Achieving a successful relationship between Neuroscience and Education: The views of Portuguese teachers

AbstractEducational Neuroscience is currently raising high attention by the educational and neuroscientific community. However, society has created too many expectations concerning what Neuroscience can bring to Education. With this study, we aim to identify eventual distorted expectations of the teachers and propose ways to overcome these. This study was carried out in Portugal with 30 participating schools, where 627 questionnaires were answered by teachers from Preschool to High School. Our results show that there are still misunderstandings concerning the Portuguese teachers’ views about the links between Neuroscience and Education. More collaborative efforts between professionals of both fields are needed for the field of Educational Neuroscience to succeed

Editorial

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Estudos cognitivos em Língua Gestual Portuguesa: estudo de arte

The main goal of present paper is to present the research lines that we are presently following in the study of Portuguese Sign Language (LGP), including the replication of previous studies in other sign languages (such as a working memory study) but also proposals that are, to our best knowledge, original (such as the study of time perception in deaf). We start by making a review of the theoretical framework that has supported several studies in other sign languages, particularly in American Sign Language (ASL), identifying then the need of replicating these studies for LGP. The status of our works is also presented.  O objectivo principal deste artigo foi apresentar um estudo que se encontra a decorrer, no ICS da UCP. Neste trabalho, propomo-nos replicar estudos já feitos para outras línguas gestuais, nomeadamente, relativamente à memória de trabalho. As nossas propostas englobam também estudos originais, nomeadamente no que concerne a percepção do tempo nos surdos. Neste artigo fazemos uma breve revisão da literatura relativamente ao Estudo da Arte nas outras línguas gestuais, particularmente na ASL, identificando a necessidade de replicação desses trabalhos para a LGP. O Estado do desenvolvimento do nosso trabalho é também apresentado

Brain Activity during Lower-Limb Movement with Manual Facilitation: An fMRI Study

Brain activity knowledge of healthy subjects is an important reference in the context of motor control and reeducation. While the normal brain behavior for upper-limb motor control has been widely explored, the same is not true for lower-limb control. Also the effects that different stimuli can evoke on movement and respective brain activity are important in the context of motor potentialization and reeducation. For a better understanding of these processes, a functional magnetic resonance imaging (fMRI) was used to collect data of 10 healthy subjects performing lower-limb multijoint functional movement under three stimuli: verbal stimulus, manual facilitation, and verbal +manual facilitation. Results showed that, with verbal stimulus, both lower limbs elicit bilateral cortical brain activation; with manual facilitation, only the left lower limb (LLL) elicits bilateral activation while the right lower limb (RLL) elicits contralateral activation; verbal + manual facilitation elicits bilateral activation for the LLL and contralateral activation for the RLL. Manual facilitation also elicits subcortical activation in white matter, the thalamus, pons, and cerebellum. Deactivations were also found for lower-limb movement. Manual facilitation is stimulus capable of generating brain activity in healthy subjects. Stimuli need to be specific for bilateral activation and regarding which brain areas we aim to activate.info:eu-repo/semantics/publishedVersio

Occlusal changes secondary to temporomandibular joint conditions: a critical review and implications for clinical practice

The relationship between Temporomandibular Disorders (TMD) and malocclusion is an extremely critical issue in dentistry. Contrary to the old concept that malocclusion causes TMD, occlusal changes, especially those observed as sudden, may be secondary and reflect joint or muscle disorders due to the obvious connection between these structures and the dental occlusion. Objectives The aim of this article is to present the most commonly occlusal changes secondary to TMD. Methods The clinical presentation of these conditions is discussed. Details regarding diagnosis, treatment, and follow-up of patients presenting TMD prior or during treatment are also presented. Conclusions All plans for irreversible therapy should be preceded by a meticulous analysis of TMD signs and symptoms in such a way that patients are not submitted to irreversible treatment, based on an untrue occlusal relationship, secondary to articular and/or muscular disorders. When present, TMD symptoms must always be controlled to reestablish a “normal” occlusion and allow proper treatment strategy

