Cognitive Challenges Research Articles

Online peer mentoring for youth with learning differences.

Youth with learning differences (e.g., specific learning disorder and attention deficit hyperactivity disorder) encounter exacerbated psychological and behavioral challenges compared to typically developing peers. Peer mentoring has proven beneficial in addressing such challenges, yet there is limited research on the efficacy of online peer mentorship programs for this population. This study investigates the effects of an online peer mentoring program on mentees' mental health, wellbeing, and behavior across 10 outcomes: anxiety, depression, fear, cognitive challenges, behavioral concerns, executive function, sleep difficulties, self-care, interpersonal skills, and self-esteem/self- confidence. Parents retrospectively reported on their child's mental health, wellbeing, and behavior prior to and since receiving online mentorship. Results indicated significant improvements across all outcomes following online mentorship. These findings highlight the effectiveness of online peer mentorship programs, emphasizing its potential as a valuable tool for supporting youth with learning differences.

Negative performance feedback from algorithms or humans? effect of medical researchers’ algorithm aversion on scientific misconduct

Institutions are increasingly employing algorithms to provide performance feedback to individuals by tracking productivity, conducting performance appraisals, and developing improvement plans, compared to traditional human managers. However, this shift has provoked considerable debate over the effectiveness and fairness of algorithmic feedback. This study investigates the effects of negative performance feedback (NPF) on the attitudes, cognition and behavior of medical researchers, comparing NPF from algorithms versus humans. Two scenario-based experimental studies were conducted with a total sample of 660 medical researchers (algorithm group: N1 = 411; human group: N2 = 249). Study 1 analyzes the differences in scientific misconduct, moral disengagement, and algorithmic attitudes between the two sources of NPF. The findings reveal that NPF from algorithms shows higher levels of moral disengagement, scientific misconduct, and negative attitudes towards algorithms compared to NPF from humans. Study 2, grounded in trait activation theory, investigates how NPF from algorithms triggers individual’s egoism and algorithm aversion, potentially leading to moral disengagement and scientific misconduct. Results indicate that algorithm aversion triggers individuals’ egoism, and their interaction enhances moral disengagement, which in turn leads to increased scientific misconduct among researchers. This relationship is also moderated by algorithmic transparency. The study concludes that while algorithms can streamline performance evaluations, they pose significant risks to scientific misconduct of researchers if not properly designed. These findings extend our understanding of NPF by highlighting the emotional and cognitive challenges algorithms face in decision-making processes, while also underscoring the importance of balancing technological efficiency with moral considerations to promote a healthy research environment. Moreover, managerial implications include integrating human oversight in algorithmic NPF processes and enhancing transparency and fairness to mitigate negative impacts on medical researchers’ attitudes and behaviors.

Psychological conditions of caregivers of adult subjects with Prader-Willi syndrome

BackgroundPrader-Willi syndrome (PWS) is a rare genetic neurodevelopmental disorder. Individuals with PWS face a range of cognitive, behavioral, and emotional challenges that require comprehensive and lifelong care, posing significant demands on their caregivers. The study is not only aimed to assess the psychological conditions of caregivers of adult subjects with PWS focusing on psychological distress and coping, but also to shed light on a crucial yet often overlooked aspect of healthcare. This study aims to compare the psychological well-being of individuals with PWS and their caregivers, providing valuable insights that can potentially improve the quality of care for these individuals. The sample recruited at the Division of Auxology, IRCCS Istituto Auxologico Italiano, was composed of 30 adult subjects with PWS (11 men and 19 women; mean age ± SD: 36.4 ± 10.31 years; mean Body Mass Index (BMI): 35.7 ± 8.92: kg/m2) and their caregivers (10 men and 20 women). To assess the psychological condition of caregivers, the Italian-validated versions of the Depression Anxiety and Stress Scale (DASS-21) and the Coping Orientation to the Problems Experiences (COPE) were used, while to assess the psychological well-being of individuals with PWS and their caregivers, the Italian validated version of the Psychological General Well-Being Index (PGWBI) was used.ResultsDepression (p < 0.001), Stress (p = 0.050), and Total score (p = 0.009) of DASS 21 were higher in the caregivers of subjects with PWS than in the general population. PGWBI scores of caregivers were significantly lower than in individuals with PWS in Positive Well-being (p < 0.001), General Health (p = 0.006), Vitality (p = 0.004), and the total score (p = 0.006). The depression subscale of PGWBI was higher in caregivers than in subjects with PWS. Correlations between the subscales of COPE and the total score of PGWBI in caregivers revealed that the Avoidance subscale of COPE had a negative significant correlation with the total score of PGWBI (p = 0.003).ConclusionsOur results highlighted several critical insights into the profound emotional and psychological challenges faced by the caregivers of individuals with PWS.

