Changes in protein synthesis in different parts of the brain of rats with experimental neurosensitization

1980 ◽  
Vol 90 (3) ◽  
pp. 1232-1234
Author(s):  
N. A. Trekova
Keyword(s):  
Protein Synthesis ◽  
The Brain ◽  
Different Parts

Somatostatin-Positive Neurons in the Different Parts of the Brain in Normal Aging and Alzheimer's Disease

Neurosignals ◽  
1996 ◽  
Vol 5 (6) ◽  
pp. 343-348 ◽  
Author(s):  
Wei Ping Li ◽  
Helen W.L. Lai ◽  
Suet Ying Cheng ◽  
David T. Yew
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Normal Aging ◽  
The Brain ◽  
Different Parts

scholarly journals Dietary γ-Aminobutyric Acid Affects the Brain Protein Synthesis Rate in Ovariectomized Female Rats

2009 ◽  
Vol 55 (1) ◽  
pp. 75-80 ◽  
Author(s):  
Kazuyo TUJIOKA ◽  
Miho OHSUMI ◽  
Kenji HORIE ◽  
Mujo KIM ◽  
Kazutoshi HAYASE ◽  
...  
Keyword(s):  
Protein Synthesis ◽  
Female Rats ◽  
Aminobutyric Acid ◽  
Synthesis Rate ◽  
Protein Synthesis Rate ◽  
Brain Protein ◽  
Brain Protein Synthesis ◽  
The Brain

The science and poetry in learning (and teaching) to read

2018 ◽  
Vol 100 (4) ◽  
pp. 13-17
Author(s):  
Maryanne Wolf
Keyword(s):  
Reading Instruction ◽  
Teaching Methods ◽  
Explicit Instruction ◽  
Natural Process ◽  
Teaching Approaches ◽  
Reading Processes ◽  
Learning And Teaching ◽  
Digital World ◽  
The Brain ◽  
Different Parts

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from Reader Come Home: The Reading Brain in a Digital World, Maryanne Wolf describes how many different parts of the brain must work together when reading and why each requires attention in teaching. She delves into research into different reader profiles, each of which needs different emphases in reading instruction, and she explains the value of teaching approaches that include both explicit instruction in decoding and deep reading processes, and engagement by learner and teacher with the world of words and stories.

scholarly journals It is Fear, Not Disgust, That Enhances Memory: Experimental Study on Students in Bandung

2016 ◽  
Vol 31 (2) ◽  
pp. 77-83
Author(s):  
KaYan KaYan ◽  
Henndy Ginting ◽  
Cakrangadinata Cakrangadinata
Keyword(s):  
Experimental Study ◽  
Significant Influence ◽  
Healthy Lifestyle ◽  
Negative Emotion ◽  
Low Degree ◽  
Research Findings ◽  
The Impact ◽  
The Brain ◽  
Different Parts

A number of research findings have found the impact of emotion on memory. Some researchers stated that disgust has more impact on memory, however according to the current study the effect of fear cannot be ignored. Both disgust and fear are examples of negative emotion that may have a significant influence on behavior, such as in the attempt of creating a healthy lifestyle. The current study involved an experiment where participants were asked to memorize and recall four randomly displayed picture categories that elicit emotions of disgust, fear, joy, and neutral emotion. They also filled out a DS-R (Disgust Scale-Revised) questionnaire and a supporting questionnaire about healthy lifestyle. Analysis of the results showed that disgust did not show an effect on memory, but fear instead did. This is related to the fact that most participants showed a low degree of disgust, and so it was not considered a significant emotion that affected memory compared to fear. In addition, physiologically fear and disgust are managed by different parts of the brain and thus it was assumed that they will have a different impact on memory. The findings implied that, in campaigning for a healthier lifestyle, fear emotion need to be instilled in people.

Sign in / Sign up

Export Citation Format

Share Document