Discovery of Genes Involved with Learning and Memory
Proc. Natl. Acad. Sci. USA Vol. 93, pp. 13460–13467, November 1996 Colloquium Paper This paper was presented at a colloquium entitled ‘‘Memory: Recording Experience in Cells and Circuits,’’ organized by Patricia S. Goldman-Rakic, held February 17–20, 1996, at the National Academy of Sciences in Irvine, CA. Discovery of genes involved with learning and memory: An experimental synthesis of Hirschian and Benzerian perspectives (DrosophilaymutantycAMPyCREByPavlovian conditioning) TIM TULLY Cold Spring Harbor Laboratory, 1 Bungtown Road, Cold Spring Harbor, NY 11724 ABSTRACT The biological bases of learning and memory Behavior-Genetic Analysis of Polygenic Architecture are being revealed today with a wide array of molecular approaches, most of which entail the analysis of dysfunction Under the intellectual guidance of Tolman and Tryon (5) at produced by gene disruptions. This perspective derives both the University of California at Berkeley, Jerry Hirsch studied from early ‘‘genetic dissections’’ of learning in mutant Dro- the extreme responses of maze-bright and maze-dull rats to sophila by Seymour Benzer and colleagues and from earlier elucidate theories of learning. Afterwards, Hirsch crossed behavior-genetic analyses of learning and in Diptera by Jerry paths with Dobzhansky at Columbia University (New York) Hirsch and coworkers. Three quantitative-genetic insights and integrated his views of population genetics with those of derived from these latter studies serve as guiding principles experimental psychology (6, 7). This Hirschian view of ‘‘mod- for the former. First, interacting polygenes underlie complex ern’’ behavior-genetic analysis is best described in the epilogue traits. Consequently, learningymemory defects associated of Behavior-Genetic Analysis (8), which stands as one of the with single-gene mutants can be quantified accurately only in most comprehensive syntheses of the conceptual issues.
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