Cognition-based and affect-based trust as mediators of leader behavior influences on team performance.

PubMed

Schaubroeck, John; Lam, Simon S K; Peng, Ann Chunyan

2011-07-01

We develop a model in which cognitive and affective trust in the leader mediate the relationship between leader behavior and team psychological states that, in turn, drive team performance. The model is tested on a sample of 191 financial services teams in Hong Kong and the U.S. Servant leadership influenced team performance through affect-based trust and team psychological safety. Transformational leadership influenced team performance indirectly through cognition-based trust. Cognition-based trust directly influenced team potency and indirectly (through affect-based trust) influenced team psychological safety. The effects of leader behavior on team performance were fully mediated through the trust in leader variables and the team psychological states. Servant leadership explained an additional 10% of the variance in team performance beyond the effect of transformational leadership. We discuss implications of these results for research on the relationship between leader behavior and team performance, and for efforts to enhance leader development by combining knowledge from different leadership theories.

Physical Activity and Cognitive Functioning of Children: A Systematic Review.

PubMed

Bidzan-Bluma, Ilona; Lipowska, Małgorzata

2018-04-19

Childhood is an important and sensitive period for cognitive development. There is limited published research regarding the relationship between sports and cognitive functions in children. We present studies that demonstrate the influence of physical activity on health, especially a positive correlation between sports and cognitive functions. The keywords “children, cognition, cognitive function, physical activity, and brain” were searched for using PsycInfo, Medline, and Google Scholar, with publication dates ranging from January 2000 to November 2017. Of the 617 results, 58 articles strictly connected to the main topics of physical activity and cognitive functioning were then reviewed. The areas of attention, thinking, language, learning, and memory were analyzed relative to sports and childhood. Results suggest that engaging in sports in late childhood positively influences cognitive and emotional functions. There is a paucity of publications that investigate the impact of sports on pre-adolescents’ cognitive functions, or explore which cognitive functions are developed by which sporting disciplines. Such knowledge would be useful in developing training programs for pre-adolescents, aimed at improving cognitive functions that may guide both researchers and practitioners relative to the wide range of benefits that result from physical activity.

The Influence of the Knowledge Base on the Development of Mnemonic Strategies.

ERIC Educational Resources Information Center

Ornstein, Peter A.; Naus, Mary J.

A dominant theme in cognitive psychology is that prior knowledge in long-term memory has a strong influence on an individual's cognitive processing. Citing numerous memory studies with children, knowledge base effects are presented as part of a broader picture of memory development. Using the sort/recall procedure (asking subjects to group sets of…

Testing cognition in the wild: factors affecting performance and individual consistency in two measures of avian cognition.

PubMed

Shaw, Rachael C

2017-01-01

Developing cognitive tasks to reliably quantify individual differences in cognitive ability is critical to advance our understanding of the fitness consequences of cognition in the wild. Several factors may influence individual performance in a cognitive task, with some being unrelated to the cognitive ability that is the target of the test. It is therefore essential to assess how extraneous factors may affect task performance, particularly for those tasks that are frequently used to quantify individual differences in cognitive ability. The current study therefore measured the performance of wild North Island robins in two tasks commonly used to measure individual differences in avian cognition: a novel motor task and a detour reaching task. The robins' performance in the motor task was affected by prior experience; individuals that had previously participated in a similar task that required a different motor action pattern outperformed naïve subjects. By contrast, detour reaching performance was influenced by an individual's body condition, suggesting that energetic state may affect inhibitory control in robins. Designing tasks that limit the influence of past experience and developing means of standardising motivation across animals tested in the wild remain key challenges to improving current measurements of cognitive ability in birds. Copyright © 2016 Elsevier B.V. All rights reserved.

Connecting Neural Coding to Number Cognition: A Computational Account

ERIC Educational Resources Information Center

Prather, Richard W.

2012-01-01

The current study presents a series of computational simulations that demonstrate how the neural coding of numerical magnitude may influence number cognition and development. This includes behavioral phenomena cataloged in cognitive literature such as the development of numerical estimation and operational momentum. Though neural research has…

Obstructive Sleep Apnea Syndrome: An Emerging Risk Factor for Dementia.

PubMed

Buratti, Laura; Luzzi, Simona; Petrelli, Cristina; Baldinelli, Sara; Viticchi, Giovanna; Provinciali, Leandro; Altamura, Claudia; Vernieri, Fabrizio; Silvestrini, Mauro

2016-01-01

Epidemiological studies have suggested that obstructive sleep apnea syndrome (OSAS) may increase the risk of developing cognitive impairment. In patients with Alzheimer's disease (AD), the prevalence of OSAS is much higher than that expected in cognitively healthy subjects. A deeper knowledge of the pathophysiological link between OSAS and AD and the demonstration that OSAS may directly influence the development of cognitive alterations, would increase prevention and treatment strategies for AD patients. In this article, we discuss the evidence of the association between OSAS and dementia. Moreover, we present data about the functional and anatomic cerebral changes induced by OSAS and the possible effects on cognitive activities and on AD pathogenesis. The possibility to positively influence cognitive impairment by OSAS treatment will be also discussed.

