Effects of Vigorous Versus Restorative Yoga Practice on Objective Cognition Functions in Sedentary Breast and Ovarian Cancer Survivors: A Randomized Controlled Pilot Trial.

Purpose: Many cancer survivors experience cancer-related cognitive impairment (CRCI). We conducted a randomized controlled pilot trial of 2 types of yoga practice and evaluated their effects on participants' objective cognitive function.

Methods: Sedentary breast or ovarian cancer survivors were randomized to practice either restorative yoga (with more meditative practice and minimal physical exertion) or vigorous yoga (with considerable physical exertion and minimal meditative practice) in 60-minute supervised sessions 3 times a week for 12 weeks, followed by 12 weeks of home practice.

Cancer- and cancer treatment-associated cognitive change: an update on the state of the science.

Cognitive changes associated with cancer and cancer treatments have become an increasing concern. Using breast cancer as the prototype, we reviewed the research from neuropsychological, imaging, genetic, and animal studies that have examined pre- and post-treatment cognitive change. An impressive body of research supports the contention that a subgroup of patients is vulnerable to post-treatment cognitive problems.

Characterization and sociocultural predictors of neuropsychological test performance in HIV+ Hispanic individuals.

Hispanic individuals in the U.S. have been disproportionately impacted by HIV/AIDS, yet little is known regarding the neuropsychological sequelae of HIV within the Hispanic population.

Understanding the neuropsychological profile of HIV+ participants with low literacy: role of the General Ability Measure for Adults (GAMA).

The WRAT-3 Reading subtest (WRS) may be inappropriate in diseases having disproportionate impact on populations with educational disadvantages (i.e., HIV/AIDS).

Neuropsychological impairment in racial/ethnic minorities with HIV infection and low literacy levels: effects of education and reading level in participant characterization.

Educational attainment is an important factor in the interpretation of cognitive test scores but years of education are not necessarily synonymous with educational quality among racial/ethnic minority populations. This study investigated the comparability of educational attainment with reading level and examined whether discrepancies in education and reading level accounted for differences in neuropsychological test performance between HIV+ racial/ethnic minority and nonminority participants. Study participants (N=200) were derived from the Manhattan HIV Brain Bank (MHBB) where 50% of the cohort had < or =8th grade reading level but only 5% had < or =8 years of education.