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Sample records for maze learning test

  1. Effects of rolipram and zaprinast on learning and memory in the Morris water maze and radial arm maze tests in naive mice.

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    Akar, F; Mutlu, O; Celikyurt, I K; Ulak, G; Erden, F; Bektas, E; Tanyeri, P

    2015-02-01

    Inhibition of phosphodiesterase 5 (PDE) improved recognition memory and counteracted spatial learning impairment induced by nitric oxide synthase (NOS) inhibition in recent studies. Aim of this study was to investigate effects of rolipram, a PDE4 inhibitor and zaprinast, a PDE5 inhibitor, on learning and memory in Morris water maze (MWM) and radial arm maze (RAM) tests in naive mice. Male Balb-c mice were treated subchronically with zaprinast (3 and 10 mg/kg) and rolipram (0.05 and 0.1 mg/kg) for 6 days in the MWM test and acutely before the retention trial of radial arm maze test. Rolipram (0.05 and 0.1 mg/kg) significantly decreased escape latency between 2(nd) and 5(th) sessions, while zaprinast (10 mg/kg) significantly decreased escape latency only in 2(nd) session. Rolipram (0.05 and 0.1 mg/kg) and zaprinast (10 mg/kg) significantly increased time spent in escape platform's quadrant in probe trial of MWM test; only rolipram decreased mean distance to platform, while zaprinast had no effect on mean distance to platform. Zaprinast (3 and 10 mg/kg) significantly decreased number of errors compared to control group, while rolipram (0.05 and 0.1mg/kg) had no effect on number of errors in retention trial of RAM test. Rolipram (0.05 and 0.1 mg/kg) and zaprinast (10 mg/kg) significantly decreased time spent to complete retention trial (latency) compared to control group. Our study revealed that both zaprinast and rolipram enhanced spatial memory in MWM, while zaprinast seems to have more memory enhancing effects compared to rolipram in radial arm maze test.

  2. DSTYK kinase domain ablation impaired the mice capabilities of learning and memory in water maze test.

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    Li, Kui; Liu, Ji-Wei; Zhu, Zhi-Chuan; Wang, Hong-Tao; Zu, Yong; Liu, Yong-Jie; Yang, Yan-Hong; Xiong, Zhi-Qi; Shen, Xu; Chen, Rui; Zheng, Jing; Hu, Ze-Lan

    2014-01-01

    DSTYK (Dual serine/threonine and tyrosine protein kinase) is a putative dual Ser/Thr and Tyr protein kinase with unique structural features. It is proposed that DSTYK may play important roles in brain because of its high expression in most brain areas. In the present study, a DSTYK knockout (KO) mouse line with the ablation of C-terminal of DSTYK including the kinase domain was generated to study the physiological function of DSTYK. The DSTYK KO mice are fertile and have no significant morphological defects revealed by Nissl staining compared with wildtype mice. Open field test and rotarod test showed there is no obvious difference in basic motor and balance capacity between the DSTYK homozygous KO mice and DSTYK heterozygous KO mice. In water maze test, however, the DSTYK homozygous KO mice show impaired capabilities of learning and memory compared with the DSTYK heterozygous KO mice.

  3. The effects of apparatus design and test procedure on learning and memory performance of C57BL/6J mice on the Barnes maze.

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    O'Leary, Timothy P; Brown, Richard E

    2012-01-30

    The Barnes maze is a visuo-spatial learning and memory test originally designed for use with rats, and later adapted for use with mice. The Barnes maze design and test procedure vary across studies using mice, but the effects of variation in Barnes maze design and test procedure on learning and memory in mice have not yet been investigated. Therefore the present experiment investigates whether test procedures, such as the number of habituation trials and parameters of the probe trial (correct zone size and trial length) influence learning and memory performance on three Barnes maze designs that differed in size and the presence of a wall with intra-maze visual cues. Performance was compared across the three mazes to determine how apparatus design influences visuo-spatial cue use. The number of habituation trials and parameters of the probe trial had small effects on learning and memory performance. Apparatus design, had little effect on acquisition performance but had a significant effect on memory performance. Mice on a maze with a small diameter, external wall and intra-maze visual cues had very poor visuo-spatial memory relative to mice tested on small and large diameter mazes without a wall or intra-maze visual cues. Assessment of visuo-spatial cue use indicated that mice do not rely on visuo-spatial cues to locate the escape hole on the small-diameter maze with a wall and intra-maze visual cues, but show reliable visuo-spatial cue use on small or large diameter mazes with no wall. These results indicate that apparatus design influences search strategy use and memory performance on the Barnes maze, and that including a wall around the edge of the Barnes maze decreases visuo-spatial cue use.

  4. Effects of caffeine on learning and memory in rats tested in the Morris water maze

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    Angelucci M.E.M.

    2002-01-01

    Full Text Available We studied some of the characteristics of the improving effect of the non-specific adenosine receptor antagonist, caffeine, using an animal model of learning and memory. Groups of 12 adult male Wistar rats receiving caffeine (0.3-30 mg/kg, ip, in 0.1 ml/100 g body weight administered 30 min before training, immediately after training, or 30 min before the test session were tested in the spatial version of the Morris water maze task. Post-training administration of caffeine improved memory retention at the doses of 0.3-10 mg/kg (the rats swam up to 600 cm less to find the platform in the test session, P<=0.05 but not at the dose of 30 mg/kg. Pre-test caffeine administration also caused a small increase in memory retrieval (the escape path of the rats was up to 500 cm shorter, P<=0.05. In contrast, pre-training caffeine administration did not alter the performance of the animals either in the training or in the test session. These data provide evidence that caffeine improves memory retention but not memory acquisition, explaining some discrepancies among reports in the literature.

  5. Expanding Learning through Mazes and Visual Imagery.

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    Currant, Nanda

    1982-01-01

    The author speculates on the mythic symbolism of the maze and describes her work with learning disabled students who responded favorably to mazes, especially to visualization tasks involving mazes. (CL)

  6. Curcuma comosa improves learning and memory function on ovariectomized rats in a long-term Morris water maze test

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    Su, Jian; Sripanidkulchai, Kittisak; Wyss, J. Michael; Sripanidkulchai, Bungorn

    2010-01-01

    Aim of the study Curcuma comosa extract and some purified compounds from this plant have been reported to have estrogenic-like effects, and estrogen improves learning in some animals and potentially in postmenopausal women; therefore, this study tested the hypothesis that Curcuma comosa and estrogen have similar beneficial effects on spatial learning and memory. Materials and methods Curcuma comosa hexane extract, containing 0.165 mg of (4E,6E)-1,7-diphenylhepta-4,6-dien-3-one per mg of the crude extract, was orally administered to ovariectomized Wistar rats at the doses of 250 or 500 mg/kg body weight. 17β-estradiol (10 μg/kg body weight, subcutaneously) was used as a positive control. Thirty days after the initiation of treatment, animals were tested in a Morris water maze for spatial learning and memory. They were re-tested every 30 days and a final probe trial was run on day 119. Results Compared to control rats, OVX rats displayed significant memory impairment for locating the platform in the water maze from day 67 after the surgery, onward. In contrast, OVX rats treated with either Curcuma comosa or estrogen were significantly protected from this decline in cognitive function. Further, the protection of cognitive effects by Curcuma comosa was larger at higher dose. Conclusions These results suggest that long-term treatment with Curcuma comosa has beneficial effects on learning and memory function in rats. PMID:20420894

  7. Clustering for Improved Learning in Maze Traversal Problem

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    White, Eddie

    2009-01-01

    The maze traversal problem (finding the shortest distance to the goal from any position in a maze) has been an interesting challenge in computational intelligence. Recent work has shown that the cellular simultaneous recurrent neural network (CSRN) can solve this problem for simple mazes. This thesis focuses on exploiting relevant information about the maze to improve learning and decrease the training time for the CSRN to solve mazes. Appropriate variables are identified to create useful clusters using relevant information. The CSRN was next modified to allow for an additional external input. With this additional input, several methods were tested and results show that clustering the mazes improves the overall learning of the traversal problem for the CSRN.

  8. Barnes maze testing strategies with small and large rodent models.

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    Rosenfeld, Cheryl S; Ferguson, Sherry A

    2014-02-26

    Spatial learning and memory of laboratory rodents is often assessed via navigational ability in mazes, most popular of which are the water and dry-land (Barnes) mazes. Improved performance over sessions or trials is thought to reflect learning and memory of the escape cage/platform location. Considered less stressful than water mazes, the Barnes maze is a relatively simple design of a circular platform top with several holes equally spaced around the perimeter edge. All but one of the holes are false-bottomed or blind-ending, while one leads to an escape cage. Mildly aversive stimuli (e.g. bright overhead lights) provide motivation to locate the escape cage. Latency to locate the escape cage can be measured during the session; however, additional endpoints typically require video recording. From those video recordings, use of automated tracking software can generate a variety of endpoints that are similar to those produced in water mazes (e.g. distance traveled, velocity/speed, time spent in the correct quadrant, time spent moving/resting, and confirmation of latency). Type of search strategy (i.e. random, serial, or direct) can be categorized as well. Barnes maze construction and testing methodologies can differ for small rodents, such as mice, and large rodents, such as rats. For example, while extra-maze cues are effective for rats, smaller wild rodents may require intra-maze cues with a visual barrier around the maze. Appropriate stimuli must be identified which motivate the rodent to locate the escape cage. Both Barnes and water mazes can be time consuming as 4-7 test trials are typically required to detect improved learning and memory performance (e.g. shorter latencies or path lengths to locate the escape platform or cage) and/or differences between experimental groups. Even so, the Barnes maze is a widely employed behavioral assessment measuring spatial navigational abilities and their potential disruption by genetic, neurobehavioral manipulations, or drug

  9. Improved maze learning through early music exposure in rats.

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    Rauscher, F H; Robinson, K D; Jens, J J

    1998-07-01

    Rats were exposed in utero plus 60 days post-partum to either complex music (Mozart Sonata (k. 448)), minimalist music (a Philip Glass composition), white noise or silence, and were then tested for five days, three trials per day, in a multiple T-maze. By Day 3, the rats exposed to the Mozart work completed the maze more rapidly and with fewer errors than the rats assigned to the other groups. The difference increased in magnitude through Day 5. This suggests that repeated exposure to complex music induces improved spatial-temporal learning in rats, resembling results found in humans. Taken together with studies of enrichment-induced neural plasticity, these results suggest a similar neurophysiological mechanism for the effects of music on spatial learning in rats and humans.

  10. Second Language Learning with the Story Maze Task: Examining the Training Effect of Weaving through Stories

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    Enkin, Elizabeth

    2016-01-01

    The maze task is a psycholinguistic experimental procedure that measures real-time incremental sentence processing. The task has recently been tested as a language learning tool with promising results. Therefore, the present study examines the merits of a contextualized version of this task: the story maze. The findings are consistent with…

  11. A maze learning comparison of Elman, long short-term memory, and Mona neural networks.

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    Portegys, Thomas E

    2010-03-01

    This study compares the maze learning performance of three artificial neural network architectures: an Elman recurrent neural network, a long short-term memory (LSTM) network, and Mona, a goal-seeking neural network. The mazes are networks of distinctly marked rooms randomly interconnected by doors that open probabilistically. The mazes are used to examine two important problems related to artificial neural networks: (1) the retention of long-term state information and (2) the modular use of learned information. For the former, mazes impose a context learning demand: at the beginning of the maze, an initial door choice forms a context that must be remembered until the end of the maze, where the same numbered door must be chosen again in order to reach the goal. For the latter, the effect of modular and non-modular training is examined. In modular training, the door associations are trained in separate trials from the intervening maze paths, and only presented together in testing trials. All networks performed well on mazes without the context learning requirement. The Mona and LSTM networks performed well on context learning with non-modular training; the Elman performance degraded as the task length increased. Mona also performed well for modular training; both the LSTM and Elman networks performed poorly with modular training.

  12. Using the Morris water maze to assess spatial learning and memory in weanling mice.

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    Barnhart, Christopher D; Yang, Dongren; Lein, Pamela J

    2015-01-01

    Mouse models have been indispensable for elucidating normal and pathological processes that influence learning and memory. A widely used method for assessing these cognitive processes in mice is the Morris water maze, a classic test for examining spatial learning and memory. However, Morris water maze studies with mice have principally been performed using adult animals, which preclude studies of critical neurodevelopmental periods when the cellular and molecular substrates of learning and memory are formed. While weanling rats have been successfully trained in the Morris water maze, there have been few attempts to test weanling mice in this behavioral paradigm even though mice offer significant experimental advantages because of the availability of many genetically modified strains. Here, we present experimental evidence that weanling mice can be trained in the Morris water maze beginning on postnatal day 24. Maze-trained weanling mice exhibit significant improvements in spatial learning over the training period and results of the probe trial indicate the development of spatial memory. There were no sex differences in the animals' performance in these tasks. In addition, molecular biomarkers of synaptic plasticity are upregulated in maze-trained mice at the transcript level. These findings demonstrate that the Morris water maze can be used to assess spatial learning and memory in weanling mice, providing a potentially powerful experimental approach for examining the influence of genes, environmental factors and their interactions on the development of learning and memory.

  13. Using the Morris water maze to assess spatial learning and memory in weanling mice.

    Directory of Open Access Journals (Sweden)

    Christopher D Barnhart

    Full Text Available Mouse models have been indispensable for elucidating normal and pathological processes that influence learning and memory. A widely used method for assessing these cognitive processes in mice is the Morris water maze, a classic test for examining spatial learning and memory. However, Morris water maze studies with mice have principally been performed using adult animals, which preclude studies of critical neurodevelopmental periods when the cellular and molecular substrates of learning and memory are formed. While weanling rats have been successfully trained in the Morris water maze, there have been few attempts to test weanling mice in this behavioral paradigm even though mice offer significant experimental advantages because of the availability of many genetically modified strains. Here, we present experimental evidence that weanling mice can be trained in the Morris water maze beginning on postnatal day 24. Maze-trained weanling mice exhibit significant improvements in spatial learning over the training period and results of the probe trial indicate the development of spatial memory. There were no sex differences in the animals' performance in these tasks. In addition, molecular biomarkers of synaptic plasticity are upregulated in maze-trained mice at the transcript level. These findings demonstrate that the Morris water maze can be used to assess spatial learning and memory in weanling mice, providing a potentially powerful experimental approach for examining the influence of genes, environmental factors and their interactions on the development of learning and memory.

  14. What Does the CBM-Maze Test Measure?

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    Muijselaar, Marloes M. L.; Kendeou, Panayiota; de Jong, Peter F.; van den Broek, Paul W.

    2017-01-01

    In this study, we identified the code-related (decoding, fluency) and language comprehension (vocabulary, listening comprehension) demands of the CBM-Maze test, a formative assessment, and compared them to those of the Gates-MacGinitie test, a standardized summative assessment. The demands of these reading comprehension tests and their…

  15. What does the CBM-Maze test measure?

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    Muijselaar, M.M.L.; Kendeou, P.; Jong, P.F. de; Broek, P.W. van den

    2017-01-01

    In this study, we identified the code-related (decoding, fluency) and language comprehension (vocabulary, listening comprehension) demands of the CBM-Maze test, a formative assessment, and compared them to those of the Gates-MacGinitie test, a standardized summative assessment. The demands of these

  16. Correlation between the concentration of serum polychlorinated biphenyls (PCBs) in pregnant cynomolgus monkeys and their offspring's behavioral scores in eye-contact test and finger maze learning test

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    Negishi, T. [Aoyama Gakuin Univ., Kanagawa (Japan); Takasuga, T. [Shimadzu Techno-Research Inc., Kyoto (Japan); Kawasaki, K. [Hoshi Univ., Tokyo (Japan); Kuroda, Y. [CREST Japan Science and Technology Corp., Saitama (Japan); Yoshikawa, Y. [The Univ. of Tokyo (Japan)

    2004-09-15

    A recent review suggested that pre- or perinatal exposure of developing fetuses to dioxins, the widespread environmental contaminants, such as polychrorinated biphenlys (PCBs), induce the irreversible abnormalities in the functions of central nervous system (CNS) in human. These chemicals can be transferred to each fetus and naonate transplacentally and lactationally in rhesus monkey. Several studies also reported the adverse effect of PCB on CNS development in rodents and monkeys as well as on behavior in rodents and monkeys. In the present study, we show a preliminary data about the correlation between the serum concentrations of PCBs in pregnant cynomolgus monkeys (Macaca fascicularis) and the scores of two behavioral tests, eye-contact test and four-step finger maze test, which evaluate consciousness against human observer and learning ability, respectively, in their offspring. This experimental surveillance system using non-human primates would be useful to predict the risk of PCBs exposure in human fetuses because of the similarities of cynomolgus monkey to human with regard to reproduction, developmental parameter, and others.

  17. Place and Response Learning in the Open-field Tower Maze.

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    Lipatova, Olga; Campolattaro, Matthew M; Toufexis, Donna J; Mabry, Erin A

    2015-10-28

    This protocol describes how the Open-field Tower Maze (OFTM) paradigm is used to study spatial learning in rodents. This maze is especially useful for examining how rats learn to use a place- or response-learning to successfully navigate in an open-field arena. Additionally, this protocol describes how the OFTM differs from other behavioral maze paradigms that are commonly used to study spatial learning in rodents. The OFTM described in this article was adapted from the one previously described by Cole, Clipperton, and Walt (2007). Specifically, the OFTM was created to test spatial learning in rodents without the experimenter having to consider how "stress" might play a role as a confounding variable. Experiments have shown that stress-alone can significantly affect cognitive function(1). The representative results section contains data from an experiment that used the OFTM to examine the effects of estradiol treatment on place- and response-learning in adult female Sprague Dawley rats(2). Future studies will be designed to examine the role of the hippocampus and striatum in place- and response-learning in the OFTM.

  18. Maze learning by a hybrid brain-computer system

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    Wu, Zhaohui; Zheng, Nenggan; Zhang, Shaowu; Zheng, Xiaoxiang; Gao, Liqiang; Su, Lijuan

    2016-09-01

    The combination of biological and artificial intelligence is particularly driven by two major strands of research: one involves the control of mechanical, usually prosthetic, devices by conscious biological subjects, whereas the other involves the control of animal behaviour by stimulating nervous systems electrically or optically. However, to our knowledge, no study has demonstrated that spatial learning in a computer-based system can affect the learning and decision making behaviour of the biological component, namely a rat, when these two types of intelligence are wired together to form a new intelligent entity. Here, we show how rule operations conducted by computing components contribute to a novel hybrid brain-computer system, i.e., ratbots, exhibit superior learning abilities in a maze learning task, even when their vision and whisker sensation were blocked. We anticipate that our study will encourage other researchers to investigate combinations of various rule operations and other artificial intelligence algorithms with the learning and memory processes of organic brains to develop more powerful cyborg intelligence systems. Our results potentially have profound implications for a variety of applications in intelligent systems and neural rehabilitation.

  19. The effect of cul length and hippocampal lesions on maze learning in the rat.

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    Strong, P N

    1978-01-01

    Twenty-four rats, 8 with bilateral hippocampal lesions, 8 with cortical lesions and 8 unoperated rats, were tested on one of 2 mazes. Half of each group were run in a conventional 5 choice multiple Y maze. The other half were run in a symetrical, long cul maze in which distance and number of successive choice point were equal for a right or wrong choice before the animal reached an cul end or the goal box. The correct path in the long cul maze was identical to that of the short cul maze. S's were run one trial a day for 15 days. On the symetrical, long cul maze there were no differences between groups. On the short cul maze, hippocampals were significantly worse than control S's and looked similar to control S's on the long cul maze. The results are interpreted in terms of frustration theory.

  20. Water maze learning and hippocampal synaptic plasticity in streptozotocin diabetic rats: effects of insulin treatment

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    Gispen, W.H.; Biessels, G.J.; Kamal, A.; Urban, I.J.A.; Spruijt, B.M.; Erkelens, D.W.

    1998-01-01

    Streptozotocin-diabetic rats express deficits in water maze learning and hippocampal synaptic plasticity. The present study examined whether these deficits could be prevented and/or reversed with insulin treatment. In addition, the water maze learning deficit in diabetic rats was further characteriz

  1. What is the most sensitive measure of water maze probe test performance?

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    Hamid R Maei

    2009-03-01

    Full Text Available The water maze is commonly used to assay spatial cognition, or, more generally, learning and memory in experimental rodent models. In the water maze, mice or rats are trained to navigate to a platform located below the water’s surface. Spatial learning is then typically assessed in a probe test, where the platform is removed from the pool and the mouse or rat is allowed to search for it. Performance in the probe test may then be evaluated using either occupancy-based (percent time in virtual quadrant [Q] or zone [Z] centered on former platform location, error-based (mean proximity to former platform location [P] or counting-based (platform crossings [X] measures. While these measures differ in their popularity, whether they differ in their ability to detect group differences is not known. To address this question we compiled 5 separate databases, containing more than 1600 mouse probe tests. Random selection of individual trials from respective databases then allowed us to simulate experiments with varying sample and effect sizes. Using this Monte Carlo-based method, we found that the P measure consistently outperformed the Q, Z and X measures in its ability to detect group differences. This was the case regardless of sample or effect size, and using both parametric and non-parametric statistical analyses. The relative superiority of P over other commonly used measures suggests that it is the most appropriate measure to employ in both low- and high-throughput water maze screens.

  2. Comparing Exploration Strategies for Q-learning in Random Stochastic Mazes

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    Tijsma, Arryon; Drugan, Madalina; Wiering, Marco

    2016-01-01

    Balancing the ratio between exploration and exploitation is an important problem in reinforcement learning. This paper evaluates four different exploration strategies combined with Q-learning using random stochastic mazes to investigate their performances. We will compare: UCB-1, softmax,

  3. Optimization of Apparatus Design and Behavioral Measures for the Assessment of Visuo-Spatial Learning and Memory of Mice on the Barnes Maze

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    O'Leary, Timothy P.; Brown, Richard E.

    2013-01-01

    We have previously shown that apparatus design can affect visual-spatial cue use and memory performance of mice on the Barnes maze. The present experiment extends these findings by determining the optimal behavioral measures and test procedure for analyzing visuo-spatial learning and memory in three different Barnes maze designs. Male and female…

  4. Memory-impairing effects of local anesthetics in an elevated plus-maze test in mice

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    S.L. Blatt

    1998-04-01

    Full Text Available Post-training intracerebroventricular administration of procaine (20 µg/µl and dimethocaine (10 or 20 µg/µl, local anesthetics of the ester class, prolonged the latency (s in the retention test of male and female 3-month-old Swiss albino mice (25-35 g body weight; N = 140 in the elevated plus-maze (mean ± SEM for 10 male mice: control = 41.2 ± 8.1; procaine = 78.5 ± 10.3; 10 µg/µl dimethocaine = 58.7 ± 12.3; 20 µg/µl dimethocaine = 109.6 ± 5.73; for 10 female mice: control = 34.8 ± 5.8; procaine = 55.3 ± 13.4; 10 µg/µl dimethocaine = 59.9 ± 12.3 and 20 µg/µl dimethocaine = 61.3 ± 11.1. However, lidocaine (10 or 20 µg/µl, an amide class type of local anesthetic, failed to influence this parameter. Local anesthetics at the dose range used did not affect the motor coordination of mice exposed to the rota-rod test. These results suggest that procaine and dimethocaine impair some memory process(es in the plus-maze test. These findings are interpreted in terms of non-anesthetic mechanisms of action of these drugs on memory impairment and also confirm the validity of the elevated plus-maze for the evaluation of drugs affecting learning and memory in mice

  5. 7-NI and ODQ Disturbs Memory in the Elevated Plus Maze, Morris Water Maze, and Radial Arm Maze Tests in Mice.

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    Mutlu, Oguz; Akar, Furuzan; Celikyurt, Ipek Komsuoglu; Tanyeri, Pelin; Ulak, Guner; Erden, Faruk

    2015-01-01

    Nitric oxide (NO) is an atypical neurotransmitter that causes changes in cognition. Nitric oxide synthase (NOS) and guanylate cyclase (GC) inhibitors have been shown to exert some effects on cognition in previous studies; however, the findings have been controversial. This study was aimed at understanding the effects of an NOS inhibitor, 7-nitroindazole (7-NI), and a guanylate cyclase inhibitor, 1H-[1,2,4]oxadiazolo[4,3-a]quinoxalin-1-one (ODQ), on spatial memory in modified elevated plus maze (mEPM), Morris water maze (MWM), and radial arm maze (RAM) tests. Male Balb-c mice were treated via intraperitoneal injections with 7-NI (15 mg/kg), ODQ (3, 10 mg/kg), L-arginine (100 mg/kg) + 7-NI (15 mg/kg), or physiological saline. ODQ (3 mg/kg) and 7-NI (15 mg/kg) significantly increased the second-day latency in the mEPM test. 7-NI (15 mg/kg) and ODQ (10 mg/kg) significantly increased the escape latency in second, third, and fourth sessions, decreased the time spent in the escape platform's quadrant, and increased the mean distance to the platform in the probe trial of the MWM test. ODQ (3, 10 mg/kg) and 7-NI (15 mg/kg) significantly increased the number of errors, whereas only 7-NI increased the latency in the RAM test. The administration of L-arginine (100 mg/kg) prior to 7-NI inverted the effects of 7-NI, which supports the role of NO on cognition. Our study shows that the NO/cGMP/GS pathway can regulate spatial memory in mice.

  6. Optimization of apparatus design and behavioral measures for the assessment of visuo-spatial learning and memory of mice on the Barnes maze.

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    O'Leary, Timothy P; Brown, Richard E

    2013-01-15

    We have previously shown that apparatus design can affect visual-spatial cue use and memory performance of mice on the Barnes maze. The present experiment extends these findings by determining the optimal behavioral measures and test procedure for analyzing visuo-spatial learning and memory in three different Barnes maze designs. Male and female C57BL/6J mice were trained with a stable or random escape hole location and the sensitivities (statistical power) of four commonly used measures of learning and three measures of memory to detect differences between these training procedures were compared on each maze design. A maze design with a large diameter and no wall was optimal, because mice showed a reliable use of extra-maze visual cues, visuo-spatial search strategies, and spatial memory. A maze design with a small diameter, surrounding wall, and intra-maze visual cues was the least sensitive for determining visuo-spatial learning and memory, because mice showed little evidence of extra-maze cue use. Errors, distance traveled, and hole deviation scores were more sensitive measures of learning than latency to find the escape hole. Measures based on locating the escape hole (primary measures) were more sensitive than measures based on entering the escape hole (total measures). Measures of memory had similar levels of sensitivity on each maze. This experiment demonstrates that both apparatus design and the behavioral measures used as indicators of learning and memory can influence the ability of the Barnes maze to detect visuo-spatial learning and memory impairments in mice.

  7. 2-Methyl-6-(phenylethynyl pyridine (MPEP reverses maze learning and PSD-95 deficits in Fmr1 knock-out mice.

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    Réno Michelle Gandhi

    2014-03-01

    Full Text Available Fragile X syndrome (FXS is caused by the lack of expression of the fragile X mental retardation protein (FMRP, which results in intellectual disability and other debilitating symptoms including impairment of visual-spatial functioning. FXS is the only single-gene disorder that is highly co-morbid with autism spectrum disorder and can therefore provide insight into its pathophysiology. Lack of FMRP results in altered group I metabotropic glutamate receptor (mGluR signalling, which is a target for putative treatments. The Hebb-Williams (H-W mazes are a set of increasingly complex spatial navigation problems that depend on intact hippocampal and thus mGluR-5 functioning. In the present investigation, we examined whether an antagonist of mGluR-5 would reverse previously described behavioural deficits in Fmr1 KO mice. Mice were trained on a subset of the H-W mazes and then treated with either 20 mg/kg of an mGluR-5 antagonist, 2-Methyl-6-(phenylethynyl pyridine (MPEP; n = 11 or an equivalent dose of saline (n = 11 prior to running test mazes. Latency and errors were dependent variables recorded during the test phase. Immediately after completing each test, marble-burying behavior was assessed which confirmed that the drug treatment was pharmacologically active during maze learning. Although latency was not statistically different between the groups, MPEP treated Fmr1 KO mice made significantly fewer errors on mazes deemed more difficult suggesting a reversal of the behavioural deficit. MPEP treated mice were also less perseverative and impulsive when navigating mazes. Furthermore, MPEP treatment reversed PSD-95 protein deficits in Fmr1 KO treated mice, whereas levels of a control protein (β-tubulin remained unchanged. These data further validate MPEP as a potentially beneficial treatment for FXS. Our findings also suggest that adapted H-W mazes may be a useful tool to document alterations in behavioural functioning following pharmacological

  8. Effect of Flavonoids from Broussonetia papyrifera on Learning and Memory in Mice with Morris Water Maze Test%构树黄酮对小鼠学习记忆的影响

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    熊燕飞; 吕波; 李政政; 舒思敏; 郑浩

    2012-01-01

    Morris水迷宫在啮齿目动物的空间学习与记忆的研究中被广泛使用.研究表明摄食抗氧化剂能够增强空间学习与记忆能力.本文目的在于研究构树黄酮对昆明小鼠的空间学习与记忆能力的影响.用构树黄酮固体脂质纳米粒对小鼠灌胃4周,然后进行Morris水迷宫测试.与对照组相比,实验组小鼠的各项指标均有显著改善.这表明构树黄酮能显著增强小鼠的空间学习与记忆能力.同时研究还表明构树黄酮对小鼠的生长发育没有影响.%The Morris Water maze (MWM) is a widely used device to investigate spatial learning and memory in rodents.Previous studies involving antioxidant showed that spatial learning and memory were improved afforded by dietary antioxidants.The present study aimed at investigating the efficacy of flavonoids from Broussonetia papyrifera on spatial acquisition and probe trial performance in KM mice.16 young adult male KM mice were randomly separated into 2 groups,a control (CG) and an experimental group (EG).Mice underwent gavage with normal saline (0.9%) and flavonoid-loaded solid lipid nanoparticles (FSLN for short) from B.papyrifera (5 mg/kg/day) with the same volume for 4 weeks,respectively.Then,the MWM test was performed.Our results showed that flavonoids extracted from B.papyrifera significantly augmented the spatial learning and reference memory of mice in the experimental group,which may be ascribed to decreasing the overproduction of free radicals and therefore,retarding oxidative damage.Interestingly,swimming speed of the mice sharply increased latterly albeit there was no difference between the EG and CG.This study also demonstrated that FSLN treatment had no adverse marginal impact on the growth and development of the mice.Collectively,this work indicated that flavonoids from B.papyrifera could improve the spatial learning and reference memory in young adult male KM mice without obvious side effect and be used as potential

  9. Exhumed from thought: basal ganglia and response learning in the plus-maze.

    Science.gov (United States)

    Packard, Mark G

    2009-04-12

    The plus-maze apparatus figured prominently in the historical debate between cognitive and stimulus-response habit learning theorists concerned with the fundamental question of "what" animals learn. An important feature of this task is that variants of the training procedure can be arranged to allow for an assessment of the relative use of cognitive/place or habit/response learning mechanisms. This brief review describes findings from several neurobiological studies published primarily over the past decade that have re-introduced the plus-maze to investigate the role of the dorsal striatum in learning and memory. Converging evidence from research using brain lesion, pharmacological, and molecular/genetic approaches is described supporting the hypothesis that the dorsolateral striatum plays a selective role in response learning in the plus-maze. Within a multiple systems framework of memory organization, factors that can influence the relative use of place and response learning in the plus-maze are also considered, including the nature of the visual environment, reinforcement/training parameters, and emotional state of the organism. Response learning in the plus-maze may be considered an exemplar task useful for investigating the neurobiological bases of dorsal striatal involvement in habit learning and memory. This mnemonic function of the dorsal striatum generalizes across several sensory modalities and mammalian species, including humans.

  10. Rapid learning of magnetic compass direction by C57BL/6 mice in a 4-armed 'plus' water maze.

    Directory of Open Access Journals (Sweden)

    John B Phillips

    Full Text Available Magnetoreception has been demonstrated in all five vertebrate classes. In rodents, nest building experiments have shown the use of magnetic cues by two families of molerats, Siberian hamsters and C57BL/6 mice. However, assays widely used to study rodent spatial cognition (e.g. water maze, radial arm maze have failed to provide evidence for the use of magnetic cues. Here we show that C57BL/6 mice can learn the magnetic direction of a submerged platform in a 4-armed (plus water maze. Naïve mice were given two brief training trials. In each trial, a mouse was confined to one arm of the maze with the submerged platform at the outer end in a predetermined alignment relative to magnetic north. Between trials, the training arm and magnetic field were rotated by 180(° so that the mouse had to swim in the same magnetic direction to reach the submerged platform. The directional preference of each mouse was tested once in one of four magnetic field alignments by releasing it at the center of the maze with access to all four arms. Equal numbers of responses were obtained from mice tested in the four symmetrical magnetic field alignments. Findings show that two training trials are sufficient for mice to learn the magnetic direction of the submerged platform in a plus water maze. The success of these experiments may be explained by: (1 absence of alternative directional cues (2, rotation of magnetic field alignment, and (3 electromagnetic shielding to minimize radio frequency interference that has been shown to interfere with magnetic compass orientation of birds. These findings confirm that mice have a well-developed magnetic compass, and give further impetus to the question of whether epigeic rodents (e.g., mice and rats have a photoreceptor-based magnetic compass similar to that found in amphibians and migratory birds.

  11. Learning about cognition risk with the radial-arm maze in the developmental neurotoxicology battery.

    Science.gov (United States)

    Levin, Edward D

    2015-01-01

    Cognitive dysfunction has been found in epidemiological studies to be among the most sensitive impairments associated with developmental exposure to a variety of environmental contaminants from heavy metals to polyhalogenated hydrocarbons and pesticides. These chemicals have been also shown to impair cognitive function after developmental exposure in experimental animal models. The radial-arm maze (RAM) has proven to be a sensitive and reliable way to assess both learning and memory in a variety of species, most often in rats and mice. The RAM is a very adaptable test method that takes advantage of rodents' instinct to explore new places in the environment to forage. That is, rodents do not need to be trained to run through the maze; they will normally do this from the initial session of testing. Training with differential reinforcement for arm choices provides a more rigorous test of learning and memory. The RAM is quite adaptable for assessing various aspects of cognition. Although the RAM has been mostly used to assess spatial learning and memory, it can be configured to assess non-spatial memory as well. Both working and reference memory can be easily distinguished. The RAM can be run with both appetitive (food reinforced) and aversive (water escape) motivators. The RAM has been found to be sensitive to a wide variety of developmental toxicants including heavy metals such as mercury and pesticides such as chlorpyrifos. There is an extremely rich literature especially with rats showing the effects of many types of brain lesions and drug effects so that the participation of a wide variety of neural systems in RAM performance is known. These systems, notably the hippocampus and frontal cortex, and acetylcholine and glutamate neurotransmitter systems, are the same neural systems that have been shown in humans to be critical for learning and memory. This considerably aids the interpretation of neurobehavioral toxicity studies.

  12. The effect of Resveratrol flavonoid on learning and memory in passive avoidance and Y maze in diabetic rat

    Directory of Open Access Journals (Sweden)

    Sima Nasri

    2014-04-01

    Full Text Available Background: Diabetes type I is accompanied with disturbances in cognitive skills, memory and learning. In this research, we evaluated the effect of resveratrol chronic treatment on learning and memory in diabetic male rats. Material and Methods: Rats were divided into 4 groups: control, resveratrol-treated control, diabetic and resveratrol-treated diabetic groups. We used streptozotosin for inducing diabetes. Resveratrol (10mg/kg I.p. was administered for 8 weeks. For evaluation of learning and memory, passive avoidance test and Y-maze task were used. For Statistical analysis, SPSS software and paired T-test and one-way ANOVA were used. Results: Resveratrol decreased serum glucose in diabetic rats (P<0.01. In passive avoidance learning, there wasn’t any significant difference in initial latency between diabetic and treated- diabetic group. Also, a significant decrease of step latency was observed in diabetic and treated diabetic rats (P<0.01. In Y maze, Resveratrol improved alternation percentage in diabetic rats. Conclusion: Probably due to different mechanism of long term and short term memory, long term resveratrol treatment didn’t improve memory and learning in passive avoidance learning. In Y maze, method for determining the spatial memory, resveratrol improved spatial memory in diabetic rats. Resveratrol not only regulates glucose in diabetic rats but also it improves short term memory.

  13. Erythropoietin Improves Place Learning in an 8-Arm Radial Maze in Fimbria-Fornix Transected Rats

    Directory of Open Access Journals (Sweden)

    Hana Malá

    2005-01-01

    Full Text Available Systemically administered human recombinant erythropoietin (EPO may have the potential to reduce the cognitive and behavioral symptoms of mechanical brain injury. In a series of studies, we address this possibility. We previously found that EPO given to fimbriafornix transected rats at the moment of injury could substantially improve the posttraumatic acquisition of an allocentric place learning task when such a task is administered in a water maze. Due to the clinical importance of such results, it is important to scrutinize whether the therapeutic effect of EPO is specific to the experimental setup of our original experiments or generalizes across test situations. Consequently, here we studied the effects of similarly administered EPO in fimbria-fornix transected and control operated rats, respectively, evaluating the posttraumatic behavioral/cognitive abilities in an allocentric place learning task administered in an 8-arm radial maze. The administration of EPO to the hippocampally injured rats was associated with a virtually complete elimination of the otherwise severe behavioral impairment caused by fimbria-fornix transection. In contrast, EPO had no detectable effect on the task acquisition of non-lesioned animals. The results of the present study confirm our previous demonstration of EPO's ability to reduce or eliminate the behavioral/cognitive consequences of mechanical injury to the hippocampus, while adding the important observation that such a therapeutic effect is not restricted to the specific experimental setup previously studied.

  14. 5-HTT deficiency affects neuroplasticity and increases stress sensitivity resulting in altered spatial learning performance in the Morris water maze but not in the Barnes maze.

    Directory of Open Access Journals (Sweden)

    Margherita M Karabeg

    Full Text Available The purpose of this study was to evaluate whether spatial hippocampus-dependent learning is affected by the serotonergic system and stress. Therefore, 5-HTT knockout (-/-, heterozygous (+/- and wildtype (+/+ mice were subjected to the Barnes maze (BM and the Morris water maze (WM, the latter being discussed as more aversive. Additionally, immediate early gene (IEG expression, hippocampal adult neurogenesis (aN, and blood plasma corticosterone were analyzed. While the performance of 5-HTT-/- mice in the BM was undistinguishable from both other genotypes, they performed worse in the WM. However, in the course of the repeated WM trials 5-HTT-/- mice advanced to wildtype level. The experience of a single trial of either the WM or the BM resulted in increased plasma corticosterone levels in all genotypes. After several trials 5-HTT-/- mice exhibited higher corticosterone concentrations compared with both other genotypes in both tests. Corticosterone levels were highest in 5-HTT-/- mice tested in the WM indicating greater aversiveness of the WM and a greater stress sensitivity of 5-HTT deficient mice. Quantitative immunohistochemistry in the hippocampus revealed increased cell counts positive for the IEG products cFos and Arc as well as for proliferation marker Ki67 and immature neuron marker NeuroD in 5-HTT-/- mice compared to 5-HTT+/+ mice, irrespective of the test. Most differences were found in the suprapyramidal blade of the dentate gyrus of the septal hippocampus. Ki67-immunohistochemistry revealed a genotype x environment interaction with 5-HTT genotype differences in naïve controls and WM experience exclusively yielding more Ki67-positive cells in 5-HTT+/+ mice. Moreover, in 5-HTT-/- mice we demonstrate that learning performance correlates with the extent of aN. Overall, higher baseline IEG expression and increased an in the hippocampus of 5-HTT-/- mice together with increased stress sensitivity may constitute the neurobiological correlate of

  15. 5-HTT deficiency affects neuroplasticity and increases stress sensitivity resulting in altered spatial learning performance in the Morris water maze but not in the Barnes maze.

    Science.gov (United States)

    Karabeg, Margherita M; Grauthoff, Sandra; Kollert, Sina Y; Weidner, Magdalena; Heiming, Rebecca S; Jansen, Friederike; Popp, Sandy; Kaiser, Sylvia; Lesch, Klaus-Peter; Sachser, Norbert; Schmitt, Angelika G; Lewejohann, Lars

    2013-01-01

    The purpose of this study was to evaluate whether spatial hippocampus-dependent learning is affected by the serotonergic system and stress. Therefore, 5-HTT knockout (-/-), heterozygous (+/-) and wildtype (+/+) mice were subjected to the Barnes maze (BM) and the Morris water maze (WM), the latter being discussed as more aversive. Additionally, immediate early gene (IEG) expression, hippocampal adult neurogenesis (aN), and blood plasma corticosterone were analyzed. While the performance of 5-HTT-/- mice in the BM was undistinguishable from both other genotypes, they performed worse in the WM. However, in the course of the repeated WM trials 5-HTT-/- mice advanced to wildtype level. The experience of a single trial of either the WM or the BM resulted in increased plasma corticosterone levels in all genotypes. After several trials 5-HTT-/- mice exhibited higher corticosterone concentrations compared with both other genotypes in both tests. Corticosterone levels were highest in 5-HTT-/- mice tested in the WM indicating greater aversiveness of the WM and a greater stress sensitivity of 5-HTT deficient mice. Quantitative immunohistochemistry in the hippocampus revealed increased cell counts positive for the IEG products cFos and Arc as well as for proliferation marker Ki67 and immature neuron marker NeuroD in 5-HTT-/- mice compared to 5-HTT+/+ mice, irrespective of the test. Most differences were found in the suprapyramidal blade of the dentate gyrus of the septal hippocampus. Ki67-immunohistochemistry revealed a genotype x environment interaction with 5-HTT genotype differences in naïve controls and WM experience exclusively yielding more Ki67-positive cells in 5-HTT+/+ mice. Moreover, in 5-HTT-/- mice we demonstrate that learning performance correlates with the extent of aN. Overall, higher baseline IEG expression and increased an in the hippocampus of 5-HTT-/- mice together with increased stress sensitivity may constitute the neurobiological correlate of raised

  16. Comparing Exploration Strategies for Q-learning in Random Stochastic Mazes

    NARCIS (Netherlands)

    Tijsma, Arryon; Drugan, Madalina; Wiering, Marco

    2016-01-01

    Balancing the ratio between exploration and exploitation is an important problem in reinforcement learning. This paper evaluates four different exploration strategies combined with Q-learning using random stochastic mazes to investigate their performances. We will compare: UCB-1, softmax, epsilon-gr

  17. Habituation under stress: shocked mice show nonassociative learning in a T-maze.

    Science.gov (United States)

    Mitchell, D; Osborne, E W; O'Boyle, M W

    1985-03-01

    Conflicting predictions of reinforcement and neophobia-arousal theories were evaluated in a simple choice task. Four groups of C57BL/6J mice were administered daily two-trial tests in a uniform T-maze for 10 consecutive days. For three groups, the contingencies of footshock treatments were manipulated to reinforce alternation, perseveration, or both. A control group that was not administered footshock alternated, but all three groups that were stressed perseverated more and more across tests, despite the differences in reinforcement contingencies. These results are inconsistent with the predictions of reinforcement theory but consistent with the view that stressed or aroused animals are neophobic and use nonassociative learning (habituation) to distinguish between novel and familiar alternatives.

  18. Spatial and Reversal Learning in the Morris Water Maze Are Largely Resistant to Six Hours of REM Sleep Deprivation Following Training

    Science.gov (United States)

    Walsh, Christine M.; Booth, Victoria; Poe, Gina R.

    2011-01-01

    This first test of the role of REM (rapid eye movement) sleep in reversal spatial learning is also the first attempt to replicate a much cited pair of papers reporting that REM sleep deprivation impairs the consolidation of initial spatial learning in the Morris water maze. We hypothesized that REM sleep deprivation following training would impair…

  19. Spatial and Reversal Learning in the Morris Water Maze Are Largely Resistant to Six Hours of REM Sleep Deprivation Following Training

    Science.gov (United States)

    Walsh, Christine M.; Booth, Victoria; Poe, Gina R.

    2011-01-01

    This first test of the role of REM (rapid eye movement) sleep in reversal spatial learning is also the first attempt to replicate a much cited pair of papers reporting that REM sleep deprivation impairs the consolidation of initial spatial learning in the Morris water maze. We hypothesized that REM sleep deprivation following training would impair…

  20. Accelerated senescence prone mouse-8 shows early onset of deficits in spatial learning and memory in the radial six-arm water maze.

    Science.gov (United States)

    Chen, Gui-Hai; Wang, Yue-Ju; Wang, Xiao-Min; Zhou, Jiang-Ning

    2004-10-15

    Available data indicate that the senescence-accelerated prone mouse 8 (SAMP8) is an appropriate model of brain aging, with impairments in nonspatial learning and memory beginning as early as 2 months of age, and spatial learning and memory deficiencies not becoming apparent until after 4 months of age. However, with other strains (e.g., C57BL mice), the impairment in spatial memory was found earlier than that in nonspatial memory. We considered the possibility that the observed differences could be due to strain-specific differences in the training equipment. In the present study, a new optimized testing apparatus-the radial six-arm water maze (RAWM)-for detecting spatial learning and memory in mice, was employed, to determine whether there is impairment of spatial learning and memory in young SAMP8. The relationship between the spatial learning measures observed with the RAWM and the Morris maze, a classic spatial learning and memory testing apparatus, was also explored. It was found that, in the RAWM, rather than in the Morris maze, the impairment in spatial learning could be measured in SAMP8 mice as early as 3 months old, and the impairment in spatial memory in SAMP8 mice aged 5 months. These results suggested that the spatial learning and memory deficiencies could be found in early life of SAMP8 mice, and that RAWM and Morris maze each detect different aspects of spatial learning and memory.

  1. The scientific learning approach using multimedia-based maze game to improve learning outcomes

    Science.gov (United States)

    Setiawan, Wawan; Hafitriani, Sarah; Prabawa, Harsa Wara

    2016-02-01

    The objective of curriculum 2013 is to improve the quality of education in Indonesia, which leads to improving the quality of learning. The scientific approach and supported empowerment media is one approach as massaged of curriculum 2013. This research aims to design a labyrinth game based multimedia and apply in the scientific learning approach. This study was conducted in one of the Vocational School in Subjects of Computer Network on 2 (two) classes of experimental and control. The method used Mix Method Research (MMR) which combines qualitative in multimedia design, and quantitative in the study of learning impact. The results of a survey showed that the general of vocational students like of network topology material (68%), like multimedia (74%), and in particular, like interactive multimedia games and flash (84%). Multimediabased maze game developed good eligibility based on media and material aspects of each value 840% and 82%. Student learning outcomes as a result of using a scientific approach to learning with a multimediabased labyrinth game increase with an average of gain index about (58%) and higher than conventional multimedia with index average gain of 0.41 (41%). Based on these results the scientific approach to learning by using multimediabased labyrinth game can improve the quality of learning and increase understanding of students. Multimedia of learning based labyrinth game, which developed, got a positive response from the students with a good qualification level (75%).

  2. Investigations on training, recall and reversal learning of a Y-maze by dwarf goats (Capra hircus): the impact of lateralisation.

    Science.gov (United States)

    Langbein, J

    2012-03-01

    We investigated maze learning in dwarf goats (Capra hircus) and the impact of lateralisation on learning. Lateralisation refers to the collection of phenomena in which external stimuli are perceived and processed differentially on the two sides of the brain and/or certain behaviours are preferentially performed by one side of the body. We trained 29 dwarf goats in a Y-maze, directing them to the opposite alley from that chosen in a free pre-run. In total, 13 goats were trained to the left alley (L-goats) and 16 goats to the right alley (R-goats). Recall of the trained alley was tested three months later. We then analysed reversal learning across 10 reversals. During training, the direction of the alley had an impact on learning. The number of runs required to reach the learning criterion was significantly lower in the L- than the R-goats. The goats recalled the trained alley three months later, with no difference between the L- and the R-goats. During the reversal learning, the reversal only tended to impact learning performance, whereas the directions of the new and the initially trained alley did not. Goats did not adopt a general rule with which to master the maze (e.g., win-stay/lose-shift) across the 10 reversals. Our results indicate a right hemisphere bias in the processing of visuospatial cues in the maze during initial training; however, no such impact was detected during reversal learning.

  3. Long-term enhancement of maze learning in mice via a generalized Mozart effect.

    Science.gov (United States)

    Aoun, Peter; Jones, Timothy; Shaw, Gordon L; Bodner, Mark

    2005-12-01

    An animal model of the 'generalized Mozart effect' (GME) - enhanced/normalized higher brain function in response to music exposure - has been established. We extend those results in two studies using another species (mice). Study 1: (1) maze testing after music exposure was extended to a minimum of 6 hours; (2) no exposure to music in utero. Study 2: (1) music exposure time further reduced; (2) maze testing extended to 24 hours. Study 1: two mouse groups were exposed to music continuously for 10 hours per day for 10 weeks (Group I: Mozart's Sonata K.448, Group II: Beethoven's Fur Elise). After 10 weeks, the ability to negotiate a T-maze was assessed (recording working time in maze, number of errors). Maze ability was tested 6 hours following the last music exposure. Study 2: two mouse groups were exposed periodically to music (58% silence) 10 hours per day for 10 weeks. Experiments after 10 weeks examined the groups' abilities to run the maze (recording working time/errors). Experiments were conducted 24 hours following the last music exposure. The Mozart group exhibited significant enhancements compared with the control mice in both studies, i.e. significantly lower working time (p<0.05) and committed fewer errors. Observation of GME in another species supports its generality for the mammalian cortex. The absence of a GME in fMRI studies for the control music also indicates a neurophysiological basis. With extended exposure, GME is a long-term effect, indicating potential clinical importance. It has been demonstrated that GME reduces neuropathological spiking significantly in epileptics. We discuss the relevance of this study for epilepsy treatment.

  4. Fractal dimensions: A new paradigm to assess spatial memory and learning using Morris water maze.

    Science.gov (United States)

    Singh, Surjeet; Kaur, Harpreet; Sandhir, Rajat

    2016-02-15

    Morris water maze has been widely used for analysis of cognitive functions and relies on the time taken by animal to find the platform i.e. escape latency as a parameter to quantify spatial memory and learning. However, escape latency is confounded by swimming speed which is not necessarily a cognitive factor. Rather, path length may be a more appropriate and reliable parameter to assess spatial learning. This paper presents fractal dimension as a new paradigm to assess spatial memory and learning in animals. Male wistar rats were administrated with pentylenetetrazole and scopolamine to induce chronic epilepsy and dementia respectively. Fractal dimension of the random path followed by the animals on Morris water maze was analyzed and statistically compared among different experimental groups; the results suggest that fractal dimension is more reliable and accurate parameter to assess cognitive deficits compared to escape latency. Thus, the present study suggests that fractal dimensions could be used as an independent parameter to assess spatial memory and learning in animals using Morris water maze.

  5. Anxiolytic effect of clonazepam in female rats: grooming microstructure and elevated plus maze tests.

    Science.gov (United States)

    Nin, Maurício S; Couto-Pereira, Natividade S; Souza, Marilise F; Azeredo, Lucas A; Ferri, Marcelo K; Dalprá, Walesca L; Gomez, Rosane; Barros, Helena M T

    2012-06-01

    Grooming behavior is an adaptation to a stressful environment that can vary in accordance with stress intensity. Direct and indirect GABA(A) receptor agonists decrease duration, frequency, incorrect transitions and uninterrupted bouts of grooming. Hormonal variation during the different phases of the estrous cycle of female rats also changes the grooming behavior. It is known that GABA(A) agonists and endogenous hormones change anxiety-like behaviors observed in the elevated plus maze test, a classical animal model of anxiety. This study was designed to determine the anxiolytic effect of clonazepam in female rats in different estrous phases and to correlate anxiety behaviors in the elevated plus maze and grooming microstructure tests. Our results show that female rats displayed higher anxiety-like behavior scores during the estrus and proestrus phases in the elevated plus maze and that clonazepam (0.25 mg/kg; i.p.) had an anxiolytic effect that was independent of the estrous phase. Grooming behaviors were higher in the proestrus phase but were decreased by clonazepam administration, independent of the estrous phase, demonstrating the anxiolytic effect of this drug in both animal models. Grooming behaviors were moderately associated with anxiolytic-like behaviors in the elevated plus maze test. Here, we describe the anxiolytic effect of clonazepam and the influence of estrous phase on anxiety. Moreover, we show that the grooming microstructure test is a useful tool for detecting anxiolytic-like behaviors in rats.

  6. Validation and scopolamine-reversal of latent learning in the water maze utilizing a revised direct platform placement procedure.

    Science.gov (United States)

    Malin, David H; Schaar, Krystal L; Izygon, Jonathan J; Nghiem, Duyen M; Jabitta, Sikirat Y; Henceroth, Mallori M; Chang, Yu-Hsuan; Daggett, Jenny M; Ward, Christopher P

    2015-08-01

    The Morris water maze is routinely used to explore neurobiological mechanisms of working memory. Humans can often acquire working memory relevant to performing a task by mere sensory observation, without having to actually perform the task followed by reinforcement. This can be modeled in the water maze through direct placement of a rat on the escape platform so that it can observe the location, and then assessing the subject's performance in swimming back to the platform. However, direct placement procedures have hardly been studied for two decades, reflecting a controversy about whether direct placement resulted in sufficiently rapid and direct swims back to the platform. In the present study, utilizing revised training methods, a more comprehensive measure of trajectory directness, a more rigorous sham-trained control procedure and an optimal placement-test interval, rats swam almost directly back to the platform in under 4s, significantly more quickly and directly than sham-trained subjects. Muscarinic cholinergic mechanisms, which are inactivated by scopolamine, are essential to memory for standard learning paradigms in the water maze. This experiment determined whether this would also be true for latent learning. ANOVA revealed significant negative effects of scopolamine on both speed and accuracy of trajectory, as well as significant positive effects of direct placement training vs. sham-training. In a probe trial, placement-trained animals without scopolamine spent significantly more time and path length in the target quadrant than trained rats with scopolamine and sham-trained rats without scopolamine. Scopolamine impairments are likely due to effects on memory, since the same dose had little effect on performance with a visible platform. The revised direct placement model offers a means of further comparing the neural mechanisms of latent learning with those of standard instrumental learning.

  7. Supramammillary serotonin reduction alters place learning and concomitant hippocampal, septal, and supramammillar theta activity in a Morris water maze

    Science.gov (United States)

    Hernández-Pérez, J. Jesús; Gutiérrez-Guzmán, Blanca E.; López-Vázquez, Miguel Á.; Olvera-Cortés, María E.

    2015-01-01

    Hippocampal theta activity is related to spatial information processing, and high-frequency theta activity, in particular, has been linked to efficient spatial memory performance. Theta activity is regulated by the synchronizing ascending system (SAS), which includes mesencephalic and diencephalic relays. The supramamillary nucleus (SUMn) is located between the reticularis pontis oralis and the medial septum (MS), in close relation with the posterior hypothalamic nucleus (PHn), all of which are part of this ascending system. It has been proposed that the SUMn plays a role in the modulation of hippocampal theta-frequency; this could occur through direct connections between the SUMn and the hippocampus or through the influence of the SUMn on the MS. Serotonergic raphe neurons prominently innervate the hippocampus and several components of the SAS, including the SUMn. Serotonin desynchronizes hippocampal theta activity, and it has been proposed that serotonin may regulate learning through the modulation of hippocampal synchrony. In agreement with this hypothesis, serotonin depletion in the SUMn/PHn results in deficient spatial learning and alterations in CA1 theta activity-related learning in a Morris water maze. Because it has been reported that SUMn inactivation with lidocaine impairs the consolidation of reference memory, we asked whether changes in hippocampal theta activity related to learning would occur through serotonin depletion in the SUMn, together with deficiencies in memory. We infused 5,7-DHT bilaterally into the SUMn in rats and evaluated place learning in the standard Morris water maze task. Hippocampal (CA1 and dentate gyrus), septal and SUMn EEG were recorded during training of the test. The EEG power in each region and the coherence between the different regions were evaluated. Serotonin depletion in the SUMn induced deficient spatial learning and altered the expression of hippocampal high-frequency theta activity. These results provide evidence in

  8. ApoE isoform modulates effects of cranial ⁵⁶Fe irradiation on spatial learning and memory in the water maze.

    Science.gov (United States)

    Yeiser, Lauren A; Villasana, Laura E; Raber, Jacob

    2013-01-15

    Apolipoprotein E, which plays an important role in lipid transport and metabolism and neuronal repair, might modulate the CNS risk following (56)Fe irradiation exposure during space missions. In this study, we investigated this risk by behavioral and cognitive testing male E2, E3, and E4 mice 3 months following cranial (56)Fe irradiation. In the open field, mice irradiated with 2 Gy showed higher activity levels than sham-irradiated mice or mice irradiated with 1 Gy. In addition, E2 mice showed higher activity and lower measures of anxiety than E3 and E4 mice in the open field and elevated zero maze. During hidden platform training, sham-irradiated mice showed most robust learning, 1 Gy irradiated mice reduced learning, and 2 Gy irradiated mice no improvement over the four sessions. In the water maze probe trials, sham-irradiated E2, E3, and E4 mice and E2 and E4 mice irradiated with 1 Gy showed spatial memory retention, but E3 mice irradiated with 1 Gy, and E2, E3, and E4 mice irradiated with 2 Gy did not. Thus, cranial (56)Fe irradiation increases activity levels in the open field and impairs spatial learning and memory in the water maze. E3 mice are more susceptible than E2 or E4 mice to impairments in spatial memory retention in the water maze, indicating that apoE isoform modulates the CNS risk following space missions.

  9. Synergistic effects of dopamine D2-like receptor antagonist sulpiride and β-blocker propranolol on learning in the carousel maze, a dry-land spatial navigation task.

    Science.gov (United States)

    Prokopova, Iva; Bahnik, Stepan; Doulames, Vanessa; Vales, Karel; Petrasek, Tomas; Svoboda, Jan; Stuchlik, Ales

    2012-07-01

    Spatial navigation attracts the attention of neuroscientists as an animal analogue of human declarative memory. The Carousel maze is a dry-land navigational paradigm, which proved to be useful in studying neurobiological substrates of learning. The task involves avoidance of a stable sector on a rotating arena and is highly dependent upon the hippocampus. The present study aims at testing hypothesis that sulpiride (a centrally-active dopamine D2-like receptor antagonist) and propranolol (a beta-blocker) impair spatial learning in the Carousel maze after combined systemic administration. These doses were previously shown to be subthreshold in this task. Results showed that both substances affected behavior and significantly potentiated their negative effects on spatial learning. This suggests central interaction of both types of receptors in influencing acquisition of this dynamic-environment task.

  10. Intermittent swim stress causes Morris water maze performance deficits in a massed-learning trial procedure that are exacerbated by reboxetine.

    Science.gov (United States)

    Warner, Timothy A; Stafford, Nathaniel P; Rompala, Gregory R; Van Hoogenstyn, Andrew J; Elgert, Emily; Drugan, Robert C

    2013-11-15

    Various animal models of depression have been used to seek a greater understanding of stress-related disorders. However, there is still a great need for research in this area, as many unanswered questions remain. Therefore, we sought to employ a novel animal model of depression known as intermittent swim stress (ISS). In this model, the animal experiences 100 trials of cold water swim stress. ISS has already shown subsequent immobility in the forced swim test (FST), deficits in instrumental and spatial (spaced-trial procedure), and responsiveness to norepinephrine. We are now examining how this will translate in the Morris water maze for rats in a massed-learning trial procedure, and further assessing ISS sensitivity toward norepinephrine selective anti-depressant drugs. The results indicated no difference in cued learning when the platform was visible in the water maze, but a hidden platform task revealed poorer spatial learning for ISS-exposed rats versus controls. In terms of spatial memory, there was a notable ISS-induced deficit 1h after the learning trials, regardless of performance on the previous platform task. Interestingly, the administration of reboxetine interfered with the spatial learning and memory trials for both ISS and CC groups. As a result, ISS exposure compromised spatial learning and memory in the Morris water maze, and norepinephrine does not appear to be a mediator of this deficit. The results demonstrate a key difference in the effects of reboxetine in a massed- vs. spaced-learning trial procedure in the Morris water maze following ISS exposure.

  11. Mouse genetic differences in voluntary wheel running, adult hippocampal neurogenesis and learning on the multi-strain-adapted plus water maze.

    Science.gov (United States)

    Merritt, Jennifer R; Rhodes, Justin S

    2015-03-01

    Moderate levels of aerobic exercise broadly enhance cognition throughout the lifespan. One hypothesized contributing mechanism is increased adult hippocampal neurogenesis. Recently, we measured the effects of voluntary wheel running on adult hippocampal neurogenesis in 12 different mouse strains, and found increased neurogenesis in all strains, ranging from 2- to 5-fold depending on the strain. The purpose of this study was to determine the extent to which increased neurogenesis from wheel running is associated with enhanced performance on the water maze for 5 of the 12 strains, chosen based on their levels of neurogenesis observed in the previous study (C57BL/6 J, 129S1/SvImJ, B6129SF1/J, DBA/2 J, and B6D2F1/J). Mice were housed with or without a running wheels for 30 days then tested for learning and memory on the plus water maze, adapted for multiple strains, and rotarod test of motor performance. The first 10 days, animals were injected with BrdU to label dividing cells. After behavioral testing animals were euthanized to measure adult hippocampal neurogenesis using standard methods. Levels of neurogenesis depended on strain but all mice had a similar increase in neurogenesis in response to exercise. All mice acquired the water maze but performance depended on strain. Exercise improved water maze performance in all strains to a similar degree. Rotarod performance depended on strain. Exercise improved rotarod performance only in DBA/2 J and B6D2F1/J mice. Taken together, results demonstrate that despite different levels of neurogenesis, memory performance and motor coordination in these mouse strains, all strains have the capacity to increase neurogenesis and improve learning on the water maze through voluntary wheel running.

