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CIA-1
Submitted by
Akhilesh Parab
Department of Psychology,
Bengaluru
Academic Year
2019-20
1
Neuronal Plasticity and Learning: Development, Process and Application
Abstract
The current research review explores on the concept of neuronal plasticity discussing its
historical roots along with the changes and development of the concept. The paper also mentions
about the structural and functional mechanisms involved in the neural changes. A link between
neuronal plasticity and learning is formed by glancing through some of the approaches and
studies that explored these concepts. Finally, the concepts were also applied to the field of
plasticity. Potential implications in the field of clinical psychology are mentioned in the end of
the paper along with recommendations for future research in the field.
Introduction
The ability of the brain to change its structure or function in response to the internal and external
goals or constraints is termed as neuronal plasticity. (Pascual-Leone, Amedi, Fregni, & Merabet,
2005). William James is credited for being the first person to adopt this term for the changes in
the neural path for development of habits. The term plasticity has been flashing in the field of
brain science for over a century which refers to the changes suspected in the neural networks
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Neuronal Plasticity and Learning: Development, Process and Application
Cajal speculated that the formation of new connections in neurons is a pre-requisite for learning.
(Cowan & Kandel, 2001) Later, Kornorski (1948) and Hebb (1949) proposed strengthening of
specific synapses fluctuate as a consequence of the activities between neurons. Well, the usage of
the term plasticity dates back to Freud (Centonze et al. 2004) where he used it with reference to
nervous system and learning followed by William James who addressed the issue of brain
plasticity from a modern perspective linking property of plasticity with behavioral habits along
with the repeated usage of the specific brain pathways. According to William James (1890),
plasticity in general is the phenomena seen in forming of habits in living beings in relation to the
organic materials of which their bodies are composed. He also developed this concept in which
he suggested that the simultaneously activated brain components could drain in to each other
resulting in the formation of the new association pathway. James missed the concept of synapse
in his theoretical assumptions, but they still have a modern touch as he speculates the
possibilities that; neuronal paths are constructed through use, simultaneous activity of the brain
components is responsible for the promotion of functional association, the concept of drainage
The term synapse was given and indentified by Sherrington. He referred to it as the
device which is responsible for unidirectionality of the nerve signals in the neuronal pathways
(Sherrington, 1897, 1900, 1906). Sherrington missed on the aspect of elaboration of the possible
relations between learning and synaptic plasticity. The very first hypothesis about associative
memories and motor-dependent skills depending on the synaptic transmission of a localized area
of the brain was given by Tanzi in 1893 which was 4 years prior to the appearance of the term
synapse. Tanzi and Lugaro (her student) were convinced with Cajal’s view of the presence of
tiny gaps between two neurons. Lugaro (1898a, 1905, 1909) extended on Tanzi’s hypothesis
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Neuronal Plasticity and Learning: Development, Process and Application
using the term plasticity to practice related changes in the synapse. Cajal was among the arly
pioneers in laying the concept of neural plasticity and the term plasticity who proposed cortical
changes to be associated with learning back in 1982. Cajal also published a paper suggesting the
plasticity of cell processes is likely to change among various life periods; high in young children,
decreasing in adults to vanishing in the old age. Many names came in this field to be the
proponents in the evolution of the concept, but one person who took this concept of neural
plasticity to a long way after the publishing the organization of behaviour (Hebb, 1949).
Neuronal circuits are also called Hebbian in honor for the major theoretical contributions made
by him to the field. Hebb (1958) in his writings emphasized the need for psychologists to be
updated with the recent neurophysiological research and vice-versa. The synaptic plasticity
theory of learning was rehabilitated in the late 1940s when Konorski and particularly Hebb
argued successfully that there was no better alternative way to think about the modifiability of
the brain by experience and practice. Hebb’s 4euroimagin hypothesis about the mechanism of
adult learning contained elements strikingly similar to the early speculations of James, Tanzi and
Cajal.
It is the ability of the neurons to change in its structure and function as a response to the changes
in their environment. Neurons are parts of the circuits in the brain and neurons have the ability to
change its roles by altering its responses to the input as well as by influencing other neurons.
