Anxiety, spatial learning/memory, and learning strategy: The roles of trait anxiety, biological sex, and muscarinic receptors in the use of cognitive strategy in prepubertal rats

2011 ◽  
Author(s):  
G Dohanich ◽  
E Grissom ◽  
W Hawley
Keyword(s):  
Muscarinic Receptors ◽  
Trait Anxiety ◽  
Spatial Learning ◽  
Learning Strategy ◽  
Cognitive Strategy ◽  
Memory And Learning ◽  
Biological Sex ◽  
Prepubertal Rats ◽  
Spatial Learning Memory

Biological sex influences learning strategy preference and muscarinic receptor binding in specific brain regions of prepubertal rats

Hippocampus ◽  
2012 ◽  
Vol 23 (4) ◽  
pp. 313-322 ◽  
Author(s):  
Elin M. Grissom ◽  
Wayne R. Hawley ◽  
Kelly S. Hodges ◽  
Jessica M. Fawcett-Patel ◽  
Gary P. Dohanich
Keyword(s):  
Muscarinic Receptor ◽  
Receptor Binding ◽  
Learning Strategy ◽  
Brain Regions ◽  
Biological Sex ◽  
Prepubertal Rats

scholarly journals Effects of cochlear hair cell ablation on spatial learning/memory

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Z. Jason Qian ◽  
Anthony J. Ricci
Keyword(s):  
Hearing Loss ◽  
Hair Cell ◽  
Spatial Learning ◽  
Hair Cells ◽  
Noise Exposure ◽  
Memory Errors ◽  
Cochlear Hair Cells ◽  
Cochlear Hair Cell ◽  
Cell Ablation ◽  
Spatial Learning Memory

AbstractCurrent clinical interest lies in the relationship between hearing loss and cognitive impairment. Previous work demonstrated that noise exposure, a common cause of sensorineural hearing loss (SNHL), leads to cognitive impairments in mice. However, in noise-induced models, it is difficult to distinguish the effects of noise trauma from subsequent SNHL on central processes. Here, we use cochlear hair cell ablation to isolate the effects of SNHL. Cochlear hair cells were conditionally and selectively ablated in mature, transgenic mice where the human diphtheria toxin (DT) receptor was expressed behind the hair-cell specific Pou4f3 promoter. Due to higher Pou4f3 expression in cochlear hair cells than vestibular hair cells, administration of a low dose of DT caused profound SNHL without vestibular dysfunction and had no effect on wild-type (WT) littermates. Spatial learning/memory was assayed using an automated radial 8-arm maze (RAM), where mice were trained to find food rewards over a 14-day period. The number of working memory errors (WME) and reference memory errors (RME) per training day were recorded. All animals were injected with DT during P30–60 and underwent the RAM assay during P90–120. SNHL animals committed more WME and RME than WT animals, demonstrating that isolated SNHL affected cognitive function. Duration of SNHL (60 versus 90 days post DT injection) had no effect on RAM performance. However, younger age of acquired SNHL (DT on P30 versus P60) was associated with fewer WME. This describes the previously undocumented effect of isolated SNHL on cognitive processes that do not directly rely on auditory sensory input.

Resveratrol ameliorates spatial learning memory impairment induced by Aβ 1–42 in rats

Neuroscience ◽  
2017 ◽  
Vol 344 ◽  
pp. 39-47 ◽  
Author(s):  
Rui Wang ◽  
Yu Zhang ◽  
Jianguo Li ◽  
Ce Zhang
Keyword(s):  
Spatial Learning ◽  
Memory Impairment ◽  
Spatial Learning Memory

scholarly journals Impaired Spatial Learning Memory after Isoflurane Anesthesia or Appendectomy in Aged Mice is Associated with Microglia Activation

2015 ◽  
Vol 8 ◽  
pp. JCD.S30596 ◽  
Author(s):  
Hui-Lin Wang ◽  
Rui-Hua Ma ◽  
Hao Fang ◽  
Zhang-Gang Xue ◽  
Qing-Wu Liao
Keyword(s):  
Elderly Patients ◽  
Spatial Learning ◽  
Postoperative Cognitive Dysfunction ◽  
Microglia Activation ◽  
Behavioral Deficits ◽  
Adult Mice ◽  
Tnf Α ◽  
Ifn Γ ◽  
Common Problems ◽  
Spatial Learning Memory

Postoperative cognitive dysfunction (POCD) has been one of the most common problems in elderly patients following surgery. But the specific mechanism of POCD is still not clear. To further understand the reason of these postoperative behavioral deficits, we evaluated the spatial learning memory of both adult (3 months) and aged (18 months) male mice, 3 or 28 days after isoflurane (Iso) exposure for two hours or appendectomy (App). Hippocampal microglia activation and IL-1β, TNF-α, and IFN-γ expression were also evaluated at day 3, day 14 and day 28 after Iso exposure or appendectomy. Results showed that spatial learning memory of aged, but not adult, mice was impaired after Iso exposure or appendectomy, accompanied with more hippocampal microglia activation and IL-1β, TNF-α, and IFN-γ overexpression. These findings suggest that the cognitive deficits of elderly patients who have undergone surgeries are quite possibly caused by hippocampal microglia overactivation and the subsequent inflammation.

scholarly journals Repeated Sleep Restriction in Adolescent Rats Altered Sleep Patterns and Impaired Spatial Learning/Memory Ability

SLEEP ◽  
2012 ◽  
Vol 35 (6) ◽  
pp. 849-859 ◽  
Author(s):  
Su-Rong Yang ◽  
Hui Sun ◽  
Zhi-Li Huang ◽  
Ming-Hui Yao ◽  
Wei-Min Qu
Keyword(s):  
Spatial Learning ◽  
Sleep Restriction ◽  
Sleep Patterns ◽  
Memory Ability ◽  
Adolescent Rats ◽  
Spatial Learning Memory

scholarly journals VOCABULARY LEARNING STRATEGY EMPLOYED BY HIGH-ACHIEVER UNIVERSITY STUDENTS AT MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 78-89
Author(s):  
Zizhi Meyretha Putri ◽  
Erly Wahyuni
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategy ◽  
Grade Point ◽  
High Achiever ◽  
Qualitative Research Design ◽  
Quantitative And Qualitative Research ◽  
Common Strategy ◽  
Dictionary Use

Learners should learn English language basic skills and also the components such as grammar, pronunciation, and vocabulary. The learners will have a difficulty in understanding interlocutor’s mean or expressing their ideas without having a sufficient vocabulary. In learning vocabulary, students may have various strategies used to improve their vocabulary. High-achiever students are considered as students who perform well in school and have a high academic achievement. This research is conducted to find out the most common strategy in learning vocabulary used by high achiever students and the reasons in choosing the strategy. Mixed methods, which combine quantitative and qualitative research design was applied for this research. Then, the instruments of this research are questionnaire and interview. The researcher takes seventh-semester high-achiever students as population and 26 high-achiever students who have Grade Point Average (GPA) 3, 51 - above were taken as the sample of this research. The result showed that the most common strategy employed by high-achiever student is cognitive strategy with mean score of 79.8. The strategies involved were note-taking, highlighting, analyzing, dictionary-use, etc. The high-achiever students preferred to use cognitive strategy because it helped them in learning English skill, easy to apply, to make them speak English well, effective and also it is comfortable to use during learning process Therefore, appropriate learning strategies would help the students perform their English well.

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