Brain networks for explicit and implicit learners during grammaticality judgment.

<p>Positive relationship were denoted by solid lines and negative relationships by dotted lines. See text for further explanation.</p

Role of working memory in explicit learning.

<p>Working memory capacity in the explicit group showed a positive correlation with behavioral cognitive performance, as seen in (a), and with functional brain activation, as seen in (b), during grammaticality judgment. Residuals were calculated from a partial correlation analysis after controlling for age effects. See text for explanation.</p

Effects of DTX(1-42) and its mutants on the time spent licking during the neurogenic (A) and inflammatory (B) phases of the formalin test in mice.

<p>The y-axis represents the time spent licking in sec during neurogenic and inflammatory phases. Data are reported as mean ± SEM for n = 8 per group. One-way ANOVA followed by Student Newman Keuls post hoc test. *: P<0.05, **: P<0.01 compared to vehicle-treated group (saline).</p

Circular dichroism spectra of DrTx(1-42) and its mutants.

<p>The measurement was carried out in the UV range of 260–190 nm at 25°C in water on a JASCO J-720 spectropolarimeter by averaging three scans. The protein concentration was 0.3 mg/ml.</p

Brain activitions for explicit (Exp) versus implicit (Imp) learners during grammaticality judgment.

<p>Four left brain regions showed different blood-oxygenation level dependent (BOLD) signal changes between groups (lower panel): CN = caudate nucleus; IFG = inferior frontal gyrus; INS = insula; PCu = precuneus.</p

Supporting Evidence-Based Medicine: A Survey of U.S. Medical Librarians

<p>This study sought to identify medical librarians' roles in supporting evidence-based medicine (EBM) practice; determine whether medical librarians' work settings, work experiences, or job titles made a difference in their EBM responsibilities; and find out medical librarians' perceptions of their roles in EBM practice. An online survey was distributed to U.S. medical librarians. The results showed that medical librarians had positive perceptions of their EBM-related responsibilities, which were diverse and specific. Their work experience, work settings, and job title categories related to some of their EBM responsibilities, as well as the nature of some of the responsibilities.</p

Effects of DrTx(1-42) and its mutants on TTX-R Na⁺ currents in rat DRG neurons (≤25 microm diameter).

<p><i>A</i> Representative current traces of TTX-R Na⁺ currents blocked by DrTx(1-42) and its mutants. TTX-R <i>I</i>_Na was evoked by 50 ms depolarization from a holding potential of −80 mV to −10 mV. <i>B</i> The concentration-dependent inhibition of TTX-R Na⁺ channels by DrTx(1-42) and its mutants. Each point is the mean ± SEM for n = 5–8. These data points (DrTx(1-42), D8K and G9R) were fitted according to the Hill equation, the yielded IC₅₀ values as follows: DrTx(1-42): 4.05±0.35 µM; D8K: 2.25±0.15 µM; G9R: 18.19±1.02 µM. NOTE-Recombinant DrTx(1-42) prepared in this study possesses comparable potency on TTX-R <i>I</i>_Na with that previously reported (Zhu <i>et al.</i>, 2011).</p

Effects of DrTx(1-42) and its mutants on acetic acid-induced writhing test in mice.

<p>Data are reported as mean ± SEM for n = 8 per group. One-way ANOVA followed by Student Newman Keuls post hoc test. *: P<0.05; **: P<0.01 compared to vehicle-treated group (saline).</p

Finite-state grammar used to generate grammatical syllable sequences for explicit and implicit learning.

<p>Grammatical syllable sequences are generated by starting at the leftmost ‘In’ state and then following a path of arrows until the rightmost ‘Out’ state is reached. For each arrow traversed, the indicated syllable is added to the syllable sequence. For example, <i>pok kun dem dem tik</i> is grammatical, and <i>pok kun tik guk pok</i> is ungrammatical.</p

Summary of participant information and performance scores.

<p>Notes: numbers indicate means and standard deviations (± SD). Measurement scales are in parentheses following the characteristics labels. There are no significant group differences in all measures above, indicating that the two types of learners are highly comparable at a group level.</p