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1. Performance evaluation of automated white matter hyperintensity segmentation algorithms in a multicenter cohort on cognitive impairment and dementia

Author

Malo Gaubert, Andrea Dell’Orco, Catharina Lange, Antoine Garnier-Crussard, Isabella Zimmermann, Martin Dyrba, Marco Duering, Gabriel Ziegler, Oliver Peters, Lukas Preis, Josef Priller, Eike Jakob Spruth, Anja Schneider, Klaus Fliessbach, Jens Wiltfang, Björn H. Schott, Franziska Maier, Wenzel Glanz, Katharina Buerger, Daniel Janowitz, Robert Perneczky, Boris-Stephan Rauchmann, Stefan Teipel, Ingo Kilimann, Christoph Laske, Matthias H. Munk, Annika Spottke, Nina Roy, Laura Dobisch, Michael Ewers, Peter Dechent, John Dylan Haynes, Klaus Scheffler, Emrah Düzel, Frank Jessen, Miranka Wirth, for the DELCODE study group, Amthauer Holger, Cetindag Arda Can, Cosma Nicoleta Carmen, Diesing Dominik, Ehrlich Marie, Fenski Frederike, Freiesleben Silka Dawn, Fuentes Manuel, Hauser Dietmar, Hujer Nicole, Incesoy Enise Irem, Kainz Christian, Lange Catharina, Lindner Katja, Megges Herlind, Peters Oliver, Preis Lukas, Altenstein Slawek, Lohse Andrea, Franke Christiana, Priller Josef, Spruth Eike, Villar Munoz Irene, Barkhoff Miriam, Boecker Henning, Brosseron Frederic, Daamen Marcel, Engels Tanja, Faber Jennifer, Fließbach Klaus, Frommann Ingo, Grobe-Einsler Marcus, Hennes Guido, Herrmann Gabi, Jost Lorraine, Kalbhen Pascal, Kimmich Okka, Kobeleva Xenia, Kofler Barbara, McCormick Cornelia, Miebach Lisa, Miklitz Carolin, Müller Anna, Oender Demet, Polcher Alexandra, Purrer Veronika, Röske Sandra, Schneider Christine, Schneider Anja, Spottke Annika, Vogt Ina, Wagner Michael, wolfsgruber Steffen, Yilmaz Sagik, Bartels Claudia, Dechent Peter, Hansen Niels, Hassoun Lina, Hirschel Sina, Nuhn Sabine, Pfahlert Ilona, Rausch Lena, Schott Björn, Timäus Charles, Werner Christine, Wiltfang Jens, Zabel Lioba, Zech Heike, Bader Abdelmajid, Baldermann Juan Carlos, Dölle Britta, Drzezga Alexander, Escher Claus, Ghiasi Nasim Roshan, Hardenacke Katja, Jessen Frank, Lützerath Hannah, Maier Franziska, Marquardt Benjamin, Martikke Anja, Meiberth Dix, Petzler Snjezana, Rostamzadeh Ayda, Sannemann Lena, Schild Ann-Katrin, Sorgalla Susanne, Stockter Simone, Thelen Manuela, Tscheuschler Maike, Uhle Franziska, Zeyen Philip, Bittner Daniel, Cardenas-Blanco Arturo, Dobisch Laura, Düzel Emrah, Grieger-Klose Doreen, Hartmann Deike, Metzger Coraline, Nestor Peter, Ruß Christin, Schulze Franziska, Speck Oliver, Yakupov Renat, Ziegler Gabriel, Brauneis Christine, Bürger Katharina, Catak Cihan, Coloma Andrews Lisa, Dichgans Martin, Dörr Angelika, Ertl-Wagner Birgit, Frimmer Daniela, Huber Brigitte, Janowitz Daniel, Kreuzer Max, Markov Eva, Müller Claudia, Rominger Axel, Schmid (ehemals Spreider) Jennifer, Seegerer Anna, Stephan Julia, Zollver Adelgunde, Burow Lena, de Jonge Sylvia, Falkai Peter, Garcia Angarita Natalie, Görlitz Thomas, Gürsel Selim Üstün, Horvath Ildiko, Kurz Carolin, Meisenzahl-Lechner Eva, Perneczky Robert, Utecht Julia, Dyrba Martin, Janecek-Meyer Heike, Kilimann Ingo, Lappe Chris, Lau Esther, Pfaff Henrike, Raum Heike, Sabik Petr, Schmidt Monika, Schulz Heike, Schwarzenboeck Sarah, Teipel Stefan, Weber Marc-Andre, Buchmann Martina, Heger Tanja, Hinderer Petra, Kuder-Buletta Elke, Laske Christoph, Munk Matthias, Mychajliw Christian, Soekadar Surjo, sulzer Patricia, and Trunk Theresia