  12. Temporal structure of the rat's behavior in elevated plus maze test.

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    Casarrubea, M; Roy, V; Sorbera, F; Magnusson, M S; Santangelo, A; Arabo, A; Crescimanno, G

    2013-01-15

    Aim of the research was to evaluate, by means of quantitative and multivariate temporal pattern analyses, the behavior of Wistar rat in elevated plus maze (EPM) test. On the basis of an ethogram encompassing 24 behavioral elements, quantitative results showed that 130.14 ± 8.01 behavioral elements occurred in central platform and in closed arms (protected zones), whereas 88.62 ± 6.04 occurred in open arms (unprotected zones). Percent distribution was characterized by a prevalence of sniffing, walking and vertical exploration. Analysis of minute-by-minute duration evidenced a decrease for time spent in open arms and central platform and an increase for time spent in closed arms. As to multivariate t-pattern analysis, 126 different temporal patterns were detected. Behavioral stripes, summarizing distribution of such t-patterns along time, showed that several t-patterns were not homogeneously distributed along the test observational period: t-patterns encompassing behavioral events occurring prevalently in central platform-open arms were observed during the first minutes, whereas t-patterns structured on the basis of events occurring mainly in central platform-closed arms were detected during the last minutes. Therefore, during the observation in elevated plus maze, rat's behavior undergoes significant rearrangements of its temporal features. Present research demonstrates, for the first time, the existence of complex and significantly timed behavioral sequences in the activity of Wistar rats tested in elevated plus maze. Application of t-pattern analysis can provide useful tools to characterize the behavioral dynamics of anxiety-related rodent behavior and differentiate the effect of various anxioselective substances.

  13. Individual differences in the elevated plus-maze and the forced swim test.

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    Estanislau, Celio; Ramos, Anna Carolina; Ferraresi, Paula Daniele; Costa, Naiara Fernanda; de Carvalho, Heloisa Maria Cotta Pires; Batistela, Silmara

    2011-01-01

    The elevated plus-maze is an apparatus composed of enclosed and open (elevated) arms and time spent in the open arms by a rat can be increased/decreased by anxiolytic/anxiogenic agents. In the forced swim test, floating behavior is used as an index of behavioral despair and can be decreased by antidepressant agents. As the comorbidity between anxiety and depression is a remarkable issue in human behavioral disorders, a possible relationship between the behaviors seen in the cited tests is of great relevance. In the present study, fifty-four male rats (Rattus norvegicus) were submitted to a plus-maze session and to a 2-day forced swim protocol. According to their time in the open arms, they were divided into three groups: Low Open, Medium Open and High Open. Some plus-maze measures were found to be coherent with time in the open arms and are suggested to also be reliable anxiety indexes. In the forced swim test, the Low Open group showed decreases in floating duration from forced swim Session 1 to Session 2, an alteration opposite to that observed in the other groups (particularly, the Medium Open group). The Low Open group also showed increases in floating latency, again in sharp contrast with the alteration found in the other groups. Accordingly, positive and negative correlation were found between time in the open arms and floating duration and latency, respectively. Results are compared to previous studies and mediation of the effect by reactivity to aversive stimulation or alterations induced by open arm exposure is discussed.

  14. Modafinil and memory: effects of modafinil on Morris water maze learning and Pavlovian fear conditioning.

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    Shuman, Tristan; Wood, Suzanne C; Anagnostaras, Stephan G

    2009-04-01

    Modafinil has been shown to promote wakefulness and some studies suggest the drug can improve cognitive function. Because of many similarities, the mechanism of action may be comparable to classical psychostimulants, although the exact mechanisms of modafinil's actions in wakefulness and cognitive enhancement are unknown. The current study aims to further examine the effects of modafinil as a cognitive enhancer on hippocampus-dependent memory in mice. A high dose of modafinil (75 mg/kg ip) given before training improved acquisition on a Morris water maze. When given only before testing, modafinil did not affect water maze performance. We also examined modafinil (0.075 to 75 mg/kg) on Pavlovian fear conditioning. A low dose of pretraining modafinil (0.75 mg/kg) enhanced memory of contextual fear conditioning (tested off-drug 1 week later) whereas a high dose (75 mg/kg) disrupted memory. Pretraining modafinil did not affect cued conditioning at any dose tested, and immediate posttraining modafinil had no effect on either cued or contextual fear. These results suggest that modafinil's effects of memory are more selective than amphetamine or cocaine and specific to hippocampus-dependent memory.

  15. Decoding the view expectation during learned maze navigation from human fronto-parietal network.

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    Shikauchi, Yumi; Ishii, Shin

    2015-12-03

    Humans use external cues and prior knowledge about the environment to monitor their positions during spatial navigation. View expectation is essential for correlating scene views with a cognitive map. To determine how the brain performs view expectation during spatial navigation, we applied a multiple parallel decoding technique to functional magnetic resonance imaging (fMRI) when human participants performed scene choice tasks in learned maze navigation environments. We decoded participants' view expectation from fMRI signals in parietal and medial prefrontal cortices, whereas activity patterns in occipital cortex represented various types of external cues. The decoder's output reflected participants' expectations even when they were wrong, corresponding to subjective beliefs opposed to objective reality. Thus, view expectation is subjectively represented in human brain, and the fronto-parietal network is involved in integrating external cues and prior knowledge during spatial navigation.

  16. Water Associated Zero Maze: A novel rat test for long term traumatic re-experiencing

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    Gilad eRitov

    2014-01-01

    Full Text Available Often, freezing and startle behaviors in the context of a previously experienced stress are taken as an indication of posttraumatic stress disorder (PTSD-like symptoms in rats. However, PTSD is characterized by large individual variations of symptoms. In order to take into consideration the complex and long term distinctive variations in effects of trauma exposure additional behavioral measures are required.The current study used a novel behavioral test, the Water Associated Zero Maze (WAZM. This test was planned to enable a formation of an association between the context of the maze and an underwater trauma or swim stress in order to examine the impact of exposure to the context which immediately precedes a stressful or a traumatic experience on rat's complex behavior. Rats were exposed to the WAZM and immediately after to an underwater trauma or short swim. One month later rats were re-exposed to the context of the WAZM while their behavior was video recorded. Furthermore, c-Fos expression in the amygdala was measured 90 min after this exposure.The results of the current study indicate that the WAZM can be used to discern behavioral changes measured a long time after the actual traumatic or stressful events. Furthermore, the behavioral changes detected were accompanied by changes of c-Fos expression in the amygdala of exposed rats. We suggest that the WAZM can be used to model traumatic memories re-experiencing in rodent models of human stress-related pathologies such as PTSD.

  17. Learning Strategy Selection in the Water Maze and Hippocampal CREB Phosphorylation Differ in Two Inbred Strains of Mice

    Science.gov (United States)

    Sung, Jin-Young; Goo, June-Seo; Lee, Dong-Eun; Jin, Da-Qing; Bizon, Jennifer L.; Gallagher, Michela; Han, Jung-Soo

    2008-01-01

    Learning strategy selection was assessed in two different inbred strains of mice, C57BL/6 and DBA/2, which are used for developing genetically modified mouse models. Male mice received a training protocol in a water maze using alternating blocks of visible and hidden platform trials, during which mice escaped to a single location. After training,…

  18. Egocentric virtual maze learning in adult survivors of childhood abuse with dissociative disorders: evidence from functional magnetic resonance imaging.

    Science.gov (United States)

    Weniger, Godehard; Siemerkus, Jakob; Barke, Antonia; Lange, Claudia; Ruhleder, Mirjana; Sachsse, Ulrich; Schmidt-Samoa, Carsten; Dechent, Peter; Irle, Eva

    2013-05-30

    Present neuroimaging findings suggest two subtypes of trauma response, one characterized predominantly by hyperarousal and intrusions, and the other primarily by dissociative symptoms. The neural underpinnings of these two subtypes need to be better defined. Fourteen women with childhood abuse and the current diagnosis of dissociative amnesia or dissociative identity disorder but without posttraumatic stress disorder (PTSD) and 14 matched healthy comparison subjects underwent functional magnetic resonance imaging (fMRI) while finding their way in a virtual maze. The virtual maze presented a first-person view (egocentric), lacked any topographical landmarks and could be learned only by using egocentric navigation strategies. Participants with dissociative disorders (DD) were not impaired in learning the virtual maze when compared with controls, and showed a similar, although weaker, pattern of activity changes during egocentric learning when compared with controls. Stronger dissociative disorder severity of participants with DD was related to better virtual maze performance, and to stronger activity increase within the cingulate gyrus and the precuneus. Our results add to the present knowledge of preserved attentional and visuospatial mnemonic functioning in individuals with DD.

  19. The beneficial effects of olibanum on memory deficit induced by hypothyroidism in adult rats tested in Morris water maze.

    Science.gov (United States)

    Hosseini, Mahmoud; Hadjzadeh, Mosa Al-Reza; Derakhshan, Mohammad; Havakhah, Shahrzad; Rassouli, Fatemeh Behnam; Rakhshandeh, Hassan; Saffarzadeh, Fatema

    2010-03-01

    Functional consequences of hypothyroidism include impaired learning and memory and inability to produce long-term potentiation (LTP) in hippocampus. Olibanum has been used for variety of therapeutic purposes. In traditional medicine, oilbanum is used to enhance learning and memory. In the present study the effect of olibanum on memory deficit in hypothyroid rats was investigated. Male wistar rats were divided into four groups and treated for 180 days. Group 1 received tap drinking water while in group 2, 0.03% methimazol was added to drinking water. Group 3 and 4 were treated with 0.03% methimazole as well as 100 and 500 mg/kg olibanum respectively. The animals were tested in Morris water maze. The swimming speed was significantly lower and the distance and time latency were higher in group 2 compared with group 1. In groups 3 and 4 the swimming speed was significantly higher while, the length of the swim path and time latency were significantly lower in comparison with group 2. It is concluded that methimazole-induced hypothyroidism impairs learning and memory in adult rats which could be prevented by using olibanum.

  20. Convergent validity and sex differences in healthy elderly adults for performance on 3D virtual reality navigation learning and 2D hidden maze tasks.

    Science.gov (United States)

    Tippett, William J; Lee, Jang-Han; Mraz, Richard; Zakzanis, Konstantine K; Snyder, Peter J; Black, Sandra E; Graham, Simon J

    2009-04-01

    This study assessed the convergent validity of a virtual environment (VE) navigation learning task, the Groton Maze Learning Test (GMLT), and selected traditional neuropsychological tests performed in a group of healthy elderly adults (n = 24). The cohort was divided equally between males and females to explore performance variability due to sex differences, which were subsequently characterized and reported as part of the analysis. To facilitate performance comparisons, specific "efficiency" scores were created for both the VE navigation task and the GMLT. Men reached peak performance more rapidly than women during VE navigation and on the GMLT and significantly outperformed women on the first learning trial in the VE. Results suggest reasonable convergent validity across the VE task, GMLT, and selected neuropsychological tests for assessment of spatial memory.

  1. Effects of spaced learning in the water maze on development of dentate granule cells generated in adult mice.

    Science.gov (United States)

    Trinchero, Mariela F; Koehl, Muriel; Bechakra, Malik; Delage, Pauline; Charrier, Vanessa; Grosjean, Noelle; Ladeveze, Elodie; Schinder, Alejandro F; Abrous, D Nora

    2015-11-01

    New dentate granule cells (GCs) are generated in the hippocampus throughout life. These adult-born neurons are required for spatial learning in the Morris water maze (MWM). In rats, spatial learning shapes the network by regulating their number and dendritic development. Here, we explored whether such modulatory effects exist in mice. New GCs were tagged using thymidine analogs or a GFP-expressing retrovirus. Animals were exposed to a reference memory protocol for 10-14 days (spaced training) at different times after newborn cells labeling. Cell proliferation, cell survival, cell death, neuronal phenotype, and dendritic and spine development were examined using immunohistochemistry. Surprisingly, spatial learning did not modify any of the parameters under scrutiny including cell number and dendritic morphology. These results suggest that although new GCs are required in mice for spatial learning in the MWM, they are, at least for the developmental intervals analyzed here, refractory to behavioral stimuli generated in the course of learning in the MWM.

  2. Differential involvement of hippocampal calcineurin during learning and reversal learning in a Y-maze task

    NARCIS (Netherlands)

    Havekes, Robbert; Nijholt, Ingrid M.; Luiten, Paul G. M.; Van der Zee, Eddy A.

    2006-01-01

    The regulation and function of the calcium-dependent phosphatase calcineurin (CaN, protein phosphatase 2B) in learning and memory remain unclear, although recent work indicates that CaN may play a differential role in training and reversal training. To gain more insight into the involvement of CaN

  3. Differential involvement of hippocampal calcineurin during learning and reversal learning in a Y-maze task

    NARCIS (Netherlands)

    Havekes, Robbert; Nijholt, Ingrid M.; Luiten, Paul G. M.; Van der Zee, Eddy A.

    2006-01-01

    The regulation and function of the calcium-dependent phosphatase calcineurin (CaN, protein phosphatase 2B) in learning and memory remain unclear, although recent work indicates that CaN may play a differential role in training and reversal training. To gain more insight into the involvement of CaN i

  4. Search strategy selection in the Morris water maze indicates allocentric map formation during learning that underpins spatial memory formation.

    Science.gov (United States)

    Rogers, Jake; Churilov, Leonid; Hannan, Anthony J; Renoir, Thibault

    2017-03-01

    Using a Matlab classification algorithm, we demonstrate that a highly salient distal cue array is required for significantly increased likelihoods of spatial search strategy selection during Morris water maze spatial learning. We hypothesized that increased spatial search strategy selection during spatial learning would be the key measure demonstrating the formation of an allocentric map to the escape location. Spatial memory, as indicated by quadrant preference for the area of the pool formally containing the hidden platform, was assessed as the main measure that this allocentric map had formed during spatial learning. Our C57BL/6J wild-type (WT) mice exhibit quadrant preference in the highly salient cue paradigm but not the low, corresponding with a 120% increase in the odds of a spatial search strategy selection during learning. In contrast, quadrant preference remains absent in serotonin 1A receptor (5-HT1AR) knockout (KO) mice, who exhibit impaired search strategy selection during spatial learning. Additionally, we also aimed to assess the impact of the quality of the distal cue array on the spatial learning curves of both latency to platform and path length using mixed-effect regression models and found no significant associations or interactions. In contrast, we demonstrated that the spatial learning curve for search strategy selection was absent during training in the low saliency paradigm. Therefore, we propose that allocentric search strategy selection during spatial learning is the learning parameter in mice that robustly indicates the formation of a cognitive map for the escape goal location. These results also suggest that both latency to platform and path length spatial learning curves do not discriminate between allocentric and egocentric spatial learning and do not reliably predict spatial memory formation. We also show that spatial memory, as indicated by the absolute time in the quadrant formerly containing the hidden platform alone (without

  5. Flavonoids from Tilia americana with anxiolytic activity in plus-maze test.

    Science.gov (United States)

    Herrera-Ruiz, Maribel; Román-Ramos, Rubén; Zamilpa, Alejandro; Tortoriello, Jaime; Jiménez-Ferrer, J Enrique

    2008-07-23

    The aerial parts of Tilia americana var. mexicana (Schltdl) Hardin (Tiliaceae) have been widely used in Mexican traditional medicine to relieve sleeplessness, headache, and nervous excitement. The anxiolytic effect of four extracts and several flavonoid fractions from the bracts of Tilia americana subsp.mexicana, var. mexicana (Schltdl) Hardin or Tilia mexicana (Tiliaceae) was studied. Administration of 100mg/kg of n-hexane, ethyl acetate, and aqueous extracts to elevated plus-maze (EPM)-exposed mice displayed no anxiolytic effect; however, identical doses of methanol extract was able to increase the time percentage that mice spent in the EPM's open arms, as well as the percentage of crossings in the EPM's arms. The dose-response curve produced by methanol extract showed anxiolytic activity since 25mg/kg; animals showed no motor activity alteration in the open field test (OFT). Methanol extract was subjected to a bioassay-guided fractionation to obtain four ascendant polarity fractions (F1-F4) which were administrated at 100mg/kg. Data results indicate that F1 displayed the main anxiolytic effect. The purification of F1 produced a rich flavonoid anxiolytic mixture (F1C). This fraction was purified by RP-18 open chromatographic column to obtain four polar descent fractions: F1C(1), F1C(2), F1C(3), and F1C(4), respectively. Tiliroside was the major ingredient from the active fraction. High performance liquid chromatography analysis indicated that F1C was constituted principally of tiliroside, quercetin, quercitrin, kaempherol, and their glycosides. These results supported the use of Tilia americana in Mexican traditional medicine as well as the anxiolytic effect of a rich flavonoid fraction without affect motor activity.

  6. Behavioral effects of "vehicle" microinjected into the dorsal periaqueductal grey of rats tested in the elevated plus maze

    Directory of Open Access Journals (Sweden)

    Matheus M.G.

    1997-01-01

    Full Text Available To investigate the behavioral effects of different vehicles microinjected into the dorsal periaqueductal grey (DPAG of male Wistar rats, weighing 200-250 g, tested in the elevated plus maze, animals were implanted with cannulas aimed at this structure. One week after surgery the animals received microinjections into the DPAG of 0.9% (w/v saline, 10% (v/v dimethyl sulfoxide (DMSO, 2% (v/v Tween-80, 10% (v/v propylene glycol, or synthetic cerebrospinal fluid (CSF. Ten min after the injection (0.5 µl the animals (N = 8-13/group were submitted to the elevated plus maze test. DMSO significantly increased the number of entries into both the open and enclosed arms when compared to 0.9% saline (2.7 ± 0.8 and 8.7 ± 1.3 vs 0.8 ± 0.3 and 5.1 ± 0.9, respectively, Duncan test, P<0.05, and tended to increase enclosed arm entries as compared to 2% Tween-80 (8.7 ± 1.3 vs 5.7 ± 0.9, Duncan test, P<0.10. In a second experiment no difference in plus maze exploration was found between 0.9% saline- or sham-injected animals (N = 11-13/group. These results indicate that intra-DPAG injection of some commonly used vehicles such as DMSO, saline or Tween-80 affects the exploratory activity of rats exposed to the elevated plus maze in statistically different manners

  7. Anxiolytic effects of short- and long-term administration of cacao mass on rat elevated T-maze test.

    Science.gov (United States)

    Yamada, Takashi; Yamada, Yasushi; Okano, Yasuyo; Terashima, Takehiko; Yokogoshi, Hidehiko

    2009-12-01

    We demonstrated the effects of short- and long-term administration of cacao mass on anxiety in the elevated T-maze test, which is an animal model of anxiety. In the first study, we administered cacao mass (100 mg/100 g body weight) per os and immediately performed the elevated T-maze test. Short-term cacao mass significantly abolished delayed avoidance latency compared with the control but did not change escape latency. This result suggested that cacao mass administration reduced conditional fear-relating behavior. Short-term cacao mass administration did not affect the concentration of brain monoamines, emotion-related neurotransmitters such as norepinephrine, serotonin and dopamine, in the rat brain. In the next study, we fed a cacao mass-containing diet to rats for 2 weeks and performed the elevated T-maze test. Contrary to short-term administration, chronic consumption of cacao mass tended to increase avoidance latency and did not change escape latency. Brain serotonin concentration and its turnover were enhanced by chronic consumption of cacao mass. These results suggested that chronic consumption of cacao did not affect fear-related behavior but was involved in brain monoamine metabolism. In conclusion, we suggest that short-term cacao mass consumption showed an anxiolytic effect but chronic consumption did not.

  8. AKTIVITAS EKSTRAK RIMPANG TEMULAWAK (Curcuma xanthorrhiza Roxb. PADA RADIAL ARM MAZE DAN PASIVE AVOIDANCE TEST TIKUS MODEL DEMENSIA

    Directory of Open Access Journals (Sweden)

    Didik Yuni Prasetya

    2014-11-01

    Full Text Available Curcuma xanthorrhiza Roxb. is a plant containing curcumin. Curcumin has been shown to reduce oxidative damage and memory deficits associated with aging. The aim of the research was to know the effect of Curcuma xanthorrhiza Roxb. rhizome ethanol extract to memory function on Wistar rats induced by trimethyltin. The research design was post test only controlled group with 42 rats divided into 6 groups, Each group consist of 7 rats. Group I (healthy controls were given a solution of 0.5% CMC-Na orally. Group II (negative control were given a solution of 0.5% CMC-Na orally. Group III, IV, and V were given Curcuma xanthorrhiza Roxb. extract each 120 mg/kgBW, 240 mg/kgBW, and 480 mg/kgBW orally. Group VI (positive control were given piracetam 500 mg/kgBW intraperitoneally. All groups were given trimethyltin intraperitoneally except group I. Data indicating memory function were obtained from radial maze test and passive avoidance test. Radial maze test data were analyzed by ANOVA followed by LSD test, while the passive avoidance test data were analyzed with the Kruskal Wallis test followed by Mann-Whitney test. In conclusion, ethanol extract of temulawak rhizome (Curcuma xanthorrhiza Roxb. at doses of 120 mg/kgBW, 240 mg/kgBW and 480 mg/kgBW can prevent memory function decline on Wistar rats induced by trimethyltin.

  9. Un cas particulier du scénario dans l'apprentissage des langues : le labyrinthe (action maze Action Mazes: a special case of the scenario for language learning

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    Joseph Rézeau

    2008-03-01

    Full Text Available En didactique des langues l'approche actionnelle et les scénarios sont d'actualité, en lien avec les Tice (Technologies de l'Information et de la Communication pour l'Enseignement. Cependant, des activités de type labyrinthe (action mazes, courantes dans les années 1980 et souvent portées sur les micro-ordinateurs de l'époque, semblent quelque peu tombées dans l'oubli. Cet article entend montrer qu'il est relativement aisé de concevoir et de réaliser de telles activités sur une plateforme d'enseignement à distance telle que Moodle. Nous analyserons également l'impact d'une activité de type labyrinthe sur une population d'étudiants dans le cadre d'un enseignement d'anglais de type Lansad (langues pour spécialistes d'autres disciplines.The development of ICT in language teaching concurs with an interest in task-based approaches and scenarios. Surprisingly, however, such activities as "adventure games" and "action mazes" which were quite popular in CALL (Computer Assisted Language Learning in the 1980s seem to have fallen into oblivion. This article aims at demonstrating that it is relatively easy to design and implement "action mazes" on an LMS (Learning Management System such as Moodle. We shall then analyse the impact of an "action maze" learning activity on a population of students of ESP (English for Specific Purposes.

  10. Acute effects of ketamine in the holeboard, the elevated-plus maze, and the social interaction test in Wistar rats.

    Science.gov (United States)

    Silvestre, J S; Nadal, R; Pallarés, M; Ferré, N

    1997-01-01

    Although noncompetitive NMDA receptor antagonists have shown an anxiolyticlike profile in several studies, such effects have not been observed consistently. Previous studies with ketamine, a noncompetitive NMDA antagonist, have employed only shock tests of anxiety based on conflict procedures. In the present experiment, the effect of an acute low dose of ketamine (7 mg/kg) was examined in adult male Wistar rats tested in three nonconflict tests: holeboard, social interaction, and elevated plus-maze paradigms. The results showed that ketamine decreased time spent in active social interaction and the number of rearings and central activity in the social interaction test. It also decreased the number of entries into the percentage of time spent in open arms and the total number of entries in the elevated plus-maze. No significant effect was observed in head dipping in the holeboard test, although the number of crossings did increase. These results suggest an anxiogeniclike effect of ketamine in contrast with results previously described for noncompetitive NMDA receptor antagonists. These effects of ketamine are more similar to those described for stimulant drugs such as caffeine, cocaine, or amphetamine in anxiety tests.

  11. Learning strategy preference of 5XFAD transgenic mice depends on the sequence of place/spatial and cued training in the water maze task.

    Science.gov (United States)

    Cho, Woo-Hyun; Park, Jung-Cheol; Chung, ChiHye; Jeon, Won Kyung; Han, Jung-Soo

    2014-10-15

    Learning strategy preference was assessed in 5XFAD mice, which carry 5 familial Alzheimer's disease (AD) mutations. Mice were sequentially trained in cued and place/spatial versions of the water maze task. After training, a strategy preference test was conducted in which mice were required to choose between the spatial location where the platform had previously been during the place/spatial training, and a visible platform in a new location. 5XFAD and non-transgenic control mice showed equivalent escape performance in both training tasks. However, in the strategy preference test, 5XFAD mice preferred a cued strategy relative to control mice. When the training sequence was presented in the reverse order (i.e., place/spatial training before cued training), 5XFAD mice showed impairments in place/spatial training, but no differences in cued training or in the strategy preference test comparing to control. Analysis of regional Aβ42 deposition in brains of 5XFAD mice showed that the hippocampus, which is involved in the place/spatial learning strategy, had the highest levels of Aβ42 and the dorsal striatum, which is involved in cued learning strategy, showed a small increase in Aβ42 levels. The effect of training protocol order on performance, and regional differences in Aβ42 deposition observed in 5XFAD mice, suggest differential functional recruitment of brain structures related to learning in healthy and AD individuals.

  12. Navigating to new frontiers in behavioral neuroscience: Traditional neuropsychological tests predict human performance on a rodent-inspired radial-arm maze

    Directory of Open Access Journals (Sweden)

    Sarah E. Mennenga

    2014-09-01

    Full Text Available We constructed an 11-arm, walk-through, human radial-arm maze (HRAM as a translational instrument to compare existing methodology in the areas of rodent and human learning and memory research. The HRAM, utilized here, serves as an intermediary test between the classic rat radial-arm maze (RAM and standard human neuropsychological and cognitive tests. We show that the HRAM is a useful instrument to examine working memory ability, explore the relationships between rodent and human memory and cognition models, and evaluate factors that contribute to human navigational ability. One-hundred-and-fifty-seven participants were tested on the HRAM, and scores were compared to performance on a standard cognitive battery focused on episodic memory, working memory capacity, and visuospatial ability. We found that errors on the HRAM increased as working memory demand became elevated, similar to the pattern typically seen in rodents, and that for this task, performance appears similar to Miller’s classic description of human working memory capacity of 7±2 items. Regression analysis revealed that measures of working memory capacity and visuospatial ability accounted for a large proportion of variance in HRAM scores, while measures of episodic memory and general intelligence did not serve as significant predictors of HRAM performance. We present the HRAM as a novel instrument for measuring navigational behavior in humans, as is traditionally done in basic science studies evaluating rodent learning and memory, thus providing a useful tool to help connect and translate between human and rodent models of cognitive functioning.

  13. Individual housing and handling procedures modify anxiety levels of Tg2576 mice assessed in the zero maze test.

    Science.gov (United States)

    Heredia, Luis; Torrente, Margarita; Domingo, José L; Colomina, María T

    2012-09-10

    The zero maze is an unconditioned anxiety test for mice, in which a number of environmental variables can modify the anxiety levels of the animals. In the present study, we have assessed how individual housing, handling procedure and interaction between individual housing and handling procedure affect the baseline anxiety of mice. Thirty-seven wild type mice and eighteen Tg2576 mice were used (obtained from crossing APPSWE hemizygous male C57BL6/SJL background with C57BL6/SJL female). Wild type mice were randomly assigned to four experimental groups: 1) group housed and unhandled, 2) group housed but handled, 3) individually housed, unhandled, and 4) individually housed and handled. In turn, Tg2576 mice were randomly assigned to two experimental groups: 1) individually housed, unhandled, and 2) individually housed and handled. The results show that individually housed mice exhibited more anxiety-related behaviors over a 5 min testing period than the other experimental groups. Use of the handling procedure was associated with a statistically significant reduction in anxiety-related behaviors among individually housed mice. No effects on anxiety-related behavior levels were observed when group housed animals were handled. When activity levels were significantly increased, a new parameter, "Time by Entries", helped to prevent activity from influencing anxiety parameters such as time in the open section of the zero maze test. This knowledge can help to design more efficient experiments without bias from data obtained by means of unconditioned tests.

  14. Enhanced adolescent learning and hippocampal axonal projections following preadolescent spatial exposure to a water or dry maze.

    Science.gov (United States)

    Wartman, Brianne C; Gervais, Nicole J; Smith, Catherine; Comba, Rachel; Mumby, Dave G; Holahan, Matthew R

    2012-09-26

    The present work sought to determine whether preadolescent exposure to a different task in the same spatial environment would lead to enhancement of water-maze performance and changes in hippocampal connectivity. Separate groups of preadolescent (p16-p26) Long Evans rats (LER) were exposed to the same room and arena using either a water-maze (WM) or a dry-maze (DM), while a third group received no exposure to the spatial cues (NT) but were handled. Three weeks later, rats were tested on the WM or DM task in the same room where preadolescent exposure took place. This set up conditions where the DM/WM and WM/DM groups were exposed to the same spatial cues during the preadolescent and adolescent (p40-p44) phases but performed different tests allowing for the dissociation of spatial cue exposure and task familiarity on adolescent performance. When animals experienced similar preadolescent and adolescent conditions (WM/WM or DM/DM), there was improved performance over animals with no preadolescent spatial exposure (NT/WM or NT/DM). In group DM/WM, there was enhanced adolescent performance compared to group NT/WM. In contrast, group WM/DM did not show enhanced adolescent performance. Compared to groups with no preadolescent spatial exposure, groups with both preadolescent and adolescent spatial exposure showed elevated synaptophysin staining in the hippocampal CA3 region indicating an expanded axonal projection in this region. These data suggest the possibility that exposure to spatial cues during the preadolescent period, independent from task-specific requirements, contributes to enhanced adolescent spatial performance on the WM. This appears to be linked with the reorganization of axonal inputs to the CA3 region.

  15. Estimation of the level of anxiety in rats: differences in results of open-field test, elevated plus-maze test, and Vogel's conflict test.

    Science.gov (United States)

    Sudakov, S K; Nazarova, G A; Alekseeva, E V; Bashkatova, V G

    2013-07-01

    We compared individual anxiety assessed by three standard tests, open-field test, elevated plus-maze test, and Vogel conflict drinking test, in the same animals. No significant correlations between the main anxiety parameters were found in these three experimental models. Groups of animals with high and low anxiety rats were formed by a single parameter and subsequent selection of two extreme groups (10%). It was found that none of the tests could be used for reliable estimation of individual anxiety in rats. The individual anxiety level with high degree of confidence was determined in high-anxiety and low-anxiety rats demonstrating behavioral parameters above and below the mean values in all tests used. Therefore, several tests should be used for evaluation of the individual anxiety or sensitivity to emotional stress.

  16. Anxiogenic-like effect of acute and chronic fluoxetine on rats tested on the elevated plus-maze

    Directory of Open Access Journals (Sweden)

    M.T.A. Silva

    1999-03-01

    Full Text Available The selective serotonin reuptake inhibitor fluoxetine (FLX is widely prescribed for depression and anxiety-related disorders. On the other hand, enhanced serotonergic transmission is known to be classically related to anxiety. In this study, the effects of acute (5.0 mg/kg and chronic (5.0 mg/kg, 22 days FLX were investigated in both food-deprived and non-deprived rats tested in the elevated plus-maze. Significant main effects of the three factors (drug, food condition and administration regimen were observed, but no interaction between them. The administration of either acute or chronic FLX resulted in an anxiogenic effect, as detected by a significant reduction in the percentage of time spent in the open arms and in the percentage of open arm entries. Food deprivation yielded an anxiolytic-like profile, probably related to changes in locomotor activity. The administration regimen resulted in an anxiolytic profile in chronically treated rats, as would be expected after 22 days of regular handling. The anxiogenic action of acute FLX is consistent with both its neurochemical and clinical profile. The discrepancy between the anxiogenic profile of chronic FLX and its therapeutic uses is discussed in terms of possible differences between the type of anxiety that is measured in the plus-maze and the types of human anxiety that are alleviated by fluoxetine.

  17. Histaminergic H1 receptors mediate L-histidine-induced anxiety in elevated plus-maze test in mice.

    Science.gov (United States)

    Kumar, Kuchibhotla Vijaya; Krishna, Devarakonda Rama; Palit, Gautam

    2007-05-01

    The central histaminergic system is reported to mediate behavioural, hormonal and physiological homeostasis of living organisms. Recent reports indicate its prominent role in various neurobehavioural disorders such as depression and psychosis. This study evaluated the effect of activation of the central histaminergic system in anxiety-like conditions, using the elevated plus-maze test in mice, and elucidated the role of different histaminergic receptors mediating such effects. Peripheral administration of L-histidine (L-His), in a dose-dependent manner, significantly decreased the exploration time in open arms and number of entries into open arms without modifying the number of entries into closed arms of the elevated plus-maze, indicating anxiogenesis. Further, such effects of central histamine were significantly attenuated, in a dose-dependent manner, by pretreatment with pyrilamine (H1 receptor antagonist). Pretreatment with either zolantidine (H2 receptor antagonist) or thioperamide (H3 receptor antagonist), however, failed to attenuate the L-His-induced anxiogenesis. Our results indicate that anxiogenic effects of central histaminergic system appear to be mediated prominently by activation of H1 receptors.

  18. Feedback control strategies for spatial navigation revealed by dynamic modelling of learning in the Morris water maze.

    Science.gov (United States)

    Fey, Dirk; Commins, Sean; Bullinger, Eric

    2011-04-01

    The Morris water maze is an experimental procedure in which animals learn to escape swimming in a pool using environmental cues. Despite its success in neuroscience and psychology for studying spatial learning and memory, the exact mnemonic and navigational demands of the task are not well understood. Here, we provide a mathematical model of rat swimming dynamics on a behavioural level. The model consists of a random walk, a heading change and a feedback control component in which learning is reflected in parameter changes of the feedback mechanism. The simplicity of the model renders it accessible and useful for analysis of experiments in which swimming paths are recorded. Here, we used the model to analyse an experiment in which rats were trained to find the platform with either three or one extramaze cue. Results indicate that the 3-cues group employs stronger feedback relying only on the actual visual input, whereas the 1-cue group employs weaker feedback relying to some extent on memory. Because the model parameters are linked to neurological processes, identifying different parameter values suggests the activation of different neuronal pathways.

  19. Anxiolytic-like effects of rose oil inhalation on the elevated plus-maze test in rats.

    Science.gov (United States)

    de Almeida, Reinaldo Nóbrega; Motta, Simone Cristina; de Brito Faturi, Claudia; Catallani, Bruna; Leite, José Roberto

    2004-02-01

    The effect of rose oil inhalation (1.0%, 2.5%, and 5.0% w/w) on the elevated plus-maze (EPM) test was investigated in adult male rats and compared with the effect of diazepam (DZP) (1.0 and 2.0 mg/kg) administered intraperitoneally 30 min before testing. Exposure to rose oil produced an anxiolytic-like effect similar to DZP (anxiolytic reference drug). Thus, at some concentrations, rose oil significantly increased the number of visits to and time spent in the open arms of the EPM. Anxiolytic-like properties of rose oil were observed using the EPM, being consistent with other behavioral and clinical studies.

  20. The nitric oxide synthesis inhibitor L-NAME produces anxiogenic-like effects in the rat elevated plus-maze test, but not in the social interaction test.

    Science.gov (United States)

    Vale, A L; Green, S; Montgomery, A M; Shafi, S

    1998-01-01

    The effects of the nitric oxide synthase inhibitor, Nw-nitro-L-arginine methyl ester (L-NAME) were investigated in two animal models of anxiety: the elevated plus-maze and the social interaction test. In the elevated plus-maze, L-NAME (12.5-50 mg/kg) had an anxiogenic-like profile as indicated by dose-dependent reductions in the time spent on the open arms, open arm entries, the percentage of open arm entries and head dips, but there was no significant effect on the number of stretch attend postures. In contrast, L-NAME (12.5-50 mg/kg) failed to modify time spent in social interaction but did reduce a measure of vertical activity. The differential effects of L-NAME in the two anxiety paradigms are discussed.

  1. Electroacupuncture Treatment Improves Learning-Memory Ability and Brain Glucose Metabolism in a Mouse Model of Alzheimer’s Disease: Using Morris Water Maze and Micro-PET

    Directory of Open Access Journals (Sweden)

    Jing Jiang

    2015-01-01

    Full Text Available Introduction. Alzheimer’s disease (AD causes progressive hippocampus dysfunctions leading to the impairment of learning and memory ability and low level of uptake rate of glucose in hippocampus. What is more, there is no effective treatment for AD. In this study, we evaluated the beneficial and protective effects of electroacupuncture in senescence-accelerated mouse prone 8 (SAMP8. Method. In the electroacupuncture paradigm, electroacupuncture treatment was performed once a day for 15 days on 7.5-month-old SAMP8 male mice. In the normal control paradigm and AD control group, 7.5-month-old SAMR1 male mice and SAMP8 male mice were grabbed and bandaged while electroacupuncture group therapy, in order to ensure the same treatment conditions, once a day, 15 days. Results. From the Morris water maze (MWM test, we found that the treatment of electroacupuncture can improve the spatial learning and memory ability of SAMP8 mouse, and from the micro-PET test, we proved that after the electroacupuncture treatment the level of uptake rate of glucose in hippocampus was higher than normal control group. Conclusion. These results suggest that the treatment of electroacupuncture may provide a viable treatment option for AD.

  2. mGluR3 knockout mice show a working memory defect and an enhanced response to MK-801 in the T- and Y-maze cognitive tests.

    Science.gov (United States)

    Lainiola, Mira; Procaccini, Chiara; Linden, Anni-Maija

    2014-06-01

    Polymorphisms in the metabotropic glutamate receptor 3 (mGluR3) encoding gene GRM3 have been linked to schizophrenia and cognitive performance in humans. Our aim was to analyze the role of mGluR3 in basal working memory and attentional processes, and also when these functions were distracted by the psychotomimetic N-methyl-d-aspartate (NMDA) receptor antagonist dizocilpine (MK-801). mGluR3 knockout (KO) mice were used. Spontaneous alternation in a T-maze test was significantly reduced in mGluR3-KO mice compared to wildtype (WT) mice, particularly after a low dose of MK-801 (0.03 mg/kg, i.p., 30 min). In a Y-maze novelty discrimination test, the locomotor stimulatory effect of MK-801 (0.1mg/kg) was enhanced in mGluR3-KO mice. Interestingly, mGluR3-KO mice showed the significantly reduced alternation in the spontaneous alternation T-maze test and the significantly enhanced sensitivity to MK-801 in the Y-maze test only when forced to enter the right arm first, not when the forced arm was on the left. A side-biased response was also found in a rewarded alternation T-maze test, where mGluR3-KO mice made significantly more incorrect visits to the left arm than the right arm after a 25-s delay. No genotype difference was found in the novelty discrimination in the Y-maze test, rewarded alternation with a 5-s delay, preference for left or right when free to enter either arm or in MK-801-induced circling. Our findings indicate cognitive disturbance and left-right asymmetry in certain behavioral responses of mGluR3-KO mice. This novel observation warrants further elucidation, and should also be considered in other studies of mGluR3 in brain functions.

  3. Spatial and Nonspatial Escape Strategies in the Barnes Maze

    Science.gov (United States)

    Harrison, Fiona E.; Reiserer, Randall S.; Tomarken, Andrew J.; McDonald, Michael P.

    2006-01-01

    The Barnes maze is a spatial memory task that requires subjects to learn the position of a hole that can be used to escape the brightly lit, open surface of the maze. Two experiments assessed the relative importance of spatial (extra-maze) versus proximal visible cues in solving the maze. In Experiment 1, four groups of mice were trained either…

  4. Erythropoietin improves place learning in an 8-arm radial maze in fimbria-fornix transected rats

    DEFF Research Database (Denmark)

    Malá, Hana; Alsina, Carina Gili; Madsen, Kathrine Skak;

    2005-01-01

    erythropoietin, EOP, fimbria-fornix, hippocampus, place learning, hjerneskade, funktionel genopretning, posttraumatisk rehabilitering, plasticitet, neuroprotektion, neurotrofiske effekter, 8-arms labyrint, rotte, indlæring, problemløsning...

  5. Dorsal periaqueductal gray stimulation facilitates anxiety-, but not panic-related, defensive responses in rats tested in the elevated T-maze

    Energy Technology Data Exchange (ETDEWEB)

    Camplesi, M. Jr. [Instituto de Patologia Tropical e Saúde Pública, Universidade Federal de Goiás, Goiânia, GO (Brazil); Bortoli, V.C. de [Departamento de Ciências da Saúde, Centro Universitário Norte do Espírito Santo, Universidade Federal do Espírito Santo, São Mateus, ES (Brazil); Paula Soares, V. de [Departamento de Biofísica e Farmacologia, Centro de Biociências, Universidade Federal do Rio Grande do Norte, Natal, RN (Brazil); Nogueira, R.L. [Laboratório de Psicologia Comparada, Universidade Estácio de Sá, Rio de Janeiro, RJ (Brazil); Zangrossi, H. Jr. [Departamento de Farmacologia, Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP (Brazil)

    2012-08-03

    The escape response to electrical or chemical stimulation of the dorsal periaqueductal gray matter (DPAG) has been associated with panic attacks. In order to explore the validity of the DPAG stimulation model for the study of panic disorder, we determined if the aversive consequences of the electrical or chemical stimulation of this midbrain area can be detected subsequently in the elevated T-maze. This animal model, derived from the elevated plus-maze, permits the measurement in the same rat of a generalized anxiety- and a panic-related defensive response, i.e., inhibitory avoidance and escape, respectively. Facilitation of inhibitory avoidance, suggesting an anxiogenic effect, was detected in male Wistar rats (200-220 g) tested in the elevated T-maze 30 min after DPAG electrical stimulation (current generated by a sine-wave stimulator, frequency at 60 Hz) or after local microinjection of the GABA{sub A} receptor antagonist bicuculline (5 pmol). Previous electrical (5, 15, 30 min, or 24 h before testing) or chemical stimulation of this midbrain area did not affect escape performance in the elevated T-maze or locomotion in an open-field. No change in the two behavioral tasks measured by the elevated T-maze was observed after repetitive (3 trials) electrical stimulation of the DPAG. The results indicate that activation of the DPAG caused a short-lived, but selective, increase in defensive behaviors associated with generalized anxiety.

  6. The inactivation of the basolateral nucleus of the rat amygdala has an anxiolytic effect in the elevated T-maze and light/dark transition tests

    Directory of Open Access Journals (Sweden)

    Bueno C.H.

    2005-01-01

    Full Text Available Pharmacological evidence indicates that the basolateral nucleus of the amygdala (BLA is involved in the mediation of inhibitory avoidance but not of escape behavior in the elevated T-maze test. These defensive responses have been associated with generalized anxiety disorder (GAD and panic disorder, respectively. In the present study, we determined whether the BLA plays a differential role in the control of inhibitory avoidance and escape responses in the elevated T-maze. Male Wistar rats (250-280 g, N = 9-10 in each treatment group were pre-exposed to one of the open arms of the maze for 30 min and 24 h later tested in the model after inactivation of the BLA by a local injection of the GABA A receptor agonist muscimol (8 nmol in 0.2 µL. It has been shown that a prior forced exposure to one of the open arms of the maze, by shortening latencies to withdrawal from the open arm during the test, improves the escape task as a behavioral index of panic. The effects of muscimol in the elevated T-maze were compared to those caused by this GABA agonist in the avoidance reaction generated in the light/dark transition test. This defensive behavior has also been associated with GAD. In the elevated T-maze, intra-BLA injection of muscimol impaired inhibitory avoidance (control: 187.70 ± 14.90 s, muscimol: 37.10 ± 2.63 s, indicating an anxiolytic effect, without interfering with escape performance. The drug also showed an anxiolytic effect in the light/dark transition test as indicated by the increase in the time spent in the lighted compartment (control: 23.50 ± 2.45 s, muscimol: 47.30 ± 4.48 s. The present findings point to involvement of the BLA in the modulation of defensive responses that have been associated with GAD.

  7. Prenatal exposure to alcohol does not affect radial maze learning and hippocampal mossy fiber sizes in three inbred strains of mouse

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    Bertholet Jean-Yves

    2005-04-01

    Full Text Available Abstract Background The aim of this study was to investigate the effects of prenatal alcohol exposure on radial-maze learning and hippocampal neuroanatomy, particularly the sizes of the intra- and infrapyramidal mossy fiber (IIPMF terminal fields, in three inbred strains of mice (C57BL/6J, BALB/cJ, and DBA/2J. Results Although we anticipated a modification of both learning and IIPMF sizes, no such effects were detected. Prenatal alcohol exposure did, however, interfere with reproduction in C57BL/6J animals and decrease body and brain weight (in interaction with the genotype at adult age. Conclusion Prenatal alcohol exposure influenced neither radial maze performance nor the sizes of the IIPMF terminal fields. We believe that future research should be pointed either at different targets when using mouse models for Fetal Alcohol Syndrome (e.g. more complicated behavioral paradigms, different hippocampal substructures, or other brain structures or involve different animal models.

  8. Partial reinforcement effects on learning and extinction of place preferences in the water maze.

    Science.gov (United States)

    Prados, José; Sansa, Joan; Artigas, Antonio A

    2008-11-01

    In two experiments, two groups of rats were trained in a navigation task according to either a continuous or a partial schedule of reinforcement. In Experiment 1, animals that were given continuous reinforcement extinguished the spatial response of approaching the goal location more readily than animals given partial reinforcement-a partial reinforcement extinction effect. In Experiment 2, after partially or continuously reinforced training, animals were trained in a new task that made use of the same reinforcer according to a continuous reinforcement schedule. Animals initially given partial reinforcement performed better in the novel task than did rats initially given continuous reinforcement. These results replicate, in the spatial domain, well-known partial reinforcement phenomena typically observed in the context of Pavlovian and instrumental conditioning, suggesting that similar principles govern spatial and associative learning. The results reported support the notion that salience modulation processes play a key role in determining partial reinforcement effects.

  9. Effect of the use-dependent, nicotinic receptor antagonist BTMPS in the forced swim test and elevated plus maze after cocaine discontinuation in rats.

    Science.gov (United States)

    Hall, Brandon J; Pearson, Laura S; Buccafusco, Jerry J

    2010-04-26

    Withdrawal from cocaine use often is associated with anxiety and depressive states. In this study the use-dependent, nicotinic acetylcholine receptor antagonist bis-(2,2,6,6-tetramethyl-4-piperidinyl) sebacate (BTMPS) was studied for its ability to reduce these symptoms in two rat models of anxiety and depression. Rats were administered saline vehicle, or two escalating doses of cocaine, for a period of 5 days and they were evaluated during the period after cocaine discontinuation in the elevated plus maze (anxiety) and the forced swim test (affect). BTMPS (0.25, 0.5, or 0.75mg/kg) was co-administered with saline or cocaine in the dependence phase. Withdrawal from cocaine administration alone resulted in reductions in both the time spent in the open arms of the elevated plus maze test, as well as entries into, and out of, the open arms of the maze. Withdrawal from cocaine also resulted in a reduction of escape behaviors, and the time to first immobility, in the forced swim test. Treatment with BTMPS produced a reversal of cocaine-induced anxiety-like behaviors in the elevated plus maze, including an increase (up to 68%) in time spent in the open arms of the maze and an increase in the number of crossings between open and enclosed arms. BTMPS also reduced depressive-like behaviors associated with the forced swim test, including up to a 62% increase in the time to first immobility and a 50% increase in escape behavior. These results provide proof of concept for the development and use of cholinergic compounds in the treatment of substance abuse.

  10. Cannabinoid receptor ligands suppress memory-related effects of nicotine in the elevated plus maze test in mice.

    Science.gov (United States)

    Biala, Grazyna; Kruk, Marta

    2008-10-10

    The purpose of the experiments was to examine the memory-related effects of nicotine using the mouse elevated plus maze. It has been shown that the acute doses of nicotine (0.1 and 0.5 mg/kg) significantly decreased the time of transfer latency (TL2) on the retention trial, indicating that nicotine improved memory processes. Similarly, acute doses of the CB1 cannabinoid receptor antagonist AM 251 (0.5, 1, 1.5 and 3 mg/kg) significantly decreased TL2 values. WIN55,212-2, a non-selective CB cannabinoid receptor agonist, at any dose tested (0.25, 0.5 and 1 mg/kg), did not provoke any effect in this model. Moreover, the acute injection of both WIN55,212-2 (0.25 and 0.5 mg/kg) and AM 251 (0.25 mg/kg), prior to injections of nicotine (0.1 and 0.5 mg/kg), significantly prevented nicotine-induced memory improvement. The results of this study provide clear evidence that the endogenous cannabinoid system participates in the responses induced by nicotine on memory-related behaviour in mice.

  11. The Effects of Histaminergic Agents in the Nucleus Accumbens of Rats in the Elevated Plus-Maze Test of Anxiety

    Directory of Open Access Journals (Sweden)

    Mohammad-Reza Zarrindast

    2010-11-01

    Full Text Available ABSTRACTIntroduction/Aims: The nucleus accumbens (NAc receives histaminergic neurons from tuberomammillary nuclei. There are also reports indicating that central histamine systems are involved in many physiological behavioral processes, including anxiety. The aim of the present study was to assess whether the histaminergic system of the NAc is involved in the anxiety-related behaviors. Methods: As a model of anxiety the elevated plus maze which is a useful test to investigate the effects of anxiogenic or anxiolytic drugs in rodents was used in male Wistar rats. Results:Intra-NAc administration of histamine (0.01, 0.1 and 1 μg/rat increased the percentage of open arm time (%OAT and open arm entries (%OAE but not locomotor activity, indicating an anxiolytic response. Furthermore, bilateral microinjections of different doses of the H1 receptor antagonist pyrilamine (0.001, 0.01, 0.1 and 1 μg/rat or the H2 receptor antagonist ranitidine (0.001, 0.01, 0.1 and 1 μg/rat into the NAc increased %OAT and %OAE but not locomotor activity. However, both histamine and histamine receptor antagonists showed an anxiolytic-like effect, the antagonists (1 μg/rat also decreased the histamine response. Discussion: The results may indicate a modulatory effect for the H1 and H2 histamine receptors of nucleus accumbens in the anxiety behavior of rats.

  12. Anxiolytic effects of a semipurified constituent of guaraná seeds on rats in the elevated T-maze test.

    Science.gov (United States)

    Roncon, Camila Marroni; Biesdorf de Almeida, Camila; Klein, Traudi; de Mello, João Carlos Palazzo; Audi, Elisabeth Aparecida

    2011-02-01

    The objective of this study was to investigate the effects of chronic administration of a semi-purified extract (Purified Extract A--PEA; 4, 8, or 16 mg/kg) of PAULLINIA CUPANA (guaraná) seeds on rats submitted to the elevated T-maze (ETM) model of generalized anxiety and panic disorders. The selective serotonin (5-HT) reuptake inhibitor (SSRI) paroxetine (PAR; 3 mg/kg), was used as a positive control. To evaluate possible serotonergic and dopaminergic neurotransmission involvement in the action of PEA during the ETM test, ineffective doses of metergoline (MET; 5-HT (2A/2C) antagonist receptor) or sulpiride (SUL; dopaminergic receptor antagonist) were acutely administered together with the PEA. The locomotion of the rats was assessed in a circular arena following each drug treatment. Both PEA (8 and 16 mg/kg) and PAR (3 mg/kg) increased one-way escape latencies from the open arm of the ETM, indicating a panicolytic effect compared to the control group. MET, in higher doses (1, 2 or 3 mg/kg), produced a panicolytic effect in the ETM test, whereas SUL did not (10, 20 or 40 mg/kg). The panicolytic effect produced by PEA (8 mg/kg) was blocked by both MET (2 mg/kg) and SUL (20 mg/kg), whereas the panicolytic effect produced by PAR (3 mg/kg) was blocked only by MET (2 mg/kg). These results show that chronic treatment with PEA produces a panicolytic effect during the ETM test, and that the dopaminergic and the serotonergic neurotransmission systems are involved in this effect.

  13. Non-spatial pre-training in the water maze as a clinically relevant model for evaluating learning and memory in experimental TBI.

    Science.gov (United States)

    Wagner, Amy K; Brayer, Samuel W; Hurwitz, Max; Niyonkuru, Christian; Zou, Huichao; Failla, Michelle; Arenth, Patricia; Manole, Mioara D; Skidmore, Elizabeth; Thiels, Edda

    2013-11-01

    Explicit and implicit learning and memory networks exist where each network can facilitate or inhibit cognition. Clinical evidence suggests that implicit networks are relatively preserved after traumatic brain injury (TBI). Non-spatial pre-training (NSPT) in the Morris Water Maze (MWM) provides the necessary behavioral components to complete the task, while limiting the formation of spatial maps. Our study utilized NSPT in the MWM to assess implicit and explicit learning and memory system deficits in the controlled cortical impact (CCI) model of TBI. 76 adult male Sprague-Dawley rats were divided: CCI vs. sham surgery, NSPT vs. No-NSPT, and cued vs. non-cued groups. NSPT occurred for 4d prior to surgery (dynamic hidden platform location, extra-maze cues covered, static pool entry point). Acquisition (d14-18), Probe/Visible Platform (d19), and Reversal (d20-21) trials were conducted with or without extra-maze cues. Novel time allocation and search strategy selection metrics were utilized. Results indicated implicit and explicit learning/memory networks are distinguishable in the MWM. In the cued condition, NSPT reduced thigmotaxis, improved place learning, and largely eliminated the apparent injury-induced deficits typically observed between untrained CCI and sham rats. However, among NSPT groups, incorporation of cues into search strategy selection for CCI rats was relatively impaired compared to shams. Non-cued condition performance showed sham/NSPT and CCI/NSPT rats perform similarly, suggesting implicit memory networks are largely intact 2weeks after CCI. Place learning differences between CCI/NSPT and sham/NSPT rats more accurately reflect spatial deficits in our CCI model compared to untrained controls. These data suggest NSPT as a clinically relevant construct for evaluating potential neurorestorative and neuroprotective therapies. These findings also support development of non-spatial cognitive training paradigms for evaluating rehabilitation relevant

  14. The Effects of Histaminergic Agents in the Nucleus ccumbens of Rats in the Elevated Plus-Maze Test of Anxiety

    Directory of Open Access Journals (Sweden)

    Ameneh Rezayof

    2010-05-01

    Full Text Available "n Objective: "n The nucleus accumbens (NAc receive histaminergic neurons from tuberomammillary nuclei. There are reports indicating that central histamine systems are involved in many physiological behavioral processes, including anxiety. The aim of the present study was to assess whether the histaminergic system of the NAc is involved in anxiety-related behaviors. Methods: Rats were anesthetized with intra-peritoneal injection of ketamine hydrochloride, plus xylazine and then were placed in a stereotaxic apparatus. In addition, two stainless-steel cannuale were placed 2 mm above the nucleus accumbens shell. Seven days after recovery from surgery, the behavioral testing was started. As a model of anxiety, the elevated plus maze which is a useful test to investigate the effects of anxiogenic or anxiolytic drugs in rodents, was used in male Wistar rats.  "nResults: Intra-NAc administration of histamine (0.01, 0.1 and 1 µg/rat increased the percentage of open arm time (%OAT and open arm entries (%OAE ,but not locomotor activity, indicating an anxiolytic response. Furthermore, bilateral  microinjections of different doses of the H1 receptor  antagonist pyrilamine (0.001, 0.01, 0.1 and 1 µg/rat or the H2 receptor antagonist ranitidine (0.001, 0.01, 0.1 and 1 µg/rat into the NAc increased %OAT and %OAE , but not locomotor activity. However, both histamine and histamine receptor antagonists showed an anxiolytic-like effect ; the antagonists (1 µg/rat also decreased the histamine response. "n "n Conclusion: The results may indicate a modulatory effect for the H1 and H2 histamine receptors of nucleus accumbens in the anxiety behavior of rats.

  15. Lesions of the dorsomedial striatum delay spatial learning and render cue-based navigation inflexible in a water maze task in mice.

    Science.gov (United States)

    Lee, Anni S; André, Jessica M; Pittenger, Christopher

    2014-01-01

    The dorsal striatum is involved in cue-based navigation strategies and in the development of habits. It has been proposed that striatum-dependent cued navigation competes with hippocampus-dependent spatial navigation in some circumstances. We have previously shown that large lesions of the dorsal striatum, as well as impairment of corticostriatal synaptic plasticity in transgenic mice, can enhance spatial learning in a water maze task, presumably by the disruption of competitive interference. However, the dorsal striatum is not a homogeneous structure; both anatomical considerations and experimental studies in various paradigms show that dorsomedial and dorsolateral striatum are functionally distinct, although there is no precise anatomical or neurochemical boundary between them. Here we investigated the effect of restricted excitotoxic lesions of dorsomedial striatum (DMS) on cued and spatial water maze learning. We find that dorsomedial striatal lesions delay spatial learning but permit cued learning. After cued learning, lesioned animals showed inflexible search, resulting in repeated visits to the escape platform-associated cue. These results support a role for the DMS in behavioral flexibility rather than in cue-based navigation.

  16. Learning Python testing

    CERN Document Server

    Arbuckle, Daniel

    2014-01-01

    This book is ideal if you want to learn about the testing disciplines and automated testing tools from a hands-on, conversational guide. You should already know Python and be comfortable with Python 3.

  17. Rats' Orientation at the Start Point Is Important for Spatial Learning in a Water T-Maze

    Science.gov (United States)

    Peckford, Genieve; McRae, Samantha M.; Thorpe, Christina M.; Martin, Gerard M.; Skinner, Darlene M.

    2013-01-01

    When trained to locate a hidden platform in a T-maze moved between two positions, rats appear to adopt a conditional strategy based on start point discrimination. To determine if location cues or orientation cues at the start point underlie this discrimination, separate groups of rats were trained on two place problems, each with unique start…

  18. Fear-potentiation in the elevated plus-maze test depends on stressor controllability and fear conditioning

    NARCIS (Netherlands)

    Korte, S M; Bohus, B; de Boer, Sietse

    The purpose of the study was to determine which stressor qualities (escapable vs. inescapable stress and unconditioned vs. conditioned stress) can potentiate fear in the elevated plus-maze. While inescapable stress potentiated fear, escapable stress did not, but escapable stress increased the

  19. Fear-potentiation in the elevated plus-maze test depends on stressor controllability and fear conditioning

    NARCIS (Netherlands)

    Korte, S M; Bohus, B; de Boer, Sietse

    1999-01-01

    The purpose of the study was to determine which stressor qualities (escapable vs. inescapable stress and unconditioned vs. conditioned stress) can potentiate fear in the elevated plus-maze. While inescapable stress potentiated fear, escapable stress did not, but escapable stress increased the locomo

  20. Lego Mindstorm Maze Runner

    OpenAIRE

    Drakonakis, Konstantinos; Mentzelopoulos, Panagiotis

    2014-01-01

    This project describes a method for solving mazes using a path finding algorithm, specifically DFS. Its input consists of the NXT lego robot along with a color sensor and a colored ball, the constructed maze and a text (.txt) file that describes the structure of the maze. Subsequently, the output of our program in order of execution is the identification of the provided colored ball, the calculation of the maze's solution (path) and the actual movement of the robot through the maze carrying t...

  1. Lego Mindstorm Maze Runner

    OpenAIRE

    Drakonakis, Konstantinos; Mentzelopoulos, Panagiotis

    2014-01-01

    This project describes a method for solving mazes using a path finding algorithm, specifically DFS. Its input consists of the NXT lego robot along with a color sensor and a colored ball, the constructed maze and a text (.txt) file that describes the structure of the maze. Subsequently, the output of our program in order of execution is the identification of the provided colored ball, the calculation of the maze's solution (path) and the actual movement of the robot through the maze carrying t...

  2. Dose-response effects of systemic anandamide administration in mice sequentially submitted to the open field and elevated plus-maze tests

    Directory of Open Access Journals (Sweden)

    A. Ribeiro

    2009-06-01

    Full Text Available The endocannabinoid system is involved in the control of many physiological functions, including the control of emotional states. In rodents, previous exposure to an open field increases the anxiety-like behavior in the elevated plus-maze. Anxiolytic-like effects of pharmacological compounds that increase endocannabinoid levels have been well documented. However, these effects are more evident in animals with high anxiety levels. Several studies have described characteristic inverted U-shaped dose-response effects of drugs that modulate the endocannabinoid levels. However, there are no studies showing the effects of different doses of exogenous anandamide, an endocannabinoid, in animal models of anxiety. Thus, in the present study, we determined the dose-response effects of exogenous anandamide at doses of 0.01, 0.1, and 1.0 mg/kg in C57BL/6 mice (N = 10/group sequentially submitted to the open field and elevated plus-maze. Anandamide was diluted in 0.9% saline, ethyl alcohol, Emulphor® (18:1:1 and administered ip (0.1 mL/10 g body weight; control animals received the same volume of anandamide vehicle. Anandamide at the dose of 0.1 mg/kg (but not of 0.01 or 1 mg/kg increased (P < 0.05 the time spent and the distance covered in the central zone of the open field, as well as the exploration of the open arms of the elevated plus-maze. Thus, exogenous anandamide, like pharmacological compounds that increase endocannabinoid levels, promoted a characteristic inverted U-shaped dose-response effect in animal models of anxiety. Furthermore, anandamide (0.1 mg/kg induced an anxiolytic-like effect in the elevated plus-maze (P < 0.05 after exposing the animals to the open field test.

  3. Dose-response effects of systemic anandamide administration in mice sequentially submitted to the open field and elevated plus-maze tests.

    Science.gov (United States)

    Ribeiro, A; Ferraz-de-Paula, V; Pinheiro, M L; Palermo-Neto, J

    2009-06-01

    The endocannabinoid system is involved in the control of many physiological functions, including the control of emotional states. In rodents, previous exposure to an open field increases the anxiety-like behavior in the elevated plus-maze. Anxiolytic-like effects of pharmacological compounds that increase endocannabinoid levels have been well documented. However, these effects are more evident in animals with high anxiety levels. Several studies have described characteristic inverted U-shaped dose-response effects of drugs that modulate the endocannabinoid levels. However, there are no studies showing the effects of different doses of exogenous anandamide, an endocannabinoid, in animal models of anxiety. Thus, in the present study, we determined the dose-response effects of exogenous anandamide at doses of 0.01, 0.1, and 1.0 mg/kg in C57BL/6 mice (N = 10/group) sequentially submitted to the open field and elevated plus-maze. Anandamide was diluted in 0.9% saline, ethyl alcohol, Emulphor (18:1:1) and administered ip (0.1 mL/10 g body weight); control animals received the same volume of anandamide vehicle. Anandamide at the dose of 0.1 mg/kg (but not of 0.01 or 1 mg/kg) increased (P open field, as well as the exploration of the open arms of the elevated plus-maze. Thus, exogenous anandamide, like pharmacological compounds that increase endocannabinoid levels, promoted a characteristic inverted U-shaped dose-response effect in animal models of anxiety. Furthermore, anandamide (0.1 mg/kg) induced an anxiolytic-like effect in the elevated plus-maze (P open field test.

  4. Electric Current Solves Mazes

    Science.gov (United States)

    Ayrinhac, Simon

    2014-01-01

    We present in this work a demonstration of the maze-solving problem with electricity. Electric current flowing in a maze as a printed circuit produces Joule heating and the right way is instantaneously revealed with infrared thermal imaging. The basic properties of electric current can be discussed in this context, with this challenging question:…

  5. Effects of differential interference with postnatal cerebellar neurogenesis on motor performance, activity level, and maze learning of rats: a developmental study.

