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Bampa G, Moraitou D, Metallidou P, Masoura E, Papantoniou G, Sofologi M, Kougioumtzis GA, Tsolaki M. The Efficacy of a Metacognitive Training Program in Amnestic Mild Cognitive Impairment: A 6-Month Follow-Up Clinical Study. Healthcare (Basel) 2024; 12:1019. [PMID: 38786429 DOI: 10.3390/healthcare12101019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Revised: 04/23/2024] [Accepted: 04/30/2024] [Indexed: 05/25/2024] Open
Abstract
This study was conducted in response to the increasing prevalence of Alzheimer's disease (AD) dementia and the significant risk faced by individuals with amnestic mild cognitive impairment with multiple-domain deficits (aMCI-md). Given the promising effects of MTPs, the primary aim of this study was to further explore their impact by assessing the maintenance of their benefits. Thus, 45 participants were randomly allocated in two groups: the Experimental group (n = 22), which received the metacognitive training program (MTP), and the Control group (n = 23) that received the cognitive exercises program (CEP). The training programs-the MTP and the CEP-included 10 individual sessions of a one-hour duration and took place once per week. To test the efficacy of the MTP, cognitive and metacognitive outcomes were compared between two groups-Experimental (EG) and Control (CG)-at four distinct time points: before-after-3 months-6 months after intervention. Based on this study's findings, the positive effects of the MTP were evident over a six-month period. Specifically, already three months post-training, the CG began to show a decline in training-related gains. In contrast, the EG's performance consistently improved, highlighting the superior efficacy of the MTP. Gains attributed to the MTP were detected in cognitive measures: cognitive flexibility and immediate visual recall, as well as in metacognitive measures: metacognitive control, improved metacognitive beliefs of attention, and an increased use of cognitive strategies. In conclusion, the results demonstrated the sustained effects of the MTP in cognitive and metacognitive measures over a period of six months, providing novel insight into the application and efficacy of the MTP in individuals with MCI.
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Affiliation(s)
- Grigoria Bampa
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI-AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece
| | - Despina Moraitou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI-AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece
| | - Panagiota Metallidou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Elvira Masoura
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Georgios A Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 15772 Athens, Greece
- Department of Psychology, Neapolis University Pafos, 8042 Pafos, Cyprus
| | - Magdalini Tsolaki
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI-AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece
- Greek Association of Alzheimer's Disease and Related Disorders (GAADRD), 54643 Thessaloniki, Greece
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Megari K, Sofologi M, Kougioumtzis G, Thomaidou E, Thomaidis G, Katsarou D, Yotsidi V, Theodoratou M. Neurocognitive and psycho-emotional profile of children with disabilities. Appl Neuropsychol Child 2024:1-6. [PMID: 38574392 DOI: 10.1080/21622965.2024.2304781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/06/2024]
Abstract
OBJECTIVE Neurocognitive deficits in attention, short-term memory, and sequential information processing are present in children with a variety of disabilities, whereas language and visuospatial abilities vary. METHOD We compared the performance of 59 children (mean age, 15 years) with learning disabilities (n = 18), Down syndrome (n = 21), and intellectual disabilities (n = 20). A series of neuropsychological tests were used to evaluate the neurocognitive processes of memory, attention, visuospatial perception, and executive function. To better understand what emotions they experience, we assessed emotions like anxiety, depression, and positive and negative mood. RESULTS The performance of children with Down syndrome was statistically significantly different from that of other groups, indicating lower performance (p = 0.001). In comparison to other groups, children with Down syndrome performed significantly worse across all cognitive domains. Additionally, there were no statistically significant differences between groups and low emotional functioning scores across the board for all children. People with DS frequently have distinctive neurocognitive and neurobehavioral profiles that appear during particular developmental phases and have many distinct strengths and weaknesses that should be respected as they mature over the course of their lives. The current findings have substantial consequences for interventions that are focused on achieving the best results.
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Affiliation(s)
- Kalliopi Megari
- Department of Psychology, CITY College, University of York Europe Campus, Thessaloniki, Greece
- School of Psychology, University of Western Macedonia, Florina, Greece
| | - Maria Sofologi
- Department of Psychology, University of Ioannina, Ioannina, Greece
| | - George Kougioumtzis
- Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, Greece
| | | | | | - Dimitra Katsarou
- Department of Preschool Education Sciences and Educational Design, Faculty of Humanities, University of the Aegean, Mytilene, Greece
| | - Vasiliki Yotsidi
- Department of Psychology, Panteion University of Social and Political Sciences, Athens, Greece
| | - Maria Theodoratou
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus
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Bonti E, Zerva IK, Koundourou C, Sofologi M. The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories. J Pers Med 2024; 14:300. [PMID: 38541042 PMCID: PMC10971064 DOI: 10.3390/jpm14030300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Revised: 02/29/2024] [Accepted: 03/04/2024] [Indexed: 05/03/2024] Open
Abstract
The boundaries between neurodevelopmental disorders are often indistinct, even among specialists. But do these boundaries exist, or do experts struggle to distinguish and categorize symptoms in order to arrive at a dominant diagnosis while comorbidity continually leaves questions about where each disorder ends and begins? What should be reconsidered? The introduction of the term 'spectrum of neurodevelopmental disorders' could pave the way for a re-appraisal of the clinical continuum of neurodevelopmental disorders. This study aims to highlight the problems that emerge in the field of the differential diagnosis of neurodevelopmental disorders and propose a renegotiation of the distinctiveness criteria.
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Affiliation(s)
- Eleni Bonti
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, “Papageorgiou” General Hospital, Pavlos Melas, 564 29 Agios Pavlos, Greece;
- School of Education, Special Education Department, University of Nicosia, Nicosia 2417, Cyprus
| | - Irini K. Zerva
- School of Education, Special Education Department, University of Nicosia, Nicosia 2417, Cyprus
- First Psychiatric Clinic, School of Medicine, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece
| | - Christiana Koundourou
- Psychology Department, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (C.K.); (M.S.)
| | - Maria Sofologi
- Psychology Department, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (C.K.); (M.S.)
- Department of Early Childhood Education, Education School, University of Ioannina, 451 10 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Center of Ioannina (URCI), 451 10 Ioannina, Greece
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Bampa G, Moraitou D, Metallidou P, Masoura E, Papantoniou G, Sofologi M, Kougioumtzis G, Papatzikis E, Tsolaki M. Metacognitive beliefs of efficacy about daily life situations and use of cognitive strategies in amnestic mild cognitive impairment: a cross-sectional study. Front Psychol 2024; 15:1275678. [PMID: 38414872 PMCID: PMC10896964 DOI: 10.3389/fpsyg.2024.1275678] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Accepted: 01/29/2024] [Indexed: 02/29/2024] Open
Abstract
Metacognition, the ability to monitor and regulate cognitive processes, is essential for individuals with Mild Cognitive Impairment (MCI) to accurately identify their deficits and effectively manage them. However, previous studies primarily focused on memory awareness in MCI, neglecting other domains affected in daily life. This study aimed to investigate how individuals with MCI perceive their abilities to handle various cognitively challenging situations representing real-life scenarios and their use of compensatory strategies. Thus 100 participants were recruited, including 50 with amnestic MCI with multiple deficits (aMCI) and 50 cognitively healthy controls (HC) matched in age and education. Participants completed three metacognitive scales assessing self-perceived efficacy in everyday life scenarios and one scale evaluating use of cognitive strategies. Results indicated that aMCI participants reported significantly lower self-efficacy in memory and divided-shifted attention scenarios compared to HC. Surprisingly, no significant group differences were found in the self-reports about the use of cognitive strategies. This suggests a potential gap in understanding or applying effective strategies for compensating cognitive deficits. These findings emphasize the importance of cognitive training programs targeting metacognitive knowledge enhancement and practical use of cognitive strategies that could enhance the quality of life for individuals with MCI.
