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    ๋งน์ž์˜ ่‡ชๅ–์™€ ์ •์น˜์  ์ฑ…์ž„๋ก  : ์ธ์„ฑ๋ก  ๋ฐ ์™•๋„์ •์น˜๋ก ๊ณผ์˜ ์—ฐ๊ด€

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    ๋ณธ ๋…ผ๋ฌธ์—์„œ ์ธ์šฉ๋œ โ‰ชๅญŸๅญ้›†่จปโ‰ซใ†โ‰ช๏ฅ่ชžโ‰ซใ†โ‰ชๆ›ธ็ถ“โ‰ซ์— ๋Œ€ํ•˜์—ฌ, ๊ฐ„์ ‘์ธ์šฉ์ด ํ•„์š”ํ•œ ๊ฒฝ์šฐ โ‰ชๅญŸๅญ้›†่จปโ‰ซ๋Š” ๊ฐ ์žฅใ†์ ˆใ†๋‹จ๋ฝ์˜ ๋ฒˆํ˜ธ๋ฅผ, โ‰ช๏ฅ่ชžโ‰ซ๋Š” ๊ฐ ์žฅ ๋ช…์นญ์˜ ์Œ๋…๊ณผ ์ ˆ์˜ ๋ฒˆํ˜ธ๋ฅผ ๋ช…์‹œํ•˜์˜€๋‹ค. ์ง์ ‘ ์ธ์šฉ์˜ ๊ฒฝ์šฐ, โ‰ชๅญŸๅญ้›†่จปโ‰ซ์˜ ์ธ์šฉํ‘œ๊ธฐ๋Š” ์ƒ๊ธฐํ•œ ๋ฐ”์™€ ๊ฐ™์œผ๋ฉฐ, โ‰ชๆ›ธ็ถ“โ‰ซ์˜ ๊ฒฝ์šฐ ๋‹ค๋ฅธ ์ €์„œ์™€์˜ ํ˜ผ๋™์„ ํ”ผํ•˜๊ธฐ ์œ„ํ•ด ์› ์ €์„œ๋ช…๊ณผ ์žฅ์˜ ๋ช…์นญ์„ ๋ชจ๋‘ ๋ช…์‹œํ•˜์˜€์Œ์„ ๋ฐํžŒ๋‹ค.์ •์น˜๊ฐ€๋Š” ์–ธ์ œ๋‚˜ ๋„๋•์ ์ธ ๊นจ๋—ํ•จ๊ณผ ํ˜„์‹ค์ ์ธ ์„ฑ์ทจ๋ฅผ ๋™์‹œ์— ์š”๊ตฌ๋ฐ›๋Š” ์œ„์น˜์— ์žˆ๋‹ค. ๋„๋•์ ์œผ๋กœ ๊นจ๋—ํ•˜์ง€ ์•Š์€(๋˜๋Š” ๊นจ๋—ํ•  ๊ฒƒ์„ ์ง€ํ–ฅํ•˜์ง€ ์•Š๋Š”) ์ •์น˜๊ฐ€๋Š” ๋ฏผ์ค‘์œผ๋กœ๋ถ€ํ„ฐ ์™ธ๋ฉด๋ฐ›๋Š”๋‹ค. ๊ทธ๋Ÿฌ๋‚˜ ๋‹ค๋ฅธ ํ•œํŽธ์œผ๋กœ๋Š” ์ •์น˜๊ฐ€๋Š” ๋ฏผ์ค‘๋“ค์—๊ฒŒ ์ผ์ •ํ•œ ํ˜„์‹ค์  ์„ฑ๊ณผ๋ฅผ ๋ณด์ด์ง€ ์•Š์œผ๋ฉด ๋ฏผ์ค‘์œผ๋กœ๋ถ€ํ„ฐ ๋งˆ์ฐฌ๊ฐ€์ง€๋กœ ์™ธ๋ฉด๋‹นํ•  ๊ฒƒ์ด๋ฉฐ, ํŠนํžˆ ์ •์น˜ํ˜•ํƒœ๊ฐ€ ํ˜„๋Œ€์˜ ๋Œ€์˜๋ฏผ์ฃผ์ฃผ์˜๋กœ ์ดํ–‰๋˜๊ณ  ์ •์น˜๊ฐ€์˜ ์ง€์œ„๊ฐ€ ๋‹จ์ˆœํžˆ ่ณขไบบ์˜ ์ˆ˜์ค€์„ ๋„˜์–ด์„œ์„œ ํ•œ ์ง€์—ญ๊ณต๋™์ฒด์˜ ๋Œ€ํ‘œ๋กœ์„œ ์ƒˆ๋กœ์ด ์ •๋ฆฝ๋จ์— ๋”ฐ๋ผ ์ด๋Ÿฌํ•œ ๊ฒฝํ–ฅ์„ฑ์€ ๋”์šฑ ์‹ฌํ•ด์ง„๋‹ค. ์ •์น˜๊ฐ€๋“ค์€ ๋Š์ž„์—†์ด ์„ ํƒ์˜ ๊ธฐ๋กœ์— ๋‚ด๋ชฐ๋ฆฌ๊ณ , ์œผ๋ ˆ ์ •์น˜๋Š” ๋„๋•์ ์ธ ์ด๋ฏธ์ง€์™€ ํ˜„์‹ค์ ์ธ ์ˆ˜์™„ ์‚ฌ์ด์˜ ์ค„ํƒ€๊ธฐ๊ฐ€ ๋˜๋Š” ๊ฒฝ์šฐ๊ฐ€ ํ”ํ•˜๋‹ค. ์ด๋Š” ์ •์น˜๊ฐ€ ๊ฐœ์ธ์ด ๊ฐ€์น˜ ํŒ๋‹จ์„ ๋‚ด๋ฆฐ ๊ฒฐ๊ณผ ๋„๋•์ด ์ •์น˜์ ์ธ ์ด์ต์„ ์ทจํ•จ์—๋Š” ํ•˜๋“ฑ ๋„์›€์ด ๋˜์ง€ ์•Š๋Š”๋‹ค๋Š” ๊ฒฐ๋ก ์ด ์„ฐ๊ธฐ ๋•Œ๋ฌธ์ผ ์ˆ˜๋„ ์žˆ๋‹ค. ๋˜ ๋‹ค๋ฅธ ํ•œํŽธ์œผ๋กœ๋Š” ๋„๋•์„ฑ์˜ ์˜จ์ „ํ•œ ์‹คํ˜„๋งŒ์„ ์ถ”๊ตฌํ–ˆ์„ ๋•Œ๋Š” ์ž์‹ ์—๊ฒŒ ์š”๊ตฌ๋˜๋Š” ํ˜„์‹ค์  ์„ฑ์ทจ๋ฅผ ๋‹ฌ์„ฑํ•  ์ˆ˜ ์—†์„ ๊ฒƒ ๊ฐ™๊ธฐ์— ์–ด์ฉ” ์ˆ˜ ์—†์ด ํƒ€ํ˜‘ํ•œ ๊ฒฝ์šฐ ์—ญ์‹œ ์žˆ์„ ์ˆ˜ ์žˆ๋‹ค. ๊ทธ๋Ÿฌ๋‚˜ ์–ด๋Š ์ชฝ์˜ ๊ด€์ ์—์„œ ๋ณด๋“ , ๋„๋•์„ฑ๋ณด๋‹ค๋Š” ํ˜„์‹ค์  ์ด์ต์„ ์ •์น˜์˜ ์›์น™์œผ๋กœ ์‚ผ์€ ์‚ฌ์‹ค์€ ๋ณ€ํ•˜์ง€ ์•Š๋Š”๋‹ค

    The effect of strategy instruction on promoting analogy use in problem solving settings

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    ํ•™์œ„๋…ผ๋ฌธ (์„์‚ฌ)-- ์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› : ์‹ฌ๋ฆฌํ•™๊ณผ, 2015. 2. ๋ฐ•์ฃผ์šฉ.์œ ์ถ”๋Š” ์ธ๊ฐ„์ด ๊ฐ€์ง€๋Š” ๊ธฐ๋ณธ์ ์ธ ์ถ”๋ก  ๋ฐฉ์‹ ์ค‘ ํ•˜๋‚˜์ธ ๋™์‹œ์—, ๋ฌธ์ œํ•ด๊ฒฐ์ด๋‚˜ ์˜์‚ฌ๊ฒฐ์ •์— ๋„์›€์„ ์ค„ ์ˆ˜ ์žˆ๋Š” ์ธ์ง€์  ์ „๋žต์ด๊ธฐ๋„ ํ•˜๋‹ค. ์ง€๊ธˆ๊นŒ์ง€ ๋งŽ์€ ์—ฐ๊ตฌ๋“ค๋กœ๋ถ€ํ„ฐ ์œ ์ถ”์˜ ์‚ฌ์šฉ์ด ์ฐฝ์˜์  ํ•ด๊ฒฐ์ฑ…์˜ ๋„์ถœ, ๋ถˆํ™•์‹ค์„ฑ์˜ ๊ฐ์†Œ ๋“ฑ์˜ ์ธก๋ฉด์—์„œ ๋„์›€์„ ์ค„ ์ˆ˜ ์žˆ์Œ์ด ๋ฐํ˜€์ ธ ์™”๋‹ค. ๊ทธ๋Ÿฌ๋‚˜ ์ด๋Ÿฌํ•œ ์ด์ ์—๋„ ๋ถˆ๊ตฌํ•˜๊ณ , ์ธ๊ฐ„์ด ์‹ค์ œ๋กœ ์ธ์ง€์  ์ „๋žต์œผ๋กœ์„œ ์œ ์ถ”๋ฅผ ์ž˜ ์‚ฌ์šฉํ•  ์ˆ˜ ์žˆ๋Š๋ƒ์— ๋Œ€ํ•ด์„œ๋Š” ์ƒ๋ฐ˜๋œ ๊ฒฐ๊ณผ๋“ค์ด ๋ณด๊ณ ๋˜์–ด ์™”๋‹ค. ์ด ์—ฐ๊ตฌ๋“ค์€ ๋Œ€๋ถ€๋ถ„ ์œ ์ถ”์˜ ์‚ฌ์šฉ์— ๋Œ€ํ•ด ์ƒ์ดํ•œ ์ƒํ™ฉ ์„ค์ •๊ณผ ํ‰์ • ๊ธฐ์ค€์„ ๊ฐ€์ง„ ์ƒํƒœ์—์„œ ์ง„ํ–‰๋˜์—ˆ๊ธฐ ๋•Œ๋ฌธ์—, ์ธ๊ฐ„์˜ ์œ ์ถ” ์‚ฌ์šฉ ๋Šฅ๋ ฅ์— ๋Œ€ํ•ด ์ผ๊ด€๋œ ๊ฒฐ๋ก ์„ ๋‚ด๋ฆฌ๊ธฐ์— ๋ฌด๋ฆฌ๊ฐ€ ์žˆ๋‹ค. ๋ฟ๋งŒ ์•„๋‹ˆ๋ผ ์ธ์ง€์  ์ „๋žต์œผ๋กœ์„œ์˜ ์œ ์ถ”๋ฅผ ์‰ฝ๊ฒŒ ์‚ฌ์šฉํ•  ์ˆ˜ ์žˆ๋„๋ก ์ด‰๋ฐœ์‹œํ‚ฌ ์ˆ˜ ์žˆ๋Š”์ง€, ๊ทธ๊ฒƒ์ด ๊ฐ€๋Šฅํ•˜๋‹ค๋ฉด ์–ด๋–ค ๋ฐฉ๋ฒ•์ด ํšจ์œจ์ ์ธ์ง€ ๋“ฑ์— ๋Œ€ํ•ด์„œ๋Š” ๊ฑฐ์˜ ์—ฐ๊ตฌ๊ฐ€ ์ด๋ฃจ์–ด์ง€์ง€ ์•Š์€ ์ƒํ™ฉ์ด๋‹ค. ๋”ฐ๋ผ์„œ ๋ณธ ์—ฐ๊ตฌ์—์„œ๋Š” ์ธ์ง€์  ์ „๋žต์œผ๋กœ์„œ์˜ ์œ ์ถ” ์‚ฌ์šฉ์ด ์ง€์‹œ๋‚˜ ๊ณผ์ œ์— ์˜ํ•ด ์ด‰๋ฐœ๋  ์ˆ˜ ์žˆ๋Š”์ง€์— ๋Œ€ํ•ด ์‹คํ—˜์„ ์ง„ํ–‰ํ•˜์˜€๋‹ค. ๋ณธ ์—ฐ๊ตฌ์—์„œ๋Š” ๋Œ€ํ•™์ƒ 