    Science.gov (United States)

    Pellegrino, L J; Altman, J

    1979-02-01

    The region of the cerebellum was X-irradiated in infant rats with selected exposure schedules designed to produce animals in which the cerebellar cortex was (a) essentially normal except for agenesis of late forming granule cells with axons situated in the uppermost molecular layer (12--15X), (b) lacking in stellate cells, with a severe reduction in granule cells with axons in the upper molecular layer (8--15X), (c) morphologically disorganized but had only intermediate cell agenesis (4--5X), or (d) disorganized and devoid of practically all postnatally forming interneurons (4--15X). In the first two experiments young adults had to traverse rotating rods that differed in texture and types of obstacles. The 8--15X animals showed no deficits on any of the rods tested. The third study dealt with spontaneous motor performance in the open field at three ages. The 4--5X and 4--15X animals were hypoactive as infants and young adults; this was attributed to their motor deficits. The 8--15X and 12--15X animals were hyperactive in the open field as young adults. The fourth experiment examined intra- and/or intersession habituation. No group differences were found in habituation patterns. In the fifth experiment, using activity wheels, the 4--15X group was hypoactive, and the 8--15X and 12--15X groups were hyperactive as young adults. In the sixth experiment young adults were tested for learning performance in a multiple-unit water maze. The 4--15X group was deficient on single alternation; the 4--5X and 12--15X groups on double alternation. The seventh experiment shed some light on the single alternation deficit of the 4--15X group; only these animals failed to alternate spontaneously in a nonaversive situation. In conclusion, these behavioral results, combined with those of recent morphological investigations, suggest that the cerebellar cortex is hierarchically organized: The basal domain of Purkinje cells and the lower molecular layer are implicated in the coordination of

  6. GPR30 activation decreases anxiety in the open field test but not in the elevated plus maze test in female mice.

    Science.gov (United States)

    Anchan, Divya; Clark, Sara; Pollard, Kevin; Vasudevan, Nandini

    2014-01-01

    The GPR30 is a novel estrogen receptor (ER) that is a candidate membrane ER based on its binding to 17β estradiol and its rapid signaling properties such as activation of the extracellular-regulated kinase (ERK) pathway. Its distribution in the mouse limbic system predicts a role for this receptor in the estrogenic modulation of anxiety behaviors in the mouse. A previous study showed that chronic administration of a selective agonist to the GPR30 receptor, G-1, in the female rat can improve spatial memory, suggesting that GPR30 plays a role in hippocampal-dependent cognition. In this study, we investigated the effect of a similar chronic administration of G-1 on behaviors that denote anxiety in adult ovariectomized female mice, using the elevated plus maze (EPM) and the open field test as well as the activation of the ERK pathway in the hippocampus. Although estradiol benzoate had no effect on behaviors in the EPM or the open field, G-1 had an anxiolytic effect solely in the open field that was independent of ERK signaling in either the ventral or dorsal hippocampus. Such an anxiolytic effect may underlie the ability of G-1 to increase spatial memory, by acting on the hippocampus.

  7. A cold radial maze for long-lasting spatial memory in mice.

    Science.gov (United States)

    Vizi, Sándor; Mansuy, Isabelle M

    2013-03-15

    Here we report the establishment of a novel spatial learning and memory test called the cold radial maze. It is specifically designed for mice, with all conditions tailored to their natural behaviors. The cold radial maze is a dry-land test with easy-to-measure variables that relies on a consistent motivation system and limits the moderately adverse experience to the duration of testing. Training on this maze produces a long-lasting, resistant, and reversible spatial memory in mice in a reproducible way, without introducing undesirable side effects typically produced in other spatial learning tests. This novel behavioral technique may prove useful in studying mouse models of memory impairment-associated human conditions.

  8. [Effects of nootropic drugs on behavior of BALB/c and C57BL/6 mice in the exploratory cross-maze test].

    Science.gov (United States)

    Vasil'eva, E V; Salimov, R M; Kovalev, G I

    2012-01-01

    Exploratory behavior, locomotor activity, and anxiety in inbred mice of C57BL/6 and BALB/c strains subchronically treated with placebo or various types of nootropic (cognition enhancing) drugs (piracetam, phenotropil, noopept, semax, pantogam, nooglutil) have been evaluated using the exploratory cross-maze test. It was found that BALB/c mice in comparison to C57BL/6 mice are characterized by greater anxiety and lower efficiency of exploratory behavior in the previously unfamiliar environment. All tested drugs clearly improved the exploratory behavior in BALB/c mice only. In BALB/c mice, piracetam, phenotropil, noopept, and semax also reduced anxiety, while phenotropil additionally increased locomotor activity. Thus, the nootropic drugs displayed clear positive modulation of spontaneous orientation in the mice strain with initially low exploratory efficiency (BALB/c) in the cross-maze test. Some drugs (pantogam, nooglutil) exhibited only nootropic properties, while the other drugs exhibited both nootropic effects on the exploratory activity and produced modulation of the anxiety level (piracetam, fenotropil, noopept, semax) and locomotor activity (fenotropil).

  9. Rook Jumping Maze Design Considerations

    Science.gov (United States)

    Neller, Todd W.; Fisher, Adrian; Choga, Munyaradzi T.; Lalvani, Samir M.; McCarty, Kyle D.

    We define the Rook Jumping Maze, provide historical perspective, and describe a generation method for such mazes. When applying stochastic local search algorithms to maze design, most creative effort concerns the definition of an objective function that rates maze quality. We define and discuss several maze features to consider in such a function definition. Finally, we share our preferred design choices, make design process observations, and note the applicability of these techniques to variations of the Rook Jumping Maze.

  10. Effects of ziprasidone, SCH23390 and SB277011 on spatial memory in the Morris water maze test in naive and MK-801 treated mice.

    Science.gov (United States)

    Tanyeri, Pelin; Buyukokuroglu, Mehmet Emin; Mutlu, Oguz; Ulak, Güner; Akar, Füruzan Yildiz; Celikyurt, Ipek Komsuoglu; Erden, Bekir Faruk

    2015-11-01

    Introduction: Patients with schizophrenia have cognitive dysfunctions; positive psychotic symptoms are the primary purposes for schizophrenia treatment. Improvements in cognitive function should be a characteristic of all newly developed drugs for the treatment of schizophreniawith dementia. Thus,we investigated the effects of the second-generation antipsychotic ziprasidone, dopamine D1 antagonist SCH-23390 and dopamine D3 antagonist SB-277011 on spatial learning and memory. Materials and methods: Male inbred mice were used. The effects of ziprasidone, SCH-23390 and SB-277011 were investigated using the Morris water maze test. Results: Ziprasidone (0.5 and 1mg/kg), SCH-23390 (0.05 and 0.1 mg/kg) and SB-277011 (10 and 20 mg/kg) had no effect on the time spent in the target quadrant in naive mice.MK-801 (0.1mg/kg) significantly decreased the time spent in the target quadrant. The time spent in the target quadrant was significantly prolonged by Ziprasidone (0.5 and 1 mg/kg) and SCH-23390 (0.1 mg/kg), but not with SB-277011 (20 mg/kg) in MK-801-treated mice. Ziprasidone (0.5 and 1mg/kg), SCH-23390 (0.05 and 0.1 mg/kg) and SB-277011 (10 and 20 mg/kg) had no effect on themean distance to the platformin naivemice.MK-801 significantly increased themean distance to the platform. Ziprasidone (1 mg/kg) and SCH-23390 (0.1 mg/kg) significantly decreased the mean distance to the platform in MK-801-treated mice, but SB-277011 (20 mg/kg) didn't. MK-801 significantly increased the total distance moved. Ziprasidone (0.5 and 1 mg/kg), SCH-23390 (0.05 and 0.1 mg/kg) and SB-277011 (10 and 20 mg/kg) had no effect on the total distance moved in naive mice. Ziprasidone (1 mg/kg) and SCH-23390 (0.1 mg/kg) significantly decreased the total distance moved in MK-801-treated mice, but SB-277011 (20 mg/kg) didn't. Conclusions: The second-generation antipsychotic drug ziprasidone and D1 antagonist SCH23390, but not the D3 antagonist SB277011, might be clinically useful for the treatment of

  11. Effects of 14-methoxymetopon, a potent opioid agonist, on the responses to the tail electric stimulation test and plus-maze activity in male rats: neuroendocrine correlates.

    Science.gov (United States)

    Urigüen, Leyre; Fernández, Beatriz; Romero, Eva Maria; De Pedro, Nuria; Delgado, Maria Jesús; Guaza, Carmen; Schmidhammer, Helmut; Viveros, Maria Paz

    2002-03-15

    We have studied the effects of 14-methoxymetopon (HS 198), a potent opioid agonist, on the responses to the tail electric stimulation test and plus-maze activity of adult male rats. The prototype mu agonist morphine was used as the drug of reference. Besides we addressed the effects of HS 198 on the serum corticosterone levels and on serotonergic systems of discrete brain regions. Both drugs were administered subcutaneously. Morphine (5 mg/kg) and HS 198 (30 microg/kg) induced a similar effect on the nociceptive test, with both drugs significantly increasing the threshold for the vocalization afterdischarge, which is related to the emotional component of pain. In the plus-maze, morphine (5 mg/kg) and HS 198 (20 and 30 microg/kg) induced similar increases in the percentages of entries and time in the open arms, two parameters related to the anxiety state of the animals. The results indicate that HS 198 is far more potent than morphine in reducing the emotive/affective component of pain and in inducing an anxiolytic effect. HS 198 (30 microg/kg) also induced parallel increases in the serum corticosterone levels and the hypothalamic serotonin content. A possible correlation between the anxiolytic action of the drug and its effect on the hypothalamic serotonergic system is suggested.

  12. Anxiolytic-like effect of (S)-WAY 100135, a 5-HT1A receptor antagonist, in the murine elevated plus-maze test.

    Science.gov (United States)

    Rodgers, R J; Cole, J C

    1994-08-22

    The effects of (S)-WAY 100135 ((S)-N-tert-butyl-3-(4-(2-methoxyphenyl)- piperazin-1-yl)-2-phenyl-propanamide dihydrochloride; 2.5-20.0 mg/kg), a 5-HT1A receptor antagonist, on the behaviour of male mice were examined in the elevated plus-maze test of anxiety. An ethological scoring technique was used to provide a comprehensive profile of drug action. Only minor changes in behaviour were observed at 2.5 and 5.0 mg/kg, and consisted of reductions in some (though not all) risk assessment measures. At 10 mg/kg, the compound increased percent open arm entries and percent open arm time, without altering general activity levels. This classic anxiolytic-like profile was confirmed by major reductions in risk assessment measures including protected head-dips and protected stretched attend postures. Although many of the same changes were also observed at 20 mg/kg, the absence of an effect on percent open arm time and a tendency towards increased non-exploratory behaviour suggested (1) some loss of anxiolytic activity and (2) a possible contribution of non-specific factors at higher doses. Present findings indicate that (S)-WAY 100135 produces clear anxiolytic-like effects in the murine elevated plus-maze, a profile that can be distinguished from that produced by 5-HT1A receptor partial agonists in the same test.

  13. 5-HT1A and benzodiazepine receptors in the basolateral amygdala modulate anxiety in the social interaction test, but not in the elevated plus-maze.

    Science.gov (United States)

    Gonzalez, L E; Andrews, N; File, S E

    1996-09-01

    In order to investigate the role of the 5-HT1A receptors of the amygdala in modulating anxiety, rats were implanted with bilateral cannulae aimed at the basolateral nucleus of the amygdala complex and infused with either artificial cerebrospinal fluid (aCSF) or the selective 5-HT1A receptor agonist 8-OH-DPAT (50-200 ng) and tested in two animal models of anxiety. In the elevated plus-maze test, no significant effects were detected in this dose range. In contrast, 8-OH-DPAT caused an overall reduction in levels of social investigation, thus indicating anxiogenic actions in the social interaction test. At 50 ng, 8-OH-DPAT had a selective action on anxiety, while at 200 ng there was a concomitant reduction in locomotor activity and, in some animals, signs of the 5-HT1A syndrome. Evidence that the anxiogenic effect of 8-OH-DPAT (50 ng) was due to activation of 5-HT1A receptors came from the finding that (-)-tertatolol, a 5-HT1A receptor antagonist, reversed this effect at a dose (1.5 micrograms) which was silent when given alone. The benzodiazepine receptor agonist, midazolam (1 and 2 micrograms) was bilaterally administered into the basolateral nucleus of the amygdala and evoked clear-cut anxiolytic effects in the social interaction test. These data indicate that the agonist activation of post-synaptic 5-HT1A receptors in the basolateral nucleus of the amygdala may produce anxiogenic effects, while agonist activation of BDZ receptors in the same areas evokes anxiolytic effects. Our results from the social interaction test are similar to those previously reported from tests of anxiety using punished paradigms, but contrast with those found in the elevated plus-maze. Thus, it is concluded that either the two tests have different sensitivities to midazolam and 8-OH-DPAT or more intriguingly, the tests are evoking fundamentally different states of anxiety, with that evoked by the plus-maze being mediated via brain areas or receptors different from those studied here.

  14. Glow discharge based device for solving mazes

    Energy Technology Data Exchange (ETDEWEB)

    Dubinov, Alexander E., E-mail: dubinov-ae@yandex.ru; Mironenko, Maxim S.; Selemir, Victor D. [Russian Federal Nuclear Center − All-Russian Scientific and Research Institute of Experimental Physics (RFNC-VNIIEF), Sarov, Nizhni Novgorod region 607188 (Russian Federation); Sarov Institute of Physics and Technology (SarFTI) of National Research Nuclear University “MEPhI,” Sarov, Nizhni Novgorod region 607188 (Russian Federation); Maksimov, Artem N.; Pylayev, Nikolay A. [Russian Federal Nuclear Center − All-Russian Scientific and Research Institute of Experimental Physics (RFNC-VNIIEF), Sarov, Nizhni Novgorod region 607188 (Russian Federation)

    2014-09-15

    A glow discharge based device for solving mazes has been designed and tested. The device consists of a gas discharge chamber and maze-transformer of radial-azimuth type. It allows changing of the maze pattern in a short period of time (within several minutes). The device has been tested with low pressure air. Once switched on, a glow discharge has been shown to find the shortest way through the maze from the very first attempt, even if there is a section with potential barrier for electrons on the way. It has been found that ionization waves (striations) can be excited in the maze along the length of the plasma channel. The dependancy of discharge voltage on the length of the optimal path through the maze has been measured. A reduction in discharge voltage with one or two potential barriers present has been found and explained. The dependency of the magnitude of discharge ignition voltage on the length of the optimal path through the maze has been measured. The reduction of the ignition voltage with the presence of one or two potential barriers has been observed and explained.

  15. Influence of diltiazem on the behavior of zolpidem-treated mice in the elevated-plus maze test.

    Science.gov (United States)

    Cui, X-Y; Zhao, X; Chu, Q-P; Chen, B-Q; Zhang, Y-H

    2007-02-01

    The present study was undertaken to investigate the effect of diltiazem, a L-type calcium channel blocker (CCB), on the behavior of zolpidem-treated mice in the elevated plus-maze (EPM). Atypical benzodiazepine zolpidem significantly increased the percentage of open arm entries without influencing the total entries and total distance and average speed at the dose of 5 mg/kg (p.o.). Co-administration of zolpidem (2 mg/kg, p.o.) and diltiazem (5, 10 and 20 mg/kg, p.o.) significantly increased both the time spent and arm entries in the open arms without influencing the total entries and spontaneous activity notwithstanding that zolpidem at dose up to 2 mg/kg (p.o.) and diltiazem at dose up to 20 mg/kg (p.o.) did not show any effects on mice behavior in EPM. Zolpidem also attenuated the anxiogenic effect of 1-(3-Chlorophenyl)piperazine (mCPP, 0.7 mg/kg, i.p.) and 5-hydroxytryptophan (5-HTP, 30 mg/kg, i.p.). Even though the zolpidem at 1 mg/kg and diltiazem at 5 mg/kg were ineffective on mCPP-induced anxiety, respectively, the co-administration of zolpidem (1 mg/kg, i.p.) and diltiazem (5 mg/kg, p.o.) showed inhibitory effect on mCPP-induced anxiety in mice. These results suggested that diltiazem, a L-type CCB may augment the anxiolytic-like effect of zolpidem and also indicated that calcium channel modulation maybe involved in the anxiolytic-like properties of zolpidem.

  16. Anxiogenic-like effects of Uncaria tomentosa (Willd.) DC. aqueous extract in an elevated plus maze test in mice: a preliminary study.

    Science.gov (United States)

    Bigliani, María Celeste; Rosso, María Celeste; Zunino, Paula M; Baiardi, Gustavo; Ponce, Andrés Alberto

    2013-01-01

    The purpose of this study was to examine the effect of orally administered Uncaria tomentosa aqueous extracts (UTE) (Willd. ex Roem. & Schult.) DC. (Rubiaceae) during 7, 15, 30 and 90 days of treatment on the expression of anxiety, as expressed in the elevated plus maze test in male Albino Swiss mice. UTE revealed an anxiogenic effect in relation to the control group at 15 and 30 days, but it was reversed after 90 days of administration, without affecting the locomotor activity or any deleterious effects on the overall performance of the animal, either for its ambulation, or clinical status, and body weight and organ weight/body weight from liver, lung and kidney were unaffected. These biphasic effects are usually indicative of heterogeneity in sites of action due to the presence of many alkaloids (speciophylline, uncarine F and uncarine E) and flavanols (catechin and epigallocatechin) identified and isolated from UTE.

  17. Induction of habits in rats by a forced-choice procedure in T-maze and the effect of pre-test free exploration

    DEFF Research Database (Denmark)

    Moustgaard, Anette; Hau, Jann

    2009-01-01

    A forced-choice procedure in T-maze designed for the induction of habits was used to induce strong habits in rats. The response choices of rats in 20 free-choice trials were compared after the rats had been subjected to 1 or 200 forced-choice trials to one side of the T-maze. After 200 forced-cho...

  18. Learning Concepts, Language, and Literacy in Hybrid Linguistic Codes: The Multilingual Maze of Urban Grade 1 Classrooms in South Africa

    Science.gov (United States)

    Henning, Elizabeth

    2012-01-01

    From the field of developmental psycholinguistics and from conceptual development theory there is evidence that excessive linguistic "code-switching" in early school education may pose some hazards for the learning of young multilingual children. In this article the author addresses the issue, invoking post-Piagetian and neo-Vygotskian…

  19. Role of thirst and visual barriers in the differential behavior displayed by streptozotocin-treated rats in the elevated plus-maze and the open field test.

    Science.gov (United States)

    Rebolledo-Solleiro, Daniela; Crespo-Ramírez, Minerva; Roldán-Roldán, Gabriel; Hiriart, Marcia; Pérez de la Mora, Miguel

    2013-08-15

    Conflicting results have been obtained by several groups when studying the effects of streptozotocin (STZ)-treated rats in the elevated plus-maze (EPM). Since thirst is a prominent feature in STZ-induced diabetic-like condition, we studied whether the walls of the closed arms of the EPM, by limiting the search for water in the environment, may contribute to the observed differential behavioral outcomes. The aim of this study was to ascertain whether visual barriers within the EPM have an influence on the behavior of STZ-treated rats in this test of anxiety. A striking similarity between STZ-treated (50 mg/kg, i.p., in two consecutive days) and water deprived rats (72 h) was found in exploratory behavior in the EPM, showing an anxiolytic-like profile. However the anxiolytic response of STZ-treated rats exposed to the EPM shifts into an anxiogenic profile when they are subsequently tested in the open-field test, which unlike the EPM is devoid of visual barriers. Likewise, water deprived rats (72 h) also showed an anxiogenic profile when they were exposed to the open-field test. Our results indicate that experimental outcomes based on EPM observations can be misleading when studying physiological or pathological conditions, e.g. diabetes, in which thirst may increase exploratory behavior.

  20. Teste de labirinto: instrumento de análise na aquisição de uma habilidade motora Maze test: instrument for analyzing the acquisition of motor skills

    Directory of Open Access Journals (Sweden)

    DE Souza

    2006-09-01

    Full Text Available CONTEXTO: A análise da aquisição de uma habilidade motora através de instrumento simples e fácil pode auxiliar no diagnóstico e no tratamento fisioterapêutico. OBJETIVO: O estudo se propôs a verificar se o teste de labirinto pode ser utilizado como um instrumento de análise na aquisição de uma habilidade motora, através de medidas, tais como, tempo de execução e número de tentativas para estabilizar o desempenho, sob a influência de pistas visuais. MÉTODO: A amostra consistiu de 70 estudantes universitários saudáveis do sexo masculino, de 20 ± 2 anos, divididos em dois grupos que fizeram testes de labirinto com e sem pistas visuais. Foram realizadas 30 tentativas e dois testes de retenção. Os dados foram analisados pela ANOVA two-way de medidas repetidas (Newman-Keuls post hoc. RESULTADOS: Verificou-se diferença significativa no tempo de execução entre as tentativas com estabilização do desempenho a partir da 8ª tentativa no labirinto sem pistas e da 6ª tentativa no labirinto com pistas, se mantendo após os testes de retenção. No teste de labirinto com pistas a estabilização ocorreu mais cedo e o tempo de execução do movimento foi maior. CONCLUSÕES: As evidências encontradas mostraram que o teste de labirinto permite identificar a quantidade adequada de prática para treinar uma habilidade motora e verificar a influência da pista visual na estabilização do desempenho, sugerindo um instrumento a ser utilizado na FisioterapiaBACKGROUND: Analysis of the acquisition of motor skills by means of a simple and easily used instrument may assist in physiotherapeutic diagnosis and treatment. OBJECTIVE: To verify whether the maze test can be used as an instrument for analyzing the acquisition of motor skills, by means of measurements such as the time taken and number of attempts required for performance stabilization, under the influence of visual clues. METHOD: The sample consisted of 70 healthy male university

  1. Anxiolytic Effect Evaluation of Methanol Extract of Ceplukan Leaves in the Elevated Plus Maze Test through IL-6 Level Changes in Ovariectomized Rat

    Directory of Open Access Journals (Sweden)

    Siti Nurfitria

    2015-01-01

    Full Text Available Ceplukan (Physalis minima L. has long been used to treat various conditions in traditional medicine. This study aims to demonstrate the anxiolytic effects of Methanol Extract of Ceplukan Leaves (MECL in the Elevated Plus Maze (EPM test and correlate to IL-6 level of ovariectomized rat brain. Total of 24 Wistar rats were divided into six groups: one normal group, one group of 1 month ovariectomized (ovx, one group of 2 months ovx, three groups of 2 months ovx (each given with MECL 500; 1500 and 2500 mg/kg doses for 1 month. The anxiety-like behavior level was measured by EPM test. After EPM test, the brain was removed to measure level of IL-6 by ELISA. The data were processed and analyzed by one-way ANOVA and Pearson correlation. We found that the MECL-treated rats enter the opened-arm higher than the control rats. It indicates that the MECL-treated rats are less anxious than the control rats. The results also show the decreased of IL-6 level in MECL-treated rats.

  2. NMDA and D1 receptors are involved in one-trial tolerance to the anxiolytic-like effects of diazepam in the elevated plus maze test in rats.

    Science.gov (United States)

    Zhou, Heng; Yu, Cheng-Long; Wang, Li-Ping; Yang, Yue-Xiong; Mao, Rong-Rong; Zhou, Qi-Xin; Xu, Lin

    2015-08-01

    The elevated plus maze (EPM) test is used to examine anxiety-like behaviors in rodents. One interesting phenomenon in the EPM test is one-trial tolerance (OTT), which refers to the reduction in the anxiolytic-like effects of benzodiazepines when rodents are re-exposed to the EPM. However, the underlying mechanism of OTT is still unclear. In this study, we reported that OTT occurred when re-exposure to the EPM (trial 2) only depended on the prior experience of the EPM (trial 1) rather than diazepam treatment. This process was memory-dependent, as it was prevented by the N-methyl-D-aspartate (NMDA) receptors antagonist MK-801 1.5h before trial 2. In addition, OTT was maintained for at least one week but was partially abolished after an interval of 28 days. Furthermore, the administration of the D1-like receptors agonist SKF38393 to the bilateral dorsal hippocampus largely prevented OTT, as demonstrated by the ability of the diazepam treatment to produce significant anxiolytic-like effects in trial 2 after a one-day interval. These findings suggest that OTT to the EPM test may occur via the activation of NMDA receptors and the inactivation of D1-like receptors in certain brain regions, including the hippocampus.

  3. The effects of phencyclidine (PCP) on anxiety-like behavior in the elevated plus maze and the light-dark exploration test are age dependent, sexually dimorphic, and task dependent.

    Science.gov (United States)

    Turgeon, Sarah M; Kim, Daniel; Pritchard, Melissa; Salgado, Sanjay; Thaler, Alison

    2011-11-01

    Previous research in our laboratory revealed sexually dimorphic effects of prior exposure to phencyclidine (PCP) on elevated plus maze behavior. In an attempt to examine the developmental time course of this effect and determine the extent to which it generalizes to other anxiety paradigms, young adult (61-64 days old) and adult (96-107 days old) male and female rats were treated with PCP (15 mg/kg) or saline. Following a two week withdrawal period, animals were tested in either the elevated plus maze (EPM) or a light-dark exploration (LD) test. In adults, both tests revealed a sexually dimorphic effect driven by PCP-induced decreases in anxiety in females as indicated by increased time spent in the open arms of the EPM and in the lit compartment of the LD test and increased anxiety in males as indicated by decreased time spent in the lit compartment of the LD. In young animals, PCP pretreatment decreased open arm exploration in the elevated plus maze, indicating increased anxiety. However, PCP increased time spent in the light compartment in the light-dark exploration test, indicating decreased anxiety. Corticosterone levels measured 15 min after the onset of the EPM failed to reveal an association between the behavioral effects of PCP and corticosterone levels. The results in adults substantiate the previously observed sexually dimorphic effect of PCP on elevated plus maze behavior in adults and indicate that the effect generalizes to another anxiety paradigm. The results in the younger animals suggest an age dependent effect of PCP on anxiety in general and indicate that behaviors in the elevated plus maze and the light-dark exploration test reflect dissociable psychobiological states. Copyright © 2011 Elsevier Inc. All rights reserved.

  4. Learning software testing with Test Studio

    CERN Document Server

    Madi, Rawane

    2013-01-01

    Learning Software Testing with Test Studio is a practical, hands-on guide that will help you get started with Test Studio to design your automated solution and tests. All through the book, there are best practices and tips and tricks inside Test Studio which can be employed to improve your solution just like an experienced QA.If you are a beginner or a professional QA who is seeking a fast, clear, and direct to the point start in automated software testing inside Test Studio, this book is for you. You should be familiar with the .NET framework, mainly Visual Studio, C#, and SQL, as the book's

  5. H₁ but not H₂ histamine antagonist receptors mediate anxiety-related behaviors and emotional memory deficit in mice subjected to elevated plus-maze testing.

    Science.gov (United States)

    Serafim, K R; Kishi, M S; Canto-de-Souza, A; Mattioli, R

    2013-05-01

    This study investigated the role of H₁ and H₂ receptors in anxiety and the retrieval of emotional memory using a Trial 1/Trial 2 (T1/T2) protocol in an elevated plus-maze (EPM). Tests were performed on 2 consecutive days, designated T1 and T2. Before T1, the mice received intraperitoneal injections of saline (SAL), 20 mg/kg zolantidine (ZOL, an H2 receptor antagonist), or 8.0 or 16 mg/kg chlorpheniramine (CPA, an H1 receptor antagonist). After 40 min, they were subjected to the EPM test. In T2 (24 h later), each group was subdivided into two additional groups, and the animals from each group were re-injected with SAL or one of the drugs. In T1, the Student t-test showed no difference between the SAL and ZOL or 8 mg/kg CPA groups with respect to the percentages of open arm entries (%OAE) and open arm time (%OAT). However, administration of CPA at the highest dose of 16 mg/kg decreased %OAE and %OAT, but not locomotor activity, indicating anxiogenic-like behavior. Emotional memory, as revealed by a reduction in open arm exploration between the two trials, was observed in all experimental groups, indicating that ZOL and 8 mg/kg CPA did not affect emotional memory, whereas CPA at the highest dose affected acquisition and consolidation, but not retrieval of memory. Taken together, these results suggest that H₁ receptor, but not H₂, is implicated in anxiety-like behavior and in emotional memory acquisition and consolidation deficits in mice subjected to EPM testing.

  6. Orientation of lizards in a Morris water-maze: roles of the sun compass and the parietal eye.

    Science.gov (United States)

    Foà, Augusto; Basaglia, Francesca; Beltrami, Giulia; Carnacina, Margherita; Moretto, Elisa; Bertolucci, Cristiano

    2009-09-15

    The present study examined for the first time whether a Morris water-maze can be used to explore compass and other orientation mechanisms in the ruin lizard Podarcis sicula. In the open field, during sunny days, lizards were individually trained to swim from the center of the water maze onto a hidden platform (the goal), positioned at the periphery of the maze in a single compass direction. The goal was invisible because it was placed just beneath the water surface and the water was rendered opaque. The results showed that lizards learn to swim directly towards the hidden goal under the sun in the absence of visual feature cues. We further examined whether the observed orientation response would be due to lizards learning the spatial position of the goal relative to the sun's azimuth, i.e. to the use of a time-compensated sun compass. Lizards reaching learning criteria were subjected to 6 h clock-shift (fast or slow), and tested for goal orientation in the Morris water-maze. Results demonstrated that the learned orientation response is mediated by a time-compensated sun compass. Further investigations provided direct evidence that in ruin lizards an intact parietal eye is required to perform goal orientation under the sun inside a Morris water-maze, and that other brain photoreceptors, like the pineal or deep brain photoreceptors, are not involved in orientation.

  7. Effects of early training and nicotine treatment on the performance of male NMRI mice in the water maze.

    Science.gov (United States)

    Vicens, Paloma; Carrasco, M Carmen; Redolat, Rosa

    2003-01-01

    This research aimed to evaluate the effect of nicotine treatment and prior training on a spatial learning task in differently aged NMRI male mice. In a longitudinal study, mice were randomly assigned to one of 14 experimental groups receiving different combinations of chronically injected nicotine (0.35 mg/kg) administered for 10 days (5 days before and during 5 days acquisition of task) or control treatments and training in the water maze at different ages. The mice displayed shorter escape latencies when evaluated at 6 and 10 months than when tested in this task at 2 months for the first time, demonstrating that early training preserves performance in the water maze up to 8 months after the initial experience. Nicotine treatment did not significantly change performance in the water maze at any age tested. Early practice in a spatial reference memory task appears to have lasting consequences and can potentially contribute to preventing some age-related spatial learning deficits.

  8. The creativity maze

    DEFF Research Database (Denmark)

    Bourgeois-Bougrine, Samira; Glaveanu, Vlad Petre; Botella, Marion

    2014-01-01

    The present article aims to address a current gap in our understanding of creativity in screenplay writing by focusing on the cognitive, conative, affective, and environmental factors that come into play at different stages in the creative process. It reports a study employing in-depth interviews...... and or treatment), and, finally, intense periods of writing and rewriting the script. These 3 stages, and, in particular, the multiple and concrete decisions to be taken within each one of them, support a vision of the creative process in this domain metaphorically conceptualized as crossing a maze. Creators...

  9. Learning Android application testing

    CERN Document Server

    Blundell, Paul

    2015-01-01

    If you are an Android developer looking to test your applications or optimize your application development process, then this book is for you. No previous experience in application testing is required.

  10. Calcium channel antagonists suppress cross-tolerance to the anxiogenic effects of D-amphetamine and nicotine in the mouse elevated plus maze test.

    Science.gov (United States)

    Biala, Grazyna; Kruk, Marta

    2008-01-01

    The purpose of the current experiments was to examine the anxiety-related effects of repeated amphetamine and nicotine administration using the mouse elevated plus maze (EPM). d-amphetamine was administered daily for 8 days (2 mg/kg, i.p.). On the 9th day, mice were challenged with amphetamine (2 mg/kg, i.p.) or nicotine (0.1 mg/kg, s.c.), and were tested 30 min after this last injection. Additionally, a distinct group of mice was pretreated with nicotine (0.1 mg/kg, s.c., 6 days). These mice were subjected to nicotine (0.1 mg/kg, s.c.) or amphetamine (2 mg/kg, i.p.) challenge on the seventh day to see if full crossover effects developed after the pretreatment of both psychostimulant drugs. Moreover, the L-type voltage-dependent calcium channel antagonists nimodipine (5 and 10 mg/kg, i.p.), flunarizine (5 and 10 mg/kg, i.p.), verapamil (5 and 10 mg/kg, i.p.) and diltiazem (5 and 10 mg/kg, i.p.) were injected prior to each injection of chronic d-amphetamine or nicotine. We observed cross-tolerance to the anxiogenic effects of d-amphetamine and nicotine that was blunted by a pretreatment with calcium channel blockers. Overall our findings imply that similar neural calcium-dependent mechanisms are involved in the anxiety-related responses to chronic amphetamine and nicotine injections. As anxiety seems to be an important factor for the development of psychostimulant dependence, the L-type VDCC antagonists can offer an interesting approach for the pharmacotherapy of addiction, including amphetamine and/or nicotine dependence.

  11. Tests of the Aversive Summation Hypothesis in Rats: Effects of Restraint Stress on Consummatory Successive Negative Contrast and Extinction in the Barnes Maze

    Science.gov (United States)

    Ortega, Leonardo A.; Prado-Rivera, Mayerli A.; Cardenas-Poveda, D. Carolina; McLinden, Kristina A.; Glueck, Amanda C.; Gutierrez, German; Lamprea, Marisol R.; Papini, Mauricio R.

    2013-01-01

    The present research explored the effects of restraint stress on two situations involving incentive downshift: consummatory successive negative contrast (cSNC) and extinction of escape behavior in the Barnes maze. First, Experiment 1 confirmed that the restraint stress procedure used in these experiments increased levels of circulating…

  12. Critical neuropsychobiological analysis of panic attack- and anticipatory anxiety-like behaviors in rodents confronted with snakes in polygonal arenas and complex labyrinths: a comparison to the elevated plus- and T-maze behavioral tests

    Directory of Open Access Journals (Sweden)

    Norberto C. Coimbra

    Full Text Available Objective: To compare prey and snake paradigms performed in complex environments to the elevated plus-maze (EPM and T-maze (ETM tests for the study of panic attack- and anticipatory anxiety-like behaviors in rodents. Methods: PubMed was reviewed in search of articles focusing on the plus maze test, EPM, and ETM, as well as on defensive behaviors displayed by threatened rodents. In addition, the authors’ research with polygonal arenas and complex labyrinth (designed by the first author for confrontation between snakes and small rodents was examined. Results: The EPM and ETM tests evoke anxiety/fear-related defensive responses that are pharmacologically validated, whereas the confrontation between rodents and snakes in polygonal arenas with or without shelters or in the complex labyrinth offers ethological conditions for studying more complex defensive behaviors and the effects of anxiolytic and panicolytic drugs. Prey vs. predator paradigms also allow discrimination between non-oriented and oriented escape behavior. Conclusions: Both EPM and ETM simple labyrinths are excellent apparatuses for the study of anxiety- and instinctive fear-related responses, respectively. The confrontation between rodents and snakes in polygonal arenas, however, offers a more ethological environment for addressing both unconditioned and conditioned fear-induced behaviors and the effects of anxiolytic and panicolytic drugs.

  13. Critical neuropsychobiological analysis of panic attack- and anticipatory anxiety-like behaviors in rodents confronted with snakes in polygonal arenas and complex labyrinths: a comparison to the elevated plus- and T-maze behavioral tests.

    Science.gov (United States)

    Coimbra, Norberto C; Paschoalin-Maurin, Tatiana; Bassi, Gabriel S; Kanashiro, Alexandre; Biagioni, Audrey F; Felippotti, Tatiana T; Elias-Filho, Daoud H; Mendes-Gomes, Joyce; Cysne-Coimbra, Jade P; Almada, Rafael C; Lobão-Soares, Bruno

    2017-01-01

    To compare prey and snake paradigms performed in complex environments to the elevated plus-maze (EPM) and T-maze (ETM) tests for the study of panic attack- and anticipatory anxiety-like behaviors in rodents. PubMed was reviewed in search of articles focusing on the plus maze test, EPM, and ETM, as well as on defensive behaviors displayed by threatened rodents. In addition, the authors' research with polygonal arenas and complex labyrinth (designed by the first author for confrontation between snakes and small rodents) was examined. The EPM and ETM tests evoke anxiety/fear-related defensive responses that are pharmacologically validated, whereas the confrontation between rodents and snakes in polygonal arenas with or without shelters or in the complex labyrinth offers ethological conditions for studying more complex defensive behaviors and the effects of anxiolytic and panicolytic drugs. Prey vs. predator paradigms also allow discrimination between non-oriented and oriented escape behavior. Both EPM and ETM simple labyrinths are excellent apparatuses for the study of anxiety- and instinctive fear-related responses, respectively. The confrontation between rodents and snakes in polygonal arenas, however, offers a more ethological environment for addressing both unconditioned and conditioned fear-induced behaviors and the effects of anxiolytic and panicolytic drugs.

  14. The Blind Learning Aptitude Test.

    Science.gov (United States)

    Newland, T. Ernest

    A Blind Learning Aptitude Test (BLAT) was developed on the basis of sense of touch rather than on conventional experience, fine sensory discrimination, or verbal competency. From a pool of about 350 items, most of them used in testing intelligence in the sighted, a pool of 94 was selected and embossed after the manner of braille. A residual pool…

  15. Memory-Enhancing Activity of Palmatine in Mice Using Elevated Plus Maze and Morris Water Maze

    Directory of Open Access Journals (Sweden)

    Dinesh Dhingra

    2012-01-01

    Full Text Available The present study was designed to evaluate the effect of palmatine on memory of Swiss young male albino mice. Palmatine (0.1, 0.5, 1 mg/kg, i.p. and physostigmine (0.1 mg/kg, i.p. per se were administered for 10 successive days to separate groups of mice. Effect of drugs on learning and memory of mice was evaluated using elevated plus maze and Morris water maze. Brain acetylcholinesterase activity was also estimated. Effect of palmatine on scopolamine- and diazepam-induced amnesia was also investigated. Palmatine (0.5 and 1 mg/kg and physostigmine significantly improved learning and memory of mice, as indicated by decrease in transfer latency using elevated plus maze, and decrease in escape latency during training and increase in time spent in target quadrant during retrieval using Morris water maze. The drugs did not show any significant effect on locomotor activity of the mice. Memory-enhancing activity of palmatine (1 mg/kg was comparable to physostigmine. Palmatine (1 mg/kg significantly reversed scopolamine- and diazepam-induced amnesia in mice. Palmatine and physostigmine also significantly reduced brain acetylcholinesterase activity of mice. Thus, palmatine showed memory-enhancing activity in mice probably by inhibiting brain acetylcholinesterase activity, through involvement of GABA-benzodiazepine pathway, and due to its antioxidant activity.

  16. Post-training Inactivation of the Anterior Thalamic Nuclei Impairs Spatial Performance on the Radial Arm Maze

    Science.gov (United States)

    Harvey, Ryan E.; Thompson, Shannon M.; Sanchez, Lilliana M.; Yoder, Ryan M.; Clark, Benjamin J.

    2017-01-01

    The limbic thalamus, specifically the anterior thalamic nuclei (ATN), contains brain signals including that of head direction cells, which fire as a function of an animal's directional orientation in an environment. Recent work has suggested that this directional orientation information stemming from the ATN contributes to the generation of hippocampal and parahippocampal spatial representations, and may contribute to the establishment of unique spatial representations in radially oriented tasks such as the radial arm maze. While previous studies have shown that ATN lesions can impair spatial working memory performance in the radial maze, little work has been done to investigate spatial reference memory in a discrimination task variant. Further, while previous studies have shown that ATN lesions can impair performance in the radial maze, these studies produced the ATN lesions prior to training. It is therefore unclear whether the ATN lesions disrupted acquisition or retention of radial maze performance. Here, we tested the role of ATN signaling in a previously learned spatial discrimination task on a radial arm maze. Rats were first trained to asymptotic levels in a task in which two maze arms were consistently baited across training. After 24 h, animals received muscimol inactivation of the ATN before a 4 trial probe test. We report impairments in post-inactivation trials, suggesting that signals from the ATN modulate the use of a previously acquired spatial discrimination in the radial-arm maze. The results are discussed in relation to the thalamo-cortical limbic circuits involved in spatial information processing, with an emphasis on the head direction signal. PMID:28321178

  17. 论游泳训练对不同性别大鼠Morris 水迷宫测试成绩的影响%Influence of Swimming Training on Mature Rats of Different Genders in the Test of Morris Water Maze

    Institute of Scientific and Technical Information of China (English)

    潘华; 李强

    2012-01-01

    利用定位航行实验和空间探索实验在Morris水迷宫中对雄性、雌性大鼠进行为期9周的游泳训练,实验结果显示:游泳训练能显著提高雄性、雌性大鼠的学习和记忆能力,但雄性大鼠学习和记忆的能力优于雌性大鼠.%By means of place navigation test and spatial probe test in swimming Morris water maze on mature rats. The results show that swimming training can improve the rats' abilities to learn and to memorize. The male rats, however, prove superior to female ones in such abilities.

  18. Cloze, Maze, and Teacher Judgment

    Science.gov (United States)

    Pikulski, John J.; Pikulski, Edna C.

    1977-01-01

    When cloze and maze scores are compared with teacher judgment in establishing the independent, instructional, and fustration levels of students, both techniques tend to overestimate a child's ability. (HOD)

  19. Effects of 5-HT1A receptor agonists and NMDA receptor antagonists in the social interaction test and the elevated plus maze.

    Science.gov (United States)

    Dunn, R W; Corbett, R; Fielding, S

    1989-10-01

    The effects of several 5-HT1A agonists and excitatory amino acid antagonists were compared to the standard benzodiazepines, diazepam and chlordiazepoxide (CDP) in two assays predictive of anxiolytic activity, the social interaction and elevated plus maze procedures. Indicative of anxiolytic effects the 5-HT1A agonists, buspirone, gepirone and 8-hydroxy-2-(di-n-propylamino) tetralin (8-OH-DPAT) all significantly increased social interaction time and open arm exploration time in the social interaction and elevated plus maze procedures, respectively. Likewise, anxiolytic activity in these assays were also produced by the competitive N-methyl-D-aspartate (NMDA) antagonists, 2-amino-5-phosphonovaleric acid (AP-5), 2-amino-7-phosphonoheptanoic acid (AP-7), 3-(2-carboxypiperazin-4-yl)-propyl-1-phosphonic acid (CPP) and the non-competitive NMDA antagonist, (+)-5-methyl-10,11-dihydro-5H-dibenzo[a,d]cyclohepten-5,10-imine (MK-801) while NMDA produced anxiogenic effects. Furthermore, the anxiolytic effects of these agents were of equal magnitude to the benzodiazepines. These two classes of compounds were differentiated in the yohimbine-induced seizure assay, with the NMDA antagonists dose dependently antagonizing seizures similar to the benzodiazepines while the 5-HT1A agonists were inactive. These results suggest that the 5-HT1A agonists and the NMDA antagonists may be potential non-classical anxiolytic agents with different mechanisms of action.

  20. Y-maze Improving in the Power of Learning and Memory Research%Y型电迷宫在学习记忆研究方面的改良

    Institute of Scientific and Technical Information of China (English)

    冯婷; 李峰; 宋月晗; 刘燕; 刘思源

    2012-01-01

    TTo further apply the behavior methods of learning and memory scientifically, we accessed to relevant experimental results in recent years and integrated the problems and solutions in our multiple experiments, and finally summarized and explored the Y-maze's rational application. The experiment equipment, methods, and indicator choice of Y-maze experiment can be further detailed and more scientific. So it is necessary to make further experimental studies and theoretical studies on it%为进一步科学应用学习记忆的行为学方法,通过查阅近几年相关实验研究结果,结合本实验多次操作中遇到的问题及解决方法,总结并探讨Y型电迷宫的合理应用.Y型电迷宫的实验器材、方法以及指标的选择都可以进一步细节化、科学化,所以进一步的实验研究以及理论研究是十分必要的.

  1. Fast Escape from Quantum Mazes in Integrated Photonics

    CERN Document Server

    Caruso, Filippo; Ciriolo, Anna Gabriella; Sciarrino, Fabio; Osellame, Roberto

    2015-01-01

    Escaping from a complex maze, by exploring different paths with several decision-making branches in order to reach the exit, has always been a very challenging and fascinating task. Wave field and quantum objects may explore a complex structure in parallel by interference effects, but without necessarily leading to more efficient transport. Here, inspired by recent observations in biological energy transport phenomena, we demonstrate how a quantum walker can efficiently reach the output of a maze by partially suppressing the presence of interference. In particular, we show theoretically an unprecedented improvement in transport efficiency for increasing maze size with respect to purely quantum and classical approaches. In addition, we investigate experimentally these hybrid transport phenomena, by mapping the maze problem in an integrated waveguide array, probed by coherent light, hence successfully testing our theoretical results. These achievements may lead towards future bio-inspired photonics technologies...

  2. Daily running promotes spatial learning and memory in rats.

    Science.gov (United States)

    Alaei, Hojjatallah; Moloudi, Rohallah; Sarkaki, Ali Reza; Azizi-Malekabadi, Hamid; Hanninen, Osmo

    2007-01-01

    Previous studies have shown that physical activity improves learning and memory. Present study was performed to determine the effects of acute, chronic and continuous exercise with different periods on spatial learning and memory recorded as the latency and length of swim path in the Morris water maze testing in subsequent 8 days. Four rat groups were included as follows: 1- Group C (controls which did not exercise). 2- Group A (30 days treadmill running before and 8 days during the Morris water maze testing period). 3- Group B (30 days exercise before the Morris water maze testing period only) and 4- Group D (8 days exercise only during the Morris water maze testing period). The results showed that chronic (30 days) and continuous (during 8 days of Morris water maze testing days) treadmill training produced a significant enhancement in spatial learning and memory which was indicated by decreases in path length and latency to reach the platform in the Morris water maze test (p learning and memory in Morris water maze, but the benefits were lost in few days without daily running sessions in adult rats. Key pointsDaily running influence on spatial memory.The velocity of learning can be influenced by running activity.Path length is important parameter for measuring the speed of learning.

  3. Mazes and Maps: Can Young Children Find Their Way?

    Science.gov (United States)

    Jirout, Jamie J.; Newcombe, Nora S.

    2014-01-01

    Games provide important informal learning activities for young children, and spatial game play (e.g., puzzles and blocks) has been found to relate to the development of spatial skills. This study investigates 4- and 5-year-old children's use of scaled and unscaled maps when solving mazes, asking whether an important aspect of spatial…

  4. Testing to Learn: A Personal View of Language Testing

    Science.gov (United States)

    Tomlinson, Brian

    2005-01-01

    This article advocates making the provision of opportunities for learning the main objective of language testing. It recognizes the need for tests to be fair, valid, and reliable, but asserts the priority of what it calls "learning validity", in order to prevent time being wasted on language courses on tests, and the preparation for them. The…

  5. The differential role of alpha1- and alpha5-containing GABA(A) receptors in mediating diazepam effects on spontaneous locomotor activity and water-maze learning and memory in rats.

    Science.gov (United States)

    Savić, Miroslav M; Milinković, Marija M; Rallapalli, Sundari; Clayton, Terry; Joksimović, Sroan; Van Linn, Michael; Cook, James M

    2009-10-01

    The clinical use of benzodiazepines (BZs) is hampered by sedation and cognitive deterioration. Although genetic and pharmacological studies suggest that alpha1- and alpha5-containing GABA(A) receptors mediate and/or modulate these effects, their molecular substrate is not fully elucidated. By the use of two selective ligands: the alpha1-subunit affinity-selective antagonist beta-CCt, and the alpha5-subunit affinity- and efficacy-selective antagonist XLi093, we examined the mechanisms of behavioural effects of diazepam in the tests of spontaneous locomotor activity and water-maze acquisition and recall, the two paradigms indicative of sedative- and cognition-impairing effects of BZs, respectively. The locomotor-activity decreasing propensity of diazepam (significant at 1.5 and 5 mg/kg) was antagonized by beta-CCt (5 and 15 mg/kg), while it tended to be potentiated by XLi093 in doses of 10 mg/kg, and especially 20 mg/kg. Diazepam decreased acquisition and recall in the water maze, with a minimum effective dose of 1.5 mg/kg. Both antagonists reversed the thigmotaxis induced by 2 mg/kg diazepam throughout the test, suggesting that both GABA(A) receptor subtypes participate in BZ effects on the procedural component of the task. Diazepam-induced impairment in the declarative component of the task, as assessed by path efficiency, the latency and distance before finding the platform across acquisition trials, and also by the spatial parameters in the probe trial, was partially prevented by both, 15 mg/kg beta-CCt and 10 mg/kg XLi093. Combining a BZ with beta-CCt results in the near to control level of performance of a cognitive task, without sedation, and may be worth testing on human subjects.

  6. Male rats with same sex preference show high experimental anxiety and lack of anxiogenic-like effect of fluoxetine in the plus maze test.

    Science.gov (United States)

    García-Cárdenas, Nallely; Olvera-Hernández, Sandra; Gómez-Quintanar, Blanca Nelly; Fernández-Guasti, Alonso

    2015-08-01

    Homosexual men show a 2-4 higher risk to suffer anxiety in comparison with heterosexuals. It is unknown if biological factors collaborate to increase such incidence. Fluoxetine produces differential brain activation in homosexuals as compared with heterosexuals, suggesting that it may produce a divergent behavioral effect dependant on sex-preference. The first aim was to evaluate experimental anxiety in male rats that show same-sex preference in the elevated plus maze (EPM). The second goal explored the putative differential effect of fluoxetine (10mg/kg) in male rats with female and same-sex preference in the EPM. To induce same-sex preference males were prenatally treated with letrozole (0.56μg/kg, 10-20 gestation days), while controls were males prenatally treated with letrozole that retain female-preference or which mothers received oil. In both groups we found animals with male preference, but the proportion was higher in males that prenatally received letrozole (10 vs. 27%). Males with same-sex preference spent less time and showed lower number of entries to the open arms of the EPM than males that prefer females, regardless of the prenatal treatment. In males with female preference, fluoxetine reduced the time spent and number of entries to the open arms that was absent in males with same-sex preference. These data suggest that biological factors contribute to the high levels of anxiety in subjects with same-sex preference and that fluoxetine in men may produce a divergent action depending on sexual orientation.

  7. Anxiogenic effects of activation of NK-1 receptors of the dorsal periaqueductal gray as assessed by the elevated plus-maze, ultrasound vocalizations and tail-flick tests.

    Science.gov (United States)

    Bassi, Gabriel S; Nobre, Manoel J; de Araújo, João E; Brandão, Marcus L

    2007-12-01

    Ultrasound vocalizations (USVs) known as 22kHz are usual components of the defensive responses of rats exposed to threatening conditions. The amount of emission of 22kHz USVs depends on the intensity of the aversive stimuli. While moderate fear causes an anxiolytic-sensitive enhancement of the defensive responses, high fear tended to reduce the defensive performance of the animals to aversive stimuli. The dorsal periaqueductal gray (dPAG) is an important vocal center and a crucial structure for the expression of defensive responses. Substance P (SP) is involved in the modulation of the defensive response at this midbrain level, but the type of neurokinin receptors involved in this action is not completely understood. In this study we examined whether local injections of the selective NK-1 agonist SAR-MET-SP (10-100 pmol/0.2microL) into the dPAG (i) cause anxiogenic effects in the elevated plus-maze (EPM) (Exp. I), (ii) influence the novelty-induced 22kHz USVs recorded within the frequency range of 20-26kHz (Exp. II) and (iii) change the nociceptive reactivity to heat applied to the rat's tail (Exp III). The data obtained showed that SAR-MET-SP elicited significant "anxiety-like" behaviors, as revealed by the decrease in the number of entries into and time spent onto the open arms of the EPM. These anxiogenic effects were accompanied with antinociception and disruption of the novelty-induced increase in the number and duration of 22kHz USVs. These findings are in agreement with the notion that NK-1 receptors of the dPAG may be an important neurochemical target for new selective drugs aimed at the control of pathological anxiety states.

  8. Validating the Electric Maze Task as a Measure of Planning

    Science.gov (United States)

    Sheppard, Kelly W.; Cheatham, Carol L.

    2017-01-01

    The Electric Maze Task (EMT) is a novel planning task designed to allow flexible testing of planning abilities across a broad age range and to incorporate manipulations to test underlying planning abilities, such as working-memory and inhibitory control skills. The EMT was tested in a group of 63 typically developing 7- to 12-year-olds.…

  9. [Assessment of an educational maze for major trauma care teaching].

    Science.gov (United States)

    Cuisinier, A; Schilte, C; Declety, P; Baudrant, M; Picard, J; Berger, K; Bouzat, P; Gay, S; Falcon, D; Bosson, J-L; Payen, J-F; Albaladejo, P

    2012-11-01

    Assess efficacy, satisfaction and usefulness of an educational maze based on posters and audioguide for major trauma care teaching to medical students. The educational maze consists of posters with audio comments recorded in an audioguide. This tool was part of a larger educational program including medical simulation. Prospective, interventional, observational, monocentric study. STUDENT: Medical student of Grenoble University Hospital, in the four last years of medical school, following a training course in anesthesia, emergency medical services and intensive care units. Forty essentials key messages for major trauma management were included in 10 posters and audioguides. A first assessment with short opened answers was handed to the students at the end of the educational maze to assess their memorization. A second assessment with simple choice answers regarding satisfaction and usefulness of this new educational tool was realized at the end of the entire program. One hundred and eighty-four medical students attending the major trauma program were included in this study. On the first test, 75% of essential knowledge on major trauma management was memorized by more than 50% of the medical students. On the second test, 94% of medical students had a high satisfaction level of this educational maze. An educational maze based on posters and audioguides seems to be an efficient, useful tool for teaching essential knowledge on major trauma management to medical students. Copyright © 2012. Published by Elsevier SAS.

  10. Anxiolytic-like actions of toluene in the burying behavior and plus-maze tests: differences in sensitivity between 5-HT(1B) knockout and wild-type mice.

    Science.gov (United States)

    López-Rubalcava, C; Hen, R; Cruz, S L

    2000-10-01

    This paper compares the anxiolytic-like actions of toluene in two anxiety paradigms, the burying behavior and plus-maze tests, in 5-HT(1B) knockout (KO) and 129/Sv-ter wild-type (WT) mice. Static exposures were conducted in 29-l gas chromatographic jars. Animals were exposed to toluene (0, 1000, 2000 or 4000 ppm; n=8-12, each) for 30 min, and immediately after, tested in one of the anxiety paradigms. Motor coordination was evaluated in the rota-rod test in independent groups of mice. Toluene produced a dose-dependent decrease in anxiety-like levels in both anxiety paradigms and in both the strains. However, toluene exerted its effects at lower concentrations in KO mice than in the WT strain. These results cannot be attributed to a decrease in motor coordination since all the animals behaved similarly in the rota-rod test, regardless of the treatment. To discard any inherent difference in the nociception threshold between strains, mice were tested in the hot plate immediately after being exposed to either air or toluene. Toluene increased nociception in a similar fashion in both the strains. Our results suggest that 5-HT(1B) KO mice are more sensitive to those of toluene's actions related to anxiety, but not to those related with motor coordination or nociception. Data are discussed in terms of toluene's mechanisms of action and on differences between WT and KO animals.

  11. Learning selenium testing tools with Python

    CERN Document Server

    Gundecha, Unmesh

    2014-01-01

    If you are a quality testing professional, or a software or web application developer looking to create automation test scripts for your web applications, with an interest in Python, then this is the perfect guide for you. Python developers who need to do Selenium testing need not learn Java, as they can directly use Selenium for testing with this book.

  12. Mental walking through a complex maze influences lateralized ultradian rhythms.

    Science.gov (United States)

    Meier-Koll, A; Albrecht, U; Neuschwander, D

    1998-12-01

    Subjects of two experimental groups, 10 males and 10 females in each group, explored artificial environments represented by compact city mazes. The mazes, a simple and a complex one, were generated by means of a computer program. After turning the program on, a scene with houses, streets, and alleys appeared on a TV screen. The subjects sat in front of the screen and manoeuvered through the simple or the complex maze with the help of a hand-operated device. Correspondingly the street scenes changed in such a way that the subject had the illusion of a normal pace. Each subject explored one maze for eight hours. Every 15 min. an experimenter interrupted the subject's walk and measured tactile discrimination in either hand. Ultradian periodic variations in the tactile error rate of the right and left hands with periods of 2 or 3 hours are found. They are considered manifestations of endogenous rhythms operating separately in the left and right cerebral hemispheres. As demonstrated in a previous paper, lateralized ultradian rhythms in tactile discrimination are different for males and females when tested under quiet laboratory conditions. The present paper shows that the rhythms are specifically influenced in both sexes by the spatial complexity of an artificial environment (maze). These findings are discussed from an evolutionary point of view.

  13. Spatial learning by mice in three dimensions.

    Science.gov (United States)

    Wilson, Jonathan J; Harding, Elizabeth; Fortier, Mathilde; James, Benjamin; Donnett, Megan; Kerslake, Alasdair; O'Leary, Alice; Zhang, Ningyu; Jeffery, Kate

    2015-08-01

    We tested whether mice can represent locations distributed throughout three-dimensional space, by developing a novel three-dimensional radial arm maze. The three-dimensional radial maze, or "radiolarian" maze, consists of a central spherical core from which arms project in all directions. Mice learn to retrieve food from the ends of the arms without omitting any arms or re-visiting depleted ones. We show here that mice can learn both a standard working memory task, in which all arms are initially baited, and also a reference memory version in which only a subset are ever baited. Comparison with a two-dimensional analogue of the radiolarian maze, the hexagon maze, revealed equally good working-memory performance in both mazes if all the arms were initially baited, but reduced working and reference memory in the partially baited radiolarian maze. This suggests intact three-dimensional spatial representation in mice over short timescales but impairment of the formation and/or use of long-term spatial memory of the maze. We discuss potential mechanisms for how mice solve the three-dimensional task, and reasons for the impairment relative to its two-dimensional counterpart, concluding with some speculations about how mammals may represent three-dimensional space.

  14. Effects of Amphetamine and β-Endorphin Fragments on Maze Performance in Rats

    NARCIS (Netherlands)

    Boer, S. de; Bohus, B.

    1990-01-01

    Fragments of β-endorphin and amphetamine cause similar effects in some tests of maze behavior in rats. The present study served to compare the influence of amphetamine and two β-endorphin fragments [β-endorphin (βE)-(2-9) and βE-(2-16)] on maze behavior in more detail. In Experiment I no significant

  15. Effects of amphetamine and beta-endorphin fragments on maze performance in rats

    NARCIS (Netherlands)

    Bohus, B; de Boer, S.F.

    1990-01-01

    Fragments of beta-endorphin and amphetamine cause similar effects in some tests of maze behavior in rats. The present study served to compare the influence of amphetamine and two beta-endorphin fragments [beta-endorphin (beta E)-(2-9) and beta E-(2-16)] on maze behavior in more detail. In Experiment

  16. Relations between open-field, elevated plus-maze, and emergence tests in C57BL/6JIco and BALB/cAnN@Ico mice injected with ethanol.

    Science.gov (United States)

    Lalonde, R; Strazielle, C

    2012-04-01

    The effects of ethanol were examined on three tests of exploratory activity in two mouse strains. Although ethanol reduced open-field rearing in both strains, it increased ambulation only in the less active BALB/cAnN@Ico strain, not in the C57BL/6JIco strain. Likewise, ethanol increased open and enclosed arm entries in the elevated plus-maze only in the more anxious BALB/cAnN@Ico strain. However, both strains injected with ethanol emerged faster than placebo from a small chamber at doses not affecting behaviors in the other two tests. Significant correlations were found between emergence latencies on one hand and either slow stereotyped movements or open and enclosed arm entries on the other. The strain-specific effects may be attributable to differences in GABA(A) -related receptor binding or catalase activity. © 2011 The Authors Fundamental and Clinical Pharmacology © 2011 Société Française de Pharmacologie et de Thérapeutique.

  17. Differential requirements of hippocampal de novo protein and mRNA synthesis in two long-term spatial memory tests: Spontaneous place recognition and delay-interposed radial maze performance in rats.

    Science.gov (United States)

    Ozawa, Takaaki; Yamada, Kazuo; Ichitani, Yukio

    2017-01-01

    Hippocampal de novo mRNA and protein synthesis has been suggested to be critical for long-term spatial memory. However, its requirement in each memory process (i.e. encoding, consolidation and retrieval) and the differences in the roles of de novo mRNA and protein synthesis in different situations where spatial memory is tested have not been thoroughly investigated. To address these questions, we examined the effects of hippocampal administration of the protein synthesis inhibitors, anisomycin (ANI) and emetine (EME), as well as that of an mRNA synthesis inhibitor, 5,6-dichlorobenzimidazole 1-β-D-ribofuranoside (DRB), on rat performance in two long-term spatial memory tests. In a spontaneous place recognition test with a 6 h delay, ANI, administered either before or immediately after the sample phase, but not before the test phase, eliminated the exploratory preference for the object in a novel place. This amnesic effect was replicated by both EME and DRB. In a 6 h delay-interposed radial maze task, however, administering ANI before the first-half and before the second-half, but not immediately or 2 h after the first-half, impaired performance in the second-half. This disruptive effect of ANI was successfully replicated by EME. However, DRB administered before the first-half performance did not impair the second-half performance, while it did impair it if injected before the second-half. None of these drugs caused amnesic effects during the short (5 min)/non-delayed conditions in either tests. These results suggest that 1) hippocampal protein synthesis is required for the consolidation of spatial memory, while mRNA synthesis is not necessarily required, and 2) hippocampal mRNA and protein synthesis requirement for spatial memory retrieval depends on the types of memory tested, probably because their demands are different.

