Memory, Amnesia, and Frontal Lobe Dysfunction
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Traumatic Brain Injury
REPORT TO CONGRESS Traumatic Brain Injury In the United States: Epidemiology and Rehabilitation Submitted by the Centers for Disease Control and Prevention National Center for Injury Prevention and Control Division of Unintentional Injury Prevention The Report to Congress on Traumatic Brain Injury in the United States: Epidemiology and Rehabilitation is a publication of the Centers for Disease Control and Prevention (CDC), in collaboration with the National Institutes of Health (NIH). Centers for Disease Control and Prevention National Center for Injury Prevention and Control Thomas R. Frieden, MD, MPH Director, Centers for Disease Control and Prevention Debra Houry, MD, MPH Director, National Center for Injury Prevention and Control Grant Baldwin, PhD, MPH Director, Division of Unintentional Injury Prevention The inclusion of individuals, programs, or organizations in this report does not constitute endorsement by the Federal government of the United States or the Department of Health and Human Services (DHHS). Suggested Citation: Centers for Disease Control and Prevention. (2015). Report to Congress on Traumatic Brain Injury in the United States: Epidemiology and Rehabilitation. National Center for Injury Prevention and Control; Division of Unintentional Injury Prevention. Atlanta, GA. Executive Summary . 1 Introduction. 2 Classification . 2 Public Health Impact . 2 TBI Health Effects . 3 Effectiveness of TBI Outcome Measures . 3 Contents Factors Influencing Outcomes . 4 Effectiveness of TBI Rehabilitation . 4 Cognitive Rehabilitation . 5 Physical Rehabilitation . 5 Recommendations . 6 Conclusion . 9 Background . 11 Introduction . 12 Purpose . 12 Method . 13 Section I: Epidemiology and Consequences of TBI in the United States . 15 Definition of TBI . 15 Characteristics of TBI . 16 Injury Severity Classification of TBI . 17 Health and Other Effects of TBI . -
Frontal Stroke: Problem Solving, Decision Making, Impulsiveness
PSYCHOLOGY Psychology & Neuroscience, 2011, 4, 2, 267 - 278 NEUROSCIENCE DOI: 10.3922/j.psns.2011.2.012 Frontal stroke: problem solving, decision making, impulsiveness, and depressive symptoms in men and women Morgana Scheffer1, Janine Kieling Monteiro1 and Rosa Maria Martins de Almeida2 1 - Universidade do Vale do Rio dos Sinos, RS, Brazil 2 - Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil Abstract The present study compared men and women who suffered a frontal lobe stroke with regard to problem solving, decision making, impulsive behavior and depressive symptoms and also correlated these variables between groups. The sample was composed of 10 males and nine females. The study period was 6 months after the stroke. The following instruments were used: Wisconsin Card Sort Test (WCST), Iowa Gambling Task (IGT), Barrat Impulsiveness Scale (BIS11), and Beck Depression Inventory (BDI). For the exclusion criteria of the sample, the Mini International Psychiatric Interview (M.I.N.I Plus) and Mini Mental Stage Examination (MMSE) were used. To measure functional severity post-stroke, the Rankin Scale was used. The average age was 60.90 ± 8.93 years for males and 60.44 ± 11.57 years for females. In females, total impulsiveness (p = .013) and lack of planning caused by impulsiveness (p = .028) were significantly higher compared with males, assessed by the BIS11. These data indicate that females in the present sample who suffered a chronic frontal lesion were more impulsive and presented more planning difficulties in situations without demanding cognitive processing. These results that show gender differences should be considered when planning psychotherapy and cognitive rehabilitation for patients who present these characteristics. -
TESIS DOCTORAL Apnea Obstructiva Del Sueño Y Funcionamiento
