Objective To explore the effects of cognitive intervention on the quality of life in patients with functional dyspepsia(FD).Methods From May 2013 to February2015,a total of 412 patients with FD were enrolled,cognition...Objective To explore the effects of cognitive intervention on the quality of life in patients with functional dyspepsia(FD).Methods From May 2013 to February2015,a total of 412 patients with FD were enrolled,cognition of the disease and the quality of life were assessed by disease cognitive simple questionnaire(B-IPQ)and Nepean dyspepsia index(NDI).The patients also re-展开更多
BACKGROUND: Cognitive impairment after stroke associates with various factors, such as age, educational years, etc. Besides concerning about the recovery of limb function after stroke, we should also focus on the reha...BACKGROUND: Cognitive impairment after stroke associates with various factors, such as age, educational years, etc. Besides concerning about the recovery of limb function after stroke, we should also focus on the rehabilitation of cognition. Moreover, we’d better pay attention to the control of all the risk factors of stroke, and improve the quality of life in stroke patients. OBJECTIVE: To analyze the factors that affect cognitive impairment after stroke. DESIGN: A related factors analysis. SETTINGS: Department of Neurology of Dalian Port Hospital and Dalian Second People’s Hospital. PARTICIPANTS: Totally 148 stroke inpatients were selected from Department of Neurology, Dalian Port Hospital and Dalian Second People’s Hospital from April 2004 to December 2005, including 100 males and 48 females, aging 45-75 years with an average age of (67±8) years; Their educational years ranged 2-10 years with an average of (6.1±3.7) years; The disease course ranged 15-30 days; All were right-handed. Inclusive criteria: All were accorded with the diagnostic standard set by the Fourth National Academic Meeting for Cerebrovascular Disease; Confirmed by CT or MRI; Informed consents were obtained from all the subjects. METHODS: After the disease conditions were stable, the patients were assessed with Wechsler memory scale (WMS) and Wisconsin card sorting test (WCST). WMS included forward and backward recitation of numbers and short-term memory (verbal memory, visual recognition). The number of times for correct and wrong classifications in WCST and the time to complete the trail making tests A and B were recorded. The focal volume, area and layer were recorded at 24 hours after admission. The general data of the patients were recorded, including name, sex, age, educational years, history of hypertension, history of diabetes mellitus. Electroencepalograph (EEG) was examined to record the wave shape, blood lipids were detected, and the cognition related indexes were analyzed with the Pearson correlation analysis. The correlation between cognitive indexes after stroke and the influencing factors were analyzed with multiple linear regression analysis. MAIN OUTCOME MEASURES: ① Correlation between cognitive indexes and imaging indexes; ② Influencing factors for cognitive indexes after stroke. RESULTS: All the 148 stroke patients were involved in the analysis of results. ① Correlation between cognitive indexes and CT indexes: There were obvious negative correlations between numerical symbol and focal layer (r =-0.234, P < 0.05), as well as between verbal memory and the focal area and volume (r =-0.363, -0.279, P < 0.05); Trail making test A had obvious positive correlation with focal area and volume (r =0.256, 0.256, P < 0.05). Results of multiple linear regression analysis: Correct classification was correlated with triglyceride (partial wave and θ wave (partial regression coefficient=0.231-0.908, P < 0.05); Verbal memory was correlated with EEG α wave, focal volume, sex, educational years and diabetes mellitus (partial regression coefficient=0.219-1.017, P < 0.05-0.01). Visual recognition had correlation with educational years and hypertension (partial regression coefficient=0.326, -1.163, P < 0.01). Trail making tests A and B were correlated with focal volume (partial regression coefficient=4.680, -18.561, P < 0.05). CONCLUSION: The factors that affect the cognitive function after stroke include sex, age, educational years, hypertension, diabetes mellitus, triglyceride, EEG wave shape, and the focal area, volume and layer.展开更多