  18. Differential requirements of hippocampal de novo protein and mRNA synthesis in two long-term spatial memory tests: Spontaneous place recognition and delay-interposed radial maze performance in rats

    Science.gov (United States)

    Ozawa, Takaaki; Yamada, Kazuo; Ichitani, Yukio

    2017-01-01

    Hippocampal de novo mRNA and protein synthesis has been suggested to be critical for long-term spatial memory. However, its requirement in each memory process (i.e. encoding, consolidation and retrieval) and the differences in the roles of de novo mRNA and protein synthesis in different situations where spatial memory is tested have not been thoroughly investigated. To address these questions, we examined the effects of hippocampal administration of the protein synthesis inhibitors, anisomycin (ANI) and emetine (EME), as well as that of an mRNA synthesis inhibitor, 5,6-dichlorobenzimidazole 1-β-D-ribofuranoside (DRB), on rat performance in two long-term spatial memory tests. In a spontaneous place recognition test with a 6 h delay, ANI, administered either before or immediately after the sample phase, but not before the test phase, eliminated the exploratory preference for the object in a novel place. This amnesic effect was replicated by both EME and DRB. In a 6 h delay-interposed radial maze task, however, administering ANI before the first-half and before the second-half, but not immediately or 2 h after the first-half, impaired performance in the second-half. This disruptive effect of ANI was successfully replicated by EME. However, DRB administered before the first-half performance did not impair the second-half performance, while it did impair it if injected before the second-half. None of these drugs caused amnesic effects during the short (5 min)/non-delayed conditions in either tests. These results suggest that 1) hippocampal protein synthesis is required for the consolidation of spatial memory, while mRNA synthesis is not necessarily required, and 2) hippocampal mRNA and protein synthesis requirement for spatial memory retrieval depends on the types of memory tested, probably because their demands are different. PMID:28178292

  19. Learning Digital Test and Diagnostics via Internet

    Directory of Open Access Journals (Sweden)

    Heinz-Dietrich Wuttke

    2007-02-01

    Full Text Available An environment targeted to e-learning is presented for teaching design and test of electronic systems. The environment consists of a set of Java applets, and of web based access to the hardware equipments, which can be used in the classroom, for learning at home, in laboratory research and training, or for carrying out testing of students during exams. The tools support university courses on digital electronics, computer hardware, testing and design for testability to learn by hands-on exercises how to design digital systems, how to make them testable, how to build self-testing systems, how to generate test patterns, how to analyze the quality of tests, and how to localize faults in hardware. The tasks chosen for hands-on training represent simultaneously research problems, which allow to fostering in students critical thinking, problem solving skills and creativity.

  20. The effect of testing on skills learning

    DEFF Research Database (Denmark)

    Kromann, Charles B; Jensen, Morten L; Ringsted, Charlotte

    2009-01-01

    OBJECTIVES: In addition to the extrinsic effects of assessment and examinations on students' study habits, testing can have an intrinsic effect on the memory of studied material. Whether this testing effect also applies to skills learning is not known. However, this is especially interesting...... in view of the need to maximise learning outcomes from costly simulation-based courses. This study was conducted to determine whether testing as the final activity in a skills course increases learning outcome compared with an equal amount of time spent practising the skill. METHODS: We carried out...... = 41; mean score 82.8%, 95% confidence interval [CI] 79.4-86.2) compared with the control group (n = 40; mean score 73.3%, 95% CI 70.5-76.1) (P skills course for medical students increases learning outcome...

  1. Variants of the Morris water maze task to comparatively assess human and rodent place navigation.

    Science.gov (United States)

    Schoenfeld, Robby; Schiffelholz, Thomas; Beyer, Christian; Leplow, Bernd; Foreman, Nigel

    2017-03-01

    Performance in the Morris water maze has been widely used in routine behavioural studies of rodents. Since the advent of computer-based virtual environments, adaptations of the water maze have become available for human research. Despite decades of comparative neuroscience, formal comparisons of human and animal place navigation performance are rare. We studied 36 subjects, 18 young male mice in a Morris water maze and 18 male students in a virtual version. Quantitative measures (escape latencies, distances and platform crossings) indicated no discernable differences between human and rodent performance, reinforcing the task's general validity and its implied cross-species comparability. However, we extracted, using an a priori free classification method, qualitatively different movement patterns for mice and humans, patterns that reflect the probable strategy that individuals might have been using to solve the task. Our results indicated young male students to have most likely solved the maze by means of spatial strategies whereas mice were observed more often to have adopted non-spatial strategies. These differences could be attributed to differences in our maze setups (spatial cues, task instruction, training protocol, motivation) and gave further hints that maze learning depends on many factors. In summary performance on both spatial tasks was equivalent in humans and mice but the kind of maze learning that was used to achieve maximum performance was different. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. Changes in the biogenic amine content of the prefrontal cortex, amygdala, dorsal hippocampus, and nucleus accumbens of rats submitted to single and repeated sessions of the elevated plus-maze test

    Directory of Open Access Journals (Sweden)

    Carvalho M.C.

    2005-01-01

    Full Text Available It has been demonstrated that exposure to a variety of stressful experiences enhances fearful reactions when behavior is tested in current animal models of anxiety. Until now, no study has examined the neurochemical changes during the test and retest sessions of rats submitted to the elevated plus maze (EPM. The present study uses a new approach (HPLC by looking at the changes in dopamine and serotonin levels in the prefrontal cortex, amygdala, dorsal hippocampus, and nucleus accumbens in animals upon single or double exposure to the EPM (one-trial tolerance. The study involved two experiments: i saline or midazolam (0.5 mg/kg before the first trial, and ii saline or midazolam before the second trial. For the biochemical analysis a control group injected with saline and not tested in the EPM was included. Stressful stimuli in the EPM were able to elicit one-trial tolerance to midazolam on re-exposure (61.01%. Significant decreases in serotonin contents occurred in the prefrontal cortex (38.74%, amygdala (78.96%, dorsal hippocampus (70.33%, and nucleus accumbens (73.58% of the animals tested in the EPM (P < 0.05 in all cases in relation to controls not exposed to the EPM. A significant decrease in dopamine content was also observed in the amygdala (54.74%, P < 0.05. These changes were maintained across trials. There was no change in the turnover rates of these monoamines. We suggest that exposure to the EPM causes reduced monoaminergic neurotransmission activity in limbic structures, which appears to underlie the "one-trial tolerance" phenomenon.

  3. Low dose prenatal alcohol exposure does not impair spatial learning and memory in two tests in adult and aged rats.

    Directory of Open Access Journals (Sweden)

    Carlie L Cullen

    Full Text Available Consumption of alcohol during pregnancy can have detrimental impacts on the developing hippocampus, which can lead to deficits in learning and memory function. Although high levels of alcohol exposure can lead to severe deficits, there is a lack of research examining the effects of low levels of exposure. This study used a rat model to determine if prenatal exposure to chronic low dose ethanol would result in deficits in learning and memory performance and if this was associated with morphological changes within the hippocampus. Sprague Dawley rats were fed a liquid diet containing 6% (vol/vol ethanol (EtOH or an isocaloric control diet throughout gestation. Male and Female offspring underwent behavioural testing at 8 (Adult or 15 months (Aged of age. Brains from these animals were collected for stereological analysis of pyramidal neuron number and dendritic morphology within the CA1 and CA3 regions of the dorsal hippocampus. Prenatal ethanol exposed animals did not differ in spatial learning or memory performance in the Morris water maze or Y maze tasks compared to Control offspring. There was no effect of prenatal ethanol exposure on pyramidal cell number or density within the dorsal hippocampus. Overall, this study indicates that chronic low dose prenatal ethanol exposure in this model does not have long term detrimental effects on pyramidal cells within the dorsal hippocampus or impair spatial learning and memory performance.

  4. Language Learning Strategies and Test Anxiety

    Science.gov (United States)

    Shomoossi, Nematullah; Kooshan, Mohsen; Ketabi, Saeed

    2008-01-01

    The role of learner's strategies and skills in learning a foreign language has been investigated in the last three decades. However, the part it plays in ESP achievement tests is not seriously treated. Moreover, as students take the final exam, their chief complaint concerns the idea of test anxiety as a debilitating factor. Therefore, the present…

  5. Strain-dependent effects of diazepam and the 5-HT2B/2C receptor antagonist SB 206553 in spontaneously hypertensive and Lewis rats tested in the elevated plus-maze

    Directory of Open Access Journals (Sweden)

    Takahashi R.N.

    2001-01-01

    Full Text Available The 5-HT2B/2C receptor antagonist SB 206553 exerts anxiolytic effects in rat models of anxiety. However, these effects have been reported for standard rat strains, thus raising the issue of SB 206553 effects in rat strains displaying different levels of anxiety. Herein, the effects of SB 206553 in a 5-min elevated plus-maze test of anxiety were compared to those of the reference anxiolytic, diazepam, in two rat strains respectively displaying high (Lewis rats and low (spontaneously hypertensive rats, SHR anxiety. Diazepam (0.37, 0.75, or 1.5 mg/kg; 30 min before testing increased in a dose-dependent manner the behavioral measures in SHR, but not in Lewis rats. On the other hand, SB 206553 (1.25, 2.5, or 5 mg/kg; 30 min before testing failed to alter the anxiety parameters in both strains, whereas it increased closed arm entries in Lewis rats, suggesting that it elicited hyperactivity in the latter strain. Accordingly, the hypolocomotor effect of the nonselective 5-HT2B/2C receptor agonist m-chlorophenylpiperazine (1.5 mg/kg ip 20 min before a 15-min exposure to an activity cage was prevented by the 1.25 and 2.5 mg/kg doses of SB 206553 in Lewis rats and SHR, respectively. Compared with SHR, Lewis rats may display a lower response to benzodiazepine-mediated effects and a more efficient control of locomotor activity by 5-HT2B/2C receptors.

  6. Oral buspirone causes a shift in the dose-response curve between the elevated-plus maze and Vogel conflict tests in Long-Evans rats: relation of brain levels of buspirone and 1-PP to anxiolytic action.

    Science.gov (United States)

    Vaidya, A H; Rosenthal, D I; Lang, W; Crooke, J J; Benjamin, D; Ilyin, S E; Reitz, A B

    2005-05-01

    Most studies concerning the effects of oral buspirone in the rat elevated plus-maze (EPM) test, spontaneous motor activity (SMA) test, and Vogel conflict (VC) test have used Sprague-Dawley or Wistar rats. Although it has been documented that the behavior of Long-Evans rats is more sensitive to detection of anxiolytics when compared to the aforementioned strains, the effects of oral buspirone have not been fully characterized in the Long-Evans strain in the EPM and VC tests. Thus, we studied the effects of orally administered buspirone (0.03-10.0 mg/kg) in the EPM, SMA, and VC (0.3-60.0 mg/kg) tests in Long-Evans rats. In a separate experiment, brain and plasma concentrations of buspirone and 1-(2-pyrimidinyl)-piperazine (1-PP) were determined after oral administration of buspirone (0.3 and 10 mg/kg) to relate the behavioral effects of buspirone with brain and plasma concentrations of buspirone and 1-PP. Our results showed that buspirone exhibited an inverted-U-shaped dose-response curve in both the EPM and the VC tests. In the EPM, buspirone produced anxiolytic activity in a low, narrow dose-range (0.03, 0.1, 0.3 mg/kg, p.o.) with maximum efficacy at 0.3 mg/kg, whereas in the VC test, significant anxiolytic activity was observed in a high, narrow dose-range (10, 30 mg/kg, p.o.) with maximum efficacy occurring at 10 mg/kg. In the SMA test, buspirone (10 mg/kg, p.o.) significantly decreased horizontal activity and vertical movements suggestive of sedation. Also, one hour following oral doses of buspirone (0.3 and 10 mg/kg), both buspirone and 1-PP concentrations were higher in brain when compared with those in plasma. Additionally, the concentrations of 1-PP were always higher in brain and in plasma compared with the concentrations of buspirone. Of particular interest is our finding of the shift in the dose-response curve between the EPM and VC tests. This shift in the dose-response curve is discussed in relation to brain levels of buspirone and 1-PP levels and their

  7. Improving Students’ English Pronunciation Ability Through Go Fish Game and Maze Game

    Directory of Open Access Journals (Sweden)

    Dwi Astuti Wahyu Nurhayati

    2015-12-01

    Full Text Available The problem highlighted in this research is the low pronunciation ability of Kindergarten students in Al-Irsyad  Madiun  that is caused by (1 the uninteresting activities in learning English; (2 the students' difficulties in pronunciating English words; (3 the students' low motivation in learning. The theoretical review includes the young learners characteristics, games in language, games for young learners. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. In this research, the researcher acts as the teacher who conducts the action research in the classroom and she is helped by the classsroom teacher. In collecting the data, the researcher uses observational technique supported with tests. In analyzing the data, the researcher uses the field notes, teacher's diaries, students ‘work supported with the cassette recording and photograph,then also compares the result of the students' pre-test and post-test to answer the research questions. There is significant improvement in the result of pre-test and post-test of cycle 1 and 2. In cycle 1, t0 (2.55734 is higher than tt (1.73 and in cycle 2, t0 (6.765738 is also higher than tt (1.73. From these two results, therefore, h0 is rejected and the alternative hypothesis (ha is accepted. They practice their pronunciation through taking turn and asking each other for cards to match those they have in their hands, arranging a word and sticking on alphabet, pronunciating the word, giving the meaning, hen making a sentence such as Go Fish Game and Maze Game. By conducting these games, using interesting media, creating various interesting tasks and activities can increase the students' motivation in learning English and pronunciation ability.Keywords: Improving, pronunciation, ability,  go fish and Maze games

  8. Sex differences in ICR mice in the Morris water maze task.

    Science.gov (United States)

    Ge, J F; Qi, C C; Qiao, J P; Wang, C W; Zhou, N J

    2013-01-01

    The Morris water maze (MWM) is one of the most common tasks used to assess spatial learning and memory ability in rodents. Genetic strain and gender are two prominent variants that influence spatial performance. Although it was reported that ICR (Institute of Cancer Research) mice exhibited an unchanged baseline performance in the training phase of the MWM task, this outbred strain has been widely used in learning and memory studies, and little is known regarding the effects of sex on behavioral performance. In this study, we demonstrated that both male and female ICR mice could complete the MWM task. Furthermore, a significant sex difference was observed, with females having shorter escape latencies and longer durations in the target quadrant in both the acquisition and test phases. Our findings emphasize the necessity of careful examination of not only the strain effect on behavioral performance but also the sex effect.

  9. Effects of an early experience involving training in a T-maze under either denial or receipt of expected reward through maternal contact.

    Directory of Open Access Journals (Sweden)

    Antonios eStamatakis

    2013-11-01

    Full Text Available The mother is the most salient stimulus for the developing pups and a number of early experience models employ manipulation of the mother-infant interaction. We have developed a new model which in addition to changes in maternal behavior includes a learning component on the part of the pups. More specifically, pups were trained in a T-maze and either received (RER rats or were denied (DER the reward of maternal contact, during postnatal days 10—13.Pups of both experimental groups learn the T-maze, but the RER do so more efficiently utilizing a procedural-type of learning and memory with activation of the dorsal basal ganglia. On the other hand, the DER experience leads to activation of the hippocampus, prefrontal cortex and amygdala in the pups.In adulthood, male DER animals exhibit better mnemonic abilities in the Morris water maze and higher activation of the hippocampus, while they have decreased brain serotonergic activity, exhibit a depressive-like phenotype and proactive aggressive behavior in the resident-intruder test. On the other hand, male RER animals assume a reactive coping style in this test, showed increased emotionality as well as freezing in the memory test following both contextual and cued fear conditioning.

  10. [Glass maze in women's leadership].

    Science.gov (United States)

    Barberá Heredia, Ester; Ramos López, Amparo; Candela Agulló, Carlos

    2011-04-01

    Psychological gender discrimination explanations have changed over the past thirty years, becoming more complex in order to obtain a better understanding of the social reality. At the present moment, one of the most interesting research areas is the one referring to the 'glass maze' phenomenon in women's management careers. The main purpose of this work is to reveal the theoretical evolution in an attempt to explain the leadership study from a gender perspective. The consecutive hypotheses, starting with the labour sexual division idea, are becoming more interactive in order to understand the current labour-social situation. Social psychology has underlined the role of beliefs, observed via gender stereotyped roles, prejudiced attitudes against women, sexist and neo-sexist ideology, or masculine, feminine and androgynous identity development. New psychological interpretations insist on the variability of the gender concept, where gender is sometimes observed through men and women's behaviours, and other times through those behaviour expectations. But gender is mainly observed though the power relations between men and women during social interactions in labour organizations.

  11. A Comprehensive Behavioral Test Battery to Assess Learning and Memory in 129S6/Tg2576 Mice.

    Science.gov (United States)

    Wolf, Andrea; Bauer, Björn; Abner, Erin L; Ashkenazy-Frolinger, Tal; Hartz, Anika M S

    2016-01-01

    Transgenic Tg2576 mice overexpressing human amyloid precursor protein (hAPP) are a widely used Alzheimer's disease (AD) mouse model to evaluate treatment effects on amyloid beta (Aβ) pathology and cognition. Tg2576 mice on a B6;SJL background strain carry a recessive rd1 mutation that leads to early retinal degeneration and visual impairment in homozygous carriers. This can impair performance in behavioral tests that rely on visual cues, and thus, affect study results. Therefore, B6;SJL/Tg2576 mice were systematically backcrossed with 129S6/SvEvTac mice resulting in 129S6/Tg2576 mice that lack the rd1 mutation. 129S6/Tg2576 mice do not develop retinal degeneration but still show Aβ accumulation in the brain that is comparable to the original B6;SJL/Tg2576 mouse. However, comprehensive studies on cognitive decline in 129S6/Tg2576 mice are limited. In this study, we used two dementia mouse models on a 129S6 background--scopolamine-treated 129S6/SvEvTac mice (3-5 month-old) and transgenic 129S6/Tg2576 mice (11-13 month-old)-to establish a behavioral test battery for assessing learning and memory. The test battery consisted of five tests to evaluate different aspects of cognitive impairment: a Y-Maze forced alternation task, a novel object recognition test, the Morris water maze, the radial arm water maze, and a Y-maze spontaneous alternation task. We first established this behavioral test battery with the scopolamine-induced dementia model using 129S6/SvEvTac mice and then evaluated 129S6/Tg2576 mice using the same testing protocol. Both models showed distinctive patterns of cognitive impairment. Together, the non-invasive behavioral test battery presented here allows detecting cognitive impairment in scopolamine-treated 129S6/SvEvTac mice and in transgenic 129S6/Tg2576 mice. Due to the modular nature of this test battery, more behavioral tests, e.g. invasive assays to gain additional cognitive information, can easily be added.

  12. Strengthening concept learning by repeated testing.

    Science.gov (United States)

    Wiklund-Hörnqvist, Carola; Jonsson, Bert; Nyberg, Lars

    2014-02-01

    The aim of this study was to examine whether repeated testing with feedback benefits learning compared to rereading of introductory psychology key-concepts in an educational context. The testing effect was examined immediately after practice, after 18 days, and at a five-week delay in a sample of undergraduate students (n = 83). The results revealed that repeated testing with feedback significantly enhanced learning compared to rereading at all delays, demonstrating that repeated retrieval enhances retention compared to repeated encoding in the short- and the long-term. In addition, the effect of repeated testing was beneficial for students irrespectively of working memory capacity. It is argued that teaching methods involving repeated retrieval are important to consider by the educational system.

  13. Testing, Teaching, Learning: Who Is in Charge?

    Science.gov (United States)

    Resnick, Lauren B.; Schantz, Faith

    2017-01-01

    It is nearly impossible today to discuss education without considering testing and evaluation. In the opening article of this volume, professors Baird, Andrich, Hopfenbeck, and Stobart (2017) lay out the challenge of putting learning and teaching first, tracing the development of the science of educational assessment and raising the question…

  14. Sequential Tests for Large Scale Learning

    NARCIS (Netherlands)

    Korattikara, A.; Chen, Y.; Welling, M.

    2016-01-01

    We argue that when faced with big data sets, learning and inference algorithms should compute updates using only subsets of data items. We introduce algorithms that use sequential hypothesis tests to adaptively select such a subset of data points. The statistical properties of this subsampling proce

  15. An automated maze task for assessing hippocampus-sensitive memory in mice.

    Science.gov (United States)

    Pioli, Elsa Y; Gaskill, Brianna N; Gilmour, Gary; Tricklebank, Mark D; Dix, Sophie L; Bannerman, David; Garner, Joseph P

    2014-03-15

    Memory deficits associated with hippocampal dysfunction are a key feature of a number of neurodegenerative and psychiatric disorders. The discrete-trial rewarded alternation T-maze task is highly sensitive to hippocampal dysfunction. Normal mice have spontaneously high levels of alternation, whereas hippocampal-lesioned mice are dramatically impaired. However, this is a hand-run task and handling has been shown to impact crucially on behavioural responses, as well as being labour-intensive and therefore unsuitable for high-throughput studies. To overcome this, a fully automated maze was designed. The maze was attached to the mouse's home cage and the subject earned all of its food by running through the maze. In this study the hippocampal dependence of rewarded alternation in the automated maze was assessed. Bilateral hippocampal-lesioned mice were assessed in the standard, hand-run, discrete-trial rewarded alternation paradigm and in the automated paradigm, according to a cross-over design. A similarly robust lesion effect on alternation performance was found in both mazes, confirming the sensitivity of the automated maze to hippocampal lesions. Moreover, the performance of the animals in the automated maze was not affected by their handling history whereas performance in the hand-run maze was affected by prior testing history. By having more stable performance and by decreasing human contact the automated maze may offer opportunities to reduce extraneous experimental variation and therefore increase the reproducibility within and/or between laboratories. Furthermore, automation potentially allows for greater experimental throughput and hence suitability for use in assessment of cognitive function in drug discovery.

  16. Cognitive and Neural Determinants of Response Strategy in the Dual-Solution Plus-Maze Task

    Science.gov (United States)

    De Leonibus, Elvira; Costantini, Vivian J. A.; Massaro, Antonio; Mandolesi, Georgia; Vanni, Valentina; Luvisetto, Siro; Pavone, Flaminia; Oliverio, Alberto; Mele, Andrea

    2011-01-01

    Response strategy in the dual-solution plus maze is regarded as a form of stimulus-response learning. In this study, by using an outcome devaluation procedure, we show that it can be based on both action-outcome and stimulus-response habit learning, depending on the amount of training that the animals receive. Furthermore, we show that…

  17. Angiotensin II AT1 receptor blockade by telmisartan reduces impairment of spatial maze performance induced by both acute and chronic stress.

    Science.gov (United States)

    Wincewicz, Dominik; Braszko, Jan J

    2015-09-01

    Despite recognition of stress as a causation of severe neuropsychological dysfunctions, no casual and clinically effective anti-stress therapeutic strategy has yet been found. We have previously shown that blockade of initial stress response by angiotensin receptor blockers alleviates the negative effect of prolonged stress on cognitive non-spatial functions of rats. Here we aimed to find whether telmisartan reduces stress-related memory decline in spatial hippocampal-dependent learning tasks conditioned upon differences in level of stress induced by aversive nature of memory tests. Male Wistar rats were exposed to chronic restraint stress for three weeks and daily treated with either vehicle or telmisartan (1 mg/kg). Afterwards rats were tested in three spatial learning and memory paradigms: Morris water maze (MWM), radial arm maze (RAM), and Barnes maze (BM). Stressed animals demonstrated significantly impaired performance in all the tests, which was normalized in the animals stressed and treated with telmisartan. Interestingly, despite the fact that MWM and RAM are more stressful, which affects animal behavior, therefore considered less sensitive than BM, more significant effect of telmisartan was found in MWM and RAM than BM. AT1 angiotensin receptor blockade attenuates negative effect of both acute and chronic stress on spatial memory. © The Author(s) 2014.

  18. Age Sensitivity of Behavioral Tests and Brain Substrates of Normal Aging in Mice

    OpenAIRE

    Kennard, John A.; Woodruff-Pak, Diana S.

    2011-01-01

    Knowledge of age sensitivity, the capacity of a behavioral test to reliably detect age-related changes, has utility in the design of experiments to elucidate processes of normal aging. We review the application of these tests in studies of normal aging and compare and contrast the age sensitivity of the Barnes maze, eyeblink classical conditioning, fear conditioning, Morris water maze, and rotorod. These tests have all been implemented to assess normal age-related changes in learning and memo...

  19. Planning in human children (Homo sapiens) assessed by maze problems on the touch screen.

    Science.gov (United States)

    Miyata, Hiromitsu; Itakura, Shoji; Fujita, Kazuo

    2009-02-01

    The authors examined how human children perform on maze tasks on the touch screen and whether the children plan the solution of the mazes. In Experiment 1, the authors exposed children around 3 years of age to a maze having an L-shaped line as a barrier that can be solved by moving an illustration of a dog (the target) to that of a bone (the goal) with their fingers. The participants successfully solved the maze by taking efficient routes more frequently than chance, although the authors found no evidence that a preview of the maze before starting to solve the task facilitated their performance. In Experiment 2, using a plus-shaped maze, the authors found that 3- and 4-year-old children plan and adjust their moves while solving the maze, with 4-year-olds showing more advanced and higher-level planning than 3-year-olds. Similarity of these results to what the authors previously found in pigeons tested in the same tasks may suggest an analogy for planning capacity in the behavioral level across taxa and developmental stages.

  20. Anti-anxiety Effect of Wendan Tablets on Mice in Elevated Plus Maze Test%温胆片对高架十字迷宫实验小鼠的抗焦虑作用

    Institute of Scientific and Technical Information of China (English)

    刘小河; 周平; 孙大定; 杨忠奇; 冼绍祥

    2012-01-01

    目的 观察温胆片在小鼠高架十字迷宫实验中的抗焦虑作用.方法 50只小鼠随机分为正常对照组,地西泮组,温胆片低、中、高剂量组.其中温胆片低、中、高组分别按0.9,1.8,3.6 mg·kg-1剂量给小鼠灌胃温胆片混悬液,地西泮组予等容积地西泮混悬液灌胃,正常对照组灌服等容积生理盐水.连续给药10 d,采用小鼠高架十字迷宫装置,对小鼠进行行为测试.结果 与正常对照组比较,地西泮组和温胆片各组的开放臂时间(OT)和开臂次数(OE)的百分率均有增高趋势,其中地西泮组和温高组的差异有统计学意义(均为P<0.05).与正常对照组比较,地西泮组及温胆片各组的开放臂和封闭臂总次数(OE+CE)和向下探究次数(HD)值无统计学意义(P>0.05);与正常对照组比较,地西泮组和温胆片各组的封闭臂内后腿直立次数(RE)值均有下降的趋势,其中地西泮组及温胆片中、高剂量组显著高于正常对照组(P<0.05,P< 0.01).结论 温胆片可增加高架十字迷宫小鼠的OT和OE值,但不增加OE+CE值,提示其有一定的抗焦虑作用;其作用强度与地西泮相似,呈量效关系,以温胆片高剂量组为优.%Objective To observe the anti-anxiety effect of Wendan tablets(WT) on mice in elevated plus maze test. Methods Fifty healthy male Kunming mice at SPF level were randomly divided into 5 groups: blank control group, Diazepam group (treated with suspension of Diazepam 1.5 mg·kg-1 orally) , and low-, moderate- and high-dose WT groups (treated with suspension of WT in the dosages of 0.9, 1.8 g and 3.6 mg·kg-1 orally respectively). Blank control group was fed with equal volume of saline. The administration lasted 10 days, and behavioral tests were performed by using the elevated plus maze device for each group. Results Compared with blank control group, the percentages of open-area time(0T %) and close-area time(0E %) showed an increasing trend in Diazepam group and

  1. Reading Assessment Methods for Middle-School Students: An Investigation of Reading Comprehension Rate and Maze Accurate Response Rate

    Science.gov (United States)

    Hale, Andrea D.; Henning, Jaime B.; Hawkins, Renee O.; Sheeley, Wesley; Shoemaker, Larissa; Reynolds, Jennifer R.; Moch, Christina

    2011-01-01

    This study was designed to investigate the validity of four different aloud reading comprehension assessment measures: Maze, comprehension questions, Maze accurate response rate (MARR), and reading comprehension rate (RCR). The criterion measures used in this study were the Woodcock-Johnson III Tests of Achievement (WJ-III ACH) Broad Reading…

  2. Facilitating Description and Selection of Learning Paths: the learning path specification put to the test

    NARCIS (Netherlands)

    Janssen, José

    2008-01-01

    Jansen, J. (2008). Facilitating Description and Selection of Learning Paths: the learning path specification put to the test. Presentation at the Otec Colloquium. April, 2008, Heerlen, The Netherlands.

  3. Facilitating Description and Selection of Learning Paths: the learning path specification put to the test

    NARCIS (Netherlands)

    Janssen, José

    2008-01-01

    Jansen, J. (2008). Facilitating Description and Selection of Learning Paths: the learning path specification put to the test. Presentation at the Otec Colloquium. April, 2008, Heerlen, The Netherlands.

  4. Development and validation of a sensitive entropy-based measure for the water maze

    Directory of Open Access Journals (Sweden)

    Hamid R Maei

    2009-12-01

    Full Text Available In the water maze, mice are trained to navigate to an escape platform located below the water’s surface, and spatial learning is most commonly evaluated in a probe test in which the platform is removed from the pool. While contemporary tracking software provides precise positional information of mice for the duration of the probe test, existing performance measures (e.g., percent quadrant time, platform crossings fail to exploit fully the richness of this positional data. Using the concept of entropy [H], here we develop a new measure that considers both how focused the search is and the degree to which searching is centered on the former platform location. To evaluate how H performs compared to existing measures of water maze performance we compiled 5 separate databases, containing more than 1600 mouse probe tests. Random selection of individual trials from respective databases then allowed us to simulate experiments with varying sample and effect sizes. Using this Monte Carlo-based method, we found that H outperformed existing measures in its ability to detect group differences over a range of sample or effect sizes. Additionally, we validated the new measure using three models of experimentally-induced hippocampal dysfunction: 1 complete hippocampal lesions, 2 genetic deletion of αCaMKII, a gene implicated in hippocampal behavioral and synaptic plasticity, and 3 a mouse model of Alzheimer’s disease. Together, these data indicate that H offers greater sensitivity than existing measures, most likely because it exploits the richness of the precise positional information of the mouse throughout the probe test.

  5. LESSONS LEARNED IN TESTING OF SAFEGUARDS EQUIPMENT.

    Energy Technology Data Exchange (ETDEWEB)

    PEPPER,S.; FARNITANO,M.; CARELLI,J.; HAZELTINE,J.; BAILEY,D.

    2001-10-29

    The International Atomic Energy Agency's (IAEA) Department of Safeguards uses complex instrumentation for the application of safeguards at nuclear facilities around the world. Often, this equipment is developed through cooperation with member state support programs because the Agency's requirements are unique and are not met by commercially available equipment. Before approving an instrument or system for routine inspection use, the IAEA subjects it to a series of tests designed to evaluate its reliability. In 2000, the IAEA began to observe operational failures in digital surveillance systems. In response to the observed failures, the IAEA worked with the equipment designer and manufacturer to determine the cause of failure. An action plan was developed to correct the performance issues and further test the systems to make sure that additional operational issues would not surface later. This paper addresses the steps taken to address operation issues related to digital image surveillance systems and the lessons learned during this process.

  6. Testing Theories of Learning: Effects on High School Achievement.

    Science.gov (United States)

    Keith, Timothy Z.; Cool, Valerie A.

    Theories of school learning consistently point to variables such as ability, time (e.g., homework), quality of instruction, motivation, and academic coursework as important influences on learning. In this study, path analysis was used to test the direct and indirect effects of these variables on high school learning, with learning measured by both…

  7. Spontaneous Recovery of Human Spatial Memory in a Virtual Water Maze

    Science.gov (United States)

    Luna, David; Martínez, Héctor

    2015-01-01

    The occurrence of spontaneous recovery in human spatial memory was assessed using a virtual environment. In Experiment 1, spatial memory was established by training participants to locate a hidden platform in a virtual water maze using a set of four distal landmarks. In Experiment 2, after learning about the location of a hidden platform, the…

  8. Tetrachlorodibenzo-p-dioxin exposure alters radial arm maze performance and hippocampal morphology in female AhR mice.

    Science.gov (United States)

    Powers, B E; Lin, T-M; Vanka, A; Peterson, R E; Juraska, J M; Schantz, S L

    2005-02-01

    Perinatal exposure to 2,3,7,8-tetrachlorodibenzo-p-dioxin (TCDD) has been reported to alter spatial learning in rats tested on a radial arm maze (RAM). TCDD is believed to exert most of its effects through binding to the aryl hydrocarbon receptor (AhR). To determine whether the AhR mediates TCDD-induced alterations in spatial learning, we tested male and female AhR-knockout (AhR-/-), heterozygous (AhR+/-) and wild-type (AhR+/+) mice on the RAM. AhR+/- male and female mice were time mated, and treated dams were dosed with 5 microg TCDD/kg body weight on day 13 of gestation. When offspring reached adulthood, male and female AhR+/+, AhR+/- and AhR-/- mice from TCDD-exposed and unexposed litters were tested on the eight-arm RAM. After testing, we examined hippocampal morphology as visualized by the Timm's silver sulfide stain. TCDD-exposed female AhR+/- mice made more errors than their respective controls on the RAM and exhibited a decrease in the size of the intra- and infrapyramidal mossy fiber (IIP-MF) field of the hippocampus. None of the other TCDD-exposed groups differed from their respective control groups with regard to maze performance or hippocampal morphology. The reduction of IIP-MF field indicates a possible morphological basis for the learning deficit that was observed in the female AhR+/- mice. It is hypothesized that the effect of TCDD exposure is AhR dependent and that TCDD may alter GABAergic activity in the hippocampus of female mice during development.

  9. Students' views of cooperative learning and group testing.

    Science.gov (United States)

    Hicks, Jay

    2007-01-01

    Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.

  10. Group discussions and test-enhanced learning: individual learning outcomes and personality characteristics

    OpenAIRE

    Stenlund, Tova; Jönsson, Fredrik; Jonsson, Bert

    2016-01-01

    ABSTRACT This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N?=?98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions benefit learning when compared to test-enhanced learning over time. The results showed that feedback does not seem to have any effect if provid...

  11. Characterization of Maze Performance in Adrenalectomized Sleep Disrupted Rats: A Comparison of Radial Arm Maze Performance between Adrenalectomized and Sham Adrenalectomized Sleep Disrupted Rats

    Science.gov (United States)

    2007-01-01

    associated with an increase in orexin , which is also increased by sleep disruption. The Barnes maze does not require food restriction, because the...another behavioral test that detects hippocampal impairments eliminating of food restriction. Food restriction increases corticosterone and orexin

  12. Test-enhanced learning versus errorless learning in aphasia rehabilitation: testing competing psychological principles.

    Science.gov (United States)

    Middleton, Erica L; Schwartz, Myrna F; Rawson, Katherine A; Garvey, Kelly

    2015-07-01

    Because individuals with acquired language disorders are frequently unable to reliably access the names of common everyday objects (i.e., naming impairment), rehabilitation efforts often focus on improving naming. The present study compared 2 rehabilitation strategies for naming impairment, reflecting contradictory prescriptions derived from different theoretical principles. The prescription derived from psychological research on test-enhanced learning advocates providing patients opportunities to retrieve target names from long-term memory (i.e., retrieval practice) in the course of treatment. In contrast, the errorless learning approach derived from cognitive rehabilitation research eschews retrieval practice in favor of methods that minimize naming errors, and thus the potential for error learning, in the course of treatment. The present study directly compared these approaches and showed that, despite superior (and errorless) performance during errorless treatment, treatment that prioritized retrieval practice produced greater retention 1-day and 1-week following treatment. These findings have implications for clinical practice, as well as theoretical accounts of lexical access and test-enhanced learning.

  13. Guiding brine shrimp through mazes by solving reaction diffusion equations

    Science.gov (United States)

    Singal, Krishma; Fenton, Flavio

    Excitable systems driven by reaction diffusion equations have been shown to not only find solutions to mazes but to also to find the shortest path between the beginning and the end of the maze. In this talk we describe how we can use the Fitzhugh-Nagumo model, a generic model for excitable media, to solve a maze by varying the basin of attraction of its two fixed points. We demonstrate how two dimensional mazes are solved numerically using a Java Applet and then accelerated to run in real time by using graphic processors (GPUs). An application of this work is shown by guiding phototactic brine shrimp through a maze solved by the algorithm. Once the path is obtained, an Arduino directs the shrimp through the maze using lights from LEDs placed at the floor of the Maze. This method running in real time could be eventually used for guiding robots and cars through traffic.

  14. The effect of sub-anesthetic and anesthetic ketamine on water maze memory acquisition, consolidation and retrieval.

    Science.gov (United States)

    Moosavi, Maryam; Yadollahi Khales, Golnaz; Rastegar, Karim; Zarifkar, Asadollah

    2012-02-29

    Ketamine, a non-selective inhibitor of NMDA (N-methyl-D-aspartate) channels is used in anesthetic or sub-anesthetic doses to induce analgesia, amnesia, to suppress fear, anxiety and depression. Although the ketamine's effect on memory acquisition is known, its effects on other aspects of memory are controversial. Morris water maze is a task which assesses spatial learning and memory. This study was aimed to assess the ketamine's differential effect on water maze memory acquisition, consolidation and retrieval. Male Sprague-Dawley rats (250-350 g) were trained in water maze single training session. 24h later a probe trial which was consisted of a single trial without platform was done. To assess the effect of ketamine on water maze memory acquisition it was administered before training; to assess its effect on memory consolidation it was administered immediately after training and to assess its effect on memory retrieval it was injected before probe trial. Ketamine both in sub-anesthetic and anesthetic doses impaired water maze memory acquisition, its anesthetic dose but not sub-anesthetic dose impaired memory consolidation and on retrieval stage, both doses deteriorated memory retrieval. It seems that NMDA receptor activity is not just necessary during water maze memory acquisition but also their post-learning reactivation is required to maintain memory consolidation and retrieval.

  15. Individual and combined manipulation of muscarinic, NMDA, and benzodiazepine receptor activity in the water maze task: implications for a rat model of Alzheimer dementia.

    Science.gov (United States)

    Cain, D P; Ighanian, K; Boon, F

    2000-06-15

    Recent evidence indicates that Alzheimer disease typically involves different degrees of impairment in a variety of neurotransmitter systems, behaviors, and cognitive abilities in different patients. To investigate the relations between neurotransmitter system, behavioral, and cognitive impairments in an animal model of Alzheimer disease we studied spatial learning in a Morris water maze in male Long-Evans rats given neurochemical agents that targeted muscarinic cholinergic, NMDA, or benzodiazepine systems. Naive rats given a single agent or a combination of agents were severely impaired in place responding and had behavioral strategy impairments. Rats made familiar with the required water maze behavioral strategies by non-spatial pretraining performed as well as controls if given a single agent. Non-spatially pretrained rats with manipulation of both muscarinic cholinergic and NMDA or muscarinic cholinergic and benzodiazepine systems had a specific place response impairment but no behavioral strategy impairments. The results suggest that impairment of both muscarinic cholinergic and NMDA, or muscarinic cholinergic and benzodiazepine systems may model some aspects of human Alzheimer disease (impairments in navigation in familiar environments), but not other aspects of this disorder (global dementia leading to general loss of adaptive behavior). Previous research suggests that impairment of both muscarinic cholinergic and serotonergic systems may provide a better model of global dementia. The water maze testing and detailed behavioral analysis techniques used here appear to provide a means of investigating the contributions of various combinations of neurotransmitter system impairments to an animal model of Alzheimer disease.

  16. 电针对APP/PS1转基因 AD鼠 Morris水迷宫学习记忆及脑皮层Aβ水平的影响%Effect of Electro-acupuncture on Learning and Memory Behavior in Morris Water Maze and Cerebral Aβin APP/PS1 Transgenic AD Mice

    Institute of Scientific and Technical Information of China (English)

    白杨; 薛卫国; 高亮; 陈默; 辛随成

    2014-01-01

    Objective:To explore the effect of electro -acupuncture on learning and memory behavior and the cerebral cortex Aβlevel in five months APP/PS1 transgenic AD mice .Methods:20 APP/PS1 transgenic posi-tive male mice were randomly divided into a model group and an electro -acupuncture group ,with 10 in each group .At the same time there were 10 APP/PS1 transgenic negative male mice in the normal control group .The electro-acupuncture group was acupunctured at“Baihui”and“Yongquan” ,then was adopted the intervention of electrical needle equipment which was dilatational wave , 15 min at a time ,every other day at a time ,treatment lasted five weeks .Finally the ability of learning and memory of all mice was tested by Morris water maze .Use immunohistochemical imaging to study the levels of cerebral Aβin mice.Results:Escape latency between three groups was statistically significant ( P<0 .05 );the difference between the model group and the electro -acu-puncture group was statistically significant (P<0.05).Expressions of Aβ1-40 and Aβ1-42 of the electro-acupuncture group were lower than those in the model group .Conclusion:Electro-acupuncture can probably improve learning and memory ability of APP/PS1 double transgenic mice through reducing the level of Aβ.%目的:探讨电针对5月龄APP/PS1转基因AD模型鼠学习记忆行为学及脑皮层Aβ水平的影响。方法:20只APP/PS1转基因阳性雄鼠随机分为模型组、电针组,每组各10只,APP/PS1转基因阴性雄鼠10只为对照组,电针组针刺“百会”、“涌泉”后接电针仪,疏密波,每次针刺持续15 min,隔日1次;对照组、模型组以相同方法用鼠袋束缚15 min,隔日1次,3组都持续5周,以Morris水迷宫检测小鼠学习记忆能力,用免疫组化方法检测脑皮层Aβ1-40、Aβ1-42的表达。结果:3组间的逃避潜伏期差异有统计学意义(P<0.05),电针组与模型组之间的差异有统计学意义( P<0

  17. The Relationship between Learning Style, Test Anxiety and Academic Achievement

    Science.gov (United States)

    Yazici, Kubilay

    2017-01-01

    This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…

  18. An expert path through a thermo maze

    Science.gov (United States)

    Kustusch, Mary Bridget; Roundy, David; Dray, Tevian; Manogue, Corinne

    2013-01-01

    Several studies in recent years have demonstrated that upper-division students struggle with partial derivatives and the complicated chain rules ubiquitous in thermodynamics. We asked several experts (primarily faculty who teach thermodynamics) to solve a challenging and novel thermodynamics problem in order to understand how they navigate through this maze. What we found was a tremendous variety in solution strategies and sense-making tools, both within and between individuals. This case study focuses on one particular expert: his solution paths, use of sense-making tools, and comparison of different approaches.

  19. Lessons Learned in Software Testing A Context-Driven Approach

    CERN Document Server

    Kaner, Cem; Pettichord, Bret

    2008-01-01

    Decades of software testing experience condensed into the most important lessons learned.The world's leading software testing experts lend you their wisdom and years of experience to help you avoid the most common mistakes in testing software. Each lesson is an assertion related to software testing, followed by an explanation or example that shows you the how, when, and why of the testing lesson. More than just tips, tricks, and pitfalls to avoid, Lessons Learned in Software Testing speeds you through the critical testing phase of the software development project without the extensive trial an

  20. Dynamic Changes in Acetylcholine Output in the Medial Striatum during Place Reversal Learning

    Science.gov (United States)

    Ragozzino, Michael E.; Choi, Daniel

    2004-01-01

    The present studies explored the role of the medial striatum in learning when task contingencies change. Experiment 1 examined whether the medial striatum is involved in place reversal learning. Testing occurred in a modified cross-maze across two consecutive sessions. Injections of the local anesthetic, bupivacaine, into the medial striatum, did…

  1. Differential effect of antipsychotics on place navigation of rats in the Morris water maze. A comparative study between novel and reference antipsychotics.

    Science.gov (United States)

    Skarsfeldt, T

    1996-03-01

    A group of novel neuroleptics (e.g. olanzapine, seroquel, sertindole and ziprasidone) and already marketed compounds (e.g. clozapine, haloperidol and risperidone) were tested for acute effect on spatial learning and memory in Morris' water maze task. Young rats were trained for 4 consecutive days (three trials/day) to find a platform situated beneath the water surface. Two compounds, sertindole and seroquel, were without effect on spatial performance, whereas clozapine impaired performance on the first 2 test days but showed no effect compared to the controls on the last 2 test days. Ziprasidone and olanzapine markedly impaired spatial memory without affecting motor function (measured by the swimming speed). Risperidone and haloperidol also impaired performance but in addition both compounds significantly lowered the swimming speed. The present study indicates that several of the compounds impair spatial learning in Morris water maze. This might be of clinical importance in the treatment of schizophrenics, as many of these patients already show severe cognitive deficits. Therefore, certain antipsychotics could worsen the preexisting memory deficits in schizophrenic patients and this aspect should be considered before antipsychotic treatment.

  2. 哌甲酯干预对自发性高血压大鼠定位航行实验搜索策略影响的研究%Influence of methylphenidate on Morris water maze search strategy of spontaneously hypertensive rats in place navigation test.

    Institute of Scientific and Technical Information of China (English)

    田苑; 马新欣; 李辉; 王亚萍

    2013-01-01

    目的 探讨哌甲酯对注意缺陷多动障碍动物模型——自发性高血压大鼠(SHR)在定位航行实验中搜索策略的影响.方法 实验分三组,16只SHR随机分为模型组和哌甲酯组,每组8只,韦氏塔京都(WKY)大鼠8只为对照组.应用Morris水迷宫对三组大鼠分别进行6d定位航行测试.每天实验前半小时,哌甲酯组腹腔注射干预药物10 mg/kg,另外两组给予等体积生理盐水.结果 (1)自训练第2天起,各组使用有效搜索策略寻找隐藏平台的频率均较第1天有所提高(P<0.05).(2)哌甲酯组在训练第1,3,6天较模型组选择了更多的直线式搜索(P<0.01).结论 哌甲酯可能通过优化SHR水迷宫搜索策略,尤其是增加高效率的直线式搜索来提高其学习能力.%Objective To investigate the influence of methylphenidate on search strategy of spontaneously hypertensive rat (SHR) in place navigation test. Methods The SHR rats were randomly divided into model group (8 rats) and methylphenidate hydrochloride group (MPD group, 8 rats) , and 8 Wistar Kyoto rats were defined as control group. Rats in the 3 groups were tested with place navigation on 6 consecutive days. Rats in MPD group were injected intraperitoneally with l0mg/kg methylphenidate hydrochloride 30 minutes before place navigation test, while rats in model group and control group were injected equal-volume saline in the same way. Results Compared with the performance on day 1, the frequency of using effective straight strategy to search the hidden platform increased significantly in all the 3 groups from the second day of training ( P < 0. 05 ). Additionally, rats in MPD group used straight strategy more frequently than rats in model group on day 1, day 3 and day 6 respectively ( P < 0. 01 ). Conclusion Methylphenidate can improve the learning ability of SHR rats by optimizing the Morris water maze search strategy, especially by using orthoscopic search strategy.

  3. Toetsen als Leerinterventie. Samenvatten in het Testing Effect Paradigma [Tests as learning interventions. Summarization in the testing effect paradigma investigated

    NARCIS (Netherlands)

    Dirkx, Kim; Kester, Liesbeth; Kirschner, Paul A.

    2011-01-01

    Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, July). Toetsen als leerinterventie. Samenvatten in het testing effect paradigma onderzocht [Tests as learning interventions. Summarization in the testing effect paradigma investigated]. Presentation for Erasmus University Rotterdam, Rotterdam.

  4. Toetsen als Leerinterventie. Samenvatten in het Testing Effect Paradigma [Tests as learning interventions. Summarization in the testing effect paradigma investigated

    NARCIS (Netherlands)

    Dirkx, Kim; Kester, Liesbeth; Kirschner, Paul A.

    2011-01-01

    Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, July). Toetsen als leerinterventie. Samenvatten in het testing effect paradigma onderzocht [Tests as learning interventions. Summarization in the testing effect paradigma investigated]. Presentation for Erasmus University Rotterdam, Rotterdam.

  5. EFFECTS OF 5, 7-DIHYDROXYTRYPTAMINE-INDUCED DEPLETION OF BRAIN SEROTONIN ON RADIAL ARM-MAZE TASK IN RATS

    Directory of Open Access Journals (Sweden)

    Vasile Hefco

    2005-08-01

    Full Text Available Adult rats pretreated with desipramine (25 mg/kg i.p.30 min before anesthesia in order to protect noradrenergic system, were subjected to intracerebroventriculare injection of 5, 7 –dihydroxytryptamine (5, 7-DHT, 150 μg, 4.5 μl/ventricle, a chronic neurotoxin of the central serotonergic function. After 1.5 months later, we assessed the working memory and reference memory in radial 8 arm-mazes. Serotonergic depletion impaired more significantly shortterm memory tested by means of the average working memory errors, entries to repeat and average time taken to consume all five baits during 12 days training. Long-term memory, explored by means of reference memory errors, was less impaired. It is concluded that serotonin, among other neurotransmitters, play one important role in cognitive functions, including learning and memory.

  6. Group Discussions and Test-Enhanced Learning: Individual Learning Outcomes and Personality Characteristics

    Science.gov (United States)

    Stenlund, Tova; Jönsson, Fredrik U.; Jonsson, Bert

    2017-01-01

    This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions…

  7. Group Discussions and Test-Enhanced Learning: Individual Learning Outcomes and Personality Characteristics

    Science.gov (United States)

    Stenlund, Tova; Jönsson, Fredrik U.; Jonsson, Bert

    2017-01-01

    This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions…

  8. The Maze procedure: surgical therapy for refractory atrial fibrillation.

    Science.gov (United States)

    McCarthy, P M; Castle, L W; Trohman, R G; Simmons, T W; Maloney, J D; Klein, A L; White, R D; Cox, J L

    1993-01-01

    Although atrial fibrillation is well tolerated by most patients, in some patients the consequences may be severe. The Maze procedure is a new open-heart operation that creates a carefully designed maze of incisions in the atrial myocardium; this maze then acts as an electrical conduit to channel atrial impulses from the sinoatrial node to the atrioventricular node. The Maze procedure has been shown to restore sinus rhythm and atrial systole (thus reducing the risk of thromboembolism), improve hemodynamics, alleviate palpitations, and eliminate the need for antiarrhythmic and anticoagulant drugs. We describe our first patient to undergo this operation.

  9. Learning performances in young horses using two different learning tests.

    NARCIS (Netherlands)

    Visser, E.K.; Reenen, van C.G.; Schilder, M.B.H.; Barneveld, A.; Blokhuis, H.J.

    2003-01-01

    To achieve optimal performance in equine sports as well as in leisure not only the physical abilities of the horse should be considered, but also the horse's personality. Besides temperamental aspects, like emotionality, or the horse's reactivity towards humans in handling situations, the learning a

  10. Incremental Sentence Processing in Japanese: A Maze Investigation into Scrambled and Control Sentences

    Science.gov (United States)

    Witzel, Jeffrey; Witzel, Naoko

    2016-01-01

    This study investigates preverbal structural and semantic processing in Japanese, a head-final language, using the maze task. Two sentence types were tested--simple scrambled sentences (Experiment 1) and control sentences (Experiment 2). Experiment 1 showed that even for simple, mono-clausal Japanese sentences, (1) there are online processing…

  11. Incremental Sentence Processing in Japanese: A Maze Investigation into Scrambled and Control Sentences

    Science.gov (United States)

    Witzel, Jeffrey; Witzel, Naoko

    2016-01-01

    This study investigates preverbal structural and semantic processing in Japanese, a head-final language, using the maze task. Two sentence types were tested--simple scrambled sentences (Experiment 1) and control sentences (Experiment 2). Experiment 1 showed that even for simple, mono-clausal Japanese sentences, (1) there are online processing…

  12. Team-Based Testing Improves Individual Learning

    Science.gov (United States)

    Vogler, Jane S.; Robinson, Daniel H.

    2016-01-01

    In two experiments, 90 undergraduates took six tests as part of an educational psychology course. Using a crossover design, students took three tests individually without feedback and then took the same test again, following the process of team-based testing (TBT), in teams in which the members reached consensus for each question and answered…

  13. Open Book Testing in Online Learning Environments

    Science.gov (United States)

    Rakes, Glenda C.

    2008-01-01

    One continuing concern associated with online courses is assessment of student performance. One option for online assessment is the use of open book tests. This study investigated the impact of training in open book test-taking strategies on student test performance in online, timed, unproctored, open book tests. When the tutorial was required…

  14. Intracerebellar vermis histamine facilitates memory consolidation in the elevated T maze model.

    Science.gov (United States)

    Silva-Marques, Bruna; Gianlorenço, Anna Carolyna Lepesteur; Mattioli, Rosana

    2016-05-01

    Experimental evidence suggests that the cerebellum plays a more complex role in learning than simply regulating the motor response. Rather, it is thought to play a significant role in the consolidation of emotional memory in mice. Due to the difficulty of interpreting fear and anxiety behaviors-the standard methodology for the study of the histaminergic system and emotional memory-in mice, we propose a behavioral assessment of mice subjected to the Elevated T-maze after histamine microinjection of the cerebellar vermis. Young male Swiss albino mice weighing 25-35g were used. In addition, locomotor activity was tested in an open field test. Our data suggest that histamine did not affect memory consolidation during escape or open field behavior at the doses used in this study. However, we observed a significant increase in inhibitory avoidance on the second day in animals receiving a dose of 6.8nmol/0.5μl, suggesting that histamine facilitates the consolidation of inhibitory avoidance in mice.

  15. Empirical Testing of an Affective Learning Paradigm.

    Science.gov (United States)

    Asmus, Edward P., Jr.

    1980-01-01

    This investigation of a college music course examined the effectiveness of a cyclical affective learning paradigm based on the premise that student affect toward a course of instruction will dictate, in part, cognitive performance. Results suggest that teachers would be better advised to concentrate on cognitive instruction than on affect.…

  16. Criteria for Analyzing a Test Measuring Learning Progress

    Directory of Open Access Journals (Sweden)

    Jürgen Wilbert

    2011-11-01

    Full Text Available Evaluating learning progress is a vital element of educational interventions for students with learning disabilities. Measuring change imposes considerably different requirements on test construction compared to traditional psychometric diagnostic instruments. The present paper discusses four theoretical challenges for test construction, namely a high reliability, unidimensionality, constant item difficulty, and high test fairness. A procedure is proposed for analyzing tests to fit these four criteria making use of item analyses, confirmatory factor analyses, Rasch modeling, and analyses of differential item functioning. The suggested procedure is exemplified on a newly developed test for measuring language proficiency of students with learning difficulties on the basis of c-tests. The results disclose c-tests as highly suitable for measuring differences in general language development.

  17. Testing a Conception of How School Leadership Influences Student Learning

    Science.gov (United States)

    Leithwood, Kenneth; Patten, Sarah; Jantzi, Doris

    2010-01-01

    Purpose: This article describes and reports the results of testing a new conception of how leadership influences student learning ("The Four Paths"). Framework: Leadership influence is conceptualized as flowing along four paths (Rational, Emotions, Organizational, and Family) toward student learning. Each path is populated by multiple variables…

  18. The Auditory Verbal Learning Test (Rey AVLT): An Arabic Version

    Science.gov (United States)

    Sharoni, Varda; Natur, Nazeh

    2014-01-01

    The goals of this study were to adapt the Rey Auditory Verbal Learning Test (AVLT) into Arabic, to compare recall functioning among age groups (6:0 to 17:11), and to compare gender differences on various memory dimensions (immediate and delayed recall, learning rate, recognition, proactive interferences, and retroactive interferences). This…

  19. Sources of Interference when Testing for Students Learning from Sentences.

    Science.gov (United States)

    Ghatala, Elizabeth S.; And Others

    1981-01-01

    Two experiments on multiple-choice assessment of students learning from sentences were conducted. Interference arising from intersentence similarity was a function of both the kind of learning strategies students were instructed to employ and the kind of strategies they reported having employed spontaneously. Implications for test construction and…

  20. Anxiolytic effects of Dolichandrone falcata Seem., Bignoniaceae, stem-bark in elevated plus maze and marble burying test on mice Efeitos ansiolíticos das cascas de Dolichandrone falcata Seem., Bignoniaceae, em teste do labirinto em cruz elevada e teste de esconder esferas, em camundongos

    Directory of Open Access Journals (Sweden)

    Vishal B Badgujar

    2010-11-01

    Full Text Available Dolichandrone falcata Seem., Bignoniaceae, is a deciduous tree commonly known as Medshingi in local areas of Toranmal region of Maharashtra, India. Its bark paste is applied on fractured or dislocated bones, used as a fish poison; bark juice is used in cases of menorragia and leucorrhoea. The leaves of the plant have afforded chrysin-7-rutinoside. The present study was carried out to investigate the anxiolytic effects of methanol extract (DFBM, ethyl acetate extract (DFBEA and isolated compound DFB (V+VI of D. falcata stem-bark using animal models. Anxiolytic effects were studied by elevated plus maze (EPM and marble burying test (MBT assay. The crude dried DFBM and DFBEA extract was prepared in doses of 100, 200 and 400 mg/kg whereas DFB (V+VI compound was prepared in doses of 50, 100 and 200 mg/kg and were administered orally to mice for evaluation of anxiolytic activity. DFBEA 400 and DFB (V+VI 200 mg/kg produced highly significant (p Dolichandrone falcata Seem., Bignoniaceae, é uma árvore do tipo decidua, comumente conhecida como "Medshingi" na da região Toranmal de Maharashtra, na Índia. Uma pasta da casca é aplicada em fraturas ou luxação dos ossos e usada como veneno de peixe; o suco da casca é usada em casos de menorragia e leucorréia. Das folhas da planta foi isolado crisina-7-rutinoside. O presente estudo foi realizado para investigar os efeitos ansiolíticos do extrato metanólico (DFBM, acetato de etila (DFBEA e compostos isolados DFB (V + VI de D. falcata utilizando a casca do tronco em modelos animais. Os efeitos ansiolíticos foram estudados por labirinto em cruz elevada (EPM e o ensaio de esconder esferas de mármore (MBT. Os extratos bruto e seco DFBM DFBEA foram preparados em doses de 100, 200 e 400 mg/kg, enquanto que o composto DFB (V + VI foi preparado em doses de 50, 100 e 200 mg/kg e foram administrados em camundongos para avaliação da atividade ansiolítica. DFBEA 400 and DFB (V+VI 200 mg/kg produziram efeitos

  1. Partial Testing Can Potentiate Learning of Tested and Untested Material from Multimedia Lessons

    Science.gov (United States)

    Yue, Carole L.; Soderstrom, Nicholas C.; Bjork, Elizabeth Ligon

    2015-01-01

    Test-potentiated learning occurs when testing renders a subsequent study period more effective than it would have been without an intervening test. We examined whether testing only a subset of material from a multimedia lesson would potentiate the restudy of both tested and untested material. In Experiments 1a and 1b, participants studied a…

  2. Partial Testing Can Potentiate Learning of Tested and Untested Material from Multimedia Lessons

    Science.gov (United States)

    Yue, Carole L.; Soderstrom, Nicholas C.; Bjork, Elizabeth Ligon

    2015-01-01

    Test-potentiated learning occurs when testing renders a subsequent study period more effective than it would have been without an intervening test. We examined whether testing only a subset of material from a multimedia lesson would potentiate the restudy of both tested and untested material. In Experiments 1a and 1b, participants studied a…

  3. Designing an Affordable Usability Test for E-Learning Modules

    Science.gov (United States)

    O'Bryan, Corliss A.; Johnson, Donald M.; Shores-Ellis, Katrina D.; Crandall, Philip G.; Marcy, John A.; Seideman, Steve C.; Ricke, Steven C.

    2010-01-01

    This article provides background and an introduction to a user-centered design and usability test in an inexpensive format that allows content experts who are novices in e-learning development to perform testing on newly developed technical training modules prior to their release. The use of a small number of test participants, avoidance of…

  4. Learned Helplessness: The Effect of Failure on Test-Taking

    Science.gov (United States)

    Firmin, Michael; Hwang, Chi-En; Copella, Margaret; Clark, Sarah

    2004-01-01

    This study examined learned helplessness and its effect on test taking. Students were given one of two tests; the first began with extremely difficult questions and the other started with easy questions. The researchers hypothesized that those who took the test beginning with difficult questions would become easily frustrated and possibly doubt…

  5. Group discussions and test-enhanced learning: individual learning outcomes and personality characteristics.

    Science.gov (United States)

    Stenlund, Tova; Jönsson, Fredrik U; Jonsson, Bert

    2017-02-07

    This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions benefit learning when compared to test-enhanced learning over time. The results showed that feedback does not seem to have any effect if provided to a discussion group, and that test-enhanced learning leads to better learning than the discussion groups, independent of retention interval. Moreover, we examined whether memory and learning might be influenced by the participants' need for cognition (NFC). The results showed that those scoring high on NFC remembered more than those who scored low. To conclude, testing trumps discussion groups from a learning perspective, and the discussion groups were also the least beneficial learning context for those scoring low on NFC.

  6. Collaborative testing as a learning strategy in nursing education.

    Science.gov (United States)

    Sandahl, Sheryl S

    2010-01-01

    A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

  7. Effect of Jiawei Wendan Decoction Regulating Spatial Learning and Memory Capability in Radial Maze of Depression Model Rats%加味温胆汤对抑郁模型大鼠八臂迷宫空间学习记忆能力的影响

    Institute of Scientific and Technical Information of China (English)

    张丽萍; 李庆和; 夏猛; 高健

    2013-01-01

    目的:探讨加味温胆汤对抑郁模型大鼠八臂迷宫空间学习记忆能力的影响.方法:以孤养结合慢性不可预见性应激抑郁模型大鼠为研究对象,在实验第7、14、21、28 d,检测各组大鼠体质量增长数(△W),糖水消耗量,八臂迷宫行为学指标.结果:①体质量增长数变化:21 d,28 d时,与空白组比较,模型组降低(P<0.01);与模型组比较,中、西药组升高(P<0.05或P<0.01).②糖水消耗量变化:21 d,28 d时,与空白组比较,模型组减少(P<0.01);与模型组比较,中、西药组增多(P<0.05或P<0.01).③八臂迷宫行为学变化:21 d,28 d时,模型组大鼠走完八臂迷宫所用时间、错误总数高于空白组(P<0.01),首错前正确数低于空白组(P<0.05或P<0.01),中、西药组大鼠走完八臂迷宫所用时间、错误总数少于模型组(P <0.05或P<0.01),首错前正确数高于模型组(P<0.05或P<0.01).结论:加味温胆汤具有改善抑郁模型大鼠空间学习记忆能力的作用,其治疗效应的变化规律为,21 d显效,随着干预时间的延长,28d时效果进一步增强.%Objective: To explore the effect of Jiawei Wendan Decoction on spatial learning and memory capability in Radial Maze of depression model rats. Methods:Isolated depression model rats,as research objects,lived unpredictable chronic stress. At 7th, 14th ,21st ,28th day of the experiment,we detected increased weight,amount of syrup consumption and behavioral indicators of Radial Maze of each group rats. Results:①Changes of weight; at 21st ,28th day,compared with the blank group,the index of rats' weight was reduced in the model group(P <0. 01) ; but when compared to the model group, the index was increased in Chinese medicine treatment group and western medicine treatment group(P <0. 05 or P <0. 01 ). ② Changes of syrup consumption; at 21 st,28th day, compared to the blank group, the index of syrup consumption was decreased in the model group (P <0. 01

  8. Nicotine improves AF64A-induced spatial memory deficits in Morris water maze in rats.

    Science.gov (United States)

    Yamada, Kazuo; Furukawa, Satoshi; Iwasaki, Tsuneo; Ichitani, Yukio

    2010-01-18

    Ethylcholine mustard aziridinium ion (AF64A) is a neurotoxic derivative of choline that produces not only long-term presynaptic cholinergic deficits, but also various memory deficits in rats similar to some characteristics observed in Alzheimer's disease patients. This study investigated whether nicotine (NCT) administration attenuated spatial learning deficits induced by intracerebroventricular AF64A treatment. AF64A (6 nmol/6 microl)-or saline (SAL)-treated rats were trained in Morris water maze task. NCT (0.025-0.25mg/kg) was subcutaneously injected 5 min before the training every day. The results showed that moderate dose (0.10mg/kg) of NCT attenuated AF64A-induced prolongation of escape latency. Furthermore, NCT dose-dependently recovered the AF64A-induced decrease of time spent in the target quadrant in the probe test. These results suggest that NCT improves AF64A-induced spatial memory deficits, and thus it is a potential therapeutic agent for the treatment of memory deficits in dementia.

