Search

Adult neurogenesis generates new functional neurons from adult neural stem cells in various regions, including the subventricular zone (SVZ) of the lateral ventricles and subgranular zone (SGZ) of hippocampal dentate gyrus (DG). Available evidence shows hippocampal neurogenesis can be negatively or positively regulated by dietary components. In a previous study, we reported that curcumin (diferuloylmethane; a polyphenolic found in curry spice) stimulates the proliferation of embryonic neural stem cells (NSCs) by activating adaptive cellular stress responses. Here, we investigated whether subchronic administration of curcumin (once daily at 0.4, 2, or 10 mg/kg for 14 days) promotes hippocampal neurogenesis and neurocognitive function in young (5-week-old) mice. Oral administration of low-dose curcumin (0.4 mg/kg) increased the proliferation and survival of newly generated cells in hippocampus, but surprisingly, high-dose curcumin (10 mg/kg) did not effectively upregulate the proliferation or survival of newborn cells. Furthermore, hippocampal BDNF levels and phosphorylated CREB activity were elevated in only low-dose curcumin-treated mice. Passive avoidance testing revealed that low-dose curcumin increased cross-over latency times, indicating enhanced memory retention, and an in vitro study showed that low-concentration curcumin increased the proliferative activity of neural progenitor cells (NPCs) by upregulating NF1X levels. Collectively, our findings suggest that low-dose curcumin has neurogenic effects and that it may prevent age and neurodegenerative disease-related cognitive deficits. [ABSTRACT FROM AUTHOR]

The teaching of Mathematics – in particular, Geometry, through conventional methods has been a challenging task for tutors. Augmented Reality (AR) based applications available in commercial space, have not followed any structured pedagogical approach in the designing process, and also do not ensure that the learning time of students is spent prolifically. In this paper, we explore the use of AR in mathematics for geometry education, to aid visualization of multidimensional objects and long-term retention of concepts by the learners. For designing an appropriate AR application it is necessary to identify some principles which support better memory retention of the students. The application has been specifically designed on the basis of identified principles affecting memory retention. We further explain the development of an AR-based Geometry Learning Assistant (AR-GLA), using a structural approach to pedagogical-design for teaching 3-dimensional geometry to higher school students through improved visualization and enhance their memory retention for related concepts. A sample of 54 K-12 students and 2 teachers with expertise in mathematics were part of the experiment. The students were divided into two different groups; one of the groups was taught with AR-based content whereas the other group was given Interactive Simulation (IS) based learning. The results illustrated that AR-based learning provides better retention of memory as compared to IS-based learning were tested over a period of two months. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The brain can learn new tasks without forgetting old ones. This memory retention is closely associated with the long-term stability of synaptic strength. To understand the capacity of pyramidal neurons to preserve memory under different tasks, we established a plasticity model based on the postsynaptic membrane energy state, in which the change in synaptic strength depends on the difference between the energy state after stimulation and the resting energy state. If the post-stimulation energy state is higher than the resting energy state, then synaptic depression occurs. On the contrary, the synapse is strengthened. Our model unifies homo- and heterosynaptic plasticity and can reproduce synaptic plasticity observed in multiple experiments, such as spike-timing-dependent plasticity, and cooperative plasticity with few and common parameters. Based on the proposed plasticity model, we conducted a simulation study on how the activation patterns of dendritic branches by different tasks affect the synaptic connection strength of pyramidal neurons. We further investigate the formation mechanism by which different tasks activate different dendritic branches. Simulation results show that compare to the classic plasticity model, the plasticity model we proposed can achieve a better spatial separation of different branches activated by different tasks in pyramidal neurons, which deepens our insight into the memory retention mechanism of brains. [ABSTRACT FROM AUTHOR]

Evidence exists that a brief period of wakeful rest after learning can support the retention of memories, whereas a period filled with a cognitive task after learning can weaken the retention of memories. The present study in 10–13 year old children investigated whether wakeful resting after encoding is more beneficial for the retention of new verbal information than watching movies, which reflects a common everyday life/learning break activity in children at this age. Children encoded a word list. After immediate recall of this word list, they wakefully rested for 12 min. Next, children encoded another word list. After immediate recall of this word list, they watched animated short movies for 12 min. The order of the delay conditions (rest, movies) was counterbalanced across children. At the end of the experimental session, a surprise free recall test took place. Overall analyses revealed that while memory performance decreased over time in both the resting condition and movies condition, it decreased significantly more in the movies condition. These results indicate that wakeful resting supports the retention of verbal information in children aged 10–13 years. [ABSTRACT FROM AUTHOR]

