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Titlebook: Hippocampal Microcircuits; A Computational Mode Vassilis Cutsuridis,Bruce Graham,Imre Vida Book 20101st edition Springer-Verlag New York 20

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41#
發(fā)表于 2025-3-28 17:00:34 | 只看該作者
42#
發(fā)表于 2025-3-28 21:18:15 | 只看該作者
Neuronal Activity Patterns During Hippocampal Network Oscillations In Vitrof interneurons. Special attention will be paid to the role of the firing properties of hippocampal interneurons on the network oscillatory activity at the theta and gamma frequency range. Models based on these ideas are found in “Gamma and Theta Rhythms in Biophysical Models of Hippocampal Circuits” by Kopell et al., this book.
43#
發(fā)表于 2025-3-29 01:04:34 | 只看該作者
The Making of a Detailed CA1 Pyramidal Neuron Modelferents that relay processed cortical information from layer II of the entorhinal cortex via the trisynaptic loop and (b) the temporoammonic pathway which carries direct sensory information from layer III of the EC (Hjorth-Simonsen, 1972; Steward, 1976; Witter et al., 1988).
44#
發(fā)表于 2025-3-29 05:57:35 | 只看該作者
45#
發(fā)表于 2025-3-29 10:28:01 | 只看該作者
Associative Memory Models of Hippocampal Areas CA1 and CA3tern. A suitable firing threshold on each neuron that receives input from already active neurons ensures that neural activity evolves towards the stored pattern. This may happen with only one or two updates of each neuron’s activity.
46#
發(fā)表于 2025-3-29 12:58:00 | 只看該作者
Verhandlungenn dem ein Teilnehmer auf Kosten des anderen gewinnt. Aber eine Verhandlung ist nicht notwendigerweise ein Wettbewerb. Obwohl Elemente des Wettbewerbes ohne Zweifel im Prozess der Verhandlung enthalten sind, ist es weit mehr als ein Gegeneinander. Es gibt fünf Arten von Verhandlungen, die alle gleich
47#
發(fā)表于 2025-3-29 15:33:52 | 只看該作者
48#
發(fā)表于 2025-3-29 23:47:49 | 只看該作者
49#
發(fā)表于 2025-3-30 01:28:06 | 只看該作者
50#
發(fā)表于 2025-3-30 04:37:57 | 只看該作者
Communication Preferences of First-Year University Students from Mexico and Spain,inistrative structure as a means of solving them. Communication is a fundamental topic to work to improve the way how faculty communicate with students. Students are less willing to appropriate social networks as a formal learning tool, preferring it as a form of course-related communication or using it for non-academic purposes.
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