background: the effect of ovariectomy and accompanying sudden loss of circulating gonad hormones on spatial learning performance in the young adult rats was examined. we hypothesized that spatial learning and memory in a considerable number of women who undergo a surgical menopause and estrogen deprivation before their natural menopause be impaired. methods: in this study, we used 26 wistar rat...

Background: Through its membrane and intracellular receptors, vitamin D regulates many vital functions in the body including its well known actions on musculoskeletal system. Growing body of evidences demonstrate that vitamin D undergoes some of behavioral aspects of neurocognition. The present study was designed to evaluate the effect of food regimens without vitamin D or with a supplement of ...

Introduction: Neurohormones like testosterone and estradiol have an important role in learning and memory. The hippocampus is essentially involved in learning and memory, and is known to be a target for estradiol actions. Estrogen receptors (ERs) are highly expressed in CA1 of rat hippocampus, and mediate the effects of estrogen on learning and memory. Estradiol receptor belong to a family ...

introduction: there are several evidences that show various environmental stresses during pregnancy, affect physiological behavior of the offspring. in this study the effects of rem (rapid eye movement) sleep deprivation of pregnant rats on spatial learning of adult male offspring by morris water maze were investigated. methods: water tank technique was used for inducing rem sleep deprivation. ...

Since the founding of the field of adult education, the task of explaining how adult learners learn has been a major one on the part of both researchers and practitioners. Adult learning, after all, is the glue that holds together an otherwise widely disparate field, a field that ranges from adult basic education (ABE) to human resource development, and from educational gerontology to continuin...

Adult learning is frequently spoken of by adult educators as if it were a discretely separate domain, having little connection to learning in childhood or adolescence. This chapter will examine critically this claim by exploring four major research areas (self-directed learning, critical reflection, experiential learning and learning to learn) each of which have been proposed as representing un...

The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920s. Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about adult learners, the various contexts where learning takes place, and the process o...

Experiential learning is, as Michelson (1996) suggests, arguably one of the most significant areas for current research and practice in adult education. Sometimes called informal and incidental learning, experiential learning is related to many other concepts in adult learning: self-directed learning, lifelong learning, working knowledge, practical intelligence, and situated learning. The term ...