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Journal articles on the topic "Cognitive precursors"
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Bennett, Paul, and Rob Lowe. "Emotions and Their Cognitive Precursors." Journal of Health Psychology 13, no. 4 (May 2008): 537–46. http://dx.doi.org/10.1177/1359105308088526.
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Pulinets, Sergey, Marina Tsidilina, Dimitar Ouzounov, and Dmitry Davidenko. "From Hector Mine M7.1 to Ridgecrest M7.1 Earthquake. A Look from a 20-Year Perspective." Atmosphere 12, no. 2 (February 17, 2021): 262. http://dx.doi.org/10.3390/atmos12020262.
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The paper provides a comparative analysis of precursory phenomena in the ionosphere and atmosphere for two strong earthquakes of the same magnitude M7.1 that happened in the same region (North-East from Los Angeles) within a time span of 20 years, the Hector Mine and Ridgecrest earthquakes. Regardless of the similarity of their location (South-Eastern California, near 160 km one from another), there was one essential difference: the Hector Mine earthquake happened during geomagnetically disturbed conditions (essential in the sense of ionospheric precursors identification). In contrast, the quiet geomagnetic conditions characterized the period around the time of the Ridgecrest earthquake. The Hector mine earthquake happened in the middle of the rising phase of the 23-rd solar cycle characterized by high solar activity, while the Ridgecrest earthquake happened by the very end of the 24th cycle under very low solar activity conditions. We provide a comprehensive multi-factor analysis, determine the precursory period for both earthquakes and demonstrate the close similarity of ionospheric precursors. Unlike the majority of papers dealing with earthquake precursor identification based on the “abnormality” of observed time-series mainly determined by amplitude difference between “normal” (usually climatic) behavior and “abnormal” behavior with amplitudes exceeding some pre-established threshold, we used the technique of cognitive recognition of the precursors based on the physical mechanisms of their generation and the morphology of their behavior during the precursory period. These permits to uniquely identify precursors even in conditions of disturbed environment as it was around the time of the Hector Mine earthquake. We demonstrate the close similarity of precursors’ development for both events. The leading time of precursor appearance for the same region and similar magnitude was identical. For the Hector Mine it was 11 October 1999—5 days in advance—and for 2019 Ridgecrest it was 28 June—7 days before the mainshock and five days before the strongest foreshock.
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Wood, Stephen J., Alison R. Yung, and Christos Pantelis. "Cognitive precursors of severe mental disorders." Cognitive Neuropsychiatry 18, no. 1-2 (January 2013): 1–8. http://dx.doi.org/10.1080/13546805.2012.750439.
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CORNBLATT, BARBARA, MICHAEL OBUCHOWSKI, SIMONE ROBERTS, SIMCHA POLLACK, and L. ERLENMEYER–KIMLING. "Cognitive and behavioral precursors of schizophrenia." Development and Psychopathology 11, no. 3 (September 1999): 487–508. http://dx.doi.org/10.1017/s0954579499002175.
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Attentional deficits are well-established characteristics of patients with schizophrenia and their at-risk offspring, suggesting a biological connection between attention and schizophrenia. The goal of this study is to clarify the developmental role of attention in the illness. Data has been collected from 87 subjects at high and low risk for schizophrenia who have participated in the New York High-Risk Project from 1977 to the present. Individuals are considered to be at high risk if either or both of their parents has schizophrenia. Analyses of attention and global behaviors, measured at intervals from about 12 to 26 years of age, indicate (a) attentional deficits can be reliably detected in high-risk children who will develop future schizophrenia-spectrum disorders (the prespectrum [PSP] group); (b) these deficits are stable, enduring over time, and appear to reflect a compromised attentional capacity; (c) attention is not affected by the onset of illness in the PSP group; (d) for all subjects, attention and global behaviors follow independent developmental pathways; and (e) behavioral difficulties, but not attention deficits, appear to be highly sensitive to environmental factors, especially rearing by a mentally ill parent. It is concluded that in PSP individuals impaired attention probably results from prenatal developmental abnormalities (possibly on the cellular level) and is likely to be a marker of a biological vulnerability to schizophrenia. In addition, attentional deficits, as opposed to early behavioral difficulties, are concluded to be a useful first step in screening for youngsters in need of early intervention.
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Darsaud, Annabelle, Ullrich Wagner, Evelyne Balteau, Martin Desseilles, Virginie Sterpenich, Gilles Vandewalle, Geneviève Albouy, et al. "Neural Precursors of Delayed Insight." Journal of Cognitive Neuroscience 23, no. 8 (August 2011): 1900–1910. http://dx.doi.org/10.1162/jocn.2010.21550.
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The solution of a problem left unresolved in the evening can sometimes pop into mind as a sudden insight after a night of sleep in the following morning. Although favorable effects of sleep on insightful behavior have been experimentally confirmed, the neural mechanisms determining this delayed insight remain unknown. Here, using fMRI, we characterize the neural precursors of delayed insight in the number reduction task (NRT), in which a hidden task structure can be learned implicitly, but can also be recognized explicitly in an insightful process, allowing immediate qualitative improvement in task performance. Normal volunteers practiced the NRT during two fMRI sessions (training and retest), taking place 12 hours apart after a night of sleep. After this delay, half of the subjects gained insight into the hidden task structure (“solvers,” S), whereas the other half did not (“nonsolvers,” NS). Already at training, solvers and nonsolvers differed in their cerebral responses associated with implicit learning. In future solvers, responses were observed in the superior frontal sulcus, posterior parietal cortex, and the insula, three areas mediating controlled processes and supporting early learning and novice performance. In contrast, implicit learning was related to significant responses in the hippocampus in nonsolvers. Moreover, the hippocampus was functionally coupled with the basal ganglia in nonsolvers and with the superior frontal sulcus in solvers, thus potentially biasing participants' strategy towards implicit or controlled processes of memory encoding, respectively. Furthermore, in solvers but not in nonsolvers, response patterns were further transformed overnight, with enhanced responses in ventral medial prefrontal cortex, an area previously implicated in the consolidation of declarative memory. During retest in solvers, before they gain insight into the hidden rule, significant responses were observed in the same medial prefrontal area. After insight, a distributed set of parietal and frontal areas is recruited among which information concerning the hidden rule can be shared in a so-called global workspace.
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Hagtvet, Bente E. "Phonological and linguistic-cognitive precursors of reading abilities." Dyslexia 3, no. 3 (September 1997): 163–77. http://dx.doi.org/10.1002/(sici)1099-0909(199709)3:3<163::aid-dys83>3.0.co;2-0.
