Utilizing movement-related potentials to monitor cognitive rehabilitation in individuals with central nervous system disorders: A review.

In current neuroscience, there is a pressing need to evaluate the effectiveness of treatments for motor and cognitive disorders. In addition, there is a gap in the literature on assessing this type of rehabilitation. This review proposes using Movement-Related Potentials (MRPs) as a relevant marker for such evaluations.

EEG functional connectivity as a Riemannian mediator: An application to malnutrition and cognition.

Mediation analysis assesses whether an exposure directly produces changes in cognitive behavior or is influenced by intermediate "mediators". Electroencephalographic (EEG) spectral measurements have been previously used as effective mediators representing diverse aspects of brain function. However, it has been necessary to collapse EEG measures onto a single scalar using standard mediation methods.

The psychophysiology of "covert" goal-directed behavior.

Covert behavior is defined as behavior that is not directly visible and is thus comparable to a type of behavioral silence that requires modern psychophysiological techniques to reveal. Goal-directed behavior is teleologically purposive. Fundamentally, there are two approaches to accounting for purposeful behavior.

Movement-related potentials and intelligence.

The relationship between intelligence and brain electrical activity has long aroused the interest of many researchers. Quantified EEG and event-related potentials have contributed significantly to the development of this topic. Conversely, movement-related potentials have contributed little for both adults and children.

Predictors and moderators of outcome of psychotherapeutic interventions for mental disorders in adolescents and young adults: protocol for systematic reviews.

Background: Adolescence and young adulthood is a risk period for the emergence of mental disorders. There is strong evidence that psychotherapeutic interventions are effective for most mental disorders. However, very little is known about which of the different psychotherapeutic treatment modalities are effective for whom.

Intermediate lengths of the hexanucleotide repeat expansion may synergistically contribute to attention deficit hyperactivity disorder in child and his father: case report.

We have summarized the abstract section as follows: "We report a son and his father affected by Attention Deficit Hyperactivity Disorder (ADHD). They belonged to a larger cohort (116 ADHD children, 20 related parents, 77 controls) wholly genotyped forexpansion. Ten ADHD susceptibility genes were further investigated in the family.

Erol Başar and the scientific revolution in nonlinear brain dynamics: A selective review.

Erol Başar was one of the most significant neuroscientists of the past century. Two main threads of thought guided Başar's scientific labor: i) the study of brain oscillations and ii) its marriage to basic principles of physics. These two threads provided him with the crucial element to introduce nonlinear random theory into brain research.

Quantitative EEG in Childhood Attention Deficit Hyperactivity Disorder and Learning Disabilities.

The clinical use of the quantitative EEG (QEEG) from the pioneering work of John has received a new impetus thanks to new neuroimaging techniques and the possibility of using a number of normative databases both of normal subjects and of subjects with definite pathologies. In this direction, the term is becoming more and more common, a medical procedure that separates patients into different groups based on their predicted response to the quantitative EEG. This has allowed the study of single subjects and to customize health care, with decisions and treatments tailored to each individual patient, as well as improvement of knowledge of the pathophysiological mechanisms of specific diseases.

Resting EEG effective connectivity at the sources in developmental dysphonetic dyslexia. Differences with non-specific reading delay.

Previous studies conducted on subjects with dysphonetic dyslexia (DD) reported inefficient timing integration of information from various brain areas. This dysregulation has been referred as neuronal dyschronia or timing deficiency. The present study examines the effective brain connectivity in Dysphonetic Dyslexic subjects (DD) compared to a group of subjects with non-specific reading delay (NSRD).

Clinical and Electrophysiological Differences between Subjects with Dysphonetic Dyslexia and Non-Specific Reading Delay.

Reading is essentially a two-channel function, requiring the integration of intact visual and auditory processes both peripheral and central. It is essential for normal reading that these component processes go forward automatically. Based on this model, Boder described three main subtypes of dyslexia: dysphonetic dyslexia (DD), dyseidetic, mixed and besides a fourth group defined non-specific reading delay (NSRD).

Junior temperament character inventory together with quantitative EEG discriminate children with attention deficit hyperactivity disorder combined subtype from children with attention deficit hyperactivity disorder combined subtype plus oppositional defiant disorder.

