Combined coding of bit planes of images

The aim of this work is to reduce the computational complexity of lossless compression in the spatial domain due to the combined coding (arithmetic and Run-Length Encoding) of a series of bits of bit planes. Known effective compression encoders separately encode the bit planes of the image or transform coefficients, which leads to an increase in computational complexity due to multiple processing of each pixel. The paper proposes the rules for combined coding and combined encoders for bit planes of pixel differences of images with a tunable and constant structure, which have lower computational complexity and the same compression ratio as compared to an arithmetic encoder of bit planes.

Development of a cognitive training program for the elderly

Introduction: Plasticity in intellectual functioning has been the target of significant research investment. Among non-pharmacological interventions, cognitive training appears as a promising option for delaying the effects of aging on cognition. Objective: The present study describes the procedures of a cognitive training program for healthy Brazilian elderly persons (without diagnosis of dementia). Method: Cognitive tasks for the training of attention, processing speed, episodic memory and working memory were carried out. The program training was performed over 12 individual sessions, and included an Instruction Book, a Stimulus Book and Protocol Record. To assess the effects of training, five subtests of the WAIS-III test were used: Picture completion, Coding, Arithmetic, Matrix Reasoning and Digit Span. The cognitive training program was tested with 15 individuals, divided into an experimental group (EG), which received training, and a control group (CG). The EG was formed of seven participants, aged between 70 and 82 years (M=73.57, SD=4.11) and with an average schooling of 5.8 years (SD=1.02). The CG was formed by 8 participants, aged 69-77 years (M=74.00, SD=4.58), and who had an average schooling of 2.88 years (SD=2.58). Results: Repeated measures ANOVA revealed a training effect for three subtests: Coding: [F(1)=5.40, p=0.03, η2G=0.09], Arithmetic [F(1)=9.03, p=0.01, η2G=0.004] and Picture completion [F(1)=8.01, p=0.01, η2G=0.19]. There were no gain effects for Matrix Reasoning [F(1)=1.43, p=0.25] and Digit Span [F(1)=10.04, p<0.001]. Conclusion: The results of this pilot study show the importance of testing the impact of cognitive training through a randomized clinical trial to verify its effects on the mental performance of older adults. The importance of greater disclosure in literature of the construction procedures involved in cognitive training tasks, as well as the formulation of intervention strategies, is highlighted.

WISC—III Subtest Patterns of ADHD and Normal Samples

WISC–III subtest patterns of children with Attention Deficit Hyperactivity Disorder were compared with two other groups of children described in the WISC–III manual, a sample with Attention Deficit Hyperactivity Disorder and the WISC–III standardization sample. Subtest patterns of primary interest were the SCAD Index based on Symbol Search, Coding, Arithmetic, Digit Span, Bannatyne scores for Spatial, Verbal Conceptualization, Sequencing Ability, and the ACID Profile including Arithmetic, Coding, Information, and Digit Span. Comparisons of WISC–III scaled scores and subtest patterns for the samples with Attention Deficit Hyperactivity Disorder supported the congruence between them. Further, the cumulative percentages of children in the three samples who obtained differences between the SCAD Index and the Perceptual Organization Index were computed. Analysis indicated that 17 of the 35 subjects in the current sample obtained differences of 9 points o greater. The results were substantially different from the WISC–III standardization sample but congruent with the WISC–III sample of children with Attention Deficit Hyperactivity Disorder. These outcomes support the diagnostic utility of WISC–III subtest profile patterns for children with Attention Deficit Hyperactivity Disorder.