Showing 21 results for Learning
Mahmoudreza Palizvzn, Shadi Khademi, Ali Ghazavi, Ghasem Mosayebi,
Volume 9, Issue 4 (12-2006)
Abstract
Introduction: Oxidative stress may play a critical role in neurodegenerative disorders but the relation between oxidative stress and learning ability in normal rats is not investigated, so the aim of this study was to investigate the correlation between oxidative stress and two way active avoidance learning in Wistar rats. Materials and Methods: This is an experimental research. 14 Wistar rats were assigned for assessed learning ability in shuttle box. One day after shuttle box learning, cerebrospinal fluid (CSF) and blood samples were obtained. Concentration of Nitric Oxide and Ferric reduction/antioxidant power were assessed. Data was analyzed using Pearson correlation test. Results: The results of the present study demonstrate that there are positive correlation between shuttle box learning ability and Ferric reduction/antioxidant power (p<0.001, r =0.66 4) and Nitric Oxide concentration (p<0.001, r = 0.724) in serum, but not in CSF. Conclusion: The results of this study suggest that high concentration of antioxidant power and Nitric Oxide concentration in blood can improve shuttle box learning in rats
Reza Mohajerani, Mohammad Reza Palizvan, Shahrbanou Oryan, Vahab Babapour,
Volume 11, Issue 1 (3-2008)
Abstract
Introduction: In this study the effect of extracellular trans zinc and voltage sensitive calcium channels on different aspects of learning and memory has been investigated. Materials and Methods: This is an experimental study in which the effect of a calcium channel antagonist (Verapamil) and zinc chelator (Ca-EDTA), on passive avoidance learning (shuttle box apparatus) has been examined by intraperitoneal administration of defferent doses of these drugs. Data was analyzed using one way analysis of variance. Results: Result of intraperitoneal injection of 100 milimolar Ca-EDTA indicated that it has no effect on the acquisition, consolidation, and retrieval of passive avoidance learning. Verapamil (100 and 150 micrograms) as a L-type voltage gated calcium channel antagonist, decreased acquisition and consolidation but not retrieval of passive avoidance behaviour. These effects were dose dependent. The simltaneous effect of Ca-EDTA and verapamil was also studied. Ca-EDTA (100milimolar) and verapamil (100 micrograms) have negative effects on consolidation of passive avoidance learning. Conclusion: Probably, common mechanisms are involved in acquisition and consolidation of passive avoidance learning, and zinc and calium ions play interactive roles in this aspect.
Korosh Rezaei, Hamidreza Kohestani, Fatemeh Ganjeh, Zoreh Anbari,
Volume 12, Issue 4 (1-2010)
Abstract
Abstract Background: One of the most important effective factors on students’ learning is their learning style. This study was done to determine learning styles of students in Arak University of Medical Sciences in 2008. Materials and Methods: In a descriptive cross sectional study, 241 first semester students in Arak University of Medical Sciences were selected by census sampling method. The data gathering tool was a questionnaire containing demographic questions and Kolb's learning style questionnaire. Results: The most students learning style was assimilating (58.1%), Converging (25.31%), diverging (10.37%) and accommodating styles (6.22%) were followed. In all fields the most prevalent learning style was assimilating, too. The majority of operating room (56.2%), battle health with disease (57.9%), environment health (53.6%), nursing (43.9%), medical (72.4%), laboratory science (73.1%), midwifery (64.3%) and anesthesia students (65%) were this style. Conclusion: Considering the assimilator and converging learning styles among students, it is recommended to use lecture and self learning, visual methods, diagrams, teacher’s handouts, and face to face learning methods. Also, communication skills of medical science students must be supported, because, assimilating and converging have less interest to communicate with others.