Fathers' Influence on Their Children's Cognitive and Emotional Development: From Toddlers to Pre-K

ERIC Educational Resources Information Center

Cabrera, Natasha J.; Shannon, Jacqueline D.; Tamis-LeMonda, Catherine

2007-01-01

We present findings based on several of our recent studies that have shown that father engagement has significant effects on children's cognition and language at 24 and 36 months and their social and emotional development at 24, 36 months, and pre-Kindergarten. These studies are guided by the Dynamics of Paternal Influences on Children over the…

Digital Immigrant Teacher Perceptions of Social Media as It Influences the Affective and Cognitive Development of Students: A Phenomenological Study

ERIC Educational Resources Information Center

Williams, Robert Warren

2012-01-01

The purpose of this transcendental phenomenological study is to describe how digital immigrant teachers perceive the influence of social media on the affective and cognitive development of students at three high schools in Alabama. As the prevalence of social technologies is increasing, educators must understand how it is affecting students in…

Structural Equation Modeling of the Effects of Family, Preschool, and Stunting on the Cognitive Development of School Children

PubMed Central

Ajayi, Oluwakemi Rachel; Matthews, Glenda Beverley; Taylor, Myra; Kvalsvig, Jane Dene; Davidson, Leslie; Kauchali, Shuaib; Mellins, Claude

2017-01-01

A recent study based on a sample of 1,580 children from five adjacent geographical locations in KwaZulu-Natal, South Africa, was carried out to examine the association of nutrition, family influence, preschool education, and disadvantages in geographical location with the cognitive development of school children. Data were collected on the children from 2009 to 2011 for this developmental study and included cognitive scores and information on the health and nutrition of the children. The current study analyzed the association of demographic variables (geographical location (site)), child variables (sex, preschool education and socioeconomic status), parental level of education (maternal and paternal), child’s health (HIV status and hemoglobin level) and anthropometric measures of nutritional status (height-for-age) with children’s cognitive outcomes. The hypothesis is that the nutritional status of children is a pathway through which the indirect effects of the variables of interest exert influence on their cognitive outcomes. Factor analysis based on principal components was used to create a variable based on the cognitive measures, correlations were used to examine the bivariate association between the variables of interest in the preliminary analysis and a path analysis was constructed, which was used for the disaggregation of the direct and indirect effects of the predictors for each cognitive test in a structural equation model. The results revealed that nutritional status directly predicts cognitive test scores and is a path through which other variables indirectly influence children’s cognitive outcome and development. PMID:28555186

The CogBIAS longitudinal study protocol: cognitive and genetic factors influencing psychological functioning in adolescence.

PubMed

Booth, Charlotte; Songco, Annabel; Parsons, Sam; Heathcote, Lauren; Vincent, John; Keers, Robert; Fox, Elaine

2017-12-29

Optimal psychological development is dependent upon a complex interplay between individual and situational factors. Investigating the development of these factors in adolescence will help to improve understanding of emotional vulnerability and resilience. The CogBIAS longitudinal study (CogBIAS-L-S) aims to combine cognitive and genetic approaches to investigate risk and protective factors associated with the development of mood and impulsivity-related outcomes in an adolescent sample. CogBIAS-L-S is a three-wave longitudinal study of typically developing adolescents conducted over 4 years, with data collection at age 12, 14 and 16. At each wave participants will undergo multiple assessments including a range of selective cognitive processing tasks (e.g. attention bias, interpretation bias, memory bias) and psychological self-report measures (e.g. anxiety, depression, resilience). Saliva samples will also be collected at the baseline assessment for genetic analyses. Multilevel statistical analyses will be performed to investigate the developmental trajectory of cognitive biases on psychological functioning, as well as the influence of genetic moderation on these relationships. CogBIAS-L-S represents the first longitudinal study to assess multiple cognitive biases across adolescent development and the largest study of its kind to collect genetic data. It therefore provides a unique opportunity to understand how genes and the environment influence the development and maintenance of cognitive biases and provide insight into risk and protective factors that may be key targets for intervention.

The Influence of Cognitive and Non-Cognitive Factors on the Development of Rifle Marksmanship Skills. CRESST Report 753

ERIC Educational Resources Information Center

Chung, Gregory K. W. K.; Nagashima, Sam O.; Espinosa, Paul D.; Berka, Chris; Baker, Eva L.

2009-01-01

In this report, researchers examined rifle marksmanship development within a skill development framework outlined by Chung, Delacruz, de Vries, Bewley, and Baker (2006). Thirty-three novice shooters used an M4 rifle training simulator system to learn to shoot an 8-inch target at a simulated distance of 200 yards. Cognitive, psychomotor, and…

The Distinct Cognitive Syndromes of Parkinson's Disease: 5 Year Follow-Up of the CamPaIGN Cohort

ERIC Educational Resources Information Center

Williams-Gray, Caroline H.; Evans, Jonathan R.; Goris, An; Foltynie, Thomas; Ban, Maria; Robbins, Trevor W.; Brayne, Carol; Kolachana, Bhaskar S.; Weinberger, Daniel R.; Sawcer, Stephen J.; Barker, Roger A.

2009-01-01

Cognitive abnormalities are common in Parkinson's disease, with important social and economic implications. Factors influencing their evolution remain unclear but are crucial to the development of targeted therapeutic strategies. We have investigated the development of cognitive impairment and dementia in Parkinson's disease using a longitudinal…

Early Intervention and Mediating Processes in Cognitive Performance of Children of Low-Income African American Families.

ERIC Educational Resources Information Center

Burchinal, Margaret R.; Campbell, Frances A.; Bryant, Donna M.; Wasik, Barbara H.; Ramey, Craig T.

1997-01-01

Examined influences on African-American children's cognitive development between 6 months and 8 years. Found that more optimal patterns of development were associated with intensive early educational child care, responsive home stimulation, and higher maternal IQ. Child care experiences were related to cognitive performance through enhancing…

Medical Settings as a Context for Research on Cognitive Development

ERIC Educational Resources Information Center

Salmon, Karen; Brown, Deirdre A.

2013-01-01

Medical contexts provide a rich opportunity to study important theoretical questions in cognitive development and to investigate the influence of a range of interacting factors relating to the child, the experience, and the broader social context on children's cognition. In the context of examples of research investigating these issues, we…

Explaining the increasing heritability of cognitive ability across development: a meta-analysis of longitudinal twin and adoption studies.

