Search Results (47)

Background/Objectives: Bipolar disorder (BD) is a chronic psychiatric condition characterized by episodes of mania, hypomania, and depression. Due to the cognitive impairments associated with BD, patients frequently experience difficulties in attention, memory, and executive functions, which in turn adversely affect specific aspects of their language abilities, such as word retrieval, verbal fluency, and the organization of coherent speech. The present study aims to determine the extent to which the verbal fluency skills of native Turkish-speaking individuals with BD are impaired compared to healthy controls and to identify whether there are differences in verbal fluency skills and their subcategories between bipolar I disorder (BD I) and bipolar II disorder (BD II) groups. Methods: A cross-sectional comparative design was employed in this study, including 39 euthymic patients diagnosed with BD I or BD II and 39 healthy controls. Verbal fluency was assessed using a standardized task comprising semantic fluency, semantic switching, phonemic fluency, and automatic speech subtests. All assessments were conducted under blinded conditions, and scoring was performed by independent raters. Group comparisons were carried out using ANOVA, Kruskal–Wallis, and ANCOVA analyses; age was controlled for through covariance analysis. Additionally, sensitivity analyses were conducted within the 25–55 age range. Results: The control group demonstrated significantly higher performance than the BD groups across all semantic and phonemic verbal fluency tasks. No statistically significant differences were observed between the groups in automatic speech tasks. When comparing the BD I and BD II groups, a statistically significant difference was found only in the action (verb) category, with the BD II group outperforming the BD I group. Conclusions: The findings indicate that bipolar disorder is associated with marked impairments in semantic and phonemic verbal fluency, while automatic speech abilities appear to be relatively preserved. Moreover, the observed difference between BD subtypes—particularly in the action (verb) category—suggests that the type of the disorder may differentially influence cognitive–linguistic functioning. Full article

Background/Objectives: The foetal alcohol syndrome spectrum is linked with neurodevelopmental delay and cognitive and educational problems. Direct consequences of prenatal alcohol exposure include impaired processes of neural migration and brain development. Among the important features present in affected children are impaired communicational skills and intelligence. Methods: Here we presented the case–control comparison of 124 children with foetal alcohol syndrome spectrum disorder (FAS: 62 (50%), pFAS: 34 (27.42%) and ARND: 28 (22.58%)) and 53 healthy controls regarding intelligence quotient and a verbal fluency task. The verbal and non-verbal intelligence was measured using the WISC-R scale, and the verbal fluency task encompassed phonemic, semantic and categorial assessment in 15 and 60 s; we used the authors’ parental/caregiver survey to determine risk factors. In statistical analysis both methods of classical parametric/non-parametric tests and machine learning algorithms were used. Results: Foetal alcohol syndrome spectrum patients were clearly distinguished from healthy controls regarding total verbal and non-verbal intelligence, as well as all three categories of verbal fluency (p < 0.01). ML methods distinguished an FAS group with 0.49 precision and 80% recall and for pFAS and ARND diagnoses we obtained: 0.50/0.33 precision and 3%/7% recall. None of the parameters analysed in our study differentiated foetal alcohol syndrome, partial foetal alcohol syndrome and alcohol-related neurodevelopmental disorders. Conclusions: Children with foetal alcohol syndrome spectrum disorder markedly differ from healthy control subjects in intelligence and verbal fluency. The diagnostic sub-types of foetal alcohol spectrum are not clearly defined in obtained neuropsychological and clinical data. Full article

Background/Objectives: Although numerous studies have examined associations between screen time and early language development, less is known about how screen exposure interacts with developmental stage, digital content quality, and parental mediation across childhood and adolescence, particularly with respect to pragmatic communication. This study aimed to address these gaps by examining the joint associations of screen time, content composition, and parental mediation with multiple linguistic and pragmatic domains across a broad age range. Methods: A cross-sectional study was conducted with 286 Romanian participants aged 5–19 years, grouped into four developmental stages. Measures included daily screen time, proportion of educational versus recreational content, parental mediation practices, and standardized assessments of vocabulary, verbal fluency, grammatical competence, and pragmatic communication. Analyses included descriptive statistics, Pearson correlations, 4 × 3 factorial ANOVAs (age group × screen-time category), and multiple linear regression. Results: Higher levels of screen exposure were consistently associated with lower performance across all linguistic and pragmatic domains (r = −0.19 to −0.28, all p < 0.01). Participants viewing >2 h/day showed significantly weaker outcomes than those with ≤1 h/day, particularly in semantic and phonemic fluency and pragmatic communication (p < 0.001). Educational content correlated positively with linguistic scores, whereas recreational content showed negative associations. Parental mediation emerged as a significant positive predictor. In the regression model (R² = 0.42), age (β = 0.47), parental mediation (β = 0.21), and educational content (β = 0.18) predicted better linguistic performance, while screen time (β = −0.29) predicted lower performance. Conclusions: The findings indicate that associations between digital media use and linguistic and pragmatic performance vary across developmental stages and contextual factors. Rather than screen time alone, digital content quality and parental mediation are associated with differences in communicative performance. These results highlight the value of a nuanced, developmentally informed perspective when considering children’s digital media environments. Full article

