Sensorimotor experience enhances automatic imitation of robotic action

Recent research in cognitive neuroscience has found that observation of human actions activates the ‘mirror system’ and provokes automatic imitation to a greater extent than observation of non-biological movements. The present study investigated whether this human bias depends primarily on phylogenetic or ontogenetic factors by examining the effects of sensorimotor experience on automatic imitation of non-biological robotic, stimuli. Automatic imitation of human and robotic action stimuli was assessed before and after training. During these test sessions, participants were required to execute a pre-specified response (e.g. to open their hand) while observing a human or robotic hand making a compatible (opening) or incompatible (closing) movement. During training, participants executed opening and closing hand actions while observing compatible (group CT) or incompatible movements (group IT) of a robotic hand. Compatible, but not incompatible, training increased automatic imitation of robotic stimuli (speed of responding on compatible trials, compared with incompatible trials) and abolished the human bias observed at pre-test. These findings suggest that the development of the mirror system depends on sensorimotor experience, and that, in our species, it is biased in favour of human action stimuli because these are more abundant than non-biological action stimuli in typical developmental environments.

Development of speech fluency over a short period of time: effects of pedagogic intervention

This study investigates the effects of a short-term pedagogic intervention on the development of L2 fluency among learners studying English for Academic purposes (EAP) at a university in the UK. It also examines the interaction between the development of fluency, and complexity and accuracy. Through a pre-test, post-test design, data were collected over a period of four weeks from learners performing monologic tasks. While the Control Group (CG) focused on developing general speaking and listening skills, the Experimental Group (EG) received awareness-raising activities and fluency strategy training in addition to general speaking and listening practice i.e following the syllabus. The data, coded in terms of a range of measures of fluency, accuracy and complexity, were subjected to repeated measures MANOVA, t-tests and correlations. The results indicate that after the intervention, while some fluency gains were achieved by the CG, the EG produced statistically more fluent language demonstrating a faster speech and articulation rate, longer runs and higher phonation time ratios. The significant correlations obtained between measures of accuracy and learners’ pauses in the CG suggest that pausing opportunities may have been linked to accuracy. The findings of the study have significant implications for L2 pedagogy, highlighting the effective impact of instruction on the development of fluency.

Enhanced effects of combined cognitive bias modification and computerised cognitive behaviour therapy on social anxiety

This study examines whether combined cognitive bias modification for interpretative biases (CBM-I) and computerised cognitive behaviour therapy (C-CBT) can produce enhanced positive effects on interpretation biases and social anxiety. Forty socially anxious students were randomly assigned into two conditions, an intervention group (positive CBM-I + C-CBT) or an active control (neutral CBM-I + C-CBT). At pre-test, participants completed measures of social anxiety, interpretative bias, cognitive distortions, and social and work adjustment. They were exposed to 6 × 30 min sessions of web-based interventions including three sessions of either positive or neutral CBM-I and three sessions of C-CBT, one session per day. At post-test and two-week follow-up, participants completed the baseline measures. A combined positive CBM-I + C-CBT produced less negative interpretations of ambiguous situations than neutral CBM-I + C-CBT. The results also showed that both positive CBM-I + C-CBT and neutral CBM-I + C-CBT reduced social anxiety and cognitive distortions as well as improving work and social adjustment. However, greater effect sizes were observed in the positive CBM-I + C-CBT condition than the control. This indicates that adding positive CBM-I to C-CBT enhanced the training effects on social anxiety, cognitive distortions, and social and work adjustment compared to the neutral CBM-I + C-CBT condition.

The indirect amygdala-dorsal striatum pathway mediates conditioned freezing: Insights on emotional memory networks

