brains Do 47 Incoming Stimuli: Sensory Pathways into the Brain Outgoing Responses: Motor Control Observing Brains in Action 51 How Remembering Changes Brain Activity Finding and Manipulating Memories Looking for Memories 49 49 55 57 58 Searching for Memories in the Cerebral Cortex The Synapse: Where Neurons Connect Long-Term Potentiation 58 60 63 How Researchers Change Brain Activity Electromagnetic Stimulation of Neurons Biochemical Control of Brain States 65 65 68 Learning and Memory in Everyday Life: Can a Pill Improve Your Memory? 70 Synthesis 70 LEARNING MODULE CHAPTER 3 Habituation, Sensitization, and Familiarization: Learning About Repeated Events 75 Behavioral Processes 76 Recognizing and Responding to Repetition General Features of Habituation 77 77 Stimulus Specificity and Dishabituation 79 Factors Influencing the Rate and Duration of Habituation 79 Learning and Memory in Everyday Life: Sex on the Beach 80 General Features of Sensitization Dual Process Theory 82 84 Opponent Process Theory 85 The What and Where of Learning from Exposure Recognizing Familiar Objects Priming 86 87 88 Perceptual Learning 89 Learning and Memory in Everyday Life: Unconscious Racial Bias 91 Spatial Learning 93 Brain Substrates 96 An Invertebrate Model System 96
CONTENTS Habituation in Aplysia 98 Sensitization in Aplysia 99 Perceptual Learning and Cortical Plasticity Cortical Maps of Sensations 101 102 Cortical Plasticity During Development 104 Cortical Changes in Adults After Exposure 105 Hippocampal Involvement in Spatial Learning and Familiarity Identifying Places 106 107 Recognizing Familiar Objects Clinical Perspectives 109 110 Rehabilitation After Stroke: Habituation Gone Awry 111 Sensitization to Stress in Anxiety and Depression 112 Human-Machine Interfaces: Regaining Sensory Modalities Through Perceptual Learning 114 Synthesis 116 CHAPTER 4 Classical Conditioning: Learning to Predict ignificant Events 121 Behavioral Processes 123 Basic Concepts of Classical Conditioning 123 How Pavlov Conditioned Dogs to Salivate Appetitive Conditioning Aversive Conditioning 123 125 126 Mammalian Conditioning of Motor Reflexes: Eyeblink Conditioning Learning a New Association 130 Refining the Basic Principles 131 Conditioned Compensatory Responses What Cues Can Be CSs or USs? 132 Extinguishing an Old Association 133 131 Compound Conditioning and Overshadowing 134 Error Correction and the Modulation of US Processing The Informational Value of Cues Kamin's Blocking Effect 136 The Rescorla-Wagner Model of Conditioning Error-Correction Learning 138 139 Associative Weights and Compound Conditioning 140 Using the Rescorla-Wagner Model to Explain Blocking Influence of the Rescorla-Wagner Model 140 143 Error Correction in Human Category Learning 143 Stimulus Attention and the Modulation of CS Processing An Attentional Approach to Stimulus Selection
148 An Attentional Explanation of Latent Inhibition 148 Other Determinants of Conditioning Timing 150 Associative Bias 151 135 135 149 146 127 I ¡X
Brain Substrates 153 Conditioning of Motor Reflexes in the Mammalian Brain Electrophyslologlcal Recording in the Cerebellum Brain Stimulation as a Substitute for Behavioral Training Impaired Conditioning Following Cerebellar Damage Error Correction Through Inhibitory Feedback The Hippocampus in CS Modulation 153 155 157 158 159 160 Invertebrates and the Cellular Basis of Learning 161 Presynaptic Versus Postsynaptic Changes During Learning 163 Long-Term Structural Changes and the Creation of New Synapses Clinical Perspectives 164 166 Tolerance to Addictive Drugs 166 Reducing the Need for Medication or Reducing Its Side Effects 168 Learning and Memory in Everyday Life: Extinguishing а Drug Habit Synthesis 169 170 CHAPTER 5 Operant Conditioning: Learning the Outcome of Behaviors 175 Behavioral Processes 176 The "Discovery" of Operant Conditioning Classical Versus Operant Conditioning Free-Operant Learning 178 Learning About Stimuli and Responses Discriminative Stimuli Responses Shaping Chaining 176 177 181 181 182 182 183 Learning About Outcomes 183 Learning and Memory in Everyday Life: Drug-Detecting Dogs 184 Primary Reinforcers 185 Secondary Reinforcers Punishers 185 187 Differential Reinforcement of Alternative Behaviors 189 Learning and Memory in Everyday Life: The Problem with Punishment 189 Putting It All Together: Building the SD -► R ֊ 0 Association Timing Affects Learning 190 Outcomes Can Be Added or Subtracted 191 Reinforcement Need Not Follow Every Response Reinforcement Schedules Choice Behavior 194 198 The Matching Law 198 Behavioral Economics 199 Delayed
