Contextual Fear Learning and Extinction in the Primary Visual Cortex of Mice / 神经科学通报·英文版

Fear memory contextualization is critical for selecting adaptive behavior to survive. Contextual fear conditioning (CFC) is a classical model for elucidating related underlying neuronal circuits. The primary visual cortex (V1) is the primary cortical region for contextual visual inputs, but its role in CFC is poorly understood. Here, our experiments demonstrated that bilateral inactivation of V1 in mice impaired CFC retrieval, and both CFC learning and extinction increased the turnover rate of axonal boutons in V1. The frequency of neuronal Ca2+ activity decreased after CFC learning, while CFC extinction reversed the decrease and raised it to the naïve level. Contrary to control mice, the frequency of neuronal Ca2+ activity increased after CFC learning in microglia-depleted mice and was maintained after CFC extinction, indicating that microglial depletion alters CFC learning and the frequency response pattern of extinction-induced Ca2+ activity. These findings reveal a critical role of microglia in neocortical information processing in V1, and suggest potential approaches for cellular-based manipulation of acquired fear memory.

Estratégias de educação em saúde a pacientes com diabetes mellitus em insulinoterapia: revisão integrativa / Estrategias de educación en salud a pacientes con diabetes mellitus en insulinoterapia: revisión integradora / Health education strategies for patients with diabetes mellitus in insulin therapy: integrative review

RESUMO Objetivo: avaliar a utilização de diferentes estratégias de educação em saúde destinadas ao cuidado das pessoas com diabetes em tratamento de insulinoterapia. Métodos: revisão integrativa da literatura, com busca realizada no período de junho de 2021 e março de 2022, com recorte temporal de dez anos, nas bases eletrônicas Science Direct, Cumulative index to nursing and Allied Health Literature, portal PubMed, Web of Science, Scopus, Scientific Electronic Library Online e Biblioteca Virtual em Saúde, com descritores controlados indexados no Descritores em Ciências da Saúde e no Medical Subject Headings. Resultados: nos oito estudos selecionados a partir dos critérios de inclusão, as estratégias encontradas foram o uso de material impresso, a orientação verbal individual e em grupo, o emprego de recurso audiovisual e a simulação clínica. Conclusão: a análise dos estudos permitiu verificar que diferentes modalidades de educação em saúde são eficazes para auxiliar no gerenciamento do diabetes. Entretanto, os métodos de ensino passivos ainda são maioria, o que torna necessário que novos estudos explorem outras formas de preparo para o cuidado em saúde, como as metodologias ativas de ensino-aprendizagem.

RESUMEN Objetivo: evaluar la utilización de diferentes estrategias de educación en salud dirigidas al cuidado a las personas con diabetes en tratamiento de insulinoterapia. Métodos: revisión integradora de la literatura, con búsqueda realizada en el período de junio de 2021 y marzo de 2022, con recorte temporal de diez años, en las bases electrónicas Science Direct, Cumulative index to Nursing and Allied Health Literature, portal PubMed, Web of Science, Scopus, Scientific Electronic Library Online y Biblioteca Virtual em Salud, con descriptores controlados indexados en el Descritores em Ciências da Saúde y en el Medical Subject Headings. Resultados: en los ocho estudios seleccionados a partir de los criterios de inclusión, las estrategias encontradas fueron el uso de material impreso, la orientación verbal individual y en grupo, el empleo de recurso audiovisual y la simulación clínica. Conclusión: el análisis de los estudios permitió verificar que diferentes modalidades de educación en salud son eficaces para ayudar en el manejo de la diabetes. Sin embargo, los métodos de enseñanza pasivos todavía son mayoría, lo que hace necesario que nuevos estudios exploren otras formas de preparación para el cuidado en salud, como las metodologías activas de enseñanza-aprendizaje.

ABSTRACT Objective: to evaluate the use of different health education strategies aimed at the care of people with diabetes undergoing insulin therapy treatment. Methods: integrative literature review, with a search conducted in June 2021 and March 2022, with a ten-year time frame, in the electronic bases Science Direct, Cumulative index to nursing and Allied Health Literature, PubMed portal, Web of Science, Scopus, Scientific Electronic Library Online and Virtual Health Library, with controlled descriptors indexed in Descriptors in Health Sciences and Medical Subject Headings. esults: in the eight studies selected based on the inclusion criteria, the strategies found were the use of printed material, individual and group verbal guidance, the use of audiovisual resources and clinical simulation. Conclusion: the analysis of the studies allowed us to verify that different modalities of health education are effective to assist in the management of diabetes. However, passive teaching methods are still majority, which makes it necessary for further studies to explore other forms of preparation for health care, such as active teaching-learning methodologies.

