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Objective The present study reviewed published evidence on the effectiveness of non-invasive brain stimulation (NIBS) on the cognitive performance of patients with Traumatic brain injury (TBI). Method A systematic search of the PubMed and Google Scholar databases was carried out. Randomized Controlled Studies published before March 2020 were included. Methodological evaluation was performed based on the Risk of Bias Cochrane tool. A total of 10 placebo-controlled studies fulfilled the inclusion criteria and were involved in the qualitative analysis, two assessing NIBS combined with cognitive training (CT) and eight evaluating NIBS alone. Results All but one retrieved article were appraised as of high-risk of bias (one paper was assessed as of unclear-risk owing to considerable underreporting). With the potential exception of attention, our findings were not indicative of a superior efficacy of NIBS-CT to CT alone, regarding the improvement of any of the rest assessed cognitive deficits. Executive function, processing speed, attention, working, and visuospatial memory were only occasionally found to benefit from NIBS alone compared to sham therapy (only one study reported relevant benefits per neuropsychological outcome). Verbal memory and verbal fluency (phonemic-semantic) were consistently found not to benefit from NIBS. Depression measures were the only outcomes associated with a beneficial effect of NIBS in more than one article. Conclusion Our findings did not provide sufficient high-quality evidence to support the exclusive use of NIBS or combined NIBS-CT to improve any impaired cognitive function in TBI patients. Owing to the suboptimum methodological quality of published studies, additional research is of potential value. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to explore the effects of computer-based multidomain cognitive training program on Greek patients with Mild Cognitive Impairment (MCI). Forty-six patients with MCI were randomly divided into two groups; (a) the training group, which received a computer-based multidomain cognitive training program with the use of the RehaCom software and (b) the control group, which underwent standard-clinical care. The duration of the computer-based training program was 15 weeks, administered twice a week for approximately one hour per session. Analysis of the baseline versus endpoint performance of each group demonstrated that in the control group delayed memory and executive function had deteriorated over the observation period of 15 weeks, while improvement was observed in the training group's performance on delayed memory, word recognition, Boston Naming Test (BNT), Clock Drawing Test (CDT), Semantic Fluency (SF), Trail Making Test-A (TMT-A) and Trail Making Test-B (TMT-B). Comparison between the two groups presented asignificant effect of the intervention for most cognitive domains. These findings are promising for the development of training methods designed to delay cognitive decline in patients with MCI, which is considered to be the prodromal stage of Alzheimer's Disease (AD). [ABSTRACT FROM AUTHOR]

The present study investigates the comprehension of syntactic and affective prosody in adults with autism spectrum disorder without accompanying cognitive deficits (ASD w/o cognitive deficits) as well as age-, education- and gender-matched unimpaired adults, while processing orally presented sentences. Two experiments were conducted: (a) an on-line sentence completion task containing local subject/object ambiguities and (b) an affective prosody task exploring the comprehension of six emotions. The syntactic prosody task revealed that the experimental group performed similar to the control group on the fillers and the object condition. On the other hand, the ASD w/o cognitive deficits group manifested lower accuracy compared to the unimpaired controls in the subject reading condition, as well as slower reaction times in all conditions. In the affective prosody task, the experimental group performed significantly worse than the controls in the recognition of the emotion of surprise, whereas no differences between the experimental and the control group were attested in the recognition of all other emotions. A positive correlation was found between the two tasks in the ASD w/o cognitive deficits group. Thus, individuals with ASD w/o cognitive deficits face slight difficulties with the decoding of prosody, both the syntactic and the affective one. More specifically, these difficulties are attested in the most difficult conditions, i.e. the subject reading and the emotion of surprise. [ABSTRACT FROM AUTHOR]