scholarly journals AMPAR Auxiliary Protein SHISA6 Facilitates Purkinje Cell Synaptic Excitability and Procedural Memory Formation

Cell Reports ◽  
2020 ◽  
Vol 31 (2) ◽  
pp. 107515
Author(s):  
Saša Peter ◽  
Bastiaan H.A. Urbanus ◽  
Remco V. Klaassen ◽  
Bin Wu ◽  
Henk-Jan Boele ◽  
...  
Keyword(s):  
Purkinje Cell ◽  
Procedural Memory ◽  
Memory Formation ◽  
Auxiliary Protein

scholarly journals A biochemical mechanism for time-encoding memory formation within individual synapses of Purkinje cells

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251172
Author(s):  
Ayush Mandwal ◽  
Javier G. Orlandi ◽  
Christoph Simon ◽  
Jörn Davidsen
Keyword(s):  
Purkinje Cell ◽  
Firing Rate ◽  
G Protein ◽  
Purkinje Cells ◽  
Memory Formation ◽  
Time Interval ◽  
Biochemical Mechanism ◽  
Conditional Response ◽  
Tonic Firing ◽  
Time Encoding

Within the classical eye-blink conditioning, Purkinje cells within the cerebellum are known to suppress their tonic firing rates for a well defined time period in response to the conditional stimulus after training. The temporal profile of the drop in tonic firing rate, i.e., the onset and the duration, depend upon the time interval between the onsets of the conditional and unconditional training stimuli. Direct stimulation of parallel fibers and climbing fiber by electrodes was found to be sufficient to reproduce the same characteristic drop in the firing rate of the Purkinje cell. In addition, the specific metabotropic glutamate-based receptor type 7 (mGluR7) was found responsible for the initiation of the response, suggesting an intrinsic mechanism within the Purkinje cell for the temporal learning. In an attempt to look for a mechanism for time-encoding memory formation within individual Purkinje cells, we propose a biochemical mechanism based on recent experimental findings. The proposed mechanism tries to answer key aspects of the “Coding problem” of Neuroscience by focusing on the Purkinje cell’s ability to encode time intervals through training. According to the proposed mechanism, the time memory is encoded within the dynamics of a set of proteins—mGluR7, G-protein, G-protein coupled Inward Rectifier Potassium ion channel, Protein Kinase A, Protein Phosphatase 1 and other associated biomolecules—which self-organize themselves into a protein complex. The intrinsic dynamics of these protein complexes can differ and thus can encode different time durations. Based on their amount and their collective dynamics within individual synapses, the Purkinje cell is able to suppress its own tonic firing rate for a specific time interval. The time memory is encoded within the effective dynamics of the biochemical reactions and altering these dynamics means storing a different time memory. The proposed mechanism is verified by both a minimal and a more comprehensive mathematical model of the conditional response behavior of the Purkinje cell and corresponding dynamical simulations of the involved biomolecules, yielding testable experimental predictions.

scholarly journals A biochemical mechanism for time-encoding memory formation within individual synapses of Purkinje cells

2019 ◽  
Author(s):  
Ayush Mandwal ◽  
Javier G. Orlandi ◽  
Christoph Simon ◽  
Jörn Davidsen
Keyword(s):  
Purkinje Cell ◽  
Firing Rate ◽  
Purkinje Cells ◽  
Protein Interactions ◽  
Effective Rate ◽  
Memory Formation ◽  
Time Interval ◽  
Biochemical Mechanism ◽  
Tonic Firing ◽  
Time Encoding

AbstractWithin the classical eye-blink conditioning, Purkinje cells within the cerebellum are known to suppress their tonic firing rates for a well defined time period in response to the conditional stimulus after training. The temporal profile of the drop in tonic firing rate, i.e., the onset and the duration, depend upon the time interval between the onsets of the training conditional and unconditional stimulus. Direct stimulation of parallel fibers and climbing fiber by electrodes was found to be sufficient to reproduce the same characteristic drop in the firing rate of the Purkinje cell. In addition, the specific metabotropic glutamate-based receptor type 7 (mGluR7), which resides on the Purkinje cell synapses, was found responsible for the initiation of the response, suggesting an intrinsic mechanism within the Purkinje cell for the temporal learning. In an attempt to look for a mechanism for time-encoding memory formation within individual Purkinje cells, we propose a biochemical mechanism based on recent experimental findings. The proposed model tries to answer key aspects of the “Coding problem” of Neuroscience by focussing on the Purkinje cell’s ability to encode time intervals through training. According to the proposed mechanism, the time memory is encoded within the dynamics of a set of proteins — mGluR7, G-protein, G-protein coupled Inward Rectifier Potassium ion channel, Protein Kinase A and Protein Phosphatase 1 — which self-organize themselves into a protein complex. The intrinsic dynamics of these protein complexes can differ and thus can encode different time durations. Based on their amount and their collective dynamics within individual synapses, the Purkinje cell is able to suppress its own tonic firing rate for a specific time interval. The time memory is encoded within the effective rate constants of the biochemical reactions and altering these rates constants means storing a different time memory. The proposed mechanism is verified by a simplified mathematical model and corresponding dynamical simulations of the involved biomolecules, yielding testable experimental predictions.Author summaryHebbian plasticity is a widely accepted form of learning that can encode memories in our brain. Spike-timing dependent plasticity resulting in Long-term Potentiation or Depression of synapses has become the default mechanistic explanation behind memory formation within a neuronal population. However, recent experiments of conditional eyeblink response in Purkinje cells have challenged this point of view by showing that these mechanisms alone cannot account for time memory formation in the Purkinje cell. To explain the underlying mechanism behind this novel synaptic plasticity, we introduce a biochemical mechanism based on protein interactions occurring within a single synapse. These protein interactions and the associated effective rate constants are sufficient to encode time delays by auto-induced inhibition on a single excitatory synapse, suggesting that synapses are capable of storing more information than previously thought.

