What should a biochemistry of learning and memory be about?

Rose, Steven

doi:10.1016/0306-4522(81)90164-0

Cited by 59 publications

(13 citation statements)

References 41 publications

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“…Although final proof of the necessary involvement of the genes requires a demonstration that memory formation cannot occur if their expression is inhibited (Rose, 1981) our data are in accord with the hypothesis that activation of early gene expression is part of the intracellular biochemical cascade involved in long-term memory formation. However, it remains possible that the functions of the protein product of immediate early genes in these cells may not be related directly to the consolidation of memory-related plastic changes but be responsible for increasing the transcription of genes involved in the restoration of transmitter molecules, peptides and enzymes utilized as a consequence of increased metabolic activity in the course of training.…”

Section: Discussionsupporting

confidence: 88%

“…I , above). The crucial question is whether the expression of c-fos or of c-jun in such circumstances is related to memory formation for the novel experience, as was originally proposed, or whether the increased expression is the consequence of less specific stimuli, leading to arousal or neuronal activation, processes that are necesary but not exclusive to memory formation (Rose, 1981). In our earlier passive avoidance experiments (Anokhin et al, 1991), the increase could have been associated with the aversive experience of the taste of the bitter bead used in the training procedure, although we attempted to control for this possibility by showing that, with monocular training, the increase was lateralized to the hemisphere opposite the seeing eye.…”

Section: Discussionmentioning

confidence: 99%

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Learning‐induced Increase of Immediate Early Gene Messenger RNA in the Chick Forebrain

Anokhin

Rose

1991

Eur J of Neuroscience

137

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The immediate early genes c-fos and c-jun are activated rapidly in nerve cells in response to in vivo and in vitro stimulation. Because of their involvement in transcriptional regulation, the products of these genes have been proposed as nuclear signals for consolidation of long-term memory. However, no specific changes of immediate early gene expression in relation to learning have yet been reported. Compared with quiet controls, training young chicks to discriminate food grains from inedible pebbles results in a 4.8-fold elevation of c-fos and a 3.7-fold elevation of c-jun mRNA in the forebrain 30 min after an 8-min training session. Compared to chicks that had learned the discrimination and were merely repeating already learned behaviour, the increase in c-jun mRNA in the learning group was 64% (P < 0.03) but a 24% increase in c-fos mRNA was not significant. Because the increased expression is higher in birds that are learning the task than in those that are repeating already learned behaviour, and is not proportional to behavioural activity per se, we conclude that learning a new task is itself responsible for enhanced expression of the genes.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Learning‐induced Increase of Immediate Early Gene Messenger RNA in the Chick Forebrain

Anokhin

Rose

1991

Eur J of Neuroscience

137

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“…Of course, reports of many studies stated one or more criteria against which to test their findings, but Entingh et al (1975) and Rose (1981) tried to list several guidelines or criteria that would be applicable to a variety of studies.…”

Section: What Neurochemical Processes Are Necessary and Sufficient Tomentioning

confidence: 99%

Aspects of the Search for Neural Mechanisms of Memory

Rosenzweig

1996

Annu. Rev. Psychol.

102

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The search for neural mechanisms of memory has been under way for more than a century. The pace quickened in the 1960s when investigators found that training or differential experience leads to significant changes in brain neurochemistry, anatomy, and electrophysiology. Many steps have now been identified in the neurochemical cascade that starts with neural stimulation and ends with encoding information in long-term memory. Applications of research in this field are being made to child development, successful aging, recovery from brain damage, and animal welfare. Extensions of current research and exciting new techniques promise novel insights into mechanisms of memory in the decades ahead. CONTENTS

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“…Previous work with the imprinting model has implicated the anterior dorsal forebrain in various specific biochemical changes, some of which have now been shown to be likely to be learning-related rather than being the product of a concomitant of learning, such as visual stimulation, motor activity, or hormonal status (Hornet al, 1973;Bateson et al, , 1975Rose, 1980Rose, , 1981. The present paper reports the first biochemical changes that we have observed in the posterior, rather than the anterior, portion of the roof in association with an imprinting experience.…”

Section: A Longstaff and S P R Rosementioning

confidence: 99%

“…The increased incorporation into protein is primarily into soluble material and is independent of precursor pool changes (Hambley et al, 1977), but its relation to learning of the stimulus characteristics per se has not yet been rigorously determined. T h e question of criteria for the validation of such changes as biochemical correspondents of memory formation is discussed by Rose (1981).…”

mentioning

confidence: 99%

Ontogenetic and Imprinting‐Induced Changes in Chick Brain Protein Metabolism and Muscarinic Receptor Binding Activity

Longstaff

Rose

1981

Journal of Neurochemistry

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Over the 20-min period following exposure of young chicks to a flashing light as an imprinting stimulus there is an increased incorporation of [14C]leucine into an acidic (tubulin-enriched) protein fraction of the anterior dorsal forebrain in birds which have learnt the characteristics of the stimulus as compared with, either birds which have been exposed to an imprinting stimulus but learn poorly, or chicks kept in the dark. This brain region has been implicated in several studies as the locus for a number of biochemical modulations that accompany learning. The amount of [14C]leucine incorporated does not seem to be determined by precursor pool availability; it does, however, correlate with a well-validated measure of the extent to which birds have learnt to recognise the characteristics of the stimulus, as shown by a two-choice discrimination test. There is no change in the total content of tubulin dimer as assayed by colchicine binding under these conditions. Additionally, in birds which show evidence of learning, the binding of quinuclidinyl benzilate, an irreversible muscarinic ligand, is altered in both the posterior dorsal forebrain and midbrain regions. None of these effects could be simply the result of visual stimulation. The meaning of these changes is discussed.

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What should a biochemistry of learning and memory be about?

Cited by 59 publications

References 41 publications

Learning‐induced Increase of Immediate Early Gene Messenger RNA in the Chick Forebrain

Learning‐induced Increase of Immediate Early Gene Messenger RNA in the Chick Forebrain

Aspects of the Search for Neural Mechanisms of Memory

Ontogenetic and Imprinting‐Induced Changes in Chick Brain Protein Metabolism and Muscarinic Receptor Binding Activity

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