Neural dysfunction in postpartum depression: an fMRI pilot study.
Holly Loudon
Michael Silvermanvisibility
…
description
10 pages
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1 file
INTRODUCTION: With approximately 4 million births each year in the United States, an estimated 760,000 women annually suffer from a clinically significant postpartum depressive illness. Yet even though the relationship between psychiatric disorders and the postpartum period has been documented since the time of Hippocrates, fewer than half of all these cases are recognized. OBJECTIVE: Because postpartum depression (PPD), the most common complication of childbearing, remains poorly characterized, and its etiology remains unclear, we attempted to address a critical gap in the mechanistic understanding of PPD by probing its systems-level neuropathophysiology, in the context of a specific neurobiological model of fronto-limbic-striatal function. METHODS: Using emotionally valenced word probes, with linguistic semantic specificity within an integrated functional magnetic resonance imaging (fMRI) protocol, we investigated emotional processing, behavioral regulation, and their interaction (functions of clinical relevance to PPD), in the context of fronto-limbic-striatal function. RESULTS: We observed attenuated activity in posterior orbitofrontal cortex for negative versus neutral stimuli with greater PPD symptomatology, increased amygdala activity in response to negative words in those without PPD symptomotology, and attenuated striatum activation to positive word conditions with greater PPD symptomotology. CONCLUSION: Identifying the functional neuroanatomical profile of brain systems involved in the regulation of emotion and behavior in the postpartum period will not only assist in determining whether the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition psychiatric diagnostic specifier of PPD has an associated, unique, functional neuroanatomical profile, but a neurobiological characterization in relation to asymptomatic (postpartum non-depressed) control subjects, will also increase our understanding of the affective disorder spectrum, shed additional light on the possible mechanism(s) responsible for PPD and provide a necessary foundation for the development of more targeted, biologically based diagnostic and therapeutic strategies for PPD.
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HISTORIA DE LA PEDAGOGÍA Pedagogía
El pensamiento filosófico es una consecuencia del devenir histórico de la humanidad.
Islamic Philosophy of Science as Reflected in Prolegomena to Sciences
In postclassical Islamic history (ca. 1200-1900), there is extensive literature on proper introductions to a discipline which, I suggest, reflects premodern philosophy of science in the Islamic world. This literature can be traced to the prolegomena of commentaries and glosses on handbooks in various disciplines including logic, legal theory, and theology, beginning no later than the thirteenth century. 1 Discussions on the necessity of introducing a discipline emerged from the need to conceptualize the said discipline before getting into its main problems. Thus, a discipline was introduced by defining it, explaining what constitutes its subject matter, and identifying its purpose. These preliminary issues, which may include other topics as we will see below, not only reflected the theory of science that was prevalent at the time, but also provoked further engagements with it. The dominant theory of science at the time was that each science consisted of three things: (1) subject matter (mawḍūʿ), (2) principles (mabādiʾ), and (3) inquiries (masāʾil). These were known as elements or parts of sciences (ajzāʾ al-ʿulūm). Basically, according to this theory, a given science involved positing a subject matter and investigating its conditions or features. These investigations usually were based on prior knowledge or assumptions that were viewed as principles of the science. This theory was first proposed by Aristotle in his Posterior Analytics. In this work, Aristotle theorized about certain or demonstrative knowledge, which was arrived at in the demonstrative sciences. Aristotle classified demonstrative sciences as consisting of what they hypothesize to exist (subject matter), common axioms (principles) that are primitives from which its
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