Reinforcement and Self-Control Reciprocity and Altruism 202 201 193 190
Brain Substrates 205 The Dorsal Striatum and Stimulus-Response (SD - R) Learning The Orbitofrontal Cortex and Learning to Predict Outcomes Predicting Specific Outcomes 206 Delayed Reinforcement and Self-Control 207 Mechanisms of Reinforcement Signaling in the Brain "Wanting" and "Liking" in the Brain 210 Endogenous Opioids: How the Brain Signals "Liking"? How Do "Wanting" and "Liking" Interact? Punishment Signaling in the Brain The Insula: How Much Does It Hurt? 208 209 Dopamine: How the Brain Signals "Wanting"? 212 213 213 214 The Dorsal Anterior Cingulate Cortex: What to Do About It? Clinical Perspectives Drug Addiction 215 216 216 Behavioral Addiction 218 Treatments for Addiction Synthesis 205 206 219 221 CHAPTER 6 Generalization, Discrimination Learning, and Concept Formation 227 Behavioral Processes 228 Generalization: When Similar Stimuli Predict Similar Outcomes Generalization as a Search for Similar Consequences 229 230 The Challenge of Incorporating Similarity into Learning Models 231 Learning and Memory in Everyday Life: How Does Amazon.com Know What You Want to Buy Next? 234 Shared Elements and Distributed Representations 235 Discrimination Learning and Stimulus Control: When Similar Stimuli Predict Different Outcomes 238 Discrimination Learning and Learned Specificity 239 Learning and Memory in Everyday Life: Sleep Better Through Stimulus Control 240 Errorless Discrimination Learning and Easy-to-Hard Transfer Beyond Similarity 242 243 Sensory Preconditioning: Co-occurrence and Stimulus Generalization 244 Acquired Equivalence: Novel Similar Predictions Based on
Prior Similar Consequences Negative Patterning: When the Whole Means Something Different Than the Parts Variability in Training and the Generalization of Knowledge and Skills Concept Formation, Category Learning, and Prototypes Emergence of Concepts Through Discrimination Learning Prototypes and the Structure of Natural Categories 245 246 249 249 250 251 Stereotypes, Discrimination, and Racism in Generalizations About Other People 252
xii I CONTENTS How Do People Learn Stereotypes? 252 How Do People Interpret and Use Stereotypes? 253 How Can We Distinguish Between Appropriate and Inappropriate Uses of Stereotypes? Brain Substrates 255 Cortical Representations and Generalization Cortical Representations of Sensory Stimuli 257 257 Shared-Elements Models of Receptive Fields 258 Evidence of Primary Cortex Role in Generalization Plasticity of Cortical Representations 260 261 Generalization and the Hippocampal Region Effect of Damage to the Hippocampal Region 263 263 Modeling the Role of the Hippocampus in Adaptive Representation Clinical Perspectives 266 Generalization Deficits in Schizophrenia Acquired Equivalence In Schizophrenia 267 267 Other Studies of Generalization in Schizophrenia 269 Altered Generalization in Autism Spectrum Disorder Synthesis 265 270 272 MEMORY MODULE CHAPTER 7 Episodic Memory and Semantic Memory: Memory for Events and for Facts 277 Behavioral Processes 278 Features of Episodic Memory and Semantic Memory 279 What Distinguishes Episodic Memory from Semantic Memory? Which Comes First: Episodic Memory or Semantic Memory? Can Nonhumans Have Semantic Memory? Can Nonhumans Have Episodic Memory? Encoding New Memories 280 281 282 282 284 Mere Exposure to Information Does Not Guarantee Memory 285 Memory Is Better for Information That Relates to Prior Knowledge Deeper Processing at Encoding Improves Recall Later Retrieving Existing Memories 285 286 287 Encoding Specificity: Similar Conditions at Encoding and Retrieval 287 Transfer-Appropriate Processing: Similar Processing at Encoding and
