The Diagnostic Value of Language Screening in Primary Progressive Aphasia: Validation and Application of the Sydney Language Battery.

Purpose: The three variants of primary progressive aphasia (PPA) differ in clinical presentation, underlying brain pathology, and clinical course, which stresses the need for early differentiation. However, brief cognitive tests that validly distinguish between all PPA variants are lacking. The Sydney Language Battery (SYDBAT) is a promising screening instrument that can be used as a first step in a comprehensive neuropsychological assessment to distinguish PPA subtypes, but evidence on its validity and reliability is to date limited.

Working Memory Training in Professional Football Players: A Small-Scale Descriptive Feasibility Study-The Importance of Personality, Psychological Well-Being, and Motivational Factors.

Background: Working memory training (WMT) programs can improve working memory (WM). In football players, this could lead to improved performance on the pitch.

Method: Eighteen professional football players of Maatschappelijke Voetbal Vereniging Maastricht (MVV) participated and followed an online, computerized WMT program.

Goal Management Training in Adults With ADHD: An Intervention Study.

Objective: This article describes a controlled, neuropsychological intervention study in adult ADHD. We examined whether adults with ADHD would benefit from a structured course based on Goal Management Training (GMT). The comprehensive course also included psycho-education on the important aspects of executive functioning as well as counseling with respect to coping behaviors.

Cognitive complaints and neuropsychological functioning in adults with and without attention-deficit hyperactivity disorder referred for multidisciplinary assessment.

The present study aims to gain insight into the clinical presentation (viz., self-reported complaints and neuropsychological functioning) of adults referred for an attention-deficit hyperactivity disorder (ADHD) diagnosis. The investigation evaluated group differences between an ADHD and a non-ADHD sample (n = 30 and n = 42, respectively), all of which had been clinically referred for multidisciplinary assessment of ADHD.