ABSTRACT
Aging, often considered a result of random cellular damage, can be accurately estimated using DNA methylation profiles, the foundation of pan-tissue epigenetic clocks. Here, we demonstrate the development of universal pan-mammalian clocks, using 11,754 methylation arrays from our Mammalian Methylation Consortium, which encompass 59 tissue types across 185 mammalian species. These predictive models estimate mammalian tissue age with high accuracy (r > 0.96). Age deviations correlate with human mortality risk, mouse somatotropic axis mutations and caloric restriction. We identified specific cytosines with methylation levels that change with age across numerous species. These sites, highly enriched in polycomb repressive complex 2-binding locations, are near genes implicated in mammalian development, cancer, obesity and longevity. Our findings offer new evidence suggesting that aging is evolutionarily conserved and intertwined with developmental processes across all mammals.
Subject(s)
DNA Methylation , Epigenesis, Genetic , Humans , Mice , Animals , DNA Methylation/genetics , Aging/genetics , Longevity/genetics , Mammals/geneticsABSTRACT
Introducción: La heterogeneidad existente entre los niños diagnosticados con trastorno específico del lenguaje (TEL) enfatiza la necesidad de su estudio y caracterización a partir de la distinción entre los subtipos TEL-expresivo y TEL-expresivo-receptivo. El principal objetivo de esta investigación ha sido estudiar el rendimiento neuropsicológico, lingüístico y narrativo en distintos subtipos de niños con TEL. Método: Un protocolo de evaluación exhaustiva tanto de funciones lingüísticas como neuropsicológicas se administró a un total de 58 niños (29 TEL y 29 con desarrollo típico) entre los 5,60 y los 11,20 años de edad. Resultados: Ambos subtipos de TEL obtuvieron peores resultados que el grupo control en las habilidades de lenguaje, en narración y en funcionamiento ejecutivo. Además, el subtipo TEL-expresivo evidenció una elevada presencia de agramaticalidad así como de problemas en la fluidez verbal y en memoria de trabajo verbal y espacial, mientras que el subtipo TEL-expresivo-receptivo obtuvo, en general, un peor rendimiento neuropsicológico. Conclusiones: Nuestros hallazgos muestran como los niños de ambos subtipos de TEL tienen disfunciones ejecutivas que no se reducen a las tareas verbales sino que se extienden a las medidas no verbales. Todo ello podría reflejar una dificultad cognitiva general que, junto con un deterioro lingüístico y narrativo, confiere un perfil complejo a este trastorno (AU)
Introduction: The marked heterogeneity among children diagnosed with specific language impairment (SLI) highlights the importance of studying and describing cases based on the distinction between the expressive and receptive-expressive SLI subtypes. The main objective of this study was to examine neuropsychological, linguistic, and narrative behaviours in children with different SLI subtypes. Method: A comprehensive battery of language and neuropsychological tests was administered to a total of 58 children (29 with SLI and 29 normal controls) between 5.60 and 11.20 years old. Results: Both SLI subtypes performed more poorly than the control group in language skills, narrative, and executive function. Furthermore, the expressive SLI group demonstrated substantial ungrammaticality, as well as problems with verbal fluency and both verbal and spatial working memory, while the receptive-expressive SLI subtype displayed poorer neuropsychological performance in general. Conclusions: Our findings showed that children with either SLI subtype displayed executive dysfunctions that were not limited to verbal tasks but rather extended to nonverbal measures. This could reflect a global cognitive difficulty which, along with declining linguistic and narrative skills, illustrates the complex profile of this impairment (AU)
Subject(s)
Humans , Male , Female , Child , Language Development Disorders/diagnosis , Language Disorders/epidemiology , Language Development , Language Tests/statistics & numerical data , Executive Function/physiology , Narration , Neuropsychological Tests/statistics & numerical data , Case-Control StudiesABSTRACT
INTRODUCTION: The marked heterogeneity among children diagnosed with specific language impairment (SLI) highlights the importance of studying and describing cases based on the distinction between the expressive and receptive-expressive SLI subtypes. The main objective of this study was to examine neuropsychological, linguistic, and narrative behaviours in children with different SLI subtypes. METHOD: A comprehensive battery of language and neuropsychological tests was administered to a total of 58 children (29 with SLI and 29 normal controls) between 5.60 and 11.20 years old. RESULTS: Both SLI subtypes performed more poorly than the control group in language skills, narrative, and executive function. Furthermore, the expressive SLI group demonstrated substantial ungrammaticality, as well as problems with verbal fluency and both verbal and spatial working memory, while the receptive-expressive SLI subtype displayed poorer neuropsychological performance in general. CONCLUSIONS: Our findings showed that children with either SLI subtype displayed executive dysfunctions that were not limited to verbal tasks but rather extended to nonverbal measures. This could reflect a global cognitive difficulty which, along with declining linguistic and narrative skills, illustrates the complex profile of this impairment.
