Impact of schizophrenia on anterior and posterior hippocampus during memory for complex scenes.

ObjectivesHippocampal dysfunction has been proposed as a mechanism for memory deficits in schizophrenia. Available evidence suggests that the anterior and posterior hippocampus could be differentially affected. Accordingly, we used fMRI to test the hypothesis that activity in posterior hippocampus is disproportionately reduced in schizophrenia, particularly during spatial memory retrieval.Methods26 healthy participants and 24 patients with schizophrenia from the UC Davis Early Psychosis Program were studied while fMRI was acquired on a 3 Tesla Siemens scanner. During encoding, participants were oriented to critical items through questions about item features (e.g., "Does the lamp have a square shade?") or spatial location (e.g., "Is the lamp on the table next to the couch?"). At test, participants determined whether scenes were changed or unchanged. fMRI analyses contrasted activation in a priori regions of interest (ROI) in anterior and posterior hippocampus during correct recognition of item changes and spatial changes.ResultsAs predicted, patients with schizophrenia exhibited reduced activation in the posterior hippocampus during detection of spatial changes but not during detection of item changes. Unexpectedly, patients exhibited increased activation of anterior hippocampus during detection of item changes. Whole brain analyses revealed reduced fronto-parietal and striatal activation in patients for spatial but not for item change trials.ConclusionsResults suggest a gradient of hippocampal dysfunction in which posterior hippocampus - which is necessary for processing fine-grained spatial relationships - is underactive, and anterior hippocampus - which may process context more globally - is overactive

Affect in mathematics education

There are two different uses for the word “affect” in behavioral sciences. Often it is used as an overarching umbrella concept that covers attitudes, beliefs, motivation, emotions, and all other noncognitive aspects of human mind. In this article, however, the word affect is used in a more narrow sense, referring to emotional states and traits. A more technical definition of emotions, states, and traits will follow later.Peer reviewe

Plant-litter-soil feedbacks in common grass species are slightly negative and only marginally modified by litter exposed to insect herbivory

Purpose Insect herbivory affects plant growth, nutrient and secondary metabolite concentrations and litter quality. Changes to litter quality due to insect herbivory can alter decomposition, with knock on effects for plant growth mediated through the plant-litter-soil feedback pathway. Methods Using a multi-phase glasshouse experiment, we tested how changes in shoot and root litter quality of fast- and slow-growing grass caused by insect herbivores affect the performance of response plants in the soil in which the litter decomposed. Results We found that insect herbivory resulted in marginal changes to litter quality and did not affect growth when plants were grown with fast- versus slow-growing litter. Overall, presence of litter resulted in reduced root and shoot growth and this effect was significantly more negative in shoots versus roots. However, this effect was minimal, with a loss of c. 1.4% and 3.1% dry weight biomass in roots versus shoots, respectively. Further, shoot litter exposed to insect herbivory interacted with response plant identity to affect root growth. Conclusions Our results suggest that whether litter originates from plant tissues exposed to insect herbivory or not and its interaction with fast- versus slow-growing grasses is of little importance, but species-specific responses to herbivory-conditioned litter can occur. Taken collectively, the overall role of the plant-litter-soil feedback pathway, as well as its interaction with insect herbivory, is unlikely to affect broader ecosystem processes in this system

Persistence of plant-mediated microbial soil legacy effects in soil and inside roots

Plant-soil feedbacks are shaped by microbial legacies that plants leave in the soil. We tested the persistence of these legacies after subsequent colonization by the same or other plant species using 6 typical grassland plant species. Soil fungal legacies were detectable for months, but the current plant effect on fungi amplified in time. By contrast, in bacterial communities, legacies faded away rapidly and bacteria communities were influenced strongly by the current plant. However, both fungal and bacterial legacies were conserved inside the roots of the current plant species and their composition significantly correlated with plant growth. Hence, microbial soil legacies present at the time of plant establishment play a vital role in shaping plant growth even when these legacies have faded away in the soil due the growth of the current plant species. We conclude that soil microbiome legacies are reversible and versatile, but that they can create plant-soil feedbacks via altering the endophytic community acquired during early ontogeny

Contemporary Research and Perspectives on Early Childhood Mathematics Education

Children's Spontaneous Focusing On Numerosity (SFON) predicts later mathematics performance. This association is assumed to rely on children's self-initiated practice in number recognition during everyday activities, which would enhance their further mathematical development. Consequently, SFON in experimental tasks should be associated with SFON during everyday activities. The present contribution aims to enhance our understanding of this association by critically discussing the major results of two recently conducted studies on the association between SFON in experimental tasks and SFON during picture book reading. Study 1 revealed no association between children's SFON in an Imitation task and their number-related utterances during numerical picture book reading. Study 2, in which we contrasted two different SFON tasks and their association to picture book reading, revealed a positive association between children's SFON in the Picture task (but not in the Imitation task) and their number-related utterances during picture book reading. Theoretical, methodological, and educational implications are discussed

Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading

BackgroundYoung children’s spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children’s self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. However, prior studies investigating this assumed association provided inconsistent findings.AimsWe aimed to address this issue by investigating the association between kindergartners’ SFON as measured by two different experimental tasks and the frequency of their number-related utterances during a typical picture book reading activity.SampleParticipants were 65 4- to 6-year-olds in kindergarten (before the start of formal education).MethodsKindergartners individually participated in two sessions. First, they completed an action-based SFON Imitation task and a verbal SFON Picture task, with a short visuo-motor task in between. Next, children were invited to spontaneously comment on the pictures of a picture book during a typical picture book reading activity.ResultsResults revealed a positive association between children’s SFON as measured by the Picture task and the frequency of their number-related utterances during typical picture book reading, but no such association for the Imitation task.</p