Bidirectional role of dopamine in learning and memory-active forgetting

Dı́az, Fernando; Caffino, Lucia; Fumagalli, Fabio

doi:10.1016/j.neubiorev.2021.10.011

Cited by 10 publications

(5 citation statements)

References 197 publications

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“…Forgetting can be activated by programs of learning, and both share similar biological processes and molecular pathways (Castillo Díaz et al, 2021; Gyurkó et al, 2015; Zhang et al, 2018). Synapses between neurons can be altered structurally and/or functionally after stimuli are received.…”

Section: Introductionmentioning

confidence: 99%

Small G protein RAC‐2 regulates forgetting via the JNK‐1 signalling pathway in Caenorhabditis elegans

Bai

Huang

Zhao

et al. 2022

Eur J of Neuroscience

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Although forgetting was once regarded as a passive decline in memory and an occasional source of embarrassment, recent research suggests that it is an active biological process of removing outdated or irrelevant memories via activation of specific genes and signal transduction pathways. Rho family G proteins are known to have a role in synaptic plasticity mediated by the actin cytoskeleton. However, the current study reveals that another Rho guanosine triphosphate enzyme (GTPase), RAC‐2, facilitates the occurrence of forgetting in Caenorhabditis elegans independent of actin dynamics. Functioning downstream of RAC‐2 in the same signalling pathway, JNK‐1 and its phosphorylated protein are required to positively regulate forgetting. The pan‐neuronal rescue of RAC‐2 or JNK‐1, instead of AWC neuron‐specific expression, reverses the delayed forgetting caused by the rac‐2 mutation, which indicates that the involvement of RAC‐2/JNK‐1 in more than AWCs must be required. In summary, our work elucidates the action of the Rho GTPase RAC‐2 and downstream JNK‐1 as a potential novel pathway in forgetting in C. elegans.

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Section: Introductionmentioning

confidence: 99%

Small G protein RAC‐2 regulates forgetting via the JNK‐1 signalling pathway in Caenorhabditis elegans

Bai

Huang

Zhao

et al. 2022

Eur J of Neuroscience

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“…Negative experiences change the neural circuit, and the learner will think twice the next time before addressing an issue to avoid a negative response. [15] It helps the brain to predict what will happen the next time in response to an action. The greater the prediction error, the more dopamine is released in the brain, and the more the learner will become immersed in the learning process.…”

Section: ) Dopaminementioning

confidence: 99%

Enhancing clinical nursing education for Gen Z students through brain-based learning

Kassam,

Subramanian

2024

JNEP

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Clinical nursing is the most significant aspect of nursing education. An early exposure to clinical practice can be beneficial for nursing students, fostering a deeper comprehension of real-life nursing care. However, this experience may induce stress among students who might feel underprepared for the significant responsibilities involved. To ensure students attain their utmost potential in acquiring clinical knowledge and skills to deliver high-quality care, it becomes imperative for clinical instructors to critically reflect on their teaching methodologies. Incorporating innovative teaching methods is crucial for engaging students actively and instilling a sense of challenge and motivation during bedside clinical nursing. To involve nursing students actively in clinical learning, instructors need to connect brain neurotransmitters in the quest for learning. Without sufficient stimulation of the brain and its neurotransmitters and hormones during the learning process, students may struggle to grasp and retain knowledge over the long term. This literature review highlights the significance of using the brain-based approach in clinical education to address the needs of Gen Z students. Embracing a brain-based approach can lead to a revolutionary change in nursing education and clinical practice. By associating the brain’s physiology and leveraging advanced learning processes, clinical instructors can adeptly cultivate patient-centered, critical-thinking, practice-ready nurses.

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“…The dynamics in the VTA were closest to the general trend of diminishing but specialising activity. This structure is attributed to be an element of the reward system [35,36] as well to be involved in memory processes [37,38], especially when reward-related memories are considered. Henceforth, the strong rewarding effect of amphetamine might have led to a formation of a specific neuronal population in this structure.…”

Section: Physiological Changes Consistent With Memory Consolidationmentioning

confidence: 99%

Spatio-temporal mechanisms of consolidation, recall and reconsolidation in reward-related memory trace

Hamed

Kursa

Karwicka

et al. 2023

Preprint

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The formation of memories is a complex, multi-scale phenomenon, especially when it involves integration of information from various brain systems. We have investigated the differences between a novel and consolidated association of spatial cues and amphetamine administration, using an in-situ hybridisation method to track the short-term dynamics during the recall testing. We have found that remote recall group involves smaller, but more consolidated groups of neurons, which is consistent with their specialisation. By employing machine learning analysis, we have shown this pattern is especially pronounced in the VTA; furthermore, we also uncovered significant activity patterns in retrosplenial and prefrontal cortices, as well as in the DG and CA3 subfields of the hippocampus. The behavioural propensity towards the associated localisation appears to be driven by the nucleus accumbens, however, further modulated by a trio of the amygdala, VTA and hippocampus, as the trained association is confronted with test experience. These results show that memory mechanisms must be modelled considering individual differences in motivation, as well as covering dynamics of the process.

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Bidirectional role of dopamine in learning and memory-active forgetting

Cited by 10 publications

References 197 publications

Small G protein RAC‐2 regulates forgetting via the JNK‐1 signalling pathway in Caenorhabditis elegans

Small G protein RAC‐2 regulates forgetting via the JNK‐1 signalling pathway in Caenorhabditis elegans

Enhancing clinical nursing education for Gen Z students through brain-based learning

Spatio-temporal mechanisms of consolidation, recall and reconsolidation in reward-related memory trace

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