Improving cognitive function in Chinese children with ADHD and/or RD through computerized working memory training

BackgroundPrior research has found that children with attention-deficit hyperactivity disorder (ADHD) and reading difficulties (RD) are at an elevated risk of developing further cognitive deficits and developmental challenges [1]. ADHD and RD are characterized by a deficit in working memory, which negatively affects learning and behavior. The main aims of this study were to design a working memory training app and examine its effectiveness through a 5-week training program in Chinese children with ADHD and/or RD.MethodsThere were three experimental groups, with 26 participants in the ADHD group, 38 participants in the RD group, and 24 participants in the ADHD + RD group. The typically developing (TD) control group had 32 participants. All participants completed the pretest and posttest assessments on executive function and reading performance.ResultsThe findings indicate that the experimental groups improved performance in verbal and visual-spatial working memory as well as Chinese word reading. There was an overall reduction in functional impairment following the training, in contrast to the TD group.ConclusionThis study showed that working memory can be improved through computerized training in children with ADHD and/or RD. The implications of future research in working memory are discussed.Trial registrationClinical Trials Identifier: NCT06567444 (retrospectively registered) on 20 August 2024.

Disrupted Hippocampal-Prefrontal Networks in a Rat Model of Fragile X Syndrome: A Study Linking Neural Dynamics to Autism-Like Behavioral Impairments.

FMR-KO and control rats underwent a battery of behavioral tests assessing sociability, memory, and anxiety. Single-unit electrophysiology recordings were then conducted to measure patterns of neural activity in H-PFC circuit. Advanced mathematical models were used to characterize the patterns that were then compared between groups using generalized linear mixed models. FMR-KO rats demonstrated significant behavioral deficits in sociability, spatial learning, and anxiety, aligning with symptoms of ASD. At the neural level, these rats exhibited abnormal firing patterns in the H-PFC circuit that is critical for learning, memory, and social behavior. The neural networks in FMR-KO rats were also less densely connected and more fragmented, particularly in hippocampal-PFC correlated firing. These findings suggest that disruptions in neural network dynamics underlie the observed behavioral impairments in FMR-KO rats. FMR-KO significantly disrupts several characteristics of action potential firing in the H-PFC network, leading to deficits in social behavior, memory, and anxiety, as seen in FXS. This disruption is characterized by less organized and less resilient hippocampal-PFC networks. These findings suggest that therapeutic strategies aimed at normalizing neural dynamics, such as with brain stimulation, could potentially improve behavior and cognitive functions in autistic individuals. Fragile X Syndrome is associated with autism, cognitive challenges and anxietyThe loss of Fmr1 protein disrupts processes involved in building neural networksThe consequence is abnormal neural dynamics in hippocampal-prefrontal cortex networksNormalization of dynamics could improve outcomes in FXS and ASD.

Efficacy of wooden toy training in alleviating cognitive decline in elderly individuals with cognitive impairment: A cluster randomized controlled study.

