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Biomedical subjects

J Herron

Publications and source records attributed to J Herron.

At least 19 recordsLinked to original sources
PubMed1992

Neurocognitive effects of aluminum.

The neurocognitive effects of aluminum (Al) were studied in 35 hemodialysis patients. Higher Al levels were associated with a decline in visual memory. As Al levels increased, patients with lower vocabulary scores (a measure of premorbid intelligence) showed a decline in attention/concentration, frontal lobe functions, and on several neurocognitive measures, while those with higher vocabulary scores revealed no Al-related decline. These results suggest that individuals with lower verbal intelligence may possess less well-developed compensatory strategies to overcome the neurocognitive effects associated with Al. These data also indicate that Al is neurotoxic and, therefore, potential sources of environmental Al should be identified and eliminated.

Adult↗
PubMed1992

EEG spectra in dyslexic and normal readers during oral and silent reading.

EEGs of extensively screened dyslexics and normal readers were recorded while they read easy and difficult texts silently and orally, and during two other verbal tasks which also differed in overt speaking but had no reading component: narrative speaking and listening to a story. Mid-temporal, central and parietal leads were referenced to linked ears and to Cz. Large differences between tasks and between groups were found. With the linked ears reference, power was higher in all bands in oral reading than in silent reading, with the largest change occurring in the temporal leads. In the theta and low beta bands the difference between oral and silent reading was greater for controls than for dyslexics. These effects were not accounted for by differences in reading speed or in difficulty. Similar results were found in two cohorts of subjects. The difference between groups in theta was found only in the reading tasks. In contrast, the group difference in low beta was also found in the change from listening to speaking. This implies that the oral-silent group difference in theta is related to some aspect of the reading tasks other than the presence or absence of overt speaking, and that the low beta group difference is related to some aspect of overt speaking rather than to reading per se. With the Cz reference no group differences were found. It is suggested that the groups differ in the reading strategies they use, and the degree to which they shift strategy between the silent and oral tasks. We hypothesize that these cognitive differences are reflected in the theta activity from the temporal lobe. While there were many differences between the tasks in alpha power and asymmetry, no group differences involving alpha were found.

Adolescent↗
PubMed1989

Antihypertensive effect of dilevalol is directly related to dose and plasma concentrations.

Dilevalol is a novel antihypertensive agent combining vasodilation due to selective beta 2-adrenergic receptor agonism with nonspecific beta antagonism. To determine the relation of dilevalol dose and plasma concentration to antihypertensive effect, dilevalol (n = 15) or placebo (n = 3) was administered to 18 hypertensive subjects. The study was performed under blinded conditions during a 21-day hospitalization after a 3-week drug-free outpatient phase. In the 15 hypertensive patients receiving dilevalol orally in single morning doses of 200, 400 and 800 mg each for 5 days, the drug was shown to reduce blood pressure effectively for 24 hours at all doses. The antihypertensive effect was significantly related to dose administered and to the concentration of unchanged dilevalol measured in plasma. Dilevalol did not cause excessive changes in heart rate at rest and did not produce postural hypotension. The antihypertensive effectiveness of dilevalol was essentially the same after the first and fifth (steady state) doses at each dose level. Finally, no tendency toward rebound hypertension or tachycardia was observed after the abrupt discontinuation of dilevalol in these patients.

Adult↗
PubMed1988

EEG alpha asymmetry in dyslexics during speaking and block design tasks.

Lateral specialization for speech and spatial construction was investigated in a highly screened group of dyslexic and normal-reading boys, age 9-13, by examining the extent to which their EEG alpha asymmetry changed from one task to the other. EEG was recorded from central, midtemporal, and parietal leads during several minutes of spontaneous narrative speech, and while the child constructed block designs. The dyslexics showed the same strongly task-dependent asymmetry as the normal readers, comparable to that observed in our adult populations. The observations were confirmed with a second independently chosen cohort of subjects. This result is discussed in terms of the constraints it places on models of dyslexia which invoke disorders of lateral specialization and hemisphere integration.

Adolescent↗
PubMed1988

On-line sensors for coagulation proteins: concept and progress report.

The assessment of blood damage and of the activation of the coagulation, complement and/or inflammatory systems by cardiovascular and extracorporeal devices is difficult at best. Immunoassay methods are now available for the measurement of many of the proteins, enzymes and peptides involved in coagulation, thrombosis, complement and inflammation. We present a long-range project and plan to develop an array of remote, on-line, semicontinuous immunosensors for selected coagulation proteins, based on fluoroimmunoassay principles. The free/bound separation step is performed optically. Excitation of fluorescence is performed via an evanescent wave produced by total internal reflection and waveguide optics. Fluorescence emission is collected only in the near field. Means to deliver fluorescently-labelled reagent and to modify the antigen-antibody binding constant are presented and discussed. The results of non-specific binding, plasma-blood fluorescence, and blood compatibility are also discussed.

Biocompatible Materials↗
PubMed1986

EEG spectra in dyslexic and control boys during resting conditions.

