Study identifies cognitive benefits of ketamine in patients with treatment-resistant depression

By The Conversation | December 8, 2022

Which fac­tors deter­mine what we believe about our world, our­selves, our past, and our future? Cog­ni­tive neu­ro­science sug­gests that our beliefs are depen­dent on brain activ­i­ty, specif­i­cal­ly on the way our brains process sen­so­ry infor­ma­tion in order to make sense of our envi­ron­ment. These beliefs (defined as prob­a­bil­i­ty esti­mates) are cen­tral to our brain’s predictive…

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Does ADHD treatment enable long-term academic success? (Yes, especially when pharmacological and non-pharma treatments are combined)

By Dr. David Rabiner | April 14, 2021

Aca­d­e­m­ic dif­fi­cul­ties are one of the most impor­tant adverse con­se­quences of ADHD, and they fre­quent­ly con­tribute to par­ents’ deci­sion to seek treat­ment for their child. Whether treat­ment con­sis­tent­ly yields a pos­i­tive impact on long-term aca­d­e­m­ic suc­cess is thus an impor­tant issue; how­ev­er, the answer to this ques­tion has been some­what con­tro­ver­sial. A study pub­lished recently…

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Study: Antidepressant vortioxetine combined with cognitive training may help delay cognitive decline

By SharpBrains | June 2, 2020

Can Phar­ma­co­log­i­cal Aug­men­ta­tion of Cog­ni­tive Train­ing Reme­di­ate Age-Relat­ed Cog­ni­tive Decline? (The Amer­i­can Jour­nal of Psy­chi­a­try): A grad­ual decline of cog­ni­tive func­tion and con­cur­rent loss of brain vol­ume is an expect­ed process even in healthy aging. What if, how­ev­er, this process could be delayed, reversed, or even pre­vent­ed? This ques­tion has become increas­ing­ly rel­e­vant as the…

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Study finds combined pharma + non-pharma treatment most beneficial to help youth with ADHD address long-term academic difficulties

By Dr. David Rabiner | February 10, 2020

__ Aca­d­e­m­ic dif­fi­cul­ties are one of the most impor­tant adverse con­se­quences of ADHD, and they fre­quent­ly con­tribute to par­ents’ deci­sion to seek treat­ment for their child. Whether treat­ment con­sis­tent­ly yields a pos­i­tive impact on long-term aca­d­e­m­ic suc­cess is thus an impor­tant issue; how­ev­er, the answer to this ques­tion has been some­what controversial.

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To improve academic outcomes, children with ADHD need both medication and non-medication treatments

By Dr. David Rabiner | March 11, 2015

. Aca­d­e­m­ic prob­lems are extreme­ly com­mon in chil­dren with ADHD, and often the issue that leads to refer­ral for an ADHD eval­u­a­tion. Aca­d­e­m­ic out­comes can be mea­sured in 2 dif­fer­ent ways — aca­d­e­m­ic achieve­ment and aca­d­e­m­ic per­for­mance — and both are com­pro­mised in chil­dren with ADHD. Aca­d­e­m­ic achieve­ment refers to the infor­ma­tion and skills that children…

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