Wyniki wyszukiwania

1

Heredity, individual experience, canalization: sandhoppers as a case study

100%

Scapini F.

Polskie Archiwum Hydrobiologii

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1995

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tom 42

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nr 4

2

The learning brain - activation during classical conditioning

88%

Kossut M., Cybulska A.

Acta Neurobiologiae Experimentalis

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2009

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tom 69

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nr 3

The neural bases of appetitive and aversive conditioning are different, and at various stages of learning may engage distinct cortical and subcortical networks. Using [14C]2-deoxyglucose (2-DG) autoradiography we examined brain activation in mice during classical conditioning involving stimulation of whiskers on one side of the muzzle paired with an aversive or appetitive UCS. Both variants result in modifi cation of cortical representations of vibrissae activated during the conditioning. Analysis of autoradiograms revealed that the nucleus basalis of Meynert (NBM) and ventral pallidum showed stronger labeling during appetitive training while the lateral hypothalamus (LH) and basolateral amygdala (BLA) were activated only by aversive learning. Apart from that, classicalconditioning with appetitive or aversive UCS increased 2-DG uptake in a similar set of brain structures – the posterior parietal cortex (PPC), cingulate (CG) and retrosplenial gyrus (RET), caudate nucleus (CPU) and nucleus accumbens (NA). Formation of sensory association, compared to pseudoconditioning, induces more activity in the subcortical sensory processing pathway (ventral postero-medial and posterior nuclei of the thalamus) but not in the barrel cortex. Also, conditioning contrasted with pseudoconditioning increases activity in structures important for cognitive and attentional functions (PPC, NA, CG, RET, CPU), which might provide the enhancing input necessary for memory trace formation.

3

Neurobiology of infant attachment: unique role of the locus coeruleus and amygdala supporting learning

88%

Sullivan R. M.

Acta Neurobiologiae Experimentalis

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2005

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tom 65

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nr 5

4

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Variety of assessment forms in teaching geography

88%

Barwinek G.

Prace i Studia Geograficzne

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2011

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tom 48

the assessment is integral element of process of teaching and learning. The state important instrument of passing on information about effects of school activity, both pupils, as and the teachers, and the school is the place the opinion of achievements in which be holds unceasingly. They in period of transformation of system education the change underwent both the conditions, as and the ways of estimating, classifying and the promoting the pupils. The main aim of work is qualification of what form of assessment with geography is they be applied at schools peaceably with educational right as well as seeking new valid after introduction of next program basis. Proposals of different effective forms of assessment in range of geography in work were introduced also.

5

The contribution of AT1 and AT2 angiotensin receptors to its cognitive effects

88%

Braszko J.

Acta Neurobiologiae Experimentalis

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1996

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tom 56

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nr 1

6

Aristocrats in power: making sense of British institutions

75%

Dabrowska I.

Rozprawy Naukowe. Państwowa Wyższa Szkoła Naukowa im. Papieża Jana Pawła II w Białej Podlaskiej

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2009

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tom 03

Since the early 1970s, it has been clear that there is neither a single, universal method of foreign language teaching/learning nor a single, unified set of techniques that could guarantee all learner’s successful accomplishment of the complex task of language learning. Learners are different and, therefore, even the most thoroughly planned and well designed syllabuses or learning agendas cannot prove fully effective if we ignore the crucial issue of individual learner differences. Apart from the age factor, which determines human cognitive, linguistic, social, and emotional development, there are many other individual variables which seem to influence the learning process and its outcomes. These comprise the learner’s cognitive/learning styles and personality traits as well as his/her repertoire of strategies for language learning and use. In this series of three articles, the author presents an overview of research studies which show correlations between selected cognitive as well as affective factors and the learner’s individual choice and use of learning strategies. She also discusses implications for foreign language teaching/learning, focusing on the idea of learner strategy training.

7

Inhibition in learning - induced cortical plasticity

75%

Kossut M.

Acta Neurobiologiae Experimentalis

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2005

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tom 65

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nr 5

8

Przez samoksztalcenie do samodzielnosci

75%

Bunk G. P.

Biuletyn Informacyjny. Akademia Rolniczo-Techniczna w Olsztynie

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1993

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nr 36

43-46

9

Learning, memory and cortical plasticity

75%

Flor H.

Acta Neurobiologiae Experimentalis

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2005

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tom 65

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nr 5

10

Alternative methods of neuroprotection in brain ischemia

75%

Lazarewicz J.

