Effects of aniracetam on extracellular levels of transmitter amino acids in the hippocampus of the conscious gerbils: an intracranial microdialysis study

The effects of aniracetam on extracellular amino acid levels in the hippocampus of conscious gerbils, with or without transient cerebral ischemia/reperfusion, were measured by microdialysis and reverse phase-high performance liquid chromatography. Increased extracellular levels of aspartate and glutamate that were observed in the hippocampus of conscious gerbils during transient global forebrain ischemia were reversed by aniracetam. In contrast, the level of extracellular gamma-aminobutyric acid was increased, while taurine was maintained at a higher level than other amino acids by administration of aniracetam (100 mg/kg, p.o.) 60 min before ischemia. Further, in contrast to ischemic animals, administration of aniracetam (100 mg/kg, p.o.) enhanced the release of glutamate and aspartate in the normal gerbil hippocampus. The results suggest that these effects might be due to a partial calcium agonist activity of aniracetam, and that the effects of aniracetam on amino acid levels might be a mechanism of protection against delayed neuronal death in the ischemic hippocampus, thereby improving memory dysfunction induced by ischemia/reperfusion. (C) 2003 Elsevier Science Ireland Ltd. All rights reserved.

学习不良少年的自我意识情绪研究

Self-conscious emotions (guilt, shame, embarrassment, pride, etc) are social emotions, and involve complex appraisals of how one’s behavior has been evaluated by the self and other people according to some value standards. Self-conscious emotions play an important role in human life by arousing and regulating human action tendencies, feeling and thoughts, which can promote people to work hard in achievement and task fields, maintain good interpersonal relationship according with social morality and expectation. The present study aimed to examine complex self-conscious emotional understanding capabilities in junior middle school students with and without learning disabilities, how the self-conscious emotions generate, and relationship between self-conscious emotions and self-representation in academic and interpersonal fields. Situational experimental methods were used in this research, and the results would give further supports for learning disabilities intervention. The main results of present research are as follows. 1. The study included 4 parts and 6 experiments. The aim of study 1 was to explore whether juveniles with learning disabilities understood complex self-conscious emotions differently from juveniles without learning disabilities. We surveyed the self-conscious emotions understanding of 37 learning disabilities and 45 non-learning disabilities with the emotional situation stories. The results indicated that the self-conscious emotional recognition in others for learning disabilities was lower than that of non-learning disabilities in different emotional recognition tasks. Moreover, children with learning disabilities were more inclined to recognize emotions in themselves as elemental emotions, however, children without learning disabilities were more inclined to recognize emotions in themselves as self-conscious emotions. 2. The aim of study 2 was to explore the generative mechanism of self-conscious emotions in academic and interpersonal fields with the method of situational experiments, namely to examine whether the self-discrepancy could cause self-conscious emotions for learning disabilities. 84 learning disabilities (in experiment 1) and 80 learning disabilities (in experiment 2) participated in the research, and the results were as follows. (1) Self discrepancy caused participants’ self-conscious emotions effectively in academic and interpersonal fields. One’s own and parents’ perspercive on the actual-ideal self-discrepancy both produced dejection-related emotions (shame、embarrassment) and agitation-related emotions (guilt). （2）In academic fields, children with learning disabilities caused higher level negative self-conscious emotions (embarrassment, shame, and guilt) and lower level positive self-conscious emotion (pride). However, there were no differences of self-conscious emotions for children with and without learning disabilities in non-academic fields. 3. The aim of study 3 was to explore what influence had self-conscious emotions on self-representation for learning disabilities with the method of situational experiments. 57 learning disabilities (in experiment 1) and 67 learning disabilities (in experiment 2) participated in the research, and the results were as follows. （1）The negative self-conscious for learning disabilities could influence their positive or negative academic and positive interpersonal self-representation stability, the ways in which self-evaluation of ability mediate these effects. However, there was no significant effect for the negative self-conscious and self-evaluation of ability predicting negative interpersonal self-representation stability. （2）The stability level of positive academic and interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities. There was no significant difference of the negative interpersonal self-representation stability for children with and without learning disabilities in the positive self-conscious valence condition. However, the stability level of negative interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities in the negative self-conscious valence condition. 4. The aim of study 4 was to explore the intervention effects for self-conscious emotions training course on emotional comprehension cability. 65 learning disabilities (34 in experimental group, and 31 in control group) participated in the research. The results showed that self-conscious emotions course boosted the self-conscious emotions apprehensive level for children with learning disabilities.

