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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / natural molecules found in essential oils, Geraniol is one that has been extensively studied. The literature shows geraniol as an anti-inflammatory, chemo-preventive, antimicrobial, antioxidant, and neuro-protective agent. However, a lack of studies remains in covering the influence of this compound on the central nervous system. This study aimed to characterize the effect of geraniol in brainwave patterns, motor and anxiety-like behavior in Wistar rats. In the experiments, we used one hundred and eighty (180) male Wistar rats, all of them aged 3 and 4 months, from the Central Biotery and Neurophysiology Laboratory Biotery, both of Federal University of Sergipe. Behavioral tests were performed to evaluate engine components and anxiety (perforated plate and open field). We also evaluated barbiturate-induced sleeping time. We performed Electrocorticogram (ECoG) exams to characterize the pattern of brain waves. We used three different doses of geraniol in the tests: 25, 50 and 100 mg/kg. Divergences in the literature regarding the anxiolytic dose of diazepam as control in the hole-board and open field test led us to carry out a dose-response curve to determinate such dose, followed by a comparison with doses of geraniol. In the hole-board we observed that the dose of 2,0 mg/kg Diazepam increased immobility time and decreased the number and duration of rearing. There was a large increase in head-dipping time in animals treated with diazepam 0,5 mg/kg. As to the open field test, Diazepam at a dose of 5,0 mg / kg decreased distance traveled and the animals treated with this dose remained most of the time immobile. The number and duration of rearing were higher in animals treated with diazepam at a dose of 1,5 mg/kg and reduced with Diazepam 5,0 mg/kg. When testing geraniol at doses of 25, 50 and 100 mg/kg in the two apparatuses mentioned we noticed that the dose of 100 mg/kg decreased the distance traveled, the number and duration of rearing, the number and duration of head-dipping and increased immobility time in the hole-board compared to the control groups (saline and Diazepam 0,5 mg/kg). Similarly, in the open field, we observed that animals treated with geraniol (50 or 100 mg/kg) also reduced the distance traveled, the number and duration of rearing, and increased immobility time compared to the saline group and Diazepam 1,5 mg/kg . In the barbiturate-induced sleeping time test, Geraniol (100 mg/kg) did not affect sleep latency, however, increased sleep time of the animals similarly to the animals treated with diazepam 5 mg/kg. Furthermore, Geraniol (100 mg/kg) significantly increased the relative power ECoG of ultra-slow waves (0,5-1,5 Hz) and delta waves (0,5 4,0) and reduced of alfa waves (8,0-13,0 Hz). According to all gathered data, we conclude that geraniol (100 mg/kg) behaves as a hypnotic-sedative drug. / Óleos essenciais são compostos voláteis extraídos de plantas aromáticas. Entre as moléculas naturais encontradas em óleos essenciais, o Geraniol vem sendo bastante estudado. Esse já foi mostrado na literatura como um agente antimicrobiano, antioxidante, anti-inflamatório e neuroprotetor. Entretanto, ainda há escassez de estudos que abranjam a influência desse composto sobre o sistema nervoso central. Diante disso, esta pesquisa teve como objetivo caracterizar o efeito do geraniol nos padrões de ondas cerebrais, no comportamento motor e tipo ansiedade de ratos Wistar. Foram utilizados 180 ratos Wistar machos, com idade entre 3 e 4 meses, provenientes do Biotério Central e do Biotério do Laboratório de Neurofisiologia da UFS. Foram realizados testes comportamentais para avaliação de componentes motores e de ansiedade (placa perfurada e campo aberto). Também foi avaliado o tempo de sono induzido por barbitúrico. Para caracterizar o padrão de ondas cerebrais foi feito eletrocorticograma (ECoG). Foram testadas 3 doses de geraniol: 25, 50 e 100 mg/kg. Devido a divergência na literatura sobre a dose de Diazepam para controle ansiolítico nos testes da placa perfurada e campo aberto, foi realizada uma curva dose-resposta para identificação da mesma, seguida de comparação com as doses do Geraniol. Foi observado, na placa perfurada, que a dose de 2,0 mg/kg de Diazepam aumentou o tempo de imobilidade e diminuiu o número e tempo de rearing. Houve uma ampla elevação no tempo de head-dipping nos animais tratados com Diazepam 0,5 mg/kg. Quanto ao teste do campo aberto, Diazepam na dose de 5,0 mg/kg diminuiu distância percorrida, logo os animais tratados com esta dose permaneceram a maior parte do tempo imóveis. O número e tempo de rearing foram elevados nos animais tratados com Diazepam na dose de 1,5 mg/kg e reduzidos com Diazepam 5,0 mg/kg. Ao testar o Geraniol nas doses de 25, 50 e 100 mg/kg nos dois aparatos supracitados, vimos que a dose de Geraniol de 100 mg/kg diminuiu distância percorrida, número e tempo de rearing, número e tempo de head-dipping e aumentou tempo de imobilidade na placa-perfurada comparado aos grupos controles (Salina e Diazepam 0,5 mg/kg). Do mesmo modo, foi observado no campo aberto que animais tratados com Geraniol (50 e 100 mg/kg) também reduziram a distância percorrida, número e tempo de rearing e aumentaram tempo de imobilidade em relação ao grupo Salina e Diazepam 1,5 mg/kg. No teste do tempo de sono induzido por barbitúrico, Geraniol (100 mg/kg) não alterou a latência do sono, todavia elevou o tempo de sono do animal assemelhando-se aos animais tratados com Diazepam 5,0 mg/kg. Ademais, o Geraniol (100 mg/kg) aumentou significativamente a porcentagem relativa da energia de ondas ultra-lentas (0,5-1,5 Hz) e delta (0,5-4,0 Hz), e diminuiu nas ondas alfa (8,0-13,0 Hz). Diante dos dados obtidos, foi concluído que Geraniol (100 mg/kg) comporta-se como uma droga hipnótico-sedativa.

