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Tell me a story about feathers: Teaching discipline through literatureRondeau, Carol Tripoli 01 January 2005 (has links)
This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.
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Interpersoonlike verrykingsprogram vir multikulturele groepe / An interpersonal enrichment programme for multicultural groupsVlok, Engela Susanna 01 1900 (has links)
Summaries in Afrikaans and English / Ons bevind ons in 'n nuwe Suid-Afrika waar die klem baie sterk op die uitwissing van die
spore van die apartheidsera gele word. Die oopstelling van skole het nie daartoe bygedra
dat kinders hulle vooroordele oorboord gooi en mekaar spontaan aanvaar nie. Die
verandering in wetgewing wat 'n eksterne verandering is, het nie noodwendig tot
verandering van gesindhede gelei nie. Daar kan derhalwe tereg gevra word hoe
versoening tussen mense van verskillende kulture tot stand kan kom.
In hierdie studie is gepoog om vas te stel of 'n verrykingsprogram in groepverband
interpersoonlike vaardighede en verhoudinge van persone van uiteenlopende kulturele
agtergronde kan bevorder. Die program is onder gekontroleerde omstandighede aangebied
en die idiografiese navorsingsmetode is gebruik.
Daar is bepaal watter faktore die aard en die kwaliteit van verhoudinge tussen persone van
verskillende kulturele herkoms be'invloed. Riglyne is gestruktrueer en kriteria is
ge'identifiseer waarvolgens die program saamgestel is. Die ouderdomme van die leertinge
het tussen 15 en 21 jaar gewissel. Tydens die multikulturele groepsbelewing het die
leertinge die geleentheid gehad om persoonlike en interpersoonlike vaardighede te
ontwikkel sodat daar 'n openheid en 'n beg rip vir mekaar ontstaan het. Die interaksie met
persone afkomstig van 'n verskeidenheid oriemtasies het daartoe gelei dat raakpunte in die
diversiteit ontdek is en hulle het mekaar as individue begin erken en verstaan. Nuutgestigte verhoudings was gekenmerk deur vertroue, warmte en empatie. Deur middel van
verbeterde selfbegrip en interpersoonlike vaardighede het die verhoudings tussen
groeplede in verskeie dimensies beduidend verbeter.
Hierdie navorsing het aangetoon dat mense van uiteenlopende kulturele orientasies soos
in Suid-Afrika die geval is, deur middel van ervaringsleer in groepverband, tot grater
eenheid en verdraagsaamheid saamgesnoer kan word. / Psychology of Education / D.Ed. (Psychology of Education)
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Towards relevance in language teaching : an outcomes-based approachLombard, Ilse 06 1900 (has links)
Chapter one of this study outlines some of the problems encountered in education today, with
particular reference to the 'relevance gap'. This is taken to mean that the education which learners
receive does not adequately prepare them for life, i.e. academic life, social life and their later
career. The South African scenario is described briefly, with the focus on English language
teaching and learning. The importance of English language skills is underlined. This chapter also
includes a discussion on the writer's awareness of the problem, the research proposal, aims and
method of the study plus a definition of terms.
The next chapter argues that the curriculum is at the centre of the education endeavour and
indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c)
considers the context within which and for which the learning takes place and (d) includes all the
relevant role-players and stakeholders in its design and development. A set of guidelines for
developing and implementing a relevant curriculum, are then suggested based on this assumption.
This is followed by a description of the traditional curriculum model, as proposed by Robert Zais
(1976), and the outcomes-based approach to curriculum design, development and implementation
proposed by William Spady (1993). The latter formed the basis for the development of
Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the
differences between these two approaches with regard to the principles underlying the approaches
and the elements which determine the structure of the curriculum.
In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased
approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum
outlined previously, i.e. to what degree do these two models satisfy the need for:
* a dynamic curriculum which is true to life and responsive to changes within society;
* a focus on learner needs and aptitudes;
* a careful consideration of the context within which and for which the learning is taking place;
and
* the inclusion of the relevant stakeholders and role-players in its design, development and
implementation. / Curriculum and Instructional Studies / M. Ed. (Didactics).