Reading proficiency in early childhood is crucial for academic success and intellectual development. However, more and more children are struggling with reading. According to the last PISA study in Austria, one out of five children is dealing with reading difficulties. The reasons for this are diverse, but an application that tracks children while reading aloud and guides them when they experience difficulties could offer meaningful help. Therefore, this proposal explores a prototyping approach for a core component that tracks children’s reading using a self-supervised Wav2Vec2 model with a limited amount of data. Self-supervised learning allows models to learn general representations from large amounts of unlabeled audio, which can then be fine-tuned on smaller, task-specific datasets, making it especially useful when labeled data is limited. Our model is operating on the phonetic level with the help of the International Phonetic Alphabet (IPA). To implement this, the KidsTALC dataset from the Leibniz University Hannover was used, which contains spontaneous speech recordings of German-speaking children. To enhance the training data and improve robustness, several data augmentation techniques were applied and evaluated, including pitch shifting, formant shifting, and speed variation. The models were trained using different data configurations to compare the effects of data variety and quality on recognition performance. The best model trained in this work achieved a phoneme error rate (PER) of 14.3% and a word error rate (WER) of 31.6% on unseen child speech data, demonstrating the potential of self-supervised models for such use cases. Full article

Background/Objectives: Deep brain stimulation of the subthalamic nucleus (STN-DBS) is an effective treatment for motor symptoms in Parkinson’s disease (PD), but concerns remain regarding its impact on cognitive function. Identifying neuroanatomical predictors of postoperative cognitive decline could improve patient selection and outcomes. This study aims to investigate the relationship between preoperative brain morphology and postoperative neuropsychological outcomes in PD patients undergoing bilateral STN-DBS. Methods: Thirty-eight PD patients underwent standardized neuropsychological testing and preoperative MRI before and 3–24 months after STN-DBS. Manual MRI morphometric measurements were obtained for 42 cortical, subcortical, and ventricular parameters. Changes in cognitive domains—including executive function, memory, language, visuospatial abilities, attention, and global cognition—were analyzed, and correlations between structural metrics and cognitive changes were assessed using Spearman’s coefficients. Results: Significant postoperative declines occurred selectively in language functions: verbal fluency (phonemic and semantic, d = −0.49 to −0.84) and confrontation naming (d = −0.47). Memory, executive functions, attention, and global cognition remained preserved. Enlarged lateral ventricles were consistently associated with poorer outcomes across multiple domains, while increased left precentral gyrus width correlated with executive and memory decline. Additionally, smaller midbrain and cingulate gyrus width were associated with greater executive impairment. Conclusions: STN-DBS in PD is associated with selective postoperative cognitive changes, most prominently in verbal fluency. Simple preoperative MRI morphometric measures, including ventricular size, limbic structure volumes, and specific cortical parameters, may serve as clinically feasible predictors of cognitive risk. Incorporating such measures into preoperative assessments could enhance patient selection, counseling, and individualized surgical planning. Full article

