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Imitação de expressões faciais para aprendizado de emoções em robótica social; Imitation of facial expressions for emotion learning in social robotics

Santos, Valéria de Carvalho
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 12/07/2012 PT
Relevância na Pesquisa
45.91%
Robôs sociáveis devem ser capazes de interagir, se comunicar, compreender e se relacionar com os seres humanos de uma maneira natural. Embora diversos robôs sociáveis tenham sido desenvolvidos com sucesso, ainda existem muitas limitações a serem superadas. São necessários importantes avanços no desenvolvimento de mecanismos que possibilitem interações mais realísticas, bem como regulem o relacionamento entre robôs e humanos. Um forma de tornar mais realísticas as interações é através de expressões faciais de emoção. Nesse contexto, este trabalho fornece capacidade de imitação de expressão facial de emoções a uma cabeça robótica virtual, com o objetivo de permitir interações mais realísticas e duradouras com o ser humano. Para isso, é incorporado à mesma aprendizado por imitação, no qual a cabeça robótica imita expressões faciais apresentadas por um usuário durante a interação social. O aprendizado por imitação foi realizado atráves de redes neurais artificiais. As expressões faciais consideradas neste trabalho são: neutra, alegria, raiva, surpresa e tristeza. Os resultados experimentais são apresentados, os quais mostram o bom desempenho do sistema de imitação proposto; Sociable robots must be able to interact...

Neurociência e educação: investigando o papel da emoção na aquisição e uso do conhecimento científico; Neuroscience and education: investigating the role of emotion in the acquisition and use of the scientific knowledge

Brockington, Guilherme
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 05/05/2011 PT
Relevância na Pesquisa
45.65%
Nos último anos, o interesse acerca da compreensão dos funcionamentos do cérebro e da mente teve um crescimento vertiginoso. A Neurociência foi capaz de fornecer um novo entendimento acerca de diferentes processos cognitivos e desvendar as propriedades neurais que dão suporte à linguagem, ao entendimento aritmético, à realização de cálculos etc. Tais avanço são ainda pouco conhecidos e, por conseqüência, pouco utilizados pelos pesquisadores em Educação. Nesta pesquisa estabelecemos um diálogo efetivo entre a Educação e a Neurociência Cognitiva ao investigar uma questão ainda em aberto no Ensino de Ciências: a persistência das concepções espontâneas em Física. Combinamos o arcabouço teórico-metodológico da Neurociência com testes tradicionais em Ensino de Física, que foram validados e vem sendo utilizados há mais de três décadas em pesquisas na área. Especificamente, investigamos se diferentes padrões de respostas psicofisiológicas associadas a reações emocionais estariam vinculados a diferentes formas de representação de situações e fenômenos do mundo físico. Assim, investigamos as repostas de condutância galvânica da pele geradas em Experts (físicos e engenheiros) e Novatos (estudantes sem formação científica) ao responderem questões de Física e Controle (Matemática básica). Nossos resultados revelaram que os dois grupos apresentaram padrões de respostas emocionais bastante diferentes para os dois tipos de conteúdo. Nossos resultados permitem avançar no entendimento do papel das emoções na tomada de decisão de estudantes em testes tradicionais de levantamento de concepções alternativas...

A viagem de Alfred Russel Wallace ao Brasil: uma aplicação de história da ciência no ensino de biologia; Alfred Russel Wallace's journey to Brazil: an application of the history of science in the teaching of Biology

Souza, Rosa Andrea Lopes de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 02/10/2014 PT
Relevância na Pesquisa
55.86%
Esta dissertação, inserida em linha de pesquisa de "História, Filosofia e Cultura no Ensino de Ciências", abordou a inserção de um episódio da História da Ciência no ensino de Biologia da educação básica. A pesquisa, caracterizada por uma abordagem inclusiva da História da Ciência no ensino de Biologia, foi orientada pelos seguintes objetivos: 1) desenvolver o estudo de um episódio histórico envolvendo a viagem do naturalista inglês Alfred Russel Wallace (1823-1913) ao Brasil, no século XIX; 2) desenvolver um estudo empírico de utilização de episódio da História da Biologia no ensino e aprendizagem de conteúdos de Biologia por meio da elaboração, validação, aplicação e avaliação de uma sequência didática; 3) investigar os efeitos da utilização de um episódio de História da Biologia sobre aspectos motivacionais e emocionais dos alunos durante o ensino e aprendizagem de conteúdos de Biologia. A viagem de Wallace à Amazônia foi analisada segundo a metodologia de pesquisa em História da Ciência, fazendo uso de fontes primárias e secundárias. Foram investigadas a formação inicial do pesquisador e as motivações para a realização da viagem segundo o contexto das expedições científicas do século XIX. Foram ainda discutidas as principais contribuições que ele desenvolveu...

