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It is debated whether primary progressive apraxia of speech (PPAOS) and progressive agrammatic aphasia (PAA) belong to the same clinical spectrum, traditionally termed non-fluent/agrammatic variant primary progressive aphasia (nfvPPA), or exist as two completely distinct syndromic entities with specific pathologic/prognostic correlates. We analysed speech, language and disease severity features in a comprehensive cohort of patients with progressive motor speech impairment and/or agrammatism to ascertain evidence of naturally occurring, clinically meaningful non-overlapping syndromic entities (e.g. PPAOS and PAA) in our data. We also assessed if data-driven latent clinical dimensions with aetiologic/prognostic value could be identified. We included 98 participants, 43 of whom had an autopsy-confirmed neuropathological diagnosis. Speech pathologists assessed motor speech features indicative of dysarthria and apraxia of speech (AOS). Quantitative expressive/receptive agrammatism measures were obtained and compared with healthy controls. Baseline and longitudinal disease severity was evaluated using the Clinical Dementia Rating Sum of Boxes (CDR-SB). We investigated the data's clustering tendency and cluster stability to form robust symptom clusters and employed principal component analysis to extract data-driven latent clinical dimensions (LCD). The longitudinal CDR-SB change was estimated using linear mixed-effects models. Of the participants included in this study, 93 conformed to previously reported clinical profiles (75 with AOS and agrammatism, 12 PPAOS and six PAA). The remaining five participants were characterized by non-fluent speech, executive dysfunction and dysarthria without apraxia of speech or frank agrammatism. No baseline clinical features differentiated between frontotemporal lobar degeneration neuropathological subgroups. The Hopkins statistic demonstrated a low cluster tendency in the entire sample (0.45 with values near 0.5 indicating random data). Cluster stability analyses showed that only two robust subgroups (differing in agrammatism, executive dysfunction and overall disease severity) could be identified. Three data-driven components accounted for 71% of the variance [(i) severity-agrammatism; (ii) prominent AOS; and (iii) prominent dysarthria]. None of these data-driven LCDs allowed an accurate prediction of neuropathology. The severity-agrammatism component was an independent predictor of a faster CDR-SB increase in all the participants. Higher dysarthria severity, reduced words per minute and expressive and receptive agrammatism severity at baseline independently predicted accelerated disease progression. Our findings indicate that PPAOS and PAA, rather than exist as completely distinct syndromic entities, constitute a clinical continuum. In our cohort, splitting the nfvPPA spectrum into separate clinical phenotypes did not improve clinical-pathological correlations, stressing the need for new biological markers and consensus regarding updated terminology and clinical classification.

IntroductionClinical understanding of primary progressive aphasia (PPA) has been primarily derived from Indo-European languages. Generalizing certain linguistic findings across languages is unfitting due to contrasting linguistic structures. While PPA patients showed noun classes impairments, Chinese languages lack noun classes. Instead, Chinese languages are classifier language, and how PPA patients manipulate classifiers is unknown.MethodsWe included 74 native Chinese speakers (22 controls, 52 PPA). For classifier production task, participants were asked to produce the classifiers of high-frequency items. In a classifier recognition task, participants were asked to choose the correct classifier.ResultsBoth semantic variant (sv) PPA and logopenic variant (lv) PPA scored significantly lower in classifier production task. In classifier recognition task, lvPPA patients outperformed svPPA patients. The classifier production scores were correlated to cortical volume over left temporal and visual association cortices.DiscussionThis study highlights noun classifiers as linguistic markers to discriminate PPA syndromes in Chinese speakers.HighlightsNoun classifier processing varies in the different primary progressive aphasia (PPA) variants. Specifically, semantic variant PPA (svPPA) and logopenic variant PPA (lvPPA) patients showed significantly lower ability in producing specific classifiers. Compared to lvPPA, svPPA patients were less able to choose the accurate classifiers when presented with choices. In svPPA, classifier production score was positively correlated with gray matter volume over bilateral temporal and left visual association cortices in svPPA. Conversely, classifier production performance was correlated with volumetric changes over left ventral temporal and bilateral frontal regions in lvPPA. Comparable performance of mass and count classifier were noted in Chinese PPA patients, suggesting a common cognitive process between mass and count classifiers in Chinese languages.

