scholarly journals HIV-Negative Cryptococcal Meningoencephalitis Results in a Persistent Frontal-Subcortical Syndrome

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Katherine Traino ◽  
Joseph Snow ◽  
Lillian Ham ◽  
Angela Summers ◽  
Laura Segalà ◽  
...  
Keyword(s):  
Executive Function ◽  
Language Learning ◽  
Neuropsychological Functioning ◽  
Cryptococcal Meningoencephalitis ◽  
Future Studies ◽  
Treatment Regimens ◽  
Mood Symptoms ◽  
Function Information ◽  
Mri Evaluation ◽  
Hiv Negative

AbstractTwenty-seven previously healthy (of 36 consecutive eligible patients), HIV-negative cryptococcal meningoencephalitis (CM) patients underwent comprehensive neuropsychological evaluation during the late post-treatment period (1.3–4 years post diagnosis), assessing attention, language, learning, memory, visuospatial, executive function, information processing, psychomotor functioning, as well as mood symptoms. Seven of eight domains (all except attention) showed increased percentages of CM patients scoring in the less than 16th percentile range compared to standardized normative test averages, adjusted for education level and age. Comparison with a matched archival dataset of mild cognitive impairment/Alzheimer’s disease patients showed that CM patients exhibited relative deficits in psychomotor and executive function with fewer deficits in memory and learning, consistent with a frontal-subcortical syndrome. MRI evaluation at the time of testing demonstrated an association of lower neuropsychological functioning with ventriculomegaly. These studies suggest that CM should be included in the list of treatable causes of dementia in neurological work ups. Future studies are needed to identify diagnostic and treatment regimens that may enhance neurological function after therapy.

scholarly journals A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

2019 ◽  
Vol 12 (3) ◽  
pp. 77
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Short Term Memory ◽  
Foreign Language Learning ◽  
Text To Speech ◽  
Short Term ◽  
Efl Learners ◽  
Future Studies ◽  
Significant Difference

Researchers have long supported the use of dictation as a test for language learners (Fountain & Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants’ vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.

scholarly journals 1820. Efficacy of Pulse-Taper Corticosteroid Adjunctive Therapy for Refractory Non-HIV Cryptococcal Meningoencephalitis

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S38-S39
Author(s):  
Seher Anjum ◽  
Peter R Williamson ◽  
Bibiana Bielekova ◽  
Peter Kosa
Keyword(s):  
Clinical Improvement ◽  
Serum Glucose ◽  
High Dose ◽  
Fungal Treatment ◽  
Cognitive Assessments ◽  
Cryptococcal Meningoencephalitis ◽  
Cd8 Cells ◽  
Treatment Regimens ◽  
Primary Endpoints ◽  
Clinical Center

Abstract Background Cryptococcal meningoencephalitis (CM) affects individuals with AIDS, transplants recipients and those previously healthy, with 30–50% mortality in most groups despite anti-fungal treatment. In the previously healthy, a post-infectious inflammatory response syndrome (PIIRS) analogous to cryptococcal IRIS in AIDS patients has recently been described. PIIRS is defined as a deterioration in mental status and/or audio-visual capacity despite optimal treatment for CM and negative CSF cultures. Pathophysiology is related to excessive T-cell responses to lysed fungal cells during therapy but data on effective treatment regimens are limited. Methods Between March 2015 and February 2019, 11 consecutive patients with PIIRS who evidenced clinical deterioration over a period of up to 10 weeks despite effective antifungals were referred to the NIH clinical center. Patients were prospectively treated with adjunctive pulse solumedrol 1 g daily for 1 week followed by prednisone 1 mg/kg/day, tapered based on clinical and radiological response plus oral fluconazole. Montreal cognitive assessments (MOCA) scores at baseline and 1 month were the primary endpoints and CSF parameters including WBC, glucose, HLA DR4+ CD4 and CD8 cells and cytokines were also determined at baseline and after 1 week of solumedrol. Paired nonparametric t-tests were conducted using GraphPad Prism 7.0. Results All patients demonstrated clinical improvement despite 7 being initiated at the point of stupor and 6 having received ventriculoperitoneal shunts without clinical response. MOCA scores at 1 month showed significant improvement (P = 0.002), accompanied by significant improvements in CSF: serum glucose ratios, CSF WBC, protein and HLADR4 positive T cells 1 week after receiving corticosteroids (P < 0.02). Patients with hearing or visual deficits exhibited clinical improvement. CSF cultures remained negative. Conclusion Our findings in this small observational cohort of refractory non-HIV CM with PIIRS demonstrated significant clinical benefit of high dose adjunctive pulse-taper corticosteroids. The study also demonstrates the utility of physiology-based immunophenotyping to guide therapy in neuroinflammation associated with infectious diseases. Disclosures All Authors: No reported Disclosures.

