A machine learning toolbox for the analysis of sharp-wave ripples reveals common waveform features across species.

The study of sharp-wave ripples has advanced our understanding of memory function, and their alteration in neurological conditions such as epilepsy is considered a biomarker of dysfunction. Sharp-wave ripples exhibit diverse waveforms and properties that cannot be fully characterized by spectral methods alone. Here, we describe a toolbox of machine-learning models for automatic detection and analysis of these events. The machine-learning architectures, which resulted from a crowdsourced hackathon, are able to capture a wealth of ripple features recorded in the dorsal hippocampus of mice across awake and sleep conditions. When applied to data from the macaque hippocampus, these models are able to generalize detection and reveal shared properties across species. We hereby provide a user-friendly open-source toolbox for model use and extension, which can help to accelerate and standardize analysis of sharp-wave ripples, lowering the threshold for its adoption in biomedical applications.

A machine learning toolbox for the analysis of sharp-wave ripples reveal common features across species.

The study of sharp-wave ripples (SWRs) has advanced our understanding of memory function, and their alteration in neurological conditions such as epilepsy and Alzheimer's disease is considered a biomarker of dysfunction. SWRs exhibit diverse waveforms and properties that cannot be fully characterized by spectral methods alone. Here, we describe a toolbox of machine learning (ML) models for automatic detection and analysis of SWRs. The ML architectures, which resulted from a crowdsourced hackathon, are able to capture a wealth of SWR features recorded in the dorsal hippocampus of mice. When applied to data from the macaque hippocampus, these models were able to generalize detection and revealed shared SWR properties across species. We hereby provide a user-friendly open-source toolbox for model use and extension, which can help to accelerate and standardize SWR research, lowering the threshold for its adoption in biomedical applications.

Development of alternatives to estimate resting metabolic rate from anthropometric variables in paralympic swimmers.

The resting metabolic rate (RMR) is one of the most representative components of total daily energy expenditure (TDEE). Multiple equations have been developed to estimate RMR, but none have been described for Para-Athletes. This study aimed to; i) develop and validate new RMR estimation models from anthropometric variables; and ii) explore the level of agreement between the RMR determined by indirect calorimetry (IC) and the developed models, as well as a selection of existent estimation models in Para-Athletes. Fifteen young Paralympic swimmers (age, 18.7±6.5 years) underwent assessments of RMR by IC and anthropometric batteries. Four RMR estimation models (M1-M4) were developed. The anthropometric variables which explained most of the variance were biacromial breadth (M3-37%), stature (M1-45%; M2-49%), and estimated stature from half arm span (M4-24%). However, the neck girth corrected by the submandibular skinfold entered in all four models. The 95% limits of agreement between IC and M3 equation (best performance model) ranged from -142.02 to 172.39 kcal×day-1 (bias 15.19 kcal×day-1). Concerning the commonly used equations, Harris & Benedict equation was the most consistent when compared to IC. The results of this study suggest four novel RMR equations that may assist in the estimation of energy requirements in elite Para-Athletes.

Unraveling how the Gly526Ser mutation arrests prostaglandin formation from arachidonic acid catalyzed by cyclooxygenase-2: a combined molecular dynamics and QM/MM study.

Cyclooxygenases (COXs) are the enzymes responsible for the biosynthesis of prostaglandins, eicosanoids that play a major role in many physiological processes. Particularly, prostaglandins are known to trigger inflammation, and COX-2, the enzyme isoform associated with this inflammatory response, catalyzes the cyclooxidation of arachidonic acid, leading to prostaglandin G2. For this reason, COX-2 has been a very important pharmacological target for several decades now. The catalytic mechanism of COX-2, a so-called all-radical mechanism, consists of six chemical steps. One of the most intriguing aspects of this mechanism is how COX-2 manages to control the regio- and stereospecificity of the products formed at each step. Mutagenesis experiments have previously been performed in an attempt to find those hot-spot residues that make such control possible. In this context, it is worth mentioning that in experiments with the Gly526Ser COX-2 mutant, prostaglandins were not detected. In this paper, we have combined molecular dynamics simulations and quantum mechanics/molecular mechanics calculations to analyze how the COX-2 catalytic mechanism is modified in the Gly526Ser mutant. Therefore, this study provides new insights into the COX-2 catalytic function.

