Research Articles published by eLife are full-length studies that present important breakthroughs across the life sciences and biomedicine. There is no maximum length and no limits on the number of display items.
Addictive drugs, as well as ketamine/xylazine, change the connectivity to ventral tegmental area dopamine cells, which may be related to cellular activity.
Replication origins in Trypanosoma brucei integrate multiple features previously described individually in opisthokonts, revealing a unified structural topology built from strand-specific nucleotide composition, G‑quadruplex enrichment, and distinctive nucleosome patterns.
Neural reward signals following effort are amplified for self-benefiting outcomes but attenuated for other-benefiting outcomes, contingent upon reward magnitude and individual effort sensitivity.
Elena Badillo Goicoechea, Phillip F Agres ... Joel L Voss
Meta-analysis indicates that network-targeted non-invasive brain stimulation consistently enhances memory function supported by the hippocampal network, thus providing robust evidence that specific memory abilities rely on specific modifiable brain networks.
A newly developed chemo-immunological strategy enabled detection of acetoacetate-mediated lysine acetoacetylation, identified the associated regulatory enzymes, and revealed its distinct biological functions and physiological significance.
Mofida Abdelmageed, Premkumar Palanisamy ... Anirban Paul
Progressive DNA polymerase kappa relocalization in aging neurons associates with increased DNA damage and identifies a novel cell type- and activity-dependent role in neuronal genome maintenance.
A biologically plausible reinforcement learning model that integrates associative memory and hippocampal remapping explains context-dependent flexible behavior, neural dynamics, and psychosis-related symptoms.
Mahdiyar Shahbazi, Olivier Codol ... Paul L Gribble
Recurrent neural network models trained on a novel motor skill exhibit a persistent shift in preparatory activity that enables faster relearning, without cognitive or contextual cues.