Strengths of the connections in synapse are responsible for neural plasticity. It is important for
the normal development of the brain circuits. Synaptic plasticity is the reason that makes people
different from each other by the differences in the brain circuits. Neural plasticity is pretty much
associated with memory, skill, learning, recovery from a brain injury. (Kaas, 2001) Plasticity on
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Neuronal Plasticity and Learning: Development, Process and Application
the other continuum is also responsible for certain maladaptive behaviour, psychological
give a clear picture of when to promote it when it is beneficial and control it when it might be
harmful. Zif268 is a transcription regulatory protein responsible for the expression and function
mechanisms that are involved in plasticity include neurogenesis, programmed cell death, and
associated with physical changes in dendritic spines and neuronal circuits that eventually
influence behavior. These same mechanisms stand out as important contributors to the
developing brain’s ability to acquire new information, adapt to the rapidly changing environment
Increases in the cortical grey matter as a result of the complex array of morphological changes
including the synaptic events such as forming new connections and altering the strength of the
existing connections was seen in animal studies (Chklovskii et al., 2004; Dragnaski & May,
2008; Hirata et al., 2004). Increases in the size of the soma and nucleus of neurons, glia and
capillary dimensions influence the cortical morphology when animals were exposed to enriched
environment (Kozorovitskiy et al., 2005; Muotri & Gage, 2006). The morphological substrates of
long-term potentiation and long-term depression (Draganski & May, 2008), synaptic pruning
(Huttenlocher, 1979), changes in gene expression (Kleim et al., 1996), protein synthesis and
dendrite density (Comery et al.,1995) are all the changes in the synaptic contacts which are
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Neuronal Plasticity and Learning: Development, Process and Application
postulates that when axon of cell one is in proximity to stimulate cell two and this stimulation
happens in a repetitive and a continuous fashion then it allows for some metabolic processes in
one or both the cells thereby forming a neural connection. Analogy of the grooves on a hill can
be taken that gets deep as more water flows down them, the grooves here are neural connections
and water is the electrical and chemical messages travelling through the neural network (Calbet,
2018).
The relation between neuroplasticity and learning is in such a way that when we learn, we form
new pathways in the brain. Every experience has the capacity to connect new neurons and
change our brain’s default way of operating. Of course, not all learning has the advantage of
neuroplasticity. For eg. Learning new facts, but learning a new language or a musical instrument
certainly does. It is through this sort of learning that we may be able to understand the process of
intentionally and purposefully rewiring the brain. Each neuron in an infant’s brain has about
7,500 connections with other neurons; By the age of 2, the brain’s neurons have more than
double the number of connections in an average adult brain (Mundkur, 2005). These connections
are slowly pruned away as the child grows up and starts forming their own unique patterns and
connections. The four main types of neuronal plasticity observed in children are; Adaptive in
which changes that occur when children practice a special skill and allow the brain to adapt to
functional or structural changes in the brain (like injuries); Impaired in which changes occur due
pathways that can cause disability or disorders; Plasticity that makes the brain vulnerable to
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Neuronal Plasticity and Learning: Development, Process and Application
injury in which harmful neuronal pathways are formed that make injury more likely or more
impactful (Mundkur, 2005). These processes are stronger and more pronounced in young
children, allowing them to recover from injury far more effectively than most adults. In children,
profound cases of neuroplastic growth, recovery, and adaptation have been reported.
Cross‐sectional approach is most popularly used strategy to study neuroplasticity and learning in
which individuals with different levels of a given skill are compared and differences in neural
structure or function related to their skill level are identified. It is often used in developmental
and/or clinical developmental studies. For instance, in a study which measured structural change,
Elbert et al. (1995) found that musicians showed larger cortical representations and that the
extent of this representation was correlated with the age at which the person had begun to play in
contrast to non-musicians. Functional Imaging Literature also uses this approach, many studies
have showed distinct neural activation patterns across age that correspond to differences in
cognitive ability (Bunge et al. 2002; Casey et al., 1997; Durston et al., 2002; Luna et al., 2001;
van Leijenhorst et al., 2007). This approach has a limitation in terms of its statistical power but
the pros of savings in costs and time and being relative to longitudinal approach still makes it a
go to option (Kraemer et al., 2000). A major limitation to this approach is the vulnerability of the
confounding effects of the extraneous variables. (Kraemer et al., 2000). Also, there is a presence
of cohort effects in which individual variation in factors other than the factors of interest will
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Neuronal Plasticity and Learning: Development, Process and Application
Longitudinal approach is the second strategy in which participants are examined multiple
times over the course of learning. Training is an experience dependent process which uses
saturation to flood the organism with a particular experience. In one study using this approach
rats were trained on a changing series of patters in the Hebb‐Williams maze during a period of
25 days (Greenough et al., 1979) to examine the structural changes. Visual cortex of trained
animals was found to have two types of neurons had more dendrites in comparison with the non-
trained animals, while a third neuron type remained unchanged. Thus, these findings
demonstrated the specific and robust effects of learning through training on synaptic connectivity
While assessing the humans functional neurological activation cognitive tasks are used prior t,
later or during the training and this is then compared with a basel-line control task which is
performed without training. (Karni et al., 1995; Karni & Sagi, 1993). Determination of the
change in brain activity in association with the training is done. The main advantage to this
approach is that it provides optimal power to identify neural changes associated with the
and expensive nature of longitudinal work, practice effects could potentially confound the
results.
