Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2009. / Title from second page of PDF document. Includes bibliographical references (p. 26-31).

Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1998. / Includes bibliographical references (leaves 178-192).

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1998. / Includes bibliographical references (leaves 178-192).

Thesis (Ph. D.)--State University of New York at Binghamton, Psychology Department, 2005. / Includes bibliographical references.

Orientador: Mario Sergio Palma / Resumo: Atualmente, as abelhas têm sido utilizadas como modelos de aprendizagem e memória, destacando a sua utilidade para a neurociência, em particular para o melhor entendimento das bases da cognição. Para isso, o reflexo de extensão de probóscide (REP) é um estímulo incondicionado (US) amplamente utilizado para acessar a habilidade das abelhas para correlacioná-la com um estímulo condicionado (CS) durante a aprendizagem e aquisição de memória. No presente estudo REP foi utilizado para estudos proteômicos do cérebro de abelhas por meio de diversas estratégias inovadoras. Proteômica shotgun foi aplicada ao estudo de proteínas solúvel em sistema µLC-ESI-micrOToF-QIII e quantificação label-free em sistema LTQ-Orbitrap XL ETD, sendo o primeiro estudo de análise proteômica que chama atenção para o fato de que o comportamento reflexo (não-condicionado - US) por si só ativa diversas cascatas metabólicas, incluindo processos biológicos relacionados à memória. A análise comparativa dos perfis proteômicos para os cérebros de operárias do grupo controle e do grupo REP demonstraram uma ativação do metabolismo de compostos cíclicos/heterocíclicos/aromáticos em paralelo com o metabolismo de compostos nitrogenados. Este processo seguiu-se pela regulação negativa de proteínas envolvidas no metabolismo de metabólitos fosforilados e a regulação positiva das proteínas relacionadas com o metabolismo dos carboidratos. Isto provavelmente ocorreu para fornecer energia metabólica para os processos celular... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Nowadays, bees have been used as models in studies of learning and memory, highlighting their utility for neuroscience, in particular for a better understanding of the bases of cognition. For this, proboscis extension reflex (PER) is an unconditioned stimulus (US) widely used to access bees' ability to correlate it with a conditioned stimulus (CS) during learning and memory acquisition. In the present study, PER was used for proteomic studies of bees brain through several innovative strategies. Proteomic shotgun was applied to the study of soluble proteins in μLC-ESI-micrOToF-QIII system and label-free quantification in LTQ-Orbitrap XL ETD system, being the first proteomic analysis study that draws attention to the fact that reflex behavior (US) alone activates various metabolic cascades, including biological processes related to memory. The comparative analysis of the proteomic profiles for the workers' brains from control group and REP group demonstrated metabolism of cyclic / heterocyclic / aromatic compounds in parallel with the metabolism of nitrogen compounds. This process was followed by the negative regulation of proteins involved in metabolism of phosphorylated metabolites and the positive regulation of proteins related to the metabolism of carbohydrates. This has probably occurred to provide metabolic energy for the cellular processes needed to adapt the brain to PER. In addition, the transcriptome analysis of foraging bees brain was performed, which was used in the... (Complete abstract click electronic access below) / Doutor