The brain decade in debate: III. Neurobiology of emotion

Blanchard,C.; Blanchard,R.; Fellous,J.-M.; Guimarães,F.S.; Irwin,W.; LeDoux,J.E.; McGaugh,J.L.; Rosen,J.B.; Schenberg,L.C.; Volchan,E.; Da Cunha,C.
Fonte: Associação Brasileira de Divulgação Científica Publicador: Associação Brasileira de Divulgação Científica
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2001 EN
Relevância na Pesquisa
35.97%
This article is a transcription of an electronic symposium in which active researchers were invited by the Brazilian Society of Neuroscience and Behavior (SBNeC) to discuss the advances of the last decade in the neurobiology of emotion. Four basic questions were debated: 1) What are the most critical issues/questions in the neurobiology of emotion? 2) What do we know for certain about brain processes involved in emotion and what is controversial? 3) What kinds of research are needed to resolve these controversial issues? 4) What is the relationship between learning, memory and emotion? The focus was on the existence of different neural systems for different emotions and the nature of the neural coding for the emotional states. Is emotion the result of the interaction of different brain regions such as the amygdala, the nucleus accumbens, or the periaqueductal gray matter or is it an emergent property of the whole brain neural network? The relationship between unlearned and learned emotions was also discussed. Are the circuits of the former the underpinnings of the latter? It was pointed out that much of what we know about emotions refers to aversively motivated behaviors, like fear and anxiety. Appetitive emotions should attract much interest in the future. The learning and memory relationship with emotions was also discussed in terms of conditioned and unconditioned stimuli...

Effects of pleasant visual stimulation on attention, working memory, and anxiety in college students

Gago,Débora; Almeida,Rosa Maria Martins de
Fonte: Pontificia Universidade Católica do Rio de Janeiro; Universidade de Brasília; Universidade de São Paulo Publicador: Pontificia Universidade Católica do Rio de Janeiro; Universidade de Brasília; Universidade de São Paulo
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2013 EN
Relevância na Pesquisa
45.72%
Different emotional reactions can be induced by the presentation of visual stimuli with affective content. Emotional stimuli are processed and linked with cognitive functions, such as attention, memory, and anxiety, and have implications in the mental health field. Previous studies have reported that positive and negative emotions tend to change cognitive processes in individuals, ultimately resulting in better and worse performance, respectively. Many studies have emphasized the crucial role of affect in directing attention to relevant stimuli, enhancing learning and memory, facilitating decision making, selecting goals, and conflict resolution. The aim of the present study was to investigate the influence of pleasant visual stimuli on memory, focused attention, and anxiety and further understand the effects of emotional induction. The study investigated the effects of presenting a pleasant visual stimulus in a 1.5 min video to a sample of 145 college students on focused attention, working memory (Personnel Selection Testing, memory subtest), and anxiety (State-Trait Anxiety Inventory). Nonsignificant differences were observed in focused attention, working memory, and anxiety state. Statistically significant differences were found in trait anxiety and the comparison between men and women with regard to memory and anxiety. The positive stimulus was not sufficient to alter cognition or emotion in our research participants. Emotion was found to not be the only factor that influences memory...

Efficacy of an Emotion Self-regulation Program for Promoting Development in Preschool Children

