Learning and memorization impairment in childhood chronic fatigue syndrome manifesting as school phobia in Japan

Miike, Teruhisa; Tomoda, Akemi; Jhodoi, Takako; Iwatani, Noritaka; Mabe, Hiroyo

doi:10.1016/j.braindev.2003.10.004

Cited by 40 publications

(30 citation statements)

References 12 publications

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“…Although illness-related school problems [3][4][5] and significant impairment of quality of life commonly occur in pediatric CFS [6], little research emphasis has been placed on the pediatric population [7]. First describing CFS in a cluster of 21 children and adolescents, Bell and his colleagues [8] outlined the importance of infectious agents in the development of chronic fatigue in childhood.…”

Section: Introductionmentioning

confidence: 98%

Factors Affecting Duration of Chronic Fatigue Syndrome in Pediatric Patients

et al. 2011

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Section: Introductionmentioning

confidence: 98%

Factors Affecting Duration of Chronic Fatigue Syndrome in Pediatric Patients

et al. 2011

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“…There is also potential for the involvement of dopamine [170, 178], neuropeptide Y [107], and opioid peptides [125] in the pathogenesis of asynchronization. …”

Section: Resultsmentioning

confidence: 99%

“…Altered circadian rhythms have been described in childhood chronic fatigue syndrome (CFS), in which the patients suffer from an atypical, but continuous, jet lag condition [125]. One third of children with CFS exhibited abnormal cardiovascular regulation during postural changes (orthostatic dysregulation), as characterized by instantaneous orthostatic hypotension, or postural or neural-mediated syncope [126].…”

Section: Reported Conditions Showing Circadian Disruptionmentioning

confidence: 99%

Neurochemical and Neuropharmacological Aspects of Circadian Disruptions: An Introduction to Asynchronization

Kohyama¹

2011

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Circadian disruptions are common in modern society, and there is an urgent need for effective treatment strategies. According to standard diagnostic criteria, most adolescents showing both insomnia and daytime sleepiness are diagnosed as having behavioral-induced sleep efficiency syndrome resulting from insomnia due to inadequate sleep hygiene. However, a simple intervention of adequate sleep hygiene often fails to treat them. As a solution to this clinical problem, the present review first overviews the basic neurochemical and neuropharmachological aspects of sleep and circadian rhythm regulation, then explains several circadian disruptions from similar viewpoints, and finally introduces the clinical notion of asynchronization. Asynchronization is designated to explain the pathophysiology/pathogenesis of exhibition of both insomnia and hypersomnia in adolescents, which comprises disturbances in various aspects of biological rhythms. The major triggers for asynchronization are considered to be a combination of light exposure during the night, which disturbs the biological clock and decreases melatonin secretion, as well as a lack of light exposure in the morning, which prohibits normal synchronization of the biological clock to the 24-hour cycle of the earth and decreases the activity of serotonin. In the chronic phase of asynchronization, involvement of both wake- and sleep-promoting systems is suggested. Both conventional and alternative therapeutic approaches for potential treatment of asynchronization are suggested.

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“…In fact, impairment of executive function is observed in depressive disorder [47]. In addition, working memory [48], short-term memory [49] and divided attention [35] are markedly impaired in patients with childhood chronic fatigue syndrome, which may lead to school refusal and is characterized by reduced intrinsic academic motivation [49,50]. Therefore, in order to prevent intrinsic academic motivation from decreasing, early detection of the signs of decrease in intrinsic academic motivation is crucial.…”

Section: Discussionmentioning

confidence: 99%

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

Mizuno

Tanaka

Fukuda

et al. 2011

Behavioral and Brain Functions

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BackgroundDecrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation.MethodsThe study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention.ResultsIn multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students.ConclusionsThe present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

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Learning and memorization impairment in childhood chronic fatigue syndrome manifesting as school phobia in Japan

Cited by 40 publications

References 12 publications

Factors Affecting Duration of Chronic Fatigue Syndrome in Pediatric Patients

Factors Affecting Duration of Chronic Fatigue Syndrome in Pediatric Patients

Neurochemical and Neuropharmacological Aspects of Circadian Disruptions: An Introduction to Asynchronization

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

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