The dorsal striatum (DS) is involved in various forms of learning and memory such as procedural learning, habit learning, reward-association and emotional learning. We have previously reported that bilateral DS lesions disrupt tone fear conditioning (TFC), but not contextual fear conditioning (CFC) [Ferreira TL, Moreira KM, Ikeda DC, Bueno OFA, Oliveira MGM (2003) Effects of dorsal striatum lesions in tone fear conditioning and contextual fear conditioning. Brain Res 987:17-24]. To further elucidate the participation of DS in emotional learning, in the present study, we investigated the effects of bilateral pretest (postraining) electrolytic DS lesions on TFC. Given the well-acknowledged role of the amygdala in emotional learning, we also examined a possible cooperation between DS and the amygdala in TFC, by using asymmetrical electrolytic lesions, consisting of a unilateral lesion of the central amygdaloid nucleus (CeA) combined to a contralateral DS lesion. The results show that pre-test bilateral DS lesions disrupt TFC responses, suggesting that DS plays a role in the expression of TFC. More importantly, rats with asymmetrical pre-training lesions were impaired in TFC, but not in CFC tasks. This result was confirmed with muscimol asymmetrical microinjections in DS and CeA, which reversibly inactivate these structures. On the other hand, similar pretest lesions as well as unilateral electrolytic lesions of CeA and DS in the same hemisphere did not affect TFC. Possible anatomical substrates underlying the observed effects are proposed. Overall, the present results underscore that other routes, aside from the well-established CeA projections to the periaqueductal gray, may contribute to the acquisition/consolidation of the freezing response associated to a TFC task. It is suggested that CeA may presumably influence DS processing via a synaptic relay on dopaminergic neurons of the substantia nigra compacta and retrorubral nucleus. The present observations are also in line with other studies showing that TFC and CFC responses are mediated by different anatomical networks. (C) 2008 IBRO. Published by Elsevier Ltd. All rights reserved.

Science is Primary - Children Thinking and Learning in theChemistry Laboratory

The goal of primary science education is to foster children’s interest, develop positive science attitudes and promote science process skills development. Learning by playing and discovering provides several opportunities for children to inquiry and understand science based on the first–hand experience. The current research was conducted in the children’s laboratory in Heureka, the Finnish science centre. Young children (aged 7 years) which came from 4 international schools did a set of chemistry experiments in the laboratory. From the results of the cognitive test, the pre-test, the post-test, supported by observation and interview, we could make the conclusion that children enjoyed studying in the laboratory. Chemistry science was interesting and fascinating for young children; no major gender differences were found between boys and girls learning in the science laboratory. Lab work not only encouraged children to explore and investigate science, but also stimulated children’s cognitive development.

Competitividade brasileira nas exportações - Fase 1 metodologia para pesquisa e análise de dados

O Brasil vem aumentando anualmente a sua participação no comércio exterior mundial, mas apesar de seu significado na economia mundial, o seu volume negociado internacionalmente corresponde a somente 1,1% das exportações mundiais de mercadorias (23ª posição no ranking mundial), e 0,6% das exportações de serviços comerciais (35ª posição no ranking mundial), segundo a organização mundial do comércio (WTO, 2005). Na Fase 1 desta pesquisa, que se encerra com este Relatório, foi desenvolvida uma metodologia para a pesquisa e análise de dados relativos às dificuldades enfrentadas pelas empresas brasileiras no processo de exportação de mercadorias. Essa fase incluiu uma ampla revisão da literatura nacional e internacional sobre os fatores que têm impacto sobre o desempenho das exportações e a formulação e pré-teste de um questionário. Na Fase 2 será realizada a pesquisa propriamente dita através da aplicação do questionário a uma amostra de cerca de 1.000 empresas exportadoras, selecionadas no Catálogo de Exportadores Brasileiros da CNI – Confederação Nacional da Indústria. Os dados resultantes da pesquisa serão utilizados para avaliar o impacto dos gargalos no volume das exportações, no valor FOB das exportações e na variação anual do valor FOB, utilizando a técnica multivariada de regressão múltipla.

Naps in school can enhance the duration of declarative memories learned by adolescents

Sleep helps the consolidation of declarative memories in the laboratory, but the pro-mnemonic effect of daytime naps in schools is yet to be fully characterized. While a few studies indicate that sleep can indeed benefit school learning, it remains unclear how best to use it. Here we set out to evaluate the influence of daytime naps on the duration of declarative memories learned in school by students of 10–15 years old. A total of 584 students from 6th grade were investigated. Students within a regular classroom were exposed to a 15-min lecture on new declarative contents, absent from the standard curriculum for this age group. The students were then randomly sorted into nap and non-nap groups. Students in the nap group were conducted to a quiet room with mats, received sleep masks and were invited to sleep. At the same time, students in the non-nap group attended regular school classes given by their usual teacher (Experiment I), or English classes given by another experimenter (Experiment II). These 2 versions of the study differed in a number of ways. In Experiment I (n = 371), students were pre-tested on lecture-related contents before the lecture, were invited to nap for up to 2 h, and after 1, 2, or 5 days received surprise tests with similar content but different wording and question order. In Experiment II (n = 213), students were invited to nap for up to 50 min (duration of a regular class); surprise tests were applied immediately after the lecture, and repeated after 5, 30, or 110 days. Experiment I showed a significant ∼10% gain in test scores for both nap and non-nap groups 1 day after learning, in comparison with pre-test scores. This gain was sustained in the nap group after 2 and 5 days, but in the non-nap group it decayed completely after 5 days. In Experiment II, the nap group showed significantly higher scores than the non-nap group at all times tested, thus precluding specific conclusions. The results suggest that sleep can be used to enhance the duration of memory contents learned in school.

