The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities.

Purpose: Some researchers (F. R. Vellutino, F.

Comparative profile analysis of cognitive function in recent-onset and chronic patients with adolescent-onset schizophrenia.

We used z-transformed scores derived with reference to 43 healthy controls to compare cognitive profiles and selectivity of cognitive deficits in 19 recent-onset and 23 chronic patients with adolescent-onset schizophrenia. Relative to the controls, both patient groups were impaired in IQ, verbal memory and planning, but not visual memory or attention/mental flexibility. There were no significant differences in level or shape of cognitive profile between the two patient groups.

Impaired executive functioning in young adults born very preterm.

Individuals born very preterm (VPT) are at increased risk of perinatal brain injury and long-term cognitive and behavioral problems. Executive functioning, in particular, has been shown to be impaired in VPT children and adolescents. This study prospectively assessed executive function in young adults who were born VPT (<33 weeks of gestation) [n = 61; mean age, 22.

Immunomodulatory effects of the Lutzomyia longipalpis salivary gland protein maxadilan on mouse macrophages.

Infection with Leishmania major is enhanced when the sand fly Lutzomyia longipalpis salivary peptide maxadilan (MAX) is injected along with the parasite. Here we determined the effect that MAX has on the secretion of cytokines and nitric oxide (NO) and on parasite survival in macrophages (MPhis). The cytokines produced by MPhis can enhance a type 1 response, which will increase NO and the killing of intracellular pathogens such as L.

Semantic, executive, and visuospatial abilities in mathematical reasoning of referred college students.

Semantic retrieval (SR) and executive-procedural (EP), but not visuospatial (VS) skills, have been found to be uniquely predictive of mathematical calculation skills in a sample of clinically referred college students. This study set out to cross-validate these results in an independent sample of clinically referred college students (N = 337) as well as extend them by examination of the contributions of these cognitive domains to math reasoning skills. Results indicate that these cognitive domains were able to predict 30% of the variance in calculation skills and 50% of the variance in math reasoning; however, in both cases, only the domains of semantic retrieval and visuospatial skill contributed uniquely.

Neuropsychological functioning in adults with Asperger syndrome.

There is some consensus in the literature regarding the cognitive profile of people with Asperger syndrome (AS). Findings to date suggest that a proportion of people with AS have higher verbal than performance IQ, a non-verbal learning disability (NVLD) and impairments in some aspects of executive function (EF). However, there are few published studies on adults with AS and many have compared the AS group to an autistic control group alone.

Becoming a fluent and automatic reader in the early elementary school years.

The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade children completed a series of reading tasks targeting word and nonword processing, text reading, spelling knowledge, autonomous reading, and reading comprehension. Structural equation modeling was carried out to evaluate how these skills operated together to produce fluent text reading and good comprehension.

The effects of blood pressure reduction on cognitive function: a review of effects based on pooled data from clinical trials.

Objective: To review systematically and synthesize quantitatively the evidence from completed randomized, controlled trials of blood pressure reduction on cognitive performance.

Methods: MEDLINE, EMBASE and Cochrane databases were searched to identify randomized, controlled trials that measured the effect of blood pressure reduction on cognitive performance. Additional studies were identified by searching bibliographies of retrieved articles and contacting experts in the field.

An integrated biopsychosocial approach to understanding awareness deficits in Alzheimer's disease and brain injury.

Considerable emphasis has been placed upon cognitive neuropsychological explanations of awareness disorders in brain injury and Alzheimer's disease (AD), with relatively few models acknowledging the role of psychosocial factors. The present paper explores clinical presentations of unawareness in brain injury and AD, reviews the evidence for the influence of psychosocial factors alongside neuropsychological changes, and considers a number of key issues that theoretical models need to address, before going on to discuss some recently-developed models that offer the potential for developing a comprehensive biopsychosocial account. Building on these developments, we present a framework designed to assist clinicians to identify the specific factors contributing to an individual's presentation of unawareness, and illustrate its application with a case example.

Hippocampal volume and cognitive function in anorexia nervosa.

We hypothesised that hippocampal volume would be reduced in underweight anorexia nervosa (AN) and associated with impaired hippocampus-dependent cognitive function. Hippocampal and whole brain volumes were measured in 16 women with AN and 16 matched healthy women using magnetic resonance imaging (MRI) and a manual tracing method. Participants also completed the Doors and People Test of hippocampus-dependent memory and an IQ test.

Teaching Children to Become Fluent and Automatic Readers.

The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach's (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second was a wide-reading approach that also involved scaffolded instruction.

Hippocampal myo-inositol and cognitive ability in adults with Down syndrome: an in vivo proton magnetic resonance spectroscopy study.

Context: Down syndrome (DS) is the most common genetic cause of mental retardation. However, the biological determinants of this are poorly understood. The serum sodium/myo-inositol cotransporter gene is located on chromosome 21, and myo-inositol affects neuronal survival and function.

