Las tecnologías e-learning y TIC en el aprendizaje a largo plazo de la anatomía humana en estudiantes del área de la salud: una revisión de la literatura / E-learning and TIC technologies in long-term learning of human anatomy of health students: a review of the literature

RESUMEN: Los propósitos de esta revisión literaria fueron, identificar estudios que explorarenlas tecnologías e-learning y TIC y su impacto en el aprendizaje a largo plazo, y evaluar la calidad de los estudios en esta aérea. Se realizaron búsquedas en las bases de datos PubMed (Medline), Ovid (cochrane Central), Ovid (Medline), Ovid (Global Health), Scopus, Web of Science (clarivate) y Science Direct, incluyendo las palabras clave: Education Distance, eLearning, Learning, Learning Curve, Long Term Memory, active learning, Repetion Anatomy, Anatomy Cross-Sectional, Anatomy Regional, Students Health Occupations y Medical education. Tres evaluadores de forma independiente evaluaron la calidad de las investigaciones utilizando el instrumento de Calidad del Estudio de Investigación de Educación Médica (MERSQI). El total de resultados inicialmente fueron 557 artículos de investigación, al aplicar los criterios de inclusión y exclusión por los evaluadores se identificaron un total de 25 artículos. Posterior a la revisión de los artículos se incluyeron 2 investigaciones que cumplieron con los criterios de síntesis en esteestudio. En conclusión, la incorporación de las tecnologías e - learning y TIC permitió evaluar el aprendizaje a largo plazo, aporto motivación y aumento en las habilidades del conocimiento, además de ser una herramienta para el proceso de Enseñanza - aprendizaje -evaluación, sin embargo, se necesitan investigaciones que evalúen cuidadosamente el impacto de los factores preponderantes del aprendizaje largo plazo, mientras se utilizan las tecnologías e-learning y TIC.

SUMMARY: The objective of this review was to identify studies that explore e-learning and ICT technologies and their impact on long-term learning, and to evaluate the quality of studies in this area. Searches were carried out in databases PubMed (Medline), Ovid (Cochrane Central), Ovid (Medline), Ovid (Global Health), Scopus, Web of Science (clarivate) and Science Direct, including keywords: Education Distance, e-Learning, Learning , Learning Curve, Long Term Memory, Active Learning, Repetition Anatomy, Anatomy Cross-Sectional, Anatomy Regional, Students Health Occupations and Medical education. Three evaluators independently assessed the quality of the studies using the Medical Education Research Study Quality (MERSQI) instrument. The to- tal results were initially 557 research articles, and after applying inclusion and exclusion criteria, a total of 25 articles were identified. Following a review of the articles, 2 studies were included that met the synthesis criteria in this study. In conclusion, integrating e-learning and ICT technologies facilitate the evaluation of long- term learning, provide motivation and increase knowledge skills, in addition to being a tool for the Teaching-learning-evaluation process. However, further research is needed to evaluate the impact of the preponderant factors of long-term learning, while using e- learning and ICT technologies.

Stress and long-term memory retrieval: a systematic review

Abstract Introduction The experience of stressful events can alter brain structures involved in memory encoding, storage and retrieval. Here we review experimental research assessing the impact of the stress-related hormone cortisol on long-term memory retrieval. Method A comprehensive literature search was conducted on PubMed, Web of Science and PsycNet databases with the following terms: "stress," "long-term memory," and "retrieval." Studies were included in the review if they tested samples of healthy human participants, with at least one control group, and with the onset of the stress intervention occurring after the encoding phase and shortly (up to one hour) before the final memory test. Results Thirteen studies were included in the qualitative synthesis (N = 962) and were classified according to the time elapsed between stress induction and memory retrieval (stress-retrieval delay), the stress-inducing protocol (stressor), the time of day in which stress induction took place, sex, and age of participants. Most studies induced stress with the Trier Social Stress Test (TSST) between 15 and 25 minutes before the final memory (mostly recall) test and showed significant increases in cortisol levels and memory impairment. Discussion The reviewed studies indicate that stress does impair retrieval, particularly when induced with the TSST, in the afternoon, up to 45 minutes before the onset of the final memory test, in healthy young men. These results may inform future research on the impact of stress-induced cortisol surges on memory retrieval.