Background: Falls are common among individuals with multiple sclerosis (MS), yet standard clinical mobility assessments—such as the Timed Up and Go (TUG)—may not fully capture the complexities of real-world ambulation, leading to suboptimal fall identification. There is a critical need to evaluate the ecological validity of these assessments and identify alternative tests that better reflect real-world mobility and more accurately detect falls. This study examined the ecological validity of the TUG and novel dual-task clinical assessments by comparing laboratory-based gait metrics to community ambulation in individuals with MS and evaluated their ability to identify fallers. Methods: Twenty-seven individuals with MS (age 59.11 ± 10.57) completed the TUG test and three novel dual-task mobility assessments (TUG-extended, 25-foot walk and turn, and Figure 8 walk), each performed concurrently with a phonemic verbal fluency task. After lab assessments, the participants wore accelerometers for three consecutive days. Gait speed and stride regularity data was collected during both the in-lab clinical assessments and identified walking bouts in the community. The participants were stratified as fallers or non-fallers based on self-reported fall history over the previous six months. Findings: Significant differences were observed between the TUG and real-world ambulation for both gait speed (p < 0.01) and stride regularity (p = 0.04). No significant differences were found in gait metrics between real-world ambulation and both the 25-foot walk and turn and TUG-extended. Intraclass correlation coefficient analysis demonstrated good agreement between the 25-foot walk and turn and real-world ambulation for both gait speed (ICC = 0.75) and stride regularity (ICC = 0.81). When comparing the TUG to real-world ambulation, moderate agreement was observed for gait speed (ICC = 0.56) and poor agreement for stride regularity (ICC = 0.41). The 25-foot walk and turn exhibited superior predictive ability of fall status (AUC = 0.76) compared to the TUG (AUC = 0.67). Conclusions: The 25-foot walk and turn demonstrated strong ecological validity. It also exhibited superior predictive ability of fall status compared to the TUG. These findings support the 25-foot walk and turn as a promising tool for assessing mobility and fall risk in MS, warranting further study. Full article

Background/Objectives: We examined the effects of cardiovascular exercise on verbal fluency using a between-groups design. Methods: Within our experimental (i.e., exercise) group, participants performed phonemic and semantic verbal fluency tasks (VFTs) before, during, and after a vigorous 30 min bout of cycling. Participants within our control group also completed these VFTs before, during, and after a non-physical activity. We compared the VFT performance of the experimental (exercise) and control (no-exercise) groups of participants in terms of the characteristics of the words that they produced within the VFTs. In addition, we examined these aspects of VFT performance for each participant group across time within the experiment session. Conclusions: From these comparisons, we see that exercise influenced VFT performance. Most notably, participants engaged in exercise changed their VFT performance over time, while control group participants did not. Exercising participants produced more words over the course of their exercise session that contained fewer letters over time and were lower in frequency during and after exercise as compared to before exercise. Additionally, topic switches in the VFTs increased after exercise as compared to before exercise. Participants in the control group did not change their VFT performance over time according to any of these measures. These findings indicate that exercise impacted participants’ lexical access and that these VFT performance changes were not due to practice effects. Full article

Background: Learning to read is a complex linguistic and cognitive process. Despite the ever-growing body of empirical evidence, the complex knowledge and skills needed to teach all children to read have not been passed to trainee and in-service teachers. Methods: This study examined the delivery and evaluation of a short, intense literacy elective course, with 9 h of learning for trainee primary/elementary teachers, focused on the key knowledge areas of phonemic awareness, phonics instruction, fluency, vocabulary, text comprehension, and reading assessment. An open questionnaire was administered to 16 trainee teachers: they completed this same questionnaire prior to beginning the elective and again after. The questionnaire focused on the understanding of quality reading instruction, at-risk readers, and provision for struggling readers. The data were analyzed using a qualitative interpretational analysis (QIA). Results: The lowest levels of understanding at the outset were in reading fluency instruction and reading assessment: these areas then showed the greatest knowledge development. Importantly, by post test, participants increased access to evidence-based literature and resources. Feedback demonstrated the high value placed by the group on this learning. Conclusions: This approach improved trainee teachers’ content knowledge to teach reading in a short time. Initial Teacher Education should increase its focus on reading, a crucial foundation skill. Full article

Background: In this narrative review, we have surveyed results obtained from a research program dealing with the role of semantic memory disorders as a predictor of progression from mild cognitive impairment (MCI) to Alzheimer’s disease (AD). Objectives: In this research program, we have taken into account many different putative markers, provided of a different complexity in the study of the semantic network. These markers ranged from the number of words produced on a semantic fluency task to the following: (a) the discrepancy between scores obtained on semantic vs. phonemic word fluency tests; (b) the presence, at the single-word level, of features (such as a loss of low typical words on a category verbal fluency task) typical of a degraded semantic system; or (c) the presence of more complex phenomena (such as the semantic distance between consecutively produced word pairs) concerning the organization of the semantic network. In the present review, all these studies have been presented, providing separate subsections for (a) methods, (b) results, and (c) a short discussion. Some tentative general conclusions have been drawn at the end of the review. We found that at baseline all these markers are impaired in MCI patients who will later convert to AD, but also that they do not necessarily show a linear worsening during the progression to AD and allow one to make different predictions about the time of development of AD. Our conclusions were that, rather than searching for the best marker of conversion, we should use a range of different markers allowing us to obtain the information most appropriate to the goal of our investigation. Full article