Research on the Berard Auditory Integration Training method has shown improvement in the regulation of attention, activity and impulsivity of children whose auditory system have been re-trained. Anecdotal reports have found improvements in sleeping patterns, balance, allergies, eyesight, eating patterns, depression and other seemingly unrelated physiological states. During the Auditory Integration Training (AIT) procedure dynamic music, with a wide range of frequencies, is processed through a system of filters in the AIT device. The volume and tone of the music is constantly and randomly modulated. The researcher explored Berard AIT as a possible intervention for learners between the ages of six and twelve years, who experienced problems with sustained attention and who have difficulty in shifting their attention from task to task. The aim was to investigate if Berard AIT method would enable the learner to stay calm, relaxed yet alert, with focused attention and thus concentration with appropriate reflection before action. An experimental quantative study, with a pretest-posttest control group design, was conducted to investigate the effect that Berard Auditory Integration Training has on learners with attention problems. Checklists and different measurements were conducted before the training started and repeated three months after the training was completed, to monitor if any change in the way that the learners pay attention, occurred the case group of ten learners was compared with ten learners in a control group who did not initially receive the intervention. Although the results of the post-tests varied amongst the learners, most learners in the experimental group experienced a statistical significant increase in attention control and a reduction in behavioural problems by the third month following the listening sessions. / Thesis (M.Ed.), North-West University, Vaal Triangle Campus, 2010

Research on the Berard Auditory Integration Training method has shown improvement in the regulation of attention, activity and impulsivity of children whose auditory system have been re-trained. Anecdotal reports have found improvements in sleeping patterns, balance, allergies, eyesight, eating patterns, depression and other seemingly unrelated physiological states. During the Auditory Integration Training (AIT) procedure dynamic music, with a wide range of frequencies, is processed through a system of filters in the AIT device. The volume and tone of the music is constantly and randomly modulated. The researcher explored Berard AIT as a possible intervention for learners between the ages of six and twelve years, who experienced problems with sustained attention and who have difficulty in shifting their attention from task to task. The aim was to investigate if Berard AIT method would enable the learner to stay calm, relaxed yet alert, with focused attention and thus concentration with appropriate reflection before action. An experimental quantative study, with a pretest-posttest control group design, was conducted to investigate the effect that Berard Auditory Integration Training has on learners with attention problems. Checklists and different measurements were conducted before the training started and repeated three months after the training was completed, to monitor if any change in the way that the learners pay attention, occurred the case group of ten learners was compared with ten learners in a control group who did not initially receive the intervention. Although the results of the post-tests varied amongst the learners, most learners in the experimental group experienced a statistical significant increase in attention control and a reduction in behavioural problems by the third month following the listening sessions. / Thesis (M.Ed.), North-West University, Vaal Triangle Campus, 2010

Le module de l'apprenant est l'une des composantes les plus importantes d’un Système Tutoriel Intelligent (STI). L'extension du modèle de l'apprenant n'a pas cessé de progresser. Malgré la définition d’un profil cognitif et l’intégration d’un profil émotionnel, le module de l’apprenant demeure non exhaustif. Plusieurs senseurs physiologiques sont utilisés pour raffiner la reconnaissance des états cognitif et émotionnel de l’apprenant mais l’emploi simultané de tous ces senseurs l’encombre. De plus, ils ne sont pas toujours adaptés aux apprenants dont les capacités sont réduites. Par ailleurs, la plupart des stratégies pédagogiques exécutées par le module du tuteur ne sont pas conçues à la base d’une collecte dynamique de données en temps réel, cela diminue donc de leur efficacité. L’objectif de notre recherche est d’explorer l’activité électrique cérébrale et de l’utiliser comme un nouveau canal de communication entre le STI et l’apprenant. Pour ce faire nous proposons de concevoir, d’implémenter et d’évaluer le système multi agents NORA. Grâce aux agents de NORA, il est possible d’interpréter et d’influencer l’activité électrique