Alexander A. Borbély’s research while affiliated with University of Zurich and other places

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Publications (251)


Perspective: Modeling sleep
  • Article

January 2024

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6 Reads

Sleep Health

Alexander Borbély

The Two-Process Model: Origin of Its Concepts and Their Implications
  • Article
  • Full-text available

December 2023

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204 Reads

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5 Citations

Clinical and Translational Neuroscience

The two-process model of sleep regulation has served as a conceptual framework in the last four decades for understanding sleep physiology. In the 1970s, long-term recordings of sleep in rats were obtained thanks to EEG telemetry. NonREM sleep and REM sleep were found to differ in their time course and response to light-dark protocols. There were indications for their coupling to the circadian system, in particular the light-dark and the dark-light transitions. With the advent of quantitative EEG analysis, slow-wave activity in nonREM sleep was recognized as a sleep-wake-dependent variable. The term “sleep homeostasis” was coined to specify the regulated balance between sleep and waking. The regulatory homeostatic process was designated as “Process S”. In the two-process model, its interaction with the circadian pacemaker “Process C” can account for sleep duration under various experimental protocols. Local, use-dependent slow-wave activity changes were demonstrated in both humans and rats by the selective, unilateral activation of a cortical region prior to sleep. Finding that rest in invertebrates has sleep-like regulatory properties opened a new realm of animal studies. Comparative sleep studies in a broad variety of animal species confirmed the validity of the basic concepts of the two-process model. Recent studies have addressed sleep-related changes of brain temperature as an indicator of brain metabolism; the application of the model to Drosophila; the divergence of cortical and subcortical states; and sleep in an increasing number of species and taxa.

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The two‐process model of sleep regulation: Beginnings and outlook †

May 2022

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490 Reads

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83 Citations

Journal of Sleep Research

The two-process model serves as a major conceptual framework in sleep science. Although dating back more than four decades, it has not lost its relevance for research today. Retracing its origins, I describe how animal experiments aimed at exploring the oscillators driving the circadian sleep-wake rhythm led to the recognition of gradients of sleep states within the daily sleep period. Advances in signal analysis revealed that the level of slow-wave activity in non-rapid eye movement sleep electroencephalogram is high at the beginning of the 12-light period and then declines. After sleep deprivation, the level of slow-wave activity is enhanced. By scheduling recovery sleep to the animal's activity period, the conflict between the sleep-wake-dependent and the circadian influence resulted in a two-stage recovery pattern. These experiments provided the basis for the first version of the two-process model. Sleep deprivation experiments in humans showed that the decline of slow-wave activity during sleep is exponential. The two-process model posits that a sleep-wake-dependent homeostatic process (Process S) interacts with a process controlled by the circadian pacemaker (Process C). At present, homeostatic and circadian facets of sleep regulation are being investigated at the synaptic level as well as in the transcriptome and proteome domains. The notion of sleep has been extended from a global phenomenon to local representations, while the master circadian pacemaker has been supplemented by multiple peripheral oscillators. The original interpretation that the emergence of sleep may be viewed as an escape from the rigid control imposed by the circadian pacemaker is still upheld.


Comment on 'Lack of evidence for associative learning in pea plants'

September 2020

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335 Reads

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16 Citations

eLife

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Alexander A Borbély

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[...]

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Ben Radford

In 2016 we reported evidence for associative learning in plants (Gagliano et al., 2016). In view of the far-reaching implications of this finding we welcome the attempt made by Markel to replicate our study (Markel, 2020). However, as we discuss here, the protocol employed by Markel was unsuitable for testing for associative learning.


Three decades of continuous wrist-activity recording: analysis of sleep duration

January 2017

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36 Reads

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15 Citations

Journal of Sleep Research

Motor activity recording by a wrist-worn device is a common method to monitor the rest-activity cycle. The first author wore an actimeter continuously for more than three decades, starting in 1982 at the age of 43.5 years. Until November 2006 analysis was performed on a 15-min time base, and subsequently on a 2-min time base. The timing of night-time sleep was determined from the cessation and re-occurrence of daytime-level activity. Sleep duration declined from an initial 6.8 to 6 h in 2004. The declining trend was reversed upon retirement, whereas the variance of sleep duration declined throughout the recording period. Before retirement, a dominant 7-day rhythm of sleep duration as well as an annual periodicity was revealed by spectral analysis. These variations were attenuated or vanished during the years after retirement. We demonstrate the feasibility of continuous long-term motor activity recordings to study age-related variations of the rest-activity cycle. Here we show that the embeddedness in a professional environment imparts a temporal structure to sleep duration.