  9. Tiger salamanders' (Ambystoma tigrinum) response learning and usage of visual cues.

    Science.gov (United States)

    Kundey, Shannon M A; Millar, Roberto; McPherson, Justin; Gonzalez, Maya; Fitz, Aleyna; Allen, Chadbourne

    2016-05-01

    We explored tiger salamanders' (Ambystoma tigrinum) learning to execute a response within a maze as proximal visual cue conditions varied. In Experiment 1, salamanders learned to turn consistently in a T-maze for reinforcement before the maze was rotated. All learned the initial task and executed the trained turn during test, suggesting that they learned to demonstrate the reinforced response during training and continued to perform it during test. In a second experiment utilizing a similar procedure, two visual cues were placed consistently at the maze junction. Salamanders were reinforced for turning towards one cue. Cue placement was reversed during test. All learned the initial task, but executed the trained turn rather than turning towards the visual cue during test, evidencing response learning. In Experiment 3, we investigated whether a compound visual cue could control salamanders' behaviour when it was the only cue predictive of reinforcement in a cross-maze by varying start position and cue placement. All learned to turn in the direction indicated by the compound visual cue, indicating that visual cues can come to control their behaviour. Following training, testing revealed that salamanders attended to stimuli foreground over background features. Overall, these results suggest that salamanders learn to execute responses over learning to use visual cues but can use visual cues if required. Our success with this paradigm offers the potential in future studies to explore salamanders' cognition further, as well as to shed light on how features of the tiger salamanders' life history (e.g. hibernation and metamorphosis) impact cognition.

  10. First Insight into Exploration and Cognition in Wild Caught and Domesticated Sea Bass (Dicentrarchus labrax in a Maze.

    Directory of Open Access Journals (Sweden)

    David Benhaïm

    Full Text Available European sea bass aquaculture is so recent that very little is known on the effects of the early steps of its domestication. Behavioural parameters are sensitive indicators of the domestication process since they are generally impacted as soon as the first generation. The present work compared wild-caught and domesticated sea bass juvenile swimming activity, exploration and ability to learn to discriminate between two 2-D objects associated to a simple spatial task that enabled the tested individual to visually interact with an unfamiliar congener (the reward located behind a transparent wall at the end of one of the two arms of a maze. Ten fish from each origin were individually tested 3 times in a row during 3 days (9 trials in total. Fish were placed in a start box closed by a transparent wall located in front of two 2-D objects. Fish were filmed during 10 min after the removal of the start box wall. Different swimming variables including angular velocity, total distance travelled and velocity mean, were analyzed from videos as well as the time spent in each of 6 virtual zones including the reward zone near the congener (Cong and the zone opposite to the reward zone (OpCong. Two learning criteria were chosen: the number of successful turns and time to reach Cong. Behavioural differences were found between domesticated and wild fish. Angular velocity was higher in wild fish while the distance travelled and the velocity mean were higher in domesticated ones. Wild and domesticated fish spent most of the time in Cong and in OpCong. No differences were seen in learning ability between wild and domesticated fish. However, our findings for learning require confirmation by further studies with larger numbers of learning sessions and experiments designed to minimise stress. This study therefore demonstrated an impact of domestication on swimming behaviour but not on spatial learning.

  11. Pre-Exposure to Context Affects Learning Strategy Selection in Mice

    Science.gov (United States)

    Tunur, Tumay; Dohanich, Gary P.; Schrader, Laura A.

    2010-01-01

    The multiple memory systems hypothesis proposes that different types of learning strategies are mediated by distinct neural systems in the brain. Male and female mice were tested on a water plus-maze task that could be solved by either a place or response strategy. One group of mice was pre-exposed to the same context as training and testing (PTC)…

  12. Cortical gene transcription response patterns to water maze training in aged mice

    Directory of Open Access Journals (Sweden)

    Martin Bronwen

    2011-06-01

    Full Text Available Abstract Background The hippocampus mediates the acquisition of spatial memory, but the memory trace is eventually transferred to the cortex. We have investigated transcriptional activation of pathways related to cognitive function in the cortex of the aged mouse by analyzing gene expression following water maze training. Results We identified genes that were differentially responsive in aged mice with accurate spatial performance during probe trials or repeated swimming sessions, relative to home cage conditions. Effective learners exhibited significantly greater activation of several pathways, such as the mitogen-activated protein kinase and insulin receptor signaling pathways, relative to swimmers. The genes encoding activity-related cytoskeletal protein (Arc and brain-derived neurotrophic factor (BDNF were upregulated in proficient learners, relative to swimmers and home cage controls, while the gene encoding Rho GTPase activating protein 32 (GRIT was downregulated. We explored the regulation of Arc, BDNF, and GRIT expression in greater morphological detail using in situ hybridization. Recall during probe trials enhanced Arc expression across multiple cortical regions involved in the cognitive component of water maze learning, while BDNF expression was more homogeneously upregulated across cortical regions involved in the associational and sensorimotor aspects of water maze training. In contrast, levels of GRIT expression were uniformly reduced across all cortical regions examined. Conclusions These results suggest that cortical gene transcription is responsive to learning in aged mice that exhibit behavioral proficiency, and support a distributed hypothesis of memory storage across multiple cortical compartments.

  13. Cross-species translation of the Morris maze for Alzheimer's disease.

    Science.gov (United States)

    Possin, Katherine L; Sanchez, Pascal E; Anderson-Bergman, Clifford; Fernandez, Roland; Kerchner, Geoffrey A; Johnson, Erica T; Davis, Allyson; Lo, Iris; Bott, Nicholas T; Kiely, Thomas; Fenesy, Michelle C; Miller, Bruce L; Kramer, Joel H; Finkbeiner, Steven

    2016-02-01

    Analogous behavioral assays are needed across animal models and human patients to improve translational research. Here, we examined the extent to which performance in the Morris water maze - the most frequently used behavioral assay of spatial learning and memory in rodents - translates to humans. We designed a virtual version of the assay for human subjects that includes the visible-target training, hidden-target learning, and probe trials that are typically administered in the mouse version. We compared transgenic mice that express human amyloid precursor protein (hAPP) and patients with mild cognitive impairment due to Alzheimer's disease (MCI-AD) to evaluate the sensitivity of performance measures in detecting deficits. Patients performed normally during visible-target training, while hAPP mice showed procedural learning deficits. In hidden-target learning and probe trials, hAPP mice and MCI-AD patients showed similar deficits in learning and remembering the target location. In addition, we have provided recommendations for selecting performance measures and sample sizes to make these assays sensitive to learning and memory deficits in humans with MCI-AD and in mouse models. Together, our results demonstrate that with careful study design and analysis, the Morris maze is a sensitive assay for detecting AD-relevant impairments across species.

  14. Just add water: cannabinoid discrimination in a water T-maze with FAAH(-/-) and FAAH(+/+) mice.

    Science.gov (United States)

    Wiley, Jenny L; Lefever, Timothy W; Pulley, Nikita S; Marusich, Julie A; Cravatt, Benjamin F; Lichtman, Aron H

    2016-08-01

    Incomplete overlap in the discriminative stimulus effects of Δ-tetrahydrocannabinol (THC) and the endocannabinoids, anandamide (AEA) and 2-arachidonoylglycerol has been reported in food-reinforced tasks. The aim of this study was to examine cannabinoid discriminative stimulus effects in a nonappetitive procedure. Adult male mice lacking the gene for AEA's major metabolic enzyme, fatty acid amide hydrolase (FAAH), and FAAH mice were trained to discriminate THC or AEA in a water T-maze, in which the response was swimming to an escape platform on the injection-appropriate side. JZL184, a monoacylglycerol lipase inhibitor, was also tested. FAAH mice showed faster acquisition than FAAH mice. THC and AEA fully substituted, with only minor cross-procedure potency variations. Incomplete substitution of JZL184 was observed in THC-trained FAAH mice in the water-maze task, as contrasted with full substitution in a food-reinforced nose-poke procedure. Stress-induced changes in AEA and/or 2-arachidonoylglycerol concentrations in the brain may have mediated this attenuation. JZL184 also partially substituted in AEA-trained FAAH mice in the water maze, suggesting incomplete overlap in the stimulus effects of AEA and JZL184. Through the use of a novel water-maze procedure, the present study supports the work of previous behavioral pharmacologists in showing the robustness of the discrimination paradigm.

  15. Long-Term Learning, Achievement Tests, and Learner Centered Instruction

    Science.gov (United States)

    Salinas, Moises F.; Kane-Johnson, Sarah E.; Vasil-Miller, Melissa A.

    2008-01-01

    The purpose of this study was to examine the effectiveness of achievement tests to measure long-term learning at the higher education level in traditional verses learner-centered classrooms. Volunteer instructors who use comprehensive achievement tests as an important component of their grading system were asked to complete an instrument that…

  16. Implementing Test Enhanced Learning: Swedish Teacher Students' Perception of Quizzing

    Science.gov (United States)

    Nyroos, Mikaela; Schéle, Ingrid; Wiklund-Hörnqvist, Carola

    2016-01-01

    Given previous findings on test enhanced learning, the present study examined the implementation of this practice in terms of quizzing, during the progress of a course. After completing the university course, 88 Swedish teacher students were asked to answer an adapted Retrieval Practice and Test Anxiety Survey. The results showed that students…

  17. Effects of Anticipated Form of Testing on Learning. Final Report.

    Science.gov (United States)

    Lovelace, Eugene A.

    This report deals with the effects of an individual's expectations regarding how he will be tested on what he does during learning and what gets stored in memory. It is maintained that essay exams requiring recall are preferable to objective (recognition) tests. There are some bits of empirical evidence as well as some theoretical reasons to…

  18. Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

    OpenAIRE

    Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed ...

  19. Water maze performance and changes in serum corticosterone levels in zinc-deprived and pair-fed rats.

    Science.gov (United States)

    Chu, Y; Mouat, M F; Harris, R B S; Coffield, J A; Grider, A

    2003-04-01

    The aims of the present study were (1) to evaluate the learning and short- and long-term memory of zinc-deprived (ZD) and pair-fed (PF) rats in a Morris water maze (MWM) and (2) to monitor the serum corticosterone levels of these rats before and after swimming. Young Sprague-Dawley rats (aged 27-31 days) consumed AIN-93G diet for 10 days, and then were separated into ad libitum control (CT), PF and ZD groups. The zinc content of the diet was 25-30 ppm (CT and PF) or preference for the target zone in the first 15 s of the probing test. When the total 120 s of the probing test was considered, there were no differences in preference for the target zone, but thigmotaxia was greater in the PF than the CT group. The only behavioral change of the ZD group was thigmotaxia observed during the 120-s probing test following training, indicating the increment of anxiety. Morning basal corticosterone levels before swim training were significantly elevated in the PF group on Day 15 of dietary treatment, whereas a significant elevation of the basal corticosterone level in the ZD group was not statistically significant until Day 22. The data indicate an association between impaired learning, poor searching strategy and elevated corticosterone in the PF group. In contrast, the ZD rats showed normal cognitive performance but had elevated corticosterone and increased anxiety-like behavior (thigmotaxia).

  20. Learning curve of vitrification assessed by cumulative summation test for learning curve (LC-CUSUM).

    Science.gov (United States)

    Dessolle, Lionel; Biau, David J; de Larouzière, Vanina; Ravel, Célia; Antoine, Jean-Marie; Daraï, Emile; Mandelbaum, Jacqueline

    2009-09-01

    We used the cumulative summation test for learning curve (LC-CUSUM), a specifically designed statistical tool, to evaluate the first 50 procedures performed by a trainee in vitrification and to provide a usable model for monitoring the learning process of this technique. Given the lack of models to evaluate IVF technologies, the CUSUM methodology could prove useful for quality control in laboratories.

  1. Different Verbal Learning Strategies in Autism Spectrum Disorder: Evidence from the Rey Auditory Verbal Learning Test

    Science.gov (United States)

    Bowler, Dermot M.; Limoges, Elyse; Mottron, Laurent

    2009-01-01

    The Rey Auditory Verbal Learning Test, which requires the free recall of the same list of 15 unrelated words over 5 trials, was administered to 21 high-functioning adolescents and adults with autism spectrum disorder (ASD) and 21 matched typical individuals. The groups showed similar overall levels of free recall, rates of learning over trials and…

  2. Learning by Experience in a Standardized Testing Culture: Investigation of a Middle School Experiential Learning Program

    Science.gov (United States)

    Scogin, Stephen C.; Kruger, Christopher J.; Jekkals, Regan E.; Steinfeldt, Chelsea

    2017-01-01

    Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students…

  3. Learning by Experience in a Standardized Testing Culture: Investigation of a Middle School Experiential Learning Program

    Science.gov (United States)

    Scogin, Stephen C.; Kruger, Christopher J.; Jekkals, Regan E.; Steinfeldt, Chelsea

    2017-01-01

    Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students…

  4. Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

    Science.gov (United States)

    Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

  5. The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes

    Science.gov (United States)

    Sumantri, Mohamad Syarif; Satriani, Retni

    2016-01-01

    The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data…

  6. Running enhances neurogenesis, learning, and long-term potentiation in mice

    Science.gov (United States)

    van Praag, Henriette; Christie, Brian R.; Sejnowski, Terrence J.; Gage, Fred H.

    1999-01-01

    Running increases neurogenesis in the dentate gyrus of the hippocampus, a brain structure that is important for memory function. Consequently, spatial learning and long-term potentiation (LTP) were tested in groups of mice housed either with a running wheel (runners) or under standard conditions (controls). Mice were injected with bromodeoxyuridine to label dividing cells and trained in the Morris water maze. LTP was studied in the dentate gyrus and area CA1 in hippocampal slices from these mice. Running improved water maze performance, increased bromodeoxyuridine-positive cell numbers, and selectively enhanced dentate gyrus LTP. Our results indicate that physical activity can regulate hippocampal neurogenesis, synaptic plasticity, and learning. PMID:10557337

  7. Problem-solving in English through business mazes

    CERN Document Server

    Farthing, Joni

    1981-01-01

    We choose our job carefully. What we cannot choose are our colleagues - so it's not surprising that conflict and friction can arise in our working relationships. Business Mazes presents such problems for you to solve. Follow a route through the maze ans see the outcome of each decision you make. You may find that the quickest rout isn't always the best, or the easiest, in the long run. Business Mazes is designed for intermediate and advanced level students of English, working alone or in groups. It includes full teaching plans and exercises. The mazes may also be used effectively as an interesting approach to discussion for young people preparing their first job.

  8. Learning Design at White Sands Test Facility

    Science.gov (United States)

    Grotewiel, Shane

    2010-01-01

    During the Fall of 2010, I spent my time at NASA White Sands Test Facility in Las Cruces, NM as an Undergraduate Student Research Program (USRP) Intern. During that time, I was given three projects to work on: Large Altitude Simulation System (LASS) basket strainer, log books, and the design of a case for touch screen monitors used for simulations. I spent most of my time on the LASS basket strainer. The LASS system has a water feed line with a basket strainer that filters out rust. In 2009, there were three misfires which cost approximately $27,000 and about 8% of the allotted time. The strainer was getting a large change in pressure that would result in a shutdown of the system. I have designed a new basket that will eliminate the large pressure change and it can be used with the old basket strainer housing. The LASS system has three steam generators (modules). Documents pertaining to these modules are stored electronically, and the majority of the documents are not able to be searched with keywords, so they have to be gone through one by one. I have come up with an idea on how to organize these files so that the Propulsion Department may efficiently search through the documents needed. Propulsion also has a LASS simulator that incorporates two touch screen monitors. Currently these monitors are in six foot by two foot metal cabinet on wheels. During simulation these monitors are used in the block house and need to be taken out of the block house when not in use. I have designed different options for hand held cases for storing and transporting the monitors in and out of the block house. The three projects previously mentioned demonstrate my contributions to the Propulsion Department and have taught me real world experience that is essential in becoming a productive engineer.

  9. Optimal sequencing during category learning: Testing a dual-learning systems perspective.

    Science.gov (United States)

    Noh, Sharon M; Yan, Veronica X; Bjork, Robert A; Maddox, W Todd

    2016-10-01

    Recent studies demonstrate that interleaving the exemplars of different categories, rather than blocking exemplars by category, can enhance inductive learning-the ability to categorize new exemplars-presumably because interleaving affords discriminative contrasts between exemplars from different categories. Consistent with this view, other studies have demonstrated that decreasing between-category similarity and increasing within-category variability can eliminate or even reverse the interleaving benefit. We tested another hypothesis, one based on the dual-learning systems framework-namely, that the optimal schedule for learning categories should depend on an interaction of the cognitive system that mediates learning and the structure of the particular category being learned. Blocking should enhance rule-based category learning, which is mediated by explicit, hypothesis-testing processes, whereas interleaving should enhance information-integration category learning, which is mediated by an implicit, procedural-based learning system. Consistent with this view, we found a crossover interaction between schedule (blocked vs. interleaved) and category structure (rule-based vs. information-integration). Copyright © 2016 Elsevier B.V. All rights reserved.

  10. A Wireless EEG Recording Method for Rat Use inside the Water Maze.

    Directory of Open Access Journals (Sweden)

    Richard C Pinnell

    Full Text Available With the continued miniaturisation of portable embedded systems, wireless EEG recording techniques are becoming increasingly prevalent in animal behavioural research. However, in spite of their versatility and portability, they have seldom been used inside water-maze tasks designed for rats. As such, a novel 3D printed implant and waterproof connector is presented, which can facilitate wireless water-maze EEG recordings in freely-moving rats, using a commercial wireless recording system (W32; Multichannel Systems. As well as waterproofing the wireless system, battery, and electrode connector, the implant serves to reduce movement-related artefacts by redistributing movement-related forces away from the electrode connector. This implant/connector was able to successfully record high-quality LFP in the hippocampo-striatal brain regions of rats as they undertook a procedural-learning variant of the double-H water-maze task. Notably, there were no significant performance deficits through its use when compared with a control group across a number of metrics including number of errors and speed of task completion. Taken together, this method can expand the range of measurements that are currently possible in this diverse area of behavioural neuroscience, whilst paving the way for integration with more complex behaviours.

  11. Mastery Learning and Mastery Testing: An Annotated ERIC Bibliography.

    Science.gov (United States)

    Wildemuth, Barbara M., Comp.

    This 136-item annotated bibliography on mastery learning and mastery testing is the result of a computer search of the ERIC data base in February 1977. All entries are listed alphabetically by author. An abstract or annotation is provided for each entry. A subject index is included reflecting the major emphasis of each citation. (RC)

  12. Collaborative Test Taking: Benefits for Learning and Retention

    Science.gov (United States)

    Bloom, Davida

    2009-01-01

    The results of a two-year study indicate that collaborative testing is a valuable pedagogical strategy that can both assess and enhance student learning. After finishing their first attempt at each exam, students were given a second attempt either working collaboratively in small groups or individually with open books and notes. Collaborative…

  13. Short-term versus long-term water maze training effects on hippocampal neuronal synaptic plasticity in a rat model of senile dementia

    Institute of Scientific and Technical Information of China (English)

    Guogui Li

    2008-01-01

    BACKGROUND: Changes in synaptic plasticity might underlie senile dementia, and might be the neurobiological basis for learning and memory dysfunctions in patients with Alzheimer's Disease. OBJECTIVE: To investigate the effects of water maze training on hippocampal neuronal synaptic plasticity in rats with senile dementia, and to compare changes in synaptic plasticity between short- and long-term water maze training sessions.DESIGN, TIME AND SETTING: A randomized, controlled, neuromorphological observation with animal models of senile dementia was performed at the laboratory of College of Pharmacy, Chongqing Medical University between November 2006 and April 2007.MATERIALS: Fifty male, Sprague Dawley rats were randomized into five groups, with 10 rats per group: model, control, sham-operated, short-term water maze training, and long-term water maze training. METHODS: In the model group, senile dementia was induced by fimbria-fornix lesion method. The control rats remained untreated. In the sham-operated group, water maze training was performed without fimbria-fornix lesion induction. Rats from the short-term water maze training group underwent 20-day water maze training from day 26 after fimbria-fornix lesion induction. The long-term water maze training group underwent 40-day water maze training beginning at day 6 following fimbria-fornix lesion induction. Beginning at day 41, each group underwent 5-day spatial learning and memory training. MAIN OUTCOME MEASURES: Following experimentation, the morphological parameters of synapses, including synaptic numerical density, synaptic surface density, and the average synapse size were stereologically measured. Through the use of an electron microscope, synaptic morphological changes in the hippocampai CA3 region were observed.RESULTS: Compared with the control group, synaptic numerical and surface densities were significantly decreased in the model group (P < 0.01). Synaptic numerical and surface densities significantly

  14. Search Strategies Used by "APP" Transgenic Mice during Navigation in the Morris Water Maze

    Science.gov (United States)

    Janus, Christopher

    2004-01-01

    TgCRND8 mice represent a transgenic mouse model of Alzheimer's disease, with onset of cognitive impairment and increasing amyloid-[beta] plaques in their brains at 12 weeks of age. In this study, the spatial memory in 25- to 30-week-old TgCRND8 mice was analyzed in two reference and one working memory Morris water maze (MWM) tests. In reference…

  15. Anxiety and Test Anxiety: General and Test Anxiety among College Students with Learning Disabilities

    Science.gov (United States)

    Custodero, Jeri Lyn

    2013-01-01

    This study compares the state, trait, and test anxiety scores of 145 college students with and without learning disabilities against categories such as demographics, general anxiety, test anxiety, and disability experience. This study used a questionnaire and compared answers among groups. The analysis indicated that students with learning…

  16. Effect of a water-maze procedure on the redox mechanisms in brain parts of aged rats.

    Science.gov (United States)

    Krivova, Natalia A; Zaeva, Olga B; Grigorieva, Valery A

    2015-01-01

    The Morris water maze (MWM) is a tool for assessment of age-related modulations spatial learning and memory in laboratory rats. In our work was investigated the age-related decline of MWM performance in 11-month-old rats and the effect exerted by training in the MWM on the redox mechanisms in rat brain parts. Young adult (3-month-old) and aged (11-month-old) male rats were trained in the MWM. Intact animals of the corresponding age were used as the reference groups. The level of pro- and antioxidant capacity in brain tissue homogenates was assessed using the chemiluminescence method. A reduced performance in the MWM test was found in 11-month-old rats: at the first day of training they showed only 30% of successful MWM trials. However, at the last training day the percentage of successful trials was equal for young adult and aged animals. This indicates that the aged 11-month-old rats can successfully learn in MWM. Therewith, the MWM spatial learning procedure itself produces changes in different processes of redox homeostasis in 11-month-old and 3-month-old rats as compared to intact animals. Young adult rats showed a decrease in prooxidant capacity in all brain parts, while 11-month-old rats demonstrated an increase in antioxidant capacity in the olfactory bulb, pons + medulla oblongata and frontal lobe cortex. Hence, the MWM procedure activates the mechanisms that restrict the oxidative stress in brain parts. The obtained results may be an argument for further development of the animal training procedures aimed to activate the mechanisms that can prevent the age-related deterioration of performance in the learning test. This may be useful not only for the development of training procedures applicable to human patients with age-related cognitive impairments, but also for their rehabilitation.

  17. Modified radial v/s biatrial maze for atrial fibrillation in rheumatic valvular heart surgery

    Science.gov (United States)

    Sayed, Sajid A.; Katewa, Ashish; Srivastava, Vivek; Jana, Sujit; Patwardhan, Anil M.

    2014-01-01

    Background Atrial fibrillation (AF) is commonest sustained atrial arrhythmia producing high morbidity. Although Cox's Maze III procedure cures AF in majority, reduced atrial transport function (ATF) is a concern. Radial approach with ablation lines radial from sinus node towards atrioventricular annulii and parallel to atrial coronary arteries, has shown better ATF. Methods Single blind open randomized prospective study of 80 patients was undertaken in two groups (40 each) of modified Cox's maze III and modified radial approach, to evaluate conversion to normal sinus rhythm (NSR) and ATF. Patients undergoing surgery for rheumatic valvular heart disease with continuous AF were prospectively randomized. Ablation lines were created with radiofrequency (RF) bipolar coagulation with cryoablation for the isthmal lesions and coronary sinus. Results were compared at 6 months and ATF was evaluated by atrial filling fraction (AFF) and A/E ratio on echocardiography. Results The rate of conversion to NSR in both groups was statistically insignificant by Fisher's exact test (p > 0.05). ATF was better in modified radial approach compared to modified Cox's Maze III (A/E compared by unpaired t test:0.52 ± 0.08 v/s 0.36 ± 0.10; p < 0.05. AFF compared using Mann Whitney U test: median AFF for radial group was 23 v/s 20 for biatrial group; p < 0.05). Discussion In patients with AF undergoing rheumatic valvular surgery, radiofrequency radial approach is as effective as modified Cox's maze III for conversion to NSR with better atrial transport function. PMID:25443604

  18. A Machine Learning Approach to Test Data Generation

    DEFF Research Database (Denmark)

    Christiansen, Henning; Dahmcke, Christina Mackeprang

    2007-01-01

    been tested, and a more thorough statistical foundation is required. We propose to use logic-statistical modelling methods for machine-learning for analyzing existing and manually marked up data, integrated with the generation of new, artificial data. More specifically, we suggest to use the PRISM...... system developed by Sato and Kameya. Based on logic programming extended with random variables and parameter learning, PRISM appears as a powerful modelling environment, which subsumes HMMs and a wide range of other methods, all embedded in a declarative language. We illustrate these principles here...

  19. Testing and Validating Machine Learning Classifiers by Metamorphic Testing☆

    Science.gov (United States)

    Xie, Xiaoyuan; Ho, Joshua W. K.; Murphy, Christian; Kaiser, Gail; Xu, Baowen; Chen, Tsong Yueh

    2011-01-01

    Machine Learning algorithms have provided core functionality to many application domains - such as bioinformatics, computational linguistics, etc. However, it is difficult to detect faults in such applications because often there is no “test oracle” to verify the correctness of the computed outputs. To help address the software quality, in this paper we present a technique for testing the implementations of machine learning classification algorithms which support such applications. Our approach is based on the technique “metamorphic testing”, which has been shown to be effective to alleviate the oracle problem. Also presented include a case study on a real-world machine learning application framework, and a discussion of how programmers implementing machine learning algorithms can avoid the common pitfalls discovered in our study. We also conduct mutation analysis and cross-validation, which reveal that our method has high effectiveness in killing mutants, and that observing expected cross-validation result alone is not sufficiently effective to detect faults in a supervised classification program. The effectiveness of metamorphic testing is further confirmed by the detection of real faults in a popular open-source classification program. PMID:21532969

  20. A computational model for exploratory activity of rats with different anxiety levels in elevated plus-maze.

    Science.gov (United States)

    Costa, Ariadne A; Morato, Silvio; Roque, Antonio C; Tinós, Renato

    2014-10-30

    The elevated plus-maze is an apparatus widely used to study the level of anxiety in rodents. The maze is plus-shaped, with two enclosed arms and two open arms, and elevated 50cm from the floor. During a test, which usually lasts for 5min, the animal is initially put at the center and is free to move and explore the entire maze. The level of anxiety is measured by variables such as the percentage of time spent and the number of entries in the enclosed arms. High percentage of time spent at and number of entries in the enclosed arms indicate anxiety. Here we propose a computational model of rat behavior in the elevated plus-maze based on an artificial neural network trained by a genetic algorithm. The fitness function of the genetic algorithm is composed of reward (positive) and punishment (negative) terms, which are incremented as the computational agent (virtual rat) moves in the maze. The punishment term is modulated by a parameter that simulates the effects of different drugs. Unlike other computational models, the virtual rat is built independently of prior known experimental data. The exploratory behaviors generated by the model for different simulated pharmacological conditions are in good agreement with data from real rats.

  1. Lessons learned from the TMT site testing campaign

    CERN Document Server

    Travouillon, T; Riddle, R L; Schöck, M; Skidmore, A W

    2011-01-01

    After a site testing campaign spanning 5 sites over a period of 5 years, the site selection for the Thirty Meter Telescope (TMT) culminated with the choice of Mauna Kea 13N in Hawaii. During the campaign, a lot practical lessons were learned by our team and these lessons can be shared with current and future site testing campaign done for other observatories. These lessons apply to the preselection of the site, the ground work and operations of the campaign as well as the analysis of the data. We present of selection of such lessons in this paper preceded by a short summary of the TMT site testing activities.

  2. A Machine Learning Approach to Test Data Generation

    DEFF Research Database (Denmark)

    Christiansen, Henning; Dahmcke, Christina Mackeprang

    2007-01-01

    Programs for gene prediction in computational biology are examples of systems for which the acquisition of authentic test data is difficult as these require years of extensive research. This has lead to test methods based on semiartificially produced test data, often produced by {\\em ad hoc......} techniques complemented by statistical models such as Hidden Markov Models (HMM). The quality of such a test method depends on how well the test data reflect the regularities in known data and how well they generalize these regularities. So far only very simplified and generalized, artificial data sets have...... been tested, and a more thorough statistical foundation is required. We propose to use logic-statistical modelling methods for machine-learning for analyzing existing and manually marked up data, integrated with the generation of new, artificial data. More specifically, we suggest to use the PRISM...

  3. eLearning Mobile App for Android and Ios "English Grammar Learn & Test"

    Directory of Open Access Journals (Sweden)

    Anca-Georgiana FODOR

    2016-11-01

    Full Text Available This article is aiming to present the architecture and few elements from the developing cycle of "English Grammar Learn & Test" app. This is an e-learning tool for people who want to improve their English Grammar and Vocabulary. The app was approved by Google Play and Apple Store and it is available for free on both platforms as following: Android: https://play.google.com/store/apps/details?id=com.labsterzz.english_tests iOS: https://itunes.apple.com/us/app/english-grammar-learn-test/id1126468980 The app already reached350.000 users, it is rated at 4.43out of maximum 5.0 in Google Play Store. Since mid-June 2016, we launched the app also in the Apple Store iOS devices.

  4. Effect of Argyreia speciosa extract on learning and memory paradigms in mice

    Directory of Open Access Journals (Sweden)

    N S Vyawahare

    2009-01-01

    Full Text Available The objective of the present study was to investigate the effect of hydroalcoholic extract of Argyreia speciosa (AS on learning and memory paradigms in mice. Radial arm maze and morris water maze were the screening tests used to assess the activity of the extract. Piracetam served as a reference standard. The mice pretreated with AS 200 or AS 400 mg/kg or Piracetam (150mg/kg showed a decrease in number of days required to make the mice learned, time taken to find food by the learned mice in radial arm maze. In morris water maze, the mice treated with the above mentioned doses showed a significant reduction in the number of days required to make the mice learned, escape latency of learned mice and number of circles completed before it escapes on to the platform. The results suggest facilitation of spatial learning and memory processes and thereby validated its traditional claim of being tonic in dullness of intellect.

  5. Towards Intelligence and Flexibility of Learning and Knowledge Testing Environments

    Directory of Open Access Journals (Sweden)

    Nerijus AUKSTAKALNIS

    2006-02-01

    Full Text Available The proposed goal oriented knowledge acquisition and assessment are based on the flexible educational model and allows to implement an adaptive control of the enhanced learning process according to the requirements of student's knowledge level, his state of cognition and subject learning history. The enhanced learner knowledge model specifies how the cognition state of the user will be achieved step by step. The use case actions definition is a starting point of the specification, which depends on different levels of learning scenarios and user cognition sub goals. The use case actions specification is used as a basis to set the requirements for service software specification and attributes of learning objects respectively. The paper presents the enhanced architecture of the student self-evaluation and on-line assessment system TestTool. The system is explored as an assessment engine capable of supporting and improving the individualized intelligent goal oriented self-instructional and simulation based mode of learning, grounded on the GRID distributed service architecture.

  6. Intelligence-Augmented Rat Cyborgs in Maze Solving

    Science.gov (United States)

    Yu, Yipeng; Pan, Gang; Gong, Yongyue; Xu, Kedi; Zheng, Nenggan; Hua, Weidong; Zheng, Xiaoxiang; Wu, Zhaohui

    2016-01-01

    Cyborg intelligence is an emerging kind of intelligence paradigm. It aims to deeply integrate machine intelligence with biological intelligence by connecting machines and living beings via neural interfaces, enhancing strength by combining the biological cognition capability with the machine computational capability. Cyborg intelligence is considered to be a new way to augment living beings with machine intelligence. In this paper, we build rat cyborgs to demonstrate how they can expedite the maze escape task with integration of machine intelligence. We compare the performance of maze solving by computer, by individual rats, and by computer-aided rats (i.e. rat cyborgs). They were asked to find their way from a constant entrance to a constant exit in fourteen diverse mazes. Performance of maze solving was measured by steps, coverage rates, and time spent. The experimental results with six rats and their intelligence-augmented rat cyborgs show that rat cyborgs have the best performance in escaping from mazes. These results provide a proof-of-principle demonstration for cyborg intelligence. In addition, our novel cyborg intelligent system (rat cyborg) has great potential in various applications, such as search and rescue in complex terrains. PMID:26859299

  7. Intelligence-Augmented Rat Cyborgs in Maze Solving.

    Directory of Open Access Journals (Sweden)

    Yipeng Yu

    Full Text Available Cyborg intelligence is an emerging kind of intelligence paradigm. It aims to deeply integrate machine intelligence with biological intelligence by connecting machines and living beings via neural interfaces, enhancing strength by combining the biological cognition capability with the machine computational capability. Cyborg intelligence is considered to be a new way to augment living beings with machine intelligence. In this paper, we build rat cyborgs to demonstrate how they can expedite the maze escape task with integration of machine intelligence. We compare the performance of maze solving by computer, by individual rats, and by computer-aided rats (i.e. rat cyborgs. They were asked to find their way from a constant entrance to a constant exit in fourteen diverse mazes. Performance of maze solving was measured by steps, coverage rates, and time spent. The experimental results with six rats and their intelligence-augmented rat cyborgs show that rat cyborgs have the best performance in escaping from mazes. These results provide a proof-of-principle demonstration for cyborg intelligence. In addition, our novel cyborg intelligent system (rat cyborg has great potential in various applications, such as search and rescue in complex terrains.

  8. Intelligence-Augmented Rat Cyborgs in Maze Solving.

    Science.gov (United States)

    Yu, Yipeng; Pan, Gang; Gong, Yongyue; Xu, Kedi; Zheng, Nenggan; Hua, Weidong; Zheng, Xiaoxiang; Wu, Zhaohui

    2016-01-01

    Cyborg intelligence is an emerging kind of intelligence paradigm. It aims to deeply integrate machine intelligence with biological intelligence by connecting machines and living beings via neural interfaces, enhancing strength by combining the biological cognition capability with the machine computational capability. Cyborg intelligence is considered to be a new way to augment living beings with machine intelligence. In this paper, we build rat cyborgs to demonstrate how they can expedite the maze escape task with integration of machine intelligence. We compare the performance of maze solving by computer, by individual rats, and by computer-aided rats (i.e. rat cyborgs). They were asked to find their way from a constant entrance to a constant exit in fourteen diverse mazes. Performance of maze solving was measured by steps, coverage rates, and time spent. The experimental results with six rats and their intelligence-augmented rat cyborgs show that rat cyborgs have the best performance in escaping from mazes. These results provide a proof-of-principle demonstration for cyborg intelligence. In addition, our novel cyborg intelligent system (rat cyborg) has great potential in various applications, such as search and rescue in complex terrains.

  9. Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement

    Science.gov (United States)

    Whelan, Michael

    2017-01-01

    Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor…

  10. Electrical test prediction using hybrid metrology and machine learning

    Science.gov (United States)

    Breton, Mary; Chao, Robin; Muthinti, Gangadhara Raja; de la Peña, Abraham A.; Simon, Jacques; Cepler, Aron J.; Sendelbach, Matthew; Gaudiello, John; Emans, Susan; Shifrin, Michael; Etzioni, Yoav; Urenski, Ronen; Lee, Wei Ti

    2017-03-01

    Electrical test measurement in the back-end of line (BEOL) is crucial for wafer and die sorting as well as comparing intended process splits. Any in-line, nondestructive technique in the process flow to accurately predict these measurements can significantly improve mean-time-to-detect (MTTD) of defects and improve cycle times for yield and process learning. Measuring after BEOL metallization is commonly done for process control and learning, particularly with scatterometry (also called OCD (Optical Critical Dimension)), which can solve for multiple profile parameters such as metal line height or sidewall angle and does so within patterned regions. This gives scatterometry an advantage over inline microscopy-based techniques, which provide top-down information, since such techniques can be insensitive to sidewall variations hidden under the metal fill of the trench. But when faced with correlation to electrical test measurements that are specific to the BEOL processing, both techniques face the additional challenge of sampling. Microscopy-based techniques are sampling-limited by their small probe size, while scatterometry is traditionally limited (for microprocessors) to scribe targets that mimic device ground rules but are not necessarily designed to be electrically testable. A solution to this sampling challenge lies in a fast reference-based machine learning capability that allows for OCD measurement directly of the electrically-testable structures, even when they are not OCD-compatible. By incorporating such direct OCD measurements, correlation to, and therefore prediction of, resistance of BEOL electrical test structures is significantly improved. Improvements in prediction capability for multiple types of in-die electrically-testable device structures is demonstrated. To further improve the quality of the prediction of the electrical resistance measurements, hybrid metrology using the OCD measurements as well as X-ray metrology (XRF) is used. Hybrid metrology

  11. The Canine Sand Maze: An Appetitive Spatial Memory Paradigm Sensitive to Age-Related Change in Dogs

    Science.gov (United States)

    Salvin, Hannah E.; McGreevy, Paul D.; Sachdev, Perminder S.; Valenzuela, Michael J.

    2011-01-01

    Aged dogs exhibit a spectrum of cognitive abilities including a syndrome similar to Alzheimer's disease. A major impediment to research so far has been the lack of a quick and accurate test of visuospatial memory appropriate for community-based animals. We therefore report on the development and validation of the Canine Sand Maze. A 4.5-m-diameter…

  12. The interim test effect: testing prior material can facilitate the learning of new material.

    Science.gov (United States)

    Wissman, Kathryn T; Rawson, Katherine A; Pyc, Mary A

    2011-12-01

    A wealth of prior research has shown that testing can improve subsequent learning of the initially tested material. In contrast, only one recent study has shown that an interim test over prior material can improve learning of subsequent new material (i.e., an interim-test effect). Five experiments replicated and extended this initial work by exploring the extent to which interim test effects generalize to complex text material. Participants were prompted to recall each section of an expository text before moving on to study the next section, or were only prompted to recall after the final section. In all experiments, recall of the final, target section was greater when prior sections had received interim tests versus no interim tests. Experiment 3 established that the effect was due to interim testing in particular rather than to intervening activity in general. Experiment 4 established that the effect was not due to test expectancy differences. In contrast to prior research, Experiment 4 also provided evidence that the effect is not due to release from proactive interference. We discuss other possible mechanisms underlying interim-test effects with text, including shifting to more effective encoding strategies.

  13. Loganin improves learning and memory impairments induced by scopolamine in mice.

    Science.gov (United States)

    Kwon, Seung-Hwan; Kim, Hyoung-Chun; Lee, Seok-Yong; Jang, Choon-Gon

    2009-10-01

    Loganin is an iridoid glycoside found in the Flos lonicerae, Fruit cornus, and Strychonos nux vomica. We investigated the effect of loganin on learning and memory impairments induced by scopolamine (0.5mg/kg, i.p.), a muscarinic antagonist, using the Y-maze, passive avoidance, and the Morris water maze tests in mice. In the Y-maze test, loganin (40 mg/kg, p.o.) significantly improved the scopolamine-induced memory impairment. In addition, loganin (20 and 40 mg/kg, p.o.) significantly reversed scopolamine-induced impairments measured by the passive avoidance and the Morris water maze tests. A day after the last trial session of the Morris water maze test (probe trial session), loganin (20 and 40 mg/kg) dose-dependently increased the latency time in the target quadrant. Furthermore, loganin significantly inhibited acetylcholinesterase activity in the hippocampus and frontal cortex. Loganin may have anti-amnesic activity that may hold significant therapeutic value in alleviating certain memory impairments observed in Alzheimer's disease.

  14. Lessons learned from CIRFT testing on SNF vibration integrity study

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Jy-An John [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Wang, Hong [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Jiang, Hao [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Bevard, Bruce Balkcom [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Howard, Rob L. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Scaglione, John M. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States)

    2015-01-01

    A cyclic integrated reversible-bending fatigue tester (CIRFT) was developed to support U.S. NRC and DOE Used Fuel Disposition Campaign studies on high burn-up (HBU) spent nuclear fuel (SNF) transportation during normal conditions of transport (NCT). Two devices were developed; the first CIRFT was successfully installed and operated in the ORNL hot-cells in September 2013. Since hot cell testing commenced several HBU SNF samples from both Zr-4 and M5 clads were investigated. The second CIRFT device was developed in February 2014, and has been used to test clad/fuel surrogate rods (stainless steel with alumina pellet inserts). The second CIRFT machine has also been used for sensor development and test sensitivity analyses, as well as loading boundary condition parameter studies. The lessons learned from CIRFT testing will be presented in this paper.

  15. Effects of Early Training and Nicotine Treatment on the Performance of Male NMRI Mice in the Water Maze

    OpenAIRE

    2003-01-01

    This research aimed to evaluate the effect of nicotine treatment and prior training on a spatial learning task in differently aged NMRI male mice. In a longitudinal study, mice were randomly assigned to one of 14 experimental groups receiving different combinations of chronically injected nicotine (0.35 mg/kg) administered for 10 days (5 days before and during 5 days acquisition of task) or control treatments and training in the water maze at different ages. The ...

  16. Question-learn-test-feedback pattern to test emerging software construction paradigms

    OpenAIRE

    Baudry, Benoit

    2010-01-01

    This habilitation introduces the question-learn-test-feedback pattern that resulted from a series of investigations in the domains of software testing and modular software construction. The contributions to these fields are of various natures, but are all fundamentally related through two major assumptions: software construction paradigms have to constantly evolve in order to deal with the increasingly complex requirements that software-intensive systems have to meet; a tester's perspective c...

  17. Learning Techniques for Automatic Test Pattern Generation using Boolean Satisfiability

    Directory of Open Access Journals (Sweden)

    Liu Xin

    2013-07-01

    Full Text Available Automatic Test Pattern Generation (ATPG is one of the core problems in testing of digital circuits. ATPG algorithms based on Boolean Satisfiability (SAT turned out to be very powerful, due to great advances in the performance of satisfiability solvers for propositional logic in the last two decades. SAT-based ATPG clearly outperforms classical approaches especially for hard-to-detect faults. But its inaccessibility of structural information and don’t care, there exists the over-specification problem of input patterns. In this paper we present techniques to delve into an additional layer to make use of structural properties of the circuit and value justification relations to a generic SAT algorithm. It joins binary decision graphs (BDD and SAT techniques to improve the efficiency of ATPG. It makes a study of inexpensive reconvergent fanout analysis of circuit to gather information on the local signal correlation by using BDD learning, then uses the above learned information to restrict and focus the overall search space of SAT-based ATPG. The learning technique is effective and lightweight. Experimental results show the effectiveness of the approach.

  18. Effects of Xanthoceraside on learning and memory impairment in mice induced by i.c.v. Aβ1-42

    Institute of Scientific and Technical Information of China (English)

    ZOU Li-bo; CHI Tian-yan; ZHAO Hong-yun; LI Xiao-chun; WANG Li-hua; YANG Bai-zhen

    2008-01-01

    Objective To investigate the improvement of Xanthoceraside on learning and memory impairment in mice induced by intracerebroventricular injection of Aβ1-42 (i. c. v. Aβ1-42)and the possible mechanisms of its protection against AD. Methods Y-maze test, water-maze test and step-down test were used to investigate the learning and memory ability of mice;Biochemical analysis was used to detect the activity of CAT, T-AOC, ATPase and the content of MDA. Results The results showed that Xanthoceraside could significandy increase the alternation behavior in Y-maze test, shorten swimming time in water maze test and increase the latency and decrease the number of errors and the total time of shock in step-down test. Xanthoceraside markedly increased the activity of CAT, T-AOC, ATPase, at the same time, decreased the content of MDA. Conclusions Xanthoceraside can improve learning and memory impairment in mice induced by i.c.v.Aβ1-42 significantly. The mechanism may be associated with the protection against damage induced by free radicals; the inhibition of membrane lipid peroxidation and the improvement of metabolism of brain.

  19. A complex dietary supplement augments spatial learning, brain mass, and mitochondrial electron transport chain activity in aging mice

    OpenAIRE

    Aksenov, Vadim; Long, Jiangang; Liu, Jiankang; Szechtman, Henry; Khanna, Parul; Matravadia, Sarthak; Rollo, C. David

    2011-01-01

    We developed a complex dietary supplement designed to offset five key mechanisms of aging and tested its effectiveness in ameliorating age-related cognitive decline using a visually cued Morris water maze test. All younger mice (1 year) were unable to learn the maze even after 5 days, indicative of strong cognitive decline at older ages. In contrast, no cognitive decline was evident in older supplemented mice, even when ∼2 years old. Supplemented older mice were nearly 50% better at locating ...

  20. A multitasking behavioral study based on combined Morris water maze and Y maze in mice%基于小鼠Morris水迷宫和Y迷宫联合试验的多任务行为学测试研究

    Institute of Scientific and Technical Information of China (English)

    孔林林; 张军; 乔枫; 祁金顺

    2013-01-01

    distances and the total time elapsed and distances swam in target quadrant between combined group and MWM only group.In Y maze tests,the total errors in combined group,compared with the Y maze only group,did not change on testing days 1 and 2 (P > 0.05).However,the total errors significantly decreased in combined group (P < 0.05) on testing days 3 and 4.Conclusion:The combined sequential behavioral tests did not interfere with the spatial learning and memory of mice in MWM.It also did not influence the working memory of mice in Y maze at 1st and 2nd day,but the combined training more than 2 days could enhance the working memory of mice.Therefore,the present study provides experimental evidence for combing spatial memory and working memory of mice,and suggests that reasonably combining different behavioral experiments will be helpful for increasing ex-perimental efficiency and decreasing experimental expenses.

  1. Pre-training in a radial arm maze abolished anxiety and impaired habituation in C57BL6/J mice treated with dizocilpine.

    Science.gov (United States)

    Abuhamdah, R M; Hussain, M D; Chazot, P L; Ennaceur, A

    2016-10-01

    Familiarity can imply a reduction of fear and anxiety, which may render learning and memory performance insensitive to NMDA receptor antagonism. Our previous study indicates that MK-801 (dizocilpine), NMDA antagonist, increased anxiety and prevented the acquisition of a spatial memory task. Here, we examined whether MK-801 will produce anxiety in mice that were familiar with the test environment. Male C57BL/6J mice were exposed, one session a day for 7days, to a 3D maze, which consisted of nine arms attached to upward inclined bridges radiating from a nonagonal platform. In this maze, high anxiety mice avoid the arms in the first sessions. One group of mice received saline (SAL) while a second group received MK-801 (MKD1), both on day one. A third group received saline in the first 3 sessions, and MK 801 in subsequent sessions (MKD4). Saline and MK-801 (0.1mg/kg) were administered intraperitoneally 30min before the test. MKD4 mice demonstrated an increase in bridge and arm visits, and reached arm/bridge entries ratio close to 1 in session 5. SAL mice also crossed frequently onto the arms, and reached a comparable ratio, but this was achieved with a lower number of arm visits. MKD1 mice demonstrated a reduced number of arm visits in each session compared to SAL and MKD4 mice. Dizocilpine produced anxiety in mice treated from day 1 of the test, but not in those treated from day 4. It also impaired habituation in animals familiar with the test environment; it produced sustained non-habituating hyperactivity.

  2. Test Framing Generates a Stability Bias for Predictions of Learning by Causing People to Discount their Learning Beliefs.

    Science.gov (United States)

    Ariel, Robert; Hines, Jarrod C; Hertzog, Christopher

    2014-08-01

    People estimate minimal changes in learning when making predictions of learning (POLs) for future study opportunities despite later showing increased performance and an awareness of that increase (Kornell & Bjork, 2009). This phenomenon is conceptualized as a stability bias in judgments about learning. We investigated the malleability of this effect, and whether it reflected people's underlying beliefs about learning. We manipulated prediction framing to emphasize the role of testing vs. studying on memory and directly measured beliefs about multi-trial study effects on learning by having participants construct predicted learning curves before and after the experiment. Mean POLs were more sensitive to the number of study-test opportunities when performance was framed in terms of study benefits rather than testing benefits and POLs reflected pre-existing beliefs about learning. The stability bias is partially due to framing and reflects discounted beliefs about learning benefits rather than inherent belief in the stability of performance.

  3. Open book tests: assessment of academic learning in clerkships.

    Science.gov (United States)

    Broyles, India L; Cyr, Peggy R; Korsen, Neil

    2005-08-01

    An examination of an open-book testing approach in a family medicine clerkship seeks to determine whether this method more closely mirrors the discipline of family medicine, where practitioners refer daily to written resource materials in order to make clinical decisions without compromising the learning and assessment process. Student scores on the multiple-choice test were analysed by year, by quarter and by site using ANOVA. Students in the experimental site were interviewed to determine preparation style, use of text during test, as well as attitudes toward open-book testing. Analysis of variance showed that the interaction of site and year was significant at p = 0.03. The mean score of 88.2 for Maine students in 2002 was significantly different from the other three mean scores. The desired qualitative outcomes of the intervention were confirmed: reducing the anxiety of students, wider reading of the textbook, knowing the structure of the textbook as a learning resource, and deeper understanding of concepts and principles rather than time spent on memorization. While the difference in scores did reach statistical significance, it is important to note that the difference in mean score was only four points on a 100-point scale. Given the percentage of the total grade represented by the test score, it is unlikely that this difference represents any real difference in grade for students in Maine compared with Vermont. The students appeared to approach the textbook and therefore, perhaps, the body of knowledge as a whole with the orientation of a generalist. The MMC Clerkship Director recommended the implementation of the open-book approach to the Family Practice clerkship at all sites and the University of Vermont Medical School accepted the proposal. This recommendation supports advising students on the preparation for an open-book test and on tactics for the best use of the textbook during the test.

  4. Czech version of Rey Auditory Verbal Learning test: normative data.

    Science.gov (United States)

    Bezdicek, Ondrej; Stepankova, Hana; Moták, Ladislav; Axelrod, Bradley N; Woodard, John L; Preiss, Marek; Nikolai, Tomáš; Růžička, Evžen; Poreh, Amir

    2014-01-01

    The present study provides normative data stratified by age for the Rey Auditory Verbal Learning test Czech version (RAVLT) derived from a sample of 306 cognitively normal subjects (20-85 years). Participants met strict inclusion criteria (absence of any active or past neurological or psychiatric disorder) and performed within normal limits on other neuropsychological measures. Our analyses revealed significant relationships between most RAVLT indices and age and education. Normative data are provided not only for basic RAVLT scores, but for the first time also for a variety of derived (gained/lost access, primacy/recency effect) and error scores. The study confirmed a logarithmic character of the learning slope and is consistent with other studies. It enables the clinician to evaluate more precisely subject's RAVLT memory performance on a vast number of indices and can be viewed as a concrete example of Quantified Process Approach to neuropsychological assessment.

  5. Maze Busters: Carrie Miyoshi Macfarlane & Kathleen Sheehan--Harvard University

    Science.gov (United States)

    Library Journal, 2004

    2004-01-01

    Even if one is equipped with an MLS, the 11 libraries that comprise the Harvard College Library can be pretty daunting. That is why Carrie Miyoshi Macfarlane and Kathleen Sheehan created Threading the Maze. The online publication is presented to students in expository writing, the one course all undergraduates must take. "This highly effective…

  6. Hippocampal-dependent spatial memory in the water maze is preserved in an experimental model of temporal lobe epilepsy in rats.

    Directory of Open Access Journals (Sweden)

    Marion Inostroza

    Full Text Available Cognitive impairment is a major concern in temporal lobe epilepsy (TLE. While different experimental models have been used to characterize TLE-related cognitive deficits, little is known on whether a particular deficit is more associated with the underlying brain injuries than with the epileptic condition per se. Here, we look at the relationship between the pattern of brain damage and spatial memory deficits in two chronic models of TLE (lithium-pilocarpine, LIP and kainic acid, KA from two different rat strains (Wistar and Sprague-Dawley using the Morris water maze and the elevated plus maze in combination with MRI imaging and post-morten neuronal immunostaining. We found fundamental differences between LIP- and KA-treated epileptic rats regarding spatial memory deficits and anxiety. LIP-treated animals from both strains showed significant impairment in the acquisition and retention of spatial memory, and were unable to learn a cued version of the task. In contrast, KA-treated rats were differently affected. Sprague-Dawley KA-treated rats learned less efficiently than Wistar KA-treated animals, which performed similar to control rats in the acquisition and in a probe trial testing for spatial memory. Different anxiety levels and the extension of brain lesions affecting the hippocampus and the amydgala concur with spatial memory deficits observed in epileptic rats. Hence, our results suggest that hippocampal-dependent spatial memory is not necessarily affected in TLE and that comorbidity between spatial deficits and anxiety is more related with the underlying brain lesions than with the epileptic condition per se.

  7. Postoperative metabolic acidosis following the minimally invasive radiofrequency maze procedure

    Directory of Open Access Journals (Sweden)

    Raymond Patrick Hom

    2016-01-01

    Full Text Available Purpose: Atrial fibrillation (AF is the most common arrhythmia treated in the world. While medical treatment with antiarrhythmic drugs remains the primary treatment modality, symptomatic refractory AF often requires treatment with a catheter or surgical ablation. One minimally invasive therapy is the Mini-Maze procedure, which utilizes epicardial radiofrequency ablation via a subxiphoid approach to rid the heart of arrhythmogenic atrial foci without a median sternotomy or cardiopulmonary bypass. The goal of this retrospective cohort study was to identify clinical factors associated with metabolic acidosis following the Mini-Maze procedure. Materials and Methods: After Institutional Review Board approval, we studied patients undergoing the Mini-Maze procedure, off-pump coronary artery bypass grafting or patients conventional Cox-Maze on cardiopulmonary bypass. The first base deficit value obtained in the Intensive Care Unit was used as a measure of metabolic acidosis. Using logistic regression with Akaike information criteria, we analyzed preoperative, intraoperative, and postoperative data to determine the factors associated with changes in base deficit. Results: A multivariable model using stepwise selection demonstrated that diabetes mellitus and weight were associated with a decrease in the base deficit by 2.87 mEq/L (95% CI: −5.55-−0.19 and 0.04 mEq/L (95%CI: −0.08, 0.004, respectively. Furthermore, creatinine was associated with a 1.57 mEq/L (95% CI: 0.14, 2.99 increase in the base deficit. Conclusion: The Mini-Maze procedure was not associated with postoperative metabolic acidosis. Instead, nondiabetic patients and patients with higher creatinine were associated with greater base deficits after undergoing cardiac surgery.

  8. Spatial Memory in the Morris Water Maze and Activation of Cyclic AMP Response Element-Binding (CREB) Protein within the Mouse Hippocampus

    Science.gov (United States)

    Porte, Yves; Buhot, Marie Christine; Mons, Nicole E.

    2008-01-01

    We investigated the spatio-temporal dynamics of learning-induced cAMP response element-binding protein activation/phosphorylation (pCREB) in mice trained in a spatial reference memory task in the water maze. Using immunohistochemistry, we examined pCREB immunoreactivity (pCREB-ir) in hippocampal CA1 and CA3 and related brain structures. During the…

  9. Testing Theories of Transfer Using Error Rate Learning Curves.

    Science.gov (United States)

    Koedinger, Kenneth R; Yudelson, Michael V; Pavlik, Philip I

    2016-07-01

    We analyze naturally occurring datasets from student use of educational technologies to explore a long-standing question of the scope of transfer of learning. We contrast a faculty theory of broad transfer with a component theory of more constrained transfer. To test these theories, we develop statistical models of them. These models use latent variables to represent mental functions that are changed while learning to cause a reduction in error rates for new tasks. Strong versions of these models provide a common explanation for the variance in task difficulty and transfer. Weak versions decouple difficulty and transfer explanations by describing task difficulty with parameters for each unique task. We evaluate these models in terms of both their prediction accuracy on held-out data and their power in explaining task difficulty and learning transfer. In comparisons across eight datasets, we find that the component models provide both better predictions and better explanations than the faculty models. Weak model variations tend to improve generalization across students, but hurt generalization across items and make a sacrifice to explanatory power. More generally, the approach could be used to identify malleable components of cognitive functions, such as spatial reasoning or executive functions. Copyright © 2016 Cognitive Science Society, Inc.

  10. Looking ahead? Computerized maze task performance by chimpanzees (Pan troglodytes), rhesus monkeys (Macaca mulatta), capuchin monkeys (Cebus apella), and human children (Homo sapiens).

    Science.gov (United States)

    Beran, Michael J; Parrish, Audrey E; Futch, Sara E; Evans, Theodore A; Perdue, Bonnie M

    2015-05-01

    Human and nonhuman primates are not mentally constrained to the present. They can remember the past and-at least to an extent-anticipate the future. Anticipation of the future ranges from long-term prospection such as planning for retirement to more short-term future-oriented cognition such as planning a route through a maze. Here we tested a great ape species (chimpanzees), an Old World monkey species (rhesus macaques), a New World monkey species (capuchin monkeys), and human children on a computerized maze task. All subjects had to move a cursor through a maze to reach a goal at the bottom of the screen. For best performance on the task, subjects had to "plan ahead" to the end of the maze to move the cursor in the correct direction, avoid traps, and reverse directions if necessary. Mazes varied in difficulty. Chimpanzees were better than both monkey species, and monkeys showed a particular deficit when moving away from the goal or changing directions was required. Children showed a similar pattern to monkeys regarding the effects of reversals and moves away from the goal, but their overall performance in terms of correct maze completion was similar to the chimpanzees. The results highlight similarities as well as differences in planning across species and the role that inhibitory control may play in future-oriented cognition in primates.

  11. Event-Centered Maze Generation Method for Mobile Virtual Reality Applications

    Directory of Open Access Journals (Sweden)

    Kisung Jeong

    2016-11-01

    Full Text Available This study proposes a method of effectively creating mobile virtual reality scenes centered at events for the purpose of providing new experiences in virtual reality environment to users. For this purpose, this paper uses Prim’s maze generation algorithm to automatically create maze environments that have different patterns every time and to compute mazes with finite paths. This paper designs a scheme of creating virtual reality scenes based on event-centered mazes to maximize users’ tension and immersion. Here, event components that are appropriate for the maze environment are defined and maze patterns are created centered at the event point where events that are appropriate for the maze pattern are automatically created. Finally, the paper analyzes whether the proposed virtual reality scene based on event-centered mazes is helpful in enhancing users’ immersion and arousing their interest through diverse experiments.

  12. Influence of open- and closed-book tests on medical students' learning approaches

    NARCIS (Netherlands)

    Heijne-Penninga, Marjolein; Kuks, Jan B. M.; Hofman, W. H. Adriaan; Cohen-Schotanus, Janke

    2008-01-01

    CONTEXT Two learning approaches are consistently distinguished in the literature: deep and surface learning. The deep learning approach is considered preferable. Open-book tests are expected to stimulate deep learning and to offer a possible way of handling the substantial growth in medical knowledg

  13. Influence of open- and closed-book tests on medical students' learning approaches

    NARCIS (Netherlands)

    Heijne-Penninga, Marjolein; Kuks, Jan B. M.; Hofman, W. H. Adriaan; Cohen-Schotanus, Janke

    2008-01-01

    CONTEXT Two learning approaches are consistently distinguished in the literature: deep and surface learning. The deep learning approach is considered preferable. Open-book tests are expected to stimulate deep learning and to offer a possible way of handling the substantial growth in medical knowledg

  14. Improving Student Understanding of Lipids Concepts in a Biochemistry Course Using Test-Enhanced Learning

    Science.gov (United States)

    Horn, Savannah; Hernick, Marcy

    2015-01-01

    Test-enhanced learning has successfully been used as a means to enhance learning and promote knowledge retention in students. We have examined whether this approach could be used in a biochemistry course to enhance student learning about lipids-related concepts. Students were provided access to two optional learning modules with questions related…

  15. Influence of open- and closed-book tests on medical students' learning approaches

    NARCIS (Netherlands)

    Heijne-Penninga, Marjolein; Kuks, Jan B. M.; Hofman, W. H. Adriaan; Cohen-Schotanus, Janke

    2008-01-01

    CONTEXT Two learning approaches are consistently distinguished in the literature: deep and surface learning. The deep learning approach is considered preferable. Open-book tests are expected to stimulate deep learning and to offer a possible way of handling the substantial growth in medical

  16. Improving Student Understanding of Lipids Concepts in a Biochemistry Course Using Test-Enhanced Learning

    Science.gov (United States)

    Horn, Savannah; Hernick, Marcy

    2015-01-01

    Test-enhanced learning has successfully been used as a means to enhance learning and promote knowledge retention in students. We have examined whether this approach could be used in a biochemistry course to enhance student learning about lipids-related concepts. Students were provided access to two optional learning modules with questions related…

  17. No trade-off between learning speed and associative flexibility in bumblebees: a reversal learning test with multiple colonies.

