DANIEL FUENTES MOREIRA
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- Memory in children with symptomatic temporal lobe epilepsy(2014) GUIMARAES, Catarina A.; RZEZAK, Patricia; FUENTES, Daniel; FRANZON, Renata C.; MONTENEGRO, Maria Augusta; CENDES, Fernando; VALENTE, Kette D.; GUERREIRO, Marilisa M.In children with temporal lobe epilepsy (TLE), memory deficit is not so well understood as it is in adults. The aim of this study was to identify and describe memory deficits in children with symptomatic TLE, and to verify the influence of epilepsy variables on memory. We evaluated 25 children with TLE diagnosed on clinical, EEG and MRI findings. Twenty-five normal children were compared with the patients. All children underwent a neuropsychological assessment to estimate intellectual level, attention, visual perception, handedness, and memory processes (verbal and visual: short-term memory, learning, and delayed recall). The results allowed us to conclude: besides memory deficits, other neuropsychological disturbances may be found in children with TLE such as attention, even in the absence of overall cognitive deficit; the earlier onset of epilepsy, the worse verbal stimuli storage; mesial lesions correlate with impairment in memory storage stage while neocortical temporal lesions correlate with retrieval deficits.
article 19 Citação(ões) na Scopus Neuropsychological assessment of the decision making process in children and adolescents: an integrative review of the literature(2011) MATA, Fernanda Gomes da; NEVES, Fernando Silva; LAGE, Guilherme Menezes; MORAES, Paulo Henrique Paiva de; MATTOS, Paulo; FUENTES, Daniel; CORREA, Humberto; MALLOY-DINIZ, LeandroObjective: Nowadays there has been growing interest in the ""hot"" aspects of executive functions related to the orbitofrontal cortex (OFC), in particular in the affective decision-making in children and adolescents. We reviewed the literature about the evaluation of the decision-making in children and adolescents. Method: We searched for published papers from 2000 to 2009 that studied children and/or adolescents until the age of 16 in the Lilacs and PubMed index. The papers were analyzed according to the paradigms used in the studies, the conclusions about the development of the decision-making process, and the ability to distinguish between the clinical population and the controls. Results: Thirty-six papers were selected. Compared to the amount of studies of adults, there are still few studies which focus on children and adolescents. Several versions derived from the IGT were developed in order to study decision-making in children and adolescents. Discussion: The IGT is the most used instrument. In preschoolers, simplified versions have been used with greater frequency. The different paradigms are useful in differentiating between normal and psychiatric disorders patients. The results are positively and significantly related to the frequency of impulsive behaviors in nonclinical populations.- Learning and memory and its relationship with the lateralization of epileptic focus in subjects with temporal lobe epilepsy(2014) FUENTES, Daniel; MALLOY-DINIZ, Leandro Fernandes; GORENSTEIN, Clarice; CHRISTE, Blaise; BUSATTO, Geraldo F.Background : In medial temporal lobe epilepsy (MTLE), previous studies addressing the hemispheric laterality of epileptogenic focus and its relationship with learning and memory processes have reported controversial findings. Objective : To compare the performance of MTLE patients according to the location of the epileptogenic focus on the left (MTLEL) or right temporal lobe (MTLER) on tasks of episodic learning and memory for verbal and visual content. Methods : One hundred patients with MTLEL and one hundred patients with MTLER were tested with the following tasks: the Rey Auditory Verbal Learning Test (RAVLT) and the Logical Memory-WMS-R to evaluate verbal learning and memory; and the Rey Visual Design Learning Test (RVDLT) and the Visual Reproduction-WMS-R to evaluate visual learning and memory. Results : The MTLEL sample showed significantly worse performance on the RAVLT (p < 0.005) and on the Logical Memory tests (p < 0.01) than MTLER subjects. However, there were no significant between-group differences in regard to the visual memory tests. Discussion : Our findings suggest that verbal learning and memory abilities are dependent on the structural and functional integrity of the left temporal lobe, while visual abilities are less dependent on the right temporal lobe.
article 30 Citação(ões) na Scopus Applicability of the Rey Auditory-Verbal Learning Test to an adult sample in Brazil(2011) SALGADO, Joao Vinicius; MALLOY-DINIZ, Leandro Fernandes; ABRANTES, Suzana Silva Costa; MOREIRA, Lafaiete; SCHLOTTFELDT, Carlos Guilherme; GUIMARAES, Wanderlane; FREITAS, Djeane Marcely Ugoline; OLIVEIRA, Juliana; FUENTES, DanielObjective: The Rey Auditory-Verbal Learning Test, which is used to evaluate learning and memory, is a widely recognized tool in the general literature on neuropsychology. This paper aims at presenting the performance of Brazilian adult subjects on the Rey Auditory-Verbal Learning Test, and was written after we published a previous study on the performance of Brazilian elderly subjects on this same test. Method: A version of the test, featuring a list of high-frequency one-syllable and two-syllable concrete Portuguese substantives, was developed. Two hundred and forty-three (243) subjects from both genders were allocated to 6 different age groups (20-24; 25-29; 30-34; 35-44; 45-54 and 55-60 years old). They were then tested using the Rey Auditory-Verbal Learning Test. Results: Performance on the Rey Auditory-Verbal Learning Test showed a positive correlation with educational level and a negative correlation with age. Women performed significantly better than men. When applied across similar age ranges, our results were similar to those recorded for the English version of the Rey Auditory-Verbal Learning Test. Conclusion: Our results suggest that the adaptation of the Rey Auditory-Verbal Learning Test to Brazilian Portuguese is appropriate and that it is applicable to Brazilian subjects for memory capacity evaluation purposes and across similar age groups and educational levels.