Leite, Jorge

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Leite
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Jorge
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Jorge Leite
Biografia
Jorge Leite obtained his PhD in 2011 from the University of Minho, where he also completed his Psychology Degree in 2005. From 2013 to 2016, he underwent postdoctoral training at the Neuromodulation Center, Spaulding Rehabilitation Hospital, Harvard Medical School. Currently, he holds the positions of Vice-Rector for Research, Associate Professor, and Coordinator of the CINTESIS.UPT. Throughout his career, he has made significant contributions to the field, with over 70 peer-reviewed publications, including articles in journals, book chapters, and conference proceedings. According to Scopus data, over half of his publications are featured in the top 25% of journals, while 45% are among the top 25% most cited documents globally. He has also supervised numerous MSc dissertations and is currently overseeing four PhD theses. Furthermore, he actively participates in various research projects, taking on roles such as Principal Investigator, Researcher, and Supervisor. These projects have successfully secured over 6M euros in funding. His dedication to his work has been recognized with seven awards and/or honors. Furthermore, he has collaborated with 167 fellow researchers in various scientific endeavors.
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CINTESIS.UPT - Centro de Investigação em Tecnologias e Serviços de Saúde
Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS.UPT), former I2P, is an R&D unit devoted to the study of cognition and behaviour in context. With an interdisciplinary focus, namely on Education, Translational and Applied Psychology

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A mostrar 1 - 6 de 6
  • PublicaçãoAcesso Aberto
    Cognitive effects of transcranial direct current stimulation combined with working memory training in fibromyalgia: A randomized clinical trial
    2018-08-20 - Santos, Vinicius Souza dos Souza dos; Zortea, Maxciel; Alves, Rael Lopes; Naziazeno, Cátia Cilene dos Santos; Saldanha, Júlia Schirmer; Carvalho, Sandra da Conceição Ribeiro; Leite, Jorge; Torres, Iraci Lucena da Silva; Souza, Andressa; Calvetti, Prisla Ücker; Fregni, Felipe; Caumo, Wolnei; Leite, Jorge
    Cognitive dysfunction in fibromyalgia has been reported, especially memory. Anodal transcranial direct current stimulation (tDCS) over the dorsolateral prefrontal cortex (DLPFC) has been effective in enhancing this function. We tested the effects of eight sessions of tDCS and cognitive training on immediate and delayed memory, verbal fluency and working memory and its association with brain-derived neurotrophic factor (BDNF) levels. Forty females with fibromyalgia were randomized to receive eight sessions of active or sham tDCS. Anodal stimulation (2 mA) was applied over the DLPFC and online combined with a working memory training (WMT) for 20 minutes. Pre and post-treatment neurocognitive tests were administered. Data analysis on deltas considering years of education and BDNF as covariates, indicated active-tDCS + WMT significantly increased immediate memory indexed by Rey Auditory Verbal Learning Test score when compared to sham. This effect was dependent on basal BDNF levels. In addition, the model showed active stimulation increased orthographic and semantic verbal fluency scores (Controlled Oral Word Association Test) and short-term memory (Forward Digit Span). The combination of both techniques seemed to produce effects on specific cognitive functions related to short-term and long-term episodic memory and executive functions, which has clinical relevance for top-down treatment approaches in FM.
  • PublicaçãoAcesso Aberto
    Polarity specific effects of cross-hemispheric tDCS coupled with approach-avoidance training on chocolate craving
    2019-01-24 - Carvalho, Sandra; Sampaio, Adriana; Mendes, Augusto José; Lema, Alberto; Vieira, Daniela; Leite, Jorge; Leite, Jorge; Gonçalves, Óscar F.
  • PublicaçãoAcesso Aberto
    Longitudinal Clinical Trial Recruitment and Retention Challenges in the Burn Population: Lessons Learned from a Trial Examining a Novel Intervention for Chronic Neuropathic Symptoms
    2019 - Ohrtman, Emily A.; Zaninotto, Ana Luiza; Carvalho, Sandra; Shie, Vivian L.; Leite, Jorge; Ianni, Corinne Rose; Kazis, Lewis E.; Ross Zafonte, Ross Zafonte; Ryan, Colleen M.; Schneider, Jeffrey C.; Fregni, Felipe; Leite, Jorge
    Long-term trials are key to understanding chronic symptoms such as pain and itch. However, challenges such as high attrition rates and poor recruitment are common when conducting research. The aim of this work was to explore these issues within a long-term randomized control trial using transcranial direct current stimulation to treat pain and itch. This parallel double blinded, placebo-controlled randomized trial was comprised of 15 transcranial direct current stimulation visits and 7 follow-up visits. Participants were over the age of 18, had a burn injury that occurred at least 3 weeks before enrollment, and reported having pain and/or itch that was moderate to severe in intensity. A total of 31 subjects were randomized into either an active or sham transcranial direct current stimulation groups. There were no significant differences between the groups in terms of age, race, education, baseline depression, or anxiety. The median dropout time was at visit 19 (visit 16 [SE = 1.98] for the sham group and visit 19 [SE = 1.98] for the active group). Analysis showed no differences in the dropout rate between groups [χ2(1) = 0.003, P = .954]. The dropout rate was 46.7% for the sham group and 43.8% for the active group. Overall, 45.2% of the subjects dropped out of the trial. Long-term clinical trials are an essential part of evaluating interventions for symptoms such as chronic pain and itch. However, as seen in this trial, long-term studies in the burn population often face recruitment and adherence challenges.