    Directory of Open Access Journals (Sweden)

    Nigel E Raine

    Full Text Available Potential trade-offs between learning speed and memory-related performance could be important factors in the evolution of learning. Here, we test whether rapid learning interferes with the acquisition of new information using a reversal learning paradigm. Bumblebees (Bombus terrestris were trained to associate yellow with a floral reward. Subsequently the association between colour and reward was reversed, meaning bees then had to learn to visit blue flowers. We demonstrate that individuals that were fast to learn yellow as a predictor of reward were also quick to reverse this association. Furthermore, overnight memory retention tests suggest that faster learning individuals are also better at retaining previously learned information. There is also an effect of relatedness: colonies whose workers were fast to learn the association between yellow and reward also reversed this association rapidly. These results are inconsistent with a trade-off between learning speed and the reversal of a previously made association. On the contrary, they suggest that differences in learning performance and cognitive (behavioural flexibility could reflect more general differences in colony learning ability. Hence, this study provides additional evidence to support the idea that rapid learning and behavioural flexibility have adaptive value.

  18. Combined neonatal stress and young-adult glucocorticoid stimulation in rats reduce BDNF expression in hippocampus: effects on learning and memory.

    Science.gov (United States)

    Choy, Kwok Ho Christopher; de Visser, Yvonne; Nichols, Nancy R; van den Buuse, Maarten

    2008-01-01

    Epidemiological studies suggest that multiple developmental disruptions are involved in the etiology of psychiatric illnesses including schizophrenia. In addition, altered expression of brain-derived neurotrophic factor (BDNF) has been implicated in these illnesses. In the present study, we examined the combined long-term effect of an early stress, in the form of maternal deprivation, and a later stress, simulated by chronic young-adult treatment with the stress hormone, corticosterone, on BDNF expression in the hippocampus of rats. To assess whether there were behavioral effects, which may correlate with the BDNF changes, learning and memory was tested in the Y-maze test for short term spatial memory, the Morris water maze for long-term spatial memory, and the T-maze test for working memory. Four groups of rats received either no stress, maternal deprivation, corticosterone treatment, or both. Dorsal hippocampus sections obtained from parallel groups were used for BDNF mRNA in situ hybridization. Rats which had undergone both maternal deprivation and corticosterone treatment displayed a unique and significant 25-35% reduction of BDNF expression in the dentate gyrus (DG), and similar trends in the CA1 and CA3 regions of the hippocampus. These "two-hit" animals exhibited a learning delay in the Morris water maze test, a marked deficit in the Y-maze, but little change in the T-maze test. However, some aspects of cognition were also altered in rats with either maternal deprivation or corticosterone treatment. This study demonstrates a persistent effect of two developmental disruptions on BDNF expression in the hippocampus, with parallel, but not completely correlative changes in learning and memory.

  19. [Analysis of variance of repeated data measured by water maze with SPSS].

    Science.gov (United States)

    Qiu, Hong; Jin, Guo-qin; Jin, Ru-feng; Zhao, Wei-kang

    2007-01-01

    To introduce the method of analyzing repeated data measured by water maze with SPSS 11.0, and offer a reference statistical method to clinical and basic medicine researchers who take the design of repeated measures. Using repeated measures and multivariate analysis of variance (ANOVA) process of the general linear model in SPSS and giving comparison among different groups and different measure time pairwise. Firstly, Mauchly's test of sphericity should be used to judge whether there were relations among the repeatedly measured data. If any (PSPSS statistical package is available to fulfil this process.

  20. Generalizability Theory Analysis of CBM Maze Reliability in Third- through Fifth-Grade Students

    Science.gov (United States)

    Mercer, Sterett H.; Dufrene, Brad A.; Zoder-Martell, Kimberly; Harpole, Lauren Lestremau; Mitchell, Rachel R.; Blaze, John T.

    2012-01-01

    Despite growing use of CBM Maze in universal screening and research, little information is available regarding the number of CBM Maze probes needed for reliable decisions. The current study extends existing research on the technical adequacy of CBM Maze by investigating the number of probes and assessment durations (1-3 min) needed for reliable…

  1. DKIST telescope mount factory testing overview and lessons learned

    Science.gov (United States)

    Jeffers, Paul; Trieloff, Todd; Kärcher, Hans; Seubert, Steffen; McBride, William

    2016-07-01

    The Daniel K Inouye Solar Telescope (DKIST) will be the largest solar telescope in the world, and will be able to provide the sharpest views ever taken of the solar surface. The telescope has a 4m aperture primary mirror, however due to the off axis nature of the optical layout, the telescope Mount has proportions similar to an 8 metre class telescope. The Telescope Mount Assembly (TMA) includes both the telescope Mount and the 16m diameter laboratory table or Coudé Rotator. The Coudé Rotator supports the full instrument suite of up to 40 tonnes and has full rotation capabilities similar to the Mount azimuth axis. The TMA has been going through the design, fabrication and assembly process since 2009 with Ingersoll Machine Tool's and this culminated with the Factory Acceptance Testing (FAT). The preparation for the FAT started not long after the Final Design Review was complete and planning continued through the assembly stages. The official Factory Acceptance testing of the Coudé Rotator was conducted during May/Jun 2014 and the Mount in Feb through Apr 2015. This paper provides an overview and discussion of the testing that was carried out. The depth and extent of testing will be described with discussion on what we would do differently next time. Also details of the preparation / process that lead into the testing will be presented. Most importantly the results will be summarized and lessons learned during the testing provided as well as discussion on how this influences the planned site assembly and extent of re-test post assembly.

  2. Test Reviews: Reynolds, C., & Voress, J. K. (2007). "Test of Memory and Learning: Second Edition." Austin, TX: PRO-ED

    Science.gov (United States)

    Schmitt, Ara J.; Decker, Scott L.

    2009-01-01

    This article reviews the Test of Memory and Learning: Second Edition (TOMAL-2), published by PRO-ED, which constitutes a recent revision of the Test of Memory and Learning (TOMAL; Reynolds & Bigler, 1994). Advertised as the "single most comprehensive memory battery available for the entire age range of 5 years through 59 years of age", the TOMAL-2…

  3. Facilitating learning in large lecture classes: testing the "teaching team" approach to peer learning.

    Science.gov (United States)

    Stanger-Hall, Kathrin F; Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups.

  4. Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

    Science.gov (United States)

    Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. PMID:21123696

  5. 高架〇迷宫实验:昆明小鼠状态焦虑动物模型的重测信度研究%Elevated zero maze as an animal model of state anxiety in Kunming mice:test-retest reliability

    Institute of Scientific and Technical Information of China (English)

    孙世光

    2016-01-01

    Aim To explore the test-retest reliability of elevated zero maze (EZM), as an animal model of state anxiety in Kun-ming mice. Methods The behavior of adult, male and female, Kunming mice in EZM was recorded twice, for five minutes, with a one-week inter-trial interval. The following parameters were evaluated: percentage of time on EZM open arms (Otime% ), time on EZM open arms ( Otime), time on EZM closed arms (Ctime), percentage of entries into EZM open arms (Oentries% ), entries into EZM open arms (Oentries), entries into EZM closed arms (Centries), total entries into EZM open and closed arms (Entries). Subsequently, the intraclass corre-lation coefficient ( ICC) and the kappa agreement index ( κ) were calculated for these parameters. Results ICC for Otime%(♂ ICC = 0. 753,P < 0. 01;♂ + ♀ ICC = 0. 535,P < 0. 05), Otime (♂ ICC = 0. 753, P < 0. 01; ♂ + ♀ ICC = 0. 535, P <0. 05), Ctime ( ♂ ICC = 0. 753, P < 0. 01; ♂ + ♀ ICC =0. 535, P < 0. 05), and Oentries (♂ ICC = 0. 719, P < 0. 01;♀ ICC = 0. 494, P < 0. 05; ♂ + ♀ ICC = 0. 583, P < 0. 01), Centries (♀ ICC = 0. 658, P < 0. 01; ♀ ICC = 0. 508, P <0. 05; ♂ + ♀ ICC = 0. 562, P < 0. 01), Entries ( ♂ ICC =0. 691, P < 0. 01; ♀ ICC = 0. 502, P < 0. 05; ♂ + ♀ ICC =0. 574, P < 0. 05) showed a good and fair test-retest reliability, respectively. Only κ for Otime% (♂ κ = 0. 393, P < 0. 05), Ctime (♂ κ = 0. 393, P < 0. 05), Oentries (♂ κ = 0. 308, P< 0. 05; ♂ + ♀ κ = 0. 256, P < 0. 05), Centries ( ♂ κ =0. 427, P < 0. 01; ♂ + ♀ κ = 0. 238, P < 0. 05), Entries (♂κ = 0. 469, P < 0. 01) displayed a significant but poor reliability between the test-retest trials. Conclusions The parameters Otime% and Entries for Kunming mice in EZM are stable over time, and indicate an acceptable reliability with a one-week in-ter-trial interval. Meanwhile, more attention should be paid not to repeated measure effect, but to the sex effect (Male animals recommended to EZM

  6. Effects of Boswellia Papyrifera Gum Extract on Learning and Memory in

    Directory of Open Access Journals (Sweden)

    Amir Farshchi

    2010-04-01

    Full Text Available Objective(sLearning is defined as the acquisition of information and skills, while subsequent retention of that information is called memory. The objective of the present study was to investigate the effect of aqueous extract of Boswellia papyrifera on learning and memory paradigms in mice and rats.Materials and MethodsThis study was held at the Department of Pharmacology, Faculty of Pharmacy, Kermanshah University of Medical Science, Kermanshah, Iran from September 2006 to March 2008. Male Wistar rats and male NMRI mice were randomly divided into control, B. papyrifera treated (50, 100, 150 mg/kg, p.o., and piracetam (150 mg/kg groups. Radial arm maze (RAM and Morris water maze (MWM were the screening tests used to assess the activity of B. papyrifera extract.ResultsThe mice treated with B. papyrifera (50, 100 and 150 mg/kg or piracetam (150 mg/kg showed a decrease in number of days required to learned (P< 0.05 and time taken to find food by the learned mice in radial arm maze (P< 0.01. In Morris water maze, rats treated with the above mentioned doses showed dose dependent improvement in spatial learning. Escape latency during swimming in water maze in piracetam and B. papyrifera treated animals was significantly lower (P< 0.01 than control. Swimming distance was also significantly lower (P< 0.05 in the treated groups.Conclusion The results show facilitation of spatial learning and memory processes and thereby validate B. papyrifera traditional use of intelligence improving. The presence of alkaloids, flavonoids and saponins might be responsible for this activity of B. papyrifera.

  7. Spatial learning and psychomotor performance of C57BL/6 mice: age sensitivity and reliability of individual differences.

    Science.gov (United States)

    de Fiebre, Nancyellen C; Sumien, Nathalie; Forster, Michael J; de Fiebre, Christopher M

    2006-09-01

    Two tests often used in aging research, the elevated path test and the Morris water maze test, were examined for their application to the study of brain aging in a large sample of C57BL/6JNia mice. Specifically, these studies assessed: (1) sensitivity to age and the degree of interrelatedness among different behavioral measures derived from these tests, (2) the effect of age on variation in the measurements, and (3) the reliability of individual differences in performance on the tests. Both tests detected age-related deficits in group performance that occurred independently of each other. However, analysis of data obtained on the Morris water maze test revealed three relatively independent components of cognitive performance. Performance in initial acquisition of spatial learning in the Morris maze was not highly correlated with performance during reversal learning (when mice were required to learn a new spatial location), whereas performance in both of those phases was independent of spatial performance assessed during a single probe trial administered at the end of acquisition training. Moreover, impaired performance during initial acquisition could be detected at an earlier age than impairments in reversal learning. There were modest but significant age-related increases in the variance of both elevated path test scores and in several measures of learning in the Morris maze test. Analysis of test scores of mice across repeated testing sessions confirmed reliability of the measurements obtained for cognitive and psychomotor function. Power calculations confirmed that there are sufficiently large age-related differences in elevated path test performance, relative to within age variability, to render this test useful for studies into the ability of an intervention to prevent or reverse age-related deficits in psychomotor performance. Power calculations indicated a need for larger sample sizes for detection of intervention effects on cognitive components of the

  8. Initial experience with the maze procedure for atrial fibrillation.

    Science.gov (United States)

    McCarthy, P M; Castle, L W; Maloney, J D; Trohman, R G; Simmons, T W; White, R D; Klein, A L; Cosgrove, D M

    1993-06-01

    From January 1991 until May 1992, a total of 14 patients (mean age 48 years) underwent the maze procedure for refractory atrial fibrillation (mean duration, 7 years; mean number of antiarrhythmic medications, six). Three patients had had embolic events, one patient had had a cardiac arrest from flecainide, one had pulmonary fibrosis from amiodarone, and six of ten who were employed were temporarily disabled. Two patients underwent successful mitral valve repair in which the maze procedure was added as a secondary goal of the operation. Postoperative fluid retention was a problem in five patients (36%). Six patients (43%) were temporarily treated with an antiarrhythmic medication. Two patients (14%) with preoperative sick sinus syndrome required pacemakers. One patient was discharged from the hospital but died suddenly less than 1 month after the operation (7% operative mortality) of hyperkalemia caused by acute renal failure. All patients beyond 3 postoperative months (100% "cure") are receiving no antiarrhythmic medications, have sinus rhythm, or have p-wave tracking with ventricular pacing. Atrial contraction has been documented by cinegraphic magnetic resonance imaging studies and by Doppler echocardiography performed when sinus rhythm had resumed. The maze procedure is an extensive operation but is indicated for selected patients who have the severe sequelae of atrial fibrillation.

  9. Optimal Navigation of Self-Propelled Colloids in Microstructured Mazes

    Science.gov (United States)

    Yang, Yuguang; Bevan, Michael

    Controlling navigation of self-propelled microscopic `robots' subject to random Brownian motion in complex microstructured environments (e.g., porous media, tumor vasculature) is important to many emerging applications (e.g., enhanced oil recovery, drug delivery). In this work, we design an optimal feedback policy to navigate an active self-propelled colloidal rod in complex mazes with various obstacle types. Actuation of the rods is modelled based on a light-controlled osmotic flow mechanism, which produces different propulsion velocities along the rod's long axis. Actuator-parameterized Langevin equations, with soft rod-obstacle repulsive interactions, are developed to describe the system dynamics. A Markov decision process (MDP) framework is used for optimal policy calculations with design goals of colloidal rods reaching target end points in minimum time. Simulations show that optimal MDP-based policies are able to control rod trajectories to reach target regions order-of-magnitudes faster than uncontrolled rods, which diverges as maze complexity increases. An efficient multi-graph based implementation for MDP is also presented, which scales linearly with the maze dimension.

  10. Possible anxiolytic effects of taurine in the mouse elevated plus-maze.

    Science.gov (United States)

    Chen, Si Wei; Kong, Wei Xi; Zhang, Yi Jing; Li, Yu Lei; Mi, Xiao Juan; Mu, Xiao Shuo

    2004-08-01

    The effects of taurine, an inhibitory amino acid, on the behavior of male mice were examined in the elevated plus-maze test of anxiety. Acute taurine treatment (60 mg/kg, PO) significantly increased the percentage of time spent in the open arms. Moreover, when taurine was administered daily for seven days and the plus-maze test was conducted 40 minutes after the last administration, a significant increase of the percentage of time in the open arms was observed even at dose of 2.5 mg/kg, however the open arm entries and the total entries were unaffected at any dose tested. In order to get a comprehensive profile of drug action, detailed behavioral analyses were further exerted. Single administration of 60 mg/kg taurine can significantly reduce the total rears. The results suggest that taurine have some anxiolytic-like properties, although its effects seem more limited and are not consistent with those presented by classic anxiolytics, such as diazepam.

  11. Suit Port Aft Bulkhead Mockup Test Results and Lessons Learned

    Science.gov (United States)

    Romig, Barbara A.; Allton, Charles

    2009-01-01

    The Small Pressurized Rover (SPR) is currently being carried as an integral part of the current Lunar Surface Architectures under consideration in the Constellation program. One element of the SPR is the suit port, the means by which the crew performs Extravehicular Activities (EVAs). Two suit port deliverables were produced in fiscal year 2008: an aft bulkhead mockup for functional integrated testing with the 1-G SPR mockup and a functional and pressurizable engineering unit. This paper focuses on the test results and lessons learned on the aft bulkhead mockup. The suit port aft bulkhead mockup was integrated with the mockup of the SPR cabin and chassis. It is located on the aft bulkhead of the SPR cabin structure and includes hatches, a locking mechanism, seals, interior and exterior suit don/doff aids, and exterior platforms to accommodate different crewmember heights. A lightweight mockup of the Mark III suit was tested with the suit port aft bulkhead mockup. There are several limitations to the suit port and mockup suits, and results of the suit port evaluation are presented and interpreted within the context of the limitations.

  12. Robust training attenuates TBI-induced deficits in reference and working memory on the radial 8-arm maze

    Directory of Open Access Journals (Sweden)

    Veronica eSebastian

    2013-05-01

    Full Text Available Globally, it is estimated that nearly 10 million people sustain severe brain injuries leading to hospitalization and/or death every year. Amongst survivors, traumatic brain injury (TBI results in a wide variety of physical, emotional and cognitive deficits. The most common cognitive deficit associated with TBI is memory loss, involving impairments in spatial reference and working memory. However, the majority of research thus far has characterized the deficits associated with TBI on either reference or working memory systems separately, without investigating how they interact within in a single task. Thus we examined the effects of TBI on short-term working and long-term reference memory using the radial 8-arm maze (RAM with a sequence of 4 baited and 4 unbaited arms. Subjects were given 10 daily trials for 6 days followed by a memory retrieval test two weeks after training. Multiple training trials not only provide robust training, but also test the subjects’ ability to frequently update short-term memory while learning the reference rules of the task. Our results show that TBI significantly impaired short-term working memory function on previously acquired spatial information but has little effect on long-term reference memory. Additionally, TBI significantly increased working memory errors during acquisition and reference memory errors during retention testing two weeks later. With a longer recovery period after TBI, the robust RAM training mitigated the reference memory deficit in retention but not the short-term working memory deficit during acquisition. These results identify the resiliency and vulnerabilities of short-term working and long-term reference memory to TBI in the context of robust training. The data highlight the role of cognitive training and other behavioral remediation strategies implicated in attenuating deficits associated with TBI.

  13. Misconceptions Regarding Accommodations on High-Stakes Tests: Recommendations for Preparing Disability Documentation for Test Takers with Learning Disabilities

    Science.gov (United States)

    Brinckerhoff, Loring C.; Banerjee, Manju

    2007-01-01

    The process of submitting documentation to testing agencies as proof of a disability can be time consuming, expensive, and even intimidating to test takers with learning disabilities. Misconceptions about the accommodations review process employed by testing agencies add to the anxiety that many test takers feel around obtaining approval for…

  14. Behavioral profiles displayed by rats in an elevated asymmetric plus-maze: effects of diazepam

    Directory of Open Access Journals (Sweden)

    Ruarte M.B.

    1999-01-01

    Full Text Available When rats are exposed to unknown environments where novelty and fear-inducing characteristics are present (conflictive environments, some specific behaviors are induced and exploration is apparently modulated by fear. In our laboratory, a new type of plus-maze was designed as a model of conflictive exploration. The maze is composed of four arms with different geometrical characteristics, differing from each other by the presence or absence of walls. The degree of asymmetry was as follows: NW, no wall arm; SW, a single high wall present; HL, a low and a high wall present, and HH, two high walls present. The four arms were arranged at 90o angles and the apparatus was called the elevated asymmetric plus-maze (APM. The purpose of the present study was to assess the behavioral profile of rats exposed for a single time to the APM with or without treatment with benzodiazepine. Increasing doses of diazepam were injected intraperitoneally in several groups of male, 90-day-old Holtzman rats. Distilled water was injected in control animals. Thirty minutes after treatment all rats were exposed singly to a 5-min test in the APM. Diazepam induced a biphasic modification of exploration in the NW and SW arms. The increase in the exploration score was evident at low doses of diazepam (0.25-1.0 mg/kg body weight and the decrease in exploration was found with the higher doses of diazepam (2.0-3.0 mg/kg body weight. Non-exploratory behaviors (permanency were not affected by benzodiazepine treatment. In the HL arm, exploration was not modified but permanency was increased in a dose-dependent manner. In the HH arm, exploration and permanency were not affected. Results are compatible with the idea that exploration-processing mechanisms in conflictive environments are modulated by fear-processing mechanisms of the brain.

  15. Learning, memory and exploratory similarities in genetically identical cloned dogs

    OpenAIRE

    Shin, Chi Won; Kim, Geon A; Park, Won Jun; Park, Kwan Yong; Jeon, Jeong Min; Oh, Hyun Ju; Kim, Min Jung; Lee, Byeong Chun

    2016-01-01

    Somatic cell nuclear transfer allows generation of genetically identical animals using donor cells derived from animals with particular traits. To date, few studies have investigated whether or not these cloned dogs will show identical behavior patterns. To address this question, learning, memory and exploratory patterns were examined using six cloned dogs with identical nuclear genomes. The variance of total incorrect choice number in the Y-maze test among cloned dogs was significantly lower...

  16. Competency Testing for Pediatric Cardiology Fellows Learning Transthoracic Echocardiography: Implementation, Fellow Experience, and Lessons Learned.

    Science.gov (United States)

    Levine, Jami C; Geva, Tal; Brown, David W

    2015-12-01

    There is currently great interest in measuring trainee competency at all levels of medical education. In 2007, we implemented a system for assessing cardiology fellows' progress in attaining imaging skills. This paradigm could be adapted for use by other cardiology programs. Evaluation consisted of a two-part exercise performed after years 1 and 2 of pediatric cardiology training. Part 1: a directly observed evaluation of technical skills as fellows imaged a normal subject (year 1) and a patient with complex heart disease (year 2). Part 2: fellows interpreted and wrote reports for two echocardiograms illustrating congenital heart disease. These were graded for accuracy and facility with communicating pertinent data. After 5 years of testing, fellows were surveyed about their experience. In 5 years, 40 fellows were tested at least once. Testing identified four fellows who underperformed on the technical portion and four on the interpretive portion. Surveys were completed by 33 fellows (83 %). Most (67 %) felt that intermittent observation by faculty was inadequate for assessing skills and that procedural volume was a poor surrogate for competency (58 %). Posttest feedback was constructive and valuable for 90, and 70 % felt the process helped them set goals for skill improvement. Overall, fellows felt this testing was fair and should continue. Fellow performance and responses identified programmatic issues that were creating barriers to learning. We describe a practical test to assess competency for cardiology fellows learning echocardiography. This paradigm is feasible, has excellent acceptance among trainees, and identifies trainees who need support. Materials developed could be easily adapted to help track upcoming ACGME-mandated metrics.

  17. Dietary early-life exposure to contaminated eels does not impair spatial cognitive performances in adult offspring mice as assessed in the Y-maze and the Morris water maze.

    Science.gov (United States)

    Dridi, Imen; Leroy, Delphine; Guignard, Cédric; Scholl, Georges; Bohn, Torsten; Landoulsi, Ahmed; Thomé, Jean-Pierre; Eppe, Gauthier; Soulimani, Rachid; Bouayed, Jaouad

    2014-12-01

    Many environmental contaminants are introduced via the diet and may act as neurotoxins and endocrine disrupters, especially influencing growing organisms in early life. The purpose of this study was to examine whether dietary exposure of dams to fish naturally contaminated with xenobiotics, especially with polychlorinated biphenyls (PCBs) and heavy metals (e.g., mercury and lead), resulted in cognitive function deficits in adult offspring mice. Daily, four groups of dams (n = 10/group) ingested standard diet plus paste with/without eels, during gestation and lactation, from gestational day (GD) six until post natal day (PND) 21 (weaning). Dams orally ingested a standardized amount of eel (0.8 mg kg(-1) d(-1)) containing the six non-dioxin-like (NDL) PCBs (Σ6 NDL-PCBs: 28, 52, 101, 138, 153, and 180) at 0, 85, 216, and 400 ng kg(-1) d(-1). Results showed that early-life exposure to contaminated eels did not (compared to non-exposed controls) impair immediate working memory in the Y-maze in the offspring assessed at PND 38. Furthermore, it did not significantly impact spatial learning and retention memory as measured in the Morris water maze in adult offspring mice (PND 120-123). Our results suggest that perinatal exposure to contaminated eels does not affect spatial cognitive performances, as assessed by the Y-maze and Morris water maze at adult age. Adverse effects of xenobiotics reported earlier might be camouflaged by beneficial eel constituents, such as n-3 fatty acids. However, additional studies are needed to differentiate between potential positive and negative effects following consumption of food items both rich in nutrients and contaminants.

  18. The effects of abused inhalants on mouse behavior in an elevated plus-maze.

    Science.gov (United States)

    Bowen, S E; Wiley, J L; Balster, R L

    1996-09-26

    Previous research has shown that abused inhalants (i.e., the volatile solvents) share some of the pharmacological properties of drugs used in the treatment of anxiety. In an attempt to further examine commonalities in the effects of inhalants and central nervous system depressant drugs, the behavioral effects of inhaled 1,1,1-trichloroethane, toluene, methoxyflurane and the convulsant vapor flurothyl were examined and compared to those of diazepam in the elevated plus-maze, a test used to predict antianxiety effects. After inhalant exposure or diazepam injection, mice were placed in the center of an elevated plus-maze and the number of entries and time spent in each type of arm (open versus closed) were measured during 5-min tests. Exposure to increasing concentrations of toluene produced concentration-related increases in the total number of open arm entries and the total time spent on the open arms, a pattern of behavioral effects similar to that produced by diazepam. A similar pattern was observed for increasing concentrations of 1,1,1-trichloroethane and methoxyflurane but changes in open arm activity were only observed at concentrations that increased locomotor activity. Conversely, only decreases in open arm time and number of entries were observed for flurothyl. The increasing evidence for commonalities in the behavioral effects of volatile solvents and depressant drugs may provide a foundation for understanding the neurobehavioral basis of inhalant abuse.

  19. Judgments of Learning Are Influenced by Memory for Past Test

    Science.gov (United States)

    Finn, Bridgid; Metcalfe, Janet

    2008-01-01

    The Underconfidence with Practice (UPW) effect [Koriat, A., Sheffer, L., & Ma'ayan, H. (2002). Comparing objective and subjective learning curves: Judgment of learning exhibit increased underconfidence with practice. "Journal of Experimental Psychology: General, 131", 147-162.], found in multi-trial learning, is marked by a pattern of…

  20. Effects of mescaline and its derivative N-[3,4,5-trimethoxyphenylethyl]-aziridine on the spatial orientation of rats in a T-maze.

    Science.gov (United States)

    Koupilová, M; Herink, J

    1989-01-01

    The central effect of mescaline and of its derivative N-[3,4,5- trimethoxyphenylethyl]-aziridine (FAZ) after their stereotaxic administration into the lateral ventricle of the brain was studied in behavioural experiments on rats. The effect of the two substances was tested by a method studying memory elicitation in response to appetitive motivation in a multiple T-maze. The results show that both substances worsened the behaviour in question. The negative effect of mescaline (lengthening of the time of passage through the maze) was manifested both immediately and several weeks after a single dose. FAZ likewise worsened the test reaction, but its effect was less pronounced than that of mescaline.

  1. Test-Enhanced Learning of Natural Concepts: Effects on Recognition Memory, Classification, and Metacognition

    Science.gov (United States)

    Jacoby, Larry L.; Wahlheim, Christopher N.; Coane, Jennifer H.

    2010-01-01

    Three experiments examined testing effects on learning of natural concepts and metacognitive assessments of such learning. Results revealed that testing enhanced recognition memory and classification accuracy for studied and novel exemplars of bird families on immediate and delayed tests. These effects depended on the balance of study and test…

  2. Influence of component formula of Suanzaoren Tang on hippocampus monoamine neurotransmitters and their metabolites in rats in elevated plus maze test%酸枣仁汤组分配方对高架十字迷宫大鼠海马单胺类递质及其代谢物的影响

    Institute of Scientific and Technical Information of China (English)

    王守勇; 谢鸣

    2012-01-01

    目的 观察酸枣仁汤组分配方对高架十字迷宫大鼠海马单胺类递质及其代谢物的影响,探讨其抗焦虑效用的有效组分及作用机理.方法 采用国际上通用的高架十字迷宫焦虑动物模型,观察酸枣仁汤组分配方对大鼠行为学的影响,高效液相色谱法测定大鼠海马单胺类递质去甲肾上腺素(NE)、5-羟色胺(5 -HT)、多巴胺(DA)及其代谢物的含量.结果 与空白对照组比较,全组分配方组和有效组分配方组及地西泮组大鼠进入开放臂次数比、在开放臂停留时间比均显著升高(P<0.01或P<0.05);有效组分配方组和地西泮组大鼠海马5-HT的含量均见显著降低(P<0.05),全组分配方组海马5-HT含量呈降低作用趋势;有效组分配方组大鼠海马高香草酸(HVA)含量显著升高(P<0.01).结论 酸枣仁汤全组分配方及其有效组分配方与地西泮具有某些相同的抗焦虑作用机制,可能涉及到降低海马5-HT含量;全组分配方及其有效组分配方对大鼠海马单胺类递质代谢的影响有所不同.%Objective To observe the influence of component formula of Suanzaoren Tang on hippocampus monoamine neurotransmitters and their metabolites in rats in elevated plus maze test (EPM) , and discuss its effective components and mechanism of anti-anxiety. Methods The influence of component formula of Suanzaoren Tang on rat ethology was observed by using international common-used anxiety animal model in EPM. The levels of monoamine neurotransmitters including noradrenaline (NE) , 5-hydroxytryptamine (5-HT) and dopamine (DA) and their metabolites were detected by applying HPLC. Results Compared with blank group, the ratio of entering times and retention time ratio in open arm increased significantly in whole component formula group (whole CF group) , effective component formula group (effective CF group) and diazepam group (P <0. 01 or P <0. 05). The level of 5-HT decreased significantly in

  3. Spatial performance in a complex maze is associated with persistent long-term potentiation enhancement in mouse hippocampal slices at early training stages.

    Science.gov (United States)

    Lange-Asschenfeldt, C; Lohmann, P; Riepe, M W

    2007-06-29

    Long-term potentiation (LTP) and long-term depression (LTD) are principal reflections of synaptic plasticity that have been implicated in learning and memory. We have previously shown that spatial learning in a newly validated complex maze is accompanied by depression of hippocampal CA1 synaptic activity in hippocampal slices of trained mice ("behavioral LTD"). In the present study, we investigated whether behavioral LTD is accompanied by alterations of subsequent LTP induced by high-frequency stimulation (HFS). Moreover, we were interested in the time course of such alterations in relation to training stage. Animals underwent 1, 2, and 8 days of spatial training in the complex maze, respectively. Hippocampal slices were taken 24 h after the last training session. We found a simultaneous decrease of basal synaptic response and increase of HFS induced LTP magnitude compared with slices of untrained animals. Synaptic plasticity was not influenced by repeated running wheel exercise in an additional control group without spatial learning. The mentioned alterations occurred already after day 2 of maze exploration parallel to the most pronounced improvement of behavioral performance but did not change thereafter until day 8 despite further learning progress. They were also found when animals were trained for 2 days and kept at rest for a subsequent 6 days. In conclusion, spatial learning may be reflected by distinct and persistent measurable alterations of synaptic plasticity in hippocampal CA1 neurons at early training stages.

  4. Searching for cognitive enhancement in the Morris water maze: better and worse performance in D-amino acid oxidase knockout (Dao(-/-)) mice.

    Science.gov (United States)

    Pritchett, David; Taylor, Amy M; Barkus, Christopher; Engle, Sandra J; Brandon, Nicholas J; Sharp, Trevor; Foster, Russell G; Harrison, Paul J; Peirson, Stuart N; Bannerman, David M

    2016-04-01

    A common strategy when searching for cognitive-enhancing drugs has been to target the N-methyl-d-aspartate receptor (NMDAR), given its putative role in synaptic plasticity and learning. Evidence in favour of this approach has come primarily from studies with rodents using behavioural assays like the Morris water maze. D-amino acid oxidase (DAO) degrades neutral D-amino acids such as D-serine, the primary endogenous co-agonist acting at the glycine site of the synaptic NMDAR. Inhibiting DAO could therefore provide an effective and viable means of enhancing cognition, particularly in disorders like schizophrenia, in which NMDAR hypofunction is implicated. Indirect support for this notion comes from the enhanced hippocampal long-term potentiation and facilitated water maze acquisition of ddY/Dao(-) mice, which lack DAO activity due to a point mutation in the gene. Here, in Dao knockout (Dao(-/-) ) mice, we report both better and worse water maze performance, depending on the radial distance of the hidden platform from the side wall of the pool. Dao(-/-) mice displayed an increased innate preference for swimming in the periphery of the maze (possibly due to heightened anxiety), which facilitated the discovery of a peripherally located platform, but delayed the discovery of a centrally located platform. By contrast, Dao(-/-) mice exhibited normal performance in two alternative assays of long-term spatial memory: the appetitive and aversive Y-maze reference memory tasks. Taken together, these results question the proposed relationship between DAO inactivation and enhanced long-term associative spatial memory. They also have generic implications for how Morris water maze studies are performed and interpreted.

  5. NF-kappaB activity affects learning in aversive tasks: possible actions via modulation of the stress axis.

    Science.gov (United States)

    Lehmann, Michael L; Brachman, Rebecca A; Listwak, Samuel J; Herkenham, Miles

    2010-08-01

    The role of altered activity of nuclear factor kappaB (NF-kappaB) in specific aspects of motivated behavior and learning and memory was examined in mice lacking the p50 subunit of the NF-kappaB/rel transcription factor family. Nfkb1-deficient mice are unable to produce p50 and show specific susceptibilities to infections and inflammatory challenges, but the behavioral phenotype of such mice has been largely unexamined, owing in large part to the lack of understanding of the role of NF-kappaB in nervous system function. Here we show that Nfkb1 (p50) knockout mice more rapidly learned to find the hidden platform in the Morris water maze than did wildtype mice. The rise in plasma corticosterone levels after the maze test was greater in p50 knockout than in wildtype mice. In the less stressful Barnes maze, which tests similar kinds of spatial learning, the p50 knockout mice performed similarly to control mice. Adrenalectomy with corticosterone replacement eliminated the differences between p50 knockout and wildtype mice in the water maze. Knockout mice showed increased levels of basal anxiety in the open-field and light/dark box tests, suggesting that their enhanced escape latency in the water maze was due to activation of the stress (hypothalamic-pituitary-adrenal) axis leading to elevated corticosterone production by strongly but not mildly anxiogenic stimuli. The results suggest that, as in the immune system, p50 in the nervous system normally serves to dampen NF-kappaB-mediated intracellular activities, which are manifested physiologically through elevated stress responses to aversive stimuli and behaviorally in the facilitated escape performance in learning tasks.

  6. Effects of BNST lesions in female rats on forced swimming and navigational learning.

    Science.gov (United States)

    Pezuk, Pinar; Aydin, Elif; Aksoy, Ayla; Canbeyli, Resit

    2008-09-01

    The bed nucleus of the stria terminalis (BNST) in the forebrain shows sexual dimorphism in its neuroanatomical connectivity and neurochemical characteristics. The structure is involved in many behavioral and motivational phenomena particularly related to coping with stress. Female rats differ from males in responding to stressful situations such as forced swimming and navigational learning in the water maze. It was previously shown that bilateral damage to the BNST in male Wistar rats aggravated depression as measured by forced swim tests, but did not impair navigational learning in the water maze. The present study extended the findings to female rats demonstrating that bilateral electrolytic lesions of the BNST increased immobility and decreased climbing compared to sham-operated controls, but failed to affect performance in the water maze. Additionally, lesions did not alter behavior in the open field and the elevated plus-maze tests suggesting not only that the modulation of depression by BNST lesions is specific, but also providing support for the view that the BNST may not necessarily be critically involved in anxiety.

  7. Cows in the Maze And other mathematical explorations

    CERN Document Server

    Stewart, Ian

    2010-01-01

    From the mathematics of mazes, to cones with a twist, and the amazing sphericon - and how to make one - Ian Stewart is back with more mathematical stories and puzzles that are as quirky as they are fascinating, and each from the cutting edge of the world of mathematics. We find out about the mathematics of time travel, explore the shape of teardrops (which are not tear-drop shaped, but something much, much more strange!), dance with dodecahedra, and play the game of Hex, amongst many more strange and delightful mathematical diversions.

  8. Heading which way? Y-maze chemical assays: not all crustaceans are alike

    Science.gov (United States)

    Kenning, Matthes; Lehmann, Philipp; Lindström, Magnus; Harzsch, Steffen

    2015-09-01

    In a world full of chemicals, many crustaceans rely on elaborate olfactory systems to guide behaviors related to finding food or to assess the presence of conspecifics and predators. We analyzed the responses of the isopod Saduria entomon to a range of stimuli by which the animal is likely to encounter in its natural habitat using a Y-maze bioassay. In order to document the efficiency of the experimental design, the same bioassay was used to test the behavior of the crayfish Procambarus fallax whose ability to track odors is well documented. The crayfish performed well in the Y-maze and were able to locate the source of a food-related odor with high fidelity. The isopod S. entomon reacted indifferently or with aversion to most of the stimuli applied. In 1800 trials, only four out of 15 different stimuli yielded statistically significant results, and only one odorant was found to be significantly attractive. The findings raise several questions whether the stimuli presented and/or the experimental setup used represents an ecologically relevant situation for S. entomon. In each instance, our experiments illustrate that established methods cannot be readily transferred from one species to another.

  9. Exercise Enhances Learning and Hippocampal Neurogenesis in Aged Mice

    Science.gov (United States)

    Praag, Henriette van; Shubert, Tiffany; Zhao, Chunmei; Gage, Fred H.

    2005-01-01

    Aging causes changes in the hippocampus that may lead to cognitive decline in older adults. In young animals, exercise increases hippocampal neurogenesis and improves learning. We investigated whether voluntary wheel running would benefit mice that were sedentary until 19 months of age. Specifically, young and aged mice were housed with or without a running wheel and injected with bromodeoxyuridine or retrovirus to label newborn cells. After 1 month, learning was tested in the Morris water maze. Aged runners showed faster acquisition and better retention of the maze than age-matched controls. The decline in neurogenesis in aged mice was reversed to 50% of young control levels by running. Moreover, fine morphology of new neurons did not differ between young and aged runners, indicating that the initial maturation of newborn neurons was not affected by aging. Thus, voluntary exercise ameliorates some of the deleterious morphological and behavioral consequences of aging. PMID:16177036

  10. Effects of lithium and carbamazepine on spatial learning and depressive behavior in a rat model of bipolar disorder induced by ouabain.

    Science.gov (United States)

    Wang, Ying-Chou; Wang, En-Nan; Wang, Chia-Chuan; Huang, Chung-Lei; Huang, Andrew Chih Wei

    2013-04-01

    Lithium (LiCl) and carbamazepine (CBZ), the common mood stabilizers, are thought to be effective treatments for bipolar disorder. The aim of the present study was to investigate whether LiCl as well as CBZ has similar effects on the bipolar disorder-associated cognitive dysfunctions in rats, particularly the spatial learning and depressive responses. Adult male Wistar rats were administered intracerebroventricularly with 5μl of 10(-3)M ouabain on session 1, and then received an intraperitoneal injection of LiCl or CBZ for 4 sessions (1 session/2days). For the behavioral tests, all rats were subjected to the water maze 15min for spatial learning and the forced swimming test 5min for depression on each session. The present results showed that ouabain resulted in increased latency and longer distance traveled to reach the hidden platform in the water maze, indicating that ouabain impaired the spatial learning. However, ouabain did not affect swimming velocity in the water maze and depressive responses in the forced swimming test. LiCl treatment decreased the ouabain-enhanced latency and the total distance, but not the velocity, swam to reach the hidden platform in the water maze task. Additionally, LiCl did not result in changes of any depressive indices, such as struggling behavior, swimming behavior, and floating behavior. Likewise, CBZ did not affect any behavioral indices of spatial learning and depression. A linear regression analysis suggested that LiCl, but not CBZ, could predict the decreased latency and total distance traveled except the velocity of swimming in the water maze and depressive behaviors. In summary, the present results suggested that lithium provided a better therapeutic effect than CBZ for ouabain-caused dysfunctions of spatial learning in a rat model of bipolar disorder. Crown Copyright © 2012. Published by Elsevier Inc. All rights reserved.

  11. The context counts: congruent learning and testing environments prevent memory retrieval impairment following stress.

    Science.gov (United States)

    Schwabe, Lars; Wolf, Oliver T

    2009-09-01

    Stress before retention testing impairs memory, whereas memory performance is enhanced when the learning context is reinstated at retrieval. In the present study, we examined whether the negative impact of stress before memory retrieval can be attenuated when memory is tested in the same environmental context as that in which learning took place. Subjects learned a 2-D object location task in a room scented with vanilla. Twenty-four hours later, they were exposed to stress or a control condition before memory for the object location task was assessed in a cued-recall test, either in the learning context or in a different context (unfamiliar room without the odor). Stress impaired memory when assessed in the unfamiliar context, but not when assessed in the learning context. These results suggest that the detrimental effects of stress on memory retrieval can be abolished when a distinct learning context is reinstated at test.

  12. Phencyclidine (PCP) produces sexually dimorphic effects on voluntary sucrose consumption and elevated plus maze behavior.

    Science.gov (United States)

    Turgeon, Sarah M; Anderson, Nicole; O'Loughlin, Kerry

    2010-04-01

    Previous research in our laboratory indicates that the psychotomimetic drug phencyclidine (PCP) reduces voluntary sucrose consumption in male rats, potentially modeling the schizophrenic symptom of anhedonia. Given reports from the clinical literature that schizophrenia has a later age of onset and more favorable outcome in females, PCP might be expected to have sexually dimorphic effects in animal models of schizophrenia such as PCP-induced decreases in voluntary sucrose consumption. Young adult (66 days old) and adult (109 days old) male and female rats were trained to drink sucrose during a 30 min/day presentation protocol. On the day prior to the test day, animals were treated with PCP (15 mg/kg) or saline four hours after the onset of the sucrose presentation (20 h prior to the sucrose on the test day). PCP decreased sucrose consumption on the test day similarly in adult males and females, although females also showed decreased water consumption. In young animals, PCP decreased sucrose consumption in males but not in females. These results are consistent with the prediction that females will be less sensitive to the schizophrenia-like behavioral effects of PCP. In a separate study, the same animals were tested in an elevated plus maze one to two months after testing for voluntary sucrose consumption. Significant sex x drug interaction effects on a number of measures in the elevated plus maze indicated that prior exposure to PCP had an anxiolytic effect in females and an anxiogenic effect in males. While unexpected, this finding indicates an additional sexually dimorphic effect of PCP on behavior and its potential relevance to the PCP model of schizophrenia is discussed. 2010 Elsevier Inc. All rights reserved.

  13. Usability testing of e-learning: an approach incorporating co-discovery and think-aloud

    CSIR Research Space (South Africa)

    Adebesin, TF

    2009-06-01

    Full Text Available . This paper presents the application and refinement of the framework for usability testing of interactive e-learning applications proposed by Masemola & de Villiers. In a pioneering usability testing study, researchers investigate the effectiveness...

  14. Anxiolytic-like effect of the selective neuropeptide Y Y2 receptor antagonist BIIE0246 in the elevated plus-maze.

    Science.gov (United States)

    Bacchi, Fabrizio; Mathé, Aleksander A; Jiménez, Patricia; Stasi, Luigi; Arban, Roberto; Gerrard, Philip; Caberlotto, Laura

    2006-12-01

    The involvement of Neuropeptide Y (NPY) in the pathophysiology of mood disorders has been suggested by clinical and preclinical evidence. NPY Y1 and Y2 receptors have been proposed to mediate the NPY modulation of stress responses and anxiety related behaviors. To further investigate the role of Y2 receptors in anxiety we studied the effect of BIIE0246, a selective Y2 receptor antagonist, in the elevated plus-maze test. Rats treated with 1.0 nmol BIIE0246 showed an increase in the time spent on the open arm of the maze. In addition, to study the effects of the Y2 antagonism on NPY protein level, NPY-like immunoreactivity was measured in different brain regions following treatment with BIIE0246, but no statistically significant effects were observed. These results suggest that BIIE0246 has an anxiolytic-like profile in the elevated plus-maze.

  15. Backwash of Writing Test of NMET on Senior English Teaching and Learning

    Institute of Scientific and Technical Information of China (English)

    徐斐

    2016-01-01

    "Backwash" refers to the influence of language tests on language teaching and learning. Researchers have conducted a vast number of theoretical and empirical researches on test backwash. The NMET has a significant effect on senior English teaching and learning. The author discusses NMET with the writing part of it as the focus. The purpose of this thesis is to figure out how the NMET affects senior English teaching and learning.

  16. Ultrasonic vocalizations during intermittent swim stress forecasts resilience in subsequent forced swim and spatial learning tests.

    Science.gov (United States)

    Drugan, Robert C; Warner, Timothy A; Papallo, Tristan A; Castracane, Laura L; Stafford, Nathaniel P

    2014-02-01

    The examination of stress resilience has substantially increased in recent years. However, current paradigms require multiple behavioral procedures, which themselves may serve as secondary stressors. Therefore, a novel predictor of stress resilience is needed to advance the field. Ultrasonic vocalizations (USVs) have been observed as a behavioral correlate of stress in various rodent species. It was recently reported that rats that emitted ultrasonic vocalizations during intermittent swim stress (ISS) later showed resilience when tested on an instrumental swim escape test. In the current study, we extend this earlier observation on two additional behavioral endpoints. Rats were subjected to ISS, and USVs were recorded. Twenty-four hours later, behavioral performance was evaluated in either the forced swim test or Morris water maze. Rats that emitted ultrasonic vocalizations were resilient to the effects of ISS as indicated by performance similar to controls on both measures. These results extend the original findings that ISS-induced USVs are associated with resilience and are related to subsequent aversively motivated behavior. Such a non-invasive forecast of stress responsivity will allow future work to utilize USVs to examine the neural correlates of initial stress resistance/resilience, thereby eliminating potential confounds of further behavioral testing. Future studies can utilize USVs to target potentially unappreciated neural systems to provide novel pharmacotherapeutic strategies for treatment-resistant depression.

  17. A Web-Based Learning System for Software Test Professionals

    Science.gov (United States)

    Wang, Minhong; Jia, Haiyang; Sugumaran, V.; Ran, Weijia; Liao, Jian

    2011-01-01

    Fierce competition, globalization, and technology innovation have forced software companies to search for new ways to improve competitive advantage. Web-based learning is increasingly being used by software companies as an emergent approach for enhancing the skills of knowledge workers. However, the current practice of Web-based learning is…

  18. Reinventing Teaching and Testing: Quality Learning for Quality Employment.

    Science.gov (United States)

    Cooke, Brian P.

    To succeed in today's competitive global markets, organizations are hiring responsible problem solvers and collaborative "associates" who improve productivity, assure quality service, and contribute creatively. These organizations demand employees who are skilled at learning to learn, listening, communicating, problem solving, teamwork,…

  19. Effects of Disfluency and Test Expectancy on Learning with Text

    Science.gov (United States)

    Eitel, Alexander; Kühl, Tim

    2016-01-01

    Do students learn better with texts that are "slightly harder to read" (i.e., disfluent)? Previous research yielded discrepant findings concerning this question. To clarify these discrepancies, the present study aimed at identifying a boundary condition that determines when disfluent text is, and is not, beneficial to learning. This…

  20. A Web-Based Learning System for Software Test Professionals

    Science.gov (United States)

    Wang, Minhong; Jia, Haiyang; Sugumaran, V.; Ran, Weijia; Liao, Jian

    2011-01-01

    Fierce competition, globalization, and technology innovation have forced software companies to search for new ways to improve competitive advantage. Web-based learning is increasingly being used by software companies as an emergent approach for enhancing the skills of knowledge workers. However, the current practice of Web-based learning is…

  1. Reliability and Validity of the Rey Visual Design Learning Test in Primary School Children

    NARCIS (Netherlands)

    Wilhelm, P.

    2004-01-01

    The Rey Visual Design Learning Test (Rey, 1964, in Spreen & Strauss, 1991) assesses immediate memory span, new learning and recognition for non-verbal material. Three studies are presented that focused on the reliability and validity of the RVDLT in primary school children. Test-retest reliability a

  2. On No-KR tests in motor learning, retention and transfer.

    Science.gov (United States)

    Russell, Daniel M; Newell, Karl M

    2007-02-01

    In this paper we examine the role of no-knowledge of results (KR) tests in motor learning, retention and transfer. A distinction is drawn between studies of KR and studies of other issues in motor learning that use a No-KR test. Arguments are presented against the currently received position that a No-KR test is an essential protocol to examine motor learning, although a No-KR test is most relevant in the few contexts where the outcome information is not naturally available. Perspectives are provided on the limited though proper role of No-KR tests in motor learning, retention and transfer and these are illustrated through experimental examples. It is proposed that the current restrictive interpretation of KR as only augmented outcome information is narrowing not only the context of KR research but also the study of motor learning in general.

  3. How explicit and implicit test instructions in an implicit learning task affect performance.

    Directory of Open Access Journals (Sweden)

    Arnaud Witt

    Full Text Available Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised.

  4. Hippocampal lesions in rats impair learning and memory for locations on a touch-sensitive computer screen: the "ASAT" task.

    Science.gov (United States)

    Talpos, J C; Dias, R; Bussey, T J; Saksida, L M

    2008-10-10

    It has been repeatedly demonstrated across species that the hippocampus is critical for spatial learning and memory. Consequently, numerous paradigms have been created to study spatial learning in the rodent. Most of these tasks, such as the Morris water maze, 8-arm radial maze, and T-maze, are non-automated procedures. It was our goal to create an automated task in the rodent that is quickly learned, hippocampal-dependent, and minimizes the confounding variables present in most tests measuring hippocampal-dependent learning and memory. To accomplish this, we created a novel search task using a standard operant box fitted with a touch-sensitive computer monitor. Subjects were required to locate an S+ "hidden" amongst other identical stimuli on the monitor. In two versions of the task the S+ stayed in the same location within a session but shifted location between sessions. In a third version of the task the S+ was moved to a new location after every 10 trials. It was found that the location of the S+ was quickly acquired each day (within 10 trials), and that the hippocampal-lesion group was impaired when compared to their control cohort. With the benefits inherent in automation, these tasks confer significant advantages over traditional tasks used to study spatial learning and memory in the rodent. When combined with previously developed non-spatial cognitive tests that can also be run in the touch-screen apparatus, the result is a powerful cognitive test battery for the rodent.

  5. Comparative Study on the Different Testing Techniques in Tree Classification for Detecting the Learning Motivation

    Science.gov (United States)

    Juliane, C.; Arman, A. A.; Sastramihardja, H. S.; Supriana, I.

    2017-03-01

    Having motivation to learn is a successful requirement in a learning process, and needs to be maintained properly. This study aims to measure learning motivation, especially in the process of electronic learning (e-learning). Here, data mining approach was chosen as a research method. For the testing process, the accuracy comparative study on the different testing techniques was conducted, involving Cross Validation and Percentage Split. The best accuracy was generated by J48 algorithm with a percentage split technique reaching at 92.19 %. This study provided an overview on how to detect the presence of learning motivation in the context of e-learning. It is expected to be good contribution for education, and to warn the teachers for whom they have to provide motivation.

  6. ORAL TEST: A POWERFUL TOOL FOR ASSESSING STUDENTS' ACTUAL ACHIEVEMENT IN LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Muhamad Ahsanu

    2015-02-01

    Full Text Available Teaching and testing are inseparable elements in pedagogical world irrespective of the course a teacher teaches. Phrased differently, there is no teaching without testing and vice versa. The results of testing should ideally motivate students in learning and give better perspectives to teachers on _how to devise a better teaching-learning. Accordingly, a teacher needs a sort of test that can sufficiently assess students' actual achievement in learning, in their given courses. One of which is so-called "Oral Test", the test that can give a feel of confidence that the test really measures what is purported to measure and provide relatively consistent results over the time (validity and reliability respectively, which, in the end can opaquely discriminate the proficiency levels amongst the students. Thus, this paper is a humble attempt to juxtapose leaching and testing and to run a critical diagnosis on the fruitfulness of oral test, the test type worth trying.

  7. Right-but not left-paw use in female rats provides advantage in forced swim tests.

    Science.gov (United States)

    Soyman, Efe; Tunckol, Elcin; Lacin, Emre; Canbeyli, Resit

    2015-10-15

    Left- and right-pawed adult female Wistar rats were subjected to forced swimming on two consecutive days. Compared to the right-pawed group, left- pawed rats displayed significantly increased immobility from the first to the second swim test and remained significantly more immobile in the second swim test. Both groups performed similarly in spatial learning in the Morris water maze suggesting that left- pawed rats are differentially and specifically susceptible to depressogenic treatment.

  8. Evidence of population-level lateralized behaviour in giant water bugs, Belostoma flumineum Say (Heteroptera: Belostomatidae): T-maze turning is left biased.

    Science.gov (United States)

    Kight, Scott L; Steelman, Laura; Coffey, Gena; Lucente, Julie; Castillo, Marianne

    2008-09-01

    Lateralized behaviour occurs in diverse animals, but relatively few studies examine the phenomenon in invertebrates. Here we report a population-level left turn bias in the giant water bug Belostoma flumineum Say (Heteroptera: Belostomatidae) in an underwater T-maze. Individuals made significantly more left turns than right turns, including when they were naïve and first introduced to the maze. Water bugs also showed significantly longer runs of consecutive left turns than right turns (i.e. LLLLL). The length of these runs, however, did not increase with experience in the maze, suggesting that the effect is not the result of learning. There were also no differences in turning bias between male and female water bugs. The proximate mechanism(s) underlying the left turn bias is unknown, but directional cues in the environment were eliminated by rotating the maze 180 degrees between experiments, suggesting the mechanism(s) is endogenous. To our knowledge this is the first study of lateralized behaviour in the Heteroptera or in a swimming invertebrate animal.

  9. 筛选训练对Morris水迷宫测试成绩的影响%Effect of Screening and Training on the Morris Water Maze Memory Performance of Mice

    Institute of Scientific and Technical Information of China (English)

    钱晓路; 孙蓉

    2013-01-01

    Objective To investigate the effect of the screening and training on Morris water maze memory performance of mice in order to offer the references and research ideas for impaired memory model. Methods Normal mice were divided into different groups such as the normal group with screening and training, model group with screening and training, normal group except screening and training, model group except screening and training and Positive drug control group. The screening and training group had Morris water maze test before the formal experiment to make sure every mice could find the platform in the provision of time. The ability of learning and memory were observed using Morris water maze. Results Screening and training of mice had a significant impact on the Morris water maze test, it could significantly shorten the latency and improve the ability of learning and memory in mice. Conclusion For the Morris water maze performance, the dementia model induced by scopolamine should be screened and trained before the formal experiment, so that the accuracy of the results could be greatly improved.%目的 对东莨菪碱致痴呆模型进行Morris水迷宫实验,观察比较筛选训练对小鼠Morris水迷宫学习记忆的影响,为完善与优化东莨菪碱致记忆获得性障碍痴呆模型提供方法学参考.方法 新购进昆明种小鼠,随机分为筛选训练正常组、筛选训练模型组、不筛选训练正常组、不筛选训练模型组.筛选训练各组正式实验前先进行水迷宫筛选训练,将筛选训练不合格的小鼠剔除出实验,确保每只小鼠均能在规定时间内找到平台;不训练各组购进后直接与筛选训练组同时进行Morris水迷宫实验,观察其对学习记忆测试的影响.结果 动物筛选训练对Morris水迷宫实验具有显著性影响,可以显著性的缩短小鼠的潜伏期,提高小鼠的学习记忆能力.结论 实验前进行水迷宫筛选训练,可大大提高Morris水迷宫实验对

  10. Effects of prenatal methylazoxymethanol acetate (MAM) treatment in rats on water maze performance.

    Science.gov (United States)

    Leng, Andreas; Jongen-Rêlo, Ana L; Pothuizen, Helen H J; Feldon, Joram

    2005-06-20

    Prenatal methylazoxymethanol acetate (MAM) treatment has been shown to induce morphological abnormalities in cortical areas of the offspring. Based on the neuroanatomical and behavioural abnormalities, this treatment has been suggested as a useful animal model for schizophrenia. In a previous study (Jongen-Relo AL, Leng A, Luber M, Pothuizen HHJ, Weber L, Feldon J. The prenatal methylazoxymethanol acetate treatment: a neurodevelopmental animal model for schizophrenia? Behav Brain Res 2004;149:159-81) we have studied MAM-treated animals in a series of behavioural tests related to schizophrenia, such as latent inhibition and pre-pulse inhibition of the acoustic startle response to establish the validity of prenatal MAM treatment (20mg/kg i.p. on gestational days 9-15; MAM 9-MAM 15). We found that, apart from a marginal effect of increased activity in the open field, the MAM treatment on gestational day 15 was behaviourally ineffective. Here, we extended our previous study to a water maze experiment conducted in the same batch of animals as presented previously (MAM 12-MAM 15). MAM-treated animals showed similar water maze performance compared with control animals during the acquisition phase and the probe tests. However, during the reversal phase, MAM 15 animals showed impaired acquisition of the new platform location. This might indicate some cognitive deficits in MAM 15 animals in terms of working memory or behavioural flexibility. However, in combination with the lack of behavioural abnormalities of MAM 12-MAM 15 animals in several other tests related to schizophrenia in the previously reported study, the use of MAM treatment (MAM 12-MAM 15) as a valid model for schizophrenia still remains debatable.

  11. The Key of the Maze: The role of mental imagery and cognitive flexibility in navigational planning.

    Science.gov (United States)

    Bocchi, Alessia; Carrieri, Marika; Lancia, Stefania; Quaresima, Valentina; Piccardi, Laura

    2017-06-09

    Spatial navigation planning ability relies on both mental imagery and cognitive flexibility. Considering the importance of planning ability in everyday life, several neuropsychological tests are used in clinical practice for its assessment, although some of these are not aimed at assessing the strategies of navigational planning. The Porteus Maze Test (PMT) and the Key Search Task (KST) require to plan a strategy in a maze and in an imagined space, respectively. To the best of our knowledge, although these two tests share some features, the relationship between them has never been explored. The purpose of the present study was to investigate, for the first time, the relationship between the PMT and the KST performances in 38 healthy subjects in order to understand the implications of this association for the assessment of spatial navigation ability. Subjects were subdivided in bad or good navigation planners on the basis of the their KST score. The results of the study have revealed a significant difference (t=2.35; p=0.03) in the number of errors made at the PMT by bad navigational planners (0.78±0.28) and good navigational planners (0.10±0.06). The first group (bad navigational planners) made more errors at the PMT than the good navigational planners (who made less errors at the PMT). This provides evidence of the possibility to use the KST and the PMT in a combined way as a new tool for the assessment of spatial navigational planning ability. Furthermore, this finding highlights the importance of mental imagery and cognitive flexibility in spatial navigation, suggesting that these functions could be the link between a good planning ability and a successful spatial navigation. In conclusion, this study suggests that an efficient navigation would not be possible without a good navigational planning ability. Copyright © 2017 Elsevier B.V. All rights reserved.

  12. Effects of Concept Map Extraction and a Test-Based Diagnostic Environment on Learning Achievement and Learners' Perceptions

    Science.gov (United States)

    Lin, Yu-Shih; Chang, Yi-Chun; Liew, Keng-Hou; Chu, Chih-Ping

    2016-01-01

    Computerised testing and diagnostics are critical challenges within an e-learning environment, where the learners can assess their learning performance through tests. However, a test result based on only a single score is insufficient information to provide a full picture of learning performance. In addition, because test results implicitly…

  13. Effect of botanical extracts containing carnosic acid or rosmarinic acid on learning and memory in SAMP8 mice.

    Science.gov (United States)

    Farr, Susan A; Niehoff, Michael L; Ceddia, Michael A; Herrlinger, Kelli A; Lewis, Brandon J; Feng, Shulin; Welleford, Andrew; Butterfield, D Allan; Morley, John E

    2016-10-15

    Oxidative damage is one of the hallmarks of the aging process. The current study evaluated effects of two proprietary antioxidant-based ingredients, rosemary extract and spearmint extract containing carnosic acid and rosmarinic acid, respectively, on learning and memory in the SAMP8 mouse model of accelerated aging. The two rosemary extracts contained carnosic acid (60% or 10% carnosic acid) and one spearmint extract contained 5% rosmarinic acid. Three doses of actives in each extract were tested: 32, 16, 1.6 or 0mg/kg. After 90days of treatment mice were tested in T-maze foot shock avoidance, object recognition and lever press. Rosemary extract containing 60% carnosic acid improved acquisition and retention in T-maze foot shock, object recognition and lever press. Rosemary extract with 10% carnosic acid improved retention in T-maze foot shock avoidance and lever press. Spearmint with 5% rosmarinic acid improved acquisition and retention in T-maze foot shock avoidance and object recognition. 4-hydroxynonenal (HNE) was reduced in the brain cortex after treatment with all three extracts (P<0.001) compared to the vehicle treated SAMP8. Protein carbonyls were reduced in the hippocampus after administration of rosemary with 10% carnosic acid (P<0.05) and spearmint containing 5% rosmarinic acid (P<0.001). The current results indicate that the extracts from spearmint and rosemary have beneficial effects on learning and memory and brain tissue markers of oxidation that occur with age in SAMP8 mice.

  14. Test-Taking Skills of High School Students with and without Learning Disabilities

    Science.gov (United States)

    Lewandowski, Lawrence J.; Berger, Cassie; Lovett, Benjamin J.; Gordon, Michael

    2016-01-01

    This study assessed the test-taking skills of 776 high school students, 35 of whom were diagnosed with learning disabilities (LD). Students completed a computerized battery of timed reading tests as well as scales that assess test anxiety and test-taking perceptions. Students with LD obtained lower scores than the nondisabled group on all of the…

  15. Longitudinal investigation on learned helplessness tested under negative and positive reinforcement involving stimulus control.