Tooba Heidari, Noorolsadat Kariman, Zahra Heidari, Laila Amirifarahani,
Volume 12, Issue 4 (1-2010)
Abstract
Abstract Background: Different studies have shown the inability of traditional lecture method to active teaching method in concept transmitting of higher learning domain. The aim of this study was comparing the effects of feedback lecture method and conventional lecture method on learning and quality of teaching. Materials and Methods: In quasi-experimental study, 27 Arak medical science midwifery students who were in fourth semester, randomly, were divided to two groups of “teaching by feedback lecture” and “teaching by conventional lecture”. Desired topic were presented by one teacher as a 90- minute lecture in control group and as two 35-minute lectures with 10-minute discussion after each part in case group. Informational form, and post test and student' opinion form were used respectively to identify the demographic characteristics, short tem and long term learning and quality of teaching form. Results: Demographic characteristics, quality of teaching form student’s opinion, total scores of pre and post test were similar in two groups. Results of teaching score in post test in knowledge and perception level were similar. But there was a significant difference between application and analysis level in two groups(p=0.011). Also, total and domain scores of post test after a month were not different in both groups. Conclusion: Results indicated that learning by feedback lecture can be more effective than conventional lecture method in application and analysis domain.
Mohammad Reza Palizvan, Abalfazl Jand, Mohammad Reza Tahere Nejad,
Volume 12, Issue 4 (1-2010)
Abstract
Abstract Background: Misconceptions of mental models are phenomena that are variance with accepted scientific models. Purpose of this study was to investigate the prevalence of misconception about half life and concentration of insulin hormone in students of Arak university of medical sciences. Materials and Methods: In this descriptive study 153 undergraduates in medicine and nursing – midwifery faculties of Arak university of medical sciences in 2009, were asked to answer to two questions about half life and concentration of insulin hormone. Results: The prevalence of misconception about half life of insulin hormone in medical, nursing and midwifery students were 75%, 80% and 85%, respectively, and prevalence of misconception about insulin concentration in blood were 31%, 26% and 20%, respectively. Conclusion: Misconceptions about insulin half life and concentration exist in high percent of students and it is necessary to correct the teaching pattern.
Majid Najafi Kalyani, Shahnaz Karimi, Nahidi Jamshidi,
Volume 12, Issue 4 (1-2010)
Abstract
Abstract Background: The important reality is that all of human developments and successes are due to learning. Knowing students learning styles will help to produce an educational plan in order to optimal and effective learning. The aim of this study was the comparison of learning styles and preferred teaching methods of different students of medical sciences. Materials and Methods: This study is a cross-sectional research. That was done on all students at Fasa Medical Sciences University in 2009. For data gathering, questionnaires of demographic variables and Kolb Learning Style Inventory (KLSI) was used and analyzed. Results: Majority of students learning style was convergent learning (38.3%) and then assimilator learning style (29.9%). More frequent preferred teaching method was group discussion. There was a significant difference between learning styles and course of students (P=0.011). Conclusion: Since, the majority of students had convergent and assimilator learning styles is recommended, considering the diversity of learning styles, educational methods related ro learning styles were using.
Nourossadat Kariman, Tooba Heidari,
Volume 12, Issue 4 (1-2010)
Abstract
Abstract Background: Tendency to use of portfolio for evaluating has been developed with the aim of optimum use of assessment culture. Present study was done to determine the effect of portfolio’s evaluation method on midwifery students’ learning and satisfaction in gynecology practical training. Materials and Methods: In this qusi-experimental study, all midwifery students in sixth semester (n=42), were randomly allocated to portfolio and routine evaluation group. Based on educational goals, portfolio groups prepared package which consists of a complete report of history, physical exam and method of patient management for women whom visited gynecology clinic and were evaluated by a portfolio’s evaluation checklist. During the last day of their course, post test, clinical exam and opinion form were taken. Results: The mean of age, score of pretest and gynecology theory were similar in both groups. The mean of pre and post test scores for students of both groups didn’t have significant difference for knowledge and comprehension levels. The mean score of application, analysis and cognitive higher levels questions in portfolio group were significantly greater than routine evaluation group (p=0.001, p=0.02, respectively). The mean of clinical exam score in both groups had a significant difference. In portfolio group, mean of diagnostic and therapeutic solution and Communication between theoretical and clinical leanings scores were more. Students’ overall satisfaction scores in two evaluation methods were similar. Conclusion: Portfolio evaluation provides the opportunity for more learning by increasing the student’s participation in learning process and helping them to apply theory in practice.
