• BMB Reports
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• v.51 no.8
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• pp.369-370
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• 2018

In previous studies, memory storage was localized to engram cells distributed across the brain. While these studies have provided an individual cellular profile of engram cells, their synaptic connectivity, or whether they follow Hebbian mechanisms, remains uncertain. Therefore, our recent study investigated whether synapses between engram cells exhibit selectively enhanced structural and functional properties following memory formation. This was accomplished using a newly developed technique called "dual-eGRASP". We found that the number and size of spines on CA1 engram cells that receive inputs from CA3 engram cells were larger than at other synapses. We further observed that this enhanced connectivity correlated with induced memory strength. CA3 engram synapses exhibited increased release probability, while CA1 engram synapses produced enhanced postsynaptic responses. CA3 engram to CA1 engram projections showed strong occlusion of long-term potentiation. We demonstrated that the synaptic connectivity of CA3 to CA1 engram cells was strengthened following memory formation. Our results suggest that Hebbian plasticity occurs during memory formation among engram cells at the synapse level.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.107-138
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• 2022

This study is a study that developed class materials that can apply Process-Focused Assessment to classes by paying attention to feedback using teacher learning community programs centered on teachers belonging to the same school in the field. In particular, this study was conducted with the aim of developing class materials applicable to actual classes. At this time, We thought about how to provide appropriate feedback when applying course-based evaluation in school field classes. It was conducted according to the procedure of data development research by Lee & Ahn(2021). As for the procedure of data development itself, an evaluation plan was established by establishing a strategy to reconstruct achievement standards and confirm understanding based on curriculum analysis. Next, an evaluation task, a scoring standard table, and a preliminary feedback preparation table were developed. In addition, based on these development materials, a learning guidance plan that can predict scenes when applying actual classes was developed as a result. This study has value as a practical study that can contribute to providing a link between theory and field schools. It is also meaningful in that it considered how the teacher would grasp when to provide feedback in performing rocess-Focused Assessment. Likewise, in providing feedback by teachers, it is meaningful in that it reflects in the data development how to prepare in advance and take classes according to the characteristics of the subject. Finally, it seems that the possibility of field application can be improved in that the results of the 4th class developed in this study are presented in a form applicable to the class directly in the field.