Impact of Non-Surgical Periodontal Treatment on the Concentration and Level of MRP-8/14 (Calprotectin) as an Inflammatory Biomarker in Women with Periodontitis and Rheumatoid Arthritis: A Quasi-Experimental Study.

The aim of this study was to evaluate the impact of non-surgical periodontal treatment (NS-PT) on periodontal parameters and inflammatory biomarkers in the concentration and level of calprotectin (CLP) in women with periodontitis and rheumatoid arthritis (RA). In this quasi-experimental study, we evaluated 30 women (mean age: 52.0 ± 5.8 years) with periodontitis and RA who had been diagnosed and treated for RA for more than 3 years and whose activity markers remained at similar values without significant reduction over three consecutive months. Patients underwent NS-PT, which included plaque control, scaling, and root planing. Serum and saliva samples, periodontal indices, RA activity markers, Disease Activity Score-28 (DAS28), the erythrocyte sedimentation rate (ESR), and the C-reactive protein (CRP) and CLP contents were measured at the beginning of the study and 6 and 12 weeks after NS-PT. Parametric and nonparametric tests were used in the analysis. The mean age was 52.0 ± 5.8 years. Compared to the baseline results, all periodontal indices were significantly reduced 6 and 12 weeks after NS-PT (p < 0.001). DAS28 was also significantly reduced after 12 weeks (p < 0.0001). Similarly, the serum CLP concentration decreased 6 and 12 weeks after NS-PT (p < 0.0001). Of the patients, 100% presented lower levels of CRP and ESR (p < 0.0001). Overall, NS-PT reduced inflammation and disease activity, highlighting the importance of oral health in the control and treatment of systemic diseases such as RA and confirming that NS-PT effectively reduces periodontitis activity and plays a key role in modulating RA activity. Therefore, NS-PT should be considered as an adjunct treatment for RA.

The Access to Grammatical Number in Spanish Children and Adults.

In Spanish, the plural form in plural dominant frequency pairs, like "diente/dientes" [tooth/teeth], occurs more frequently than the corresponding singular form. On the other hand, for the singular dominant frequency pairs such as "cometa/cometas" [kite/kites], the singular form is more common than the plural. The recognition of singular forms by adult readers is dependent on the dominance factor, while the identification of plural forms relies on the frequency of the stem. Given that age and reading experience may influence morphological processing of words, we investigate the representation of singulars and plurals in Spanish primary school children in Third Grade (8/9) and Sixth Grade (11/12) and adults through a lexical decision task. Though children's lexical decisions were twice as slow as adults, the pattern of morphological processing was consistent across ages: dominant plural forms resulted in decision times that were comparable to those of non-dominant singular forms, while recognition of singular-dominant forms was quicker than recognition of plural non-dominant forms. It appears that singulars are accessed and stored in the lexical memory as separate entities, while plurals depend on their morphological closer relatives, in this case, the singular forms.

Struggling with L2 alphabet: The role of proficiency in orthographic learning.

The present study examined the process of L2 orthographic learning in bilinguals with distant L1-L2 orthographies. Chinese-English bilinguals with various English proficiency levels were trained with novel L2 words during a reading task. In contrast to higher proficient learners, those with lower L2 proficiency exhibited increased effects of length, frequency, and lexicality across exposures and at-chance recognition of trained words. Importantly, an additional post-training task assessing the lexical integration of trained words evidenced the engagement in different L1-L2 reading strategies across different levels of L2 proficiency, hence suggesting the L1 holistic processing at the base of the effortful establishment of L2 orthographic representations shown by lower-proficient learners. Overall, these findings indicate the role of L2 proficiency in the influence that cross-linguistic variation exerts on L2 orthographic learning and highlight the need for English education programmes to tackle specific grapheme-to-phoneme skills in non-alphabetic target communities.

Equidad de género y motivación en educación física. ¿podría ayudarnos la híbridación de modelos pedagógicos? / Equidade de gênero e motivação em educação física. poderia ajudar-nos a hibridação de modelos pedagógicos? / Motivation and gender equity in physical education. could hybridization of pedagogical models help us?