Morteza Behnam Rassouli, Nargess Ghayour, Majid Afsharian, Maryam Tehranipour, Mohammad Bagher Ghayour,
Volume 13, Issue 1 (4-2010)
Abstract
Background: Oxidative stress is one of the probable molecular mechanisms involved in lead (Pb) neurotoxicity. On the other hand, lemon balm (Melissa officinalis) which is widely used in traditional medicine, has a high antioxidant activity. In this study, the protective impacts of Melissa officinalis on the adverse effects of Pb toxicity on learning ability were investigated. Materials and Methods: In this experimental-clinical trial, 40 virgin Wistar rats were mated and divided into control, control positive (vitamin C+Pb), control negative (Pb), and 3 Pb and Mellisa experimental groups. Mellisa was orally administered in three doses including + 25, 50 and 100 mg/ kg of body weight daily. Treatment started from 7th day of gestation and continued through pregnancy and lactation periods. The three month- old offsprings in each group were assessed in terms of memory and learning ability by Morris water maze test and the results were compared between the groups. Results: Exposure to Pb during and after gestation leads to learning disorders. While concomitant administration of Pb and Melissa, as well as vitamin C can, to a large degree, reduce the adverse effects of Pb on learning abilities. Conclusion: Since no significant differences were obtained from the comparison of results in the control, Pb+M and vitamin C+Pb groups, it can be concluded that Melissa has antioxidant impacts equal to vitamin C. Therefore, similar to vitamin C, Mellisa can decrease the neurotoxic effects of Pb.
Roghani, Khalili, Baluchnejadmojarad, Heydari,
Volume 14, Issue 1 (3-2011)
Abstract
Background: Chronic diabetes mellitus is accompanied with disturbances in learning, memory, and cognitive skills. Noticing the existing evidence regarding the anti-diabetic potential of hesperetin, the effect of its chronic administration on learning and memory in diabetic rats was investigated. Materials and Methods: In this experimental study, 40 male Wistar rats were divided into control, hesperetin-treated control, diabetic, and hesperetin/glibenclamide-treated diabetic groups. For evaluation of learning and memory, initial (IL) and step-through latencies (STL) were determined at the end of the study using passive avoidance test, and the alternation behavior percentage was obtained using Y maze. Results: STL significantly decreased in the diabetic (p<0.01) and hesperetin-treated diabetic (p<0.05) groups in comparison to the control group however, the difference between these two groups was not significant. Alternation percentage in the diabetic group was significantly lower in comparison to the control group (p<0.05), but the hesperetin-treated diabetic group revealed a significant difference in comparison to the diabetic group (p<0.05). Conclusion: Although long-term treatment with hesperetin does not enhance the capability of retention and recall in diabetic animals on the passive avoidance test, it can improve the short-term spatial memory in diabetic animals.
Akram Eidi, Tahereh Eshraghi, Ali Haeri Rohani, Maryam Eidi, Mahsa Jolaian,
Volume 15, Issue 1 (4-2012)
Abstract
Background: It has been indicated that there is a relationship between vitamin B12 status and cognitive functioning. Measurement of serum vitamin B12 is routinely performed in patients with memory loss during initial diagnosis. Noticing the role of cholinergic system and vitamin B12 on memory, the aim of this experimental study was to examine the effect of the interactions between vitamin B12 and nicotine on memory retention in passive avoidance learning in adult male rats.
Materials and Methods: The present study was an experimental one. Drugs, including vitamin B12 (0.01, 0.02, 0.03, 0.05, 0.1, and 1 µg/rat) and nicotine (0.1, 0.5, and 1 µg/rat) were administrated after training session intracerebroventriculary (i.c.v.). The drugs were used (i.c.v.) in a volume of 1µl/rat immediately after the training session. The level of memory retention was evaluated by passive avoidance learning. Twenty-four hours after training, a retention test was performed to determine long-term memory. Statistical analysis was carried out using one-way ANOVA test.
