Interhemispheric functional connectivity for Alzheimer’s disease and amnestic mild cognitive impairment based on the triple network model

The purpose of this study was to explore the differences in interhemispheric functional connectivity in patients with Alzheimer’s disease (AD) and amnestic mild cognitive impairment (aMCI) based on a triple network model consisting of the default mode network (DMN), salience network (SN), and executive control network (ECN). The technique of voxel-mirrored homotopic connectivity (VMHC) analysis was applied to explore the aberrant connectivity of all patients. The results showed that: (1) the statistically significant connections of interhemispheric brain regions included DMN-related brain regions (i.e. precuneus, calcarine, fusiform, cuneus, lingual gyrus, temporal inferior gyrus, and hippocampus), SN-related brain regions (i.e. frontoinsular cortex), and ECN-related brain regions (i.e. frontal middle gyrus and frontal inferior); (2) the precuneus and frontal middle gyrus in the AD group exhibited lower VMHC values than those in the aMCI and healthy control (HC) groups, but no significant difference was observed between the aMCI and HC groups; and (3) significant correlations were found between peak VMHC results from the precuneus and Mini Mental State Examination (MMSE) and Montreal Cognitive Scale (MOCA) scores and their factor scores in the AD, aMCI, and AD plus aMCI groups, and between the results from the frontal middle gyrus and MOCA factor scores in the aMCI group. These findings indicated that impaired interhemispheric functional connectivity was observed in AD and could be a sensitive neuroimaging biomarker for AD. More specifically, the DMN was inhibited, while the SN and ECN were excited. VMHC results were correlated with MMSE and MOCA scores, highlighting that VMHC could be a sensitive neuroimaging biomarker for AD and the progression from aMCI to AD.     

Training older adults about Alzheimer’s disease – Impact on knowledge and fear

Although the impact of Alzheimer’s disease training programs directed to informal and formal caregivers has been extensively studied, programs for older adults who do not have the disease are relatively few. Moreover, increased knowledge increases fear of the disease, even though there is little empirical evidence to support this. This study investigated the impact of an Alzheimer’s disease training program for older persons on their knowledge and fear of the condition. Participants consisted of 110 older adults who voluntarily applied for a 16-hour course as part of the University of the Third Age. A questionnaire, consisting of two validated tools (Alzheimer’s Disease Knowledge Scale and the Fear of Alzheimer’s Disease Scale), was distributed pre- and posttraining to the participants. Sixty-six questionnaires (response rate = 60%) were collected at the start of the program and 46 at the end (response rate = 42%). Participants’ fear at pretraining was significantly related to their current knowledge of the disease. Training significantly improved knowledge of the disease, but the participants’ perceived fear did not change. The study indicated that an Alzheimer’s disease training program for older persons can increase their knowledge, but it does not necessarily increase their fear. Training programs aimed at raising awareness of Alzheimer’s disease should target more effectively this age cohort who may be concerned and are seeking learning opportunities to know more about the condition.     

Boys Write About Boys: Androcentrism in Children’s Reading Experience and Its Emergence in Children’s Own Writing

Gender bias exists in our language environment. We investigated personal name usage in two large corpora of language written for and by U.K. children aged 5–13. Study 1 found an overrepresentation of male names in children’s books, largely attributable to male authors. In stories written by over 100,000 children, Study 2 found an overall male bias that interacted with age. Younger children wrote more about their own gender. With age, girls became more balanced yet boys continued to show a strong male bias. Our findings demonstrate a male-centered bias in both children’s books and their own writing. We consider the power of written language to both shape and be shaped by cultural stereotypes via systematic biases in gender associations.     

Parental teaching strategies and children’s cognitive style

A total of 83 mothers and 74 fathers worked with their respective 4-year-old sons or daughters on four problem-solving tasks. Observers evaluated the interaction between parent and child with a 49-item teaching strategy Q-sort (TSQ). As measures of field dependence–independence (FDI), the Rod-and-Frame Test (RFT) and the Embedded Figures Test (EFT) were administered when the children were 4, 7, 11, and 14 years of age, thus permitting an examination of concurrent and long-term effects (up to 10 years). Distinctive differences in parental teaching strategies were observed contingent on the child’s FDI status. Parents of FI children granted them autonomy in the task and assisted with its cognitive aspects. A positive emotional ambience characterized the teaching situation. Parents of FD children were controlling and quite critical of their children’s performance. Effects of gender were noted. Whereas outcomes for the father–son and father–daughter pairing were comparable, the mother–son dyad generated more powerful effects than were observed in the mother–daughter dyad. Results point to consistencies between beliefs and behaviors of parents of FI and FD children. Interpretation is offered within the FDI theoretical framework and linkages to other theories of parent–child interaction are considered.     

