Topic
Intermediate-term memory
About: Intermediate-term memory is a research topic. Over the lifetime, 38 publications have been published within this topic receiving 4996 citations.
Papers
TL;DR: This book aims to investigate elementary forms of learning and memory at a cellular molecular level—as specific molecular activities within identified nerve cells withinidentified nerve cells.
Abstract: One of the most remarkable aspects of an animal's behavior is the ability to modify that behavior by learning, an ability that reaches its highest form in human beings. For me, learning and memory have proven to be endlessly fascinating mental processes because they address one of the fundamental features of human activity: our ability to acquire new ideas from experience and to retain these ideas over time in memory. Moreover, unlike other mental processes such as thought, language, and consciousness, learning seemed from the outset to be readily accessible to cellular and molecular analysis. I, therefore, have been curious to know: What changes in the brain when we learn? And, once something is learned, how is that information retained in the brain? I have tried to address these questions through a reductionist approach that would allow me to investigate elementary forms of learning and memory at a cellular molecular level-as specific molecular activities within identified nerve cells.
3,951 citations
TL;DR: This work has examined the steps whereby short-term facilitation is converted to a long-term form in the sensorimotor connection of the Aplysia gill-withdrawal reflex and uncovered a new transient phase that involves three mechanistically different mechanisms--covalent modification, translation, and transcription.
214 citations
TL;DR: In Aplysia, the same temporal and molecular characteristics that distinguish ITF from other phases of synaptic plasticity distinguish ITM from otherphase of behavioral memory.
191 citations
TL;DR: Training using procedures that varied in the duration of the training session, the number of training sessions per day or the amount of time between subsequent training sessions found that by varying the duration and frequency of theTraining session learning could be differentially produced.
Abstract: Aerial respiration of the pond snail, Lymnaea stagnalis, can be operantly conditioned; however, the parameters necessary to produce long-term (LTM) or intermediate term memory (ITM) have not previously been investigated. We conducted training using procedures that varied in the duration of the training session, the number of training sessions per day or the amount of time between subsequent training sessions (SI). We found that by varying the duration and frequency of the training session learning could be differentially produced. Furthermore, the ability to form LTM was dependent not only on the duration of the training session was also the interval between training sessions, the SI. Thus it was possible to produce ITM, which persists for up to 3 hr, and not form LTM, which persists at least 18 hr. Learning, ITM, and LTM can be differentially produced by altering the SI, the duration of the training session, or the number of training sessions per day. These findings may allow us to begin to elucidate the underlying neural mechanisms of learning, ITM, and LTM.
159 citations
TL;DR: The DG appears to have a modulatory influence on the CA3 and CA1 mediation of short-term and intermediate-term episodic memory, and the mechanisms for understanding the interactions and dissociations between CA2 and CA3 are discussed.
99 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2018 | 1 |
| 2017 | 2 |
| 2014 | 1 |
| 2013 | 2 |
| 2011 | 4 |
| 2010 | 3 |