The cerebellum, LTD, and memory: alternative views.
The cerebellum, LTD, and memory: alternative views.
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小脑、LTD 和记忆:另一种观点。
DOI:
10.1101/lm.3.6.445
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发表时间:
1997
期刊:
影响因子:
--
通讯作者:
Welsh,JP
中科院分区:
文献类型:
--
作者:
Llinas,R;Lang,EJ;Welsh,JP
Introduction The idea that cerebellum stores motor memories has become so commonplace in the scientific literature that it is often presented uncritically as a fact. Even many of today's medical school textbooks state that motor memories are localized in the cerebellum and that the subcellular substrates of these memories have been identified in that structure. Such prospects, if true, would be very exciting; however, it should be pointed out that there is nothing close to unanimity among cerebellar scientists on even the most basic of these points and that any consensus about" cerebellar motor learning" represents the view of a limited number of research groups that perform experiments on a limited number of preparations. Thus, one point of our paper is to emphasize that the idea of cerebellar motor learning has not been demonstrated and thus remains one of the most highly speculative hypotheses in the neurosciences--even after more than three decades of active investigation. A second issue is that rules for the alleged cellular substrate of motor learning, long-term depression (LTD) of Purkinje cell activity, have become so indeterminate and ambiguous as to justify a total reevaluation of the idea that LTD is a bona fide mechanism of any learning process. That point is significantly reinforced by a critical evaluation of the most recent behavioral and neurophysiological data obtained from gene knockout rodents. Nevertheless, an impressive volume of research has been performed on the cerebellar systems in the context of cellular-molecular biology and behavior. Thus, we may now place many of those findings into a modern context to formulate hypotheses that are more easily testable than the rather timeworn idea of" cerebellar learning." As is well recognized, the concept of" cerebellar motor learning" originates from the highly speculative and completely theoretical works of Brindley (1964), Marr (1969), and Albus (1971). These works can be credited for their clarity and breathtaking views of the cerebellar neuronal circuitry. These works were so bold as to specify distinct functions for each of the inhibitory interneurons of the cerebellar cortex--Golgi, basket, and stellate cells--during the learning process, neurons about which very little in vivo neurophysiology has ever been obtained, even with our advantage of 30 years of further research. Nevertheless, the most critical aspect of the Brindley-Marr-Albus models was the assumption that the climbing fibers had to play a" teacher" role for the purpose of modifying the efficacy of the parallel fiber-Purkinje cell synapse. The functional consequence of such climbing fiber-induced plasticity was to change the pattern of Purkinje cell output in specific sensory contexts to generate novel (ie, learned) movements. In these conceptions, the olivocerebellar system played only an indirect role in movement, through its functional interaction with parallel fiber synapses. Conversely, the mossy fiber-parallel fiber system was viewed as a motor command system