'What do you notice?' Using posters containing questions and general instructions to guide preschoolers' science and mathematics learning

To increase preschoolers' science and mathematics learning experiences both within and outside the classroom, we developed age-appropriate materials containing general questions and instructions that teachers and parents could use when interacting with their students and children. The questions and instructions were related to a specific science or mathematics skill (e.g., classifying), but were general enough so that they could be applied to a variety of situations. Observations of three classrooms and interviews with the classroom teachers and aides, and the parents of the children in the classrooms suggested that use of these materials was beneficial to the children, teachers, and parents, and resulted in increasing the amount of science and mathematics activities and discussions in two of the classrooms as well as outside the classrooms.     

口腔医学专业学生认知风格与口腔正畸学学习成绩关系的研究

目的提出对学习策略和教学方式的改进建议。方法测试口腔医学生的场依存/独立认知风格,并用统计学方法分析其与口腔正畸学学习成绩的关系。结果①场独立认知风格是口腔医学专业学生认知风格的主体;②不同性别口腔医学专业学生的场依存/独立认知风格无显著性差异;③学生场依存/独立认知风格与口腔正畸学理论考试成绩有负相关倾向,与口腔正畸学实习操作成绩有正相关倾向。结论学习策略和教学方式因受认知风格的影响而制约学生学习的效果。     

Behavioral dissociation of anterodorsal and posteroventral hippocampus by subseizure stimulation in mice

BALB/c mice were bilaterally implanted with bipolar electrodes either in anterodorsal (ADH) or posteroventral hippocampus (PVH) in order to compare the effects of postsession electrical stimulation on memory processes. For each experiment, 30 s after the end of the first session, the animals were stimulated during 80 s. For both hippocampal regions, the stimulation intensity was half of the afterdischarge threshold value. Control groups were naive, ADH and PVH implanted non-stimulated animals. Different appetitive and aversive tasks were used. Subseizure stimulation never created a deficit. Depending on the region of the hippocampus stimulated and on the learning task, a retention enhancement was eventually observed. These data are in agreement with the involvement of hippocampus in initial stages of memory consolidation. Further, the subseizure stimulation permitted a functional dissociation between the two hippocampal regions. Both regions seemed involved in the integration of information, but the anterodorsal part would be rather related to behavioral inhibition, while the posteroventral part would have the capacity to induce an arousal state allowing behavioral flexibility.     

低强度超短波对小鼠体质及智力的影响

本实验探讨了低强度超短波对小鼠连续三代辐射,对学习、记忆、拉力、运动耐力和周围血象的影响。用81MHz,10～12V/m 的超短波进行辐射,每天辐射2小时,每周6天。结果表明:经过超短波辐射的各代小鼠与对照组相比,学习能力、记忆能力、拉力及运动耐力有明显的降低,且运动耐力有进行性降低的趋势,而经过辐射的三代小鼠红细胞、血红蛋白含量及白细胞数均明显增高,每个红细胞的血红蛋白含量则低于对照组。     

Combined treatment with a 5HT1A receptor agonist and a muscarinic acetylcholine receptor antagonist disrupts water maze navigation behavior

The present study was designed to investigate the effects of combined treatment with a serotonin (5-HT)_1A receptor agonist, 8-hydroxy-2-(dipropylamino)-tetralin (8-OH-DPAT), and a muscarinic acetylcholine receptor antagonist, scopolamine, on water maze (WM) navigation. Treatment with either 8-OH-DPAT or scopolamine before daily behavioral training disrupted spatial navigation at medium doses and cue navigation at high doses. Pretraining treatment with a combination of subthreshold doses of 8-OH-DPAT and scopolamine impaired WM spatial and cue navigation, but did not impair the WM performance if the drugs were injected post-training. In trained rats, combined injections of subthreshold doses of 8-OH-DPAT and scopolamine given pretraining did not impair the rats' ability to find the platform in a familiar or in a novel position. The combination of 8-OH-DPAT and scopolamine also disrupted WM navigation in rats with central 5-HT depletion. A combination of a peripheral muscarinic acetylcholine receptor antagonist and 8-OH-DPAT had no effect on WM navigation. These data suggest that combined treatment with drugs blocking muscarinic acetylcholine receptors and activating 5-HT_1A receptors greatly impairs WM learning/performance, but does not impair spatial memory per se.     

Experiences and learning during a graduate nurse program: an examination using a focus group approach

The graduate nurse year requires individuals to make a huge transition from university student to registered nurse as part of the health care workforce. New graduates experience steep learning curves throughout the first year of professional practice. This study sought to explore experiences and learning occurring throughout the graduate nurse program for a group of seven new nurse graduates. Focus group interviews were conducted at six months and 12 months into the program using the same set of guiding questions. The first interview highlighted that graduates early in the graduate year were internalised, concentrating on their own survival in managing workloads, facing practice realities and coming to terms with themselves as nurses. Learning was primarily about survival strategies and performing tasks. By the second interview, graduates were much less focussed on themselves. They understood their place in the health care team, had gained confidence in their relationships, and were showing concern for the next graduates arriving. Learning at this stage involved more higher order skills, including critical thinking.     

网络和现实社会交互环境对网民的健康效应及卫生策略

网络社会对人类社会活动和生活方式带来了极大的影响，对人群健康的作用也存在双重效应。网络成瘾、网络孤独以及生理损伤成为网络社会的主要健康问题，但提高网民社会化程度、提供虚拟支持、增加健康信息供给的途径也给网民带来了诸多的健康效益。目前，要积极制定网络社会卫生策略，以促进网络社会化、虚拟支持和网络健康赋权对网民健康的贡献。     

Effects of purine analogues on spontaneous alternation in mice

The Y-maze was used to examine the effects of purines acting at A₁ and A₂ adenosine receptors upon spontaneous alternation, a model of working memory, in mice. In support of previous work, scopolamine produced a loss of spontaneous alternation behaviour to the 0.5 chance level. The A₁ receptor selective agonist N6-cyclopentyladenosine (CPA) did not change spontaneous alternation behaviour alone, but it prevented the decrease of spontaneous alternation scores produced by scopolamine. The A₁ receptor selective antagonist 1,3-dipropyl-8-cyclopentylxanthine (CPX) blocked the effect of CPA in combination with scopolamine but had no effect alone. The A₂ receptor selective agonist (N6-[2-(3,5-dimethoxyphenyl)-2-(2-methylphenyl)ethyl]adenosine (DPMA), and the A₂ receptor selective antagonist 3,7-dimethyl-1-propargylxanthine (DMPX) had no effect of alternation behaviour alone and did not modify the effect of scopolamine. The results indicate the ability of A₁ but not A₂ receptor activation to modify working memory deficits induced by scopolamine, but suggest that endogenous adenosine does not normally participate in working memory processes.     

Enhancement of performance by methyl β-carboline-3-carboxylate, in learning and memory tasks

Benzodiazepines are known to induce a profound anterograde amnesia in man. In this report, it is shown that methyl β-carboline-3-carboxylate (β-CCM), an inverse agonist of the benzodiazepine receptor, has the opposite effect; it enhances performance in learning and memory tasks. Three different learning models were used: habituation to a new environment and passive avoidance in mice and imprinting in chicks. The opposite effects of both β-CCM and the benzodiazepine diazepam were blocked by administration of the benzodiazepine receptor antagonist Ro 15-1788, provicling evidence that the benzodiazepine receptor is involved in these effects.