著者

Masamitsu Ikuma Yasuomi Ouchi Kyoko Nakaizumi Masamichi Yokokura Kiyokazu Takebayashi Katsuaki Suzuki Norio Mori

出版者

Japan Brain Science society

雑誌

脳科学誌 (ISSN:13415301)

巻号頁・発行日

vol.46, pp.55-69, 2016 (Released:2017-05-09)

参考文献数

38

著者

Atsumi Hiramoto Shu Takagai Kenji J Tsuchiya Katsuaki Suzuki Masatsugu Tsujii Norio Mori

出版者

Japan Brain Science society

雑誌

脳科学誌 (ISSN:13415301)

巻号頁・発行日

vol.43, pp.5-23, 2014-05-30 (Released:2017-06-01)

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Background: Behaviors in infants may predict not only current developmental status but also later neurodevelopmental outcomes. Sucking is one of the earliest observable behaviors in infants. This study aimed to determine whether abnormal sucking behaviors in infants can predict the developmental outcome at 18 months or 3 years of age. Methods: A questionnaire asking abnormal sucking behaviors was used to survey mothers of children who visited one of 4 health centers for the routine 18-month- or 3-year-old health check-up in Japan. At the check-up, children were assessed by public health nurses whether he or she passed for age-appropriate developmental milestones. Results: A total of 472 responses were analyzed. The children were grouped into two groups according to the assessment by public health nurses: in 18-month-old children, 198 were typically developed (TD) and 52 were suspicious of developmental delay (DD); for 3-years-old, 164 were TD and 58 were DD. We found a significant difference in the rate of the lack of smooth suck and rest pattern between TD and DD groups across the two age populations. After controlling provable confounding factors, a logistic regression analysis showed significant association between the developmental delay and lack of smooth suck and rest pattern (P=0.004). Conclusion: The result suggests that the abnormality in suck and rest pattern of sucking in infants might be a predictor of developmental delay at 18-month- and 3-year-old of ages.

著者

Norihiro Sakurai Kenji J. Tsuchiya Katsuaki Suzuki Manabu Wakuta Nori Takei Norio Mori

出版者

Japan Brain Science society

雑誌

脳科学誌 (ISSN:13415301)

巻号頁・発行日

vol.40, pp.28-53, 2013-03-30 (Released:2017-06-01)

参考文献数

30

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Background: Studies have suggested that failure to detect behavioural problems at a young age will directly result in more incidents of problem behaviour as well as serious behavioural problems after school age. Therefore, the early detection of such problems is crucial to prevent difficulties after adolescence. Researchers have attempted to evaluate the proportion of children with behavioural problems based on parent and teacher ratings, although discrepancies between the two sets of ratings have been noted. This study aimed to quantify the discrepancy in ratings between parents and teachers of children regarded as having behavioural problems, and to explore explanatory variables associated with the quantified discrepancy. Methods: The Strength and Difficulty Questionnaire (SDQ) for evaluating child behaviours was completed by parents and teachers of second graders (N=798) in elementary schools recruited by community-based sampling. Among the questionnaires collected, scores for 219 children with behavioural problems, defined as those whose parent or teacher scores were ≥13 points on the SDQ, were analysed. Mean difference in score (discrepancy score) between the parent and the teacher of each participating child was tested, and then the discrepancy score was linearly regressed onto potential explanatory variables. Results: Mean parent rating was significantly higher than mean teacher rating for both boys and girls. For boys with an assigned assistant and with a mother of older age, the discrepancy score was significant; that is, parents gave a lower score (fewer problems) than teachers. In the case of girls, the discrepancy score was significant for those with poor parental attachment; that is, parents gave a higher score (more problems) than teachers. Conclusion: In studies using the SDQ with elementary school students, the relationship of explanatory variables with discrepancy score needs to be taken into consideration and, on this basis, parent and teacher evaluations should be carefully interpreted

著者

Yosuke Kameno Katsuaki Suzuki Tomoyasu Wakuda Kiyokazu Takebayashi Keiko Iwata Kenji J. Tsuchiya Hideo Matsuzaki Shu Takagai Yasuhide Iwata Kazuhiko Nakamura Norio Mori

出版者

Japan Brain Science society

雑誌

脳科学誌 (ISSN:13415301)

巻号頁・発行日

vol.36, pp.32-45, 2011-03-30 (Released:2017-06-01)

参考文献数

32

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Leukemia inhibitory factor-receptor (LIFR) is known to play a major role in neurogenesis promotions and stem cell self-renewal via binding to their ligands, leukemia inhibitory factor (LIF) and ciliary neurotrophic factor (CNTF). We hypothesized that LIFR may also play a role in the pathogenesis of schizophrenia. To test this, we performed clinical and animal studies. First, we measured the mRNA levels of LIFR, LIF and CNTF in peripheral lymphocytes from drug-naive patients with schizophrenia (n=22) and from age-and gender- matched healthy controls (n=44) using quantitative real-time RT-PCR. Levels of LIFR mRNA in patients with schizophrenia were significantly lower than those of controls. Expression of LIF mRNA was below the detectable level in both patients and controls. Levels of CNTF mRNA were similar between patients and controls. Second, we evaluated behavioral features in heterozygous LIFR knockout (LIFR^<+/->) mice, in which adult neurogenesis is known to be altered. Interestingly, LIFR^<+/-> mice showed dopaminergic hypersensitivity, which was shown by exacerbated methamphetamine-induced hyperlocomotion, compared to wildtype mice. These findings appear to support our hypothesis and suggest that LIFR may play a role in dopaminergic hypersensitivity.

著者

Kei Amano Shigeki Tsuzuku Katsuaki Suzuki Naoshi Hiraoka

出版者

Japanese Society for Information and Systems in Education

雑誌

The Journal of Information and Systems in Education (ISSN:1348236X)

巻号頁・発行日

vol.16, no.1, pp.12-17, 2017 (Released:2017-12-13)

参考文献数

6

被引用文献数

2

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This paper describes the design of a digital badge that provides support for learners who participate in blended instructional-design (ID) workshops. The workshops are hosted by Kumamoto University as lifelong learning activities, and their purpose is to introduce a practical method that enhances participants' education and supports them in applying ID in their jobs. We designed the digital badge as a tool that continues to support participants after the workshop has finished. The digital badge constitutes not just a program certification, but also an index of the learning outcomes of the blended workshop, such as online report assignments, and an asynchronous discussion record of forum posts made during the workshop. We confirmed through actual use that the acquired digital badge accumulated learning outcomes that would be useful in the participants' jobs and reflected their skill mastery.