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The systems psychodynamics underlying the work-family interface amongst managerial women in the public sectorNaik, Biva 11 1900 (has links)
It is argued that key to gender empowerment and the success of women in leadership is the exploration of the work-family interface which serves to enhance the understanding of issues faced by women leaders as they navigate through their domestic and management roles. It is also contended that work-family scholarship move beyond the study of objective characteristics, and the overt conscious level of functioning of the interface, to an understanding of the intra-psychic experiences of individuals. Recognising the preoccupation with the role strain perspective, it is argued that work-family scholarship adopts a more balanced view and considers the positive and negative effects of participating in multiple roles. Hence the general aim of this qualitative study was to understand the systems psychodynamics underlying the work-family interface that influence the processes of enrichment and conflict among managerial women in the public sector.
In the empirical study, data was gathered using the organisational role analysis method, and analysed by means of systems psychodynamic discourse analysis. Six themes and their related subthemes were identified, namely anxiety and conflict, identity, boundary management, authority, role and task. The findings explored the manner in which these behavioural dynamics of participants, and their family and organisational systems interacted, mutually influencing each other, and shaping the way managerial women found, made and took up their domestic and management roles at the work-family interface. This led to resource generation and role enhancement, or resource depletion and role strain in the role (domestic or management). Through relatedness, projection and introjection between the systems and roles, the quality of life in one role influenced the other role, promoting enrichment and conflict at the interface. This study concluded that both enrichment and conflict occur at the interface. While participants oscillated between experiencing enrichment and conflict, some participants experienced more enrichment than conflict, while others experienced more conflict than enrichment at the work-family interface. The extent to which enrichment or conflict occurred between the systems was mediated by participants’ ability to self-contain, and/or the receiving system’s ability to serve as a “good enough” holding environment containing the anxieties experienced in the other role. / D. Litt et Phil. (Industrial & Organisational Psychology)
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Simulation and growth of cadmium zinc telluride from small seeds by the travelling heater methodRoszmann, Jordan Douglas 08 June 2017 (has links)
The semiconducting compounds CdTe and CdZnTe have important applications in high-energy radiation detectors and as substrates for infrared devices. The materials offer large band gaps, high resistivity, and excellent charge transport properties; however all of these properties rely on very precise control of the material composition. Growing bulk crystals by the travelling heater method (THM) offers excellent compositional control and fewer defects compared to gradient freezing, but it is also much slower and more expensive. A particular challenge is the current need to grow new crystals onto existing seeds of similar size and quality.
Simulations and experiments are used in this work to investigate the feasibility of growing these materials by THM without the use of large seed crystals. A new fixed-grid, multiphase finite element model was developed based on the level set method and used to calculate the mass transport regime and interface shapes inside the growth ampoule. The diffusivity of CdTe in liquid tellurium was measured through dissolution experiments, which also served to validate the model. Simulations of tapered THM growth find conditions similar to untapered growth with interface shapes that are sensitive to strong thermosolutal convection. Favourable growth conditions are achievable only if convection can be controlled.
In preliminary experiments, tapered GaSb crystals were successfully grown by THM and large CdTe grains were produced by gradient freezing. Beginning with this seed material, 25 mm diameter CdTe and CdZnTe crystals were grown on 10 mm diameter seeds, and 65 mm diameter CdTe on 25 mm seeds. Unseeded THM growth was also investigated, as well as ampoule rotation and a range of thermal conditions and ampoule surface coatings. Outward growth beyond one or two centimeters was achieved only at small diameters and included secondary grains and twin defects; however, limited outward growth of larger seeds and agreement between experimental and numerical results suggest that tapered growth may be achievable in the future. This would require active temperature control at the base of the crystal and reduction of convection through thermal design or by rotation of the ampoule or applied magnetic fields. / Graduate / 0346 / 0794 / 0548 / jordan.roszmann@gmail.com
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Mechanisms underlying activation of neural stem cells in the adult central nervous systemGrégoire, Catherine-Alexandra 04 1900 (has links)
À la fin du 19e siècle, Dr. Ramón y Cajal, un pionnier scientifique, a découvert les
éléments cellulaires individuels, appelés neurones, composant le système nerveux. Il a
également remarqué la complexité de ce système et a mentionné l’impossibilité de ces nouveaux
neurones à être intégrés dans le système nerveux adulte. Une de ses citations reconnues : “Dans
les centres adultes, les chemins nerveux sont fixes, terminés, immuables. Tout doit mourir, rien
ne peut être régénérer” est représentative du dogme de l’époque (Ramón y Cajal 1928).
