Th. doct.--Sciences, spécialité Informatique--Nice, 1993. / 1994 d'après la déclaration du dépôt légal. INRIA = Institut national de recherche en informatique et en automatique. Bibliogr. p. 255-262.

Einführung. In der vorliegenden Studie untersuchten wir durch funktionelle Nahinfrarotspektroskopie (fNIRS) präfrontale Hirnoxygenierung während Ableistung von Sprachaufgaben. FNIRS weist über Bestimmung von Konzentrationsunterschieden von sauerstoffbeladenes (OxyHb) und sauerstofffreies Hämoglobin (DeoxyHb) regionale Blutflussänderungen nach und lässt somit validen Rückschluss auf Hirnaktivität zu. Bereits in früheren Studien konnte nachgewiesen werden, dass Patienten mit Alkoholkrankheit verminderte präfrontale Hirnaktivität zeigen. Teil 2 der Studie untersucht den im Untersuchungsgebiet liegenden Schläfenmuskel (musculus temporalis) auf Einflüsse auf die Methode fNIRS. Methoden. Wir verglichen 15 entgiftete Patienten mit Alkoholkrankheit (Patientengruppe, PG) mit passenden 15 gesunden Kontrollprobanden (Kontrollgruppe, KG)bezüglich deren Hirn- und Muskelaktivität während Ableistung Wortflüssigkeitsaufgabe (VFT; engl. Verbal Fluency Task). Bestimmte, insbesondere präfrontale Hirnareale wurden durch phonologische und semantische Testsaufgaben (TA´s), ebenso durch eine Kontrollaufgabe (KA), (Wochentag aufzählen) aktiviert. Durch EMG wurde während Durchführung der Aufgabe die Aktivität des musculus temporalis gemessen. Wir verwendeten zur Datenanalyse sowohl von fNIRS wie auch EMG eine 2x2x2x6 Varianzanalyse (ANOVA) mit Zwischensubjektfaktor „Gruppe“ und Innersubjektfaktoren „Bedingung“, „Seite“ und „Zeit“, gerechnet wurde dies für jeweils Oxy- und DeoxyHb sowie den phonologischen sowie semantischen Teil. Ergebnisse. Beide Gruppen lieferten eine vergleichbare Menge an Worten, Hirnaktivierung zeigte sich bei beiden Gruppen signifikant höher in den Testaufgaben (phonologisch > semantisch). Die PG zeigte verminderte Hirnaktivierung präfrontal im phonologischen, vergleichbare Hirnaktivität im semantischen Teil. Beide Gruppen zeigten vergleichbare Muskelaktivität, jeweils signifikant höher in den jeweiligen Testaufgaben. Es zeigten sich keine systematischen Assoziationen (Korrelation nach Pearson) zwischen fNIRS und EMG. Schlussfolgerungen. Insgesamt konnten vorherige Studien mit Nachweis niedrigerer präfrontaler Hirnoxygenierung bei entgifteten Patienten mit Alkoholkrankheit gegenüber gesunden Kontrollen bestätigt werden. Die Mehraktivierung beider Gruppen während phonologischer Aufgabe gründet in dem höheren intelektuellen Anspruch der Aufgabe, dies erklärt auch den Gruppenunterschied in speziell dieser Aufgabe. Durch eine vergleichbare Muskelaktivität der beiden Gruppen sowie fehlende Assoziationen zwischen fNIRS und EMG sehen wir keinen Einfluss von Muskelaktivität auf die Hirnaktivitätsmessung durch fNIRS. Auch eine valide Untersuchung von psychiatrisch kranken Probandengruppen wie Patienten mit Alkoholkrankheit ist hierdurch gut möglich. Die Studie befürwortet den künftigen Einsatz und weitere methodische Untersuchungen zur Messung mit fNIRS, einem validen, artefaktunempfindlichen, handlichen und relativ günstigen Messinstrument. / Introduction. In this study we examined prafrontal brain oxygenation using functional near infrared spectroscopy (fNIRS) while performing a speech test. Via changes of concentrations of oxygenated (OxyHb) and deoxygenated (DeoxyHb) hemoglobin fNIRS measures regional bloodflow mirroring brain activity. Former studies already showed that detoxified patients with alcohol dependency have lower prefrontal brain activity. In the second part of the study we investigate the temporal muscle, surfacing the measured prefrontal area, in reference to influence on the method fNIRS. Methods. We compared 15 detoxified patients with alcohol dependency (patient group, PG) with the same amount of 15 matching healthy controls (control Goup, CG) regarding their brain and muscle activity during performing a verbal fluency task (VFT). Spezific prefrontal brain areas were activated by executing a phonological and a semantical test task (TT), as comparison we led them perform a control task (CT), reciting weekdays. Via EMG we measured temporal muscle activity while passing the test. For data analysis for both measuring methods (fNIRS and EMG) we used a 2x2x2x6 Analysis of Variance (ANOVA) with the factors “group”, “condition”, “side” and “time”. We calculated these for both Oxy- and DeoxyHb as well as for phonological and semantical test. Results. Both groups announced a comparable amount of words, brain activity was significantly higher while performing th TT (phonological higher than semantical). The PG achieved less activity in prafrontal areas, only in the phonological part, not in the semantical. Both groups performed comparable muscle activity, however activated the temporal muscle more while performing the TT´s. Systematic correlations (Pearson) between fNIRS and EMG weren’t found. Discussion. Overall like in elder studies we could confirm lower prefrontal brain oxygenation on detoxified patients with alcohol dependency compared to matching controls. Reaching higher activity during the phonological task is defined by the exercises higher level of difficulty, which also explains the difference of group result in especially this test. As muscle activity was comparable between the two groups, we couldn’t find associations between fNIRS and EMG. Thus we don’t see muscle activity interfering with the measurement of brain activity using fNIRS. Also this method proofs reliable and valid being used in subjects with psychiatric illnesses like alcohol dependency. This study supports the future Use just like further methodical investigations of fNIRS, a method nonsensitive to artifacts.