PubMed

Briley, Daniel A; Tucker-Drob, Elliot M

2013-09-01

Genes account for increasing proportions of variation in cognitive ability across development, but the mechanisms underlying these increases remain unclear. We conducted a meta-analysis of longitudinal behavioral genetic studies spanning infancy to adolescence. We identified relevant data from 16 articles with 11 unique samples containing a total of 11,500 twin and sibling pairs who were all reared together and measured at least twice between the ages of 6 months and 18 years. Longitudinal behavioral genetic models were used to estimate the extent to which early genetic influences on cognition were amplified over time and the extent to which innovative genetic influences arose with time. Results indicated that in early childhood, innovative genetic influences predominate but that innovation quickly diminishes, and amplified influences account for increasing heritability following age 8 years.

A Social Cognitive View of Parental Influences on Student Academic Self-Regulation.

ERIC Educational Resources Information Center

Martinez-Pons, Manuel

2002-01-01

Discusses recent theory and research on parental activities that influence children's academic self-regulatory development, describing a social-cognitive perspective on academic self- regulation which assumes parents function as implicit and explicit social models for their children and socially support their emulation and adaptive use of…

Early Social Cognition in Three Cultural Contexts

ERIC Educational Resources Information Center

Callaghan, Tara; Moll, Henrike; Rakoczy, Hannes; Warneken, Felix; Liszkowski, Ulf; Behne, Tanya; Tomasello, Michael

2011-01-01

The influence of culture on cognitive development is well established for school age and older children. But almost nothing is known about how different parenting and socialization practices in different cultures affect infants' and young children's earliest emerging cognitive and social-cognitive skills. In the current monograph, we report a…

Learning a Foreign Language: A New Path to Enhancement of Cognitive Functions

ERIC Educational Resources Information Center

Shoghi Javan, Sara; Ghonsooly, Behzad

2018-01-01

The complicated cognitive processes involved in natural (primary) bilingualism lead to significant cognitive development. Executive functions as a fundamental component of human cognition are deemed to be affected by language learning. To date, a large number of studies have investigated how natural (primary) bilingualism influences executive…

The Influence of Social Experience in the Classroom on Cognitive Development.

ERIC Educational Resources Information Center

Silverman, Paul S.

This study is an attempt to identify social interactions which fit into a Piagetian model for cognitive change, and specifically to examine the degree to which the frequency of those interactions predicts the rate of cognitive development. The subjects were 74 elementary school children enrolled in 19 K-4 classrooms. These children were in the…

Total Environment Assessment of Stressors Associated with Cognitive Development - A Meta Analysis

EPA Science Inventory

Cognitive development (COGDEV) is marked by a number of critical periods during early childhood in which brain development is influenced by myriad chemical and non-chemical stressors from the built, natural, and social environments. Inherent factors and behaviors can also directl...

Critical Thinking Traits of Top-Tier Experts and Implications for Computer Science Education

DTIC Science & Technology

2007-08-01

field of cognitive theory ," [Papert 1999] used his work while developing the Logo programming language. 19 Although other researchers had developed ...of computer expert systems influenced the development of current theories dealing with cognitive abilities. One of the most important initiatives by...multitude of factors involved. He also builds on the cognitive development work of Piaget and is not ready to abandon the generalist approach. Instead, he

Aspects of perceptual development and rehabilitation.

PubMed

Kanevsky, D; Yabrov, A

1988-09-01

It is hypothesized that two anatomically distinct structures--sensory and cognitive--are jointly responsible for perception. In normal individuals the sensory structure is developed at birth, whereas the cognitive one develops after birth under the influence of information received through the sensory structure. Only information that is consciously perceived and comprehended is essential for development of cognitive structure. Consequently, creation of an optimal substream of this cognizable information is an important objective for the therapist or teacher.

Peer Relations and the Development of Competence in Boys and Girls.

ERIC Educational Resources Information Center

Fagot, Beverly I.

1994-01-01

Examines influences of peer relations on the development of social and cognitive competence. Discusses implications of differences in boys' and girls' play styles for cognitive skills and the development of intimacy. Notes that gender segregation is initiated and maintained within the peer group. (BAC)

Is Education Associated with Improvements in General Cognitive Ability, or in Specific Skills?

ERIC Educational Resources Information Center

Ritchie, Stuart J.; Bates, Timothy C.; Deary, Ian J.

2015-01-01

Previous research has indicated that education influences cognitive development, but it is unclear what, precisely, is being improved. Here, we tested whether education is associated with cognitive test score improvements via domain-general effects on general cognitive ability ("g"), or via domain-specific effects on particular cognitive…

Arithmetic Performance of Children with Cerebral Palsy: The Influence of Cognitive and Motor Factors

ERIC Educational Resources Information Center

van Rooijen, Maaike; Verhoeven, Ludo; Smits, Dirk-Wouter; Ketelaar, Marjolijn; Becher, Jules G.; Steenbergen, Bert

2012-01-01

Children diagnosed with cerebral palsy (CP) often show difficulties in arithmetic compared to their typically developing peers. The present study explores whether cognitive and motor variables are related to arithmetic performance of a large group of primary school children with CP. More specifically, the relative influence of non-verbal…

Differential attentional responding in caesarean versus vaginally delivered infants.

PubMed

Adler, Scott A; Wong-Kee-You, Audrey M B

2015-11-01

Little is known about the role that the birth experience plays in brain and cognitive development. Recent research has suggested that birth experience influences the development of the somatosensory cortex, an area involved in spatial attention to sensory information. In this study, we explored whether differences in spatial attention would occur in infants who had different birth experiences, as occurs for caesarean versus vaginal delivery. Three-month-old infants performed either a spatial cueing task or a visual expectation task. We showed that caesarean-delivered infants' stimulus-driven, reflexive attention was slowed relative to vaginally delivered infants', whereas their cognitively driven, voluntary attention was unaffected. Thus, types of birth experience influence at least one form of infants' attention, and possibly any cognitive process that relies on spatial attention. This study also suggests that birth experience influences the initial state of brain functioning and, consequently, should be considered in our understanding of brain development.

