Thursday, June 19, 2014

Mean response times, variability, and sk... [Acta Psychol (Amst). 2000] - PubMed - NCBI

Response time (RT) distributions from three fixed foreperiod conditions (2, 4, and 8 s) in a warned four-choice RT task were obtained for a group of boys with attention-deficit/hyperactivity disorder, combined type (ADHD; n = 17) and for two groups of normal control boys (age-matched, n = 18, and younger-aged, n = 10). Quantitative measures of distributional shape were derived by fitting the ex-Gaussian distributional model to the individual RT data. Statistical results indicate that the ADHD distributions differ from the age-matched control distributions with respect to the size of the tail (larger for the ADHD boys), but differ from the younger control distributions with respect to the location of the leading edge (slower for the younger control boys). Receiver operating characteristic (ROC) results reveal that the ex-Gaussian exponential component is highly diagnostic of the ADHD boys.
http://www.ncbi.nlm.nih.gov/pubmed/10900704

Wednesday, June 18, 2014

Adhd and alcohol

  1. Frequent heavy drinking in early adulthood, particularly prior to age 21, is associated with multiple health and legal consequences including continued problems with drinking later into adulthood. Children with attention-deficit/hyperactivity disorder (ADHD) are at risk of alcohol use disorder in adulthood, but little is known about their frequency of underage drinking as young adults or about mediational pathways that might contribute to this risky outcome. The current study used data from the Pittsburgh ADHD Longitudinal Study to test social impairment and delinquency pathways from childhood ADHD to heavy drinking in early adulthood for individuals with (n = 148) and without (n = 117) childhood ADHD. Although ADHD did not predict heavy drinking, indirect mediating effects in opposing directions were found. A delinquency pathway from childhood ADHD to increased heavy drinking included adolescent and subsequently adult delinquent behavior. A social impairment pathway from childhood ADHD todecreased heavy drinking included adolescent, but not adult, social impairment. These findings help explain the heterogeneity of results for alcohol use among individuals with ADHD and suggest that common ADHD-related impairments may operate differently from each other and distinctly across developmental periods. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

http://psycnet.apa.org/journals/pha/22/2/110/adhd

Thursday, June 12, 2014

Getting my eyes lined up with my new glasses

Got my new glasses.  I get a lot more peripheral vision and a bit more of a sense of space but my eyes are hurting.  So I had the optician double check the lenses.  In fact had two opticians double check the lenses and they are OK.  So went and had another visit to the optometrist.

He thinks we have a bit of a dilemma. We can decrease the amount of prism and my eyes won't be aligned as much but I will be more comfortable.  Or we can leave them as is.  He is trying to pinpoint the exact nature of the problem...whether it has something to do with binocularity or something else.  I looks at a test for far fixation with a red and green cross.   I could make the cross but it was jiggling.
So he patched me for twenty minutes with each eye.  Each eye was relieved a bit and the pain diminished but not completely.  We thought it might be better to do a day test patching an eye starting in the morning as my eyes get quite tired with these new glasses and see what happens.

We might cut the prism and start with a lower power prism and I might go back to home exercises and work on aligning a bar on my TV set.

Copyright © 2010-2014 Traveller Journey Through The Cortex

Tuesday, June 3, 2014

Profiles of the gifted and talented


Profiles of the Gifted and Talented
The following presentation of six different profiles of gifted and talented students can provide information for educators and parents about the behavior, feelings, and needs of gifted and talented children and youth. It is important to remember that this is a theoretical concept that can provide insights for facilitating the growth of the gifted and talented, not a diagnostic classification model.

The six different types are:  successful, challenging, underground, dropout, double labeled, autonomous learner....

Thursday, May 29, 2014

Circling back

Have had two interesting observations.

Went to an optometrist who specializes in strabismus.  Unlike everyone else, he didn't  do fifty million tests.  Did the visagraph and also checked my binocular vision.   I have 30 degrees of stereopsis...fantastic binocular vision... But still not much depth perception,  so he did two more tests:  test of near point fixation and far point fixation which found that my the lines are shifted to the left; they are aligned horizontally, no problem.He wrote a new prescription that added a basein prism to the left eye and had an interesting comment that my problems may be processing information.

Went to neurofeedback. We have been doing alpha synchrony training with OpenFocus.  My alpha/theta ratio is 1.5 at the beginning of the session, towards the middle, it moves towards 1. 0, and occasionally alpha dips below 1.  So I have good concentration.  These waves are not characteristic of someone who has Adhd.... So my therapist feeling is that maybe I have a processing problem not a concentration or attention problem.

