Browsing by Subject "neuroscience"

Background and objectives: Autism spectrum disorders (ASD) are developmental neuropsychiatric disorders in which core symptoms are problems in communication and interaction as well as restrictive and repetitive behaviour and interests. ASD is 2-5 times more common in males than in females. In recent years, researchers have found, that there are differences between females and males in ASD symptoms, neuropsychological characteristics, comorbid problems, neurobiology and etiology. The purpose of this systematic review is to give a comprehensive picture about the role of female sex/gender in ASD. To establish this, the review covers symptoms of autism, neuropsychology, neurobiology, comorbidity, neurogenetics and neuroendocrinology. Research questions were the following: 1) Is there evidence of sex/gender differences in ASD symptoms and comorbidity disorders? 2) Are there sex/gender differences to be found in ASD etiology? 3) What kind of support different explanations about sex/gender bias have gotten in various research areas? The purpose of the study is also to integrate the existing theories into one model that takes account to different aspects of sex/gender differences in ASD. Methods: The protocol of this systematic review follows "The Preferred Reporting Items for Systematic Reviews and Meta-Analyses" (PRISMA) when applicable. Eligibly criteria and search terms were selected in a way that would offer the widest range of articles covering the subjects of this study. Literature search was conducted using the Medline and PsychINFO as search engines. The final sample consisted of a total of 129 articles. Data was extracted on all relevant variables of the study, that were the number of participants, age of participants, specific diagnoses, methods and results. Results: Sex/gender differences in ASD were found in all areas that were included in this systematic review. Females with high function ASD (HFASD) were found to have less problems in social communication and interaction and less repetitive and restricted behavior and interests than males with HFASD. In addition, HFASD were found to have better language skills than males with HFASD. However, females with ASD were found to have more sensory processing problems, mental health problems and epilepsy than males with ASD. Females with ASD were also found to have lower full-scale intelligence quotient than males with ASD. In the context of etiology, it has been found that there are sex/gender differences in neuroanatomy, susceptibility genes and hormone levels. Conclusions: Results from this systematic review suggest that females with HFASD are underdiagnosed. This results from etiological sex/gender differences that cause partially different clinical presentation of ASD between females and males. ASD research has also concentrated mostly on males with ASD while ignoring females with ASD. Underdiagnosing can have many unfavorable consequences for females with HFASD since if they do not have a diagnosis, they do not get support. In the future, it is crucial to pay attention to females with ASD in the clinical work and scientific research.

Kainate type glutamatergic receptors (KARs) modulate synaptic transmission and neuronal excitability depending on their subunit composition and localization. Developmental expression of KARs in the immature hippocampus is suggested to promote activity dependent synchronization of neuronal networks, yet the exact mechanisms are still unclear. Here we asked how local manipulation of KAR subunit GluK1 at CA3 pyramidal cells modulates synchronous network activity in postnatal hippocampus in vitro. We hypothesized that local KAR enhancement will promote functional connectivity and synchronous activity in the networks. Multichannel recordings were used to study spatio-temporal profile of network activity in organotypic hippocampal slice cultures. We show, that local GluK1 enhancement is affecting spontaneous activity patterns and that the population discharges recruit the whole network more efficiently compared to control. In addition, the activities at the site of GluK1 overexpression are more correlated to CA1 and DG regions. Our data suggests that facilitated spatial propagation of population discharges promote synchronization of network activity in KAR expressing slices. These findings support and supplement the previous hypothesis that KARs might play essential role in the functional integration of neurons in hippocampal circuitries.

Objectives. This thesis will use Russian-American psychologist Urie Bronfenbrenner’s  Bioecological theory of Human Development. This theory applies to the topic of trauma because it suitably explains the complexity of trauma through the theory’s outline of human development occurring in complex multiple layers of influence and differing levels of reciprocal interaction. In addition, it is considered to be a cross-cultural theory. Methods. Method for this thesis is a narrative literature review. A Narrative literature reviews have a less rigid structure than a systematic literature review, but still considered a qualitative analysis. As it name illudes to a narrative literature review is a narration of a carefully curated collection of articles, analyzed through the lens of the researchers own experiences, and through the use of a grounding theory. Although this method is more typcal for a bachelor’s thesis, it should not be underestimated as the literature review is the starting point of any research, to discover what has already been studied in order to build upon that. Selection of Topic: Trauma is not a new topic. As mentioned in the history of trauma section, its roots are in the battle fatigue experienced by soldiers returning from World Wars I and II. However, as a topic in education is relatively new, and the extent of its novelty also depends on geography. In the United States, it has been researched and written about, and foundations and centers on the topic have been created. In the Nordic countries, trauma’s effect on learning has not received comparable levels of attention.  Results and conclusions. Are teachers aware of trauma, its manifestations, and how manifestations of trauma can mimic manifestations of learning disabilities? Is the one question this thesis asked and the answer is some do. This literature review has demonstrated that certain countries or regions, particuarly the U.S have extensive published research on trauma as well as a plethora of resources in a range of academic fields studying it. It also highlights the glaring gaps in research and literature on this topic in certain regions, most notably the Nordic countries. This leads me to ask why have the Nordic countries, especially Finland, the world leader in education, are not researching this topic and applying findings to teacher training and improving learning outcomes.