Resumen El presente estudio valoró la influencia de una unidad híbrida sobre la motivación, la satisfacción de las NPB, la intención de ser físicamente activo y la satisfacción hacia la clase de EF. El género fue considerado como variable de interés. Se hibridaron los modelos Educación Deportiva (MED) y Teaching Games for Understanding (TGfU) en una unidad de minibalonmano para cuatro grupos de Educación Secundaria, de entre 13 y 15 años (n=70). En otras tres clases (grupo control, n=67) se planteó un enfoque tradicional. Se planteó un análisis inferencial MANOVA inter e intragrupo, pre y post test. El grupo experimental mostró mejoras significativas para casi todas las variables. Las diferencias de género previas se minimizaron o eliminaron en todas las variables. Ambos géneros parecen tener valores similares de motivación más autodeterminada, mejorando su satisfacción hacia las clases de EF y la intención de ser físicamente activos, favoreciendo un entorno más equitativo.

Resumo O presente estudo valorizou a influência em uma unidade híbrida sobre a motivação, satisfação das NPB, intenção de ser fisicamente ativo e a satisfação em relação à aula de EF. Considerou-se o gênero como variável de interesse. Recorrendo à hibridação dos modelos Educação Desportiva (MED) e Teaching Games for Understanding (TGfU) em uma unidade de mini-handebol dirigida a quatro turmas do Ensino Fundamental, entre 13 e 15 anos (n=70). Noutras três aulas (grupo de controlo, n=67) propôs uma abordagem tradicional. Propôs uma análise dedutiva MANOVA inter e intragrupal pré e pós-teste. A turma experimental melhorou significativamente em quase todas as variáveis. As diferenças de gênero prévias minimizaram ou foram eliminadas no que respeita a todas as variáveis. Além disso, os meninos e as meninas parecem ter valores semelhantes de motivação mais autodeterminada, melhorando a satisfação em relação à classe de educação física e a intenção de ser fisicamente ativo.

Abstract The present study analyzed the influence of a hybrid unit on Motivation, BPN satisfaction, Intention to be Physically Active and Satisfaction in PE class. Gender was considered as a variable of interest. Sport Education Model (SE) and Teaching Games for Understanding (TGfU) were hybridized in a mini handball unit for four secondary education groups, aged between 13 and 15 years (n=70). In other three classes (n=67) a traditional approach was proposed, working as a control group. Pre and post test MANOVA inferential analysis was conducted between and within groups. Experimental group showed significative results in almost all variables. Preliminary gender differences were removed or minimized for all variables. The hybridization of pedagogical models could support a more inclusive, equitable environment. Both genders showed similar values of self-determined motivation and improved both their satisfaction in PE classes and their intention to be physically active.

A Methodology for Designing Smart Urban Living Labs from the University for the Cities of the Future.

Cities have high demand and limited availability of water and energy, so it is necessary to have adequate technologies to make efficient use of these resources and to be able to generate them. This research focuses on developing and executing a methodology for an urban living lab vocation identification for a new water and energy self-sufficient university building. The methods employed were constructing a technological roadmap to identify global trends and select the technologies and practices to be implemented in the building. Among the chosen technologies were those for capturing and using rain and residual water, the generation of solar energy, and water and energy generation and consumption monitoring. This building works as a living laboratory since the operation and monitoring generate knowledge and innovation through students and research groups that develop projects. The insights gained from this study may help other efforts to avoid pitfalls and better design smart living labs and off-grid buildings.

Attentional processing biases to threat in schizophrenia: Evidence from a free-viewing task with emotional scenes.

