Infralimbic and prelimbic prefrontal cortex activation is necessary to the enhancement of aversive memory extinction promoted by reactivation.

Memory extinction has been used in behavioral therapy to treat post-traumatic stress disorders. It was demonstrated that memory reactivation before extinction could facilitate this process. However, the mechanisms involved are still unclear. Here, we investigated the participation of two regions of the ventromedial prefrontal cortex (vmPFC), the infralimbic (IL) and prelimbic (PL), in the memory reactivation modulatory effect of fear extinction. We confirmed that the reactivation facilitates the fear extinction in an inhibitory aversive task; however, when the muscimol (a GABAergic agonist) is infused in IL or PL vmPFC after reactivation, extinction's facilitation was not observed. These findings support the idea that the reactivation can modulate the fear extinction process, facilitating it, and that this effect requires the activation of both IL and PL regions of vmPFC.

A Single Dose of Methylprednisolone Improves Aversive Memory Consolidation and Extinction in Rats.

Aversive memory is essential for survival, but in some situations its exacerbation can be potentially dangerous. There are several ways to modulate memory, among them, through stress-related hormones physiological release or administration of exogenous substances analogous to them. Recently, our group shown that a chronic treatment with a low dose of methylprednisolone (MP) is able to promote memory persistence in rats. Herein, we evaluate if a single intraperitoneal (IP) dose of MP (5 mg/kg) is able to modulate aversive memory consolidation and promote memory persistence and extinction in rats. For this, two experiments were carried out. In the first one, we demonstrated that a single IP MP administration in specific times after inhibitory avoidance (IA) training improved memory consolidation and persistence. In the second experiment, we verified that a single IP MP administration 2 h after IA extinction training promoted memory extinction. This results suggest a possible new clinical applicability for MP on the aversive memory disorders, as post-traumatic stress.

Novelty exposure hinders aversive memory generalization and depends on hippocampal protein synthesis.

Fear generalization is defined as the transferring of fear experienced during a traumatic event to safe conditions resembling or not the traumatic event. It has been related to several psychological disorders. Here we set out to determine whether novelty exposure can be effective to avoid fear generalization. We evaluated the effect of a novelty exposure on fear memory generalization using an aversive memory task, the inhibitory avoidance (IA). Male Wistar rats were trained in IA (day 1) and 24 h after (day 2) they were exposed to a new context similar to the original (modified IA - MIA), with some rats being exposed to a novelty just before the exposure to the MIA, while others were not (controls). On day 3, retention tests for IA and MIA contexts were performed. The control rats generalized the memory, expressing aversive behavioral in both contexts whereas rats exposed to novelty only expressed aversion on IA. Furthermore, both anisomycin, an inhibitor of ribosomal protein synthesis, and rapamycin, an inhibitor of mTOR-mediated protein synthesis, injected in the CA1 region of dorsal hippocampus blocked the novelty effect, promoting memory generalization. We conclude that novelty exposure hinders aversive memory generalization depending on hippocampal protein synthesis.

Methylprednisolone as a memory enhancer in rats: Effects on aversive memory, long-term potentiation and calcium influx.

It is well recognized that stress or glucocorticoids hormones treatment can modulate memory performance in both directions, either impairing or enhancing it. Despite the high number of studies aiming at explaining the effects of glucocorticoids on memory, this has not yet been completely elucidated. Here, we demonstrate that a low daily dose of methylprednisolone (MP, 5mg/kg, i.p.) administered for 10-days favors aversive memory persistence in adult rats, without any effect on the exploring behavior, locomotor activity, anxiety levels and pain perception. Enhanced performance on the inhibitory avoidance task was correlated with long-term potentiation (LTP), a phenomenon that was strengthen in hippocampal slices of rats injected with MP (5mg/kg) during 10days. Additionally, in vitro incubation with MP (30-300µM) concentration-dependently increased intracellular [Ca2+]i in cultured hippocampal neurons depolarized by KCl (35mM). In conclusion, a low daily dose of MP for 10days may promote aversive memory persistence in rats.