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A nutrição inadequada é um dos principais fatores não-genéticos que afetam o desenvolvimento do encéfalo. O hipocampo é uma estrutura bastante sensível a alterações no aporte nutricional durante o desenvolvimento. No hipocampo a óxido nítrico sintase (ONS) é uma enzima altamente expressa e o óxido nítrico (ON) já foi apontado como tendo papel fundamental na potenciação de longa duração (LTP) e depressão de longa duração (LTD), responsáveis pelo processo de memória e aprendizado. Neste trabalho estudamos o efeito da malnutrição no comportamento associado à memória e aprendizado e na distribuição da ONS, através da técnica da nicotinamida adenina dinucleotídeo fosfato diaforase (NADPH-d). O presente trabalho foi aprovado pelo COMITÊ DE ÉTICA (CEA/055/2009). Foram utilizados ratos Wistar machos, divididos em dois grupos: grupo controle (GC) e grupo malnutrido (GM). A malnutrição se deu através da administração, para a mãe, de uma ração com 0% de proteína durante os 10 primeiros dias de lactação, iniciando-se no dia do nascimento dos filhotes. O GC recebeu ração comercial (22% de proteína). Os encéfalos foram processados histologicamente nas idades de P10, P20, P30, P45 e P90 (n=5 para cada idade e grupo estudado), sendo então realizada a histoquímica da NADPH-d para avaliar a distribuição da ONS. A avaliação dos comportamentos associados à ansiedade foi realizada através do labirinto em cruz elevado (LCE), o comportamento associados à busca por novos estímulos foi medida através do campo vazado (CV) e a memória/aprendizado foi avaliada através do labirinto aquático radial de 8 braços (LAROB) em animais P40 (n=10 para cada grupo) e P90 (n=11 para cada grupo). No GM em P10 observamos maior densidade de células NADPHd+ no giro denteado. Em P20, a marcação para NADPH-d no GM foi menor e esse padrão foi mantido em P30 e P45. No GM em P90 não observamos efeitos da dieta. Em P10, no GM observamos menor número de corpos marcados no stratum pyramidale (SPy). Em P20 o SPy encontrava-se intensamente marcado em ambos os grupos. Em P30 GM observamos maior número de células marcadas no SPy. Entretanto em P45, ambos os grupos apresentaram poucos corpos marcados. Em P90, o GM apresentou mais células marcadas no SPy. Não foram observadas diferenças significativas nas variáveis analisadas para o LCE. O GM em P90 explora maior número de orifícios, tanto na periferia (F=8,1; gl=1; P=0,014) quanto no número total (F=7,5; gl=1; P=0,017). Não foram observadas diferenças significativas para as variáveis analisadas no CV em P40. No teste de memória/aprendizagem foram observadas diferenças significativas entre o GM e o GC na latência de escape no 1 dia de testes em P90 (F=5,2; gl=1; P=0,033), com o GM apresentando melhor desempenho quando comparado ao GC. Esses valores podem ser explicados pela redução da latência para encontrar a plataforma de escape no GM. Não foram observadas diferenças significativas no LAROB em P40. Nossos resultados demonstram que a malnutrição protéica restrita aos 10 primeiros dias da lactação altera a distribuição da NADPH-d no hipocampo. A malnutrição afetou o comportamento dos animais em P40. Por outro lado, em P90 os primeiro dia de teste, sugerindo que o efeito observado está mais associado à novidade do ambiente de teste. / Undernutrition is one of the main epigenetic factors that affect brain development. The hippocampus is a very vulnerable structure that is selectively affected by alterations of food intake during the developmental period. Nitric oxide synthase is an enzyme highly expressed in this structure and nitric oxide has been postulated to have a role in hippocampal LTP and LTD. Here, we evaluated, in rats, the effects of protein malnutrition during the first 10 days of lactation on the distribution of NADPH-diaphorase and on the following behaviors: anxiety, novelty seeking and memory/learning. This study was approved by our University Ethics Committee (CEA/055/2009). Wistar male rats were divided into two groups: control group (CG) and malnourished group (MG). Dams were fed ad libitum with a normoprotein diet (22% protein) during gestation. During the first 10 days of lactation, MG dams received a protein free (0% protein) diet while CG dams received a normoprotein (22%protein) diet. After P10, all dams were fed with a normoprotein diet. On each age studied, P10 until P90 (n=5 for each group), the animals brains were processed histologically and then NADPH-d histochemistry was carried out. Behavioral tests were performed with one male from each litter. Anxiety-like effects were measured in the elevated plus maze (EPM) during 5 min. The time spent in and entries into the open arms were the measured variables. The hole board (HB) was used to assess novelty-seeking (number of nose pokes) for 5 min. Memory and learning were assessed in the 8-arm radial water maze (8-ARWM). The time needed to find a small platform (4 trials/day for 5 consecutive days) submerged in cloudy water was the measured variable. P10 MG animals showed more stained NADPH-d+ cells on the dentate gyrus. At P20, we observed fewer stained cells in MG and this pattern was also observed at P30 and P45. At P90 the staining pattern in the dentate gyrus was similar for both groups. P10 MG animals showed less stained cell bodies in the stratum pyramidale. At P20, the stratum pyramidale in both groups showed intense staining. P30 MG animals showed more stained NADPH-d cells, but, at P45, we observed few stained cells in both groups. Though P90 MG animals presented more stained cells in stratum pyramidale. No differences between groups were observed regarding the anxiety measures. Regarding novelty-seeking, P90 MG animals presented a significantly (ANOVA: P=0.014 and 0,017) higher number of nose pokes that CG ones. No differences were found between groups at P40. As for memory/learning, P90 MG animals had a significantly (P=0.032) reduced latency to find the platform than CG ones in the 8-ARWM. No differences were found between groups at P40. Our results demonstrate that protein malnutrition restricted to the first 10 days of lactation altered the distribution of NADPH-d on hippocampus. The malnourished animals did not display behavioral alterations at P40. Conversely, P90 malnourished animals displayed higher levels of novelty-seeking behavior and a better memory/learning performance, mainly in the first testing day, suggesting that the effect is highly dependent on the novelty of the testing situation.

