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PubMed1985

Semantic activation in patients with Parkinson's disease.

Fifteen patients with Parkinson's Disease and fifteen age matched control subjects performed a reaction time task which permitted the separation of gross motoric slowing from the slowing of an internal mental process. The Parkinsonian subjects were slower overall than controls, indicating the expected slowing in their gross motoric responses. However, there was no difference between the Parkinsonian subjects and the control subjects in the speed of internal mental processing. These results suggest that PD may not impair an automatic process like access to semantic memory.

Aged↗
PubMed1987

Validity and reliability of the Experience-Sampling Method.

To understand the dynamics of mental health, it is essential to develop measures for the frequency and the patterning of mental processes in every-day-life situations. The Experience-Sampling Method (ESM) is an attempt to provide a valid instrument to describe variations in self-reports of mental processes. It can be used to obtain empirical data on the following types of variables: a) frequency and patterning of daily activity, social interaction, and changes in location; b) frequency, intensity, and patterning of psychological states, i.e., emotional, cognitive, and conative dimensions of experience; c) frequency and patterning of thoughts, including quality and intensity of thought disturbance. The article reviews practical and methodological issues of the ESM and presents evidence for its short- and long-term reliability when used as an instrument for assessing the variables outlined above. It also presents evidence for validity by showing correlation between ESM measures on the one hand and physiological measures, one-time psychological tests, and behavioral indices on the other. A number of studies with normal and clinical populations that have used the ESM are reviewed to demonstrate the range of issues to which the technique can be usefully applied.

Activities of Daily Living↗
PubMed1979

Readability--its applicability to education of patients by pharmacy.

The applicability of readability to the development of pharmacy educational materials is reviewed. The importance of reading skills must be recognized in all areas of education, including pharmacy patient education. If people are to perform certain tasks, they must understand the instructions for those tasks. To be understandable, the instructions must be written on the reading level of the people who will be following the instructions. Readability has been defined as those characteristics of reading materials, involving certain mental processes, that make for ease or difficulty of comprehension of the reading material. It is the task of the reader to use as few or as many of these mental processes as necessary to grasp the intended meaning of the material. It has been estimated that the average reading level of the American public is approximately 7th to 8th grade. However, many adults do not have sufficient reading skills to comprehend fully material written on these levels. Therefore, pharmacy educational material should be written on the reading level of the patient population it serves. Several readability formulas have been developed to evaluate the various characteristics of reading material that lead to reading comprehension. Among the ones recommended for use with pharmacy educational materials are the Fry Readability Graph and the Gunning Fog Index.

Drug Labeling↗
PubMed1994

[Individual differences in solving spatial problems of the IST and IST-70 subtest on "cube problems"].

Spatial ability is one of the primary mental abilities which has been subject of many empirical studies--especially in the factor analytical research. Analysing the mental processes when solving space tasks, e. g. by means of retrospective verbal reports, two different strategies can be distinguished. The first strategy (called "holistical" strategy) can be described as a mental rotation of the given stimulus, the second one (called "analytical" strategy) is characterised by nontransformal mental processes, e. g. pattern matching processes. In order to identify those different strategies, test items are required, which have different solution probabilities when being solved with different strategies. The "cube tasks" of the IST and IST-70 by Amthauer (1953, 1970) are of this type, as Putz-Osterloh (1977) has found in an experiment. The hypothesis of individual differences in solving space tasks was tested in two different samples. First the "cube tasks" of the IST-70 were administrated to 264 applicants for the pilot job. Data analyses using the mixed-Rasch-model (Rost, 1990) confirmed the hypothesis of an "analytical" and "holistical" strategy. In the second study 2558 pupils of the 7th grade were tested with the "cube tasks" of the IST. A latent class analysis of their response patterns revealed basically the "holistical" and "analytical" strategy and, in addition, four strategies which can be explained by motivational factors.

