Binding of pigment epithelium-derived factor (PEDF) to retinoblastoma cells and cerebellar granule neurons. Evidence for a PEDF receptor.

Pigment epithelium-derived factor (PEDF) has neuronal differentiation and survival activity on retinoblastoma and cerebellar granule (CG) cells. Here, we investigated the presence of PEDF receptors on retinoblastoma Y-79 and CG cells. PEDF radiolabeled with (l25)I remained biologically active and was used for radioligand binding analysis. The binding was saturable and specific to a single class of receptors on both cells and with similar affinities (K(d) = 1.7-3.6 nM, B(max) = 0.5-2.7 x 10(5) sites/Y-79 cell; and K(d) = 3.2 nM, B(max) = 1.1 x 10(3) sites/CG cell). A polyclonal antiserum to PEDF, previously shown to block the PEDF neurotrophic activity, prevented the (125)I-PEDF binding. We designed two peptides from a region previously shown to confer the neurotrophic property to human PEDF, synthetic peptides 34-mer (positions 44-77) and 44-mer (positions 78-121). Only peptide 44-mer competed for the binding to Y-79 cell receptors (EC(50) = 5 nM) and exhibited neuronal differentiating activity. PEDF affinity column chromatography of membrane proteins from both cell types revealed a PEDF-binding protein of approximately 80 kDa. These results are the first demonstration of a PEDF-binding protein with characteristics of a PEDF receptor and suggest that the region comprising amino acid positions 78-121 of PEDF might be involved in ligand-receptor interactions.     

Possibly unique characteristics of learning by Primates

The experimental literature on learning by Primate and non-Primate mammals is reviewed, with the aim of identifying peculiarly Primate features of learning. The evidence indicates that quantitative comparisons of learning by Primates and other mammals are intrinsically equivocal and uninformative because of the impossibility of equating experimental conditions for members of different species. The comparative results of early learning set studies were seriously misleading because the test conditions discriminated against representatives of species in which vision is not a dominant modality.Analyses of transfer between different learning tasks strongly suggest that rhesus macaques differ qualitatively from non-Primates like cats in that they develop generalized, trans-situationally valid response strategies during training on a particular problem which can facilitate learning in other situations. Non-Primate mammals appear not to develop such strategies under the same circumstances. There is also evidence that monkeys are more able than cats to discard previously learned strategies when they are no longer maximally profitable.