Subjects
white matter hyperintensities segmentation, evaluation, FLAIR, deep learning, aging, Alzheimer’s disease, Psychiatry, RC435-571
Abstract

BackgroundWhite matter hyperintensities (WMH), a biomarker of small vessel disease, are often found in Alzheimer’s disease (AD) and their advanced detection and quantification can be beneficial for research and clinical applications. To investigate WMH in large-scale multicenter studies on cognitive impairment and AD, appropriate automated WMH segmentation algorithms are required. This study aimed to compare the performance of segmentation tools and provide information on their application in multicenter research.MethodsWe used a pseudo-randomly selected dataset (n = 50) from the DZNE-multicenter observational Longitudinal Cognitive Impairment and Dementia Study (DELCODE) that included 3D fluid-attenuated inversion recovery (FLAIR) images from participants across the cognitive continuum. Performances of top-rated algorithms for automated WMH segmentation [Brain Intensity Abnormality Classification Algorithm (BIANCA), lesion segmentation toolbox (LST), lesion growth algorithm (LGA), LST lesion prediction algorithm (LPA), pgs, and sysu_media] were compared to manual reference segmentation (RS).ResultsAcross tools, segmentation performance was moderate for global WMH volume and number of detected lesions. After retraining on a DELCODE subset, the deep learning algorithm sysu_media showed the highest performances with an average Dice’s coefficient of 0.702 (±0.109 SD) for volume and a mean F1-score of 0.642 (±0.109 SD) for the number of lesions. The intra-class correlation was excellent for all algorithms (>0.9) but BIANCA (0.835). Performance improved with high WMH burden and varied across brain regions.ConclusionTo conclude, the deep learning algorithm, when retrained, performed well in the multicenter context. Nevertheless, the performance was close to traditional methods. We provide methodological recommendations for future studies using automated WMH segmentation to quantify and assess WMH along the continuum of cognitive impairment and AD dementia.

Published
2023
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2. Language Impairment in Less Skilled Comprehenders: The On-Line Processing of Anaphoric Pronouns in a Listening Situation

Author

Megherbi, Hakima and Ehrlich, Marie-France

Abstract

The purpose of this experiment, conducted with second-grade children (mean age: 7;8), was to examine the hypothesis that less skilled comprehenders in a reading situation suffer an impairment in spoken language comprehension and, more specifically, in the on-line processing of anaphoric pronouns. Skilled and less skilled comprehenders performed a cross-modal naming task investigating the effects of pronoun gender and pragmatic inference from the verb on the integration of two successive sentences. Results revealed different patterns of effects in the two groups. The skilled comprehenders integrated on-line sentences by relying on pronoun gender and verb meaning. Pronoun gender appeared to exert a dominant influence relative to verb bias. In the less skilled comprehenders, on-line integration was not systematic, being dependent on the meaning of the verb and the proximity of the referent. Complementary analyses revealed similar patterns of effects among less skilled comprehenders, whether they were good decoders or poor decoders. These results show that less skilled comprehenders are developmentally delayed compared with their skilled peers, and extend the language impairment hypothesis to cover discourse-level processes.