With the increasing global aging population, the health and welfare of elderly individuals, especially individuals with prevalent mild cognitive impairment (MCI) living in nursing homes, have become critical concerns. These concerns highlight the urgency of developing effective interventions to address the cognitive and psychological needs of elderly individuals, ensuring their well-being and alleviating the burden on their caregivers. This study investigates the impact of wooden toy training on mitigating cognitive decline in elderly individuals with cognitive impairment. It evaluates how this training influences cognitive functions and psychological well-being, exploring whether it can slow or reverse the progression of cognitive decline. This outcome will be assessed in a randomized controlled trial, in which changes in cognitive ability and psychological health indicators among the participants will be measured. A two-arm, open-label, cluster-randomized controlled trial. The study was conducted in two nursing homes, which served as both the recruitment sites for participants and the intervention locations. These nursing homes were selected for their ability to facilitate the intervention and for their representative demographic characteristics of the elderly population. The settings provided a controlled environment that was conducive to implementing the wooden toy training program and observing its effects on the participants. A total of 76 elderly participants with mild cognitive impairment but functional independence were recruited. Participants were randomized into an intervention group and a control group. The intervention group engaged in an 8-week wooden toy training program, whereas those in the control cohort received customary nursing care. Standardized cognitive and psychological well-being measures were used to assess improvements in cognitive performance and mental health. Significant improvements were observed in the cognitive functions of the intervention group from a baseline score of M = 13.11 to M = 16.29 postintervention (95% CI [-4.44, -1.93]), along with reductions in depressive symptoms from a baseline score of M = 8.63 to M = 7.18 (95% CI [0.38, 2.51]). Additionally, engagement in activities with wooden toys significantly satisfied their need for competence, increasing from a baseline of M = 16.29 to M = 20 postintervention (95% CI [-5.92, -1.51]), and relatedness, which improved from a baseline of M = 20.32 to M = 22.95 (95% CI [-4.73, -0.53]). This study underscores the potential of a wooden toy intervention in nursing homes that combines cognitive challenges with traditional cultural elements to improve cognitive functions in elderly individuals with mild cognitive impairment. Our findings suggest a novel method of promoting the cognitive and psychological health of nursing home residents through emotional comfort and social interaction.

Diagnosing middle school students’ proficiency in constructing scientific explanations with the integration of chemical reactions and patterns: a cognitive diagnostic modeling approach

ABSTRACT Scientific explanation has been widely recognised as one of the primary proficiencies in global science education. From research and practical perspectives, investigating the cognitive process of constructing scientific explanations by integrating core ideas is essential to make sense of phenomena or solve problems. This study applied the cognitive diagnosis modeling (CDM) approach to diagnose students’ cognitive patterns of constructing scientific explanations by integrating chemical reactions and patterns. We localised three well-designed assessment tasks and correspondingly developed five cognitive attributes. Responses from 244 Grade 9 students in two middle schools were collected, scored, and analyzed. Results show that the five developed cognitive attributes are reliable and effective in identifying students’ cognitive challenges in constructing scientific explanations in a content-specific domain. In addition, we articulated students’ potential cognitive process of constructing scientific explanations. We identified a primary cognitive pathway that students may follow: making correct claims, finding sufficient evidence based on data patterns, and providing scientific principles for the reasoning process. The cognitive diagnosis results could be used to guide teachers in selecting teaching materials and strategies and arranging lesson sequences to support the development of students’ scientific explanations by integrating chemical reactions and patterns.

Theoretical and legal research of intellectual property: current state and cognitive challenges

