Search Results (23,103)

Background/Objectives: Maternal valaciclovir therapy is increasingly used to reduce fetal viral replication in cases of primary cytomegalovirus (CMV) infection during pregnancy. However, data on its impact on early neurodevelopmental outcomes remain limited. This study aimed to evaluate the association between prenatal valaciclovir exposure and early neurodevelopment in infants with confirmed congenital CMV infection (cCMV). Methods: In this retrospective monocentric cohort study, 30 infants with PCR-confirmed cCMV infection were assessed at 4–8 months of age using the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III). Infants were stratified according to prenatal exposure to maternal valaciclovir. Univariate analyses and multivariable linear regression models were performed to evaluate the association between prenatal antiviral exposure and cognitive outcome, adjusting for brain MRI findings and selected clinical variables. Results: Fifteen infants (50%) were exposed to prenatal valaciclovir. Exposed infants demonstrated higher cognitive composite scores compared with unexposed infants (median 105 [IQR 100–110] vs. 90 [85–110]; p = 0.030). In multivariable analysis, prenatal valaciclovir exposure remained significantly associated with higher cognitive scores (β = 11.89, 95% CI 2.86–20.92; p = 0.012), while neonatal MRI abnormalities were not independently associated with outcome. No significant differences were observed in language or motor domains. The final model explained 30% of the variance in cognitive scores (R² = 0.30). Conclusions: Prenatal valaciclovir exposure was associated with higher cognitive composite scores after adjustment for selected covariates. Although causality cannot be inferred, these findings suggest a potential association with early neurodevelopmental outcomes and support the inclusion of functional neurodevelopmental endpoints in future prospective studies. These results should be considered exploratory and hypothesis-generating Full article

Generative artificial intelligence (AI) has demonstrated significant potential in education, yet empirical research on its application in “hardware-driven” interdisciplinary design courses remains scarce. This study employed a randomized crossover experimental design in an IoT Hardware and Design Innovation course at Hunan University. Twelve industrial design undergraduates with no prior IoT background alternated between AI-assisted (ChatGPT-4o) and traditional learning resource conditions across six short-cycle tasks. The crossover design enabled each participant to serve as both experimental and control subjects, yielding 72 observation-level data points. Grounded in Cognitive Load Theory, the study examined three dimensions: process efficacy, difficulty structure, and switching adaptation costs. Results indicated that AI significantly improved perceived task completion efficiency, self-reported goal attainment, and learning experience, yet self-assessed knowledge transfer did not differ significantly between conditions. AI reduced the total number of reported difficulties but altered the difficulty-type distribution: resource-retrieval difficulties decreased while information-verification difficulties increased—a phenomenon we term “difficulty restructuring”. Furthermore, switching from AI back to traditional resources incurred significantly higher adaptation costs than the reverse transition, revealing emerging dependency risks. These findings suggest that generative AI may function more as a “difficulty restructurer” than a “difficulty eliminator” in hardware-driven design education, providing exploratory empirical evidence for incorporating verification literacy into future course design and calling for calibrated scaffold fading that may help mitigate emerging dependency risks. Full article

Cognitive impairment is a prevalent non-motor manifestation of Parkinson’s disease (PD), yet early detection remains limited by the sensitivity of conventional cognitive assessments. Emerging evidence suggests that motor dysfunction, particularly gait and balance abnormalities, reflects underlying cognitive vulnerability. This study examined motor–cognitive associations and evaluated whether motor-derived features can be used to classify low-MoCA status in PD without direct cognitive testing. Data from 102 individuals with PD were analyzed, incorporating clinical assessments, physical function measures, lifestyle factors, and gait-derived biomarkers. Multiple regression identified Unified Parkinson’s Disease Rating Scale Part III, stride length of the more affected side during 360° turning at preferred speed, and maximum ankle jerk on the less affected side during forward walking as independent predictors of Montreal Cognitive Assessment scores, collectively explaining 34.7% of the variance. Network analysis revealed integrative relationships among global motor severity, gait smoothness, and cognitive performance. Using a compact motor-based feature set, logistic regression achieved a mean accuracy of 65.8% and an AUC of 0.737 in classifying low-MoCA status under cross-validation. These findings demonstrate that motor-derived digital biomarkers capture clinically meaningful information about cognitive status in PD and may serve as adjunctive tools for identifying cognitive vulnerability in clinical settings. Full article