Figure 1. Training and testing protocol for associative learning in pea seedlings. (A) During training seedlings were exposed to the fan [F] and light [L] on either the same arm (i) or on the opposite arm (ii) of the Y-maze. The fan served as the conditioned stimulus (CS), light as the unconditioned stimulus (US). During testing with exposure to the fan alone two categories of responses were distinguished. Correct response: Seedlings growing into the arm of the maze where the light was " predicted " by the fan to occur [green arrow; iii (corresponding to scenario i) and iv (corresponding to scenario ii)]; Incorrect response: Seedlings growing into the arm of the maze where the light was not " predicted " by the fan to occur (black arrow; iii and iv). (B) Seedlings received training for three consecutive days before testing. Each training day consisted of three 2-h training sessions separated by 1-h intervals. The 90-min CS preceded the 60-min US by 60 minutes so that there was a 30-min overlap. (i). During the 1-day testing session, seedlings were exposed to the fan alone for three 90-min sessions (ii). Seedlings of the control group were left undisturbed (no fan, no light; iii).  
Figure 2. Associative learning in pea seedlings. In the absence of the fan, all control seedlings (100%) directed their growth toward the arm of the maze where the light was last presented (white bars). In the presence of the fan, the majority of seedlings grew toward the arm of the maze that had been associated with light during training ([F + L]: same side; [F vs L]: opposite side), thus exhibiting the conditioned response (green bars). A smaller proportion of seedlings did not show learning, thus exhibiting the innate response (blue bars). The response of the experimental groups was significantly different from controls (Two-tailed Fisher's Exact Test, P = 0.0027 for [F + L] and P = 0.0017 for [F vs L]). See Data file in Supplementary Information.  
Figure 3. Circadian effects on behavioural performance of pea seedlings. (A) Seedlings were kept in incubation chambers, where initially both light and temperature were used as Zeitgebers (temperature = dotted line; mean values across all days; light:dark cycles, yellow:grey shaded areas). During three training days, the seedlings were kept in darkness with the exception of the three training sessions, while the temperature cycle was maintained (note: the LD cycle was not maintained during training). The training (orange and blue rectangular areas, indicating the time of exposure to the fan and the blue light respectively) and testing sessions occurred during the former light phase in the Light group (i), and partly or entirely outside the former light phase in Light-Dark (ii) and Dark group (iii), respectively. (B) In the 'Light' group (i), the growth response of tested seedlings was significantly different from control seedlings (Two-tailed Fisher's Exact Test, P = 0.002). All control seedlings grew to the arm of the maze where the blue light had been delivered on the last training day [white bar; (i)], while 61% of tested seedlings grew towards the arm where the fan predicted the blue light to occur [green bar; (i)]. A minority of tested plants (39%) did not form an association [blue bar; (i)]. Under phase-shifted conditions, the tested seedlings did not differ from controls [Two-tailed Fisher's Exact Test, P = 0.769 for the Light-Dark group (ii); P = 0.653 for the Dark group (iii)]. Phase-shift disrupted the phototropic response of control seedlings [white bars; (ii, iii)], causing only 46% of individuals in the Light- Dark group and 70% in the Dark group to direct their growth towards the side of last light exposure [white bars; (ii, iii)].  
SciRep 2016