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Affiliation(s)
- Grigoria Bampa
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI-AUTH), Balcan Center, Thessaloniki, Greece
| | - Despina Moraitou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI-AUTH), Balcan Center, Thessaloniki, Greece
| | - Panagiota Metallidou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Elvira Masoura
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), Ioannina, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), Ioannina, Greece
| | - Georgios Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, Athens, Greece
- Department of Psychology, Neapolis University Pafos, Pafos, Cyprus
| | - Efthymios Papatzikis
- Department of Early Childhood Education and Care, Oslo Metropolitan University, Oslo, Norway
- Bright Start Foundation for Maternal and Child Health, Geneva, Switzerland
- School of Medicine and Health, Khalifa University, Abu Dhabi, United Arab Emirates
| | - Magdalini Tsolaki
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI-AUTH), Balcan Center, Thessaloniki, Greece
- School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece
- Greek Association of Alzheimer's Disease and Related Disorders (GAADRD), Thessaloniki, Greece
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Theodoratou M, Kougioumtzis GA, Yotsidi V, Sofologi M, Katsarou D, Megari K. Neuropsychological Consequences of Massive Trauma: Implications and Clinical Interventions. Medicina (Kaunas) 2023; 59:2128. [PMID: 38138231 PMCID: PMC10744839 DOI: 10.3390/medicina59122128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Revised: 11/24/2023] [Accepted: 11/29/2023] [Indexed: 12/24/2023]
Abstract
Traumatic events, especially massive trauma resulting from catastrophic incidents, wars, or severe abuse can elicit significant neuropsychological alterations, with profound implications for cognitive, emotional, and behavioral functioning. This mini-review delineates the primary neural changes post-trauma and underscores the importance of timely neuropsychological and clinical interventions. Specific brain regions, including the amygdala and prefrontal cortex, undergo physiological changes that can lead to memory impairments, attention deficits, and emotional disturbances. PTSD, a commonly diagnosed condition post-trauma, exemplifies the intricate relationship between trauma and memory processing. Furthermore, the concept of neuroplasticity, the brain's inherent ability to adapt and rewire, offers hope for recovery. Current clinical interventions, such as cognitive behavioral therapy, mindfulness practices, and biofeedback, leverage this neuroplastic potential to foster healing. The review underscores the vital importance of early intervention to mitigate long-term neuropsychological impacts, emphasizing the role of timely and targeted clinical interventions. The synthesis of this knowledge is crucial for clinicians, allowing for informed therapeutic approaches that holistically address both the physiological and psychological dimensions of trauma.
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Affiliation(s)
- Maria Theodoratou
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (G.A.K.); (M.S.); (D.K.)
- Department of Social Sciences, Hellenic Open University, 263 35 Patras, Greece;
| | - Georgios A. Kougioumtzis
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (G.A.K.); (M.S.); (D.K.)
- Department of Social Sciences, Hellenic Open University, 263 35 Patras, Greece;
- Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, 157 72 Athens, Greece
| | - Vasiliki Yotsidi
- Department of Social Sciences, Hellenic Open University, 263 35 Patras, Greece;
- Department of Psychology, Panteion University of Social and Political Sciences, 157 72 Athens, Greece
| | - Maria Sofologi
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (G.A.K.); (M.S.); (D.K.)
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), 451 10 Ioannina, Greece
| | - Dimitra Katsarou
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (G.A.K.); (M.S.); (D.K.)
- Department of Preschool Education Sciences and Educational Design, Faculty of Humanities, University of the Aegean, 811 00 Mytilene, Greece
| | - Kalliopi Megari
- City College, University of York, Europe Campus, 546 26 Thessaloniki, Greece;
- Department of Psychology, School of Social Sciences, UOWM, 531 00 Florina, Greece
- School of Psychology, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece
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Sofologi M, Papantoniou G, Avgita T, Dougali A, Foti T, Geitona AR, Lyraki A, Tzalla A, Staikopoulou M, Zaragas H, Ntritsos G, Varsamis P, Staikopoulos K, Kougioumtzis G, Papantoniou A, Moraitou D. The Gifted Rating Scales - School Form in Greek elementary and middle school learners: a closer insight into their psychometric characteristics. Front Psychol 2023; 14:1198119. [PMID: 38022921 PMCID: PMC10643159 DOI: 10.3389/fpsyg.2023.1198119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 09/28/2023] [Indexed: 12/01/2023] Open
Abstract
The Gifted Rating Scales - School Form (GRS-S), an evaluation tool for the identification of gifted elementary and middle school children, was the subject of the current study, which focused on its psychometric features (internal consistency reliability and structural validity). Four hundred and eighty-nine teachers (342 women, 139 men, and 8 without gender declaration) used the GRS-S to estimate the dimensions of giftedness in their students for the current study. Particularly, 489 children (253 girls and 236 boys) were evaluated by their teachers. Eight elementary and middle school classes and sixteen 6-month age bands were used to stratify the student population. The scales' outstanding internal consistency and good factorial validity were revealed by statistical analyses (EFA, CFA, and Cronbach's coefficients). According to the current research findings, the GRS-S as a reliable and valid assessment tool for identifying gifted students (by their teachers) within the Greek cultural environment.
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Affiliation(s)
- Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), Ioannina, Greece
- Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), Ioannina, Greece
- Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI—AUTH) Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Theodora Avgita
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Anna Dougali
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Theodora Foti
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Aikaterini-Rafaela Geitona
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Aikaterina Lyraki
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Anastasia Tzalla
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Maria Staikopoulou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Harilaos Zaragas
- Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Georgios Ntritsos
- Department of Informatics and Telecommunications, School of Informatics and Telecommunications, University of Ioannina, Arta, Greece
- Department of Hygiene and Epidemiology, School of Medicine, University of Ioannina, Ioannina, Greece
| | - Panagiotis Varsamis
- Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece
| | - Konstantinos Staikopoulos
- Department of Computer, Informatics and Telecommunications Engineering, International Hellenic University, Serres, Greece
| | - Georgios Kougioumtzis
- Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, Athens, Greece
- Department of Psychology, School of Health Sciences, University Neapolis Pafos, Pafos, Cyprus
- School of Social Sciences, Hellenic Open University, Patras, Greece
| | - Aphrodite Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Despina Moraitou
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI—AUTH) Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, Thessaloniki, Greece
- Laboratory of Psychology, Section of Experimental and Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
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Tsiflikioti K, Moraitou D, Pezirkianidis C, Papantoniou G, Sofologi M, Kougioumtzis GA, Tsolaki M. Enhancing Subjective Wellbeing in Older Individuals with Amnestic Mild Cognitive Impairment: A Randomized Trial of a Positive Psychology Intervention. Behav Sci (Basel) 2023; 13:838. [PMID: 37887488 PMCID: PMC10604606 DOI: 10.3390/bs13100838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 10/05/2023] [Accepted: 10/09/2023] [Indexed: 10/28/2023] Open
Abstract
OBJECTIVES This pilot study aims to explore the potential of a positive psychology intervention (PPI) in enhancing the subjective well-being of older individuals with amnestic mild cognitive impairment (MCI), a precursor to dementia. DESIGN AND SETTING A randomized trial was conducted, initially recruiting 51 participants aged 65 and above from the Greek Association of Alzheimer's Disease and Related Disorders in Thessaloniki, Greece. The study employed a control-experimental group setup. To ensure randomization, each participant was assigned a unique number, and a random number generator was used for group allocation. PARTICIPANTS A total of 41 eligible participants with amnestic mild cognitive impairment (MCI) were included in the study after screening. INTERVENTION The intervention consisted of a 3-week positive psychology program (PPI) where the PERMA Profiler questionnaire was administered at three intervals: pre-intervention, post-intervention, and one month after completion. MAIN OUTCOME MEASURES The subjective well-being of participants. RESULTS The analysis, conducted mainly through mixed-measures ANOVAs, supported the study's hypotheses, revealing that the 3-week PPI led to increased PERMA model scores and overall well-being, which persisted even after one month. Conversely, non-participants experienced declines in most domains except for Positive Emotion and Meaning, which demonstrated improvement and recovery during follow-up. CONCLUSIONS These findings suggest the potential of PPI in enhancing the subjective well-being of older adults with amnestic MCI, with implications for addressing dementia-related challenges. Further investigation is warranted to pinpoint PPI effects on MCI and tailor interventions for improved subjective well-being.
