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PubMed2026

Peripheral inflammation and executive function among community samples across the lifespan: A systematic review and meta-analysis.

Higher levels of peripheral inflammatory markers are proposed to disrupt cognitive processes; however, the extent to which this relationship applies to executive functions, specifically, has yet to be systematically evaluated. The current meta-analysis synthesizes all available literature measuring the association between peripheral inflammation and executive functions among community individuals across the lifespan. This systematic review searched Web of Science, PubMed, and PsycINFO for published and unpublished studies, in the English language, that assessed the association between markers of peripheral inflammation and self-report and behavioral measures of executive function. In addition to methodological and demographic information, correlation/beta coefficients were extracted from included studies to quantify the association between inflammation and executive functions. This review included 58 studies, 41 of which were included in the random-effects meta-analysis (N = 255,539). Among community individuals, higher levels of CRP and IL-6 were associated with poorer executive functioning. These results did not differ when models accounted for potential confounding variables. Meta-regressions revealed that the relationship between inflammatory biomarkers and executive function did not differ as a function of age, adiposity, or percentage of the sample who identified as female. Results of the present review indicate that higher levels of specific inflammatory markers are associated with lower performance on executive function measures; however, we observed significant heterogeneity in the study design and measurement of both inflammation and executive functioning, suggesting important considerations for future research.

Humans↗
PubMed2006

Instructional model to teach clinically relevant medicinal chemistry.

The relevance of medicinal chemistry to pharmacy practice has been questioned by many pharmacy educators as more emphasis has been placed on linking clinical knowledge and practice to pharmacy student educational outcomes. Faculty teaching in medicinal chemistry and other biomedical and pharmaceutical science courses have embraced this challenge. Various teaching methods and approaches within medicinal chemistry that emphasize application of this knowledge have been sought to improve the usefulness of this scientific discipline to the future careers of students. The newly revised ACPE guidelines and standards have reemphasized the role of the sciences in the curriculum. With this mandate, it is essential that all science faculty members adjust the way they teach to meet the new desired outcomes for pharmacy graduates. This manuscript describes an instructional model for teaching medicinal chemistry explicitly designed to meet these outcomes. A process of collaboration between experienced pharmacy faculty scholars was used to derive this approach. Pedagogy for cognitive and affective learning was incorporated. A case study using a representative drug class is presented to illustrate this model.

Chemistry, Pharmaceutical↗
PubMed2000

[Analysis of a proposal for changing the educational paradigm in bacteriology and virology. Facultad de Ciencias Médicas, Universidad Nacional de Córdoba].

The productive character of the scientific thought points out a methodological means that include the demand of the students' job about the information and not his mere reception and reproduction. It is essential to give the students the opportunity of discovering the cognitive processes used in the production of the scientific knowledge. In this work, we present the result of the starting of a workshop dynamic in a basic subject, the students' answers, and the analysis of the subject. In the Chair of Medical Bacteriology and Virology of the School of Medical Sciences, the National University of Córdoba, 1700 students attended classes in 1997. The subject was developed with the activities that worked the same contents from two different learning conceptions: (I) workshop activity, non obligatory, constructive, and (II) theorico-practical activity, obligatory and traditional. Two voluntary and anonymous interviews were done about the valuation that the student gave to these two activities and their basis, one in the middle and the other at the end of the course. 90.55% classified the traditional activity as positive, and 9.45% as negative. Regarding the workshop activity, the 60.5% classified it as positive and the 39.5% as negative. The same developed content with two activities made possible the analysis of the impact that the two different methodologies produced on the students. The student's answer to the traditional activity was better than the workshop activity (p < 0.001). The differences in the student's acceptance between the two option revealed the major difficulty of an alternative methodological strategy in the current educational model.

Argentina↗
PubMed2004

The neural mechanisms of object working memory: what is where in the infant brain?

