Background: Alzheimer’s disease has become one of the most common neurodegenerative diseases worldwide, which seriously affects the health of the elderly. Early detection and intervention are the most effective prevention methods currently. Compared with traditional detection methods such as traditional scale tests, electroencephalograms, and magnetic resonance imaging, speech analysis is more convenient for automatic large-scale Alzheimer’s disease detection and has attracted extensive attention from researchers. In particular, deep learning-based speech analysis and language processing techniques for Alzheimer’s disease detection have been studied and achieved impressive results.Methods: To integrate the latest research progresses, hundreds of relevant papers from ACM, DBLP, IEEE, PubMed, Scopus, Web of Science electronic databases, and other sources were retrieved. We used these keywords for paper search: (Alzheimer OR dementia OR cognitive impairment) AND (speech OR voice OR audio) AND (deep learning OR neural network).Conclusions: Fifty-two papers were finally retained after screening. We reviewed and presented the speech databases, deep learning methods, and model performances of these studies. In the end, we pointed out the mainstreams and limitations in the current studies and provided a direction for future research.

Knowledge Tracing (KT) aims at tracing the evolution of the knowledge states along the learning process of a learner. It has become a crucial task for online learning systems to model the learning process of their users, and further provide their users a personalized learning guidance. However, recent developments in KT based on deep neural networks mostly focus on increasing the accuracy of predicting the next performance of students. We argue that current KT modeling, as well as training paradigm, can lead to models tracing patterns of learner’s learning activities, instead of their evolving knowledge states. In this paper, we propose a new architecture, Diagnostic Transformer (DTransformer), along with a new training paradigm, to tackle this challenge. With DTransformer, we build the architecture from question-level to knowledge-level, explicitly diagnosing learner’s knowledge proficiency from each question mastery states. We also propose a novel training algorithm based on contrastive learning that focuses on maintaining the stability of the knowledge state diagnosis. Through extensive experiments, we will show that with its understanding of knowledge state evolution, DTransformer achieves a better performance prediction accuracy and more stable knowledge state tracing results. We will also show that DTransformer is less sensitive to specific patterns with case study. We open-sourced our code and data at https://github.com/yxonic/DTransformer.

Fully automated discrimination of Alzheimer’s disease using resting-state electroencephalography signals Yue Ding, Yinxue Chu, Meng Liu, Zhenhua Ling, Shijin Wang, Xin Li, Yunxia Li

Cognitive diagnosis seeks to estimate the cognitive states of students by exploring their logged practice quiz data. It plays a pivotal role in personalized learning guidance within intelligent education systems. In this paper, we focus on an important, practical, yet often underexplored task: domain-level zero-shot cognitive diagnosis (DZCD), which arises due to the absence of student practice logs in newly launched domains. Recent cross-domain diagnostic models have been demonstrated to be a promising strategy for DZCD. These methods primarily focus on how to transfer student states across domains. However, they might inadvertently incorporate non-transferable information into student representations, thereby limiting the efficacy of knowledge transfer. To tackle this, we propose Zero-1-to-3, a domain-level zero-shot cognitive diagnosis framework via one batch of early-bird students towards three diagnostic objectives. Our approach initiates with pre-training a diagnosis model with dual regularizers, which decouples student states into domain-shared and domain-specific parts. The shared cognitive signals can be transferred to the target domain, enriching the cognitive priors for the new domain, which ensures the cognitive state propagation objective. Subsequently, we devise a strategy to generate simulated practice logs for cold-start students through analyzing the behavioral patterns from early-bird students, fulfilling the domain-adaption goal. Consequently, we refine the cognitive states of cold-start students as diagnostic outcomes via virtual data, aligning with the diagnosis-oriented goal. Finally, extensive experiments on six real-world datasets highlight the efficacy of our model for DZCD and its practical application in question recommendation. The code is publicly available at https://github.com/bigdata-ustc/Zero-1-to-3.

The current study was conducted to examine the percentages of cognitive skills deficits among Chinese children with developmental dyslexia. Via a systematic review, we collated twenty-two available studies on the proportion of cognitive skills deficits, including phonological awareness, rapid automatized naming, morphological awareness, orthographic knowledge, short-term memory and working memory, and visual and motor skills deficits, among Chinese children with developmental dyslexia. The results of a meta-analysis showed that the rapid automatized naming deficits are the core deficit of developmental dyslexia among Chinese children, with a pooled percentage of 44%. This is followed by orthographic knowledge deficits (43%), phonological awareness deficits (41%), morphological awareness deficits (40%), visual and motor skills deficits (33%), and short-term memory and working memory deficits (25%). At the same time, we compared the proportions of different locations, ages, standards and control groups.