96๋ช…์„ ๋Œ€์ƒ์œผ๋กœ ์‚ฌ๊ณ  ๋ฐœํ™”(think-aloud) ๊ธฐ๋ฒ•์„ ์ด์šฉํ•˜์—ฌ ๋ฌธ์ œ ํ•ด๊ฒฐ ๊ณผ์ •์—์„œ์˜ ์œ ์ถ” ์‚ฌ์šฉ ๋ฐ ๊ทธ ํŠน์ง•์„ ์ธก์ •ํ•˜์˜€๋‹ค. ์—ฐ๊ตฌ 1์—์„œ๋Š” ์ฐธ์—ฌ์ž๋“ค์—๊ฒŒ ์œ ์ถ” ์‚ฌ์šฉ์„ ๊ถŒ์œ ํ•˜๋Š” ์ง์ ‘์ ์ธ ์ง€์‹œ๋ฅผ ๋‚ด๋ ธ๋‹ค. ์—ฐ๊ตฌ 2์—์„œ๋Š” ์ฐธ์—ฌ์ž๋“ค์—๊ฒŒ ์ƒ์„ฑ ํŒจ๋Ÿฌ๋‹ค์ž„(Blanchette & Dunbar, 2000)์— ์˜ํ•œ ์œ ์ถ” ์ƒ์„ฑ ๊ณผ์ œ๋ฅผ ์‹ค์‹œํ•˜๋„๋ก ํ•˜์˜€๋‹ค. ๊ทธ ๊ฒฐ๊ณผ, ์ƒ์„ฑ ํŒจ๋Ÿฌ๋‹ค์ž„ ์กฐ๊ฑด ๋ฐ ์œ ์ถ” ์ง์ ‘์ง€์‹œ ์กฐ๊ฑด์˜ ์ฐธ๊ฐ€์ž๋“ค์€ ํ†ต์ œ์กฐ๊ฑด์˜ ์ฐธ์—ฌ์ž๋“ค์— ๋น„ํ•ด ์œ ์ถ” ์‚ฌ์šฉ์ด ์ด‰์ง„๋˜์—ˆ์Œ์„ ํ™•์ธํ•˜์˜€๋‹ค. ๋‹จ, ์œ ์ถ” ์‚ฌ์šฉ์— ๋Œ€ํ•œ ์ง์ ‘ ์ง€์‹œ๋Š” ์ •๊ตฌ์กฐ ๋ฌธ์ œ์— ๋น„ํ•ด ๋น„๊ตฌ์กฐ ๋ฌธ์ œ์—์„œ๋Š” ๊ทธ ํšจ๊ณผ๊ฐ€ ๋–จ์–ด์ง์ด ๋“œ๋Ÿฌ๋‚ฌ๋‹ค. ๋˜ํ•œ, ์œ ์ถ” ์ƒ์„ฑ ๊ณผ์ œ๋ฅผ ์ˆ˜ํ–‰ํ•œ ์กฐ๊ฑด์€ ํ†ต์ œ์กฐ๊ฑด์ด๋‚˜ ์ง์ ‘ ์ง€์‹œ ์กฐ๊ฑด์— ๋น„ํ•ด ์›๊ฑฐ๋ฆฌ ์œ ์ถ”๋ฅผ ๋” ๋งŽ์ด ์ƒ์„ฑํ•˜๋Š” ๊ฒƒ์œผ๋กœ ๋‚˜ํƒ€๋‚ฌ๋‹ค. ๊ทธ๋Ÿฌ๋‚˜ ์ด๋Ÿฌํ•œ ์œ ์ถ” ์ด‰์ง„ ์ฒ˜์น˜์˜ ํšจ๊ณผ๋Š” ๋ช…์‹œ์ ์ธ ์ง€์‹œ๋ฌธ์ด๋‚˜ ๊ณผ์ œ๊ฐ€ ์ œ์‹œ๋˜์ง€ ์•Š์œผ๋ฉด ์‚ฌ๋ผ์กŒ๋‹ค. ์ด ๊ฒฐ๊ณผ์— ๋Œ€ํ•ด, ์œ ์ถ”๊ฐ€ ์•”๋ฌต์  ์ „๋žต์ด๊ธฐ ๋•Œ๋ฌธ์— ๋ช…์‹œ์  ์ง€์‹œ๋กœ๋Š” ์ œ๋Œ€๋กœ ํ•™์Šต๋˜์ง€ ์•Š์„ ๊ฐ€๋Šฅ์„ฑ๊ณผ ๋”๋ถˆ์–ด, ์œ ์ถ”์— ๋Œ€ํ•œ ๊ธฐ์กด์˜ ๊ตฌ์กฐ์  ์ •๋ ฌ ์ ‘๊ทผ ์ž์ฒด๊ฐ€ ์ ์ ˆํ•˜์ง€ ์•Š์„ ๊ฐ€๋Šฅ์„ฑ์„ ๊ฒ€ํ† ํ•˜์˜€๋‹ค.Analogy is a cognitive strategy which can improve problem solving or decision making process, as well as one of the fundamental ways of reasoning. Traditional studies have shown that the use of analogy can lead to creative solutions or decreased uncertainty in problem solving. Meanwhile, there has been a controversy about whether human can use analogy as a cognitive strategy proficiently or not. Many studies on analogy use could not make a consensus