Adolescent↗
PubMedDate not supplied

An epidemiological study of number processing and mental calculation in Greek schoolchildren.

The aim of this study was to validate and standardize an instrument for the diagnosis of developmental dyscalculia (mathematics disorder) in a Greek population and to obtain relevant epidemiological data. We used the Neuropsychological Test Battery for Number Processing and Calculation in Children (NUCALC) in a community sample of 240 students ages 7 to 11 years from urban and rural schools. There were no differences between genders in arithmetical performance; however, the effects of grade and socioeconomic level were significant. Prevalence was higher in the rural than in the urban area. A cross-cultural comparison of the Greek data with those obtained with the same instrument in other countries in schoolchildren of the same age was performed.

Age Factors↗
PubMed2005

Contribution from neurophysiological and psychological methods to the study of motor imagery.

This paper reviews studies on neurophysiological and behavioral methods used to evaluate motor imagery accuracy. These methods can be used when performed in the field and are based on recordings of peripheral indices such as autonomic nervous system or electromyographic activities, mental chronometry and psychological tests. Providing physiological signs that correlate to these types of mental processes may be considered an objective approach for motor imagery analysis. However, although autonomic nervous system activity recording has been shown to match motor imagery in real time, to evaluate its accuracy qualitatively and the individual ability to form mental images, the relationship between physiological responses and mental processes remains an inference. Moreover, electromyographic recordings may be associated with postural control data, but due to inconsistent results, they remain insufficient to solely evaluate motor imagery accuracy. Other techniques traditionally used in psychology and cognitive psychology are questionnaires, "debriefing" with subjects and mental chronometry. Although such methods lead to interesting results, there remains an important part of subjectivity as subjects perform an auto-evaluation of motor imagery accuracy. Similarly, mental chronometry gives information on the ability to preserve temporal organization of movement but does not allow the evaluation of the vividness of mental images. Thus, several methods should be combined to analyze motor imagery accuracy in greater detail. Neurophysiological recordings cannot therefore be considered an alternative but rather a complementary technique to behavioral and psychological methods. The advantages and inconvenient of each technique and the hypotheses that could be tested are discussed.

Animals↗
PubMed2001

The molecular biology of memory storage: a dialogue between genes and synapses.

One of the most remarkable aspects of an animal's behavior is the ability to modify that behavior by learning, an ability that reaches its highest form in human beings. For me, learning and memory have proven to be endlessly fascinating mental processes because they address one of the fundamental features of human activity: our ability to acquire new ideas from experience and to retain these ideas over time in memory. Moreover, unlike other mental processes such as thought, language, and consciousness, learning seemed from the outset to be readily accessible to cellular and molecular analysis. I, therefore, have been curious to know: What changes in the brain when we learn? And, once something is learned, how is that information retained in the brain? I have tried to address these questions through a reductionist approach that would allow me to investigate elementary forms of learning and memory at a cellular molecular level-as specific molecular activities within identified nerve cells.

Animals↗
PubMed2006

Peer support relationships: an unexplored interpersonal process in mental health.

Consumer-survivors (C/Ss) identify peer support as a resource that facilitates their recovery. However, little is known about the factors that influence or how the peer support relationship (PSR) develops/deteriorates. The purpose of the study was to explore and describe the PSR within the subculture of mental health. Using an ethnonursing method, the study focused on informants from two C/S organizations who received peer support (n = 14). Findings revealed that the PSRs may develop or deteriorate through three, overlapping phases. Contextual factors that influenced the development/deterioration of the PSR are discussed. Understanding the processes and factors that contribute to the development/deterioration of PSRs will enable clinicians and C/Ss to assess and promote the development of healthy, supportive PSRs in mental health.

Adaptation, Psychological↗
PubMed2005

Linking out-of-body experience and self processing to mental own-body imagery at the temporoparietal junction.