Bradley, Raymond Trevor; Galvin, Patrick; Atkinson, Mike; Tomasino, Dana
Fonte: Global Advances in Health and Medicine Publicador: Global Advances in Health and Medicine
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
45.65%
This work reports the results of an evaluation study to assess the efficacy of the Early HeartSmarts (EHS) program in schools of the Salt Lake City, Utah, School District. The EHS program is designed to guide teachers with methods that support young children (3–6 y old) in learning emotion self-regulation and key age-appropriate socioemotional competencies with the goal of facilitating their emotional, social, and cognitive development. The study was conducted over one school year using a quasiexperimental longitudinal field research design with 3 measurement points (baseline, preintervention, and postintervention) using The Creative Curriculum Assessment (TCCA), a teacher-scored, 50-item instrument measuring students growth in 4 areas of development: social/emotional, physical, cognitive, and language development. Children in 19 preschool classrooms in the Salt Lake City School District were divided into intervention and control group samples (n = 66 and n = 309, respectively; mean age = 3.6 y). The intervention classes were specifically selected to target children of lower socioeconomic and ethnic minority backgrounds. Overall, there is compelling evidence of the efficacy of the EHS program in increasing total psychosocial development and each of the 4 development areas measured by the TCCA: the results of a series of analyses of covariance found a strong...

Emotion-based learning: insights from the Iowa Gambling Task

Turnbull, Oliver H.; Bowman, Caroline H.; Shanker, Shanti; Davies, Julie L.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 21/03/2014 EN
Relevância na Pesquisa
45.96%
Interest in the cognitive and/or emotional basis of complex decision-making, and the related phenomenon of emotion-based learning, has been heavily influenced by the Iowa Gambling Task. A number of psychological variables have been investigated as potentially important in understanding emotion-based learning. This paper reviews the extent to which humans are explicitly aware of how we make such decisions; the biasing influence of pre-existing emotional labels; and the extent to which emotion-based systems are anatomically and functionally independent of episodic memory. Review of literature suggests that (i) an aspect of conscious awareness does appear to be readily achieved during the IGT, but as a relatively unfocused emotion-based “gut-feeling,” akin to intuition; (ii) Several studies have manipulated the affective pre-loading of IGT tasks, and make it clear that such labeling has a substantial influence on performance, an experimental manipulation similar to the phenomenon of prejudice. (iii) Finally, it appears that complex emotion-based learning can remain intact despite profound amnesia, at least in some neurological patients, a finding with a range of potentially important clinical implications: in the management of dementia; in explaining infantile amnesia; and in understanding of the possible mechanisms of psychotherapy.

Organizational Learning from Experience in High-Hazard Industries: Problem Investigation as Off-Line Reflective Practice

Rudolph, Jenny; Hatakenaka, Sachi; Carroll, John S.
Fonte: MIT - Massachusetts Institute of Technology Publicador: MIT - Massachusetts Institute of Technology
Formato: 569267 bytes; application/pdf
EN_US
Relevância na Pesquisa
45.75%
Learning from experience, the cyclical interplay of thinking and doing, is increasingly important as organizations struggle to cope with rapidly changing environments and more complex and interdependent sets of knowledge. This paper confronts two central issues for organizational learning: (1) how is local learning (by individuals or small groups) integrated into collective learning by organizations? and (2) what are the differences between learning practices that focus on control, elimination of surprises, and single-loop incremental ?fixing? of problems with those that focus on deep or radical learning, double-loop challenging of assumptions, and discovery of new opportunities? We articulate these relationships through an analysis of particular learning practices in highhazard organizations, specifically, problem investigation teams that examine the most serious and troubling events and trends in nuclear power plants and chemical plants. We first distinguish a controlling orientation from a rethinking orientation, and illustrate learning practices with three case studies from the nuclear power and chemical industries and a questionnaire study of three nuclear power plants. We then extend our framework to create a four-stage model of organizational learning: (1) local learning by decentralized individuals and work groups...

Affect and legal education: emotion in learning and teaching the law

Maharg, Paul; Maughan, Caroline
Fonte: Ashgate Publicador: Ashgate
Tipo: Livro
Relevância na Pesquisa
55.84%
The place of emotion in legal education is rarely discussed or analysed, and we do not have to seek far for the reasons. The difficulty of interdisciplinary research, the technicisation of legal education itself, the view that affect is irrational and antithetical to core western ideals of rationality – all this has made the subject of emotion in legal education invisible. Yet the educational literature on emotion proves how essential it is to student learning and to the professional lives of teachers.