Results: The results showed that the administration of vitamin B12 and nicotine significantly increased memory retention in rats. Nicotine significantly increased the response to vitamin B12 in memory retention process.
Conclusion: Vitamin B12 through interaction with cholinergic system acts in memory retention process.
Ahmad Rahmani, Mahmood Sheikh, Rasool Hemayat Talab, Naser Naghdi,
Volume 16, Issue 1 (4-2013)
Abstract
Background: Exercise can counteract the negative effects of stress, but variations in exercise protocols and intensities have generated different results. The purpose of this study was to investigate the effect of immobilization stress on cognitive performance and the moderating role of exercise.
Materials and Methods: In this experimental study, adult Albino-Wistar rats were randomly assigned to 5 groups. The animals underwent immobilization stress (2 hours per day×7 day), exercise (30 minutes per day×7 day), or no intervention. The rats were trained and tested using Morris water maze.
Results: The control group had better performance than the stress group in acquisition (p<0.01) and recall (p<0.05) in Morris water maze. There was not a significant difference between exercise-stress and control groups in water maze performance. Stress increased corticosterone levels (p<0.001), but exercise had a significant effect on decrement of corticosteron levels (p<0.001). Also, despite the absence of a significant difference between sham and exercise groups in the acquisition stage, the exercise group had a better performance in the recall stage (p<0.05).
Conclusion: Immobilization stress can impair acquisition and mild exercise has a protective effect against stress-induced negative effects. Corticosterone may be a major mediator in the protective effect of exercise against stress-induced cognitive impairment. In addition, the role of exercise in retrieval of past experiences is more prominent than their acquisition.
Ameneh Rezayof, Mohammad Reza Zarrindast, Niloufar Darbandi,
Volume 17, Issue 6 (9-2014)
Abstract
Background: It is well known that morphine influence learning and memory processes. The Nucleus accumbens (N.ac) which has an important role in reward participates in morphine-induced impairment of memory retention. Considering the cholinergic system is involved in the effects of morphine on learning and memory, in the present study, the effects of intra-N.ac injections of acetylcholine receptor antagonists alone or with morphine on memory retention and morphine-induced memory has been investigated in rats.
Materials and Methods: In this original research animals were bilaterally cannulated in the N.ac and a step-through passive avoidance task was used for the assessment of memory retention .
Results: Post-training subcutaneous administration of morphine dose dependently decreased the learning and induced amnesia. The administration of the same dose of morphine as pre-test treatment induced state-dependent learning. Pre-test intra- N.ac administration of atropine, scopolamine and mecamylamine in different doses alone cannot affect on memory retention. While, pretest intra- N.ac injection of these drugs before the administration of morphine dose dependently inhibited morphine state-dependent learning. The level of statistical significance was set at p<0.05 .
Conclusion: The processes of learning in animals can be affected by morphine and the opioids produce state-dependent learning. Moreover, it can be concluded that inactivation of the muscarinic and nicotinic acethylcoline receptors in the N.ac are involved in mediating morphine state-dependent learning.
Elham Soleimani, Iran Goudarzi, Kataneh Abrari, Taghi Lashkarbolouki,
Volume 19, Issue 2 (5-2016)
Abstract
Background: Few studies have investigated the possible ways to prevent lead induced defects during gestation and lactation. The aim of this study was to investigate the effect of melatonin as a hormone with antioxidant properties on oxidative stress in the hippocampus and learning and memory impairment induced by administration of lead.
Materials and Methods: Pregnant rats were exposed to treatments of control, lead acetate (0.2% solution in water), lead acetate + melatonin and melatonin (10 mg / kg by oral gavage) from gestation day 6 until weaning. 21 days after birth, the activities of several antioxidant enzymes including superoxide dismutase (SOD), glutathione peroxidase (GPX) and catalase (CAT) as well as malondialdehyde levels in hippocampus of 23 male offspring rats were assayed. To behavioral studies, on postnatal day 30, 57 rats were trained 6 days in the Morris water maze and the probe test was performed 24 h later.
