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1.
Jonathan S. Jones Anna-Lynne R. Adlam Abdelmalek Benattayallah Fraser N. Milton 《Child development》2022,93(3):815-830
Working memory training improves children's cognitive performance on untrained tasks; however, little is known about the underlying neural mechanisms. This was investigated in 32 typically developing children aged 10–14 years (19 girls and 13 boys) using a randomized controlled design and multi-modal magnetic resonance imaging (Devon, UK; 2015–2016). Training improved working memory performance and increased intrinsic functional connectivity between the bilateral intraparietal sulci. Furthermore, improvements in working memory were associated with greater recruitment of the left middle frontal gyrus on a complex span task. Repeated engagement of fronto-parietal regions during training may increase their activity and functional connectivity over time, affording greater working memory performance. The plausibility of generalizable cognitive benefits from a neurobiological perspective and implications for neurodevelopmental theory are discussed. 相似文献
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Abstract Supporting global health priorities through the development of robust health science librarianship partnerships is of significant importance. Increased demand for synthesizing evidence-based information, collating quality resources, and increasing research productivity to improve human health requires integration of library and information science skills and expertise. The Health Sciences Library (HSL) at the University of North Carolina at Chapel Hill (UNC), exists to be an indispensable partner in health information and knowledge, teaching and learning, and research. As global efforts at UNC expanded, the HSL sought to ensure that our global engagement strategy and integration were aligned with campus priorities and partner needs. The HSL created a global research partnership plan: identify resources that improve efficiency, increase access to information, build in-country capacity and expertise—all while strengthening collaborations across multiple countries. Creating a meaningful and sustainable engagement strategy was central to envisioning our path forward and can be used as a framework for consideration by librarians in similar settings. 相似文献
3.
Guilherme Giannini Artioli Craig Sale Rebecca Louise Jones 《European Journal of Sport Science》2019,19(1):30-39
AbstractCarnosine was originally discovered in skeletal muscle, where it exists in larger amounts than in other tissues. The majority of research into the physiological roles of carnosine have been conducted on skeletal muscle. Given this and the potential for muscle carnosine content to be increased with supplementation, there is now a large body of research examining the ergogenic effects (or otherwise) of carnosine. More recent research, however, points towards a potential for carnosine to exert a wider range of physiological effects in other tissues, including the brain, heart, pancreas, kidney and cancer cells. Taken together, this is suggestive of a potential for carnosine to have therapeutic benefits in health and disease, although this is by no means without complication. Herein, we will provide a review of the current literature relating to the potential therapeutic effects of carnosine in health and disease. 相似文献
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Anne W. Graves Russell Gersten Diane Haager 《Learning disabilities research & practice》2004,19(4):262-272
This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed. 相似文献