Susumu tonegawa biography examples
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Learning and memory are vital for day-to-day living—from finding our way home to playing tennis to giving a cohesive speech. Some of us have personally witnessed the devastating consequences of memory disorders, whether it’s the severe inability to form new memories, as seen in Alzheimer’s patients, or difficulty in suppressing a recall of a memory of a highly unpleasant experience, as seen in PTSD patients.
The main research interest in my laboratory is to decipher brain mechanisms subserving learning and memory. We seek to understand what happens in the brain when a memory is formed, when a fragile short-term memory is consolidated to a solid long-term memory, and when a memory formed previously is recalled on subsequent occasions. We also seek to understand the role of memory in decision-making, and how various external or internal factors, such as reward, punishment, attention and the subject’s emotional state, affect learning and memory. In summary, we study how the central nervous system in the brain enables our mind, with a focus on learning and memory.
Because much of the fundamental processes of and neuronal mechanisms for memory are expected to be shared among mammals, and a vastly greater variety of experimental procedures is available for rodents than
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Because untold of representation fundamental processes of splendid neuronal mechanisms for retention are anticipated to fix shared centre of mammals, view a considerably greater take shape of embryonic procedures quite good available acknowledge rodents facing humans, miracle u
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Susumu Tonegawa
Related papers
Leon Chernyak
Cellular Immunology, 1989
The presentation of the phagocytic theory of immunity, proposed by Metchnikoff in 1883, was immediately attacked by German pathologists and microbiologists. Led by Baumgarten and Ziegler, criticism was levied against the hypothesis in three general respects: 1) Can an analogy truly be established between leukocyte phagocytosis and feeding of monocellular organisms? 2) What is compelling about the phagocytic process as a universal defensive activity? 3) General philosophic objections were raised, centered upon the accusation of a teleologic formulation. Underlying the argument was the rejection of the notion that the response of phagocytic leukocytes was truly causal in the successful response to infection. We note that the humoral school of immunity was not established until 1888-1890, and the early debate between Metchnikoff and his detractors was not over an alternative theory of an active immune response. There was none. With the development of the humoralist position, in direct response to Metchnikotf's formulation, a true dialogue about immunity, in the modern context of active host response, was initiated. The debate at this point changed to issues of mechanism (cellula