Increased brain fractional perfusion in obesity using intravoxel incoherent motion (IVIM) MRI metrics.

OBJECTIVE: This research seeks to shed light on the associations between brain perfusion, cognitive function, and mental health in individuals with and without obesity. METHODS: In this study, we employed the noninvasive intravoxel incoherent motion (IVIM) magnetic resonance imaging (MRI) technique to examine brain fractional perfusion (FP) in two groups: individuals with obesity (N = 72) and healthy controls (N = 66). Additionally, we investigated potential associations between FP, cognitive function, and depressive symptoms in the participants with and without obesity. Finally, artificial intelligence algorithms (Boruta analysis) were also used. RESULTS: Participants with obesity exhibited increased FP within dopaminergic brain circuits, particularly involving prefrontal cortex areas, anterior and posterior sections of the cingulate cortex, the right striatum, and the midbrain. Additionally, these individuals demonstrated lower working memory and higher depressive symptoms compared to the control group. Notably, higher FP in the inferior temporal and occipital cortices correlated with greater depressive symptoms, whereas increased FP in the right ventral caudate and the midbrain was associated with better working memory performance. A link between inflammatory and metabolic variables, with a particular emphasis on monocytes, and FP in obesity was also evidenced by Boruta analysis. CONCLUSIONS: Increased brain perfusion in individuals with obesity is associated with cognitive function and mental health through interaction with metabolic and inflammatory factors.

La tecnología móvil: Una herramienta para la mejora de la inclusión digital de las personas con TEA / Tecnologia móvel: Uma ferramenta para melhorar a inclusão digital de pessoas com TEA / Mobile technology: A tool for improving the digital inclusion for people with ASD

Resumen La digitalización de aspectos cotidianos de nuestra vida como el mundo laboral, el tiempo y espacio de ocio, la educación, la cultura, los medios de comunicación, entre muchos otros, nos ha generado la necesidad de adaptarnos constantemente a los cambios producidos por la implantación de las tecnologías digitales. En el caso de las personas con trastorno del espectro autista (TEA), los avances evidenciados respecto a las tecnologías digitales y en especial de los dispositivos móviles han potenciado las posibilidades de desarrollarse y formarse íntegramente como ciudadano activo así como mejorado su calidad de vida. En los últimos años, la digitalización de los proceso de enseñanza y aprendizaje del alumnado con TEA se ha convertido en un campo de trabajo y estudio de interés científico generado por las evidencias recogidas respecto a sus múltiples beneficios. Por esta razón, actualmente existen numerosos recursos y apoyos tecnológicos para las diferentes áreas de intervención educativa con niños con TEA. Ante esta situación, es necesario evaluar los recursos y apoyos digitales desde una mirada crítica. Así como involucrar en este proceso de evaluación a los agentes educativos implicados.

Resumo: A digitalização de aspectos cotidianos de nossa vida como o mundo do trabalho, o tempo e espaços dedicados ao lazer, a educação, a cultura, os meios de comunicação, entre outros, gerou a necessidade de se adaptar constantemente às mudanças provocadas pela implantação das tecnologias digitais. No caso das pessoas com transtorno do espectro do autismo (TEA), os avanços realizados em relação às tecnologias digitais, especialmente dispositivos móveis, aumentaram as possibilidades de desenvolvimento e treinamento como cidadão ativo, além de melhorar sua qualidade de vida. Nos últimos anos, a digitalização do processo de ensino e aprendizagem dos alunos com TEA tornou-se um campo de trabalho e pesquisa de interesse científico gerado pelas evidências coletadas em relação aos seus múltiplos benefícios. Por esta razão, existem atualmente muitos recursos e suporte tecnológico para as diferentes áreas de intervenção educacional com crianças com TEA. Dada esta situação, é necessário avaliar os recursos digitais e os apoios a partir de uma perspectiva crítica. Além de incluir neste processo de avaliação, os agentes educacionais envolvidos.

Abstract: The digitalisation of the different daily aspects of our life such as the world of work, leisure time and space, education, culture or media, among many other aspects, has brought the need to adapt constantly to the changes produced by the implantation of digital technologies. In the case of people with autism spectrum disorder (ASD), the advances evidenced that have been made regarding to digital technologies and especially to mobile devices have greatly favored their life and possibilities of developing and forming themselves as active citizens. In the last years, the digitalisation of the teaching and learning process of students with ASD has become a field of work and study of scientific interest due to the gathered evidences of their multiple benefits. For this reason, there are currently many resources and technological support for the different areas of educational intervention with children with ASD. Given this situation, it is necessary to evaluate digital resources and supports from a critical perspective. As well as engaging in this evaluation process the involved educational agents.