著者
大和田 真玄 祐川 誉徳 伊藤 太平 佐々木 憲一 堀内 大輔 佐々木 真吾 奥村 謙
出版者
Japan Heart Foundation
雑誌
心臓 (ISSN:05864488)
巻号頁・発行日
vol.42, no.4, pp.S4_190-S4_194, 2010

症例は37歳, 男性. 35歳時, 夜間入眠中に心室細動(VF)による心停止から蘇生されて当院に搬送された. 受診時の心電図は正常であったが, ピルジカイニド負荷にてtype 1のBrugada型心電図が検出され, Brugada症候群と診断し植込み型除細動器(ICD)植え込み術が行われた. 植え込み後1年半経過した後, 1回のICD適切作動と2回の不適切作動が確認された. 不適切作動は2回とも自転車に乗っている時で, ICDテレメトリーではT波oversensing(TOS)に起因するダブルカウントが確認された. 運動負荷試験では負荷終了後の回復期にtype 2のBrugada型心電図を来し, 同時にTOSが捉えられた. β遮断薬は投与しづらく, またICDの感度調整でもTOSを予防できず, 他社製ICDに変更し, 心室リードを追加した. その後は運動負荷でもTOSが発生しないことが確認された. Brugada症候群ではしばしばTOSによる不適切作動が問題となる. デバイスの選択やリード留置部位を決定する際には, 一層の注意が必要であると考えられた.
著者
佐々木 真吾 仲 真紀子
出版者
公益社団法人 日本心理学会
雑誌
心理学研究 (ISSN:00215236)
巻号頁・発行日
vol.84, no.6, pp.585-595, 2014-02-25 (Released:2014-04-15)
参考文献数
42

This study examined the development of skills to report with different levels of exactness. A total of 62 first-grade children and 58 fourth-grade children were asked about numbers and lengths (numeral tasks) and colors and positions of objects (nominal tasks) with instructions suggesting different levels of exactness, “roughly” or “exactly”. In Study 1, the instructions were given as a between-subjects factor. The results showed that when the “roughly” instruction was given, participants gave approximate answers more frequently than when the “exactly” instruction was given especially in the numeral tasks, and older children did so more frequently than younger children. In Study 2, the instructions were given as a within-subjects factor: a half of participants were given “roughly” and then “exactly” instructions, and the others were given the instructions in the opposite order. The results showed that younger children could change the levels of answers depending on instruction in the numeral tasks but not in the nominal tasks, whereas older children could do so in both tasks. The results suggest that the skills for reporting with different levels of exactness are related not only to cognitive development, but also to the linguistic context, such as the tasks and instructions.
著者
佐々木 真吾 仲 真紀子
出版者
公益社団法人 日本心理学会
雑誌
心理学研究 (ISSN:00215236)
巻号頁・発行日
vol.84, no.6, pp.585-595, 2014

This study examined the development of skills to report with different levels of exactness. A total of 62 first-grade children and 58 fourth-grade children were asked about numbers and lengths (numeral tasks) and colors and positions of objects (nominal tasks) with instructions suggesting different levels of exactness, "roughly" or "exactly". In Study 1, the instructions were given as a between-subjects factor. The results showed that when the "roughly" instruction was given, participants gave approximate answers more frequently than when the "exactly" instruction was given especially in the numeral tasks, and older children did so more frequently than younger children. In Study 2, the instructions were given as a within-subjects factor: a half of participants were given "roughly" and then "exactly" instructions, and the others were given the instructions in the opposite order. The results showed that younger children could change the levels of answers depending on instruction in the numeral tasks but not in the nominal tasks, whereas older children could do so in both tasks. The results suggest that the skills for reporting with different levels of exactness are related not only to cognitive development, but also to the linguistic context, such as the tasks and instructions.