Spatial learning in the rat: impairment induced by the thiol-proteinase inhibitor, leupeptin, and an analysis of [3H]glutamate receptor binding in relation to learning

Morris, Richard; Hagan, James J.; Nadel, Lynn; Jensen, John R.; Baudry, Michel; Lynch, Gary

doi:10.1016/s0163-1047(87)90448-1

Cited by 19 publications

(8 citation statements)

References 24 publications

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“…The high level of calpain I1 mRNA and protein in the hippocampus suggests its involvement in this region's calcium dependent plasticity, which was proposed as a molecular mechanism underlying long-term potentiation, learning, and memory (Baudry and Lynch, 1980;Baudry, 1984, 1987;Siman et al, 1985a;Laduron, 1987;Morris et al, 1987;Nicoll et al, 1988;Lynch et al, 1986). The involvement of calpain I1 in aging has also been suggested by the previous finding that its in vitro activity level in partially purified extract increases in the aging brain ( Banay-Schwartz et al, 1994).…”

Section: Discussionmentioning

confidence: 99%

Regional differences in gene expression for calcium activated neutral proteases (calpains) and their endogenous inhibitor calpastatin in mouse brain and spinal cord

Grynspan

Berman

et al. 1996

J. Neurobiol.

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Section: Discussionmentioning

confidence: 99%

Regional differences in gene expression for calcium activated neutral proteases (calpains) and their endogenous inhibitor calpastatin in mouse brain and spinal cord

Grynspan

Berman

et al. 1996

J. Neurobiol.

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“…Accordingly, manipulations that impair LTP are expected to impair learning and memory (at least certain forms of hippocampus-dependent learning and memory), while manipulations that enhance LTP are expected to enhance learning and memory. We previously reported that intraventricular infusion of the calpain inhibitor, leupeptin, produced impairment in radial maze performance and delayed alternation learning (Staubli et al, 1984), as well as in overnight forgetting during training in the water maze (Morris et al, 1987). Since leupeptin is not a specific calpain inhibitor, these results could have been due to interactions with other proteases.…”

Section: Relationship With Learning and Memorymentioning

confidence: 99%

Multiple cellular cascades participate in long-term potentiation and in hippocampus-dependent learning

et al. 2015

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Since its discovery by Bliss and Lomo, the phenomenon of long-term potentiation (LTP) has been extensively studied, as it was viewed as a potential cellular mechanism of learning and memory. Over the years, many signaling cascades have been implicated in its induction, consolidation and maintenance, raising questions regarding its real significance. Here, we review several of the most commonly studies signaling cascades and discuss how they converge on a common set of mechanisms likely to be involved in the maintenance of LTP. We further argue that the existence of cross-talks between these different signaling cascades can not only account for several discrepancies in the literature, but also account for the existence of different forms of LTP, which can be engaged by different types of stimulus parameters under different experimental conditions. Finally, we discuss how the understanding of the diversity of LTP mechanisms can help us understand the diversity of the types of learning and memory.

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“…In laboratory experiments on olfactory learning conducted in the Irvine laboratory, I had mixed success, possibly because we were using the very discrimination learning tasks that were proving insensitive to hippocampal lesions in rats and primates. Ursula Staubli was later to have success in using this drug to block LTP (Staubli et al 1988), but its effects on learning were generally quite modest, even in the watermaze (Morris et al 1987). However, while in Irvine, and contrary to the 'house rules' that reflected the friendly rivalry between the Lynch and Cotman laboratories, I discussed these experiments with Eric Harris, then a postdoc with Carl Cotman.…”

Section: Using the Watermaze To Study Long-term Potentiation And Memorymentioning

confidence: 99%

Long-term potentiation and memory

Morris

2003

Phil. Trans. R. Soc. Lond. B

205

134

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The discovery of long-term potentiation (LTP) transformed research on the neurobiology of learning and memory. This did not happen overnight, but the discovery of an experimentally demonstrable phenomenon reflecting activity-driven neuronal and synaptic plasticity changed discussions about what might underlie learning from speculation into something much more concrete. Equally, however, the relationship between the discovery of LTP and research on the neurobiology of learning and memory has been reciprocal; for it is also true that studies of the psychological, anatomical and neurochemical basis of memory provided a developing and critical intellectual context for the physiological discovery. The emerging concept of multiple memory systems, from 1970 onwards, paved the way for the development of new behavioural and cognitive tasks, including the watermaze described in this paper. The use of this task in turn provided key evidence that pharmacological interference with an LTP induction mechanism would also interfere with learning, a finding that was by no means a foregone conclusion. This reciprocal relationship between studies of LTP and the neurobiology of memory helped the physiological phenomenon to be recognized as a major discovery.Keywords: long-term potentiation; learning; memory; spatial memory; watermaze PERSPECTIVES ON MEMORY OF 1973 AND 2003The perspective that we have of memory systems in 2003 is radically different from that prevailing in 1973. We now know of several interdependent brain systems that mediate different types of memory and, within these, the distinctive processes of memory encoding, storage, consolidation and retrieval (Schachter & Tulving 1994, pp. 269-310). These include explicit (declarative) and implicit (nondeclarative) systems, and various sub-systems such as those responsible for spatial, episodic and semantic memory on the one hand, and for skill learning and priming on the other. These distinct brain systems have different operating characteristics, distinct patterns of cerebral localization and network architecture, and subserve discrete aspects of cognitive function. In 1973, by contrast, we had little more than a suspicion that learning involved both associative and non-associative mechanisms, and that short-and long-term memory were likely to be mediated by different neuronal mechanisms. The range of behavioural tasks at our disposal to study learning was equally limited, ranging from the word-list learning tasks of the 'verbal learning' era of human psychology through to operant schedules, alleyways and simple mazes for animals.Observations about human global amnesia were emerging, starting with the seminal observations on patient H.M. (Scoville & Milner 1957). Following a medial temporal lobectomy for the relief of epilepsy, this now extensively studied patient was found to have intact short-term memory, reasonable memory for information acquired One contribution of 30 to a Theme Issue 'Long-term potentiation: enhancing neuroscience for 30 years'.

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Spatial learning in the rat: impairment induced by the thiol-proteinase inhibitor, leupeptin, and an analysis of [3H]glutamate receptor binding in relation to learning

Cited by 19 publications

References 24 publications

Regional differences in gene expression for calcium activated neutral proteases (calpains) and their endogenous inhibitor calpastatin in mouse brain and spinal cord

Regional differences in gene expression for calcium activated neutral proteases (calpains) and their endogenous inhibitor calpastatin in mouse brain and spinal cord

Multiple cellular cascades participate in long-term potentiation and in hippocampus-dependent learning

Long-term potentiation and memory

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