because they had different task settings and incoherent criteria evaluating generated analogs. Also, it has been rarely researched how to guide analogy use efficiently when it is needed. Therefore, two experiments were conducted to investigate the fundamental abilities of humans to use analogy and the effect of strategy instructions on promoting analogy generation. Ninety-six undergraduate students performed two types of problem-solving tasksone was a well-defined, physics problem used by Clement(1988, 2008), and the other was an ill-defined, social-issue problem. Participants thinking process were obtained using a think-aloud method. Frequency and characteristics of analogy use were measured in the protocol. Two kinds of analogy-promoting treatment were applied in each study. In Study 1, a direct instruction promoting analogy use was used. In Study 2, participants performed the analogy generation task using production paradigm suggested by Blanchette and Dunbar(2000). Both participants in the direct-instruction condition and generation-task condition produced more source analogs than those in the control group. The participants in the generation-task condition produced more fardistance analogs than those in the control or direct-instruction group. However, the effect of direct instruction was limited in the ill-defined problem, which allowed less analogy use than in the well-defined problem. Moreover, the effect of both analogy-promoting treatments decreased when explicit instructions were withdrawn. Two possibilities for these results were discussed. First, the mechanism of analogy might have an implicit feature, so that explicit instructions or tasks cannot help participants use analogy as a cognitive strategy. Second, structural alignment, which is a traditional explanation about the analogy mechanism, might not an appropriate approach to explain or induce analogy generation.์ œ 1 ์žฅ ์„œ ๋ก  1 ์ œ 1 ์ ˆ ์—ฐ๊ตฌ์˜ ๋ฐฐ๊ฒฝ ๋ฐ ๋ชฉ์  1 ์ œ 2 ์ ˆ ์œ ์ถ” ์‚ฌ์šฉ ๋Šฅ๋ ฅ์— ๋Œ€ํ•œ ์—ฐ๊ตฌ ๊ฐœ๊ด„ 2 ์ œ 3 ์ ˆ ๋ฌธ์ œํ•ด๊ฒฐ์—์„œ์˜ ์œ ์ถ”์˜ ์—ญํ• ๊ณผ ๋ฉ”์ปค๋‹ˆ์ฆ˜ 4 ์ œ 4 ์ ˆ ๋ฌธ์ œํ•ด๊ฒฐ์—์„œ์˜ ์œ ์ถ” ์‚ฌ์šฉ ๋Šฅ๋ ฅ ์—ฐ๊ตฌ ๋น„ํŒ 7 ์ œ 2 ์žฅ ์—ฐ๊ตฌ 1: ์ง์ ‘ ์ง€์‹œ์— ์˜ํ•œ ์œ ์ถ” ์‚ฌ์šฉ 12 ์ œ 1 ์ ˆ ์‹คํ—˜ ๋ฐฉ๋ฒ• 12 ์ œ 2 ์ ˆ ๋ถ„์„ 15 ์ œ 3 ์ ˆ ์‹คํ—˜ ๊ฒฐ๊ณผ 18 ์ œ 4 ์ ˆ ๋…ผ์˜ 23 ์ œ 3 ์žฅ ์—ฐ๊ตฌ 2: ์ƒ์„ฑ ํŒจ๋Ÿฌ๋‹ค์ž„์— ์˜ํ•œ ์œ ์ถ” ์‚ฌ์šฉ 24 ์ œ 1 ์ ˆ ์‹คํ—˜ ๋ฐฉ๋ฒ• 24 ์ œ 2 ์ ˆ ๋ถ„์„ 28 ์ œ 3 ์ ˆ ์‹คํ—˜ ๊ฒฐ๊ณผ 1: ์ฒ˜์น˜ ํšจ๊ณผ์™€ ์œ ์ถ” ์‚ฌ์šฉ์˜ ๋นˆ๋„ 29 ์ œ 4 ์ ˆ ์‹คํ—˜ ๊ฒฐ๊ณผ 2: ์ฒ˜์น˜ ํšจ๊ณผ์™€ ์œ ์ถ” ์‚ฌ์šฉ์˜ ํŠน์„ฑ 35 ์ œ 5 ์ ˆ ์‹คํ—˜ ๊ฒฐ๊ณผ 3: ์œ ์ถ” ์‚ฌ์šฉ๊ณผ ๋ฌธ์ œ ์ง€๊ฐ ๋ฐ ํ•ด๊ฒฐ 37 ์ œ 6 ์ ˆ ๋…ผ์˜ 39 ์ œ 4 ์žฅ ์ข…ํ•ฉ ๋…ผ์˜ 43 ์ œ 1 ์ ˆ ์—ฐ๊ตฌ ์š”์•ฝ 43 ์ œ 2 ์ ˆ ๊ฒฐ๊ณผ ํ•ด์„ 43 ์ œ 3 ์ ˆ ์—ฐ๊ตฌ ์˜์˜์™€ ํ•œ๊ณ„ 48 ์ œ 4 ์ ˆ ์ œ์–ธ 50 ์ฐธ๊ณ  ๋ฌธํ—Œ 52 Abstract 56 ๋ถ€๋ก 1: ์—ฐ๊ตฌ 1 ์ž๊ทน 58 ๋ถ€๋ก 2: ์—ฐ๊ตฌ 2 ์ž๊ทน 62 ๋ถ€๋ก 3: ๋น„๊ตฌ์กฐ ๋ฌธ์ œ ์›๋ฌธ 66 ๋ถ€๋ก 4: ์œ ์ถ” ์˜ˆ์‹œ 67Maste

    ์‚ฌ๋žŒ ์—ฐ๊ณจ์„ธํฌ์˜ IL-1ฮฒ ์— ์˜ํ•œ ์—ผ์ฆ ๋ฐ˜์‘์—์„œ microRNA-449a ์˜ ์—ญํ• 

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    Dept. of Medical Science/์„์‚ฌSIRT1 has anti-inflammatory as well as protective effects in chondrocytes. The object of this study was to investigate whether microRNA-449a regulates expression of SIRT1, which inhibits expression of catabolic genes