Whereas the basic wiring of the mammalian central nervous system is genetically predefined, its fine tuning throughout different phases of infancy, childhood, and adulthood are highly experience-dependent. There is growing evidence from a variety of experimental data that juvenile experience and learning events modulate the functional maturation of the brain, thereby shaping the neuronal substrate for the development of intellectual and socioemotional capacities. Since early experiences occur during phases of elevated neuronal and synaptic plasticity, they induce an "imprinting" of synaptic connectivity and neural circuitry in the infant brain. Results from experimental research support the hypothesis that impoverished intellectual stimulation and traumatic socio-emotional experience during early childhood may impair the formation of functional brain pathways, in particular of the limbic circuits, which play a major role in emotional behavior and learning. Such defective systems, representing functional "scars" in the brain, may be the neuronal basis of a variety of mental disorders and clinical symptoms caused by early stressful psychosocial environments. A basic thesis of this paper is that mechanisms involved in neuronal learning and memory are not only used and reused in structuring the CNS during the initial establishment of connections in the immature brain but also can be employed in molding personality and behavior during psychotherapy in adulthood.