The question of how representational capacities develop in humans has been engaging cognitive psychologists for decades. Looking time studies have explored when infants start to show signs of perceiving and remembering the properties of specific objects at specific locations. Here we integrate these findings into the neuroscientific framework of human visual working memory. We suggest that the development of a system involving the temporal cortex, thalamic and hippocampal structures and possibly the dorsolateral prefrontal cortex (later in development) can account for these behavioral results. Our explanation differs from most of the current approaches in developmental science as we put less emphasis on the contribution of lateral prefrontal areas. We discuss shortcomings of the theories that propose a functional subdivision of these areas and their difficulty in accounting for results from monkey lesion and infant studies. We believe that this shift in focus is desirable both in light of what recent results on medial temporal lobe processing reveal about object working memory, and given how well these results fit the behavioral developmental data.

Animals↗
PubMed1994

The publication of clinical facts: a natural-science view.

Authors face a variety of obstacles to publication after submitting their papers to scientific journals. The first of these derives from the meaning of the word 'fact' and the phrase 'clinical fact'. A second arises from the ambiguous nature of the analysing instrument used to accumulate clinical data. A third is a result of the different perspectives used by analysts to inform their observational instruments. The fourth impediment is a cognitive one: there are often serious lapses in logical operations involving predicate identifications and hasty generalisations. The fifth is a result of an awkward contemporary glossary, a glossary that extends ambiguities rather than relieves them. Finally, there is an obstacle that derives from style.

Communication↗
PubMed2001

[Biophilosophical and epistemological problems in the study of living beings: reflections on the views of Humberto Maturana].

Theories on the nature of living beings have been present in our culture since the beginnings of science and philosophy in ancient Greece. The two major theoretical approaches to living beings, philosophical mechanism and Aristotelian realism, appear today with renewed force in almost every confrontation concerning the theoretical considerations of life. In recent times a strong and prolific school of thought has risen, headed by the Chilean neurobiologist Humberto Maturana. This author and his school have developed a complex and articulated theoretical system beginning with a theory of living beings and a 'biology of cognition,' and extending to ethical, political, and even metaphysical considerations. This work is one of the first efforts to perform a scholarly analysis of Maturana's doctrines on living beings, starting with the analysis of "On machines and living beings". The book's introduction is placed under scrutiny in this paper. A strongly mechanist philosophical manifesto is dogmatically stated at the beginning of a supposedly purely scientific approach. The challenges for a rational foundation of philosophical mechanism are critically highlighted and briefly discussed.

Biology↗
PubMed1999

The SIV-infected rhesus monkey model for HIV-associated dementia and implications for neurological diseases.

The neuropathogenesis of human immunodeficiency virus (HIV)-associated dementia has remained elusive, despite identification of HIV as the causal agent. Although a number of contributing factors have been identified, the series of events that culminate in motor and cognitive impairments after HIV infection of the central nervous system (CNS) are still not known. Rhesus monkeys infected with simian immunodeficiency virus (SIV) manifest immunosuppression and CNS disease that is pathologically [L. R. Sharer et al. (1991) J. Med. Primatol. 20, 211-217] and behaviorally [E. A. Murray et al. (1992) Science 255, 1246-1249] similar to humans. The SIV model of HIV-associated dementia (HAD) is widely recognized as a highly relevant model in which to investigate neuropathogenesis. With better understanding of neuropathogenesis comes the opportunity to interrupt progression and to design better treatments for HAD. This becomes increasingly important as patients live longer yet still harbor HIV-infected cells in the CNS. The use of the SIV model has allowed the identification of neurochemical markers of neuropathogenesis important not only for HAD, but also for other inflammatory neurological diseases.

AIDS Dementia Complex↗
PubMed1995

Motor development. A new synthesis.

The study of the acquisition of motor skills, long moribund in developmental psychology, has seen a renaissance in the last decade. Inspired by contemporary work in movement science, perceptual psychology, neuroscience, and dynamic systems theory, multidisciplinary approaches are affording new insights into the processes by which infants and children learn to control their bodies. In particular, the new synthesis emphasizes the multicausal, fluid, contextual, and self-organizing nature of developmental change, the unity of perception, action, and cognition, and the role of exploration and selection in the emergence of new behavior. Studies are concerned less with how children perform and more with how the components cooperate to produce stability or engender change. Such process approaches make moot the traditional nature-nurture debates.

