Posted July 31, 2018 01:05:08It’s an old cliché: when the brain is made up of old and new parts, there is always a lot of uncertainty and the brain has to be kept working to get its bearings.
But for the past few decades, neuroscientists have been trying to figure out why it’s so hard to get a brain that is completely up-to-date.
In a new paper published in Nature Neuroscience, researchers at the University of California, San Francisco (UCSF), show that the brain’s “old” and “new” parts work in different ways.
“In our work, we wanted to find out what happens when you have the brain working in a very different way from when it is in a state of full-fledged development,” says postdoc David C. Miller, an assistant professor of neuroscience and psychology at UCSF.
The team wanted to understand how the brain learns to learn and to think.
Miller, along with graduate student Michael J. Lopes, a postdoc in his lab, focused on a different part of the brain called the medial prefrontal cortex, which is involved in learning and memory.
This area, they found, is constantly making new connections with other parts of the cortex.
But when they put neurons into the brains of mice, they saw that, despite being working at full capacity, the neurons in the brain did not always get what they needed.
For example, when mice learned to use a lever, the lever motor cortex (mPFC) kept the brain guessing, sometimes by sending a signal to a part of it that the neuron in question did not need to hear.
“This is a classic example of a learning system that doesn’t seem to get it,” says Miller.
The mPFC is not the only part of your brain to be constantly changing.
When your brain’s brain cells are exposed to oxygen and glucose, they are able to convert their energy into a new form of energy called neurotransmitters.
These neurotransmitter-rich chemicals are the building blocks of many brain chemicals.
“If you’re exposed to glucose and oxygen for long enough, the brain will be able to make more neurotransmitts and more new chemicals,” says Lopes.
But when the glucose and/or oxygen is removed from the brain, the cells are still able to use their energy to make new chemicals.
The researchers were curious about what would happen if they were to expose the mPFLC to the oxygen and sugar, and see how it would change.
They found that when exposed to the sugar and oxygen, the mSFC would lose all of its energy to use its new energy for another task.
And that is what happens to the cells that make up the cortex when they are working at their full capacity.
When the researchers put neurons in these mice, however, they noticed that they did not receive the same boost in neurotransmitting.
Instead, they received a boost in energy to work on a task.
This was an unexpected result, because it was not the mPSFC that was getting a boost; it was the mAFC, which contains the same neurons and cells as the mBFC, the part of brain that makes up the brainstem.
The brainstem is a small part of a larger brainstem that connects the spinal cord to the brain.
When it is active, it controls a large number of neurons, and it plays a major role in coordinating movement, emotion, and thought.
In their experiments, the UCSF researchers also used a mouse model of autism, which has autism-like symptoms.
In that model, the scientists exposed mice to high levels of oxygen and high levels or low levels of glucose.
They then looked at how the mice responded to these new chemicals and to their new environment.
The mAGB was different from the mPMFC in that it did not have any neurons that were converting their energy for the sugar.
This was what allowed it to become active.
But in the control group of mice exposed to high glucose and low oxygen, these neurons did not respond to these chemicals, and the mABG did.
This suggests that, in addition to being able to communicate with other neurons, the MABG also had to be able “switch on” in order to be active.
This suggests that the MAbG is more like a brainstem in a larger structure, which makes it more difficult for neurons in that part of this brain to switch on and respond to new stimuli.
This is an interesting result because it means that the mMSPC is not only working at a high capacity, but also at a low capacity, Miller says.
“It’s still trying to learn.
It has not yet figured out what to do with all this new energy.”
This suggests a possible explanation for why the mNSPC, which also has a brain stem, does not switch on as often.