Attentional biases to threatening stimuli have been suggested to play a key role in the onset and course of schizophrenia. However, current research has not completely demonstrated this assumption. The aim of this eye-tracking study was to shed light on the underlying psychological mechanisms of schizophrenia by examining the attentional processing of socio-emotional information. Forty-four individuals with schizophrenia and 47 healthy controls were assessed in a 3-s free-viewing task with a social scene (i.e., happy, threatening, or neutral) in competition with a non-social one to determine the effects of emotional information on the different stages of the attentional processing. The location and latency of initial fixations (i.e., initial orienting), the firs-pass fixations and gaze duration (i.e., attentional engagement), and the percentage of total duration and total fixations (i.e., attentional maintenance) were analyzed. It was found that the schizophrenia group showed longer first-pass gaze duration, as well as higher percentage of total fixations and total duration toward threatening scenes in relation to the non-social ones, compared to controls. Therefore, an attentional bias toward threatening scenes in schizophrenia was found in the attentional maintenance and engagement, but not in the initial orienting of attention. Of note, the threat-related attentional bias was not associated with positive symptoms of schizophrenia. These findings offer empirical support to affective-information processing models stating that threatening information may confer psychological vulnerability to develop schizophrenia. Moreover, the results can improve psychological treatments, such as attentional bias modification paradigms or cognitive-behavior interventions managing maladaptive schemas related to threat.

Attentional biases to emotional scenes in schizophrenia: An eye-tracking study.

Attentional biases to emotional information may play a key role in the onset and course of schizophrenia. The aim of this experiment was to examine the attentional processing of four emotional scenes in competition (happy, neutral, sad, threatening) in 53 patients with schizophrenia and 51 controls. The eye movements were recorded in a 20-seconds free-viewing task. The results were: (i) patients showed increased attention on threatening scenes, compared to controls, in terms of attentional engagement and maintenance; (ii) patients payed less attention to happy scenes than controls, in terms of attentional maintenance; (iii) whereas positive symptoms were associated with a late avoidance of sad scenes, negative symptoms were associated with heightened attention to threat. The findings suggest that a threat-related bias and a lack of sensitivity to positive information may represent an underlying psychological mechanism of schizophrenia. Importantly, schizophrenia symptoms modulated the attentional biases, which has aetiological and therapeutic implications.

Rapid acquisition of novel written word-forms: ERP evidence.

BACKGROUND: Novel word acquisition is generally believed to be a rapid process, essential for ensuring a flexible and efficient communication system; at least in spoken language, learners are able to construct memory traces for new linguistic stimuli after just a few exposures. However, such rapid word learning has not been systematically found in visual domain, with different confounding factors obscuring the orthographic learning of novel words. This study explored the changes in human brain activity occurring online, during a brief training with novel written word-forms using a silent reading task RESULTS: Single-trial, cluster-based random permutation analysis revealed that training caused an extremely fast (after just one repetition) and stable facilitation in novel word processing, reflected in the modulation of P200 and N400 components, possibly indicating rapid dynamics at early and late stages of the lexical processing. Furthermore, neural source estimation of these effects revealed the recruitment of brain areas involved in orthographic and lexico-semantic processing, respectively. CONCLUSIONS: These results suggest the formation of neural memory traces for novel written word-forms after a minimal exposure to them even in the absence of a semantic reference, resembling the rapid learning processes known to occur in spoken language.

Global Asthma Network Phase I study in Mexico: prevalence of asthma symptoms, risk factors and altitude associations-a cross-sectional study.

BACKGROUND: Global Asthma Network (GAN) was established in 2012 as a development to the International Study of Asthma and Allergies in Childhood to improve asthma care globally. OBJECTIVE: To survey asthma, allergic rhinitis and atopic dermatitis in primary and secondary school children and to investigate and evaluate its prevalence, severity, management and risk factors in Mexico. METHODS: GAN Phase I is a cross-sectional, multicentre survey carried out in 15 centres corresponding to 14 Mexican cities throughout 2016-2019 using the validated Spanish language version of the GAN Phase I questionnaires. The questionnaires were completed by parents of 6-7-year-old primary school pupils (school children) and by 13-14-year-old adolescents. RESULTS: A total of 35 780 school children and 41 399 adolescents participated. Wheezing ever prevalence was 26.2% (95% CI 25.8% to 26.7%) in school children and 23.9% (95% CI 23.4% to 24.3%) in adolescents. The corresponding frequencies for current wheeze were 10.2% (95% CI 9.9% to 10.5%) and 11.6% (95% CI 11.2% to 11.9%). In school children, the risk factors for current wheeze were rhinitis (OR 4.484; 95% CI 3.915% to 5.134%) and rash symptoms (OR 1.735; 95% CI 1.461% to 2.059%). For adolescents, rhinitis symptoms (OR 3.492; 95% CI 3.188% to 3.825%) and allergic rhinitis diagnosis (OR 2.144; 95% CI 1.787% to 2.572%) were the most significant. For both groups, there was a negative relation with centres' sea level altitude higher than 1500 m above mean sea level (p<0.005). CONCLUSIONS: The most important risk factors for asthma symptoms in both age groups were the presence of rhinitis and rash symptoms or diagnosis. On the other hand, sea level altitude higher than 1500 metres was a protective factor.

