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Repetitive transcranial magnetic stimulation (rTMS) is a non-invasive brain stimulation method that has been suggested as a possible treatment method for cognitive impairment in patients with Alzheimer's Disease (pwAD), similar to multidomain cognitive training (CT). The effectiveness, however, of combining these techniques for pwAD remains controversial due to the variability in rTMS parameters, differences in CT protocol designs—many of which neglect the language domain—and the inclusion of patients at various stages of Alzheimer's Disease (AD) and with different types of dementia. The current review aims to evaluate the cognitive benefits of combining rTMS with CT, including language training, for individuals with mild to moderate AD. An extensive literature search was conducted in PubMed, Google Scholar, and the Cochrane Library with relevant terms, resulting in nine studies with a total of 290 participants [190 in the Active Group (AG) and 100 in the Control Group (CG)]. The comprehensive review of the articles revealed that the combined treatment improved global cognitive function, as well as neurocognitive, neuropsychiatric, and quality of life in the AG. Nevertheless, these results should be interpreted cautiously, given the relatively small number of existing studies on this specific combination. [ABSTRACT FROM AUTHOR]

Childhood Apraxia of Speech (CAS) is a disorder which affects not only speech-motor planning but also language ability more broadly. The present study attempts to explore the morphosyntactic, socio-cognitive, and prosody comprehension skills of children with CAS. Twenty preschool children with CAS and 20 typically developing children listened to a story, while viewing a wordless PowerPoint, picture presentation on a computer screen. Then, they were instructed to retell the story. Each participant listened to two stories, one with "lively" and one with "flat" prosody. The results revealed poor socio-cognitive abilities which were also evident in the use of verb-complement clauses, and poor prosody comprehension skills in the group with CAS. These findings affirm that morphosyntactic deficits are not the core characteristic of CAS, and suggest a connection between the production and comprehension of prosody, and between prosodic and (socio)-cognitive skills. [ABSTRACT FROM AUTHOR]