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Long-term Potentiation

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Long-term Potentiation

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.

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Schizophrenia, a complex psychiatric disorder, has been historically misunderstood. Early psychological theories attributed its origins to childhood trauma and unresponsive parenting. However, contemporary research largely rejects these notions, favoring the vulnerability-stress hypothesis. This model proposes that individuals with a genetic predisposition to schizophrenia may develop the disorder following exposure to significant environmental stressors. Notably, studies on high-risk...

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Related Experiment Video

Updated: Jun 14, 2026

Slice Patch Clamp Technique for Analyzing Learning-Induced Plasticity

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Published on: November 11, 2017

Association between learning capabilities and practice-related activation changes in schizophrenia.

Kathrin Koch¹, Gerd Wagner, Claudia Schachtzabel

¹Department of Psychiatry and Psychotherapy, Friedrich-Schiller-University Jena, Philosophenweg 3, 07740 Jena, Germany. kathrin.koch@med.uni-jena.de

Schizophrenia Bulletin

|April 7, 2010

Summary

Patients with schizophrenia show reduced brain activation with practice. Less successful learners initially exhibit higher brain activity, which decreases with learning, suggesting a state, not trait, characteristic.

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Measurement of Fronto-limbic Activity Using an Emotional Oddball Task in Children with Familial High Risk for Schizophrenia

Measurement of Fronto-limbic Activity Using an Emotional Oddball Task in Children with Familial High Risk for Schizophrenia

Published on: December 2, 2015

Area of Science:

Neuroscience
Psychiatry
Cognitive Psychology

Background:

Schizophrenia is associated with cognitive deficits, impacting learning and daily functioning.
Understanding neural mechanisms of learning in schizophrenia is crucial for developing targeted interventions.

Purpose of the Study:

Investigate neural changes during learning in schizophrenia patients.
Examine the relationship between learning success, brain activation, and symptom severity.

Main Methods:

Functional magnetic resonance imaging (fMRI) was used to monitor brain activity in 24 schizophrenia patients during a verbal overlearning task.
Patients were categorized into successful and less successful learners based on performance.

Main Results:

Both groups showed improved performance (decreased response times) and reduced brain activation with practice.
Less successful learners displayed initial hyperactivation in fronto-parieto-cerebellar regions, which diminished with practice.
Negative correlation found between symptom severity and learning-related signal decreases in less successful learners within specific brain networks.

Conclusions:

Initial hyperactivation in schizophrenia may indicate reduced potential for practice-based learning, particularly under high cognitive load.
This activation pattern appears to be a state-dependent characteristic, modifiable by successful learning.
Effective learners demonstrate better compensation for psychopathology-related interference.