Cultivation of students' higher-order thinking ability has become the main agenda of the education curriculum. The transfer of knowledge pertaining to higher-order thinking by teachers to the students can prepare the latter with the necessary attributes for the 21st century. The present study is aimed at exploring Malaysian secondary ESL (English as a Second Language) school teachers' self-assessment of, and perceptions on the higher-order thinking skills practices for teaching writing. Using a mixed-method research design, the validated 30-item five-point Likert scale questionnaire with an open-ended question was administered to a group of respondents consisting of 72 ESL teachers. The findings indicated that the overall mean score of ESL teachers' self-assessment of using higher-order thinking skills practices for teaching writing was at a high level. Meanwhile, their perceptions on the integration of higher-order thinking skills in the teaching of writing include the concern of students' low proficiency, difficulties in implementing HOTS in writing, poor participation by passive students, and teachers' attitude towards using HOTs for teaching writing. This study suggests that fostering and creating awareness of mastering the elements of HOTS can benefit both the teachers and the students. Teachers have to be creative and innovative in their teaching so that the students can be given the opportunity to showcase their knowledge, skills and abilities in the quest to imbue them with the 21st century life skills.

Students who suffer from test anxiety go through a stressful and unpleasant experience that could harm their physical and mental health long term. This study examines the prevalence of test anxiety in Malaysia and investigates the association of test anxiety with socio-demographic factors. A cross-sectional survey comprising demographic data and the FRIEDBEN Test Anxiety Scale (FTAS) questionnaires were used. Of the 371 students who responded, 46% of the students reported a low level of test anxiety, almost 20% a high level of test anxiety, and 34% a medium level of test anxiety. Further analyses suggest that test anxiety is significantly predicted by factors such as gender and ethnicity. These findings can help the education system including the Ministry of Education, schools, teachers, and parents to better understand the scope of the problem and the groups of students who are most affected. Potential policy implications as well as possible interventions to help students are discussed.

We report the validity of a test instrument that assesses the arithmetic ability of primary students by (a) describing the theoretical model of arithmetic ability assessment using Wilson's (2004) four building blocks of constructing measures and (b) providing empirical evidence for the validation study. The instrument consists of 21 multiple-choice questions that hierarchically evaluate arithmetic intended learning outcomes (ILOs) on arithmetic ability, hierarchically, based on Bloom's cognitive taxonomy for 138 primary three grade students. The theoretical model describes students' arithmetic ability on three distinct levels: solid, developing, and basic. At each level, the model describes the characteristics of the tasks that the students can answer correctly. The analysis shows that the difficulty of the items followed the expected order in the theoretical construct map, where the difficulty of each designed item aligned with the cognitive level of the student, the item difficulty distribution aligned with the structure of the person construct map, and word problems required higher cognitive abilities than the calculation problems did. The findings, however, pointed out that more difficult items can be added to better differentiate students with different ability levels, and an item should be revised to enhance the reliability and validity of the research. We conclude that the conceptualizations of such formative assessments provide meaningful information for teachers to support learning and tailoring instruction.

Purpose: The present study explores a tricomponent attitude model for "forced" online learning applied in the post-COVID era following the online learning transition. The study aims to provide a reference for future practitioners in the event a similar crisis results in the mandatory transition towards this study mode again. Methodology: Following the guideline for judgmental sampling, a total of 156 valid responses were collected from Malaysian undergraduate students via an online questionnaire from Google Forms. The respondents' profiles were computed using the Statistical Package for the Social Sciences (SPSS) version 21.0, while Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to validate the measurement model, structural model, and mediation model for hypothesis testing. Findings: The findings demonstrate that perceived usefulness (PU) is insignificant when online learning is the only feasible learning strategy. Technical system quality (TSQ) was found to be positively related to perceived ease of use (PEU), attitude (ATT), and student satisfaction, while quality of content (QC) was found to be positively related to PEU and student satisfaction. The remaining hypotheses were rejected. These findings are expected to transform various student attitude, leading to the cognitive components of PEU and PU and ultimately contributing to student satisfaction. In line with the government's desire to transform digital education in higher education, TSQ and QC constitute a framework for shaping the affective components of students' attitude. Attitude, in turn, drives students' PEU and PU, which are two critical factors of the Technology Acceptance Model that serve as the main determinants of student satisfaction. Significance: The study demonstrates that instructors can use a variety of strategies to increase student satisfaction with online education, which can be beneficial even in the post-COVID era. The findings can aid education providers in implementing necessary changes to improve online learning for their students in the future. In addition, the study reveals that through the pandemic, students have become more resilient and have begun to value online learning, highlighting the importance of considering the long-term effects of online learning on student satisfaction.