In the work, the author focuses on scientific works in which intellectual property is studied from the point of view of its theoretical and legal aspects. It is noted that intellectual property is a multidisciplinary phenomenon, is the subject of research in a wide range of social sciences, including legal ones. The theoretical and legal dimension of intellectual property is particularly important in the modern conditions of the development of its legal regulation, which is capable of both strengthening the scientific study of its legal properties and developing scientifically based recommendations on increasing the effectiveness of the use of various legal means and methods necessary to ensure the protection and protection of rights intellectual property, stimulation of intellectual activity, etc. It was noted that various theoretical and legal aspects of intellectual property, including the question of its value understanding, to one degree or another were the subject of scientific research by various domestic and foreign scientists. Based on the analysis of the works of legal theorists, it was concluded that in legal science, intellectual property scientific research is presented quite widely and reflected in numerous scientific works of both domestic and foreign scientists. This indicates a rather detailed analysis of various legal aspects of intellectual property. However, characterizing the existing scientific works as a whole, it is worth noting their cumulative nature, which in essence are created and developed according to the cumulative principle, lacking systematicity and sequence of development. Today, in legal science, works of a theoretical-legal content, which have a high degree of conceptuality, organically combine both issues of a theoretical-legal and practical nature are quite sporadically presented. Mostly scientific works have a narrow spectrum of scientific knowledge, investigating one or another legal aspect of intellectual property. The same can be said about the development of intellectual property research. Mostly, they are separated from each other, which is due to the lack of unified conceptual foundations of promising directions for the development of scientific research of intellectual property. This confirms the need, on the one hand, to strengthen theoretical and legal studies of intellectual property as a legal phenomenon, and on the other hand, to emphasize the importance of conceptualizing such scientific studies, the basis of which should be the appropriate methodological approach or their combination.

Understanding and enhancing post-stroke recovery: Insights from a nested qualitative study within the MindFit Project randomized clinical trial

BackgroundStroke survivors experience a wide range of physical, cognitive, and emotional challenges. In the MindFit Project, a randomized clinical trial, 141 chronic stroke patients were divided into three groups: mindfulness-based stress reduction (MBSR) with computerized cognitive training (CCT), physical exercise (PE) with CCT, and CCT alone. The interventions were conducted remotely over 12 weeks, including online group and individual sessions. ObjectiveThis exploratory nested qualitative study aimed to investigate chronic stroke survivors’ experiences, opinions, and perceived changes due to the interventions within the MindFit Project. The secondary objective was to describe the broader experience of their recovery journey. MethodsTwenty-seven participants were recruited through purposive sampling and engaged in semi-structured one-on-one interviews. Twelve received MBSR+CCT, nine received PE+CCT, and six received CCT-only. The interviews were recorded, transcribed, and analyzed using thematic analysis. ResultsParticipants shared insights into their lives after stroke, including emotional and physical challenges, coping mechanisms, and the impact of societal perceptions. The interventions were generally positively valued, with MBSR aiding in emotional regulation, PE enhancing physical capabilities, and CCT improving cognition. The group setting provided valuable peer support and motivation, although some participants noted challenges owing to the heterogeneity. The telematic format was also appreciated for its accessibility, although it posed challenges to personal interaction and intervention supervision. ConclusionsOur study emphasizes the complexity of stroke recovery and the importance of holistic, patient-centered rehabilitation approaches. It also highlights the value of combining physical and non-physical interventions in a group setting, along with the potential of remote platforms to enhance the accessibility of rehabilitation programs. These findings generate hypotheses for future randomized clinical trials aimed at improving post-stroke recovery.

Understanding Down Syndrome: A Systematic Review of Genetic, Clinical, and Cognitive Implications

Down syndrome (DS) is the most common chromosomal disorder, primarily caused by trisomy 21, and is associated with a range of genetic, clinical, and cognitive challenges. This systematic review aims to provide a comprehensive understanding of these aspects by synthesizing recent research on the genetic mechanisms underlying DS, its common clinical manifestations, and the cognitive impairments often observed in affected individuals. Genetic studies highlight the complexity of trisomy 21 and its impact on phenotypic variability. Clinically, DS is associated with distinct physical features, congenital heart defects, and a predisposition to conditions such as thyroid disorders and leukemia. Cognitive impairments, including intellectual disability and early-onset Alzheimer's disease, present significant challenges for individuals with DS, often requiring early intervention and lifelong support. Recent advancements in medical care, therapeutic interventions, and educational strategies have improved quality of life and life expectancy for individuals with DS. This review identifies gaps in the current literature, such as the need for more personalized therapeutic approaches based on genetic variability, and highlights areas for future research to further improve outcomes for individuals with Down syndrome.

