Inferior Longitudinal Fascicle and Reading: Exploring Their Relationship Through a Brain Stimulation Case Study

Awake brain surgery allows for maximal tumor resection, while minimizing postoperative deficits, even when the tumor is located within eloquent brain regions. In the current study, we present the case of a patient who underwent awake craniotomy to remove a space-occupying lesion located at the left (dominant) temporal lobe. During subcortical mapping, electrical stimulation of the inferior longitudinal fasciculus caused severe errors (paralexias) on a semantic odd-word out task, but not on other tasks that use different input routes and processes. The cognitive neuropsychological model for single word processing assisted us to associate a specific structure (inferior longitudinal fascicle (ILF)) with a specific cognitive process (i.e., access to the semantic system). Our results highlight the importance of subcortical fascicles in reading and agree with previous studies regarding the critical role of ILF in reading comprehension.

Comparison of Effectiveness of Phonological and Whole-Word Treatment Programmes within Two Dyslexia Subtypes

<p>This thesis compares the effectiveness of two reading treatment programmes, each developed to address the key difficulties of two subtypes of developmental dyslexia - phonological and surface dyslexia, respectively. Previous cognitive neuropsychological research has commonly administered a single tailored treatment programme to each individual. However, this research administers both programmes to individuals from each subtype, and compares their effectiveness. In Experiment 1, a large group of reading-delayed children was screened, and, using Coltheart and Leahy's (1996) criteria, three children were identified as surface dyslexic and seven as phonological dyslexic. All were aged between 9 and 13 years. Following completion of a range of background tests to assess cognitive abilities potentially correlated with dyslexia, each child received two treatment programmes: 1) a phonologically-based programme training grapheme-to-phoneme correspondences (based on Broom and Doctor, 1995b) and 2) a whole-word programme (specifically designed for the current research), with pre- and post-tests throughout. Results indicated that all children significantly improved their reading of the trained words following both training programmes, regardless of subtype. For both subtypes, generalisation to untrained words was observed following the Phonological Programme, but not the Whole-word Programme. In Experiment 2, a second, more case-based investigation was conducted, focussing on one phonological dyslexic and one surface dyslexic, who were selected following extensive screening. Both were aged 10 years 11 months. Experiment 2 also examined the effectiveness of specific whole-word techniques. Results indicated a clear distinction between the responsiveness of the two participants, with each favouring their target treatment programme: the Phonological Programme was more effective for the phonological dyslexic than the Whole-word Programme, and vice versa for the surface dyslexic. The implications are discussed, with particular reference to suggestions for remediating reading disorders.</p>

Comparison of Effectiveness of Phonological and Whole-Word Treatment Programmes within Two Dyslexia Subtypes

<p>This thesis compares the effectiveness of two reading treatment programmes, each developed to address the key difficulties of two subtypes of developmental dyslexia - phonological and surface dyslexia, respectively. Previous cognitive neuropsychological research has commonly administered a single tailored treatment programme to each individual. However, this research administers both programmes to individuals from each subtype, and compares their effectiveness. In Experiment 1, a large group of reading-delayed children was screened, and, using Coltheart and Leahy's (1996) criteria, three children were identified as surface dyslexic and seven as phonological dyslexic. All were aged between 9 and 13 years. Following completion of a range of background tests to assess cognitive abilities potentially correlated with dyslexia, each child received two treatment programmes: 1) a phonologically-based programme training grapheme-to-phoneme correspondences (based on Broom and Doctor, 1995b) and 2) a whole-word programme (specifically designed for the current research), with pre- and post-tests throughout. Results indicated that all children significantly improved their reading of the trained words following both training programmes, regardless of subtype. For both subtypes, generalisation to untrained words was observed following the Phonological Programme, but not the Whole-word Programme. In Experiment 2, a second, more case-based investigation was conducted, focussing on one phonological dyslexic and one surface dyslexic, who were selected following extensive screening. Both were aged 10 years 11 months. Experiment 2 also examined the effectiveness of specific whole-word techniques. Results indicated a clear distinction between the responsiveness of the two participants, with each favouring their target treatment programme: the Phonological Programme was more effective for the phonological dyslexic than the Whole-word Programme, and vice versa for the surface dyslexic. The implications are discussed, with particular reference to suggestions for remediating reading disorders.</p>