Influência da diabetes e a prática de exercício físico e atividades cognitivas e recreativas sobre a função cognitiva e emotividade em grupos de terceira idade / Influence of diabetes and physical exercise, mental and recreational activities practice on the cognitive function and emotionality in aging groups

OBJETIVO: Neste estudo buscou-se verificar a influência da participação em atividades de grupos de terceira idade (GTI), envolvendo a prática de exercícios físicos e atividades cognitivas e recreativas, sobre a função cognitiva e aspectos emocionais, como ansiedade e depressão, de idosos diabéticos e não diabéticos. MÉTODOS: Participaram deste estudo descritivo transversal 158 idosos, subdivididos em quatro grupos: (1) idosos não participantes de GTI e não diabéticos; (2) idosos não participantes de GTI e diabéticos; (3) idosos participantes de GTI e não diabéticos; e (4) idosos participantes de GTI e diabéticos. Todos os idosos foram submetidos a um protocolo de avaliação cognitiva (Miniexame do Estado Mental-MEEM, Teste de Recordação Imediata e Tardia Livre de Palavras - RIP e RTP, respectivamente, e Teste de Reconhecimento de Faces Famosas-FF), ansiedade (IDATE) e depressão (Escala de Depressão Geriátrica-EGD). Para comparação entre os grupos, utilizou-se ANOVA de uma via para os dados paramétricos e teste de Kruskal-Wallis para os não paramétricos. RESULTADOS: Os idosos participantes do estudo tinham idade média de 72,63±6,84 anos (75% mulheres e 25% homens). Os resultados demonstraram que os idosos do grupo 2 (diabéticos e não participantes de GTI) apresentaram menores escores cognitivos do que os do grupo 3 (não diabéticos e participantes de GTI) (p=0,012 no MEEM; p=0,028 na RIP; p=0,011 na EGD). CONCLUSÃO: Pode-se afirmar que a associação da diabetes mellitus com um estilo de vida menos ativo, sem a prática de exercícios físicos e atividades recreativas e cognitivas, possivelmente representa um fator de risco para a aceleração das perdas cognitivas que acompanham o processo de envelhecimento. .

OBJECTIVE: This study aimed to determine the influence of participation in third age groups (TAG), involving the practice of physical exercise and cognitive and recreational activities, on cognitive function and emotional issues such as anxiety and depression in diabetic and non-diabetic elderly patients. METHODS: In this cross sectional study, participated 158 older adults divided into four groups: (1) elderly non-participants in TAG and non-diabetic; (2) elderly non-participants in TAG and diabetic; (3) elderly participants in TAG and non-diabetic; and (4) elderly participants in TAG and diabetic. All of them were submitted to a protocol of cognitive assessment (Mini-Mental State-MMSE, Immediate and Delayed Recall Test Free Words - RIP and RTP, and Recognition of Famous Faces Test-FF), anxiety (STAI) and depression (Geriatric Depression Scale-EGD). For comparison between groups, we used one-way ANOVA for parametric data and the Kruskal-Wallis test for non-parametric data. RESULTS: The mean age of the sample was 72.63±6.84 years old (75% women and 25% men). The results demonstrate that the elderly group 2 (diabetic and non-participants EG) have lower cognitive scores than group 3 (non-diabetic participants and EG) (p=0.012 in MMSE, p=0.028 in the IWR, p=0.011 in GDS). CONCLUSION: It can be argued that the association between diabetes mellitus and less active lifestyle, without the practice of physical exercise and recreational and cognitive activities, possibly represents a risk factor for the acceleration of cognitive losses that follow the aging process. .

Conhecendo o Sistema Nervoso: Ações de Divulgação e Popularizaçãoda Neurociência Junto a Estudantes da Rede Pública de EducaçãoBásica / Knowing the Nervous System: Actions of Neuroscience Divulgation and Popularizationwith Students of Public Basic Education

Este estudo tem a finalidade de relatar uma prática proposta (Semana do Cérebro de Uruguaiana) com o intuito de contribuir com a popularização e divulgação da Neurociência junto à Educação Básica. Paralelamente à Semana Internacional do Cérebro (Brain Awareness Week) foram realizadas atividades voltadas para alunos da rede pública de Educação Básica. As atividades foram organizadas em seis etapas: (1) divulgação; (2) palestra explicativa sobre o funcionamento do Sistema Nervoso Central; (3) exposição de neuroanatomia; (4) demonstração prática de ações nervosas; (5) noções de pesquisa científica em neurociências; e (6) avaliação. Ao final verificou-se a opinião dos alunos quanto às atividades realizadas durante as diferentes etapas, 98,6% manifestaram ter interesse em aprender mais sobre o sistema nervoso, 85,2% relataram que as atividades propostas serviram para despertar seu interesse por pesquisa e ciência, e, ao avaliarem as ações de uma forma geral, atribuindo uma nota de 0 a 10, a nota atribuída foi de 9,4 ± 0,99. Desse modo, pode-se afirmar que a proposta foi bem aceita pelos alunos, sendo considerada válida e atingindo o objetivo de promover a divulgação e popularização da neurociência.

