Papers for the month of April 2018

Jolkkonen J, Zille M, Boltze J.

"Future of Animal Modeling for Poststroke Tissue Repair."
Stroke, 49:1099-1106

Mouse over here for a brief summary or click to open article in a new tab.Numerous preclinical animal studies have shown beneficial effects of cell therapies after stroke, including reduction of functional deficits and lesion size. Early stage clinical studies currently aim to confirm this therapeutic potential. Despite the progress in translating cell therapy for stroke, true cell replacement and stem cell-based tissue regrowth have not been achieved yet. To go beyond multimodal regeneration improving effects, a careful orchestration of therapeutic approaches relying on and promoting endogenous (eg, neurogenesis-based) or exog- enous (eg, stem cell transplantation-based) tissue restoration need to be established. Selection of appropriate, restoration- permissive target lesions will also be required to enhance chances for successful tissue regeneration. Herein, we pro- pose a 4-component in vivo research strategy with the poten- tial to foster tissue repair and replacement in stroke.

Liu, X., Tan, D.,

"The two processes underlying the testing effect– Evidence from Event-Related Potentials (ERPs)"
Neuropsychologia, 112:77-85

Mouse over here for a brief summary or click to open article in a new tab.This paper provides neuroimaging evidence for why testing helps learning more than re-study and proposed that two-processes are associated with the Testing Effect advantage over re-study.

Newcombe, N., Alfieri, L., Cromley, J., Massey, C., Merlino, J.

"Using principles of cognitive science to improve science learning in middle school: What works when and for whom?"
Journal of Theoretical Social Psychology, 32:225-240

Mouse over here for a brief summary or click to open article in a new tab.Four principles of cognitive science were used to make systematic revisions in middle school science instructional modules from two kinds of curriculum: one popular textbook series and one popular hands‐on series (two modules each). Schools were randomly assigned to 1 of the 3 arms (cognitive science modifications with professional development, active control with professional development, or business‐as‐usual). Two cohorts of students were followed in each arm for each setting. There were significant benefits of the cognitive science intervention, but the nature of effects varied for the two settings and curricula. For the text‐based curriculum, positive effects of cognitive science modifications were concentrated in classrooms with lower proportions of underrepresented minority students. For the hands‐on curriculum, there were positive effects that were not linked to school composition. Participation in the active control did not significantly improve student learning. Implications for policy and research are discussed.

Lovell PV, Huizinga NA, Friedrich SR, Mello CV

"The constitutive transcriptome of a brain circuit for vocal learning"
BMC Genomics , 19:231

Mouse over here for a brief summary or click to open article in a new tab.The ability to imitate the vocalizations of other organisms, a trait known as vocal learning, is shared by only a few organisms, including humans, where it subserves the acquisition of speech and language, and 3 groups of birds, including songbirds. We conducted a rigorous and comprehensive analysis of transcriptional specializations of the major nuclei of the song system of the zebra finch, representing one of the most comprehensive molecular characterizations of a brain circuit that evolved to facilitate a learned behavior in a vertebrate.


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