scholarly journals Pallidal circuits for aversive motivation and learning

2019 ◽  
Vol 26 ◽  
pp. 82-89 ◽  
Author(s):  
Marcus Stephenson-Jones
Keyword(s):  
Motivation And Learning ◽  
Aversive Motivation

scholarly journals c-Fos-MMP-9 pathway in central amygdala mediates approach motivation but not reward consumption

2020 ◽  
Author(s):  
T. Lebitko ◽  
J. Dzik ◽  
J. Jędrzejewska-Szmek ◽  
M. Chaturvedi ◽  
T. Jaworski ◽  
...  
Keyword(s):  
Matrix Metalloproteinase ◽  
Psychiatric Disorders ◽  
Molecular Mechanism ◽  
Molecular Mechanisms ◽  
Approach Motivation ◽  
Central Amygdala ◽  
Motivation And Learning ◽  
Core Symptoms ◽  
Aversive Motivation ◽  
Metalloproteinase 9

AbstractAlthough impairments of motivational and consummatory aspects of reward behavior are core symptoms of several psychiatric disorders, the underlying neural and molecular mechanisms remain poorly understood. Here we report that blocking either c-Fos or matrix metalloproteinase 9 in the central amygdala disrupts approach motivation and appetitive discrimination learning, but not reward consumption. Further, we show that manipulation of c-Fos-MMP-9 pathway does not affect aversive motivation and learning. These findings reveal molecular mechanism of motivational anhedonia.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

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