This study aimed to report a practice (Brain Awareness Week of Uruguaiana) that was proposed with the aim of contribute with the popularization and dissemination of Neuroscience in the Basic Education. Alongside the Brain Awareness Week we performed activities with students from public basic education. The activities were organized in six steps: (1) disclosure; (2) lecture explaining the functioning of the Central Nervous System; (3) neuroanatomy exposition; (4) practical demonstration of nerve actions; (5) notions of scientific research neuroscience; and (6) evaluation. At the end was verified the opinion of students about the activities carried in the different steps. 98.6% of students expressed interest in learning more about the nervous system. 85.2% reported that the activities proposed in our actions served to awaken their interest on research and science, and when evaluating the actions in general, with a score from 0 to 10, the assigned score was 9.4 ± 0.99. Thus, we can claim that our proposal was well accepted by the students and is considered valid and reaching the aim of promoting the dissemination and popularization of neuroscience.

Conhecendo o Sistema Nervoso: Ações de Divulgação e Popularizaçãoda Neurociência Junto a Estudantes da Rede Pública de EducaçãoBásica / Knowing the Nervous System: Actions of Neuroscience Divulgation and Popularizationwith Students of Public Basic Education

Este estudo tem a finalidade de relatar uma prática proposta (Semana do Cérebro de Uruguaiana) com o intuito de contribuir com a popularização e divulgação da Neurociência junto à Educação Básica. Paralelamente à Semana Internacional do Cérebro (Brain Awareness Week) foram realizadas atividades voltadas para alunos da rede pública de Educação Básica. As atividades foram organizadas em seis etapas: (1) divulgação; (2) palestra explicativa sobre o funcionamento do Sistema Nervoso Central; (3) exposição de neuroanatomia; (4) demonstração prática de ações nervosas; (5) noções de pesquisa científica em neurociências; e (6) avaliação. Ao final verificou-se a opinião dos alunos quanto às atividades realizadas durante as diferentes etapas, 98,6% manifestaram ter interesse em aprender mais sobre o sistema nervoso, 85,2% relataram que as atividades propostas serviram para despertar seu interesse por pesquisa e ciência, e, ao avaliarem as ações de uma forma geral, atribuindo uma nota de 0 a 10, a nota atribuída foi de 9,4 ± 0,99. Desse modo, pode-se afirmar que a proposta foi bem aceita pelos alunos, sendo considerada válida e atingindo o objetivo de promover a divulgação e popularização da neurociência.

This study aimed to report a practice (Brain Awareness Week of Uruguaiana) that was proposed with the aim of contribute with the popularization and dissemination of Neuroscience in the Basic Education. Alongside the Brain Awareness Week we performed activities with students from public basic education. The activities were organized in six steps: (1) disclosure; (2) lecture explaining the functioning of the Central Nervous System; (3) neuroanatomy exposition; (4) practical demonstration of nerve actions; (5) notions of scientific research neuroscience; and (6) evaluation. At the end was verified the opinion of students about the activities carried in the different steps. 98.6% of students expressed interest in learning more about the nervous system. 85.2% reported that the activities proposed in our actions served to awaken their interest on research and science, and when evaluating the actions in general, with a score from 0 to 10, the assigned score was 9.4 ± 0.99. Thus, we can claim that our proposal was well accepted by the students and is considered valid and reaching the aim of promoting the dissemination and popularization of neuroscience.