  • PublicaçãoAcesso Aberto
    Avaliação da docência no Ensino Superior: Contributos para um modelo compreensivo de avaliação do desempenho
    2018 - Oliveira, Íris Martins; Fernandes, Sandra; Abelha, Marta; Fernandes, Sara M.; Carvalho, Olívia da Conceição; Jesus, Paulo Renato; Leite, Jorge; Mesquita, Diana; Leite, Jorge
    Esta comunicação tem como objetivo apresentar a proposta de um projeto de investigação sobre avaliação do desempenho docente no Ensino Superior. Esta proposta surgiu da atividade de colaboração desenvolvida por um grupo de docentes da Universidade Portucalense (UPT) no contexto de uma ação de formação subordinada à temática Scholarhip of Teaching and Learning (SoTL), promovida pelo Centre for Excellence in Teaching da UPT. Este centro foi criado pela Reitoria da UPT em Maio de 2017, para potenciar o desenvolvimento de estratégias favorecedoras da reflexão e melhoria das práticas pedagógicas dos/as docentes. Neste âmbito, um dos seus objetivos consiste em promover competências que se consideram fundamentais para a inovação pedagógica e curricular por parte dos/as docentes, tais como trabalho colaborativo, capacidade de ultrapassar desafios, reflexão sobre a prática e investigação. A formação sobre SoTL, organizada em quatro sessões (3h cada), tem periodicidade mensal entre abril e julho 2018. Esta formação pretende: apresentar, discutir e analisar os princípios do SoTL; desenvolver tempos e espaços de reflexão crítica sobre a prática de ensino e das aprendizagens; bem como desenvolver e apresentar uma proposta de investigação sobre a prática pedagógica. Como o SoTL assenta numa abordagem que favorece a reflexão sobre e para a prática pedagógica, numa lógica de contínua indagação profissional (Shulman, 2000; 2011; Vieira, 2009), as sessões de formação dedicadas à temática procuram refletir esse mesmo princípio e apropriar esta metodologia para o desenvolvimento profissional dos docentes (Fanghanel, 2013). A proposta de projeto apresentada surge como resultado da aplicação da abordagem SoTL em contexto de formação e da inerente indagação da prática docente, por parte dos elementos do grupo. Em particular, a presente comunicação deriva da reflexão sobre a valorização da docência enquanto uma das funções do/a docente universitário/a. Esta tem sido uma preocupação crescente por parte das Instituições de Ensino Superior (IES), que se deparam atualmente com desafios no que se refere às questões da avaliação da qualidade dos/as docentes e do ensino superior, decorrentes do Processo de Bolonha, do financiamento das IES e da garantia e certificação da Qualidade. (...)
  • PublicaçãoAcesso Restrito
    Deployment of a mobile wireless eeg system to record brain activity associated with physical navigation in the blind: A proof of concept
    2019-01 - Bennett, Christopher R.; Vall, Laura Dubreuil; Leite, Jorge; Ruffini, Giulio; Merabet, Lotfi B.; Leite, Jorge
    Little is known about how the brain processes information while navigating without visual cues. Technical limitations recording brain activity during real-world navigation have impeded research in this field. We have developed a study paradigm that benefits from wireless EEG recording technology. Participants heard a sequence of directional commands instructing them to physically or mentally navigate a 3 × 3 m grid. Data from a sighted control and an individual with profound blindness highlight the viability of the technology. A power spectral density analysis on the alpha frequency band during the physical navigation task revealed diffuse signal fluctuations for the blind participant, while a more robust signal within occipital-parietal regions was seen for the sighted control. Both participants displayed highly similar signal fluctuations during mental navigation. This work demonstrates the feasibility of brain activity recording during navigation-related tasks using a wireless EEG system for identifying brain processing patterns associated with visual experience.
  • PublicaçãoAcesso Aberto
    Reviewing working memory training gains in healthy older adults: A meta-analytic review of transfer for cognitive outcomes
    2019-08 - Teixeira-Santos, Ana C.; Moreira, Célia S.; Magalhães, Rosana; Magalhães, Carina; Pereira, Diana R.; Leite, Jorge; Carvalho, Sandra; Sampaio, Adriana; Leite, Jorge
    The objective of this meta-analytic review was to systematically assess the effects of working memory training on healthy older adults. We identified 552 entries, of which 27 experiments met our inclusion criteria. The final database included 1130 participants. Near- and far-transfer effects were analysed with measures of short-term memory, working memory, and reasoning. Small significant and long-lasting transfer gains were observed in working memory tasks. Effects on reasoning was very small and only marginally significant. The effects of working memory training on both near and far transfer in older adults were moderated by the type of training tasks; the adopted outcome measures; the training duration; and the total number of training hours. In this review, we provide an updated review of the literature in the field by carrying out a robust multi-level meta-analysis focused exclusively on working memory training in healthy older adults. Recommendations for future research are suggested.