So where does this lead me?   Back to the learning disability world?  Hmmm.


Copyright © 2010-2014 Traveller Journey Through The Cortex

Wednesday, May 21, 2014

Plodding through Brain HQ

Nederlands: Twee visuele banen in de area extr...
Nederlands: Twee visuele banen in de area extrastriata: de 'waar' route en de 'wat' route. (Photo credit: Wikipedia)
The dorsal stream (green) and ventral stream (...
The dorsal stream (green) and ventral stream (purple) are shown. They originate from primary visual cortex. (Photo credit: Wikipedia)
Plodding along Brain HQ.    Been doing the exercises every day.  I am doing well with Perceptual Exercises like Visual and Auditory Sweeps but not so good with Peripheral Vision exercises.  Struggling with Navigation and People Skills.   However, I do notice that I don't confuse left and right any more and don't get as lost as I used to.  Also, it is much easier for me to rotate objects in my brain.

Attention exercises are ones I do well after a bit of practice.  I do find that they help with focus.
Card Shark is a bit of a  challenge.  I am working on this daily.  Right now, I am trying to chunk the information in chunks  of 3 and saying them out loud.  Once you lose your place in this test, you are pretty much hosed.

Visual memory is really hard.  Scene Crasher is going to be a tough exercise but one that I will do later on.

That's why I haven't been posting much … just plodding away through my exercises.
Copyright © 2010-2014 Traveller Journey Through The Cortex

Monday, May 12, 2014

Central auditory disorders: toward a neuropsychology of auditory objects

Hrvatski: Primarna slušna moždana kora.
Hrvatski: Primarna slušna moždana kora. (Photo credit: Wikipedia)
en: Acoustic radiation(red arrow). from Medial...
en: Acoustic radiation(red arrow). from Medial geniculate nucleus to Primary auditory cortex ja:聴放線(赤色の矢印)。内側膝状体から一次聴覚皮質へ。 (Photo credit: Wikipedia)
Deficits of auditory cognition are less familiar and less well understood than their visual equivalents. The objects of auditory cognition are natural sounds, but ‘auditory object’ is a problematic concept[]. An auditory object might be defined neuropsychologically as a collection of acoustic data bound in a common perceptual representation and disambiguated from the auditory scene. This definition suggests the importance of perceptual regularities whilst allowing that ‘top-down’ processes may forge associations between acoustic properties and current behavioural goals may give prominence to particular objects within the same acoustic data (e.g., in the spoken word “dog”, relevant sound objects could include the speech token ‘dog’, the speaker’s voice, emotional state, accent, etc). Even this general definition raises certain difficulties. Most everyday sounds have a complex, time-varying frequency structure (see ‘A brief acoustic primer’, Supplementary Material; available using websitehttp://journals.lww.com/co-neurology/pages/default.aspx ), and temporal object boundaries are often difficult to determine. Furthermore, sounds, unlike visual objects, are ‘transparent’ when superimposed; and auditory objects are associated with diverse physical entities, including both discrete sources (e.g., a barking dog) and acoustic events (e.g., a gust of wind, a spoken phoneme). These various auditory object properties and categories have potentially separable neural representations and associated clinical deficits.
The literature on central auditory disorders illustrates these difficulties. Terms such as ‘cortical (or ‘cerebral’) deafness’ and ‘auditory agnosia’ (see Table 1) are widely used, but remain rather loosely defined and demarcated from one another, and progress in defining a useful taxonomy has so far been limited. This is partly attributable to difficulties extrapolating between symptom-led single-case studies and lesion-led group studies in patient populations that may or may not be representative (such as temporal lobectomy series), lack of uniformity of test materials across studies, and the rarity of strategically located brain lesions.
Table 1
Terminology of central auditory disorders
Here we review recent progress in characterising central auditory disorders, focusing on disorders of auditory object processing: the auditory agnosias. From an auditory neuroscience perspective, we are here concerned chiefly with the effects of damage affecting object processing in the putative auditory ventral (‘what’) pathway[]; however, auditory object processing entails important interactions with dorsal ‘where’ and ‘how’ pathways, particularly in the parsing of natural auditory scenes. Our approach is based on a simple operational classification of four fundamental stages likely to be involved in processing auditory objects: parsing of objects in the auditory scene; encoding of auditory properties (at the sub-object level); representation of the perceptual structures of whole objects; and recognition of objects. Key terms are summarised in Table 1. Recent studies of central auditory disorders are summarised in Table 2.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3374998/#!po=38.8889