Avaliação da efetividade de estratégias não farmacológicas para o alívio da dor de parturientes na fase ativa do período de dilatação no trabalho de parto

This study was aim to evaluate the effectiveness of strategies non pharmacological for the relief of the intensity of the parturient pain in the phase activates of the dilation period in the labor. Is a clinic rehearse of the type therapeutic intervention before and after" with a quantitative approach, accomplished in the Humanized Unit of Childbirth of the Maternity Januário Cicco School of the Federal University of Rio Grande do Norte, in Natal/RN, whit 130 parturient, being 30 in the pre-test of the strategies and 100 in the application of the strategies non pharmacological combined (breathing exercises, muscular relaxation and lombossacral massage) and isolated (shower bath in a normal temperature). We used the visual analogical scale to evaluate the intensity of the pain of the study parturient before and after" to the application of the strategies in the phases of acceleration, maximum inclination and desaceleration in the phase activates of dilation period in the labor. The principal results showed that the majority of the study parturient was between 20 to 30 years old (60%); with incomplete fundamental teaching (85%); family income until 2 minimum wages (74%); 78% had a companion and these, 44% were the own husband. The oxytocin was administered in the parturient during the phase activates of the labor in 81% of the cases and only 15% these women didn´t reciev anything medication. We verified significant relief (ρ=0.000) of intensity of the pain of the study parturient after application of the strategies non pharmacological combined and isolated. We concluded that the strategies non pharmacological combined and isolated were effective in the relief of the pain of the study parturient in the phase activates de labor

Postura sentada: a eficácia de um programa de educação para escolares

Avaliação da eficácia de um programa de educação sobre o conhecimento relacionado à postura sentada de estudantes da 1ª série do ensino fundamental, na esfera estadual, particular e municipal, em Bauru. Foram avaliados (pré-teste) 71 alunos e depois aplicado um programa de educação sobre o tema, composto de aulas expositivas, técnicas de demonstração e feedback, associado a um programa de reforço ministrado por professoras treinadas e, finalmente, a reavaliação (pós-teste) dos conhecimentos dos participantes. Foi observado que: 1) no pré-teste ocorreu diferença significativa entre as escolas, sendo que a municipal apresentou menor número de erros do que a particular e a estadual; 2) o pós-teste mostrou que houve diferença significativa sendo que as escolas municipal e particular tiveram um menor número de erros em relação a estadual; 3) em todas as escolas houve predominância da situação de erro pré-teste maior que pós-teste. A escola estadual tem resposta mais freqüente que a particular quando há aumento de erro. Conclui-se que o programa se mostrou eficaz para aumentar os conhecimentos dos escolares a respeito da postura sentada.

As quatro operações básicas: uma compreensão dos procedimentos algorítmicos

The current research had as main objective to analyze the possibility of knowledge elaboration/re-elaboration about ideas and algorithmic procedures related to basic operations by pupils of the 6th degree fundamental teaching in a significant learning process. This way the study had as basis a methodological intervention developed in a 6th degree class of a Fundamental Teaching Municipal School in the city of João Pessoa, PB. The research had as central steps the application of pre-tests (1 and 2); the execution of semi-structured interviews with the pupils involved in the theme deep studies; the elaboration and development of teaching activities, having as referential the significant learning and the application of a pre-test. The data collected in the pre-tests (1 and 2) showed a low level of the pupils comprehension about the contents related to the four operations. The answers to the post-test questions were analyzed mainly from the qualitative point of view based on the mathematic concepts comprehension theory proposed by Skemp (1980) having as complementary subsidy data collected through interviews. The analysis of the results obtained in the post-test showed that the major part of pupils reached a relational comprehension about the ideas and algorithmic procedures related to addition, subtraction, multiplication, and division. Such results showed us that the application of a teaching methodology that privileges the content comprehension, considering the pupils previous knowledge and the reflection about the action along the activities proposed, made possible the elaboration or re-elaboration of knowledge by pupils regarding to contents adopted as theme for our research

