Estrogen treatment alleviates NMDA-antagonist induced hippocampal LTP blockade and cognitive deficits in ovariectomized mice

Estrogen is implicated in hippocampus-dependent spatial learning as well as structural organization and electrophysiological properties of the rat hippocampus but little is known about its mechanisms of action in mice. In this study, we investigated pharmacologically whether estrogen interacts with the hippocampal N-methyl-D-aspartate (NMDA) receptors in ovariectomized mice as postulated for rats. Female C57BL/6J mice were ovariectomized at 5 months, and 2 weeks before testing at 12 months, half of them received subcutaneous estrogen pellets containing 0.18 mg of 17 beta-estradiol. The competitive NMDA-antagonist, 3-((+/-)-2-carboxypiperazin-4-yl)-propyl-1-phosphonic acid (CPP), was administered at 5.0 and 10.0 microM to block induction of long-term potentiation (LTP) in the hippocampal slice and intraperitoneally at 0.5, 2.0, and 5.0 mg/kg to impair spatial learning in the water maze. Estrogen treatment shifted the dose-response curve to CPP in both experiments. First, 10 microM CPP blocked the initiation of LTP in all mice, but 5 microM only in ovariectomized non-estrogen-treated mice. Second, final level of acquisition and probe trial performance in the water maze were less affected by high doses of CPP in the estrogen-treated ovariectomized mice than in non-treated group. In control tests for motor side effects, estrogen treatment did not reduce the tendency of CPP to decrease locomotor activity in the open field and impair balance on a rotating rod, and estrogen by itself decreased swimming speed as did CPP, but these effects did not interact. Our findings support the notion that estrogen treatment increases the number of active NMDA-receptors in the mouse hippocampus.     

Engaged,Committed and Helpful Employees: The Role of Psychological Empowerment

Although previous research has been focused on the relationship among personality, empowerment, and outcomes, little is known about the incremental effect of empowerment on positive work outcomes. This article aims at exploring the relation between personality factors (i.e., extraversion and conscientiousness) and positive work outcomes (i.e., work engagement, affective organizational commitment, and organizational citizenship behavior), and at determining the incremental effect of psychological empowerment on these outcomes. A convenience sample from three organizations has been used for data collection (N = 258; 52% women, mean age 38.55 years, SD = 10.21). Hierarchical multiple regressions indicate that personality and psychological empowerment explain a significant amount of the variance in the positive organizational outcomes, and that psychological empowerment has a significant incremental value over demographics and personality for the studied outcomes.     

From Teachers’ Work Engagement to Pupils’ Positive Affect: a Weekly Diary Study on the Role of Pupils’ Autonomous Motivation

Applied Research in Quality of Life - The main purpose of the present study was to investigate whether there is a crossover effect from teacher’s general (trait-level) work engagement to...     

The effects of delay on neonatal retention of habituated head-turning

Recovery of neonatal head orientation following auditory habituation was used to examine the effects of intertrial delay. One of two words served as stimuli with criterion orienting and habituation established before the delay. Fifty-six full-term neonates were assigned randomly to one of four delay groups: 10 (control), 55, 100, or 145 s. The percentage of head-turns toward the sound source (with one turn per trial) for blocks of three trials served as the principal dependent variable. Recovery of localized head-turning increased as length of delay increased, with the 100- and 145-s groups showing greater recovery than the 10- and 55-s groups. Infants presented with control trials systematically turned away from the sound source following habituation. Selective sensory adaptation, spontaneous recovery, and short-term memory interpretations of these data are considered.     

Determinants and Predictive Value of Clinician Assessment of Short‐Term Suicide Risk

We examine the interrelations among clinicians' judgment of patients' suicide risk, clinicians' emotional responses, and standard risk factors in the short‐term prediction of suicidal thoughts and behaviors. Psychiatric outpatients (n = 153) with a lifetime history of suicide ideation/attempt and their treating clinicians (n = 67) were evaluated at intake. Clinicians completed a standard suicide risk instrument (modified SAD PERSONS scale), a 10‐point Likert scale assessment of judgment of patient suicide risk (Clinician Prediction Scale), and a measure of their emotional responses to the patient (Therapist Response Questionnaire‐Suicide Form). The Columbia Suicide Severity Rating Scale and the Beck Scale for Suicide Ideation were administered at a one‐month follow‐up assessment (n = 114, 74.5%). Clinician judgment of risk significantly predicted suicidal thoughts and behaviors at follow‐up. Both the standard suicide risk instrument and clinician emotional responses contributed independently to the clinician assessment of risk, which, in turn, mediated their relationships with suicidal thoughts and behaviors. Our findings validate the importance of clinical judgment in assessing suicide risk. Clinical judgment appears to be informed both by concrete risk factors and clinicians' emotional responses to suicidal patients, highlighting emotional awareness as a promising area for research and training.     

John Dewey and the Development of Education in Russia before 1930 -; Report on a Forgotten Reception

This article explores the kinds of response John Dewey(1859-;1952) received in Russia between 1900 and1930, and the impact he had on the educational debatethere. The study's main findings are: Both before andafter the Socialist October Revolution of 1917, Deweyhad a significant impact on the development of theRussian school system. The ultimate rejection ofDewey's pedagogy towards the end of the 20s was notdue to educational but to political and ideologicalreasons.