生存加工改善记忆编码的机制

将信号检测论引入到DRM范式中,以再认测验中区分关键诱饵和无关新项目的能力作为梗概加工的指标,以区分旧项目和关键诱饵的能力作为项目特异性信息加工的指标,通过与愉悦度评价和范畴评价的对比,考察了生存加工影响记忆的内在机制.实验1使用的非生存对照条件是愉悦度评价任务,实验结果显示,生存加工比愉悦度评价涉及更多的梗概加工,但是在项目特异性加工上两个编码条件间没有显著差异;实验2使用的对照条件是范畴评价任务,结果显示生存加工条件下进行的项目特异性加工多于范畴评价条件,但是在梗概加工上两个编码条件间没有显著差异.本研究证明了生存加工不仅可以促进梗概信息的编码和加工,也同时促进了项目特异性信息的编码和加工,当与只有一种信息加工占优势的对照条件比较时,就会出现记忆的生存加工优势.     

悬尾应激对小鼠空间记忆及其反转学习的损伤效应

该文探讨了连续数天短时悬尾应激对小鼠十字迷宫空间记忆及其反转学习的作用。81只成年雄性昆明小鼠被分为4大组:绝对空间记忆获得组及巩固组;相对空间记忆获得组及巩固组。每大组又分为悬尾组(每天训练前或训练后立即接受悬尾处理20min)和对照组。结果表明,在空间记忆训练初期,各对照组和悬尾组动物正确反应率无明显差异,均在机遇水平;随着训练天数的增加,对照组成绩显著提高,当其正确反应率达到80%时,悬尾组正确反应率仍处于或略高于机遇水平,两组间差异显著(P<0.01);在反转学习中,悬尾组正确反应率也显著低于对照组(P<0.01)。这些表明,悬尾应激可显著损伤小鼠的空间记忆及其反转学习的获得和巩固,其中相对空间记忆及其反转学习的巩固受损尤为严重。     

轻度认知损伤患者的联系记忆损伤特征

遗忘型轻度认知损伤患者(aMCI)在项目记忆和联系记忆上都有损伤．本文通过临床记忆量表中的项目记忆和联系记忆测验,研究aMCI的联系记忆是否比项目记忆有更显著的损伤．另外,通过分析配对联想学习测验,进一步研究aMCI联系记忆损伤的特点．25名aMCI和28名健康老人参与了两个联系记忆测验(配对联想学习测验和联想回忆测验)和两个项目记忆测验(图像自由回忆和无意义图形再认),aMCI患者在联系记忆测验上表现出了更显著的损伤,即使控制了项目记忆的损伤,aMCI的联系记忆仍然比健康老人显著降低．另外,ROC分析表明联系记忆测验比项目记忆测验对aMCI病人有更高的区分度．对配对联想学习测验的分析表明,相对于健康老人,aMCI患者在记忆有语言联系的词对要比记忆无语义联系的词对更为困难．本研究进一步表明aMCI患者的联系记忆比项目记忆有更大的损伤．相对于健康老人,aMCI患者不仅难以在两个无关项目间创建记忆连接,而且在有效利用项目间本身的语义联系方面存在更大的损伤．联系记忆测验比项目记忆测验对aMCI患者有更高的区分度．在神经心理评估中增加联系记忆测验,能更加有效地识别aMCI患者．     

弱智儿童元记忆发展的实验研究

目的:从5个方面探讨弱智儿童的元记忆发展特点与发展水平:(1)对记忆目的和任务的认识；(2)对记忆效果的自我评价；(3)对记忆材料的性质影响记忆效果的认识；(4)记忆策略的使用；(5)记忆监控水平.方法:采用实验法获取儿童对记忆活动各方面的认识及其人数比例,统计其得分并进行差异显著性检验.结果:(1)高年级正确理解记忆目的和任务的水平、分析自身记忆效果的水平、对记忆材料影响记忆效果的认识水平以及对记忆的监控水平均显著高于中年级和低年级；(2)各个年级儿童在记忆策略上的得分均较低；(3)各年级儿童对词的记忆效果、记忆监控和记忆策略的认识水平低于对图片的认识.结论:弱智儿童具有一定的元记忆,这种元记忆随着年龄的增长不断发展；但即便是高年级儿童,元记忆发展水平仍较低.     

记忆发展神经科学:研究现状与未来展望

记忆是人类获得大量知识和技能的关键,是个体适应环境和生存发展的基础.那么,个体的学习记忆表现和神经机制是如何随年龄的增长而变化的呢?围绕这一问题,本文首先对近年来的研究结果进行了总结,特别是针对工作记忆和长时记忆(包括外显记忆和内隐记忆)的成果进行了梳理,指出了该领域面临的主要问题.在此基础上,本文提出了推进我国记忆发展神经科学研究的建议:继续深入研究学习记忆的神经机制,解决领域内关键问题;加强对儿童和老年人学习记忆脑机制的研究;重视纵向研究;建立更全面的脑-行为模型;以及加强应用研究.     