IntroductionWith emergence of disease-modifying therapies, efficient diagnostic pathways are critically needed to identify treatment candidates, evaluate disease severity, and support prognosis. A combination of plasma biomarkers and brief digital cognitive assessments could provide a scalable alternative to current diagnostic work-up.MethodsWe examined the accuracy of plasma biomarkers and a 10-minute supervised tablet-based cognitive assessment (Tablet-based Cognitive Assessment Tool Brain Health Assessment [TabCAT-BHA]) in predicting amyloid β positive (Aβ+) status on positron emission tomography (PET), concurrent disease severity, and functional decline in 309 older adults with subjective cognitive impairment (n = 49), mild cognitive impairment (n = 159), and dementia (n = 101).ResultsCombination of plasma pTau181, Aβ42/40, neurofilament light (NfL), and TabCAT-BHA was optimal for predicting Aβ-PET positivity (AUC = 0.962). Whereas NfL and TabCAT-BHA optimally predicted concurrent disease severity, combining these with pTau181 and glial fibrillary acidic protein was most accurate in predicting functional decline.DiscussionCombinations of plasma and digital cognitive markers show promise for scalable diagnosis and prognosis of ADRD.HighlightsThe need for cost-efficient diagnostic and prognostic markers of AD is urgent. Plasma and digital cognitive markers provide complementary diagnostic contributions. Combination of these markers holds promise for scalable diagnosis and prognosis. Future validation in community cohorts is needed to inform clinical implementation.

IntroductionClinical research in Alzheimer's disease (AD) lacks cohort diversity despite being a global health crisis. The Asian Cohort for Alzheimer's Disease (ACAD) was formed to address underrepresentation of Asians in research, and limited understanding of how genetics and non-genetic/lifestyle factors impact this multi-ethnic population.MethodsThe ACAD started fully recruiting in October 2021 with one central coordination site, eight recruitment sites, and two analysis sites. We developed a comprehensive study protocol for outreach and recruitment, an extensive data collection packet, and a centralized data management system, in English, Chinese, Korean, and Vietnamese.ResultsACAD has recruited 606 participants with an additional 900 expressing interest in enrollment since program inception.DiscussionACAD's traction indicates the feasibility of recruiting Asians for clinical research to enhance understanding of AD risk factors. ACAD will recruit > 5000 participants to identify genetic and non-genetic/lifestyle AD risk factors, establish blood biomarker levels for AD diagnosis, and facilitate clinical trial readiness.HighlightsThe Asian Cohort for Alzheimer's Disease (ACAD) promotes awareness of under-investment in clinical research for Asians. We are recruiting Asian Americans and Canadians for novel insights into Alzheimer's disease. We describe culturally appropriate recruitment strategies and data collection protocol. ACAD addresses challenges of recruitment from heterogeneous Asian subcommunities. We aim to implement a successful recruitment program that enrolls across three Asian subcommunities.

Despite a high rate of concurrent mathematical difficulties among children with dyslexia, we still have limited information regarding the prevalence and severity of mathematical deficits in this population. To address this gap, we developed a comprehensive battery of cognitive tests, known as the UCSF Mathematical Cognition Battery (MCB), with the aim of identifying deficits in four distinct mathematical domains: number processing, arithmetical procedures, arithmetic facts retrieval, and geometrical abilities. The mathematical abilities of a cohort of 75 children referred to the UCSF Dyslexia Center with a diagnosis of dyslexia, along with 18 typically developing controls aged 7 to 16, were initially evaluated using a behavioral neurology approach. A team of professional clinicians classified the 75 children with dyslexia into five groups, based on parents and teachers reported symptoms and clinical history. These groups included children with no mathematical deficits and children with mathematical deficits in number processing, arithmetical procedures, arithmetic facts retrieval, or geometrical abilities. Subsequently, the children underwent evaluation using the MCB to determine concordance with the clinicians impressions. Additionally, neuropsychological and cognitive standardized tests were administered. Our study reveals that within a cohort of children with dyslexia, 66% exhibit mathematical deficits, and among those with mathematical deficits, there is heterogeneity in the nature of these deficits. If these findings are confirmed in larger samples, they can potentially pave the way for new diagnostic approaches, consistent subtype classification, and, ultimately personalized interventions.

