Thus acting as a potential antidiabetic agent. Furthermore, PBA may provide health benefits by ameliorating insulin resistance and pancreatic b-cell dysfunction in obese subjects. The ability of endogenous and chemical chaperones to alleviate ER stress in transgenic and obese mice models strongly supports the ER stress-based mechanistic model of T2D and demonstrates the feasibility of targeting ER function for therapeutic goals. In conclusion, our study suggests that ER stress plays a causal role in beta-cell dysfunction in a context of hIAPP overexpression. Furthermore, our results suggest that ameliorating chaperone capacity can be of potential interest for preserving beta-cell function in T2D. Associate learning is the process by which different aspects of information are encoded into memory such that later exposure to one aspect of that same information elicits recall of the other. In neuropsychology, associate learning is often measured by having individuals learn multiple pairs of information, such as, nouns and adjectives, faces and names or objects and colors. Provided the number of pairs to be learned exceeds working memory capacity, associate learning abilities are defined by the extent to which individuals who have learned those pairs can later recall one of the pair after exposure to the other. Because associate learning is important for optimal adaptive behavior in both educational and general life contexts, it is important to understand its development in children. Furthermore, identification of impairment in associate learning in children can assist with the identification or diagnosis of brain disorders. Developmental studies show associate learning improves from childhood through adolescence into young adulthood. However, as most of these studies have measured the ability to form associations between verbal stimuli or easily verbalized visual stimuli, their results might reflect the maturation of language as much as memory. Developmental neuropsychologists emphasize that in order to understand cognitive development, it is important to control the influence of language ability in children. This is because language improves with age and can substantially affect performance on cognitive tasks of higher cognitive VE-822 functions which themselves are not primarily linguistic in nature, such as executive functions or associate learning. This has been demonstrated in verbal paired associate learning where performance on verbal associate learning tasks has been shown to correlate with reading ability while performance on a visual paired associate learning task using abstract, and therefore difficult to verbalize, patterns did not. Another important issue in understanding the development of associate learning arises from current adult neuropsychological models that contend that, in addition to memory encoding and retrieval processes, the ability to learn associations is dependent on executive functions, such as organization, search strategy, and response monitoring. This two-component framework of associate learning is based on data from brain lesion.