慢性冷水游泳应激对小鼠空间学习记忆和海马NO、NOS的影响

32只成年昆明种小鼠随机分成对照组和应激组,采用强迫冷水游泳建立慢性应激动物模型,Morris水迷宫行为实验观察动物的空间学习记忆能力,同时测定海马NO含量及NOS活性。结果表明,慢性冷水游泳应激可提高小鼠空间学习记忆能力,其机制可能与海马NO含量和NOS活性降低有关。     

慢性束缚应激损害小鼠学习记忆和抑制体重增加

研究慢性束缚应激对小鼠体重和学习记忆能力的影响.小鼠每天进行6h的束缚应激,记录每天的体重变化,Y迷宫试验观察小鼠学习记忆能力,同时用荧光法测定血浆皮质酮的变化.结果表明,慢性束缚应激显著抑制小鼠体重的增加(P《0.05),同时显著升高血浆皮质酮水平(P《0.01),Y迷宫实验证实束缚组小鼠的学习记忆能力下降.慢性束缚应激抑制小鼠体重的增加和损害小鼠学习记忆能力,可能与束缚应激导致的高水平血浆皮质酮相关.     

活动丰富度对小鼠学习记忆能力的影响

为研究认知运动对小鼠学习记忆能力的影响,实验设置了活动丰富和活动单一环境,建立了小鼠学习记忆模型。实验结果表明:对小鼠进行一定强度的水迷路游泳训练后发现,一定强度的训练对两组小鼠的学习记忆能力均有显著的提高。活动丰富环境更有利于提升小鼠学习记忆的能力。     

微囊藻毒素-LR对大鼠海马组织中N-乙酰门冬氨酸及神经行为的作用（英文）

探讨了微囊藻毒素-LR(MC-LR)对大鼠神经行为及海马组织中神经递质N-乙酰门冬氨酸(NAA)水平的影响.用不同剂量的MC-LR对雄性sprague-dawley(SD)大鼠灌胃染毒90 d后,进行旷场实验和Morris水迷宫试验来评估大鼠的运动行为、空间学习能力及记忆功能.行为学试验结果表明:MC-LR染毒剂量为2.00μg/kg时可显著损伤大鼠的学习记忆能力及自发活动能力;核磁共振成像(M RI)试验结果显示,染毒大鼠海马中的NAA/Cr比值显著降低(P0.05).研究提示,低剂量MC-LR能够导致神经行为及海马组织神经元的损伤.     

睡眠剥夺对小鼠学习记忆和免疫功能的影响

应用水迷宫学习模型测试慢性不完全睡眠剥夺组动物和正常对照组动物的空间学习记忆能力,并计算出两组小鼠的胸腺指数和脾脏指数.结果发现,慢性不完全睡眠剥夺组动物与正常对照组相比,动物到达水下平台的时间和游程明显增加（P＜0.01）;动物的胸腺指数显著减小（P＜0.001）.说明慢性不完全睡眠剥夺导致小鼠学习记忆能力下降和免疫功能减弱.     

元记忆监控对学习困难生记忆影响的实验研究

该文以自编的测试材料研究了45名学习困难生和45名学习优秀生的元记忆监控能力,目的在于了解元记忆监控对学习困难生记忆的影响.结果表明,元记忆监控的参与可以显著提高学习困难生的记忆效果,同时学习困难生和学习优秀学生的元记忆监控能力差异显著,表现为前者弱于后者.学习基础差也在不同程度上影响了学习困难生的认知记忆效果.无论是学习优秀学生还是学习困难儿童,元记忆与被试的记忆成绩存在着高相关.     

楤木皂苷对应激状态小鼠作用的实验研究

目的:研究应激状态下,楤木皂苷对小鼠应激能力的影响.方法:建立缺氧、ISO+缺氧、强迫游泳应激3种动物模型,将实验动物随机分为生理盐水、人参皂苷和格木皂苷3组进行对照实验.结果:楤木皂苷对提高小鼠应激能力的有明显作用(p<0.05),与人参皂苷相似.结论:楤木皂苷具有明显提高小鼠应激能力的作用.     

Morris水迷宫实验在空间学习记忆研究中的应用

Morris水迷宫实验是应用最广泛的研究、评价动物空间学习记忆能力的行为学实验。该文对近年来Morris水迷宫在国内外学习记忆能力测试实验中的应用进行了综述。     

方格中的智慧

本课题主要着眼于动物．尤其是小型哺乳动物的学习行为的研究。通过自行设制的“迷宫”以及实验动物——几种鼠的行走。探索动物在识别和记忆方面的潜能，寻求其有利于人类生产活动的方面加以培养和利用。     

试论全面的学习和教学方法的改革

一切有机体的活动之中,都有学习活动的存在,这种学习活动是有机体适应环境赖以生存的一种手段。有机体在同环境相互作用过程中获得经验,引起行为或行为潜能的变化。凡不能根据主体的先天反应倾向、成熟或暂时状态(如疲劳、酒醉等)来解释的行为或行为潜能的变化,皆可称为学习。这是就人和其他动物共有的学习活动来说的。而人类却具有动物无可比拟的学习能力,这是人和动物的根本区别,也是社会发展的基础。人类没有学习就没有今天,因此学习对于人类来说更有着特殊重     

The neurology of traumatic "dissociative" amnesia: commentary and literature review.

