EFFECT OF SANKHAPUSHPI (CLITORIA TERNATEA LINN.) CHOORNA IN THE WORKING MEMORY OF CHILDREN

The term “Working memory” refers to the ability of a person to hold information in mind and to manipulate it over short periods of time. Its deficit creates a high risk factor for educational underachievement as it is a better predictor of school performance than IQ. A clinical study was conducted to find out the effect of Sankhapushpi (Clitoria ternatea Linn.) choorna in the working memory of children. The study was conducted as therapeutic, interventional, non randomized, single group assignment, pre and post test and was carried out at the OPD of Dept. of Kaumarabhritya, Government Ayurveda College, Thiruvananthapuram. The study population included children in the age group 7 to 11years of both sexes with working memory deficit for their age when assessed by a clinical psychologist, selected from a population who presented with poor scholastic performance. The tools used were N back tasks for Verbal and Visuospatial Working Memory from NIMHANS Neuropsychological Battery and Visuospatial working memory span task and Working Memory Index tests in Wechsler’s Intelligence Scale. The trial drug, Sankhapushpichoorna was given twice daily in empty stomach in the dose 1-2 gm with plain ghee and honey for 2 months. They were assessed before and after intervention and after 1 month of follow up period and the difference in scores were assessed. Analysis of the data using the most appropriate statistical tests showed significant response (P<0.001). The trial drug sustained its potential action during the follow-up period also and thus its efficacy was proved

Brain enhancement through cognitive training: A new insight from brain connectome

Owing to the recent advances in neurotechnology and the progress in understanding of brain cognitive functions, improvements of cognitive performance or acceleration of learning process with brain enhancement systems is not out of our reach anymore, on the contrary, it is a tangible target of contemporary research. Although a variety of approaches have been proposed, we will mainly focus on cognitive training interventions, in which learners repeatedly perform cognitive tasks to improve their cognitive abilities. In this review article, we propose that the learning process during the cognitive training can be facilitated by an assistive system monitoring cognitive workloads using electroencephalography (EEG) biomarkers, and the brain connectome approach can provide additional valuable biomarkers for facilitating leaners' learning processes. For the purpose, we will introduce studies on the cognitive training interventions, EEG biomarkers for cognitive workload, and human brain connectome. As cognitive overload and mental fatigue would reduce or even eliminate gains of cognitive training interventions, a real-time monitoring of cognitive workload can facilitate the learning process by flexibly adjusting difficulty levels of the training task. Moreover, cognitive training interventions should have effects on brain sub-networks, not on a single brain region, and graph theoretical network metrics quantifying topological architecture of the brain network can differentiate with respect to individual cognitive states as well as to different individuals' cognitive abilities, suggesting that the connectome is a valuable approach for tracking the learning progress. Although only a few studies have exploited the connectome approach for studying alterations of the brain network induced by cognitive training interventions so far, we believe that it would be a useful technique for capturing improvements of cognitive function

Advances in Primary Progressive Aphasia

Primary progressive aphasia is a clinical syndrome that includes a group of neurodegenerative disorders characterized by progressive language impairment. Our knowledge about this disorder has evolved significantly in recent years. Notably, correlations between clinical findings and pathology have improved, and main clinical, neuroimaging, and genetic features have been described. Furthermore, primary progressive aphasia is a good model for the study of brain–behavior relationships, and has contributed to the knowledge of the neural basis of language functioning. However, there are many open questions remaining. For instance, classification into three variants (non-fluent, semantic, and logopenic) is under debate; further data about epidemiology and natural history of the diseases are needed; and, as in other neurodegenerative disorders, successful therapies are lacking. The Guest Editors expect that this book can be very useful for scholars

The Effects of Visuospatial Sequence Training with Children who are Deaf or Hard of Hearing