Efecto diferencial de la etiqueta diagnóstica autista en la intervención con niños / Differential effect of autistic label in intervention with children

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The aim of this study is to analyze whether the label autistic (considering both the low performance and exceptional performance labels) influences the behavior of nine psychology students when teaching tasks to children with this diagnosis. The presence of various children who had to learn to perform a color discrimination task and a visual-motor task was simulated during the experiment. The participants observed the behavior of the imaginary children and could provide contingencies of reinforcement and response cost to them. Two experimental phases were established in which participants had to teach different children: an autistic child, a child without developmental problems, an autistic child who was exceptionally skilled in the tasks and a child without developmental problems who was unskilled in the tasks. The participants were informed of the characteristics of the children prior to the tasks. Results show significant differences in the participants’ response patterns depending on the experimental conditions and tasks. The influence of the autistic label is discussed in terms of the participants’ behavior (AU)

Factor structure and psychometric properties of the Spanish version of the "Dysfunctional Attitude Scale-Revised" / Estructura factorial y propiedades psicométricas de la versión en español de la "Escala de actitudes disfuncionales-revisada"

The Dysfunctional Attitude Scale (DAS) is a 40-item measure of dysfunctional schemas, a key construct of the cognitive model of depression. Most research has relied on the total score because of the mixed results of previous exploratory factor analyses conducted on the DAS. Accordingly, a revised, 17-item version of the DAS (hereafter, the DAS-R) has been recently proposed using confirmatory factor analysis (CFA) and containing two factors: Perfectionism/Performance evaluation and Dependency. This study analyzes the factor structure and psychometric properties of the Spanish version of the DAS-R with a total of 629 participants. The DAS-R showed good internal consistency, temporal stability, and discriminant and convergent validity. CFA supported the two-factor solution found in the original scale; however, a hierarchical factor model with two first-order factors and a general factor showed the best fit of the data. The DAS-R provides general and specific measures of dysfunctional schemas that are theoretically meaningful

La "Escala de actitudes disfuncionales" (DAS) es una medida de 40 items de los esquemas disfuncionales, un constructo clave del modelo cognitivo de la depresion. La mayor parte de la investigacion ha utilizado la puntuacion total debido a los resultados mixtos de los analisis factoriales exploratorios realizados sobre el DAS. De acuerdo a esto, una version reducida del DAS con 17 items (DAS-R) ha sido propuesta recientemente usando analisis factorial confirmatorio (AFC) y consistente en dos factores: Perfeccionismo/Evaluacion del rendimiento y Dependencia. Este estudio analiza la estructura factorial y las propiedades psicometricas de la version espanola de la DAS-R con un total de 629 participantes. La DAS-R mostro una buena consistencia interna, estabilidad temporal y validez discriminante y convergente. El AFC apoyo el modelo bifactorial encontrado en la escala original; sin embargo, un modelo factorial jerarquico con dos factores de primer orden y un factor general mostro el mejor ajuste a los datos. La DAS-R provee medidas generales y especificas de los esquemas disfuncionales que son teoricamente significativas

The effect of relational training on intelligence quotient: a case study.

BACKGROUND: Relational training protocols based on Relational Frame Theory (RFT) are showing promising results in increasing intelligence quotient. This case study aimed at analyzing the effect of a training protocol in fluency and flexibility in relational responding on intelligence quotient with a 4-year-old child. METHOD: The child’s cognitive and psychomotor development was evaluated before and after the implementation of the training protocol using the McCarthy’s Aptitudes and Psychomotricity Scale (MSCA). The training protocol consisted of a multiple-exemplar-training (MET) in relational framing in accordance with COORDINATION (Phases 1 and 2), OPPOSITION (Phase 3 and 4), and COMPARISON (Phases 5 and 6). The MET protocol was implemented in approximately 12 hours throughout five and one half months. RESULTS: The training was effective in establishing relational responding in OPPOSITION and COMPARISON frames as well as in promoting fluency and flexibility in all the three types of trained relations. After this training, the child showed an increase above 1.5 SD in the General Cognitive Index of the MSCA (from 106 to 131). CONCLUSIONS: This case study adds further empirical evidence of the potential of RFT training to improve cognitive abilities and intelligence.

The effect of relational training on intelligence quotient: a case study / El efecto del entrenamiento en comportamiento relacional sobre el cociente de inteligencia: un estudio de caso

BACKGROUND: Relational training protocols based on Relational Frame Theory (RFT) are showing promising results in increasing intelligence quotient. This case study aimed at analyzing the effect of a training protocol in fluency and flexibility in relational responding on intelligence quotient with a 4-year-old child. METHOD: The child's cognitive and psychomotor development was evaluated before and after the implementation of the training protocol using the McCarthy's Aptitudes and Psychomotricity Scale (MSCA). The training protocol consisted of a multiple-exemplar-training (MET) in relational framing in accordance with COORDINATION (Phases 1 and 2), OPPOSITION (Phase 3 and 4), and COMPARISON (Phases 5 and 6). The MET protocol was implemented in approximately 12 hours throughout five and one half months. RESULTS: The training was effective in establishing relational responding in OPPOSITION and COMPARISON frames as well as in promoting fluency and flexibility in all the three types of trained relations. After this training, the child showed an increase above 1.5 SD in the General Cognitive Index of the MSCA (from 106 to 131). CONCLUSIONS: This case study adds further empirical evidence of the potential of RFT training to improve cognitive abilities and intelligence