The capacity of the brain to adapt to experience has long been associated with synaptic plasticity; however, recent evidence demonstrates that experience-driven neural activity also modulates white matter organization through dynamic regulation of oligodendrocyte lineage cells and myelination. Activity-dependent myelination has emerged as a complementary form of neuroplasticity that contributes to circuit efficiency, temporal coordination, and cognitive function. This review aims to examine the neurobiological mechanisms linking cognitive stimulation and activity-dependent neuronal signaling with oligodendroglial dynamics and adaptive myelination. A narrative review of experimental and translational studies was conducted, focusing on evidence from animal models and human research exploring neuron–oligodendroglia interactions, neurotransmitter-mediated signaling, learning paradigms, physical exercise, and neuromodulatory interventions relevant to myelination and brain plasticity. Accumulating evidence indicates that cognitive stimulation, learning, and physical activity modulate neuronal firing patterns and neurotransmitter release, influencing oligodendrocyte precursor cell proliferation, differentiation, and myelin remodeling. Neurotransmitters such as glutamate, GABA, dopamine, and acetylcholine play key roles in neuron–oligodendroglia communication, largely through calcium-dependent intracellular signaling pathways. These mechanisms have been associated with experience-dependent circuit refinement across motor, cognitive, and stress-related paradigms. Rather than implying direct clinical effects, this review highlights oligodendroglial plasticity as a biologically plausible substrate through which cognitive and behavioral experiences may influence adaptive myelination and white matter integrity. Understanding these mechanisms provides a conceptual framework for future research exploring non-pharmacological approaches to modulate brain plasticity at the level of myelin. Full article

Understanding the psychological mechanisms underlying consumer loyalty behavior constitutes a central challenge for the behavioral sciences. Despite growing research on experiential marketing, limited attention has been directed toward understanding the conditional cognitive mechanisms that determine when and how consumption experiences translate into stable loyalty patterns, particularly in emerging market contexts where consumer behavior dynamics differ substantially from those in mature economies. The present study examines how experiential processing influences the formation of behavioral loyalty patterns, considering the moderating role of cognitive value evaluation. A quantitative, correlational, cross-sectional design was employed with a sample of 500 consumers from retail businesses in Pueblo Nuevo, Peru. The instruments demonstrated adequate psychometric properties (α > 0.88; AVE > 0.50). The results of the moderation analysis using PROCESS Model 1 revealed that the model explains 79.9% of the variance in loyalty behavior (R² = 0.799, p < 0.001). The interaction effect was significant (B = 0.10, p < 0.001), confirming that cognitive value evaluation moderates the relationship between experiential processing and behavioral loyalty. Simple slopes analysis showed that the effect of experiential processing on loyalty intensifies as perceived value increases, ranging from B = 0.56 at low levels to B = 0.77 at high levels. The Johnson–Neyman criterion identified the transition point at 14.80. These findings contribute to consumer behavior theory by demonstrating that consumption experiences require a favorable cognitive evaluation to translate into stable behavioral loyalty patterns, with implications for Sustainable Development Goal 8 concerning sustainable economic growth. These results advance consumer behavior theory by providing an integrative moderating framework applicable beyond the Peruvian context, and offer retail managers a diagnostic tool for calibrating experiential strategies based on consumer value perception thresholds. Full article

