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Synapses, circuits, and the ontogeny of learning
Author(s) -
Hunt Pamela S.,
Fanselow Michael S.,
Richardson Rick,
Mauk Michael D.,
Freeman John H.,
Stanton Mark E.
Publication year - 2007
Publication title -
developmental psychobiology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.055
H-Index - 93
eISSN - 1098-2302
pISSN - 0012-1630
DOI - 10.1002/dev.20250
Subject(s) - eyeblink conditioning , engram , associative learning , psychology , neuroscience , ontogeny , cognitive science , classical conditioning , associative property , cognitive psychology , conditioning , biology , statistics , mathematics , genetics , pure mathematics
This article summarizes the proceedings of a symposium organized by Mark Stanton and Pamela Hunt and presented at the annual meeting of the International Society for Developmental Psychobiology. The purpose of the symposium was to review recent advances in neurobiological and developmental studies of fear and eyeblink conditioning with the hope of discovering how neural circuitry might inform the ontogenetic analyses of learning and memory, and vice versa. The presentations were: (1) Multiple Brain Regions Contribute to the Acquisition of Pavlovian Fear by Michael S. Fanselow; (2) Expression of Learned Fear: Appropriate to Age of Training or Age of Testing by Rick Richardson; (3) Trying to Understand the Cerebellum Well Enough to Build One by Michael D. Mauk; and (4) The Ontogeny of Eyeblink Conditioning: Neural Mechanisms by John H. Freeman. Taken together, these presentations converge on the conclusions that (1) seemingly simple forms of associative learning are governed by multiple “engrams” and by temporally dynamic interactions among these engrams and other circuit elements and (2) developmental changes in these interactions determine when and how learning emerges during ontogeny. © 2007 Wiley Periodicals, Inc. Dev Psychobiol 49: 649–663, 2007.