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Campbell, Jared M. "Supplementation with NAD+ and Its Precursors to Prevent Cognitive Decline across Disease Contexts." Nutrients 14, no. 15 (August 7, 2022): 3231. http://dx.doi.org/10.3390/nu14153231.
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The preservation of cognitive ability by increasing nicotinamide adenine dinucleotide (NAD+) levels through supplementation with NAD+ precursors has been identified as a promising treatment strategy for a number of conditions; principally, age-related cognitive decline (including Alzheimer’s disease and vascular dementia), but also diabetes, stroke, and traumatic brain injury. Candidate factors have included NAD+ itself, its reduced form NADH, nicotinamide (NAM), nicotinamide mononucleotide (NMN), nicotinamide riboside (NR), and niacin (or nicotinic acid). This review summarises the research findings for each source of cognitive impairment for which NAD+ precursor supplementation has been investigated as a therapy. The findings are mostly positive but have been made primarily in animal models, with some reports of null or adverse effects. Given the increasing popularity and availability of these factors as nutritional supplements, further properly controlled clinical research is needed to provide definitive answers regarding this strategy’s likely impact on human cognitive health when used to address different sources of impairment.
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Okan, Yasmina, Eva Janssen, Mirta Galesic, and Erika A. Waters. "Using the Short Graph Literacy Scale to Predict Precursors of Health Behavior Change." Medical Decision Making 39, no. 3 (March 8, 2019): 183–95. http://dx.doi.org/10.1177/0272989x19829728.
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Background. Visual displays can facilitate risk communication and promote better health choices. Their effectiveness in improving risk comprehension is influenced by graph literacy. However, the construct of graph literacy is still insufficiently understood, partially because existing objective measures of graph literacy are either too difficult or too long. Objectives. We constructed a new 4-item Short Graph Literacy (SGL) scale and examined how SGL scores relate to key cognitive, affective, and conative precursors of health behavior change described in common health behavior theories. Methods. We performed secondary analyses to adapt the SGL scale from an existing 13-item scale. The initial construction was based on data collected in a laboratory setting in Germany ( n = 51). The scale was then validated using data from nationally representative samples in Germany ( n = 495) and the United States ( n = 492). To examine how SGL scores relate to precursors of health behavior change, we performed secondary analyses of a third study involving a nationwide US sample with 47% participants belonging to racial/ethnic minorities and 46% with limited formal education ( n = 835). Results. Graph literacy was significantly associated with cognitive precursors in theoretically expected ways (e.g., positive associations with risk comprehension and response efficacy and a negative association with cognitive risk perception). Patterns for affective precursors generally mirrored those for cognitive precursors, although numeracy was a stronger predictor than graph literacy for some affective factors (e.g., feelings of risk). Graph literacy had predictive value for most cognitive and affective precursors beyond numeracy. In addition, graph literacy (but not numeracy) predicted key conative precursors such as defensive processing. Conclusions. Our data suggest that the SGL scale is a fast and psychometrically valid method for measuring objective graph literacy. Our findings also highlight the theoretical and practical relevance of graph literacy.
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Pulinets, S. A., D. V. Davidenko, and P. A. Budnikov. "Method for Cognitive Identification of Ionospheric Precursors of Earthquakes." Geomagnetism and Aeronomy 61, no. 1 (January 2021): 14–24. http://dx.doi.org/10.1134/s0016793221010126.
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Tokar, David M., Mindi N. Thompson, Melissa R. Plaufcan, and Christine M. Williams. "Precursors of learning experiences in Social Cognitive Career Theory." Journal of Vocational Behavior 71, no. 3 (December 2007): 319–39. http://dx.doi.org/10.1016/j.jvb.2007.08.002.
Full textDissertations / Theses on the topic "Cognitive precursors"
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Plaufcan, Melissa R. "An Examination of Social Cognitive Precursors of Lesbians’ Vocational Interests." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1310435272.
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Diaz, Alicia Alina. "Attributional fairness theory : the cognitive precursors of organizational justice judgments /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957197436.
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Walsh, E. "Exploring the cognitive precursors of movement using a sensory-detection task." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1446183/.
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Movement-related sensory suppression is an example of a motor-sensory interaction whereby sensory stimuli are perceived as less intense before and during a movement than at rest. This thesis focuses on sensory suppression of a weak electrocutaneous stimulus delivered just prior to movement onset, and develops this situation as a paradigm for studying motor-sensory interactions. In a typical experiment, subjects prepared a motor response in advance of a visual signal. They received a weak electric shock to the right hand just prior to voluntary movement. Subjects reported at the end of each trial whether they detected the shock or not. Movement-related sensory suppression was measured by comparing shock detection rates with non-movement control trials. This general paradigm was then used in a series of behavioural experiments which systematically manipulated cognitive processing prior to movement. Premovement suppression was used to investigate the cognitive precursors of movement. First, it was shown that sensory suppression occurred for actions which were prepared, but then inhibited before execution. Second, sensory suppression was combined with the classic "stop-signal" paradigm. On trials where a stop signal came too late for subjects to inhibit their movement, a brief period of release from sensory suppression was nevertheless observed, as if the movement had been cancelled. This brief independence of sensory and motor systems suggests that the balance of excitation-inhibition is set separately for each system. Third, when subjects performed pre-prepared sequences of movements, premovement sensory suppression was related only to the first movement in the sequence, and not to subsequent movements. This suggests that motor-sensory interactions are programmed at the level of individual movements, not sequences. Finally, delivery of an unexpected startling auditory stimulus produced an acceleration of sensory suppression corresponding to the well-known acceleration of motor reaction time. This finding suggests that subcortical motor circuits involved in startle may also contribute to sensory suppression. Overall, sensory suppression proved a useful tool for investigating the cognitive processes that take place prior to movement.
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Costa, Hiwet Mariam. "Precursors of mathematics learning: identification and intervention." Doctoral thesis, Università degli studi di Trieste, 2015. http://hdl.handle.net/10077/11005.