La fantástica historia de la increíble prion / The fantastic story of the incredible prion

Resumen Desde el scrapie de la oveja a la encefalopatía espongiforme bovina y desde el kuru a la enfermedad de Creutzfeldt-Jakob, tenaces investigadores buscaron los misteriosos agentes de estos desórdenes neurológicos, hasta que Stanley Prusiner descubriera y describiera las priones en los ochenta, obteniendo el Premio Nobel en 1997. Pero, este no fue el final de esta fantástica historia de la increible proteina designada prion por Prusiner, porque ahora, la investigación en neurociencia ha encontrado proteínas prion-like jugando un importante papel en la génesis de la memoria a largo plazo.

Abstract From the scrapie of the sheep to the bovine spongiform encephalitis, and from the kuru to the Creutzfeldt-Jakob disease, tenacious investigators searched for the mysterious agent of these neurological disorders, till Stanley Prusiner discovered and described the prion in the eighties, wining the Nobel Prize in 1997. But this was not the end of the fantastic history of the incredible protein designed prion by Prusiner, because now the investigation on neuroscience has founded prion-like proteins playing an important role in the genesis of the long-term memory.

Interferência retroativa: o esquecimento como uma interrupção na consolidação da memória / Interferencia retroactiva: olvido como una interrupción en la consolidación de la memoria / Retroactive interference: forgetting as an interruption of memory consolidation

O esquecimento é uma condição vivenciada diariamente pelos indivíduos e um conceito de extrema importância para a ciência da memória, apesar de sua experimentação ser complexa. Algumas teorias que tentam definir a ciência do esquecimento são apresentadas neste estudo, todavia, aqui focamos na Teoria da Interferência, principalmente na Interferência Retroativa (IR). A IR é a interferência que ocorre quando uma informação ou tarefa é inserida entre a apresentação de uma informação-alvo e sua posterior recordação. A IR pode ser explicada como uma competição de itens, mas atualmente surge a proposta que ela seja fruto da interrupção de um outro processo, chamado de Consolidação da Memória. A consolidação da memória é o processo através do qual as informações tornam-se estáveis, a partir de processos neurais posteriores ao registro inicial de uma informação que contribuem para o registro definitivo - ou, ao menos, mais duradouro - desta informação. A IR perturbaria estes processos posteriores à aprendizagem, resultando na perda destes materiais. O presente estudo visa propor a possibilidade da investigação mais aprofundada deste tópico para a melhor compreensão desse relevante conceito, visando aprofundar o conhecimento desta hipótese e outras possíveis causas do esquecimento.

El olvido es una condición experimentada diariamente por individuos y un concepto de suma importancia para la ciencia de la memoria, a pesar de que el proceso de experimentación sea complejo. En el presente estudio algunas teorías que tratan de definir la ciencia de olvido serán discutidas, sin embargo, aquí nos centramos en la teoría de la interferencia, especialmente en la interferencia retroactiva (IR). El IR es la interferencia que se produce cuando se introduce una información o tarea entre la presentación de una información-objetivo y su posterior recordación. El IR se puede explicar como un elemento de competencia entre los elementos, pero recientemente viene la propuesta de que es el resultado de la interrupción de otro proceso, llamado consolidación de la memoria. Consolidación de la memoria es el proceso por el cual ocurre la estabilización de la información, a partir de procesos neuronales posteriores al registro inicial de información que contribuyen al registro definitivo - o por lo menos, más duraderos - de esta información. El IR podría teóricamente perturbar estos procesos posteriores al aprendizaje, lo que resulta en la pérdida de estas informaciones. El presente estudio tiene como objetivo proponer una investigación mas profunda de este tema para comprender mejor este importante concepto, dirigido a profundizar el conocimiento de esta hipótesis y de otras posibles causas del olvido.