Recall More Cues Mean Better Recall 288 289 Struggling (and Even Failing) to Remember Can Improve Memory 289 Learning and Memory in Everyday Life: Extraordinary Memorizers When Memory Fails Forgetting Interference 291 291 293 Source Monitoring False Memory 294 294 290 254
CONTENTS I xiii Memory Consolidation and Reconsolidation The Consolidation Period Reconsolidation Metamemory 296 296 298 298 Learning and Memory in Everyday Life: Optimize Your Study Habits 300 Brain Substrates 301 Cortical Networks for Semantic Memory 301 Single Neurons Respond Selectively to Specific Stimuli or Categories Neuronal Networks Encode Mental Representations 303 The Medial Temporal Lobes and Memory Storage 304 302 The Hippocampus and Encoding of New Episodic Memories in Humans 305 The Hippocampus and Encoding of Episodic-Like Memories in Nonhuman Animals The Medial Temporal Lobes and Encoding of New Semantic Memories Determining What Gets Stored The Frontal Cortex 309 309 The Basal Forebrain 310 Long-Term Storage and Retrieval Retrograde Amnesia MultipleTraceTheory 311 311 Standard Consolidation Theory 313 313 Evidence from Healthy Brains The Role of Sleep 308 314 315 Learning While You Sleep Clinical Perspectives 317 318 Learning and Memory in Everyday Life: The Cost of Concussion 319 Transient Global Amnesia Functional Amnesia Synthesis CHAPTER 8 320 321 323 Skill Memory: Learning by Doing Behavioral Processes 329 330 Features of Skill Memories 330 Similarities Between Perceptual-Motor Skills and Cognitive Skills Which Comes First: Cognitive or Perceptual-Motor Skill Memory? Can Nonhumans Have Cognitive Skill Memories? Encoding New Memories 332 333 334 More Repetition Does Not Guarantee Improvement Timing and Sequencing of Practice Matters 334 336 Skill Memories Are Often Formed Unconsciously Becoming an Expert 331 337 339 Talent Blossoms with Practice 341
Learning and Memory in Everyday Life: Are Some Cognitive Skills Easier for Men Than for Women ? 343 307
XÎV I CONTENTS Retrieving Existing Memories When Memory Fails 345 Brain Substrates 348 344 The Basal Ganglia and Skill Learning Learning Deficits After Lesions 348 349 Neural Activity During Perceptual-Motor Skill Learning 351 Learning and Memory in Everyday Liie: Are Video Games Good for the Brain? 352 Brain Activity During Cognitive Skill Learning Cortical Representations of Skills Cortical Expansion 353 354 355 Are Skill Memories Stored in the Cerebral Cortex? The Cerebellum and Timing Clinical Perspectives 356 358 362 Parkinson's Disease 362 Human-Machine Interfaces: Learning to Consciously Control Artificial Limbs 363 Synthesis CHAPTER 9 365 Working Memory and Cognitive Control Behavioral Processes Transient Memories Sensory Memory 370 370 371 Short-Term Memory Working Memory 372 374 Baddeley's Working-Memory Model The Phonological Loop 374 375 The Visuospatial Sketchpad 376 Is Working Memory a Place or a State? Cognitive Control 378 381 Controlled Updating of Short-Term Memory Buffers Goal Setting and Planning Task Switching 369 381 384 385 Stimulus Selection and Response Inhibition 386 Are Working Memory and Cognitive Control the Keys to Intelligence? 388 Learning and Memory in Everyday Life: Give Your Working Memory а Break Brain Substrates 391 Frontal-Lobe Anatomy and Consequences of Frontal-Lobe Damage Behavior Changes Following Frontal-Lobe Damage Deficits inWorking Memory Following Frontal-Lobe Damage Divisions of the Prefrontal Cortex 391 392 393 394 Studies of Frontal Brain Activity During Working-Memory Tasks 395 Mapping Executive Processing and Working
Memory onto PFC Anatomy 398 390