Aptitude↗
PubMed2001

Educational attainments in early adolescence of infants who required major neonatal surgery.

PURPOSE: The aim of this study was to assess long-term educational attainment in adolescence of former infants who required major neonatal surgery. METHODS: The study is an extension of a prospective longitudinal study begun in 1983 on 30 full-term newborns requiring major neonatal surgery, a matched healthy control group, and full-term infants requiring neonatal intensive care for medical reasons. Educational attainment levels were obtained from the results of compulsory national curriculum examinations taken at age 11 years in 3 core academic subjects, English, Mathematics, and Science and teachers' assessments of current academic performance. Additionally, follow-up data on health were obtained from family general practitioners and parents. RESULTS: Seventy percent of the original surgical group, 48% of the original control group, and 77% of the original medical group underwent follow-up. The participants were aged between 11 and 13 years. After adjustment for social factors (gender, social group, and mother's age), the surgical group was significantly behind on all measures of educational attainment (English, P < .0005; Mathematics, P < .02; Science, P < .0005; academic performance, P = .004), compared with the control group and medical group who did not differ from each other. Independent predictors of outcome were mechanical ventilation for >or=4 days in the neonatal period and behavior problems at 3 years. At 12 months of age, independent predictors of cognitive functioning were length of hospitalization and, at 3 years of age, the number of operative procedures. Mechanical ventilation was not significantly associated with cognitive functioning at previous stages of the study. CONCLUSIONS: These results show that, in early adolescence, children who required major neonatal surgery were performing less well academically compared with their peers. This information can be used to increase awareness of the difficulties these children may experience during childhood so that intervention can be directed appropriately, thereby lessening the risk of later educational problems. J Pediatr Surg 36:858-862.

Achievement↗
PubMed2002

The role of patient-reported outcomes in evaluating the quality of oncology care.

The science of oncology care is rapidly developing, resulting in considerable variation in treatment patterns and disparity in the quality of care. Efforts are under way to evaluate and improve the quality of oncology care, because the goals of care have progressed beyond reducing morbidity and mortality to include maximizing functional and cognitive status, improving health-related quality of life, and preserving productivity. Traditional indicators of quality of care were based on survival outcomes or the processes of care. Although these remain important, they are inadequate for evaluating the multidimensional goals of care. Although not commonly included, patient-reported outcomes (PROs) would enhance the evaluation of the quality of care by including a patient perspective. A model for measuring quality of care that incorporates outcomes, structures, and processes of care as well as patient characteristics is proposed. Methodology including PROs that are valid, reliable, sensitive, and feasible, as well as rigorous risk adjustment methods, is critical to quality of care studies that appropriately inform decision makers.

Diagnosis-Related Groups↗
PubMed1989

Evolution, selection and cognition: from "learning" to parameter setting in biology and in the study of language.

Most biologists and some cognitive scientists have independently reached the conclusion that there is no such thing as learning in the traditional "instructive" sense. This is, admittedly, a somewhat extreme thesis, but I defend it here in the light of data and theories jointly extracted from biology, especially from evolutionary theory and immunology, and from modern generative grammar. I also point out that the general demise of learning is uncontroversial in the biological sciences, while a similar consensus has not yet been reached in psychology and in linguistics at large. Since many arguments presently offered in defense of learning and in defense of "general intelligence" are often based on a distorted picture of human biological evolution, I devote some sections of this paper to a critique of "adaptationism," providing also a sketch of a better evolutionary theory (one based on "exaptation"). Moreover, since certain standard arguments presented today as "knock-down" in psychology, in linguistics and in artificial intelligence are a perfect replica of those once voiced by biologists in favor of instruction and against selection, I capitalize on these errors of the past to draw some lessons for the present and for the future.

Antibody Formation↗
PubMed1981

Personal identity in the light of brain physiology and cognitive psychology.