Neurophysiological Correlates of Top-Down Phonological and Semantic Influence during the Orthographic Processing of Novel Visual Word-Forms.

The acquisition of new vocabulary is usually mediated by previous experience with language. In the visual domain, the representation of orthographically unfamiliar words at the phonological or conceptual levels may facilitate their orthographic learning. The neural correlates of this advantage were investigated by recording EEG activity during reading novel and familiar words across three different experiments (n = 22 each), manipulating the availability of previous knowledge on the novel written words. A different pattern of event-related potential (ERP) responses was found depending on the previous training, resembling cross-level top-down interactive effects during vocabulary acquisition. Thus, whereas previous phonological experience caused a modulation at the post-lexical stages of the visual recognition of novel written words (~520 ms), additional semantic training influenced their processing at a lexico-semantic stage (~320 ms). Moreover, early lexical differences (~180 ms) elicited in the absence of previous training did not emerge after both phonological and semantic training, reflecting similar orthographic processing and word-form access.

Compromising between European and US allergen immunotherapy schools: Discussions from GUIMIT, the Mexican immunotherapy guidelines.

BACKGROUND: Allergen immunotherapy (AIT) has a longstanding history and still remains the only disease-changing treatment for allergic rhinitis and asthma. Over the years 2 different schools have developed their strategies: the United States (US) and the European. Allergen extracts available in these regions are adapted to local practice. In other parts of the world, extracts from both regions and local ones are commercialized, as in Mexico. Here, local experts developed a national AIT guideline (GUIMIT 2019) searching for compromises between both schools. METHODS: Using ADAPTE methodology for transculturizing guidelines and AGREE-II for evaluating guideline quality, GUIMIT selected 3 high-quality Main Reference Guidelines (MRGs): the European Academy of Allergy, Asthma and Immunology (EAACI) guideines, the S2k guideline of various German-speaking medical societies (2014), and the US Practice Parameters on Allergen Immunotherapy 2011. We formulated clinical questions and based responses on the fused evidence available in the MRGs, combined with local possibilities, patient's preference, and costs. We came across several issues on which the MRGs disagreed. These are presented here along with arguments of GUIMIT members to resolve them. GUIMIT (for a complete English version, Supplementary data) concluded the following. RESULTS: Related to the diagnosis of IgE-mediated respiratory allergy, apart from skin prick testing complementary tests (challenges, in vitro testing and molecular such as species-specific allergens) might be useful in selected cases to inform AIT composition. AIT is indicated in allergic rhinitis and suggested in allergic asthma (once controlled) and IgE-mediated atopic dermatitis. Concerning the correct subcutaneous AIT dose for compounding vials according to the US school: dosing tables and formula are given; up to 4 non-related allergens can be mixed, refraining from mixing high with low protease extracts. When using European extracts: the manufacturer's indications should be followed; in multi-allergic patients 2 simultaneous injections can be given (100% consensus); mixing is discouraged. In Mexico only allergoid tablets are available; based on doses used in all sublingual immunotherapy (SLIT) publications referenced in MRGs, GUIMIT suggests a probable effective dose related to subcutaneous immunotherapy (SCIT) might be: 50-200% of the monthly SCIT dose given daily, maximum mixing 4 allergens. Also, a table with practical suggestions on non-evidence-existing issues, developed with a simplified Delphi method, is added. Finally, dissemination and implementation of guidelines is briefly discussed, explaining how we used online tools for this in Mexico. CONCLUSIONS: Countries where European and American AIT extracts are available should adjust AIT according to which school is followed.