Maintenance (Rehearsal) Versus Manipulation (Cognitive Control) Visuospatial and Phonological-Verbal Working Memory 399 400 The Neural Bases of State-Based Accounts of Working Memory Goal Abstraction and Frontal-Lobe Organization Prefrontal Control of Long-Term Declarative Memory CSinical Perspectives 403 407 The Prefrontal Cortex in Schizophrenia 407 Inefficient Prefrontal Cortical Systems in Schizophrenia Dopamine and the Genetics of Schizophrenia Attention-Deficit/Hyperactivity Disorder Synthesis 401 402 408 408 410 412 INTEGRATIVE TOPICS MODULE HAPTER 10 Emotional Influences on Learning and Memory Behavioral Processes What Is Emotion? 418 418 Autonomic Arousal and the Fight-or-Flight Response James-Lange Theory of Emotion 421 Cannon-Bard Theory of Emotion 422 Two-Factor Theory of Emotion 420 422 Assessing Emotion in Nonhuman Animals Fear Responses Across Species 424 425 Fight-or-Flight orTend-and-Befriend? Beyond Fear 417 426 427 Learning About Emotion-Evoking Stimuli: Focus on Fear 428 Conditioned Emotional Responses: Learning to Predict Danger Conditioned Escape: Learning to Get Away from Danger Conditioned Avoidance: Learning to Avoid Danger Altogether Learned Helplessness 428 430 430 432 Learning and Memory in Everyday Life: "Immunizing" Against Learned Helplessness 433 Memory for Emotional Events 434 Emotion and Encoding of Memories Emotion and Retrieval of Memories Flashbulb Memories 434 435 436 Learning and Memory in Everyday Life: Truth or Consequences 438 Brain Substrates 439 Emotional Learning in the Brain 440 The Amygdala and Expression of Emotional Responses
441 Two Pathways into the Amygdala: "Fast-and-Rough" Versus "Slower-but-Accurate" Where Emotional Responses Are Learned Where Context Is Learned 443 444 Conscious Feelings and the Frontal Lobes 446 442
xvi I CONTENTS Emotional Memory in the Brain 447 Amygdala Activation Can Strengthen Memory Encoding Stress Hormones Can Strengthen Memory Encoding Stress Hormones Can Impair Recall 447 448 450 Learning and Memory in Everyday Life: How Much Stress Is Too Much? Stress Hormones Can Either Strengthen or Impair Reconsolidation Clinical Perspectives Phobias 451 451 453 453 What Causes Phobias? Therapy for Phobias 454 455 Posttraumatic Stress Disorder 456 Predicting and Preventing PTSD Therapy for PTSD 457 458 Predicting and Preventing PTSD Synthesis 459 461 CHAPTER 11 Social Learning and Memory: Observing, Interacting, and Reenacting 467 Behavioral Processes Copying What Is Seen 468 469 Social Learning Theory 470 Studies of True Imitation: Replicating Actions Studies of Emulation: Reproducing Outcomes Matching Actions Without Truly Imitating Copying What Is Heard 472 474 475 478 Vocal Imitation: Reproducing Sounds 479 Learning and Memory in Everyday Life: Karaoke Learning to Vocalize Without Imitating Genes and Memes in Song Learning Social Transmission of Information Learning Through Social Conformity Social Manipulation of Behavior 480 480 481 483 483 486 Learning and Memory in Everyday Life: Learning What to Like from Super Bowl Ads 488 Brain Substrates 489 Identifying Mirror Neurons 489 Mirror Neurons in Songbirds Clinical Perspectives 491 492 Imitative Deficits After Stroke Autism Spectrum Disorder Synthesis 495 492 494
HAPTER 12 Development and Aging: Learning and Memory cross the Lifespan 501 Behavioral Processes 502 The Developing Memory: Infancy Through Childhood Learning Before Birth 502 502 Conditioning and Skill Learning in Young Children 504 Development of Episodic Memory and Semantic Memory Sensitive Periods for Early Learning Imprinting 506 508 508 Sensitive Periods for Vision and Birdsong Language Learning 509 510 Learning and Memory in Everyday Life: Teaching Babies Signs Before Speech 512 Adolescence: Crossing from Childhood into Adulthood Maturation of Working Memory Male-Female Differences in Learning and Memory 514 The Aging Memory: Adulthood Through Old Age 515 Working Memory in Aging Adults 512 513 516 Conditioning and Skill Learning in Aging Adults 516 Episodic Memory and Semantic Memory: Old Memories Fare Better than New Learning Metamemory and Aging Brain Substrates 520 The Genetic Blueprint Is Modified by Experience 520 Genetic Variation and Individual Differences in Learning Abilities Selective Breeding and Twin Studies Environmental Interactions Epigenetics 517 518 520 521 523 524 Learning and Memory in Everyday Life: Can Exposure to Classical Music Make Babies Smarter? 525 Neurons and Synapses in the Developing Brain Early Overproduction of Neurons Pruning of Synapses 526 526 527 Sensitive Periods for Neuronal Wiring Brain Changes in Adolescence 528 529 Profound Changes in Prefrontal Cortex 529 Effects of Sex Hormones on Brain Organization 530 Effects of Circulating Sex Hormones on Brain Function The Brain from Adulthood to Old Age Localized Neuron and Synapse Loss
