Biomedical subjects

C Timoneda

Publications and source records attributed to C Timoneda.

4 recordsLinked to original sources

PubMed1996

[Epilepsy and learning].

This report deals with cerebral processing in terms of simultaneous and successive processing in a sample of 33 epileptic children at ages 3 to 12 years. Epileptic children were selected according to the following criteria: two clinical seizures with convulsive movements, with unconsciousness, with no fever, with focus in intercritical EEG and normal brain scanner. All of them attended ordinary school. A sample of 261 normal children was used as a control group. The K-ABC battery was administered to both epileptic and control group. The results were analyzed in terms of Student's t-test, chi 2 test, stratified chi 2 test, and factor analysis. It is concluded that a kind of epilepsy may be associated with poorer performance in successive processing.

Child↗

PubMedDate not supplied

[The hyperkinetic patient in the light of PASS theory].

INTRODUCTION: The PASS theory of intelligence is a new conception of the cognitive mental function. According to this theory, we think to learn by using four programs or processes: planning, attention, successive and simultaneous. We can assess every process as an entity. Every process is linked to an anatomical region: planning to frontal cortex, attention to frontal cortex and subcortical structures, successive and simultaneous to no-frontal cortex. This relationship between program and specific anatomical region does not mean every program does not use different non specific anatomical regions. OBJECTIVE: To verify whether the patients with attentional deficit disorder and hyperactivity and impulsivity show a characteristic pattern of information processing according to PASS theory. PATIENTS AND METHODS: A group of 33 patients with attentional deficit disorder with hyperactivity and impulsivity, selected according to DSM-IV criteria, was compared to a control group of 45 normal subjects. The DN:CAS battery was used. RESULTS: The patients with attentional deficit disorder showed more frequently worse planning (p = 0.001). Furthermore, worse attention (p = 0.01) and worse successive (p = 0.01). Also, they showed more frequently (p = 0.001) the association planning-attention-successive in deficient way. CONCLUSIONS: The basic problem in attentional deficit disorder of this kind is planning. The concurrent deficit in successive and attention supports the hypothesis of failure in the frontal cortex, concretely, in the control unit. This would explain, also, the impulsivity.

Arousal↗

PubMedDate not supplied

[Dysphasia and dyslexia in the light of PASS theory].

INTRODUCTION: The PASS theory of intelligence understands the cognitive function as an information process or program that can be differentiated in planning, attention, successive and simultaneous. Every process is linked to an anatomical region: planning to frontal cortex, attention to frontal cortex and subcortical structures, successive to frontal cortex and non-frontal cortex and simultaneous to non-frontal cortex. Effective remediation is possible when a PASS pattern is known. OBJECTIVE: To verify whether dysphasia and dyslexia have a typical PASS pattern. PATIENTS AND METHODS: The subjects were divided in three groups comprising 12 children with dysphasia, 12 children with dyslexia and 10 children with dysphasia and dyslexia, all of them between 6 years and 12 years of age, the majority boys. All children were administered the DN:CAS test to define the PASS pattern. A control group with 45 normal children was used. RESULTS: Dysphasia shows poor successive and simultaneous process. Dyslexia shows poor successive process. The successive deficiency is poorer and in different way in dyslexia than in dysphasia which is inferable from comparative analysis between groups. CONCLUSIONS: Dysphasia and dyslexia show a typical PASS pattern that allows an appropriate remedial training as a neurocognitive approach. The PASS diagnosis is a psychogenetic diagnosis which is different from the usual diagnosis based on semiology or results obtained with tests that explore non-PASS cognitive function.

Aphasia↗

PubMedDate not supplied

[Cognition, emotion, and behavior. Neuropsychosomatisms and non-neurological paroxysms].

INTRODUCTION: We present neuropsychosomatic disorders diagnosed and treated during the period 1994-1997. PATIENTS AND METHODS: A total of 83 cases, 24 boys and 59 girls, were selected according to suspected diagnosis. Their ages were in relationship with the psychosomatic disorder. This 83 cases is 10% of neuropediatric assistance in the period. A protocol was designed for disclosing any organic pathology. The psychopedagogic method is based on the PASS theory of intelligence and emotion processing theory of masquerade behavior. The success was defined after a period of, at least, two years of follow-up. RESULTS: Cephalalgia was the most frequent diagnosis. Language and learning difficulties, attention deficit disorder and pseudo-epilepsy were also frequent. Other diagnoses were: amblyopia, paralysis, pseudo-autism, tic, sphincter disorder, vertigo, mutism and sleep disorder. DISCUSSION: Concerning differential diagnosis, it must be emphasized that complex partial epilepsy of frontal lobe can mimic psychosomatics disorder as short, less than one minute, automatism. Partial epilepsy of temporal lobe may also mimic psychosomatic disorder but epilepsy does not respond to psychopedagogic remediation. Tumor and migraine must be also disclosed in case of cephalalgia but they do not respond to psychopedagogic remediation. Neurological scientific bases of emotion processing theory are widely explained. CONCLUSION: Cognition and emotion are functions of the central nervous system so they are competency of neuropediatrician. On the other hand, it is convenient for neuropediatrician to know about behavioral analysis in order to improve diagnosis and economical cost.

Adolescent↗