Hypertrophic Cranial Pachymeningitis and Skull Base Osteomyelitis by Pseudomonas Aeruginosa: Case Report and Review of the Literature

Hypertrophic cranial pachymeningitis (HCP) is an uncommon disorder characterized by localized or diffuse thickening of the dura mater, and it usually presents with multiple cranial neurophaties. It has been associated with a variety of inflammatory, infectious, traumatic, toxic and neoplasic diseases, when no specific cause is found the process is called idiopathic. The infectious cases occur in patients under systemic immunosuppression, which have an evident contiguous source or those who have undergone neurosurgical procedures. We describe a case of a 62-year-old immunosuppressed woman with diabetes and rheumatoid arthritis, which had HCP and osteomyelitis of the skull base caused by pseudomonas aeruginosa, presenting with headache and diplopia. We believe this is the second documented case of pachymeningitis secondary to this microorganism. As a multifactorial disease, it is essencial to determine the specific causative agent of HCP before making treatment decisions, and great care is needed with immunocompromised patients

How different are girls and boys as bullies and victims? Comparative perspectives on gender and age in the bullying dynamics

Bullying involves aggressive behaviors with the intention to harm others, including manifestations of systematic abuse of power. Two types of bullying can be considered: physical and psychological. Students may get involved in bullying dynamics as bullies, victims, or both-aggressive victims. The literature defines bullying as a global phenomenon, affecting both girls and boys. Therefore, Portuguese schools are no exception, with several studies from North to South of the country demonstrating the presence of bullying in schools, both in elementary and middle schools. The aim of this study is to elaborate the differences and experiences by both genders, boys and girls, in the current dynamics of school bullying. Thus, answering the question-how different are girls and boys as bullies and victims? In addition, it intends to impart the acquired knowledge and raise awareness of the implications of this social context in which Portuguese children are currently involved. The results obtained from a sample of 1147 students attending the 1st cycle of Portuguese education (elementary schools) were in line with previous studies. In order to enrich the literature, bullies, victims, and aggressive victims were characterized in detail. Finally, the importance of the adults’ intervention, especially teachers, was highlighted.info:eu-repo/semantics/publishedVersio

Music therapy assessment with the IMCAP-ND: a pilot study

Background: Music therapy (MT) appears to be a valuable complementary intervention for children diagnosed with neurodevelopmental conditions, namely, autism spectrum disorders (ASD), who often present cognitive, academic, communicative, and social difficulties. Music therapy has been increasingly recommended as a standard support service for communication and social interaction in this specific neuropediatric setting. Objective: The aim of this pilot study was to determine the recruitment and protocol feasibility of music therapy for autistic children and explore trends towards the clinical utility of the IMCAP-ND[i] quantitative measure on assessing the focus on sound receptions, joint attention, turn-taking, auditory perception, sensory integration, social interaction, entrainment, and empathy, as a preparation for a future study wherein we will pursue with an MT intervention assessment. Furthermore, here we use the European Portuguese translated version of the IMCAP-NDPT scales to contribute to its validation and adaptation. Methods: Five autistic children received a weekly music therapy session of approximately 45 minutes for six months, totaling a minimum of 20 and maximum of 24 completed sessions per child. The IMCAP-NDPT and the Griffiths Mental Development Scales (GMDS) scales were applied pre- and post-test. Results: We tested the research design and the session’s protocol. All participants completed MT intervention and showed increase in social-emotional capacities, cognitive and perception skills, and overall responsiveness. However, our results indicate a need to review the inclusion criteria concerning participants with a single diagnosis (ASD), previous contacts with musical instruments, and the application of standardized music therapy settings. Conclusions: The design and protocol were perceived as acceptable and feasible, though some improvements were suggested for subsequent original research, and the IMCAP-NDPT version was considered usable. Our initial findings suggest the potential of music therapy for autistic children. Further intervention with efficacy assessment through a larger-scale randomized trial is needed, considering the content based on pilot findings.info:eu-repo/semantics/publishedVersio