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Affiliation(s)
| | - Despoina Moraitou
- School of Psychology, Faculty of Philosophy, Aristotle University, 54124 Thessaloniki, Greece
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Faculty of Philosophy, Aristotle University, 54124 Thessaloniki, Greece
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI-AUTH), Balkan Center, Aristotle University, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
- Day Center “Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD)”, 54643 Thessaloniki, Greece
| | - Christos Pezirkianidis
- Interdisciplinary Mental Health Centre of the Armed Forces Board of Members, Hellenic Association of Positive Psychology, Panteion University, 17671 Athens, Greece;
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (G.P.); (M.S.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (G.P.); (M.S.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Georgios A. Kougioumtzis
- Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, 15772 Athens, Greece;
- Department of Psychology, School of Health Sciences, Neapolis University, 8042 Pafos, Cyprus
- School of Social Sciences, Hellenic Open University, 26335 Patras, Greece
| | - Magdalini Tsolaki
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI-AUTH), Balkan Center, Aristotle University, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
- Day Center “Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD)”, 54643 Thessaloniki, Greece
- 1st Department of Neurology, Medical School, Aristotle University of Thessaloniki (AUTh), 54124 Thessaloniki, Greece
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8
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Bampa G, Tsolaki M, Moraitou D, Metallidou P, Masoura E, Mintziviri M, Paparis K, Tsourou D, Papantoniou G, Sofologi M, Papaliagkas V, Kougioumtzis G, Papatzikis E. Metacognitive Differences in Amnestic Mild Cognitive Impairment and Healthy Cognition: A Cross-Sectional Study Employing Online Measures. J Intell 2023; 11:184. [PMID: 37754914 PMCID: PMC10532837 DOI: 10.3390/jintelligence11090184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 08/28/2023] [Accepted: 08/30/2023] [Indexed: 09/28/2023] Open
Abstract
This study aimed to examine metacognitive abilities in individuals diagnosed with amnestic mild cognitive impairment (aMCI) by using online metacognitive measures during cognitive tasks. A total of 100 participants were enrolled, all aged 50 or older (mean age = 61.98; SD = 6.27), and with a minimum of six years of education (mean = 14.95; SD = 2.94). The sample included 50 individuals with aMCI (34 females) and 50 healthy controls (HC) (33 females). Both groups underwent metacognitive versions of memory tasks (Doors and People) and executive functions tasks (Wisconsin Card Sorting Test). Metacognition was assessed through confidence ratings given after each answer (referred to as metacognitive monitoring) and the accuracy of the participants' decisions to include or exclude answers from their final scores (known as metacognitive control). The results showed that although individuals with aMCI were aware of their cognitive limitations-evidenced by their lower confidence ratings across all tasks-they still exhibited overconfidence relative to their actual performance. Moreover, they included a greater number of incorrect answers in their final scores compared to the healthy control group. These findings suggest that while individuals with aMCI retain some level of awareness, their self-evaluations appear to lack precision. This observation was consistent across both types of cognitive tasks. The results underscore the need for additional research to better understand metacognition in MCI as well as the interplay between metacognitive monitoring and control.
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Affiliation(s)
- Grigoria Bampa
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI–AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
| | - Magdalini Tsolaki
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI–AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
- Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD), 54643 Thessaloniki, Greece
| | - Despina Moraitou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI–AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece;
| | - Panagiota Metallidou
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
| | - Elvira Masoura
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (D.M.); (P.M.); (E.M.)
| | - Maria Mintziviri
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Konstantinos Paparis
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Dorothea Tsourou
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (G.P.); (M.S.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (G.P.); (M.S.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Vasileios Papaliagkas
- Department of Biomedical Sciences, School of Health Sciences, International Hellenic University, 57400 Thessaloniki, Greece;
| | - Georgios Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 15772 Athens, Greece;
- Department of Psychology, Neapolis University Pafos, Pafos 8042, Cyprus
| | - Efthymios Papatzikis
- Department of Early Childhood Education and Care, Oslo Metropolitan University, 0167 Oslo, Norway
- College of Medicine and Health Sciences, Khalifa University, Abu Dhabi 127788, United Arab Emirates
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9
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Pikouli FA, Moraitou D, Papantoniou G, Sofologi M, Papaliagkas V, Kougioumtzis G, Poptsi E, Tsolaki M. Metacognitive Strategy Training Improves Decision-Making Abilities in Amnestic Mild Cognitive Impairment. J Intell 2023; 11:182. [PMID: 37754911 PMCID: PMC10532678 DOI: 10.3390/jintelligence11090182] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Revised: 09/07/2023] [Accepted: 09/08/2023] [Indexed: 09/28/2023] Open
Abstract
Mild cognitive impairment (MCI) is associated with deficits in decision-making, which is of utmost importance for daily functioning. Despite evidence of declined decision-making abilities, research on decision-making interventions for MCI is scarce. As metacognition seems to play an important role in decision-making, the present study's aim was to examine whether a metacognitive strategy training can improve MCI patients' decision-making abilities. Older adults-patients of a day care center, diagnosed with amnestic MCI (n = 55) were randomly allocated in two groups, which were matched in gender, age and educational level. Τhe experimental group (n = 27, 18 women, mean age = 70.63, mean years of education = 13.44) received the metacognitive strategy training in parallel with the cognitive and physical training programs of the day care center, and the active control group (n = 28, 21 women, mean age = 70.86, mean years of education = 13.71) received only the cognitive and physical training of the center. The metacognitive strategy training included three online meeting sessions that took place once per week. The basis of the intervention was using analytical thinking, by answering four metacognitive-strategic questions, to make decisions about everyday situations. To examine the efficacy of the training, the ability to make decisions about everyday decision-making situations and the ability to apply decision rules were measured. Both groups participated in a pre-test session and a post-test session, while the experimental group also participated in a follow-up session, one month after the post-test session. The results showed that the experimental group improved its ability to decide, based on analytical thinking, about economic and healthcare-related everyday decision-making situations after they received the metacognitive strategy training. This improvement was maintained one month later. However, the ability to apply decision rules, which requires high cognitive effort, did not improve. In conclusion, it is important that some aspects of the analytical decision-making ability of amnestic MCI patients were improved due to the present metacognitive intervention.
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Affiliation(s)
- Foteini Aikaterini Pikouli
- Cognitive Psychology and Applications, Postgraduate Course, School of Psychology, Faculty of Philosophy, Aristotle University, 54124 Thessaloniki, Greece
| | - Despina Moraitou
- Cognitive Psychology and Applications, Postgraduate Course, School of Psychology, Faculty of Philosophy, Aristotle University, 54124 Thessaloniki, Greece
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Faculty of Philosophy, Aristotle University, 54124 Thessaloniki, Greece
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI-AUTH), Balkan Center, Aristotle University, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece; (G.P.); (E.P.); (M.T.)
- Day Center “Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD)”, 54643 Thessaloniki, Greece
| | - Georgia Papantoniou
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI-AUTH), Balkan Center, Aristotle University, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece; (G.P.); (E.P.); (M.T.)
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece;
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece;
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Vasileios Papaliagkas
- Department of Biomedical Sciences, School of Health Sciences, International Hellenic University, 57400 Thessaloniki, Greece;
| | - Georgios Kougioumtzis
- Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, 15772 Athens, Greece;
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, 8042 Pafos, Cyprus
| | - Eleni Poptsi
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI-AUTH), Balkan Center, Aristotle University, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece; (G.P.); (E.P.); (M.T.)
- Day Center “Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD)”, 54643 Thessaloniki, Greece
| | - Magdalini Tsolaki
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI-AUTH), Balkan Center, Aristotle University, 10th km Thessaloniki-Thermi, 54124 Thessaloniki, Greece; (G.P.); (E.P.); (M.T.)
- Day Center “Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD)”, 54643 Thessaloniki, Greece
- 1st Department of Neurology, Medical School, Aristotle University of Thessaloniki (AUTh), 54124 Thessaloniki, Greece
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10
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Sofologi M, Foutsitzi E, Papantoniou A, Kougioumtzis G, Zaragas H, Tsolaki M, Moraitou D, Papantoniou G. The Effect of Secondary Education Teachers' Metacognitive Knowledge and Professional Development on Their Tacit Knowledge Strategies. J Intell 2023; 11:179. [PMID: 37754909 PMCID: PMC10532064 DOI: 10.3390/jintelligence11090179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 08/23/2023] [Accepted: 08/25/2023] [Indexed: 09/28/2023] Open
Abstract
The present study investigated the pattern of relations among the tacit knowledge of high school teachers, their professional development, and their metacognitive knowledge concerning their teaching practices. Two hundred and seventy-nine secondary school teachers of both sexes, between the ages of 30 and 59 years, with teaching experience of between 1 and 19 years, participated in the study. Teachers' tacit knowledge was evaluated through the hypothetical scenarios of the Tacit Knowledge Inventory for High School Teachers (TKI-HS), which has been developed for the estimation of teachers' practical strategies. For the evaluation of teachers' metacognitive knowledge and professional development, self-report questionnaires were administered to the participants. Path analysis indicated relationships between teachers' metacognitive knowledge regarding difficulties in classroom management and in the use of modern methods and technologies on the one hand, and the use of certain tacit knowledge strategies on the other. In addition, teachers' professional development, especially their ability to interact in socially heterogeneous groups, was also found to have an effect on their tacit knowledge strategies.
