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Introduction. Individuals with Parkinson's disease (PD) exhibit general impairments, particularly non-motor symptoms that are related to language, communication, and cognition processes. People with this disease may undergo a surgical intervention for the placement of a deep brain stimulation device, which improves their motor symptoms. However, this type of intervention leads to a decline in their linguistic and cognitive abilities that becomes increasingly noticeable as the disease progresses. Objective. The objective of this research was to compare the performance and linguistic–cognitive profile of individuals with Parkinson's disease who underwent deep brain stimulation treatment based on the stage of the disease. Method. A total of 60 participants who were diagnosed with PD by their reference hospital were selected. These participants were divided into three groups based on the stage of the disease that they were in, forming three groups: a Stage I group (n = 20), a Stage II group (n = 20), and a Stage III group (n = 20). The linguistic–cognitive profile was assessed using the MoCA, ACE-III, and MetAphas tests. The design of this study was established as a quasi-experimental, cross-sectional investigation, and statistical analysis was performed using MANOVA to compare the scores between the study groups. Results. The results indicate that individuals in Stage I exhibit better linguistic and cognitive performance compared to the other groups of participants in Stage II and Stage III, with statistically significant differences (p < 0.05). Conclusion. In conclusion, the progression of PD leads to significant linguistic and cognitive decline in individuals with this disease who have a deep brain stimulation device, greatly limiting the autonomy and quality of life for people with PD. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) and epilepsy are increasingly prevalent comorbidities in our society. These two disorders are often accompanied by other comorbidities, such as sleep disorders, significantly impacting the quality of life of individuals with ASD and epilepsy. To date, clinical approaches have primarily been descriptive in nature. Therefore, this study aimed to analyze the relationship between ASD, epilepsy, and sleep disorders, exploring neurobiological dysfunctions and cognitive alterations. A total of 22 scientific articles were selected using a systematic literature review following the criteria established using the PRISMA model. The selected articles were gathered from major databases: Medline, PubMed, PsycINFO, Google Scholar, and Web of Science. Inclusion criteria specified that study participants had an official diagnosis of ASD, the article precisely described the evaluation parameters used in the study participants, and individual characteristics of the sleep disorders of the study participants were specified. The results indicate, firstly, that the primary cause of sleep disorders in this population is directly linked to abnormal serotonin behaviors. Secondly, significant alterations in memory, attention, and hyperactivity were observed. In conclusion, sleep disorders negatively impact the quality of life and neurocognitive development of the pediatric population with ASD and epilepsy. [ABSTRACT FROM AUTHOR]

Background: The Childhood Executive Functioning Inventory (CHEXI) was designed to identify EF deficits in daily life contexts. The aim of the present study was to validate the Spanish version of the CHEXI in 4-5-year-old children. Method: Parents' ratings of the CHEXI and laboratory tests of EF were investigated in two large samples of 445 children aged 4 years (196 girls, 249 boys) and 459 children aged 5 years (208 girls, 251 boys). CFIEXI ratings were collected again after one-year. Results: The two-factor structure of the CHEXI (i.e., Working Memory and Inhibition) was replicated, showing high internal consistency and temporal stability. The 4-year-olds were reported to have higher EF deficits than 5-year-olds have. Boys were rated as having higher EF deficits than girls were. However, gender differences were not significant contrasting performance on ILF tasks. Finally, associations between CHEXI ratings and EF tests were weak, suggesting that IÍF tests and EF ratings capture different aspects of EF. Conclusions: The Spanish CFIEXI provides a suitable instrument to assess EF in 4-5-year-old children. [ABSTRACT FROM AUTHOR]

Introduction: Previous studies have evidenced a different mode of speech perception in dyslexia, characterized by the use of allophonic rather than phonemic units. People with dyslexia perceive phonemic features (such as voicing) less accurately than typical readers, but they perceive allophonic features (i.e., language‐independent differences between speech sounds) more accurately. Method: In this study, we investigated the perception of voicing contrasts in a sample of 204 Spanish children with or without dyslexia. Identification and discrimination data were collected for synthetic sounds varying along three different voice onset time (VOT) continua (ba/pa, de/te, and di/ti). Empirical data will be contrasted with a mathematical model of allophonic perception building up from neural oscillations and auditory temporal processing. Results: Children with dyslexia exhibited a general deficit in categorical precision; that is, they discriminated among phonemically contrastive pairs (around 0‐ms VOT) less accurately than did chronological age controls, irrespective of the stimulus continuum. Children with dyslexia also exhibited a higher sensitivity in the discrimination of allophonic features (around ±30‐ms VOT), but only for the stimulus continuum that was based on a nonlexical contrast (ba/pa). Conclusion: Fitting the neural network model to the data collected for this continuum suggests that allophonic perception is due to a deficit in "subharmonic coupling" between high‐frequency oscillations. Relationships with "temporal sampling framework" theory are discussed. [ABSTRACT FROM AUTHOR]