Do you see what I see? Interpretations of intentional movement in schizophrenia.

Objective: Current literature exploring theory of mind (ToM) abilities in patients with schizophrenia has failed to take into account the dynamic nature of complex social interactions. The aim of this study was to explore symptom specific impairments in theory of mind using a novel, dynamic task.

Methods: Subjects viewed short animations displaying three types of movement; random, goal directed, and socially complex (theory of mind).

Auditory backward masking deficits in children with reading disabilities.

Studies evaluating temporal auditory processing among individuals with reading and other language deficits have yielded inconsistent findings due to methodological problems () and sample differences. In the current study, seven auditory masking thresholds were measured in fifty-two 7- to 10-year-old children (26 diagnosed with reading disability [RD], 26 without reading disability). Hierarchic multiple regression analyses indicated that RD status predicted performance only in the backward-bandpass noise (p<.

Social cognition in frontal lobe epilepsy.

This study investigated the social cognitive functioning of patients with frontal lobe epilepsy (FLE), using a range of procedures that have shown impairments in patients following focal prefrontal brain lesions. Fourteen participants with FLE were compared with 14 healthy controls on story tests of theory of mind (ToM), faux pas appreciation, mental and physical state cartoon humor appreciation, facial emotional recognition, and the ability to perceive eye gaze expression. They were not impaired on story tests of ToM and showed only a trend toward impairment on a test of faux pas appreciation.

Cognitive performance in presumed obligate carriers for psychosis.

We report cognitive performance of a group of individuals who are likely to have transmitted liability to psychosis to their offspring. Out of 230 relatives of patients with psychosis, 27 met our criteria for a presumed obligate carrier, that is a non-psychotic individual who had a parent or a sibling as well as an offspring with psychosis. The presumed obligate carriers showed impairments in verbal memory and in visuospatial manipulations, suggesting that these individuals transmit vulnerability for psychosis to their offspring in terms of a disability to recall verbal information and an impaired capacity to perceive spatial relations.

The woodcock reading mastery test: impact of normative changes.

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms.

Evidence-based assessment of learning disabilities in children and adolescents.

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that affect the reliability of models based on aptitude-achievement discrepancies and low achievement. There are also significant validity problems for models based on aptitude-achievement discrepancies and intra-individual differences.

The relationship of structural alterations to cognitive deficits in schizophrenia: a voxel-based morphometry study.

Background: Region of interest studies have identified a number of structure-cognition associations in schizophrenia and revealed alterations in structure-cognition relationship in this population.

Methods: We examined the relationship of structural brain alterations, identified using voxel-based morphometry, to cognitive deficits in 45 schizophrenia patients relative to 43 healthy control subjects and tested the hypothesis that structure-cognition relationship is altered in schizophrenia.

Results: Patients had smaller total brain, gray matter, and white matter volumes.

Neuropsychological studies in anorexia nervosa.

Neuropsychological findings in eating disorders are somewhat inconsistent. This may be because individual studies have used a broad range of tests on relatively small, heterogeneous clinical groups, thus limiting the detection of subtle neuropsychological differences in these patients. Therefore, rather than using broad assessments of a variety of neuropsychological functions, adoption of a more focused, hypothesis-driven approach based on clinical practice is proposed.

Evaluation of the double-deficit hypothesis in college students referred for learning difficulties.

The present study explored the double-deficit hypothesis (DDH) in a sample of 146 college students with and without reading disabilities (RD). The results indicated that although both phonological awareness (PA) and visual naming speed (VNS) contributed to performance on measures of decoding and comprehension, their relative contribution was influenced both by the nature of the stimulus (word vs. nonword vs.

Relationship between home literacy environment and reading achievement in children with reading disabilities.

Past research has indicated that a significant relationship exists between young children's early home literacy environment and their reading-related skills. However, this relationship has rarely been investigated among older children with reading disabilities (RD). In the present study, the relationship between parent and child home literacy activities and children's academic functioning was investigated with a sample of 65 elementary-age children with RD.

A neuropsychological investigation into violence and mental illness.

Previous research has reported cognitive impairment in patients with schizophrenia and antisocial personality disorder (APD), the two psychiatric illnesses most implicated in violent behaviour. Previous studies have focused on either group exclusively, and have been criticized for procedural inadequacies and sample heterogeneity. The authors investigated and compared neuropsychological profiles of individuals with APD and violent and nonviolent individuals with schizophrenia in a single investigation.

Allocentric spatial memory in humans with hippocampal lesions.

An immersive virtual reality (IVR) system was used to investigate allocentric spatial memory in a patient (PR) who had selective hippocampal damage, and also in patients who had undergone unilateral temporal lobectomies (17 right TL and 19 left TL), their performance compared against normal control groups. A human analogue of the Olton [Olton (1979). Hippocampus, space, and memory.

Psychometric stability of nationally normed and experimental decoding and related measures in children with reading disability.

Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated.