Cognitive dysfunction in pediatric systemic lupus erythematosus: current knowledge and future directions.

Cognitive dysfunction (CD) is a neurologic complication of pediatric systemic lupus erythematosus (SLE) that remains poorly understood and understudied, despite the potential negative effects of CD on long-term socioeconomic status and quality of life. Data regarding the prevalence and risk factors for CD in pediatric SLE as well as the optimal screening, treatment, and long-term outcomes for CD are lacking. In this review, we present current knowledge on CD in pediatric SLE with a focus on the application to clinical practice. We discuss the challenges in diagnosis, clinical screening methods, potential impacts, and interventions for this complication. Finally, we discuss the remaining gaps in our knowledge of CD in pediatric SLE, and avenues for future research efforts.

[Formula: see text] A review of procedural and declarative metamemory development across childhood.

Metamemory is a component of metacognition that includes both the knowledge of factors that affect memory (i.e. declarative metamemory) and knowledge and application of factors in one's own learning and recall performance (i.e. procedural metamemory). The current paper aims to provide a comprehensive review of studies examining metamemory ability development from preschool into adolescence in order to improve the understanding of metamemory, its developmental course, and the available assessment methods. We examined the developmental trajectory of procedural and declarative metamemory abilities for both typically developing children and clinical populations. We found procedural metamemory abilities emerge around 4 to 5 years old, and significantly improve across childhood and into adulthood, although less is known about metamemory development across adolescence in typically developing children. Additionally, metamemory abilities vary significantly based on clinical pathology, although relatively fewer studies have examined these abilities in children with neurodevelopmental disorders or other neurologic conditions, such as acquired brain injury. The methods of metamemory assessment varied significantly across studies as well, indicating a need for a standardized metamemory measure, which would have high utility for clinical care.

Brain activation patterns during visual episodic memory processing among first-degree relatives of schizophrenia subjects.

Episodic memory deficits are proposed as a potential intermediate phenotype of schizophrenia. We examined deficits in visual episodic memory and associated brain activation differences among early course schizophrenia (n=22), first-degree relatives (n=16) and healthy controls without personal or family history of psychotic disorders (n=28). Study participants underwent functional magnetic resonance imaging on a 3T scanner while performing visual episodic memory encoding and retrieval task. We examined in-scanner behavioral performance evaluating response time and accuracy of performance. Whole-brain BOLD response differences were analyzed using SPM5 correcting for multiple comparisons. There was an incremental increase in response time among the study groups (healthy controls