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Affiliation(s)
- Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, Greece; (E.F.); (A.P.); (G.P.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), 451 10 Ioannina, Greece
- Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, Greece;
| | - Evaggelia Foutsitzi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, Greece; (E.F.); (A.P.); (G.P.)
| | - Aphrodite Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, Greece; (E.F.); (A.P.); (G.P.)
| | - Georgios Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 157 72 Athens, Greece;
| | - Harilaos Zaragas
- Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, Greece;
| | - Magdalini Tsolaki
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI—AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 541 24 Thessaloniki, Greece; (M.T.); (D.M.)
- School of Medicine, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece
- Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD), 546 43 Thessaloniki, Greece
| | - Despina Moraitou
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI—AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 541 24 Thessaloniki, Greece; (M.T.); (D.M.)
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, Greece; (E.F.); (A.P.); (G.P.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), 451 10 Ioannina, Greece
- Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, Greece;
- Laboratory of Neurodegenerative Diseases, Center of Interdisciplinary Research and Innovation (CIRI—AUTH), Balcan Center, Buildings A & B, 10th km Thessaloniki-Thermi, 541 24 Thessaloniki, Greece; (M.T.); (D.M.)
- Laboratory of Psychology, Department of Cognition, Brain and Behavior, School of Psychology, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece
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11
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Zaragas H, Fragkomichelaki O, Geitona M, Sofologi M, Papantoniou G, Sarris D, Pliogou V, Charmpatsis C, Papadimitropoulou P. The Effects of Physical Activity in Children and Adolescents with Developmental Coordination Disorder. Neurol Int 2023; 15:804-820. [PMID: 37489357 PMCID: PMC10366860 DOI: 10.3390/neurolint15030051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 06/24/2023] [Accepted: 06/27/2023] [Indexed: 07/26/2023] Open
Abstract
The purpose of this literature review was to detect and study the effectiveness of therapeutic intervention programs, such as physical activities and sports, on children and adolescents with Developmental Motor Coordination Disorder (DCD) to improve their motor skills. The sample for this study consisted of 48 (100%) papers, specifically, 40 (83.5%) articles, 3 (6.2%) doctoral theses, 2 (4.1%) master's theses and 3 (6.2%) papers from conference proceedings from the year 2014 to 2022. To search the sample, the following terms were used: DCD or dyspraxia, physical activity programs, intervention, physical intervention, physical education, etc. The results for the existence of statistically significant results and internal validity of intervention programs using physical activities and sports in children and adolescents with DCD showed that a large number of intervention programs improved the children's motor skills as well as their daily functionality. In contrast, other interventions failed to improve dynamic and static balance. The negative result could be due either to the short duration of the interventions or to the improper suboptimal design-organization of the methodology of these programs-such as the heterogeneous intervention samples and the use of inappropriate and reliable assessment tools.
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Affiliation(s)
- Harilaos Zaragas
- Department of Early Childhood Education, School of Education, Ioannina Campus, University of Ioannina, 45110 Ioannina, Greece
| | - Olga Fragkomichelaki
- Department of Early Childhood Education, School of Education, Ioannina Campus, University of Ioannina, 45110 Ioannina, Greece
| | - Marina Geitona
- Department of Early Childhood Education, School of Education, Ioannina Campus, University of Ioannina, 45110 Ioannina, Greece
| | - Maria Sofologi
- Department of Early Childhood Education, School of Education, Ioannina Campus, University of Ioannina, 45110 Ioannina, Greece
| | - Georgia Papantoniou
- Department of Early Childhood Education, School of Education, Ioannina Campus, University of Ioannina, 45110 Ioannina, Greece
| | - Dimitrios Sarris
- Department of Early Childhood Education, School of Education, Ioannina Campus, University of Ioannina, 45110 Ioannina, Greece
| | - Vassiliki Pliogou
- Department of Early Childhood Education, School of Education, Florina Campus, University of Western Macedonia, 53100 Florina, Greece
| | - Christos Charmpatsis
- Department of Early Childhood Education, School of Education, Ioannina Campus, University of Ioannina, 45110 Ioannina, Greece
| | - Panagoula Papadimitropoulou
- Department of Educational Sciences and Early Childhood Education, School of Humanities and Social Sciences, Rio Campus, University of Patras, 26504 Rio, Greece
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12
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Touloupis T, Sofologi M, Tachmatzidis D. Pattern of Facebook use by university students during the COVID-19 pandemic: relations with loneliness and resilience. Soc Netw Anal Min 2023; 13:64. [PMID: 37033471 PMCID: PMC10073630 DOI: 10.1007/s13278-023-01073-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 03/16/2023] [Accepted: 03/18/2023] [Indexed: 04/11/2023]
Abstract
Considering young adults' extensive use of social media since the outbreak of the COVID-19 pandemic, the present study examined the pattern of Facebook use by university students during the period of hygienic crisis. Specifically, it was investigated students' Facebook intensity use and self-disclosure to unknown online friends, as well as the role of sense of resilience and loneliness in the manifestation of the above Facebook behaviors. Overall, 792 undergraduate and postgraduate university students (48% women) completed online self-report questionnaires regarding the above variables. Undergraduate students, regardless of gender and Department of studies, made more intense Facebook use and self-disclosure to unknown online friends. Sense of loneliness positively predicted students' online self-disclosure not only directly but also indirectly through their Facebook intensity use. Students' resilience negatively moderated the relationship between sense of loneliness and Facebook behaviors. The findings propose a new explanatory model of emotional and behavioral mechanisms, which leads to a less safe pattern of Facebook use. This pattern possibly reflects youth's collective tendency to use this social media platform recklessly as a way out of crisis periods, such as the pandemic period. The emergence of this pattern could be useful for launching or enriching university counselling/prevention actions aimed at strengthening students' psycho-emotional skills, and subsequently their prudent use of social media.
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Affiliation(s)
- Thanos Touloupis
- grid.184212.c0000 0000 9364 8877Department of Psychology, University of Western Macedonia, Florina, Greece
- Thessaloníki, Greece
| | - Maria Sofologi
- grid.184212.c0000 0000 9364 8877Department of Psychology, University of Western Macedonia, Florina, Greece
| | - Dimitrios Tachmatzidis
- grid.184212.c0000 0000 9364 8877Department of Psychology, University of Western Macedonia, Florina, Greece
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13
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Sofologi M, Papantoniou G, Avgita T, Lyraki A, Thomaidou C, Zaragas H, Ntritsos G, Varsamis P, Staikopoulos K, Kougioumtzis G, Papantoniou A, Moraitou D. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P): A Preliminary Examination of Their Psychometric Properties in Two Greek Samples. Diagnostics (Basel) 2022; 12:diagnostics12112809. [PMID: 36428869 PMCID: PMC9689534 DOI: 10.3390/diagnostics12112809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Revised: 11/04/2022] [Accepted: 11/11/2022] [Indexed: 11/18/2022] Open
Abstract
The present paper is based on data of two samples concerning the Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) that aimed to gain insight into the psychometric properties (internal consistency reliability, structural and convergent validity) of the Greek version of the GRS-P. In both studies, teachers estimated their students' giftedness with the GRS-P and executive functions with the Childhood Executive Functioning Inventory (Study 1). In Study 2, kindergarteners were examined in cognitive measurements which included the colored progressive matrices, the children category test, the Athena test, and the mini-mental state examination. Statistical analyses (EFA, CFA, Cronbach's α, and Pearson's r coefficients) revealed the excellent internal consistency of the scales as well as their good factorial and convergent/discriminant validity. In relation to the children's cognitive ability measures, it emphasized the fact that the GRS-P is a reliable and valid tool for teachers to assess their gifted students in a Greek cultural context.
