Semantic memory and multiple sclerosis: when names do not come easily

Yazdani, Sara; Sharifi, Shahla; Foroughipour, Mohsen; Gol, Atiyeh Kamyabi

doi:10.7358/neur-2019-026-yazd

Cited by 1 publication

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“…Among the sub-types of the disease, this study focused on two sub-types: relapsing remitting multiple sclerosis (RRMS) and secondary progressive multiple sclerosis (SPMS). The initial form of MS is often RRMS, which usually begins with visual, sensory, and/or motor symptoms and is frequently associated with few attacks and subsequent partial or complete recovery [7].…”

Section: Introductionmentioning

confidence: 99%

Cognitive Dysfunction in Multiple Sclerosis: Educational Level as a Protective Factor

Estrada-López

García-Martín

Cantón-Mayo

2021

Neurology International

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Most people with MS experience cognitive deficits especially in attention, memory, information processing, and executive functions, negatively impacting on their quality of life. Cognitive variables of short-term memory, logical memory, and verbal fluency in 65 patients with multiple sclerosis (MS) were analysed in conjunction with sociodemographic variables such as sex, age, and educational level that might influence disease progression. We found that psychoeducational variables exerted a significant effect on the cognitive status of patients with MS. Thus, when considering sex, age, educational level, and type of MS (SPMS or RRMS), tests for between-subject effects revealed statistically significant differences in all three cognitive variables. In addition, we found that the type of MS and time since onset also generated significant cognitive differences. Our study shows that educational achievement or level is a protective factor against the disease, acting as a source of intellectual enrichment that promotes cognitive reserve in patients with MS. Further longitudinal studies assessing disease progression and prognosis in patients with MS would be useful in order to determine the specific importance of these variables in such patients and in strategies that could enhance their performance in neuropsychological assessment tasks.

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Section: Introductionmentioning

confidence: 99%