ABSTRACT
Samples of cerebrospinal fluid obtained from 130 patients undergoing spinal anaesthesia were examined microscopically. Subarachnoid puncture was performed using either a 25G Whitacre or 25G Quincke spinal needle. Two samples were collected from each patient and the red blood cell count of the second sample collected was taken as a measure of the vascular trauma associated with the procedure. Red blood cells were seen in 50 (38%) of these samples, of which 18 (14%) contained > 100 red blood cells.mm-3. Paraesthesia was felt by 11 (8.5%) patients and the occurrence of paraesthesia was associated with significantly raised red blood cell counts (p < 0.0001). There was also a correlation between the number of needle passes made at lumbar puncture and the red blood cell count in the sample (p < 0. 0001). Neither spinal needle type nor antiplatelet drug therapy influenced red blood cell counts (p = 0.66 and 0.37, respectively). These findings suggest that routine spinal anaesthesia is often complicated by minor degrees of vascular trauma, especially when paraesthesiae or technical difficulty occur at subarachnoid puncture.
Subject(s)
Anesthesia, Spinal/adverse effects , Paresthesia/cerebrospinal fluid , Spinal Puncture/adverse effects , Wounds, Penetrating/cerebrospinal fluid , Aged , Aged, 80 and over , Anesthesia, Spinal/instrumentation , Erythrocyte Count , Female , Humans , Male , Needles , Spinal Puncture/instrumentation , Subarachnoid Space/blood supplyABSTRACT
45 university Ss practiced balancing on a stabilometer to a performance criterion (Day 1) and then were designated as fast, medium, and slow learners based on the number of trials needed to attain it. Each S received an additional number of trials the following day (Day 2) equal to the number needed to reach the criterion (100% overlearning). Absolute and relative retention scores were calculated following a retention interval of 1 wk. No significant difference was found between the fast and slow learners on absolute recall, although the results favored the fast learners. The fast learners showed significant reminiscence between Day 1 and Day 2 and following the 1-wk. retention interval. It was concluded that the "equal amount learned" method did not discriminate against the fast learner and that speed of learning may be an important factor in determining whether or not reminiscence occurs following the attainment of a performance criterion.