Abstract Despite advances in hearing aid and cochlear implant technologies, many children who are deaf or hard of hearing continue to lag behind typically hearing peers in language and reading abilities. Additionally, there is a high degree of variability in language outcomes among children with a hearing loss. Evidence indicates that auditory input provides a foundation not only for speech and language development but for cognitive functions such as sequence memory and learning ability. This study investigated a variety of cognitive functions with two major aims in mind: 1) to verify differences between children who are deaf or hard of hearing and typically hearing children on variety of cognitive tasks, 2) to determine if visuospatial sequencing practice would result in improvements on nontrained tasks measuring phonological memory, sequencing ability, and executive function. Thirty-two children who were deaf or hard of hearing and 29 children with typical hearing took part in this study. One pretraining and two post training sessions assessed cognitive tasks involving visuospatial short-term memory, verbal short-term memory: nonword repetition), inhibition, and visual sequence learning. Pretraining assessments revealed significant differences between the groups on verbal tasks with both auditory and visual stimuli as well as on tasks of inhibition and visual sequencing. In addition, differences were revealed on visual tasks with nonverbal stimuli. These findings suggest a general difference or delay in performance beyond the anticipated verbal delay related to a deficit in hearing acuity. The training task utilized a touch screen computer monitor that displayed sequences of circles on a 4 x 4 grid which subjects then replicated. Subjects were age matched and completed ten days of visuospatial sequencing practice in either an adaptive or control condition. Two post training assessment sessions revealed improvement on the nonword repetition task for the adaptive group following the sequencing practice. These findings suggest that visuospatial sequencing practice can lead to improvements in language abilities. Possible applications include utilizing measures of visual sequencing ability to identify deaf or hard of hearing children who may be at risk for poorer language development and as a component in predicting successful language development following cochlear implantation

Educational Implications of Spatial Memory

Spatial memory is recruited during many classroom-based activities. As such, it is essential for both educators and students to understand how it operates in a classroom context. This chapter begins by providing a systematic overview of how spatial memory is used across a variety of academic domains including math, language arts, and science. It also reviews some of the typical characteristics of students who have relatively poor spatial memory abilities. Finally, it discusses how to best provide efficacious classroom support for these students. Taken together, it provides an accessible overview of the educational implications of spatial memory that educators and students can consider when trying to optimize learning in their classrooms

How do teachers teach students with working memory impairments in the regular classroom? A grounded theory approach

This study uses a qualitative, post-positive grounded theory approach to investigate the process of teaching primary students with working memory impairments. Semi-structured, in-depth interviews were used to collect data specific to students with WMI from nine primary teachers. After transcript coding and data analysis, themes were extracted from the data. The themes reflect how having a working memory impairment may alter the students’ education. The interacting themes included: learning with a working memory impairment and the characteristics of the student, adaptations made by the teacher including effective teaching strategies , and adaptations made by the students as a result of their self-awareness of their weaknesses. The students were found to be struggling with the academic curriculum in language, reading, and math. Some students also struggled with their behaviour and social abilities. The strategies teachers used to assist their students with learning included: reducing cognitive load by simplifying material, reducing cognitive load by activating prior knowledge, and focusing attention. Additionally, some students used self-strategies to support their own learning. The findings of this study may inform future research particular to this group, including intervention studies. Additionally, the findings offer important information for educators teaching students with similar learning profiles

Optimizing Patient Comprehension of Information Visualizations for Medication Adherence and Blood Pressure