Contribuições de uma unidade de ensino potencialmente significativa UEPS para o ensino de ecologia em escola pública da educação básica

The research aims to evaluate the contributions of a teaching unit to enhance the learning contents ecological green areas in elementary school. The work was conducted with elementary students in a public school in Natal-RN. We sought to identify the students´ previous knowledge about the contents of ecology, develop and implement a Potentially Meaningful Teaching Units PMTU; assess learning of ecological concepts in Teaching Unit Potentially Significant; assess the contribution of interpretative trail as strategy teaching to learning content ecology. The survey of students´ previous knowledge through the pre-test was essential to identify the appropriate subsumers and partially correct, since they served as "anchor" for further expansion of scientific concepts contained in this research. The green areas of the school as an educational, contributed the motivational aspect, as students were protagonists throughout the entire process of teaching and learning. The method of stimulated memory was effective to evidence learning ecological concepts in interpretive trails. The use of diverse activities organized on a PMTU promoted intellectual autonomy of the students and facilitated the acquisition of new meanings through progressive differentiation, and integrative reconciliation consolidation of ecological content and concepts related to biotic and abiotic factors on the basis of the central ideas thematic Life and Environment. The development of procedural skills to capture and share meanings, observe, collect and record data, hypotheses, ability to explain, to apply knowledge to solve problem situations, argue, identify, compare, differentiate and relate concepts, negotiate meanings, reflecting Critically, systematize data was evidenced. Collaborative activities promoted the incorporation of attitudinal contents as developing respect for differences, learn to work in teams to plan, develop and implement actions together for citizenship and environmental responsibility. The application of the Potentially Meaningful Teaching Units PMTU showed evidence of Critical meaningful learning ecological concepts covered in elementary school.

Aprendizagem motora baseada em demonstrações de movimento biológico

O objetivo deste estudo foi avaliar o processo de aprendizagem motora de uma habilidade complexa da Ginástica Artística a partir da observação de demonstrações de modelos de pontos de luz e vídeo. Dezesseis participantes divididas em grupos dos respectivos modelos executaram um pré-teste, seguido de 100 tentativas de uma parada de mãos, igualmente distribuídas em blocos de 10 tentativas em dois dias, alternando períodos de demonstração e prática, com um teste de retenção após um dia. Cinemática de braço, tronco e perna das participantes possibilitaram análise da semelhança entre a coordenação de cada participante e do modelo e do tempo de movimento; a performance das participantes também foi avaliada por duas especialistas em Ginástica Artística. Ambas as análises indicaram que os grupos não diferiram. Os resultados são discutidos em termos da hipótese de suficiência de informação nos modelos de movimento biológico particularmente aplicada ao processo de aprendizagem de habilidades motoras complexas.

Tradução e adaptação transcultural do instrumento de avaliação prenatal selfevaluation questionnaire

Introduction: The human gestation period is 40 weeks. This is the essential time for maternal psychosocial adaptation, in which there is the intense transformation of a life without offspring into a life with one or more children. The Pregnancy Self-Evaluation Questionnaire (PSEQ) has 79 items, subdivided into seven subcategories: acceptance of pregnancy, identification with the maternal role, well-being of mother and baby, preparing for labor, control in labor, relationship with the mother and the relationship with the partner. Objective: To translate and cross-culturally adapt the instrument PSEQ to be used with Brazilian women. Methods: It is a cross-sectional observational study. We followed some methodological steps to achieve the cross-cultural adaptation of this measuring instrument. They are: translation, synthesis, back translation, analysis of the committee of specialists and pre-test. Another questionnaire was applied to characterize the socio-demographic and clinical status of the pregnant women (n = 36). The descriptive statistics was gotten through the average, standard deviation (SD), absolute and relative frequency. The statistical test used for the analysis of the internal consistency was Cronbach's alpha coefficient, using SPSS version 17.0. Results: The volunteers had low socioeconomic status, average age of 25.1 years (± 5.52), and average gestational age of 25.9 weeks (± 8.11). 58.3% of these volunteers had not planned their current pregnancy. The pretest showed that 75% of pregnant women found the questionnaire easy to understand. There was an average of 76.9 (± 3.23) answered items among the participants. Regarding the instrument PSEQ, the identification with the maternal role was the subcategory which showed the highest average 24.8 (± 5.6), while the relationship with the mother had the lowest average 15.4 (± 7.7). The internal consistency ranged from 0.52-0.89. Conclusion: The translation and cross-cultural adaptation of the PSEQ to Portuguese language were carried out with methodological rigor and can be considered an instrument with good internal consistency