The spatial unity of self and body is challenged by various philosophical considerations and several phenomena, perhaps most notoriously the "out-of-body experience" (OBE) during which one's visual perspective and one's self are experienced to have departed from their habitual position within one's body. Although researchers started examining isolated aspects of the self, the neurocognitive processes of OBEs have not been investigated experimentally to further our understanding of the self. With the use of evoked potential mapping, we show the selective activation of the temporoparietal junction (TPJ) at 330-400 ms after stimulus onset when healthy volunteers imagined themselves in the position and visual perspective that generally are reported by people experiencing spontaneous OBEs. Interference with the TPJ by transcranial magnetic stimulation (TMS) at this time impaired mental transformation of one's own body in healthy volunteers relative to TMS over a control site. No such TMS effect was observed for imagined spatial transformations of external objects, suggesting the selective implication of the TPJ in mental imagery of one's own body. Finally, in an epileptic patient with OBEs originating from the TPJ, we show partial activation of the seizure focus during mental transformations of her body and visual perspective mimicking her OBE perceptions. These results suggest that the TPJ is a crucial structure for the conscious experience of the normal self, mediating spatial unity of self and body, and also suggest that impaired processing at the TPJ may lead to pathological selves such as OBEs.

Adult↗
PubMed2002

Rumination and social problem-solving in depression.

We tested the hypothesis that impaired social problem solving in depression is a consequence of state-oriented rumination, which can be ameliorated by improving awareness of mental processes. 32 currently depressed, 26 recovered depressed, and 26 never depressed participants completed the Means Ends Problem Solving Test while randomly allocated to no questions, state-oriented ruminative questions, (e.g. focusing on why you have a problem) or process-focused questions (e.g. focusing on how you decide to solve a problem). In the no question condition, the currently depressed group was significantly impaired at problem solving compared to the never depressed and recovered depressed groups, which did not differ from each other. As predicted, the process-focused questions significantly improved social problem solving in depressed patients, compared to no questions and state-oriented questions, which did not differ from each other. As predicted, compared to the process-focused questions, the state-oriented questions significantly impaired social problem solving in the recovered depressed group. These results are consistent with recent theories and treatment developments which suggest that increased awareness of mental processes can shift people away from ruminative thinking, thereby, reducing depressive relapse.

Adolescent↗
PubMed1987

The disorder of consciousness in schizophrenia.

The schizophrenic experience is described as an inability to sustain an intentional focus to attention. Attention is captured by incidental details in the schizophrenic patient's environment, and this gives rise to a spurious sense of significance. The patient's inability to direct a train of thought prevents full access to long-term memory so that early components of perception, which are designed to give early warning of threat, are overly influential and unmodulated by further mental processing. These hasty ideas are given delusional conviction when they capture attention and induce a sense of significance similar to the false significance of perception. The schizophrenic patient's lack of control over his mental processes makes him passive in relation to his own thinking. It prevents him from attending to the slight promptings of his subconscious, and when these emotions and intuitions are not amplified by being brought into focus, he loses a sense of himself.

Attention↗
PubMedDate not supplied

Specific neuro-cognitive impairments associated with Turner (45,X) and Klinefelter (47,XXY) syndromes: a review.

In Turner syndrome, there is a high incidence of neuro-cognitive impairment specific to the mental processing and sequencing of rotational transformations of shapes in the spatial dimensions of left-right, up-down, and back-front. In Klinefelter syndrome, the corresponding neuro-cognitive impairment is specific to the mental processing of sequence and synchrony in the temporal dimension, including the temporal dimension of language.

Cognition Disorders↗
PubMedDate not supplied

Effects of methylphenidate on attentional function after traumatic brain injury. A randomized, placebo-controlled trial.