Studies indicate that a brief period of wakeful rest after learning supports memory retention, whereas distraction weakens it. It is open for investigation whether advanced age has a significant effect on the impact of post-learning wakeful rest on memory retention for verbal information when compared to a cognitively demanding distraction task. In this study, we examined (1) whether post-learning rest promotes verbal memory retention in younger and older adults and (2) whether the magnitude of the rest benefit changes with increasing age. Younger adults and older adults learned and immediately recalled two consecutive word lists. After one word list, participants rested wakefully for 8 min; after the other list, they solved matrices. Memory performance was again tested in a surprise free recall test at the end of the experimental session. We found that, overall, younger adults outperformed older adults. Also, memory retention was higher following a wakeful rest phase compared to distraction. A detailed analysis revealed that this wakeful rest benefit was significant for the older adults group, whereas the younger adults group retained a similar amount of information in both post-encoding conditions. We assume that older adults can profit more from a wakeful rest phase after learning and are more prone to distraction than younger adults. With increasing age, a short break immediately after information uptake may help better retain the previously learned information, while distraction after learning tends to weaken memory retention. [ABSTRACT FROM AUTHOR]

Using the expression of the immediate early gene (IEG) egr-1 as a neuronal activity marker, brain regions potentially involved in learning and long-term memory functions in the grey bamboo shark were assessed with respect to selected visual discrimination abilities. Immunocytochemistry revealed a significant up-regulation of egr-1 expression levels in a small region of the telencephalon of all trained sharks (i.e., ‘early’ and ‘late learners’, ‘recallers’) when compared to three control groups (i.e., ‘controls’, ‘undisturbed swimmers’, ‘constant movers’). There was also a well-defined difference in egr-1 expression patterns between the three control groups. Additionally, some staining was observed in diencephalic and mesencephalic sections; however, staining here was weak and occurred only irregularly within and between groups. Therefore, it could have either resulted from unintentional cognitive or non-cognitive inducements (i.e., relating to the mental processes of perception, learning, memory, and judgment, as contrasted with emotional and volitional processes) rather than being a training effect. Present findings emphasize a relationship between the training conditions and the corresponding egr-1 expression levels found in the telencephalon of Chiloscyllium griseum. Results suggest important similarities in the neuronal plasticity and activity-dependent IEG expression of the elasmobranch brain with other vertebrate groups. The presence of the egr-1 gene seems to be evolutionarily conserved and may therefore be particularly useful for identifying functional neural responses within this group. [ABSTRACT FROM AUTHOR]

The idea that maintained LTP and memory are lost by either increase in intracellular Zn2+ in dentate granule cells or increase in intracellular Ca2+ was examined to clarify significance of the increases induced by excess synapse excitation. Both maintained LTP and space memory were impaired by injection of high K+ into the dentate gyrus, but rescued by co-injection of CaEDTA, which blocked high K+-induced increase in intracellular Zn2+ but not high K+-induced increase in intracellular Ca2+. High K+-induced disturbances of LTP and intracellular Zn2+ are rescued by co-injection of 6-cyano-7-nitroquinoxakine-2,3-dione, an α-amino-3-hydroxy-5-methyl-4-isoxazolepropionate (AMPA) receptor antagonist, but not by co-injection of blockers of NMDA receptors, metabotropic glutamate receptors, and voltage-dependent calcium channels. Furthermore, AMPA impaired maintained LTP and the impairment was also rescued by co-injection of CaEDTA, which blocked increase in intracellular Zn2+, but not increase in intracellular Ca2+. NMDA and glucocorticoid, which induced Zn2+ release from the internal stores, did not impair maintained LTP. The present study indicates that increase in Zn2+ influx into dentate granule cells through AMPA receptors loses maintained LTP and memory. Regulation of Zn2+ influx into dentate granule cells is more critical for not only memory acquisition but also memory retention than that of Ca2+ influx. [ABSTRACT FROM AUTHOR]

Methylglyoxal (MG) is formed during normal metabolism by processes like glycolysis, lipid peroxidation, and threonine catabolism, and its accumulation is associated with various degenerative diseases, such as diabetes and arterial atherogenesis. Furthermore, MG has also been reported to have toxic effects on hippocampal neurons. However, these effects have not been studied in the context of neurogenesis. Here, we report that MG adversely affects hippocampal neurogenesis and induces neural progenitor cell (NPC) death. MG significantly reduced C17.2 NPC proliferation, and high concentration of MG (500 μM) induced cell death and elevated oxidative stress. Further, MG was found to activate the ERK signaling pathway, indicating elevated stress response. To determine the effects of MG in vivo, mice were administrated with vehicle or MG (0.5 or 1 % in drinking water) for 4 weeks. The numbers of BrdU-positive cells in hippocampi were significantly lower in MG-treated mice, indicating impaired neurogenesis, but MG did not induce neuronal damage or glial activations. Interestingly, MG reduced memory retention when administered to mice at 1 % but not at 0.5 %. In addition, the levels of hippocampal BDNF and synaptophysin were significantly lower in the hippocampi of mice treated with MG at 1 %. Collectively, our findings suggest MG could be harmful to NPCs and to hippocampal neurogenesis. [ABSTRACT FROM AUTHOR]