Avaliação dos efeitos do biperideno, diazepam e neuropeptídeos S sobre a memória e a ansiedade na tarefa do labirinto em T elevado em camundongos

Anxiety is an emotional phenomenon, and normally it is interpreted as an adaptative behavior front to adversities. In its pathological form, anxiety can severely affect aspects related to the personal and professional life. Studies have shown a close relationship between anxiety disorders and aversive memory processing. Considering that the pharmacotherapy of anxiety disorders is still limited, innovative anxiolytic agents are needed. In this regard, neuropeptides systems are interesting therapeutic targets to the treatment of psychopathologies. Neuropeptide S (NPS), a 20-aminoacid peptide, is the endogenous ligand of a G-protein coupled receptor (NPSR), which has been reported to evoke hyperlocomotion, awakefull states, besides anxiolysis and memory improvements in rodents. This study aimed to investigate the effects of biperiden (BPR; an amnesic drug), diazepam (DZP; an anxiolytic drug) and NPS at three distinct times: pre-training, post-training, and pre-test, in order to assess anxiety and memory process in the same animal model. The elevated Tmaze (ETM) is an apparatus derived from the elevated plus-maze test, which consists of one enclosed and two open arms. The procedure is based on the avoidance of open spaces learned during training session, in which mice were exposed to the enclosed arm as many times as needed to stay 300 s. In the test session, memory is assessed by re-exposing the mouse to the enclosed arm and the latency to enter an open arm was recorded. When injected pre-training, BPR (1 mg/kg) impaired learning and memory processing; DZP (1 and 2 mg/kg) evoked anxiolysis, but only at the dose of 2 mg/kg impaired memory; and NPS 0.1 nmol induced anxiolysis without affecting memory. Post-training injection of DZP (2 mg/kg) or BPR (1 and 3 mg/kg) did not affect memory consolidation, while the post-trainning administration of NPS 1 nmol, but not 0.1 nmol, improved memory in mice. Indeed, pre-trainning administration of NPS 1 nmol did not prevent memory impairment elicited by BPR (2 mg/kg, injected before training). In the open field test, BPR 1 mg/kg and NPS 1 nmol induced hyperlocomotion in mice. In conclusion, the proposed ETM task is practical for the detection of the anxiolytic and amnesic effects of drugs. The anxiolytic and memory enhancement effects of NPS were detected in the ETM task, and reinforce the role of NPS system as an interesting therapeutic target to the treatment of anxiety disorders

Eficácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento

OBJETIVOS: comparar os achados da avaliação em situação de pré e pós-testagem em escolares com dislexia do desenvolvimento e escolares bons leitores submetidos ao programa de remediação fonológica e verificar a eficácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento. MÉTODOS: participaram deste estudo 40 escolares de 2ª a 4ª série de ensino público do município de Marília-SP, de ambos os sexos, na faixa etária de 8 a 12 anos distribuídos em: GI: composto de 20 escolares com diagnóstico interdisciplinar de dislexia do desenvolvimento que foram submetidos a programa de remediação fonológica, GII: composto de 20 escolares sem dificuldades de aprendizagem da rede municipal de ensino público, pareados segundo sexo, faixa etária e escolaridade com os escolares do GI que não foram submetidos aos programas de remediação. em situação de pré e pós-testagem, todos os escolares foram submetidos à aplicação do Teste de Desempenho Cognitivo-Linguístico nas versões coletiva e individual, seguido de leitura oral e compreensão de textos. RESULTADOS: foram evidenciadas diferenças estatisticamente significantes, indicando que os escolares do GI e GII submetidos ao programa de remediação fonológica apresentaram desempenho superior em situação de pós-testagem em comparação com a situação de pré-testagem para a maioria das habilidades cognitivo-linguísticas avaliadas, incluindo a leitura e compreensão de texto. CONCLUSÃO: o programa de remediação fonológica para crianças com e sem dislexia do desenvolvimento foi eficaz, sugerindo que a habilidade de relação letra-som deve ser utilizada em contexto de sala de aula favorecendo a leitura desses escolares.