THE INTERACTION OF FATHER-ABSENCE AND SIBLING-PRESENCE ON COGNITIVE ABILITIES.

ERIC Educational Resources Information Center

SUTTON-SMITH, B.; AND OTHERS

THE PURPOSE OF THIS STUDY WAS TO INVESTIGATE THE INFLUENCE UPON A CHILD'S COGNITIVE DEVELOPMENT OF THE FATHER'S PRESENCE IN (FP) OR ABSENCE FROM (FA) THE FAMILY IN A ONE-, TWO-, OR THREE-CHILD FAMILY. THE EFFECT OF THE SEX AND ORDINAL POSITION OF A SIBLING UPON COGNITIVE DEVELOPMENT WAS ALSO CONSIDERED. DATA FOR THIS ANALYSIS WERE OBTAINED FROM…

Cognitive Function in Individuals with Atypical Pubertal Development.

ERIC Educational Resources Information Center

Rovet, Joanne F.; And Others

A study of 55 growth-disturbed children, aged 8-17, was conducted to assess how rate of physical maturation and pubertal development influences cognitive and neuropsychological functioning. The sample included 27 boys with short stature and delayed pubertal development (SSB), 15 girls with delayed puberty (DPG), and 13 girls with precocious…

Factors that Influence Vocabulary Development in Two-Year-Old Children

ERIC Educational Resources Information Center

Stokes, Stephanie F.; Klee, Thomas

2009-01-01

Background: This research explored the relative impact of demographic, cognitive, behavioural, and psycholinguistic factors on vocabulary development in two-year-old children. Methods: Two hundred and thirty-two children (24-30 months) were tested on expressive and receptive vocabulary, cognitive development, word learning and working memory…

Identity Development of Literacy Teachers of Adolescents with Significant Cognitive Disabilities

ERIC Educational Resources Information Center

Roberts, Carly A.

2013-01-01

This study employs the theory of identity development and figured worlds to investigate how historical and current education context, preservice and inservice teacher preparation, and school and classroom context influence the development of the literacy teaching identity of teachers of adolescents with significant cognitive disabilities. A…

Sleep spindles and cognitive performance across adolescence: A meta-analytic review.

PubMed

Reynolds, C M; Short, M A; Gradisar, M

2018-07-01

Higher sleep spindle activity generally relates to better cognitive performance in adults, while studies in children often show the opposite. As children become young adults, there is rapid brain maturation and development of higher-order cognitive functions, and therefore investigations within this age group may elucidate the relationship between spindles and cognition in this developmental period. Twelve studies published between 2009 and 2016 were identified. Meta-analyses revealed a positive relationship between spindles and cognition overall (r = 0.27), however effects varied depending on cognitive domain. Moderate positive relationships were seen for fluid IQ (r = 0.44), working memory/executive function (r = 0.40) and speed/accuracy (r = 0.33), while full IQ/verbal IQ was not significantly associated (r = -0.05). Meta-regressions indicated cognitive domain and spindle characteristic had a small influence over effect sizes, while age and gender did not have a significant influence. The relationship between spindles and cognition in adolescents is likely influenced by individual neural makeup and brain maturation. Copyright © 2018 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The impact of wealth on the cognitive development of children who were preterm infants.

PubMed

Braid, Susan; Donohue, Pamela K; Strobino, Donna M

2012-08-01

: The purpose of this study was to explore the influence wealth has on cognitive development in 2-year-old children who were born preterm, and to determine whether racial/ethnic differences in wealth explained disparities in cognitive development. : A nationally representative sample of 1400 children who were born between 22 and 36 weeks' gestation. : Cohort study. : Secondary data analysis of the Early Childhood Longitudinal Survey-Birth Cohort (ECLS-B). The ECLS-B was a prospective national longitudinal study of infants born in the United States during the calendar year 2001 drawn from birth certificates in the United States. : The impact wealth (parental homeownership and investments) had on cognitive development at 2 years and whether wealth eliminated the cognitive disparity seen between white, African American, and Hispanic children. : Wealth (homeownership and investments) did not have an independent effect on cognitive development, but it did eliminate the disparity between white children and African American children (P ≥ .05). However, wealth did not eliminate the disparity in cognitive development between white children and Hispanic children. Hispanic children scored 3.91 points lower than white children (P ≤ .001). : In contrast to other follow-up studies showing persistent differences in cognitive development between white children and African American children, this study found that wealth indicators attenuated the difference. Wealth may be a more accurate proxy for socioeconomic status in studying factors influencing cognitive outcomes in children born preterm than just using measures such as maternal education and income. In future follow-up studies of multiracial preterm children, indicators that represent wealth should be included for an accurate representation of social economic status.

Digital Learning As Enhanced Learning Processing? Cognitive Evidence for New insight of Smart Learning.

PubMed

Di Giacomo, Dina; Ranieri, Jessica; Lacasa, Pilar

2017-01-01

Large use of technology improved quality of life across aging and favoring the development of digital skills. Digital skills can be considered an enhancing to human cognitive activities. New research trend is about the impact of the technology in the elaboration information processing of the children. We wanted to analyze the influence of technology in early age evaluating the impact on cognition. We investigated the performance of a sample composed of n. 191 children in school age distributed in two groups as users: high digital users and low digital users. We measured the verbal and visuoperceptual cognitive performance of children by n. 8 standardized psychological tests and ad hoc self-report questionnaire. Results have evidenced the influence of digital exposition on cognitive development: the cognitive performance is looked enhanced and better developed: high digital users performed better in naming, semantic, visual memory and logical reasoning tasks. Our finding confirms the data present in literature and suggests the strong impact of the technology using not only in the social, educational and quality of life of the people, but also it outlines the functionality and the effect of the digital exposition in early age; increased cognitive abilities of the children tailor digital skilled generation with enhanced cognitive processing toward to smart learning.

