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A Salm

Publications and source records attributed to A Salm.

3 recordsLinked to original sources

Neuronal-glial interactions and behaviour.

Both neurons and glia interact dynamically to enable information processing and behaviour. They have had increasingly intimate, numerous and differentiated associations during brain evolution. Radial glia form a scaffold for neuronal developmental migration and astrocytes enable later synapse elimination. Functionally syncytial glial cells are depolarised by elevated potassium to generate slow potential shifts that are quantitatively related to arousal, levels of motivation and accompany learning. Potassium stimulates astrocytic glycogenolysis and neuronal oxidative metabolism, the former of which is necessary for passive avoidance learning in chicks. Neurons oxidatively metabolise lactate/pyruvate derived from astrocytic glycolysis as their major energy source, stimulated by elevated glutamate. In astrocytes, noradrenaline activates both glycogenolysis and oxidative metabolism. Neuronal glutamate depends crucially on the supply of astrocytically derived glutamine. Released glutamate depolarises astrocytes and their handling of potassium and induces waves of elevated intracellular calcium. Serotonin causes astrocytic hyperpolarisation. Astrocytes alter their physical relationships with neurons to regulate neuronal communication in the hypothalamus during lactation, parturition and dehydration and in response to steroid hormones. There is also structural plasticity of astrocytes during learning in cortex and cerebellum.

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Transfer of a learning set between drug states in monkeys.

Four adult male rhesus monkeys, while in either a pentobarbital-induced drug state or a saline control state, were trained on a series of 12 oddity problems. Tests in the opposite drug or saline state were administered after acquisition of each problem in order to determine the amount of transfer between the disparate states. All tests included presentation of problems not previously seen (novel problems). Tests 2-11 also included presentation of problems trained beyond criterion level (overtrained problems). During early tests only the overtrained problems exhibited transfer to the opposite drug or saline state. However, during the later tests, as the monkeys acquired the learning set in the training state, both the novel and overtrained problems were correctly solved in the test state. This indicates that the concept of oddity, rather than solution of specific problems, transferred between drug states. Interestingly, the overtrained problems exhibited greater transfer on the later tests than on early tests. This may suggest that the transfer due to overtraining is not the same as the transfer due to acquisition of the oddity learning set.

Animals↗