University of Portsmouth

About: University of Portsmouth is a education organization based out in Portsmouth, Portsmouth, United Kingdom. It is known for research contribution in the topics: Population & Galaxy. The organization has 5452 authors who have published 14256 publications receiving 424346 citations. The organization is also known as: Portsmouth and Gosport School of Science and Art & Portsmouth and Gosport School of Science and the Arts.

Back to basics: a componential analysis of the original cognitive interview mnemonics with three age groups

Abstract: A large body of research now exists which demonstrates that the cognitive interview (CI) increases the reporting of correct recall from various population groups. It is now necessary to determine from both a theoretical and an applied perspective which of the CI techniques, or combination of techniques are largely responsible for this CI superiority effect. The two aims of this study were (1) to examine the relative effectiveness of each of the four original CI mnemonics and (2) to assess their efficacy as a function of age. A total of 125 participants; 34 first-year undergraduate students, 44 children aged 8–9 years and 47 children aged 5–6 years viewed a video-recording of an accident. Forty-eight hours later each participant was individually interviewed and randomly assigned to one of six instruction groups; (1) context reinstatement, (2) change perspective, (3) change order, (4) report everything, (5) report everything + context reinstatement combination (RE + CR), or (6) a control instruction to ‘try again’. Each of the individual CI mnemonics were found to be of equal benefit and to occasion no more recall than the ‘try again’ control. However, the RE + CR combination resulted in significantly more correct recall compared to the individual mnemonics. There was no effect of age group on the efficacy of the various instructions

A strong neuroprotective effect of the autonomous C-terminal peptide of IGF-1 Ec (MGF) in brain ischemia

Abstract: The ischemic stroke is the third leading cause of death in developed countries. The C-terminal peptide of mechano-growth factor (MGF), an alternatively spliced variant of insulin-like growth factor 1 (IGF-1), was found to function independently from the rest of the molecule and showed a neuroprotective effect in vivo and in vitro. In vivo, in a gerbil model of transient brain ischemia, treatment with the synthetic MGF C-terminal peptide provided very significant protection to the vulnerable neurons. In the same model, ischemia evoked increased expression of endogenous MGF in the ischemia-resistant hippocampal neurons, suggesting that the endogenous MGF might have an important neuroprotective function. In an in vitro organotypic hippocampal culture model of neurodegeneration, the synthetic peptide was as potent as the full-length IGF-1 while its effect lasted significantly longer than that of recombinant IGF-1. While two peptides showed an additive effect, the neuroprotective action of the C-terminal MGF was independent from the IGF-1 receptor, indicating a new mode of action for this molecule. Although MGF is known for its regenerative capability in skeletal muscle, our findings demonstrate for the first time a neuroprotective role against ischemia for this specific IGF-1 isoform. Therefore, the C-terminal MGF peptide has a potential to be developed into a therapeutic modality for the prevention of neuronal damage.

Reading, language and memory skills: a comparative longitudinal study of children with Down syndrome and their mainstream peers.

Abstract: Background: Many of today's young adults with Down syndrome never had the opportunity to learn to read. However, an increasing number of children with Down syndrome are currently attending mainstream schools and being taught to read. As a consequence, it is now possible to systematically study reading development in children with Down syndrome. Aims: The aim of this study was to chart the development of reading, language, and memory skills in children with Down syndrome and to investigate the relationships between these abilities. Sample: Twenty-four children with Down syndrome aged between 4 and 12 were followed over two years and compared to 31 children matched for reading age, and 42 children of average reading ability, selected from the same mainstream classes as the children with Down syndrome. Method: Standardised assessments were administered annually to obtain measures of reading, spelling, language, memory, and general intelligence. Results: The children with Down syndrome had relatively advanced single word reading ability compared to their other cognitive skills. The reading progress of the children with Down syndrome did not differ significantly from that of the reading matched group even after two years. Different cognitive abilities were highly correlated with one another in all groups. However, after controlling for age, many of the partial correlations between reading and the other measures were reduced to non-significant levels. Conclusions: Most children with Down syndrome are capable of learning to read single words. However, there was no evidence over this two-year period to support the hypothesis that learning to read will help to enhance language and memory development in children with Down syndrome.