Dual-Task Performance: Influence of Frailty, Level of Physical Activity, and Cognition.

PubMed

Giusti Rossi, Paulo; Pires de Andrade, Larissa; Hotta Ansai, Juliana; Silva Farche, Ana Claudia; Carnaz, Leticia; Dalpubel, Daniela; Ferriolli, Eduardo; Assis Carvalho Vale, Francisco; de Medeiros Takahashi, Anielle Cristhine

2018-03-08

Cognition and level of physical activity have been associated with frailty syndrome. The development of tools that assess deficits related to physical and cognitive frailties simultaneously are of common interest. However, little is known about how much these aspects influence the performance of dual-task tests. Our aims were (a) to verify the influence of frailty syndrome and objectively measured physical activity and cognition on the Timed Up and Go (TUG) test and Timed Up and Go associated with dual-task (TUG-DT) performances; and (b) to compare TUG and TUG-DT performances between older adults who develop frailty syndrome. Sixty-four community-dwelling older adults were divided into frail, prefrail, and nonfrail groups, according to frailty phenotype. Assessments included anamnesis, screening of frailty syndrome, cognitive assessment (Addenbrooke's cognitive examination), placement of a triaxial accelerometer to assess level of physical activity, and TUG and TUG-DT (TUG associated with a motor-cognitive task of calling a phone number) performances. After 7 days, the accelerometer was removed. A multiple linear regression was applied to identify which independent variables could explain performances in the TUG and TUG-DT. Subsequently, the analysis of covariance test, adjusted for age, cognition, and level of physical activity covariates, was used to compare test performances. There were no differences in cognition between groups. Significant differences in the level of physical activity were found in the frail group. Compared with the frail group, the nonfrail group required less time and fewer steps to complete the TUG. Regarding the TUG-DT, cognition and age influenced the time spent and number of steps, respectively; however, no differences were found between groups. Frail older adults presented worse performance in the TUG when compared with nonfrail older adults. The dual-task test does not differentiate older adults with frailty syndrome, regardless of cognitive performance.

Educational Inequalities in Health Behaviors at Midlife: Is There a Role for Early-life Cognition?

PubMed

Clouston, Sean A P; Richards, Marcus; Cadar, Dorina; Hofer, Scott M

2015-09-01

Education is a fundamental cause of social inequalities in health because it influences the distribution of resources, including money, knowledge, power, prestige, and beneficial social connections, that can be used in situ to influence health. Recent studies have highlighted early-life cognition as commonly indicating the propensity for educational attainment and determining health and age of mortality. Health behaviors provide a plausible mechanism linking both education and cognition to later-life health and mortality. We examine the role of education and cognition in predicting smoking, heavy drinking, and physical inactivity at midlife using data from the Wisconsin Longitudinal Study (N = 10,317), National Survey of Health and Development (N = 5,362), and National Childhood Development Study (N = 16,782). Adolescent cognition was associated with education but was inconsistently associated with health behaviors. Education, however, was robustly associated with improved health behaviors after adjusting for cognition. Analyses highlight structural inequalities over individual capabilities when studying health behaviors. © American Sociological Association 2015.

Sex differences in cognitive impairment and Alzheimer's disease.

PubMed

Li, Rena; Singh, Meharvan

2014-08-01

Studies have shown differences in specific cognitive ability domains and risk of Alzheimer's disease between the men and women at later age. However it is important to know that sex differences in cognitive function during adulthood may have their basis in both organizational effects, i.e., occurring as early as during the neuronal development period, as well as in activational effects, where the influence of the sex steroids influence brain function in adulthood. Further, the rate of cognitive decline with aging is also different between the sexes. Understanding the biology of sex differences in cognitive function will not only provide insight into Alzheimer's disease prevention, but also is integral to the development of personalized, gender-specific medicine. This review draws on epidemiological, translational, clinical, and basic science studies to assess the impact of sex differences in cognitive function from young to old, and examines the effects of sex hormone treatments on Alzheimer's disease in men and women. Copyright © 2014 Elsevier Inc. All rights reserved.

Sex Differences in Cognitive Impairment and Alzheimer’s Disease

PubMed Central

Li, Rena; Singh, Meharvan

2014-01-01

Studies have shown differences in specific cognitive ability domains and risk of Alzheimer’s disease between the men and women at later age. However it is important to know that sex differences in cognitive function during adulthood may have their basis in both organizational effects, i.e., occurring as early as during the neuronal development period, as well as in activational effects, where the influence of the sex steroids influence brain function in adulthood. Further, the rate of cognitive decline with aging is also different between the sexes. Understanding the biology of sex differences in cognitive function will not only provide insight into Alzheimer’s disease prevention, but also is integral to the development of personalized, gender-specific medicine. This review draws on epidemiological, translational, clinical, and basic science studies to assess the impact of sex differences in cognitive function from young to old, and examines the effects of sex hormone treatments on Alzheimer’s disease in men and women. PMID:24434111

Educational inequalities in health behaviors at midlife: Is there a role for early-life cognition?

PubMed Central

Clouston, Sean; Richards, Marcus; Cadar, Dorina; Hofer, Scott

2015-01-01

Educational attainment is a fundamental cause of social inequalities in health because it influences the distribution of resources, including money, knowledge, power, prestige, and beneficial social connections that can be used in situ to influence health. However, recent studies have highlighted early-life cognition as commonly indicating the propensity for education and determining health and mortality. A primary causal mechanism through which education and adolescent cognition plausibly impact health is through the modification of health behaviors. We integrate analyses using the Wisconsin Longitudinal Study, the National Survey of Health and Development, and the National Childhood Development Study to examine the role of adolescent cognition and education on smoking, heavy drinking, and physical inactivity at midlife. Results suggest that adolescent cognition is associated with the propensity for education, but that associations between cognition and health behaviors are attenuated by adjusting for education. In contrast, education was robustly associated with poor health behaviors. These results support the view that education is robustly associated with health behaviors. PMID:26315501

Biomedical and Social-Environmental Influences on Cognitive and Verbal Abilities in Children 1-3 Years of Age.