D’importantes études effectuées dans les années 1960-1970 suggèrent un point de vue différent.
Il a été démontré que les nouveaux neurones peuvent être générés à l’âge adulte, mais cette
découverte a créé un scepticisme omniprésent au sein de la communauté scientifique. Il a fallu
30 ans pour que le concept de neurogenèse adulte soit largement accepté. Cette découverte, en
plus de nombreuses avancées techniques, a ouvert la porte à de nouvelles cibles thérapeutiques
potentielles pour les maladies neurodégénératives. Les cellules souches neurales (CSNs) adultes
résident principalement dans deux niches du cerveau : la zone sous-ventriculaire des ventricules
latéraux et le gyrus dentelé de l’hippocampe. En condition physiologique, le niveau de
neurogenèse est relativement élevé dans la zone sous-ventriculaire contrairement à
l’hippocampe où certaines étapes sont limitantes. En revanche, la moelle épinière est plutôt
définie comme un environnement en quiescence.
Une des principales questions qui a été soulevée suite à ces découvertes est : comment
peut-on activer les CSNs adultes afin d’augmenter les niveaux de neurogenèse ? Dans
l’hippocampe, la capacité de l’environnement enrichi (incluant la stimulation cognitive,
l’exercice et les interactions sociales) à promouvoir la neurogenèse hippocampale a déjà été
démontrée. La plasticité de cette région est importante, car elle peut jouer un rôle clé dans la
récupération de déficits au niveau de la mémoire et l’apprentissage. Dans la moelle épinière, des
études effectuées in vitro ont démontré que les cellules épendymaires situées autour du canal
central ont des capacités d’auto-renouvellement et de multipotence (neurones, astrocytes,
oligodendrocytes). Il est intéressant de noter qu’in vivo, suite à une lésion de la moelle épinière,
les cellules épendymaires sont activées, peuvent s’auto-renouveller, mais peuvent seulement
ii
donner naissance à des cellules de type gliale (astrocytes et oligodendrocytes). Cette nouvelle
fonction post-lésion démontre que la plasticité est encore possible dans un environnement en
quiescence et peut être exploité afin de développer des stratégies de réparation endogènes dans
la moelle épinière.
Les CSNs adultes jouent un rôle important dans le maintien des fonctions physiologiques
du cerveau sain et dans la réparation neuronale suite à une lésion. Cependant, il y a peu de
données sur les mécanismes qui permettent l'activation des CSNs en quiescence permettant de
maintenir ces fonctions. L'objectif général est d'élucider les mécanismes sous-jacents à
l'activation des CSNs dans le système nerveux central adulte. Pour répondre à cet objectif, nous
avons mis en place deux approches complémentaires chez les souris adultes : 1) L'activation des
CSNs hippocampales par l'environnement enrichi (EE) et 2) l'activation des CSNs de la moelle
épinière par la neuroinflammation suite à une lésion. De plus, 3) afin d’obtenir plus
d’information sur les mécanismes moléculaires de ces modèles, nous utiliserons des approches
transcriptomiques afin d’ouvrir de nouvelles perspectives.
Le premier projet consiste à établir de nouveaux mécanismes cellulaires et moléculaires
à travers lesquels l’environnement enrichi module la plasticité du cerveau adulte. Nous avons
tout d’abord évalué la contribution de chacune des composantes de l’environnement enrichi à la
neurogenèse hippocampale (Chapitre II). L’exercice volontaire promeut la neurogenèse, tandis
que le contexte social augmente l’activation neuronale. Par la suite, nous avons déterminé l’effet
de ces composantes sur les performances comportementales et sur le transcriptome à l’aide d’un
labyrinthe radial à huit bras afin d’évaluer la mémoire spatiale et un test de reconnaissante
d’objets nouveaux ainsi qu’un RNA-Seq, respectivement (Chapitre III). Les coureurs ont
démontré une mémoire spatiale de rappel à court-terme plus forte, tandis que les souris exposées
aux interactions sociales ont eu une plus grande flexibilité cognitive à abandonner leurs anciens
souvenirs. Étonnamment, l’analyse du RNA-Seq a permis d’identifier des différences claires
dans l’expression des transcripts entre les coureurs de courte et longue distance, en plus des
souris sociales (dans l’environnement complexe).