Motor intervention effectiveness on children daily routine, motor, health, and psychosocial parameters / Eficácia da intervenção motora na rotina diária, e em parâmetros motores, de saúde e psicossocial de crianças

ABSTRACT For children with motor delays, the intervention effectiveness regarding children's routine, overall self-perceptions, and engagement in the lessons, have been understudied. Furthermore, specific sex differences still lack evidence. This study examines the effectiveness of mastery Climate (MC) motor intervention on girls' and boys' daily routine, motor performance, BMI, self-perceptions, and engagement, and the sex differences across these variables. Children with motor delays were randomly assigned to MC Group or Comparison Group. We assessed children's routine at home; perceived competence, social acceptance, and global self-worth; BMI; motor skills; and qualitative engagement in the lesson. Results show girls and boys increased the playtime, motor scores, perceptions of cognitive and motor competence, social acceptance, global self-worth, and engagement with success in the lessons; and, decreased TV time and free play, changing tasks, distraction, and conflicts in the lesson. In conclusion the MC intervention was effective in fostering girl's and boys' achievement.

RESUMO Para crianças com atrasos motores, a eficácia da intervenção motora em relação à rotina, autoconceito e engajamento tem sido pouco estudada. Diferenças específicas de sexo ainda carecem de evidências. Este estudo examina a eficácia da intervenção motora com o Clima para a Maestria (MC) na rotina diária de meninas e meninos, e no desempenho motor, IMC, autoconceito e engajamento; e, as diferenças entre sexo nessas variáveis. Crianças com atrasos motores foram alocadas aleatoriamente no Grupo MC ou Grupo de Comparação. Avaliamos a rotina em casa, competência percebida, aceitação social e autoestima global, IMC, habilidades motoras, e engajamento na aula. Os resultados mostraram que meninas e meninos aumentaram o tempo de brincar e os escores motores, as percepções de competência cognitiva e motora, a aceitação social, o autovalor global e o engajamento com sucesso; e diminuíram o tempo assistindo TV, e as brincadeiras livres, o mudar a tarefa, e as distrações e os conflitos na aula. Conclui-ise que a intervenção MC foi eficaz em promover o desempenho de meninas e meninos.

Efeito da educação musical na promoção do desempenho escolar em crianças / Effect of music education on the promotion of school performance in children

RESUMO Objetivo Este estudo investigou o efeito da educação musical no repertório de habilidades escolares em crianças expostas e não expostas à educação musical. Método Foram avaliadas 80 crianças, entre oito a doze anos, ambos os sexos, divididos em dois grupos: 40 alunos com educação musical (experimental) e 40 alunos sem educação musical (controle). Para coleta dos dados, foram utilizados o questionário do Sistema de Avaliação de Habilidades Sociais (SSRS-M) e o Teste de Desempenho Escolar (TDE). Resultados Indicaram diferença estatisticamente significante nas crianças expostas à educação musical, evidenciando que houve melhoria no desempenho escolar e na competência acadêmica. Conclusão Portanto, é de grande relevância o benefício da aprendizagem musical aliada a diferentes áreas da educação e da saúde, uma vez que pode representar uma estratégia eficaz na prática inclusiva e na promoção da saúde física e mental das crianças.

ABSTRACT Purpose This study investigated the effect of music education on the repertoire of school skills in children submitted and not to music education. Methods The study sample was composed of 80 children aged 8-12 years, of both genders, divided into two groups: 40 students submitted to music education (experimental) and 40 students not submitted to music education (control). Data were collected using the Social Skills Rating System (SSRS-BR) and the School Performance Test (SPT) questionnaire. The results were submitted to statistical analysis (paired sample t-test and repeated measures ANOVA) at a 5% significance level. Results Results showed statistically significant difference between the groups, evidencing improvement in school performance and academic competence in the children submitted to music education. Conclusion The benefit brought by musical learning associated with different areas of education and health is of great relevance, representing an effective strategy in inclusive practice and promotion of physical and mental health in children.

Sueño, memoria y aprendizaje / Sleep, memory and learning

Las investigaciones recientes demuestran que mientras estamos tranquilamente durmiendo nuestro cerebro está muy ocupado procesando la información obtenida a lo largo del día. Asimismo, la falta de sueño ocasiona problemas en la consolidación de la memoria. El sueño juega un papel fundamental en el adecuado desarrollo del cerebro en crecimiento y muchos de los fenómenos de plasticidad cerebral ocurren durante el sueño. A nivel celular, los ciclos circadianos coordinan complejos mecanismos de "encender y apagar" genes y estructuras que regulan individualmente y colectivamente las funciones de cada célula del organismo y a su vez de cada órgano, cada sistema fisiológico, para finalmente producir un perfecto equilibrio en el funcionamiento mental, emocional y sistémico del individuo. El sueño influye en los procesos de memoria, aprendizaje, estados de ánimo y comportamiento, en las respuestas inmunológicas, procesos metabólicos, niveles de hormonas, digestión y muchas más funciones fisiológicas. Aquí presentamos una breve revisión de tres aspectos fundamentales relacionados con el sueño, enfocado especialmente en el efecto que tienen en procesos de aprendizaje y memoria: a. actividad eléctrica cerebral durante el sueño y correlación neuroanatómica con los mecanismos fisiológicos de memoria y aprendizaje; b. ciclos circadianos y su importancia en el funcionamiento de diferentes sistemas fisiológicos; c. algunos ejemplos de trastornos clínicos asociados con trastornos del sueño y sus repercusiones en aprendizaje y memoria.