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2013/2014The studies presented in this thesis contribute to the growing body of knowledge regarding the relationships between domain general precursors, domain specific precursors and mathematical learning. Given the previous inconsistent results about the link between ANS acuity and mathematical abilities (i.e. Kolkman et al., 2013) we were interested in the investigation of the relation between the ANS and early mathematics abilities in preschool years. This relationship was explored by using two different approaches: in Chapter 2 the relationship between ANS and different mathematical measures, measured concurrently, were investigated; Chapter 3 examined the possibility to improve the ANS abilities in preschool children by using intensive adaptive training over a relatively short period. Moreover, the transfer effects of the training on mathematical abilities were also examined. The second aim of this dissertation concerned the potential role played by STM and WM skills in supporting domain-specific precursors of mathematics. The few studies that considered the role of WM in simple quantity comparison abilities did not provide a strong basis for any firm conclusions on such a relationship (Mussolin, Nys, Leybaert, & Content, 2012; Soltész, Szűcs, & Szűcs, 2010) since they didn’t assess all of the WM components. Chapter 2 focuses on uncovering which specific WM component is involved in non-symbolic approximate quantity comparison processing in the preschool age. Moreover, in ordered to further explore the relationship between WM abilities and ANS, Chapter 3 investigated whether training focusing on the improvement of ANS abilities produced a far-transfer effect on WM abilities. Several studies found that WM abilities are related to overall mathematical skills (Gersten et al., 2005; Jordan et al., 2006; Passolunghi & Lanfranchi, 2012), therefore Chapter 4 investigated a possible causal relationship between domain-general working memory abilities and domain-specific numerical competence through a training study during the preschool years. The third aim of this dissertation was to explore the malleability of cognitive precursors of mathematical learning. In Chapter 3, the possibility to improve ANS abilities was investigated, whereas Chapter 4 aimed to verify and compare the effects on early numerical competence of two types of training. One type of training focused on the enhancement of domain-general precursors, working memory abilities; while the other focused on the enhancement of domain-specific precursors, early numeracy abilities. In the field of intellectual disabilities, some studies suggested that WM skills of children with neurodevelopmental disorders (like Down’s syndrome) tend to be impaired and very poor compared to typically developing children of a similar mental age (Gathercole & Alloway, 2006). In Chapter 5, the efficacy of a school-based visuo-spatial WM training on STM and WM skills for two individuals with DS was examined. The main findings emerging from overall studies and limitations, future directions and implications of the research are finally discussed in Chapter 6.
Gli studi presentati in questa tesi forniscono nuovi risultati riguardo la relazione tra precursori dominio-generali e precursori dominio-specifici dell’apprendimento matematico. Le ricerche che si sono occupate di indagare la relazione tra Approximate Numer System (ANS) e abilità matematiche finora hanno prodotto risultati contrastanti (Kolkman et al., 2013). Ci siamo quindi interessati ad approfondire lo studio della relazione tra ANS e matematica in età prescolare utilizzando due diversi approcci. Nel capitolo 2 è stato indagata la relazione tra ANS e diverse abilità matematiche, misurati contemporaneamente. Nel Capitolo 3 è stata indagata la possibilità di potenziare le abilità di ANS in bambini in età prescolare, utilizzando un training intensivo per un periodo relativamente breve. Inoltre, sono stati esaminati gli effetti del training di ANS sulle abilità matematiche. Il secondo obiettivo di questa tesi è stato quello di indagare il ruolo svolto della memoria a breve termine e della memoria di lavoro nello sviluppo dei precursori dominio-specifici dell’apprendimento matematico. I pochi studi che hanno considerato la relazione tra abilità di memoria e abilità di confronto di quantità non sono giunti a conclusioni certe su tale relazione in quanto non hanno analizzato in maniera completa il ruolo svolto da ogni componente della memoria di lavoro (Mussolin, Nys, Leybaert, & Content, 2012; Soltész, Szűcs, & Szűcs, 2010). Con lo studio descritto nel Capitolo 2 abbiamo voluto indagare quale specifica componete della memoria di lavoro sia coinvolta nel processo di comparazione di quantità in età prescolare. Inoltre, per analizzare ulteriormente tale relazione nel Capitolo 3 abbiamo indagato l’effetto, sulle abilita di memoria di lavoro, di un training focalizzato sul potenziamento delle abilità di ANS. Dato che diversi studi confermano la relazione tra memoria di lavoro e abilità matematiche (Gersten et al., 2005; Jordan et al., 2006; Passolunghi & Lanfranchi, 2012), nel capitolo 4 abbiamo esaminato la possibile relazione causale tra le capacità dominio-generali di memoria di lavoro e precursori dominio-specifici (abilità matematiche precoci) tramite uno studio di training in età prescolare. Il terzo obiettivo di questa tesi è stato quello di esplorale la malleabilità dei precursori cognitivi dell’apprendimento matematico. Nel Capitolo 3 è stata indagata la possibilità di potenziare le abilità di ANS mentre nel capitolo 4 abbiamo voluto verificare l’efficacia di due diversi tipi di training sul potenziamento della abilità matematiche in età prescolare. Il primo training era focalizzato sul potenziamento della memoria di lavoro (precursore dominio-generale) mentre il secondo training era focalizzato sul potenziamento delle abilità matematiche precordi (precursore dominio-specifico). Gli studi nel campo delle disabilità intellettive, suggeriscono che le competenze di memoria di lavoro di bambini con disturbi dello sviluppo neurologico (come la sindrome di Down) tendono ad essere compromesse e molto scarsa in confronto alle abilità di memoria di bambini con sviluppo tipico ma stessa età mentale (Gathercole e Alloway, 2006). Nel capitolo 5, è stata indagata l'efficacia di un training di memoria di lavoro visuo-spaziale sulle abilità di memoria a breve termine e di memoria di lavoro di due persone con sindrome di Down. I principali risultati della tesi, le direzioni future e le implicazioni delle ricerche sono state discusse nel Capitolo 6.
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Altenburger, Lauren E. "Father-Child Relationships: Early Precursors and Consequences for School-Aged Children’s Social and Cognitive Adjustment." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524175659835137.
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Steinhauser, Robert [Verfasser], Marco [Akademischer Betreuer] Steinhauser, and Søren [Akademischer Betreuer] Andersen. "Pre-error cognition: insights into cognitive control through neural precursors of performance errors [cumulative dissertation] / Robert Steinhauser ; Marco Steinhauser, Søren Andersen." Eichstätt-Ingolstadt : Katholische Universität Eichstätt-Ingolstadt, 2018. http://d-nb.info/1151573175/34.
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Paterson, Sarah Jane. "Language and number in Williams Syndrome and Down's Syndrome : from infant precursors to the mature phenotype." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/1348745/.