BACKGROUND: The relationship between traumatic emotional stress, hippocampal injury, memory loss, and traumatic ("dissociative") amnesia was examined. METHOD: A survey of the research on emotional trauma, learning, memory loss, glucocosteroid stress hormones, and the hippocampus was conducted, and animal and human studies were reviewed. RESULTS: It is well documented and has been experimentally demonstrated in animals and humans that prolonged and high levels of stress, fear, and arousal commonly induce learning deficits and memory loss ranging from the minimal to the profound. As stress and arousal levels dramatically increase, learning and memory deteriorate in accordance with the classic inverse U-shaped curve. These memory deficits are due to disturbances in hippocampal activation and arousal, and the corticosteroid secretion which can suppress neural activity associated with learning and memory and induce hippocampal atrophy. Risk and predisposing factors include a history of previous emotional trauma or neurological injury involving the temporal lobe and hippocampus, the repetitive and prolonged nature of the trauma, and age and individual differences in baseline arousal and level of cortisol. CONCLUSIONS: Although some victims may be unable to forget, amnesia or partial memory loss is not uncommon following severe stress and emotional trauma. Even well publicized national traumas may induce significant forgetting. Memory loss is a consequence of glucocosteroids and stress-induced disturbances involving the hippocampus, a structure which normally plays an important role in the storage of various events in long-term memory.     

Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext

Cognitive and metacognitive strategies are particularly important for learning with hypertext. The effectiveness of strategy training, however, depends on available working memory resources. Thus, especially learners high on working memory capacity can profit from strategy training, while learners low on working memory capacity might easily be overtaxed. In addition, efficient basic reading comprehension processes are important for strategy training to be successful: When both the newly acquired strategies and poorly routinized basic reading comprehension processes compete for working memory resources, navigation within the hypertext and learning might deteriorate rather than improve. In an experiment, 64 undergraduates learned with a comprehensive expository hypertext after receiving either a cognitive or a metacognitive or no strategy training. In line with the predictions, learners high on working memory capacity or reading skill could profit from learning strategy training in terms of learning outcomes and the quality of their navigational behavior. Learners low on working memory capacity or reading skill, in contrast, performed worse in both training conditions compared to the control condition. The improvement in learning outcomes for skilled learners as well as the impairment in learning outcomes for unskilled learners could be shown to be indirect effects mediated by the quality of navigational behavior.     

Pavlovian conditioning of fear based upon hormonal mediation of prior aversive experience

A series of three experiments was conducted to determine if epinephrine administered to animals given prior shock might support learning to new environmental cues paired with the epinephrine injection. Experiment 1, utilizing nonnaive rats, provided results snowing that such learning is possible. The effect, while dose-dependent, did not appear to be based on either epinephrine-induced place aversion or on sensitization. The results of Experiment 2 confirmed the basic finding when naive animals were utilized. Experiment 3 examined more carefully the potential contribution of generalized fear, impairment of extinction of fear, and nonspecific sensitization to the phenomenon. Since the findings did not support these alternative interpretations, it appears that epinephrine administration to previously stressed rats does indeed support new learning. The epinephrine-cue association may be mediated by either of two mechanisms: (1) higher order conditioning or (2) memory reactivation. The redintegrative function of epinephrine injections, in terms of modulating memory processing, is also discussed.     

图示法在化学教学中的作用

图示法是一种新的化学教育研究方法.该文提出利用图示法在化学教学中可以提高学生的学习兴趣、培养学生的各种能力、发展思维能力;有利于突出教材的重点及难点;可以优化知识结构,形成知识体系,增强学生对知识的理解和记忆,还可以使计算简化;有助于教师获得反馈信息,检查教学效果.     

睡眠影响记忆巩固的研究进展

学习后睡眠有利于记忆巩固,学习的类型不同,睡眠依赖的记忆巩固机制可能也有所不同,涉及到不同脑区在不同的睡眠时相的生理功能。睡眠有助于长时程增强（long-term potentiation,LTP）的形成,进而促进记忆的巩固。总睡眠剥夺、快动眼睡眠剥夺、片段性睡眠可以通过不同的分子生物学机制损伤记忆巩固。     

高职学生在线学习投入量表构建与实证分析

学生的学习行为投入是影响学习效果的重要因素。为了了解疫情防控期间高职学生在线学习行为投入现状,在学习行为投入、在线学习行为投入内涵界定及测量研究的基础上设计了6个维度的高职学生在线学习行为投入测量量表,并基于学校电子商务学院2018级237名学生在安徽省网络课程学习中心(e会学)平台上进行在线学习的系统后台数据以及课后针对学习过程调查的问卷数据,对20个测量指标进行描述性分析、阶段性变化分析以及与终局性在线考试成绩进行相关分析。最后提出有效激发学生在线学习行为投入的实践启示,包括强化线上教学的过程管理;丰富线上教学设计,激发学生学习积极性;坚持线上教学的高要求。     

浅谈睡眠剥夺对学习记忆的影响

现代生活节奏紧张,睡眠剥夺现象非常普遍,这直接影响了人们的学习和记忆等功能;睡眠剥夺作为一种研究睡眠对人和动物影响的实验方法越来越受到重视,这种方法对于人们研究睡眠剥夺(sleep deprivation,SD)对学习记忆的影响有非常高的价值;从长时程突触增强机制和一氧化氮毒性作用等方面综述睡眠剥夺对学习记忆的影响机制。     

Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect

Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This “depletion effect” can be incorporated into cognitive load theory that is concerned with using the properties of human cognitive architecture, especially working memory, when designing instruction. Two experiments were carried out on the spacing effect that occurs when learning that is spaced by temporal gaps between learning episodes is superior to identical, massed learning with no gaps between learning episodes. Using primary school students learning mathematics, it was found that students obtained lower scores on a working memory capacity test (Experiments 1 and 2) and higher ratings of cognitive load (Experiment 2) after massed than after spaced practice. The reduction in working memory capacity may be attributed to working memory resource depletion following the relatively prolonged mental effort associated with massed compared to spaced practice. An expansion of cognitive load theory to incorporate working memory resource depletion along with instructional design implications, including the spacing effect, is discussed.