[Learning and memory: traditional and systemic approach].
The same empiric event may appear as different facts for authors adhering to different theories. The present work was designed with analyze learning and memory from the viewpoint of systemic approach and to compare this view with the traditional one. Neuron's activity is considered not as a response to synaptic inflow that ensures the conduction of excitation but as means of changing the relation with environment, "action" that helps eliminate the discrepancy between cell's needs and its microenvironment. It is suggested that learning and memory consolidation is based not on a consistent increase in efficacy of synaptic transmission in neuronal chains but on systemogenesis--establishment of new systemic specializations of neurons not necessarily linked directly through synapses. The article discusses the role of systemogenetic processes taking place in normal as well as in pathological state: selection, reconsolidational modifications of previously formed memory store, genes activation, neurogenesis and apoptosis. The systemic understanding of the phenomenon of long-term potentiation is-substantiated. Finally, the scheme is suggested describing variants and stages of memory store formation.
Aleksandrov
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D000818:Animals; D006801:Humans; D007858:Learning / Q000502:physiology*; D017774:Long-Term Potentiation / Q000502:physiology*; D008568:Memory / Q000502:physiology*; D009474:Neurons / Q000502:physiology*; D011817:Rabbits; D013569:Synapses / Q000502:physiology