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- Introduction
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1. Drosophila genetics - the first 25 years
- Prof. Dan Lindsley
- Establishment of the Primary Body Axes
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2. Homeotic genes in Drosophila's bithorax complex - The legacy of Ed Lewis
- Prof. Francois Karch
- Cell Type Specification and Organ Systems
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4. From germ cell specification to gonad formation
- Prof. Ruth Lehmann
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5. Drosophila stem cells
- Prof. Michael Buszczak
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6. Legacy of drosophila genetics: female germline stem cells
- Prof. Michael Buszczak
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7. Intestinal stem cell-mediated repair in Drosophila 1
- Prof. Tony Ip
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8. Intestinal stem cell-mediated repair in Drosophila 2
- Prof. Tony Ip
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10. Axon guidance in Drosophila
- Prof. John Thomas
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11. Development and physiology of the heart
- Prof. Rolf Bodmer
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12. Identification of host defenses in the Drosophila gut using genome-scale RNAi
- Prof. Dominique Ferrandon
- Genome Organization and Function
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13. The genetic analysis of meiosis in Drosophila melanogaster females
- Prof. R. Scott Hawley
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15. Dorsal-ventral patterning of the Drosophila embryo
- Prof. Mike Levine
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17. Genome-wide pooled CRISPR screen in arthropod cells
- Prof. Norbert Perrimon
- Behavior
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19. Genetics of chemosensory transduction: taste and smell
- Dr. Leslie Vosshall
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20. Cracking the case of circadian rhythms by Drosophila genetics
- Prof. Jeffrey C. Hall
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21. Sleep in Drosophila
- Dr. Ralph Greenspan
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23. Drosophila as a model for drug addiction
- Prof. Ulrike Heberlein
- Mechanism of Human Disease
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24. Cross-genomic analysis of human disease genes
- Prof. Ethan Bier
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25. Human neurodegenerative disease: insights from Drosophila genetics
- Prof. Nancy Bonini
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26. Metastasis of Drosophila tumors
- Prof. Allen Shearn
- Evolution of Adaptive Novelties
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28. The evolution of morphological novelty
- Prof. Nipam Patel
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29. The genetic architecture of complex traits: lessons from Drosophila
- Prof. Trudy Mackay
- Archived Lectures *These may not cover the latest advances in the field
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30. Using gene expression information to provide insights into patterning and differentiation
- Prof. Angelike Stathopoulos
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31. Regulation of gastrulation in Drosophila
- Prof. Dr. Maria Leptin
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32. microRNA function in stem cells
- Prof. Hannele Ruohola-Baker
Printable Handouts
Navigable Slide Index
- Introduction
- Interest in the genetics of learning and memory
- Psychology of learning and memory
- From rat to fly
- Hallmark experiment in operant conditioning
- Classical conditioning
- Pavlov's flies
- Behavioral properties of Pavlovian learning
- The behavioral property of acquisition
- The behavioral property of order dependence
- Benzer and genetic dissection of behavior
- CalTech learning and memory mutant
- Princeton learning and memory mutants
- Brandeis learning and memory mutants
- Molecular identity of L&M genes
- Mammalian homologs of Drosophila L&M genes
- Genetic dissection of memory
- Memory (the behavior)
- Memory phases
- Long-term memory in the fruit fly
- LTM depends on protein synthesis
- Genetic pathways
- Genetic dissection of the biochemistry of memory
- Temporal control of transgene expression
- CREB repressor blocks LTM
- CREB activator enhances memory
- Memory formation is a biological function
- dCREB2 homologs
- CREB enhances memory in mammals
- CREB and synapse-specific growth