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Affiliation(s)
- Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), 45110 Ioannina, Greece
- Laboratory of Art, Motor Expression and Didactic Application, Department of Early Chidlhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
- Correspondence:
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), 45110 Ioannina, Greece
- Laboratory of Art, Motor Expression and Didactic Application, Department of Early Chidlhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI—AUTH) Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, 57001 Thessaloniki, Greece
| | - Theodora Avgita
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
| | - Aikaterina Lyraki
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
| | - Chrysoula Thomaidou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
| | - Harilaos Zaragas
- Laboratory of Art, Motor Expression and Didactic Application, Department of Early Chidlhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
| | - Georgios Ntritsos
- Department of Informatics and Telecommunications, School of Informatics and Telecommunications, University of Ioannina, 47150 Arta, Greece
- Department of Hygiene and Epidemiology, School of Medicine, University of Ioannina, 45110 Ioannina, Greece
| | - Panagiotis Varsamis
- Department of Educational and Social Policy, University of Macedonia, 54636 Thessaloniki, Greece
| | - Konstantinos Staikopoulos
- Department of Computer, Informatics and Telecommunications Engineering, International Hellenic University, 62124 Serres, Greece
| | - Georgios Kougioumtzis
- Department of Turkish Studies, National and Kapodistrian University, 10559 Athens, Greece
| | - Aphrodite Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
| | - Despina Moraitou
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI—AUTH) Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, 57001 Thessaloniki, Greece
- Laboratory of Psychology, Section of Experimental and Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
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14
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Sofologi M, Pliogou V, Bonti E, Efstratopoulou M, Kougioumtzis GA, Papatzikis E, Ntritsos G, Moraitou D, Papantoniou G. An Investigation of Working Memory Profile and Fluid Intelligence in Children With Neurodevelopmental Difficulties. Front Psychol 2022; 12:773732. [PMID: 35370868 PMCID: PMC8973915 DOI: 10.3389/fpsyg.2021.773732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Accepted: 12/29/2021] [Indexed: 11/13/2022] Open
Abstract
The present study aims to evaluate the distinct patterns of working memory (WM) capacity of children with Developmental Language Disorder (DLD), High-functioning children with Autism Spectrum Disorder (ASD) and children with Down syndrome (DS). More specifically, the current study investigates the complex relationship of fluid intelligence and WM between 39 children with DLD, 20 H igh-functioning children with ASD, and 15 children with DS. All children were evaluated in different measures of Phonological Working Memory, Visual-spatial Working Memory whereas Fluid Intelligence was measured with Raven Progressive Matrices. The result analysis revealed a significant difference among the three groups, both among each function separately and the correlations among them, as well. The results revealed that the DLD groups and High-functioning ASD group exhibited a common picture or an overlap of performances in all Phonological and Visuo-spatial working memory measures, except Backward Digit Recall task. As for the DS group research findings revealed different and unique working memory patterns in comparison to DLD group and High-functioning ASD. Their differences have been studied and further conclusions have been drawn about the different patterns of working memory among the three clinical groups. The implications of these findings are discussed in light of support for learning. The common profile that characterize the two developmental conditions and the distinct pattern of working memory performance in DS group underlies the need for further research in the field.
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Affiliation(s)
- Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), Ioannina, Greece
| | - Vassiliki Pliogou
- Department of Early Childhood Education, School of Humanities and Social Sciences, University of Western Macedonia, Florina, Greece
| | - Eleni Bonti
- Department of Psychiatry, Faculty of Health Sciences, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece
- Department of Education, School of Education, University of Nicosia, Nicosia, Cyprus
- Department of Special Education (CEDU), United Arab Emirates University (UAEU), Al Ain, United Arab Emirates
| | - Maria Efstratopoulou
- Department of Special Education (CEDU), United Arab Emirates University (UAEU), Al Ain, United Arab Emirates
| | - Georgios A. Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, Athens, Greece
| | - Efthymios Papatzikis
- Department of Early Childhood Education and Care, Oslo Metropolitan University, Oslo, Norway
| | - Georgios Ntritsos
- Department of Informatics and Telecommunications, School of Informatics and Telecommunications, University of Ioannina, Arta, Greece
- Department of Hygiene and Epidemiology, School of Medicine, University of Ioannina, Ioannina, Greece
| | - Despina Moraitou
- Laboratory of Psychology, Section of Experimental and Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI-AUTH), Balkan Center, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), Ioannina, Greece
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI-AUTH), Balkan Center, Aristotle University of Thessaloniki, Thessaloniki, Greece
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15
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Efstratopoulou M, Sofologi M, Giannoglou S, Bonti E. Parental Stress and Children’s Self-Regulation Problems in Families with Children with Autism Spectrum Disorder (ASD). J Intell 2022; 10:jintelligence10010004. [PMID: 35076548 PMCID: PMC8788508 DOI: 10.3390/jintelligence10010004] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 01/08/2022] [Accepted: 01/13/2022] [Indexed: 02/06/2023] Open
Abstract
Background: Increased parental stress is strongly related to the severity of autism spectrum disorder (ASD) symptomatology. Parents’ coping strategies and social support issues add to the complexity of this relationship. Aim: The present study investigated the relationship between self-regulation skills and parenting stress in parents of nonverbal children with ASD. Methods and procedure: The Parenting Stress Index–Short Form (PSI-SF) was administered to 75 families, and self-regulation scores on a Motor Behavior Checklist for children (MBC) were recorded by students’ class teachers (level of functioning-behavioral problems). In addition, interviews were conducted with a focus group of six parents (four mothers and two fathers) to explore the underline factors of parental stressin-depth. Results: Correlation analyses revealed that parenting stress was positively correlated with elevated scores on MBC children’s self-regulation subscale. On the other hand, parenting stress was negatively correlated with the level of social functional support reported. Qualitative data were analyzed using transcripts, revealing additional stressors for families and parents, and resulting in recommendations to overcome these factors. Conclusions and implications: Aiming at developing strategies to improve self-regulation skills in nonverbal children with ASD may be particularly important in reducing parental stress for families having nonverbal children with autism and other developmental disabilities. Parents’ stressors and suggestions during interviews are also discussed.
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Affiliation(s)
- Maria Efstratopoulou
- Department of Special Education (CEDU), United Arab Emirates University (UAEU), Al Ain P.O. Box 15551, United Arab Emirates;
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45100 Ioannina, Greece;
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (URCI), 45110 Ioannina, Greece
| | - Sofia Giannoglou
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece;
| | - Eleni Bonti
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece;
- Department of Education, School of Education, University of Nicosia, Nicosia 2417, Cyprus
- Correspondence:
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Papatzikis E, Elhalik M, Inocencio SAM, Agapaki M, Selvan RN, Muhammed FS, Haroon NA, Dash SK, Sofologi M, Bezoni A. Key Challenges and Future Directions When Running Auditory Brainstem Response (ABR) Research Protocols with Newborns: A Music and Language EEG Feasibility Study. Brain Sci 2021; 11:brainsci11121562. [PMID: 34942864 PMCID: PMC8699561 DOI: 10.3390/brainsci11121562] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Revised: 11/18/2021] [Accepted: 11/19/2021] [Indexed: 11/25/2022] Open
Abstract
Although many musical intervention studies exist in the wider framework of neuroscience and psychology, the preliminary importance of feasibility studies is rarely discussed. Adding to this fact the limited research existing on the therapeutic and restorative potential of music exposure during early developmental periods, pushed us to concentrate on investigating newborns’ perception of music and its impact on the brain. Here, we explore the feasibility of a randomized controlled trial (RCT) approach when measuring and comparing the neurophysiological perception of music versus language on the brainstem of newborns using auditory brainstem response (ABR). Twenty-five healthy full-term infants were recruited, eight of which were measured within their first 10 days postpartum. The evaluation of the study’s feasibility appealed to five main objectives that essentially answer the question: Can our protocol work? Each objective proposes questions based on Orsmond and Cohn’s guiding framework, designed to assess, and assist feasibility in understanding barriers toward a study’s success. Our results justify that newborns are well capable of undergoing the study and given meticulous considerations and improvements on the intervention resources. The procedure’s communication and technical obstacles are resoluble. Moreover, assimilation of external factors to adapt, such as the culture variation and the ABR protocol implementation are necessary. The study was well received in the selected region (Middle East), and the recording procedure showed potential outcomes for a comprehensive RCT.