In the last few years, universities have increasingly implemented online learning environments, allowing students to study at their own pace. These environments utilize technological tools and implement methods to support training, deliver content, and promote the acquisition of new knowledge and skills. As an example of these technologies, eye tracking has emerged as a powerful tool for studying visual attention, cognitive processes, and learning behaviors. The main aim of this study is to provide a scoping review of recent eye-tracking research across diverse learner populations, ranging from K-12 students to university-level learners and educators. The present study examined recent advances in eye-tracking technologies, focusing on their potential, especially when combined with artificial intelligence (AI) techniques such as machine learning. It analyzed 54 empirical studies in the last few years, highlighting their applicability, strengths, and limitations. The research findings highlight the promise of eye-tracking technology to transform educational practices by providing data-driven insights regarding student behavior and cognitive processes. Future research must address implementation and data-analysis challenges to maximize the educational benefits of eye tracking. Full article

Objectives: We aimed to evaluate the reliability and validity of the Arabic version of the Chronic Heart Failure Health-Related Quality of Life Questionnaire (CHFQOLQ-20) among patients with heart failure in Jordan. Methods: A cross-sectional study was conducted among 399 adults with heart failure recruited from a tertiary hospital in Jordan (median age 68 years; 55.9% male). The CHFQOLQ-20 was translated using forward–backward procedures. Construct validity was examined using confirmatory factor analysis (CFA) and a multidimensional Partial Credit Model. Differential item functioning by sex and internal consistency were assessed. Results: CFA supported the original four-domain structure (physical, cognitive, mental, and general health), with all items showing significant factor loadings. Item-level analyses demonstrated acceptable model fit, ordered response thresholds, and minimal sex-related bias. Physical health scores were lower than other domains. Conclusions: The Arabic CHFQOLQ-20 is a valid, reliable, and multidimensional measure of HRQoL in patients with heart failure, supporting its use in clinical practice and research. Full article

Contemporary education increasingly emphasises transferable competencies that enable learners to analyse situations, evaluate information, and make responsible decisions. This study examined the effects of a structured educational intervention based on inquiry, problem-solving, and role-play activities on the development of decision-making competence in primary school students. A quasi-experimental pre-test–post-test design with a control group was employed. The initial sample consisted of 64 second-grade students, with final analyses conducted on 39 complete cases. Decision-making competence was assessed using a researcher-developed multidimensional scale encompassing six dimensions: identification of alternatives, justification of decisions, anticipation of consequences, autonomy, collaboration, and responsibility. The results indicated a significant improvement in decision-making competence from pre-test (M = 13.23, SD = 1.68) to post-test (M = 20.05, SD = 4.49), t(38) = 8.45, p < 0.001, d = 1.35. Additionally, analysis of covariance revealed a significant effect of group on post-test scores, F(1, 36) = 9.82, p = 0.003, ηp² = 0.21, with the experimental group demonstrating greater improvement than the control group. A 2 × 2 repeated-measures ANOVA further indicated that gains were more pronounced in the cognitive domain than in the socio-emotional domain. These findings suggest that structured classroom activities involving inquiry, problem-solving, and role-play can support primary school students’ ability to analyse situations, generate alternatives, and justify decisions, particularly within the cognitive dimensions of decision-making competence. At the same time, the more moderate gains observed in collaboration and responsibility highlight the need for sustained, interaction-based learning contexts to support the development of socio-emotional dimensions. Full article

Background/Objectives: Forest therapy has demonstrated stress-reducing and immune-enhancing effects, yet its simultaneous impact on cognitive function, stress biomarkers, and oral microbiota in older adults remains unexplored. This study aimed to evaluate the effects of an 8-week community-based village forest experience program on cognitive function, salivary cortisol, and oral pathogenic bacteria in community-dwelling older adults. Methods: A total of 125 older adults (mean age 82.2 ± 5.3 years; 87.2% female) from 17 senior centers participated in a single-arm, pre–post intervention study. Cognitive function was assessed using the Cognitive Impairment Screening Test (CIST), salivary cortisol was measured by ELISA, and seven oral bacterial species were quantified by qPCR. Results: CIST scores improved significantly (p = 0.003, d = 0.27), with the suspected cognitive impairment subgroup showing greater improvement (d = 0.66) and 48.8% transitioning to normal classification. Salivary cortisol decreased significantly (p = 0.002), and total bacterial load, Porphyromonas gingivalis, and Tannerella forsythia were significantly reduced. The 80–84-year age group showed the greatest cognitive gain, whereas participants aged 85 and older showed no significant change. Conclusions: An accessible village forest program may simultaneously benefit cognitive function, stress, and oral health in older adults with early-stage cognitive decline. Controlled studies are needed to confirm causality and elucidate the underlying mechanisms. Full article

