Association des anciens élèves de l'École polonaise : procès verbal

1867/04/21 (A3).

Association des anciens élèves de l'École polonaise : procès verbal

1867/08/04 (A3).

Association des anciens élèves de l'École polonaise : procès verbal

1874/02/01 (A10).

Association des anciens élèves de l'École polonaise : procès verbal

1866/08/08 (A2).

Association des anciens élèves de l'École polonaise : procès verbal

1870/02/06 (A6).

Association des anciens élèves de l'École polonaise : procès verbal

1872/08/11 (A8).

Association des anciens élèves de l'École polonaise : procès verbal

1872/02/11 (A8).

Association des anciens élèves de l'École polonaise : procès verbal

1871/08/06 (A7).

Association des anciens élèves de l'École polonaise : procès verbal

1870/08/07 (A6).

Association des anciens élèves de l'École polonaise : procès verbal

1869/02/07 (A5).

Association des anciens élèves de l'École polonaise : procès verbal

1876/02/06 (A12,N2).

Association des anciens élèves de l'École polonaise : procès verbal

1869/08/08 (A5).

Verbal emotional memory in a case with left amygdala damage.

The amygdala nuclei appear to be critically implicated in emotional memory. However, in most studies, encoding and consolidation processes cannot be analyzed separately. We thus studied the verbal emotional memory in a young woman with a ganglioglioma of the left amygdala and analyzed its impact (1) on each step of the memory process (encoding, retrieval, and recognition) (2) on short- and long-term consolidation (1-hour and 1-week delay) and (3) on processing of valence (positive and negative items compared to neutral words). Results showed emotional encoding impairments and, after encoding was controlled for, emotional long-term consolidation. Finally, although the negative words were not acknowledged as emotionally arousing by the patient, these words were specifically poorly encoded, recalled, and consolidated. Our data suggest that separate cerebral networks support the processing of emotional versus neutral stimuli.

Does social capital reinforce technological inputs in the creation of knowledge? Evidence from the Spanish regions

In this paper we seek to verify the hypothesis that trust and cooperation between individuals, and between them and public institutions, can encourage technological innovation and the adoption of knowledge. Additionally, we test the extent to which the interaction of social capital with human capital and R&D expenditures improve their effect on a region’s ability to innovate. Our empirical evidence is taken from the Spanish regions and employs a knowledge production function and longitudinal count data models. Our results suggest that social capital correlates positively with innovation. Further, our analysis reveals a powerful interaction between human and social capital in the production of knowledge, whilst the complementarity with R&D efforts would seem less clear.