Results: The results showed that administration of lead during pregnancy and lactation could increase MDA levels and decrease glutathione peroxidase, superoxide dismutase and catalase antioxidant enzymes activities in the hippocampus of male offspring. Also, this treatment significantly disrupted performance of the Morris water maze test and impaired learning and spatial memory in male offspring compared with control. Administration of melatonin attenuated lipid peroxidation and could improve learning and spatial memory deficits and the activity of antioxidant enzymes in lead exposure group.
Conclusion: Melatonin as a neuropotective drug can protect the hippocampus against the complications of lead exposure, in the course of development.
Mostafa Nokani, Maryam Keypoor, Anita Alaghmand, Elham Ahmadi Zahrani,
Volume 19, Issue 9 (12-2016)
Abstract
Abstract
Background: Specific learning disorder is a neurodevelopmental disorder characterized by persistent difficulties in learning academic skills in reading, written expression, or mathematics. This study was performed to investigate the effectiveness of memantine in the relief of cognitive deficits (selective attention, sustained attention, and working memory) in specific learning disorder.
Materials and Methods: This study is a clinical trial. Of all children 8-12 years referred to Amir Kabir Hospital 94 patients diagnosed with specific learning disorder based on DSMV diagnostic interview referred by specialist and randomly divided by two groups, memantine and placebo. Cognitive deficits before and after treatment were measured with continuous performance test, Stroop test and Wechsler Digit Span forward and reverse and Corsi test.
Results: Multivariate analysis of variance showed a significant difference in error when answering, omission answer and corrected answer in continuous performance test, but this difference is not significant in response time. Difference in forward, reverse and collected auditory was significant and not significant in the auditory span. In active visual working memory at corsi cube test, difference was significant (p <0.05).
Conclusion: The results showed that memantine in improvement of sustained attention, auditory working memory and visual working memory, is effective, while in selective attention is not effective and according to similarities of learning disorder and Attention deficit / Hyperactivity disorder (ADHD) and the effectiveness of memantine in improvement of symptoms of ADHD, we can also use this drug in improvement of cognitive deficits of specific learning disorder.
Marziyeh Tavassoli, Azam Alinaghipour, Abolfazl Ardjmand,
Volume 20, Issue 6 (9-2017)
Abstract
Abstract
Background: Learning and memory are among the higher functions of the brain. State-dependent memory (STM) is a type of memory in which the recall of a learned behavior is happend only in the same sensory and physiologic condition in which the behavior is encoded. The STM is seen with some drugs, e.g. the morphine. The pentylenetetrazol (PTZ) is a durg which is used for the induction of seizure in experimental models. Some studies have been revealed different effects of the PTZ on brain higher function (learning, memory …). The aim of present study was to explore the effect of PTZ on morphine-induced STM.
Materials and Methods: In this study, male adult Wistar rats (190-220 g) were used. Animals in 3 groups (n=8) during 3 sessions (learning/memory, STM and interaction) were studied. During 48 hour (training and test) the learning and memory of animals were studied in inhibitory avoidance apparatus. The step-through latency in the test day was used as a criterion for memory. Post-training injection of saline or morphine (2.5, 5 and 7.5 mg/kg-ip) in different groups was carried out. In addition, the pre-test injection of morphine at the same doses was made to study the STM. Moreover, the interaction of pre-test single-dose PTZ (60 mg/kg-ip) on STM was studied. The locomotion of the animals was measured using the open field.
Results: The post-training injection of morphine (2.5, 5 and 7.5 mg/kg-ip) impaired the inhibitory memory of rats compared to control group (p<0.001). The post-training and pre-test injections of the same dose of morphine (7.5 mg/kg-ip) reversed the impaired memory compared to morphine (2.5 and 5 mg/kg-ip), (p<0.001). The pre-test PTZ (60 mg/kg-ip) maintained the morphine (7.5 mg/kg-ip) STM (p<0.001).
Conclusion: The present study revealed that the post-training ip injection of different doses of morphine results in the impairment of inhibitory avoidance memory in rat. In addition, the pre-test injection of the same doses of morphine reverses the impaired memory. This process is called STM. Consequently, the pre-test injection of PTZ maintains the morphine STM.
