| 1. | A study on the spatial learning and memory ability after brain concussion in rats
大鼠单纯脑震荡损伤后不同时期空间学习记忆功能的研究 |
| 2. | The quot; kriging quot; model of spatial genetic structure in human population genetics
海马惊厥阈下电刺激对大鼠情感行为及空间学习记忆的影响 |
| 3. | Effect of xiao yao san on capability of learn and remember of space about rats under chronic psychological stress model
逍遥散对慢性心理应激大鼠空间学习记忆能力的影响 |
| 4. | Influence of d - galactose on rat spatial learning memory behavior as well as cerebral hippocampal electrophysiology and synaptic morphology
半乳糖对大鼠空间学习记忆行为与脑海马结构电生理以及突触形态学的影响 |
| 5. | Effects of calcitonin gene - related peptide and nerve growth factor on spatial learning and memory abilities of rats following focal cerebral ischemic - referfusion
降钙素基因相关肽和神经生长因子对局灶性脑缺血再灌注大鼠空间学习记忆能力的影响 |
| 6. | Breteler mm , claus jj , grobbee de , et al . cardiovascular disease and distribution of cognitive function in elderly people : the rotterdam study [ j ] . bmj , 1994 ; 308 ( 6944 ) : 1604 - 8
秦英,王硕仁,王伟东,等大鼠心肌梗死心衰后空间学习和记忆能力变化特点的研究[ j ] .中国行为医学科学, 2005 ; 1 : 8 - 11 |
| 7. | The dentate gyrus of hippocanpus which takes on near1y relation with spatial learning and memory , has amazing specia1ity in that subgranu1e zone persist having neuronal precursors , can pro1iferate and differentiate , produce new neurons
海马齿状回，是与空间学习与记忆密切相关的脑区，在齿状回持续保存有神经元祖细胞，并能分裂增殖，产生新的神经元。 |
| 8. | Part i involvement of ( - adrenoceptors in hippocampal ca1 region in in vivo long - term potentiation and spatial learning in rats activation of ( - adrenoceptors in area ca1 of the hippocampus facilitates in vitro long - term potentiation ( ltp ) in this region
第一部分大鼠海马ca1区-受体参与长时程增强和空间学习在离体海马脑片上，激活ca1区( -肾上腺素能受体（ -受体）易化这一区域突触传递的长时程增强（ ltp ） 。 |
| 9. | In the second part , the author has defined concepts of campus e - learning and summarizes e - learning characteristics . the author also contrasts e - learning with school study and finds out the integrative point between them . by this way , the author expects to construct the double - space learning system in web age
第二部分，重点对校园网络学习进行了界定，总结了网络学习的基本特征，并将网络学习与在校学习进行了比较，寻找网络学习与在校学习的整合点，以期构建网络时代的双空间学习系统。 |