ERIC Educational Resources Information Center

Molfese, Victoria J; And Others

1994-01-01

Investigated the effects of biomedical and social-environmental conditions on cognitive and language development in children toddlers. Hypothesized a strong effect of biomedical factors in first two years and a strong environmental influence at three years. Used analysis approach to estimate variables assumed to underlie measurement data. Results…

Grades of undernutrition and socioeconomic status influence cognitive development in school children of Kolkata.

PubMed

Ghosh, Satabdi; Chowdhury, Sutanu Dutta; Chandra, Ananga Mohan; Ghosh, Tusharkanti

2015-02-01

Cognitive development of children is influenced by different environmental factors like nutritional and socio-economic status. The objectives of the present study were to determine the influence of grades of undernutrition and socio-economic status (SES) on the cognitive development of school children of Kolkata. Five hundred sixty six (566) school children having 5-12 years of age were selected from different schools of Kolkata. The cognitive development was measured by the scores of Raven's colored progressive matrices (RCPM). The chronic and acute nutritional statuses were measured from height-for-age (HAZ) and weight-for-age (WAZ) Z scores respectively with reference to the values of WHO. SES was determined by updated Kuppuswamy scale. The prevalences of undernutrition in the observed children were 57.95% (according to HAZ) and 52.82% (according to WAZ). The age dependent growth curve of RCPM scores of the observed children remains in between the 10th and 25th centile of British children. The children belonging to superior and intellectual deficit IQ classes were 21.55 and 36.40%, respectively of the total subjects. Most of the subjects belong to lower middle (39.93%) and upper middle (36.40%) class of SES. RCPM scores of school children were gradually decreased with the grades of undernutrition and SES. RCPM scores were significantly correlated with HAZ, WAZ, SES, age, and sex (P < 0.001) and strongly associated with HAZ, SES, age, and sex (P < 0.001, P < 0.05). Present study indicates that cognitive development of school children of Kolkata is influenced by the grade of undernutrition and SES. © 2015 Wiley Periodicals, Inc.

IV. The cognitive implications of obesity and nutrition in childhood.

PubMed

Khan, Naiman A; Raine, Lauren B; Donovan, Sharon M; Hillman, Charles H

2014-12-01

The prevalence of childhood obesity in the United States has tripled since the 1980s and is strongly linked to the early onset of several metabolic diseases. Recent studies indicate that lower cognitive function may be another complication of childhood obesity. This review considers the research to date on the role of obesity and nutrition on childhood cognition and brain health. Although a handful of studies point to a maladaptive relationship between obesity and aspects of cognitive control, remarkably little is known regarding the impact of fat mass on brain development and cognitive function. Further, missing from the literature is the role of nutrition in the obesity-cognition interaction. Nutrition may directly or indirectly influence cognitive performance via several pathways including provision of key substrates for optimal brain health, modulation of gut microbiota, and alterations in systemic energy balance. However, in the absence of malnutrition, the functional benefits of specific nutrient intake on particular cognitive domains are not well characterized. Here, we examine the literature linking childhood obesity and cognition while considering the effects of nutritional intake. Possible mechanisms for these relationships are discussed and suggestions are made for future study topics. Although childhood obesity prevalence rates in some developed countries have recently stabilized, significant disparities remain among groups based on sex and socioeconomic status. Given that the elevated prevalence of pediatric overweight and obesity may persist for the foreseeable future, it is crucial to develop a comprehensive understanding of the influence of obesity and nutrition on cognition and brain health in the pediatric population. © 2014 The Society for Research in Child Development, Inc.

Cognitive Process of Development in Children

ERIC Educational Resources Information Center

Boddington, Eulalee N.

2009-01-01

In this article we explored the theories of Arnold Gesell, Erik Erickson and Jean Piaget about how human beings development. In this component we will analyze the cognitive processes of how children perceive and develop, in particular children from a cross-cultural background. How learning takes place, and how the influences of culture, and…

A cognitive developmental approach to variability in the psychotherapeutic process with adolescents.

PubMed

Gunning, C; Verheij, F

1990-01-01

Formulated from a cognitive frame of reference, psychodynamic therapy can be viewed as acting on one of the three aspects (feeling, thought, action) in order to influence or change the client's action and thought schemes. In this paper the consequences of the interaction of cognition and emotion for psychotherapeutic practice with adolescents are explored. Knowledge of cognitive development is supposed to be important for the therapist because, from Piaget's viewpoint, the structures of affect are cognitive structures. Moreover a great variability exists in cognitive development between adolescents. This variability is due to individual, family and social variables. The cognitive structural developmental model, the relation between emotional and cognitive development and the afore-mentioned variables are discussed. Consequences are psychotherapeutic practice with adolescents are described and short case histories are given. The authors conclude that in psychotherapeutic practice psychodynamic theory and cognitive structural theory can complete each other.

Prenatal Alcohol and Cocaine Exposure: Influences on Cognition, Speech, Language, and Hearing

ERIC Educational Resources Information Center

Cone-Wesson, B.

2005-01-01

This paper reviews research on the consequences of prenatal exposure to alcohol and cocaine on children's speech, language, hearing, and cognitive development. The review shows that cognitive impairment, learning disabilities, and behavioral disorders are the central nervous system manifestations of fetal alcohol syndrome (FAS), and cranio-facial…

In search of a metatheory for cognitive development (or, Piaget is dead and I don't feel so good myself).