El cuestionamiento como herramienta fundamental para el desarrolo de la toma de decisiones de los alumnos en educación física / Questioning as a fundamental tool for physical education students to develop decision-making skills / O questionamento como ferramenta fundamental para o desenvolvimento da tomada de decisão de estudantes em educação física

El objetivo del presente estudio fue analizar el efecto de un programa de enseñanza comprensiva, basado en el cuestionamiento, sobre la toma de decisiones en las habilidades del pase y del lanzamiento, en una unidad didáctica de baloncesto en Educación Primaria. Participaron 37 alumnos de 6º de Primaria con edades comprendidas entre los 11 y 12 años. La variable independiente fue el programa de intervención, basado en el modelo Teaching Games for Understanding (TGfU). La variable de toma de decisiones fue evaluada a través de la observación sistemática. Los resultados obtenidos mostraron que, tras la intervención, los alumnos que recibieron el cuestionamiento durante el desarrollo de las actividades formativas mejoraron su toma de decisiones en comparación con los alumnos que no lo recibieron. Estos resultados manifiestan la necesidad de incluir este modelo pedagógico en las programaciones docentes en los niveles superiores de la etapa de Primaria

O principal objetivo do estudo foi analisar o efeito de um programa de ensino centrado na compreensão, baseado no questionamento, na tomada de decisões nas ações de passe e do lançamento, numa unidade didática de basquetebol no ensino fundamental. Participaram 37 alunos com idades compreendidas entre 11 e 12 anos. A variável independente foi o programa de intervenção baseado no modelo Teaching Games for Understanding (TGfU). A variável dependente de tomada de decisão foi avaliada através da observação sistemática. Os resultados mostraram que, após a intervenção, os alunos que receberam o questionamento durante o desenvolvimento das atividades de treino melhoraram sua tomada de decisão em relação aos alunos que não o receberam. Esses resultados mostram a necessidade de incluir esse modelo pedagógico nos programas de ensino nos níveis superiores do ensino fundamental

The main purpose of this study was to analyze the effect of a comprehensive questioning-based teaching program about decision-making on passing and throwing abilities in a Primary Education teaching unit focused on basketball. Thirty-seven students aged 11-12 participated in the study. The independent variable was the intervention program based on the Teaching Games for Understanding (TGfU). The decision-making variable was assessed by systematic observation. The results obtained showed that, after the intervention, the students who received the questioning when developing training activities improved their decision-making compared to those who did not. These results show the need to include this pedagogical model in teaching programs at the higher levels of Primary Education

Novel Word Learning: Event-Related Brain Potentials Reflect Pure Lexical and Task-Related Effects.

Previous research has pointed out that the combination of orthographic and semantic-associative training is a more advantageous strategy for the lexicalization of novel written word-forms than their single orthographic training. However, paradigms used previously involve explicit stimuli categorization (lexical decision), which likely influence word learning. In the present study, we used a more automatic task (silent reading) to determine the advantage of the associative training, by comparing the brain electrical signals elicited in combined (orthographic and semantic) and single (only orthographic) training conditions. In addition, the learning effect (in terms of similar neurophysiological activity between novel and known words) was also tested under a categorization paradigm, enabling determination of the possible influence of the training task in the lexicalization process. Results indicated that novel words repeatedly associated with meaningful cues showed a higher attenuation of N400 responses than those trained in the single orthographic condition, confirming the higher facilitation in the lexico-semantic processing of these stimuli, as a consequence of semantic associations. Moreover, only when the combined training was carried out in the reading task did novel words show similar N400 responses to those elicited by known words, suggesting the achievement of a similar lexical processing to known words. Crucially, when the training is carried out under a demanding task context (lexical decision), known words exhibited positive enhancement within the N400 time window, contributing to maintaining N400 differences with novel trained words and confounding the outcome of the learning. Such deflection-compatible with the modulation of the categorization-related P300 component-suggests that novel word learning could be influenced by the activation of categorization-related processes. Thus, the use of low-demand tasks arises as a more appropriate approach to study novel word learning, enabling the build-up process of mental representations, which probably depends on pure lexical and semantic factors rather than being guided by categorization demands.