从童年到老年:心理理论发展趋势研究

目的:探索心理理论的发展趋势.方法:随机选择小学生30人,中学生31人,大学生31人,老年人23人,共114名被试,进行心理理论任务和控制性任务测验,结果:心理理论任务有年龄差异,F=11.83,p＜0.01;而控制任务没有差异,F=1.12,p＞0.05.结论:心理理论从小学到大学一直是上升的,到了老年开始下降,反应速度也变慢.但由此得出老年人心理理论下降的结论,还是欠妥的.     

产后与非产后抑郁症患者记忆功能的对比研究

目的:探讨产后与非产后抑郁症患者记忆功能的差异,为产后抑郁症患者的早期预防提供参考依据。方法:通过17项汉密尔顿抑郁量表和韦氏记忆评定解放军第三医院2011年1月至2012年11月收治的40例产后抑郁症患者(产后组)、42例非产后抑郁症患者(非产后组)的记忆功能,并与42名健康志愿者(对照组)的结果进行比较。结果:(1)与对照组比较,产后组长时记忆评分与其比较差异不显著(P0.05),除触摸因子外,短时记忆各因子评分均显著降低(P0.05),瞬时记忆评分、记忆商均明显降低(P0.05);非产后组长时记忆评分显著降低(P0.05),除联想、理解因子外,短时记忆评分差异均不显著(P0.05),瞬时记忆、记忆商评分均显著降低(P0.05)。(2)与产后组相比,非产后组长时记忆评分显著降低(P0.05),短时记忆图片、再认因子评分显著升高(P0.05),联想、触摸、理解因子差异不显著(P0.05),瞬时记忆、记忆商评分差异不明显(P0.05)。结论:产后与非产后抑郁症患者的记忆功能均下降,但受损成分不同,产后抑郁患者的记忆功能受损只是一种功能性受损。     

人类记忆的所有权效应及其认知神经机制

人们对属于自己的物品比属于他人的物品更容易回忆和再认,即便物品和主体的所有权关联仅仅是暂时的和想象的,这称之为记忆的所有权效应.该效应在非常年幼的幼儿和一些认知缺陷的个体身上也会出现.跨文化研究表明,东方文化的个体和西方文化的个体在该效应的表现上也存在差异.该效应可能是由于对自我相关的项目进行深度语义加工的结果,但其早期阶段可能是因为获得了更多的注意资源分配.自我选择和身体活动的具身化在该效应中起着调节作用.当注视属于自己的项目时,P300等成分波幅明显增强,这为注意在记忆的所有权效应中的作用提供了脑电方面的支持.当被试对分类任务中属于自己的物品进行再认时,会导致内侧前额叶皮质、扣带回皮质、缘上回和顶叶等皮质中线结构的激活.未来研究需要考虑奖赏加工等其他的认知加工在这一效应中的作用,并尝试利用灵长类动物的研究从进化角度对这一现象进行解释.考察认知障碍个体执行该任务时的脑机制,有助于进一步完善本领域的研究.     

红火蚁与黑头酸臭蚁对不同食物资源的竞争

红火蚁Solenopsis invicta Buren与黑头酸臭蚁Tapinoma melanocephalum(F.)在不同食物资源上的竞争的实验结果表明:红火蚁与黑头酸臭蚁对鸡蛋诱饵的竞争最为激烈,当二者同时出现在鸡蛋诱饵时,红火蚁取胜并占有食物诱饵的比例为53%,略高于黑头酸臭蚁(47%),但二者的占有率没有显著的差异(P＞0.05).两种蚂蚁对蜂蜜和花生油诱饵表现出不同的喜好性.红火蚁喜好花生油食物诱饵,而黑头酸臭蚁喜好糖类食物诱饵.红火蚁在鸡蛋和花生油诱饵上的工蚁召集量平均分别为269头和219头,显著高于在蜂蜜诱饵上的平均工蚁数量,仅为16头;且对鸡蛋和花生油诱饵诱饵的占有率显著高于蜂蜜诱饵.黑头酸臭蚁在鸡蛋和蜂蜜诱饵上的工蚁召集量平均分别为240头和219头,显著高于在花生油诱饵的工蚁数量,为10头以下;且对鸡蛋和蜂蜜诱饵诱饵的占有率显著高于花生油诱饵.     

