Move Over, Descartes! Neuroscience Says You’re Wrong.

Recent discoveries in neuroscience, cognitive science, philosophy of mind, and psychology contradict Descartes’ rejection of the body’s role in thinking. This presentation examines implications for adult learning

Developing Adult Learners: A Model

Based on research with experienced adult educators, this framework for practice proposes a model of “developmental intentions” designed to encourage epistemological development in adult learners. This interactive session will also explore how developmental intentions can inform classroom strategies for teachers and trainers of adults

Modeling Instructional Best Practices: Pedagogy of College of Education Professors

In light of increased accountability for K-12 student achievement, critics have questioned the quality of teachers and school principals as well as the university programs that prepare them for these roles (Lambert, 1996; Levine, 2005; Murphy, 1992). Regarding the preparation of teachers, critics have stated that education courses are vapid, impractical, segmented, and directionless (Glenn, 2000). Two national reports that have made recommendations for teacher redesign are noteworthy. The report of the National Commission on Teaching and America’s Future, What matters most: Teaching for America’s future (Lambert, 1996), found that teacher preparation education is thin and fragmented and recommended that universities reinvent teacher preparation. The Glenn Commission\u27s report, Before It\u27s Too Late (2000), called for the identification of exemplary teacher preparation programs to be held up as models for other programs to emulate

Move Over, Descartes! Neuroscience Says You’re Wrong.

Recent discoveries in neuroscience—“we feel, therefore we learn”—contradict Descartes’ rejection of the body’s role in thinking. This presentation examines implications for adult learning

Adolescent D-amphetamine treatment in a rodent model of ADHD: pro-cognitive effects in adolescence without an impact on cocaine cue reactivity in adulthood

Attention-deficit/hyperactivity disorder (ADHD) is comorbid with cocaine abuse. Whereas initiating ADHD medication in childhood does not alter later cocaine abuse risk, initiating medication during adolescence may increase risk. Preclinical work in the Spontaneously Hypertensive Rat (SHR) model of ADHD found that adolescent methylphenidate increased cocaine self-administration in adulthood, suggesting a need to identify alternatively efficacious medications for teens with ADHD. We examined effects of adolescent d-amphetamine treatment on strategy set shifting performance during adolescence and on cocaine self-administration and reinstatement of cocaine-seeking behavior (cue reactivity) during adulthood in male SHR, Wistar-Kyoto (inbred control), and Wistar (outbred control) rats. During the set shift phase, adolescent SHR needed more trials and had a longer latency to reach criterion, made more regressive errors and trial omissions, and exhibited slower and more variable lever press reaction times. d-Amphetamine improved performance only in SHR by increasing choice accuracy and decreasing errors and latency to criterion. In adulthood, SHR self-administered more cocaine, made more cocaine-seeking responses, and took longer to extinguish lever responding than control strains. Adolescent d-amphetamine did not alter cocaine self-administration in adult rats of any strain, but reduced cocaine seeking during the first of seven reinstatement test sessions in adult SHR. These findings highlight utility of SHR in modeling cognitive dysfunction and comorbid cocaine abuse in ADHD. Unlike methylphenidate, d-amphetamine improved several aspects of flexible learning in adolescent SHR and did not increase cocaine intake or cue reactivity in adult SHR. Thus, adolescent d-amphetamine was superior to methylphenidate in this ADHD model.R01 DA011716 - NIDA NIH HHS; DA011716 - NIDA NIH HH

Textile Properties of Blue T-Shirts: Does Price Indicate Quality?

Taylor Brumley is an undergraduate student in the School of Human Ecology at Louisiana Tech University. Kathryn Grafton is an undergraduate student in the School of Human Ecology at Louisiana Tech University. Kathleen Heiden is an Associate Professor in the School of Human Ecology at Louisiana Tech University

Expression profile of CREB knockdown in myeloid leukemia cells.

BackgroundThe cAMP Response Element Binding Protein, CREB, is a transcription factor that regulates cell proliferation, differentiation, and survival in several model systems, including neuronal and hematopoietic cells. We demonstrated that CREB is overexpressed in acute myeloid and leukemia cells compared to normal hematopoietic stem cells. CREB knockdown inhibits leukemic cell proliferation in vitro and in vivo, but does not affect long-term hematopoietic reconstitution.MethodsTo understand downstream pathways regulating CREB, we performed expression profiling with RNA from the K562 myeloid leukemia cell line transduced with CREB shRNA.ResultsBy combining our expression data from CREB knockdown cells with prior ChIP data on CREB binding we were able to identify a list of putative CREB regulated genes. We performed extensive analyses on the top genes in this list as high confidence CREB targets. We found that this list is enriched for genes involved in cancer, and unexpectedly, highly enriched for histone genes. Furthermore, histone genes regulated by CREB were more likely to be specifically expressed in hematopoietic lineages. Decreased expression of specific histone genes was validated in K562, TF-1, and primary AML cells transduced with CREB shRNA.ConclusionWe have identified a high confidence list of CREB targets in K562 cells. These genes allow us to begin to understand the mechanisms by which CREB contributes to acute leukemia. We speculate that regulation of histone genes may play an important role by possibly altering the regulation of DNA replication during the cell cycle

Mapping visual symbols onto spoken language along the ventral visual stream.

Reading involves transforming arbitrary visual symbols into sounds and meanings. This study interrogated the neural representations in ventral occipitotemporal cortex (vOT) that support this transformation process. Twenty-four adults learned to read 2 sets of 24 novel words that shared phonemes and semantic categories but were written in different artificial orthographies. Following 2 wk of training, participants read the trained words while neural activity was measured with functional MRI. Representational similarity analysis on item pairs from the same orthography revealed that right vOT and posterior regions of left vOT were sensitive to basic visual similarity. Left vOT encoded letter identity and representations became more invariant to position along a posterior-to-anterior hierarchy. Item pairs that shared sounds or meanings, but were written in different orthographies with no letters in common, evoked similar neural patterns in anterior left vOT. These results reveal a hierarchical, posterior-to-anterior gradient in vOT, in which representations of letters become increasingly invariant to position and are transformed to convey spoken language information