[GUIMIT 2019, Mexican Guideline on Immunotherapy. Guideline on the diagnosis of IgE-mediated allergic disease and immunotherapy following the ADAPTE approach]. / GUIMIT 2019, Guía Mexicana de Inmunoterapia. Guía de diagnóstico de alergia mediada por IgE e inmunoterapia aplicando el método ADAPTE.

BACKGROUND: In Mexico, allergen immunotherapy (AIT) and immunotherapy with hymenoptera venom (VIT) is traditionally practiced combining aspects of the European and American school. In addition, both types of extracts (European and American) are commercially available in Mexico. Moreover, for an adequate AIT/VIT a timely diagnosis is crucial. Therefore, there is a need for a widely accepted, up-to-date national immunotherapy guideline that covers diagnostic issues, indications, dosage, mechanisms, adverse effects and future expectations of AIT (GUIMIT 2019). METHOD: With nationwide groups of allergists participating, including delegates from postgraduate training-programs in Allergy/Immunology-forming, the guideline document was developed according to the ADAPTE methodology: the immunotherapy guidelines from European Academy of Allergy and Clinical Immunology, German Society for Allergology and Clinical Immunology, The American Academy of Allergy, Asthma and Immunology and American College of Allergy, Asthma, and Immunology were selected as mother guidelines, as they received the highest AGREE-II score among international guidelines available; their evidence conforms the scientific basis for this document. RESULTS: GUIMIT emanates strong or weak (suggestions) recommendations about practical issues directly related to in vivo or in vitro diagnosis of IgE mediated allergic diseases and the preparation and application of AIT/VIT and its adverse effects. GUIMIT finishes with a perspective on AIT modalities for the future. All the statements were discussed and voted on until > 80 % consensus was reached. CONCLUSIONS: A wide and diverse group of AIT/VIT experts issued transculturized, evidence-based recommendations and reached consensus that might improve and standardize AIT practice in Mexico.

Antecedentes: En México, la inmunoterapia con alérgenos (ITA) y con veneno de himenópteros (VIT) se practica tradicionalmente combinando criterios de las escuelas europea y estadounidense; los dos tipos de extractos están comercialmente disponibles en México. Para una ITA adecuada es crucial un diagnóstico oportuno. Objetivo: Presentar GUIMIT 2019, Guía Mexicana de Inmunoterapia 2019, de base amplia, actualizada, que abarca temas de diagnóstico, indicaciones, dosificación, mecanismos, efectos adversos de la ITA y expectativas con esta modalidad de tratamiento. Método: Con la participación de múltiples grupos mexicanos de alergólogos, que incluían los centros formadores universitarios en alergia e inmunología, se desarrolló el documento de la guía según la metodología ADAPTE. Las guías de inmunoterapia de la European Academy of Allergy and Clinical Immunology, The American Academy of Allergy, Asthma and Immunology, German Society for Allergology and Clinical Immunology y del American College of Allergy, Asthma, and Immunology se seleccionaron como guías fuente, ya que recibieron la puntuación AGREE-II más alta entre las guías internacionales disponibles; su evidencia conforma la base científica de GUIMIT 2019. Resultados: En GUIMIT 2019 se emiten recomendaciones fuertes o débiles (sugerencias) acerca de temas directamente relacionados con el diagnóstico in vivo o in vitro de las enfermedades alérgicas mediadas por IgE, la preparación y aplicación de ITA o VIT y sus efectos adversos; se incluye la revisión de las modalidades de ITA para el futuro. Todos los argumentos que se exponen fueron discutidos y votados con > 80 % de aprobación. Conclusión: Un grupo amplio y diverso de expertos en ITA y VIT emitió recomendaciones transculturizadas basadas en evidencia, que alcanzaron consenso; con ellas se pretende mejorar y homologar la práctica de la inmunoterapia en México.