Recent studies have demonstrated that while we are sleeping, our brain is very busy processing all information we have acquired along the day. Lack of sleep has shown to produce deficits in memory consolidation and plays an important role in brain development and brain plasticity in the several developmental stages of the human brain. At the cellular level, circadian cycles coordinate complex mechanism that "turn on and off" genes and cellular structures regulating individual cell functions to impact global organ and systems physiological activities. At the end a perfect and coordinated equilibrium in the mental, emotional and physiological is the goal of this complex process. Sleep impacts memory, learning, mood, behavior, immunological responses, metabolism, hormone levels, digestive process and many more physiological functions. We present a review of three basic aspects related with sleep: a. brain electrical activity during the sleep and neuroanatomic correlation with mechanism related with memory and learning; b. circadian cycles and impact in several physiological systems; c some examples of clinical disorders associated with sleep disorders and impact in learning and memory.

Reinforcement omission effects in rats with bilateral lesions in the substantia nigra pars compacta and ventral tegmental area

Reinforcement omission effects (ROEs) are characterized by higher response rates after reinforcement omission than after reinforcement delivery. This pattern of behavior is interpreted in terms of motivational and attentional processes. Recent studies from our laboratory have shown that the amygdala, nucleus accumbens, and medial prefrontal cortex are involved in ROE modulation. Also, the literature has demonstrated a role of other areas such as substantia nigra pars compacta (SNc) and the ventral tegmental area (VTA) in processes related to surprising events, such as prediction error and presentation or omission of an event (exteroceptive stimulus and reinforcement). Since these structures send projections to areas related to ROE modulation such as the amygdala, nucleus accumbens, and prefrontal cortex, the objective of the present study was to determine whether the SNc and VTA also integrate the circuit involved in ROE modulation. Rats were trained on a fixed-interval 12 s with limited-hold 6 s signaled schedule of reinforcement (Pre-lesion training). After acquisition of stable performance, the rats received bilateral neurotoxic lesions of the SNc (Experiment 1) and VTA (Experiment 2). Following postoperative recovery, the rats were submitted to two refresher sessions (Post-lesion training). Subsequently, the training was changed from a 100 to a 50% schedule of reinforcement (Post-lesion testing). In both experiments, the results showed that there was no difference in performance between sham rats and rats with bilateral lesions of the SNc or the VTA.

Metódica MEIN para entrenar habilidades metacognitivas en niños de 4 a 6 años: Región Metropolitana de Chile / MEIN methodical to train metacognitive skills in children from 4 to 6 years old: Santiago Metropolitan Region, Chile

La Metódica MEIN metacognición infantiles una herramienta psicoeducativa para educadoras de párvulos y básica, que busca favorecer el desarrollo en las edades de 4 a 6 años, entrenando habilidades cognitivas para desarrollar metacognición en edades más avanzadas. Así, tal estrategia hace posible entrenar de una manera peculiar e interactiva, las habilidades cognitivas frente una actividad, a partir de la propia iniciativa del niño/a. El mediador intenciona, significa y acompaña para que el infante sea capaz de idear la estrategia que empleará en su proceso de aprendizaje, y para que a partir de su apropiación transfiera a otros contextos, valorando el desempeño de su construcción. La metodología empleada fue cualitativa mediante un diseño de estudio de casos. El resultado fundamental del estudio demuestra que la Metódica MEIN es un recurso que facilita a la educadora orientar positivamente los procesos cognitivos en un espacio complejo de desarrollo para el entrenamiento temprano de habilidades metacognitivas. Al niño/a le permite actuar libremente con independencia, facilitando la toma de conciencia.

The MEIN methodical -child metacognition is a psychoeducational tool for development, aimed at educators to train cognitive skills in children from 4 to 6 years old so that subjects of more advanced ages can develop metacognition. The MEIN methodical makes it possible to train in a peculiar, interactive way, cognitive abilities in the face of an activity that starts from the children's initiative; the mediator promotes, signifies and accompanies them so that they are able to devise the strategy that they will employ in the learning process, and from their appropriation they transfer to other contexts, so as to value their construction's performance. The methodology used was qualitative through a case study design. The fundamental result of the study shows that the MEIN methodical is a resource that facilitates the educator to positively orient cognitive processes in a complex development space for early training of metacognitive skills. The child is free to act independently, facilitating awareness.

Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study

ABSTRACT BACKGROUND: Different approaches to learning can exert considerable influence on the teaching-learning process in medical education. This study aimed to investigate the association of surface and deep learning with study patterns, preferred type of assessment, practices of cheating and quality of sleep among medical students. DESIGN AND SETTING: Cross-sectional study on medical students enrolled in all six years of a medical school in Juiz de Fora, Brazil. METHODS: Questionnaires were applied to evaluate learning approaches (R-SPQ-2F), study patterns, sources and choices, and quality of sleep. Students' learning approaches (deep or surface) were assessed in relation to their study patterns, study resources, quality of sleep and whether they cheated in tests. RESULTS: Among the 710 students included, 43% frequently studied on the night before an exam, 65% had used psychostimulants to study and more than 46% had cheated in an exam. Regarding quality of sleep, most students (53.4%) reported that their quality of sleep was poor, such that 45.3% slept for fewer than five hours before an exam. Those who studied just prior to an exam, used class summaries, preferred multiple-choice questions and cheated during the test had a more surface-learning approach. On the other hand, those who read books, preferred practical exams and slept better had a deeper approach. CONCLUSION: The type of learning approach was associated with study patterns and choices among medical students. Educators need to be attentive to the type of learning their students use and think of measures that impact teaching and assessment methods.

Educando en un ambiente enriquecido: porque todos estamos conectados / Educating in an enriched environment: because we are all connected

El objetivo de esta revisión es dar a conocer las diferentes vertientes que sustentan el proceso del aprendizaje en base a un concepto que ha alcanzado una gran importancia en los últimos años, el Ambiente Enriquecido (AE). Un término que ha sido emanado desde la biología, con diversos estudios de laboratorio realizados por científicos de renombre mundial y que, progresivamente ha ido incorporándose a disciplinas como la Psicología y la Pedagogía. En este artículo proponemos la descripción del impacto de este concepto en el proceso de aprendizaje experimentado por los seres humanos y su abordaje desde una perspectiva multidisciplinaria. Comenzamos por describir las bases neurofisiológicas del aprendizaje, con los fundamentos de la teoría neuronal como principal protagonista, pasando por la importancia de la Plasticidad Sináptica (PS) en el proceso de aprendizaje, el fenómeno de la Potenciación a Largo Plazo (PLP), como proceso generador de redes neuronales efectivas y sólidas. Posteriormente abordamos la génesis del Ambiente Enriquecido, con su origen en los experimentos con ratones de laboratorio, para posteriormente describir los conceptos y términos que han emanado del mismo que han sido aplicables a la Psicología Educacional tales como el Ambiente Desafiante, los instrumentos necesarios para su implementación y también el importante rol de las emociones en el proceso de aprendizaje de los sujetos. Finalmente, describimos el rol de la Pedagogía en la aplicación de actividades efectivas que conduzcan a un aprendizaje significativo en base al Ambiente Enriquecido.

The aim of this review is to present different strands that sustain the learning process based on a concept that has reached a major importance in recent years, the Enriched Environment (EE). A term that has been emerged from biology, with various laboratory studies conducted by world-renowned scientists and that has progressively been incorporated into disciplines such as Psychology and Education. In this article, we propose the description of the impact of this concept on the learning process experienced by human beings and its approach from a multidisciplinary perspective. We begin by describing the neurophysiological bases of learning, with the fundamentals of neuronal theory as the main protagonist, passing through the importance of Synaptic Plasticity (SP) in the learning process, the phenomenon of Long Term Potentiation (LTP), as a generating process of effective and solid neural networks. Subsequently, we covered the genesis of the Enriched Environment, with its origin in the experiments with laboratory mice, to later describe the concepts and terms that have emanated from it and have been applicable to Educational Psychology, such as Challenging Environment, the necessary instruments for its implementation and the important role of emotions in the subjects' learning process. Finally, we describe the role of Education in the implementation of effective activities that lead to meaningful learning based on the Enriched Environment.

Influência do fator de aprendizagem na análise perceptivo-auditiva / Learning factor influence on the perceptual-auditory analysis

RESUMO Objetivo Investigar o fator de aprendizagem durante uma tarefa perceptivo-auditiva para três grupos diferentes em uma tarefa não usual. Método 269 ouvintes, divididos em três grupos: 73 no grupo dos fonoaudiólogos especialistas em voz (GE), 84 no grupo dos fonoaudiólogos não especialistas em voz (GNE) e 112 no grupo leigo (GL), dos não fonoaudiólogos. Todos foram submetidos a uma sessão de escuta que incluiu 18 vozes humanas e 18 vozes sintetizadas com diferentes tipos e graus de desvio, mais 50% de repetição para avaliar a consistência intraindivíduo. A tarefa era classificar as vozes como humana ou sintetizada. Analisou-se o fator de aprendizagem pela comparação da porcentagem de erros do começo, primeiras 18 vozes, e do final, últimas 18 vozes, da sessão de escuta. Resultados O GE foi submetido ao fator de aprendizagem, apresentando menos erros no final da tarefa (25,5%), do que no começo (28,6%), com diferença estatística (p = 0,024). O GNE e o GL não apresentaram diferença da porcentagem de erros no começo e no final da tarefa (GNE começo = 36,5%; GNE final = 35,3%; GL começo = 38,3%; GL final = 37,7%). Conclusão O GE foi o único grupo que apresentou indícios evidentes do fator de aprendizagem. Parece que a experiência profissional influencia de modo positivo a análise perceptivo-auditiva, reforçando o impacto de um treinamento para se tornar um especialista em voz. Ainda, o especialista em voz parece estar mais preparado e mais suscetível a utilizar estratégias de aprendizagem para melhorar sua performance durante uma tarefa perceptivo-auditiva mesmo que pouco usual.

