Sleep promotes the formation of dendritic filopodia and spines near learning-inactive existing spines

2021 ◽  
Vol 118 (50) ◽  
pp. e2114856118
Author(s):  
Avital Adler ◽  
Cora Sau Wan Lai ◽  
Guang Yang ◽  
Erez Geron ◽  
Yang Bai ◽  
...  

Changes in synaptic connections are believed to underlie long-term memory storage. Previous studies have suggested that sleep is important for synapse formation after learning, but how sleep is involved in the process of synapse formation remains unclear. To address this question, we used transcranial two-photon microscopy to investigate the effect of postlearning sleep on the location of newly formed dendritic filopodia and spines of layer 5 pyramidal neurons in the primary motor cortex of adolescent mice. We found that newly formed filopodia and spines were partially clustered with existing spines along individual dendritic segments 24 h after motor training. Notably, posttraining sleep was critical for promoting the formation of dendritic filopodia and spines clustered with existing spines within 8 h. A fraction of these filopodia was converted into new spines and contributed to clustered spine formation 24 h after motor training. This sleep-dependent spine formation via filopodia was different from retraining-induced new spine formation, which emerged from dendritic shafts without prior presence of filopodia. Furthermore, sleep-dependent new filopodia and spines tended to be formed away from existing spines that were active at the time of motor training. Taken together, these findings reveal a role of postlearning sleep in regulating the number and location of new synapses via promoting filopodial formation.

2017 ◽  
Author(s):  
Peng P. Gao ◽  
Jeffrey H. Goodman ◽  
Todd C. Sacktor ◽  
Joseph T. Francis

SummaryProcedural memories, such as for riding a bicycle, can be maintained without practice for long periods of time and are thought to be supported by the persistent reorganization of sensorimotor cortices (S1/M1). Whereas enhanced synaptic strength and structural changes accompany the learning of motor tasks, the persistent molecular modifications that store long-term procedural memories within specific layers of sensorimotor cortex have not been identified. The persistent increase in the autonomously active, atypical PKC isoform, PKMζ, is a putative molecular mechanism for maintaining enhanced synaptic strength during long-term potentiation (LTP) and several forms of long-term memory. Here we examine whether persistent increases in PKMζ store long-term memory for a reaching task in rat sensorimotor cortex that could reveal the sites of procedural memory storage. Perturbing PKMζ synthesis with PKMζ -antisense oligodeoxynucleotides or blocking atypical PKC activity with zeta inhibitory peptide (ZIP) in S1/M1 disrupts and erases the maintenance of long-term motor memories. Only memories that are maintained without daily reinforcement are affected, indicating atypical PKCs (via ZIP) and PKMζ specifically (via antisense) stores consolidated long-term procedural memories. Analysis of changes in the amount of PKMζ in S1/M1 reveals PKMζ increases in layers II/III and V of both S1 and M1 cortices as performance improves to an asymptote during training. After storage for 1 month without reinforcement, the increase in M1 layer V but not other layers persists without decrement. Thus, the sustained increases in PKMζ reveal that the persistent molecular changes storing long-term procedural memory are localized to the descending output layer of primary motor cortex.


Author(s):  
Mohammad B. Azzam ◽  
Ronald A. Easteal

AbstractClearly, memory and learning are essential to medical education. To make memory and learning more robust and long-term, educators should turn to the advances in neuroscience and cognitive science to direct their efforts. This paper describes the memory pathways and stages with emphasis leading to long-term memory storage. Particular stress is placed on this storage as a construct known as schema. Leading from this background, several pedagogical strategies are described: cognitive load, dual encoding, spiral syllabus, bridging and chunking, sleep consolidation, and retrieval practice.


2021 ◽  
Vol 18 (2) ◽  
pp. 220-220
Author(s):  
Weijian Zong ◽  
Runlong Wu ◽  
Shiyuan Chen ◽  
Junjie Wu ◽  
Hanbin Wang ◽  
...  

2013 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fitriati

Memory obviously plays an important role in knowledge retention. In particular, when learning mathematics students claim that much of what is taught in classrooms is soon forgotten and learning mathematics is difficult or not interesting. Neuroscience, through its study on long term memory, has tried to identify why these phenomena occur. Then some possible solutions are suggested. Understanding the processes of memory storage including acquisition, consolidation, recoding, storing and retrieval helps teachers to efficiently plan for effective learning activities. Therefore, this paper outlines the potential implication of long term memory to mathematics learning as well as suggests some learning strategies that might solve students‟ and teachers‟ problem in learning mathematics.


2019 ◽  
Vol 17 (3) ◽  
Author(s):  
Seyed Amir Hossein Batouli ◽  
Minoo Sisakhti

2021 ◽  
Vol 33 (1) ◽  
pp. 119-128
Author(s):  
Anna Castiglione ◽  
Adam R. Aron

Quickly preventing the retrieval of (inappropriate) long-term memories might recruit a similar control mechanism as rapid action-stopping. A very specific characteristic of rapid action-stopping is “global motor suppression”: When a single response is rapidly stopped, there is a broad skeletomotor suppression. This is shown by the technique of TMS placed over a task-irrelevant part of the primary motor cortex (M1) to measure motor-evoked potentials. Here, we used this same TMS method to test if rapidly preventing long-term memory retrieval also shows this broad skeletomotor suppression effect. Twenty human participants underwent a Think/No-Think task. In the first phase, they learned word pairs. In the second phase, they received the left-hand word as a cue and had to either retrieve the associated right-hand word (“Think”) or stop retrieval (“No-Think”). At the end of each trial, they reported whether they had experienced an intrusion of the associated memory. Behaviorally, on No-Think trials, they reported fewer intrusions than Think trials, and the reporting of intrusions decreased with practice. Physiologically, we observed that the motor-evoked potential, measured from the hand (which was irrelevant to the task), was reduced on No-Think trials in the time frame of 300–500 msec, especially on trials where they did report an intrusion. This unexpected result contradicted our preregistered prediction that we would find such a decrease on No-Think trials where the intrusion was not reported. These data suggest that one form of executive control over (inappropriate) long-term memory retrieval is a rapid and broad stop, akin to action-stopping, that is triggered by the intrusion itself.


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