ANTECEDENTES: los protocolos de entrenamiento relacional basados en la Teoría del Marco Relacional (TMR) están mostrando resultados prometedores en el incremento del cociente de inteligencia. El objetivo de este estudio de caso fue analizar el efecto de un entrenamiento en fluidez y flexibilidad en comportamiento relacional sobre el cociente de inteligencia en un niño de 4 años. MÉTODO: se evaluó el desarrollo cognitivo y psicomotor del niño a través de las Escalas de Aptitudes y Psicomotricidad de McCarthy (MSCA). La intervención consistió en un entrenamiento relacional en múltiples ejemplos para enmarcar en COORDINACIÓN (Fases 1 y 2), OPOSICIÓN (Fases 3 y 4) y COMPARACIÓN (Fases 5 y 6). El entrenamiento se aplicó en 12 horas aproximadamente durante cinco meses y medio, y resultó eficaz en generar comportamiento relacional para enmarcar en OPOSICIÓN y COMPARACIÓN y en promover fluidez y flexibilidad en los tres marcos relacionales. RESULTADOS: el niño mostró un incremento superior a 1.5 DT en el Índice Cognitivo General del MSCA (de 106 a 131). CONCLUSIONES: este estudio añade evidencia al potencial de los entrenamientos basados en la TMR para mejorar las habilidades cognitivas e inteligencia

Intervención breve de terapia de aceptación y compromiso (ACT) en ancianos institucionalizados con sintomatología depresiva / Brief ACT protocol for nursing home residents with depressive symptomatology

Depression is widely prevalent in nursing home residents. However, this population remain unobserved and undertreated. This pilot study explored the applicability and efficacy of a brief ACT-based protocol to three elderly residents, aged 65 to 83 years, diagnosed with dysthymic disorder and recurrent depressive disorder. Measures of psychological flexibility, value-consistent behaviour and depressive symptomatology were assessed. The results suggest that this brief ACT protocol produced significant increases on value-consistent behaviour in all subjects at 5 and 12 months follow-up. Clinical significant changes were also obtained in improvements in psychological flexibility, value-consistent behaviour and depressive symptomatology scores. This preliminary brief ACT protocol shows an important impact as a therapeutic tool in nursing home residents who present recurrent depressive symptoms. Further research is discussed (AU)

Interferencia de la supresión directa y derivada en una tarea de alta demanda cognitiva. Un estudio preliminar / Interference of direct and derived suppression on a high cognitive demand task. A preliminary study

The present study analyzes the transfer of the suppression function and its interference effect on a high cognitive demand task. Twelve participants were randomly assigned to the control and experimental conditions. In Phase 1, participants completed the questionnaires AAQ-II (Acceptance and Action Questionnaire-II) and WBSI (White Bear Suppression Inventory), and were exposed to a working memory task (TM-I) in which an abstract stimulus (B1), irrelevant for the task, appeared in several occasions. In Phase 2, experimental participants were instructed and trained in suppressing the thoughts related to B1. Control participants carried out the same task but without receiving the suppression instruction. Then, all participants were exposed to an aloud verbalization task and to the second memory task (TM-II). In Phase 3, all participants were trained and tested for the formation of two 4-member equivalence classes (Class 1: A1-B1-C1-D1; Class 2: A2-B2-C2-D2). In Phase 4, the test for transfer of functions, a second period of aloud verbalizations and the third memory task (TM-III; C1 stimulus appeared in this case) were carried out. Four of the 7 experimental participants showed the transfer of the suppression function. Unlike control participants, experimental participants did not significantly increase their performance along the three working memory tasks (AU)