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Le second projet consiste à découvrir comment les cellules épendymaires acquièrent les
propriétés des CSNs in vitro ou la multipotence suite aux lésions in vivo (Chapitre IV). Une
analyse du RNA-Seq a révélé que le transforming growth factor-β1 (TGF-β1) agit comme un
régulateur, en amont des changements significatifs suite à une lésion de la moelle épinière. Nous
avons alors confirmé la présence de cette cytokine suite à la lésion et caractérisé son rôle sur la
prolifération, différentiation, et survie des cellules initiatrices de neurosphères de la moelle
épinière. Nos résultats suggèrent que TGF-β1 régule l’acquisition et l’expression des propriétés
de cellules souches sur les cellules épendymaires provenant de la moelle épinière. / At the end of the 19th century, Dr. Ramón y Cajal, a scientific pioneer, discovered that
the nervous system was composed of individual cellular elements, later called neurons. He also
noticed the complexity of this system and mentioned the impossibility of new neurons to be
integrated into the adult nervous system. One of his famous quotes: “In adult centers the nerve
paths are something fixed, ended, immutable. Everything may die, nothing may be regenerated”
is representative of the prevalent dogma at the time (Ramón y Cajal 1928). Key studies
conducted in the 1960-1970s suggested a different point of view. It was demonstrated that new
neurons could be born during adulthood, but this discovery created an omnipresent skepticism
in the scientific community. It took 30 years for the concept of adult neurogenesis to become
widely accepted. This discovery, along with more advanced techniques, opened doors to
potential therapeutic avenues for neurodegenerative diseases. Adult neural stem cells (NSCs)
reside mainly in two niches in the brain: the subventricular zone of the lateral ventricles and the
dentate gyrus of the hippocampus. Under normal conditions, neurogenesis level is relatively
high in the SVZ whereas some steps are rate-limiting in the hippocampus. In contrast, the spinal
cord is rather defined as a quiescent environment.
One of the main questions that arose from these discoveries is: how do you activate adult
NSCs in order to increase neurogenesis levels? In the hippocampus, environmental enrichment
(including cognitive stimulation, exercise and social interactions) has been shown to promote
hippocampal neurogenesis. The plasticity potential of this region is important as it could play a
crucial role in rescuing learning and memory deficits. In the spinal cord, studies conducted in
vitro demonstrated that ependymal cells found around the central canal have self-renewal and
multipotency capacities (neurons, astrocytes, oligodendrocytes). Interestingly, it turns out that
in vivo, following a spinal cord lesion, ependymal cells become activated, can self-replicate, but
can only give rise to glia cell fate (astrocytes and oligodendrocytes). This new post-injury
function shows that plasticity can still occur in a quiescent environment and could be exploited
to develop endogenous spinal cord repair strategies.
v
As mentioned above, NSCs play important roles in normal brain function and neural
repair following injury. However, little information is known about how a quiescent NSC
becomes activated in order to perform these functions. The general objective of this project was
to investigate the mechanisms underlying activation of neural stem cells in the adult central
nervous system. My specific aims were to address this question using adult mice in two
complementary models: 1) activation of hippocampal NSCs by environmental enrichment, and
2) activation of spinal cord NSCs by injury-induced neuroinflammation. Moreover, 3) to gain
new insights into the molecular mechanisms of these models, we will perform transcriptomics
studies to open new lines of investigation.
