Contribution de la neuropsychologie à la compréhension de la violence : données cliniques et modèles théoriques

La violence a longtemps été étudiée en faisant référence aux théories psychosociales, développementales et psychanalytiques. Il apparaît que l\u27importance de facteurs neurologiques et particulièrement neuropsychologiques a été sous-estimée. Si tous les lésés cérébraux ne montrent pas de signes de violence, ceux qui présentent des lésions circonscrites des aires préfrontales ventromédianes sont néanmoins les plus disposés à avoir ce type de manifestations. Le but de notre travail est de décrire les déficits neuropsychologiques qui sont généralement associés aux comportements violents et qui sont rapportés par la majorité des études récentes. Ces perturbations feront l\u27objet d\u27une discussion par rapport à trois modèles actuels du fonctionnement frontal

The neural substrates of script knowledge deficits as revealed by a PET study in Huntington's disease

Item does not contain fulltextIntroduction Previous neuropsychological investigations have suggested that both the prefrontal cortex and the basal ganglia are involved in the management of script event knowledge required in planning behavior. Methods This study was designated to map, the correlations between resting-state brain glucose utilization as measured by FDG-PET (positron emission tomography) and scores obtained by means of a series of script generation and script sorting tasks in 8 patients with early Huntington's disease. Results These patients exhibited a selectively greater impairment for the organizational aspects of scripts compared to the semantic aspects of scripts. We showed significant negative correlations between the number of sequencing, boundary, perseverative and intrusion errors and the metabolism of several cortical regions, not only including frontal, but also posterior regions. Conclusion Our findings suggest that, within the fronto-striatal system, the cortical frontal regions are more crucial in script retrieval and script sequencing than the basal ganglia. Highlights ► The correlation between resting-state brain glucose utilization and performance on script generation and sorting tasks was examined in Huntington's disease. ► A selectively greater impairment for the organizational aspects of scripts was observed. ► Significant negative correlations between script errors and the metabolism of several cortical frontal and posterior regions were found. ► The cortical frontal regions are more crucial in script retrieval and script sequencing than the basal ganglia

Teaching a Broad Discipline: The Critical Role of Text Based Learning to Building Disciplinary Literacy in Architectural Education

Architecture is a demanding discipline with multiple, complex concerns and identities shaping the profession. The discipline requires analysis of complex and multifaceted issues and synthesizing broad knowledge through a focused creative process. While twenty-first-century education may leverage many sources to educate students of architecture, texts remain the primary repository par excellence of the rich and diverse body of knowledge and ideas that continue to inspire and ground architects, theorists, historians, planners, and policy makers tied to the discipline. Perusing and engaging with the diverse body of architectural literature is a strong approach to support one’s learning to think, speak, and write in the discipline with a high level of fluency and expertise. Yet reading, the foundational skill that provides access to the literature is often overlooked in the development of curriculum and the pedagogy of architectural education. This chapter explores in detail the challenges that inhibit student reading and reading effectiveness followed by strategies for building student reading skills in architectural education to support increased disciplinary literacy. Central to the strategies discussed is increased integration of text-based learning and explicit foregrounding of reading and study tools to support students’ learning through text. Key learning principles that serve a foundational role in text-based learning are analyzed to underpin the strategies discussed. Finally, two case studies are provided that exemplify the integration of these strategies that support increased disciplinary literacy in architectural education