Area:
Learning and Memory, Cerebellum, Classical Conditioning, Recovery of Function
We are testing a new system for linking grants to scientists.
The funding information displayed below comes from the
NIH Research Portfolio Online Reporting Tools and the
NSF Award Database.
The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
You can help! If you notice any innacuracies, please
sign in and mark grants as correct or incorrect matches.
Sign in to see low-probability grants and correct any errors in linkage between grants and researchers.
High-probability grants
According to our matching algorithm, David G. Lavond is the likely recipient of the following grants.
Years |
Recipients |
Code |
Title / Keywords |
Matching score |
1985 — 1987 |
Lavond, David G |
R23Activity Code Description: Undocumented code - click on the grant title for more information. |
Neuronal Basis of Auditory Learning and Memory
memory; learning; neural information processing; auditory discrimination;
|
1 |
1989 — 1992 |
Lavond, David |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Effect of Local Brain Cooling On Classical Conditioning @ University of Southern California
We now know that declarative memory, the type of memory we use to remember facts, faces and events, is intimately associated with the brain's limbic system (including such structures as the hippocampus, the amygdala and the hypothalamus). Procedural memory is of a very different form, and is the type of memory we use to learn and perform basic and complex motor skills which help us to interact with our environment. This latter type of memory is now attributed, in part, to a very different part of the brain--the cerebellum. During the past several years Dr. Lavond and his colleagues have been involved in an extensive mapping of the cerebellum as pertains to its involvement in the acquisition of a classically (Pavlovian) conditioned response. The earlier studies involved making destructive lesions in selected brain nuclei, their inputs or outputs, and demonstrating that this destroys old memories and prevents the formation of new memories. A major drawback to this technique is that it is permanent: There is no way to restore destroyed brain tissue, and more importantly, it is impossible to distinguish between different loci which are involved in the learning versus the memorial process. Dr. Lavond is now utilizing a remarkable new technique which allows him to make "reversible lesions" of selected brain loci. He uses a miniaturized cooling probe to drop the temperature of precise brain regions: This renders the nerve cells temporarily inactive. Then, as the brain warms up, the functioning of that previously cooled part of the brain returns to normal. In one experiment, the acquisition of memory (learning) is being tested. Cooling the brain locus necessary for learning will prevent the brain activity essential for memory. When returned to normal temperature, there should be no recall or performance associated with having been trained. In another experiment, memory retention per se is being tested. If, in a previously trained animal, the memory locus itself is anesthetized then there will be no performance of learned activity. When returned to normal temperature, the performance will reappear. Results of these studies will help localize further the different brain loci involved in different aspects of learning and memory. This information will be useful in the design of yet more pragmatic therapeutic regimens for children with learning disabilities, those who have sustained traumatic brain injury, and for aged adults with senile dementia.
|
0.915 |
1994 — 1996 |
Lavond, David G |
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. |
Brainstem Substrates of Learning With Reversible Lesions @ University of Southern California
The long-term objectives of these studies are to further our understanding of the biological bases of learning and memory. The specific aim of this project is to determine the brainstem and cerebellar structures involved in the mechanisms of learning and performing a simple learned reflex. This project relates to health in its potential for improving learning in normal individuals, and in applications of recovery of function in individuals with brain damage. The research design involves training subjects on a simple classical conditioning task. During acquisition, retention and extinction phases of training, both behavior and extracellular multiple unit activity (unit activity) in select brainstem and cerebellar areas are monitored for activity associated with learned and unlearned reflexes: supratrigeminal, interpolaris spinal trigeminal, reticular tegmental and lateral pontine nuclei, cerebellar cortical lobule HVI and interpositus nucleus. In Experiment l, these loci will be temporary lesioned in groups of subjects, who will then be trained, and subsequently tested for retention as normals. The question is whether the subjects can learn without the use of one of these regions. In Experiment 2, subjects will be trained and then temporarily lesioned in interpositus, red nucleus or facial nucleus (different groups) while given extinction training. The question is whether subjects will show the effects of extinction training when they are later tested as normals. The interpositus nucleus is potentially a locus of learning, so in Experiment 3 it will be temporarily inactivated. The question is whether loss of feedback alters the behavior and unit activity for learned and unlearned reflexes are in related brainstem and cerebellar structures. For all experiments, unit activity associated with learning is evaluated by Z- scores and correlations between learned behavior on conditioned stimulus alone test trials. Unit activity associated with reflexive behavior is similarly evaluated on unconditioned stimulus alone test trials and for modulatory effects of the interpositus by evaluating effects of cooling on baseline activity on each trial and evoked stimuli. In Experiment 4 the extent of cooling will be evaluated by 2-deoxyglucose in select subjects from the preceding experiments. These studies specifically evaluate the cerebellar and brainstem hypotheses for their role in learning and memory.
|
1 |