Background: Among the cognitive markers, the deterioration of semantic and phonemic verbal fluency seems to be an early indicator of Alzheimer’s disease (AD). The aims of this study are (1) to evaluate both types of verbal fluency in the early stages of AD in order to know which of them deteriorates earlier and (2) to investigate if verbal fluency tasks can help to differentiate between patients with Mild Cognitive Impairment (MCI) who will progress to AD two years later (progress) and those who will not (non-progress). Method: A verbal fluency task was administered to 25 patients with MCI and their respective control subjects. All patients underwent a neuropsychological evaluation twice in order for us to follow up on their global cognitive status. The second time, eight of them converted to AD. Results: On the one hand, phonemic verbal fluency deteriorates earlier than semantic verbal fluency in MCI patients; on the other hand, although we found statistically significant differences between patients with MCI and AD in both types of fluency tasks, none were found when comparing the performance of progress and non-progress. Conclusions: These results point to a greater impairment in phonemic verbal fluency in MCI patients and its potential capacity to predict conversion to AD. Full article

Background: In contrast to most other languages, where the spoken and written words are similar, children that have mastered Spoken Arabic (SA) learn to read a new written form of Arabic usually called Literary Arabic (LA). This phenomenon is called “diglossia”. Methods: Based on a series of studies comparing monolingual Arabic speaking and bilingual children, it has been suggested that Arabic speaking individuals develop metacognitive abilities that are considered bilinguals de facto. Some of the cognitive functions that would seem to benefit from fluency in more than one language are metalinguistic and metacognitive awareness. Results: This review article summarizes the results of studies on the relationship between bilingualism, diglossia and executive functions (EFs) which involve metacognitive awareness, selective attention, control of inhibition and cognitive flexibility as well as working memory (phonemic manipulation and metalingual performances). Conclusions: The findings are in line with research results that have shown that bilingualism has a positive effect on the functioning of an individual’s attentional system across the lifespan. The neural basis of diglossia in Arabic, as well as the conclusions and implications drawn from the impact of diglossia on EF and on reading in Arabic, are discussed. Full article

Background and Objectives: We aimed to explore the association between cognitive performance and markers of hypertension-mediated organ damage (HMOD) in young adults with hypertension. Materials and Methods: A group of adults aged 16 to 45 years with primary arterial hypertension completed a battery of paper-pencil as well as computer-based neuropsychological tests across all major cognitive domains. They also underwent office and ambulatory 24 h blood pressure, intima-media thickness measurements, heart ultrasound, and laboratory analysis of their lipid profile, blood uric acid concentration, and urine albumin-creatinine ratio. Associations between cognitive test results and markers of HMOD were explored through correlation analysis and age-, sex-, and body mass index-adjusted linear regression modeling. Results: Seventy-six individuals (62, 81.6% male) aged 36.5 years (interquartile range 18.4 to 42.0 years) were enrolled. After adjusting for age, sex, and body mass index in linear regression models, worse categorical fluency was associated with higher left ventricular mass (β_st = −0.264, p = 0.043) and worse performance in a task of sustained attention—with higher left ventricular mass index (β_st = −0. 304, p = 0.016). Worse phonemic fluency was related to higher pulse pressure (β_st = −0.241, p = 0.049) in the respective model. Better strategy use in the task of spatial working memory was linked to higher daytime mean diastolic blood pressure (β_st = −0.343 p = 0.017). Conclusions: Performance among young adults with hypertension across selected cognitive domains was inversely associated with pulse pressure, markers of left ventricular damage, and directly associated with daytime diastolic blood pressure. Our study suggests that the previously reported relationship between cognitive and cardiovascular markers in hypertension exists earlier than in middle or late adulthood. Full article