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This thesis is an examination of language and number in two atypically developing groups, Williams Syndrome (WS) and Down's Syndrome (DS). These groups were chosen because their cognitive profiles in adulthood differ significantly. It is already known that language is a relative strength in WS but that it is poorer than non-verbal ability in DS. The precursors to both language and number ability were studied in 24-36 month old infants and performance at this stage was compared with that in the steady state, by testing older children and adults, aged 9-35 years. Similar age-appropriate tests were used with both groups so that performance in the steady state could be compared with that in infancy. Specific subdomains of language and number were assessed to investigate whether the pattern seen in the adult steady state was also present in infancy, or whether the mature phenotype is a product of the different developmental trajectories followed by each group. The overall cognitive profile of infants with WS and DS did not differ significantly, despite clear distinctions between the adult profiles. However, their performance on number and language tasks did differ in infancy. While in adulthood WS performance on number tasks was poorer than that of DS, in infancy this pattern was reversed. For language, infants with DS exhibited a large discrepancy between productive and receptive vocabulary. A more even pattern was present for the WS group. In adulthood, vocabulary was better in WS than DS but both groups had problems with syntactic structures. Taken together these results suggest that it is not possible to derive the pattern of infant performance from the steady state in adulthood. The developmental trajectories from precursors to mature phenotype need to be thoroughly charted in atypical populations because the study of development, not just the characterisation of the endstates, is crucial.
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Steele, Ann M. "Tracing syndrome-specific trajectories of cognitive development : the impact of attention profiles on precursors of literacy and numeracy." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:5d2e5704-b7f9-4ecb-b073-3616a45c2890.
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The research presented in this thesis combined a number of aims. One was to investigate in detail the early typical development of individual cognitive domains including attention, literacy and numeracy, and consequently to investigate whether domain-general attentional abilities constrain the development of either literacy or numeracy skills in preschool to school-age children. A further aim was to test the development of the same cognitive processes in two groups of children with developmental disorders of known genetic origin; Down syndrome (DS) and Williams syndrome (WS). A combination of standardised tests, novel experimental paradigms, and questionnaire measures were employed in pursuit of these aims, and children were assessed both cross-sectionally and longitudinally one year later. In typically developing (TD) children, novel findings pointed to differential influences of cognitive constructs of sustained and selective attention on the one hand, and executive attention on the other, on reading and numeracy abilities longitudinally. In both of the atypically developing groups of children, novel and individual patterns of developmental relationships emerged in the domains of attention, literacy and numeracy. In addition, the investigation of cross-domain relationships between attentional abilities and literacy and numeracy skills evidenced typical patterns in DS children, but atypical patterns in WS children. These findings emphasize the importance of cross-syndrome, cross-domain, and fully developmental research to understand both typical and atypical profiles of cognitive development. Furthermore, teaching practice, early identification of difficulties, and interventions should consider the wider implications of potential constraints of broader cognitive domains, such as attention, on learning.
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Bickham, Grace Antia. "Major Depressive Disorder: Precursors, Predictors, and Coping Mechanism Among Undergraduate Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/743.
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Major depressive disorder (MDD) is common among college students. The disease perpetuates depressive symptoms and potentially leads to chronic depressive episodes. Existing literature has shown that students who use both cognitive and behavioral maladaptive coping skills are more prone to endure depressive symptoms and poorer academic performance. Despite these known associations, little research has examined the relationship between coping skills and self-efficacy in response to warning signs of MDD in college students. This study sought to fill the gaps in the research of MDD related to precursors, predictors, and coping mechanisms among undergraduate students in a national sample of U.S. college students. Secondary data (N = 6,713) were analyzed from the Healthy Minds Study 2012, which used the Patient Health Questionnaire-9 (PHQ-9) with a test-retest reliability. Social learning and social cognitive theories were used as the theoretical frameworks to focus on problems such as management of life activities, academic success, and maladaptive beliefs. Analyses of the data from the cross-sectional survey using multiple linear and logistic regressions indicated a statistically significant relationship between depressive symptoms and the potential predictive factors of MDD. These findings contribute positively to social change by informing the work of therapists and program developers, who may use these results to create programs that reduce depressive symptoms among undergraduates.
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Cargnelutti, Elisa. "Children and mathematics: beyond the role of cognitive abilities in early math achievement." Doctoral thesis, Università degli studi di Trieste, 2014. http://hdl.handle.net/10077/10022.
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2012/2013The field of mathematical learning has received in recent years increasing attention in research, clinical and educational settings. The leading research line is dedicated to the investigation of the cognitive abilities fundamental for the acquisition and application of math concepts. Among general abilities, there is a wealth of evidence in favor of the recruitment of both working memory and short-term memory, despite there is no agreement concerning the involvement of the related subcomponents. Conflicting results pertain also the role of intelligence. Even major debate concerns more specific cognitive abilities, therefore those closely related to mathematics. In particular, it has not been elucidated the involvement of basic skills entailing approximate judgments about magnitudes and identified with ANS. Moreover, it is not yet clear how the recruitment of all these abilities can vary in dependence on stage of development and level of instruction. The other research line, almost independent from the previous, is dedicated to the evaluation of constructs non-cognitive in nature, for instance affective and motivational factors but also self-perceptions, in relation to academic achievement. Mainly studied are constructs such as self-efficacy and anxiety, with particular reference to a subtype of anxiety that is specific to math. Other relevant aspects are represented by constructs such as self-concept and self-esteem, but also depression. Nevertheless, this kind of studies is usually conducted on old children, typically in those attending secondary school or college, whereas less attention is dedicated to younger students. Starting from these considerations, the purpose of the current dissertation has been that of elucidating which are the factors, both cognitive and non-cognitive, that can assume a greater relevance at the beginning of schooling, i.e., in the first grades of primary school. These factors have been inspected both separately and by trying to find a possible interrelation between them. In CHAPTER 1, the topics that are object of the present work are illustrated by delineating the state-of-the-art pertinent to each of them. CHAPTER 2 is dedicated to the description of Study 1, where a broad range of cognitive abilities including memory, intelligence and ANS has been investigated just at the beginning of formal instruction and therefore in relation to early math competence. Having proved the significant involvement of all tested skills, the consequent aim was that of exploring to which extent the same are suitable in the prediction of math performance in following grades. This investigation has represented the topic of Study 2, illustrated in CHAPTER 3. In this study, children were longitudinally followed from first to third grade, observing that the tested abilities can successfully predict future math learning, but with a leading role of working memory. Once having shed light on the involvement of cognitive abilities, a second purpose was the investigation of the possible involvement in young students of non-cognitive factors. These constructs were thus assessed in Study 3, reported in CHAPTER 4. The sample was represented by second graders and more relevant aspects resulted to be self-efficacy and general anxiety. Contrary to expectations, anxiety specific to math appeared be non-significantly related to math performance. For this reason, Study 4, described in CHAPTER 5, was dedicated to an extensive evaluation of this constructs in third graders, in order to inspect when it could become relevant. Results suggested the association with math performance to establish in third grade, with particular impact of anxiety related to learning math rather than that associated to the math testing condition. The main findings emerging from overall studies and limitations, future directions and implications of the research are finally discussed in CHAPTER 6.
