Improving Single-Modal Neuroimaging Based Diagnosis of Brain Disorders via Boosted Privileged Information Learning Framework

2016 ◽  
pp. 95-103 ◽  
Author(s):  
Xiao Zheng ◽  
Jun Shi ◽  
Shihui Ying ◽  
Qi Zhang ◽  
Yan Li
Keyword(s):  
Brain Disorders ◽  
Privileged Information ◽  
Learning Framework

Therapy and prevention for mental health: What if mental diseases are mostly not brain disorders?

2019 ◽  
Vol 42 ◽  
Author(s):  
John P. A. Ioannidis
Keyword(s):  
Mental Health ◽  
Mental Disease ◽  
Brain Disorders ◽  
Social Stressors ◽  
Labor Education ◽  
Mental Diseases ◽  
Long Term Follow Up ◽  
Political Decisions

AbstractNeurobiology-based interventions for mental diseases and searches for useful biomarkers of treatment response have largely failed. Clinical trials should assess interventions related to environmental and social stressors, with long-term follow-up; social rather than biological endpoints; personalized outcomes; and suitable cluster, adaptive, and n-of-1 designs. Labor, education, financial, and other social/political decisions should be evaluated for their impacts on mental disease.

Short-Term Auditory Memory, Oral Perception, and Experimental Sound Learning

1969 ◽  
Vol 12 (1) ◽  
pp. 185-192 ◽  
Author(s):  
John L. Locke
Keyword(s):  
Memory Span ◽  
Auditory Memory ◽  
Span Task ◽  
Short Term ◽  
Learning Framework ◽  
Sound Learning ◽  
Oral Perception

Ten children with high scores on an auditory memory span task were significantly better at imitating three non-English phones than 10 children with low auditory memory span scores. An additional 10 children with high scores on an oral stereognosis task were significantly better at imitating two of the three phones than 10 children with low oral stereognosis scores. Auditory memory span and oral stereognosis appear to be important subskills in the learning of new articulations, perhaps explaining their appearance in the literature as “etiologies” of disordered articulation. Although articulation development and the experimental acquisition of non-English phones have certain obvious differences, they seem to share some common processes, suggesting that the sound learning framework may be an efficacious technique for revealing otherwise inaccessible information.

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