Genome Chapter 16: Memory

   The chapter opens by comparing the genome to a book.  A book that, given some reading and skill, can be used to construct a complete human body.  Ridley goes on to explain the supposed difference between the coded instinct and the concept of learning and memory.  Ridley acknowledges the age old distinction that animals operate on instinct alone and that humans learn everything.  However, Ridley states that many people take for granted that many of the things that humans do are operated based on the instinct coded into our genes.  Ridley additionally exemplifies learning in animals such as eagles, bees, and sea slugs.  The idea of learning and memory is also coded by genes.  Learning and memory provide the animal with the flexibility required to adapt to specific situations.  Ridley uses the example of language:  A hard-coded genetic language would not be flexible enough to efficiently describe a computer.  Learned language allows humans to effectively communicate ideas within the span of a single word. Going on to describe Eric Kandel's experiments with sea slugs, Ridley expands on the three types of learning: habituation, sensitization, and associative learning. 

   Moving into the technicalities, Ridley introduces cyclic AMP moleculres, CREB proteins, and CRE genes that are located on Chromosome 16.  These molecules are responsible for the process of learning and memory storage.  Ridley identifies various parts of the brain and how they are integrated into the process of learning and memory storage.  Ridley states that the entire process of learning may possibly be based on the tightening and loosening of specific connections between nerve cells.  Ridley stresses the importance of integrins in enabling the process of learning. Additionally, Ridley briefly discusses the effects of an overabundance or lack of CREB protein production.