Although experimenting with forgetting is complex, forgetting is not only a condition experienced by individuals every day but also an extremely important concept in memory science. Some theories that attempt to define the science of forgetting are presented in this study; however, we have focused here on the theory of interference, retroactive interference (RI) in particular. RI is the interference that occurs when a task or piece of information is inserted between the presentation of target information and its subsequent recall. Although RI can be explained as competition between items, some have now proposed that it results from the interruption of the process of memory consolidation, through which information become stable; neural processes following the initial recording of information contribute to the definitive-or, at least, longer lasting-record of this information. RI disrupts post-learning processes, resulting in the loss of these materials. This study proposes a deeper investigation of RI and memory consolidation to obtain a better understanding of this important concept, seeking to deepen knowledge of this hypothesis and other possible causes of forgetting.

Normative data of Fuld Object Memory Evaluation test for brazilian elderly population / Dados normativos do teste Fuld Object Memory Evaluation para a população de idosos brasileiros

ABSTRACT Objective This study aims to present normative data for Fuld Object Memory Evaluation test stratified by sex, gender, age, and education for the Brazilian elderly population. Method We evaluated 2.132 healthy elderly both genders, with a mean age of 70.30 years (± 7.28) from two community-based samples in Brazil drawn from different economic areas who were screened with cognitive and functional tests and the memory test. Statistical analyses were performed by independent t-test, one-way analysis of variance and multiple linear regression. Results Statistical analyses showed that memory scores tend to improve significantly with increasing years of education and decrease significantly as age increased. Conclusion We conclude that gender, education and age had effect on the Fuld Object Memory Evaluation performance in this Brazilian community-based sample.

RESUMO Objetivo Este estudo tem como objetivo apresentar dados normativos para o teste de Fuld Object Memory Evaluation estratificada por sexo, idade e educação para a população idosa brasileira. Método Foram avaliados 2.132 idosos saudáveis de ambos os sexos com idade média de 70,30 anos (± 7,28) a partir de duas amostras de base comunitária no Brasil provenientes de diferentes áreas economicas que foram selecionados com testes cognitivos e funcionais e o teste de memória. Resultados As análises estatísticas mostraram que os escores de memória tendem a melhorar significativamente com o aumento de anos de educação e diminuir significativamente o aumento da idade. Conclusão Conclui-se que gênero , escolaridade e idade tem efeito sobre o desempenho no teste Fuld Object Memory Evaluation nesta amostra da comunidade brasileira.

Neurobiological Mechanism of Memory

Memory is one of the most important mental mechanisms which is crucial for us to adapt to environmental surroundings and to maintain our identity. The neurobiological mechanisms for memory are based upon the synaptic plasticity that involve both functional and structural changes at the synapses in the neural circuits participating in learning and memory. Memory is not a single process but has two forms of short-term and long-term memory that are two independent but overlapping processes that blend into one another. The short-term memory depends upon the functional change of synaptic strength but the long-term memory requires anatomic changes of synapses in the neural circuit. Memory storage seems to use elements of a common genetic switch, involving cyclic adenosine monophospate (cAMP)-dependent protein kinase, mitogen activated protein kinase, and cAMP response element-binding protein, to convert short-term memory into long-term memory.