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Affiliation(s)
- Efthymios Papatzikis
- Department of Early Childhood Education and Care, Oslo Metropolitan University, 0167 Oslo, Norway
- Correspondence:
| | - Mahmoud Elhalik
- Neonatal Intensive Care Unit, Latifa Women and Children’s Hospital, Dubai 9115, United Arab Emirates; (M.E.); (F.S.M.); (N.A.H.); (S.K.D.)
| | | | | | - Rosari Naveena Selvan
- Institute for Physics 3—Biophysics and Bernstein Center for Computational Neuroscience, University of Göttingen, 37073 Göttingen, Germany;
- Department of Psychology, University of Münster, 48149 Münster, Germany
| | - Faseela Shejeed Muhammed
- Neonatal Intensive Care Unit, Latifa Women and Children’s Hospital, Dubai 9115, United Arab Emirates; (M.E.); (F.S.M.); (N.A.H.); (S.K.D.)
| | - Nazreen Abdulla Haroon
- Neonatal Intensive Care Unit, Latifa Women and Children’s Hospital, Dubai 9115, United Arab Emirates; (M.E.); (F.S.M.); (N.A.H.); (S.K.D.)
| | - Swarup Kumar Dash
- Neonatal Intensive Care Unit, Latifa Women and Children’s Hospital, Dubai 9115, United Arab Emirates; (M.E.); (F.S.M.); (N.A.H.); (S.K.D.)
| | - Maria Sofologi
- Psychology Laboratory, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece;
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina, 45110 Ioannina, Greece
| | - Antonia Bezoni
- Department of Midwifery, Røyken Health Station, 3440 Røyken, Norway;
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Bonti E, Kouimtzi EM, Bampalou CΕ, Kyritsis Z, Karageorgiou I, Sofologi M, Karakasi MV, Theofilidis A, Bozas AA. Similarities and differences in psycho-educational assessments of adolescents with specific language impairments and specific learning disabilities: A challenging differential diagnosis. Psychiatriki 2021; 31:236-247. [PMID: 33099464 DOI: 10.22365/jpsych.2020.313.236] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Specific Language Impairment (SLI) and Specific Learning Disabilities (SLD) have been the subject of extensive research especially with respect to the connection between them. However, the manifestation of these disorders in adolescence has not been thoroughly investigated. The objective of the present study was to compare the intelligence scores and the reading, oral and written language skills of Greek adolescents with SLI and Greek adolescents with SLD, as assessed during their psycho-educational evaluation, in order to clear the path for diagnosis and intervention. 124 Greek adolescents diagnosed with Specific Learning Disabilities and 76 Greek adolescents diagnosed with Specific Language Impairment aged from 11 to 16 years took part in the study. All participants were assessed in reading, oral language and written language skills and took part in IQ testing. Independent samples t-test, chi-square test, odds ratios and their 95 percent confidence intervals were implemented to determine statistically significant differences. Analyses revealed differences in IQ scores and some differences in the skills assessed, thus indicating that SLI adolescents exhibited more difficulties across most of the basic academic skills, whereas SLD adolescents' difficulties confined to the affected written language skills. Specifically, the observed difference was statistically significant for the total and verbal IQ score, and WISC-III scores also disclosed a significant difference for the similarities and information defisub- tests. Regarding reading skills, SLI adolescents were 4.9 times more likely to exhibit line skipping, 5.8 times more likely to exhibit hesitations, 3.2 times more likely to exhibit repetitions of syllables/words/ phrases, and 8.5 times more likely to exhibit non-acknowledgement of punctuation. Regarding reading comprehension, adolescents with SLI were more likely to have difficulty in retrieving simple information questions, making inferences, and giving titles. Adolescents with SLI were also more likely to have difficulties in story reproduction, giving synonyms/opposites, oral sentence reproduction and auditory oral word reproduction. In the area of written language skills, SLI adolescents were more likely to have poor handwriting, poor content, poor structure, and poor use of punctuation. In adolescence, Specific Language Impairment can be a different manifestation of an ongoing language disorder, which finally appears as a different type of Specific Learning Disability, but with a more generalized nature of learning difficulties. This finding should be interpreted in terms of the importance of differential diagnosis, especially during the challenging period of adolescence.
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Affiliation(s)
- E Bonti
- First Psychiatry Clinic, Aristotle University of Thessaloniki, Papageorgiou Hospital
| | - E M Kouimtzi
- School of Primary Education, Aristotle University of Thessaloniki
| | - Ch Ε Bampalou
- School of Psychology, Aristotle University of Thessaloniki
| | - Z Kyritsis
- School of Mathematics, Aristotle University of Thessaloniki
| | - I Karageorgiou
- First Psychiatry Clinic, Aristotle University of Thessaloniki, Papageorgiou Hospital
| | - M Sofologi
- First Neurology Department, AHEPA University General Hospital, Aristotle University, Faculty of Medicine
| | - M-V Karakasi
- Third University Department of Psychiatry, AHEPA University General Hospital - Department of Mental Health
| | - A Theofilidis
- Third University Department of Psychiatry, AHEPA University General Hospital - Department of Mental Health
| | - A A Bozas
- First Psychiatry Clinic, Aristotle University of Thessaloniki, Papageorgiou Hospital
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Tsatali M, Moraitou D, Papantoniou G, Foutsitzi E, Bonti E, Kougioumtzis G, Ntritsos G, Sofologi M, Tsolaki M. Measuring Impulsivity in Greek Adults: Psychometric Properties of the Barratt Impulsiveness Scale (BIS-11) and Impulsive Behavior Scale (Short Version of UPPS-P). Brain Sci 2021; 11:brainsci11081007. [PMID: 34439625 PMCID: PMC8394624 DOI: 10.3390/brainsci11081007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Revised: 07/23/2021] [Accepted: 07/27/2021] [Indexed: 11/16/2022] Open
Abstract
Introduction: The aim of the present study was to validate the Barratt Impulsiveness Scale (BIS-11th version) scale as well as the short version of the Impulsive Behavior Scale (UPPS-P) in a population of Greek young adults. Secondly, we aimed at validating the BIS-11 in older adults. Methods: 167 (Group 1) university students completed the Greek version of the BIS-11 (BIS-11-G) and the UPPS (UPPS-P-G) scales. Additionally, BIS-11-G was also administered to 167 (Group 2) cognitively intact older adults, to identify whether it could be used to measure impulsivity in an older adult population. Results: Both scales had satisfactory internal reliability and test–retest reliability, as well as convergent validity in the young adult population. In regard to the factor structure, a principal component analysis (PCA) extracted two factors for the BIS-11-G in the young adult population and three factors in older adults, as well as three factors for the short UPPS-P-G in young adults. Conclusions: The BIS-11-G and the UPPS-P-G scales can be used to measure different aspects of impulsivity in the Greek population of different ages in research and clinical practice.
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Affiliation(s)
- Marianna Tsatali
- Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD), 54643 Thessaloniki, Greece; (D.M.); (G.P.); (M.T.)
- Center for Interdisciplinary Research and Innovation (CIRI—AUTh) Balkan Center, Laboratory of Neurodegenerative Diseases, Buildings A & B, GreeceLab of Psychology, Section of Experimental & Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
- Correspondence: ; Tel.: +30-2310-351451
| | - Despina Moraitou
- Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD), 54643 Thessaloniki, Greece; (D.M.); (G.P.); (M.T.)
- Center for Interdisciplinary Research and Innovation (CIRI—AUTh) Balkan Center, Laboratory of Neurodegenerative Diseases, Buildings A & B, GreeceLab of Psychology, Section of Experimental & Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
- Laboratory of Psychology, Section of Experimental & Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - Georgia Papantoniou
- Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD), 54643 Thessaloniki, Greece; (D.M.); (G.P.); (M.T.)
- Center for Interdisciplinary Research and Innovation (CIRI—AUTh) Balkan Center, Laboratory of Neurodegenerative Diseases, Buildings A & B, GreeceLab of Psychology, Section of Experimental & Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (E.F.); (M.S.)
- Department of Psychology, School of Social Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Evangelia Foutsitzi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (E.F.); (M.S.)
