Neural correlates of phonological, orthographic and semantic reading processing in dyslexia

Developmental dyslexia is one of the most prevalent learning disabilities, thought to be associated with dysfunction in the neural systems underlying typical reading acquisition. Neuroimaging research has shown that readers with dyslexia exhibit regional hypoactivation in left hemisphere reading nodes, relative to control counterparts. This evidence, however, comes from studies that have focused only on isolated aspects of reading. The present study aims to characterize left hemisphere regional hypoactivation in readers with dyslexia for the main processes involved in successful reading: phonological, orthographic and semantic. Forty-one participants performed a demanding reading task during MRI scanning. Results showed that readers with dyslexia exhibited hypoactivation associated with phonological processing in parietal regions; with orthographic processing in parietal regions, Broca's area, ventral occipitotemporal cortex and thalamus; and with semantic processing in angular gyrus and hippocampus. Stronger functional connectivity was observed for readers with dyslexia than for control readers 1) between the thalamus and the inferior parietal cortex/ventral occipitotemporal cortex during pseudoword reading; and, 2) between the hippocampus and the pars opercularis during word reading. These findings constitute the strongest evidence to date for the interplay between regional hypoactivation and functional connectivity in the main processes supporting reading in dyslexia. Keywords: Dyslexia, Reading, Hypoactivation, Functional connectivity, Thalamus, Hippocampu

A Competition between Relative Stability and Binding Energy in Caffeine Phenyl-Glucose Aggregates: Implications in Biological Mechanisms

Hydrogen bonds and stacking interactions are pivotal in biological mechanisms, although their proper characterisation within a molecular complex remains a difficult task. We used quantum mechanical calculations to characterise the complex between caffeine and phenyl-beta-D-glucopyranoside, in which several functional groups of the sugar derivative compete with each other to attract caffeine. Calculations at different levels of theory (M06-2X/6-311++G(d,p) and B3LYP-ED=GD3BJ/def2TZVP) agree to predict several structures similar in stability (relative energy) but with different affinity (binding energy). These computational results were experimentally verified by laser infrared spectroscopy, through which the caffeine center dot phenyl-beta-D-glucopyranoside complex was identified in an isolated environment, produced under supersonic expansion conditions. The experimental observations correlate with the computational results. Caffeine shows intermolecular interaction preferences that combine both hydrogen bonding and stacking interactions. This dual behaviour had already been observed with phenol, and now with phenyl-beta-D-glucopyranoside, it is confirmed and maximised. In fact, the size of the complex's counterparts affects the maximisation of the intermolecular bond strength because of the conformational adaptability given by the stacking interaction. Comparison with the binding of caffeine within the orthosteric site of the A2A adenosine receptor shows that the more strongly bound caffeine center dot phenyl-beta-D-glucopyranoside conformer mimics the interactions occurring within the receptor

Neural correlates of phonological, orthographic and semantic reading processing in dyslexia

Available online 10 August 2018Developmental dyslexia is one of the most prevalent learning disabilities, thought to be associated with dysfunction in the neural systems underlying typical reading acquisition. Neuroimaging research has shown that readers with dyslexia exhibit regional hypoactivation in left hemisphere reading nodes, relative to control counterparts. This evidence, however, comes from studies that have focused only on isolated aspects of reading. The present study aims to characterize left hemisphere regional hypoactivation in readers with dyslexia for the main processes involved in successful reading: phonological, orthographic and semantic. Forty-one participants performed a demanding reading task during MRI scanning. Results showed that readers with dyslexia exhibited hypoactivation associated with phonological processing in parietal regions; with orthographic processing in parietal regions, Broca's area, ventral occipitotemporal cortex and thalamus; and with semantic processing in angular gyrus and hippocampus. Stronger functional connectivity was observed for readers with dyslexia than for control readers 1) between the thalamus and the inferior parietal cortex/ventral occipitotemporal cortex during pseudoword reading; and, 2) between the hippocampus and the pars opercularis during word reading. These findings constitute the strongest evidence to date for the interplay between regional hypoactivation and functional connectivity in the main processes supporting reading in dyslexia.Supported by grants (RYC-2014-15440, PSI2015-65696) from the Spanish Ministry of Economy and Competitiveness (MINECO), a grant (PI2016-12) from the Basque Government and a grant (Exp. 65/15) from the Programa Red guipuzcoana de Ciencia, Tecnología e Innovación from the Diputación Foral de Gipuzkoa (P.M.P-A.); a predoctoral grant from the Department of Education, Universities and Research from the Basque Government (M.O.); grant (PSI2015-64174P) from the MINECO (F.C.); grants (PSI2015-67353-R) from the MINECO and (ERC-2011-ADG-295362) from the European Research Council (M.C.). BCBL acknowledges funding from Ayuda Centro de Excelencia Severo OchoaSEV-2015-0490 from the MINECO

(Re)construcción de identidades sociales en entornos penitenciarios : las presas deportistas