    Science.gov (United States)

    Oliveira, Emileane C; Hunziker, Maria Helena

    2014-07-01

    In this study, we investigated whether (a) animals demonstrating the learned helplessness effect during an escape contingency also show learning deficits under positive reinforcement contingencies involving stimulus control and (b) the exposure to positive reinforcement contingencies eliminates the learned helplessness effect under an escape contingency. Rats were initially exposed to controllable (C), uncontrollable (U) or no (N) shocks. After 24h, they were exposed to 60 escapable shocks delivered in a shuttlebox. In the following phase, we selected from each group the four subjects that presented the most typical group pattern: no escape learning (learned helplessness effect) in Group U and escape learning in Groups C and N. All subjects were then exposed to two phases, the (1) positive reinforcement for lever pressing under a multiple FR/Extinction schedule and (2) a re-test under negative reinforcement (escape). A fourth group (n=4) was exposed only to the positive reinforcement sessions. All subjects showed discrimination learning under multiple schedule. In the escape re-test, the learned helplessness effect was maintained for three of the animals in Group U. These results suggest that the learned helplessness effect did not extend to discriminative behavior that is positively reinforced and that the learned helplessness effect did not revert for most subjects after exposure to positive reinforcement. We discuss some theoretical implications as related to learned helplessness as an effect restricted to aversive contingencies and to the absence of reversion after positive reinforcement. This article is part of a Special Issue entitled: insert SI title.

  16. The Effect of an NCAM Mimetic on Learning and Memory Impairment in an Animal Model of Schizophrenia

    DEFF Research Database (Denmark)

    Secher, Thomas

    2009-01-01

    for schizophrenia. Neonatal treatment with the N-methyl-D-aspartate (NMDA) receptor antagonist phencyclidine (PCP) on postnatal days 7, 9, and 11 has been shown to induce acute neurodegeneration and long-term cognitive deficits and other behavioral abnormalities relevant to schizophrenia. To evaluate the effect...... of FGL in this model, adult PCP rats were tested for spatial reference memory, reversal learning, and working memory deficits in Morris’ water maze in combination with different FGL treatment regimens. Two doses of PCP (10 and 30 mg/kg) were tested. Behavioral testing was complemented...... by immunohistochemical investigation of neurodegeneration and NMDA receptor activation in relevant brain regions. The results show that neonatal PCP treatment induces long-term impairment in spatial learning and memory. The higher PCP dose produced more robust deficits in all three tasks of the water maze, whereas...

  17. Validation of an automated system for measuring anxiety-related behaviours in the elevated plus maze.

    Science.gov (United States)

    Sidor, Michelle M; Rilett, Kelly; Foster, Jane A

    2010-04-30

    The elevated plus maze (EPM) is one of the most widely used and established tests to assess anxiety-related behaviours and has been validated for use in both mice and rats. Although relatively quick and simple to conduct, there always exists the potential for observer bias during data collection. The KinderScientific EPM system uses a series of apparatus-embedded photobeams to collect spatiotemporal measures such as the amount of time spent in each zone of the maze (centre, open and closed arms), and the frequency of arm entries. Risk assessment behaviours, such as head dips and protected stretches, are also measured which represents a unique feature of this system over other automated EPM systems. We compared observer derived spatiotemporal and risk assessment measurements with automated generated data to test the reliability and accuracy of the automated system. Data were manually collected using different zone entry/exit criteria (2 vs. 4 paws). Automated data were generated using both the default zone map provided with the system and a user-modified zone map. We show that the automated EPM provides accurate and reliable measurements of both spatiotemporal and risk assessment behaviours. In addition, we show that the default zone map overestimated visually observed arm entries while our modified zone map generated data comparable to manually generated data using a 4 paws open arm entry criteria which is most consistently used to define arm entry in the literature. The KinderScientific automated EPM system represents a reliable tool for collection of a wide range of anxiety-related behavioural measures.

  18. Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

    Science.gov (United States)

    2015-01-01

    Objective. To develop a series of active-learning modules that would improve pharmacy students’ performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills. PMID:27168610

  19. Do collaborative practical tests encourage student-centered active learning of gross anatomy?

    Science.gov (United States)

    Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide

    2016-05-06

    Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

  20. Results of clinical application of the modified maze procedure as concomitant surgery

    NARCIS (Netherlands)

    R.C. Bakker (Robbert); S. Akin (Sakir); D. Rizopoulos (Dimitris); C. Kik (Charles); J.J.M. Takkenberg (Hanneke); A.J.J.C. Bogers (Ad)

    2013-01-01

    textabstractObjectives Atrial fibrillation is the most common cardiac arrhythmia and is associated with significant morbidity and mortality. The classic cut-and-sew maze procedure is successful in 85-95% of patients. However, the technical complexity has prompted modifications of the maze procedure.

  1. Mini-maze suffices as adjunct to mitral valve surgery in patients with preoperative atrial fibrillation

    NARCIS (Netherlands)

    Tuinenburg, AE; Van Gelder, IC; Tieleman, RG; Grandjean, JG; Huet, RCG; Van der Maaten, JMAA; Pieper, EG; De Kam, PJ; Ebels, MSCT; Crijns, HJGM

    2000-01-01

    Mini-Maze and Mitral Valve Surgery. Introduction: After mitral valve (MV) surgery, preoperative atrial fibrillation (AF) often recurs while cardioversion therapy generally fails. Additional Cox maze surgery improves postoperative arrhythmia outcome, but the extensive nature of such an approach limit

  2. Filling in the gaps: using testing and restudy to promote associative learning.

    Science.gov (United States)

    Bulevich, John B; Thomas, Ayanna K; Parsow, Charles

    2016-10-01

    Although testing has been shown to potentiate subsequent learning [Izawa, C. (1966). Reinforcement-test sequences in paired-associate learning. Psychological Reports, 18, 879-919.], the mechanisms that influence this effect are not entirely understood. The present research examined the relationship between associative binding and test-potentiation effects. We hypothesised that test-potentiation effects would be most pronounced when participants could easily extract the relationship among word groupings. Towards that end, we compared three-word groupings, or triads, that were either semantically related or unrelated. Participants engaged in repeated study, repeated testing, or engaged in interpolated study and test prior to a final test. Final test performance was greatest for participants who engaged in interpolated study and test on related triads. The results support three primary conclusions: (1) testing aids in associative binding; (2) associative binding is facilitated by retrieval practice and restudy pairings; and (3) pre-existing associations facilitate test-potentiation effects.

  3. Enhancing Reflection Skills through Learning Portfolios: An Empirical Test

    Science.gov (United States)

    Scott, Susanne G.

    2010-01-01

    This article reports the findings of an empirical study of the effectiveness of portfolios as learning tools in a sample of MBAs. The results showed that portfolio use was positively related to reflection, defined here as the conscious awareness and questioning of personal experience, a search for alternative explanations and interpretations, and…

  4. Mobile Learning-system usage: Scale development and empirical tests

    Directory of Open Access Journals (Sweden)

    Saleh Alharbi

    2014-11-01

    Full Text Available Mobile technologies have changed the shape of learning for learners, society, and education providers. Consequently, mobile learning has become a core component in modern education. Nevertheless, introducing mobile learning systems does not automatically guarantee that learners will develop a positive behavioural intention to use it and therefore use it. Thus, acceptance-of-technology and system-success studies have increased. As yet, however, much of the research regarding understanding students’ behavioural intention to use mobile learning systems seems to suffer from several shortcomings. On top of that, there is no common cognitive theoretical foundation. This study introduces a theoretical framework that combines the Unified Theory of Acceptance and Use of Technology (UTAUT and Information System (IS Success Model. This integration resulted in three success measures and two acceptance constructs. The success measures included the following: a information quality, b system quality, and c user satisfaction; whilst the following were the acceptance measures: a effort expectancy, b performance expectancy, and c social influence. Further, this study introduces lecture attitude as a new construct that is believed to moderate students’ behavioural intention. The relationships between the different factors form the research hypotheses.

  5. Explaining Cooperation in Groups: Testing Models of Reciprocity and Learning

    Science.gov (United States)

    Biele, Guido; Rieskamp, Jorg; Czienskowski, Uwe

    2008-01-01

    What are the cognitive processes underlying cooperation in groups? This question is addressed by examining how well a reciprocity model, two learning models, and social value orientation can predict cooperation in two iterated n-person social dilemmas with continuous contributions. In the first of these dilemmas, the public goods game,…

  6. Developing and Testing a Mobile Learning Games Framework

    Science.gov (United States)

    Busch, Carsten; Claßnitz, Sabine; Selmanagic,, André; Steinicke, Martin

    2015-01-01

    In 2010 1.1 million pupils took private lessons in Germany, with 25% of all German children by the age of 17 having attended paid private lessons at some point in their school career (Klemm & Klemm, 2010). The high demand for support for learning curricular content led us to consider an integrated solution that speeds up both the design of…

  7. Getting a Puff: A Social Learning Test of Adolescents Smoking

    Science.gov (United States)

    Monroe, Jacquelyn

    2004-01-01

    This article is a description of a study that sought to examine the applicability of Ronald Akers' social learning theory. According to Akers' theory, differential associations with smokers, differential reinforcements for smoking, favorable definitions of smoking and the availability of role models (imitation) offer an explanation as to why…

  8. Loganin enhances long-term potentiation and recovers scopolamine-induced learning and memory impairments.

    Science.gov (United States)

    Hwang, Eun-Sang; Kim, Hyun-Bum; Lee, Seok; Kim, Min-Ji; Lee, Sung-Ok; Han, Seung-Moo; Maeng, Sungho; Park, Ji-Ho

    2017-03-15

    Although the incidence rate of dementia is rapidly growing in the aged population, therapeutic and preventive reagents are still suboptimal. Various model systems are used for the development of such reagents in which scopolamine is one of the favorable pharmacological tools widely applied. Loganin is a major iridoid glycoside obtained from Corni fructus (Cornusofficinalis et Zucc) and demonstrated to have anti-inflammatory, anti-tumor and osteoporosis prevention effects. It has also been found to attenuate Aβ-induced inflammatory reactions and ameliorate memory deficits induced by scopolamine. However, there has been limited information available on how loganin affects learning and memory both electrophysiologically and behaviorally. To assess its effect on learning and memory, we investigated the influence of acute loganin administration on long-term potentiation (LTP) using organotypic cultured hippocampal tissues. In addition, we measured the effects of loganin on the behavior performance related to avoidance memory, short-term spatial navigation memory and long-term spatial learning and memory in the passive avoidance, Y-maze, and Morris water maze learning paradigms, respectively. Loganin dose-dependently increased the total activity of fEPSP after high frequency stimulation and attenuated scopolamine-induced blockade of fEPSP in the hippocampal CA1 area. In accordance with these findings, loganin behaviorally attenuated scopolamine-induced shortening of step-through latency in the passive avoidance test, reduced the percent alternation in the Y-maze, and increased memory retention in the Morris water maze test. These results indicate that loganin can effectively block cholinergic muscarinic receptor blockade -induced deterioration of LTP and memory related behavioral performance. Based on these findings, loganin may aid in the prevention and treatment of Alzheimer's disease and learning and memory-deficit disorders in the future.

  9. Latent learning in zebrafish (Danio rerio).

    Science.gov (United States)

    Gómez-Laplaza, Luis M; Gerlai, Robert

    2010-04-02

    The zebrafish may represent an excellent compromise between system complexity and practical simplicity for behavioral brain research. It may be particularly appropriate for large scale screening studies whose aim is to identify mutants with altered phenotypes or novel compounds with particular efficacy. For example, the zebrafish may have utility in the analysis of the biological mechanisms of learning and memory. Although learning and memory have been extensively studied and hundreds of underlying molecular mechanisms have been identified, this number may represent only the fraction of genes involved in these complex brain functions. Thus large scale mutagenesis screens may have utility. In order for such screens to succeed, appropriate screening paradigms must be developed. The first step in this research is the characterization of learning and memory capabilities of zebrafish and the development of automatable tasks. Here we show that zebrafish is capable of latent learning, i.e. can acquire memory of their environment after being allowed to explore it. For example, we found experimental zebrafish that experienced an open left tunnel or an open right tunnel of a maze during the unrewarded exploration phase of the test to show the appropriate side bias during a probe trial when they had to swim to a group of conspecifics (the reward). Given that exploration of the maze does not require the presence of the experimenter and the probe trial, during which the subjects are video-recorded and their memory is tested, is short, we argue that the paradigm has utility in high-throughput screening.

  10. Effect of Formative and Ability Test Results on Early Learning of Students

    Science.gov (United States)

    Kadir, Abdul; Ardi, Muhammad; Nurhayati, B.; Dirawan, Gufran Darma

    2016-01-01

    The objective of this study was to examine the relationship of formative tests to early learning ability of students in the science learning style. This research used an experimental method with a 2 x 2 factorial design. The participants comprised all the students in class VII of the Islamic Junior High School State of Kolaka, a total of 343…

  11. Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration

    NARCIS (Netherlands)

    Vogten, Hubert; Martens, Harrie; Nadolski, Rob; Tattersall, Colin; Van Rosmalen, Peter; Koper, Rob

    2006-01-01

    Please, cite this publication as: Vogten, H., Martens, H., Nadolski, R., Tattersall, C., van Rosmalen, P., & Koper, R. (2006). Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration. Proceedings of International Workshop in Learning Networks f

  12. CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability

    NARCIS (Netherlands)

    Vogten, Hubert; Martens, Harrie; Nadolski, Rob; Tattersall, Colin; Van Rosmalen, Peter; Koper, Rob

    2006-01-01

    Vogten, H., Martens, H., Nadolski, R., Tattersall, C., Rosmalen, van, P., Koper, R., (2006). CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp. 378-379

  13. Assessing Student Performance in Distance Education Courses: Implications for Testing Accommodations for Students with Learning Disabilities.

    Science.gov (United States)

    Banerjee, Manju; Brinckerhoff, Loring C.

    2002-01-01

    This article highlights some of the defining characteristics of distance education courses and their impact on traditional assessment practices for instructors and students, including those with learning disabilities. Factors that instructors need to consider for dealing with test accommodations for students with learning disabilities are…

  14. CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability

    NARCIS (Netherlands)

    Vogten, Hubert; Martens, Harrie; Nadolski, Rob; Tattersall, Colin; Van Rosmalen, Peter; Koper, Rob

    2006-01-01

    Vogten, H., Martens, H., Nadolski, R., Tattersall, C., Rosmalen, van, P., Koper, R., (2006). CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp.

  15. CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability

    NARCIS (Netherlands)

    Vogten, Hubert; Martens, Harrie; Nadolski, Rob; Tattersall, Colin; Van Rosmalen, Peter; Koper, Rob

    2006-01-01

    Vogten, H., Martens, H., Nadolski, R., Tattersall, C., Rosmalen, van, P., Koper, R., (2006). CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp. 378-379

  16. The Major Field Test in Business: A Direct Measure of Learning in Common Business Disciplines

    Science.gov (United States)

    Simmons, Susan A.; Jones, Wesley M., Jr; Bolt, Cynthia E.

    2015-01-01

    Assurance of learning and its assessment are critical focal points in collegiate schools of business as programs strive to achieve or maintain Association to Advance Collegiate Schools of Business accreditation. Prior research suggests that student learning in business core disciplines can be measured by the Educational Testing Service Major Field…

  17. The Major Field Test in Business: A Direct Measure of Learning in Common Business Disciplines

    Science.gov (United States)

    Simmons, Susan A.; Jones, Wesley M., Jr; Bolt, Cynthia E.

    2015-01-01

    Assurance of learning and its assessment are critical focal points in collegiate schools of business as programs strive to achieve or maintain Association to Advance Collegiate Schools of Business accreditation. Prior research suggests that student learning in business core disciplines can be measured by the Educational Testing Service Major Field…

  18. Hierarchical linear modeling of California Verbal Learning Test--Children's Version learning curve characteristics following childhood traumatic head injury.

    Science.gov (United States)

    Warschausky, Seth; Kay, Joshua B; Chi, PaoLin; Donders, Jacobus

    2005-03-01

    California Verbal Learning Test-Children's Version (CVLT-C) indices have been shown to be sensitive to the neurocognitive effects of traumatic brain injury (TBI). The effects of TBI on the learning process were examined with a growth curve analysis of CVLT-C raw scores across the 5 learning trials. The sample with history of TBI comprised 86 children, ages 6-16 years, at a mean of 10.0 (SD=19.5) months postinjury; 37.2% had severe injury, 27.9% moderate, and 34.9% mild. The best-fit model for verbal learning was with a quadratic function. Greater TBI severity was associated with lower rate of acquisition and more gradual deceleration in the rate of acquisition. Intelligence test index scores, previously shown to be sensitive to severity of TBI, were positively correlated with rate of acquisition. Results provide evidence that the CVLT-C learning slope is not a simple linear function and further support for specific effects of TBI on verbal learning. ((c) 2005 APA, all rights reserved).

  19. Judgments of Learning are Influenced by Multiple Cues In Addition to Memory for Past Test Accuracy.

    Science.gov (United States)

    Hertzog, Christopher; Hines, Jarrod C; Touron, Dayna R

    When people try to learn new information (e.g., in a school setting), they often have multiple opportunities to study the material. One of the most important things to know is whether people adjust their study behavior on the basis of past success so as to increase their overall level of learning (for example, by emphasizing information they have not yet learned). Monitoring their learning is a key part of being able to make those kinds of adjustments. We used a recognition memory task to replicate prior research showing that memory for past test outcomes influences later monitoring, as measured by judgments of learning (JOLs; confidence that the material has been learned), but also to show that subjective confidence in whether the test answer and the amount of time taken to restudy the items also have independent effects on JOLs. We also show that there are individual differences in the effects of test accuracy and test confidence on JOLs, showing that some but not all people use past test experiences to guide monitoring of their new learning. Monitoring learning is therefore a complex process of considering multiple cues, and some people attend to those cues more effectively than others. Improving the quality of monitoring performance and learning could lead to better study behaviors and better learning. An individual's memory of past test performance (MPT) is often cited as the primary cue for judgments of learning (JOLs) following test experience during multi-trial learning tasks (Finn & Metcalfe, 2007; 2008). We used an associative recognition task to evaluate MPT-related phenomena, because performance monitoring, as measured by recognition test confidence judgments (CJs), is fallible and varies in accuracy across persons. The current study used multilevel regression models to show the simultaneous and independent influences of multiple cues on Trial 2 JOLs, in addition to performance accuracy (the typical measure of MPT in cued-recall experiments). These cues

  20. The effect of subacute supplementation of taurine on spatial learning and memory.

    Science.gov (United States)

    Ito, Koichi; Arko, Matevz; Kawaguchi, Tomohiro; Kuwahara, Masayoshi; Tsubone, Hirokazu

    2009-04-01

    Although the effect of taurine on the heart and liver is well studied, there has been no direct observation concerning the effect of taurine on spatial learning and memory at the behavior level. In this study, we tested the effect of subacute taurine supplementation with evaluation by the Morris water maze method. Although swim distance to find the platform of taurine-supplemented rats was significantly longer than that of control rats due to increase of swimming velocity, escape latency and the efficacy of learning and memory was comparable in both groups. These results suggest that taurine supplemented orally does not affect the learning and memory function.

  1. Solution to reinforcement learning problems with artificial potential field

    Institute of Scientific and Technical Information of China (English)

    XIE Li-juan; XIE Guang-rong; CHEN Huan-wen; LI Xiao-li

    2008-01-01

    A novel method was designed to solve reinforcement learning problems with artificial potential field. Firstly a reinforcement learning problem was transferred to a path planning problem by using artificial potential field(APF), which was a very appropriate method to model a reinforcement learning problem. Secondly, a new APF algorithm was proposed to overcome the local minimum problem in the potential field methods with a virtual water-flow concept. The performance of this new method was tested by a gridworld problem named as key and door maze. The experimental results show that within 45 trials, good and deterministic policies are found in almost all simulations. In comparison with WIERING's HQ-learning system which needs 20 000 trials for stable solution, the proposed new method can obtain optimal and stable policy far more quickly than HQ-learning. Therefore, the new method is simple and effective to give an optimal solution to the reinforcement learning problem.

  2. Dopamine D1 and D2 receptor ligands modulate the behaviour of mice in the elevated plus-maze.

    Science.gov (United States)

    Rodgers, R J; Nikulina, E M; Cole, J C

    1994-12-01

    To further our understanding of the potential role of dopamine in mechanisms of anxiety, the effects of four dopamine receptor ligands were examined in an ethological version of the murine elevated plus-maze test. The D1 receptor partial agonist, SKF 38393 (2.5-20.0 mg/kg), had minimal behavioural activity in this test, whereas the selective D1 receptor antagonist, SCH 23390 (0.025-0.2 mg/kg), had dose-dependent but behaviourally nonspecific effects. Quinpirole (0.0625-0.5 mg/kg), a D2 receptor agonist, had no effects at low doses but severely disrupted locomotion and exploration at the highest doses tested. In marked contrast to the lack of effect or nonspecific effects seen with the other ligands tested, the D2 receptor antagonist, sulpiride (2.5-20.0 mg/kg), produced an unambiguous anxiolytic-like profile under present test conditions. Although none of the doses tested adversely affected general activity, clear antianxiety effects were observed on both traditional and novel (i.e., risk assessment) behavioural measures. Data are discussed in relation to the relative importance of D1 and D2 receptor mechanisms in plus-maze anxiety, and the need to further assess D2 involvement through the use of more selective compounds.

  3. At the Interface between Language Testing and Second Language Acquisition: Language Ability and Context of Learning

    Science.gov (United States)

    Gu, Lin

    2014-01-01

    This study investigated the relationship between latent components of academic English language ability and test takers' study-abroad and classroom learning experiences through a structural equation modeling approach in the context of TOEFL iBT® testing. Data from the TOEFL iBT public dataset were used. The results showed that test takers'…

  4. At the Interface between Language Testing and Second Language Acquisition: Language Ability and Context of Learning

    Science.gov (United States)

    Gu, Lin

    2014-01-01

    This study investigated the relationship between latent components of academic English language ability and test takers' study-abroad and classroom learning experiences through a structural equation modeling approach in the context of TOEFL iBT® testing. Data from the TOEFL iBT public dataset were used. The results showed that test takers'…

  5. The Classroom Test... a Measure of Transfer of Learning

    Science.gov (United States)

    Demchik, Michael J.

    1970-01-01

    One hundred ten secondary school chemistry students were given two tests after programed instruction. Researcher concludes from comparison of results that there was a significant difference between the two tests. The experimental test, based on Bloom's Taxonomy, discriminated between higher and lower cognitive levels and categories. (JM)

  6. Learning strategies, test anxiety and academic success of primary and high- school students at biology class

    OpenAIRE

    Stražar, Klavdija

    2016-01-01

    The extent of learning success of students in school depends upon many factors, among them are having a significant impact learning strategies and influence of test anxiety. Test anxiety refers to the anxiety that occurs in individuals in situations of assessment and evaluation in school. Anxiety in humans is expressed as a long-lasting feeling of anxiety, tension and discomfort that occurs without a specific reason. Persons who are experiencing feelings of anxiety find it difficult to face a...

  7. Personality, punishment, and procedural learning: a test of J.A. Gray's anxiety theory.

    Science.gov (United States)

    Corr, P J; Pickering, A D; Gray, J A

    1997-08-01

    Effects of punishment and personality on a phylogenetically old form of knowledge acquisition, procedural learning, were studied to test J. A. Gray's 1970, 1987, 1991) theory of anxiety. Broad measures of personality (extraversion, E.; neuroticism, N; and psychoticism, P) and specific measures of trait anxiety (Anx) and impulsivity (Imp) were taken. Punishment led to response invigoration, reducing reaction time latency, but this was not related to personality. A negative correlation of P and learning was observed in both punishment and control conditions. In support of Gray's theory, high Anx improved learning under punishment (and impaired learning under control), and low Anx improved learning under control (and impaired learning under punishment). These data are contrasted with H.J. Eysenck's (1967) arousal theory of personality. Results point to a new behavioral tool with which researchers can explore further the interaction of reinforcement, arousal, and personality.

  8. Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits.

    Science.gov (United States)

    Wissman, Kathryn T; Rawson, Katherine A

    2017-08-28

    Students are expected to learn key-term definitions across many different grade levels and academic disciplines. Thus, investigating ways to promote understanding of key-term definitions is of critical importance for applied purposes. A recent survey showed that learners report engaging in collaborative practice testing when learning key-term definitions, with outcomes also shedding light on the way in which learners report engaging in collaborative testing in real-world contexts (Wissman & Rawson, 2016, Memory, 24, 223-239). However, no research has directly explored the effectiveness of engaging in collaborative testing under representative conditions. Accordingly, the current research evaluates the costs (with respect to efficiency) and the benefits (with respect to learning) of collaborative testing for key-term definitions under representative conditions. In three experiments (ns = 94, 74, 95), learners individually studied key-term definitions and then completed retrieval practice, which occurred either individually or collaboratively (in dyads). Two days later, all learners completed a final individual test. Results from Experiments 1-2 showed a cost (with respect to efficiency) and no benefit (with respect to learning) of engaging in collaborative testing for key-term definitions. Experiment 3 evaluated a theoretical explanation for why collaborative benefits do not emerge under representative conditions. Collectively, outcomes indicate that collaborative testing versus individual testing is less effective and less efficient when learning key-term definitions under representative conditions.

  9. Lessons Learned in Applying Accelerometers to Nuclear Effects Testing

    Directory of Open Access Journals (Sweden)

    Patrick L. Walter

    2008-01-01

    Full Text Available Exoatmospheric nuclear effects, such as those that would be encounter by reentry bodies, provide instantaneous (near zero-duration, impulsive loading of structures. Endoatmospheric nuclear effects possess an impulse that is finite in duration, but whose rise time is still instantaneous. The commonality of these loadings is that they initiate waves propagating through structures, resulting in extremely short duration accelerations to free surfaces where accelerometers are mounted. Over the years, attempts have been made to measure free surface accelerations using ceramic, quartz, and piezoresistive accelerometers. This paper describes the lessons learned, and looks to the future. It also provides a history of shock accelerometer development.

  10. Improving the Traditional Testing Methods in Learning Foreign Languages

    DEFF Research Database (Denmark)

    Pachovski, Veno; Dimova, Slobodanka; Vaneva, Marjana

    2012-01-01

    A model for gathering oral answers as part of testing the speaker skills (i.e. command of language, native or foreign) is presented, as well as the software used in the experimentation. The research presented here is a result of more than six (6) months’ work with TESOL experts, based on 60 test...

  11. Construction and Analysis of Educational Tests Using Abductive Machine Learning

    Science.gov (United States)

    El-Alfy, El-Sayed M.; Abdel-Aal, Radwan E.

    2008-01-01

    Recent advances in educational technologies and the wide-spread use of computers in schools have fueled innovations in test construction and analysis. As the measurement accuracy of a test depends on the quality of the items it includes, item selection procedures play a central role in this process. Mathematical programming and the item response…

  12. The Testing Effect for Learning Principles and Procedures from Texts

    NARCIS (Netherlands)

    Dirkx, Kim; Kester, Liesbeth; Kirschner, Paul A.

    2016-01-01

    The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either repeatedly studied a text on probability calculations or studied the text, took a test on the content, restudie

  13. Construction and Analysis of Educational Tests Using Abductive Machine Learning

    Science.gov (United States)

    El-Alfy, El-Sayed M.; Abdel-Aal, Radwan E.

    2008-01-01

    Recent advances in educational technologies and the wide-spread use of computers in schools have fueled innovations in test construction and analysis. As the measurement accuracy of a test depends on the quality of the items it includes, item selection procedures play a central role in this process. Mathematical programming and the item response…

  14. Improving the Traditional Testing Methods in Learning Foreign Languages

    DEFF Research Database (Denmark)

    Pachovski, Veno; Dimova, Slobodanka; Vaneva, Marjana

    2012-01-01

    A model for gathering oral answers as part of testing the speaker skills (i.e. command of language, native or foreign) is presented, as well as the software used in the experimentation. The research presented here is a result of more than six (6) months’ work with TESOL experts, based on 60 test ...

  15. Neural correlates of testing effects in vocabulary learning

    NARCIS (Netherlands)

    Broek, G.S.E. van den; Takashima, A.; Segers, P.C.J.; Fernandez, G.S.E.; Verhoeven, L.T.W.

    2013-01-01

    Tests that require memory retrieval strongly improve long-term retention in comparison to continued studying. For example, once learners know the translation of a word, restudy practice, during which they see the word and its translation again, is less effective than testing practice, during which

  16. Characterization of the rat exploratory behavior in the elevated plus-maze with Markov chains.

    Science.gov (United States)

    Tejada, Julián; Bosco, Geraldine G; Morato, Silvio; Roque, Antonio C

    2010-11-30

    The elevated plus-maze is an animal model of anxiety used to study the effect of different drugs on the behavior of the animal. It consists of a plus-shaped maze with two open and two closed arms elevated 50cm from the floor. The standard measures used to characterize exploratory behavior in the elevated plus-maze are the time spent and the number of entries in the open arms. In this work, we use Markov chains to characterize the exploratory behavior of the rat in the elevated plus-maze under three different conditions: normal and under the effects of anxiogenic and anxiolytic drugs. The spatial structure of the elevated plus-maze is divided into squares, which are associated with states of a Markov chain. By counting the frequencies of transitions between states during 5-min sessions in the elevated plus-maze, we constructed stochastic matrices for the three conditions studied. The stochastic matrices show specific patterns, which correspond to the observed behaviors of the rat under the three different conditions. For the control group, the stochastic matrix shows a clear preference for places in the closed arms. This preference is enhanced for the anxiogenic group. For the anxiolytic group, the stochastic matrix shows a pattern similar to a random walk. Our results suggest that Markov chains can be used together with the standard measures to characterize the rat behavior in the elevated plus-maze.

  17. Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills.

    Science.gov (United States)

    Duane, Barbara T; Satre, Maria E

    2014-01-01

    In nursing education, students participate in individual learner testing. This process follows the instructionist learning theory of a system model. However, in the practice of nursing, success depends upon collaboration with numerous people in different capacities, critical thinking, clinical reasoning, and the ability to communicate with others. Research has shown that collaborative testing, a constructivism learning activity and a form of collaborative learning, enhances students' abilities to master these areas. Collaborative testing is a clear, creative strategy which constructivists would say supports the socio-linguistic base of their learning theory. The test becomes an active implementation of peer-mediated learning where individual knowledge is enhanced through problem solving or defense of an individual position with the collaborative method. There is criticism for the testing method's potential of grade inflation and for students to receive grade benefits with little effort. After a review of various collaborative testing methods, this nursing faculty implemented a collaborative testing format that addresses both the positive and negative aspects of the process.

  18. Learning curve of transvaginal ultrasound for the diagnosis of endometriomas assessed by the cumulative summation test (LC-CUSUM).

    Science.gov (United States)

    Bazot, Marc; Daraï, Emile; Biau, David J; Ballester, Marcos; Dessolle, Lionel

    2011-01-01

    A specific statistical tool (the cumulative summation test for learning curve or LC-CUSUM) was used to monitor the learning curve of four trainees for the diagnosis of endometriomas by transvaginal ultrasound. A large intertrainee variability in the learning curves was found, justifying a tailored training to learn this diagnosis.

  19. Pediatric residents' learning styles and temperaments and their relationships to standardized test scores.

    Science.gov (United States)

    Tuli, Sanjeev Y; Thompson, Lindsay A; Saliba, Heidi; Black, Erik W; Ryan, Kathleen A; Kelly, Maria N; Novak, Maureen; Mellott, Jane; Tuli, Sonal S

    2011-12-01

    Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that 5 affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P  =  .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents.

  20. Effects of intracerebroventricular injection of alpha-fluoromethylhistidine on radial maze performance in rats.

    Science.gov (United States)

    Chen, Z; Sugimoto, Y; Kamei, C

    1999-11-01

    The effects of alpha-fluoromethylhistidine (alpha-FMH) on spatial cognition were investigated using the eight-arm radial maze paradigm in rats. Intracerebroventricular (ICV) injection of alpha-FMH resulted in spatial memory deficits characterized by an increase in the number of total errors (TE) and a decrease in the number of initial correct responses (ICR). There was a strong correlation between increases in the number of TE and decreases in histamine contents of the cortex and hippocampus regions of the brain, which are known to participate in learning and memory. On the other hand, both histamine (50-100 ng, ICV) and thioperamide (10 microg, ICV) significantly ameliorated the memory deficit induced by alpha-FMH. However, metoprine showed no significant effect on the alpha-FMH-induced memory deficit. Pyrilamine and R-(alpha)-methylhistamine enhanced the memory deficit induced by alpha-FMH, at doses that had no appreciable effect when administered alone. In contrast, no significant influence on alpha-FMH-induced memory deficit was observed with zolantidine.

  1. The overall impact of testing on medical student learning: quantitative estimation of consequential validity.

    Science.gov (United States)

    Kreiter, Clarence D; Green, Joseph; Lenoch, Susan; Saiki, Takuya

    2013-10-01

    Given medical education's longstanding emphasis on assessment, it seems prudent to evaluate whether our current research and development focus on testing makes sense. Since any intervention within medical education must ultimately be evaluated based upon its impact on student learning, this report seeks to provide a quantitative accounting of the learning gains attained through educational assessments. To approach this question, we estimate achieved learning within a medical school environment that optimally utilizes educational assessments. We compare this estimate to learning that might be expected in a medical school that employs no educational assessments. Effect sizes are used to estimate testing's total impact on learning by summarizing three effects; the direct effect, the indirect effect, and the selection effect. The literature is far from complete, but the available evidence strongly suggests that each of these effects is large and the net cumulative impact on learning in medical education is over two standard deviations. While additional evidence is required, the current literature shows that testing within medical education makes a strong positive contribution to learning.

  2. Unicursal random maze tool path for computer-controlled optical surfacing.

    Science.gov (United States)

    Wang, Chunjin; Wang, Zhenzhong; Xu, Qiao

    2015-12-01

    A novel unicursal random maze tool path is proposed in this paper, which can not only implement uniform coverage of the polishing surfaces, but also possesses randomness and multidirectionality. The simulation experiments along with the practical polishing experiments are conducted to make the comparison of three kinds of paths, including maze path, raster path, and Hilbert path. The experimental results validate that the maze path can warrant uniform polishing and avoid the appearance of the periodical structures in the polished surface. It is also more effective than the Hilbert path in restraining the mid-spatial frequency error in computer-controlled optical surfacing process.

  3. Feedback-related brain activity predicts learning from feedback in multiple-choice testing.

    Science.gov (United States)

    Ernst, Benjamin; Steinhauser, Marco

    2012-06-01

    Different event-related potentials (ERPs) have been shown to correlate with learning from feedback in decision-making tasks and with learning in explicit memory tasks. In the present study, we investigated which ERPs predict learning from corrective feedback in a multiple-choice test, which combines elements from both paradigms. Participants worked through sets of multiple-choice items of a Swahili-German vocabulary task. Whereas the initial presentation of an item required the participants to guess the answer, corrective feedback could be used to learn the correct response. Initial analyses revealed that corrective feedback elicited components related to reinforcement learning (FRN), as well as to explicit memory processing (P300) and attention (early frontal positivity). However, only the P300 and early frontal positivity were positively correlated with successful learning from corrective feedback, whereas the FRN was even larger when learning failed. These results suggest that learning from corrective feedback crucially relies on explicit memory processing and attentional orienting to corrective feedback, rather than on reinforcement learning.

  4. A Systematic Review of the Testing Effect in Learning

    Directory of Open Access Journals (Sweden)

    Raquel Eloisa Eisenkraemer

    2013-09-01

    Full Text Available The retrieval of a given piece of information from memory increases the long-term retention of that information, a phenomenon often called “testing effect”. The current study aimed to select and review articles on the testing effect to verify the extent and importance of this phenomenon, bringing the main results of recent research. To accomplish this, a systematic review of articles on this subject published between 2006 and 2012 was conducted, a period in which there was an acute increase in the amount of publications on this subject. The articles were searched in the databases Web of Science, PubMed and PsycINFO. The results, which were organized according to test format (recall and recognition tests, demonstrated that tests can be remarkably beneficial to the retention of long-term memories. A theoretical explanation regarding the cognitive processes involved in this phenomenon still needs to be developed and tested. Such explanation would have important implications for the development of efficient educational practices.

  5. Ubiquitous testing using tablets: its impact on medical student perceptions of and engagement in learning.

    Science.gov (United States)

    Kim, Kyong-Jee; Hwang, Jee-Young

    2016-03-01

    Ubiquitous testing has the potential to affect medical education by enhancing the authenticity of the assessment using multimedia items. This study explored medical students' experience with ubiquitous testing and its impact on student learning. A cohort (n=48) of third-year students at a medical school in South Korea participated in this study. The students were divided into two groups and were given different versions of 10 content-matched items: one in text version (the text group) and the other in multimedia version (the multimedia group). Multimedia items were delivered using tablets. Item response analyses were performed to compare item characteristics between the two versions. Additionally, focus group interviews were held to investigate the students' experiences of ubiquitous testing. The mean test score was significantly higher in the text group. Item difficulty and discrimination did not differ between text and multimedia items. The participants generally showed positive responses on ubiquitous testing. Still, they felt that the lectures that they had taken in preclinical years did not prepare them enough for this type of assessment and clinical encounters during clerkships were more helpful. To be better prepared, the participants felt that they needed to engage more actively in learning in clinical clerkships and have more access to multimedia learning resources. Ubiquitous testing can positively affect student learning by reinforcing the importance of being able to understand and apply knowledge in clinical contexts, which drives students to engage more actively in learning in clinical settings.

  6. Effect of verbal encoding and motor memory on test performance in the Rey Visual Design Learning Test.

    Science.gov (United States)

    Wilhelm, P; Maathuis, I; Matzner, M

    2011-01-01

    This study offers new evidence for the validity of the interpretation of the Rey Visual Design Learning Test (RVDLT) test score. The RVDLT is a design memory test that requires constructive output (drawings of memorized test items) in the recall phase. We mainly focused on response processes and tested the effect of a verbal and a motor memory strategy on test performance. Strategies were only explained and participants (12- to 15-year-olds) were stimulated to use them in a subsequent test session. In the verbal encoding condition, participants were instructed to name the test items of the RVDLT. In the copy condition, participants copied test items with an empty pen concurrent with test item presentation (rehearsal of motor sequences). Test performances were compared to a control group. No significant difference in RVDLT test score was detected between the verbal encoding group and the control group. However, the copy group scored significantly lower than the other two groups. Results are discussed in light of the validity of the test interpretation.

  7. The Virtual Anatomy Laboratory: Usability Testing to Improve an Online Learning Resource for Anatomy Education

    Science.gov (United States)

    Doubleday, Eldridge G.; O'Loughlin, Valerie D.; Doubleday, Alison F.

    2011-01-01

    An increasing number of instructors are seeking to provide students with online anatomy resources. Many researchers have attempted to identify associations between resource use and student learning but few studies discuss the importance of usability testing in resource design and modification. Usability testing provides information about ease of…

  8. An Investigation of the Effectiveness of Vocabulary Learning Strategies on Iranian EFL Learners' Vocabulary Test Score

    Science.gov (United States)

    Rahimy, Ramin; Shams, Kiana

    2012-01-01

    This study aims to investigate the effectiveness of vocabulary learning strategies on Iranian EFL learners' vocabulary test score. To achieve this aim, fifty Intermediate level students from Kish English Institute were randomly selected from among fifteen classes after administering the Oxford Placement Test (OPT). Then, an intermediate level…

  9. Testing the Statistical Learning of Spelling Patterns by Manipulating Semantic and Orthographic Frequency

    Science.gov (United States)

    Deacon, S. Helene; Leung, Dilys

    2013-01-01

    This study tested the diverging predictions of recent theories of children's learning of spelling regularities. We asked younger (Grades 1 and 2) and older (Grades 3 and 4) elementary school-aged children to choose the correct endings for words that varied in their morphological structure. We tested the impacts of semantic frequency by…

  10. Investigating Students' Test Anxiety and Attitude toward Foreign Language Learning in Secondary School in Ilam

    Science.gov (United States)

    Aliakbari, Mohammad; Gheitasi, Mojtaba

    2016-01-01

    This study tried to examine the level of anxiety of Iranian high school students in English language exams and their attitudes towards English language learning. Further, relationship between these two variables and the differences between test anxiety and attitude in different genders and majors of study were addressed. Westside Test Anxiety…

  11. The modified Location Learning Test: norms for the assessment of spatial memory function in neuropsychological patients.

    NARCIS (Netherlands)

    Kessels, R.P.C.; Nys, G.M.S.; Brands, A.M.; Berg, E. van den; Zandvoort, M.J. Van

    2006-01-01

    This study examines the applicability of the modified Location Learning Test (mLLT) as a test of spatial memory in neuropsychological patients. Three groups of participants were examined: stroke patients, patients with diabetes mellitus and healthy participants (N=411). Three error measures were com

  12. An Investigation of the Learning Strategies as Bias Factors in Second Language Cloze Tests

    Science.gov (United States)

    Ajideh, Parviz; Yaghoubi-Notash, Massoud; Khalili, Abdolreza

    2017-01-01

    The present study investigated the contribution of the EFL students' learning strategies to the explanation of the variance in their results on language tests. More specifically, it examined the role of these strategies as bias factors in the results of English cloze tests. Based on this aim, first, 158 intermediate EFL learners were selected from…

  13. The Disaggregation of Value-Added Test Scores to Assess Learning Outcomes in Economics Courses

    Science.gov (United States)

    Walstad, William B.; Wagner, Jamie

    2016-01-01

    This study disaggregates posttest, pretest, and value-added or difference scores in economics into four types of economic learning: positive, retained, negative, and zero. The types are derived from patterns of student responses to individual items on a multiple-choice test. The micro and macro data from the "Test of Understanding in College…

  14. Assessment of nondeclarative learning in severe Alzheimer dementia: the Implicit Memory Test (IMT)

    NARCIS (Netherlands)

    Kessels, R.P.C.; Remmerswaal, M.; Wilson, B.A.

    2011-01-01

    Although patients with Alzheimer dementia (AD) have impaired explicit memory, more automatic, implicit aspects of learning and memory may be relatively preserved. However, neuropsychological tests for the assessment of implicit memory are lacking. This study examines a newly developed test, the Impl

  15. Assessment of Nondeclarative Learning in Severe Alzheimer Dementia The Implicit Memory Test (IMT)

    NARCIS (Netherlands)

    Kessels, R.P.C.; Remmerswaal, M.; Wilson, B.A.

    2011-01-01

    Although patients with Alzheimer dementia (AD) have impaired explicit memory, more automatic, implicit aspects of learning and memory may be relatively preserved. However, neuropsychological tests for the assessment of implicit memory are lacking. This study examines a newly developed test, the Impl

  16. The Major Field Test in Business: A Solution to the Problem of Assurance of Learning Assessment?

    Science.gov (United States)

    Green, Jeffrey J.; Stone, Courtenay Clifford; Zegeye, Abera

    2014-01-01

    Colleges and universities are being asked by numerous sources to provide assurance of learning assessments of their students and programs. Colleges of business have responded by using a plethora of assessment tools, including the Major Field Test in Business. In this article, the authors show that the use of the Major Field Test in Business for…

  17. The Disaggregation of Value-Added Test Scores to Assess Learning Outcomes in Economics Courses

    Science.gov (United States)

    Walstad, William B.; Wagner, Jamie

    2016-01-01

    This study disaggregates posttest, pretest, and value-added or difference scores in economics into four types of economic learning: positive, retained, negative, and zero. The types are derived from patterns of student responses to individual items on a multiple-choice test. The micro and macro data from the "Test of Understanding in College…

  18. At the Interface between Language Testing and Second Language Acquisition: Language Ability and Context of Learning

    Science.gov (United States)

    Gu, Lin

    2014-01-01

    This study investigated the relationship between latent components of academic English language ability and test takers' study-abroad and classroom learning experiences through a structural equation modeling approach in the context of TOEFL iBT® testing. Data from the TOEFL iBT public dataset were used. The results showed that test…

  19. Measuring student learning using initial and final concept test in an STEM course

    Science.gov (United States)

    Kaw, Autar; Yalcin, Ali

    2012-06-01

    Effective assessment is a cornerstone in measuring student learning in higher education. For a course in Numerical Methods, a concept test was used as an assessment tool to measure student learning and its improvement during the course. The concept test comprised 16 multiple choice questions and was given in the beginning and end of the class for three semesters. Hake's gain index, a measure of learning gains from pre- to post-tests, of 0.36 to 0.41 were recorded. The validity and reliability of the concept test was checked via standard measures such as Cronbach's alpha, content and criterion-related validity, item characteristic curves and difficulty and discrimination indices. The performance of various subgroups such as pre-requisite grades, transfer students, gender and age were also studied.

  20. Effectiveness of Positive Hypothesis Testing in Inductive and Deductive Rule Learning.

    Science.gov (United States)

    Laughlin; Bonner; Altermatt

    1999-02-01

    In a positive hypothesis test a person generates or examines evidence that is expected to have the property of interest if the hypothesis is correct, whereas in a negative hypothesis test a person generates or examines evidence that is not expected to have the property of interest if the hypothesis is correct. Two experiments assessed the effectiveness of positive versus negative hypothesis tests on inductive and deductive rule learning problems. In Experiment 1 problem solvers induced a rule by proposing hypotheses and selecting evidence in the eight conditions of a factorial design defined by instructions to use a positive or negative hypothesis test on each of trials 1-5, 6-10, and 11-15. Instructions to use positive tests resulted in more examples, fewer strategic hypotheses, and a higher weighted score for five types of hypotheses than instructions to use negative tests. In Experiment 2 problem solvers identified 1 of a possible 1296 correct rules in the deductive rule learning game Mastermind. When problems were classified in the 16 possible combinations of positive or negative hypothesis tests on trials 2, 3, 4, and 5 there were fewer trials to solution for positive tests on each of the four trials and fewer trials to solution with increasing positive tests. We conclude that positive hypothesis tests are generally more effective than negative hypothesis tests in both inductive and deductive rule learning. Copyright 1999 Academic Press.

  1. Variations in illumination, closed wall transparency and/or extramaze space influence both baseline anxiety and response to diazepam in the rat elevated plus-maze.

    Science.gov (United States)

    Violle, Nicolas; Balandras, Frédérique; Le Roux, Yves; Desor, Didier; Schroeder, Henri

    2009-10-12

    Numerous methodological-related variables have been demonstrated to influence the baseline anxiety level of rodents exposed to the elevated plus-maze (EPM), raising questions about the sensitivity of this test for the detection of the effects of anxiolytic drugs. Thus, the present study was designed (1) to assess the combined effects of illumination (40-lx red or white light), closed wall type (walls made of translucent or opaque material) and extramaze space size (small or spacious experimental room) on rat behaviour, and (2) to investigate the effects of such parameters on the relevance of the maze for detecting the effects of diazepam orally administrated at the anxiolytic dose of 3 mg/kg. Results indicate that illumination and closed wall type are two main independent parameters that are able to modify the open arm avoidance. Moreover, the closed wall type interacts with the extramaze space size since the reduction of the open arm exploration induced by opaque closed walls is two-fold stronger in the spacious experimental room than in the small one. Finally, the diazepam anxiolytic activity is significantly detected in our laboratory in specific EPM conditions (maze with opaque walls, use of a red light, maze located in a spacious experimental room). In conclusion, the present study demonstrates that an inappropriate baseline anxiety level due to the methodological use of the EPM can dramatically reduce the sensitivity of the maze for the detection of benzodiazepine-related compounds. This study also provides new insights into the perception of the EPM open space in rats.

  2. Mice with deficient BK channel function show impaired prepulse inhibition and spatial learning, but normal working and spatial reference memory.

    Directory of Open Access Journals (Sweden)

    Marei Typlt

    Full Text Available Genetic variations in the large-conductance, voltage- and calcium activated potassium channels (BK channels have been recently implicated in mental retardation, autism and schizophrenia which all come along with severe cognitive impairments. In the present study we investigate the effects of functional BK channel deletion on cognition using a genetic mouse model with a knock-out of the gene for the pore forming α-subunit of the channel. We tested the F1 generation of a hybrid SV129/C57BL6 mouse line in which the slo1 gene was deleted in both parent strains. We first evaluated hearing and motor function to establish the suitability of this model for cognitive testing. Auditory brain stem responses to click stimuli showed no threshold differences between knockout mice and their wild-type littermates. Despite of muscular tremor, reduced grip force, and impaired gait, knockout mice exhibited normal locomotion. These findings allowed for testing of sensorimotor gating using the acoustic startle reflex, as well as of working memory, spatial learning and memory in the Y-maze and the Morris water maze, respectively. Prepulse inhibition on the first day of testing was normal, but the knockout mice did not improve over the days of testing as their wild-type littermates did. Spontaneous alternation in the y-maze was normal as well, suggesting that the BK channel knock-out does not impair working memory. In the Morris water maze knock-out mice showed significantly slower acquisition of the task, but normal memory once the task was learned. Thus, we propose a crucial role of the BK channels in learning, but not in memory storage or recollection.

  3. Exposure to activity based anorexia impairs contextual learning in weight-restored rats without affecting spatial learning, taste, anxiety, or dietary-fat preference

    Science.gov (United States)

    Boersma, Gretha J.; Treesukosol, Yada; Cordner, Zachary A.; Kastelein, Anneke; Choi, Pique; Moran, Timothy H.; Tamashiro, Kellie L.

    2016-01-01

    Relapse rates are high amongst cases of Anorexia Nervosa (AN) suggesting that some alterations induced by AN may remain after weight restoration. Objective To study the consequences of AN without confounds of environmental variability, a rodent model of activity based anorexia (ABA) can be employed. We hypothesized that exposure to ABA during adolescence may have long-term consequences in taste function, cognition, and anxiety-like behavior after weight restoration. Methods To test this hypothesis we exposed adolescent female rats to ABA (1.5 hrs food access, combined with voluntary running wheel access) and compared their behavior to that of control rats after weight restoration was achieved. The rats were tested for learning /memory, anxiety, food preference and taste in a set of behavioral tests performed during the light period. Results Our data show that ABA exposure leads to reduced performance during the novel object recognition task, a test for contextual learning, without altering performance in the novel place recognition task or the Barnes maze, both tasks that test spatial learning. Furthermore, we do not observe alterations in unconditioned lick responses to sucrose nor quinine (described by humans as “sweet” and “bitter” respectively). Nor did we find alterations in anxiety-like behavior during an elevated plus maze or an open field test. Finally, preference for a diet high in fat was not altered. Discussion Overall our data suggest that ABA exposure during adolescence impairs contextual learning in adulthood without altering spatial leaning, taste, anxiety, or fat preference. PMID:26711541

  4. Motivating Students' Learning Using Word Association Test and Concept Maps

    Directory of Open Access Journals (Sweden)

    Z. Kostova

    2010-06-01

    Full Text Available The paper presents the effect of a free word association test, content analysis and concept mapping on students’ achievements in human biology. The free word association test was used for revealing the scientific conceptual structures of 8th grade and 12th grade students, around a stimulus word – human being – and for motivating them to study human biology. The stimulus word retrieved a cluster of associations most of which were based on science education and experience. Associations with the stimulus word were analyzed and classified according to predetermined criteria and structured by means of a concept map. The stimulus word ‘human being’ was quantitatively assessed in order to find out the balance between the associations with its different aspects. On the basis of the results some connections between biology and other sciences studying the human being, were worked out. Each new topic in human biology was studied by using content analysis of the textbook and concept mapping as study tools and thus maintaining students’ motivation. Achievements of students were assessed by means of tests, observation and concept maps evaluation. The obtained data was also valuable in clarifying the complex nature of the human being, and confirming the statement that biology cannot answer all questions, concerning human nature. Inferences were made about the word association test combined with content analysis and concept map construction as an educational strategy.

  5. Learning-Testing Process in Classroom: An Empirical Simulation Model

    Science.gov (United States)

    Buda, Rodolphe

    2009-01-01

    This paper presents an empirical micro-simulation model of the teaching and the testing process in the classroom (Programs and sample data are available--the actual names of pupils have been hidden). It is a non-econometric micro-simulation model describing informational behaviors of the pupils, based on the observation of the pupils'…

  6. Slime mould solves maze in one pass ... assisted by gradient of chemo-attractants

    CERN Document Server

    Adamatzky, Andrew

    2011-01-01

    Plasmodium of Physarum polycephalum is a large cell, visible by unaided eye, which exhibits sophisticated patterns of foraging behaviour. The plasmodium's behaviour is well interpreted in terms of computation, where data are spatially extended configurations of nutrients and obstacles, and results of computation are networks of protoplasmic tubes formed by the plasmodium. In laboratory experiments and numerical simulation we show that if plasmodium of Physarum is inoculated in a maze's peripheral channel and an oat flake (source of attractants) in a the maze's central chamber then the plasmodium grows toward target oat flake and connects the flake with the site of original inoculation with a pronounced protoplasmic tube. The protoplasmic tube represents a path in the maze. The plasmodium solves maze in one pass because it is assisted by a gradient of chemo-attractants propagating from the target oat flake.

  7. Can personality predict individual differences in brook trout spatial learning ability?

    Science.gov (United States)

    White, S L; Wagner, T; Gowan, C; Braithwaite, V A

    2017-08-01

    While differences in individual personality are common in animal populations, understanding the ecological significance of variation has not yet been resolved. Evidence suggests that personality may influence learning and memory; a finding that could improve our understanding of the evolutionary processes that produce and maintain intraspecific behavioural heterogeneity. Here, we tested whether boldness, the most studied personality trait in fish, could predict learning ability in brook trout. After quantifying boldness, fish were trained to find a hidden food patch in a maze environment. Stable landmark cues were provided to indicate the location of food and, at the conclusion of training, cues were rearranged to test for learning. There was a negative relationship between boldness and learning as shy fish were increasingly more successful at navigating the maze and locating food during training trials compared to bold fish. In the altered testing environment, only shy fish continued using cues to search for food. Overall, the learning rate of bold fish was found to be lower than that of shy fish for several metrics suggesting that personality could have widespread effects on behaviour. Because learning can increase plasticity to environmental change, these results have significant implications for fish conservation. Copyright © 2016 Elsevier B.V. All rights reserved.

  8. β-adrenergic modulation of in vivo long-term potentiation in area CA1 and its role in spatial learning in rats

    Institute of Scientific and Technical Information of China (English)

    JI; Jinzhao; (季今朝); ZHANG; Xuehan; (张雪寒); LI; Baoming; (李葆明)

    2003-01-01

    Activation of β-adrenoceptors in area CA1 of the hippocampus facilitates in vitro long-term potentiation (LTP) in this region. However, it is unclear if in vivo LTP in area CA1 and hippocampus-dependent learning are subjected to β-adrenergic regulation. To address this question, we investigated the effects of the β-adrenergic agonist L-isoproterenol or antagonist DL-propranolol on in vivo LTP of area CA1 and the spatial learning in Morris water maze. In the presence of L-isoproterenol (through local infusion into area CA1), the theta-pulse stimulation with the parameter of 10 Hz, 150 pulses/train, 1 train, a frequency weakly modifying synaptic strength, induced a robust LTP, and this effect was blocked when DL-propranolol was co-administered. By contrast, the theta-pulse stimulation with the parameter of 5 Hz, 150 pulses/train, 3 trains, a frequency strongly modifying synaptic strength, induced a significantly smaller LTP when DL-propranolol was administered into area CA1. Accordingly, DL-propranolol impaired the spatial learning in the water maze when infused into area CA1 20 min pretraining. Compared with control rats, the DL-propranolol-treated rats showed significantly slower learning in the water maze and subsequently exhibited poor memory retention at 24-h test. These results suggest that β-adrenoceptors in area CA1 are involved in regulating in vivo synaptic plasticity of this area and are important for spatial learning.

  9. Active Brownian particles and run-and-tumble particles separate inside a maze

    Science.gov (United States)

    Khatami, Maryam; Wolff, Katrin; Pohl, Oliver; Ejtehadi, Mohammad Reza; Stark, Holger

    2016-11-01

    A diverse range of natural and artificial self-propelled particles are known and are used nowadays. Among them, active Brownian particles (ABPs) and run-and-tumble particles (RTPs) are two important classes. We numerically study non-interacting ABPs and RTPs strongly confined to different maze geometries in two dimensions. We demonstrate that by means of geometrical confinement alone, ABPs are separable from RTPs. By investigating Matryoshka-like mazes with nested shells, we show that a circular maze has the best filtration efficiency. Results on the mean first-passage time reveal that ABPs escape faster from the center of the maze, while RTPs reach the center from the rim more easily. According to our simulations and a rate theory, which we developed, ABPs in steady state accumulate in the outermost region of the Matryoshka-like mazes, while RTPs occupy all locations within the maze with nearly equal probability. These results suggest a novel technique for separating different types of self-propelled particles by designing appropriate confining geometries without using chemical or biological agents.

  10. Brief Report: Neuropsychological Testing of Autistic Children through an Exploration with Frontal Lobe Tests.

    Science.gov (United States)

    Prior, Margot; Hoffmann, Wendy

    1990-01-01

    Compared to children matched for mental or chronological age, 12 autistic children (ages 10-17) showed frontal lobe processing problems on neuropsychological tests. Subjects made more errors on the Wisconsin Card Sorting Test and the Milner Maze and took longer to complete the maze but copied a complex figure as accurately and speedily as…

  11. Academic self-concept, learning motivation, and test anxiety of the underestimated student.

    Science.gov (United States)

    Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

    2011-03-01

    BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students.

  12. Serotonin in anxiety and panic: contributions of the elevated T-maze.

    Science.gov (United States)

    Zangrossi, Hélio; Graeff, Frederico G

    2014-10-01

    The elevated T-maze (ETM) was developed to test the hypothesis that serotonin (5-HT) plays an opposing role in the regulation of defensive behaviors associated with anxiety and panic. This test allows the measurement in the same rat of inhibitory avoidance acquisition, related to generalized anxiety disorder, and of one-way escape, associated with panic disorder. The evidence so far reported with the ETM supports the above hypothesis and indicates that: (1) whereas 5-HT neurons located at the dorsal raphe nucleus are involved in the regulation of both inhibitory avoidance and escape, those of the median raphe nucleus are primarily implicated in the former task; (2) facilitation of 5-HT1A- and 5-HT2A-mediated neurotransmission in the dorsal periaqueductal gray (dPAG) is likely to mediate the panicolytic drug action; (3) stimulation of 5-HT2C receptors in the basolateral amygdala increases anxiety and is implicated in the anxiogenesis caused by short-term administration of antidepressant drugs, and (4) 5-HT1A and the μ-opioid receptors work together in the dPAG to modulate escape or panic attacks. These last results point to the possible benefits of adjunctive opioid therapy for panic patients resistant to antidepressants that act on 5-HT neurotransmission. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. Normative data and discriminant validity of Rey's Verbal Learning Test for the Greek adult population.

    Science.gov (United States)

    Messinis, Lambros; Tsakona, Ioanna; Malefaki, Sonia; Papathanasopoulos, Panagiotis

    2007-08-01

    The present study sought to establish normative and discriminant validity data for Rey's Auditory Verbal Learning Test [Rey, A. (1964). L 'examen clinique en psychologie [Clinical tests in psychology]. Paris: Presses Universitaires de France; Schmidt, M. (1996). Rey auditory verbal learning test: A handbook. Los Angeles, CA: Western Psychological Services] using newly adapted learning lists for the Greek adult population. Applying the procedure suggested by Geffen et al. [Geffen, G., Moar, K. J., O'Hanlon, A. P., Clark, C. R., & Geffen, L. N. (1990). Performance measures of 16-86-year-old males and females on the auditory verbal learning test. The Clinical Neuropsychologist, 4, 45-63] we administered the test to 205 healthy participants, aged 18-78 years and two adult patient groups (long-term cannabis users and HIV symptomatic patients). Stepwise linear regression analyses showed that the variables age, education and gender contributed significantly to most trials of the RAVLT. Performance decreased in an age-dependent manner from young adulthood. Women, young adults and higher educated participants outperformed men, older adults and less educated individuals. The test appears to discriminate adequately between the performance of long-term heavy cannabis users and HIV seropositive symptomatic patients and matched healthy controls, as both patient groups performed more poorly than their respective control group. Normative data stratified by age, gender and education for the Greek adult population is presented for use in research and clinical settings.

  14. Statins Increase Neurogenesis in the Dentate Gyrus, Reduce Delayed Neuronal Death in the Hippocampal CA3 Region, and Improve Spatial Learning in Rat after Traumatic Brain Injury

    OpenAIRE

    Lu, Dunyue; Qu, Changsheng; Goussev, Anton; Jiang, Hao; Lu, Chang; Schallert, Timothy; Mahmood, Asim; Chen, Jieli; Li, Yi; Chopp, Michael

    2007-01-01

    Traumatic brain injury (TBI) remains a major public health problem globally. Presently, there is no way to restore cognitive deficits caused by TBI. In this study, we seek to evaluate the effect of statins (simvastatin and atorvastatin) on the spatial learning and neurogenesis in rats subjected to controlled cortical impact. Rats were treated with atorvastatin and simvastatin 1 day after TBI and daily for 14 days. Morris water maze tests were performed during weeks 2 and 5 after TBI. Bromodeo...

  15. Effect of Royal Jelly on Improving Passive Avoidance Learning and Spatial Learning and Memory in Rats

    Directory of Open Access Journals (Sweden)

    H Alaei

    2012-06-01

    Full Text Available Introduction: Studies have proposed that royal jelly(RJ has various biological activities in different cells and tissues. Since it has been demonstrated that RJ contains compounds having desirable effects on central neurons system and neural functions, the present study aimed to investigate the effect of royal jelly on learning and memory in rats. Methods: Male wistar rats were divided into two groups, the royal jelly and the control. In the RJ group, the rats received a food that contained 3% RJ instead of regular food for 10 days. Then learning and memory were investigated in these animals through both passive avoidance learning test(1 day and 1 week after receiving electrical shock and Morris water maze test(1 day and 1 week after a 4-day learning period. Results: The study results indicated that the food containing RJ in the RJ group significantly increased the time of the first entrance to the dark room one week after the electrical shock in passive avoidance learning test. In other words, the findings suggest an improvement of learning and memory in RJ group. In the acquisition phase of Morris water maze test, rats receiving RJ found the underwater escape plate during less time and distance comparing with the control group. Furthermore, one week after the acquisition phase, in the retention phase, rats spent more time in the quadrant in which the escape plate was previously located. Conclusion: The present study findings propose that Royal Jelly can improve cognitive processes through positive effects on neural functions and probably has a significant influence on prevention and therapy of some neuronal disorders.

