1982 — 1988 |
Rudy, Jerry |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
A Developmental Psychobiological Analysis of Learning @ University of Colorado At Boulder |
0.915 |
1985 — 1988 |
Rudy, Jerry Weeks |
T32Activity Code Description: To enable institutions to make National Research Service Awards to individuals selected by them for predoctoral and postdoctoral research training in specified shortage areas. |
Developmental Psychobiology--Learning, Memory &Health @ University of Colorado At Boulder |
1 |
1985 — 1986 |
Rudy, Jerry Weeks |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Perinatal Opiates and Cognitive Development @ University of Colorado At Boulder
psychopharmacology; animal developmental psychology; opiate alkaloid; embryo /fetus drug adverse effect; taste; neuropsychology; eating; auditory discrimination; pediatric pharmacology; reflex; methadone; perinatal; association learning; behavior test; infant animal; dosage;
|
1 |
1986 — 1987 |
Rudy, Jerry Weeks |
T32Activity Code Description: To enable institutions to make National Research Service Awards to individuals selected by them for predoctoral and postdoctoral research training in specified shortage areas. |
Developmental Psychobiology: Learning, Memory, and Heal @ University of Colorado At Boulder |
1 |
1987 — 1989 |
Rudy, Jerry Weeks |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Nutrition and Cognitive Development @ University of Colorado At Boulder
Recent work from the Principle Investigator's laboratory suggests that previous animal research has greatly underestimated the role adequate diet early in life plays in cognitive development. The general aim of the proposed research is to clarify that role. To do this a model of "normal" cognitive development in the rat will be employed to assess the effects of early-life malnutrition (ELM). The specific goals of the proposed research are to identify (a) the kinds of cognitive capacities that are vulnerable during development to the effects of ELM, (b) the major parameters of postnatal ELM that contribute to impaired cognitive development, and (c) to study the effects of prenatal ELM for its effects on cognitive development. It is first important to document the extent ELM impacts on cognitive development and to thoroughly understand the parameters that determine its influence. With this information, we hope to develop dietary and pharmacological procedures that may lessen the impact of ELM. Since a large portion of the world's children suffer nutritional deficits early in life, an understanding of how inadequate diets alter cognitive development is much needed.
|
1 |
1989 |
Rudy, Jerry Weeks |
T32Activity Code Description: To enable institutions to make National Research Service Awards to individuals selected by them for predoctoral and postdoctoral research training in specified shortage areas. |
Developmental Psychobiology--Learning, Memory and Health @ University of Colorado At Boulder |
1 |
1990 — 1992 |
Rudy, Jerry |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Configural Association Theory and Hippocampal Function in Learning and Memory @ University of Colorado At Boulder
The PI seeks support for an investigation of a novel theory to investigate the role of the hippocampus in learning and memory. Specifically, that the hippocampal formation provides the neural substrates that enables an animal to construct a representation of the joint occurance of two or more stimulus elements. An important point of this theory is that it allows the explanation of how animals can solve problems that require non-linear solutions. In another words, it allows animals to solve problems that cannot be solved by a learning system that simply algebraically sums the associative strengths of the individual cues that compose a stimulus. This is an interesting proposal by an innovative and highly productive investigator. The proposed research is a gamble and there is a minimum of preliminary data to allow an easy judgement. However, the investigator has made excellent progress and is now at a stage of his research where a definitive decision on the validity of the configural association theory can be made. The potential for a significant outcome seems sufficient to justify the risk. This work has the potential to move behavioral neuroscience significantly closer to an understanding of the neural systems that underlie learning and memory.
