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• W2012140908 endingPage "614" @default.
• W2012140908 startingPage "604" @default.
• W2012140908 abstract "•Learning involves synapse gains and losses to provide memory traces of learned skills. •Synapse rearrangements produce dedicated sub-circuits that support adaptive behavior. •Synapse stabilization involves 12–15 hours of cellular and network plasticity reactions. •Memory consolidation is coupled to synapse validation and synapse elimination. Learning can involve formation of new synapses and loss of synapses, providing memory traces of learned skills. Recent findings suggest that these synapse rearrangements reflect assembly of task-related sub-circuits from initially broadly distributed and sparse connectivity in the brain. These local circuit remodeling processes involve rapid emergence of synapses upon learning, followed by protracted validation involving strengthening of some new synapses, and selective elimination of others. The timing of these consolidation processes can vary. Here, we review these findings, focusing on how molecular/cellular mechanisms of synapse assembly, strengthening, and elimination might interface with circuit/system mechanisms of learning and memory consolidation. An integrated understanding of these learning-related processes should provide a better basis to elucidate how experience, genetic background, and disease influence brain function. Learning can involve formation of new synapses and loss of synapses, providing memory traces of learned skills. Recent findings suggest that these synapse rearrangements reflect assembly of task-related sub-circuits from initially broadly distributed and sparse connectivity in the brain. These local circuit remodeling processes involve rapid emergence of synapses upon learning, followed by protracted validation involving strengthening of some new synapses, and selective elimination of others. The timing of these consolidation processes can vary. Here, we review these findings, focusing on how molecular/cellular mechanisms of synapse assembly, strengthening, and elimination might interface with circuit/system mechanisms of learning and memory consolidation. An integrated understanding of these learning-related processes should provide a better basis to elucidate how experience, genetic background, and disease influence brain function. the term incentive-driven learning is used here to designate learning forms in which a behavioral output is associated with positive or negative reinforcers (reward or punishment). Examples include Pavlovian conditioning, operant conditioning, and trial-and-error reinforced learning forms (e.g., skill learning, song learning, maze learning). Incentive-driven learning involves the assembly of new synapses, whereas incidental learning probably does not. learning in the absence of specific incentives/reinforcers. It might account for the majority of an individual's memories (e.g., memories of episodes, tunes, faces). In rodents, incidental memory tests involve various forms of object recognition memory (e.g., familiar object recognition, also known as novel object recognition). Although specific incentives to learn are absent, incidental learning does depend on attentional mechanisms, and hence on top-down control. to last for 1 day or more, memories undergo long-term consolidation processes. These probably depend on local network activities such as spindles and ripples, and on sleep. The requirement for long-term consolidation suggests that some memories might not be retained effectively, and that their consolidation might be influenced by events occurring subsequent to the time of acquisition. It is not clear whether, in the absence of pathology, long-term consolidated memories are ever lost. A confounding issue is that the retention of memories is determined at their retrieval, when access strongly depends on circumstances. this rule states that connectivity among individual locally accessible pre- and post-synaptic partners might be random. Trivial exceptions involve the fact that subpopulations of neurons tend to preferentially establish stable synapses with particular types of neurons. In addition, substantial deviations from Peter's rule are thought to be due to learning, leading to the local assembly of sub-circuits selected for function. it is well established that retrieval of recent and remote memories depends on memory traces in different systems. For example, some hippocampal memories depend on traces in the hippocampus during 30–60 days after acquisition, but retrieval at subsequent time points instead increasingly depends on memory traces in sensory and prefrontal cortical areas. An unresolved issue involves the time at which traces of remote memories are first established. Initial traces might be layed down at multiple locations at the time of acquisition, but some of the traces might only become essential and/or functional for remote memories. Systems consolidation might involve time-dependent modification of memory traces, but the mechanisms involved are poorly understood." @default.
• W2012140908 created "2016-06-24" @default.
• W2012140908 creator A5068027012 @default.
• W2012140908 creator A5075851805 @default.
• W2012140908 creator A5086485592 @default.
• W2012140908 date "2014-10-01" @default.
• W2012140908 modified "2023-10-18" @default.
• W2012140908 title "Synapse rearrangements upon learning: from divergent–sparse connectivity to dedicated sub-circuits" @default.
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