ABSTRACT Purpose To investigate the learning factor during a perceptual-auditory analysis of an unusual task in three different groups. Methods 269 listeners, divided into three groups: 73 voice specialists Speech Language Pathologists (EG), 84 voice specialists Speech Language Pathologists (NEG); and 112 non-speech pathologists in the Naive Group (NG). They all completed a listening session that included 18 synthesized and 18 human voices with different types and degrees of deviation (50% of repetition for intra-rater consistency analysis). The task was to classify the voices as human or synthesized. We analyzed the learning factor by comparing the initial error percentage, first 18 voices, with the final, last 18 voices. Results EG presented less error towards the end of the task (25.5%) than at the beginning (28.6%) with statistical difference (p = 0.024). The error percentage of the beginning and the end of the task did not differ for the NEG and the NG (NEG beginning = 36.5%, end = 35.3%; NG beginning = 38.3%, end = 37.7%). Conclusion The EG was the only group to present evidence of learning factor. Therefore, it seems that professional experience positively influences the perceptual-auditory analysis, which reinforces the impact of its training to become a voice specialist. Moreover, the voice specialists seem to be more prepared and more susceptible to use learning strategies to improve their performance during a perceptual-auditory analysis task, even if unusual.

Análise comparativa da avaliação cognitivo-linguística em escolares ouvintes e usuário de implante coclear / Comparative analysis of cognitive-linguistic evaluation in normal hearing schoolchildren and users of cochlear implants

RESUMO Objetivo Analisar e comparar o desempenho cognitivo-linguístico de uma criança usuária de implante coclear em relação aos seus pares ouvintes em processo de aprendizagem da leitura e da escrita. Método A amostra foi constituída por 11 crianças (na faixa etária de 7 a 10 anos de idade) ouvintes e uma usuária de implante coclear na orelha direita, matriculadas no 3º ano do ensino fundamental. O instrumento de avaliação utilizado foi o Protocolo de Avaliação das Habilidades Cognitivo-linguísticas. Os dados referentes às crianças foram transcritos e analisados utilizando-se a estatística descritiva. Resultados Os subtestes que apresentaram o maior percentual de crianças com desempenho superior foram: alfabeto em sequência (82%); leitura de pseudopalavras (82%); segmentação silábica (73%); repetição de palavras (82%); cópia de formas (72%); nomeação rápida (100%). Desses subtestes, a criança usuária de implante coclear apresentou desempenho superior em todos, exceto o de repetição de palavras, em que obteve desempenho médio. No subteste de ritmo, nenhuma criança obteve desempenho superior e a usuária de implante coclear obteve desempenho inferior. Conclusão A criança usuária de implante coclear apresentou um perfil cognitivo-linguístico bastante semelhante ao dos seus pares ouvintes. Ao que parece, as dificuldades de realização de algumas tarefas cognitivo-linguísticas estão relacionadas a fatores que vão além da integridade auditiva, haja vista que, em alguns subtestes, crianças ouvintes, obtiveram desempenho abaixo do esperado.

ABSTRACT Purpose When children becom cochlear implant users, they have already had the opportunity to develop phonological skills; however, it is possible that they miss sound information during speech and, consequently, present difficulties in competences associated with the learning of reading and writing. Methods The study sample consisted of 11 normal hearing children aged 7-10 years and a right-ear cochlear implant user enrolled in the 3rd grade of Elementary School. The Cognitive-Linguistic Assessment protocol was used to evaluate the study participants. Data were transcribed and analyzed using descriptive statistics. Results The following sub-tests presented the highest percentage of children with superior performance: alphabet in sequence (82%), reading of pseudo-words (82%), syllable segmentation (73%), word repetition (82%), copying of shapes (72%), and rapid naming (100%).The cochlear implant user presented superior performance in all the sub-tests except for word repetition, in which average performance was observed. In the rhythm sub-test, none of the normal hearing children presented superior performance, and the cochlear implant user performed poorly. Discussion It was possible to observe that the condition of being a cochlear implant user is not the only determinant for a child's school failure. There are issues that go beyond auditory integrity, because some normal hearing children performed poorly in sub-tests such as repetition of pseudo-words, rhythm, and alliteration. Conclusion The cochlear implant user presented a cognitive-linguistic profile very similar to those of his hearing peers.

