Journal of Continuing Higher Education最新文献

Dopamine neurons drive spatiotemporally heterogeneous striatal dopamine signals during learning. 多巴胺神经元在学习过程中驱动时空异质性纹状体多巴胺信号

Journal of Continuing Higher Education Pub Date : 2024-03-30 DOI: 10.1101/2023.07.01.547331

Liv Engel, Amy R Wolff, Madelyn Blake, Val L Collins, Sonal Sinha, Benjamin T Saunders

{"title":"Dopamine neurons drive spatiotemporally heterogeneous striatal dopamine signals during learning.","authors":"Liv Engel, Amy R Wolff, Madelyn Blake, Val L Collins, Sonal Sinha, Benjamin T Saunders","doi":"10.1101/2023.07.01.547331","DOIUrl":"10.1101/2023.07.01.547331","url":null,"abstract":"<p><p>Environmental cues, through Pavlovian learning, become conditioned stimuli that invigorate and guide animals toward acquisition of rewards. Dopamine neurons in the ventral tegmental area (VTA) and substantia nigra (SNC) are crucial for this process. Dopamine neurons are embedded in a reciprocally connected network with their striatal targets, the functional organization of which remains poorly understood. Here, we investigated how learning during optogenetic Pavlovian cue conditioning of VTA or SNC dopamine neurons directs cue-evoked behavior and shapes subregion-specific striatal dopamine dynamics. We used a fluorescent dopamine biosensor to monitor dopamine in the nucleus accumbens (NAc) core and shell, dorsomedial striatum (DMS), and dorsolateral striatum (DLS). We demonstrate spatially heterogeneous, learning-dependent dopamine changes across striatal regions. While VTA stimulation evoked robust dopamine release in NAc core, shell, and DMS, cues predictive of this activation preferentially recruited dopamine release in NAc core, starting early in training, and DMS, late in training. Corresponding negative prediction error signals, reflecting a violation in the expectation of dopamine neuron activation, only emerged in the NAc core and DMS, and not the shell. Despite development of vigorous movement late in training, conditioned dopamine signals did not similarly emerge in the DLS, even during Pavlovian conditioning with SNC dopamine neuron activation, which elicited robust DLS dopamine release. Together, our studies show broad dissociation in the fundamental prediction and reward-related information generated by different dopamine neuron populations and signaled by dopamine across the striatum. Further, they offer new insight into how larger-scale plasticity across the striatal network emerges during Pavlovian learning to coordinate behavior.</p>","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10996462/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81425126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Nontraditional Students and Credit for Prior Learning—Analytical Thinking, Clout, Drives, and Motives 非传统学生与先学学分——分析思维、布局、驱动力和动机

IF 1.2

Journal of Continuing Higher Education Pub Date : 2023-08-07 DOI: 10.1080/07377363.2023.2222247

Catherine A. Cherrstrom, Carrie J. Boden, Todd Sherron

引用次数: 0

Examining the Perception of Military Culture in the Undergraduate University Classroom 高校本科课堂中军事文化认知的研究

IF 1.2

Journal of Continuing Higher Education Pub Date : 2023-06-08 DOI: 10.1080/07377363.2023.2196647

Heidi Boldway, Elizabeth Valenti, M. Zafonte

引用次数: 0

The Formation and Benefits of Communal Cohorts in an EdD Program EdD项目中社区团队的形成及其效益

IF 1.2

Journal of Continuing Higher Education Pub Date : 2023-05-18 DOI: 10.1080/07377363.2023.2191303

Leslie Gordon, Emily C. Chen-Bendle

引用次数: 0

Opportunities for Adult Learners in Ghana’s Higher Education Institutions: Limiting Factors and Strategies 加纳高等教育机构成人学习者的机会:限制因素与策略

IF 1.2

Journal of Continuing Higher Education Pub Date : 2023-04-13 DOI: 10.1080/07377363.2023.2178664

I. Biney, Inusah Salifu

引用次数: 0

Strengthening Esprit de Corps: Enhancing Student Veterans’ Sense of Belonging in Colleges and Universities 强化团队精神:增强大学生退伍军人的归属感

IF 1.2

Journal of Continuing Higher Education Pub Date : 2023-01-13 DOI: 10.1080/07377363.2022.2145553

Tara Hornor, J. Brooks

引用次数: 0

The Impact of the Pandemic on Young People with Intellectual Disabilities Participating in a University Training Course for Employment in Spain 大流行病对参加西班牙大学就业培训课程的智障青年的影响

IF 1.2

Journal of Continuing Higher Education Pub Date : 2022-12-28 DOI: 10.1080/07377363.2022.2139430

Yolanda Muñoz Martínez, P. Gómez Hernández, Marcos Gómez Puerta, Constanza San Martín Ulloa

{"title":"The Impact of the Pandemic on Young People with Intellectual Disabilities Participating in a University Training Course for Employment in Spain","authors":"Yolanda Muñoz Martínez, P. Gómez Hernández, Marcos Gómez Puerta, Constanza San Martín Ulloa","doi":"10.1080/07377363.2022.2139430","DOIUrl":"https://doi.org/10.1080/07377363.2022.2139430","url":null,"abstract":"Spanish universities still face many barriers to the training of people with disabilities, especially with intellectual disabilities (ID). In general, continuing higher education courses are the main training response for the latter. Knowing the impact that confinement by COVID-19 has had on the students of these courses is a relevant element. The present investigation focused on analyzing the case of the confinement experience of 12 young students with ID who attended the continuing training program called Unidiversidad at the University of Alcala (Spain). In particular, the implications on their emotional well-being, interpersonal relationships, and individual training were analyzed. Information was collected through a semi-structured interview with the students and a questionnaire with their relatives. The results reflect changes in emotional well-being linked to the increased concern of students for the health of their families. Interpersonal relationships were also affected, although participants tried to compensate for the lack of face-to-face interaction with instant messaging applications and video calls. The change in training to the online modality generated concern and uncertainty in students, although it also provided learning opportunities, which have been supported by peer tutoring and support from teachers.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45475097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Discussion Activities in Asynchronous Online Learning: Motivating Adult Learners’ Interactions 异步在线学习中的讨论活动：激发成人学习者的互动

IF 1.2

Journal of Continuing Higher Education Pub Date : 2022-11-14 DOI: 10.1080/07377363.2022.2119803

Xi Lin, Q. Sun

引用次数: 2

A Decade of Global Prior Learning Assessment: A Systematic Literature Review 全球先验学习评估的十年:系统文献综述

IF 1.2

Journal of Continuing Higher Education Pub Date : 2022-11-14 DOI: 10.1080/07377363.2022.2119800

Carrie J. Boden, Catherine A. Cherrstrom, Todd Sherron, Maria Mohamed, L. Wilson, Kandi Pomeroy

引用次数: 0

International Continuing Professional Education: An Interpretive Study of Ecuadorian Educators’ Meaning-Making 国际继续专业教育:厄瓜多尔教育者意义建构的解释研究

IF 1.2

Journal of Continuing Higher Education Pub Date : 2022-11-14 DOI: 10.1080/07377363.2022.2119799

Susan M. Yelich Biniecki

引用次数: 1