533 533 Loss of Synaptic Stability and Consolidation 535 Adult Neurogenesis: New Neurons for Old Brains? Clinical Perspectives Down Syndrome 539 538 536 532
xviii I CONTENTS Brain Abnormalities and Memory Impairments in Down Syndrome Animal Models of Down Syndrome Alzheimer's Disease 539 540 541 Progressive Memory Loss and Cognitive Deterioration Plaques and Tangles in the Brain 541 542 Genetic Basis of Alzheimer's Disease 544 A Connection Between Down Syndrome and Alzheimer's Disease 545 Learning and Memory in Everyday Life: Can Mental Exercise Protect Against Alzheimer's Disease? Synthesis Glossary 547 G-1 References R-1 Name Index Subject Index N1-1 SI-1 546 |
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| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-031716944 |
| oclc_num | 1132304044 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-706 DE-91 DE-BY-TUM |
| owner_facet | DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-706 DE-91 DE-BY-TUM |
| physical | xxxi, 549, G-11, R-47, NI-17, SI-13 Seiten Illustrationen, Diagramme |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | macmillan international, higher education |
| record_format | marc |
| spelling | Gluck, Mark A. Verfasser (DE-588)137909047 aut Learning and memory from brain to behavior Mark A. Gluck, Eduardo Mercado, Catherine E. Myers behaviour Fourth edition New York macmillan international, higher education [2020] xxxi, 549, G-11, R-47, NI-17, SI-13 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Gedächtnis (DE-588)4019614-8 gnd rswk-swf Lernen (DE-588)4035408-8 gnd rswk-swf 1\p (DE-588)4123623-3 Lehrbuch gnd-content Lernen (DE-588)4035408-8 s Gedächtnis (DE-588)4019614-8 s DE-604 Lernpsychologie (DE-588)4074166-7 s 2\p DE-604 Mercado, Eduardo Verfasser (DE-588)137908881 aut Myers, Catherine E. Verfasser (DE-588)137908970 aut Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031716944&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Gluck, Mark A. Mercado, Eduardo Myers, Catherine E. Learning and memory from brain to behavior Lernpsychologie (DE-588)4074166-7 gnd Gedächtnis (DE-588)4019614-8 gnd Lernen (DE-588)4035408-8 gnd |
| subject_GND | (DE-588)4074166-7 (DE-588)4019614-8 (DE-588)4035408-8 (DE-588)4123623-3 |
| title | Learning and memory from brain to behavior |
| title_alt | behaviour |
| title_auth | Learning and memory from brain to behavior |
| title_exact_search | Learning and memory from brain to behavior |
| title_full | Learning and memory from brain to behavior Mark A. Gluck, Eduardo Mercado, Catherine E. Myers |
| title_fullStr | Learning and memory from brain to behavior Mark A. Gluck, Eduardo Mercado, Catherine E. Myers |
| title_full_unstemmed | Learning and memory from brain to behavior Mark A. Gluck, Eduardo Mercado, Catherine E. Myers |
| title_short | Learning and memory |
| title_sort | learning and memory from brain to behavior |
| title_sub | from brain to behavior |
| topic | Lernpsychologie (DE-588)4074166-7 gnd Gedächtnis (DE-588)4019614-8 gnd Lernen (DE-588)4035408-8 gnd |
| topic_facet | Lernpsychologie Gedächtnis Lernen Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031716944&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT gluckmarka learningandmemoryfrombraintobehavior AT mercadoeduardo learningandmemoryfrombraintobehavior AT myerscatherinee learningandmemoryfrombraintobehavior AT gluckmarka behaviour AT mercadoeduardo behaviour AT myerscatherinee behaviour |