The mindfulness refers to a general layout to deal, with awareness, the present moment involving an active and reflective acceptance, and a non-judgmental attitude. Although the benefits of mindfulness in clinical settings are known, the aim of this paper is to analyze the relationships between specific facets of Mindfulness and specific symptoms of anxiety and depression in Spanish population as well as gender differences, considering the personality effects. In this study was used a sample of 176 subjects (51.7 % female, 48.3 % male), aged between 18 and 69 years (M = 29; SD = 9.66) residents on Murcia and Andalusia (Spain). The results showed that in women with high anxiety, Describe facet is able to predict anxious-depressive symptoms while in the case of man are the facets of Do not judge and Do not react. In women with high depression scores the facets that best predict specific symptoms are Describe and Do not judge , whereas in the case of men with high depression, is the Do not judge facet. In conclusion, the results, could improve the effectiveness of mindfulness-based interventions for the prevention and treatment of anxiety and depression disorders, both in men and women. [ABSTRACT FROM AUTHOR]

The intervention on Alzheimer's disease (AD) has shown that pharmacological treatments with acetylcholinesterase inhibitors are highly beneficial, but there is not much evidence of the efficacy of other treatments, as it is difficult to find non-medicated patients. In the present pilot study, the efficacy of a logopedic intervention was verified in patients with AD in the mild phase, with and without pharmacological treatment. The results show that the logopedic intervention slows the deterioration of the disease. The combination of logopedic intervention and pharmacological therapy is confirmed as the therapeutic option that most benefits the patient, whilst patients who only received one of the treatments showed a more pronounced cognitive deterioration. The conclusions indicate that the pharmacological approach is necessary but insufficient, and that a logopedic intervention may be an adequate and effective complement in AD. [ABSTRACT FROM AUTHOR]

This study explores whether activation and inhibition word processes contribute to the characteristic speed deficits found in transparent orthographies (Wimmer, Appl Psycholinguist 14:1-33, ). A second and fourth grade sample of normal school readers and dyslexic school readers participated in a lexical decision task. Words were manipulated according to two factors: word frequency (high vs. low) and syllable frequency (high vs. low). It has been repeatedly found that words with high-frequency syllables require extra time for deactivating the lexical syllabic neighbors: the so-called inhibitory effect of positional frequency syllable (Carreiras et al., J Mem Lang 32:766-780, ). We hypothesized that dyslexic readers would show a stronger inhibitory effect than normal readers because they are slower decoders and they may also be slower at the activation and inhibition of word representations that are competing (i.e., syllabic candidates). Results indicated an interaction between word and syllable frequency (i.e., a strong inhibitory effect was found in the low-frequency word condition). According to our hypothesis, the inhibitory effect size was almost three times bigger in dyslexics than in the normal readers. This difference shows an alteration, not a developmental lag. Interestingly, the inhibitory effect size did not interact with school grade. Thus, reading experience did not impact the lexical processes involved on the inhibitory effect. Our outcomes showed how activation and/or inhibition of lexical processes can contribute to the lack of speed beyond decoding deficit. [ABSTRACT FROM AUTHOR]

This article examines the relationship between individual differences in speech perception and sublexical/phonological processing in reading. We used an auditory phoneme identification task in which a /ba/-/pa/ syllable continuum measured sensitivity to classify participants into three performance groups: poor, medium, and good categorizers. A lexical decision task manipulated syllable and word frequency. We found that the two tasks were associated. Poor categorizers did not present the typical syllable frequency effect; however, the other groups were sensitive to phonological information to differing degrees and showed the inhibitory syllable frequency effect only for low-frequency words. These results suggest that auditory phoneme identification efficiency may be related to the sublexical processes involved in reading words. [ABSTRACT FROM AUTHOR]

In this paper a self-report questionnaire on reading-writing difficulties for adults in Spanish (ATLAS) is presented. Studies that use selfreport questionnaires as a tool for screening of reading-writing difficulties in adults were reviewed. Two studies were carried out to determine the validity and reliability of ATLAS. The first study was aimed to select the critical items and to assess their reliability and their ability to discriminate. In the second study the assessment reported through the answers to the questionnaire was contrasted with the results of psychometric tests. Results showed that (a) items were suitable descriptors for adult difficulties, (b) there were significant correlations between self-report scores and reading measures, and (c) the items discriminate between good and poor readers. The results of this study demonstrated that ATLAS is a sensitive tool to screen adults with reading difficulties. As a further advantage, ATLAS is an easy-to-use and time-saving instrument. [ABSTRACT FROM AUTHOR]

Abstract: The study examined whether individual differences in the quality of phonological representations, measured by a categorical perception task (CP), are related with the use of phonological information in a lexical decision pseudohomophone task. In addition, the lexical frequency of the stimuli was manipulated. The sample consisted of Spanish-speaking normal reading adults. When high frequency stimuli were used, CP explained a significant proportion of the variance observed in the pseudohomophone effect. This result supports the idea that, even in normal reading adults, the use of phonological information during lexical access depends on the quality of their phonological representation. [Copyright &y& Elsevier]

Difficulties in implementing effective instruction for at‐risk students arise from two challenges: the transfer of evidence‐based knowledge and the lack of economic resources. Computer‐assisted programmes offer a suitable solution, providing quality instruction using low‐cost resources. Thirty‐two first‐grade students with early learning difficulties were identified and paired based on at least three of the pre‐intervention reading measures (reading efficiency of monosyllabic and disyllabic items, words, pseudowords and text reading speed). Each pair was assigned to one of two different intervention programmes: a computer‐assisted intervention programme (CAIP) focused on syllables or the programme provided by the Spanish State School Assistance Services (SSAS). Every week, the CAIP participants received in pairs four 15‐min training sessions on syllable decoding plus one 30‐min group comprehension session. The CAIP was delivered by trainee students. The SSAS programme typically consisted of a 1‐hr individual or in small groups sessions per week delivered by trained practitioners. Both programmes were administered for 11 weeks. The CAIP intervention showed better results than the SSAS intervention for both decoding and comprehension, with moderate to large effect sizes. Lay Description: What is already known about this topic: Implementing effective instruction for at‐risk students presents two challenges: evidence‐based knowledge transfer and lack of economic resources.The use of computer‐assisted programmes to provide quality instruction for at‐risk students is not a common practise in the Spanish context. What this paper adds: A comparison between a computer‐assisted instructional programme (CAIP) and a programme provided by the Spanish State School Assistance Services (SSAS).A programme designed to be applied by professionals or non‐professionals with minor guidance.The CAIP intervention showed better results after 11 weeks of application, replicating the positive effects of computer programmes in other languages. Implications for practise and/or policy: Findings showed that computer programmes represent an effective tool for the transfer of scientific knowledge to educational practise with little economic cost, minor teaching training and short time. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) and epilepsy represent a comorbidity that negatively influences the proper development of linguistic competencies, particularly in receptive language, in the pediatric population. This group displays impairments in the auditory comprehension of both simple and complex grammatical structures, significantly limiting their performance in language-related activities, hampering their integration into social contexts, and affecting their quality of life. The main objective of this study was to assess auditory comprehension of grammatical structures in individuals with ASD and epilepsy and compare the results among the three groups. A non-experimental cross-sectional study was designed, including a total of 170 participants aged between 7 and 9 years, divided into three groups: a group with ASD, a group with epilepsy, and a comorbid group with both ASD and epilepsy (ASDEP). The comprehension of grammatical structures was assessed using the CEG and CELF-5 instruments. Statistical analyses included MANOVA and ANOVA to compare scores between groups to verify associations between study variables. The results indicate that the group with ASD and epilepsy performed worse compared to the ASD and epilepsy-only groups, respectively. Additionally, a significant and directly proportional association was observed among all variables within the measures of grammatical structure comprehension. The neurological damage caused by epilepsy in the pediatric population with ASD leads to difficulties in understanding oral language. This level of functioning significantly limits the linguistic performance of these children, negatively impacting their quality of life and the development of core language skills. [ABSTRACT FROM AUTHOR]