DEPARTAMENTO DE PSICOLOGÍA BÁSICA, PSICOBIOLOGIA Y METODOLOGÍA DE LAS CIENCIAS DEL COMPORTAMIENTO TESIS DOCTORAL Apnea Obstructiva del Sueño y Funcionamiento Ejecutivo Paulo Jorge Sargento dos Santos Salamanca 2015 Dª. Mª VICTORIA PEREA BARTOLOME. Dra. en Medicina y Cirugía. Especialista en Neurología. Catedrática de Universidad. Area de Psicobiología. Dpto. de Psicología Básica, Psicobiología y Metodología de las Ciencias del Comportamiento. Facultad de Psicología. Universidad de Salamanca. Dª. VALENTINA LADERA FERNANDEZ. Dra. en Psicología. Profesora Titular de Universidad. Area de Psicobiología. Dpto. de Psicología Básica, Psicobiología y Metodología de las Ciencias del Comportamiento. Facultad de Psicología. Universidad de Salamanca. CERTIFICAN: Que el trabajo, realizado bajo nuestra dirección por D. PAULO JORGE SARGENTO DOS SANTOS, licenciado en Psicología y alumno del Programa de Doctorado “Neuropsicología Clínica” titulado, “Apnea Obstructiva del Sueño y Funcionamiento Ejecutivo”, reúne los requisitos necesarios para optar al GRADO DE DOCTOR por la Universidad de Salamanca. Salamanca, abril de 2015 Fdo.: Mª Victoria Perea Bartolomé Fdo.: Valentina Ladera Fernández El dulce recuerdo de mis abuelos, José y João, mis abuelas, Ilda y Aida, mi tío Carlos, mis amigos Xico e Rui Pimpão Agradecimientos Agradecimientos y reconocimientos Lo primero y más importante de todo, quiero agradecer a las Directoras de esta tesis, Profesora Dra. María Victoria Perea y Profesora Dra. Valentina Ladera, que la han dirigido mediante la promoción de la autonomía y la búsqueda del conocimiento, sino también, como se ya se ha indicado en otra parte, me han llevado por el feliz hallazgo de la Neuropsicología: ¡MUCHAS GRACIAS, MAESTRAS! A la Universidad de Salamanca, por darme el gran privilegio de ser su alumno. -
Brain Injury and Theschools
BRAIN INJURY AND THE SCHOOLS A GUIDE FOR EDUCATORS Brain Injury Association of Virginia 804-355-5748 800-444-6443 www.biav.net Table of Contents Acknowledgements Foreword A. Brain Injury 101 This Is Your Brain A1 The Brain: What Side Are You On? A2 An Introduction to Brain Injury A3 Traumatic Brain Injury vs. Non-Traumatic Brain Injury A7 Potential Damage in a Closed Brain Injury A8 Potential Damage in an Open Brain Injury A9 Major Causes of Brain Injury in Children A10 Sports Injury and Concussion A11 B. The Student With TBI: An Overview Introduction B1 Determining Present Level of Educational Performance B2 Simple Math B3 Subject Area Challenges and Solutions (Math, Science, Reading, Writing) B4 Distinguishing Traumatic Brain Injury (TBI) from Other Disabilities B8 Neuropsychological Testing B15 Standardized Evaluations Appropriate for Children with TBI B17 C. Educational Implications Introduction C1 Cognitive C2 Behavioral C8 Motor-Sensory C24 Accommodation Strategies C29 D. Transition Introduction D1 General Principles of Transition D2 Transition Planning Worksheet D5 Individualized Health Care Plan D8 Transition Strategies D11 Transition Resources D13 E. Family What are the Families Going Through? E1 What Support Can be Provided to Families? E3 2013 Brain Injury Association of Virginia 1506 Willow Lawn Dr., Suite 212 Richmond, VA 23230 804-355-5748 www.biav.net F. Special Education Introduction F1 IDEA (Individuals with Disabilities Act) and 504 F2 A Very Brief Introduction F3 The Individualized Education Plan (IEP) and the IEP Team F4 Services F5 Parental Rights and Procedural Safeguards F7 Resolving Disagreements F8 What’s In an IEP? F9 IEP Teams F10 Criteria for Developing Appropriate IEP Goals F11 G. -
Frontal Lobe Traumatic Brain Injuries and Executive Dysfunctioning Sydney L
Southern Illinois University Carbondale OpenSIUC Research Papers Graduate School 2013 Frontal Lobe Traumatic Brain Injuries and Executive Dysfunctioning Sydney L. Goss Southern Illinois University Carbondale, [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/gs_rp Recommended Citation Goss, Sydney L., "Frontal Lobe Traumatic Brain Injuries and Executive Dysfunctioning" (2013). Research Papers. Paper 348. http://opensiuc.lib.siu.edu/gs_rp/348 This Article is brought to you for free and open access by the Graduate School at OpenSIUC. It has been accepted for inclusion in Research Papers by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. FRONTAL LOBE TRAUMATIC BRAIN INJURIES AND EXECUTIVE DYSFUNCTIONING by Sydney Goss B.S., University of Wisconsin - Madison, 2011 A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Art Degree. Rehabilitation Institute in the Graduate School Southern Illinois University Carbondale May 2013 RESEARCH PAPER APPROVAL FRONTAL LOBE TRAUMATIC BRAIN INJURY AND EXECUTIVE DYSFUNCTION By Sydney Goss A Research Paper Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the field of Communication Disorders and Sciences Approved by: Dr. Kenneth O. Simpson, Chair Dr. Maria Claudia Franca, Ph.D., CCC-SLP Kathryn Martin, M.S., CCC-SLP Graduate School Southern Illinois University Carbondale March 25, 2013 TABLE OF CONTENTS PAGE INTRODUCTION……………………………………………………………………….1 -