- The neurobiology of memory
- Genes downstream of CREB
- RoboTrainer - an automated training device
- CSHL memory mutants
- Tsinghua memory mutants
- Pavlov's dogs
- Milord-2
- Drosophila DNA microarrays
- Spaced - massed = gene transcription
- The pumilio/staufen pathway (1)
- LTM is disrupted in staufen mutant
- The pumilio/staufen pathway (2)
- Vertebrate homologs of staufen
- Neural granules
- Staufen interacts with FMRP
- Drosophila homolog of FMR
- Fly models of human disease
- Fmr1 mutants disrupt LTM
- Staufen and dFMR1 interact
- Learning also is disrupted in Fmr1 mutants
- Brain development is disrupted in Fmr1 mutants
- Temporal control of gene disruption
- Acute disruption of Fmr1 impairs LTM
- Other disease genes and memory mutants
- Anatomical dissection of L&M
- Brain development and L&M mutants
- Chemical ablation of mushroom body
- Ablation of MB disrupts olfactory learning
- Enhancer-trap expression
- Enhancer-trap for mushroom body
- Preferential MB expression and L&M mutants
- Spatio-temporal control of transgene express. (1)
- Acute expression of rut+ rescues learning defect
- Acute expression of ben+ rescues LTM defect
- Reverse homologs and L&M mutants
- NMDAR homologs
- Ruslan enhancer trap expression
- Feb170 enhancer trap expression
- NMDAR expressed preferentially in ellipsoid body
- Spatio-temporal control of transgene express. (2)
- Spatio-temporal disruption of NR2 blocks LTM
- Genetics of learning & memory in Drosophila
- Acknowledgements
- The pockets
Topics Covered
- Drosophila mutants defective in Pavlovian learning and memory
- Training protocols and long-term memory formation
- Pavlov's dogs
- Biochemical signaling pathways, gene transcription and local control of protein translation
- Models of mental retardation
- NMDA receptors and the anatomy of long-term memory formation
Links
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Talk Citation
Tully, T. (2018, May 31). Drosophila's contribution to the genetics of learning and memory [Video file]. In The Biomedical & Life Sciences Collection, Henry Stewart Talks. Retrieved October 11, 2024, from https://doi.org/10.69645/TCYP6769.Export Citation (RIS)
Publication History
Financial Disclosures
- Prof. Tim Tully has not informed HSTalks of any commercial/financial relationship that it is appropriate to disclose.
A selection of talks on Neuroscience
Transcript
Please wait while the transcript is being prepared...
0:00
Hello, my name is Tim Tully.
I am an academic grandson
of Seymour Benzer.
And my topic today is to talk to you about
drosophila's contribution to the genetics
of learning and memory.
0:13
In fact, the historical roots of
interest in the genetics of learning and
memory can be traced all the way back
to Francis Galton in 1869 when he
wrote a book called Hereditary Genius.
Basically, he looked around with families
that he knew and colleagues that he knew
and observed that people tended to behave
similarly to one another within families.
And this fascinated him, especially from
the point of view of cognitive abilities.
And he began to study it with
the very crude methods that were
available to them at the time.
0:49
In the late 1800s and early 1900s
psychologists began to formalize what
we mean when we think of learning and
memory in laboratory experiments.
Pavlov, who was probably the most
brilliant of these psychologists working
on the problem formally distinguished
two types of learning in the laboratory.
A simpler form was called
non-associative learning,
which could be either
sensitization which was an increase
in a behavioral response due to
exposure to a single stimulus.
Or habituation, which was a decrease in
a behavioral response due to
exposure to a single stimulus.
That would be sort of listening
to a ringing telephone and
after a while you don't hear it anymore
because you've habituated to the sound.
A more complicated form of learning
was called associative learning.
And that basically referred to
change in a behavioral response due
to the temporal association
of two stimuli in time.
There are two basic types, operant
conditioning which means that an animal is
rewarded or reinforced for
doing something in response to a stimulus.
If the animal doesn't do
the right response to a stimulus,
it is not rewarded or punished.
Classical conditioning or
pavlovian conditioning is the temporal
association of two stimuli in
time regardless of what the animal
does in response to the stimuli.
And in fact, pavlovian learning is
what we will talk about going forward.
With this kind of experimental study
on the psychology of learning and