Both the mirror and the affordance systems might be impaired in adults with high autistic traits. Evidence from EEG mu and beta rhythms.

The association of autism spectrum disorder (ASD) with an altered mirror neuron system is still controversial. At the same time, the processing of object affordances by persons with ASD is a neglected issue. In this electroencephalographic study, adults differing in their autism quotient (AQ) scores were selected. We found anomalous modulation of mu and beta rhythms in high-AQ, compared to low-AQ persons, while they watched a set of goal-directed manual actions. This confirms that observing actions involving implicit intentions most clearly reveals the impairment of the mirror neurons system (MNS). The high-AQ group also showed anomalous mu and beta modulation when they looked at pictures of manipulable objects, indicating a deficit in processing motor affordances. We conclude that high-AQ adults have neural impairment of both the MNS and the affordance systems, which could underlie their relational problems with both people and objects. Autism Res 2019, 12: 1032-1042. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Adults with autistic traits (high-autism quotient [AQ] scores) and matched controls (low-AQ) observed intentional hand actions, and pictures of manipulable and non-manipulable objects. The high-AQ group compared to the control group, showed anomalous modulation of the electroencephalographic motoric rhythms (mu and beta) while observing familiar goal-directed actions, confirming an impairment of their mirror neuron system. Also, their brain rhythms were anomalous when they watched manipulable objects, which suggest a dysfunction in their relation with objects (affordance system).

Cervical Cancer Screening in Women With Severe Mental Disorders: An Approach to the Spanish Context.

BACKGROUND: The incidence of invasive cervical cancer and its mortality have been reduced through primary and secondary prevention. Screening rates tend to be lower in vulnerable groups, such as people with severe mental disorders, who have a later detection of cancer and a higher mortality. The access of these women to cervical cancer screening is uncertain in our context. OBJECTIVE: The aim of this study was to determine the cervical cancer screening rates in women with severe mental disorders. METHODS: This was a descriptive cross-sectional study. Women 25 to 65 years old who were admitted during 2016 to the psychiatric unit of a public hospital in Spain were included in the study, and it was determined if they had had cervical cancer screening. RESULTS: A total of 103 eligible women, with a mean age of 45.6 years, were enrolled. Only 28 of the participants (27.2%) had had a cervical cancer screening done in the last 5 years. By age groups, statistically significant differences were found, with women between 35 and 44 years of age having higher rates of cervical cancer screening (41.9%) and the oldest, between 55 and 65 years of age, having the lowest (5%). CONCLUSIONS: Women with severe mental health disorders who were admitted to acute psychiatric care units had much lower cervical cancer screening rates compared with the general population. IMPLICATIONS FOR PRACTICE: Mental health nurses could be the optimum professionals to promote cancer primary and secondary prevention in women with mental disorders.

Brain Signatures of New (Pseudo-) Words: Visual Repetition in Associative and Non-associative Contexts.

The contribution of two different training contexts to online, gradual lexical acquisition was investigated by event-related potentials (ERPs) elicited by new, word-like stimuli. Pseudowords were repeatedly preceded by a picture representing a well-known object (semantic-associative training context) or by a hash mark (non-associative training context). The two training styles revealed differential effects of repetition in both behavioral and ERPs data. Repetition of pseudowords not associated with any stimulus gradually enhanced the late positive component (LPC) as well as speeded lexical categorization of these stimuli, suggesting the formation of episodic memory traces. However, repetition under the semantic-associative context caused higher reduction in N400 component and categorization latencies. This result suggests the facilitation in the lexico-semantic processing of pseudowords as a consequence of their progressive associations to picture-concepts, going beyond the visual memory trace that is generated under the non-associative context.

Developmental and Gender Differences in the Production of the Past Tense in Spanish Children.