Oppositional defiant disorder (ODD) is frequently associated with Attention Deficit Hyperactivity Disorder (ADHD) but no clear neurophysiological evidence exists that distinguishes the two groups. Our aim was to identify biomarkers that distinguish children with Attention Deficit Hyperactivity Disorder combined subtype (ADHD_C) from children with ADHD_C + ODD, by combining the results of quantitative EEG (qEEG) and the Junior Temperament Character Inventory (JTCI). 28 ADHD_C and 22 ADHD_C + ODD children who met the DSMV criteria participated in the study.

Goal directed behavior and dyslexia.

Goal directed behavior is explained by two approaches: the first, which can be named as cybertetic (behavior is wieved as homeostatic and reflexive), and second, as cognitive approach, a learned response, (skills developed by whaching the behavior of another individual). The aim of the paper is to present a noninvasive method described as an interaction of human beings with environment, recording the electrical activity of the brain from the human scalp. Obtained results are in agreement of psychological theories that place at determined levels of age the acquisition of the capacities of abstract thinking and with the functional neuroanatomic studies according to which biological maturation is necessary for learning processes to develop.

The quantified EEG characteristics of responders and non-responders to long-term treatment with atomoxetine in children with attention deficit hyperactivity disorders.

Objective: The aim of our study is to examine quantitative Electroencephalogram (QEEG) differences between ADHD patients that are responders and non-responders to long-term treatment with Atomoxetine at baseline and after 6 and 12months of treatment. Patients with attention deficit hyperactivity disorder (ADHD) received atomoxetine titrated, over 7days, from 0.5 to 1.

The psychophysiology of reading.

Early identification of dyslexia would be fundamental to prevent the negative consequences of delayed treatment in the social, psychological and occupational domains. Movement-related potentials of dyslexic children are characterized by inadequate ability to program movements and reduced capacity to evaluate their performance and to correct their errors. Reading-related potentials recorded during different reading conditions elicit a series of positive and negative components with specific functional meaning and with a characteristic spatial-temporal pattern.

Reading aloud: a psychophysiological investigation in children.

This study investigated the electrophysiological responses to single-letter reading in children (reading-related potentials) and explored the morphological differences between covert and overt reading conditions. Sixty-five healthy children (6-13 years) participated in this study. Reading-related potentials were recorded during visual stimulation with single Italian alphabetic letters.

Neural correlates of "analytical-specific visual perception" and degree of task difficulty as investigated by the Mangina-Test: a functional magnetic resonance imaging (fMRI) study in young healthy adults.

The Mangina-Test is a neuropsychometric method for evaluating varying degrees of "analytical-specific perception" as they relate to learning abilities and disabilities. It consists of the identification of simple stimuli which are masked within a complex configuration according to their exact size, dimension, direction, spatial orientation, and shape within a limited span of time. This test has been successfully applied in clinical settings for the assessment of cognitive abilities and disorders in young and elderly populations.

Modulation of specific brain activity by the perceptual analysis of very subtle geometrical relationships of the Mangina-Test stimuli: a functional magnetic resonance imaging (fMRI) investigation in young healthy adults.

The Mangina-Test provides a neuropsychometric assessment of varying degrees of "Analytical-Specific Visual Perception", i.e., the ability to identify simple stimuli inserted into more complex ones according to their exact geometrical properties in a limited span of time.

Combination of event-related potentials and functional magnetic resonance imaging during single-letter reading.

This work proposes a mathematical approach for combining event-related potentials (ERPs) and functional magnetic resonance images (fMRI). Data were separately recorded during the same event-related experimental design, consisting of visually presented single letters and non-alphabetic symbols, that had to be either simply observed (passive condition) or read aloud (active condition). This protocol was useful for exploring the neural correlates of reading processes.

Principal component analysis for reduction of ocular artefacts in event-related potentials of normal and dyslexic children.

Objective: The aim of this study was to reduce ocular artefacts in single trial event-related potentials (ERPs) recorded in normal and in dyslexic children.

Methods: ERPs were recorded during passive and active reading of centrally presented alphabetic letters and non alphabetic symbols. EEG was recorded from 10 EEG locations using the 10-20 system.