Negli ultimi anni, lo studio dell’apprendimento della matematica ha iniziato a ricevere crescente attenzione nel campo della ricerca, ma anche in quello clinico ed educativo. Maggiore interesse è dedicato allo studio delle abilità cognitive che sottostanno all’apprendimento e all’applicazione dei concetti matematici. Tra le abilità a carattere generale, in letteratura esiste un forte consenso sul ruolo cruciale della memoria, sia di lavoro che a breve termine, nonostante non sia del tutto chiarito il coinvolgimento relativo delle varie componenti della stessa. Dibattito sussiste anche in merito al ruolo dell’intelligenza. Ancora maggiori divergenze permangono in merito al ruolo di abilità più specifiche, ovvero strettamente pertinenti alla matematica. In particolare non c’è accordo sul ruolo di abilità molto di base, indicate come ANS, e che consistono nel fornire giudizi approssimati in merito a grandezze e quantità. In aggiunta, non è chiaro il coinvolgimento relativo delle sopraccitate abilità in relazione a determinati stadi dello sviluppo o livelli di istruzione. Il secondo filone di ricerca, perlopiù indipendente dal precedente, è rappresentato dalla valutazione di aspetti prettamente non-cognitivi, quali quelli affettivi e motivazionali, ma anche percezioni che gli individui formano in merito a se stessi e alle proprie capacità. I costrutti maggiormente indagati sono quelli dell’auto-efficacia e dell’ansia, sia generale che specifica per la matematica. Altri aspetti rilevanti sono rappresentati dal concetto di sé, dall’autostima e dalla depressione. Questi fattori sono tuttavia tipicamente valutati in studenti a partire dalla scuola secondaria, mentre minore attenzione viene dedicata a quelli frequentanti i primi anni del percorso scolastico. A partire da queste considerazioni, l’obiettivo primario del presente lavoro di tesi è consistito nella valutazione di quali fattori, sia cognitivi che non, hanno una maggiore rilevanza nell’ambito della prestazione matematica all’inizio della scolarità, più precisamente nelle prime classi della scuola primaria. Si è voluto valutare questi fattori sia indipendentemente, sia esplorandone la possibile influenza reciproca. Il CAPITOLO 1 è quindi dedicato alla discussione degli argomenti trattati in modo da fornire una panoramica sullo stato dell’arte attuale in merito alle ricerche condotte e ai relativi risultati. Il CAPITOLO 2 è centrato sulla descrizione dello Studio 1, in cui è stato testato un ampio spettro di abilità cognitive quali memoria, intelligenza e ANS, in bambini appena avviati all’istruzione formale e pertanto valutando il ruolo di queste abilità in relazione ad abilità matematiche precoci, prettamente informali. Verificato il coinvolgimento significativo di abilità tanto generali quanto specifiche all’inizio della scolarità, l’obiettivo conseguente è stato quello di verificare in che modo tali abilità siano in grado di predire l’apprendimento matematico negli anni successivi della scuola primaria. Questo obiettivo ha caratterizzato lo Studio 2, descritto nel CAPITOLO 3. Un campione di bambini è stato seguito longitudinalmente dalla classe prima alla classe terza, riscontrando che tutte le abilità indagate hanno un significativo impatto anche sull’apprendimento formale della matematica, ma con un ruolo primario assunto dalla memoria di lavoro. Una volta delineato il quadro delle abilità cognitive cruciali nei primi anni scuola, la volontà è stata quello di esplorare se anche costrutti non-cognitivi possano avere un impatto significativo. Lo Studio 3, illustrato nel CAPITOLO 4, si è quindi focalizzato anche sulla valutazione di questi aspetti in bambini di classe seconda, riscontrando un diretto coinvolgimento di auto-efficacia ed ansia generale. Contrariamente alle aspettative, l’ansia specifica per la matematica non è risultata avere alcun legame significativo con la prestazione matematica. A partire da questo risultato, l’obiettivo dello Studio 4, riportato nel CAPITOLO 5, è consistito nella valutazione più approfondita di questo costrutto in bambini di classe terza, in modo da esplorare quando lo stesso possa diventare rilevante ai fini della prestazione matematica. I risultati hanno dimostrato un ruolo significativo a questo livello, in particolare per quanto concerne l’ansia da apprendimento, piuttosto che di valutazione, della disciplina. Il CAPITOLO 6 è quindi dedicato alla discussione generale dell’elaborato in cui sono riassunti i principali risultati emersi e discusse le limitazioni, prospettive future ed implicazioni pratiche della ricerca.
XXVI Ciclo
1986
Books on the topic "Cognitive precursors"
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Waldmann, Michael R. Causal Reasoning. Edited by Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.1.
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Although causal reasoning is a component of most human cognitive functions, it has been neglected in cognitive psychology for many decades. To date, textbooks on cognitive psychology do not contain chapters on causal reasoning. The goal of this Handbook is to fill this gap, and to offer state-of-the-art reviews of the field. This introduction to the Handbook provides a general review of different competing theoretical frameworks modeling causal reasoning and learning. It outlines the relationship between psychological theories and their precursors in normative disciplines, such as philosophy and machine learning. It reviews the wide scope of tasks and domains in which the important role of causal knowledge has been documented. In the final section it previews the chapters of the handbook.
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Legerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2006.
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Legerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
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Legerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
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Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
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Legerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2006.
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Legerstee, Maria. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
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Legerstee, Maria Theresia. Infants' Sense of People: Precursors to a Theory of Mind. Cambridge University Press, 2005.
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Seyfarth, Robert M., and Dorothy L. Cheney. Primate social cognition as a precursor to language. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199541119.013.0004.
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Prinz, Jesse. Hume and Cognitive Science. Edited by Paul Russell. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199742844.013.19.