Brain Injury Psychopharmacology: Understanding Symptoms, Syndromes and Medication Interventions A.J
Brain Injury Psychopharmacology: Understanding Symptoms, Syndromes and Medication Interventions A.J. Zolten, Ph.D., Director of Neuropsychology and Psychology Services, NeuroRestorative TimberRidge Learning Objectives • Participants will learn about brain injury dynamics and neuroanatomy of brain injury. • Participants will learn about syndromes specific to brain anatomy. • Participants will learn about medication interventions for differing syndromes related to brain injury deficits and dysfunction throughout the recovery process. Disclosures and Disclaimers • I am not a physician and I do not prescribe medications. I am a neuropsychologist with 23 years experience in brain injury rehabilitation and treatment and will be describing treatments based upon experience and education in Brain Injury Rehabilitation. • Many medications described in this presentation will be “off label” with regard to FDA approval for primary use. I do not personally or professionally recommend that anyone who is present today (or reads this presentation at some other time) make decisions regarding prescription of ANY medications based solely upon this presentation. • Always use good clinical judgment, the counsel of educated and well trained professionals, and published information when deciding on use of medications. When the Force is Not with You: Dynamics of a Brain Injury Trauma to the head generates many injuries • Direct Impact to the Skull • Coup-Contracoup Injuries • Shear and Strain Injuries • Brain-Blood vessel Injuries • Swelling of Bruised Tissue Coup-Contra Coup Damage • Damage Occurs in a direct line from • When forces rotate, extra force impact through the brain stretches and shears the underlying white matter Skull and White Matter: Brain Support that Matters • Base of the Skull is Bony and Rough • White matter consists of bundles of axonal “wires” that transmit Neuron signals to other • Brain Physically moves on top of the parts of the Cortex. -
Converging Cognitive Enhancements
Converging Cognitive Enhancements ANDERS SANDBERGa AND NICK BOSTROMb aOxford Uehiro Centre for Practical Ethics, Faculty of Philosophy, bOxford Future of Humanity Institute, Faculty of Philosophy & James Martin 21st Century School, Oxford University, Oxford, OX1 1PT, United Kingdom ABSTRACT: Cognitive enhancement, the amplification or extension of core capacities of the mind, has become a major topic in bioethics. But cognitive enhancement is a prime example of a converging technology where individual disciplines merge and issues transcend particular local discourses. This article reviews currently available methods of cognitive enhancement and their likely near-term prospects for convergence. KEYWORDS: cognitive enhancement; cognition; intelligence; biotechnol- ogy; collective enhancement; mental training; converging technologies CONVERGING COGNITIVE ENHANCEMENTS There are few resources more useful than cognitive ability. While other resources are necessary or desirable, cognition enables them to be used for achieving personal goals. While there is little evidence that high intelli- gence causes happiness there appears to be ample evidence that low intel- ligence increases the risk for accidents, negative life events, and low income (Gottfredson 1997, 2004) while higher intelligence promotes health (Whalley and Deary 2001) and wealth. We also need better cognition in order to bal- ance an increasingly complex society where information becomes more avail- able and our actions have more far-reaching consequences (Heylighen 2002a, 2002b). There may also be an intrinsic existential value in being able to per- ceive, understand, and interact well with the world. Cognitive enhancement may be defined as the amplification or extension of core capacities of the mind through improvement or augmentation of internal or external information processing systems. -
The Psychology of Creativity