Electroacupuncture ameliorate learning and memory by improving N -acetylaspartate and glutamate metabolism in APP/PS1 mice

OBJECTIVE: To explore the precise mechanism of electroacupuncture (EA) to delay cognitive impairment in Alzheimer disease. Methods N -Acetylaspartate (NAA), glutamate (Glu) and myoinositol (mI) metabolism were measured by magnetic resonance spectroscopy, learning and memory of APP/PS1 mouse was evaluated by the Morris water maze test and the step-down avoidance test, neuron survival number and neuronal structure in the hippocampus were observed by Nissl staining, and BDNF and phosphorylated TrkB detected by Western blot. RESULTS: EA at DU20 acupuncture significantly improve learning and memory in behavioral tests, up-regulate NAA, Glu and mI metabolism, increase the surviving neurons in hippocampus, and promote the expression of BDNF and TrkB in the APP/PS1 transgenic mice. CONCLUSION: These findings suggested that EA is a potential therapeutic for ameliorate cognitive dysfunction, and it might be due to EA could improve NAA and Glu metabolism by upregulation of BDNF in APP/PS1 mice.

Salivary cortisol during memory encoding in pregnancy predicts postpartum depressive symptoms: a longitudinal study / Cortisol salivar durante aquisição de memória na gravidez prediz sintomas depressivos no período pós-parto: um estudo longitudinal

Abstract Introduction Postpartum depression (PPD) is a common disorder that substantially decreases quality of life for both mother and child. In this longitudinal study, we investigated whether emotional memory, salivary cortisol (sCORT) or alpha-amylase during pregnancy predict postpartum depressive symptoms. Methods Forty-four pregnant women (14 euthymic women with a diagnosis of major depressive disorder [MDD] and 30 healthy women) between the ages of 19 and 37 years (mean age = 29.5±4.1 years) were longitudinally assessed in the 2nd trimester of pregnancy (12-22 weeks of gestational age) and again at 14-17 weeks postpartum. Depressive symptoms were assessed using the Edinburgh Postnatal Depression Scale (EPDS). Results Follow-ups were completed for 41 women (7% attrition). Postpartum EPDS scores were predicted by sCORT collected immediately after an incidental encoding memory task during pregnancy (b=-0.78, t -2.14, p=0.04). Postpartum EPDS scores were not predicted by positive (p=0.27) or negative (p=0.85) emotional memory. Conclusions The results of this study indicate that higher levels of sCORT during a memory encoding task in the 2nd trimester of pregnancy are associated with lower postpartum EPDS scores. While the hypothalamus-pituitary-adrenal (HPA) axis has long been associated with the neurobiology of MDD, the role of the HPA axis in perinatal depression deserves more attention.

Resumo Introdução A depressão pós-parto é um transtorno prevalente que afeta negativamente a qualidade de vida da mãe e da criança. Neste estudo longitudinal, nós investigamos se a memória emocional, o cortisol salivar (salivary cortisol, sCORT) ou alfa-amilase durante a gravidez predizem sintomas depressivos no período pós-parto. Métodos Um total de 44 mulheres grávidas [14 eutímicas com diagnóstico de transtorno depressivo maior (TDM) e 30 voluntárias sadias] entre 19 e 37 anos de idade (idade média = 29.5±4.1 anos) foram avaliadas longitudinalmente no 2° trimestre da gravidez (12-22 semanas de gestação) e na 1417ª semana pós-parto. Sintomas depressivos foram avaliados com a Escala de Depressão Pós-Natal de Edimburgo (Edinburgh Postnatal Depression Scale, EPDS). Resultados Quarenta e uma mulheres completaram o seguimento (7% de perda). sCORT coletado imediatamente antes de um teste de aquisição memória durante a gravidez foi preditor dos escores da escala EPDS no período pós-parto (b=-0.78, t -2.14, p=0.04). Memória emocional positiva (p=0.27) ou negativa (p=0.85) não foram preditores dos escores da escala EPDS no período pós-parto. Conclusão Os resultados deste estudo indicam que altos níveis de sCORT durante um teste de aquisição de memória no 2° trimestre da gravidez foram associados com baixos escores na escala EPDS no período pós-parto. Uma vez que o eixo hipotálamo-hipófise-adrenal (HHA) tenha sido envolvido na neurobiologia do TDM, o papel do eixo HHA na depressão perinatal merece mais atenção.

Consideraciones sobre el desarrollo de la enseñanza del inglés con fines específicos en la formación del Licenciado en Enfermería / Considerations about the development of teaching English for Specific Purposes in Bachelor of Nursing

