scholarly journals The Effects of Intravermis Cerebellar Microinjections of Dopaminergic Agents in Motor Learning and Aversive Memory Acquisition in Mice

2021 ◽  
Vol 15 ◽  
Author(s):  
Evelyn M. Guilherme ◽  
Anna Carolyna L. Gianlorenço
Keyword(s):  
Motor Learning ◽  
Sch 23390 ◽  
Inhibitory Avoidance ◽  
Emotional Memory ◽  
Avoidance Task ◽  
Motor Movement ◽  
Dopaminergic Agents ◽  
Memory Acquisition ◽  
Post Hoc

The cerebellum receives dopaminergic innervation and expresses the five types of described dopaminergic receptors. The cerebellar function involves both motor movement and cognition, but the role of cerebellar dopaminergic system on these processes remain unclear. The present study explores the behavioral responses to intracerebellar microinjection of dopaminergic agents in motor and emotional memory. For this, naïve Swiss mice had their cerebellar vermis implanted with a guide canula, received a intravermis microinjection of Dopamine, D1-like antagonist SCH-23390 or D2-like antagonist Eticlopride, and underwent a behavioral analysis of motor learning (by a Rotarod and balance beam learning protocol) or aversive memory acquisition (by the inhibitory avoidance task). The mixed-effects analysis was used to evaluate groups performance, followed by Tukey’s post hoc when appropriated. In this study, Dopamine, SCH-23390 and Eticlopride at the doses used did not affected motor control and motor learning. In addition, the administration of Dopamine and SCH-233390 had no effects on emotional memory acquisition, but the animals that received the highest dose of Eticlopride had an improvement in aversive memory acquisition, shown by a suppression of its innate preference for the dark compartment of the inhibitory avoidance apparatus following an exposure to a foot shock. We propose that cerebellar dopaminergic D2 receptors seem to participate on the modulation of aversive memory processes, without influencing motor performance at the doses used in this study.

Histamine infused into basolateral amygdala enhances memory consolidation of inhibitory avoidance

2013 ◽  
Vol 16 (7) ◽  
pp. 1539-1545 ◽  
Author(s):  
Fernando Benetti ◽  
Ivan Izquierdo
Keyword(s):  
Receptor Antagonist ◽  
Memory Consolidation ◽  
Receptor Agonist ◽  
Basolateral Amygdala ◽  
Inhibitory Avoidance ◽  
Avoidance Task ◽  
H1 Receptor ◽  
H3 Receptor ◽  
H2 Antagonist

Abstract The role of the basolateral amygdala (BLA) in the consolidation of aversive memory is well established. Here we investigate the involvement of the histaminergic system in BLA on this variable. Rats were chronically implanted with bilateral cannulae in the BLA and after recovery were trained in a one-trial step-down inhibitory avoidance task. Immediately after training histaminergic compounds either alone or in combination were infused through the cannulae. Memory was assessed in test sessions carried out 24 h after the training session. Post-training histamine (1–10 nmol; 0.5 µl/side) enhanced consolidation and the histamine H3 receptor antagonist thioperamide (50 nmol; 0.5 µl/side) impaired memory consolidation. The effect was shared by the histamine N-methyltransferase inhibitor SKF-91844 (50 nmol; 0.5 µl/side) as well as by the H3 receptor agonist imetit (10 nmol; 0.5 µl/side). The promnesic action of histamine was unaffected by the H1 receptor antagonist pyrilamine (50 nmol; 0.5 µl/side). The H1 receptor agonist pyridylethylamine (10 nmol; 0.5 µl/side), the H2 agonist dimaprit (10 nmol; 0.5 µl/side) and the H2 antagonist ranitidine (50 nmol; 0.5 µl/side) were ineffective. Histaminergic compounds infused into the BLA had no effect on open-field or elevated plus-maze behaviour. The data show that histamine induces a dose-dependent mnemonic effect in rats and indicate that this reflects a role of endogenous histamine in the BLA mediated by H3 receptors.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

METHODOLOGY OF PLAYING ACTIVITY IN REHABILITATION PRACTICE

2018 ◽  
Vol 28 (7) ◽  
pp. 2543-2548
Author(s):  
Petya Kasnakova
Keyword(s):  
Positive Emotions ◽  
Healing Process ◽  
Disease Process ◽  
Special Role ◽  
Thought Processes ◽  
Active Involvement ◽  
Movement Skills ◽  
Movement Training ◽  
Motor Movement

The games play a special role in rehabilitation practice. The positive emotions they cause in patients cannot be achieved by other methods and means of modern rehabilitation. The role of game playing activity in practice is crucial to the achievement of one of the important tasks in implementing rehabilitation measures, namely to evacuate the patient from the depressed mental state, to distract him from the disease process and to focus on mobilizing his healing powers. The mood, the emotional charge and the dynamics that the games create are particularly suited to awakening the patient's interest in the healing process, their attraction and their active involvement in the rehabilitation activities. The connection between the actions in the game and the movements in the analytical exercises accelerates the formation of motor habits, physical qualities and skills not only in children but also in adult patients with various pathological injuries. Rehabilitation games are suitable for all ages by enhancing the health of the occupants, developing their mental qualities, improving the activity of the vestibular, visual and motor analyzers. The basis of the motor movement training game methodology and the improvement of motor movement skills is the activation of the thought processes and emotional experiences, the development of the functions of the musculoskeletal system, the cardiovascular system and the respiratory system.