Slight and hidden hearing loss in young rats is associated with impaired recognition memory and reduced myelination in the corpus callosum.

Slight and hidden hearing loss in children have been linked to cognitive and social difficulties, and yet the neurobiological mechanisms behind these issues remain poorly understood. Most animal models focus on severe hearing loss, leaving the effects of hidden or slight hearing loss largely unexplored. To uncover the neural mechanisms connecting slight/hidden hearing loss to cognitive and social challenges, we induced hearing loss in young (4-week-old) Wistar rats through noise exposure. We then examined cognitive function (object recognition test) and social behavior (juvenile play behavior and social interaction). Changes in brain anatomy were assessed using cortical thickness and hippocampal size measurements, while (immuno)histochemical staining investigated neuronal circuitry maturation (myelin basic protein, parvalbumin, and perineuronal nets) and neurogenesis (doublecortin). Noise-exposed rats displayed slight high-frequency hearing loss (around 20 dB) and hidden hearing loss at other tested frequencies. This slight/hidden hearing loss was associated with impaired object recognition but did not alter social behavior. Slight/hidden hearing loss was associated with reduced myelin basic protein expression in the corpus callosum but no other alterations in cortical thickness, hippocampal size, or other markers of maturation and neurogenesis were found. These findings show that even slight/hidden hearing loss can lead to subtle brain alterations tied to cognitive deficits. This study emphasizes the need for further research to fully understand the brain changes associated with slight/hidden hearing loss and to pinpoint the mechanisms connecting these changes to behavioral deficits. This information is crucial to develop interventions to prevent the cognitive and social consequences of hearing loss. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Implementation of Real-Time Audio-to-Text Conversion and Processing for Seamless Transformation in Classroom Environment

In modern educational settings, ensuring that all students effectively comprehend lecture content is a significant challenge, particularly when language barriers and varying levels of cognitive processing ability come into play. Traditional classroom instruction often fails to accommodate the diverse needs of all learners, leading to gaps in understanding and academic performance. This research explores the implementation of a real-time audio transcription system as a solution to enhance classroom inclusivity and comprehension. By leveraging mobile technology, students can access live speech-to-text transcriptions of lectures directly on their devices. This system is designed to assist students who struggle with listening due to language differences, hearing impairments, or other cognitive challenges. The study delves into the technological framework of the transcription service, evaluating its accuracy, latency, and usability. It also considers the practical implications of integrating such technology into various classroom settings, from elementary schools to higher education institutions. Through surveys and interviews with students and teachers, the research assesses the impact of live transcription on student engagement, participation, and academic performance. Preliminary findings suggest that live audio transcription can significantly bridge the comprehension gap, offering a practical tool to foster a more inclusive and effective learning environment. Additionally, the study explores potential challenges and solutions for widespread implementation, aiming to provide a comprehensive analysis of the benefits and limitations of this innovative educational tool.

Quantum cryptography in the security of cognitive radio networks

Cognitive radio networks face challenges from malicious users who aim to disrupt decision-making during spectrum sensing and decrease spectrum efficiency. The proposed model seeks to distinguish between the presence and absence of primary user signals using energy detection and also it introduces a quantum-inspired outlier detection mechanism for cognitive radio networks to enhance security and reliability during spectrum sensing by ignoring the identified outliers. It employs BB84 quantum key distribution (QKD) protocol and one time pad for secure transmission of secondary user (SU) local decisions to the fusion center (FC), ensuring data integrity and confidentiality. These decisions are transmitted securely establishing a shared secret key between SU and FC and arrives at a global decision. To make the model more robust, we proposed another novel model with a modified BB84 protocol and compared the results of both the models, offering a robust solution for enhancing the reliability and performance of cognitive radio networks with proven results from simulation.