获取无意识结构知识的机制:主观熟悉感与刺激重复结构在人工语法学习中的作用

The nature of the distinction between conscious and unconscious knowledge is a core issue in the implicit learning field. Furthermore, the phenomenological experience associated with having knowledge is central to the conscious or unconscious status of that knowledge. Consistently, Dienes and Scott (2005) measured the conscious or unconscious status of structure knowledge using subjective measures. Believing that one is purely guessing when in fact one knows indicates unconscious knowledge. But unconscious structural knowledge can also be associated with feelings of intuition or familiarity. In this thesis, we explored whether phenomenological feelings, like familiarity, associated with unconscious structural knowledge could be used, paradoxically, to exert conscious control over the use of the knowledge, and whether people could obtain repetition structure knowledge. We also investigated the neural correlates of awareness of knowing, as measured phenomenologically. In study one, subjects were trained on two grammars and then asked to endorse strings from only one of the grammars. Subjects also rated how familiar each string they felt and reported whether or not they used familiarity to make their grammaticality judgment. We found subjects could endorse the strings of just one grammar and ignore the strings from the other. Importantly, when subjects said they were using familiarity, the rated familiarity for test strings consistent with their chosen grammar was greater than that for strings from the other grammar. Familiarity, subjectively defined, is sensitive to intentions and can play a key role in strategic control. In study two, we manipulated the structural characteristic of stings and explored whether participants could learn repetition structures in the grammatical strings. We measured phenomenology again and also ERPs. Deviant letters of ungrammatical strings violating the repetition structure elicited the N2 component; we took this to be an indication of knowledge, whether conscious or not. Strings which were attributed to conscious categories (rules and recollection) rather than phenomenology associated with unconscious structural knowledge (guessing, intuition and familiarity) elicited the P300 component. Different waveforms provided evidence for the neural correlates of different phenomenologies associated with knowledge of an artificial grammar.

烟草依赖者的注意偏向研究

Relapse has been a great challenge in clinical treatment and experimental studies of drug addiction. Recent studies suggest that psychological dependence may play a major role in addiction relapse, even more important than physiological dependence. Then a fundamental question arises: how to measure the psychological dependence? How to examine whether an addict has psychologically quitted when leaving drug rehabilitation centers? Self-report, a commonly used evaluation approach, is inevitably vulnerable to various cognitive influences, particularly in explicit tasks. Therefore, an objective index is necessary to evaluate the subliminal psychological drug dependence level. The objective of the current study was to develop such a psychological paradigm to probe the unaware attentional bias of in smoking addicts. Experiment 1 adapted the interocular suppression technique of binocular rivalry to study the attentional bias to cigarette pictures in smokers and age-matched nonsmoker. Results show that the smokers demonstrated similar attentional bias in both visible and unaware conditions, while non-smokers showed attentional bias only in the visible condition, and there was a significant interaction between experiment conditions and subject groups. These results provide compelling evidence for addiction-specific attentional bias in cigarette smokers, by minimizing the influence of confounding conscious factors. Furthermore, attentional bias of smokers in unawareness state was negatively correlated with their cigarette dependence levels, while their pre-test cigarette craving levels was positively correlated with their attnetional bias in the visible condition. This pair of correlations further demonstrated the advantages of unawareness state in disclosing stable dependence states, therefore supporting the effectiveness of the paradigm used in this study. Another interesting finding of Experiment 1 is that non-smokers also showed attentional bias in the visible condition. To exclude the possibility that the attentional bias found in experiment 1 was task-specific, experiment 2 adapted the most commonly-used visual dot probe task with smoking scenes as in relevant reference. The result in experiment 1 was well replicated, i.e., nonsmokers in experiment 2 also showed significant attentional bias to smoking-related stimuli, We interpenetrate this interesting finding as an effect of environmental influence, as the participants of the current study live in a highly smoking-exposed and smoking-encouraged environment, which is quite different with the participants of studies reported in the literature. A series of questionnaires and scales administered in the current study indeed show that most smokers smoked due to influence of the environment. They also acknowledged that smoking as an important media of social communication in China, and even considered that away from the smoking environment would effectively help them to quit. The current study also found that the disgust level towards cigarette pictures and smoking-related scenes of non-smokers was positively correlated with their attnentional bias in the visible condition of experiment 1. It is likely that in a highly smoking-encouraged environment, the remaining few on-smokers have severe disgust to cigarettes and smoking scenes; and their attentional bias might be caused by disgust avoidance. In conclusion, the current study represents the first study showing the existence of unaware attentional bias to smoking related stimuli in cigarette smokers by applying the interocular suppression paradigm, providing a reference to study of dependence of other drugs. The current study also found that our non-smoking participants also showed attentional bias to smoking related stimuli, which may be due to the possible influence of highly smoking-exposed environment of our participants.

联想启动效应及其脑机制研究

By now, there are still many unsolved questions about associative priming. This study used process dissociation paradigm, perceptual identification task and speeded naming task,together with near infrared spectroscopy, to investigate priming for new associations and its brain mechanisms systematically. The results showed there was interaction between level of processing and unitization in affecting associative priming. When comparing with shallow encoding unrelated word pairs, the activation of both sides of prefrontal lobe was stronger, which suggested prefrontal lobe had relations with memory for new associations. Medial temporal lobe and frontal lobe lesioned patients were tested respectively using methods of perceptual identification task and speeded naming task. Both brain regions participated in associative priming. Medial temporal lobe mediated unitization between unrelated items. Frontal lobe contributed to priming for new associations by elaborative processing, inhibiting irrelevant information, selective attending to tasks, and establishing some effective strategies. In addition, normal subjects needed to aware the relationship between study and test to form associative priming and densely memory deficit patients could not form memory for new associations. In conclusion, the results further demonstrated that perceptual representation system could not support priming for new associations alone. Medial temporal lobe and frontal lobe played roles in priming for new associations, and there was some relation between associative priming and conscious retrieval processing.