Generating questions is a regulatory action associated with self-monitoring processes in comprehension tasks: subjects can ask information seeking questions to solve comprehension obstacles. A sequence of two related experiments were conducted to trigger, classify and analyse questions asked under different conditions: reading a text about experimental scientific devices operating, watching these devices in a DVD and manipulating them in the LAB. Students' information seeking questions were classified using a simple taxonomy. Taking into account the multimedia learning principles, the advantages of realistic animations for understanding time-depending processes and the effect of the procedural-motor activity, were expected students would ask different questions under each of the aforementioned conditions. Results confirmed the expectations: the reading condition triggered more questions addressed to describe the entities while the watching and manipulation conditions stimulated more causal questions. In addition, the effect of prior knowledge on questions including scientific concepts was analyzed.Keywords: Science education, self-regulation, question generation, experimental devices. ResumenFormular preguntas es una de las acciones asociadas con procesos metacognitivos de regulación durante tareas de comprensión: los sujetos pueden generar preguntas destinadas a obtener información para salvar obstáculos de comprensión. Se realizaron dos experimentos para estimular, clasificar y analizar las preguntas de los estudiantes en tres condiciones diferentes: leer sobre el funcionamiento de dispositivos científicos experimentales, observarlos en un DVD o manipularlos en el Laboratorio. Las preguntas fueron clasificadas usando una taxonomía sencilla. Teniendo en cuenta los principios multimedia de aprendizaje, las ventajas de imágenes realistas animadas para el aprendizaje de procesos dependientes del tiempo y el efecto de la actividad procesual-motora, se predijo diferente distribución de preguntas en las tres condiciones consideradas. Los resultados confirmaron lo esperado: la lectura de textos estimuló más las preguntas destinadas a describir las entidades, mientras las condiciones de observar y manipular estimularon más las preguntas causales. Además, se analizó el efecto del conocimiento previo sobre las preguntas que incluyen conceptos científicos.Palabras clave: Didáctica de las ciencias experimentales, autorregulación, generación de preguntas, dispositivos experimentales.

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Memory formation is key for brain functioning. Uncovering the memory mechanisms is helping us to better understand neural processes in health and disease. Moreover, more specific treatments for fear-related disorders such as posttraumatic stress disorder and phobias may help to decrease their negative impact on mental health. In this line, the Tachykinin 2 (Tac2) pathway in the central amygdala (CeA) has been shown to be sufficient and necessary for the modulation of fear memory consolidation. CeA-Tac2 antagonism and its pharmacogenetic temporal inhibition impairs fear memory in male mice. Surprisingly, we demonstrate here a totally opposite effect of Tac2 blockade on enhancing fear memory consolidation in females. Furthermore, we show that CeA-testosterone in males, CeA-estradiol in females and Akt/GSK3β/β-Catenin signaling in both mediate the opposite-sex differential Tac2 pathway regulation of fear memory. This study may have implications beyond memory functioning in fear-related disorders, including fields related to behavior where opposite-sex effects have not been studied in-depth or at all.

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Memory formation is key for brain functioning. Uncovering the memory mechanisms is helping us to better understand neural processes in health and disease. In this line, the Tachykinin 2 (Tac2) pathway in the central amygdala (CeA) has been shown to be sufficient and necessary for the modulation of fear memory consolidation. CeA-Tac2 antagonism and its pharmacogenetic temporal inhibition impairs fear memory in male mice. Surprisingly, we demonstrate here a totally opposite effect of Tac2 blockade on enhancing fear memory consolidation in females. Furthermore, CeA-testosterone in males, CeA-estradiol in females and Akt/GSK3β/β-Catenin signaling in both mediate the opposite-sex differential Tac2 pathway regulation of fear memory. This study may have implications beyond memory functioning, including fields related to behavior where opposite-sex effects have not been studied in-depth or at all.