Conhecendo o Sistema Nervoso: Ações de Divulgação e Popularização da Neurociência Junto a Estudantes da Rede Pública de Educação Básica / Knowing the Nervous System: Actions of Neuroscience Divulgation and Popularizationwith Students of Public Basic Education

Este estudo tem a finalidade de relatar uma prática proposta (Semana do Cérebro de Uruguaiana) com o intuito de contribuir com a popularização e divulgação da Neurociência junto à Educação Básica. Paralelamente à Semana Internacional do Cérebro (Brain Awareness Week) foram realizadas atividades voltadas para alunos da rede pública de Educação Básica. As atividades foram organizadas em seis etapas: (1) divulgação; (2) palestra explicativa sobre o funcionamento do Sistema Nervoso Central; (3) exposição de neuroanatomia; (4) demonstração prática de ações nervosas; (5) noções de pesquisa científica em neurociências; e (6) avaliação. Ao final verificou-se a opinião dos alunos quanto às atividades realizadas durante as diferentes etapas, 98,6% manifestaram ter interesse em aprender mais sobre o sistema nervoso, 85,2% relataram que as atividades propostas serviram para despertar seu interesse por pesquisa e ciência, e, ao avaliarem as ações de uma forma geral, atribuindo uma nota de 0 a 10, a nota atribuída foi de 9,4 ± 0,99. Desse modo, pode-se afirmar que a proposta foi bem aceita pelos alunos, sendo considerada válida e atingindo o objetivo de promover a divulgação e popularização da neurociência

This study aimed to report a practice (Brain Awareness Week of Uruguaiana) that was proposed with the aim of contribute with the popularization and dissemination of Neuroscience in the Basic Education. Alongside the Brain Awareness Week we performed activities with students from public basic education. The activities were organized in six steps: (1) disclosure; (2) lecture explaining the functioning of the Central Nervous System; (3) neuroanatomy exposition; (4) practical demonstration of nerve actions; (5) notions of scientific research neuroscience; and (6) evaluation. At the end was verified the opinion of students about the activities carried in the different steps. 98.6% of students expressed interest in learning more about the nervous system. 85.2% reported that the activities proposed in our actions served to awaken their interest on research and science, and when evaluating the actions in general, with a score from 0 to 10, the assigned score was 9.4 ± 0.99. Thus, we can claim that our proposal was well accepted by the students and is considered valid and reaching the aim of promoting the dissemination and popularization of neuroscience

Conhecendo o sistema nervoso: ações de divulgação e popularização da neurociência junto a estudantes da Rede Pública de Educação Básica / Knowing the nervous system: actions of neuroscience divulgation and popularization with students of Public Basic Education

Este estudo tem a finalidade de relatar uma prática proposta (Semana do Cérebro de Uruguaiana) com o intuito de contribuir com a popularização e divulgação da Neurociência junto à Educação Básica. Paralelamente à Semana Internacional do Cérebro (Brain Awareness Week) foram realizadas atividades voltadas para alunos da rede pública de Educação Básica. As atividades foram organizadas em seis etapas: (1) divulgação; (2) palestra explicativa sobre o funcionamento do Sistema Nervoso Central; (3) exposição de neuroanatomia; (4) demonstração prática de ações nervosas; (5) noções de pesquisa científica em neurociências; e (6) avaliação. Ao final verificou-se a opinião dos alunos quanto às atividades realizadas durante as diferentes etapas, 98,6% manifestaram ter interesse em aprender mais sobre o sistema nervoso, 85,2% relataram que as atividades propostas serviram para despertar seu interesse por pesquisa e ciência, e, ao avaliarem as ações de uma forma geral, atribuindo uma nota de 0 a 10, a nota atribuída foi de 9,4 ± 0,99. Desse modo, pode-se afirmar que a proposta foi bem aceita pelos alunos, sendo considerada válida e atingindo o objetivo de promover a divulgação e popularização da neurociência.

This study aimed to report a practice (Brain Awareness Week of Uruguaiana) that was proposed with the aim of contribute with the popularization and dissemination of Neuroscience in the Basic Education. Alongside the Brain Awareness Week we performed activities with students from public basic education. The activities were organized in six steps: (1) disclosure; (2) lecture explaining the functioning of the Central Nervous System; (3) neuroanatomy exposition; (4) practical demonstration of nerve actions; (5) notions of scientific research neuroscience; and (6) evaluation. At the end was verified the opinion of students about the activities carried in the different steps. 98.6% of students expressed interest in learning more about the nervous system. 85.2% reported that the activities proposed in our actions served to awaken their interest on research and science, and when evaluating the actions in general, with a score from 0 to 10, the assigned score was 9.4 ± 0.99. Thus, we can claim that our proposal was well accepted by the students and is considered valid and reaching the aim of promoting the dissemination and popularization of neuroscience.