Similarities in Mark Twain and Lu Xun’s Writing Styles-The Employ-ment of Sharp Contrast

Both Mark Twain and Lu Xun were the most well-known writers in the world literature. They were famous for bit-ing style of writing and the way of using humor and irony, which won high praise of public....     

Diffusion tensor imaging of the brain in patients with Alzheimer＇s disease and cerebrovascular lesions

Background： Recent autopsy study showed a high incidence ofcerebrovascular lesions in Alzheimer＇s disease （AD）. To assess the impact of cerebrovascular pathology in AD, we used diffusion tensor imaging （DTI） to study AD patients with and without cerebrovascular lesions. Materials and Methods： Conventional and DTI scans were obtained from 10 patients with probable AD, 10 AD/V patients （probable AD with cerebrovascular lesions） and ten normal controls. Mean diffusivity （D） and fractional anisotropy （FA） values of some structures involved with AD pathology were measured. Results： D value was higher in AD patients than in controls in hippocampus and the cingulate gyrus. In AD/V patients, increased D value was found in the same structures and also in the thalamus and basal ganglia compared to controls. There was a significant difference of D value between AD and AD/V patients. FA value reduced in the white matter of left inferior temporal gyrus and in the bilateral middle cingulate gyrus in patients with AD/V compared with controls. The MMSE （mini-mental state examination） score significantly correlated with FA value in the right hippocampus （r=0.639, P〈0.019）, in the right anterior cingulate gyrus （r=0.587, P〈0.035） and in left parahippocampal gyrus （r=0.559, P〈0.047）. Conclusion： Cerebrovascular pathology had stronger impact on the D value than the AD pathology alone did. Elevated D value in thalamic and basal ganglia may contribute to cognitive decline in AD/V patients. Reduced FA values in AD/V patients may indicate that cerebrovascular pathology induced more severe white matter damage than the AD pathology alone did.     

Preschool Teachers and Children’s Emergent Writing: Supporting Diverse Learners

Early literacy skill development is critical during the preschool years. Under that umbrella is emergent writing, a small but important component of overall literacy development. This article presents two writing strategies: (1) writers’ workshop and (2) dictation within the context of storybook reading that preschool teachers can utilize to target emergent writing development. Modifications for diverse learners are also included throughout.     

Constructing Writer Identity in Developing Second Language Writer’s Academic Writing

Writer identity in academic writing has long been ignored by developing L2 writers.Moreover,research has much focused on the reader in shaping writing,and treated the role of the writer as unproblematic.In this essay,the construction of writer identity in developing writers’academic writing practice will be explored through a review of some relevant literature research and gain insights for the development of writer apprentices and writing instruction.     

Writing Like a Scientist: Exploring Elementary Teachers’ Understandings and Practices of Writing in Science

This qualitative study examined the connections between elementary teachers’ conceptions of how scientists use writing and how the teachers used writing during science lessons. Data collected included lesson observations, interviews, handouts to students, and curriculum resources. The findings revealed that teachers in this study thought scientists write for several purposes: the presentation of data, observations, experiences, procedures, and facts. The teachers used writing tasks that mirrored this with their students. The teachers also had a limited definition of creativity in writing, and when they had students write creatively in science it was to add in fictional elements. Implications of this study include providing teachers with better models for how and why scientists write, including these models in more inquiry-based science lessons, and directly relating concepts of nature of science to elementary science writing.     

Typically developing children’s understanding of and attitudes towards diversity and peers with learning difficulties in the Greek setting

During the last few years, across Europe, special education has been orientated towards an inclusive model. Accordingly, in Greece, special education functions as an integral part of general education. However, few studies have investigated how children in the mainstream school understand diversity issues and specifically learning difficulties. The present study investigated typically developing children’s understanding of and attitudes towards diversity, and peers with learning difficulties. For this purpose, children aged 9–12 years, completed a questionnaire with mainly open‐ended questions and some close‐type questions. Regarding children’s understanding of diversity, the majority of responses focused more on individual/personality differences, on biological differences and less on disabilities or difficulties. Research into children’s understanding about the causes of learning difficulties demonstrated misunderstanding, while a large number of children had a total lack of knowledge. On the other hand, they seem to understand that learning difficulties may affect all the aspects of life. Children’s attitudes towards school inclusion were positive on a more superficial level. Results are discussed in terms of educational implications and school practice for the development and implementation of appropriate intervention programs.     

