A relação com o saber nas atividades lúdicas escolares / The relationship with knowledge in school recreational activities / La relación con el saber en las actividades lúdicas escolares

O brincar é uma atividade importante para o desenvolvimento infantil, porque melhora aspectos cognitivos, emocionais e físicos. Além disso, jogos e brincadeiras podem ser explorados como recurso educacional. Partindo do entendimento da ludicidade enquanto um processo subjetivo, este trabalho investigou a relação com o saber estabelecida durante as brincadeiras, buscando compreendê-las em suas dimensões epistêmica, social e identitária. Dezesseis estudantes do 5º ano do ensino fundamental foram entrevistados a partir de um roteiro baseado no instrumento "balanço do saber", proposto por Bernard Charlot. As questões foram adaptadas para possibilitar apreender o que as crianças dizem aprender durante as brincadeiras em que participam, com ênfase naquelas realizadas em sala de aula. Os resultados da análise de conteúdo realizada mostraram que, apesar de existirem conflitos sobre como se estabelecem as funções lúdica e educativa, quando a brincadeira infantil é utilizada como recurso pedagógico, os sujeitos podem identificar benefícios no processo de aprendizagem por meio dela. Aponta-se, também, a necessidade de considerar a condição social da criança no ambiente escolar para o sucesso ao utilizar essas atividades como práticas pedagógicas.(AU)

Child's play is an important activity for child development since it improves cognition, emotional, and physical aspects. Games can also be explored as an educational resource. Starting from the understanding that playfulness is a subjective process, this work has investigated the relationship to the knowledge stablished during games, aiming to understand it in its epistemic, social, and identitary dimensions. A group of 16 5th grade students were interviewed from a script based on the instrument "balance of knowledge," as proposed by Bernard Charlot. The questions were adapted to enable the apprehension of what children say they learn on the games they play, emphasizing those which are played in classrooms. The results of the content analysis performed have showed that, despite the conflicts on how both playful and educative functions are stablished when child's play is used as a pedagogic resource, the subjects can identify benefits on the process of learning with it. The need to consider the child's social condition in the school environment to reach success when using these activities as pedagogical practices is also pointed out.(AU)

Jugar es una actividad importante para el desarrollo de los niños, porque mejora aspectos cognitivos, emocionales y físicos. Por tanto, los juegos son explorados como recurso educativo. Partiendo de la comprensión de que lo lúdico es un proceso subjetivo, este trabajo analizó la relación con el saber que se establece durante el juego, con el objetivo de comprenderlo en sus dimensiones epistémica, social e identitaria. Se entrevistó a dieciséis estudiantes de quinto grado a partir de un guion basado en el instrumento "balance del saber" propuesto por Bernard Charlot. Las preguntas fueron adaptadas para permitir la aprehensión de lo que los niños dicen que aprenden en sus juegos, enfatizando los que se juegan en las aulas. Los resultados del análisis de contenido realizado mostraron que, a pesar de que existen conflictos sobre cómo se establecen ambas funciones lúdica y educativa cuando se utiliza el juego infantil como recurso pedagógico, los niños pueden identificar beneficios en el proceso de aprendizaje a través del juego. Se señala la necesidad de considerar la condición social del niño en el entorno escolar para alcanzar el éxito al utilizar estas actividades como prácticas pedagógicas.(AU)

Oral Administration of Incense Resin (Styrax benzoin) Extract Enhances Spatial Learning, Memory, and Dendrite Complexity of Mice

Abstract Hippocampus is a part of the brain that has a major role in spatial learning and memory which can be affected by herbal extracts. Incense resin (Styrax benzoin) has been used by local communities to improve intelligence. However, there is no scientific evidence of the functions of Styrax benzoin for regulating hippocampal function. The aim of this study was intended to analyze and investigate the effect of incense resin on learning, memory, and dendrite complexity of mice. Three months old male Deutch Democratic Yokohama (DDY) mice were injected orally with graded doses of 100, 150, and 200 mg/kg of incense resin aqueous extract daily for 30 days. Spatial learning and memory performance levels were tested with Y-maze alternation, novel object recognition, and Morris water maze. The branches and maximum dendritic span in the dentate gyrus were observed by the Golgi-Cox staining. Overall, our results showed that incense resin extract increased learning and memory ability, and the number of dendrite branching in the dentate gyrus.

Análisis de tareas para las funciones espaciales en niños escolares con diagnóstico de TDAH / Analysis of Tasks Used for Assessment of Spatial Function in Schoolchildren with ADHD / Análise de tarefas para as funções espaciais em crianças escolares com diagnóstico de TDAH

Resumen Objetivo. Identificar y precisar las dificultades en funciones espaciales que presentan los niños con TDAH en edad escolar. Método. Se evaluaron 24 niños, entre los 6 y los 12 años de edad, con diagnóstico de TDAH. Todos los niños fueron evaluados con tareas gráficas, tareas verbales y tareas constructivas, incluidas en las pruebas Evaluación Neuropsicológica Infantil, Evaluación Neuropsicológica de la Integración Espacial y Evaluación Neuropsicológica del Éxito Escolar. Resultados. El análisis clínico realizado al desempeño de los niños mostró dificultades no solo en el manejo de la proporción, la integración y al dibujar ángulos, sino en el uso adecuado del espacio e inversión. Las dificultades espaciales estuvieron acompañadas de otras de índole regulatorio, tono de activación, motoras y cinestésicas. Los participantes con mayor número de errores fueron aquellos de menor edad. Conclusión. Los niños con diagnóstico de TDAH pueden presentar dificultades en el desarrollo de las funciones espaciales, por lo cual se hace necesario que la evaluación neuropsicológica incluya un análisis profundo de esta dimensión cognitiva, que permita indagar la naturaleza de estas dificultades y su posible relación con el desarrollo de otras funciones.

Abstract Objective. Identify and detail the difficulties in children with attention deficit disorder in spatial function tasks. Method. 24 school children between 6 and 12 years old with diagnosis of attention deficit disorder were included in the study. Neuropsychological tasks used in the study were divided in graphic tasks, verbal tasks and a constructive task, all of them included in the Neuropsychological Evaluation for Children, Neuropsychological Evaluation of the Spatial Integration and Neuropsychological Evaluation of School Success assessments. Results. Analysis of the results has pointed out specific errors in graphic tasks such as disproportion, disintegration, difficulties with angles, problems with usage of space and inversions. Younger participants with complex neuropsychological syndromes committed more mistakes. The spatial difficulties were accompanied by regulatory, activation, motor and kinesthetic difficulties. The participants with higher frequencies of error were those of lower age. Conclusion. The results show that children with attention deficit disorder diagnosis may have difficulties in the development of spatial function; therefore, it is necessary to include a more profound neuropsychological analysis of the domain that allows the investigation of the nature of the difficulties and its plausible relation to the development of other functions.

Resumo Escopo. Identificar e reconhecer as dificuldades em funções espaciais que apresentam as crianças com TDAH em idade escolar. Metodologia. Foram avaliadas 20 crianças masculinas e 4 femininas, com idades compreendidas entre os 6 e 12 anos de idade, com diagnóstico de TDAH. Todas as crianças foram avaliadas com tarefas gráficas, tarefas verbais e tarefas construtivas, incluídas nas provas Avaliação Neuropsicológica da Integração espacial e Avaliação Neuropsicológica do Sucesso Escolar. Resultados. A análise clínica realizada aos desempenhos das crianças, mostraram dificuldades de desproporção, desintegração, dificuldade para desenhar ângulos, uso inadequado do espaço e inversão. As dificuldades espaciais estiveram acompanhadas de outras de natureza regulatória, tono de ativação, motoras e cinestésicas. Os participantes com maior número de erros foram aqueles de menor idade. Conclusão. As crianças com diagnóstico de déficit de atenção podem apresentar dificuldades no desenvolvimento das funções espaciais, pelo qual é preciso que a avaliação neuropsicológica possa incluir uma análise profunda de esta dimensão cognitiva, que permita indagar a natureza de estas dificuldades e sua possível relação com o desenvolvimento de outras funções.