History of Creativity Research 1 The Psychology of Creativity: A Historical Perspective Dean Keith Simonton, PhD Professor of Psychology University of California, Davis Davis, CA 95616-8686 USA Presented at the Green College Lecture Series on The Nature of Creativity: History Biology, and Socio-Cultural Dimensions, University of British Columbia, 2001. Originally planned to be a chapter in an edited volume by the same name, but those plans were usurped by the events following the 9/11 terrorist attack, which occurred the day immediately after. History of Creativity Research 2 The Psychology of Creativity: A Historical Perspective Psychologists usually define creativity as the capacity to produce ideas that are both original and adaptive. In other words, the ideas must be both new and workable or functional. Thus, creativity enables a person to adjust to novel circumstances and to solve problems that unexpectedly arise. Obviously, such a capacity is often very valuable in everyday life. Yet creativity can also result in major contributions to human civilization. Examples include Michelangelo’s Sistine Chapel, Beethoven’s Fifth Symphony, Tolstoy’s War and Peace, and Darwin’s Origin of Species. One might conclude from these observations that creativity has always been one of the central topics in the field. But that is not the case. Although psychology became a formal discipline in the last few decades of the 19th century, it took several generations before the creativity attracted the attention it deserves. This neglect was even indicated in the 1950 Presidential Address that J. P. Guilford delivered before the American Psychological Association. Nevertheless, in the following half century the field could claim two professional journals – the Journal of Creative Behavior and the Creativity Research Journal – several handbooks (e.g., Sternberg, 1999), and even a two-volume Handbook of Creativity (Runco & Pritzker, 1999). -
Stories to Make Us Human: Twenty-First-Century Dystopian
MELISSA CRISTINA SILVA DE SÁ Stories to Make Us Human: Twenty-First-Century Dystopian Novels by Women BELO HORIZONTE 2020 MELISSA CRISTINA SILVA DE SÁ Stories to Make Us Human: Twenty-First-Century Dystopian Novels by Women Tese de doutorado apresentada ao Programa de Pós-Graduação em Estudos Literários da Facul- dade de Letras da Universidade Federal de Minas Gerais, como requisito parcial para obtenção do título de Doutora em Letras: Estudos Literários. BELO HORIZONTE 2020 To the ones who dare to dream new worlds. Acknowledgements Research as extensive as the one required for a Ph.D. dissertation cannot be done without the support of many people and institutions. I want to express my gratitude to all the ones that were part of this process for their patience and unconditional dedication. Without any particular order, I recognize the importance of the following: Instituto Federal de Minas Gerais – IFMG – for the eighteen-month paid leave that allowed me to do my research. I also thank my fellow professors at the institution, namely Anderson de Souto and Thadyanara Martinelli, who spent their time talking to me about the crazy new worlds I studied between classes. Professor Julio Jeha, my advisor, who helped me to refine all my arguments and consider diverse viewpoints. I thank you for making me a better and more mature researcher. Also, the meetings at Intelligenza were quite memorable. Diego Malachias, my husband and colleague, whom I met at the beginning of this journey. What a story we have to tell! Thank you for being such a fantastic companion – both in life and academia. -
Implicit and Explicit Conceptual Memory Following Frontal Lobe Damage
Implicit and Explicit Conceptual Memory Following Frontal Lobe Damage Felicia B. Gershberg Boston University School of Medicine and Department of Veterans Affairs Medical Center Downloaded from http://mitprc.silverchair.com/jocn/article-pdf/9/1/105/1755413/jocn.1997.9.1.105.pdf by guest on 18 May 2021 Abstract In two experiments, the performance of patients with fron- and associatecued recall tests. The findings of normal perfor- tal lobe lesions was examined on implicit and explicit tests of mance on implicit conceptual tests suggest that frontal patients conceptual memory for organized lists of words. Frontal pa- do not have a basic deficit in semantic processing of individual tients exhibited normal levels of conceptual priming on im- items. Impaired performance on explicit cued