1 |
The Friendship Between the Rooster and the Eagle: A Folktale ; Persahabatan Ayam dan Elang: Cerita Dongeng
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Ima ina motulungi aku? ; Siapa akan membantu saya? ; Who will help me?
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Belajar bahasaku asyik 1:Kurikulum Bahasa Sedoa, kelas 3, 4: buku panduan untuk guru ; Studying my language is interesting 1: curriculum for the Sedoa language class
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Belajar bahasaku asyik 2 (Kurikulum Bahasa Sedoa, kelas 5, 6: buku panduan untuk guru ; Studying my language is interesting 2: curriculum for the Sedoa language class
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Maike' meguru básá Behóá: Buku Primer 2 ; Let's study Behoa: Primer 2 ; Mari kita belajar bahasa Behoa: Buku Primer 2
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Maike' meguru básá Behóá: Buku Primer 3 ; Let's study Behoa: Primer 3 ; Mari kita belajar bahasa Behoa: Buku Primer 3
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Maike' meguru básá Behóá: Buku Primer 1 ; Let's study Behoa: Primer 1 ; Mari kita belajar bahasa Behoa: Buku Primer 1
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Simman cha tumuy̶ung kan sakon? ; Sinung tutulong sa akin? ; Who will help me?
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Belajar bahasaku Asyik 1(Kurikulum Bahasa Napu, Kelas 3, 4: Buku panduan untuk guru) ; Studying my language is wonderful 1: Curriculum for Behoa ; class 3 ; 4
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Belajar bahasaku Asyik 2 (Kurikulum Bahasa Napu, Kelas 5, 6: Buku panduan untuk guru) ; Studying my language is wonderful 2: curriculum for Behoa ; class 5 ; 6
|
|
|
|
BASE
|
|
Show details
|
|
14 |
A new mass elicitation technique: the dictionary development program
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Belajar bahasaku Asyik 1(Kurikulum Bahasa Behoa, Kelas 3, 4: Buku panduan untuk guru) ; Studying my language is wonderful 1: Curriculum for Behoa (Class 3 ; 4): Teacher's Guide
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Belajar bahasaku Asyik 2 (Kurikulum Bahasa Behoa, Kelas 5, 6: Buku panduan untuk guru) ; Studying my language is wonderful 2: Curriculum for Behoa (Class 5 ; 6): Teacher's Guide
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Poliwongku' lao meuwe (Rencana saya merotan) ; My plan to look for rattan
|
|
Baono, R.. - : Cabang Dinas Pendidikan dan Pengajaran, 2005
|
|
BASE
|
|
Show details
|
|
19 |
Multisensory integration in the dorsal cochlear nucleus: unit responses to acoustic and trigeminal ganglion stimulation
|
|
|
|
Abstract:
A necessary requirement for multisensory integration is the convergence of pathways from different senses. The dorsal cochlear nucleus (DCN) receives auditory input directly via the VIIIth nerve and somatosensory input indirectly from the Vth nerve via granule cells. Multisensory integration may occur in DCN cells that receive both trigeminal and auditory nerve input, such as the fusiform cell. We investigated trigeminal system influences on guinea pig DCN cells by stimulating the trigeminal ganglion while recording spontaneous and sound-driven activity from DCN neurons. A bipolar stimulating electrode was placed into the trigeminal ganglion of anesthetized guinea pigs using stereotaxic co-ordinates. Electrical stimuli were applied as bipolar pulses (100 s per phase) with amplitudes ranging from 10 to 100 A. Responses from DCN units were obtained using a 16-channel, four-shank electrode. Current pulses were presented alone or preceding 100- or 200-ms broadband noise (BBN) bursts. Thirty percent of DCN units showed either excitatory, inhibitory or excitatory inhibitory responses to trigeminal ganglion stimulation. When paired with BBN stimulation, trigeminal stimulation suppressed or facilitated the firing rate in response to BBN in 78% of units, reflecting multisensory integration. Pulses preceding the acoustic stimuli by as much as 95 ms were able to alter responses to BBN. Bimodal suppression may play a role in attenuating body-generated sounds, such as vocalization or respiration, whereas bimodal enhancement may serve to direct attention in low signal-to-noise environments. ; Peer Reviewed ; http://deepblue.lib.umich.edu/bitstream/2027.42/72293/1/j.1460-9568.2005.04142.x.pdf
|
|
Keyword:
Auditory; Guinea Pig; Health Sciences; Multisensory; Neural Pathways; Neurosciences; Somatosensory; Trigeminal
|
|
URL: https://hdl.handle.net/2027.42/72293 https://doi.org/10.1111/j.1460-9568.2005.04142.x http://www.ncbi.nlm.nih.gov/sites/entrez?cmd=retrieve&db=pubmed&list_uids=16026471&dopt=citation
|
|
BASE
|
|
Hide details
|
|
20 |
Polaluita alo-alona i lalu Básá Behóá, Buku 1 ; Everyday conversations in Behoa ; Book 1 ; Percakapan sehari-hari dalam Bahasa Behoa ; Buku 1
|
|
|
|
BASE
|
|
Show details
|
|
|
|