Javad Mesrabadi, Saeed Mohammadi Moulod,
Volume 21, Issue 1 (4-2018)
Abstract
Abstract
Background: Learning disorders is one of the most common problems of students, which attracted the attention of many psychologists and many studies have been conducted on the effectiveness of various interventions on different classes of learning disorder. The present study aimed to conclude general conclusions about the effectiveness of various educational and therapeutic interventions and the discovery of possible moderating variables.
Materials and Methods: In order to achieve the research purpose by using meta-analysis method, quantitative results of 128 selected researches which were obtained according to the criteria for entering and leaving and using keywords were used. In total, 623 primary effect sizes were obtained and analyzed by using CMA2 software.
Results: The results of the analysis showed that amount of combined effect size of the educational and therapeutic interventions on learning disorders was 1.13, and after dividing into multiple predecessor and consequence variables, the amounts of the combined effect size for educational interventions and therapeutic interventions for overall class of learning disabilities were respectively 0.74 and 1.26, for reading disorder 0.87 and 1.01, for writing disorder 1.20 and 1.22, and for mathematical disorder 1.29 and 1.26 that all of these effects size were significant (p≤0.001). Also, the results of independent t-test showed that the difference in the effectiveness of therapeutic interventions on reading disorder and educational interventions on mathematical disorder is significant (p≤0.001).
Conclusion: Based on the size of the effects obtained, it can be said that educational and therapeutic interventions have a very high effect on learning disabilities, and the use of therapeutic interventions for reading disorder and educational interventions for mathematical disorder is more effective.
Asma Mahmoodi, Farhad Ghadiri, Ali Rashidi-Pour,
Volume 21, Issue 4 (8-2018)
Abstract
Background and Aim: Stress is a powerful modulator of memory performance. Emotional arousal affects the various aspects of learning and memory through stimulation of the amygdala or the hippocampus. The aim of the present study was to investigate the effects of stress related acute exercise on reconsolidation of dart throwing task learned with errorless method.
Materials and Methods: Participants of the study included 60 girls with an average age of 20.5 who were randomly assigned to three groups including: target (n = 20), control (n=20), and control 2 (n = 20). On the first day, all three groups under the same conditions acquired the skill of throwing darts in an errorless method and immediately after that performed the immediate retrieval. On the second day, after memory reactivation, the target group was exposed to stress resulting of acute exercise while the control 1 group did rest. The acute stress was presented to control 2 group without memory reactivation. During the experiment, changes in salivary cortisol were measured. On the third day, the delayed memory retrieval for each of the three groups was implemented.
Findings: the results showed that while the control 1 and control 2 groups did not show enhancement of dart throwing learning across delayed memory retrieval than immediate retrieval, the target group showed substantial enhancement across the same time (p<0.05).
Conclusion: Our findings indicate that acute stress after memory reactivation can facilitate the implicit motor memory reconsolidation in women.
Zahra Salimi , Lotfollah Khajehpour , Farshad Moradpour , Ahmad Ali Moazedi , Ali Pourmotabbed ,
Volume 22, Issue 3 (8-2019)
Abstract
Background and Aim: Nilutamide is a pure non-steroidal antiandrogen that is used in the treatment of advanced-stage (metastatic) prostate cancer and acts as a potent and selective antagonist of the androgen receptors. Previous studies showed that there must be relationship between androgen receptors and cognitive aspects of the brain. Therefore, it seems that nilutamide affects spatial learning and memory through effect on androgen receptors. The aim of this study is to evaluate the effect of nilutamide on spatial localization in the Morris Water Maze and synaptic plasticity at the hippocampus CA1 area of male adolescent rats.
Materials and Methods: In this experimental study, male Wistar rats were randomly divided into 4 groups (n=9). Experimantal groups received vehicle (DMSO 10%) as control groups and different doses of Nilutamide (5, 10 and 15µg/2.5µl). Drug and vehicle were injected for 4 days before training.