Affordance-based lesson planning in pre-service teacher education

Abstract This article reports on an exploratory study investigating the extent to which affordance-based lesson planning is feasible and useful in pre-service teacher education. After using both affordance-based and outcomes-based lesson plans, trainee teachers in North Macedonia participated in both a survey and interviews. Respondents found both types of lesson plan useful, but in different ways and for different reasons, with some disagreement among the sample in a number of areas. While their considerations of affordance often helped them to prepare and reflect on lessons effectively, they also expressed concern about the time and cognitive challenge required to do so, with many indicating that they would appreciate more agency, both to develop their own pro formas and to explore affordance in alternative ways, such as through discussions. We conclude our article with a number of reflective questions that may be useful to other teacher educators and practicum supervisors.

Embodied leisure experiences of nature-based activities for people living with dementia.

This article adopts an embodiment lens to explore the individual leisure experiences of people living with dementia when engaging in nature-based pursuits. It focuses on how people living with dementia frame their everyday experiences of nature and how these are shaped by any cognitive challenges and/or other comorbidities affecting physical health. Taking a phenomenological research approach, we interviewed 15 people living with dementia and 15 family carers of people with dementia to explore how people with dementia engage with nature as a subjective leisure experience. We analysed their accounts using reflexive thematic analysis. The findings reveal how people living with dementia frame their experiences of nature-based pursuits through three interlinked themes of 'bodily feelings and emotions', 'sense of self and identity' and 'connectivity to others'. The paper contributes to knowledge by examining through the lens of embodiment a neglected and overlooked dimension of everyday leisure: how nature is encountered, negotiated and enjoyed. The paper illustrates how nature and the outdoors may help people living with dementia to continue to enjoy prior leisure pursuits and thus achieve a degree of continuity in their everyday lives.

Experiences of family caregivers of patients with end-of-life cancer during the transition from hospital to home palliative care: a qualitative study

BackgroundThe transition of family caregivers of patients with end-of-Life cancer receiving palliative care from hospital to home is a complex and challenging process. This phase of care involves not only the physical and psychological health of the patient but also the role adaptation and emotional support of the family caregivers. To gain a deeper understanding of the various experiences and feelings during this process, we conducted a qualitative study.MethodsThis study employed a descriptive phenomenological research method. The interviews focused on the specific experiences, challenges faced, support received, and coping strategies of family caregivers of patients with end-of-life cancer during the transition from hospital to home palliative care. All data were treated with strict confidentiality, and recordings and transcriptions were made with the participants’ consent.ResultsA total of 15 family caregivers participated. Four main themes and nine sub-themes were identified: complex transition process (anxiety about uncertainty, resistance to transition), discontinuity in care (insufficient discharge guidance, lack of continuous communication mechanisms), post-discharge continuous care needs (need for home care knowledge and skills, social and emotional support, grief counselling and death education), and personal growth and gains (enhanced coping ability, increased psychological resilience).ConclusionFamily caregivers face numerous emotional, cognitive, practical, and social support challenges during the transition from hospital to home care. To improve the caregiving experience and quality of life, appropriate training and support should be provided to better meet the caregivers’ needs.

The order of stimuli matters when learning second-order transitional probabilities.

The order of stimuli within sequences and the transitional probabilities (TPs) it generates are central information in sequence processing. However, less is known about what type of information and how it is extracted by general learning mechanisms. The present study focused on statistical learning of second-order TPs. Second-order TPs are involved when only the combination of two stimuli predicts the third. In a first experiment, TPs depended crucially on the order of presentation of a pair , which led to different predictions depending on the order of the stimuli (i.e., ABC vs.BAF). Eight visuomotor sequences governed by second-order TPs were used and response times (RTs) were recorded for each transition. The task included a learning phase followed by a switch phase during which the second-order TP were reversed (e.g., the sequences ABC and BAF became respectively ABF and BAC). A decrease of RTs between the second and the third stimulus during the learning phase and an increase of RTs during the switch phase suggested that variations of orders within second-order TPs could be learned. Further analyses, however, indicated that such learning was difficult for most participants. A second experiment showed that the difficulty of learning was not solely due to the difficulty to pick up the effect of order of presentation, but that learning second-order transitional probabilities in addition to order would be the main obstacle. These experiments suggest that statistical learning is capable of learning complex associations, even if this remains a challenge for human cognition.