scholarly journals S80. CHILDHOOD TRAUMA AND SOCIAL COGNITION IN DELUSIONAL PSYCHOSES

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S64-S65
Author(s):  
Covadonga Díaz-Caneja ◽  
Marcos González-Iglesias ◽  
Victoria Del Amo ◽  
Ignacio García-Cabeza ◽  
Celso Arango ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Social Cognition ◽  
Childhood Trauma ◽  
Neuropsychological Functioning ◽  
Attributional Bias ◽  
Cohen’S D ◽  
Dsm Iv ◽  
The Difference ◽  
Cohen's D

Abstract Background Deficits in social cognition could be involved in the pathogenesis of delusions in psychotic disorders (Bentall et al., 2009). Childhood trauma (CT) has been associated with an increased risk for psychosis (Varese et al., 2012). Neurocognitive and social cognition deficits could mediate in the association between CT and psychosis (Mansueto et al., 2019). Social cognition and childhood trauma have been understudied so far in delusional disorder (DD). We aimed to assess social cognition in a sample of patients with delusional psychoses (i.e., DD and schizophrenia) and healthy controls (HC) and to explore the potential effect of childhood trauma on social cognition and delusion. Methods This cross-sectional, transdiagnostic study included 69 patients with a DSM-IV-TR-confirmed diagnosis of DD (mean age 44.06 ± 11.39 years, 53.6% female), 77 with DSM-IV-TR-confirmed schizophrenia (mean age 38.12 ± 9.27 years, 27.3% female), and 63 HC (mean age 43.6 ± 13.0 years, 68.3% female). Attributional bias was assessed with the “Internal, Personal, and Situational Attributions Questionnaire.” Theory of Mind (ToM) performance was assessed with the “Reading the Mind in the Eyes Test” and the “Faux Pas Recognition Test.” Childhood trauma was measured with the “Childhood Trauma Questionnaire.” Neuropsychological functioning was measured with a comprehensive battery assessing attention, verbal learning, working memory, and executive function. We used ANCOVAs and linear regression analyses to assess the association between the three measures of social cognition and i) diagnosis, ii) dimensional measures of delusion proneness (Peters Delusion Inventory, PDI) and intensity (Maudsley Assessment of Delusion Schedule, MADS), and iii) childhood trauma; after controlling for potential confounders (age, sex, socioeconomic status, and estimated premorbid intelligence quotient). Results Patients with DD showed significantly poorer performance on the “Eyes Test” than HC (Cohen’s d=-0.44, p=0.037), after controlling for potential confounding variables. The difference was no longer significant after controlling for verbal memory. Patients with schizophrenia (d=-1.54, p&lt;0.001) and DD (Cohen’s d=-0.60, p=0.002) showed significantly poorer performance than HC on the “Faux Pas Test,” after controlling for potential confounders. The difference between patients with schizophrenia and HC remained significant after controlling for neuropsychological functioning (Cohen’s d=-1.09, p&lt;0.001), while differences between patients with DD and HC were no longer significant after controlling for executive function and working memory performance (Cohen’s d=-0.23, p=0.596). No significant differences were found between diagnostic groups in externalizing or personalizing attributional bias. In the fully adjusted models, intensity of the delusional idea was significantly associated with performance in the “Faux Pas Test” in DD, and with externalizing and personalizing attributional bias in schizophrenia. A positive history of CT was significantly associated with lower performance on the “Faux Pas Test” (Cohen’s d=-0.40, p=.022) and higher delusional proneness scores in the delusional psychosis samples (Cohen’s d=-0.49, p=.006), but not in HC. Discussion Social cognition deficits are associated with delusional intensity in delusional psychoses. Childhood trauma could increase the risk of psychosis through its effect on social cognition.