Prior research has revealed distinctive patterns of impaired language abilities across the three variants of Primary Progressive Aphasia (PPA): nonfluent/agrammatic (nfvPPA), logopenic (lvPPA) and semantic (svPPA). However, little is known about whether, and to what extent, non-verbal cognitive abilities, such as processing speed, are impacted in PPA patients. This is because neuropsychological tests typically contain linguistic stimuli and require spoken output, being therefore sensitive to verbal deficits in aphasic patients. The aim of this study is to investigate potential differences in processing speed between PPA patients and healthy controls, and among the three PPA variants, using a brief non-verbal tablet-based task (Match) modeled after the WAIS-III digit symbol coding test, and to determine its neural correlates. Here, we compared performance on the Match task between PPA patients (n = 61) and healthy controls (n = 59) and across the three PPA variants. We correlated performance on Match with voxelwise gray and white matter volumes. We found that lvPPA and nfvPPA patients performed significantly worse on Match than healthy controls and svPPA patients. Worse performance on Match across PPA patients was associated with reduced gray matter volume in specific parts of the left middle frontal gyrus, superior parietal lobule, and precuneus, and reduced white matter volume in the left parietal lobe. To conclude, our behavioral findings reveal that processing speed is differentially impacted across the three PPA variants and provide support for the potential clinical utility of a tabled-based task (Match) to assess non-verbal cognition. In addition, our neuroimaging findings confirm the importance of a set of fronto-parietal regions that previous research has associated with processing speed and executive control. Finally, our behavioral and neuroimaging findings combined indicate that differences in processing speed are largely explained by the unequal distribution of atrophy in these fronto-parietal regions across the three PPA variants.

Astrocytes play a role in healthy cognitive function and Alzheimer's disease (AD). The transcriptional factor nuclear factor-κB (NF-κB) drives astrocyte diversity, but the mechanisms are not fully understood. By combining studies in human brains and animal models and selectively manipulating NF-κB function in astrocytes, we deepened the understanding of the role of astrocytic NF-κB in brain health and AD. In silico analysis of bulk and cell-specific transcriptomic data revealed the association of NF-κB and astrocytes in AD. Confocal studies validated the higher level of p50 NF-κB and phosphorylated-p65 NF-κB in glial fibrillary acidic protein (GFAP)+-astrocytes in AD versus non-AD subjects. In the healthy mouse brain, chronic activation of astrocytic NF-κB disturbed the proteomic milieu, causing a loss of mitochondrial-associated proteins and the rise of inflammatory-related proteins. Sustained NF-κB signaling also led to microglial reactivity, production of pro-inflammatory mediators, and buildup of senescence-related protein p16INK4A in neurons. However, in an AD mouse model, NF-κB inhibition accelerated β-amyloid and tau accumulation. Molecular biology studies revealed that astrocytic NF-κB activation drives the increase in GFAP and inflammatory proteins and aquaporin-4, a glymphatic system protein that assists in mitigating AD. Our investigation uncovered fundamental mechanisms by which NF-κB enables astrocytes' neuroprotective and neurotoxic responses in the brain.

Individuals make biased and variable probability judgements. Recent models such as the Bayesian Sampler (Zhu, et al., 2020), Probability Theory Plus Noise (Costello & Watts, 2014), and the Quantum Sequential Sampler (Huang et al., 2023) capture a wide range of effects by assuming people are biased towards indifference (i.e., 0.5). However, in some experiments participants instead showed asymmetric bias, defined as a pull toward non-0.5 values. We investigated asymmetric bias in 5 experiments, where participants judged the probabilities of dice rolls. While participants' judgements were independent of whether they were in a high or low probability environment or the number of alternative options displayed, participants showed a bias toward low (