Published
2005
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3. Contribution of Working Memory Capacity to Children's Reading Comprehension: A Longitudinal Investigation

Author

Seigneuric, Alix and Ehrlich, Marie-France

Abstract

We examined the contribution of working memory capacity to the development of children's reading comprehension. We present data from three waves of a longitudinal study when the children were 7 years (Grade 1), 8 years (Grade 2) and 9 years (Grade 3). Two questions were raised: The first question concerned the developmental changes of the relative contribution of working memory in predicting reading comprehension compared to vocabulary and decoding skills. The second question explored to what extent reading comprehension could be predicted by working memory capacity measured at a prior time. At the end of each grade, reading comprehension, nonword reading, vocabulary knowledge and working memory capacity were assessed. To test the first question, the predictive power of working memory capacity was compared to vocabulary and decoding skills by performing concurrent multiple-regression analyses in each grade. The results showed that working memory capacity emerged as a direct predictor of reading comprehension in Grade 3. To address the second question, we performed multiple-regression analyses predicting reading comprehension from working memory, nonword reading, and vocabulary measured at a prior time. In these analyses, the autoregressive effect was taken into account to separately assess the unique contribution of each predictor to the development of later reading comprehension. The results showed that Grade 1 vocabulary and Grade 2 working memory had additional effects on Grade 3 reading comprehension after the autoregressive effect of reading comprehension had been accounted for. These findings support the idea that, as word recognition becomes automated throughout the early grade levels, working memory becomes an important determinant of reading comprehension. There is also evidence that working memory capacity directly influences the development of reading comprehension skills. The direction of the causal flow is discussed.

Published
2005
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4. Working Memory Resources and Children's Reading Comprehension.

Author

Seigneuric, Alix, Ehrlich, Marie-France, Oakhill, Jane V., and Yuill, Nicola M.

Abstract

Studies the relationship between working memory capacity and reading comprehension in fourth-grade children and the nature of the working memory resources involved in reading comprehension. Shows that working memory capacity was a direct predictor of reading comprehension when contrasted with vocabulary and decoding skills. Discusses the reasons for the predictive power of working memory tasks. (SC)

Published
2000

5. Processing of Anaphoric Devices in Young Skilled and Less Skilled Comprehenders: Differences in Metacognitive Monitoring.

Author

Ehrlich, Marie-France, Remond, Martine, and Tardieu, Hubert

Abstract

Investigates metacognitive monitoring in the processing of anaphors in 10-year-old skilled and less-skilled comprehenders. Finds that less skilled comprehenders (1) showed deficiencies in monitoring on measures of implicit and explicit evaluation and revision; and (2) were sensitive to difficulties in processing pronouns in the self-evaluation task and to the lack of cohesion in the inconsistency-detection task. (RS)

Published
1999

7. Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers.

Author

Ehrlich, Marie-France

Abstract

Examines cognitive, metacognitive, and motivational factors as predictors of individual differences in the reading comprehension abilities of good and poor readers. Finds that regression analyses within subgroups indicated word recognition was the most important predictor variable for poor readers, whereas perceived competence predicted the reading comprehension abilities of good readers. (BS)

Published
1993

8. Slow and Fast Adult Readers in Text Comprehension.

Author

Ehrlich, Marie-France and Tardieu, Hubert

Abstract

Discusses a study of fast and slow adult readers' textual organization subprocesses. Reveals that title and text type variables were manipulated in the study. Concludes that fast and slow readers processed textual organization similarly and showed identical comprehension performances. Calls for research into the characteristics of good comprehension. (SG)

Published
1991

15. L'intégration d'informations verbales et iconiques dans la compréhension de notions scientifiques : prendre en compte les contraintes cognitives des apprenants

Author

Gyselinck, Valérie, Ehrlich, Marie-France, Cornoldi, Cesare, Beni, Rossana De, Dubois, Véronique, LABORATOIRE DE PSYCHOLOGIE EXPÉRIMENTALE, Université Paris Descartes - Paris 5 (UPD5), Université de Padoue (DÉPARTEMENT DE PSYCHOLOGIE), Universita degli Studi di Padova, Rouet, J.-F., de la Passardière, B., Aucune, and Rouet, J.-F., de la Passardière, B.

