Co-existence of ethanol-related respiratory and motivational learning processes based on a tactile discrimination procedure in neonatal rats

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

Behavioral and Brain Sciences ◽

10.1017/s0140525x2000014x ◽

2020 ◽

Vol 43 ◽

Author(s):

Thibaud Gruber

Keyword(s):

Social Learning ◽

Cognitive Processes ◽

Learning Processes ◽

Cognitive Approach ◽

Technological Culture ◽

Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

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Social epistemic actions

Behavioral and Brain Sciences ◽

10.1017/s0140525x19002802 ◽

2020 ◽

Vol 43 ◽

Author(s):

Giovanni Pezzulo ◽

Laura Barca ◽

Domenico Maisto ◽

Francesco Donnarumma

Keyword(s):

Social Interaction ◽

Joint Action ◽

Niche Construction ◽

Cultural Practices ◽

Learning Processes ◽

Epistemic Actions ◽

Target Article ◽

Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

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Ultrastructural Localization of Acetylcholinesterase in the Arcuate Nucleus and Median Eminence of the Rat

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100079644 ◽

1977 ◽

Vol 35 ◽

pp. 440-441

Author(s):

K.A. Carson ◽

C.B. Nemeroff ◽

M.S. Rone ◽

J.S. Kizer ◽

J.S. Hanker

Keyword(s):

Choline Acetyltransferase ◽

Median Eminence ◽

Arcuate Nucleus ◽

Cholinergic Neurons ◽

Ultrastructural Localization ◽

Male Rats ◽

Neonatal Rats ◽

Good Marker ◽

Chemical Studies ◽

High Doses

Biochemical, physiological, pharmacological, and more recently enzyme histo- chemical data have indicated that cholinergic circuits exist in the hypothalamus. Ultrastructural correlates of these pathways such as acetylcholinesterase (AchE) positive neurons in the arcuate nucleus (ARC) and stained terminals in the median eminence (ME) have yet to be described. Initial studies in our laboratories utilizing chemical lesioning and microdissection techniques coupled with microchemical and light microscopic enzyme histo- chemical studies suggested the existence of cholinergic neurons in the ARC which project to the ME (1). Furthermore, in adult male rats with Halasz deafferentations (hypothalamic islands composed primarily of the isolated ARC and the ME) choline acetyltransferase (ChAc) activity, a good marker for cholinergic neurons, was not significantly reduced in the ME and was only somewhat reduced in the ARC (2). Treatment of neonatal rats with high doses of monosodium 1-glutamate (MSG) results in a lesion largely restricted to the neurons of the ARC.

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Effects of prenatal administration of PCP on hippocampal neurogenesis in neonatal rats

Cell Biology International ◽

10.1042/cbi034s028b ◽

2010 ◽

Vol 34 (8) ◽

pp. S28-S28

Author(s):

Juan Liu ◽

Lianxiang Zhang ◽

Yujun Wen ◽

Yiwei Zhang ◽

Toshihito Suzuki

Keyword(s):

Hippocampal Neurogenesis ◽

Neonatal Rats

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Speech Reception in the Presence of Classroom Noise

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1004.221 ◽

1979 ◽

Vol 10 (4) ◽

pp. 221-230 ◽

Cited By ~ 2

Author(s):

Veronica Smyth

Keyword(s):

Signal To Noise Ratio ◽

Learning Processes ◽

Speech Discrimination ◽

Signal To Noise ◽

Speech Reception ◽

Monosyllabic Words ◽

Noise Ratio

Three hundred children from five to 12 years of age were required to discriminate simple, familiar, monosyllabic words under two conditions: 1) quiet, and 2) in the presence of background classroom noise. Of the sample, 45.3% made errors in speech discrimination in the presence of background classroom noise. The effect was most marked in children younger than seven years six months. The results are discussed considering the signal-to-noise ratio and the possible effects of unwanted classroom noise on learning processes.

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