scholarly journals Intention to learn differentially affects subprocesses of procedural learning and consolidation: Evidence from a probabilistic sequence learning task

2018 ◽  
Author(s):  
Kata Horváth ◽  
Csenge Török ◽  
Orsolya Pesthy ◽  
Dezso Nemeth ◽  
Karolina Janacsek
Keyword(s):  
Sequence Learning ◽  
Learning Task ◽  
Procedural Memory ◽  
Memory Formation ◽  
Procedural Learning ◽  
Learning Performance ◽  
Sequential Order ◽  
Statistical Knowledge ◽  
Statistical Frequency ◽  
Efficient Processing

AbstractProcedural memory facilitates the efficient processing of complex environmental stimuli and contributes to the acquisition of automatic behaviours and habits. Learning can occur intentionally or incidentally, yet, how the mode of learning affects procedural memory is still poorly understood. Importantly, procedural memory is a complex cognitive function composed of different subprocesses, including the acquisition and consolidation of statistical, frequency-based and sequential, order-based knowledge. Therefore, we tested how statistical and sequence knowledge develops during incidental versus intentional procedural memory formation and during consolidation. Seventy-four young adults performed either the uncued, incidental (N = 37) or the cued, intentional (N = 37) version of a probabilistic sequence learning task. Performance was retested after a 12-hour offline period, enabling us to test the effect of sleep on consolidation; therefore, half of the participants slept during the delay, while the other half had normal daily activity (PM-AM versus AM-PM design). The mode of learning (incidental versus intentional) had no effect on the acquisition of statistical knowledge, while intention to learn increased sequence learning performance. Consolidation was not affected by intention to learn: Both statistical and sequence knowledge was retained over the 12-hour delay, irrespective of the mode of learning and whether the delay included sleep or wake activity. These results suggest a time-dependent instead of sleep-dependent consolidation of both statistical and sequence knowledge. Our findings could contribute to a better understanding of how the mode of learning (intentional or incidental) affects procedural memory formation and consolidation.

Filling one gap by creating another: Memory stabilization is not all-or-nothing, either

2005 ◽  
Vol 28 (1) ◽  
pp. 78-78 ◽  
Author(s):  
Philippe Peigneux ◽  
Arnaud Destrebecqz ◽  
Christophe Hotermans ◽  
Axel Cleeremans
Keyword(s):  
Procedural Memory ◽  
Memory Formation ◽  
Different Levels

Walker proposes that procedural memory formation involves two specific stages of consolidation: wake-dependent stabilization, followed by sleep-dependent enhancement. If sleep-based enhancement of procedural memory formation is now well supported by evidence obtained at different levels of cognitive and neurophysiological organization, wake-dependent mechanisms for stabilization have not been demonstrated as convincingly, and still require more systematic characterization.

scholarly journals Motor Skills Enhance Procedural Memory Formation and Protect against Age-Related Decline

PLoS ONE ◽  
2016 ◽  
Vol 11 (6) ◽  
pp. e0157770 ◽  
Author(s):  
Nils C. J. Müller ◽  
Lisa Genzel ◽  
Boris N. Konrad ◽  
Marcel Pawlowski ◽  
David Neville ◽  
...  
Keyword(s):  
Motor Skills ◽  
Procedural Memory ◽  
Memory Formation ◽  
Age Related

A refined model of sleep and the time course of memory formation

2005 ◽  
Vol 28 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Matthew P. Walker
Keyword(s):  
Time Course ◽  
Sleep Stage ◽  
Procedural Memory ◽  
Memory Formation ◽  
Procedural Learning ◽  
Initial Acquisition ◽  
Stabilization Phase ◽  
Time Awake ◽  
Dependent Learning ◽  
Enhanced Learning

Research in the neurosciences continues to provide evidence that sleep plays a role in the processes of learning and memory. There is less of a consensus, however, regarding the precise stages of memory development during which sleep is considered a requirement, simply favorable, or not important. This article begins with an overview of recent studies regarding sleep and learning, predominantly in the procedural memory domain, and is measured against our current understanding of the mechanisms that govern memory formation. Based on these considerations, I offer a new neurocognitive framework of procedural learning, consisting first of acquisition, followed by two specific stages of consolidation, one involving a process of stabilization, the other involving enhancement, whereby delayed learning occurs. Psychophysiological evidence indicates that initial acquisition does not rely fundamentally on sleep. This also appears to be true for the stabilization phase of consolidation, with durable representations, resistant to interference, clearly developing in a successful manner during time awake (or just time, per se). In contrast, the consolidation stage, resulting in additional/enhanced learning in the absence of further rehearsal, does appear to rely on the process of sleep, with evidence for specific sleep-stage dependencies across the procedural domain. Evaluations at a molecular, cellular, and systems level currently offer several sleep specific candidates that could play a role in sleep-dependent learning. These include the upregulation of select plasticity-associated genes, increased protein synthesis, changes in neurotransmitter concentration, and specific electrical events in neuronal networks that modulate synaptic potentiation.

Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

2019 ◽  
Vol 62 (10) ◽  
pp. 3790-3807 ◽  
Author(s):  
Sara Ferman ◽  
Liat Kishon-Rabin ◽  
Hila Ganot-Budaga ◽  
Avi Karni
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Explicit Knowledge ◽  
Procedural Memory ◽  
Procedural Learning ◽  
Specific Language ◽  
Language Problems ◽  
Morphological Rule ◽  
Semantic Distinction

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

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