Attention deficits after traumatic brain injury (TBI) are common and disabling. Many pharmacologic agents have been used to ameliorate attention deficits, and considerable interest has focused on methylphenidate (MP) because of its documented efficacy in attention deficit disorder. However, clinical studies of MP in subjects with TBI have yielded mixed results. We examined the effects of MP on attentional function in individuals with TBI referred specifically for attentional assessment and treatment. Subjects were studied in a double-blind, placebo-controlled, repeated crossover design, using five different tasks designed to measure various facets of attentional function. MP produced a significant improvement in the speed of mental processing. Orienting to distractions, most aspects of sustained attention, and measures of motor speed were unaffected. These results suggest that MP may be a useful treatment in TBI but is primarily useful for symptoms that can be attributed to slowed mental processing.

Adolescent↗
PubMed2004

Cognitive function at 10 years of age in children who have required neonatal intensive care.

AIM: To study cognitive function at 10y of age in a cohort of children who required neonatal intensive care within the Uppsala Neonatal Follow-up Study. METHODS: 226 children, who were born in 1986-1989 and had required neonatal intensive care (NIC) and 72 full-term, healthy control children were enrolled in the study. NIC children were grouped according to gestational age (group I, 23-31 wk; subgroup IA, 23-27 wk; IB 28-31 wk; group II, 32-36 wk; group III, > 36 wk), with infants with congenital malformation (IWCM) included and excluded from the main groups. The Kaufman Assessment Battery for Children (K-ABC) was administered and results were analysed in relation to the K-ABC global scales: sequential, simultaneous, mental processing composite and achievement. RESULTS: The great majority of children had well-developed cognitive function, reaching scores at an average level or above. When groups were compared, full-term children that required NIC (group III) showed lower scores than controls on all scales measured by the K-ABC. Preterm children from all the studied groups (groups IA, IB, II) showed poorer performance than controls in the simultaneous processing scale, and group IA scored lower than controls in the achievement scale. The incidence of major cognitive impairment (IQ < 70) was low in NIC children (< 5%), but children from group IA showed significant higher frequency of impairment in the simultaneous, mental processing composite and achievement scales. Children from group IA presented a high frequency of discrepancy between the K-ABC scales, with lower simultaneous and higher sequential scores. Analysis with IWCM excluded from the main groups revealed identical results. CONCLUSION: Most children who needed neonatal intensive care had developed well their cognitive function at 10 y of age. The long-term effect of neonatal intensive care on cognitive function was more evident in extremely preterm infants (group IA), especially in tasks involving simultaneous ways of processing information.

Achievement↗
PubMed1984

[Methods for teaching problem-solving in medical schools].

The need to include in the medical curriculum instructional activities to promote the development of problem-solving abilities has been asserted at the national and international levels. In research on the mental process involved in the solution of problems in medicine, problem-solving has been defined as a hypothetical-deductive activity engaged in by experienced physicians, in which the early generation of hypotheses influences the subsequent gathering of information. This article comments briefly on research on the mental process by which medical problems are solved. It describes the methods that research has shown to be most applicable in instruction to develop problem-solving abilities, and presents some educational principles that justify their application. The "trail-following" approach is the method that has been most commonly used to study the physician's problem-solving behavior. The salient conclusions from this research are that in the problem-solving process the diagnostic hypothesis is generated very early on and with limited data; the number of hypotheses is small; the problem-solving approach is specific to the type of medical problem and case in hand; and the accumulation of medical knowledge and experience forms the basis of clinical competence. Four methods for teaching the solution of problems are described: case presentation, the rain of ideas, the nominal groups technique and decision-making consensus, the census and analysis of forces in the field, and the analysis of clinical decisions. These methods are carried out in small groups. The advantages of the small groups are that the students are active participants in the learning process, they receive formative evaluation of their performance in a setting conductive to learning, and are able to interact with their instructor if he makes proper use of the right questioning techniques. While no single problem-solving method can be useful to all students or in all the problems they encounter, teachers of medicine can improve their students' performance by adjusting these available methods to their particular needs and to those of their schools. The problem-solving methods described can help teachers shape the learning environment so as to develop in their students the most coherent, logical, concrete and complete set of skills possible. These methods can so be of value in improving the training of future doctors and the quality of their decisions to the benefit of their patients.