Subjects
Education -- Data processingComputer-assisted instructionMultimedia systems in education, scientific concepts, EducationComputer-assisted education, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, Enseignement assisté par ordinateurHypermédiasMultimédias en éducationNouvelles technologies de l'information et de la communicationTechnologie éducative, working memory, mémoire de travail, informations multimédias, notions scientifiques, visio-spatial memory, Educational technologiesInformation and communications technology, comprehension, multimedia information, mémoire visuo-spatiale
Abstract

Multimedia systems require that learners process multimodal information : visual information (verbal statements, illustrations, pictures, diagrams) andauditory information (verbal and non verbal). In a cognitive approach, the integra-tion of these information involves complex processes constrained by the properties of learner's cognitive system and especially by the limited capacity of workingmemory. Our investigations deal with the comprehension of basis notions of physics(static's electricity, gaz pressure etc.). Using multimodal information is particularly relevant for these notions. Two experiments are reported, investigating the role of working memory in the integration of verbal and iconic information. Using theBaddeley (1986) model, we investigated the role of the articulatory loop and visuospatial sketchpad by means of a concurrent task paradigm carried out during reading. Results showed that the integration of verbal and iconic information involves the visuo-spatial sketchpad specifically. In addition, learners with a high visuo-spatial memory and learners with a low memory differ in the integration they perform.; Les systèmes multimédias conduisent l'apprenant à traiter des informations multimodales : des informations visuelles (énoncés verbaux, illustrations,photographies, graphiques) et des informations auditives (verbales et non verbales). Considérée dans une perspective cognitive, l'intégration de ces diverses informations requiert la mise en jeu de processus complexes, dont la réalisation estcontrainte par les caractéristiques du système cognitif du sujet et plus particulièrement par la capacité limitée de la mémoire de travail. Dans une première étape, nos recherches concernent la compréhension, par de jeunes adultes, de notions de physique (électricité statique, pression des gaz, etc.), notions pour lesquelles l'usage d'informations multimodales est particulièrement pertinent. Deux expériences sont résumées, visant à étudier le rôle de la mémoire de travail dans l'intégration de deux catégories d'informations, verbales et iconiques. En référence au modèle de Baddeley (1986), nous nous intéressons à la boucle phonologique et à la mémoire visuo-spatiale. Ces deux systèmes sont mis en jeu dans notre expérience au moyen d'un paradigme de tâches concurrentes réalisées pendant la lecture des textes. Nos résultats montrent que l'intégration d'informations verbales et iconiques met en jeu, de manière spécifique, la mémoire visuo-spatiale. De plus, les apprenants dont la capacité de mémoire visuo-spatiale est élevée ne semblent pas réaliser cette intégration de la même façon que ceux dont la capacité est faible.

Published
1998

16. Fonctionnement de la mémoire de travail et vieillissement

Author

Brébion, Janie and Ehrlich, Marie-France

Abstract

Brébion Janie, Ehrlich Marie-France. Fonctionnement de la mémoire de travail et vieillissement. In: Bulletin de psychologie, tome 48 n°420, 1995. Effets de l'âge sur les processus mentaux. pp. 468-472.