Efecto de la masticación sobre la memoria y aprendizaje espacial en ratones adultos y seniles / Effect of chewing on memory and spatial learning in adult and senile mice

Resumen Introducción: La masticación es una actividad periférica que influye positivamente sobre el sistema nervioso central (SNC). Sin embargo, a pesar de los diferentes estudios realizados, aún no está claro cómo la masticación afecta a los procesos cognitivos. Debido a ello se buscó determinar el efecto de la masticación sobre la memoria y aprendizaje espacial en ratones adultos y seniles. Materiales: Se empleó un grupo de 16 ratones adultos y de 16 ratones seniles que fueron aleatorizados en 2 subgrupos de 8 ratones cada uno. Un subgrupo se alimentó con dieta granosa convencional para ratón (subgrupo masticación normal), el otro subgrupo se alimentó con dieta en polvo (subgrupo masticación deficiente). Durante 2 meses se sometió a cada subgrupo a su dieta respectiva. Se evaluó en el laberinto acuático de Morris a los ratones adultos a los 7 meses de edad y a los seniles a los 12 meses de edad, mediante la fase de adquisición y de fase de recuperación de memoria y aprendizaje espacial. Resultados: Los ratones adultos, con masticación normal, mostraron mejor adquisición de memoria y aprendizaje espacial con respecto a los ratones con masticación deficiente en el primer día de evaluación (p = 0,035). Al agrupar a los ratones bajo el mismo tipo de masticación se encontró, en los subgrupos bajo masticación normal, una mejor adquisición de memoria y aprendizaje espacial en el subgrupo adulto sobre el subgrupo senil (p < 0,05). Conclusiones: La masticación normal tuvo un efecto positivo sobre la adquisición de información espacial en los ratones adultos.

Introduction: Chewing is a peripheral activity that positively influences the central nervous system (CNS). However, despite the different studies carried out, it is still not clear how chewing affects cognitive processes. Because of this, was trying to find the effect of chewing on memory and spatial learning in adult and senile mice. Methods: A group of 16 adult and senile mice were randomized into 2 subgroups of 8 mice each group. One subgroup was fed with conventional grainy diet for mice (normal chewing subgroup), the other subgroup was fed dietary powder (deficient chewing subgroup). During 2 months each subgroup was submitted to their respective diet. Adult mice at 7 months of age and senile at 12 months of age were evaluated in the Morris' water maze; through of the acquisition phase and the probe test of memory and spatial learning. Results: Adult mice with normal chewing showed better memory acquisition and spatial learning with respect to mice with deficient chewing on the first day of evaluation (p = 0.035). When grouping the mice in the same type of chewing, in the subgroups under normal chewing, a better acquisition of memory and spatial learning was found in the adult subgroup on than in the senile subgroup (p < 0.05). Conclusions: Normal chewing had a positive effect on the acquisition of spatial information in adult mice.

Small-scale environmental enrichment and exercise enhance learning and spatial memory of Carassius auratus, and increase cell proliferation in the telencephalon: an exploratory study

Carassius auratus is a teleost fish that has been largely used in behavioral studies. However, little is known about potential environmental influences on its performance of learning and memory tasks. Here, we investigated this question in C. auratus, and searched for potential correlation between exercise and visuospatial enrichment with the total number of telencephalic glia and neurons. To that end, males and females were housed for 183 days in either an enriched (EE) or impoverished environment (IE) aquarium. EE contained toys, natural plants, and a 12-hour/day water stream for voluntary exercise, whereas the IE had none of the above. A third plus-maze aquarium was used for spatial and object recognition tests. Different visual clues in 2 of its 4 arms were used to guide fish to reach the criteria to complete the task. The test consisted of 30 sessions and was concluded when each animal performed three consecutive correct choices or seven alternated, each ten trials. Learning rates revealed significant differences between EE and IE fish. The optical fractionator was used to estimate the total number of telencephalic cells that were stained with cresyl violet. On average, the total number of cells in the subjects from EE was higher than those from subjects maintained in IE (P=0.0202). We suggest that environmental enrichment significantly influenced goldfish spatial learning and memory abilities, and this may be associated with an increase in the total number of telencephalic cells.

