Fuente: PubMed "rice" J Neurosci. 2026 Mar 30:e1981252026. doi: 10.1523/JNEUROSCI.1981-25.2026. Online ahead of print.ABSTRACTAlthough learning over multiple days is more effective than a single day of training, the underlying cellular mechanisms of repeated training trials remain poorly understood. With a combination of empirical and computational approaches, we determined a critical time window for a second stimulus block of a multiday training protocol to augment long-term synaptic facilitation (LTF) of the Aplysia sensorimotor synapse, and long-term enhancement of neuronal excitability (LTEE), two cellular correlates of learning and memory. A second stimulus block delivered 24 h after the first block significantly enhanced LTF and LTEE, but was without effect at 18 or 32 h. This spacing effect appears due, at least in part, to the dynamics of competition between the transcription activator cAMP response element-binding protein 1 (CREB1) and repressor CREB2. The timer mechanism is intrinsic to individual neurons, as LTEE exhibited this critical temporal window in isolated sensory neurons. These findings suggest the dynamics of transcription factors function as a cellular timer that establishes a window of eligibility for a second learning trial to enhance memory.Significance statement A dogma in the field of learning and memory, and the science of education, is that learning over multiple days with an approximate 24-h interval is more effective than a single day of training. Little is known about the consequences of retarding or advancing that interval, or about the neuronal mechanisms underlying the effectiveness of multiday learning. Using cellular analogs of learning, this study shows that the 24-h interval is fortuitous; 18- or 32-h intervals are significantly less effective. A molecular hour-glass-like timer mechanism involving the transcription factors CREB1 and CREB2 appears to generate a critical learning window. The study reveals a simple biological timer underlying multiday learning efficacy, with broad implications for neuroscience and education.PMID:41912338 | DOI:10.1523/JNEUROSCI.1981-25.2026