April 22, 2018
Two articles I just read are of such importance that I will share them now rather than incorporate them into a longer post.
Advances regarding Alzheimer’s
An article published in the April 22 issue of Neuroscience News references an editorial in the Journal of Alzheimer’s Disease.
The editorial “indicates that certain microbes – a specific virus and two specific types of bacteria – are major causes of Alzheimer’s Disease.”
The Journal is published online and is a highly regarded peer-reviewed journal.
This “landmark editorial summarizes the abundant data implicating these microbes, but until now this work has been largely ignored or dismissed as controversial.”
Professor Douglas Kell of the University of Manchester’s School of Chemistry and Manchester Institute of Biotechnology is one of the editorial’s authors.
“We are saying there is incontrovertible evidence that Alzheimer’s Disease has a dormant microbial component, and this can be woken up by iron dysregulation. Removing this iron will slow down or prevent cognitive degeneration – we can’t keep ignoring all of the evidence.”
“Professor Resia Pretorius of the University of Pretoria, who worked with Douglas Kell on the editorial, said, “The microbial presence in the blood may also play a fundamental role as a causative agent of systemic inflammation, which is a characteristic of Alzheimer’s disease”. Furthermore, “there is ample evidence that this can cause neuroinflammation and amyloid plaque formation.”
The findings of this editorial could also have implications for treatment of Parkinson’s Disease, and other progressive neurological conditions.
Electronic Baby Toys Associated with Decrease in Quality and Quantity of Language in Infants
First, publishedNeuroscience News.com December 31, 2015, is an article indicating that “electronic toys for infants that produce lights, words and songs were associated with decreased quantity and quality of language compared to playing with books or traditional toys such as wooden puzzles, a shape-sorter and a set of rubber blocks. The article was published online by JAMA Pediatrics.”
“Anna V. Sosa, Ph.D., of Northern Arizona University, Flagstaff, and colleagues conducted a controlled experiment involving 26 parent-infant pairs with children who were 10 to 16 months old.”
The participants were given three sets of toys: electronic toys, traditional toys and board books with farm animal, shape or color themes.
The results were that the children vocalized more with the books. Parents also used less content-specific words when playing with toys other than the books. The biggest difference was between electronic toys and books.
“These results provide a basis for discouraging the purchase of electronic toys that are promoted as educational and are often quite expensive.”
Both playing with traditional toys and book reading are most conducive to language-facilitating activities.
Electronic toys are discouraged as not promoting growth in language-facilitating activities.
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