Acta Neurobiologiae Experimentalis

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2009

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tom 69

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nr 3

Learning of cellular and molecular mechanisms of the ischemic neuronal damage led to development of pharmacological methods of neuroprotection targeted at these mechanisms. They were effective in animal stroke models, but none of them passed clinical trials. Thus the alternative experimental neuroprotective strategies emerge. Preclinical studies demonstrated that mild hypothermia signifi cantly improves the outcome in the animal models of stroke and brain injury. This method of still unclear mechanism has been successfully used in specifi c clinical conditions and has been tested in several trials. It is hoped that moderate hypothermia soon may be introduced as an alternative method of stroke treatment. Ischemic preconditioning is a way of inducing tolerance to brain ischemia by preceding the injurious ischemia with the sub-lethal stressors like short ischemia, mild hypoxia, heating or pharmacological treatment. The exact mechanisms of activation and induction of brain tolerance to ischemia by preconditioning are not clear. Recently post-conditioning, i.e. neuroprotective effect of the post-treatment with sub-lethal stressors after injurious ischemia has been demonstrated, pointing to a therapeutic potential of such a treatment, still being tested at the preclinical level.

11

Neural control of probabilistic motor learning

75%

Ashe J.

Acta Neurobiologiae Experimentalis

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2005

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tom 65

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nr 5

12

Value-dependent learning in the human brain

75%

O'Doherty J.

Acta Neurobiologiae Experimentalis

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2005

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tom 65

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nr 5

13

Differential but complementary mnemonic functions of the hippocampus and subiculum

75%

Deatwyler S.

Acta Neurobiologiae Experimentalis

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2005

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tom 65

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nr 5

14

How “natural” training methods can affect equine mental state? A critical approach - a review

75%

Rozempolska-Rucinska I., Trojan M., Kosik E., Prochniak T., Gorecka-Bruzda A.

Animal Science Papers and Reports

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2013

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tom 31

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nr 3

Among equestrians the “natural” training methods of horses are gaining widespread popularity due to their spectacular efficiency. Underlying philosophy of trainers - founders of different “natural horsemanship training” (NHT) schools, along with other not well documented statements includes argumentation of solely welfare- and human-friendly effects of NHT in the horse. The aim of this review was to screen scientific papers related to NHT to answer the question whether „natural” training methods may actually exert only positive effects upon equine mental state and human-horse relationship. It appears that NHT trainers may reduce stress and emotional tension and improve learning processes as they appropriately apply learning stimuli. Basing on revised literature it can be concluded that training is successful provided that [i] the strength of the aversive stimulus meets sensitivity of an individual horse, [ii] the aversive stimulus is terminated at a right moment to avoid the impression of punishment, and [iii] the animal is given enough time to assess its situation and make an independent decision in the form of adequate behavioural reaction.Neglecting any of these conditions may lead to substantial emotional problems, hyperactivity, or excessive fear in the horse-human relationship, regardless of the training method.However, we admit that the most successful NHT trainers reduce aversive stimulation to the minimum and that horses learn quicker with fear or stress reactions, apparently decreasing along with training process. Anyway, NHT should be acknowledged for absolutely positive role in pointing out the importance of proper stimulation in the schooling and welfare of horses.

15

Apparatus for studying behavior and learning in restrained rats

75%

Soltysik S., Jackson R., Jelen P.

Acta Neurobiologiae Experimentalis

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1996

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tom 56

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nr 3

16

Optimization of repetition spacing in the practice of learning

75%

Wozniak P. A., Gorzelanczyk E. J.

Acta Neurobiologiae Experimentalis

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1994

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tom 54

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nr 1

17

Direction discrimination learning in normal and visually deprived cats and the efects of lateral suprasylvian lesions

75%

Burnat K., Zernicki B.

Acta Neurobiologiae Experimentalis

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1997

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tom 57

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nr 3

18

Activation and motivation of medical students for learning histoembryology

75%

Stiblar-Martincic D.

Folia Morphologica

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1998

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tom 57

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nr 2

19

Effect of sound source position on learning and performance of auditory delayed matching-to-sample task in dogs

75%

Kusmierek P., Kowalska D. M.

Acta Neurobiologiae Experimentalis

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2002

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tom 62

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nr 4

20

Two components of long-term memory

75%

Wozniak P. A., Gorzelanczyk E. J., Murakowski J. A.

Acta Neurobiologiae Experimentalis

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1995

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tom 55

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nr 4

Ograniczanie wyników

Heredity, individual experience, canalization: sandhoppers as a case study

The learning brain - activation during classical conditioning