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Introduction: Unique features of embryonic stem cells (ESCs) such as unlimited proliferation and differentiation into other types of cells make them a favorable tool for biomedical researches as well as a potential source for therapeutic application for neurodegenerative diseases, such as Parkinson’s and Alzheimer’s diseases. In recent years, in vitro methods have been developed which permit the growth of neurons from pluripotent cells in culture. These cells can be maintained as stable, proliferative and undifferentiated cell lines if cultured on feeder layer or in presence of leukemia inhibitory factor. Since ESCs can be proliferated and differentiated, it is possible to generate large numbers of donor cells for neural transplantation. Retinoic acid (RA) is one of the most important morphogenesis, and its embryonic distribution correlates with neural differentiation and positional specification in the developing central nervous system. Materials and Methods: After proliferation on the mouse embryonic fibroblast feeder cells in the presence of LIF, for the study of CCE cell line differentiation these cells were cultured to producing cell aggregates (embryoid bodies). The embryoid bodies were under the protocol 4- / 4+ (four days in the presence or absence of retinoic acid) at concentration of 10^-6 µM retinoic acid for differentiation. Then morphological, molecular and immunocytochemistry examination were used to assess neurological factors. Results: In this induction protocol, highly proportion (%80) of ESCs could be induced to differentiation into neuron-like cells. The cells expressed neuroepitelial cell marker nestin. In addition, the results indicated that RA could induce nerve growth factor gene expression in the ESCs. Conclusion: These findings suggest that RA strictly regulates the neuralization and specification during differentiation of mouse ESCs, especially for the differentiation into nerve cells.

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Introduction: Developmental Coordination Disorder (DCD) is a serious childhood disorder that causes social, emotional, cognitive, and motor difficulties for children. Accordingly, the current study aimed to examine the effect of perceptual-motor training on the improvement of neurocognitive functions in children with DCD. Materials and Methods: Twenty children were selected through simple random sampling from the children with DCD. The participants were classified into the experimental (10 children) and control (10 children) groups. The children in the experimental group underwent perceptual-motor training for 8 weeks (24 sessions). The neurocognitive functions of attention were assessed in the pretest and posttest using Conners’ Neuropsychological Scale (the Conners 3). Results: The results showed a significant difference between the mean neurocognitive functions of attention in the experimental and control groups. These functions improved considerably in the children of the experimental group. Conclusion: The results indicated that perceptual-motor training can be considered as a useful intervention technique to improve the neurocognitive functions of attention in children with DCD.

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Introduction: Autism Spectrum Disorder is a neurodevelopmental disorder characterized by impairment in social interaction and communication, accompanied by stereotyped and repetitive behavior. The purpose of the present study was to investigate the effect of a perceptual-motor exercise period on executive functions (neurocognitive functions of attention) of children with autism disorder in the age group of 7-12 years. Materials and Methods: The method of conducting the present study was semi-experimental. Among children with autism disorder referring to autistic children's care centers in Isfahan, 30 patients were selected using screening tests and after measuring neuro-cognitive functions of attention by neuropsychological Conner's questionnaire as a pretest, randomly divided into two experimental (n = 15) and control (n = 15) groups. In the experimental group, perceptual-motor exercises were performed for 12 weeks and 3 sessions weekly. Finally, a post-test was performed for all of the subjects. Results: The results have shown that perceptual-motor exercise in the experimental group was an effective measure to improve the neurocognitive functions of the attention of children with autism disorder. Besides, neuro-cognitive functions of attention were significantly better in the experimental group compared to the control group. Conclusion: Perceptual-motor exercises with music may provide appropriate intervention for improving the neurocognitive functions of the attention of children with autism disorder.