Optical Coherence Tomography in Parkinsonian Syndromes

BACKGROUND/OBJECTIVE: Parkinson's disease (PD) and the atypical parkinsonian syndromes multiple system atrophy (MSA), progressive supranuclear palsy (PSP) and corticobasal syndrome (CBS) are movement disorders associated with degeneration of the central nervous system. Degeneration of the retina has not been systematically compared in these diseases. METHODS: This cross-sectional study used spectral-domain optical coherence tomography with manual segmentation to measure the peripapillar nerve fiber layer, the macular thickness, and the thickness of all retinal layers in foveal scans of 40 patients with PD, 19 with MSA, 10 with CBS, 15 with PSP, and 35 age- and sex-matched controls. RESULTS: The mean paramacular thickness and volume were reduced in PSP while the mean RNFL did not differ significantly between groups. In PSP patients, the complex of retinal ganglion cell- and inner plexiform layer and the outer nuclear layer was reduced. In PD, the inner nuclear layer was thicker than in controls, MSA and PSP. Using the ratio between the outer nuclear layer and the outer plexiform layer with a cut-off at 3.1 and the additional constraint that the inner nuclear layer be under 46 µm, we were able to differentiate PSP from PD in our patient sample with a sensitivity of 96% and a specificity of 70%. CONCLUSION: Different parkinsonian syndromes are associated with distinct changes in retinal morphology. These findings may serve to facilitate the differential diagnosis of parkinsonian syndromes and give insight into the degenerative processes of patients with atypical parkinsonian syndromes

¿Psicología de la Educación o Psicología Escolar? Esa es la cuestión

Este artigo apresenta alguns dados oriundos da tese de doutorado sobre a história do campo de conhecimento e prática da Psicologia em sua relação com a Educação no Brasil. Este estudo foi conduzido baseado no fundamento epistêmico-filosófico do materialismo histórico dialético e na nova história, utilizando fontes bibliográficas históricas e cinco relatos orais de personagens da Psicologia Educacional e Escolar. Os depoimentos e o material das fontes escritas constituíram o corpus documental cuja organização seguiu a metodologia da história oral e historiografia plural. Foi realizada análise descritivo-analítica compreendida em duas etapas: a) análise documental (fontes não orais) e b) construção de indicadores e núcleos de significação dos registros orais. A partir das análises, compôs-se uma periodização da história da Psicologia Educacional e Escolar brasileira por meio de marcos históricos da área. No presente artigo destaca-se a discussão acerca da conceituação e terminologias utilizadas pela Psicologia Educacional e Escolar ao longo do tempo e de como essas mudanças nas nomenclaturas da área refletem questões epistemológicas, ideológicas e políticas

Strategies in probabilistic feedback learning in Parkinson patients OFF medication

AbstractStudies on classification learning suggested that altered dopamine function in Parkinson’s Disease (PD) specifically affects learning from feedback. In patients OFF medication, enhanced learning from negative feedback has been described. This learning bias was not seen in observational learning from feedback, indicating different neural mechanisms for this type of learning. The present study aimed to compare the acquisition of stimulus–response–outcome associations in PD patients OFF medication and healthy control subjects in active and observational learning. 16 PD patients OFF medication and 16 controls were examined with three parallel learning tasks each, two feedback-based (active and observational) and one non-feedback-based paired associates task. No acquisition deficit was seen in the patients for any of the tasks. More detailed analyses on the learning strategies did, however, reveal that the patients showed more lose-shift responses during active feedback learning than controls, and that lose-shift and win-stay responses more strongly determined performance accuracy in patients than controls. For observational feedback learning, the performance of both groups correlated similarly with the performance in non-feedback-based paired associates learning and with the accuracy of observed performance. Also, patients and controls showed comparable evidence of feedback processing in observational learning. In active feedback learning, PD patients use alternative learning strategies than healthy controls. Analyses on observational learning did not yield differences between patients and controls, adding to recent evidence of a differential role of the human striatum in active and observational learning from feedback