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PubMed1978

Learning performance varies with brain weight in heterogeneous mouse lines.

Three lines of unselected heterogeneous stocks of mice were tested for learning and activity in active avoidance acquisition and extinction, water-maze discrimination learning and reversal learning, operant discrimination, and passive avoidance acquisition tasks. Ambulation in the open field was also measured. Small to moderate correlations (absolute values of .17 to .42) between brain weight and learning measures were obtained for all tasks except passive avoidance. A moderate correlation between brain weight and activity was found only in the open field (r = .39). Partialing out differences in operant level and body weight and learning performance. When ambulation in the open field was partialed out, however, all correlations between brain weight and learning performance decreased. Previous research has suggested a positive relation between brain weight and learning scores across mammalian orders and species. The results reported here extend this relation to within-species variation in brain size. The results also emphasize the limitations of estimating genetic associations between brain and behavior from comparisons between small numbers of inbred strains or selected lines.

Animals↗
PubMed1976

Teratopsychogenetic effects apparently produced by nonphysiological neurotransmitter concentrations during brain differentiation.

In male rats treated with pargyline, reserpine or pyridostigmine during neonatal life significant permanent changes of sexual behaviour and conditioned learning behaviour were observed in juvenile and/or adult life. Male sexual activity and learning capacity were permanently decreased in neonatally pargyline- or reserpine-treated animals, but permanently increased in neonatally pyridostigmine-treated rats. These findings suggest that nonphysiological concentrations and/or turnover rates of neurotransmitters, if produced during a critical period of brain differentiation, are able to induce lifelond effective behavioural changes, i.e. teratopsychogenetic effects.

Animals↗
PubMedDate not supplied

[Effectiveness of different types of reinforcement in a controlled experiment].

The paper shows the possibility for animals to learn to change the form of their own evoked electrical brain activity in the course of a controlled experiment. The stimulation of the brain and cutaneous pain stimuli served for rats as the reinforcing factor. The presence of two factos, functioning throughout such reinforcement, is shown: specific one, providing for the adaptive change in the evoked response, and non-specific one, always lowering the EP amplitude due to general activation. The learning is successful only in case when both factors act in one direction.

Animals↗
PubMed1978

The relationship of gestational age to vitamin A induced postnatal dysfunction.

In an effort to determine the relationship between time of administration and consequent behavioral effects on progeny, a uniform subteratogenic dose of vitamin A (80,000 I.U./KG) was administered to gravid Sprague-Dawley rats during one of five periods of gestation (days 5-7, 8-10, 11-13, 14-16 and 17-19). Offspring were examined for changes in rate of weight gain, locomotor activity and maze learning ability (T-maze with return to nest as reward and multiple T water maze escape). Vitamin A 8-10 animals were hyperactive, vitamin A 11-13 animals acquired T-maze slower than controls and both vitamin A 8-10 and 11-13 acquired water maze slower than controls. Vitamin A 11-13 animals were significnatly lighter than controls and all other vitamin A groups.

Animals↗
PubMed1975

Model phenylketonuria (PKU) in the albino rat: behaviroal, biochemical, and neuroanatomical effects.

Model phenylketonuria was induced in albino rats by injecting (at 1-20 days of age) and feeding (at 21-80 days) L-phenylalanine and D-L-para-chloro-phenylalanine. Behavioral testing on an eight-item battery occurred twice: first, whil the animals were either receiving the excess phenylalanines or not (original); and second, following a 90-day drug-free recovery period (retention). Results indicated drug-dependent deficits in learning and activity on both original and retention tests. Serum phenylalanine, serum tryptophan, and liver phenylalanine hydroxylase activity levels were positively correlated with the behavioral deficit. Clumped dense material in some myelin sheaths and associated degeneration of axons were found in experimental subjects.

Animals↗
PubMed2025

APNet, an explainable sparse deep learning model to discover differentially active drivers of severe COVID-19.

MOTIVATION: Computational analyses of bulk and single-cell omics provide translational insights into complex diseases, such as COVID-19, by revealing molecules, cellular phenotypes, and signalling patterns that contribute to unfavourable clinical outcomes. Current in silico approaches dovetail differential abundance, biostatistics, and machine learning, but often overlook nonlinear proteomic dynamics, like post-translational modifications, and provide limited biological interpretability beyond feature ranking. RESULTS: We introduce APNet, a novel computational pipeline that combines differential activity analysis based on SJARACNe co-expression networks with PASNet, a biologically informed sparse deep learning model, to perform explainable predictions for COVID-19 severity. The APNet driver-pathway network ingests SJARACNe co-regulation and classification weights to aid result interpretation and hypothesis generation. APNet outperforms alternative models in patient classification across three COVID-19 proteomic datasets, identifying predictive drivers and pathways, including some confirmed in single-cell omics and highlighting under-explored biomarker circuitries in COVID-19. AVAILABILITY AND IMPLEMENTATION: APNet's R, Python scripts, and Cytoscape methodologies are available at https://github.com/BiodataAnalysisGroup/APNet.