recall tests may plicit category production and free association tests, but they be related to deficits in the use of organizational encoding and exhibited impaired memory performance on explicit category- strategic retrieval processes. H INTRODUCTION prefrontal cortex in controlling working memory (e.g., Baddeley, 1986; Fuster, 1990; Goldman-Rakic, 1987; Damage to the frontal lobes results in memory impair- Moscovitch, 1993; Shimamura, 1994). In addition, func- ment across a variety of tasks, including tests of immedi- tional imaging studies have revealed activation of pre- ate memory span, memory for temporal and source frontal cortex during tasks that require executive control information, and metamemory aanowsky, Shimamura, of working memory (e.g., D’Esposito, Detre, Alsop, Lis- Kritchevsky, & Squire, 1989a; Janowsky, Shimamura, & terud, Atlas, & Grossman, 1994;Petrides, Alivisatos, Evans, Squire, 1989b; McAndrews & Milner, 1991; Milner, & Meyer, 1993;Petrides, Alivisatos, Meyer, & Evans, 1993). -
57 Rehabilitation and Outcome of Head Injuries Adam T
Rehabilitation and Outcome of Head Injuries 57 Rehabilitation and Outcome of Head Injuries Adam T. Schmidt, Sue R. Beers, and Harvey S. Levin Traumatic injury is the leading cause of death in children and recovery rather than a preexisting difference in performance be- adolescents,1,2 and pediatric traumatic brain injury (TBI) ac- tween the two groups. counts for approximately 40 to 50% of injury deaths.3 Despite efforts at prevention, pediatric head injury remains a significant public health problem in the United States. Of children who sur- 57.1.3 Age of the Child vive severe head injury, 50% experience neurologic deficits af- Current conceptualizations of pediatric head injury suggest that 4 fecting multiple areas of function. Although pediatric brain in- younger age at injury is associated with a less favorable progno- jury was once considered more benign than injury during sis. In light of this new understanding of the developmental 5 adulthood, studies indicate that younger children may be more consequences of TBI in children, it is particularly important to at risk for impairment than older children, particularly if the consider age at injury in the discussion of outcome. For exam- 6,7 head injury is severe. Thus, it is easy to understand why re- ple, findings from a longitudinal study of very young children (i. search on the outcome and rehabilitation of children with brain e., 4 months to 7 years old at the time of injury) demonstrated injury continues to receive a great deal of attention by a variety not only minimal recovery 6 months after injury but also a re- of health care professionals. -
Openness to Experience: a Four-Factor Model and Relations to Creative Achievement in the Arts and Sciences
SCOTT BARRY KAUFMAN Opening up Openness to Experience: A Four-Factor Model and Relations to Creative Achievement in the Arts and Sciences ABSTRACT Openness to experience is the broadest personality domain of the Big Five, includ- ing a mix of traits relating to intellectual curiosity, intellectual interests, perceived intelligence, imagination, creativity, artistic and aesthetic interests, emotional and fan- tasy richness, and unconventionality. Likewise, creative achievement is a broad con- struct, comprising creativity across the arts and sciences. The aim of this study was to clarify the relationship between openness to experience and creative achievement. Toward this aim, I factor analyzed a battery of tests of cognitive ability, working mem- ory, Intellect, Openness, affect, and intuition among a sample of English Sixth Form students (N = 146). Four factors were revealed: explicit cognitive ability, intellectual engagement, affective engagement, and aesthetic engagement. In line with dual- process theory, each of these four factors showed differential relations with personality, impulsivity, and creative achievement. Affective engagement and aesthetic engagement were associated with creative achievement in the arts, whereas explicit cognitive ability and intellectual engagement were associated with creative achievement in the sciences. The results suggest that the Intellectual and Openness aspects of the broader openness to experience personality domain are related to different modes of information processing and predict different