El objetivo de este artículo fue explorar el significado que las diferentes prácticas físicas realizadas en prisión adquirían para las mujeres con respecto a las relaciones interpersonales, y asociarlo con la fase de construcción de su nueva identidad desarrollada durante el encarcelamiento. A partir de una investigación cualitativa donde se entrevistó a 16 mujeres de entre 23 y 62 años que participaron en actividades físico-deportivas dentro del centro penitenciario, los resultados señalaron que dichas actividades constituyeron una vía de resocialización para las mujeres encarceladas. Este aumento de relaciones interpersonales influyó en su (re)categorización, reforzando considerablemente su pertenencia a un nuevo grupo que buscaba a través de las prácticas físicas alejarse de las adicciones propias del medio carcelario y construir una nueva identidad positiva que generase un aumento en su bienestar psico-sociológico.The aim of this article was to explore how different physical activities assisted in the development of interpersonal relationships and the self-construction of new identities for a group of women prisoners during their period of incarceration. Using qualitative research, sixteen women between the ages of 23 and 62 were interviewed, all of whom had participated in sport and physical activities within the prison. It was found that those activities constituted a new way of socialising for imprisoned women. Such increase of interpersonal relationship influenced participants' (re)categorization, reinforcing considerably their belongness into a new group who attempted, through physical practices, to move away from addictions associated with the prison environment and build up a new positive identity that would improve their psycho-social well-being.O objetivo deste artigo foi explorar o significado que diferentes práticas físicas na prisão adquiriram para as mulheres em relação às relações interpessoais, e associá-la à fase de construção de sua nova identidade desenvolvida durante o encarceramento. A partir de uma investigação qualitativa onde foram entrevistadas 16 mulheres entre 23 e 62 anos de idade que participaram de atividades físico-esportivas no centro penitenciário, os resultados indicaram que essas atividades constituíram uma forma de ressocialização para mulheres encarceradas. Esse aumento nas relações interpessoais infiuenciou em sua (re)categorização, reforçando consideravelmente sua pertença a um novo grupo que buscou através de práticas físicas afastarem-se dos vícios do meio prisional e construir uma nova identidade positiva que gera um aumento no bem-estar psico-sociológico

The Role of Non-Covalent Interactions on Cluster Formation: Pentamer, Hexamers and Heptamer of Difluoromethane

The role of non-covalent interactions (NCIs) has broadened with the inclusion of new types of interactions and a plethora of weak donor/acceptor partners. This work illustrates the potential of chirped-pulse Fourier transform microwave technique, which has revolutionized the field of rotational spectroscopy. In particular, it has been exploited to reveal the role of NCIs’ in the molecular self-aggregation of difluoromethane where a pentamer, two hexamers and a heptamer were detected. The development of a new automated assignment program and a sophisticated computational screening protocol was essential for identifying the homoclusters in conditions of spectral congestion. The major role of dispersion forces leads to less directional interactions and more distorted structures than those found in polar clusters, although a detailed analysis demonstrates that the dominant interaction energy is the pairwise interaction. The tetramer cluster is identified as a structural unit in larger clusters, representing the maximum expression of bond between dimers

Sociocultural processes of ability in Physical Education and Physical Education Teacher Education : A systematic review

© The Author(s) 2019. The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students’ views about ability, enabling them at the same time to provide more habitable learning environments in their future practice

A combined spectroscopic and theoretical study of propofol center dot (h2o)(3)

Contains fulltext : 103321.pdf (publisher's version ) (Open Access

La tradición lúdica en el currículum educativo. Los juegos y deportes de pelota en Educación Física: una propuesta comprensiva

Los juegos han estado basados tradicionalmente en el pacto previo de las condiciones del desafío entre dos bandos. Mediante el pacto, se equilibraban las posibilidades de los contendientes de conseguir la victoria, pues se analizaban las características de los jugadores y sus habilidades y se introducían modificaciones. Esto ha ocurrido de la misma forma en los juegos directos de pelota, que son los que nos ocupan, todavía vivos en algunas zonas del estado como el País Vasco, Navarra o el País Valenciano. Este conocimiento de dichos juegos proviene de una investigación de índole etnográfica desarrollada en el 2007 con el objetivo de rescatar, catalogar y describir los juegos directos de pelota vascos y valencianos. A partir de este trabajo, proponemos el diseño de una progresión didáctica para la introducción de estas actividades en las sesiones de educación física de secundaria. Y lo hacemos desde una perspectiva comprensiva, en la cual el alumnado tiene gran protagonismo no solo en la práctica, sino en el diseño de los desafíos. De este modo, se trata de que el alumnado identifique las modificaciones del juego y los efectos que ellas producen para, con ello, proponer desafíos a otros equipos. Dicha práctica, además, será evaluada por todas las partes. En definitiva, se trata de poner sobre la mesa una propuesta moderna basada en antiguos juegos de pelota