商品簡介
At the turn of the century, the pioneering neuroscientist Ramon y Cajal articulated the hypothesis that growth processes involved in the development of the central nervous system may persist into adulthood, where they might be retained to mediate the formation and maintenance of memory. Over the decades since Cajal s seminal suggestion, extensive experimental attention has been directed at elucidating the cellular and molecular mechanisms underlying both neuronal development and learning and memory. Many exciting technical and conceptual advances have been made on each front. Thus, as we approach the end of this century, the field is now poised to assess the status of Cajal s provocative hypothesis directly. This volume reflects a highly interdisciplinary dialog among experts in the fields of development and learning and memory, who came together not only to assess the validity of the general hypotheses that development and learning might share mechanistic features, but also to identify issues, preparations, and paradigms that would allow for a rigorous evaluation of ways to advance the hypothesis, on the one hand, and determine its fundamental limitations, on the other. Towards this end, the volume is organized into four levels of analysis: behavioral, systems, cellular, and molecular. At each level, neuroscientists from the general fields of development and learning engage in lively exchange of ideas which serve to highlight the similarities and differences of both the concepts and the experimental approaches used in their diverse fields. The result of this endeavor is a collection of seminal chapters and summary reports that provide a novel synthesis of important advances in two exciting areas of modern neuroscience. Goal of this Dahlem Workshop: to evaluate the validity of the general thesis that mechanisms utilized in the development of the nervous system are reutilized in the adult to mediate formation and maintenance of memory.
作者簡介
Thomas Carew is an American neuroscientist whose interests center on the behavioral, cellular, and molecular analyses of learning and memory.
R. Menzel is the editor of Mechanistic Relationships Between Development and Learning, published by Wiley.
C. J. Shatz is the editor of Mechanistic Relationships Between Development and Learning, published by Wiley.
目次
Introduction: Points of Contact Between Development and Learning (T. Carew, et al.).
Convergence of Experimental and Developmental Approaches to Animal Learning and Memory Processes (M. Fanselow & J. Rudy).
Development and Learning in the Birdsong System: Are There Shared Mechanisms?
(A. Doupe).
The Development of Speech and Language (P. Kuhl).
Group Report: What Does Behavior Tell Us about the Relationship Between Development and Learning?
(R. Hudson, et al.).
Neurotrophins and Visual System Plasticity (T. Bonhoeffer & C. Shatz).
Correlational Models of Synaptic Plasticity: Development, Learning, and Cortical Dynamics of Mental Representations (Y. Fregnac & E. Bienenstock).
Cerebellar Motor Learning, Self-Regulating Plasticity, and Implications for Development (M. Mauk).
Group Report: To What Extent Are Activity-Dependent Processes Common to Development and Learning?
(K. Fox, et al.).
Synapse Formation (J. Sanes).
The Role of LTD and LTP in Development and Learning (M. Bear).
Group Report: Are the Cellular Mechanisms of Synaptic Development Related to Synaptic Plasticity and to Learning in the Adult?
(R. Mooney, et al.).
Genes Involved in Cerebellar Cell Specification and Differentiation (M. Hatten, et al.).
Genetic Analysis of Learning and Memory (S. Grant).
Genetic Approaches to Axon Pathfinding (H. Baier).
Group Report: Do the Molecular Mechanisms Involved in Development of the Nervous System also Contribute to Learning?
(U. Gaul, et al.).
Indexes.
