| 1. |
- Henningsson, Susanne, 1977, et al.
(författare)
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Association between polymorphisms in NOS3 and KCNH2 and social memory
- 2015
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Ingår i: Frontiers in Neuroscience. - : Frontiers Media SA. - 1662-4548 .- 1662-453X. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- Social memory, including the ability to recognize faces and voices, is essential for social relationships. It has a large heritable component, but the knowledge about the contributing genes is sparse. The genetic variation underlying inter-individual differences in social memory was investigated in an exploratory sample (n = 55), genotyped with a chip comprising approximately 200,000 single nucleotide polymorphisms (SNPs), and in a validation sample (n = 582), where 30 SNPs were targeted. In the exploratory study face identity recognition was measured. The validation study also measured vocal sound recognition, as well as recognition of faces and vocal sounds combined (multimodal condition). In the exploratory study, the 30 SNPs that were associated with face recognition at puncorrected < 0.001 and located in genes, were chosen for further study. In the validation study two of these SNPs showed significant associations with recognition of faces, vocal sounds, and multimodal stimuli: rs1800779 in the gene encoding nitric oxide synthase 3 (NOS3) and rs3807370 in the gene encoding the voltage-gated channel, subfamily H, member 2 (KCNH2), in strong linkage disequilibrium with each other. The uncommon alleles were associated with superior performance, and the effects were present for men only (p < 0.0002). The exploratory study also showed a weaker but significant association with (non-emotional) word recognition, an effect that was independent of the effect on face recognition. This study demonstrates evidence for an association between NOS3 and KCNH2SNPs and social memory.
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| 2. |
- Hovey, Daniel, et al.
(författare)
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Emotion recognition associated with polymorphism in oxytocinergic pathway gene ARNT2
- 2018
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Ingår i: Social Cognitive & Affective Neuroscience. - : Oxford University Press (OUP). - 1749-5024 .- 1749-5016. ; 13:2, s. 173-181
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Tidskriftsartikel (refereegranskat)abstract
- The ability to correctly understand the emotional expression of another person is essential for social relationships and appears to be a partly inherited trait. The neuropeptides oxytocin and vasopressin have been shown to influence this ability as well as face processing in humans. Here, recognition of the emotional content of faces and voices, separately and combined, was investigated in 492 subjects, genotyped for 25 single nucleotide polymorphisms (SNPs) in eight genes encoding proteins important for oxytocin and vasopressin neurotransmission. The SNP rs4778599 in the gene encoding aryl hydrocarbon receptor nuclear translocator 2 (ARNT2), a transcription factor that participates in the development of hypothalamic oxytocin and vasopressin neurons, showed an association that survived correction for multiple testing with emotion recognition of audio-visual stimuli in women (). This study demonstrates evidence for an association that further expands previous findings of oxytocin and vasopressin involvement in emotion recognition.
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| 3. |
- Karlsson, Sara, 1980, et al.
(författare)
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Social memory associated with estrogen receptor polymorphisms in women
- 2016
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Ingår i: Social Cognitive & Affective Neuroscience. - : Oxford University Press (OUP). - 1749-5016 .- 1749-5024. ; 11:6, s. 877-883
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Tidskriftsartikel (refereegranskat)abstract
- The ability to recognize the identity of faces and voices is essential for social relationships. Although the heritability of social memory is high, knowledge about the contributing genes is sparse. Since sex differences and rodent studies support an influence of estrogens and androgens on social memory, polymorphisms in the estrogen and androgen receptor genes (ESR1, ESR2, AR) are candidates for this trait. Recognition of faces and vocal sounds, separately and combined, was investigated in 490 subjects, genotyped for 10 single nucleotide polymorphisms (SNPs) in ESR1, four in ESR2 and one in the AR. Four of the associations survived correction for multiple testing: women carrying rare alleles of the three ESR2 SNPs, rs928554, rs1271572 and rs1256030, in linkage disequilibrium with each other, displayed superior face recognition compared with non-carriers. Furthermore, the uncommon genotype of the ESR1 SNP rs2504063 was associated with better recognition of identity through vocal sounds, also specifically in women. This study demonstrates evidence for associations in women between face recognition and variation in ESR2, and recognition of identity through vocal sounds and variation in ESR1. These results suggest that estrogen receptors may regulate social memory function in humans, in line with what has previously been established in mice.
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| 4. |
- Olin, Anette, 1967, et al.
(författare)
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Collaborative Professional Learning for Changing Educational Practices
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. Mahon K., Edwards-Groves C., Francisco S., Kaukko M., Kemmis S., Petrie K. (eds). - Singapore : Springer. - 9789811569258 ; , s. 141-162
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter explores professional learning and professional development of teachers, principals and other educators. It initially identifies our understanding of the terms professional learning and professional development and various national political ideologies and policies that have influenced the work in this area. In particular, the chapter explores some key themes that researchers in the PEP network have addressed related to professional learning and development. Firstly, we explore three broad themes: action research for professional learning, professional learning for social justice, and leading for learning. Secondly, we examine more specific themes of professional learning at different stages of a teacher’s career. The concepts of praxis and bildung are highlighted as important understandings that guide our work. The chapter discusses the contribution that this research makes to the professional learning and professional development literature more broadly and concludes with a reflection on what we have achieved. We also present a composite theoretical framework for understanding professional learning as praxis development.
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| 5. |
- Salo, Petri, et al.
(författare)
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Understanding professional learning in and for practice
- 2024
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Ingår i: Professional Development in Education. - 1941-5257 .- 1941-5265.
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Tidskriftsartikel (refereegranskat)abstract
- Based on an overview of the existing literature, this paper aims to provide a holistic and coherent conceptualisation and understanding of the complexity of educators’ professional learning. First, the way in which professional development, professional learning and everyday learning have been configured in contemporary research is combined with an initial practice theory perspective. Consequently, we conceptualise professional learning as learning in and for professional practice. Subsequently, the theory of practice architectures, a practice theory developed in educational settings, is presented. Based on the authors’ previous work, aspects of relatings, that is, the social space in which educators relate to each other in the mediums of power and solidarity, are highlighted. These include power, trust, recognition and agency. The paper ends by presenting a framework for understanding the complexity of learning in and for professional practice, consisting of two complementary perspectives: a site-based and time-bounded focus on professional action and an open-ended process of educators’ professional and human growth. Brought together these perspectives enable an understanding of the complexity of professional learning in terms of praxis development.
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