Effects of problem-based learning and traditional teaching learning on students' long-term memory and clinical practice ability / 中华医学教育探索杂志

Objective To investigate effects of problem-based learning (PBL) and traditional learning (TL) on students' long-term memory and clinical practice ability. Methods Totally 79 5-year-program undergraduates of 2006, 2007, 2008 grade in school of clinical medicine of our hospital were randomly divided into PBL group (n=38) and TL group (n=41). The teaching effects were evaluated by two exams as well as teachers' subjective impression. SPSS 17.0 statistical analysis software was used;exam results were expressed as x±s; t test and rank sum test were used to analyze the exam results and subjective impression. α=0.05 was set as inspection level. Results In the second exam after 6 months, the mean exam scores were (76.66 ±5.94) and (73.59 ±5.74) in PBL group and TL group, without significant differences between the two groups (t=1.85, P=0.068). However, at clinical intern-ship stage, PBL group outperformed TL group based on the subjective evaluation (P=0.065, 0.277). Conclusion PBL can culture students' ability of problem-solving, but it is limited in culturing long-term memory.

Effects of propofol anesthesia on cognitive function of aged rats / 国际生物医学工程杂志

Objective To investigate the effects of propofol anesthesia on cognitive function of aged rats. Methods Ninety-six male aged SD rats (16 months) were collected and given propofol anesthesia via tail vein catheter. At 7, 30, and 90 d after anesthesia, fear conditioning experiment was performed to test long-term memory of the aged rats (12 rats at each time point, total 36 rats). At 1, 2, 3, 4, and 5 d after anesthesia, spontaneous alternation in Y-maze experiment was performed to test spatial working memory of the aged rats (12 rats at each time point, total 60 rats). Results There were no statistical differences in long-term memory at 7, 30, and 90 d after anesthesia between the propofol group and control group (P>0.05). While spatial working memory of aged rats in propofol group was impaired at 1 and 2 d after anesthesia (P0.05). Conclusions These results indicate that clinical dose propofol anesthesia will not induce long-term memory impairment of aged rats, although it impairs spatial working memory of aged rats within 48 h after anesthesia.

Intervención neuropsicológica en la consolidación de la memoria en pacientes con afasia acústico-amnésica: Estudio exploratorio y preliminar / Neuropsychological intervention in memory consolidation in patients with acoustic-mnestic aphasia: An exploratory and preliminary study

Las alteraciones neuropsicológicas tras un ictus dependen del tipo y de la localización. Los ictus pueden producir discapacidades cognoscitivas, emocionales y sociales; las deficiencias pueden dificultar las actividades cotidianas motoras, del lenguaje así como de la memoria a corto y largo plazo. Los pacientes que han sufrido un ictus temporal izquierdo pueden presentar una afasia acústico-amnésica y mostrar alteraciones de la consolidación de la memoria. El objetivo de esta presentación de casos fue evaluar la intervención neuropsicológica mediante un Programa de Reforzamiento de la Memoria en pacientes con afasia acústico-amnésica y conocer si promueve la consolidación de la información para mejorar la calidad de vida del paciente. Se estudiaron dos casos, antes y tras la aplicación de un Programa de Reforzamiento de la Memoria con diagnóstico de afasia acústico-amnésica y con problemas de memoria. El programa contó con 20 categorías supraordinadas con 10 palabras subordinadas cada una, con un total de 200 palabras para evocar. Se encontraron diferencias significativas tras la administración del programa con un aumento en la cantidad de palabras evocadas, así como su consolidación en memoria a largo plazo en ambos sujetos estudiados. Este estudio sugiere que el uso del Programa de Reforzamiento de la Memoria en sujetos con afasia acústico-amnésica podría ser útil en la rehabilitación de los problemas de la memoria en estos pacientes.

Neuropsychological alterations after stroke depend on the type and site of the injury and may result in cognitive, mood or social disabilities. The disorders may disturb daily motor activities and may alter language and short- and long-term memory. Patients that have suffered a stroke in the left temporal hemisphere may present acoustic-mnestic aphasia and memory alterations. Our objective was to evaluate the results of the implementation of a memory reinforcement training program in patients with acoustic-mnestic aphasia, and to know if the program improves memory consolidation for a better patient´s quality of life. We performed a case-report study, before and after implementation of a memory reinforcement program in two patients with acoustic-mnestic aphasia and memory alterations. The program was constructed with 20 supra-ordinal categories, each with 10 sub-ordinal words, with a total of 200 words to evoke. We found significant differences in the number of evoked words and in memory consolidation after the implementation of the program in the two studied patients. Our observations suggest that implementation of a memory reinforcement program in subjects with acoustic-mnestic aphasia may be useful in the rehabilitation of memory alterations in these patients.