RESUMEN Introducción: el inglés en Cuba, se considera la segunda lengua prioritaria en la enseñanza. El inglés con Fines Específicos surge, como respuesta a la necesidad de aprender esta lengua como medio de estudio o herramienta de trabajo, adaptándose a las necesidades profesionales. Objetivo: analizar el aporte del estudio de la enseñanza de la disciplina inglés en la formación del profesional de Enfermería. Métodos: se realizó una revisión sistemática y reflexiva de documentos, artículos originales y de revisión publicados en varias revistas en inglés y español, desde el 2001 hasta el 2016. Se analizaron 34 artículos en publicaciones nacionales e internacionales indexadas en las bases de datos Dialnet, Medline y Scielo. Se revisaron 18 artículos a profundidad, tesis y libros que permitieron el análisis a través de los métodos teóricos, específicamente el histórico lógico de la evolución del tema enunciado. Se definieron razonamientos que defienden las funciones de la enseñanza del inglés con Fines Específicos en la formación del licenciado en enfermería. Conclusiones: desde su inserción, el inglés con Fines Específicos ha sido un enfoque de la enseñanza-aprendizaje basado en las necesidades específicas de aprendizaje del inglés que tienen los estudiantes. Este enfoque satisface las exigencias que el desempeño profesional plantea a la formación del Licenciado en Enfermería en relación con su competencia comunicativa ya que favorece la construcción del conocimiento a través de la resolución de problemas en las diferentes esferas de su actuación profesional(AU)

ABSTRACT Introduction: English in Cuba, is considered the second priority language in education. English for Specific Purposes comes in response to the need to learn this language as a means of study or tool of work, adapting to the professional needs. Objective: To analyze the contribution of the study of English discipline in the Bachelor in Nursing. Methods: A systematic and thoughtful review, of documents, original and review articles published in various journals in English and Spanish, from 2001 up to 2016. 34 items were analyzed in publications of national and international journals indexed in Dialnet bases, Medline and Scielo data. There were identified and reviewed 18 in depth articles, theses, as well as updated books that allowed an analysis through theoretical methods, specifically the logical historical evolution of the theme enunciated. The functions and duties of teaching English for Specific Purposes in the formation of a degree in nursing were defined. Conclusions: English for Specific Purposes, since its inception, has been an approach based on the specific needs to teaching-learning that the students have. This approach meets the demands of professional performance raises training Degree in Nursing in relation to their communicative competence as it encourages the construction of knowledge through problem solving in different areas of their performance(AU)

Educational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school / Impacto da escolaridade na aprendizagem de uma tarefa cognitivo-motora em idosos: cursar a faculdade fornece maior efeito protetor contra o envelhecimento do que cursar o ensino médio

ABSTRACT Objective: To investigate if middle-aged and older adults with a higher education would differ from those with an average education in cognitive-motor tasks involving lower limb function. Methods: A walking version of the Trail Making Test (Walking Executive Function Task, [WEFT]) was used. Eighty volunteers (40: 50-65 years; 40: 66-80 years) were subdivided into average (6-11years of education) and higher education (12-17 years). They received two training sessions (session 1: eight repetitions, session 2: four repetitions), with a one week-interval between them. The Timed Up and Go (TUG) test was performed before and after the training. Results: Volunteers with an average education showed longer times on the WEFT than those with a higher education. Older adults showed lower retention than middle-aged adults (p < 0.001). The TUG was faster after the WEFT training (p < 0.001). Conclusion: The impact of education was observed when locomotion was associated with cognitive tasks. Average education resulted in poorer performance and learning than higher education, mainly in older adults. Gait speed increased after training.

RESUMO Objetivo: Investigar se adultos e idosos com escolaridade alta teriam aprendizagem diferente de adultos e idosos com escolaridade média em uma tarefa cognitivo-motora envolvendo função de membros inferiores. Método: A tarefa foi baseada no Trail Making Test (Tarefa de Deambulação Funcional, TDF). Oitenta voluntários (40:50-65 anos; 40:66-80 anos) foram subdivididos em escolaridade média (6-11 anos) e alta (12-17 anos) e realizaram duas sessões de treinamento (1: oito repetições, 2: quatro repetições), com intervalo de uma semana. O Timed Up and Go (TUG) foi realizado antes e após o treinamento. Resultados: Voluntários com escolaridade média levaram mais tempo para concluir a TDF do que voluntários com escolaridade alta (p < 0.001). Idosos apresentaram menor retenção do que adultos (p < 0.001). TUG foi mais rápido após o treinamento. Conclusão: O impacto da escolaridade foi observado quando a locomoção foi associada com tarefas cognitivas. Voluntários com escolaridade média apresentaram menor aprendizagem do que com escolaridade alta, principalmente idosos. A velocidade da marcha aumentou com o treinamento.

Influence of schooling and age on cognitive performance in healthy older adults

Few studies have examined the influence of a low level of schooling on age-related cognitive decline in countries with wide social and economic inequalities by using the Cambridge Automated Neuropsychological Test Battery (CANTAB). The aim of the present study was to assess the influence of schooling on age-related cognitive decline using unbiased cognitive tests. CANTAB allows cognitive assessment across cultures and education levels with reduced interference of the examiner during data acquisition. Using two-way ANOVA, we assessed the influences of age and education on test scores of old adults (61–84 years of age). CANTAB tests included: Visual Sustained Attention, Reaction Time, Spatial Working Memory, Learning and Episodic Memory. All subjects had a minimum visual acuity of 20/30 (Snellen Test), no previous or current history of traumatic brain/head trauma, stroke, language impairment, chronic alcoholism, neurological diseases, memory problems or depressive symptoms, and normal scores on the Mini Mental State Examination (MMSE). Subjects were grouped according to education level (1 to 7 and ≥8 years of schooling) and age (60–69 and ≥70 years). Low schooling level was associated with significantly lower performance on visual sustained attention, learning and episodic memory, reaction time, and spatial working memory. Although reaction time was influenced by age, no significant results on post hoc analysis were detected. Our findings showed a significantly worse cognitive performance in volunteers with lower levels of schooling and suggested that formal education in early life must be included in the preventive public health agenda. In addition, we suggest that CANTAB may be useful to detect subtle cognitive changes in healthy aging.