Ethical Considerations: This study with research ethics code
EE/ 97, 24, 3061300/ scu.ac.ir has been approved by research ethics committee at Shahid Chamran University of Ahvaz.
Findings: Analysis showed that escape latency and traveled distance for finding hidden platform in the group which received nilutamide (15µg) were significantly lower than of control group at first (p < 0.05) and second (p < 0.01) training days. The results of field potential recording showed that nilutamide had not any significant effect on fEPSP and PS.
Conclusion: The results of peresent study releaved that i.c.v microinjection of nilutamide improved spatial learninig in first and second days, wherease increase of treatment (4 days) not affected spatial learning.
Nastaran Zamani, Ahmad Ali Moazedi,
Volume 22, Issue 6 (1-2020)
Abstract
Background and Aim: Alzheimer’s disease is the most common causes of dementia among the elderly people. The aim of this study was to evaluate the synergistic effects of memantine and vitamin D on spatial learning and memory impairment in adult male rat model of Alzheimer's disease.
Methods & Materials: In this experimental study, male Wistar rats were randomly divided into nine groups (n=7): 1= Control, 2= NBM lesion (received bilateral electric lesion of NBM), 3= Sham (the electrode was entered into the NBM with no electric lesion), 4= NBM lesion+ Vehicle Memantine (received saline), 5= NBM lesion+ Vehicle Vitamin D (received saline), 6= NBM lesion+ Vehicle Memantine+ Vehicle Vitamin D (received saline plus sesame oil), 7= NBM lesion+ Vitamin D; 8= NBM lesion+Memantine, and 9= NBM lesion+Vitamin D+Memantine. After one week, the rats were trained to perform the Y-maze task for five days. Twenty five days after training, a retention test was performed to evaluate their long-term memory.
Ethical Considerations: This study with research ethics code of “EE/ 97, 24, 3061243/scu.ac.ir” was approved by the Research Ethics Committee of Shahid Chamran University of Ahvaz In Iran.
Results: Bilateral NBM lesion reduced spatial learning in comparison with control and sham groups. No effect on spatial learning was observed in NBM lesion+ Vehicle Memantine and NBM lesion+ Vehicle Vitamin D groups compared to the NBM lesion group. Spatial learning and memory in NBM lesion +Vitamin D+Memantine group (P<0.001) was significantly improved compared to NBM lesion+Vitamin D (P<0.01) and NBM lesion+Memantine (P<0.05) groups. Moreover, no significant difference was observed between the results in the 5th day of training and the memory retention at the 30th day.
Conclusion: Co-administration of memantine and vitamin D is more effective than memantine or vitamin D alone in spatial learning and memory improvement in rat model of Alzheimer's disease.
Zeinab Safdari, Saeed Moosavi Pour, Zabih Pirani,
Volume 25, Issue 6 (3-2023)
Abstract
Introduction: The outbreak of covid-19 caused an impact on the process of education in schools and universities. Therefore, the current research was conducted with the aim of investigating the effectiveness of virtual education based on interactive multimedia, video and educational factor on the learning rate and cognitive load of students in the conditions of covid-19 postgraduate students.
Methods: The method of the present research was quasi-experimental. The statistical population of the research included all master's students in the field of educational sciences in the course of research methods in the academic year 2019-1400, in the number of 36 people who were present in three different classes.
Results: The statistical sample also included a census of the research population, 36 people who were randomly assigned to three groups of interactive multi-media based education (9 people), film-based education (16 people) and training agent (11 people) And they responded to PASS (1994) cognitive questionnaire. To analyze the data, univariate covariance analysis was used through SPSS-23 statistical software. This research was reviewed in Islamic Azad University - Arak Unit and approved with the ethics code IR.IAU.ARAK.REC.1401.096. Informed consent was obtained from the participants and they were assured that their information would be confidential
Conclusions: The results showed that there is a significant difference in learning variables and cognitive load between each of the interactive multimedia groups and the video with the educational factor compared to the traditional group, with an error level of 0.05, and these groups performed better in learning variables and cognitive load. It can be said that virtual education based on interactive multimedia and video can be used to increase learning and cognitive load and cause students' academic progress.