Introduction: The rapid spread of the COVID-19 pandemic has had a significant impact on the psychological well-being of millions of people around the world, and even more so among children. Contracting SARS-CoV-2, resulting in home confinement and restrictions on daily and school activities, led to negative effects on the mental health of the paediatric population. Although children suffering from COVID-19 had milder general symptoms compared to adults, impairments in cognitive, neuropsychological, and emotional-behavioural development were noted. Objective: The main aim of the present study was to detect possible changes in the neuropsychological and emotional-behavioural development of children after infection with the SARS-CoV-2 virus. The second aim was to investigate possible relationships between cognitive abilities and psychosocial characteristics. Methods: A total of 40 patients aged 8–9 years were recruited and divided into two groups: children who contracted (CG) and did not contract (NCG) SARS-CoV-2. The BVN 5–11 (Neuropsychological evaluation battery for developmental age from 5 to 11 years) instrument was administered to assess attention, memory, verbal recall, planning, phonemics, and categorical fluency domains in the paediatric population. Data on changes in emotional-behavioural profile and daily activities were collected through a questionnaire to parents. Results: The Wilcoxon signed-rank test revealed a significant change in mood after the COVID-19 period only in the CG participants (p = 0.019). However, the neuropsychological performance of the two identified groups on BVN 5–11 sub-items was below the cutoff of clinical significance. Correlations were found between sub-items of the BVN 5–11 battery, extracurricular activities, and children’s psycho-motor development. Significant positive correlations were observed between Naming on visual presentation and Reading time (p = 0.006), backward digit span and time of motor activity (p = 0.009), Visual attention and Reading time (p = 0.048), and Phonemic fluency and time observed using devices (p = 0.030). Positive statistically significant correlations were also found between Mood and Free behaviour (p = 0.000), between Mood and Structured behaviour (p = 0.005), and between Mood and peer Interaction (p = 0.013). Conclusions: SARS-CoV-2 infection negatively affected the emotional development of children contracting the virus. The neuropsychological functioning of the paediatric population was influenced by psychosocial variables and time spent on daily activities, which played a protective role in children’s cognitive development. Full article

Several studies have reported subtle differences in cognition between individuals with subjective cognitive decline (SCD) compared to those with normal cognition. This study aimed to (i) identify these differences using discrepancy scores (e.g., categorial–phonemic verbal fluency performance) derived from neuropsychological tests in three cognitive domains (memory: Wechsler’s Word List and Digits; executive functions: Stroop and verbal fluency; and language: BNT and ECCO_Senior) and (ii) determine which discrepancy scores are significant for classification. Seventy-five older adults were included: 32 who were labeled SCD+ (age 71.50 ± 5.29), meeting Jessen et al.’s criteria, and 43 in the normal cognition group (SCD−; age 69.81 ± 4.62). Both groups completed a protocol including screening and the specified neuropsychological tests. No differences were found between the groups in their age, education, episodic memory, global cognitive state, or mood. Significant differences between the groups were observed regarding the discrepancy scores derived from BNT (naming) and ECCO_Senior (sentence comprehension). These scores accurately classified participants (71.6%), with ECCO_Senior having a primary role. ROC curves indicated a poor-to-fair model quality or diagnostic accuracy (AUC__BNT = 0.690; AUC__ECCO = 0.722). In conclusion, discrepancy scores in the language domain are important for distinguishing between individuals with SCD and normal cognition, complementing previous findings in this domain. However, given their relatively poor diagnostic accuracy, they should be used with caution as part of a more detailed neuro-psychological assessment. Full article

This study examined the cognitive performance of older adults aged 60 and above using the Montreal Cognitive Assessment (MoCA) test and DigiMoCA, a digital tool for cognitive screening administered by means of a smart speaker, to investigate whether the additional variables utilised by DigiMoCA allow for the identification of significant differences between individuals with depressive symptoms and those with mild cognitive impairment, which are not detected using the original MoCA test. A total of 73 senior adults located in Northwestern Spain, 22 male and 51 female, participated in this study. Subjects were divided into four groups based on the presence of depressive symptoms and mild cognitive impairment, with the aim of analysing the results of each dimension of the MoCA and DigiMoCA tests and assessing the additional insights provided by the digital administration tool. The results indicate significant differences among groups. Individuals with depressive symptoms exhibited poorer performance in forward number span, attention, and clock drawing compared to healthy controls. Furthermore, individuals with depressive symptoms and mild cognitive impairment exhibited significantly worse memory and orientation compared to those with cognitive impairment alone. Correlations revealed that a greater severity of depressive symptoms was associated with poorer performance across cognitive domains, including visuospatial skills, attention, language, memory, and phonemic verbal fluency. This study also illustrated how the exploitation of additional variables systematically captured by digital instruments, such as completion times or response delays to individual interactions, may facilitate the early identification of cognitive and depressive conditions, providing initial evidence about the importance of integrating advanced digital tools in cognitive assessment to inspire the development of more effective, personalised interventions. Full article