Learning effect of computerized cognitive tests in older adults / Efeito de aprendizagem de testes cognitivos computadorizados em idosos

Objective To evaluate the learning effect of computerized cognitive testing in the elderly. Methods Cross-sectional study with 20 elderly, 10 women and 10 men, with average age of 77.5 (±4.28) years. The volunteers performed two series of computerized cognitive tests in sequence and their results were compared. The applied tests were: Trail Making A and B, Spatial Recognition, Go/No Go, Memory Span, Pattern Recognition Memory and Reverse Span. Results Based on the comparison of the results, learning effects were observed only in the Trail Making A test (p=0.019). Other tests performed presented no significant performance improvements. There was no correlation between learning effect and age (p=0.337) and education (p=0.362), as well as differences between genders (p=0.465). Conclusion The computerized cognitive tests repeated immediately afterwards, for elderly, revealed no change in their performance, with the exception of the Trail Making test, demonstrating high clinical applicability, even in short intervals. .

Objetivo Avaliar o efeito da aprendizagem nos testes cognitivos computadorizados em idosos da comunidade. Métodos Estudo transversal, com 20 idosos - 10 mulheres e 10 homens, com média de idade de 77,5 (±4,28) anos. Os voluntários realizaram duas séries em sequência de testes cognitivos computadorizados e seus resultados foram comparados. Os testes aplicados foram: Trail Making A e B, Spatial Recognition, Go/No Go, Memory Span, Pattern Recognition e Reverse Memory Span. Resultados Houve efeito de aprendizagem na comparação dos resultados somente no teste Trail Making A (p=0,019). Os demais testes não apresentaram alteração significante no desempenho. Não houve correlação entre o efeito de aprendizagem e a idade (p=0,337) e a escolaridade (p=0,362), e nem diferença entre os gêneros (p=0,465). Conclusão Os testes cognitivos computadorizados repetidos por idosos imediatamente após sua realização não revelaram alteração do seu desempenho, com exceção do teste Trail Making, que demonstrou alta aplicabilidade clínica, mesmo em intervalos curtos. .

Áreas del cerebro que participan en el proceso de lectura literal en sordos señantes: un caso de estudio / Brain areas associated with the literal reading process in deaf users of sign language: a case of study

El proceso enseñanza o de aprendizaje de la lectura como segunda lengua para la población sorda señante plantea varias interrogantes que buscan dar respuesta al bajo desempeño observado en el desarrollo de dicha actividad cognitiva. En esta situación se reconocen factores psicológicos, neurocognitivos y contextuales de los cuales depende el éxito del proceso. La presente investigación busca describir las zonas del cerebro que se activan cuando un usuario de una lengua ágrafa realiza una lectura literal en su segunda lengua. Se plantea un enfoque cualitativo, de tipo descriptivo, a través de un estudio de caso único. Para la recolección de la información se empleó una electroencefalografía cuantitativa–mapeo cerebral. El comportamiento del registro durante toda la aplicación presentó una variación significativa que coincide con el lóbulo temporal, específicamente en las áreas de asociación auditiva. Al no existir huellas mnémicas con información fonológica, no se establece una relación grafema–fonema, es decir, no se evidencia una transformación de la palabra escrita en la representación fonológica del sonido de la misma como vía para acceder al léxico mental. Estos datos fonológicos se han remplazado por una información visoespacial que se alimenta directamente de la percepción visual, o bien, indirectamente, por medio de la generación de imágenes visuales.

The teaching or learning process of reading as second language for deaf population, who are users of the language of signs, is permeated by several questions that seek to answer the low performance observed in this cognitive activity. In this activity, there are recognized psychological, neurocognitive and environmental factors, which are vital for the success of the process. The research aims to describe the areas of the brain that activate when a user of an illiterate language performs a literal reading in his/her second language. It is set up based on a qualitative approach, with a descriptive type, through a single case study, using for the collection of information a quantitative electroencephalography or cerebral mapping. The behaviour of the record throughout the application, presented a remarkable change that matches with the temporal lobe, areas of hearing association. In the absence of memory traces with phonological information, there is not a grapheme–phoneme relationship, that is to say, there is no evidence of a transformation of the written word in the phonological representation of it as a way to access the mental lexicon. These phonological data have been replaced by optical–space information which is directly fed from visual perception or indirectly fed from the generation of visual imaging.