What is the role of ADHD symptoms in obesity affecting cognitive outcomes?

Little is known about which clinical features may aid the differentiation between attention deficit hyperactivity disorder (ADHD) and other clinical conditions. This study seeks to determine the role of self- and informant reports on symptoms and impairments in the clinical evaluation of adult ADHD and explore their association with objective neuropsychological test performance by examining data of 169 outpatients referred for a diagnostic evaluation of adult ADHD. Participants were assigned either to an ADHD group (ADHD, n = 73) or one of two clinical comparison groups, depending on whether they show indications (Clinical Comparison Group, CCG, n = 53) or no indications (Clinical Comparison Group—Not Diagnosed, CCG-ND, n = 43) of psychiatric disorders other than ADHD. All participants and their informants completed a set of questionnaires. Compared to the CCG-ND, the ADHD group obtained significantly higher scores on ADHD symptoms, impulsivity, cognitive deficits, and anxiety. Compared to the CCG, the ADHD group scored significantly higher on ADHD symptoms but lower on depression. Further regression analyses revealed that self- and informant reports failed to predict neuropsychological test performance. Self- and informant reported information may be distinct features and do not correspond to results of objective neuropsychological testing.

Download Full-text

Revisiting the role of cognition and teachers in cognitive and non-cognitive outcomes

Educational Psychology ◽

10.1080/01443410.2021.1951978 ◽

2021 ◽

Vol 41 (6) ◽

pp. 675-677

Author(s):

Li-fang Zhang

Keyword(s):

Cognitive Outcomes

Download Full-text

Potential Role of Adult Hippocampal Neurogenesis in Traumatic Brain Injury

Current Medicinal Chemistry ◽

10.2174/0929867328666210923143713 ◽

2021 ◽

Vol 28 ◽

Author(s):

Lucas Alexandre Santos Marzano ◽

Fabyolla Lúcia Macedo de Castro ◽

Caroline Amaral Machado ◽

João Luís Vieira Monteiro de Barros ◽

Thiago Macedo e Cordeiro ◽

...

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Clinical Studies ◽

Molecular Mechanisms ◽

Hippocampal Neurogenesis ◽

Cognitive Outcomes ◽

Adult Hippocampal Neurogenesis ◽

The Brain

: Traumatic brain injury (TBI) is a serious cause of disability and death among young and adult individuals, displaying complex pathophysiology including cellular and molecular mechanisms that are not fully elucidated. Many experimental and clinical studies investigated the potential relationship between TBI and the process by which neurons are formed in the brain, known as neurogenesis. Currently, there are no available treatments for TBI’s long-term consequences being the search for novel therapeutic targets, a goal of highest scientific and clinical priority. Some studies evaluated the benefits of treatments aimed at improving neurogenesis in TBI. In this scenario, herein, we reviewed current pre-clinical studies that evaluated different approaches to improving neurogenesis after TBI while achieving better cognitive outcomes, which may consist in interesting approaches for future treatments.

Download Full-text

The Impact of the earlySTEM Program on Teacher and Student Outcomes: The Role of Teachers’ Involvement in the Program Development

International Journal of Education in Mathematics Science and Technology ◽

10.46328/ijemst.1279 ◽

2021 ◽

Vol 9 (3) ◽

pp. 371-405

Author(s):

Zerrin Doganca Kucuk ◽

Defne Yabas ◽

Hayriye Sinem Boyaci ◽

Mehmet Sencer Corlu

Keyword(s):

Program Development ◽

Student Outcomes ◽

Development Process ◽

National Curriculum ◽

Cognitive Outcomes ◽

Professional Outcomes ◽

Different Types ◽

The Impact ◽

Academic Year

This research aimed to investigate and compare teachers’ conceptualizations of their students’ and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.

Download Full-text