The first project is expected to provide us with new insights into the basic cellular and
molecular mechanisms through which environmental enrichment modulates adult brain
plasticity. We first evaluated the contribution of individual environmental enrichment
components to hippocampal neurogenesis (Chapter II). Voluntary exercise promotes
neurogenesis, whereas a social context increases neuronal activation. We then determined the
effect of these components on behavioural performances and transcriptome using an eight-arm
radial maze to assess spatial memory, novel object recognition, and RNA-Seq, respectively
(Chapter III). Runners show stronger spatial short-term memory recall, whereas mice exposed
to social interactions had a better cognitive flexibility to abandon old memory. Surprisingly,
RNA-Seq analysis indicated clear differences in the expression of modified transcripts between
low runners and high runners, as well as for social interacting mice (within the complex
environment).
The second project consists of discovering how ependymal cells acquire NSC properties
in vitro or multipotentiality following lesions in vivo. A RNA-Seq analysis revealed that the
transforming growth factor-β1 (TGF-β1) acts as an upstream regulator of significant changes
following spinal cord injury (Chapter IV). We therefore confirmed the presence of this cytokine
after lesion and investigated its role on proliferation, differentiation, and survival of
neurosphere-initiating cells from the spinal cord. Our results suggest that TGF-β1 regulates the
acquisition and expression of stem cell properties of spinal cord-derived ependymal cells.
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Zprostředkované učení - významný faktor pomoci sociálně znevýhodněným žákům (v procesu učení) / Mediated training as a possibility for socially disadvantaged studentsŠkopková, Pavla January 2015 (has links)
This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.
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Vliv zprostředkovaného učení na rozvoj kognitivních funkcí u dětí mladšího školního věku / The effect of mediated learning on the development of cognitive functions of younger school-age childrenJanoušková, Lenka January 2011 (has links)
The thesis is concerned with the application of Feuerstein's theory of mediated learning experience to teaching in the first year of primary school. It summarises basic information about Feuerstein's work, the theories of mediated learning experience and structural cognitive modifiability. It also deals with the application of mediated learning experience to teaching in the first year of primary school. In this respect, it characterises the period of early school age and the role of the teacher. The central theme of the work, the theory of mediated learning experience, is an approach targeted at the process and structure of thought. The application of this theory is aimed at the individual's general cognitive development, especially the development of the thinking process. The principal goal of the thesis is to introduce the possibilities of applying the theory of mediated learning to teaching in school and thus contribute to the spread of this methodology only recently introduced to the Czech Republic, which can be considered a helpful and meaningful way to enrich teaching and support the children's cognitive development.
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The systems psychodynamics underlying the work-family interface amongst managerial women in the public sectorNaik, Biva 11 1900 (has links)
It is argued that key to gender empowerment and the success of women in leadership is the exploration of the work-family interface which serves to enhance the understanding of issues faced by women leaders as they navigate through their domestic and management roles. It is also contended that work-family scholarship move beyond the study of objective characteristics, and the overt conscious level of functioning of the interface, to an understanding of the intra-psychic experiences of individuals. Recognising the preoccupation with the role strain perspective, it is argued that work-family scholarship adopts a more balanced view and considers the positive and negative effects of participating in multiple roles. Hence the general aim of this qualitative study was to understand the systems psychodynamics underlying the work-family interface that influence the processes of enrichment and conflict among managerial women in the public sector.