This retrospective study investigated, in two cohorts of subjects living in Southern Italy and awaiting treatment for oral squamous cell carcinoma （OSCC）, the variables related to diagnostic delay ascribable to the ...This retrospective study investigated, in two cohorts of subjects living in Southern Italy and awaiting treatment for oral squamous cell carcinoma （OSCC）, the variables related to diagnostic delay ascribable to the patient, with particular reference to the cognitive and psychological ones. A total of 156 patients with OSCC （mean age： 62 years, M/F： 2.39 ： 1） were recruited at the Universities of Palermo and Naples. Risk factors related to patient delay included： sociodemographic, health-related, cognitive and psychological variables. The analysis was conducted by considering two different delay ranges： dichotomous （≤1 month vs. 〉 1 month） and polytomous （〈1 month, 1-3 months, 〉3 months） delay. Data were investigated by univariate and multivariate analyses and a Pvalue≤0.05 was considered statistically significant. For both delay measurements, the most relevant variables were： ＇Personal experience of cancer＇ （dichotomous delay： P=0.05, odds ratio （0R）=0.33, 95% confidence interval （CI）=0. 11-0.99; polytomous delay： P=0.006, Chi-square= 10.224） and ＇Unawareness＇ （dichotomous delay： P〈0.01, 0R=4.96, 95% CI--2.16-11.37; polytomous delay： P=0.087, Chi-square=4.77）. Also ＇Denial＇ （P〈0.01, 0R=6.84, 95% CI=2.31-20.24） and ＇Knowledge of cancer＇ （P=0.079, Chi-square=8.359） were found to be statistically significant both for dichotomous and for polytomous categorization of delay, respectively. The findings of this study indicated that, in the investigated cohorts, the knowledge about cancer issues is strongly linked to the patient delay. Educational interventions on the Mediterranean population are necessary in order to increase the patient awareness and to emphasize his/her key role in early diagnosis of OSCC.展开更多
The English Curriculum Standards particularly emphasize that“we should pay attention to the emotions of each student,cultivate their interest in learning English,help them build a sense of achievement and self-confid...The English Curriculum Standards particularly emphasize that“we should pay attention to the emotions of each student,cultivate their interest in learning English,help them build a sense of achievement and self-confidence in learning,and enable them to develop comprehensive language-using capabilities,improve humanistic qualities,enhance practical skills,and cultivate a spirit of innovation in the learning process.”The foreign language learning process is an information-processing process in which both subjective and objective factors play a great influence.Subjective factors are factors related to the quality of the informant himself,such as cognitive factors,affective factors,and age influence,among which the influence and role of affective factors on foreign language information cannot be ignored.In the teaching process,it is required that teachers use the knowledge of pedagogical psychology for the in-depth understanding of the students and their psychological and emotional needs,and attempt to satisfy them,so that they can have positive emotions and feelings.展开更多
From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth gra...From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.展开更多
文摘Objective To explore the effects of cognitive intervention on the quality of life in patients with functional dyspepsia(FD).Methods From May 2013 to February2015,a total of 412 patients with FD were enrolled,cognition of the disease and the quality of life were assessed by disease cognitive simple questionnaire(B-IPQ)and Nepean dyspepsia index(NDI).The patients also re-
文摘BACKGROUND: Cognitive impairment after stroke associates with various factors, such as age, educational years, etc. Besides concerning about the recovery of limb function after stroke, we should also focus on the rehabilitation of cognition. Moreover, we’d better pay attention to the control of all the risk factors of stroke, and improve the quality of life in stroke patients. OBJECTIVE: To analyze the factors that affect cognitive impairment after stroke. DESIGN: A related factors analysis. SETTINGS: Department of Neurology of Dalian Port Hospital and Dalian Second People’s Hospital. PARTICIPANTS: Totally 148 stroke inpatients were selected from Department of Neurology, Dalian Port Hospital and Dalian Second People’s Hospital from April 2004 to December 2005, including 100 males and 48 females, aging 45-75 years with an average age of (67±8) years; Their educational years ranged 2-10 years with an average of (6.1±3.7) years; The disease course ranged 15-30 days; All were right-handed. Inclusive criteria: All were accorded with the diagnostic standard set by the Fourth National Academic Meeting for Cerebrovascular Disease; Confirmed by CT or MRI; Informed consents were obtained from all the subjects. METHODS: After the disease conditions were stable, the patients were assessed with Wechsler memory scale (WMS) and Wisconsin card sorting test (WCST). WMS included forward and backward recitation of numbers and short-term memory (verbal memory, visual recognition). The number of times for correct and wrong classifications in WCST and the time to complete