COVID-19↗
PubMed1979

Activity of dentate granule cells during learning: differentiation of perforant path input.

Experiments were conducted which extended previous findings regarding the activity of the perforant path and its synaptic relationship to the granule cells of the dentate gyrus during conditioning. A differential conditioning paradigm was utilized in which rats were trained to respond to one of two different tone frequencies. Results demonstrated that (1) tone elicited averaged evoked potentials recorded from the perforant path terminal zone in the outer molecular layer of the dentate gyrus were similar for both the positive and negative tones regardless of frequency or reversal of the reinforcement condition; (2) extracellular unit discharge patterns of dentate granule cells were differentially associated with the positive and negative tones as demonstrated by post stimulus histograms (PSHs); (3) this differential pattern of unit discharges could be reversed following establishment of criterion differential behavioral responding after reversal of the reinforcement contingency between the two tone stimuli and (4) the differential unit discharge pattern was not present when behavioral responding was not differentiated to the two tone stimuli, e.g., immediately following reversal of the reinforcement contingency. The results are discussed within the context of other anatomically defined functional circuits within the hippocampus which could serve as the basis for alteration of the non differentiated excitatory perforant path input into a differential dentate granule cell discharge pattern for behaviorally relevant sensory stimuli.

Acoustic Stimulation↗
PubMed1976

Facilitation of retention performance in mice by posttraining diethyldithiocarbamate.

These experiments examined the effects in mice of posttraining injections of diethyldithiocarbamate (DDC) upon retention (7 days after training) of active avoidance learning and upon whole brain catecholamine levels. When administered immediately following training, DDC enhanced retention performance. The degree of enhancement varied directly with dose. DDC did not significantly affect retention performance if the injections were delayed 1 or 4 hours after training. Also, DDC administered 30 min prior to training did not affect retention performance. DDC (900 mg/kg) produced a large but transient increase in whole brain dopamine (DA) levels while norepinephrine (NE) levels were lowered.

Animals↗
PubMed1977

Seizure severity and acquisition and performance of operant tasks in a monkey model.

Several studies utilizing an alumina-gel monkey model demonstrated a relationship between degree of epileptic activity and learning difficulty. Three operant tasks were employed: single-unit, gross-motor positive reinforcement, and avoidance conditioning. The data indicated that the number of hours needed to learn any one of the tasks increased with seizure frequency and/or number of EEG interictal bursts. The learning impairment appeared to be a function of the relevance of the required response to the site of the epileptogenic focus.

Animals↗
PubMed1978

Avoidance behavior in folate--deficient rats.

The effects of folate deficiency in post-weanling male rats in an active avoidance learning test were studied. Ingestion of a folate-free diet for 3 weeks markedly decreased serum and erythrocyte folate concentrations but had only a slight effect on growth rate. The decrease in blood folates was correlated with an increase in the number of trials necessary to reach criterion in the learning test. There was no motor impairment since the mean escape latency was the same in control and folate-deficient animals. These results suggest that folic acid deficiency started at weaning could be responsible for learning impairment.

Animals↗
PubMed1975

Protective effect of tryptophan and 5-hydroxytryptophan on experimental phenylketonuria induced with phenylalanine+ p-cholorophenylalanine in rats.

An experimental phenylketonuria-like syndrome was produced in rats by oral administration of 1-phenylalanine (Phe, 500 mg/kg) and dl-p-chloro-phenylalanine (pCPA, 100-125 mg/kg) daily from the 2nd-3rd day of life to the age of 42 days. The effects of added dl-5-hydroxytryptohan (5HTP, 5 mg/kg) or 1-tryptophan (Trp, 100-125 mg/kg) were also studied. The groups receiving Phe+pCPA gained less weight than normal and less than the Phe controls. When tested during the last week of treatment the Phe+pCPA rats made more errors in the swim maze without changes in swimming times, and they showed significantly poorer learning of conditioned shock avoidance. These effects were partly antagonized by 5HTP or Trp. One to three weeks after the end of the treatments similar differences still remained in conditioned shock avoidance (and Trp and 5HTP prevented the effect of pCPA), but no more in maze learning, motor activity, or exploration on open field. Brain 5HT and 5-hydroxyindoleacetic acid (5HIAA) were lowered in all the pCPA treated rats during the treatment but returned to normal after it. Trp and 5HTP in the doses used only partly corrected the decrease of 5HT and 5HIAA. Brain noradrenaline did not change much.

5-Hydroxytryptophan↗
PubMed1978

Cyclic GABA-GABOB analogues. II - Synthesis of new 2-oxo and 2,5-dioxo-delta3-pyrroline derivatives.