Purpose: The main objective of this study is to analyze the impact of spiritual intelligence (SI) based on its four dimensions (critical existential thinking (CET), personal meaning production (PMP), transcendental awareness (TA) and conscious state expansion (CSE)) on teachers' turnover intention (TI) through sanctification of work (SoW) and job satisfaction (JS). Design/methodology/approach: Drawing from multiple intelligence theory, this study adopted a cross-sectional design to explore the hypothesized relationships. Copies of the questionnaire were distributed to 367 teachers working in public schools in Plateau State, Nigeria, and 290 out of the retrieved copies were useable. The data collected were analyzed using variance-based structural equation modeling (SEM), Smart-PLS 4. Findings: The results suggest that SI does not significantly influence TI, while SoW and JS mediate the relationship between SI and TI. Practical implications: The result suggests that SoW and JS are significant mechanisms through which SI predicts teachers' TI. This highlights the need for educational policymakers to integrate spiritual literature as well as imbibe spiritual practices such as prayers, meditations and yoga either at work or privately to enhance the development of SI among teachers. Originality/value: The results offer an insightful understanding of SI and how it influences work outcomes. The mechanism roles of SoW and JS explain the process by which one's perceived numinous object, activity event and job experience influence a job decision.

Despite a high rate of concurrent mathematical difficulties among children with dyslexia, we still have limited information regarding the prevalence and severity of mathematical deficits in this population. To address this gap, we developed a comprehensive battery of cognitive tests, known as the UCSF Mathematical Cognition Battery (MCB), with the aim of identifying deficits in four distinct mathematical domains: number processing, arithmetical procedures, arithmetic facts retrieval, and geometrical abilities. The mathematical abilities of a cohort of 75 children referred to the UCSF Dyslexia Center with a diagnosis of dyslexia, along with 18 typically developing controls aged 7 to 16, were initially evaluated using a behavioral neurology approach. A team of professional clinicians classified the 75 children with dyslexia into five groups, based on parents' and teachers' reported symptoms and clinical history. These groups included children with no mathematical deficits and children with mathematical deficits in number processing, arithmetical procedures, arithmetic facts retrieval, or geometrical abilities. Subsequently, the children underwent evaluation using the MCB to determine concordance with the clinicians' impressions. Additionally, neuropsychological and cognitive standardized tests were administered. Our study reveals that within a cohort of children with dyslexia, 66% exhibit mathematical deficits, and among those with mathematical deficits, there is heterogeneity in the nature of these deficits. If these findings are confirmed in larger samples, they can potentially pave the way for new diagnostic approaches, consistent subtype classification, and, ultimately personalized interventions.

In England, Wales and Northern Ireland, the General Certificate of Secondary Education (GCSE) has been for the last 35 years the most common qualification by which students' attainment at age 16 has been measured. The range and balance of processes by which the GCSEs' programmes of study have been assessed have varied over the decades, to include both teacher-assessed coursework and modular or end-of-programme timed written assessments (examinations). The necessary replacement in 2020 of GCSE written examinations with teacher-led assessment provided a unique opportunity to explore students' perceptions of the validity and utility of both examination and teacher-led assessment media for this high-stakes award. This research reports part of a survey that explored the experiences of GCSE candidates in 2020, with particular focus upon students' perceptions of preparing for written examinations, and then for teacher-led assessment. 216 students responded to a mixed quantitative/qualitative methods survey that invited opinion and reflection on the relative affordances and shortcomings of written examinations and teacher-led assessment, both for the individual respondent and the wider student cohort. Responses revealed a balance of both positive and negative evaluations of both assessment media, with an almost equal preference for either, albeit many respondents indicated consideration of some other assessment medium (e.g. modular assessment; combined assessment media). We re-emphasise the attested value of ongoing 'dialogue' and consultation with student stakeholders to inform planning for optimisation of assessment utility and validity.

This research note explores Bachelor of Social Work students' perceptions about how well their group practice courses prepared them for group opportunities at field internships. We conducted a posttest-only design pilot study to compare field groupwork experiences of students who attended group practice courses taught with and without the interpersonal classroom model, a teaching approach designed for social work group practice courses. In this research note, we share study results, including data about the types and amount of groupwork experiences students received at their field internships and responses to questions regarding how well their group practice courses prepared them for field groupwork experiences. The research note concludes with a few limitations and future directions.