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Background: Despite the genetic heterogeneity reported in familial ALS (FALS), SOD1 gene mutations are the most frequent cause of FALS, accounting for around 20% of familial cases (ALS1) and isolated sporadic cases. Mutant forms of SOD1 exhibit toxicity that promotes the death of motor neurons. It is well documented that FALS produces protein aggregates in the motor neurons of FALS patients, which have been found to be associated to mitochondria. Methods: In this study, we cloned the SOD1 gene, using reverse transcriptase-polymerase chain reaction (RT-PCR) method, from both a healthy control and a living 79 -year-old man with diagnosis of sporadic form of ALS who had shown unusual rapid progression of disease. RNA samples were available from lymphocytes of them. pET28a expression system and BL21 chemically competent Escherichia coli strain as host were used for protein expression. Results: DNA Sequencing data showed both heterozygosis C to G transition at nucleotide position 21 leading to a C6W changing at protein level and a deletion at nucleotides position 73 to 169 leading to complete deletion of exon two.

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Cognitive Training (CT) refers to programs designed to enhance the efficiency of cognitive and brain mechanisms through practice and/or intentional instruction. A highly controversial issue in the field of Computerized Cognitive Training (CCT) is its possible transferability to non-trained areas; one untouched discipline is second language (L2) learning. Hence, due to the facilitative role of attention and the predictive strength of working memory in L2 development and comprehension, CCT seems necessary for English language learners. Furthermore, few studies have investigated users’ perceptions of potential improvements in their cognitive functioning. To fill such inherent gaps and overcome the imposed barriers of conducting intervention studies during the COVID-19 pandemic era, this study adopted an interdisciplinary approach to explore English language learners’ self-perceived Far Transfer (FT) effects of Remote Adaptive Multi-Domain Computerized Cognitive Training (RAMCCT) in general cognitive functioning and L2-specific cognitive functioning. Thus, online observations of L2 receptive skills courses (reading and listening) and synchronous semi-structured interviews were undertaken with a convenience sample of 11 intermediate EFL learners who completed eight weeks of RAMCCT. Thematic Analysis (TA) revealed perceived advances in working memory, attention, multitasking, processing speed, hand-eye/ear coordination in general cognitive functioning, and improvements in either one or both of the L2 receptive skills in terms of attention and comprehension and speed. The results are discussed by the corresponding links between attention, working memory, and multitasking, together with the automatization of the core cognitive processes. Implications address game designers, L2 teachers, teacher training programs, and researchers.