- Department of Psychology, School of Social Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Eleni Bonti
- Department of Psychiatry, Faculty of Health Sciences, School of Medicine, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
- Department of Education, School of Education, University of Nicosia, 1700 Nicosia, Cyprus
- Department of Special Education (CEDU), United Arab Emirates University (UAEU), Al Ain 15551, United Arab Emirates
| | - Georgios Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 15772 Athens, Greece;
| | - Georgios Ntritsos
- Department of Hygiene and Epidemiology, School of Medicine, University of Ioannina, 45110 Ioannina, Greece;
- Department of Informatics and Telecommunications, School of Informatics and Telecommunications, University of Ioannina, 45110 Ioannina, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; (E.F.); (M.S.)
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), 45110 Ioannina, Greece
| | - Magda Tsolaki
- Greek Association of Alzheimer’s Disease and Related Disorders (GAADRD), 54643 Thessaloniki, Greece; (D.M.); (G.P.); (M.T.)
- Center for Interdisciplinary Research and Innovation (CIRI—AUTh) Balkan Center, Laboratory of Neurodegenerative Diseases, Buildings A & B, GreeceLab of Psychology, Section of Experimental & Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
- 1st Department of Neurology, Medical School, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
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Bonti E, Kamari A, Sofologi M, Giannoglou S, Porfyri GN, Tatsiopoulou P, Kougioumtzis G, Efstratopoulou M, Diakogiannis I. Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics-A Preliminary Analysis. Brain Sci 2021; 11:brainsci11070850. [PMID: 34202177 PMCID: PMC8301888 DOI: 10.3390/brainsci11070850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 06/22/2021] [Accepted: 06/22/2021] [Indexed: 11/16/2022] Open
Abstract
SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. Two hundred Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12-16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odds ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas.
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Affiliation(s)
- Eleni Bonti
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
- Department of Education, School of Education, University of Nicosia, Nicosia 2417, Cyprus
| | - Afroditi Kamari
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Center of Ioannina (URCI), 45110 Ioannina, Greece
| | - Sofia Giannoglou
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Georgia-Nektaria Porfyri
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Paraskevi Tatsiopoulou
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Georgios Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 10680 Athens, Greece
| | - Maria Efstratopoulou
- Department of Special Education (CEDU), United Arab Emirates University (UAEU), Al Ain 112612, United Arab Emirates
| | - Ioannis Diakogiannis
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
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Bonti E, Giannoglou S, Georgitsi M, Sofologi M, Porfyri GN, Mousioni A, Konsta A, Tatsiopoulou P, Kamari A, Vavetsi S, Diakogiannis I. Clinical Profiles and Socio-Demographic Characteristics of Adults with Specific Learning Disorder in Northern Greece. Brain Sci 2021; 11:602. [PMID: 34066805 PMCID: PMC8151592 DOI: 10.3390/brainsci11050602] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2021] [Revised: 04/26/2021] [Accepted: 05/04/2021] [Indexed: 12/03/2022] Open
Abstract
The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a "rare" and "unique" population of major scientific interest. The aim of the current study was to investigate, describe, and analyze the clinical, academic, and socio-demographic characteristics, and other everyday functioning life-skills of adults with SLD, in an attempt to shed more light on this limited field of research. The overall sample consisted of 318 adults, who were assessed for possible SLD. The diagnostic procedure included self-report records (clinical interview), psychometric/cognitive, and learning assessments. The main finding of the study was that SLD, even during adulthood, continues to affect the individuals' well-being and functionality in all of their life domains. There is an ongoing struggle of this population to obtain academic qualifications in order to gain vocational rehabilitation, as well as a difficulty to create a family, possibly resulting from their unstable occupational status, their financial insecurity, and the emotional/self-esteem issues they usually encounter, due to their ongoing learning problems. Moreover, the various interpersonal characteristics, the comorbidity issues, and the different developmental backgrounds observed in the clinical, academic, personal, social, and occupational profiles of the participants, highlight the enormous heterogeneity and the continuum that characterizes SLD during adulthood. We conclude that there is an imperative need for further research and the construction of more sufficient tools for the assessment and diagnosis of SLD during adulthood, which will take into account the developmental challenges and milestones in a series of domains, in order to assist this "vulnerable" population with their life struggles.
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Affiliation(s)
- Eleni Bonti
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
- Department of Education, School of Education, University of Nicosia, 2417 Nicosia, Cyprus
| | - Sofia Giannoglou
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Marianthi Georgitsi
- 1st Laboratory of Medical Biology-Genetics, Faculty of Health Sciences, School of Medicine, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
| | - Maria Sofologi
- Psychology Laboratory, Department of Early Childhood Education, School of Education, University of Ioannina, 45100 Ioannina, Greece;
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), 45100 Ioannina, Greece
| | - Georgia-Nektaria Porfyri
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Artemis Mousioni
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Anastasia Konsta
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Paraskevi Tatsiopoulou
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Afroditi Kamari
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Sofia Vavetsi
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Ioannis Diakogiannis
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
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Theofilidis A, Karakasi MV, Sofologi M, Konstantinidis G, Pavlidis P, Tegos T, Nimatoudis J. Frontal Assessment Battery in the evaluation of patients with neurocognitive disorder due to the human immunodeficiency virus. ACTA ACUST UNITED AC 2021; 50:66-69. [PMID: 34099253 DOI: 10.1016/j.rcpeng.2020.01.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2019] [Accepted: 01/09/2020] [Indexed: 11/30/2022]
Affiliation(s)
- Antonios Theofilidis
- 3rd University Department of Psychiatry, AHEPA University General Hospital-Department of Mental Health, Aristotle University-Faculty of Medicine, Thessaloniki, Greece; Laboratory of Forensic Sciences, Democritus University of Thrace-School of Medicine, Dragana, Alexandroupolis, Greece.
| | - Maria-Valeria Karakasi
- 3rd University Department of Psychiatry, AHEPA University General Hospital-Department of Mental Health, Aristotle University-Faculty of Medicine, Thessaloniki, Greece; Laboratory of Forensic Sciences, Democritus University of Thrace-School of Medicine, Dragana, Alexandroupolis, Greece
| | - Maria Sofologi
- 3rd University Department of Psychiatry, AHEPA University General Hospital-Department of Mental Health, Aristotle University-Faculty of Medicine, Thessaloniki, Greece
| | - Galaktion Konstantinidis
- 1st University Neurology Department, AHEPA University General Hospital-Neuroscience Section, Aristotle University-Faculty of Medicine, Thessaloniki, Greece
| | - Pavlos Pavlidis
- Laboratory of Forensic Sciences, Democritus University of Thrace-School of Medicine, Dragana, Alexandroupolis, Greece
| | - Thomas Tegos
- 1st University Neurology Department, AHEPA University General Hospital-Neuroscience Section, Aristotle University-Faculty of Medicine, Thessaloniki, Greece
| | - John Nimatoudis
- 3rd University Department of Psychiatry, AHEPA University General Hospital-Department of Mental Health, Aristotle University-Faculty of Medicine, Thessaloniki, Greece
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Theofilidis A, Karakasi MV, Sofologi M, Konstantinidis G, Pavlidis P, Tegos T, Nimatoudis J. Frontal Assessment Battery in the evaluation of patients with neurocognitive disorder due to the human immunodeficiency virus. Rev Colomb Psiquiatr (Engl Ed) 2021; 50:66-69. [PMID: 33735028 DOI: 10.1016/j.rcp.2020.01.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2019] [Accepted: 01/09/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Antonios Theofilidis
- 3rd University Department of Psychiatry, AHEPA University General Hospital-Department of Mental Health, Aristotle University-Faculty of Medicine, Thessaloniki, Greece; Laboratory of Forensic Sciences, Democritus University of Thrace-School of Medicine, Dragana, Alexandroupolis, Greece.