The concept of the person, and the notion that the latter is an entity separate and distinct from other persons, has persisted as one of the more secure "givens" of philosophical thought. We have very little difficulty, in observer language, in pointing to a person, describing his or her attributes, distinguishing him or her from other persons, etc. Likewise, it is ordinarily not much of a problem to subjectively experience, both sensorially and conceptually, the self - that is, to distinguish in agent language "my person" from the rest of the universe. The second of these two perspectives on the person defines the "I," "ego," or "identity." Several recent developments in experimental psychology and brain science - while not defeating the ordinary notion of the person on the merits of data per se - at least force a re-thinking of tacit assumptions basic to our sense of the concepts of both the person and personal identity. In this paper, I would like to show how the concept of the person needs revision, and at the same time to raise some objections to Shaffer's (1977) account of the consequences of brain bisection and brain transplant with respect to the fate of the person and his identity.

Brain↗
PubMed2004

Bridging between basic theory and clinical practice.

This paper articulates and discusses the parts played by different processes and representations in the overall conduct of applied clinical science. It distinguishes two sorts of representation, theories in the science base and bridging representations needed to map from real world behaviour to basic theory and from theory back to the real world. It is then argued that macro-theories of the "normal" human mental architecture could help synthesise basic theoretical accounts of diverse psychopathologies, without recourse to special purpose clinical cognitive theories of particular psychopathologies or even specific symptoms. Using the Interacting Cognitive Subsystems model [Affect, Cognition and Change: Re-modelling Depressive Thought, Lawrence Erlbaum Associates, Hove, 1993], some specific macro-theoretic variables are identified. Concrete illustrations are given of how the essence of quite complex basic theory can be translated into a simpler representational format to help clinicians conceptualise a psychopathological state and pinpoint relevant variables that might be changed by therapeutic interventions. Some suggestions are also offered about how the inevitable problem of complexity in multiple component theories might be directly confronted.

Behavioral Medicine↗
PubMed1995

Who wrote the book of life? Information and the transformation of molecular biology, 1945-55.

This paper focuses on the opening of a discursive space: the emergence of informational and scriptural representations of life and hereditiy and their self-negating consequences for the construction of biological meaning. It probes the notion of writing and the book of life and shows how molecular biology's claims to a status of language and texuality undermines its own objective of control. These textual significations were historically contingent. The informational representations of heredity and life were not an outcome of the internal cognitive momentum of molecular biology; they were not a logical necessity of the unravelling of the base-pairing of the DNA double-helix. They were transported into molecular biology still within the protein paradigm of the gene in the 1940s and permeated nearly every discipline in the life and social sciences. These information-based models, metaphors, linguistic, and semiotic tools which were central to the formulation of the genetic code were transported into molecular biology from cybernetics, information theory, electronic computing, and control and communication systems--technosciences that were deeply embedded with the military experiences of World War II and the Cold War. The information discourse thus became fixed in molecular biology not because it worked in the narrow epistemic sense (it did not), but because it positioned molecular biology within postwar discourse and culture, perhaps within the transition to a post-modern information-based society.

History, 20th Century↗
PubMed2003

Pavlov and the foundation of behavior therapy.

The foundation, achievements, and proliferation of behavior therapy have largely been fueled by the movement's foundation in behavioral principles and theories. Although behavioral accounts of the genesis and treatment of psychopathology differ in the extent to which they emphasize classical or operant conditioning, the mediation of cognitive factors, and the role of biological variables, Pavlov's discovery of conditioning principles was essential to the founding of behavior therapy in the 1950s, and continues to be central to modern behavior therapy. Pavlov's reliance on a physiological model of the nervous system, sensible in the context of an early science of neurology, has had an implication for behavior therapists interested in the study of personality types. However, Pavlov's major legacy to behavior therapy was his discovery of "experimental neuroses," shown by his students Eroféeva and Shenger-Krestovnikova, to be produced and eliminated through the principles of conditioning and counter-conditioning. This discovery laid the foundation for the first empirically-validated behavior therapy procedure, systematic desensitization, pioneered by Wolpe. The Pavlovian origins of behavior therapy are analyzed in this paper, and the relevance of conditioning principles to modern behavior therapy is demonstrated. It is shown that Pavlovian conditioning represents far more than a systematic basic learning paradigm. It is also an essential theoretical foundation for the theory and practice of behavior therapy.