Within the framework of a research program on new compounds potentially active on learning and memory processes, some esters and amides of 2-oxo- and 2,5-dioxo-delta3-pyrroline-1-acetic acids were synthesized. Such compounds can be regarded either as dehydration products of the corresponding 4-hydroxy-2-pyrrolidinones or as cyclic derivatives of 4-aminoisocrotonic acid. Two approaches were used in an attempt to synthesize pyrrolinone derivatives. One method involved the direct alkylation with ethyl bromoacetate of 1,5-dihydro-2H-pyrrol-2-one (III b), obtained for the first time in pure form by cyclization of 4-amino-3-hydroxybutyric acid (GABOB). Another approach involved the preparation of the ethyl 3-bromo-2-oxo-1-pyrrolidineacetate (VI), by cyclization of N-(2,4-dibromobutyryl)glycine ethyl ester (V), and its 4-bromo isomer (X b) by bromination of ethyl 4-hydroxy-2-oxo-1-pyrrolidineacetate (X a). While the dehydrobromination of (VI) was unsuccessful, heating of (X b) with TEA afforded ethyl 2,5-dihydro-2-oxo-1H-pyrrole-1-acetate (IV a). Alternatively, (X a) was treated with methanesulfonyl chloride, then with TEA to give (IV a). Final ammonolysis of (IV a) provided the corresponding amide (IV b). For the synthesis of the maleimide analogue (XIII b), the N-(carboxymethyl)maleamic acid (XII a) was treated with PCl5 and then with anhydrous ammonia.

Acetates↗
PubMed1979

Long-term consequences of early iron deficiency in the rat.

A period of severe early iron deficiency (birth to 28 days of age) produced a persistent deficit (22%) in brain non-heme iron in adult rehabilitated animals. Long-term effects on behavior and physiological responsiveness were also observed. Although rehabilitated and control animals did not differ either in basal levels of plasma corticosterone or in the time course of the stress response following ether and cardiac puncture, possible differences in pituitary-adrenal responsiveness appeared to emerge following testing in an exploratory task. In addition, significant differences between rehabilitated and control animals were observed in both active and passive avoidance learning. Rehabilitated males made more intertrial responses than control males during active avoidance learning, and rehabilitated animals of both sexes performed better (i.e. showed longer reentry latencies) in a passive avoidance situation. It was suggested that shock may differentially affect motivation or arousal in rehabilitated and control animals.

Animals↗
PubMed2026

Advancing nursing education through social and emotional learning: A systematic review guided by the Collaborative for Academic, Social, and Emotional Learning framework.

BACKGROUND: With Generation Z entering the nursing workforce in growing numbers, strengthening social and emotional learning is critical for academic success, professional adaptation, and safe practice. However, the existing evidence remains fragmented because of varied interventions and inconsistent approaches. OBJECTIVES: This systematic review examined (1) the social and emotional learning essential for nursing students and nurses within the Collaborative for Academic, Social, and Emotional Learning framework, (2) their impact on educational and clinical outcomes, and (3) implications for advancing nursing education and practice. METHODS: Following Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, five international (PubMed, EMBASE, CINAHL, PsycINFO, Cochrane) and three Korean (RISS, KoreaMed, KMBASE) databases were searched up to June 2025. Eighteen studies involving 2,952 participants met the inclusion criteria, including quasi-experimental quantitative studies, descriptive quantitative studies, qualitative studies, and mixed-methods studies. The methodological quality of the included studies was appraised using the Mixed Methods Appraisal Tool. RESULTS: Within the Collaborative for Academic, Social, and Emotional Learning framework, relationship skills and self-management were the most frequently studied competencies, emphasizing teamwork, communication, and stress regulation. Self-awareness and social awareness were underexplored, despite their importance in empathy, resilience, and reflective practice. Responsible decision-making was the least studied competency, despite its importance in ethical reasoning. Social and emotional learning was consistently associated with enhanced adaptation, communication, leadership, relationships, and clinical performance. Effective strategies included blended learning, simulation, reflective activities, and mentorship, which are aligned with Generation Z's learning preferences. CONCLUSION: Although social and emotional learning integration is associated with improvements in educational and clinical outcomes in nursing, current research has largely centered on relational and stress-related competencies while underrepresenting responsible decision-making. To cultivate reflective, empathetic, and ethically grounded nurses, curricula should integrate social and emotional learning through a balanced and structured approach. REGISTRATION: This study was registered on PROSPERO (ID: CRD420251005683).

Humans↗
PubMed1976

[Assessment of the biological age in the animal-experiment (author's transl)].

Experimental investigations of internal and external factors presumably influencing the aging process require an objective assessment of the biological age or vitality respectively by means of as many age parameters as possible. Using the rat, a valuable test animal in experimental gerontology, whose life expectancy of about 40 month allows longitudinal studies, a standard test programm for the estimation of the biological age has been developed. The age parameters used originate from investigations of 1. the tail tendon collagen, 2. the skin, 3. the aorta, 4. the ECG, 5. the lipofuscin content of brain and heart, 6. the tissue respiration of various organs, 7, the motor activity and 8. learning and memory. Using the above-mentioned age parameters a statistical measure for the biological age will be calculated by means of multivariate analysis and will allow the comparison of differeent age-and experimental-groups.

Aging↗