PubMed

Bjorklund, D F

1997-02-01

With the waning of influence of Piaget's theory and the shortcomings of information-processing perspectives of cognitive growth, cognitive developmentalists lack a common set of broad, overarching principles and assumptions--a metatheory--to guide their research. Developmental biology is suggested as metatheory for cognitive development. Although it is important for developmentalists to understand proximal biological causes (e.g., brain development), most important for such a metatheory is an evolutionary perspective. Some basic principles of evolutionary psychology are introduced, and examples of contemporary research and theory consistent with these ideas are provided.

Parenting Stress, Infant Emotion Regulation, Maternal Sensitivity, and the Cognitive Development of Triplets: A Model for Parent and Child Influences in a Unique Ecology

ERIC Educational Resources Information Center

Feldman, Ruth; Eidelman, Arthur I.; Rotenberg, Noa

2004-01-01

To examine the development of triplets, 23 sets of triplets were matched with 23 sets of twins and 23 singletons (N138). Maternal sensitivity was observed at newborn, 3, 6, and 12 months, and infants' cognitive and symbolic skills at 1 year. Triplets received lower maternal sensitivity across infancy and exhibited poorer cognitive competencies…

Cognitive, Noncognitive, and Family Background Contributions to College Attainment: A Behavioral Genetic Perspective.

PubMed

McGue, Matt; Rustichini, Aldo; Iacono, William G

2017-02-01

There is considerable evidence that college attainment is associated with family background and cognitive and noncognitive skills. Behavioral genetic methods are used to determine whether the family background effect is mediated through cognitive and noncognitive skill development. We analyze data from two longitudinal behavioral genetic studies: the Minnesota Twin Family Study, consisting of 1,382 pairs of like-sex twins and their parents, and the Sibling Interaction and Behavior Study, consisting of 409 adoptive and 208 nonadoptive families with two offspring and their rearing parents. Cognitive ability, noncognitive skills, and family background are all associated with offspring college attainment. Biometric analysis shows that the intergenerational transmission of college attainment owes to both genetic and shared environmental factors. The shared environmental influence was not due to highly educated parents fostering noncognitive skill development in their children, and there was limited evidence that they foster cognitive skill development. The environmental transmission of educational attainment does not appear to be a consequence of highly educated parents fostering cognitive and noncognitive skill development. Alternative mechanisms are needed to explain the strong shared environmental influence on college attainment. Possibilities include academic expectations, social network effects, and the economic benefits of having wealthy parents. © 2015 Wiley Periodicals, Inc.

Cognition-Based and Affect-Based Trust as Mediators of Leader Behavior Influences on Team Performance

ERIC Educational Resources Information Center

Schaubroeck, John; Lam, Simon S. K.; Peng, Ann Chunyan

2011-01-01

We develop a model in which cognitive and affective trust in the leader mediate the relationship between leader behavior and team psychological states that, in turn, drive team performance. The model is tested on a sample of 191 financial services teams in Hong Kong and the U.S. Servant leadership influenced team performance through affect-based…

A Metatheory for Cognitive Development (or "Piaget is Dead" Revisited).

PubMed

Bjorklund, David F

2018-01-16

In 1997, I argued that with the loss of Piaget's theory as an overarching guide, cognitive development had become disjointed and a new metatheory was needed to unify the field. I suggested developmental biology, particularly evolutionary theory, as a candidate. Here, I examine the increasing emphasis of biology in cognitive development research over the past 2 decades. I describe briefly the emergence of evolutionary developmental psychology and examine areas in which proximal and distal biological causation have been particularly influential. I argue that developmental biology will continue to increasingly influence research and theory in cognitive development and that evolutionary theory is well on its way to becoming a metatheory, not just for cognitive development, but for developmental psychology generally. © 2018 The Authors. Child Development © 2018 Society for Research in Child Development, Inc.

Leptin and the brain: influences on brain development, cognitive functioning and psychiatric disorders.

PubMed

Farr, Olivia M; Tsoukas, Michael A; Mantzoros, Christos S

2015-01-01

Receptors of leptin, the prototypical adipokine, are expressed throughout the cortex and several other areas of the brain. Although typically studied for its role in energy intake and expenditure, leptin plays a critical role in many other neurocognitive processes and interacts with various other hormones and neurotransmitters to perform these functions. Here, we review the literature on how leptin influences brain development, neural degradation, Alzheimer's disease, psychiatric disorders, and more complicated cognitive functioning and feeding behaviors. We also discuss modulators of leptin and the leptin receptor as they relate to normal cognitive functioning and may mediate some of the actions of leptin in the brain. Although we are beginning to better understand the critical role leptin plays in normal cognitive functioning, there is much to be discovered. Copyright © 2015 Elsevier Inc. All rights reserved.

Mothers as Mediators of Cognitive Development: A Coding Manual. Updated.

ERIC Educational Resources Information Center

Friedman, Sarah L.; Sherman, Tracy L.

Coding systems developed for a study of the way mothers influence the cognitive development of their 2- to 4-year-old children are described in this report. The coding systems were developed for the analysis of data recorded on videotapes of 3 mother-child situations: 8 minutes of interaction starting with a reunion between mother and child, 5…

The Mathematics of Child Street Vendors.

ERIC Educational Resources Information Center

Saxe, Geoffrey B.

1988-01-01

The influence of cultural practices on the cognitive development of largely unschooled children was investigated among 23 candy sellers and matched non-vendors between 10- and 12-years-old who resided in northeast Brazil. Findings are interpreted as supporting a model of cognitive development in which children construct novel understandings while…

Disentangling the Impact of Diversity Courses: Examining the Influence of Diversity Course Content on Students' Civic Engagement

ERIC Educational Resources Information Center

Castellanos, Michelle; Cole, Darnell

2015-01-01

Utilizing Bennett's genres of multicultural education, the authors examine whether diversity course content clusters influence students' civic engagement. Diversity course content clusters were predicted to influence White students and students of color differently, given principles identified by social development, cognitive development, and…

Chronic Heat Stress and Cognitive Development: An Example of Thermal Conditions Influencing Human Development

ERIC Educational Resources Information Center

Riniolo, Todd C.; Schmidt, Louis A.