We studied the resting eyes open and eyes closed EEG in carefully screened samples of 9-13-year-old dyslexic and control boys within a 2-cohort cross-validation design with repeat testing 1-3 years later. We found: no difference between groups in delta or theta activity in either cohort or in repeat testing 1-3 years later; in the dyslexics, decreased beta (19-24 c/sec) activity at bilateral central, parietal and mid-temporal leads referenced to vertex; inconsistent group differences in the alpha band: the first cohort dyslexics had lower alpha power than did the controls, but there was no group difference in the second cohort; and significant relative delta differences between groups in the first cohort, which were shown to be a statistical artifact of the use of relative power. We conclude that: dyslexia per se is not associated with increased absolute power in the delta and theta bands; lower power in the high beta band is reliably found in these samples of dyslexics without other disorders; and alpha power levels are not consistently lower in the dyslexic group.

Alpha Rhythm↗
PubMed1986

Suppression of histamine-induced wheal response by loratadine (SCH 29851) over 28 days in man.

Five groups of 12 healthy volunteers each received in double-blind, randomized fashion oral b.i.d. doses of 10, 20, or 40 mg loratadine, 12 mg chlorpheniramine maleate (CTM), or placebo for 28 days. Histamine and saline were injected intradermally into opposite arms at baseline and at specified times following treatment on days 1, 3, 7, 14, 21, and 28. Notable suppression of adjusted wheal formation (histamine-induced minus saline-induced) occurred within two hours after the first dose of each active treatment on day 1. In general, throughout the treatment period, suppression of adjusted wheal formation by all doses of loratadine was significantly greater than by placebo. Suppression by 10 mg loratadine was comparable to CTM, and 20 and 40 mg loratadine were significantly greater than CTM. Suppression of wheal formation by loratadine during the treatment period and during five days posttreatment were dose related. The continued effectiveness of loratadine throughout the 28 days suggests that tolerance to loratadine did not develop in this study. Sedation occurred in 8 of 12 subjects receiving CTM, 1 of 12 receiving 10 mg loratadine, and 1 of 12 receiving placebo.

Adolescent↗
PubMed1984

Regional brain activity in dyslexic and control children during reading tasks: visual probe event-related potentials.

Event-related potentials (ERPs) elicited by task-irrelevant visual stimuli were recorded from 34 control and 32 dyslexic 10- to 12-year-old boys while they performed silent and oral reading at two levels of difficulty. All subjects were extensively screened for neurological problems, IQ, and sensory acuity. Specific features of the ERPs were affected in amplitude and latency by the experimental variables: group membership, oral vs. silent reading, difficulty level, and recording site (within and between hemispheres). A specific effect of difficulty on the central and parietal ERP was seen in the dyslexics but not the controls. Different patterns of asymmetry were found for the two groups in silent vs. oral reading at midtemporal placements. A marked asymmetry (R greater than L) was found at the midtemporal region for both groups.

Attention↗
PubMed1983

Dyslexic children have normal vestibular responses to rotation.

We examined the rotational vestibular responses of carefully screened dyslexic and control populations (34 dyslexics and 33 controls). The subject groups had equivalent performance IQs but differed significantly on verbal IQ and on silent and oral reading. Children with significant neurologic, visual, or hearing deficits were excluded. We measured eye movements provoked by sinusoidal rotation of the subjects (in total darkness) at low frequencies (0.01 to 0.16 Hz). Gain, phase, and preponderance (asymmetry) of the responses were calculated from the eye velocity and stimulus velocity waveforms. There were no differences between the groups in any of these measures. We conclude that there are no clinically measurable differences in this aspect of vestibular function in our carefully selected populations of dyslexic and control children.

Child↗
PubMed1983

Predictive eye movements do not discriminate between dyslexic and control children.

Pavlidis has suggested that predictive saccadic tracking eye movements distinguish between reading disabled and normal children. We have examined saccadic eye movement tracking in 34 dyslexic and 33 control subjects, between 10 and 12 yr old. The subjects were equivalent in performance IQ (WISC-R), with differences between verbal and performance IQ of less than 30 points. Children with neurological, visual or auditory deficits or histories of emotional problems and hyperactivity were excluded. There were no differences between the groups on the eye movement tracking task when scored objectively by computerized analysis of the eye movement records, or by ranking of the records by an experienced observer. Our results (and those of other recent studies) fail to support Pavlidis' contention that eye movements hold the key to dyslexia.

Child↗
PubMed1983

Tracking eye movements are normal in dyslexic children.

We measured saccadic and smooth eye tracking movements in 34 dyslexic and 35 control subjects and were unable to show differences in any of the tasks or parameters measured. Subjects were carefully screened for neurological, optometric, audiological, and behavioral problems before admission to the study. We suggest that differences between our results and those of previous investigators are based on sampling differences. We conclude that while there may be children with reading disorders secondary to visual or oculomotor deficits, dyslexia can and does exist independent of such deficits. Because, in this and other studies, we have ruled out peripheral involvement, we feel that dyslexia is primarily a deficit of central information processing of written or spoken material.

Child↗
PubMed1979

Cerebral specialization, writing posture, and motor control of writing in left-handers.

It has been suggested that the inverted hand position of left-handers during writing indicates the left hemisphere of their brain is linguistically specialized and that the writing of these left-handers may be controlled via ipsilateral pathways. Electroencephalograph alpha asymmetry measures at central and parietal leads, as well as dichotic tests, differentiated right-handers from left-handers, but not inverters from noninverters. Electroencephalograph differences between hand posture groups did appear, but only at occipital leads during reading and writing tasks. Regardless of hand posture or speech lateralization, the right central region of the brain is significantly involved in the control of left-handed writing.

Auditory Perception↗