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This contribution is concerned with the relevance of Hume’s empirical approach to the study of the mind for contemporary cognitive science. It is argued that Hume’s views, empirically founded as they were on observation and introspection and concerning ideas and concepts, passion and sympathy, and moral sentimentalism, find considerable support in the findings of contemporary research. To this extent, Hume may well be considered a precursor to many of today’s cognitive scientists, even though they do not generally draw directly from his work. The fundamental significance of Hume’s own work is that it shows that philosophy has always had an empirical dimension.
Book chapters on the topic "Cognitive precursors"
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Kalindi, Sylvia Chanda, Kevin Kien Hoa Chung, Duo Phil Liu, and Li-Chih Angus Wang. "Chapter 5. The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions." In Writing Systems, Reading Processes, and Cross-Linguistic Influences, 99–120. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bpa.7.05kal.
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Hespos, Susan J., and Elizabeth S. Spelke. "Precursors to spatial language." In The Categorization of Spatial Entities in Language and Cognition, 233–45. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/hcp.20.13hes.
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Iarussi, Melanie M. "MI as a Precursor to CBT." In Integrating Motivational Interviewing and Cognitive Behavior Therapy in Clinical Practice, 83–95. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351203234-6.
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Huber, Gerda S., Jean-Luc Moreau, James R. Martin, Yannick Bailly, Jean Mariani, and Bernard Brugg. "ß-Amyloid Precursor Protein — Role in Cognitive Brain Function?" In Alzheimer Disease, 87–90. Boston, MA: Birkhäuser Boston, 1997. http://dx.doi.org/10.1007/978-1-4612-4116-4_14.
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Kozunova, Galina, Ksenia Sayfulina, Andrey Prokofyev, Pavel Shlepnev, Vladimir Medvedev, Tatiana Stroganova, and Boris Chernyshev. "Pupil Dilation as a Precursor of Risky Choice in Probabilistic Gambling Task." In Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics, 256–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71637-0_31.
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Dümig, Sascha. "The World as Will and I-Language: Schopenhauer’s Philosophy as Precursor of Cognitive Sciences." In Studies in Universal Logic, 85–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33090-3_6.
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Cohn, Joseph. "Challenges and Solutions with Augmented Cognition Technologies: Precursor Issues to Successful Integration." In Foundations of Augmented Cognition. Directing the Future of Adaptive Systems, 23–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21852-1_3.
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Cappuccio, Massimiliano L. "The Seminal Speculation of a Precursor: Elements of Embodied Cognition and Situated AI in Alan Turing." In Fundamental Issues of Artificial Intelligence, 479–96. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26485-1_28.
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MacWhinney, Brian. "Cognitive Precursors to Language." In Evolution of Communicative Flexibility, 193–213. The MIT Press, 2008. http://dx.doi.org/10.7551/mitpress/9780262151214.003.0009.
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"Cognitive Precursors to Language." In Evolution of Communicative Flexibility. The MIT Press, 2008. http://dx.doi.org/10.7551/mitpress/7650.003.0014.
Full textConference papers on the topic "Cognitive precursors"
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SEYFARTH, ROBERT, and DOROTHY CHENEY. "PRIMATE SOCIAL COGNITION AND THE COGNITIVE PRECURSORS OF LANGUAGE." In Proceedings of the 6th International Conference (EVOLANG6). WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812774262_0075.
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Williams, Christopher B., John Gero, Yoon Lee, and Marie Paretti. "Exploring the Effect of Design Education on the Design Cognition of Mechanical Engineering Students." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48357.
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In this paper, the authors report on progress of a longitudinal study on the impact of design education on students’ design thinking and practice. Using innovations in cognitive science and new methods of protocol analysis, the authors are working with engineering students to characterize their design cognition as they progress through engineering curricula. In this paper, the results from a protocol study of sophomore Mechanical Engineering students are presented. Specifically, data gathered from two experimental sessions (conducted before and after the students’ introductory design course) are analyzed to identify changes in design thinking cognition. Design cognition is determined using protocol analysis with the coding of the protocols based on a general design ontology, namely, the Function-Behavior-Structure (FBS) as a principled coding scheme (as opposed to an ad hoc one). Preliminary results indicate that statistically significant changes in students’ design cognition occur over the course of their sophomore year. The change manifests itself in an increase in focus on the purposes of designs being produced, which is often a precursor to the production a higher quality designs, and an increase in the design processes associated with the introduction of purposes of designs.
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Surubaru, Teodora, and Dorin Isoc. "CYBERNETICS AND PRECURSORS OF PROMOTING CRITICAL THINKING - A WAY TO CHANGE THE SCHOOL." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l002.
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Wong (Lau), Kathleen, Rebecca L. Norris, Zahed Siddique, M. Cengiz Altan, James Baldwin, and Wilson Merchan-Merchan. "Cognitive Empathy in Design Course for a More Inclusive Mechanical Engineering." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60382.
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Cognitive Empathy, often referred to as perspective taking, refers to the ability to identify and understand details about another’s experience so that one can understand why people may think and feel the way that they do. In recent years the need for designers to develop Cognitive Empathy skills has been recognized and has given rise to human-centered design and empathic design. Many mechanical engineering and design departments offer courses and have programs in these emerging topics. Mechanical engineers need to have basic understanding of Cognitive Empathy to function in today’s workplace. In addition, most mechanical engineering undergraduate programs do not have a diverse student body representative of the general population. Although there are many reasons, we believe that having a welcoming, inclusive environment is a precursor to improving diversity and thus should be an important consideration in mechanical engineering education. We propose that introducing carefully designed training on Cognitive Empathy in design courses could result in (i) a more welcoming and inclusive environment and (ii) a new generation of designers better equipped to consider the users. In this paper we present an “Intercultural Cognitive Empathy” training that was given to all mechanical engineering seniors at the University of Oklahoma to create a more inclusive environment. The students in a senior design course received the training at the beginning of the semester, before forming their design teams, so that they could use the skills to better communicate with each other. Cognitive Empathy research provided the foundation for the training and intercultural active learning components were also integrated. A student survey, done at the end of the semester, showed that students retained and used different components of the training throughout the semester. The assessment strongly suggests that this training should be part of the regular curriculum.