This study investigated memory retention capabilities of juvenile gray bamboo sharks ( Chiloscyllium griseum) using two-alternative forced-choice experiments. The sharks had previously been trained in a range of visual discrimination tasks, such as distinguishing between squares, triangles and lines, and their corresponding optical illusions (i.e., the Kanizsa figures or Müller-Lyer illusions), and in the present study, we tested them for memory retention. Despite the absence of reinforcement, sharks remembered the learned information for a period of up to 50 weeks, after which testing was terminated. In fish, as in other vertebrates, memory windows vary in duration depending on species and task; while it may seem beneficial to retain some information for a long time or even indefinitely, other information may be forgotten more easily to retain flexibility and save energy. The results of this study indicate that sharks are capable of long-term memory within the framework of selected cognitive skills. These could aid sharks in activities such as food retrieval, predator avoidance, mate choice or habitat selection and therefore be worth being remembered for extended periods of time. As in other cognitive tasks, intraspecific differences reflected the behavioral breadth of the species. [ABSTRACT FROM AUTHOR]

The effects of the cholinergic muscarinic agonist, oxotremorine (0.005, 0.01, 0.02 and 0.04 mg/kg), the serotonergic agonist, 5-methoxy-NN-dimethyltriptamine (5-MeODMT) (0.5, 1 and 2 mg/kg), and their combination, were investigated in C57BL/6 and DBA/2 mice using a one-trial inhibitory avoidance task, drug treatment being given immediately after the acquisition trial. Post-trial administration of oxotremorine facilitated, while post-trial administration of 5-MeODMT inhibited memory retention of both strains in a dose-dependent fashion. The DBA/2 strain was more affected by oxotremorine than the C57BL/6 mice; no strain-dependent sensitivity to serotonergic agonist administration was observed. In both strains, the combination of oxotremorine plus 5-MeODMT inhibited the performance improvement shown by the administration of the cholinergic agonist alone. The facilitatory role of cholinergic stimulation on retention performance was confirmed and an inhibitory action of the serotonergic system on memory processes was suggested. Moreover, the present results support a functional interaction between cholinergic and serotonergic systems on memory consolidation. [ABSTRACT FROM AUTHOR]

The cholinergic neurotoxin AF64A was administered to rats in order to produce learning impairment to test the effect of cholinergic drugs. Seven days after receiving an intracerebroventricular injection of AF64A (2.5-7.5 nmol), rats were subjected to one-trial passive avoidance acquisition and tested 24 h later. Learning was significantly impaired at 3.75 nmol AF64A, a dose at which significant reduction in acetylcholine level and choline acetyltransferase and acetylcholinesterase activity in the hippocampus was observed but changes in monoamine levels in the hippocampus, general behavior, or sensory sensitivity were not observed. Arecoline (4 mg/kg, IP) and physostigmine (0.1 mg/kg, IP) significantly decreased the learning impairment produced by AF64A (3.75 nmol) when given before the acquisition of passive avoidance learning but not when given after the acquisition or before the 24 h retention test. These drugs and oxotremorine (0.1 mg/kg, IP) given immediately after the acquisition, however, improved passive avoidance retention when the interval between the acquisition and the test was shortened to 1 h. These results indicate that the impairment of learning in AF64A-treated rats is caused by a memory retention deficit and suggest that such impairment can be effectively ameliorated by cholinergic drugs. [ABSTRACT FROM AUTHOR]

The effect of methylglucamine orotate (MGO) on learning and memory was investigated in 24-month-old rats using brightness discrimination in a Y-chamber and active avoidance in a shuttle box. In both learning procedures, an improvement of memory retention following 5-day MGO treatment (225 mg/kg per day) was observed. The retention of untreated old animals was significantly lower compared to 8-week-old rats. MGO treatment resulted in a significant improvement of retention in old rats, which nearly compensated for their memory deficit. [ABSTRACT FROM AUTHOR]

During the postnatal period, male Wistar rats were treated with orotate, either from the 6th to 15th, 16th to 25th, or 26th to 35th day of life. Learning and memory were tested in adulthood. Rats that received orotate from the 6th to 15th day showed a better retention of a learned brightness discrimination (Y-maze) than controls. An active avoidance (pole jumping) was learned more quickly by the rats orotatetreated from the 6th to 15th day than by controls. The spontaneous locomotor activity of previously orotatetreated rats was the same as in controls. Body weight measurements revealed no differences between orotate rats and control rats. The results suggest that memory retention in adulthood can be improved by postnatal orotate treatment. [ABSTRACT FROM AUTHOR]

The effect of orotic acid and central stimulants on retention of shuttle-box avoidance was investigated in rats. Orotic acid (100 mg/kg) was injected 30 min before training; caffeine (20 mg/kg), strychnine (1 mg/kg), or methylphenidate (10 mg/kg) were injected immediately after training. When given alone, these drugs improved avoidance retention when tested 24h after training. However, improvement of retention was much more evident when orotic acid was given in combination with a stimulant. The data are discussed in relation to the role of macromolecule synthesis and arousal in memory formation. [ABSTRACT FROM AUTHOR]