Emotion in learning: a neglected dynamic

Ingleton, Christine
Fonte: Higher Education Research and Development Society of Australasia Publicador: Higher Education Research and Development Society of Australasia
Tipo: Artigo de Revista Científica
Publicado em //2000 EN
Relevância na Pesquisa
65.95%
Learning environments are social environments, and learners are highly complex beings whose emotions interact with their learning in powerful ways. To value the learner is to value the whole person, not just the intellect. In this paper, a model of emotion in learning is developed which illustrates the role of emotion in establishing and maintaining identity and self-esteem in learning situations. From the standpoint of psycho-analytic and social constructionist theory, it is argued that the disposition to learn has its basis in social relationships. Arising from those relationships are the emotions of pride and shame which play a key role in the development of identity and self-esteem. The dynamics of pride and shame and identity, in the context of experiences of success and failure, may dispose students to act positively or negatively towards learning. The theory is illustrated in the experiences of students in mathematics classrooms from primary to tertiary level. These experiences indicate that emotion is constitutive of learning, and merits greater consideration in learning theory.; http://www.herdsa.org.au/?page_id=182#I; Christine Ingleton

Emotion and E-learning

O'Regan, K.
Fonte: Sloan Consortium Publicador: Sloan Consortium
Tipo: Artigo de Revista Científica
Publicado em //2003 EN
Relevância na Pesquisa
35.98%
Traditionally, emotion and cognition have been viewed as polar opposites and this view has been incorporated into theories of learning. One reason for this may be a lack of clarity in defining emotion. In fact there are other perspectives on how emotion and cognition, emotion and learning, are related. These considerations emerge with renewed vigor with the move to online education. The author interviewed eleven students studying online. These students identified emotions which were critical to their online learning. Evidence from the literature and from the interviews positions emotion as central and essential to the teaching/ learning process.; Kerry O'Regan; The Sloan Consortium © 2007

Recognition of Human Emotion in Speech Using Modulation Spectral Features and Support Vector Machines

Wu, Siqing
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 2609580 bytes; application/pdf
EN; EN
Relevância na Pesquisa
55.79%
Automatic recognition of human emotion in speech aims at recognizing the underlying emotional state of a speaker from the speech signal. The area has received rapidly increasing research interest over the past few years. However, designing powerful spectral features for high-performance speech emotion recognition (SER) remains an open challenge. Most spectral features employed in current SER techniques convey short-term spectral properties only while omitting useful long-term temporal modulation information. In this thesis, modulation spectral features (MSFs) are proposed for SER, with support vector machines used for machine learning. By employing an auditory filterbank and a modulation filterbank for speech analysis, an auditory-inspired long-term spectro-temporal (ST) representation is obtained, which captures both acoustic frequency and temporal modulation frequency components. The MSFs are then extracted from the ST representation, thereby conveying information important for human speech perception but missing from conventional short-term spectral features (STSFs). Experiments show that the proposed features outperform features based on mel-frequency cepstral coefficients and perceptual linear predictive coefficients, two commonly used STSFs. The MSFs further render a substantial improvement in recognition performance when used to augment the extensively used prosodic features...

The Effect of Training on Haptic Classification of Facial Expressions of Emotion in 2D Displays by Sighted and Blind Observers

ABRAMOWICZ, ANETA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 691379 bytes; application/pdf
EN; EN
Relevância na Pesquisa
45.99%
Abstract The current study evaluated the effects of training on the haptic classification of culturally universal facial expressions of emotion as depicted in simple 2D raised-line drawings. Blindfolded sighted (N = 60) and blind (N = 4) participants participated in Experiments 1 and 3, respectively. A small vision control study (N = 12) was also conducted (Experiment 2) to compare haptic versus visual learning patterns. A hybrid learning paradigm consisting of pre/post- and old/new-training procedures was used to address the nature of the underlying learning process in terms of token-specific learning and/or generalization. During the Pre-Training phase, participants were tested on their ability to classify facial expressions of emotion using the set with which they would be subsequently trained. During the Post-Training phase, they were tested with the training set (Old) intermixed with a completely novel set (New). For sighted observers, visual classification was more accurate than haptic classification; in addition, two of the three adventitiously blind individuals tended to be at least as accurate as the sighted haptic group. All three groups showed similar learning patterns across the learning stages of the experiment: accuracy improved substantially with training; however...