Organic solvent exposure and contrast sensitivity: comparing men and women

The goal of this study was to compare the visual contrast sensitivity (CS) of men and women exposed and not exposed to organic solvents. Forty-six volunteers of both genders aged between 18 and 41 years (mean±SD=27.72±6.28) participated. Gas station attendants were exposed to gas containing 46.30 ppm of solvents at a temperature of 304±274.39 K, humidity of 62.25±7.59% and ventilation of 0.69±0.46 m/s (a passive gas chromatography-based sampling method was used considering the microclimate variables). Visual CS was measured via the psychophysical method of two-alternative forced choice using vertical sinusoidal gratings with spatial frequencies of 0.2, 0.5, 1.0, 2.0, 5.0, 10.0, and 16.0 cpd (cycles per degree) and an average luminance of 34.4 cd/m2. The results showed that visual CS was significantly lower (P<0.05) in the following groups: i) exposed men compared to unexposed men at frequencies of 0.2, 0.5, 1.0, and 2.0 cpd; ii) exposed women compared to unexposed women at a frequency of 5.0 cpd; and iii) exposed women compared to exposed men at a frequency of 0.5 cpd, even at exposures below the tolerance limit (300 ppm). These results suggest that the visual CS of exposed men was impaired over a wider range of spatial frequencies than that of exposed women. This difference may have been due to the higher body fat content of women compared to that of men, suggesting that body fat in women can serve as a protective factor against neurotoxic effects.

Efeitos de atividades psicomotoras no desenvolvimento motor de pré-escolares de cinco anos de idade / Effects of psicomotor activity on motor development five years old preschool children

Introdução: crianças pré-escolares estão em fase de aquisição e aperfeiçoamento de habilidades motoras. Objetivo: avaliar o efeito de atividades psicomotoras na motricidade fina e global, equilíbrio, esquema corporal e organização espacial e temporal em pré-escolares. Método: participaram 16 crianças (oito meninos), de cinco anos de idade, escolhidas por conveniência em uma escola municipal. Para a avaliação psicomotora utilizou-se a Escala de Desenvolvimento Motor (EDM). Após a avaliação inicial foram realizadas 18 sessões de 60 minutos de atividades psicomotoras, duas vezes por semana, seguidas da reavaliação. Resultado: Na avaliação inicial, as crianças apresentaram classificação variando entre normal baixo, médio e alto nas provas da EDM. Na reavaliação a classificação variou entre normal médio e alto, nível superior e muito superior. Houve melhora significativa na motricidade fina, motricidade global, equilíbrio e organização temporal (p<0,05). Conclusão: A atividade psicomotora foi eficaz no desenvolvimento motor das crianças pré-escolares para a maioria das atividades estudadas.

Introduction: Preschool children are in a process of motor skills acquisition and improvement. Objective: To evaluate the effect of psychomotor activities in the fine and global motor skills, balance, body scheme and spatial and temporal organization in pre-school children of five years old. Methods: 16 children (eight boys), five years old, were the chosen for convenience in a municipal school. To evaluate the motor development was used the Motor Development Scale (MDS). Between the initial and final evaluation, 18 sessions of 60 minutes of psychomotor activity were performed, twice a week. Results: On initial evaluation, children were classified as ranging from standard low, medium and high on tests of MDS. The revaluation classification varied between medium and high standard, top level and higher. There was significant improvement in fine motor skills, overall motor skills, balance and temporal organization (p<0.05). Conclusion: Psychomotor activity was effective in motor development of pre-school children of five years old.