Background/Objectives: Physical activity is one of the most powerful lifestyle factors influencing brain health, with growing evidence supporting its role in promoting neuroplasticity, cognitive function, and resilience to age-related neurological decline. Recent studies indicate that these effects are mediated by coordinated molecular responses involving epigenetics, activity-dependent gene expression, metabolic adaptation, and inter-organ communication pathways. This narrative review synthesizes current knowledge from experimental and clinical studies on the neurogenomic and epigenetic mechanisms underlying exercise-induced brain plasticity. Methods: Literature searches were conducted in PubMed, Scopus, Web of Science, and Google Scholar to identify studies examining neurogenomic and epigenetic mechanisms underlying neuroplasticity and cognitive adaptations in response to exercise, with an emphasis on mechanistic and translational evidence. Results: Available evidence, derived predominantly from animal studies and supported by more limited, often indirect human data, indicates that physical activity induces epigenetic modifications, including changes in DNA methylation, histone modifications, and microRNA expression, which contribute to lasting changes in exercise-responsive genes involved in brain plasticity. These adaptations include the upregulation of key neuroplasticity-related mediators that support neurogenesis, synaptic plasticity, angiogenesis, and metabolic adaptation, alongside the downregulation of pathways linked to neuroinflammation, oxidative stress, and apoptotic signalling. Conclusions: Integrating neurogenomics with systems biology approaches offers promising opportunities to better understand how physical activity influences brain plasticity throughout life. These insights may support the development of personalized exercise medicine to improve cognitive health and reduce the risk of neurodegenerative disorders. Full article

Conceptual ambiguity in People–Place Relationships (PPR) research limits consistent operationalization and cross-context comparability, particularly in under-represented cultural settings. This study develops an integrated, context-sensitive framework for assessing PPR in residential environments and empirically examines its measurement structure. The framework is applied in Damascus as a pilot context to assess its structural validity, internal consistency, and applicability. The methodological approach comprised two stages: conceptual development and empirical validation. First, two rounds of case-study analysis derived from a prior systematic literature review synthesized environmental (social and urban) and relational (cognitive, affective, attachment) dimensions into a coherent framework. Second, the framework was operationalized and tested using survey data from 1610 residents across Damascus districts. Six first-order indices and one composite PPR index were constructed and evaluated using exploratory factor analysis and Cronbach’s alpha with item–total correlation analysis. Results demonstrate a stable multidimensional structure that integrates evaluative environmental conditions with relational processes, moving beyond emotion-dominant interpretations of attachment. The framework advances existing approaches by linking theoretical constructs to empirically tested measurement dimensions. While further validation in diverse contexts is required, the results indicate that the model provides a coherent and adaptable basis for assessing residential PPR in socio-culturally complex urban environments. Full article

Image communication represents a fundamental domain of human experience that intersects cognitive neuroscience, educational psychology, and visual communication theory. The increasing digitalization of contemporary society has amplified the importance of visual literacy, defined as the ability to interpret, use, and create visual media. While neuroscientific research highlights the brain’s proficiency in processing visual information, significant gaps remain in understanding the underlying psychological mechanisms and their practical applications in educational contexts. This study proposes a multidisciplinary research design to systematically analyze these psychological dimensions. The research will integrate cognitive, perceptual, and pedagogical perspectives to understand how visual representations influence learning. The methodological design includes a multi-method approach combining experimental analysis, ethnographic observation, and psychometric evaluation on a stratified sample of 240 participants (aged 16–25) divided into three groups: high school students (n = 80), university students (n = 80), and young professionals (n = 80). The proposed methodology will utilize eye-tracking to analyze visual perception patterns, integrated with semantic differential methods to evaluate cognitive and affective associations with visual imagery. The expected results should clarify how the effectiveness of image communication depends on the coherence between technical and semantic aspects of visual imagery. The research aims to contribute to the theoretical framework of educational neuroscience, offering empirical evidence for optimizing teaching strategies based on multimodal visual communication. Full article