O linguajear e o emocionar no diário de uma professora iniciante

Antunes, Adriana Guimarães
Fonte: Universidade Federal do Rio Grande Publicador: Universidade Federal do Rio Grande
Tipo: Dissertação de Mestrado
POR
Relevância na Pesquisa
35.98%
Este trabalho propõe-se a investigar como o linguajear e o emocionar da docência modificam-se no início da carreira. O estudo foi desencadeado pelo desconforto que a metodologia do ensino de Matemática, baseada em sua maioria na apresentação do conteúdo e na realização de exercícios, causava tanto nos estudantes quanto na professora. A situação vivenciada nos primeiros anos da docência indicava a necessidade de estabelecer outro linguajear e emocionar com os estudantes, que favorecesse suas aprendizagens e não mais os negasse enquanto sujeitos aprendentes. Escolhemos a metodologia de Projetos de Aprendizagem como proposta facilitadora da aprendizagem, o que demandou a construção do saber no coletivo. Para conhecermos as transformações no linguajear e no emocionar foi necessário utilizar um instrumento de acompanhamento das atividades docente. Escolhemos o diário de aula como instrumento para o registro da experiência vivida no ensino de Matemática, de junho a dezembro de 2012, com os alunos do sexto e sétimo anos, de uma escola da rede pública de ensino. Analisamos e discutimos a narrativa presente no “Diário de uma professora iniciante” a partir da Investigação Narrativa, que se constitui tanto como fenômeno que se investiga quanto método de investigação. O conversar no diário mostrou uma professora iniciante com muitas inquietações em relação ao seu fazer docente...

Digital story explication as it relates to emotional needs and learning

Daily, Shaundra Bryant
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 112 leaves; 5858254 bytes; 5864740 bytes; application/pdf; application/pdf
ENG
Relevância na Pesquisa
45.77%
Too often, efforts toward re-thinking learning environments focus solely on the cognitive aspects of education. By expanding our view to consider other aspects of adolescent development involved in education, we can begin to address the needs of the whole child. This research aims to 1) gain a better understanding of the effects of immediate emotions in middle school academic contexts and 2) create a system geared toward addressing the emotional needs of teenage girls. To support emotional self-awareness and empathy, a proactive emotional health was developed. This is a part of a long-term research plan for understanding the role that digital technology can play in helping address emotions and support learning for teenage girls. The system, G.I.R.L.S (Girls Involved in Real Life Sharing) Talk, allows users to reflect actively upon the emotions related to their situations through the construction of pictorial narratives. Users of this new system were able to gain new knowledge and understanding about themselves and others through the exploration of authentic and personal experiences. The system employs a new technology called common sense reasoning that enables it to infer affective content from the users' stories and support emotional reflection. This system has been evaluated with seventeen subjects; one group used the G.I.R.L.S. Talk system with emotional reflection support...

Amygdala Response to Facial Expressions Reflects Emotional Learning

Germine, Laura; Hooker, Christine; D'Esposito, Mark; Knight, Robert T.
Fonte: Society for Neuroscience Publicador: Society for Neuroscience
EN_US
Relevância na Pesquisa
45.82%
The functional role of the human amygdala in the evaluation of emotional facial expressions is unclear. Previous animal and human research shows that the amygdala participates in processing positive and negative reinforcement as well as in learning predictive associations between stimuli and subsequent reinforcement. Thus, amygdala response to facial expressions could reflect the processing of primary reinforcement or emotional learning. Here, using functional magnetic resonance imaging, we tested the hypothesis that amygdala response to facial expressions is driven by emotional association learning. We show that the amygdala is more responsive to learning object-emotion associations from happy and fearful facial expressions than it is to the presentation of happy and fearful facial expressions alone. The results provide evidence that the amygdala uses social signals to rapidly and flexibly learn threatening and rewarding associations that ultimately serve to enhance survival.; Psychology

Neuroscience and education: the role of emotions in the acceptance of a scientific model

Lapin, M.
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2009 ENG
Relevância na Pesquisa
45.52%
The interest in understanding the functioning of the brain and the mind had, in recent decades, a vertiginous growth, transforming Neurosciences into a fundamental area for understanding the relations of the human beings with the natural and social world. Currently, modern Neuroscience provides a new understanding of different cognitive processes and reveals the neural properties, which give support to language, to arithmetic understanding, to the realization of calculations etc. Non-invasive methods like Functional Magnetic Resonance Imaging and Electroencephalography have come to be used to scan the brain, changing old conceptions of various cognitive functions, and capable of bringing, in the future, significant results for Education. The objective of this work is to bring to the attention of researchers in Education the new paths opened up by research in Neuroscience. This work will present a pilot study of a research on the role of emotion in learning and construction of scientific knowledge. This research will be guided by work derived from Cognitive Psychology and the data will be collected and analysed by means of the technological and theoretical structures derived from Neurosciences.