December 2016

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99 Reads



Figure 1. Training and testing protocol for associative learning in pea seedlings. (A) During training seedlings were exposed to the fan [F] and light [L] on either the same arm (i) or on the opposite arm (ii) of the Y-maze. The fan served as the conditioned stimulus (CS), light as the unconditioned stimulus (US). During testing with exposure to the fan alone two categories of responses were distinguished. Correct response: Seedlings growing into the arm of the maze where the light was " predicted " by the fan to occur [green arrow; iii (corresponding to scenario i) and iv (corresponding to scenario ii)]; Incorrect response: Seedlings growing into the arm of the maze where the light was not " predicted " by the fan to occur (black arrow; iii and iv). (B) Seedlings received training for three consecutive days before testing. Each training day consisted of three 2-h training sessions separated by 1-h intervals. The 90-min CS preceded the 60-min US by 60 minutes so that there was a 30-min overlap. (i). During the 1-day testing session, seedlings were exposed to the fan alone for three 90-min sessions (ii). Seedlings of the control group were left undisturbed (no fan, no light; iii).  
Figure 2. Associative learning in pea seedlings. In the absence of the fan, all control seedlings (100%) directed their growth toward the arm of the maze where the light was last presented (white bars). In the presence of the fan, the majority of seedlings grew toward the arm of the maze that had been associated with light during training ([F + L]: same side; [F vs L]: opposite side), thus exhibiting the conditioned response (green bars). A smaller proportion of seedlings did not show learning, thus exhibiting the innate response (blue bars). The response of the experimental groups was significantly different from controls (Two-tailed Fisher's Exact Test, P = 0.0027 for [F + L] and P = 0.0017 for [F vs L]). See Data file in Supplementary Information.  
Figure 3. Circadian effects on behavioural performance of pea seedlings. (A) Seedlings were kept in incubation chambers, where initially both light and temperature were used as Zeitgebers (temperature = dotted line; mean values across all days; light:dark cycles, yellow:grey shaded areas). During three training days, the seedlings were kept in darkness with the exception of the three training sessions, while the temperature cycle was maintained (note: the LD cycle was not maintained during training). The training (orange and blue rectangular areas, indicating the time of exposure to the fan and the blue light respectively) and testing sessions occurred during the former light phase in the Light group (i), and partly or entirely outside the former light phase in Light-Dark (ii) and Dark group (iii), respectively. (B) In the 'Light' group (i), the growth response of tested seedlings was significantly different from control seedlings (Two-tailed Fisher's Exact Test, P = 0.002). All control seedlings grew to the arm of the maze where the blue light had been delivered on the last training day [white bar; (i)], while 61% of tested seedlings grew towards the arm where the fan predicted the blue light to occur [green bar; (i)]. A minority of tested plants (39%) did not form an association [blue bar; (i)]. Under phase-shifted conditions, the tested seedlings did not differ from controls [Two-tailed Fisher's Exact Test, P = 0.769 for the Light-Dark group (ii); P = 0.653 for the Dark group (iii)]. Phase-shift disrupted the phototropic response of control seedlings [white bars; (ii, iii)], causing only 46% of individuals in the Light- Dark group and 70% in the Dark group to direct their growth towards the side of last light exposure [white bars; (ii, iii)].  
Learning by Association in Plants

December 2016

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3,109 Reads

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217 Citations

In complex and ever-changing environments, resources such as food are often scarce and unevenly distributed in space and time. Therefore, utilizing external cues to locate and remember high-quality sources allows more efficient foraging, thus increasing chances for survival. Associations between environmental cues and food are readily formed because of the tangible benefits they confer. While examples of the key role they play in shaping foraging behaviours are widespread in the animal world, the possibility that plants are also able to acquire learned associations to guide their foraging behaviour has never been demonstrated. Here we show that this type of learning occurs in the garden pea, Pisum sativum. By using a Y-maze task, we show that the position of a neutral cue, predicting the location of a light source, affected the direction of plant growth. This learned behaviour prevailed over innate phototropism. Notably, learning was successful only when it occurred during the subjective day, suggesting that behavioural performance is regulated by metabolic demands. Our results show that associative learning is an essential component of plant behaviour. We conclude that associative learning represents a universal adaptive mechanism shared by both animals and plants.



Citations (84)


... A later chronotype was only associated with increased variability in sleep timing, mirroring its well-known association with social jetlag 42 . More frequent napping was associated with more variable sleep composition, likely reflecting variable sleep pressure during nightly sleep 43 . Of these nominally significant (p < 0.01) correlations, only age effects survived a stringent control for multiple testing, a finding replicated using the two alternative sleep variability metrics as well. ...