Subject(s)
Executive Function , Language Disorders/psychology , Language , Child , Child, Preschool , Female , Humans , Language Development Disorders/psychology , Male , Neuropsychological Tests , Psychomotor PerformanceABSTRACT
La intervención en el lenguaje sobre niños en edadescolar necesita una profunda revisión. Si bien se hanproducido avances significativos especialmente en loreferente a los contextos, queda mucho por progresaren otras cuestiones estructurales referidas al proceso deintervención. Se exponen algunos debates críticos presentándose algunas propuestas de mejora. Fundamentalmente, se plantean cambios en el diseño de lasmetas, los agentes, los contextos, los procedimientos,las actividades y la evaluación final
A deep revision of language intervention is needed duringschool years. Although some advances in contexthave been already made, some improvement in theprocess of intervention needs to be done. Some criticaldebates as well as proposals for enhancement arechanges are stated. Some changes are suggested mainlyin goals design, agents, contexts, procedures, strategies, activities and final assessment
Subject(s)
Humans , Male , Female , Child , Language Disorders/therapy , Language Therapy/methods , Language Tests , Evaluation of Results of Therapeutic InterventionsABSTRACT
El objetivo de este trabajo es la presentación de un caso de intervención en el lenguaje bajo un modelo colaborativo. Metodológicamente se optó por un diseño de caso único, seleccionándose un niño de 6 años. Los resultados ilustran, en primer lugar, cómo llevar a cabo el proceso de evaluación dinámica dentro de las rutinas del aula; en segundo lugar, una forma de trabajar colaborativamente entre la profesora y la logopeda; y, por último, cómo lograr una mayor implicación y rendimiento del alumno en las tareas implementadas
The uppermost objective of his paper is the presentation of a case of language intervention according a collaborative approach. Methodologically a single case design was used, selecting a six-year-old child. The results show, first of all, the profit of dynamic assessment in the routines of c1assroom; secondly, the efficacy of collaborative work between teacher and speech therapist within a school context; and, finally, a better implication and achievement of pupil in the implement tasks
Subject(s)
Male , Child , Humans , Early Intervention, Educational , Education, Special/methods , Language Development Disorders/therapy , Speech Therapy/methods , Evaluation of Results of Therapeutic Interventions , Language TestsABSTRACT
Son tres los objetivos que se pretende conseguir con este trabajo. En primer lugar, revisar los modelos de investigación que han venido utilizándose en los campos de la Educación Especial y la Logopedia. En segundo lugar, analizar los puntos fuertes y las debilidades de la investigación de naturaleza tanto cuantitativa como cualitativa. En tercer lugar, ofrecer una posible respuesta a muchos de los dilemas que se plantean cuando se organiza desde un modelo inclusivo la evaluación y la intervención sobre las dificultades del lenguaje
The aims that this paper wants to be after are three. The first aim is to revise the research patterns commonly used in Special Education and Speech and Language Therapy. The second one is to analyse the strength and the weakness in both quantitative and qualitative research. The third aim is to offer an answer to many dilemmas that appeared when organising from an inclusive perspective the assessment and intervention in language difficulties
Subject(s)
Humans , Biomedical Research , Speech Therapy/trends , Language Disorders/therapy , Education, Special/trendsABSTRACT
La finalidad de este artículo es presentar un estudio llevado a cabo con una niña deficiente mental en dos situaciones diferenciadas: la primera, desarrollada en el aula de logopedia y la segunda, en el aula ordinaria. Para la evaluación inicial se recurrió tanto a procedimientos informales (observación, entrevista y sociograma) como formales (inventario de desarrollo de atención temprana). Los resultados indicaron una mejora de las habilidades comunicativas básicas, una mayor participación, grado de compromiso y realización de las tareas, una efectividad del apoyo por pares, y un cambio hacia la colaboración y el desarrollo profesional, entre todos los agentes educativos
The aim of this paper is to show a single case carried out with a mental deficient girl in two different contexts: the speech therapy classroom and the ordiml1Y classroom. The procedures used were the following ones: observation, interview and inventory of the early intervention. The results showed best basic skills communication, bigger participation, an increase on the tasks and compromise, higher peer support intervention, and a change towards collaboration and professional development
