The regulatory role of long-term depression in juvenile and adult mouse ocular dominance plasticity

The study of experience-dependent ocular dominance (OD) plasticity has greatly contributed to the understanding of visual development. During the critical period, preventing input from one eye results in a significant impairment of vision, and loss of cortical responsivity via the deprived eye. Residual ocular dominance plasticity has recently been observed in adulthood. Accumulating evidence suggests that OD plasticity involves N-methyl-D-aspartate receptor (NMDAR)-dependent long-term depression (LTD). Here we report that the administration of a selective LTD antagonist prevented the ocular dominance shift during the critical period. The NMDAR co-agonist D-serine facilitated adult visual cortical LTD and the OD shift in short-term monocularly deprived (MD) adult mice. When combined with reverse suture, D-serine proved effective in restoring a contralaterally-dominated visual input pattern in long-term MD mice. This work suggests LTD as a key mechanism in both juvenile and adult ocular dominance plasticity, and D-serine as a potential therapeutic in human amblyopic subjects

Transforming Introductory Psychology: Trading Ownership for Student Success

As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an increased focus on retaining students once they begin attending the college or university. An examination of introductory courses on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and thinking skills that would translate to other courses. These changes have resulted in enhanced consistency between sections of the course, increased cooperation between faculty teaching the course, and enhanced performance on the success measures we outlined for this project. This systematic transformation of the course and immediate and long-term outcome data are fully explored in this paper