Bienestar subjetivo y actividad social con sentido histórico en adultos mayores / Bem-estar subjetivo e atividade social com sentido histórico em pessoas da maior idade / Subjective well-being and social activity with historical meaning for senior citizens

Objetivos: Identificar efectos de la actividad social con sentido territorial en un grupo de adultos mayores residentes en la comuna de Valdivia (Chile); secundariamente, propiciar una instancia de interacción social para los mismos, mediante estrategias participativas y problematizadoras. Método: El presente artículo muestra los resultados de una investigación-acción participativa con 34 adultos mayores durante 14 semanas de trabajo (realizada entre julio y diciembre del año 2012), en la comuna de Valdivia, Región de Los Ríos, Chile. Se sintetiza el resultado de diagnósticos integrales, realizado mediante entrevistas individuales; un taller de 10 sesiones de estimulación cognitiva (asentado en la memoria biográfica); intervención individual y la reconstrucción histórica-colectiva del territorio del que son parte, mediante cuatro entrevistas en profundidad. Resultados: La intervención muestra una caracterización de los participantes, referidos a sus lazos de apoyo social y su efecto en el sentido de bienestar; además se reconstruye la historia de la unidad territorial como producto del trabajo de reminiscencia y memoria biográfica. Conclusiones: La sistematización de la investigación-acción muestra cómo la actividad social en los adultos mayores, adquiere potencial para el bienestar de los mismos, en la medida en que esta tiene un sentido territorial, que profundiza la pertenencia y la vida en comunidad...

Objectives: To identify the effects of social activity with territorial meaning in a group of senior citizens living in Valdivia (Chile), and to favor a setting for social interaction among them using participative and problematizing strategies. Method: The article presents the results obtained in a participatory action research project with thirty senior citizens over a period of fourteen weeks, carried out in 2012 in the Valdivia community, Los Rios Region, Chile. The integral diagnosis results carried out through individual interviews, a 10 sessions cognitive stimulation workshop (registered in the biographic memory) individual intervention and Historical-collective reconstruction of the territory they belong to through four interviews in depth, are synthesized. Results: The intervention shows a characterization of the participants according to their connection with social support and, the sense of wellbeing it provided. The paper also reconstructs the history of territorial unity as the product of reminiscence and biographic memory. Conclusion: Systematization of the action research indicates how social activity in senior citizens has a positive effect on their welfare as long as it provides a territorial meaning which deepens the sense of belonging and life in community...

Objetivos: Identificar efeitos da atividade social com sentido territorial em um grupo de pessoas da maior idade residentes na comuna de Valdivia (Chile); secundariamente, propiciar um espaço de interação social para as mesmas, mediante estratégias participativas e de problematização. Método: Este artigo mostra os resultados de uma investigação-ação participativa com trinta e quatro pessoas da maior idade durante quatorze semanas de trabalho (realizado entre julho e dezembro do ano 2012), na comuna de Valdivia, Região de Los Ríos, Chile. Sintetiza-se o resultado de diagnósticos integrais realizados mediante entrevistas individuais; uma oficina de dez sessões de estimulação cognitiva (assentada na memória biográfica); intervenção individual e reconstruçãohistórica-coletiva do território do qual são parte, mediante quatro entrevistas em profundidade. Resultados: A intervenção mostra uma caracterização dos participantes, referidos aos seus laços de apoio social e o seu efeito no sentido de bem estar; além disso, a história da unidade territorial é reconstruída como produto do trabalho de reminiscência e memória biográfica. Conclusões: A sistematização da investigação-ação mostra como a atividade social nas pessoas da maior idade adquire potencial para o bem estar das mesmas, na medida em que ela tem um sentido territorial que aprofunda a pertinência e a vida na comunidade...