Perioperative Glial Fibrillary Acidic Protein Is Associated with Long-Term Neurodevelopment Outcome of Infants with Congenital Heart Disease

Background: Brain injury, impaired brain maturation, and long-term neurodevelopmental disorders are common in infants with congenital heart diseases (CHD). We aimed to assess whether plasma glial fibrillary acidic protein (GFAP) can predict neurodevelopmental anomalies in CHD infants operated on cardiopulmonary bypass (CPB). Methods: We measured plasma GFAP in 38 infants at multiple CPB phases. Cognitive, neuropsychological, and psychopathological functioning were assessed 5.7 ± 2.2 years after surgery. We identified an impaired global neurodevelopmental index (NDI) when at least two domains were abnormal. The relationships between NDI, GFAP, and clinical variables were explored with non-supervised feature selection methods and modeled with a nested non-linear logistic regression. Results: Intelligence quotient scores were within the normal range in 84% of children, whereas 58% showed an abnormal NDI, with the greatest impairments in the psychopathological area. The plasma GFAP peak was 0.95 (0.44–1.57) ng/mL, and it was correlated with age, weight, duration of surgery phases, and CPB minimum temperature. In the regression model, the GFAP peak was associated with an impaired NDI with a possible flexible point toward NDI impairment at 0.49 ng/mL, keeping constant ICU stay, CPB duration, CHD anatomy, weight, and CPB minimum temperature. Conclusion: GFAP is a promising early marker of abnormal long-term neuropsychological development.

Contribution of the Cognitive Approach to Language Assessment to the Differential Diagnosis of Primary Progressive Aphasia

Diagnosis of primary progressive aphasia (PPA) is essentially based on the identification of progressive impairment of language abilities while other cognitive functions are preserved. The three variants of PPA are characterized by core and supportive clinical features related to the presence or absence of language impairment in different linguistic domains. In this article, we review the cognitive neuropsychological approach to the assessment of PPA and its contribution to the differential diagnosis of the three variants. The main advantage of this assessment approach is that it goes beyond the mere description and classification of clinical syndromes and identifies impaired and preserved cognitive and linguistic components and processes. The article is structured according to the main language domains: spoken production, language comprehension, and written language. Each section includes a brief description of the cognitive processes involved in the assessment tasks, followed by a discussion of typical characteristics for each PPA variant and common pitfalls in the interpretation of the results. In addition, the clinical benefit of the cognitive neuropsychological approach for the behavioral management of PPA is briefly sketched out in the conclusion.

The effect of sertraline on emotional processing: secondary analyses of the PANDA randomised controlled trial

Background According to the cognitive neuropsychological model, antidepressants reduce symptoms of depression and anxiety by increasing positive relative to negative information processing. Most studies of whether antidepressants alter emotional processing use small samples of healthy individuals, which lead to low statistical power and selection bias and are difficult to generalise to clinical practice. We tested whether the selective serotonin reuptake inhibitor (SSRI) sertraline altered recall of positive and negative information in a large randomised controlled trial (RCT) of patients with depressive symptoms recruited from primary care. Methods The PANDA trial was a pragmatic multicentre double-blind RCT comparing sertraline with placebo. Memory for personality descriptors was tested at baseline and 2 and 6 weeks after randomisation using a computerised emotional categorisation task followed by a free recall. We measured the number of positive and negative words correctly recalled (hits). Poisson mixed models were used to analyse longitudinal associations between treatment allocation and hits. Results A total of 576 participants (88% of those randomised) completed the recall task at 2 and 6 weeks. We found no evidence that positive or negative hits differed according to treatment allocation at 2 or 6 weeks (adjusted positive hits ratio = 0.97, 95% CI 0.90–1.05, p = 0.52; adjusted negative hits ratio = 0.99, 95% CI 0.90–1.08, p = 0.76). Conclusions In the largest individual placebo-controlled trial of an antidepressant not funded by the pharmaceutical industry, we found no evidence that sertraline altered positive or negative recall early in treatment. These findings challenge some assumptions of the cognitive neuropsychological model of antidepressant action.