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155. Gut Microbiota Modification: Another Piece in the Puzzle of the Benefits of Physical Exercise in Health?

Author

Cerdá, Begoña, Pérez, Margarita, Pérez-Santiago, Jennifer D., Tornero-Aguilera, Jose F., González-Soltero, Rocío, Larrosa, Mar, DiCarlo, Stephen E., and De Filippo, Carlotta

Subjects
GUT microbiome, EXERCISE physiology, ANTI-inflammatory agents, HYPOTHALAMIC-pituitary-adrenal axis, CHRONIC diseases
Abstract

Regular physical exercise provides many health benefits, protecting against the development of chronic diseases, and improving quality of life. Some of the mechanisms by which exercise provides these effects are the promotion of an anti-inflammatory state, reinforcement of the neuromuscular function, and activation of the hypothalamic-pituitary-adrenal (HPA) axis. Recently, it has been proposed that physical exercise is able to modify gut microbiota, and thus this could be another factor by which exercise promotes well-being, since gut microbiota appears to be closely related to health and disease. The purpose of this paper is to review the recent findings on gut microbiota modification by exercise, proposing several mechanisms by which physical exercise might cause changes in gut microbiota. [ABSTRACT FROM AUTHOR]

Published
2016
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183. Intellectual development is positively related to intrinsic motivation and course grades for female but not male students.

Author

Cortright, Ronald N., Lujan, Heidi L., Cox, Julie H., Cortright, Maria A., Langworthy, Brandon M., Petta, Lorene M., Tanner, Charles J., and DiCarlo, Stephen E.

Subjects
INTELLECTUAL development, INTRINSIC motivation, COLLEGE students
Abstract

We hypothesized that the intellectual development of students, i.e., their beliefs about the nature of knowledge and learning, affects their intrinsic motivation and class performance. Specifically, we hypothesized that students with low intellectual development (i.e., the naive beliefs that knowledge is simple, absolute, and certain) have low intrinsic motivation and low class performance, whereas students with high intellectual development (i.e., more sophisticated beliefs that knowledge is complex, tentative, and evolving) have high intrinsic motivation and class performance. To test this hypothesis, we administered the Learning Context Questionnaire to measure intellectual development. In addition, we administered the Intrinsic Motivation Inventory to assess our students' intrinsic motivation. Furthermore, we performed regression analyses between intellectual development with both intrinsic motivation and class performance. The results document a positive relationship among intellectual development, intrinsic motivation, and class performance for female students only. In sharp contrast, there was a negative relationship between intellectual development, intrinsic motivation, and class performance for male students. The slope comparisons documented significant differences in the slopes relating intellectual development, intrinsic motivation, and class performance between female and male students. Thus, female students with more sophisticated beliefs that knowledge is personally constructed, complex, and evolving had higher intrinsic motivation and class performance. In contrast, male students with the naive beliefs that the structure of knowledge is simple, absolute, and certain had higher levels of intrinsic motivation and class performance. The results suggest that sex influences intellectual development, which has an effect on intrinsic motivation for learning a specific topic. [ABSTRACT FROM AUTHOR]

Published
2015
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184. The flipped exam: creating an environment in which students discover for themselves the concepts and principles we want them to learn.

Author

Lujan, Heidi L. and DiCarlo, Stephen E.

Subjects
*FLIPPED classrooms, *COLLABORATIVE learning, *STUDENT-centered learning, *ACADEMIC motivation, *TEACHING methods
Abstract

Students are naturally curious and inquisitive with powerful intrinsic motives to probe, learn, and understand their world. Accordingly, class activities must capitalize on this inherently energetic and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. This report describes a student-centered class activity, the "flipped exam," designed to achieve this goal. The flipped exam was a collaborative, group effort, and learning was interactive. It included a significant proportion (∼30-35%) of material not covered in class. This required students to actively search for content and context, dynamically making connections between what they knew and what they learned, grappling with complexity, uncertainty, and ambiguity, and finally discovering answers to important questions. Accordingly, the need or desire to know was the catalyst for meaningful learning. Student assessment was determined by behavioral noncognitive parameters that were based on the observation of the student and the student's work as well as cognitive parameters (i.e., the student's score on the examination). It is our view that the flipped exam provided a student-centered activity in which students discovered, because of the need to know and opportunities for discussion, the important concepts and principles we wanted them to learn. [ABSTRACT FROM AUTHOR]

Published
2014
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