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Junkes, Giovanna Braz, Diego Akyo Hoshina dos Santos, Julia Petry, and Meria Eduarda Mendes Hibarino. "A ATROFIA NEURONAL E SUA RELAÇÃO COM A DOENÇA DE ALZHEIMER." In I Congresso Brasileiro de Estudos Patológicos On-line. Revista Multidisciplinar em Saúde, 2022. http://dx.doi.org/10.51161/conbesp/81.
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Introdução: O Alzheimer é uma patologia neurodegenerativa que afeta o Sistema Nervoso Central por causar atrofia neuronal derivada do acúmulo do peptídeo Beta Amilóide e da proteína Tau. A doença é comumente associada à idade e caracteriza-se pela demência, apresentando sintomas como disfunções na cognição e distúrbios comportamentais e na memória. Objetivo: O objetivo desse trabalho é informar sobre aspectos fisiopatológicos da doença de Alzheimer e esclarecer minimamente como ocorre o seu desenvolvimento. Material e métodos: Trata-se de uma revisão bibliográfica baseada em artigos, escritos em inglês e português, encontrados no PubMed e na Revista Episteme Transversalis no período entre 2020 e 2021. Resultados: Com base nos artigos encontrados, foi possível observar que no mal de Alzheimer evidencia-se agregados do peptídeo Beta Amilóide e uma hiperfosforilação da proteína Tau. O Beta Amilóide é formado a partir da clivagem da proteína precursora amilóide (PPA), processo que pode ocorrer de duas formas, sendo que a via normal, não amiloidogênica, não gera Beta Amilóide. Porém, na via amiloidogênica, a PPA é clivada pela enzima beta-secretase e, posteriormente, pela gama-secretase, tendo como produto um peptídeo com 40 ou 42 aminoácidos que é insolúvel e tende a agregar-se. Esse peptídeo com 42 aminoácidos é tóxico, pois ao se agrupar pode causar alterações na função cognitiva. Ocorre então, em resposta ao grande acúmulo de peptídeos, uma hiperativação de quinases e hipoativação de fosforilases que resultam em um aumento significativo na fosforilação da proteína Tau, o que provoca mobilização da micróglia e liberação de citocinas inflamatórias, causando atrofia neuronal e morte celular. O desenvolvimento de toxicidade impede o transporte axonal, colaborando com o progresso dos déficits cognitivos que evidenciam demência. Conclusão: A partir dessa revisão bibliográfica pode-se concluir que a atrofia neuronal, resultante do acúmulo do peptídeo Beta Amilóide e fosforilação exarcebada da proteína Tau, é uma patologia correlacionada com a doença de Alzheimer e com os déficits cognitivos observados no decorrer da enfermidade.
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Oliveira, Tatiana Ferreira da Silva de, and Maryland L. Cavalcante Fontes. "A EMPATIA ENTRE OS PROFISSIONAIS DE ENFERMAGEM EM UMA UNIDADE PEDIÁTRICA DE UM HOSPITAL UNIVERSITÁRIO DURANTE A PANDEMIA." In I Congresso Brasileiro de Saúde Pública On-line: Uma abordagem Multiprofissional. Revista Multidisciplinar em Saúde, 2021. http://dx.doi.org/10.51161/rems/2794.
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Introdução: No ano de 2020 foi a comemoração internacional da Enfermagem, uma profissão de grande importância no âmbito da saúde, mas ainda pouco valorizada e reconhecida. Tantos projetos e comemorações programadas para o ano que prometia ser promissor para a profissão que data sua iniciação em 200 anos, com a precursora Florence Nightingale, que coincidentemente mostrou-se ao mundo em um momento de extrema necessidade no campo do cuidado na saúde. Naquela época o cuidado não tinha um diferencial na saúde, não se exigia tanto e nem conhecia-se tantos detalhes como hoje se é sabido. A empatia é uma habilidade de interação social constituída por componentes afetivos, cognitivos e comportamentais. No componente afetivo, há uma tendência de experimentação de sinais de simpatia e de compaixão. No cognitivo há concepção da capacidade de interpretar e compreender a perspectiva do outro. Objetivo: demonstrar a empatia entre os profissionais de enfermagem de uma unidade pediátrica de um hospital universitário durante a pandemia de COVID-19 e a solidariedade prestada para o bem-estar comum a todos como fermenta de inclusão. Material e Métodos: vivencia dos membros da equipe de uma unidade pediátrica de um hospital universitário. Resultados: o desamparo, medo, instabilidade diante das notícias, por vezes falta de recursos. Tais sentimentos humanos são totalmente compreensíveis diante de situações como a de pandemia, onde muitos estados declararam situação de emergência ou calamidade pública. A enfermagem que compreende um componente próprio de conhecimentos científicos e técnicos, construído e reproduzido por um conjunto de práticas sociais, éticas e políticas que se processa pelo ensino. Esse relato de experiência evidencia a importância da construção de um ambiente de trabalho agradável, onde haja uma preocupação com o estado emocional de cada trabalhador e como isso pode influenciar em suas atividades laborais. Conclusão: Levando-se em conta o que foi observado, há uma necessidade de organização dos serviços e da valorização dos profissionais, tendo em vista o quanto são importantes somados a equipe. Bem como esta prática pode leva-los a reflexões acerca do comportamento, implicando em um processo de mudança, visto que o sentir é algo particular.
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Siqueira, Fernando, Vanessa Siqueira, Lucas Falcão, Arthur Bezerra, and Carlos Silva. "THE INFLUENCE BETWEEN ALZHEIMER’S DISEASE AND HEALTHY EATING: A SYSTEMATIC REVIEW." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda062.
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Background: Alzheimer’s Disease (AD) is a neurodegenerative disease responsible for neuronal losses that affect mainly the cortex and hippocampus, which begin to shrink in size, damaging cognitive functions. This process affects cholinergic neurons, influencing acetylcholine (ACH) levels, a memoryrelated neurotransmitter. Glucose metabolism and low thiamine levels appear to be affected by AD. Consequently, diabetes becomes a disease associated with AD and the thiamine deficiency levels depress the use of glucose by the brain. Thus, nutrition may have a role in preventing dementia through the treatment and prevention. Objective: To summarize the knowledge about this topic by reviewing articles and analyzing if healthy eating influences the development of AD. Methods: Selection of articles from the Scielo database. Results: Inflammation contributes to the pathogenesis of AD. The effect observed in patients with adherence to the Mediterranean diet translates into a decrease in inflammatory markers at the plasma level. One of the symptoms, memory loss, can be prevented by a micronutrient named thiamine, a precursor of ACH, it is found in the leguminous. The Mediterranean diet has been shown to attribute a neuroprotective activity which goes with its anti-inflammatory effect. Conclusion: AD starts by its multifactorial etiology that consists of genotype and phenotype. Nutrition would be efficient as a preventive and a therapeutic alternative among other.