|
0.915 |
1992 — 1994 |
Rudy, Jerry Weeks |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Configural Association Theory and Memory Development @ University of Colorado At Boulder
The aim of this research is to provide information about how the ability to learn and remember changes during development. It is guided by a recent theory of how the hippocampal formation contributes to learning and memory. This theory, termed configural association theory, distinguishes between an elemental associative system and a configural associative system. The configural system is assumed to enable the organism to construct a representation of stimulus conjunctions that can control learned behaviors and to depend on the hippocampal formation. Without a functioning configural system there are many ways in which an organism would be at a disadvantage. Based on (a) the generally accepted idea that, at least in the rat, the hippocampus is late to mature, and (b) existing behavioral data, it is proposed that the configural system develops late in comparison to the elemental association system. This developmental hypothesis has important and testable implications for the adaptive strategies that are available to different-aged animals. The proposed research will test the hypothesis with rats. Implications of the hypothesis will be evaluated in relation to several general issues: (a) Can different-aged rats solve nonlinear discrimination problems, such as the transverse patterning problem? (b) How do different-aged subjects (17 to 35 days old) resolve conflicting memories? (c) How do different-aged rats neutralize irrelevant environmental stimuli? (d) How do different-aged rats solve problems (e.g., the feature positive problem) when one of the stimulus elements is ambiguous but the problem permits both elemental and configural solutions. The developmental hypothesis predicts that young animals will not be able to (a) solve the transverse patterning problem, (b) resolve conflicting memory problems, or (c) to neutralize irrelevant cues that can interfere with discrimination learning. On the other hand, it allow that animals will be ale to solve relatively complex problems that have elemental association solutions.
|
1 |
2000 — 2008 |
Rudy, Jerry Weeks |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Conjunctive Representations in Cortex and Hippocampus @ University of Colorado At Boulder
DESCRIPTION: (Adapted from the Investigator's Abstract) The goal of this work is to help clarify the contribution of the hippocampus to memory by testing the implications of a recently-developed theoretical framework for understanding the complementary roles of the hippocampus and neocortex in learning and memory. This framework centers around a set of principles derived from computational neural network models, and we have instantiated it in a specific biologically-based model. Many prominent theories of the hippocampus assume that it contributes to memory by storing conjunctive representations of the features that make up a particular experience. However, this idea is too general because there are a number of reports that animals with severe damage to the hippocampus solve problems that require conjunctive representations. The present model recognizes that the cortical system alone can store stimulus conjunctions. However, it is posited that the hippocampal and cortical systems differ along two important dimensions: (a) learning rate-the hippocampal system rapidly stores conjunctions whereas the cortical system learns more slowly, and (b) the task demands under which the two systems are driven to develop conjunctive representations-the hippocampal system has a natural bias to automatically store conjunctions just as a function of the organism sampling the environment, whereas the cortex is not naturally biased to store conjunctions, and only does so when forced to by the demands of a problem (e.g., reinforcement contingencies). As implemented in the present model, these ideas provide a good account of many phenomena in the literature. By comparing rats with damage to the hippocampus and intact rats, and conducting additional simulations, the goal is to evaluate the proposed theoretical framework by testing its implications for: (a) when the hippocampus will contribute to complex nonlinear discrimination problems, (b) understanding how the hippocampus contributes to contextual fear conditioning, (c) the role of the hippocampus in tasks where conjunctions are automatically learned versus those where they must be learned to satisfy the contingencies of reinforcement, and (d) how the hippocampus mediates what some call logical reasoning (transitive inferences). By pursuing these aims, the proposed research will provide a more complete understanding of the role of the hippocampus in memory.
|
1 |
2002 — 2006 |
Rudy, Jerry Weeks |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Immune Activation, Hippocampal Il-1beta, and Memory @ University of Colorado At Boulder
The causes of many cognitive and memory disturbances are poorly understood. However, many of these disturbances (e.g., Alzheimer's disease, AIDS dementia, autoimmune disease, viral diseases such as Borna virus, normal aging, cancer and cancer chemotherapy) are associated with elevated levels of peripheral and/or brain cytokines, which are immune products released in response to infection. Some researchers have speculated that cognitive impairments are part of the "sickness pattern" produced by cytokines and that increased brain levels of a particular cytokine, IL-1beta, may play a key role in the production of these phenomena. However, the hypothesis that brain IL-1beta, or other cytokines produce cognitive/memory disturbances has received little systematic attention. The goal of this proposal is to systematically explore the implications of this hypothesis. We will do this by building on our past work to (a) determine if IL-1beta, impairs long-term memory consolidation on a range of tasks that depend on the hippocampus, (b) determine if IL-1beta, also impairs short-term memory, (c) determine if such memory impairments can be produced by naturally occurring conditions that induce IL-1beta, in the hippocampus such as infection, and (d) examine the hypothesis that IL-1beta, produces its effects on memory by its influence on brain derived neurotrophic factor (BDNF). Thus, the proposed research will contribute to an understanding of disorders of memory, the operation of IL-1beta, in the brain, and the mechanisms that underlie learning and memory.
|
1 |