Various neuromodulatory benefits of the ketogenic diet (KD) have been demonstrated, yet its influence on reward learning and underlying mechanisms remain poorly defined. This study combined proteomics and metabolomics to identify key molecular changes in the hippocampus of KD-fed mice. Our analysis revealed significant upregulation of the “dopaminergic synapse” pathway, with CAMK2A emerging as a central regulator. In vitro, treatment of the hippocampal neuronal cell line HT22 with β-hydroxybutyrate (BHB), a primary KD metabolite, increased the protein expression of CAMK2A and increased the phosphorylation of its downstream target, GluA1. Crucially, Camk2a knockdown completely blocked BHB-induced p-GluA1 enhancement. To determine the behavioral relevance, we stereotaxically delivered AAV-shCamk2a into the hippocampus of KD-fed mice. Knockdown of Camk2a reversed the pro-reward effects of KD, as measured by the sucrose preference test and conditioned place preference test, without impairing general locomotor activity in the open field test. Together, these results suggest a novel BHB–CAMK2A–dopaminergic signaling axis through which KD enhances reward learning, thus bridging systemic metabolism with cognitive function and expanding our understanding of KD-mediated neuromodulation. Full article

The identification of gifted students with learning disabilities (GLD) remains theoretically and methodologically contested. The present study examined cognitive and reading profiles of 150 Greek students in Grades 4–6, classified as gifted with learning disabilities (GLD) (n = 36), gifted (n = 31), or dyslexic of average intellectual ability (n = 83). Gifted classification was based on National Association for Gifted Children guidelines issued in 2018, using reasoning-based WISC-VIndices (FSIQ, GAI, EGAI, NVI, VECI ≥ 120), while learning disability was determined through formal multidisciplinary diagnosis. Cognitive performance was assessed with the WISC-V and reading with the standardized DADA battery (decoding, fluency, and comprehension). One-way ANOVAs and ROC analyses were conducted. GLD students demonstrated reasoning abilities and processing speed abilities comparable to gifted peers, but working memory deficits compared to gifted peers. In reading, GLD students showed decoding deficits like dyslexic peers and fluency impairments indistinguishable from them, yet significantly stronger comprehension. These findings reveal a differentiated literacy profile in which higher-order reasoning appears to support meaning construction despite persistent efficiency-based constraints in decoding and fluency. Overall, the results indicate that twice-exceptionality reflects a structurally uneven cognitive–academic configuration, underscoring the importance of multidimensional assessment approaches that simultaneously evaluate reasoning strengths and reading-specific vulnerabilities. Full article

Integrating artificial intelligence (AI) into design education is no longer optional; it has become an essential tool for enhancing innovative design and preparing students for data-driven practice and rapid technological acceleration. However, ignoring AI risks professional irrelevance; it introduces a range of concerns about students’ cognitive skills and comes with many drawbacks in the education process, as it threatens the attainment of learning outcomes, renders a fair assessment process unachievable, and places academic integrity in a vulnerable position. Using a qualitative case study approach, this research employs semi-structured interviews with 27 senior-year students in the interior design department to gain in-depth academic insights into how AI influenced their design process in their term project and its impact on their cognitive development and decision -making. Instructors’ observations on students’ skills, their pace in the project, and their end-products were documented. This study demonstrates that integrating AI into design education cannot be avoided, making a new paradigm for addressing design education inevitable. Based on the analysis, the paper proposes a conceptual framework outlining key dimensions in teaching and assessing strategies in design education adopting AI, focusing on analysis, critical thinking, reasoning, and process rather than on the end-product and its presentation. Full article