Curriculum↗
PubMed1989

Mental slowing in elderly persons: a cognitive psychophysiological analysis.

In recent attempts to formulate an integrative model of mental slowing in elderly persons, regression analyses have been done in which reaction-time data from a large number of studies spanning a broad range of speeded decision-making tasks were combined. The results of these meta-analyses were then used to support the conclusion that there is a generalized, proportional decline in mental processing speed among elderly adults that affects all elements of mentation equally. We present a series of similar regression analyses in which both reaction time and the latency of the P300 component of the event-related brain potential are included. The results of these analyses indicate that there are elements of mental processing that may be slowed additively, not proportionately, in older persons. Furthermore, the results raise some questions about the logic underlying the interpretation of the meta-regression analysis.

Adult↗
PubMed2000

Age-sensitive cognitive function, growth hormone and insulin-like growth factor 1 plasma levels in healthy older men.

Circulating levels of growth hormone (GH) change during the process of aging. Decline of cognitive functioning with aging is also well established. In this study, we investigated whether insulin-like growth factor 1 (IGF-1) and the GH response to a challenge of GH-releasing hormone and GH-releasing peptide 6 were associated with age-sensitive cognitive functions, but not with functions that do not decline with aging, in 17 healthy male subjects aged between 66 and 76 years. In addition, relations with anthropometric measures were examined. Neuropsychological performance was scored on tests of variables not sensitive to aging (general knowledge, vocabulary, basic visual perception and reading ability), and of variables sensitive to aging (visuoconstructive ability, perceptual motor and mental processing speed, and verbal long-term memory). After correcting for education, the serum GH response was significantly associated with two age-sensitive cognitive tests (measures of mental processing speed), but with none of the tests not sensitive to aging. However, the direction of the association was opposite to the relation between IGF-1 and these cognitive tests: higher levels of GH response were associated with poorer cognitive performance, whereas higher levels of IGF-1 were associated with better performance. GH response, but not IGF-1, was inversely correlated with body mass index. The results are in accordance with previous research suggesting a disruption of the relation between IGF-1 and GH secretion in older age.

Aged↗
PubMed1991

Neurodevelopmental, health, and growth status at age 6 years of children with birth weights less than 1001 grams.

The neurodevelopmental, health, and growth outcomes for 28 six-year-old extremely low birth weight (ELBW) (birth weight less than 1001 gm) children were compared with those of 26 control children born at term. The two groups did not differ in mean weight or height, but the ELBW group had smaller head circumferences (p = 0.015). Kaufman mental processing scores correlated with head circumference (p = 0.0003). Significantly more of the ELBW children (61%) had mild or moderate to severe neurologic problems compared with control children (23%) (p = 0.003). Three ELBW children had mild spastic diplegia; one was blind. Eighteen (64%) of the ELBW children had required rehospitalization versus five (20%) of the comparison group. The mean Kaufman Mental Processing Composite was lower for the ELBW group, but when the data were analyzed by maternal education, only those children whose mothers had a twelfth-grade education had significantly lower scores (p = 0.0001). A similar pattern of group differences was seen for scores on visual-motor function (p = 0.0045), visual-perceptual abilities (p = 0.003), and attention span (p = 0.0001). No group differences were seen regarding hyperactivity or parental stress. Overall functional disability among the ELBW children was considered absent in 46%, mild in 36%, and moderate to severe in 18%. There was a significant association (p = 0.029) between classification of handicap at 12 to 34 months and classification at 6 years. No neonatal factors correlated with 6-year outcome. A significant proportion of ELBW children had no severe disabilities, but many had dysfunctions likely to affect learning and behavior in school.

Attention Deficit Disorder with Hyperactivity↗