Abnormal cortical functional connections in Alzheimer＇s disease： analysis of inter- and intra-hemispheric EEG coherence

To investigate inter- and intra-hemispheric electroencephalography (EEG) coherence at rest and during photic stimulation of patients with Alzheimer‘s disease (AD). Thirty-five patients (12 males, 23 females; 52-64 y) and 33 sex- and age-matched controls (12 males, 21 females; 56-65 y) were recruited in the present study. EEG signals from C3-C4, P3-P4, TS-T6 and O1-O2 electrode pairs resulted from the inter-hemispheric action, and EEG signals from C3-P3, C4-P4, P3-O1, P4-O2, C3-O1, C4-O2, TS-O1 and T6-O2 electrode pairs resulted from the intra-hemispheric action. The influence of inter- and intra-hemispheric coherence on EEG activity with eyes closed was examined, using fast Fourier transformation from the 16 sampled channels. The frequencies of photic stimulation were fixed at 5, l0 and 15 Hz, respectively. The general decrease of AD patients in inter- and intra-hemispheric EEG coherence was more significant than that of the normal controls at the resting EEG, with most striking decrease observed in the alpha-1 (8.0-9.0 Hz) and alpha-2 (9.5-12.5 Hz) bands. During photic stimulation, inter- and intra-hemispheric EEG coherences of the AD patients having lower values in the alpha (9.5-10.5 Hz) band than those of the control group. It suggests that under stimulated and non-stimulated conditions, AD patients had impaired inter- and intra-hemispheric functional connections, indicating failure of brain activation in alpha-related frequency.     

The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change

In this study, the relationships among students’ cognitive/motivational variables, cognitive conflict, and conceptual change were investigated. Subjects were 159 seventh graders in Korea. Tests regarding logical thinking ability, field dependence/independence (FDI), meaningful learning approach, failure tolerance, mastery goal orientation, and self‐efficacy were administered to examine students’ cognitive/motivational characteristics. A preconception test and a test of responses to discrepant event were also conducted to examine the degree of students’ cognitive conflict induced by a discrepant event. Computer‐assisted instruction, designed to change an undifferentiated weight‐density concept into a scientific density concept, was then provided to students as a conceptual change intervention. A conception test was administered as a post‐test. The results indicated that FDI was the only statistically significant variable correlated with the degree of cognitive conflict. A stepwise multiple regression analysis revealed that logical thinking ability, FDI, and failure tolerance were statistically significant predictors of the conception test scores. Educational implications are discussed.     

Therapy in Parkinson’s disease: Some recent developments

Even though research is going on throughout the world, it is clear that at the present time there is really no cure for Parkinson’s disease. Treatment with drugs, with physiotherapy can slow down the progress of this disease. Treatment through brain grafting or reparative therapy using different nerve growth factors may be the only alternative for this disease. Researchers are still hoping that the newly discovered substances could one day help doctors treat this invincible disease and possibly cure it also.     

Takayasu’s arteritis associated with Crohn’s disease

Takayasu’s arteritis (TA), also known as the “pulseless disease,” is a chronic vasculitis of the aorta and aortic branches. TA with Crohn’s disease is rare and has not been documented in China before. In this paper we report on a case of Takayasu’s arteritis associated with concurrent Crohn’s disease. A 17-year-old Chinese male developed upper limb sourness and a sensation of fatigue, and his upper limb pulses were absent. He was diagnosed with TA and underwent an axillary artery bypass with autologous great saphenous vein on the left subclavian artery. After the surgery, he regained the normal blood pressure. This patient also had years of diarrhea and developed an anal canal ulcer, and was diagnosed with inflammatory bowel disease and ulcerative colitis before. Five months after the TA surgery, he was hospitalized for severe stomachache and diarrhea and was finally diagnosed with Crohn’s disease. The possible pathophysiological mechanisms responsible for concurrent existence of TA and Crohn’s disease may be associated with immune disorders, especially autoimmunity.      

High school students’ difficulties in understanding osmosis

Preconceptions and misconceptions of 500 secondary students in years 9‐12 regarding osmosis were studied through the use of five different kinds of instruments: prior learning inventory, self‐report knowledge inventory, true/false test, definitions and clinical interviews. Some of the major findings were: (1) The most frequent explanation offered to osmosis is ‘a desire or drive towards equalizing concentrations’. (2) Hardly any student uses the concept ‘water concentration’. (3) Most students fail to realize that in dynamic equilibrium water molecules keep moving. (4) Students have special difficulty in understanding osmotic relations in plants. (5) Many students have difficulty in grasping solute‐solvent and concentration‐quantity relations. (6) Students often perform laboratory experiments without really understanding the underlying principles. Practical and theoretical implications are discussed.