Published
1995

18. Contrôle métacognitif de la compréhension : cohésion d'un texte expositif et auto-évaluation de la compréhension

Author

Ehrlich, Marie-France and Cahour, Béatrice

Abstract

In the Flavell’s (1976) perspective, metacognition includes two components concerning meta-cognitive knowledge and metacognitive control. The aim of this paper is to clarify the notion of metacognitive control and to report an experiment designed to study the extent to which the coherence of the mental representation built during reading is submitted to auto-evaluation. The experiment was carried out with an expository text. Two versions (High Cohesion and Low Cohesion) was constructed by modifying the anaphoric cues and the connectives. The subjects were asked to evaluate their own understanding on a six point scale and their effective comprehension (processing of the cohesion markers) was measured by multiple choice questions. The three main results were the following : 1 — The comprehension scores (MCQ) were dependent on the text cohesion. 2 — On the second reading, the self-evaluation varied with the text Cohesion. 3 — More often than not, there was no correlation between the self-evaluation and the effective comprehension. In conclusion, the deficiencies in the metacognitive control seem to be the one of the factors which account for an incompleted execution of the operations involved in the building of a coherent mental representation., Depuis Flavell (1976), la métacognition renvoie à deux courants de recherche complémentaires : les connaissances métacognitives et le contrôle métacognitif. L’objectif de cet article est de clarifier la notion de contrôle métacognitif de la compréhension, et de présenter une recherche dans laquelle nous étudions dans quelle mesure la cohérence de la représentation mentale du texte que le sujet construit au cours de la lecture fait l’objet d’une auto-évaluation. L’expérience est réalisée avec un texte expositif, dont on fait varier la cohésion locale (élevée ou faible) en agissant sur deux types de marques : des reprises anaphoriques et des connecteurs. Les sujets auto-évaluent leur compréhension sur une échelle en six points et leur compréhension effective (traitement des marques) est mesurée à l’aide de questions à choix multiple. Les trois principaux résultats sont les suivants : 1 — Les scores de compréhension effective dépendent de la cohésion du texte. 2 — Ce n’est qu’au cours de la seconde lecture du texte que l’auto-évaluation dépend de la cohésion du texte. 3 — Le plus souvent, il n’y a pas de corrélation entre l’auto-évaluation et la compréhension effective. Ainsi les déficiences du contrôle métacognitif que devraient exercer les sujets apparaissent être l’une des raisons d’une réalisation non achevée des opérations mises en jeu dans la construction d’une représentation mentale cohérente., Ehrlich Marie-France, Cahour Béatrice. Contrôle métacognitif de la compréhension : cohésion d'un texte expositif et auto-évaluation de la compréhension. In: Bulletin de psychologie, tome 44 n°399, 1991. Les processus de contrôle dans la résolution de tâches complexes : développement et acquisition. pp. 147-155.

Published
1991

22. Les modèles mentaux : approche cognitive des représentations / coordonné par Marie-France Ehrlich,... Hubert Tardieu,... Marc Cavazza,... ; introduction de P.N. Johnson-Laird,...

Author

Ehrlich, Marie-France. Directeur de publication, Tardieu, Hubert. Directeur de publication, Cavazza, Marc. Directeur de publication, Johnson-Laird, Philip Nicholas (1936-....). Préfacier, Ehrlich, Marie-France. Directeur de publication, Tardieu, Hubert. Directeur de publication, Cavazza, Marc. Directeur de publication, and Johnson-Laird, Philip Nicholas (1936-....). Préfacier

Abstract

Collection : Sciences cognitives, Contient une table des matières, Avec mode texte

Published
1993

30. Introduction aux procédures élémentaires d'analyse descriptive des données : présentation à partir d'un exemple

Author

Rouanet, Henry, Lepine, Dominique, Ehrlich, Marie-France, Marquer, Pierre, and Plas, Régine

Abstract

Rouanet Henry, Lepine Dominique, Ehrlich Marie-France, Marquer Pierre, Plas Régine. Introduction aux procédures élémentaires d'analyse descriptive des données : présentation à partir d'un exemple. In: Bulletin de psychologie, tome 29 n°321, 1976. pp. 212-221.

Published
1976

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