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- Creators: Department of Chemistry and Biochemistry
Description
Following natural menopause, androstenedione becomes the main hormone secreted by the follicle-depleted ovaries. We have previously evaluated high physiological doses of androstenedione in the female rodent, and found relations between higher androstenedione levels and spatial memory impairment; this relationship was shown when androstenedione levels were of endogenous, or exogenous, origin (Acosta et al., 2009, Camp et al., 2012). This androstenedione-induced memory impairment in females led us to question whether this androgen also impairs memory in males; no study has yet evaluated androstenedione's impact on cognition in the male rodent model. This is a clinically relevant question, as androstenedione is a steroid of abuse. In the current study, four-month old male rats were given either a daily injection of androstenedione, androstenedione with anastrozole or vehicle (polyethylene glycol). Subjects completed a battery of cognitive tasks evaluating spatial working, reference, and recent memory including the water radial arm maze (WRAM), Morris water maze (MM), and delayed match-to-sample maze (DMTS). We found that androstenedione administration impaired spatial cognitive performance in MM on early overnight forgetting and DMTS early recent memory trials across all days of testing. In addition, we found that androstenedione with anastrozole administration impaired spatial cognitive performance in the learning phases and early overnight forgetting in the MM but had no impact in DMTS testing. There were no significant differences in the WRAM maze for either group. Our findings suggest that androstenedione can impair spatial reference and early recent memory, and that anastrozole reverses this impairment for early recent memory, but not reference memory. Interpreted in the context of hormone conversion, androstenedione's effects on spatial learning and memory may be due, in part, to its conversion to estrone.
ContributorsTorres, Laura Maria (Co-author) / Camp, Bryan (Co-author) / Karber, Lily (Co-author) / Hiroi, Ryoko (Co-author, Committee member) / Bimonte-Nelson, Heather (Co-author, Thesis director) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor)
Created2014-05
Description
This study sought to identify traits that act as possible predictors of academic science proficiency of highly gifted adolescent students. A combination of cognitive, personality, and conative traits were selected for evaluation as predictors of scientific proficiency using student General Ability Index (GAI), Revised NEO Personality Index (NEO-PI R), and Kolbe Index scores to evaluate each, respectively. Statistical correlational analyses revealed that high expressions of the conative trait Fact Finder and the personality traits Ideas and Straight-forwardness predicted higher degrees of academic science proficiency. In contrast, lower expressions of the personality traits Excitement Seeking and Order predicted higher degrees of scientific proficiency. Further, stepwise regression confirmed that the NEO-PI R facets of Excitement Seeking and Ideas traits were significant predictors of science proficiency and suggested that the personality trait Vulnerability may also be a predictor. The repeated appearance of the Excitement Seeking and Ideas facets and the dependence of the other identified traits suggests that these traits were the most promising possible predictors of scientific proficiency in highly gifted students and should be the target of future research.
ContributorsRoss, Christian Hamilton (Author) / Lansdowne, Kimberly (Thesis director) / Oakes, Wendy (Committee member) / Young, Michael (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Department of Chemistry and Biochemistry (Contributor) / School of Life Sciences (Contributor)
Created2014-05