come in to the picture after the recent advances made in the tool. Since its introduction, it has
been known that repeated TMS (rTMS) of the motor cortex in healthy adult human participants
can lead to relatively lasting effects (usually of the order of 30–60 minutes) on the excitability of
the corticospinal output (Rothwell, 2007; Siebner and Rothwell, 2003). For instance, a recent
study showed that rTMS delivered to the superior temporal cortex causes macroscopic cortical
changes in gray matter in the auditory cortex as early as within 5 days of continuous intervention
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Neuronal Plasticity and Learning: Development, Process and Application
(May et al., 2007) and work in patient populations has also uncovered the utility of this tool in
investigating plasticity in the diseased brain (Rothwell, 2007). Collectively, these approaches
of the brain to change, modify or inhibit certain neural connections in the brain. Addictive drugs
pharmacologically produce changes in the brain function which regulates how a person makes
sense and responds to the stimuli related to motivation. Thus, these make changes in the brain
circuits that allows us to learn and adapt to the important environmental stimuli like approaching
rewards (like food or sex) or to avoid dangerous situations (Kelley, 2004; Everitt & Robbins,
2005). The change in the motivational circuitry, the addictive substances impair the development
of behavioural strategies and progress towards behaviour of drug seeking and taking strategies
(Kalivas & Volkow, 2005). The release of dopamine makes the effect of drug salient, creating an
internal sense of importance of the behavioural response of taking the drug. The release of the
dopamine through addictive drugs is much greater in amplitude and duration. The article also
suggests that there is a relation between increased dopamine transmission and learning
behaviours to gain benefits or rewards which implies that release of dopamine is significant to
facilitate learning. Many studies also show that inhibiting the transmission of dopamine
decreases motivation and learning and stimulating it will lead to acquisition of learned
behaviours. Dopamine also functions as a signal or an indicator for the arrival of a reward by the
conditioned stimuli (Schultz, 1998). For example: In Pavlov’s example the ringing of the ringing
of the bell would sign the dogs to fire the dopamine cells, preparing the animal to start the
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Neuronal Plasticity and Learning: Development, Process and Application
stimuli and the dopamine release from the addictive drugs results in the environment stimuli
becoming the conditioned stimuli. This new form of learning is also attributed to neuroplasticity
as the brain is forming new connections on the basis of the proximity of firing. Also, now these
environmental stimuli cause in the release of dopamine to cue the person for drug-seeking
behaviour (i.e. relapse). There is a transition from prefrontal circuitry to habit motor circuitry
which signifies a loss of control leading to a compulsive relapse. Some 10euroimaging studies
receptor activation in response to low doses of psychostimulants (Volkow et al. 2004, 2005).
processes in relapse which is important to decrease compulsive relapse. Drugs that alter the
transmission of dopamine, glutamate or GABA are potential candidates for drug-seeking drives.
Mindfulness meditation and neuroplasticity. The findings from a research study on the
brain and meditation done on Dalai Lama recruited Tibetan Buddhist monks using brain-imaging
techniques suggest that long-term practitioners had actually altered the structure and function of
their brains (Davidson, 2010). Another study done on business people showed a shrinking size of
amygdala with a reduced activity in the brain as compared to the control group who didn’t
practice mindfulness (Wilson, 2013). Increased activity of the anterior cingulated cortex (closely
associated with the PF cortex) which results in greater emotional stability and less reactivity
(Wilson, 2013). Mindfulness meditation with the backing of the evidence of neuroplasticity can
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Neuronal Plasticity and Learning: Development, Process and Application
Conclusion.
The research review gives a comprehensive understanding of neuronal plasticity and learning.
Using previous researches, it validates the link between the two concepts. The potential link
between the two concepts is supported through theoretical understanding and the development of
the concept. The potential applications of neuronal plasticity and learning to the field of clinical
psychology are discussed in the end of the paper. Previous researches are mainly focused on the
disorder for eg. Addiction. Future research in the domain of neuronal plasticity can be focused
on the changes in the brain after certain treatment or interventions. This will in turn help us to
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Neuronal Plasticity and Learning: Development, Process and Application
References.
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Addictive Brain: All Roads Lead to Dopamine. Journal of Psychoactive Drugs, 44:2,
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QhW1ewtxt26H
M, Field., & W, Cox. (2008) Attentional bias in addictive behaviours: A review of its
B, Everitt., & T, Robbins. (2005) Neural systems of reinforcement for drug addiction: From
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Berlucchi, G., & Buchtel, H. A. (2008). Neuronal plasticity: historical roots and evolution of
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Neuronal Plasticity and Learning: Development, Process and Application
Knapska, E., & Kaczmarek, L. (2004). A gene for neuronal plasticity in the mammalian brain:
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