SYNAPTIC REORGANIZATION IN EARLY-CHILDHOO D EXPERIENCES AND LEARNING - RELEVANCE FOR THE DEVELOPMENT OF MENTAL-DISORDERS

This article presents a neurobiological hypothesis of experience- and learning dependent synaptic reorganization processes in the juvenile b rain and their influence on the normal development of intellectual, em otional and social abilities. Based on experimental data we offer the theory that during early learning events (also termed as imprinting) t he initially relatively unspecifically organized synaptic network in t he higher associative brain areas undergoes an experience- and learnin g-dependent reorganization. This process involves synaptic sprouting a s well as synaptic pruning of redundant synaptic connections and resul ts in a more specific and efficient neuronal network, wich provide the basis for learning processes during later life. Sensory or social dep rivation during early childhood impairs this synaptic reorganization o f the brain and thereby prevents the normal development of intellectua l, emotional and social abilities. Under adverse environmental and fam ilial circumstances these deficits may eventually lead to mental disor ders such as neuroses. Since early learning and the underlying synapti c reorganization processes are restricted to specific sensitive phases during brain development the resulting mental and social deficits are remarkably stable, which may be one explanation of the resistance of certain mental disorders to psychotherapy The intention of this provoc ative hypothesis is to stimulate future research initiatives using an interactive neurobiological and neuropsychological approach to gain mo re insight into these cellular mechanisms and to develop innovative th erapeutical strategies.