  16. Neurotoxicity induced by alkyl nitrites: Impairment in learning/memory and motor coordination.

    Science.gov (United States)

    Cha, Hye Jin; Kim, Yun Ji; Jeon, Seo Young; Kim, Young-Hoon; Shin, Jisoon; Yun, Jaesuk; Han, Kyoungmoon; Park, Hye-Kyung; Kim, Hyung Soo

    2016-04-21

    Although alkyl nitrites are used as recreational drugs, there is only little research data regarding their effects on the central nervous system including their neurotoxicity. This study investigated the neurotoxicity of three representative alkyl nitrites (isobutyl nitrite, isoamyl nitrite, and butyl nitrite), and whether it affected learning/memory function and motor coordination in rodents. Morris water maze test was performed in mice after administrating the mice with varying doses of the substances in two different injection schedules of memory acquisition and memory retention. A rota-rod test was then performed in rats. All tested alkyl nitrites lowered the rodents' capacity for learning and memory, as assessed by both the acquisition and retention tests. The results of the rota-rod test showed that isobutyl nitrite in particular impaired motor coordination in chronically treated rats. The mice chronically injected with isoamyl nitrite also showed impaired function, while butyl nitrite had no significant effect. The results of the water maze test suggest that alkyl nitrites may impair learning and memory. Additionally, isoamyl nitrite affected the rodents' motor coordination ability. Collectively, our findings suggest that alkyl nitrites may induce neurotoxicity, especially on the aspect of learning and memory function.

  17. The effects of extended time on algebra test scores for college students with and without learning disabilities.

    Science.gov (United States)

    Alster, E H

    1997-01-01

    The purpose of this study was to assess the effects of extended time on the algebra test performance of community college students with and without learning disabilities. Forty-four students with learning disabilities and 44 students without learning disabilities attending five California community colleges participated in the study. The students each took an algebra test under timed conditions and a comparable test under extended-time conditions. The main results were that the students with learning disabilities scored significantly lower than the students without learning disabilities under timed conditions, the scores of the students with learning disabilities increased significantly with extended time, and the scores of the students with learning disabilities under extended-time conditions did not differ significantly from the timed or extended-time scores of the students without learning disabilities.

  18. Tau reduction diminishes spatial learning and memory deficits after mild repetitive traumatic brain injury in mice.

    Directory of Open Access Journals (Sweden)

    Jason S Cheng

    Full Text Available OBJECTIVE: Because reduction of the microtubule-associated protein Tau has beneficial effects in mouse models of Alzheimer's disease and epilepsy, we wanted to determine whether this strategy can also improve the outcome of mild traumatic brain injury (TBI. METHODS: We adapted a mild frontal impact model of TBI for wildtype C57Bl/6J mice and characterized the behavioral deficits it causes in these animals. The Barnes maze, Y maze, contextual and cued fear conditioning, elevated plus maze, open field, balance beam, and forced swim test were used to assess different behavioral functions. Magnetic resonance imaging (MRI, 7 Tesla and histological analysis of brain sections were used to look for neuropathological alterations. We also compared the functional effects of this TBI model and of controlled cortical impact in mice with two, one or no Tau alleles. RESULTS: Repeated (2-hit, but not single (1-hit, mild frontal impact impaired spatial learning and memory in wildtype mice as determined by testing of mice in the Barnes maze one month after the injury. Locomotor activity, anxiety, depression and fear related behaviors did not differ between injured and sham-injured mice. MRI imaging did not reveal focal injury or mass lesions shortly after the injury. Complete ablation or partial reduction of tau prevented deficits in spatial learning and memory after repeated mild frontal impact. Complete tau ablation also showed a trend towards protection after a single controlled cortical impact. Complete or partial reduction of tau also reduced the level of axonopathy in the corpus callosum after repeated mild frontal impact. INTERPRETATION: Tau promotes or enables the development of learning and memory deficits and of axonopathy after mild TBI, and tau reduction counteracts these adverse effects.

  19. The Visual Aural Digit Span Test for Seventh Graders: A Normative Study. The Bender Gestalt and VADS Test Performance of Learning Disabled Middle School Pupils.

    Science.gov (United States)

    Koppitz, Elizabeth M.

    1981-01-01

    The Visual Aural Digit Span Test (VADS Test), developed and standardized as a diagnostic test for learning disabilities in kindergarten to sixth grade, was adopted for use with seventh graders. An investigation of the relationship between the VADS Test scores and reading achievement showed the validity of the test for middle school pupils. (Author)

  20. Long-term administration of ginsenoside Rh1 enhances learning and memory by promoting cell survival in the mouse hippocampus.

    Science.gov (United States)

    Hou, Jingang; Xue, Jianjie; Lee, Mira; Yu, Jiaojiao; Sung, Changkeun

    2014-01-01

    Ginsenosides, the secondary plant metabolites produced by Panax ginseng are responsible for the enhancing effects on learning observed following treatment with Panax ginseng. A number of studies have provided correlational evidence that cell proliferation and survival are closely associated with hippocampal-dependent learning tasks. In this study, to investigate the beneficial effects of ginsenoside Rh1 on hippocampal cells and learning, mice (6 months old) were administered ginsenoside Rh1 at a dose of 5 and 10 mg/kg/day for a period of 3 months. Saline-treated mice were used as controls. The enhancement of memory and learning in the mice was evaluated by hippocampal-dependent tasks (passive avoidance tests and Morris water maze tests) and the immunohistochemical marker of cell proliferation, bromodeoxyuridine (BrdU). In addition, the levels of brain-derived neurotrophic factor (BDNF) were measured following treatment. Based on our data, the Rh1-treated group (5 and 10 mg/kg) showed a significantly improved learning and memory ability in the passive avoidance tests compared with the control group; however, only treatment with 10 mg/kg ginsenoside Rh1 significantly promoted spatial learning ability in the Morris water maze test. Ginsenoside Rh1 significantly enhanced cell survival in the dentate gyrus of mice, although it did not enhance hippocampal cell proliferation. In addition, ginsenoside Rh1 upregulated the expression of BDNF. These findings address the potential therapeutic significance of ginsenoside Rh1 as a nutritional supplement in memory loss and neurodegenerative diseases.

  1. Tests of a Dual-systems Model of Speech Category Learning.

    Science.gov (United States)

    Maddox, W Todd; Chandrasekaran, Bharath

    2014-10-01

    In the visual domain, more than two decades of work posits the existence of dual category learning systems. The reflective system uses working memory to develop and test rules for classifying in an explicit fashion. The reflexive system operates by implicitly associating perception with actions that lead to reinforcement. Dual-systems models posit that in learning natural categories, learners initially use the reflective system and with practice, transfer control to the reflexive system. The role of reflective and reflexive systems in second language (L2) speech learning has not been systematically examined. Here monolingual, native speakers of American English were trained to categorize Mandarin tones produced by multiple talkers. Our computational modeling approach demonstrates that learners use reflective and reflexive strategies during tone category learning. Successful learners use talker-dependent, reflective analysis early in training and reflexive strategies by the end of training. Our results demonstrate that dual-learning systems are operative in L2 speech learning. Critically, learner strategies directly relate to individual differences in category learning success.

  2. Correlation and Regression Analyses on the Washback effects of Achieve-ment Oral Test on College English Learning

    Institute of Scientific and Technical Information of China (English)

    郑丽萍

    2013-01-01

      The purpose of this study was to investigate how washback effect of a reformed test influenced students’perspectives in their spoken English learning. This study was expected to enrich the existing literature in testing washback in English as a foreign language context.Findings indicate that the adding of oral part in achievement test does have a positive washback effect on students’learning. However, such a washback effect on students’learning is quite superficial and limited.

  3. Doping Among Professional Athletes in Iran: A Test of Akers's Social Learning Theory.

    Science.gov (United States)

    Kabiri, Saeed; Cochran, John K; Stewart, Bernadette J; Sharepour, Mahmoud; Rahmati, Mohammad Mahdi; Shadmanfaat, Syede Massomeh

    2016-12-01

    The use of performance-enhancing drugs (PED) is common among Iranian professional athletes. As this phenomenon is a social problem, the main purpose of this research is to explain why athletes engage in "doping" activity, using social learning theory. For this purpose, a sample of 589 professional athletes from Rasht, Iran, was used to test assumptions related to social learning theory. The results showed that there are positive and significant relationships between the components of social learning theory (differential association, differential reinforcement, imitation, and definitions) and doping behavior (past, present, and future use of PED). The structural modeling analysis indicated that the components of social learning theory accounts for 36% of the variance in past doping behavior, 35% of the variance in current doping behavior, and 32% of the variance in future use of PED.

  4. Effects of exercise on neurogenesis in the dentate gyrus and ability of learning and memory after hippocampus lesion in adult rats

    Institute of Scientific and Technical Information of China (English)

    Lin CHEN; Shan GONG; Li-Dong SHAN; Wei-Ping XU; Yue-Jin ZHANG; Shi-Yu GUO; Tadashi Hisamitsu; Qi-Zhang YIN; Xing-Hong JIANG

    2006-01-01

    Objective To explore the effects of exercise on dentate gyrus (DG) neurogenesis and the ability of learning and memory in hippocampus-lesioned adult rats. Methods Hippocampus lesion was produced by intrahippocampal microinjection of kainic acid (KA). Bromodeoxyuridine (BrdU) was used to label dividing cells. Y maze test was used to evaluate the ability of learning and memory. Exercise was conducted in the form of forced running in a motor-driven running wheel. The speed of wheel revolution was regulated at 3 kinds of intensity: lightly running, moderately running, or heavily running. Results Hippocampus lesion could increase the number of BrdU-labeled DG cells, moderately running after lesion could further enhance the number of BrdU-labeled cells and decrease the error number (EN) in Y maze test,while neither lightly running, nor heavily running had such effects. There was a negative correlation between the number of DG BrdU-labeled cells and the EN in the Y maze test after running. Conclusion Moderate exercise could enhance the DG neurogenesis and ameliorate the ability of learning and memory in hippocampus-lesioned rats.

  5. A Spreadsheet Tool for Learning the Multiple Regression F-Test, T-Tests, and Multicollinearity

    Science.gov (United States)

    Martin, David

    2008-01-01

    This note presents a spreadsheet tool that allows teachers the opportunity to guide students towards answering on their own questions related to the multiple regression F-test, the t-tests, and multicollinearity. The note demonstrates approaches for using the spreadsheet that might be appropriate for three different levels of statistics classes,…

  6. Chronic BDNF deficiency leads to an age-dependent impairment in spatial learning.

    Science.gov (United States)

    Petzold, Anne; Psotta, Laura; Brigadski, Tanja; Endres, Thomas; Lessmann, Volkmar

    2015-04-01

    Brain-derived neurotrophic factor (BDNF) is a crucial mediator of neural plasticity and, consequently, of memory formation. In hippocampus-dependent learning tasks BDNF also seems to play an essential role. However, there are conflicting results concerning the spatial learning ability of aging BDNF(+/-) mice in the Morris water maze paradigm. To evaluate the effect of chronic BDNF deficiency in the hippocampus on spatial learning throughout life, we conducted a comprehensive study to test differently aged BDNF(+/-) mice and their wild type littermates in the Morris water maze and to subsequently quantify their hippocampal BDNF protein levels as well as expression levels of TrkB receptors. We observed an age-dependent learning deficit in BDNF(+/-) animals, starting at seven months of age, despite stable hippocampal BDNF protein expression and continual decline of TrkB receptor expression throughout aging. Furthermore, we detected a positive correlation between hippocampal BDNF protein levels and learning performance during the probe trial in animals that showed a good learning performance during the long-term memory test.

  7. Effect of collaborative testing on learning and retention of course content in nursing students.

    Science.gov (United States)

    Rivaz, Mozhgan; Momennasab, Marzieh; Shokrollahi, Paymaneh

    2015-10-01

    Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001). Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001). Moreover, retention of course content improved in the collaborative group (p=0.001). The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problem-solving and critical thinking abilities at healthcare environments.

  8. Effect of collaborative testing on learning and retention of course content in nursing students

    Directory of Open Access Journals (Sweden)

    MOZHGAN RIVAZ

    2015-10-01

    Full Text Available Introduction: Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. Methods: This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. Results: The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001. Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001. Moreover, retention of course content improved in the collaborative group (p=0.001. Conclusion: The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problemsolving and critical thinking abilities at healthcare environments.

  9. Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students' Learning Behavior

    Directory of Open Access Journals (Sweden)

    Ulrike E. Nett

    2012-01-01

    Full Text Available The aim of the present study was to explore students’ learning-related cognitions prior to an in-class achievement test, with a focus on metacognitive strategy use. A sample of 70 students in grade 11 (58.6% female, Mage=17.09 years completed a series of structured, state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve their motivational and cognitive resources, with test-related cognitions evidenced significantly more often in learning-related as opposed leisure settings. Metacognitive strategy use was also found to significantly increase as the test date approached underscoring the goal-oriented nature of situated learning behaviors. Higher intercepts and increases in frequency of test-related cognitions over time positively corresponded to test performance. Of the three metacognitive strategies assessed, monitoring was found to positively correspond with test performance. Implications for future practice as well as implications for future research employing the experience sampling method are discussed.

  10. Lessons Learned During Instrument Testing for the Thermal Infrared Sensor (TIRS)

    Science.gov (United States)

    Peabody, Hume L.; Otero, Veronica; Neuberger, David

    2013-01-01

    The Themal InfraRed Sensor (TIRS) instrument, set to launch on the Landsat Data Continuity Mission in 2013, features a passively cooled telescope and IR detectors which are actively cooled by a two stage cryocooler. In order to proceed to the instrument level test campaign, at least one full functional test was required, necessitating a thermal vacuum test to sufficiently cool the detectors and demonstrate performance. This was fairly unique in that this test occurred before the Pre Environmental Review, but yielded significant knowledge gains before the planned instrument level test. During the pre-PER test, numerous discrepancies were found between the model and the actual hardware, which were revealed by poor correlation between model predictions and test data. With the inclusion of pseudo-balance points, the test also provided an opportunity to perform a pre-correlation to test data prior to the instrument level test campaign. Various lessons were learned during this test related to modeling and design of both the flight hardware and the Ground Support Equipment and test setup. The lessons learned in the pre-PER test resulted in a better test setup for the nstrument level test and the completion of the final instrument model correlation in a shorter period of time. Upon completion of the correlation, the flight predictions were generated including the full suite of off-nominal cases, including some new cases defined by the spacecraft. For some of these ·new cases, some components now revealed limit exceedances, in particular for a portion of the hardware that could not be tested due to its size and chamber limitations.. Further lessons were learned during the completion of flight predictions. With a correlated detalled instrument model, significant efforts were made to generate a reduced model suitable for observatory level analyses. This proved a major effort both to generate an appropriate network as well as to convert to the final model to the required

  11. The nature of orthographic learning in self-teaching: Testing the extent of transfer.

    Science.gov (United States)

    Tucker, Rebecca; Castles, Anne; Laroche, Annie; Deacon, S Hélène

    2016-05-01

    The current study was designed to test how orthographic learning, or the learning of the spelling patterns of words, happens within the self-teaching paradigm. One possibility is that orthographic learning occurs on a word-specific basis. Two other possibilities are that orthographic learning transfers specifically to the processing of novel words that are morphologically related or that it transfers to novel words that are orthographically similar, regardless of morphological relationship. In an orthographic learning paradigm, we asked children in Grades 3 and 5 to read nonwords embedded in short stories. In a between-participants design, some children read nonwords that were base forms, others read nonwords that were morphologically complex forms, and others read nonwords that were orthographically complex forms (e.g., feap, feaper, and feaple, respectively). Children completed an orthographic choice task with the same items as in the stories. To evaluate transfer of learning, children also completed orthographic choices for the two forms of the nonwords not seen in the stories. Results indicated that children's orthographic learning affected processing of novel items that appeared to be morphologically related as well as those that shared only orthographic structure (e.g., both feaper and feaple). Additional analyses showed that these effects were held across cases when children did and did not successfully decode the novel words in the learning experience, although successful decoding did lead to higher levels of orthographic learning and transfer. Together, the findings suggest that children's prior experiences affect their processing of novel words that share orthographic similarity, likely reflecting a role for orthographic analogies in the self-teaching process.

  12. Lessons learned in pilot testing specialty consultations to benefit individuals with lower limb loss.

    Science.gov (United States)

    Elnitsky, Christine; Latlief, Gail; Gavin-Dreschnack, Deborah; Harris, Melanie; Campbell, Robert

    2012-01-01

    Telerehabilitation technologies enable the delivery of rehabilitation services from providers to people with disabilities as well as specialty care consultations. This article discusses the barriers experienced when planning and pilot testing a telerehabilitation multi-site specialty consultation for specialists in their medical centers, and the lessons learned. The barriers included integration and participation, coordination across organizational units, and privacy and information security. Lessons learned included the need for collaboration across multiple departments, telerehabilitation equipment back-ups, and anonymous and private communication protocols. Despite delays resulting from coordination at multiple levels of a national organization, we developed a program plan and successfully implemented a pilot test of the southeast region program. Specialty consultation using telerehabilitation delivery methods requires identifying provider preferences for technological features. Lessons learned could inform development of outpatient telerehabilitation for patients with amputations and studies of patients and providers involved in telerehabilitation.

  13. The touchscreen operant platform for testing learning and memory in rats and mice.

    Science.gov (United States)

    Horner, Alexa E; Heath, Christopher J; Hvoslef-Eide, Martha; Kent, Brianne A; Kim, Chi Hun; Nilsson, Simon R O; Alsiö, Johan; Oomen, Charlotte A; Holmes, Andrew; Saksida, Lisa M; Bussey, Timothy J

    2013-10-01

    An increasingly popular method of assessing cognitive functions in rodents is the automated touchscreen platform, on which a number of different cognitive tests can be run in a manner very similar to touchscreen methods currently used to test human subjects. This methodology is low stress (using appetitive rather than aversive reinforcement), has high translational potential and lends itself to a high degree of standardization and throughput. Applications include the study of cognition in rodent models of psychiatric and neurodegenerative diseases (e.g., Alzheimer's disease, schizophrenia, Huntington's disease, frontotemporal dementia), as well as the characterization of the role of select brain regions, neurotransmitter systems and genes in rodents. This protocol describes how to perform four touchscreen assays of learning and memory: visual discrimination, object-location paired-associates learning, visuomotor conditional learning and autoshaping. It is accompanied by two further protocols (also published in this issue) that use the touchscreen platform to assess executive function, working memory and pattern separation.

  14. Lessons Learned in Pilot Testing Specialty Consultations to Benefit Individuals with Lower Limb Loss

    Directory of Open Access Journals (Sweden)

    Christine Elnitsky

    2012-12-01

    Full Text Available Telerehabilitation technologies enable the delivery of rehabilitation services from providers to people with disabilities as well as specialty care consultations. This article discusses the barriers experienced when planning and pilot testing a telerehabilitation multi-site specialty consultation for specialists in their medical centers, and the lessons learned. The barriers included integration and participation, coordination across organizational units, and privacy and information security. Lessons learned included the need for collaboration across multiple departments, telerehabilitation equipment back-ups, and anonymous and private communication protocols. Despite delays resulting from coordination at multiple levels of a national organization, we developed a program plan and successfully implemented a pilot test of the southeast region program.  Specialty consultation using telerehabilitation delivery methods requires identifying provider preferences for technological features. Lessons learned could inform development of outpatient telerehabilitation for patients with amputations and studies of patients and providers involved in telerehabilitation.

  15. What types of learning are enhanced by a cued recall test?

    Science.gov (United States)

    Carpenter, Shana K; Pashler, Harold; Vul, Edward

    2006-10-01

    In two experiments, we investigated what types of learning benefit from a cued recall test. After initial exposure to a word pair (A+B), subjects experienced either an intervening cued recall test (A-->?) with feedback, or a restudy presentation (A-->B). The final test could be cued recall in the same (A-->?) or opposite (?-->B) direction, or free recall of just the cues (Recall As) or just the targets (Recall Bs). All final tests revealed a benefit for testing as opposed to restudying. Tests produced a direct benefit for information that was retrieved on the intervening test (B). This benefit also "spilled over" to facilitate recall of information that was present on the test but not retrieved (A). Both theoretical and practical implications are discussed.

  16. Molecular docking and panicolytic effect of 8-prenylnaringenin in the elevated T-maze.

    Science.gov (United States)

    Bagatin, Mariane Cristovão; Tozatti, Camila Santos Suniga; Abiko, Layara Akemi; Yamazaki, Diego Alberto dos Santos; Silva, Priscila Rebeca Alves; Perego, Leonardo Martins; Audi, Elisabeth Aparecida; Seixas, Flavio Augusto Vicente; Basso, Ernani Abicht; Gauze, Gisele de Freitas

    2014-01-01

    The purpose of this study was to investigate the effects of the chronic administration of a racemic mixture of 8-prenylnaringenin (8-PN) on rats submitted to the elevated T-maze (ETM) model of generalized anxiety and panic disorders. The selective serotonin (SERT) reuptake inhibitor fluoxetine was used as a positive control. Rat locomotion was assessed in a circular arena following each drug treatment. The administration of racemic 8-PN for 21 d in rats increased one-way escape latencies from the ETM open arm, indicating a panicolytic effect. To evaluate the interactions of 8-PN with monoamine transporters, a docking study was performed for both the R and S configurations of 8-PN towards SERT, norepinephrine (NET) and dopamine transporters (DAT). The application of the docking protocol showed that (R)-8-PN provides greater affinity to all transporters than does the S enantiomer. This result suggests that enantiomer (R)-8-PN is the active form in the in vivo test of the racemic mixture.

  17. The differential hippocampal phosphoproteome of Apodemus sylvaticus paralleling spatial memory retrieval in the Barnes maze.

    Science.gov (United States)

    Li, Lin; Csaszar, Edina; Szodorai, Edit; Patil, Sudarshan; Pollak, Arnold; Lubec, Gert

    2014-05-01

    Protein phosphorylation is a well-known and well-documented mechanism in memory processes. Although a large series of protein kinases involved in memory processes have been reported, information on phosphoproteins is limited. It was therefore the aim of the study to determine a partial and differential phosphoproteome along with the corresponding network in hippocampus of a wild caught mouse strain with excellent performance in several paradigms of spatial memory. Apodemus sylvaticus mice were trained in the Barnes maze, a non-invasive test system for spatial memory and untrained mice served as controls. Animals were sacrificed 6h following memory retrieval, hippocampi were taken, proteins extracted and in-solution digestion was carried out with subsequent iTRAQ double labelling. Phosphopeptides were enriched by a TiO2-based method and semi-quantified using two fragmentation principles on the LTQ-orbitrap Velos. In hippocampi of trained animals phosphopeptide levels representing signalling, neuronal, synaptosomal, cytoskeletal and metabolism proteins were at least twofold reduced or increased. Furthermore, a network revealing a link to pathways of ubiquitination, the androgen receptor, small GTPase Rab5 and MAPK signaling as well as synucleins was constructed. This work is relevant for interpretation of previous work and the design of future studies on protein phosphorylation in spatial memory.

  18. The testing effect on skills learning might last 6 months

    DEFF Research Database (Denmark)

    Kromann, C B; Bohnstedt, C; Jensen, M L

    2009-01-01

    question was: does testing as a final activity in a cardio-pulmonary resuscitation (CPR) skills course increase learning outcome when assessed after half a year, compared to spending an equal amount of time practicing? The study was an assessor-blinded randomised controlled trial. A convenient sample of 7...

  19. A Factor Analytic Test of Houle's Typology of Professionals' Modes of Learning.

    Science.gov (United States)

    Cervero, Ronald M.; Dimmock, Katherine H.

    1987-01-01

    Houle hypothesized three models of professional continuing learning: (1) inquiry, (2) instruction, and (3) performance. A study tested this typology with a population of staff nurses in a community hospital. A revised typology is proposed consisting of (1) inquiry, (2) performance, (3) group instruction, and (4) self-instruction. (Author/CH)

  20. High School Economics, Cooperative Learning, and the End-of-Course-Test--A Case Study

    Science.gov (United States)

    Beavers, Sharon

    2011-01-01

    The primary purpose of this twelve-week case study was to explore the use of a cooperative learning strategy with small groups of students in a 12th-grade economics class as diverse learners prepared for tests. The complete case study was based on observations of students, student surveys, focus group interviews, and interviews with educators at…

  1. Web-Based Two-Tier Diagnostic Test and Remedial Learning Experiment

    Science.gov (United States)

    Lai, Ah-Fur; Chen, Deng-Jyi

    2010-01-01

    Offering a series of diagnosis and individual remedial learning activities for a general class by means of web and multimedia technology can overcome the dilemma of conventional diagnosis and remedial instruction. The study proposes a three-layer conceptual framework and adopts a two-tier diagnostic test theory to develop a web-based two-tier…

  2. Using VITA Service Learning Experiences to Teach Hypothesis Testing and P-Value Analysis

    Science.gov (United States)

    Drougas, Anne; Harrington, Steve

    2011-01-01

    This paper describes a hypothesis testing project designed to capture student interest and stimulate classroom interaction and communication. Using an online survey instrument, the authors collected student demographic information and data regarding university service learning experiences. Introductory statistics students performed a series of…

  3. Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results

    Science.gov (United States)

    Strang, Kenneth David

    2014-01-01

    An experiment was developed to determine if cognitive learning strategies improved standardized university business exam results. Previous studies revealed that factors such as prior ability, age, gender, and culture predicted a student's Major Field Test in Business (MFTB) score better than course content. The experiment control consisted of…

  4. The Impact of Mobile Learning on Student Performance as Gauged by Standardised Test (NAPLAN) Scores

    Science.gov (United States)

    Males, Steven; Bate, Frank; Macnish, Jean

    2017-01-01

    This paper discusses the National Assessment Program for Literacy and Numeracy (NAPLAN) performance of Years Five, Seven and Nine students in standardised tests prior and post the implementation of a mobile learning initiative in a Western Australian school for boys. The school sees the use of ICT as important in enhancing its potential to deliver…

  5. Incidental learning during rapid information processing on the symbol-digit modalities test.

    Science.gov (United States)

    Denney, Douglas R; Hughes, Abbey J; Elliott, Jacquelyn K; Roth, Alexandra K; Lynch, Sharon G

    2015-06-01

    The Symbol--Digit Modalities Test (SDMT) is widely used to assess processing speed in MS patients. We developed a computerized version of the SDMT (c-SDMT) that scored participants' performance during subintervals over the course of the usual 90-s time period and also added an incidental learning test (c-ILT) to assess how well participants learned the symbol-digit associations while completing the c-SDMT. Patients with MS (n = 65) achieved lower scores than healthy controls (n = 38) on both the c-SDMT and c-ILT, and the scores on the two tests were correlated. However, no increase in the rate of item completion occurred for either group over the course of the c-SDMT, and the difference between groups was the same during each subinterval. Therefore, it seems implausible that controls completed more items on the c-SDMT because they were more adept at learning the symbol-digit associations as the test ensued. Instead, MS patients' poorer incidental learning performance appears to reflect the greater attentional burden that tasks requiring rapid serial processing of information impose upon them. © The Author 2015. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  6. Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

    Science.gov (United States)

    Bas, Gökhan

    2016-01-01

    The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high…

  7. Learning to Think Spatially: What Do Students "See" in Numeracy Test Items?

    Science.gov (United States)

    Diezmann, Carmel M.; Lowrie, Tom

    2012-01-01

    Learning to think spatially in mathematics involves developing proficiency with graphics. This paper reports on 2 investigations of spatial thinking and graphics. The first investigation explored the importance of graphics as 1 of 3 communication systems (i.e. text, symbols, graphics) used to provide information in numeracy test items. The results…

  8. Improved method for SNR prediction in machine-learning-based test

    NARCIS (Netherlands)

    Sheng, Xiaoqin; Kerkhoff, Hans G.

    2010-01-01

    This paper applies an improved method for testing the signal-to-noise ratio (SNR) of Analogue-to-Digital Converters (ADC). In previous work, a noisy and nonlinear pulse signal is exploited as the input stimulus to obtain the signature results of ADC. By applying a machine-learning-based approach, th

  9. The Impact of Mobile Learning on Student Performance as Gauged by Standardised Test (NAPLAN) Scores

    Science.gov (United States)

    Males, Steven; Bate, Frank; Macnish, Jean

    2017-01-01

    This paper discusses the National Assessment Program for Literacy and Numeracy (NAPLAN) performance of Years Five, Seven and Nine students in standardised tests prior and post the implementation of a mobile learning initiative in a Western Australian school for boys. The school sees the use of ICT as important in enhancing its potential to deliver…

  10. Improved method for SNR prediction in machine-learning-based test

    NARCIS (Netherlands)

    Sheng, Xiaoqin; Kerkhoff, Hans G.

    2010-01-01

    This paper applies an improved method for testing the signal-to-noise ratio (SNR) of Analogue-to-Digital Converters (ADC). In previous work, a noisy and nonlinear pulse signal is exploited as the input stimulus to obtain the signature results of ADC. By applying a machine-learning-based approach, th

  11. Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning Motivation and Test Anxiety

    Science.gov (United States)

    Caputo, Andrea

    2014-01-01

    The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was…

  12. Design and Application of a Beam Testing System for Experiential Learning in Mechanics of Materials

    Science.gov (United States)

    Sullivan, R. Warsi; Rais-Rohani, M.

    2009-01-01

    Research shows that students can significantly improve their understanding and retention of topics presented in an engineering course when discussions of theoretical and mathematical approaches are combined with active-learning exercises involving hands-on physical experiments. In this paper, the design and application of a beam testing system…

  13. Distance Reached in the Anteromedial Reach Test as a Function of Learning and Leg Length

    Science.gov (United States)

    Bent, Nicholas P.; Rushton, Alison B.; Wright, Chris C.; Batt, Mark E.

    2012-01-01

    The Anteromedial Reach Test (ART) is a new outcome measure for assessing dynamic knee stability in anterior cruciate ligament-injured patients. The effect of learning and leg length on distance reached in the ART was examined. Thirty-two healthy volunteers performed 15 trials of the ART on each leg. There was a moderate correlation (r = 0.44-0.50)…

  14. Role of state-dependent learning in the cognitive effects of caffeine in mice.

    Science.gov (United States)

    Sanday, Leandro; Zanin, Karina A; Patti, Camilla L; Fernandes-Santos, Luciano; Oliveira, Larissa C; Longo, Beatriz M; Andersen, Monica L; Tufik, Sergio; Frussa-Filho, Roberto

    2013-08-01

    Caffeine is the most widely used psychoactive substance in the world and it is generally believed that it promotes beneficial effects on cognitive performance. However, there is also evidence suggesting that caffeine has inhibitory effects on learning and memory. Considering that caffeine may have anxiogenic effects, thus changing the emotional state of the subjects, state-dependent learning may play a role in caffeine-induced cognitive alterations. Mice were administered 20 mg/kg caffeine before training and/or before testing both in the plus-maze discriminative avoidance task (an animal model that concomitantly evaluates learning, memory, anxiety-like behaviour and general activity) and in the inhibitory avoidance task, a classic paradigm for evaluating memory in rodents. Pre-training caffeine administration did not modify learning, but produced an anxiogenic effect and impaired memory retention. While pre-test administration of caffeine did not modify retrieval on its own, the pre-test administration counteracted the memory deficit induced by the pre-training caffeine injection in both the plus-maze discriminative and inhibitory avoidance tasks. Our data demonstrate that caffeine-induced memory deficits are critically related to state-dependent learning, reinforcing the importance of considering the participation of state-dependency on the interpretation of the cognitive effects of caffeine. The possible participation of caffeine-induced anxiety alterations in state-dependent memory deficits is discussed.

  15. Learners in dialogue. Teacher experise and learning in the context of genetic testing

    OpenAIRE

    2011-01-01

    Learners in Dialogue; this thesis aims at the exploration of teacher expertise for teachers who want to teach genetics in the context of genetic testing and at finding ways to foster teacher learning concerning this expertise. Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. A special focus was on moral reasoning because reasoning and decision-making based on genetic information in such test situations i...

  16. Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

    Science.gov (United States)

    Guo, Yuping; Li, Enzhong

    2016-01-01

    This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.

  17. Morphine Reward Promotes Cue-Sensitive Learning: Implication of Dorsal Striatal CREB Activity

    Directory of Open Access Journals (Sweden)

    Mathieu Baudonnat

    2017-05-01

    Full Text Available Different parallel neural circuits interact and may even compete to process and store information: whereas stimulus–response (S–R learning critically depends on the dorsal striatum (DS, spatial memory relies on the hippocampus (HPC. Strikingly, despite its potential importance for our understanding of addictive behaviors, the impact of drug rewards on memory systems dynamics has not been extensively studied. Here, we assessed long-term effects of drug- vs food reinforcement on the subsequent use of S–R vs spatial learning strategies and their neural substrates. Mice were trained in a Y-maze cue-guided task, during which either food or morphine injections into the ventral tegmental area (VTA were used as rewards. Although drug- and food-reinforced mice learned the Y-maze task equally well, drug-reinforced mice exhibited a preferential use of an S–R learning strategy when tested in a water-maze competition task designed to dissociate cue-based and spatial learning. This cognitive bias was associated with a persistent increase in the phosphorylated form of cAMP response element-binding protein phosphorylation (pCREB within the DS, and a decrease of pCREB expression in the HPC. Pharmacological inhibition of striatal PKA pathway in drug-rewarded mice limited the morphine-induced increase in levels of pCREB in DS and restored a balanced use of spatial vs cue-based learning. Our findings suggest that drug (opiate reward biases the engagement of separate memory systems toward a predominant use of the cue-dependent system via an increase in learning-related striatal pCREB activity. Persistent functional imbalance between striatal and hippocampal activity could contribute to the persistence of addictive behaviors, or counteract the efficiency of pharmacological or psychotherapeutic treatments.

  18. Reversal learning and associative memory impairments in a BACHD rat model for Huntington disease.

    Directory of Open Access Journals (Sweden)

    Yah-Se K Abada

    Full Text Available Chorea and psychiatric symptoms are hallmarks of Huntington disease (HD, a neurodegenerative disorder, genetically characterized by the presence of expanded CAG repeats (>35 in the Huntingtin (HTT gene. HD patients present psychiatric symptoms prior to the onset of motor symptoms and we recently found a similar emergence of non motor and motor deficits in BACHD rats carrying the human full length mutated HTT (97 CAG-CAA repeats. We evaluated cognitive performance in reversal learning and associative memory tests in different age cohorts of BACHD rats. Male wild type (WT and transgenic (TG rats between 2 and 12 months of age were tested. Learning and strategy shifting were assessed in a cross-maze test. Associative memory was evaluated in different fear conditioning paradigms (context, delay and trace. The possible confound of a fear conditioning phenotype by altered sensitivity to a 'painful' stimulus was assessed in a flinch-jump test. In the cross maze, 6 months old TG rats showed a mild impairment in reversal learning. In the fear conditioning tasks, 4, 6 and 12 months old TG rats showed a marked reduction in contextual fear conditioning. In addition, TG rats showed impaired delay conditioning (9 months and trace fear conditioning (3 months. This phenotype was unlikely to be affected by a change in 'pain' sensitivity as WT and TG rats showed no difference in their threshold response in the flinch-jump test. Our results suggest that BACHD rats have a profound associative memory deficit and, possibly, a deficit in reversal learning as assessed in a cross maze task. The time course for the emergence of these symptoms (i.e., before the occurrence of motor symptoms in this rat model for HD appears similar to the time course in patients. These data suggest that BACHD rats may be a useful model for preclinical drug discovery.

  19. Developing Box Plots While Navigating the Maze of Data Representations

    Science.gov (United States)

    Duncan, Bruce; Fitzallen, Noleine

    2013-01-01

    The learning sequence described in this article was developed to provide students with a demonstration of the development of box plots from authentic data as an illustration of the advantages gained from using multiple forms of data representation. The sequence follows an authentic process that starts with a problem to which data representations…

  20. Anxiolytic-like effects observed in rats exposed to the elevated zero-maze following treatment with 5-HT2/5-HT3/5-HT4 ligands

    OpenAIRE

    Rob Bell; Aaron A. Duke; Gilmore, Paula E.; Deaglan Page; Laurent Bègue

    2014-01-01

    The present study examined the effects of administering selective 5-HT antagonists and agonists to rats tested in the elevated zero-maze (EZM) model of anxiety. The EZM paradigm has advantages over the elevated plus-maze (EPM) paradigm with respect to measuring anxiety, yet has been utilized less frequently. Three experiments were conducted each with a diazepam control (0.25, 0.5 and 0.75 mg/kg). In the first experiment, we administered the 5-HT2C antagonist RS 102221 (0.5, 1.0, and 2.0 mg/kg...

  1. A complex dietary supplement augments spatial learning, brain mass, and mitochondrial electron transport chain activity in aging mice.

    Science.gov (United States)

    Aksenov, Vadim; Long, Jiangang; Liu, Jiankang; Szechtman, Henry; Khanna, Parul; Matravadia, Sarthak; Rollo, C David

    2013-02-01

    We developed a complex dietary supplement designed to offset five key mechanisms of aging and tested its effectiveness in ameliorating age-related cognitive decline using a visually cued Morris water maze test. All younger mice (1 year) were unable to learn the maze even after 5 days, indicative of strong cognitive decline at older ages. In contrast, no cognitive decline was evident in older supplemented mice, even when ∼2 years old. Supplemented older mice were nearly 50% better at locating the platform than age-matched controls. Brain weights of supplemented mice were significantly greater than controls, even at younger ages. Reversal of cognitive decline in activity of complexes III and IV by supplementation was significantly associated with cognitive improvement, implicating energy supply as one possible mechanism. These results represent proof of principle that complex dietary supplements can provide powerful benefits for cognitive function and brain aging.

  2. Effect of behavior training on learning and memory of young rats with fetal growth restriction

    Institute of Scientific and Technical Information of China (English)

    Li Xuelan; Gou Wenli; Huang Pu; Li Chunfang; Sun Yunping

    2008-01-01

    Objective: To investigate the effect of behavior training on the learning and memory of young rats with fetal growth restriction (FGR). Methods: The model of FGR was established by passive smoking method to pregnant rats.The new-born rats were divided into FGR group and normal group, and then randomly subdivided into trained and untrained group respectively. Morris water maze behavior training was performed on postnatal months 2 and 4, then learning and memory abilities of young rats were measured by dark-avoidance testing and step-down testing. Results: In the dark-avoidance and step-down testing, the young rats' performance of FGR group was worse than that of control group, and the trained group was better than the untrained group significantly. Conclusion: FGR young rats have descended learning and memory abilities. Behavior training could improve the young rats' learning and memory abilities, especially for the FGR young rats.

  3. Effectiveness of web-based teaching modules: test-enhanced learning in dental education.

    Science.gov (United States)

    Jackson, Tate H; Hannum, Wallace H; Koroluk, Lorne; Proffit, William R

    2011-06-01

    The purpose of our study was to evaluate the effectiveness of self-tests as a component of web-based self-instruction in predoctoral orthodontics and pediatric dentistry. To this end, the usage patterns of online teaching modules and self-tests by students enrolled in three courses at the University of North Carolina at Chapel Hill School of Dentistry were monitored and correlated to final exam grade and course average. We recorded the frequency of access to thirty relevant teaching modules and twenty-nine relevant self-tests for 157 second- and third-year D.D.S. students during the course of our data collection. There was a statistically significant positive correlation between frequency of accessing self-tests and course performance in one course that was totally based on self-instruction with seminars and multiple-choice examination (Level IV): Spearman correlation between frequency of self-test access and final exam grade, rho=0.23, p=0.044; correlation between frequency of self-test access and course average: rho=0.39, p=0.0004. In the other two courses we monitored, which included content beyond self-instruction with self-tests, the correlations were positive but not statistically significant. The students' use of online learning resources varied significantly from one course (Level I) to the next (Level II): Wilcoxon matched pairs signed-rank tests, S=-515.5, p=.0057 and S=1086, pweb-based self-tests may be correlated with more effective learning in predoctoral dental education by virtue of the testing effect and that dental students' usage of resources for learning changes significantly over the course of their education.

  4. Distribution of phosphorylated Elk-1 in rat brain after Y-maze active avoidance training in a temporal manner

    Institute of Scientific and Technical Information of China (English)

    Xuhong Chen; Siyun Shu; Zhenjiang Liang; Xinmin Bao; Lixue Chen; Yongming Wu

    2006-01-01

    BACKGROUND: Elk-1 mRNA distributes extensively in the neurons of mice, rat and human brains, and the Elk-1 expression may be correlated with the synaptic plasticity, learning and memory.OBJECTIVE: To observe the distribution of phosphorylated Elk-1 (pElk-1) in whole brain of rats received Y-maze active avoidance training and the changes of pElk-1 expression at different time points after training.DESIGN: A randomized controlled study.SETTING: Research Room of Neurobiology, the Second Affiliated Hospital of Southern Medical University.MATERIALS: Fifty-five male clean-degree SD rats of 3-4 months old, weighing 200-250 g, were provided by the Experimental Animal Center of Southern Medical University. The rabbit anti-monoclonal pElk-1 antibody was purchased from Cell Signal Transduction Company, and ABC kit from Vector Company.METHODS: The experiments were carried out in the Research Room of Neurobiology, Second Affiliated Hospital of Southern Medical University from September 2004 to February 2005. ① Grouping: The rats were randomly divided into training group (n = 25), sham-training group (n = 25) and norm al control group (n = 5), and the training and sham-training groups were observed at 0, 1, 3, 6 and 24 hours after training, which represented the five phases in the process of learning and memory. ② Y-maze training: The rats were preconditioned in the electrical Y-maze apparatus, 20 minutes a day for 3 days continuously, and training began from the 4th day. In the training group, the rats were trained with the combination of light and electricity. Each rat repeated for 60 times in each training, and the correct times were recorded, those correct for less than 25 times were taken as unqualified, and excluded from the training group, and supplemented by other rats in time. In the sham-training group, there was no fixed correlation between the application of light and electricity. The rats in the normal control group were given not any training. ③Detection of p

  5. Test-retest reliability of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale.

    Science.gov (United States)

    Gustafsson, Margareta; Blomberg, Karin; Holmefur, Marie

    2015-07-01

    The Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale evaluates the student nurses' perception of the learning environment and supervision within the clinical placement. It has never been tested in a replication study. The aim of the present study was to evaluate the test-retest reliability of the CLES + T scale. The CLES + T scale was administered twice to a group of 42 student nurses, with a one-week interval. Test-retest reliability was determined by calculations of Intraclass Correlation Coefficients (ICCs) and weighted Kappa coefficients. Standard Error of Measurements (SEM) and Smallest Detectable Difference (SDD) determined the precision of individual scores. Bland-Altman plots were created for analyses of systematic differences between the test occasions. The results of the study showed that the stability over time was good to excellent (ICC 0.88-0.96) in the sub-dimensions "Supervisory relationship", "Pedagogical atmosphere on the ward" and "Role of the nurse teacher". Measurements of "Premises of nursing on the ward" and "Leadership style of the manager" had lower but still acceptable stability (ICC 0.70-0.75). No systematic differences occurred between the test occasions. This study supports the usefulness of the CLES + T scale as a reliable measure of the student nurses' perception of the learning environment within the clinical placement at a hospital.

  6. The Rey Auditory Verbal Learning Test: normative data developed for the Venezuelan population.

    Science.gov (United States)

    Ferreira Correia, Aline; Campagna Osorio, Ilva

    2014-03-01

    The Rey Auditory Verbal Learning Test (RAVLT) is a neuropsychological tool widely used to assess functions such as attention, memory, and learning ability in the auditory-verbal domain. Norms for the test have been developed in many different languages and they show different relationships with demographic variables. The main objective of this research was to develop specific norms for the Venezuelan population, with particular focus on the influences of age, education, gender, and socioeconomic status. A Spanish version of the test was administered to a quota sample of 629 healthy adults. Pearson's correlation analysis (p < .001) showed a significant association between RAVLT performance and age (r = -.401), education (r = .386), and socioeconomic status (r = -.196), but not between RAVLT performance and gender (r = -.054). Due to the strength of the correlations, only age and education were considered in the development of final norms.

  7. Potential Association of Lead Exposure During Early Development of Mice With Alteration of Hippocampus Nitric Oxide Levels and Learning Memory

    Institute of Scientific and Technical Information of China (English)

    LI SUN; ZHENG-YAN ZHAO; JIAN HU; XIE-LAI ZHOU

    2005-01-01

    Objective Chronic lead (Pb) exposure during development is known to produce learning deficits. Nitric oxide participates in the synaptic mechanisms involved in certain forms of learning and memory. This study was designed to clarify whether Pb-induced impairment in learning and memory was associated with the changes of nitric oxide levels in mice brains.Methods Sixty Balb/c mice aged 10 days were chosen. A model of lead exposure was established by drinking 0.025%, 0.05%,0.075% lead acetate, respectively for 8 weeks. The controls were orally given distilled water. The ability to learn and memorize was examined by open field test, T-water maze test. In parallel with the behavioral data, NO level of hippocampus tissue was detected by biochemical assay. Results Compared with control groups, (1) the weight of 0.075% group was significantly reduced (P<0.05); (2) The number of times in mice attaining the required standards in T-water maze test was lower in 0.075%group (P<0.01). No significant difference was found between experimental and control groups in open field test (P>0.05); (3)NO level of mouse hippocampus tissue was decreased in 0.075% group (P<0.01). Conclusions The findings suggest that decreased hippocampus NO level may contribute to the Pb-induced deficits in learning and memory processes.

  8. Activation of septal 5-HT1A receptors alters spatial memory encoding, interferes with consolidation, but does not affect retrieval in rats subjected to a water-maze task.

    Science.gov (United States)

    Koenig, Julie; Cosquer, Brigitte; Cassel, Jean-Christophe

    2008-01-01

    Using Long-Evans rats tested in a water maze, this study assessed the role of 5-HT1A/5-HT7 receptors of the medial septum in encoding, consolidation, and retrieval of spatial information. The testing protocol (acquisition: daily four-trial sessions over three consecutive days; retention: probe trial on day 4) was first validated by showing that intraseptal infusions of lidocaine (LIDO; 40 microg/0.5 microL) disrupted acquisition and retrieval of the task. 8-OH-DPAT (4 microg/0.5 microL) infused before each acquisition session prevented learning/retention of the platform location, an effect attenuated by pretreatment with the 5-HT1A receptor antagonist WAY 100635. With the 5-HT7 antagonist SB 269970, the 8-OH-DPAT-induced acquisition deficit seemed attenuated, but there was no subsequent retention. When infused immediately, 1, 4, or 6 h after each acquisition session, 8-OH-DPAT did not hinder consolidation. When the infusions were performed 2 h postacquisition, however, consolidation was disrupted. Finally, when infused before a probe trial after drug-free acquisition, 8-OH-DPAT had no effect, suggesting no interference with retrieval processes. We also established that 8-OH-DPAT had no effects when the platform was visible, and altered neither home-cage activity nor anxiety-related behavior (elevated plus-maze). Altogether, these results show that 5-HT1A receptors in the septal region contribute both to declarative-like information encoding and subsequently, within a given postacquisition time window, to its consolidation. They do not participate in the retrieval of recently learned declarative-like information. These observations suggest that 5-HT1A receptors of the medial septum contribute to a serotonin-mediated mechanism involved in the encoding and consolidation, not the retrieval of spatial hippocampal-dependent knowledge. These results might have some relevance to approaches aimed at modifying serotonergic functions in the brain for the treatment of

  9. Using HLM to Explore the Effects of Perceptions of Learning Environments and Assessments on Students' Test Performance

    Science.gov (United States)

    Chu, Man-Wai; Babenko, Oksana; Cui, Ying; Leighton, Jacqueline P.

    2014-01-01

    The study examines the role that perceptions or impressions of learning environments and assessments play in students' performance on a large-scale standardized test. Hierarchical linear modeling (HLM) was used to test aspects of the Learning Errors and Formative Feedback model to determine how much variation in students' performance was explained…

  10. Using HLM to Explore the Effects of Perceptions of Learning Environments and Assessments on Students' Test Performance

    Science.gov (United States)

    Chu, Man-Wai; Babenko, Oksana; Cui, Ying; Leighton, Jacqueline P.

    2014-01-01

    The study examines the role that perceptions or impressions of learning environments and assessments play in students' performance on a large-scale standardized test. Hierarchical linear modeling (HLM) was used to test aspects of the Learning Errors and Formative Feedback model to determine how much variation in students' performance was explained…

  11. Efficient Testing Combing Design of Experiment and Learn-to-Fly Strategies

    Science.gov (United States)

    Murphy, Patrick C.; Brandon, Jay M.

    2017-01-01

    Rapid modeling and efficient testing methods are important in a number of aerospace applications. In this study efficient testing strategies were evaluated in a wind tunnel test environment and combined to suggest a promising approach for both ground-based and flight-based experiments. Benefits of using Design of Experiment techniques, well established in scientific, military, and manufacturing applications are evaluated in combination with newly developing methods for global nonlinear modeling. The nonlinear modeling methods, referred to as Learn-to-Fly methods, utilize fuzzy logic and multivariate orthogonal function techniques that have been successfully demonstrated in flight test. The blended approach presented has a focus on experiment design and identifies a sequential testing process with clearly defined completion metrics that produce increased testing efficiency.

  12. Western Diet Chow Consumption in Rats Induces Striatal Neuronal Activation While Reducing Dopamine Levels without Affecting Spatial Memory in the Radial Arm Maze

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    Nguyen, Jason C. D.; Ali, Saher F.; Kosari, Sepideh; Woodman, Owen L.; Spencer, Sarah J.; Killcross, A. Simon; Jenkins, Trisha A.

    2017-01-01

    Rats fed high fat diets have been shown to be impaired in hippocampal-dependent behavioral tasks, such as spatial recognition in the Y-maze and reference memory in the Morris water maze (MWM). It is clear from previous studies, however, that motivation and reward factor into the memory deficits associated with obesity and high-fat diet consumption, and that the prefrontal cortex and striatum and neurotransmitter dopamine play important roles in cognitive performance. In this series of studies we extend our research to investigate the effect of a high fat diet on striatal neurochemistry and performance in the delayed spatial win-shift radial arm maze task, a paradigm highly reliant on dopamine-rich brain regions, such as the striatum after high fat diet consumption. Memory performance, neuronal activation and brain dopaminergic levels were compared in rats fed a “Western” (21% fat, 0.15% cholesterol) chow diet compared to normal diet (6% fat, 0.15% cholesterol)-fed controls. Twelve weeks of dietary manipulation produced an increase in weight in western diet-fed rats, but did not affect learning and performance in the delayed spatial win-shift radial arm maze task. Concurrently, there was an observed decrease in dopamine levels in the striatum and a reduction of dopamine turnover in the hippocampus in western diet-fed rats. In a separate cohort of rats Fos levels were measured after rats had been placed in a novel arena and allowed to explore freely. In normal rats, this exposure to a unique environment did not affect neuronal activation. In contrast, rats fed a western diet were found to have significantly increased Fos expression in the striatum, but not prefrontal cortex or hippocampus. Our study demonstrates that while western diet consumption in rats produces weight gain and brain neuronal and neurotransmitter changes, it did not affect performance in the delayed spatial win-shift paradigm in the radial arm maze. We conclude that modeling the cognitive

  13. Self-organization of maze-like structures via guided wrinkling.

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    Bae, Hyung Jong; Bae, Sangwook; Yoon, Jinsik; Park, Cheolheon; Kim, Kibeom; Kwon, Sunghoon; Park, Wook

    2017-06-01

    Sophisticated three-dimensional (3D) structures found in nature are self-organized by bottom-up natural processes. To artificially construct these complex systems, various bottom-up fabrication methods, designed to transform 2D structures into 3D structures, have been developed as alternatives to conventional top-down lithography processes. We present a different self-organization approach, where we construct microstructures with periodic and ordered, but with random architecture, like mazes. For this purpose, we transformed planar surfaces using wrinkling to directly use randomly generated ridges as maze walls. Highly regular maze structures, consisting of several tessellations with customized designs, were fabricated by precisely controlling wrinkling with the ridge-guiding structure, analogous to the creases in origami. The method presented here could have widespread applications in various material systems with multiple length scales.

  14. Learning and memory enhancing activity of Ficus carica (Fig: An experimental study in rats

    Directory of Open Access Journals (Sweden)

    Meera Sumanth

    2014-01-01

    Full Text Available Objective: The study aimed to assess the learning and memory enhancing activity of the ethanolic fruit extract of Ficus carica in rats using elevated plus maze (EPM, Hebb-William maze (HWM and Morris water maze (MWM. Materials and Methods: Wistar rats (100-150 g of either sex, were divided into 5 groups (n = 6. Group I (control animals received vehicle, Group II (scopolamine control animals received scopolamine (0.4 mg/kg i.p, Groups III and IV animals received ethanolic fruit extract of F. carica (200 mg/kg and 400 mg/kg p.o and Group V animals received piracetam (400 mg/kg i.p for 27 days. The rats of Groups III-V were injected with a single dose of scopolamine (0.4 mg/kg i.p on 19 th and 27 th day. Assessment of transfer latency (TL, time taken to reach reward chamber (TRC and swim latency (SL was done on 19 th and 27 th day using EPM, HWM and MWM, respectively. The data was analyzed by one-way Analysis of Variance followed by Dunnett′s test. P ≤ 0.05 was considered to be significant. Results: Ethanolic fruit extract of F. carica decreased TL, TRC and SL in comparison to scopolamine treated rats. Conclusion: The fruit of F. carica enhanced learning and memory activity.

  15. Representation of actions in rats: the role of cerebellum in learning spatial performances by observation.

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    Leggio, M G; Molinari, M; Neri, P; Graziano, A; Mandolesi, L; Petrosini, L

    2000-02-29

    Experimental evidence demonstrates that cerebellar networks are involved in spatial learning, controlling the acquisition of exploration strategies without blocking motor execution of the task. Action learning by observation has been considered somehow related to motor physiology, because it provides a way of learning performances that is almost as effective as the actual execution of actions. Neuroimaging studies demonstrate that observation of movements performed by others, imagination of actions, and actual execution of motor performances share common neural substrates and that the cerebellum is among these shared areas. The present paper analyzes the effects of observation in learning a spatial task, focusing on the cerebellar role in learning a spatial ability through observation. We allowed normal rats to observe 200 Morris water maze trials performed by companion rats. After this observation training, "observer" rats underwent a hemicerebellectomy and then were tested in the Morris water maze. In spite of the cerebellar lesion, they displayed no spatial defects, exhibiting exploration abilities comparable to controls. When the cerebellar lesion preceded observation training, a complete lack of spatial observational learning was observed. Thus, as demonstrated already for the acquisition of spatial procedures through actual execution, cerebellar circuits appear to play a key role in the acquisition of spatial procedures also through observation. In conclusion, the present results provide strong support for a common neural basis in the observation of actions that are to be reproduced as well as in the actual production of the same actions.

  16. Die MAZE-Operation zur Behandlung des chronischen Vorhofflimmerns im Langzeitverlauf: 3-Jahres-Ergebnisse

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    Aigner C

    2005-01-01

    Full Text Available Grundlagen: Die MAZE-Operation mittels Ablation mit Mikrowelle oder Radiofrequenz ist ein etabliertes Verfahren zur Behandlung des chronischen Vorhofflimmerns. Diese Studie untersucht die Langzeitergebnisse nach 36 Monaten. Methodik: Zwischen 2/2001 und 12/2002 wurden 42 Patienten (64,5 ± 2,2 Jahre; 21 Männer mit chronischem Vorhofflimmern 6 Monate und zusätzlicher teils kombinierter Klappenerkrankung mittels Mitralklappenersatz/-rekonstruktion ± Trikuspidalklappenrekonstruktion (n = 30, Aortenklappenersatz ± Trikuspidalklappenrekonstruktion (n = 6 und Mitralklappen- und Aortenklappenersatz/- rekonstruktion ± Trikuspidalklappenrekonstruktion (n = 6 und MAZE operiert. Die mittlere Dauer des Vorhofflimmerns lag bei 63 ± 29 Monaten (7–384 Monate. Bei der MAZE-Operation wurden, dem Cox-III-Konzept folgend, in beiden Vorhöfen lineare Läsionen mit Mikrowellen- bzw. Radiofrequenzablation gesetzt. Ergebnisse: Die MAZE-Operation führte zu 23 ± 2 Minuten zusätzlicher Aortenklemmzeit (total: 89 ± 3 Min.. Aufgrund eines SIRS war bei einem Patienten der Intensivaufenthalt verlängert. Bei den restlichen Patienten war die Intubationsdauer 18,3 ± 6,7 Stunden, der Intensivaufenthalt 1,7 ± 0,6 Tage. 52,3 % wurden mit Amiodaron behandelt, 64,3 % kardiovertiert. 23,8 % Patienten benötigten einen Schrittmacher wegen eines AV-Blocks bzw. eines Sick-Sinus-Syndroms. Nach 12 Monaten waren 80,8 % frei von Vorhofflimmern. Beim letzten Nachuntersuchungszeitpunkt (36 ± 8 Monate waren 78,6 % frei von Vorhofflimmern. Schlußfolgerungen: Die MAZE-Operation mittels Mikrowellen- bzw. Radiofrequenzablation, folgend dem Cox-III-MAZE-Konzept, erhöht das chirurgische Risiko nur gering. Die Freiheit von Vorhofflimmern ist nach 1 und 3 Jahren praktisch gleich. Es ist also auch langfristig möglich, Patienten mit chronischem Vorhofflimmern einen stabilen Sinusrhythmus zu gewährleisten.

  17. Testing Two Path Models to Explore Relationships between Students' Experiences of the Teaching-Learning Environment, Approaches to Learning and Academic Achievement

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    Karagiannopoulou, Evangelia; Milienos, Fotios S.

    2015-01-01

    The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The "Approaches and Study Skills Inventory for Students"…

  18. Comparison on testability of visual acuity, stereo acuity and colour vision tests between children with learning disabilities and children without learning disabilities in government primary schools

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    Nurul Farhana Abu Bakar

    2014-01-01

    Full Text Available Context: Children with learning disabilities might have difficulties to communicate effectively and give reliable responses as required in various visual function testing procedures. Aims: The purpose of this study was to compare the testability of visual acuity using the modified Early Treatment Diabetic Retinopathy Study (ETDRS and Cambridge Crowding Cards, stereo acuity using Lang Stereo test II and Butterfly stereo tests and colour perception using Colour Vision Test Made Easy (CVTME and Ishihara′s Test for Colour Deficiency (Ishihara Test between children in mainstream classes and children with learning disabilities in special education classes in government primary schools. Materials and Methods: A total of 100 primary school children (50 children from mainstream classes and 50 children from special education classes matched in age were recruited in this cross-sectional comparative study. The testability was determined by the percentage of children who were able to give reliable respond as required by the respective tests. ′Unable to test′ was defined as inappropriate response or uncooperative despite best efforts of the screener. Results: The testability of the modified ETDRS, Butterfly stereo test and Ishihara test for respective visual function tests were found lower among children in special education classes ( P < 0.001 but not in Cambridge Crowding Cards, Lang Stereo test II and CVTME. Conclusion: Non verbal or "matching" approaches were found to be more superior in testing visual functions in children with learning disabilities. Modifications of vision testing procedures are essential for children with learning disabilities.

  19. Higher detection sensitivity of anxiolytic effects of diazepam by ledge-free open arm with opaque walled closed arm elevated plus maze in male rats.

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    Horii, Yasuyuki; Kawaguchi, Maiko

    2015-11-01

    The elevated plus maze (EPM) is an established method for testing animal anxiety. However, EPM apparatuses and their features can differ among laboratories, most notably in the presence/absence of ledges on the open arm and/or the transparency/opaqueness of walls on the closed arm. The combined effects of these variable arm features on EPM behavior are not yet fully understood. In the present study, we prepared four types of EPM apparatus - open arms with (0.5 cm) or without (0 cm) ledges×closed arms with transparent or opaque walls - and compared the maze-exploration behavior of male Sprague-Dawley rats. We found that the presence of open arm ledges significantly increased the incidence of open arm exploration. Furthermore, time spent in the distal segment of the open arm was shortest in the apparatus that had open arms with no ledges and opaque closed arms (No-Ledges/Opaque), and was longest in the apparatus that had open arms with ledges and transparent closed arms (Ledges/Transparent). Additionally, the No-Ledges/Opaque apparatus could detect the effect of 0.5mg/kg diazepam, an anxiolytic drug, whereas the Ledges/Transparent apparatus could not. These results indicate that arm structure (features of both open and closed arms) significantly influences maze-exploratory behavior in rats, and that No-Ledges/Opaque apparatuses have higher detection sensitivity for anxiolytic effects of diazepam than that of Ledges/Transparent apparatuses.

  20. Differentiation of forebrain and hippocampal dopamine 1-class receptors, D1R and D5R, in spatial learning and memory.

    Science.gov (United States)

    Sariñana, Joshua; Tonegawa, Susumu

    2016-01-01

    Activation of prefrontal cortical (PFC), striatal, and hippocampal dopamine 1-class receptors (D1R and D5R) is necessary for normal spatial information processing. Yet the precise role of the D1R versus the D5R in the aforementioned structures, and their specific contribution to the water-maze spatial learning task remains unknown. D1R- and D5R-specific in situ hybridization probes showed that forebrain restricted D1R and D5R KO mice (F-D1R/D5R KO) displayed D1R mRNA deletion in the medial (m)PFC, dorsal and ventral striatum, and the dentate gyrus (DG) of the hippocampus. D5R mRNA deletion was limited to the mPFC, the CA1 and DG hippocampal subregions. F-D1R/D5R KO mice were given water-maze training and displayed subtle spatial latency differences between genotypes and spatial memory deficits during both regular and reversal training. To differentiate forebrain D1R from D5R activation, forebrain restricted D1R KO (F-D1R KO) and D5R KO (F-D5R KO) mice were trained on the water-maze task. F-D1R KO animals exhibited escape latency deficits throughout regular and reversal training as well as spatial memory deficits during reversal training. F-D1R KO mice also showed perseverative behavior during the reversal spatial memory probe test. In contrast, F-D5R KO animals did not present observable deficits on the water-maze task. Because F-D1R KO mice showed water-maze deficits we tested the necessity of hippocampal D1R activation for spatial learning and memory. We trained DG restricted D1R KO (DG-D1R KO) mice on the water-maze task. DG-D1R KO mice did not present detectable spatial memory deficit, but did show subtle deficits during specific days of training. Our data provides evidence that forebrain D5R activation plays a unique role in spatial learning and memory in conjunction with D1R activation. Moreover, these data suggest that mPFC and striatal, but not DG D1R activation are essential for spatial learning and memory.