cérébrale de l’apprenant pour un meilleur apprentissage. Ainsi, NORA enrichit le module apprenant d’un profile cérébral et le module tuteur de quelques nouvelles stratégies neuropédagogiques efficaces. L’intégration de NORA à un STI donne naissance à une nouvelle génération de systèmes tutoriels : les STI Cérébro-sensibles (ou STICS) destinés à aider un plus grand nombre d’apprenants à interagir avec l’ordinateur pour apprendre à gérer leurs émotions, maintenir la concentration et maximiser les conditions favorable à l’apprentissage. / The learner module is the most important component within an Intelligent Tutoring System (ITS). The extension of the learner module is still in progress, despite the integration of the cognitive profile and the emotional profile, it is not yet exhaustive. To improve the prediction of the learner’s emotional and cognitive states, many physiological sensors have been used, but all of these sensors are cumbersome. In addition, they are not always adapted to the learners with reduced capacities. Beside, most of the pedagogical strategies that are executed by the tutor module are based on no-live collections of data. This fact reduces their efficiency. The objective of our research is to explore the electrical brain activity and use it as a communication channel between a learner and an ITS. To reach this aim, we suggest to conceive, to implement and to evaluate the multi-agent system NORA. Integrated to an ITS, this one became a Brain Sensitive Intelligent Tutoring System (BS-ITS). Agents of NORA interpret the learner’s brain electrical signal and react to it. The new BS-ITS is the extension of an ITS and enrich the learner module with the brain profile and the tutor module with a new Neuropedagogical Strategies. We aim to reach more categories of learners and help them to manage their stress, anxiety and maintain the concentration, the attention and the interest.

Le module de l'apprenant est l'une des composantes les plus importantes d’un Système Tutoriel Intelligent (STI). L'extension du modèle de l'apprenant n'a pas cessé de progresser. Malgré la définition d’un profil cognitif et l’intégration d’un profil émotionnel, le module de l’apprenant demeure non exhaustif. Plusieurs senseurs physiologiques sont utilisés pour raffiner la reconnaissance des états cognitif et émotionnel de l’apprenant mais l’emploi simultané de tous ces senseurs l’encombre. De plus, ils ne sont pas toujours adaptés aux apprenants dont les capacités sont réduites. Par ailleurs, la plupart des stratégies pédagogiques exécutées par le module du tuteur ne sont pas conçues à la base d’une collecte dynamique de données en temps réel, cela diminue donc de leur efficacité. L’objectif de notre recherche est d’explorer l’activité électrique cérébrale et de l’utiliser comme un nouveau canal de communication entre le STI et l’apprenant. Pour ce faire nous proposons de concevoir, d’implémenter et d’évaluer le système multi agents NORA. Grâce aux agents de NORA, il est possible d’interpréter et d’influencer l’activité électrique cérébrale de l’apprenant pour un meilleur apprentissage. Ainsi, NORA enrichit le module apprenant d’un profile cérébral et le module tuteur de quelques nouvelles stratégies neuropédagogiques efficaces. L’intégration de NORA à un STI donne naissance à une nouvelle génération de systèmes tutoriels : les STI Cérébro-sensibles (ou STICS) destinés à aider un plus grand nombre d’apprenants à interagir avec l’ordinateur pour apprendre à gérer leurs émotions, maintenir la concentration et maximiser les conditions favorable à l’apprentissage. / The learner module is the most important component within an Intelligent Tutoring System (ITS). The extension of the learner module is still in progress, despite the integration of the cognitive profile and the emotional profile, it is not yet exhaustive. To improve the prediction of the learner’s emotional and cognitive states, many physiological sensors have been used, but all of these sensors are cumbersome. In addition, they are not always adapted to the learners with reduced capacities. Beside, most of the pedagogical strategies that are executed by the tutor module are based on no-live collections of data. This fact reduces their efficiency. The objective of our research is to explore the electrical brain activity and use it as a communication channel between a learner and an ITS. To reach this aim, we suggest to conceive, to implement and to evaluate the multi-agent system NORA. Integrated to an ITS, this one became a Brain Sensitive Intelligent Tutoring System (BS-ITS). Agents of NORA interpret the learner’s brain electrical signal and react to it. The new BS-ITS is the extension of an ITS and enrich the learner module with the brain profile and the tutor module with a new Neuropedagogical Strategies. We aim to reach more categories of learners and help them to manage their stress, anxiety and maintain the concentration, the attention and the interest.