PMID- 23973905
OWN - NLM
STAT- MEDLINE
DCOM- 20141014
LR  - 20211021
IS  - 1095-9564 (Electronic)
IS  - 1074-7427 (Print)
IS  - 1074-7427 (Linking)
VI  - 108
DP  - 2014 Feb
TI  - Learning from the spinal cord: how the study of spinal cord plasticity informs 
      our view of learning.
PG  - 155-71
LID - S1074-7427(13)00144-5 [pii]
LID - 10.1016/j.nlm.2013.08.003 [doi]
AB  - The paper reviews research examining whether and how training can induce a 
      lasting change in spinal cord function. A framework for the study of learning, 
      and some essential issues in experimental design, are discussed. A core element 
      involves delayed assessment under common conditions. Research has shown that 
      brain systems can induce a lasting (memory-like) alteration in spinal function. 
      Neurons within the lower (lumbosacral) spinal cord can also adapt when isolated 
      from the brain by means of a thoracic transection. Using traditional learning 
      paradigms, evidence suggests that spinal neurons support habituation and 
      sensitization as well as Pavlovian and instrumental conditioning. At a 
      neurobiological level, spinal systems support phenomena (e.g., long-term 
      potentiation), and involve mechanisms (e.g., NMDA mediated plasticity, protein 
      synthesis) implicated in brain-dependent learning and memory. Spinal learning 
      also induces modulatory effects that alter the capacity for learning. 
      Uncontrollable/unpredictable stimulation disables the capacity for instrumental 
      learning and this effect has been linked to the cytokine tumor necrosis factor 
      (TNF). Predictable/controllable stimulation enables learning and counters the 
      adverse effects of uncontrollable stimulation through a process that depends upon 
      brain-derived neurotrophic factor (BDNF). Finally, uncontrollable, but not 
      controllable, nociceptive stimulation impairs recovery after a contusion injury. 
      A process-oriented approach (neurofunctionalism) is outlined that encourages a 
      broader view of learning phenomena.
CI  - Copyright (c) 2013 Elsevier Inc. All rights reserved.
FAU - Grau, James W
AU  - Grau JW
AD  - Psychology, Texas A&M University, College Station, TX 77843, USA. Electronic 
      address: j-grau@tamu.edu.
LA  - eng
GR  - R01 HD058412/HD/NICHD NIH HHS/United States
GR  - R01 NS041548/NS/NINDS NIH HHS/United States
GR  - HD058412/HD/NICHD NIH HHS/United States
GR  - NS041548/NS/NINDS NIH HHS/United States
PT  - Journal Article
PT  - Research Support, N.I.H., Extramural
PT  - Research Support, Non-U.S. Gov't
PT  - Review
DEP - 20130820
PL  - United States
TA  - Neurobiol Learn Mem
JT  - Neurobiology of learning and memory
JID - 9508166
SB  - IM
MH  - Animals
MH  - Conditioning, Classical/physiology
MH  - Conditioning, Operant/physiology
MH  - Habituation, Psychophysiologic/physiology
MH  - Humans
MH  - Learning/*physiology
MH  - Neuronal Plasticity/*physiology
MH  - Pain/physiopathology
MH  - Rats
MH  - Spinal Cord/*physiology
PMC - PMC3946174
MID - NIHMS517729
OTO - NOTNLM
OT  - Inflammation
OT  - Injury
OT  - Instrumental conditioning
OT  - Operant
OT  - Pavlovian conditioning
OT  - Spinal cord
EDAT- 2013/08/27 06:00
MHDA- 2014/10/15 06:00
PMCR- 2015/02/01
CRDT- 2013/08/27 06:00
PHST- 2013/03/13 00:00 [received]
PHST- 2013/08/01 00:00 [revised]
PHST- 2013/08/07 00:00 [accepted]
PHST- 2013/08/27 06:00 [entrez]
PHST- 2013/08/27 06:00 [pubmed]
PHST- 2014/10/15 06:00 [medline]
PHST- 2015/02/01 00:00 [pmc-release]
AID - S1074-7427(13)00144-5 [pii]
AID - 10.1016/j.nlm.2013.08.003 [doi]
PST - ppublish
SO  - Neurobiol Learn Mem. 2014 Feb;108:155-71. doi: 10.1016/j.nlm.2013.08.003. Epub 
      2013 Aug 20.