in IL-1ฮฒ-induced cartilage destruction. MicroRNA-449a expression was determined in OA chondrocytes and IL-1ฮฒ-induced chondrocytes by real-time PCR. MicroRNA-449a binding sites on the 3'-UTR of SIRT1 mRNA and binding site conservation were examined using microRNA target prediction tools. SIRT1-overexpressing or knockdown chondrocytes were transfected with microRNA-449a mimic or anti-microRNA-449a mimic and stimulated by IL-1ฮฒ. Expression of catabolic and anabolic genes was examined by real-time PCR and western blotting. Finally, positive effects of anti-microRNA-449a on expression of these genes were confirmed by western analysis of OA chondrocytes. Expression of microRNA-449a was increased in OA chondrocytes and IL-1ฮฒ-induced chondrocytes. MMP-13 expression was enhanced, whereas type II collagen and SIRT1 expression were decreased in IL-1ฮฒ-induced chondrocytes. SIRT1 overexpression resulted in decreased expression of catabolic genes, such as MMPs and ADAMTSs in response to IL-1ฮฒ, but these effects were moderated by microRNA-449a. Suppression of microRNA-449a by anti-microRNA-449a inhibited expression of catabolic genes despite IL-1ฮฒ stimulation, but these effects were abolished in SIRT1 knockdown chondrocytes. Furthermore, expression of catabolic genes was decreased and expression of type II collagen as well as SIRT1 was restored by anti-microRNA-449a in OA chondrocytes as well as in IL-1ฮฒ-induced chondrocytes. Taken together, silencing of microRNA-449a had a protective effect, inhibiting catabolic gene expression and restoring anabolic gene expression, by targeting SIRT1 in IL-1ฮฒ-induced cartilage destructionope

