Publications:

  • Lara M. Rangel, Blake S. Porter, Ian S. Heimbuch, Pamela D. Riverère, Katie R. Keefe, and Howard Eichenbaum. Conjunctive encoding in the Dentate Gyrus of the Hippocampus. (in prep)
  • Lara M. Rangel, Jon W. Rueckemann, Pamela D. Riverère, Katie R. Keefe, Blake S. Porter, Ian S. Heimbuch, Carl H. Budlong, and Howard Eichenbaum. Rhythmic coordination of hippocampal neurons during associative memory processing. eLife. 11 January 2016. 5:e09849. doi: http://dx.doi.org/10.7554/eLife.09849. Open Access. [PDF]
  • Anja Farovik, Ryan Place, Samuel McKenzie, Blake Porter, Catherine Munro, and Howard Eichenbaum. Orbitofrontal cortex encodes memories within value-based schemas and represents contexts that guide memory retrieval. Journal of Neuroscience. 27 May 2015. 35(21) 8333-8344. doi: 10.1523/JNEUROSCI.0134-15.2015 [PDF
  • Sam McKenzie, Andrea J. Frank, Nathaniel R. Kinsky, Blake Porter, Pamela D. Riverère, and Howard Eichenbaum. Hippocampal Representation of Related and Opposing Memories Develop within Distinct, Hierarchically Organized Neural Schemas. Neuron. 2 July 2014. 83(1) 202 – 215. http://dx.doi.org/10.1016/j.neuron.2014.05.019 [PDF]

Poster Presentations:

  • Blake S. Porter, Calvin K. Young, and David K. Bilkey. Hippocampal place cell representations of effortful space. Australasian Winter Conference on Brain Research, 2016.
  • Blake S. Porter, Kristin L. Hillman, and David K. Bilkey. The neural mechanisms of representing effortful space. Australasian Winter Conference on Brain Research, 2015. Proceedings.
  • Lara M. Rangel, Katie R. Keefe, Pamela D. Riverère, Carl H. Budlong, Ian S. Heimbuch, Blake Porter, and Howard Eichenbaum. Single cell and ensemble odor-place representations in the Dentate Gyrus and CA1 of the Hippocampus. Society for Neuroscience Conference, 2014. Abstract.
  • Lara M. Rangel, Jeremiah S. Rosen, K. V. Chawla, Brian J. Ferreri, Ian Heimbuch, Blake Porter, and Howard Eichenbaum. Persistent increases in beta frequency oscillatory activity in the Dentate Gyrus of the Hippocampus During Object-Context Association Intervals. Society for Neuroscience Conference, 2013. Abstract.
  • Anja Farovik, Sam McKenzie, Ryan Place, Blake Porter, and Howard Eichenbaum. Neural activity by Medial Prefrontal cell ensembles during context-guided object discrimination. Society for Neuroscience Conference, 2013. Abstract.
  • Sam McKenzie, Andrea Frank, Lara M. Rangel, Jeremiah S. Rosen, Vittoria Smeglin, Blake Porter, and Howard Eichenbaum. Multidimensional coding in the Hippocampal network. Society for Neuroscience Conference, 2013. Abstract.

Oral Presentations:

  • Blake Porter and David Bilkey. The network dynamics of effort encoding between the hippocampus and anterior cingulate cortex. Brain Health Research Center 9th Annual Conference, 2015. Recap of the event.
  • Blake Porter. The cost of space: How the brain works and how it plans costly routes. Presentation at the University of Otago’s Abbey College, 2015.

 Outreach:

 

My Neurotree

 

Founder and CEO Long Term Potential Inc.

Focused on developing STEM education technologies for interactive learning

A core concept in neuroscience is Long Term Potentiation; the process in which the connection between two neurons is strengthened. Long Term Potentiation (LTP) is the underlying mechanism for learning and memory throughout the brain and nervous system. LTP allows us to learn languages, solve math problems, ride a bike, and remember our lives. However, LTP requires very specific input patterns otherwise learning does not take place. The goal of Long Term Potential is to provide the right pattern of inputs for students to facilitate learning in STEM subjects. Gone are the days of lifeless textbooks, static whiteboards, and the practice of short term learning of information just to pass the next test and then be forgotten. Students should be participating in the learning process rather than passively taking in information. In this age of technology our youth have the opportunity to learn more deeply and effectively than ever before. Kids are inherently curious and pre-wired to ask “but why?” and “what if..?”. Instead of memorizing facts students should be taught underlying concepts and be given the tools to manipulate these concepts and observe their effects. “What if neurons sent signals faster? Slower? Bigger? Smaller?” “Why do hearts beat as fast as they do? Why not 300 beats per minute? Why not 10?” Through these iterative engagements students form an intuition about subject matter and gain a more comprehensive understanding of new ideas. We have the technology and the research which enables us to provide a robust learning environment for all children and their learning styles. The mission on Long Term Potential is to develop technologies to facilitate interactive learning and unlock the true potential of the next generation for the long term. http://www.longtermpotential.org/

blake porter long term potential neurons