{"product_id":"mechanistic-relationships-between-development-and-learning-isbn-9780471977025","title":"Mechanistic Relationships Between Development and Learning","description":"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.  Introduction: Points of Contact Between Development and Learning (T. Carew, et al.).\u003cbr\u003e \u003cbr\u003e Convergence of Experimental and Developmental Approaches to Animal Learning and Memory Processes (M. Fanselow \u0026amp; J. Rudy).\u003cbr\u003e \u003cbr\u003e Development and Learning in the Birdsong System: Are There Shared Mechanisms?\u003cbr\u003e \u003cbr\u003e (A. Doupe).\u003cbr\u003e \u003cbr\u003e The Development of Speech and Language (P. Kuhl).\u003cbr\u003e \u003cbr\u003e Group Report: What Does Behavior Tell Us about the Relationship Between Development and Learning?\u003cbr\u003e \u003cbr\u003e (R. Hudson, et al.).\u003cbr\u003e \u003cbr\u003e Neurotrophins and Visual System Plasticity (T. Bonhoeffer \u0026amp; C. Shatz).\u003cbr\u003e \u003cbr\u003e Correlational Models of Synaptic Plasticity: Development, Learning, and Cortical Dynamics of Mental Representations (Y. Fregnac \u0026amp; E. Bienenstock).\u003cbr\u003e \u003cbr\u003e Cerebellar Motor Learning, Self-Regulating Plasticity, and Implications for Development (M. Mauk).\u003cbr\u003e \u003cbr\u003e Group Report: To What Extent Are Activity-Dependent Processes Common to Development and Learning?\u003cbr\u003e \u003cbr\u003e (K. Fox, et al.).\u003cbr\u003e \u003cbr\u003e Synapse Formation (J. Sanes).\u003cbr\u003e \u003cbr\u003e The Role of LTD and LTP in Development and Learning (M. Bear).\u003cbr\u003e \u003cbr\u003e Group Report: Are the Cellular Mechanisms of Synaptic Development Related to Synaptic Plasticity and to Learning in the Adult?\u003cbr\u003e \u003cbr\u003e (R. Mooney, et al.).\u003cbr\u003e \u003cbr\u003e Genes Involved in Cerebellar Cell Specification and Differentiation (M. Hatten, et al.).\u003cbr\u003e \u003cbr\u003e Genetic Analysis of Learning and Memory (S. Grant).\u003cbr\u003e \u003cbr\u003e Genetic Approaches to Axon Pathfinding (H. Baier).\u003cbr\u003e \u003cbr\u003e Group Report: Do the Molecular Mechanisms Involved in Development of the Nervous System also Contribute to Learning?\u003cbr\u003e \u003cbr\u003e (U. Gaul, et al.).\u003cbr\u003e \u003cbr\u003e Indexes. \u003cp\u003e\u003cb\u003eThomas Carew\u003c\/b\u003e is an American neuroscientist whose interests center on the behavioral, cellular, and molecular analyses of learning and memory.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eR. Menzel\u003c\/b\u003e is the editor of \u003ci\u003eMechanistic Relationships Between Development and Learning\u003c\/i\u003e, published by Wiley.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eC. J. Shatz\u003c\/b\u003e is the editor of \u003ci\u003eMechanistic Relationships Between Development and Learning\u003c\/i\u003e, published by Wiley.\u003c\/p\u003e  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.","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989596946661,"sku":"NP9780471977025","price":460.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780471977025.jpg?v=1761784748","url":"https:\/\/k12savings.com\/es\/products\/mechanistic-relationships-between-development-and-learning-isbn-9780471977025","provider":"K12savings","version":"1.0","type":"link"}