The effects of acute administration of the hydroalcoholic extract of rosemary (Rosmarinus officinalis L. ) (Lamiaceae) in animal models of memory

Rosmarinus officinalis (Rosemary) demonstrates antioxidant, antidepressant, diuretic, antinociceptive and antiulcerogenic activities. The present study was designed to examine the effects of the hydroalcoholic extract of R. officinalis on the memory of male mice. The behavioral tasks employed were social recognition (SR), the Morris water maze (MWM) and an inhibitory avoidance task (IA). The treatment with 150 and 300 mg/kg of R. officinalis improved the acquisition phase of learning of a new social memory in the SR task because a decrease was observed in the duration of social investigation. In the Morris water maze, no significant effect was observed on spatial memory when the groups were compared for the time spent in the correct quadrant. In the inhibitory avoidance task, the decrease in the step-down latencies in the test session indicate that 150 mg/kg of R. officinalis improved long-term memory when administered in the consolidation phase of learning. In conclusion, the present study showed that, the hydroalcoholic extract of R. officinalis at 150 and 300 mg/kg modulated the short- and long-term memories of mice, in a social recognition and inhibitory avoidance task, respectively. This modulator effect was shown to improve learning and memory processes.

Rosmarinus officinalis L. (Alecrim) possui atividade antioxidante, antidepressiva, diurética, antinociceptiva e antiulcerogênica. O presente estudo foi delineado para investigar o efeito do extrato hidroalcoólico de R. officinallis na memória de camundongos machos. Os modelos comportamentais utilizados foram a tarefa de reconhecimento social (RS), labirinto aquático de Morris (MWM) e esquiva inibitória (EI). O tratamento com 150 e 300mg/kg de R. officinallis, mostrou ter efeito positivo na aquisição de uma nova memória social, na tarefa de reconhecimento social, mostrando redução significativa do tempo de investigação social. No labirinto aquático de Morris, não foi visto efeito significativo na memória espacial, ao comparar o tempo desprendido no quadrante correto entre os diferentes tratamentos. Na esquiva inibitória a latência de descida da plataforma, observada na sessão teste, sugere que o tratamento com a dose 150 mg/kg de R. officinallis tem um efeito positivo na memória de longo prazo, quando administrada na fase de consolidação. Conclui-se que o extrato de R. officinalis nas doses de 150 e 300 mg/kg foi capaz de modular as memórias de curto e longo prazo dos roedores nas tarefas de reconhecimento social e esquiva inibitoria, respectivamente, e esse efeito modulatório melhorou os processos de aprendizado e memória.

Effects of intrahippocampal administration of the phosphatase inhibitor okadaic acid: dual effects on memory formation / Efeitos da administração intra-hipocampal do inibidor de fosfatases ácido okadaico: efeito duplo sobre a formação de memória

Protein phosphorylation mediated by serine-threonine kinases in the hippocampus is crucial to the synaptic modifications believed to underlie memory formation. The role of phosphatases has been the focus of comparatively little study. Objectives: Here we evaluate the contribution of the serine-threonine protein phosphatases 1 and 2A (PP1, PP2A) on memory consolidation. Methods: We used immediate post-training bilateral hippocampal infusions of okadaic acid (OA, 0.01 and 10 pmol/side), a potent inhibitor of PP1 and PP2A, and measured short- [3 h] and long-term memory [24 h] (STM, LTM) of step-down inhibitory avoidance. Results: At the lower dose, OA inhibited both STM and LTM whereas at the higher dose it instead enhanced LTM. Pre-test infusion of these two doses of OA had no effect on retrieval. Conclusions: These two doses of OA are known to selectively inhibit PP1 and PP2A respectively. These findings point to the importance of these enzymes in memory formation and also suggest a deleterious influence of endogenous hippocampal PP2A on LTM formation.