Effects of acute stress on learning and memory processes of malnourished rats / Efeitos do estresse agudo em processos de aprendizagem e memória de ratos desnutridos

The aim of the study was to investigate the effects of acute stress on the processes of learning and memory in malnourished rats tested in the Morris water maze. The animals were divided into eight groups according to nutritional status (malnourished or well nourished) and stress (stressed or unstressed). In Experiment I the animals were subjected to immobilization stress procedure before the learning session and in Experiment II after the learning sessions. The test consisted of two daily sessions, and a memory test after four weeks. There was loss of learning and memory in malnourished rats. In Experiment I the malnourished group was positively affected by acute stress, with significant improvement of performance. No effects of stress on the animals' performance in Experiment II were observed. In the memory test, the malnourished rats showed deficits in consolidation and recall, regardless of the occurrence of stress. The stress imposed 24 hours before the learning task improved performance of malnourished animals with a protective effect of stress. However there was no improvement in the processes of retention or recall from memory (previously learned information) assessed four weeks later, during the memory retention test. (AU)

O objetivo do estudo foi investigar os efeitos do estresse agudo sobre os processos de aprendizagem e memória em ratos desnutridos testados no labirinto aquático de Morris. Os animais foram divididos em oito grupos de acordo com a condição nutricional (desnutridos ou bem nutridos) e estresse (não estressados ou estressados). No Experimento I os animais foram submetidos ao procedimento de estresse por imobilização antes da sessão de aprendizagem e no Experimento II após as sessões de aprendizagem. O teste consistiu de duas sessões diárias e um teste de memória após quatro semanas. Houve prejuízos de aprendizagem e memória em ratos desnutridos. No Experimento I o grupo desnutrido foi positivamente afetado pelo estresse agudo, apresentando melhora significativa de desempenho. Não foram observados efeitos do estresse sobre o desempenho dos animais no Experimento II. No teste de memória os ratos desnutridos apresentaram déficits de consolidação e evocação, independentemente da ocorrência de estresse. O estresse imposto 24 horas antes da tarefa de aprendizagem melhorou o desempenho de animais desnutridos com um efeito protetor do estresse. Entretanto não houve melhora nos processos de retenção ou evocação da memória (informações previamente aprendidas), avaliados quatro semanas mais tarde, durante o teste de retenção de memória. (AU)

Densidad asimétrica neuronal inter-hemisférica de la corteza insular en ratones FMR1 knock-out / Interhemispheric neural density asymmetry of insular cortex in FMR1 knock-out mice

El síndrome X frágil en los seres humanos es causado por una mutación en el gen FMR1 y se asocia con grave retraso mental, hiperactividad y ansiedad. Hemos comparado ratones FMR1-KO con ratones Control en la densidad neuronal de la corteza insular, área del cerebro asociada con el procesamiento del dolor y manejo de la ansiedad. Los ratones también fueron sometidos a una prueba de aprendizaje espacial en un entorno de ansiedad. Los resultados muestran asimetría significativa entre la densidad neuronal entre ínsula izquierda y derecha en KO en comparación con ratones de tipo Control. En cuanto al comportamiento, a pesar de los ratones KO no mostraron marcados déficits en la realización de tareas mostraron una velocidad superior a la de sus homólogos de tipo Control. Por otra parte, la asimetría de densidad insular se correlaciona con una mayor velocidad a nivel individual. Estos resultados sugieren que la asimetría de la densidad neuronal insular en FMR1 ratones KO se puede considerar como un correlato anatómico de las anormalidades de comportamiento observados.

Fragile X syndrome in humans is caused by a mutation in the FMR1 gene and it is associated with severe mental retardation, hyperactivity and anxiety. Here we compare FMR1 Knock-Out mice, a model of Fragile-X syndrome, and wild-type mice with respect to the neuronal density of the insular cortex, a brain area associated with pain processing and anxiety management. Mice were also subjected to a spatial learning test in an anxiogenic environment. Results show significant asymmetry between neuronal density between left and right insula in knock out as compared to wild type mice. Behaviorally, although knock-out mice did not show deficits in task completion they explored the maze at a higher velocity than their wild-type counterparts. Furthermore, insular density asymmetry correlated with higher velocity during one of the spatial navigation tasks at the individual mouse level. These results suggest that insular neuronal density asymmetry in FMR1 Knot-Out mice may be considered as an anatomical correlate of the observed behavioral abnormalities.