四逆散对疲劳大鼠学习记忆及脑内GABA_B1 表达的影响

目的:探讨四逆散对疲劳大鼠学习记忆及脑内GABA_B1受体的影响。方法:应用游泳训练和睡眠剥夺方法复制疲劳动物模型,运用Y-迷宫检测各组大鼠的学习记忆能力,采用免疫组化方法检测大鼠脑内GABA_B1受体阳性反应物的变化。结果:模型组与正常组相比,大鼠Y-迷宫正确反应率明显下降,错误反应率明显升高,大鼠脑内GABA_B1的阳性反应物数目明显增多;中药治疗组与模型组相比,正确反应率明显升高,错误反应次数明显下降,脑内GABA_B1受体的阳性反应物数目明显减少。结论:四逆散对疲劳大鼠学习记忆能力的下降具有改善作用。     

基于药物毒性反应等级的Up-and-Down设计

Ⅰ期临床试验主要关心毒性,通常划分毒性为五个水平．简单起见,同时兼顾伦理问题,Ⅰ期临床试验通常采用up-and-down序贯设计(例如BCDⅠ,BCDⅡ,K-in-a-row,Narayana,Improved Narayana)．然而,在分配剂量水平时,该设计没有区分已经试验了的病人的严重毒性水平等级,从而有可能分配给病人更高毒性的剂量水平．因此,本文提出了基于药物毒性等级确定最大耐受剂量的up-and-down设计方法,并进一步研究了该设计方法在各种变化的剂量—毒性关系下的运作特征,并且和标准的up-and-down设计作模拟比较,结果表明该设计方法对Ⅰ期临床试验设计的剂量建议具有重要意义．     

Sequential Capecitabine/Temozolomide and Sunitinib Treatment in Patients With Metastatic Well-Differentiated Grade 1/Grade 2 Pancreatic Neuroendocrine Tumors

ObjectiveThe role of alternate sequential administration of sunitinib and capecitabine/temozolomide (CAPTEM) in metastatic pancreatic neuroendocrine tumors (PanNETs) remains unexplored. We thus aimed to analyze the efficacy and tolerability of this strategy in advanced grade 1/grade 2 PanNETs.MethodsIn total, data of 43 patients with metastatic PanNET were collected from a real-world database of a cancer center. Twenty-four patients were treated with sunitinib followed by CAPTEM (group 1), and 19 patients were treated with CAPTEM followed by sunitinib (group 2).ResultsTwenty-three patients were treated with first-line sunitinib or CAPTEM, and 20 patients were pretreated with somatostatin analog (SSA) or SSA in combination with transcatheter arterial chemoembolization. The objective response rate with first-line treatment was similar in both groups, whereas that with second-line treatment was higher in group 1 than in group 2, albeit with no significant differences (21.1% vs 5.3%, respectively; P = .205). Median progression-free survival (mPFS) for first-line and second-line treatments did not differ between the 2 groups (11 and 12 months vs 12 and 8 months, respectively). Following subgroup analyses, treatment with first-line sunitinib and sunitinib after pretreated SSA had a longer mPFS than that with second-line sunitinib after CAPTEM (11 months vs 8 months, respectively; P = .046), whereas treatment with first-line CAPTEM and CAPTEM after pretreated SSA had an mPFS similar to that of second-line CAPTEM after sunitinib treatment. CAPTEM and sunitinib had similar tolerability.ConclusionAlternating sunitinib and CAPTEM were well tolerated and associated with similar mPFS in grade 1/grade 2 PanNETs. However, larger prospective studies are required to investigate the efficacy of alternate sequential therapies for metastatic PanNET.     

Age‐Related Differences in Daily Attention Patterns in Preschool,Kindergarten, First‐Grade,and Fifth‐Grade Pupils

The purpose of this study was to examine age‐related differences in the daily attention patterns of preschool, kindergarten, first‐grade, and fifth‐grade pupils by means of a cross‐sectional sample of 4–11‐year‐old French students. The importance of this study comes from the need to understand attention and apply the information it provides in educational settings. The first study conducted in a school setting with three age groups (4–5‐, 6–7‐, and 10–11‐year‐olds) demonstrated a rapid rhythmicity (60 minute period) for preschoolers (4–5 years old), with higher performance at the beginning of a teaching session. This pattern evolved until the fifth grade (10–11‐year‐olds), after which the temporal variation in attention was comparable to that of working adults, with fluctuations occurring on a half‐day basis. The children's scores on crossing‐out tests rose during the morning, declined in the early afternoon, and then rose again later during the afternoon. The second study enhanced our understanding of the change of the rhythm in attention of 4–7‐year‐old pupils. The rapid daily rhythmicity, linked to a session effect, seems to gradually disappear as children move from preschool 2 to kindergarten (4–5‐ to 5–6‐year‐olds) and then on to first grade (6–7‐year‐olds), where the daily attention patterns are closer to the standard pattern found by chronopsychology studies. The evolving patterns obtained from group means were confirmed by analysis of individual patterns. Exploratory statistical analysis of the data provided greater detail on the observed interindividual patterns, indicating that within each school grade, the attention patterns of some children are similar to the standard pattern while the attention patterns of others are more atypical. Deviations were mainly found in the 5–6‐year‐old age range (kindergarteners). The greatest ‘mixture’ of patterns was observed in the kindergartners (5–6‐year‐olds). Age plays a role not only in modifying daily changes but also in the distribution of interindividual differences in daily fluctuations, which occur most when children are of kindergarten age (5–6 years of age).