scholarly journals Relations between executive function, language, and functional communication in severe aphasia

Aphasiology ◽  
2019 ◽  
Vol 33 (7) ◽  
pp. 821-845 ◽  
Author(s):  
Camilla Olsson ◽  
Patrik Arvidsson ◽  
Monica Blom Johansson
SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A212-A212
Author(s):  
Afsara Zaheed ◽  
Adam Spira ◽  
Ronald Chervin ◽  
Laura Zahodne

Abstract Introduction Alzheimer’s disease and related dementias (ADRD) are growing public health concerns, and poor sleep may represent a modifiable risk factor. However, there is limited research on insomnia as a predictor of subsequent performance in different cognitive domains and mechanisms that might underlie domain-specific associations. The current study examined: (1) which insomnia symptoms predicted performance across five cognitive domains 14 years later, and (2) whether depressive symptoms and/or vascular diseases mediated these associations. Methods Participants included 2,496 adults aged 51+ in the Health and Retirement Study. Insomnia symptoms in 2002 (i.e., “baseline”) were quantified by four self-reported items on frequency of trouble falling asleep, nighttime awakenings, early awakenings, and feeling rested upon awakening. Cognition was assessed in 2016 as part of the Harmonized Cognitive Assessment Protocol and operationalized with five factor scores corresponding to episodic memory, executive function, language, visuoconstruction, and processing speed. Multiple regressions examined associations between baseline insomnia symptoms and subsequent cognitive performance, controlling for sociodemographics and baseline global cognitive performance. Mediation models tested whether associations were explained by self-reported depressive symptoms and/or vascular diseases (i.e., hypertension, heart disease, diabetes, and/or stroke) in 2014, controlling for baseline values. Results Only trouble falling asleep in 2002 was associated with cognition in 2016. Specifically, more frequent trouble falling asleep predicted poorer episodic memory, executive function, language and processing speed performance, but not visuoconstruction. These associations were mediated by depressive symptoms and vascular diseases in 2014 for all domains except episodic memory; only depressive symptoms mediated the association involving memory. After accounting for these mediators, direct effects of trouble falling asleep remained for episodic memory, executive function and language, but not processing speed. Conclusion Difficulty with sleep initiation may be more consequential for later-life cognition than other insomnia symptoms. Depressive symptoms and vascular diseases may partially drive these associations. We speculate that sleep-onset insomnia could mean less total sleep, immune dysfunction, or endocrine effects that worsen mood, vascular health, and cognition. Remaining associations indicate that additional research is needed to characterize other mechanisms through which sleep initiation problems could contribute to later impairments in frontal and temporal cognitive systems, which are implicated early in ADRD. Support (if any):


2019 ◽  
Vol 18 (1) ◽  
pp. 44-57
Author(s):  
Isabelle Chang

The purpose of this study was to examine the extent to which children’s executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. The results suggest that individual differences in reading comprehension were influenced by variations in executive function. Cognitive flexibility, inhibitory control, and working memory all accounted for unique variance in reading comprehension. Language comprehension and fluency mediated the relations between children’s executive function and their reading comprehension. Working memory accounted for the highest total effect among the three core aspects of executive function. Children’s first-grade language comprehension contributed the most indirect effect, while fluency had the reading comprehension. The importance of considering ways to improve executive function, language comprehension, and fluency when implementing reading instruction and what the parents can do to help their children’s executive function and reading skills are discussed.


2006 ◽  
Vol 36 (8) ◽  
pp. 1119-1129 ◽  
Author(s):  
MAJ VINBERG CHRISTENSEN ◽  
KIRSTEN OHM KYVIK ◽  
LARS VEDEL KESSING

Background. Patients may present with cognitive impairment in the euthymic phase of affective disorder, but it is unclear whether the impairment is prevalent before onset of the illness. The aim of the present study was to examine the hypothesis that genetic liability to affective disorder is associated with cognitive impairment.Method. In a cross-sectional high-risk case–control study, healthy monozygotic (MZ) and dizygotic (DZ) twins with (High-Risk twins) and without (the control group/Low-Risk twins) a co-twin history of affective disorder were identified through nationwide registers. Cognitive performance of 203 High-Risk and Low-Risk twins was compared.Results. Healthy twins discordant for unipolar disorder showed lower performance on almost all measures of cognitive function: selective and sustained attention, executive function, language processing and working and declarative memory, and also after adjustment for demographic variables, subclinical symptoms and minor psychopathology. Healthy twins discordant for bipolar disorder showed lower performance on tests measuring episodic and working memory, also after adjustment for the above-mentioned covariables. The discrete cognitive impairment found seemed to be related to genetic liability, as the MZ High-Risk twins showed significant impairment on selective and sustained attention, executive function, language processing and working and declarative memory, whereas the DZ High-Risk twins presented with significantly lower scores only on language processing and episodic memory.Conclusions. The hypothesis that discrete cognitive impairment is present before the onset of the affective disorder and is genetically transmitted was supported. Thus, cognitive function may be a candidate endophenotype for affective disorders.


2006 ◽  
Vol 20 (6) ◽  
pp. 401-410 ◽  
Author(s):  
Julius Fridriksson ◽  
Caroline Nettles ◽  
Mary Davis ◽  
Leigh Morrow ◽  
Allen Montgomery

2020 ◽  
Author(s):  
Guanqun Chen ◽  
Chunhua Liu ◽  
Kun Yang ◽  
Jiehui Jiang ◽  
Ying Han

Abstract Background: Previous studies suggest that education is associated with a decreased risk of dementia in individuals with subjective cognitive decline (SCD). However, the influence of education on cognition in amyloid-positive SCD subjects is not clear.Methods: We performed a cross-sectional study that involved 43 amyloid-negative and 29 amyloid-positive SCD subjects from the Sino Longitudinal Study on Cognitive Decline (SILCODE) project. Cognitive assessment included episodic memory, executive function, language, and general cognitive function. Multiple linear regression model was used to assess the association of education on cognitive performance.Results: Multiple linear regression analysis suggested that education has a protective effect on executive function, language for the amyloid-negative SCD group and language, global cognition for the amyloid-positive SCD group.Conclusions: The present study indicated that education has the potential to delay disease progression in amyloid-positive SCD subjects.


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