The Real Engagement in Active Problem Solving (REAPS) model was developed in 2004 by C. June Maker and colleagues as an intervention for gifted students to develop creative problem solving ability through the use of real-world problems. The primary purpose of this study was to examine the effects of the REAPS model on developing students' general creativity and creative problem solving in science with two durations as independent variables. The long duration of the REAPS model implementation lasted five academic quarters or approximately 10 months; the short duration lasted two quarters or approximately four months. The dependent variables were students' general creativity and creative problem solving in science. The second purpose of the study was to explore which aspects of creative problem solving (i.e., generating ideas, generating different types of ideas, generating original ideas, adding details to ideas, generating ideas with social impact, finding problems, generating and elaborating on solutions, and classifying elements) were most affected by the long duration of the intervention. The REAPS model in conjunction with Amabile's (1983; 1996) model of creative performance provided the theoretical framework for this study. The study was conducted using data from the Project of Differentiation for Diverse Learners in Regular Classrooms (i.e., the Australian Project) in which one public elementary school in the eastern region of Australia cooperated with the DISCOVER research team at the University of Arizona. All students in the school from first to sixth grade participated in the study. The total sample was 360 students, of which 115 were exposed to a long duration and 245 to a short duration of the REAPS model. The principal investigators used a quasi-experimental research design in which all students in the school received the treatment for different durations. Students in both groups completed pre- and posttests using the Test of Creative Thinking-Drawing Production (TCT-DP) and the Test of Creative Problem Solving in Science (TCPS-S).A one-way analysis of covariance (ANCOVA) was conducted to control for differences between the two groups on pretest results. Statistically significant differences were not found between posttest scores on the TCT-DP for the two durations of REAPS model implementation. However, statistically significant differences were found between posttest scores on the TCPS-S. These findings are consistent with Amabile's (1983; 1996) model of creative performance, particularly her explanation that domain-specific creativity requires knowledge such as specific content and technical skills that must be learned prior to being applied creatively. The findings are also consistent with literature in which researchers have found that longer interventions typically result in expected positive growth in domain-specific creativity, while both longer and shorter interventions have been found effective in improving domain-general creativity. Change scores were also calculated between pre- and posttest scores on the 8 aspects of creativity (Maker, Jo, Alfaiz, & Alhusaini, 2015a), and a binary logistic regression was conducted to assess which were the most affected by the long duration of the intervention. The regression model was statistically significant, with aspects of generating ideas, adding details to ideas, and finding problems being the most affected by the long duration of the intervention. Based on these findings, the researcher believes that the REAPS model is a useful intervention to develop students' creativity. Future researchers should implement the model for longer durations if they are interested in developing students' domain-specific creative problem solving ability.

No description available.