Cortisol response during pair associate learning under stressful conditions in volunteers: Relationship to learning and memory performance

2007 ◽  
Vol 40 (05) ◽  
Author(s):  
A Haag ◽  
M Gieser ◽  
A Thum ◽  
B Flux ◽  
P Klee ◽  
...  
Molekul ◽  
2010 ◽  
Vol 5 (2) ◽  
pp. 89
Author(s):  
Herlina Herlina

Pegagan (Centella asiatica (L) Urban) has been described to posses CNS effects such as improving cognitive function, learning and memory. The aim of the research was to evaluate the effects of total triterpen’s pegagan extract on cognitive functions as the learning and memory performance in male albino mice (Mus musculus) inhibited by scopolamine. The research design was Complete Randomized Design (RAL) – factorial on thirty six mice divided into 4 groups. One control group received only aquabidest (negative control). Three treatment groups received total triterpen 16 mg/kg BW, 32 mg/kg BW orally and piracetam 500 mg/kg BW by intra peritoneally (positive control) for 21 days. Data indicating learning and memory process of all subjects were obtained from one-trial passive avoidance test. Data were analyzed by two way ANOVA and BNT (p<0,05). Result showed that total triterpen 32 mg/kg BW had significantly prolonged the retention time compared to control group indicating improvement in cognitive function (505,03 second vs -18,53 second) (p<0,05) and it was not significantly different to piracetam 500 mg/kg BW group (505,03 second vs 522,48 second) (p>0,05). In conclusion, total triterpen from pegagan (Centella asiatica (L) Urban) improved learning ability and memory of male albino mice (Mus musculus) even though, it was inhibited by scopolamine.


2020 ◽  
Vol 4 (Supplement_1) ◽  
Author(s):  
Stella Katharina Baehring ◽  
Timothy P O’Leary ◽  
Danae M Holenka ◽  
Hong Li ◽  
Kyungchan Kim ◽  
...  

Abstract Insulin dysregulation independently underlies diabetes and Alzheimer’s Disease (AD) pathology. However, the former has also been shown to be a risk factor for the latter. The ancestral insulin gene (Ins2), but not the pancreas-specific Ins1gene, is transcribed locally within the brain in mice. We confirmed that neuronal expression of Ins2 is most prominent within the hippocampus, a brain region with established roles in learning and memory, and that it was reduced by a diet known to promote neuronal dysfunction. It is not yet clear, however, how insulin produced locally within the brain influences hippocampal function, learning and memory. To eliminate brain-derived insulin, we used young and old mice with germline Ins2knockout (Ins2-/-) and their normal complement of wildtype Ins1 alleles, which had equivalent pancreatic insulin and normal glucose homeostasis. Using the Morris water maze, we found that learning and memory performance of female Ins2-/-mice was significantly impaired relative to wild-type mice, whereas the performance of male Ins2-/-and wild-type mice did not differ. During acquisition training, the swim-speed in female Ins2-/-was faster than wild-type mice, suggesting increased stress reactivity and motivation to escape from water. Indeed, anxiety-like behavior was increased in female mice as assessed by the open-field test. Using RNA sequencing to profile isolated hippocampi, we found that femaleIns2-/-mice had a significant reduction in Cyclin D1 (Ccnd1) compared with littermate controls. This observation points to a possible defect in hippocampal neurogenesis, a physiological hallmark of impaired memory and emotionality implicated in both, diabetes and AD. Together these data suggest that Ins2plays sex- and brain region-specific roles in neuronal function and perhaps adult neurogenesis.


2018 ◽  
Vol 30 (3) ◽  
pp. 365-380 ◽  
Author(s):  
Maya L. Rosen ◽  
Margaret A. Sheridan ◽  
Kelly A. Sambrook ◽  
Matthew R. Peverill ◽  
Andrew N. Meltzoff ◽  
...  

Associative learning underlies the formation of new episodic memories. Associative memory improves across development, and this age-related improvement is supported by the development of the hippocampus and pFC. Recent work, however, additionally suggests a role for visual association cortex in the formation of associative memories. This study investigated the role of category-preferential visual processing regions in associative memory across development using a paired associate learning task in a sample of 56 youths (age 6–19 years). Participants were asked to bind an emotional face with an object while undergoing fMRI scanning. Outside the scanner, participants completed a memory test. We first investigated age-related changes in neural recruitment and found linear age-related increases in activation in lateral occipital cortex and fusiform gyrus, which are involved in visual processing of objects and faces, respectively. Furthermore, greater activation in these visual processing regions was associated with better subsequent memory for pairs over and above the effect of age and of hippocampal and pFC activation on performance. Recruitment of these visual processing regions mediated the association between age and memory performance, over and above the effects of hippocampal activation. Taken together, these findings extend the existing literature to suggest that greater recruitment of category-preferential visual processing regions during encoding of associative memories is a neural mechanism explaining improved memory across development.


2005 ◽  
Vol 11 (1) ◽  
pp. 58-68 ◽  
Author(s):  
Nancy D Chiaravalloti ◽  
John DeLuca ◽  
Nancy B Moore ◽  
Joseph H Ricker

This randomized clinincal trial utilized established techniques to improve new learning and memory performance in multiple sclerosis (MS) participants with learning impairment. Participants were 29 individuals with clinincally definite MS with documented learning deficits, randomly assigned to the experimental or control group. The experimental group underwent eight sessions of the Story Memory Technique (SMT), while the control group participated in eight sessions of memory exercises. Neuropsychological assessment was conducted at baseline, immediately following treatment and 5 weeks later to assess outcome. When stratifying participants by degree of learning deficits, a significant treatment effect was noted. MS participants with moderate-severe impairment in learning showed a significant improvement in learning abilities when compared to controls, (t(19)-3.32, P<0.01) evident in 88% of participants in the experimental group. Little improvement was noted in MS participants with mild learning impairments. Significant self-reported improvements in memory were noted in MS participants that underwent treatment, but not those that did not undergo treatment (t(26)-2.55, P<0.01). Results indicate that learning and memory deficits in MS can be effectively treated through a memory rehabilitation program utilizing context and imagery to improve new learning. Appropriate patient selection is important, with moderately-severely impaired individuals showing significantly greater benefit from treatment.


1998 ◽  
Vol 4 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Deborah A. King ◽  
Christopher Cox ◽  
Jeffrey M. Lyness ◽  
Yeates Conwell ◽  
and Eric D. Caine

We compared the verbal learning and memory performance of 57 inpatients with unipolar major depression and 30 nondepressed control participants using the California Verbal Learning Test. The effect of age within this elderly sample was also examined, controlling for sex, educational attainment, and estimated level of intelligence. Except for verbal retention, the depressives had deficits in most aspects of performance, including cued and uncued recall and delayed recognition memory. As well, there were interactions between depression effects and age effects on some measures such that depressives' performance declined more rapidly with age than did the performance of controls. The results are discussed in the context of recent contradictory reports about the integrity of learning and memory functions in late-life depression. We conclude that there is consistent evidence, from this and other studies, that elderly depressed inpatients have significant deficits in a range of explicit verbal learning functions. (JINS, 1998, 4, 115–126.)


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