scholarly journals Selectively Interfering With Intrusive but Not Voluntary Memories of a Trauma Film: Accounting for the Role of Associative Memory

2021 ◽  
pp. 216770262199831
Author(s):  
Alex Lau-Zhu ◽  
Richard N. Henson ◽  
Emily A. Holmes
Keyword(s):  
Emotional Disorders ◽  
Traumatic Event ◽  
Emotional Memory ◽  
Control Procedure ◽  
Witness Testimony ◽  
Intrusive Memories ◽  
Therapeutic Benefits ◽  
Selective Interference ◽  
Intrusive Memory

Intrusive memories of a traumatic event can be reduced by a subsequent interference procedure, seemingly sparing voluntary memory for that event. This selective-interference effect has potential therapeutic benefits (e.g., for emotional disorders) and legal importance (e.g., for witness testimony). However, the measurements of intrusive memory and voluntary memory typically differ in the role of associations between a cue and the emotional memory “hotspots.” To test this, we asked participants to watch a traumatic film followed by either an interference procedure (reminder plus Tetris) or control procedure (reminder only). Measurement of intrusions (using a laboratory task) and voluntary memory (recognition for film stills) were crossed with the presence or absence of associative cues. The reminder-plus-Tetris group exhibited fewer intrusions despite comparable recognition memory, replicating the results of prior studies. Note that this selective interference did not appear to depend on associative cues. This involuntary versus voluntary memory dissociation for emotional material further supports separate-trace memory theories and has applied advantages.

scholarly journals Evaluating Mechanisms: Mapping Weekly Dynamics between Experiential Avoidance and SAD Symptoms

2021 ◽  
Author(s):  
Laurel D. Sarfan ◽  
Joshua C. Magee ◽  
Elise M. Clerkin
Keyword(s):  
Experiential Avoidance ◽  
Change Score ◽  
Avoidance Task ◽  
Symptom Change ◽  
Empirically Supported ◽  
Task Training ◽  
Clinical Questions ◽  
Pilot Intervention ◽  
Future Work

AbstractWidely-used, empirically-supported treatments focus on reducing experiential avoidance (EA) as a mechanism of social anxiety disorder (SAD) symptom change. However, little is known about how EA and SAD symptoms bidirectionally interrelate from session to session, or throughout the course of an intervention—a gap that raises significant theoretical and clinical questions about the mechanistic role of EA. Participants (N = 78) with elevated EA and SAD symptoms completed a 3-session pilot intervention (Approach-Avoidance Task training plus psychoeducation) designed to target EA. Bivariate latent change score modeling was then used to map the bidirectional, temporal interrelationships between EA and SAD symptoms from session to session. Analyses accounted for the overall trajectory of change in both variables (i.e., EA and SAD) and both variables’ preceding measurement. Findings suggested that changes in SAD symptoms preceded and predicted changes in EA from session to session. Contrary to hypotheses, this effect was not bidirectional, as changes in EA did not precede and predict changes in SAD symptoms from session to session. The use of a relatively small analogue sample limit the external validity of the present findings. Nevertheless, these novel findings advance our understanding of the dynamic interrelationships between EA and SAD symptoms throughout treatment. Moreover, given that many leading treatments target EA, this study highlights a need for future work to continue evaluating whether EA is indeed a mechanism of SAD symptom change.

“Experience Isn’t Everything”: How Emotion Affects the Relationship Between Experience and Cue Utilization

2018 ◽  
Vol 60 (5) ◽  
pp. 685-698 ◽  
Author(s):  
Monique Frances Crane ◽  
Sue Brouwers ◽  
Mark William Wiggins ◽  
Thomas Loveday ◽  
Kirsty Forrest ◽  
...  
Keyword(s):  
Clinical Performance ◽  
Experience Level ◽  
Cue Utilization ◽  
Practice Experience ◽  
Negative Arousal ◽  
Range Anxiety ◽  
Research Findings ◽  
Post Hoc ◽  
The Relationship

Objective: This research examined whether negative and positive arousal emotions modify the relationship between experience level and cue utilization among anesthetists. Background: The capacity of a practitioner to form precise associations between clusters of features (e.g., symptoms) and events (e.g., diagnosis) and then act on them is known as cue utilization. A common assumption is that practice experience allows opportunities for cue acquisition and cue utilization. However, this relationship is often not borne out in research findings. This study investigates the role of emotional state in this relationship. Method: An online tool (EXPERTise 2.0) was used to assess practitioner cue utilization for tasks relevant to anesthesia. The experience of positive and negative arousal emotions in the previous three days was measured, and emotion clusters were generated. Experience was measured as the composite of practice years and hours of practice experience. The moderating role of emotion on the relationship between experience and cue utilization was examined. Results: Data on 125 anesthetists (36% female) were included in the analysis. The predicted interaction between arousal emotions and the experience level emerged. In particular, post hoc analyses revealed that anxiety-related emotions facilitated the likelihood of high cue utilization in less experienced practitioners. Conclusion: The findings suggest a role for emotions in cue use and suggest a functional role for normal range anxiety emotions in a simulated work-relevant task. Application: This research illustrates the importance of understanding the potentially functional effects common negative arousal emotions may have on clinical performance, particularly for those with less experience.

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