El presente estudio analiza la transferencia de la función de supresión y su efecto en el rendimiento en una tarea de alta demanda cognitiva. Doce participantes fueron asignados aleatoriamente a las condiciones control y experimental. En la Fase 1, los participantes cumplimentaron los cuestionarios Acceptance and Action Questionnaire-II (AAQ-II) y White Bear Suppression Inventory (WBSI), y realizaron una tarea de memoria de trabajo (TM-I) en la que un estímulo abstracto (B1), irrelevante para la tarea, aparecía en algunas ocasiones. En la Fase 2, se instruyó y entrenó a los participantes experimentales en la supresión de los pensamientos relacionados con B1. Los participantes controles realizaron la misma tarea pero sin recibir la instrucción de supresión. Ambas condiciones pasaron por un periodo de verbalizaciones en voz alta y realizaron una segunda tarea de memoria (TM-II). En la Fase 3, se entrenaron y evaluaron dos clases de equivalencia de 4 miembros (Clase 1: A1-B1-C1-D1; Clase 2: A2-B2-C2-D2). En la fase 4, se llevó a cabo el test de transferencia de la función de supresión dada a B1 en la condición experimental, así como se realizó un segundo periodo de verbalizaciones y una tercera tarea de memoria (TMIII; en este caso aparecía el estímulo C1). Cuatro de los 7 participantes experimentales mostraron la transferencia de la función de supresión. A diferencia de los participantes de la condición control, los participantes experimentales no incrementaron significativamente su rendimiento a lo largo de las tres tareas de memoria de trabajo (AU)

The Role of Experiential Avoidance in the Performance on a High Cognitive Demand Task

The aim of the study is to analyze the relation between experiential avoidance and the per- formance on a working-memory task. In Phase 1, 24 participants were selected according to high and low scores in the Acceptance and Action Questionnaire-II (AAQ-II), an experiential avoidance measure. Participants then responded to the White Bear Suppression Inventory (WBSI), the accepting without judgment scale of the Kentucky Inventory of Mindfulness Skills (KIMS) and the problem solving and cognitive reappraisal scales of the Coping Stra- tegies Inventory (CSI). In Phase 2, participants followed this sequence: (a) viewed a film with neutral content (neutral film), (b) responded to a mood inventory, (c) were exposed to a working-memory task in which they had to press the space bar when recalling something about the film (thought intrusions) and, finally, (d) reported their level of concentration on the task and the perceived interference of having viewed the film. Phase 3 was identical except that a new film with highly emotional content (discomforting film) was used. Results showed that experiential avoidance and accepting without judgment scores showed the highest correlations with the experimental variables. High AAQ-II participants showed a higher level of negative emotions after viewing both films. After viewing the discomforting film, these participants showed a higher number of thought intrusions, a higher level of interference of the film and a lower level of concentration on the task. High AAQ-II participants did not improve their performance on the task, however, low AAQ-II participants did. The mediational analysis revealed that experiential avoidance scores had an effect over the working-memory task through its effect over participants’ informed level of concentration. Results are discussed highlighting the role of experiential avoidance in the performance of high cognitive demand tasks while participants are experiencing discomfort (AU)

El objetivo del estudio es analizar la relación entre la evitación experiencial y el rendimiento en una tarea de alta demanda cognitiva. En la Fase 1, se seleccionaron 24 participantes con puntuaciones altas y bajas en el Cuestionario de Aceptación y Acción (Acceptance and Action Questionnaire-II, AAQ-II), una medida de evitación experiencial. Posteriormente, los parti- cipantes contestaron el White Bear Suppression Inventory (WBSI), la escala de Aceptación sin Juicio del Kentucky Inventory of Mindfulness Skills (KIMS) y las escalas de Solución de Problemas y Reevaluación Cognitiva del Coping Strategies Inventory (CSI). En la Fase 2, los participantes siguieron la siguiente secuencia: (a) vieron un video de contenido neutro (video neutro), (b) contestaron un inventario de estado de ánimo, (c) realizaron una tarea de memoria de trabajo en la que pulsaban la barra espaciadora cuando recordaban algo referido al video (intrusión de pensamientos), y (d) informaron el grado de concentración en la tarea y la interferencia percibida que les produjo ver el video previo. La Fase 3 fue idéntica, con excepción de que el video tenía contenido altamente emocional (video desagradable). Las pun- tuaciones en evitación experiencial y aceptación sin juicio fueron las que mostraron mayores correlaciones con las variables experimentales. Los participantes con alto AAQ-II mostraron mayor grado de emociones negativas tras ver ambos videos. Asimismo, tras el visionado del video desagradable, mostraron mayor número de intrusiones de pensamientos relacionados con los videos, mayor interferencia del video y menor grado de concentración en la tarea. Los participantes con alto AAQ-II no mejoraron su rendimiento en la tarea de memoria, mientras que sí lo hicieron los participantes con bajo AAQ-II. El análisis de mediación reveló que las puntuaciones en evitación experiencial afectaron al rendimiento a través de su efecto sobre el nivel de concentración informada por los participantes en la tarea. Se discuten los resulta- dos resaltando la relevancia de la evitación experiencial en el rendimiento en tareas de alta demanda cognitiva, cuando los participantes están en presencia de malestar (AU)