In the empirical study, data was gathered using the organisational role analysis method, and analysed by means of systems psychodynamic discourse analysis. Six themes and their related subthemes were identified, namely anxiety and conflict, identity, boundary management, authority, role and task. The findings explored the manner in which these behavioural dynamics of participants, and their family and organisational systems interacted, mutually influencing each other, and shaping the way managerial women found, made and took up their domestic and management roles at the work-family interface. This led to resource generation and role enhancement, or resource depletion and role strain in the role (domestic or management). Through relatedness, projection and introjection between the systems and roles, the quality of life in one role influenced the other role, promoting enrichment and conflict at the interface. This study concluded that both enrichment and conflict occur at the interface. While participants oscillated between experiencing enrichment and conflict, some participants experienced more enrichment than conflict, while others experienced more conflict than enrichment at the work-family interface. The extent to which enrichment or conflict occurred between the systems was mediated by participants’ ability to self-contain, and/or the receiving system’s ability to serve as a “good enough” holding environment containing the anxieties experienced in the other role. / D. Litt et Phil. (Industrial and Organisational Psychology)
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Enrichissement environnemental, performances cognitives et neurogenèse hippocampique adulte chez un modèle murin du syndrome de Coffin-Lowry / Environmental Enrichment, Cognitive Performances and Adult Hippocampal Neurogenesis in a Murine Coffin Lowry Syndrome ModelLunion, Steeve 09 July 2014 (has links)
Le syndrome de Coffin Lowry est une forme syndromique rare de déficience intellectuelle liée au chromosome X. Ce syndrome est dû à des mutations du gène Rsk2 codant la protéine kinase RSK2 dans la voie de signalisation des MAPK/ERK. La caractérisation phénotypique du modèle murin Rsk2-KO a principalement mis en évidence un retard d’acquisition ainsi qu’un déficit de mémoire spatiale à long terme, suggérant une altération des fonctions hippocampiques. Nous avons montré que les souris Rsk2-KO présentent également des déficits dans une forme d’apprentissage et de mémoire mettant en jeu la fonction de séparation de patterns dépendante du gyrus denté. Plusieurs études montrent que la genèse de nouveaux neurones dans le gyrus denté chez l’adulte constitue une forme de plasticité jouant un rôle important dans l’apprentissage et la mémoire dépendante de l’hippocampe, en particulier dans les tâches spatiales et de séparation de patterns. En raison des déficits observés chez les souris Rsk2-KO, nous nous sommes intéressés à la neurogenèse adulte chez ce modèle murin. Aucune différence de prolifération, de survie ou de maturation n’a été observée dans le gyrus denté des souris Rsk2-KO à l’état basal, ni après une tâche de séparation de patterns. Cependant, nous avons observé un déficit de survie des nouvelles cellules chez les souris Rsk2-KO après apprentissage dans la piscine de Morris. La littérature montre que l’enrichissement environnemental a des effets bénéfiques sur les performances cognitives des rongeurs et est notamment capable d’augmenter la neurogenèse adulte hippocampique. Nous avons donc analysé les effets de l’enrichissement sur les performances comportementales et la neurogenèse adulte des souris Rsk2-KO. Nos résultats montrent qu’un protocole d’enrichissement environnemental de 3 heures par jours durant 24 jours est capable de compenser ou d’améliorer les performances des souris Rsk2-KO dans les tâches de mémoire spatiale et de séparation de patterns et aussi d’augmenter la neurogenèse hippocampique adulte. / The Coffin-Lowry Syndrome is a rare syndromic form of X-linked intellectual disability. This syndrome is caused by mutations of the Rsk2 gene that encodes a protein kinase, RSK2, in the MAPK/ERK signaling pathway. Characterization of the behavioural phenotype of Rsk2-KO mice mainly showed that they display delayed acquisition and long-term deficits in a spatial reference memory task, suggesting an alteration in hippocampal function. Here, we show that Rsk2-KO mice are also deficient in a learning and memory task that involves dentate gyrus-dependent pattern separation function. Several studies showed the formation of new neurons in the adult dentate gyrus by neurogenesis is a form of plasticity that plays a significant role in hippocampal-dependent learning and memory, in particular for spatial learning and memory and pattern separation. As these functions are altered in Rsk2-KO mice, we studied hippocampal adult neurogenesis in these mice. No difference in proliferation, survival and maturation of newborn neurons was found in the dentate gyrus of the mutant mice in basal conditions, nor after a pattern separation task. However, we found a deficit in the survival of newborn cells in Rsk2-KO mice submitted to spatial learning and memory in the Morris water maze task. According to several studies, environmental enrichment in rodents has beneficial effects on cognitive performance and is associated with an enhancement of adult hippocampal neurogenesis. Thus, we assessed the potential effect of environmental enrichment on spatial learning and memory performance and adult hippocampal neurogenesis in Rsk2-KO mice. Our results show that an environmental enrichment protocol of 3h per day during 24 days can rescue or ameliorate spatial learning and memory performance and pattern separation function in Rsk2-KO mice and increase adult hippocampal neurogenesis.
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