Our approach to the emerging global reality…

Considering the current local/global pace of change and recognizing that there are increasingly fewer secure jobs, businesses, and/or markets, we believe that the best way to prepare one and all for the future is to enhance and accelerate the way we think, learn, understand and express what we know and what we want to say so that we are effectively prepared for the future, regardless of its permutations.

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External News
  • T‐Brain‐1 – A Potential Master Regulator in Autism Spectrum Disorders    (Mon 19 of Jan., 2015)
    In this study, we annotated individual genes downstream of TBR1 and investigated any associations with ASDs through extensive literature searches. Of 124 TBR1 target genes, 23 were reported to be associated with ASDs. In addition, one gene, Kiaa0319, is a known causative gene for dyslexia, a disorder frequently associated with autism. A change in expression level in 10 of these 24 genes has been previously confirmed. We further validated the alteration of RNA expression levels of Kiaa0319, Baiap2, and Gad1 in Tbr1 deficient mice. Among these 24 genes, four transcription factors Auts2, Nfia, Nr4a2, and Sox5 were found, suggesting that TBR1 controls a transcriptional cascade relevant to autism pathogenesis. A further five of the 24 genes (Cd44, Cdh8, Cntn6, Gpc6, and Ntng1) encode membrane p...MedWorm Sponsor Message: Directory of the best January Sales in the UK. Find the best Christmas presents too.
  • CTNND2--a candidate gene for reading problems and mild intellectual disability    (Sun 18 of Jan., 2015)
    Conclusions Taken together, our human genetic and in vivo data suggest that defective migration of subpopulations of neuronal cells due to haploinsufficiency of CTNND2 contribute to the cognitive dysfunction in our patients. (Source: Journal of Medical Genetics)MedWorm Sponsor Message: Directory of the best January Sales in the UK. Find the best Christmas presents too.
  • Surface developmental dyslexia is as prevalent as phonological dyslexia when appropriate control groups are employed.    (Sat 17 of Jan., 2015)
    Authors: Wybrow DP, Hanley JR Abstract Previous investigations of the incidence of developmental surface and phonological dyslexia using reading-age-matched control groups have identified many more phonological dyslexics (poor nonword reading relative to irregular-word reading) than surface dyslexics (poor irregular-word reading relative to nonword reading). However, because the measures that have been used to estimate reading age include irregular-word reading ability, they appear inappropriate for assessing the incidence of surface dyslexia. The current study used a novel method for generating control groups whose reading ability was matched to that of the dyslexic sample. The incidence of surface dyslexia was assessed by comparing dyslexic performance with that of a control grou...MedWorm Sponsor Message: Directory of the best January Sales in the UK. Find the best Christmas presents too.
  • Stop checking: Repeated checking and its effects on response inhibition and doubt    (Wed 14 of Jan., 2015)
    Conclusions Repeated checking impairs memory confidence. Increased familiarity of stimuli shortens the time it takes to respond to them while it impairs inhibition response to them. These effects possibly provide initial evidence for the hypothesized role of response inhibition in the maintenance of OCD. (Source: Journal of Behavior Therapy and Experimental Psychiatry)MedWorm Sponsor Message: Directory of the best January Sales in the UK. Find the best Christmas presents too.
  • Developmental Dyslexia.    (Tue 13 of Jan., 2015)
    Authors: Peterson RL, Pennington BF Abstract This review uses a levels-of-analysis framework to summarize the current understanding of developmental dyslexia's etiology, brain bases, neuropsychology, and social context. Dyslexia is caused by multiple genetic and environmental risk factors as well as their interplay. Several candidate genes have been identified in the past decade. At the brain level, dyslexia is associated with aberrant structure and function, particularly in left hemisphere reading/language networks. The neurocognitive influences on dyslexia are also multifactorial and involve phonological processing deficits as well as weaknesses in other oral language skills and processing speed. We address contextual issues such as how dyslexia manifests across languages and soc...