Technology-enhanced language learning: Recent developments and what to expect next

2018 ◽  
Vol 7 (2.28) ◽  
pp. 147
Author(s):  
Vilma Mikašytė
Keyword(s):  
Language Learning ◽  
Foreign Languages ◽  
Technology Enhanced Learning ◽  
Future Studies ◽  
Key Characteristics ◽  
Recent Developments ◽  
Educational Potential ◽  
Near Future ◽  
Enhanced Learning ◽  
Insight Into

One of the key characteristics that are expected from a contemporary instructor is being able to creatively implement innovation in his/her day-to-day teaching activities. An example of such innovative approaches to teaching is the integrated teaching of, for instance, STEM subjects with foreign languages (FL). The latter can be successfully achieved via technology-enhanced learning (TEL) approach. Currently, there are numerous apps and platforms available or still being developed for teaching STEM subjects, which could be combined with learning FLs in order to ensure successful learning outcomes even more. However, the full educational potential of TEL tools for teaching FLs should be investigated and disclosed beforehand. To this end, the present paper provides an overview of the most recent developments in technology-enhanced language learning (TELL). It firstly surveys state-of-the art and then gives an insight into what to expect from the near future studies on TELL. 

scholarly journals A Critical Investigation of English Subject Teaching at Two Types of Madrasas in Bangladesh

2020 ◽  
Vol 7 (1) ◽  
pp. 1-15
Author(s):  
Azam MD Golam
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Learning ◽  
Religious Schools ◽  
Future Studies ◽  
English Textbooks ◽  
Internal And External Factors ◽  
English Subject ◽  
Critical Investigation ◽  
Grade 8