This study investigates gender differences in children's linguistic development of Spanish past tense verbs. Two groups of 30 children, each consisting of 15 girls and 15 boys, were studied: Preschool children (5 years old) and 1st grade (7 years old). Participants carried out an elicitation task where a verbal change from present to past tense was required. Frequency and regularity variables were introduced as experimental factors to study differences between gender and age. The results showed that morphological rules were more successfully applied in 1st grade than in preschool children. Youngest participants showed a greatest influence of lexical variables, such as verb frequency and produced more omission and repetition errors. Gender differences only appeared in the oldest children, with girls being more affected by verb frequency and regularity. Girls also demonstrated a broader vocabulary than boys as shown by the qualitative analyses.

Correlatos electrofisiológicos de la lectura en niños con trastorno por déficit de atención/hiperactividad / Electrophysiological correlates of reading in children with attention deficit hyperactivity disorder

Objetivos. Investigar si los déficits en las funciones ejecutivas en el trastorno por déficit de atención/hiperactividad (TDAH) afectan a su compresión lectora e identificar un potencial marcador biológico de este endofenotipo neuropsicológico a través de potenciales relacionados con eventos. Específicamente, hipotetizar si las diferencias en memoria de trabajo e inhibición mantienen una asociación fenotípica con la comprensión lectora en el TDAH. Sujetos y métodos. La muestra estuvo constituida por 52 niños con TDAH (8-13 años) divididos en dos grupos según la presencia (TDAH-; n = 27; percentil < 30) o ausencia (TDAH+; n = 25; percentil > 50) de déficit en compresión lectora y un grupo control (n = 27). Se evaluaron las funciones ejecutivas y se realizó un experimento de potenciales relacionados con eventos en el que se presentaron oraciones anafóricas de diferentes longitudes, y se registraron los potenciales relacionados con eventos en el último adjetivo de la oración que requiere acuerdo de género. Resultados. Se encontró una relación entre memoria de trabajo e inhibición con el rendimiento en compresión lectora. Mientras que los grupos de TDAH+ y control mostraron signos de detección de no concordancia sintáctica a los 100 ms, el grupo de TDAH no activó la memoria de trabajo hasta los 250 ms. Conclusiones. La lentitud en la puesta en marcha de los mecanismos de memoria de trabajo nos ayuda a entender los déficits en comprensión lectora del grupo de TDAH (AU)

Aims. To investigate whether or not the deficits in executive functions in the attention deficit hyperactivity disorder (ADHD) affect reading comprehension and identify a potential biological marker of this neuropsychological endophenotype through event-related potentials (ERP). The phenotypic association between reading comprehension and the specific functions of inhibition and working memory is studied. Subjects and methods. The sample consisted of 52 children with ADHD (8-13 years) divided in two groups according to the presence (TDAH-; n = 27; percentile < 30) or the absence (TDAH+; n = 25; percentile > 50) of reading comprehension deficits and a control group (n = 27). The executive functions were evaluated. The ERPs were assessed during a task in which anaphoric sentences of different lengths were presented, recording the ERP in the last adjective of the sentence that required a gender agreement. Results. Working memory and inhibition were associated to reading comprehension performance. The ADHD+ group and the control group seem to detect the disagreement at 100 ms, while the ADHD - group does not activate its working memory until 250 ms. Conclusions. The delay in the implementation of the working memory mechanisms helps us to understand the deficits in reading comprehension of the ADHD - group (AU)

Developmental and gender differences in the production of the past tense in Spanish children

This study investigates gender differences in children's linguistic development of Spanish past tense verbs. Two groups of 30 children, each consisting of 15 girls and 15 boys, were studied: Preschool children (5 years old) and 1st grade (7 years old). Participants carried out an elicitation task where a verbal change from present to past tense was required. Frequency and regularity variables were introduced as experimental factors to study differences between gender and age. The results showed that morphological rules were more successfully applied in 1st grade than in preschool children. Youngest participants showed a greatest influence of lexical variables, such as verb frequency and produced more omission and repetition errors. Gender differences only appeared in the oldest children, with girls being more affected by verb frequency and regularity. Girls also demonstrated a broader vocabulary than boys as shown by the qualitative analyses

No disponible