304 research outputs found
Spatial navigation impairments among intellectually high-functioning adults with autism spectrum disorder: Exploring relations with theory of mind, episodic memory, and episodic future thinking
Get PDFResearch suggests that spatial navigation relies on the same neural network as episodic memory, episodic future thinking, and theory of mind (ToM). Such findings have stimulated theories (e.g., the scene construction and self-projection hypotheses) concerning possible common underlying cognitive capacities. Consistent with such theories, autism spectrum disorder (ASD) is characterized by concurrent impairments in episodic memory, episodic future thinking, and ToM. However, it is currently unclear whether spatial navigation is also impaired. Hence, ASD provides a test case for the scene construction and self-projection theories. The study of spatial navigation in ASD also provides a test of the extreme male brain theory of ASD, which predicts intact or superior navigation (purportedly a systemizing skill) performance among individuals with ASD. Thus, the aim of the current study was to establish whether spatial navigation in ASD is impaired, intact, or superior. Twenty-seven intellectually high-functioning adults with ASD and 28 sex-, age-, and IQ-matched neurotypical comparison adults completed the memory island virtual navigation task. Tests of episodic memory, episodic future thinking, and ToM were also completed. Participants with ASD showed significantly diminished performance on the memory island task, and performance was positively related to ToM and episodic memory, but not episodic future thinking. These results suggest that (contra the extreme male brain theory) individuals with ASD have impaired survey-based navigation skills—that is, difficulties generating cognitive maps of the environment—and adds weight to the idea that scene construction/self-projection are impaired in ASD. The theoretical and clinical implications of these results are discussed
Role of Apolipoprotein E in Anxiety
Get PDFAnxiety is most common among Alzheimer's disease (AD) patients with an age
at onset under age 65. Apolipoprotein E4 (apoE4) is a risk factor for
developing AD at an earlier age and might contribute to this effect. In
mice, apoE plays a role in the regulation of anxiety, which might involve
histamine receptor-mediated signaling and steroidogenesis in the adrenal
gland. In addition, human apoE isoforms have differential effects on anxiety
in adult mice lacking apoE and probable AD patients. Compared to wild-type
mice, mice lacking apoE and apoE4 mice showed pathological alterations in
the central nucleus of the amygdala, which is involved in regulation of
anxiety. ApoE4, but not mice lacking apoE, or apoE3 mice showed impaired
dexamethasone suppression of plasma corticosterone. Understanding how apoE
modulates measures of anxiety might help the developments of therapeutic
targets to reduce or even prevent measures of anxiety in health and in
dementing illnesses
Corrigendum to “Novel images and novel locations of familiar images as sensitive translational cognitive tests in humans” [Behav. Brain Res. 285 (2015) 53–59]
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Irradiation and Alterations in Hippocampal DNA Methylation
No full textThe response of the brain to radiation is important for cancer patients receiving whole or partial brain irradiation or total body irradiation, those exposed to irradiation as part of a nuclear accident or a nuclear war or terrorism event, and for astronauts during and following space missions. The mechanisms mediating the effects of irradiation on the hippocampus might be associated with alterations in hippocampal DNA methylation. Changes in cytosine methylation involving the addition of a methyl group to cytosine (5 mC) and especially those involving the addition of a hydroxy group to 5 mC (hydroxymethylcytosine or 5 hmC) play a key role in regulating the expression of genes required for hippocampal function. In this review article, we will discuss the effects of radiation on hippocampal DNA methylation and whether these effects are associated with hippocampus-dependent cognitive measures and molecular measures in the hippocampus involved in cognitive measures. We will also discuss whether the radiation-induced changes in hippocampal DNA methylation show an overlap across different doses of heavy ion irradiation and across irradiation with different ions. We will also discuss whether the DNA methylation changes show a tissue-dependent response
Effects of Pharmacologic and Genetic Inhibition of Alk on Cognitive Impairments in NF1 Mutant Mice
No full textDesign-Based Learning for the Elementary School Classroom
Get PDFAs part of a two-year collaboration with over 100 students in grade 4-7 classrooms at Kenneth Gordon Maplewood School (KGMS), this thesis project introduced design-based learning as a new pedagogic approach for supporting children with learning differences. Design-based learning is the integration of design into classrooms as a means to support the learning of other subjects, skills and knowledge. It considers design as an approach to teaching and learning, not as its own subject of study.
There is growing recognition that our current educational methods and approaches need to equip children with important skills including critical thinking, creativity, collaboration and communication. The BC Ministry of Education is currently in the process of transforming the curriculum to emphasize the development of these skills as core competencies (BC Ministry of Education, 2015, p.8). The use of design as an approach to fostering these skills is gaining momentum in education discussions across North America. However, despite the growth of knowledge and research in the area of education reform, design continues to evade integration in mainstream K12 education due to a lack of available resources and training for teachers. This document outlines the process of developing such materials. Through observations, conversations and the results of a pre- and post-design assessment the classroom teachers at KGMS saw profound benefits to the use of design as an approach to learning. To facilitate this approach, resource materials were developed to support teachers and a design coaching model was introduced as a way to provide ongoing, sustained professional development for teachers in the area of design-based learning.PedagogyCreativityTeachin
CNS side effects of immune checkpoint inhibitors: preclinical models, genetics and multimodality therapy
No full textFollowing cancer treatment, patients often report behavioral and cognitive changes. Novel cancer immunotherapeutics have the potential to produce sustained cancer survivorship, meaning patients will live longer with the side effects of treatment. Given the role of inflammatory pathways in mediating behavioral and cognitive impairments seen in cancer, we aim in this review to discuss emerging evidence for the contribution of immune checkpoint blockade to exacerbate these CNS effects. We discuss ongoing studies regarding the ability of immune checkpoint inhibitors to reach the brain and how treatment responses to checkpoint inhibitors may be modulated by genetic factors. We further consider the use of preclinical tumor-models to study the role of tumor status in CNS effects of immune checkpoint inhibitors and multimodality therapy.</jats:p
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