Reference:

Correlates of sleep variability in a mobile EEG-based volunteer study
The Two-Process Model: Origin of Its Concepts and Their Implications

Clinical and Translational Neuroscience

... Disruptions in adenosine signaling can contribute to difficulties falling asleep and maintaining restful sleep, which are hallmarks of insomnia. 27,28,33 Molecular disruptions affecting circadian rhythms, homeostatic drive, and neurotransmitter systems, such as orexin, exacerbate insomnia by increasing arousal and reducing sleep efficiency. [29][30][31][32][33][34][35] The aim of this review is to provide a comprehensive analysis of psychosomatic influences on insomnia, examining the neurobiological, psychological, and somatic mechanisms involved. ...

The two‐process model of sleep regulation: Beginnings and outlook †

Journal of Sleep Research

... It has been proven that plants were able to perceive the stimulus (light) both in space and time and to build both positive and negative associations. Although Markel 134 attempted to refute Gagliano et al. 133 results in a repeated experiment, Gagliano et al. 135 138 Bhandawat et al.'s 139 study was the first and the only one to date with transcriptomic evidences for the associative use of the memory in plants. In their study, sound (green music, 50 dB) was the indicator (UCS) that associatively evoked the response to abiotic stress, the heat (CS) in Arabidopsis. ...

Comment on 'Lack of evidence for associative learning in pea plants'

eLife

... These observations suggest that PTG is also a master regulator of astrocyte glycogen, a central element of glycogen regulation in vivo. Furthermore, changes in PTG expression in the brain have been shown to be associated with different behavioral conditions related to glycogen mobilization, such as sleep deprivation and learning and memory [60][61][62]. Astrocytes are the most widely distributed type of cells in the mammalian brain and the largest type of glial cells. It is also the main storage site of glycogen in the brain. ...

Metabolic Response of the Cerebral Cortex Following Gentle Sleep Deprivation and Modafinil Administration

Sleep

... In recent decades, actigraphy has become more popular in infant research as an option to collect ecologically valid and non-biased data. The small, watch-like device may be worn at home for several consecutive days, weeks and even decades (Borbély, Rusterholz, & Achermann, 2017), assessing real-life sleep-wake patterns and circadian rhythms that are not distorted by laboratory settings. Actigraphy refers to a continuous measurement of human activity and rest periods using a tri-axial accelerometer. ...

Three decades of continuous wrist-activity recording: analysis of sleep duration
  • Citing Article
  • January 2017

Journal of Sleep Research

... The tested biofeedback strategies are to optimize energy and water consumption and reduce the growth time via the optimization of spectral light and irrigation. In terms of AI research, we demonstrate a complex exploration of biological organisms, and in particular the adaptive mechanisms of circadian clocks [23,24]. The tested plant species include different microgreens (e.g., wheat and pea), productive plants (e.g., tomato and tobacco) and room plants such as dracena. ...

Learning by Association in Plants

... Se han descrito diversos componentes subcorticales involucrados en la promoción de la vigilia (sistemas activadores) o en la promoción del sueño (sistemas somnogénicos), incluso algunos específicamente relacionados con el sueño no-rem o con el rem (Torterolo y Vanini, 2010). Los sistemas activadores y somnogénicos se relacionan por inhibiciones recíprocas, de las que resulta un predominio de uno u otro en distintos momentos del día (Borbély, Dijk, Achermann y Tobler, 2001). ...

Processes Underlying the Regulation of the Sleep-Wake Cycle

... In the COVID-19 setting, two aspects can directly influence melatonin: the effects of lockdown and the dynamics of working from home. It is known that the circadian rhythm of sleep/wakefulness is regulated by two main components: a circadian (24-h) component and a homeostatic component (Borbély et al. 2016). The circadian rhythm is controlled by daylight exposure and daily routines, including waking up at specific times, meals, and social activities. ...

The two-process model of sleep regulation: A reappraisal

Journal of Sleep Research

... Sleep has been defined as a reversible behavioral state, during which the sensory input is reduced, coordinated behavior is abolished, and cognitive activities are suspended (Borbely and Tononi 1998). Importantly, sleep is not only a state but is also a process, as it is manifested in specific patterns of brain activity that unfold in time and space in a highly complex manner. ...

The quest for the essence of sleep
  • Citing Article
  • March 1998

Daedalus