Animals↗
PubMed1992

Teleological behaviorism.

A psychological science of efficient causes, using internal mechanisms to explain overt behavior, is distinguished from another psychological science, based on Aristotelian final causes, using external objects and goals to explain overt behavior. Efficient-cause psychology is designed to answer the question of how a particular act is emitted; final-cause psychology is designed to answer the question of why a particular act is emitted. Physiological psychology, modern cognitive psychology, and some parts of behaviorism including Skinnerian behaviorism are efficient-cause psychologies; final-cause psychology, a development of Skinnerian behaviorism, is here called teleological behaviorism. Each of these two conceptions of causality in psychology implies a different view of the mind, hence a different meaning of mental terms.

Behaviorism↗
PubMed2003

Current status and future of relapsed primary central nervous system lymphoma (PCNSL).

The treatment of primary central nervous system lymphoma (PCNSL) has centered around high-dose methotrexate and radiotherapy (RT). Methotrexate administered intra-arterially (IA) with blood-brain barrier disruption (BBBD) and without RT, has been a highly effective treatment with a 5 year survival of 42% without cognitive loss. The purpose of this analysis is to determine responses for patients with relapsed PCNSL treated with second line IA carboplatin-based chemotherapy with BBBD. Between February 1991 and April 2000, 37 relapsed PCNSL patients, most who failed front line therapy with methotrexate based chemotherapy, were treated at Oregon Health & Science University (OHSU) and Hadassah Hebrew University Hospital (HHUH) with IA carboplatin-based chemotherapy with BBBD. Nine patients had prior RT. The mean age was 57.5 years, and all but 1 patient were treated within 8 months after relapse. The median time for survival from first IA carboplatin/BBBD treatment was 6.8 months;however, 7 out of 37 patients survived > or = 27 months. Nine patients had radiographic complete response (CR), 4 patients had radiographic partial response (PR), 12 had stable disease (SD), 10 had progressive disease (PD), and 2 were non-evaluable. The median time to failure for patients with CR and PR was 9.1 months. One long-term survivor is alive at 91.0 months from first carboplatin/BBBD treatment. In conclusion, we show that relapsed PCNSL has shown sensitivity to second line IA carboplatin-based chemotherapy with BBBD. We have developed a new protocol using i.v. rituximab prior to BBBD with IA carboplatin, i.v. cyclophosphamide and i.v. etoposide phosphate. The long-term program goal is to consolidate dose-intensive chemotherapy with monoclonal antibody directed radiation. Because patients with recurrent PCNSL commonly continue to relapse even after obtaining a complete response to enhanced chemotherapy treatment, patients w ho complete or fail the above carboplatin/BBBD treatment regimen will be offered consolidation with radioimmunotherapy using zevalin (Ibritumomab tiuxetan), IDEC-2B8 conjugated with yttrium-90 (90Y).

Adult↗
PubMedDate not supplied

Prediction of freshman students' success in a baccalaureate nursing program.

The best predictor of achievement in college when cognitive and noncognitive variables were tested in two classes of freshmen nursing students (1975 and 1976) at Wilkes College, Wilkes-Barre, Pennsylvania, was the Aptitude Test for Nursing. Cognitive variables significant in 1975 were mathematics Scholastic Aptitude Test scores and high school rank, while in 1976 arithmetic formulation entered into the regression equations as did the noncognitive variable of conformity. A discrepancy was found between 1975 and 1976 predictor variables of dropping out of nursing. For the 1975 freshman class, science grade point average and the support scale of the Gordon Survey of Interpersonal Values were the best predictors of dropping out of the nursing program; in the 1976 class, nursing GPA alone was the best predictor of dropping out. Although an intercorrelation was noted between science GPA and nursing GPA, the success of predicting dropping out of nursing in relationship to science GPA and nursing GPA appeared to be unstable.

Achievement↗