Given a passage, construct a question on the basis of the information present in the passage. Construct the question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) it answer uses text phrases from the passage. Avoid creating questions that (i) can't be answered correctly without actually understanding the passage and (ii) uses the same words or phrases given in the passage.

[Q]: The author addresses whether the face bow is irrelevant for all types of prosthetic work and for planning orthognathic surgery.', 'The author searched electronic databases to find studies whose investigators used the strongest clinical evidence (that is, randomized clinical trials) and studies whose investigators incorporated the use of cinefluorography. The author found 13 studies and 1 Internet video that provided strong evidence to support the irrelevancy of the face bow transfer.', 'Evidence indicates that the face bow has nothing\xa0to do with speech, the fit and comfort of the prostheses, ridge morphology, facial contours, the color of\xa0the teeth and denture bases, the arrangement of the artificial teeth, chewing efficiency stability, and the psychological aspects of prosthodontic treatment. The cinefluorographic example showed that there was no condylar axis\xa0of rotation\xa0during functional activity, a sawing action of the\xa0mandibular incisors during the incising of\xa0toast and\xa0the\xa0mandible moving in a back and forth,\xa0rocking\xa0chair-like movement during functional activity.
[A]: Is the face bow irrelevant for making prostheses and planning orthognathic surgery?


[Q]: The brain-derived neurotrophic factor (BDNF) gene is a candidate gene in therapeutic responses to antidepressants. The aim of the study was to determine the effects of BDNF allelic variability on responses to escitalopram treatment at 3\xa0weeks after treatment initiation and at a 6-week endpoint.', 'We included 187 Caucasian subjects with depression; 153 completed the 6-week study. Clinical evaluation was performed using the Montgomery and Asberg Depression Rating Scale (MADRS) before and after 3-6 weeks of treatment.', 'After 3\xa0weeks of treatment, we saw significantly better treatment responses in the Met carriers and greater antidepressant resistance among the Val/Val homozygotes. Relative to Val/Val homozygous (59.78\xa0%), a significantly greater proportion of subjects Met-carriers (77.94\xa0%) responded to escitalopram treatment (χ (2)\u2009=\u20095.88, p\u2009=\u20090.015). After 6\xa0weeks, we found the same pattern of results but this effect did not reach statistical significance (χ (2)\u2009=\u20092.07, p\u2009=\u20090.15).
[A]: Is the BDNF Val ( 66 ) Met polymorphism associated with escitalopram response in depressed patients?


[Q]: Developmental dyslexia is a specific cognitive disorder in reading acquisition that has genetic and neurological origins. Despite histological evidence for brain differences in dyslexia, we recently demonstrated that in large cohort of subjects, no differences between control and dyslexic readers can be found at the macroscopic level (MRI voxel), because of large variances in brain local volumes. In the present study, we aimed at finding brain areas that most discriminate dyslexic from control normal readers despite the large variance across subjects. After segmenting brain grey matter, normalizing brain size and shape and modulating the voxels' content, normal readers' brains were used to build a 'typical' brain via bootstrapped confidence intervals. Each dyslexic reader's brain was then classified independently at each voxel as being within or outside the normal range. We used this simple strategy to build a brain map showing regional percentages of differences between groups. The significance of this map was then assessed using a randomization technique.", "The right cerebellar declive and the right lentiform nucleus were the two areas that significantly differed the most between groups with 100% of the dyslexic subjects (N = 38) falling outside of the control group (N = 39) 95% confidence interval boundaries. The clinical relevance of this result was assessed by inquiring cognitive brain-based differences among dyslexic brain subgroups in comparison to normal readers' performances. The strongest difference between dyslexic subgroups was observed between subjects with lower cerebellar declive (LCD) grey matter volumes than controls and subjects with higher cerebellar declive (HCD) grey matter volumes than controls. Dyslexic subjects with LCD volumes performed worse than subjects with HCD volumes in phonologically and lexicon related tasks. Furthermore, cerebellar and lentiform grey matter volumes interacted in dyslexic subjects, so that lower and higher lentiform grey matter volumes compared to controls differently modulated the phonological and lexical performances. Best performances (observed in controls) corresponded to an optimal value of grey matter and they dropped for higher or lower volumes.
[A]:
Does brain classification reveal the right cerebellum as the best biomarker of dyslexia?