Reading speed and efficiency are achieved through the automatic recognition of written words. Difficulties in learning and recognizing the orthography of words can arise despite reiterative exposure to texts. This study aimed to investigate, in native Spanish-speaking late adolescents, how different levels of orthographic knowledge might result in behavioral and event-related brain potential differences during the recognition of orthographic errors. Forty-five healthy high school students were selected and divided into 3 equal groups (High, Medium, Low) according to their performance on a 5-test battery of orthographic knowledge. All participants performed an orthographic recognition task consisting of the sequential presentation of a picture (object, fruit, or animal) followed by a correctly, or incorrectly, written word (orthographic mismatch) that named the picture just shown. Electroencephalogram (EEG) recording took place simultaneously. Behavioral results showed that the Low group had a significantly lower number of correct responses and increased reaction times while processing orthographical errors. Tests showed significant positive correlations between higher performance on the experimental task and faster and more accurate reading. The P150 and P450 components showed higher voltages in the High group when processing orthographic errors, whereas N170 seemed less lateralized to the left hemisphere in the lower orthographic performers. Also, trials with orthographic errors elicited a frontal P450 component that was only evident in the High group. The present results show that higher levels of orthographic knowledge correlate with high reading performance, likely because of faster and more accurate perceptual processing, better visual orthographic representations, and top-down supervision, as the event-related brain potential findings seem to suggest.
Objetivo Recopilar la evidencia más reciente que soporte el uso del ejercicio y la actividad física para disminuir la fatiga relacionada al cáncer infantil.
Métodos Se llevó a cabo una búsqueda electrónica de literatura no mayor a cinco años. Posteriormente, los artículos se agruparon en categorías por tipo de estudio y se analizaron sus resultados de acuerdo con el objetivo planteado.
Resultados Fueron incluidos 16 artículos de diferentes diseños, incluyendo estudios clínicos y revisiones sistemáticas. De manera general, se muestran diferencias significativas en favor del ejercicio para disminuir la fatiga; también se reportan efectos positivos en otros aspectos como la movilidad funcional y la calidad de vida.
Conclusión Se respalda la idea de continuar generando evidencias para conocer de manera más puntual la dosificación del ejercicio dependiendo de todas las variables que se pueden presentar en el pediátrico oncológico.
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