Introduction: This dissertation focused on designing hypertension self-management visualizations that facilitate patient comprehension of blood pressure and medication adherence information. The objectives of this research were to: 1) assess patient preferences and understanding of visualization features; 2) assess whether condensing the display of blood pressure and medication adherence information into a single visualization improves patient comprehension of the inferred relationship between medication adherence and blood pressure control (compared to separate visualizations); 3) assess whether health literacy moderates the effect of condensed visualizations on comprehension; and 4) assess the validity and reliability of a newly developed hypertension-related visualization comprehension scale. Methods: Patients with hypertension (n=6) participated in user assessments to understand preferences for visualization features. Another sample of patients with hypertension (n=6) participated in cognitive interviews that assessed understanding of visualizations that incorporated patient preferences. A survey experiment with patients with hypertension (n=137) then assessed whether condensed visualizations improved comprehension of blood pressure and medication adherence information. Multiple regression analysis was used to assess the main effect of visualization type (condensed versus separate display) on comprehension, and the moderating effect of health literacy on comprehension. Exploratory and confirmatory factor analysis were used to assess the validity and reliability of the comprehension scale. Results: Patients preferred visualizations with blue/orange color-coded culturally recognizable symbols to show medication adherence, and the use of labeled blood pressure data points, horizontal reference lines, and a shaded “normal” blood pressure zone. Patients best understood a shaded “normal” blood pressure zone with color-coded symbols to show medication adherence. Condensed visualizations did not significantly improve comprehension, and health literacy did not moderate the relationship between visualization type and comprehension. However, greater health literacy (B=0.61, p=.0001) and hypertension knowledge (B=0.10, p<0.0001) were positively associated with comprehension. Exploratory and confirmatory factor analyses supported a unidimensional 4-item solution for the comprehension scale. Conclusion: This study is an important step in developing useful and useable data visualizations for self-managing HTN. Condensed-display visualizations did not improve patient comprehension of BP and medication adherence information. Future research should further investigate how to design visualizations that improve comprehension, specifically for patients with low health literacy.Doctor of Philosoph

Impact of Noise and Working Memory on Speech Processing in Adults With and Without ADHD

Auditory processing of speech is influenced by internal (i.e., attention, working memory) and external factors (i.e., background noise, visual information). This study examined the interplay among these factors in individuals with and without ADHD. All participants completed a listening in noise task, two working memory capacity tasks, and two short-term memory tasks. The listening in noise task had both an auditory and an audiovisual condition. Participants included 38 young adults between the ages of 18-35 without ADHD and 25 young adults between the ages of 18-35 with ADHD. Results indicated that diagnosis, modality, and signal-to-noise ratio all have a main effect on a person\u27s ability to process speech in noise. In addition, the interaction between the diagnosis of ADHD, the presence of visual cues, and the level of noise had an effect on a person\u27s ability to process speech in noise. In fact, young adults with ADHD benefit less from visual information during noise than young adults without ADHD, an effect influenced by working memory abilities. These speech processing results are discussed in relation to theoretical models of stochastic resonance and working memory capacity. Implications for speech-language pathologists and educators are also discussed

Can virtual reality improve dyslexic English students’ reading fluency and their emotional valence towards reading?

Abstract. The purpose of this master’s thesis is to compare whether a text read in a virtual environment improves the reading of English students with dyslexia in terms of fluency compared with a text laid and read on a piece of paper. Furthermore, another interest of this study is to identify how the participants’ emotional valence was aroused while reading. This master’s thesis is done with the help of Lyfta Oy, an EdTech learning company focused on 360º photos and VR learning environment. Moreover, the thesis design is based on a Lyfta’s workshops, were one the participants read an entire passage in VR without difficulties being dyslexic. Two research questions are aimed to be answered during this research: (1) Is there a difference in fluency between reading in virtual reality (VR) and on a piece of paper? And (2) How positive and negative emotions were empathized while reading? The study was carried out in the UK, were 23 Year 7, 8 and 9 students took part of the data collection. During this face, the participants were asked to read two short passages, one in VR and the other on a piece of paper, being video recorded and, they were asked to fill in two questionnaires about their emotions while reading both texts. Afterwards, the number of errors, words read per minute and prosody were quantified based on the videos, to analyze the participants’ fluency (which comprises three elements: (1) accuracy, (2) rate and (3) prosody) and to answer the first research question. The results suggested that there is not enough data to draw statistical difference between VR and paper. To answer the second research question, the questionnaires’ answers were analyzed. The results suggested that there is a statistical difference in terms of prosody and emotional valence between VR and paper. This study could have some implications in school children having dyslexia, since it might boost positive emotional valence and hence boost their motivation to practice their reading skills. Moreover, educational companies might find a motivation to research more in depth in some aspects of this research and create educational products that can beneficiate dyslexic students’ academic achievement. Also, this research could not only have an impact in dyslexic students, but in general education and other students, since the current master’s thesis continues investigating and analyzing issues that are important in the school days and everyday life of students, such as the role of emotions in the classroom and how VR can affect their emotional valence