AbstractThis study aims to survey the secular subject, teaching of English, and learning in Qawmi Madrasas at grade 8 and Alia Madrasas in Bangladesh. Ethno-methodological surveys have been conducted in 2018 of the Southern region of Bangladesh, particularly among the students, teachers, and principals of eight Qawmi madrasas and five Alia madrasas. Findings revealed that Qawmi Madrasas do not have a conducive English learning environment for grade 8 level, class duration and schedule, teachers' salaries, as well as resources, found inadequate as opposed to the Alia religious schools. Unlike Qawmi Madrasas (Independent Islamic seminaries), Alia Madrasas (reformed religious schools) have so far, the privileges. Interviewees reported the immediate need for teacher training in English language learning for Qawmi religious schools. Moreover, students in the Qawmi schools also claimed that the resources used in the classroom, such as English textbooks should be employed more effectively. This research also found that internal and external factors forced them to include the secular subject, English in particular in their syllabi. Previous studies have focused mainly on religious schools through a sociological lens. However, this study addresses the secular subject, English teaching at unsecular religious schools in Bangladesh; hence, it provides values for avid readers, researchers and those who are involved in future studies of this country.AbstrakPenelitian ini bertujuan untuk mensurvei mata pelajaran sekuler, pengajaran bahasa Inggris, dan pembelajaran di Madrasah Qawmi kelas 8 dan Madrasah Alia di Bangladesh. Survei etno-metodologi telah dilakukan pada tahun 2018 di wilayah selatan Bangladesh, khususnya di antara siswa, guru, dan kepala sekolah dari delapan madrasah Qawmi dan lima madrasah Alia. Temuan mengungkapkan bahwa Madrasah Qawmi tidak memiliki lingkungan belajar bahasa Inggris yang kondusif untuk tingkat kelas 8, durasi dan jadwal kelas, gaji guru, serta sumber daya, ditemukan tidak memadai dibandingkan dengan sekolah agama Alia. Berbeda dengan Madrasah Qawmi (seminari Islam Mandiri), Madrasah Alia (madrasah yang direformasi) sejauh ini memiliki keistimewaan. Orang yang diwawancarai melaporkan perlunya segera pelatihan guru dalam pembelajaran bahasa Inggris untuk sekolah agama Qawmi. Selain itu, siswa di sekolah Qawmi juga mengklaim bahwa sumber daya yang digunakan di kelas, seperti buku teks bahasa Inggris harus digunakan dengan lebih efektif. Penelitian ini juga menemukan bahwa faktor internal dan eksternal memaksa mereka untuk memasukkan mata pelajaran sekuler, khususnya bahasa Inggris dalam silabus mereka. Studi sebelumnya berfokus terutama pada sekolah agama melalui lensa sosiologis. Namun, penelitian ini membahas subjek sekuler, pengajaran bahasa Inggris di sekolah agama unsecular di Bangladesh; karenanya, ini memberikan nilai bagi pembaca, peneliti dan mereka yang terlibat dalam studi masa depan negara ini.How to Cite: Golam, A. Md. (2020).  A Critical Investigation of English Subject Teaching at Two Types of Madrasas In Bangladesh. TARBIYA: Journal of Education in Muslim Society, 7(1), 1-15. doi:10.15408/tjems.v7i1.13041.

scholarly journals A-093 Neuropsychological Functioning in an 8-year-old female with Friedreich’s Ataxia

2020 ◽  
Vol 35 (6) ◽  
pp. 886-886
Author(s):  
Marston E ◽  
Katz L ◽  
Cruz N
Keyword(s):  
Executive Function ◽  
Motor Skills ◽  
Motor Coordination ◽  
Neuropsychological Functioning ◽  
Friedreich’S Ataxia ◽  
Friedreich's Ataxia ◽  
Intellectual Ability ◽  
Motor Speed ◽  
Neuropsychological Profile ◽  
Learning Challenges

Abstract Objective An 8-year old female in the 3rd grade was referred for an evaluation due to concerns surrounding attention, academics, and motor skills in the context of Friedreich’s Ataxia (FA). FA is the most common genetically inherited ataxia (Delatycki et al., 2000). Neurocognitively, deficits in processing and motor speed, visuospatial reasoning, and executive function have been documented in FA (Nieto et al., 2012; Mantovan et al., 2006; Schmahmann et al., 1998). This case study expands on the limited literature on the neuropsychological profile of children with FA. Methods Patient was diagnosed with FA in 2014 following genetic testing significant for over 1,000 repeats of the Frataxin gene. She has experienced a steady decline in her gross-, fine-, and oral-motor skills. Patient requires a personal aide at school to ensure safety ambulating and manage her attention and learning challenges. Results Intellectual ability was estimated as average (WISC-V: GAI = 92). She exhibited significant deficits in reading, writing, and mathematics, clustering around an early 1st grade level (WIAT-III). She presented with attention and executive function impairments (CPT-3, TEA-Ch, NEPSY-II). Motor coordination difficulties were characteristic of FA (WRAVMA, Finger Tapper). Conclusion Patient demonstrated deficits in motor coordination, processing speed, attention, and executive function typical of FA, given its cerebellar pathology and impacted corticocerebellar pathways. The etiology of her learning challenges is unknown, as these domains are not typically impacted in FA. Future investigation of the relationship between FA and other neurocognitive domains is warranted.

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