Asymmetrical processing of olfactory input in the piriform cortex mediates "activation" of the avian navigation circuitry

The role of odors in the long-distance navigation of birds has elicited intense debate for more than half a century. Failure to resolve many of the issues fueling this debate is due at least in part to the absence of controls for a variety of non-specific effects that odors have on the navigational process. The present experiments were carried out to investigate whether the olfactory inputs are involved only in “activation” of neuronal circuitry involved in navigation or are also playing a role in providing directional information. Experienced adult pigeons were exposed to controlled olfactory stimuli during different segments of the journey (release site vs. displacement + release site). Protein levels of IEGs (immediate early genes used to mark synaptic activity) were analyzed in areas within the olfactory/navigation avian circuitry. The results indicate that 1) exposure to natural odors at the release site (and not before) elicit greater activation across brain regions than exposure to filtered air, artificial odors, and natural odors along the entire outward journey (from home to the release site, inclusive); 2) activation of the piriform cortex in terms of odor discrimination is lateralized; 3) activation of the navigation circuitry is achieved by means of lateralized activation of piriform cortex neurons. Altogether, the findings provide the first direct evidence that activation of the avian navigation circuitry is mediated by asymmetrical processing of olfactory input occurring in the right piriform cortex.

Social buffering of fear in zebrafish

Tese de Doutoramento em Biologia Comportamental apresentada ao ISPA - Instituto Universitário

Promotion of literacy skills in early childhood: a follow-up study from kindergarten to grade 1

Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures.