Previous experiments have found that individuals with Alzheimer's disease (AD) show increased activity in prefrontal regions compared with healthy age-matched controls during cognitive tasks. This has been interpreted as compensatory reallocation of cognitive resources, but direct evidence for a facilitating effect on performance has been lacking. To address this we measured neural activity during semantic and episodic memory tasks in mildly demented AD patients and healthy elderly controls. Controls recruited a left hemisphere network of regions, including prefrontal and temporal cortices in both the semantic and episodic tasks. Patients engaged a unique network involving bilateral dorsolateral prefrontal and posterior cortices. Critically, activity in this network of regions was correlated with better performance on both the semantic and episodic tasks in the patients. This provides the most direct evidence to date that AD patients can use additional neural resources in prefrontal cortex, presumably those mediating executive functions, to compensate for losses attributable to the degenerative process of the disease.

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Törner et al. (2014) paper gives an outstanding review about teaching analysis at high school level in (Western) Europe. We tried to extend this paper with some results from the Hungarian Math History (Beke and Rátz 1897-1924, after second World War 1949-1960, the current situation-first of all based on schoolbooks, and we also included an experiment from 1984-1989 by E. Deák, which was interrupted and partially forgotten). In summary, this paper deals with the turning points of the brief history of teaching secondary school analysis in the XXth century in Hungary, including some conclusions at the end. Subject Classification: 97A30, 97C30, 97D30, 97E50, 97I20, 97I40, 97U20