Orientador: Fermino Fernandes Neto / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-01T02:02:45Z (GMT). No. of bitstreams: 1 MedinaCuri_Nicolas_D.pdf: 5359652 bytes, checksum: 85c48aedce486066f4e70e8ac3bb7a40 (MD5) Previous issue date: 2002 / Resumo: Este estudo teve como propósito analisar os desempenhos em atenção e em memória de um grupo de crianças com e sem dificuldades de aprendizagem na escrita e na leitura, tendo-se em vista que todas elas eram possuidoras de inteligência normal ou superior. Sob o suposto geral de que a atenção e a memória constituem atividades cognitivas envolvidas no processo da aprendizagem na escrita e na leitura, no que a inteligência estaria neutralizada, levantou-se a hipótese de trabalho que pressupõe que as crianças com dificuldades de aprendizagem na escrita e com deficiências no desempenho em leitura, e que apresentam inteligência normal ou superior, mostram baixos índices de atenção e memória, o que não se verifica com as crianças que não apresentam essas dificuldades e deficiências. Com a finalidade de verificar essa hipótese foram examinadas 267 crianças, de 2' e 3' séries de ensino fundamental de escolas estaduais de Campinas, diagnosticadas com inteligência normal ou superior através do teste do Desenho da Figura Humana. Depois foram avaìiadas suas habilidades na escrita e na leitura e, também seus desempenhos em atenção e em memória. Com base nos dados dessas avaliações, as variações do desempenho em atenção e em memória foram analisadas considerando os níveis de dificuldades de aprendizagem na escrita e os níveis de desempenho em leitura como fatores estáveis, mediante a análise de variância com um nível de significação de 0,05. Os resultados dessa análise estatística mostram que as crianças de ambos os grupos (2' e 3' séries) com dificuldades de aprendìzagem na escrita, apresentaram baixos índices de atenção e memória e aquelas sem dificuldades de aprendizagem na escrita expressaram altos índices de atenção e memória, enquanto que as crianças com deficiências no desempenho em leitura manifestaram baixos índices de atenção e memória e aquelas sem deficiências na leitura expressaram altos índices de atenção e memória. Em conseqiiência, de acordo com esses resultados verificou-se a hipótese de trabalho desta pesquisa / Abstract: This study had as purpose to analyze performances in attention and memory of a group of children with and without learning difhculties in writing and reading abilities, considering that all of them have normal or superior intelligence. Under the general supposition that attention and memory constitute cognitive activities involved in the process of learning writing and reading capabilities, in which intelligence would not be relevant, the working hypothesis of this research is formulated. This hypothesis presupposes that children with learning difficulties in writing and with performance deficiencies in reading, presenting normal or superior intelligence, show low indexes of attention and memory. This is not verified with children that do not present those difhculties and deficiencies. With the purpose of verifying this hypothesis, 267 children of 2nd and 3rd series of fundamental teaching of state schools in Campinas werc examined. They were diagnosed with normal or superior intelligence through the test of Drawing the Human Figure. Then they were evaluated in its abilities of writing and reading and also in its performances for attention and memory. Using data resulting from those evaluations, variations of performance in attention and memory were realyzed considering the levels of learning difhculties in writing and the levels of performance in reading as stable, by means of analizing the variance with a level of significance of 0,05. The results of this statistical analysis showed that children from both groups (2nd and 3rd series) with learning difficulties in writing skill presented low indexes of attention and memory. Those without learning difficulties in writing skill expressed high indexes of attention and memory. Children with performance deficiencies in reading skill manifested low indexes of attention and memory and those without deficiencies in reading expressed high indexes of attention and memory. In consequence, in agreement with those results the working hypothesis of this research was verified. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