Forms of culture in the implementation of school reform efforts: A conceptual framework

Despite concerted efforts to improve educational practices through reform, classroom implementation remains a persistent challenge. This theoretical article draws on recent work in cultural sociology to offer a fresh perspective on this problem. It introduces a framework that differentiates between declarative, procedural, and public forms of culture, highlighting their unique mechanisms of internalization and enactment. This multidimensional understanding of culture reveals the cognitive challenges inherent in translating reform principles into classroom practices. More specifically, the article contends that the common assumptions of convertibility and transferability between these forms of culture underlie the limited success of many reform initiatives. By attending to the cognitive dimensions of cultural dynamics, the proposed framework opens new avenues for understanding and addressing the difficulties of educational change. This article concluded with an agenda for future research to test and refine the framework.

Case report on clay sculpting of Platonic solids for anxiety: Exploration of effects and mechanisms of change

Touch is an essential component of the human experience, especially evident in art therapy where activities like clay work serve as powerful tools for sensory expression. While art therapy is often associated with free expression and creativity, structured interventions prove most effective in addressing negative moods. A structured art intervention, used in anthroposophic art therapy, is clay modeling of Platonic solids. The idea is that sculpting these abstract geometric forms helps individuals to regain or strengthen a sense of stability. In this specific case study, the therapeutic effects of Platonic solids were explored concerning anxiety reduction. The patient suffered from anxiety, panic attacks, severe distress and somatization. After three months art therapy, her anxiety and somatization were significantly reduced. It was found that patient’s ability to accept her emotions and responses to distress improved. This case report sheds light on the mechanisms underlying art therapy, particularly the role of tactile engagement in facilitating emotional integration across different levels of consciousness, increasing patient’s self-awareness. This case report contributes to the ongoing exploration of art therapy's transformative potential, emphasizing the significance of tactile experiences and combining a body-oriented approach with a cognitive challenge (Platonic solids) in the therapeutic process.

Deciphering Developmental Epileptic Encephalopathies (DEE): Unravelling the Key Signs

&lt;p&gt;&lt;strong&gt;Background:&lt;/strong&gt; Epilepsy, a chronic neurological disorder affecting over 50 million people worldwide, is marked by recurrent seizures and loss of consciousness. It is categorized based on EEG features, etiologies, and comorbidities. Developmental Encephalopathy (DE) involves developmental delays and early-onset seizures without causing developmental regression. In contrast, Epileptic Encephalopathy (EE) features severe epilepsy syndromes where frequent seizures result in developmental delays or regression.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods:&lt;/strong&gt; This review explores the clinical definitions, epidemiology, and diagnostic criteria for DE, EE, and DEEs. It covers their etiologies, clinical features, diagnostic methods, and treatment strategies, including genetic, structural, metabolic, and immune-related factors.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results:&lt;/strong&gt; DE features developmental impairment with epilepsy, while EE involves severe epilepsy causing cognitive and behavioral dysfunction. DEEs are marked by early-onset severe epilepsy and EEG abnormalities that worsen developmental impairments. Essential diagnostic tools include EEG, neuroimaging, and genetic testing. Effective management requires personalized interventions to control seizures and address cognitive deficits.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion:&lt;/strong&gt; DEEs are a complex epilepsy subset with major developmental and cognitive challenges. Early diagnosis and targeted treatments are crucial for improving outcomes. Ongoing research into DEEs' genetic and pathophysiological mechanisms is key to enhancing understanding and management.&lt;/p&gt;