the trail making tests A and B were recorded. The focal volume, area and layer were recorded at 24 hours after admission. The general data of the patients were recorded, including name, sex, age, educational years, history of hypertension, history of diabetes mellitus. Electroencepalograph (EEG) was examined to record the wave shape, blood lipids were detected, and the cognition related indexes were analyzed with the Pearson correlation analysis. The correlation between cognitive indexes after stroke and the influencing factors were analyzed with multiple linear regression analysis. MAIN OUTCOME MEASURES: ① Correlation between cognitive indexes and imaging indexes; ② Influencing factors for cognitive indexes after stroke. RESULTS: All the 148 stroke patients were involved in the analysis of results. ① Correlation between cognitive indexes and CT indexes: There were obvious negative correlations between numerical symbol and focal layer (r =-0.234, P < 0.05), as well as between verbal memory and the focal area and volume (r =-0.363, -0.279, P < 0.05); Trail making test A had obvious positive correlation with focal area and volume (r =0.256, 0.256, P < 0.05). Results of multiple linear regression analysis: Correct classification was correlated with triglyceride (partial wave and θ wave (partial regression coefficient=0.231-0.908, P < 0.05); Verbal memory was correlated with EEG α wave, focal volume, sex, educational years and diabetes mellitus (partial regression coefficient=0.219-1.017, P < 0.05-0.01). Visual recognition had correlation with educational years and hypertension (partial regression coefficient=0.326, -1.163, P < 0.01). Trail making tests A and B were correlated with focal volume (partial regression coefficient=4.680, -18.561, P < 0.05). CONCLUSION: The factors that affect the cognitive function after stroke include sex, age, educational years, hypertension, diabetes mellitus, triglyceride, EEG wave shape, and the focal area, volume and layer.
文摘This retrospective study investigated, in two cohorts of subjects living in Southern Italy and awaiting treatment for oral squamous cell carcinoma （OSCC）, the variables related to diagnostic delay ascribable to the patient, with particular reference to the cognitive and psychological ones. A total of 156 patients with OSCC （mean age： 62 years, M/F： 2.39 ： 1） were recruited at the Universities of Palermo and Naples. Risk factors related to patient delay included： sociodemographic, health-related, cognitive and psychological variables. The analysis was conducted by considering two different delay ranges： dichotomous （≤1 month vs. 〉 1 month） and polytomous （〈1 month, 1-3 months, 〉3 months） delay. Data were investigated by univariate and multivariate analyses and a Pvalue≤0.05 was considered statistically significant. For both delay measurements, the most relevant variables were： ＇Personal experience of cancer＇ （dichotomous delay： P=0.05, odds ratio （0R）=0.33, 95% confidence interval （CI）=0. 11-0.99; polytomous delay： P=0.006, Chi-square= 10.224） and ＇Unawareness＇ （dichotomous delay： P〈0.01, 0R=4.96, 95% CI--2.16-11.37; polytomous delay： P=0.087, Chi-square=4.77）. Also ＇Denial＇ （P〈0.01, 0R=6.84, 95% CI=2.31-20.24） and ＇Knowledge of cancer＇ （P=0.079, Chi-square=8.359） were found to be statistically significant both for dichotomous and for polytomous categorization of delay, respectively. The findings of this study indicated that, in the investigated cohorts, the knowledge about cancer issues is strongly linked to the patient delay. Educational interventions on the Mediterranean population are necessary in order to increase the patient awareness and to emphasize his/her key role in early diagnosis of OSCC.
文摘The English Curriculum Standards particularly emphasize that“we should pay attention to the emotions of each student,cultivate their interest in learning English,help them build a sense of achievement and self-confidence in learning,and enable them to develop comprehensive language-using capabilities,improve humanistic qualities,enhance practical skills,and cultivate a spirit of innovation in the learning process.”The foreign language learning process is an information-processing process in which both subjective and objective factors play a great influence.Subjective factors are factors related to the quality of the informant himself,such as cognitive factors,affective factors,and age influence,among which the influence and role of affective factors on foreign language information cannot be ignored.In the teaching process,it is required that teachers use the knowledge of pedagogical psychology for the in-depth understanding of the students and their psychological and emotional needs,and attempt to satisfy them,so that they can have positive emotions and feelings.
文摘From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.
