Objective –  The present study was performed to compare the distributions of three‐repeat (3R) and four‐repeat (4R) neurofibrillary tangles (NFT) with those of pretangles (p‐NFT), intracellular NFT (i‐NFT), and extracellular NFT (e‐NFT) in the hippocampus of Alzheimer's disease brains. Methods –  NFT labeling was performed using anti‐tau antibodies: pSer262 for p‐NFT, pSer422 for i‐NFT, AT8 for e‐NFT, RD3 for 3R, and RD4 for 4R tau, and Gallyas impregnation for the NFT population. RD4‐ and pSer422‐positive NFT were detected predominantly in sectors from CA2 to CA4, while RD3‐ and pSer262‐positive NFT were predominantly present in CA1, the entorhinal cortex, and the subiculum. The tau epitope recognized by pSer262 belongs to 4R tau but it showed a strong correlation with RD3‐ and AT8‐positive NFT. Conclusions –  Sectors CA2–CA4 showed predominantly 4R‐NFT containing the pSer422 epitope. pSer262 may detect the process of transformation from p‐NFT to i‐NFT, and e‐NFT consisted predominantly of 3R tau.

The data demonstrated gender differences in BPSD and outcomes among hospitalized patients. The findings should be considered when deciding on the optimal management plan for patients with BPSD.

Autism spectrum disorders (ASD) are characterized by impaired social cognition and communication. In addition to social impairment, individuals with ASD often have intellectual disability. Intelligence is known to influence the phenotypic presentation of ASD. Nevertheless, the relation between intelligence and social reciprocity in people with ASD remains unclear, especially in childhood. To elucidate this relation, we analyzed 56 typically developing children (35 male, 21 female, aged 60–91 months) and 46 children with ASD (35 male, 11 female, aged 60–98 months) from university and affiliated hospitals. Their cognitive function was evaluated using the Kaufman Assessment Battery for Children. Their social cognition was assessed using the Social Responsiveness Scale. We used linear regression models to ascertain whether the associations between intelligence and social cognition of typically developing children and children with ASD are significantly different. Among the children with ASD, scores on the Kaufman Assessment Battery for Children correlated significantly with social cognition, indicating that higher intelligence is associated with better social cognition. For typically developing children, however, no significant correlation was found. One explanation might be that children with ASD fully use general intelligence for successful learning in social cognition, although extensive use of intelligence might not be necessary for TD children. Alternatively, autistic impairment in social cognition can be compensated by intelligence despite a persistent deficit in social cognition. In either case, when using the SRS as a quantitative phenotype measure for ASD, the influence of intelligence must be considered.

No abstract