A fosforilação de proteínas mediada por serina-treonina quinases no hipocampo é crucial para as modificações sinápticas que se acredita sejam necessárias para a formação de memórias. O papel das fosfatases tem sido comparativamente pouco estudado. Objetivos: Aqui avaliamos a contribuição das fosfatases serina-treonina 1 e 2 (PP1, PP2A) sobre a consolidação da memória. Métodos: Usamos infusões imediatamente após o treino de ácido okadaico (OA, 0.01 e 10 pmol/lado), um potente inibidor de PP1 e medimos memória de curta [3 h] e longa duração [24 h] (STM, LTM) de esquiva inibitória de evitar descer de uma plataforma. Resultados: Na dose menor, OA inibiu tanto STM como LTM. Na dose maior, produziu, em vez disso, uma melhora da LTM. A infusão pré-teste de qualquer uma das duas doses de OA não teve efeito sobre a evocação. Conclusões: Estas duas doses de OA são conhecidas por inibir seletivamente PP1 a PP2 respectivamente. Estes resultados apontam à importância das duas enzimas na formação de memória e sugerem, adicionalmente, uma influência deletérea da PP2A endógena sobre a formação de LTM.

Neural representations of long-term digital memory: an fMRI study / 中华行为医学与脑科学杂志

Objective To investigate the neural representations of long-term digital memory in human brain by functional magnetic resonance imaging (fMRI) technique. Methods 22 right-handed normal volunteers were recruited to participate in a test of long-term digital memory while the fMRI data were recorded. Control tasks were performed for the block-design. SPM 99 was used to analyze the data and to obtain the activated brain regions.Numbers of activated voxels were used to calculate lateralization index (LI). Results When the threshold was set as P＜0. 0001 ,using a one-sample t -test,the middle gyrus of the left frontal lobe(t=9.68) and the right cerebellum ( t = 9.85 ) were activated remarkably during the memory task. The subcortical structures including the thalamus (t=6.72) and the caudate (t=6.58) were also obviously activated during the memory task. LI of the numbers of activated voxels was 0.51. Conclusions The subcortical structures and the cerebellum as well as the cerebral cortex are collaborative to contribute to long-term digital memory function in human brain. The results also reveal that the functional areas of long-term digital memory in human brain are localized with the functional lateralization in the left hemisphere.

Spatial cognition and memory: a reversible lesion with lidocaine into the anteromedial/posterior parietal cortex (AM/PPC) affects differently working and long-term memory on two foraging tasks

Place memory is relevant for exploration and forage behaviour. When food supply is dispersed, a win-shift has advantage over a win-stay strategy. In the Olton Octagonal Maze, the rat follows a win-shift strategy using working memory. However, in the Olton 4x4 version, the rat follows a win-stay strategy, using both working and long-term memories. It has been suggested that the neocortex is required for the resolution of tasks demanding long-term, but not for that demanding working memory alone. The role of anteromedial/posterior parietal cortex (AM/PPC) was investigated here, using a reversible lesion induced by intracerebral lidocaine infusion. Long-Evans rats were implanted with guide cannulae into the AM/PPC and trained in an Olton 4x4 maze, counting working and long-term memory errors after a delay. Then, the animals were infused with lidocaine or saline during the delay phase and tested for three days. Another series of animals, treated as before, was tested in an Olton Octagonal Maze and subjected to the same injection schedule. In the Olton 4x4 Maze, lidocaine produced a significant increase in working and long-term memory errors, compared to saline and post-lidocaine conditions. In contrast, in the Olton Octagonal Maze, lidocaine did not induce any effect on working memory errors. Thus, AM/PPC is required when both working with previous information and long-term memories are needed, but not when only working memory is required, as it happens under ethological conditions. Whenever food supply is dispersed, a win-shift strategy is preferable.