Sustained Clinical Improvement in a Subset of Patients With Progressive Multiple Sclerosis Treated With Epstein-Barr Virus-Specific T Cell Therapy.

Increasing evidence indicates a role for Epstein-Barr virus (EBV) in the pathogenesis of multiple sclerosis (MS). EBV-infected autoreactive B cells might accumulate in the central nervous system because of defective cytotoxic CD8 T cell immunity. We have previously reported results of a phase I clinical trial of autologous EBV-specific T cell therapy in MS 6 months after treatment.

Epstein-Barr virus-specific T cell therapy for progressive multiple sclerosis.

Background: Increasing evidence indicates a role for EBV in the pathogenesis of multiple sclerosis (MS). EBV-infected autoreactive B cells might accumulate in the CNS because of defective cytotoxic CD8+ T cell immunity. We sought to determine the feasibility and safety of treating progressive MS patients with autologous EBV-specific T cell therapy.

Memory instruction interacts with both visual and motoric inhibition of return.

In the item-method directed forgetting paradigm, the magnitude of inhibition of return (IOR) is larger after an instruction to forget (F) than after an instruction to remember (R). In the present experiments, we further investigated this increased magnitude of IOR after F than after R memory instructions, to determine whether this F > R IOR pattern occurs only for the motoric form of IOR, as predicted, or also for the visual form. In three experiments, words were presented in one of two peripheral locations, followed by either an F or an R memory instruction.

Effects of memory instruction on attention and information processing: Further investigation of inhibition of return in item-method directed forgetting.

In the item-method directed-forgetting paradigm, the magnitude of inhibition of return (IOR) is larger after an instruction to forget (F) than after an instruction to remember (R). In the present experiments, we further investigated this increased magnitude of IOR after F as compared to R memory instructions (dubbed the F > R IOR difference), in order to understand both the consequences for information processing and the purpose of the differential withdrawal of attention that results in this difference. Words were presented in one of four peripheral locations, followed by either an F or an R memory instruction.

Tag, you're it: tagging as an alternative to yes/no recognition in item method directed forgetting.

The current study contrasted a standard yes/no recognition task with a tagging recognition task in the context of an item-method directed forgetting paradigm. During the study phase, a series of words was presented one at a time, each followed by an instruction to remember (R) or forget (F). The retention of R and F study words was tested using either a typical yes/no recognition task or a tagging recognition task in which participants labeled each word as "R", "F" or "New".