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The question of the possible impact of deafness on temporal processing remains unanswered. Different findings, based on behavioral measures, show contradictory results. The goal of the present study is to analyze the brain activity underlying time estimation by using functional near infrared spectroscopy (fNIRS) techniques, which allow examination of the frontal, central and occipital cortical areas. A total of 37 participants (19 deaf) were recruited. The experimental task involved processing a road scene to determine whether the driver had time to safely execute a driving task, such as overtaking. The road scenes were presented in animated format, or in sequences of 3 static images showing the beginning, mid-point, and end of a situation. The latter presentation required a clocking mechanism to estimate the time between the samples to evaluate vehicle speed. The results show greater frontal region activity in deaf people, which suggests that more cognitive effort is needed to process these scenes. The central region, which is involved in clocking according to several studies, is particularly activated by the static presentation in deaf people during the estimation of time lapses. Exploration of the occipital region yielded no conclusive results. Our results on the frontal and central regions encourage further study of the neural basis of time processing and its links with auditory capacity.; The question of the possible impact of deafness on temporal processing remains unanswered. Different findings, based on behavioral measures, show contradictory results. The goal of the present study is to analyze the brain activity underlying time estimation by using functional near infrared spectroscopy (fNIRS) techniques, which allow examination of the frontal, central and occipital cortical areas. A total of 37 participants (19 deaf) were recruited. The experimental task involved processing a road scene to determine whether the driver had time to safely execute a driving task, such as overtaking. The road scenes were presented in animated format, or in sequences of 3 static images showing the beginning, mid-point, and end of a situation. The latter presentation required a clocking mechanism to estimate the time between the samples to evaluate vehicle speed. The results show greater frontal region activity in deaf people, which suggests that more cognitive effort isneeded to process these scenes. The central region, which is involved in clocking according to several studies, is particularly activated by the static presentation in deaf people during the estimation of time lapses. Exploration of the occipital region yielded no conclusive results. Our results on the frontal and central regions encourage further study of the neural basis of time processing and its links with auditory capacity.

Background: Walking while performing a secondary task (dual-task (DT) walking) increases cognitive workload in young adults. To date, few studies have used neurophysiological measures in combination to subjective measures to assess cognitive workload during a walking task. This combined approach can provide more insights into the amount of cognitive resources in relation with the perceived mental effort involving in a walking task. Research Question: The objective was to examine cognitive workload in young adults during walking conditions varying in complexity. Methods: Twenty-five young adults (mean = 24.4 ± 5.4) performed four conditions: (1) usual walking, (2) simple DT walking, (3) complex DT walking and (4) standing while subtracting. During the walking task, mean speed, cadence, stride time, stride length, and their respective coefficient of variation (CV) were recorded. Cognitive workload will be measured through changes in oxy- and deoxy-hemoglobin (ΔHbO2 and ΔHbR) during walking in the dorsolateral prefrontal cortex (DLPFC) and perceived mental demand score from NASA-TLX questionnaire. Results: In young adults, ΔHbO2 in the DLPFC increased from usual walking to both DT walking conditions and standing while subtracting condition. ΔHbO2 did not differ between the simple and complex DT and between the complex DT and standing while subtracting condition. Perceived mental demand gradually increased with walking task complexity. As expected, all mean values of gait parameters were altered according to task complexity. CV of speed, cadence and stride time were significantly higher during DT walking conditions than during usual walking whereas CV of stride length was only higher during complex DT walking than during usual walking. Significance: Young adults had greater cognitive workload in the two DT walking conditions compared to usual walking. However, only the mental demand score from NASA-TLX questionnaire discriminated simple from complex DT walking. Subjective measure provides complementary information to objective one on changes in cognitive workload during challenging walking tasks in young adults. These results may be useful to improve our understanding of cognitive workload during walking.

Les 31èmes Entretiens Jacques Cartier, Bron, FRANCE, 13-/11/2018 - 14/11/2018; Évaluer les effets d'un programme de rééducation intensive nommé SIROCCO sur les capacités cognitives et motrices. Programme réalisé à l'hôpital Henry Gabrielle, Saint-Genis-Laval. Les premiers résultats comparant les performances de deux patients ayant eu une évaluation avant et après le programme SIROCCO montrent que les capacités motrices liées à la marche sont améliorées.