    In Vivo Cartilage Formation Using Human Bone Marrow-Derived Mesenchymal Stem Cells Mixed with Fibrin Glue

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    Purpose: To investigate the feasibility of in vivo cartilage formation by direct injection the chondrogenicundifferentiated human bone marrow-derived mesenchymal stem cells (hBMSCs) mixed with fibrin glue including TGF-ฮฒ3. Materials and Methods: Chondrogenic differentiation induced hBMSCs for 14 days (control group-2) and undifferentiated hBMSCs combined with TGF-ฮฒ3 mixed (experimental group-3) with fibrin glue and fibrin glue only (control group-1) were injected subcutanteously into the back of nude mouse. For evaluation of the cartilage-like tissue formed after 8 weeks after injection, real time PCR, histological analysis and immunohistochemical analysis were used. Results: Control group-1 did not form any visible mass. Control group-2 as well as experimental group-3 could form new cartilage-like tissue which were demonstrated expression of type II collagen by real-time PCR, histology analysis such as H&E staining, MT staining and type II collagen specific immunohistologic analysis. As results, expression of type II collagen was shown in the both groups. Conclusion: Our study confirmed that cartilage-like tissues could be formed in subcutaneous layer of nude mouse by direct injection mixed with fibrin glue including TGF-ฮฒ3 without chondrogenic-induction of hBMSCs, suggesting that these model could be suitable for preliminary studies or optimizing experiments to evaluate reconstruction of cartilage.prohibitio
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