Functional magnetic resonance imaging (FMRI) in the classroom.
Functional magnetic resonance imaging (FMRI) in the classroom.
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DOI：
10.1080/15265160802617936
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发表时间：
2009-01
期刊：
影响因子：
--
通讯作者：
Rosen AC
中科院分区：
文献类型：
--
作者：
Rosen AC
功能磁共振成像在人类问题上的有效应用应该是有效和有益的。为了有效地使用功能磁共振成像，应该有来自多个来源的证据，证明大脑系统和特定行为之间存在关系。为了有所帮助，功能磁共振成像必须显示出明显的好处，否则其他更具成本效益的措施(如行为测试或访谈)无法提供这些好处。Fenton和他的同事(2009)专注于儿科fMRI的两个应用，它们超出了标准临床实践的界限。Fenton和他的同事描述的第一个应用程序是一种指导儿童教育干预发展的工具，如果以谨慎和有效的方式应用，会有潜在的好处。针对法医环境中的儿童的第二项应用很可能注定会失败。简而言之，功能磁共振成像在法医环境中的有效应用目前是不可能的，因为个人通常是不服从的，因此他们执行的认知操作是未知的。此外，这对儿童没有真正的好处，相反，有不公平判决的风险，或者有被诊断为患有障碍的压力，以免除儿童的责任。为此，我们将以临床功能磁共振成像为例，重点介绍如何在学术技能中有效地使用功能磁共振成像技术。在教育干预中，脑-行为关系和风险/收益的应用与阿尔茨海默病(AD)非常相似。具体地说，有必要对大脑完整性和治疗进行敏感和早期的表征，以减轻后来的负面后果。在AD中，记忆下降和内侧颞叶(MTL)变性之间的有效脑行为联系来自多种来源，包括病变(例如，Rempel-Clow等人)。和死后脑组织(Braak和Braak 1997)。此外，成像具有特殊的优势，因为大脑退化可能发生在行为表现之前，很可能发生在患者严重残疾之前；因此，神经成像可能导致在患者严重残疾之前及早发现并延缓疾病进展。因此，MTL功能完整性的成像变化被提议作为另一种需要更长时间才能发生的结果的替代措施，例如制度化或死亡，以便临床治疗试验将更快地进行(Mueller等人)。2005)。除阿尔茨海默病以外的许多因素都会导致轻微的记忆功能障碍，因此重新测试是标准的
Effective applications of fMRI to human problems should be valid and helpful. For valid use of fMRI, there should be evidence from multiple sources that there is a relationship between a brain system and a specific behavior. To be helpful, fMRI must show a clear benefit that would not otherwise be provided by other more cost-effective measures such as behavioral testing or interview. Fenton and colleagues (2009) focus on two applications of pediatric fMRI that are outside the bounds of standard clinical practice. The first application Fenton and colleagues describe, a tool to guide development of educational interventions in children, has potential benefits if applied in a careful and valid manner. The second application to children in forensic settings is likely doomed to failure. Briefly, valid application of fMRI in forensic settings is presently impossible since individuals are often noncompliant and thus the cognitive operations they perform are unknown. Furthermore, there are no real benefits to the child and instead there are risks of unfair sentencing or pressure to diagnose with disorders to exonerate a child. For this reason, we will focus on the effective use of fMRI in academic skills using clinical fMRI as examples of valid and helpful applications.The brain–behavior relationships and risk/benefits in application to educational interventions are much like those of Alzheimer’s disease (AD). Specifically, there is a need for sensitive and early characterization of brain integrity and treatment to mitigate later negative outcomes. In AD, the valid brain–behavior association between memory decline and medial temporal lobe (MTL) degeneration underlying the disorder comes from multiple sources including lesions (eg, Rempel-Clower et al. 1996) and postmortem brain tissue (Braak and Braak 1997). Furthermore, imaging conveys a special advantage since the brain degeneration likely occurs before the behavioral manifestation and well before patients are grossly disabled; thus, neuroimaging may lead to early detection and delayed disease progression before patients are grossly disabled. Imaging changes in the functional integrity of the MTL have thus been proposed as a surrogate measure for another outcome that takes much longer to occur, such as institutionalization or death, so that clinical treatment trials will progress more rapidly (Mueller et al. 2005). Many factors other than AD cause subtle memory dysfunction so that it is standard to retest in
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DOI：
10.1073/pnas.95.15.8939
发表时间：
1998-07-21
影响因子：
11.1
作者：
Horwitz, B;Rumsey, JM;Donohue, BC
通讯作者：
Donohue, BC
影响因子：
13.4
作者：
Fenton, Andrew;Meynell, Letitia;Baylis, Francoise
通讯作者：
Baylis, Francoise
影响因子：
2.5
作者：
Hinton, VJ
通讯作者：
Hinton, VJ
DOI：
10.1073/pnas.0609399104
发表时间：
2007-03-06
影响因子：
11.1
作者：
Hoeft, Fumiko;Meyler, Ann;Gabrieli, John D. E.
通讯作者：
Gabrieli, John D. E.
影响因子：
16.2
作者：
Klingberg, T;Hedehus, M;Poldrack, RA
通讯作者：
Poldrack, RA