12th World Congress of the International Society of Physical and Rehabilitation Medicine. Paris. 8-12 July 2018, PARIS, FRANCE, 08-/07/2018 - 12/07/2018; Introduction/Background Evidence suggests that gait in complex situation is influenced by executive function in normal ageing. But to our knowledge, no study revealed what measurement is the most appropriate to assess impaired walking in older adults. The objective is to (1) test the feasibility of our protocol and (2) to explore the cognitive load during a simple vs. dual walking task in younger and older adults. Material and method To date, 6 young adults (mean=26.7 years old; SD=4.1) were included in this study. Fifteen young adults and 25 older adults will be included by May 2018. Participants are asked to achieve a walking task including four conditions: (1) normal pace walking, (2) subtracting while standing, (3) walking while subtracting and (4) walking while counting forward. Cognitive load is measured by changes in oxygenated and deoxygenated hemoglobin in dorsolateral prefrontal cortex (fNIRS device) and the NASA-TLX questionnaire completed after each condition. Results fNIRS analyses are in progress. Preliminary results showed that younger adults felt higher cognitive effort in both conditions 2 and 3 compared to condition 1 (NASAscorescondition2 (mean (SD)): 66 (18.7) vs NASAscorecondtion1: 9.5 (6.3), W=?2.2, P=0.03; NASAscorecondition3: 78 (14.6) vs NASAscorecondition1, W=?2.2, P=0.03). No significant differences in speed, cadence and stride length were found between conditions 1, 3 and 4 (P>0.05). No significant differences in subtraction performances were observed between conditions 2 and 3 (P>0.05). Conclusion Higher cognitive load in condition 3 in younger adults confirm that our dual task walking is the most cognitively demanding condition. We expect that our fNIRS results in younger adults will be similar to those observed with NASA-TLX questionnaire. However, discrepancies between those two measures are expected in older adults.

38ème Congrès annuel des hôpitaux de jour gériatriques, COLMAR, FRANCE, 07-/06/2018 - 08/06/2018; Les gériatres et neurologues sont régulièrement confrontés à la question du maintien ou de l'arrêt de la conduite automobile chez des patients présentant un Trouble Neuro- Cognitif (TNC). Des stratégies de compensation, apprises au cours d'ateliers de prévention, peuvent être utilisées pour réduire le risque d'accident en cas de TNC et maintenir transitoirement la conduite automobile avant son arrêt définitif. Le projet ACCOMPAGNE est un programme de prévention de sécurité routière. Il est composé de différents ateliers : atelier de présentation, atelier cognitif, atelier représentation psychologiques, atelier législation, atelier foire aux questions, atelier solutions. Ce programme est destiné aux patients et aux aidants.

Entretien Jacques Cartier, Bruxelles, BELGIQUE, 25-/11/2015 - 26/11/2015; En théorie, l'examen du code de la route peut être présenté par tous les publics quel que soit le niveau socioculturel, scolaire ou intellectuel. Les supports d'apprentissage ainsi que l'outil de contrôle des connaissances devraient être abordables par tous. Or, dans la pratique, l'examen du code de la route reste difficile d'accès à un nombre important de candidats, en particulier à ceux présentant des lacunes vis-à-vis du langage écrit tels que certains sourds ou malentendants, les personnes non francophones, dyslexiques ou encore dysphasiques. Selon un rapport parlementaire, le taux de réussite à l'examen du code de la n'était que de 27 % pour les candidats ne maîtrisant pas la langue française. Ceci va à l'encontre de la politique d'intégration et de la pleine autonomie des personnes en situation de handicap (loi 2005 en France). L'objectif à terme est d'aménager des supports pédagogiques accessibles aux publics en difficulté linguistique. Il s'agira de concevoir et de tester l'intérêt d'outils innovants qui s'appuient sur les techniques du multimédia et de l'animation. L'idée sous-jacente est qu'un matériel visuel, dynamique, animé, peut favoriser la compréhension de certaines notions de sécurité routière qui ne seraient pas accessibles avec un matériel uniquement écrit et/ou statique (photographies). Cette hypothèse s'appuie sur les résultats convergents dans le domaine de l'apprentissage et du multimédia qui montrent les effets positifs de l'animation sur l'appréhension de notions complexes (Bétrancourt et al., 2001, Boucheix, & Guignard, 2005, Lowe, 2008). Dans la présente étude, nous nous appuyons sur les premiers résultats collectés dans une auto-école lyonnaise qui est spécialisée dans la formation à la conduite des personnes sourdes. Les séances de code sont faites en langue des signes et des outils ont été aménagés pour accompagner ces candidats sourds et malentendants. Malgré ces aménagements très personnalisés, nous montrons que le nombre moyen de mois, de séances, d'échecs à l'examen, de fautes aux différents tests d'entraînement selon les différents thèmes ainsi que la progression sont toujours supérieurs pour les personnes sourdes par rapport aux personnes entendantes avant la réussite à l'examen. Des analyses plus fines nous permettront de cibler plus précisément les situations problématiques qui feront prioritairement l'objet d'aménagements pédagogiques.