There has been a growing prevalent interest to explore the role of knowledge in organizations. Bhardwaj and Monin (2006) identified the knowledge of individuals' as a valuable source of competitive advantage. An organizations well-rounded institutional memory- the organizations collective experiences (Rothwell & Poduch, 2004), fosters competitive advantage. There is a prevailing need to scrutinize the role of tacit knowledge in organizations and how it's hard to articulate nature makes it difficult for organizations to acquire and preserve institutional memory value. The aim of this review is to illustrate that tacit knowledge contributes significantly to the institutional memory value, expansion and preservation. In an effort to simplify this relationship between tacit knowledge and institutional memory, a comprehensive literature search was performed. I first discuss the role of knowledge in organizations and use the literature on tacit knowledge as a guide to explain the importance of its elicitation for institutional memory expansion and preservation. I then propose: (1) the use of tacit knowledge elicitation as a mediator, and (2) recommend training and a learning organization environment as moderators, for the contribution to take place. Finally, I suggest that organizations: (a) Elicit tacit knowledge sharing at their human capital development training programs (b) develop and implement this trainings at managerial levels, and (c) a "know-why" method to elicit and capture tacit knowledge in a reference guide, to consequently add value to the institutional memory, I conclude with a discussion of implications and limitations for the proposed perspective, and provide suggestions for future research.

Learning and memory of recurring sound patterns play a crucial role for efficient perception of acoustic signals that dynamically unfold in time. Human listeners are remarkably sensitive to patterns, i.e., short sound segments that repeat within continuous auditory input, and can form robust memory representations for distinct patterns through repeated exposure. While there is compelling evidence for an exceptional perceptual learning capacity even for novel and meaningless acoustic patterns, less is known about whether and how the acquisition of memory representations at multiple time scales is modulated by the listening context. The present thesis comprises one behavioural and two EEG studies, which aimed to explore pattern repetition detection in continuous sounds as well as implicit memory formation for specific patterns that recur over a longer time scale (unbeknownst to the participants) under different listening conditions. More specifically, three aspects of the listening context were experimentally manipulated: presentation format of the repeating pattern (Study 1), listeners’ attentional focus, and temporal regularity of pattern repetition within a longer continuous sound sequence (Study 2 & 3). Combined results suggest that learning of acoustic patterns through repetition builds on a flexible mechanism that is robust against varying contextual demands, such as they often occur during naturalistic listening. Despite reliable pattern repetition detection and longer-term memory formation across all listening contexts, certain contextual features enhanced short-term perceptual representations, which in turn improved longer term memory formation. Together, these findings advance the understanding of (shorter- and longer-term) memory acquisition for novel acoustic patterns and suggest that auditory perceptual learning can be facilitated through targeted design of listening contexts.