Continuous dimensional emotion tracking in music

Imbrasaite, Vaiva
Fonte: University of Cambridge; Faculty of Computer Science and Technology; Computer Laboratory Publicador: University of Cambridge; Faculty of Computer Science and Technology; Computer Laboratory
Tipo: Thesis; doctoral; PhD
EN
Relevância na Pesquisa
45.98%
The size of easily-accessible libraries of digital music recordings is growing every day, and people need new and more intuitive ways of managing them, searching through them and discovering new music. Musical emotion is a method of classification that people use without thinking and it therefore could be used for enriching music libraries to make them more user-friendly, evaluating new pieces or even for discovering meaningful features for automatic composition. The field of Emotion in Music is not new: there has been a lot of work done in musicology, psychology, and other fields. However, automatic emotion prediction in music is still at its infancy and often lacks that transfer of knowledge from the other fields surrounding it. This dissertation explores automatic continuous dimensional emotion prediction in music and shows how various findings from other areas of Emotion and Music and Affective Computing can be translated and used for this task. There are four main contributions. Firstly, I describe a study that I conducted which focused on evaluation metrics used to present the results of continuous emotion prediction. So far, the field lacks consensus on which metrics to use, making the comparison of different approaches near impossible. In this study...

Development and subunit composition of synaptic NMDA receptors in the amygdala: NR2B synapses in the adult central amygdala

Lopez de Armentia, Mikel; Sah, Pankaj
Fonte: Blackwell Publishing Ltd Publicador: Blackwell Publishing Ltd
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
45.52%
NMDA receptors are well known to play an important role in synaptic development and plasticity. Functional NMDA receptors are heteromultimers thought to contain two NR1 subunits and two or three NR2 subunits. In central neurons, NMDA receptors at immature glutamatergic synapses contain NR2B subunits and are largely replaced by NR2A subunits with development. At mature synapses, NMDA receptors are thought to be multimers that contain either NR1/NR2A or NR1/NR2A/NR2B subunits, whereas receptors that contain only NR1/NR2B subunits are extrasynaptic. Here, we have studied the properties of NMDA receptors at glutamatergic synapses in the lateral and central amygdala. We find that NMDA receptor-mediated synaptic currents in the central amygdala in both immature and mature synapses have slow kinetics and are substantially blocked by the NR2B-selective antagonists (1S, 2S)-1-(4-hydroxyphenyl)-2-(4-hydroxy-4-phenylpiperidino)-1-propano and ifenprodil, indicating that there is no developmental change in subunit composition. In contrast, at synapses on pyramidal neurons in the lateral amygdala, whereas NMDA EPSCs at immature synapses are slow and blocked by NR2B-selective antagonists, at mature synapses their kinetics are faster and markedly less sensitive to NR2B-selective antagonists...

The role of the amygdala in learning and memory; .

Tomaz, Carlos; Laboratório de Psicologia da Universidade de São Paulo - FFCLRP
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/01/1992 POR
Relevância na Pesquisa
45.65%
A amígdala, uma das principais estruturas do sistema límbico, tem sido relacionada com muitas funções, incluindo a aprendizagem e a memória. No que diz respeito à memória de longa duração, o papel da amígdala pode ser classificado dentro de duas visões gerais: 1) A amígdala é o sítio onde ocorrem associações de um estímulo com o reforçamento, e pode servir como área onde essas alterações neurais são armazenadas (a visão de armazenamento da memória); 2) Uma visão alternativa é de que a amígdala não é um sítio de armazenamento da memória mas, ao contrário, serve pra modular o processo de armazenamento da memória localizado em outras áreas cerebrais (a visão de modulação da memória). Nesta revisão nos propomos examinar as evidências experimentais relativas a cada uma dessas teorias.; The amygdala, one of the principal structures of the limbic system, has been implicated in many functions, including learning and memory. In terms of long-term memory, the role of the amygdala can be classified into two general views: 1) The amugdala is a site where association of a stimulus with a reinforcement occurs, and might serve as the site of neuronal changes underlying stimulus-affect associations (the memory-storage view); 2) An alternative view is that amygdala is not a site of memory storage but...