| | - Maria-Valeria Karakasi
- 3rd University Department of Psychiatry, AHEPA University General Hospital-Department of Mental Health, Aristotle University-Faculty of Medicine, Thessaloniki, Greece; Laboratory of Forensic Sciences, Democritus University of Thrace-School of Medicine, Dragana, Alexandroupolis, Greece
| | - Maria Sofologi
- 3rd University Department of Psychiatry, AHEPA University General Hospital-Department of Mental Health, Aristotle University-Faculty of Medicine, Thessaloniki, Greece
| | - Galaktion Konstantinidis
- 1st University Neurology Department, AHEPA University General Hospital-Neuroscience Section, Aristotle University-Faculty of Medicine, Thessaloniki, Greece
| | - Pavlos Pavlidis
- Laboratory of Forensic Sciences, Democritus University of Thrace-School of Medicine, Dragana, Alexandroupolis, Greece
| | - Thomas Tegos
- 1st University Neurology Department, AHEPA University General Hospital-Neuroscience Section, Aristotle University-Faculty of Medicine, Thessaloniki, Greece
| | - John Nimatoudis
- 3rd University Department of Psychiatry, AHEPA University General Hospital-Department of Mental Health, Aristotle University-Faculty of Medicine, Thessaloniki, Greece
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Theofilidis A, Karakasi MV, Kevrekidis DP, Pavlidis P, Sofologi M, Trypsiannis G, Nimatoudis J. Gender Differences in Short-term Memory Related to Music Genres. Neuroscience 2020; 448:266-271. [PMID: 32891706 DOI: 10.1016/j.neuroscience.2020.08.035] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2020] [Revised: 08/26/2020] [Accepted: 08/27/2020] [Indexed: 11/19/2022]
Abstract
The purpose of the present research was to examine whether different music settings could influence one's cognitive function - particularly memory. The examined sample consisted of 168 college students with a male:female ratio of 1:2.2. The participants were asked to complete a short-term memory test regarding word recollection while exposed to auditory stimuli. They were divided into three groups, each experiencing very different auditory stimuli (classical music; heavy metal music; no music). The results indicated that gender (as a single parameter) played a significant role in the recall process, with female subjects achieving significantly higher scores than males (p-value = 0.006). Music as an external stimulus was also found to affect the recall process significantly (0.02 < p < 0.04). Gender did not present any statistically significant association with specific music genres although, based on the limitations of this study, findings are in need of further exploration. The results of the present study may direct forthcoming research to address this issue further by examining additional variables as well.
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Affiliation(s)
- Antonios Theofilidis
- 3rd University Department of Psychiatry, AHEPA University General Hospital - Department of Mental Health, Aristotle University - Faculty of Medicine, GR 54124 Thessaloniki, Greece.
| | - Maria-Valeria Karakasi
- 3rd University Department of Psychiatry, AHEPA University General Hospital - Department of Mental Health, Aristotle University - Faculty of Medicine, GR 54124 Thessaloniki, Greece; Laboratory of Forensic Sciences, Democritus University of Thrace - School of Medicine, GR 68100 Dragana, Alexandroupolis, Greece
| | - Dimitrios-Phaedon Kevrekidis
- Laboratory of Forensic Sciences, Democritus University of Thrace - School of Medicine, GR 68100 Dragana, Alexandroupolis, Greece
| | - Pavlos Pavlidis
- Laboratory of Forensic Sciences, Democritus University of Thrace - School of Medicine, GR 68100 Dragana, Alexandroupolis, Greece
| | - Maria Sofologi
- 3rd University Department of Psychiatry, AHEPA University General Hospital - Department of Mental Health, Aristotle University - Faculty of Medicine, GR 54124 Thessaloniki, Greece
| | - Grigorios Trypsiannis
- Laboratory of Medical Statistics, Democritus University of Thrace - School of Medicine, GR 68100 Dragana, Alexandroupolis, Greece
| | - John Nimatoudis
- 3rd University Department of Psychiatry, AHEPA University General Hospital - Department of Mental Health, Aristotle University - Faculty of Medicine, GR 54124 Thessaloniki, Greece
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Katsiana A, Strimpakos N, Ioannis V, Kapreli E, Sofologi M, Bonti E, Stiliani K, Stalikas A. Health-related Quality of Life in Children with Autism Spectrum Disorder and Children with Down Syndrome. Mater Sociomed 2020; 32:93-98. [PMID: 32843854 PMCID: PMC7428921 DOI: 10.5455/msm.2020.32.93-98] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2020] [Accepted: 05/26/2020] [Indexed: 11/03/2022] Open
Abstract
INTRODUCTION Measuring health- related quality of life (HRQoL) is very important for children with developmental disorders such as autism spectrum disorder (ASD) and Down syndrome (DS). However, no HRQoL studies found in the literature for the differences between children with ASD and children with DS. AIM The aim of this study was to examine HRQoL in children with ASD and children with DS. METHODS The participants consisted of 206 children with ASD (61), DS (55) and typical development (TD) (90), aged 5-10 years old, after administering anonymous questionnaires to their parents-caregivers. The Pediatric Quality of Life Inventory ™ 4.0- Parent Report (PedsQL) was used to measure HRQoL. One-way analysis of variance and χ2 were applied for comparisons among groups. RESULTS TD group scored higher than ASD and DS in all comparisons. Post-hoc (Tukey) comparisons revealed that the statistically univariate effect was due to differences between the TD group and the other two groups, ASD and DS (p<0.01). The ASD group achieved significantly lower scores than DS in the emotional functioning scale. Post-hoc analysis did not reveal any significant differences between the DS and the ASD group in the physical health, psychosocial health and the total PedsQL summary scores. CONCLUSIONS Children with ASD and DS had significantly lower HRQoL compared to a TD population, and this finding was not affected by age. Children with ASD demonstrated a significantly lower score in the emotional functioning scale than children with DS but are similar in the physical health scale. It is thus considered necessary to take the physical health scale into account when assessing and designing treatment for children with ASD. Future research studies should focus on HRQoL indicators that could serve as a standard diagnostic tool for the development of therapies and outcomes of assessment findings in ASD and DS.
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Affiliation(s)
- Aikaterini Katsiana
- Department of Psychology, Panteion University of Social and Political Sciences, Athens, Greece
- Department of Occupational Therapy, University of Western Macedonia, KEPTSE, Ptolemaida, Greece
| | | | - Ventoulis Ioannis
- Department of Occupational Therapy, University of Western Macedonia, KEPTSE, Ptolemaida, Greece
| | - Eleni Kapreli
- Department of Physiotherapy, University of Thessaly, Lamia, Greece
| | - Maria Sofologi
- Department of Psychology, Aristotle University of Thessaloniki, Greece
| | - Eleni Bonti
- 1st Psychiatric Clinic, Medical School, Aristotle University of Thessaloniki, “Papageorgiou” General Hospital of Thessaloniki
| | | | - Anastasios Stalikas
- Department of Psychology, Panteion University of Social and Political Sciences, Athens, Greece
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25
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Sofologi M, Koutsouraki E, Tsolaki M, Tsolaki A, Koukoulidis T, Theofilidis A, Papantoniou G, Moraitou D. Analyzing social cognition and understanding of social inferences in patients with multiple sclerosis. A comparative study. Hell J Nucl Med 2019; 22 Suppl 2:15-26. [PMID: 31802039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Received: 10/21/2019] [Accepted: 11/11/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE The aim of the present study was to investigate the process of understanding social inferences and metaphors and the pragmatic use of language through emotion recognition and social inference tests in patients diagnosed with Primary Progressive Multiple Sclerosis (PPMS) mainly characterized by neurodegeneration. Additionally, we tried to identify a cerebrospinal fluid (CSF) biomarker correlated with the degree and rate of cognitive decline in progressive MS patients. METHOD For the purpose of the present study 25 patients, aged 20 up to 55 years, with PPMS were evaluated. All patients were admitted in the First Department of Neurology, AHEPA Hospital of Thessaloniki. The control group was 30 healthy individuals which participated in the study voluntarily. The groups were matched for age, gender, years of education and intelligence. INSTRUMENTS Social inference was examined with the Awareness of Social Inference Test (TASIT). The TASIT consists of two different parts. The "Tasit Part I: Emotion Evaluation Task (EET - FORM A). The EET is the first part of a broader audiovisual tool designed for the clinical assessment of social perception that is called "The Awareness of Social Inference Test (TASIT)". The second Part of the test TASIT - Social Inference examines the viewer's ability to determine the speaker's meaning and intentions based upon the dialogue, emotional expression, and paralinguistic cues. RESULTS The findings indicate that patients with PPMS show decline in emotion recognition and social inference abilities, as compared with the control group. More specifically, PPMS patients have problems to understand the affective state of the others mirroring a specific problem in ToM. CONCLUSION The level of Theory of Mind in the form of sarcasm understanding decreases significantly in MS patients compared with healthy group potentially mirroring impairment in ToM in general. The results indicate that MS group is not resilient to understand metaphoric speech. More specifically, their pathology seems to be able to affect complex ToM abilities.
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Affiliation(s)
- M Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, University of Ioannina, Greece.
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