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Ferrero, Vincenzo J., Naser Alqseer, Melissa Tensa, and Bryony DuPont. "Using Decision Trees Supported by Data Mining to Improve Function-Based Design." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22498.
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Abstract Engineering designers currently use downstream information about product and component functions to facilitate ideation and concept generation of analogous products. These processes, often called Function-Based Design, can be reliant on designer definitions of product function, which are inconsistent from designer to designer. In this paper, we employ supervised learning algorithms to reduce the variety of component functions that are available to designers in a design repository, thus enabling designers to focus their function-based design efforts on more accurate, reduced sets of potential functions. To do this, we generate decisions trees and rules that define the functions of components based on the identity of neighboring components. The resultant decision trees and rulesets reduce the number of feasible functions for components within a product, which is of particular interest for use by novice designers, as reducing the feasible functional space can help focus the design activities of the designer. This reduction was evident in both case studies: one exploring a component that is known to the designer, and the other looking at defining function of an unrecognizable component. The work presented here contributes to the recent popularity of using product data in data-driven design methodologies, especially those focused on supplementing designer cognition. Importantly, we found that this methodology is reliant on repository data quality, and the results indicate a need to continue the development of design repository data schemas with improved data consistency and fidelity. This research is a necessary precursor for the development of function-based design tools, including automated functional modeling.
Reports on the topic "Cognitive precursors"
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Singh, Ruchi, Akhiya Nail, and Nirendra Kumar Rai. Effectiveness of Vitamin B12 Supplementation on cognitive, motor & mood instability of Parkinson’s disease patients on levodopa treatment :A Systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0066.
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Review question / Objective: The treatment of choice for patients of Parkinson's disease is levodopa. However, levodopa has been suggested to decrease Vit B12 level in these patients. Thus, the research question for this systematic review is whether vit B 12 supplementation in Parkinson's disease(PD) patients on treatment with levodopa improves vit B12 level effecting the Cognition, Motor functions and Mood instability among them in comparison to PD patients on levodopa treatment who are not supplemented with Vit B12. Condition being studied: Parkinson disease is the progressive degeneration of dopaminergic neurons present within the substantia nigra that can lead to altered movements along with the prevalence of cognitive and mood instability as a result of dopamine(neurotransmitter) deficiency. The most effective treatment for the Parkinson's disease is the administration of levodopa, a dopamine precursor . Long term treatment with levodopa causes an increase in homocysteine levels and tissue deficiency of vitamin B12 and folate may occur. Vitamin B12 supplementation is administered as after management regime, in Parkinson patient on levodopa treatment . This study aims to conduct a systematic review, of studies , randomized control trials investigating the ability of vitamin B12 supplementation to enhances the recovery/reduce the decline, if any, of the symptoms of cognitive, motor, mood impairments associated with Parkinson's disease patient on levodopa treatment.
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Elmann, Anat, Orly Lazarov, Joel Kashman, and Rivka Ofir. therapeutic potential of a desert plant and its active compounds for Alzheimer's Disease. United States Department of Agriculture, March 2015. http://dx.doi.org/10.32747/2015.7597913.bard.
Full textAbstract:
We chose to focus our investigations on the effect of the active forms, TTF and AcA, rather than the whole (crude) extract. 1. To establish cultivation program designed to develop lead cultivar/s (which will be selected from the different Af accessions) with the highest yield of the active compounds TTF and/or achillolide A (AcA). These cultivar/s will be the source for the purification of large amounts of the active compounds when needed in the future for functional foods/drug development. This task was completed. 2. To determine the effect of the Af extract, TTF and AcA on neuronal vulnerability to oxidative stress in cultured neurons expressing FAD-linked mutants.Compounds were tested in N2a neuroblastoma cell line. In addition, we have tested the effects of TTF and AcA on signaling events promoted by H₂O₂ in astrocytes and by β-amyloid in neuronal N2a cells. 3. To determine the effect of the Af extract, TTF and AcA on neuropathology (amyloidosis and tau phosphorylation) in cultured neurons expressing FAD-linked mutants. 4. To determine the effect of A¦ extract, AcA and TTF on FAD-linked neuropathology (amyloidosis, tau phosphorylation and inflammation) in transgenic mice. 5. To examine whether A¦ extract, TTF and AcA can reverse behavioral deficits in APPswe/PS1DE9 mice, and affect learning and memory and cognitive performance in these FAD-linked transgenic mice. Background to the topic.Neuroinflammation, oxidative stress, glutamate toxicity and amyloid beta (Ab) toxicity are involved in the pathogenesis of Alzheimer's diseases. We have previously purified from Achilleafragrantissimatwo active compounds: a protective flavonoid named 3,5,4’-trihydroxy-6,7,3’-trimethoxyflavone (TTF, Fl-72/2) and an anti-inflammatory sesquiterpenelactone named achillolide A (AcA). Major conclusions, solutions, achievements. In this study we could show that TTF and AcA protected cultured astrocytes from H₂O₂ –induced cell death via interference with cell signaling events. TTF inhibited SAPK/JNK, ERK1/2, MEK1 and CREBphosphorylation, while AcA inhibited only ERK1/2 and MEK1 phosphorylation. In addition to its protective activities, TTF had also anti-inflammatory activities, and inhibited the LPS-elicited secretion of the proinflammatorycytokinesInterleukin 6 (IL-6) and IL-1b from cultured microglial cells. Moreover, TTF and AcA protected neuronal cells from glutamate and Abcytotoxicity by reducing the glutamate and amyloid beta induced levels of intracellular reactive oxygen species (ROS) and via interference with cell signaling events induced by Ab. These compounds also reduced amyloid precursor protein net processing in vitro and in vivo in a mouse model for Alzheimer’s disease and improvedperformance in the novel object recognition learning and memory task. Conclusion: TTF and AcA are potential candidates to be developed as drugs or food additives to prevent, postpone or ameliorate Alzheimer’s disease. Implications, both scientific and agricultural.The synthesis ofAcA and TTF is very complicated. Thus, the plant itself will be the source for the isolation of these compounds or their precursors for synthesis. Therefore, Achilleafragrantissima could be developed into a new crop with industrial potential for the Arava-Negev area in Israel, and will generate more working places in this region.