2006-01-01

Although thermal conditions influence the development of living organisms in a wide variety of ways, this topic has been recently ignored in humans. This paper reintroduces thermal conditions as a topic of importance for developmentalists by presenting an example of how thermal conditions are hypothesized to influence a particular developmental…

The Influence of Bilingualism on Cognitive Development and Cognitive Strategy.

ERIC Educational Resources Information Center

Ben-Zeev, Sandra

This dissertation abstract summarizes a research study which investigated the hypothesis that bilingualism in children would result in: (1) increased ability to analyze syntax; (2) acceleration in the time of arrival of the stage of concrete operational thinking; and (3) an increase in cognitive flexibility or ability to mentally shuffle material.…

Breaking Bad: The Efficacy of Ethics Education in Air Force Officer PME

DTIC Science & Technology

2015-02-12

development may influence ethical decision making, “ cognitions of right and wrong are not enough to explain or predict ethical decision-making behavior.”29...specific theory in this regard but presents several to show the pervasive impact of cognitive processes on ethical behavior and that it is possible to...accession training), and that lessons are commensurate with students’ grade, experience, and cognitive moral development .87 Moreover, each school

Multifactorial determinants of cognition — Thyroid function is not the only one

PubMed Central

Moncayo, Roy; Ortner, Karina

2015-01-01

Background Since the 1960s hypothyroidism together with iodine deficiency have been considered to be a principal determinant of cognition development. Following iodine supplementation programs and improved treatment options for hypothyroidism this relation might not be valid in 2015. On the other hand neurosciences have added different inputs also related to cognition. Scope of review We will examine the characteristics of the original and current publications on thyroid function and cognition and also add some general determinants of intelligence and cognition. One central issue for us is the relation of stress to cognition knowing that both physical and psychological stress, are frequent elements in subjects with thyroid dysfunction. We have considered a special type of stress called pre-natal stress which can influence cognitive functions. Fear and anxiety can be intermingled requiring mechanisms of fear extinction. Major conclusions Recent studies have failed to show an influence of thyroid medication during pregnancy on intellectual development. Neuroscience offers a better explanation of cognition than hypothyroidism and iodine deficiency. Additional factors relevant to cognition are nutrition, infection, prenatal stress, and early life stress. In turn stress is related to low magnesium levels. Magnesium supplementation can correct both latent hypothyroidism and acquired mild cognitive deficits. General significance Cognition is a complex process that depends on many determinants and not only on thyroid function. Magnesium deficiency appears to be a basic mechanism for changes in thyroid function as well as of cognition. PMID:26672993

The Linkage between Social Structure, Competence and Academic Achievement: Results of a Longitudinal Study from Age 7 through 21.

ERIC Educational Resources Information Center

Grundmann, Matthias

This longitudinal study investigated the influence of social class and family socialization on the development of cognitive competence, educational performance, and academic attainment; the interdependencies between the development of cognitive competence and educational performance; and the impact of social class, family socialization, cognitive…

Re-Examining the Associations between Family Backgrounds and Children's Cognitive Developments in Early Ages

ERIC Educational Resources Information Center

Tu, Yu-Kang; Law, Graham R.

2010-01-01

A recent English study found that children from poor families who did well in cognitive tests at age three are expected to be overtaken in the cognitive test by the age of seven by children from rich families who did poorly in cognitive tests at age three. The conclusion was that family background seems to have a dominant influence on a child's…

Differential associations of threat and deprivation with emotion regulation and cognitive control in adolescence

PubMed Central

Lambert, Hilary K; King, kevin M; Monahan, kathryn C; Mclaughlin, Katie A

2016-01-01

Research on childhood adversity has traditionally focused on single types of adversity, which is limited because of high co-occurrence, or on the total number of adverse experiences, which assumes that diverse experiences influence development similarly. Identifying dimensions of environmental experience that are common to multiple types of adversity may be a more effective strategy. We examined the unique associations of two such dimensions (threat and cognitive deprivation) with automatic emotion regulation and cognitive control using a multivariate approach that simultaneously examined both dimensions of adversity. Data were drawn from a community sample of adolescents (N = 287) with variability in exposure to violence, an indicator of threat, and poverty, which is associated with cognitive deprivation. Adolescents completed tasks measuring automatic emotion regulation and cognitive control in neutral and emotional contexts. Violence was associated with automatic emotion regulation deficits, but not cognitive control; poverty was associated with poor cognitive control, but not automatic emotion regulation. Both violence and poverty predicted poor inhibition in an emotional context. Utilizing an approach focused on either single types of adversity or cumulative risk obscured specificity in the associations of violence and poverty with emotional and cognitive outcomes. These findings suggest that different dimensions of childhood adversity have distinct influences on development and highlight the utility of a differentiated multivariate approach. PMID:27424571

Differential associations of threat and deprivation with emotion regulation and cognitive control in adolescence.

PubMed

Lambert, Hilary K; King, Kevin M; Monahan, Kathryn C; McLaughlin, Katie A

2017-08-01

Research on childhood adversity has traditionally focused on single types of adversity, which is limited because of high co-occurrence, or on the total number of adverse experiences, which assumes that diverse experiences influence development similarly. Identifying dimensions of environmental experience that are common to multiple types of adversity may be a more effective strategy. We examined the unique associations of two such dimensions (threat and cognitive deprivation) with automatic emotion regulation and cognitive control using a multivariate approach that simultaneously examined both dimensions of adversity. Data were drawn from a community sample of adolescents (N = 287) with variability in exposure to violence, an indicator of threat, and poverty, which is associated with cognitive deprivation. Adolescents completed tasks measuring automatic emotion regulation and cognitive control in neutral and emotional contexts. Violence was associated with automatic emotion regulation deficits, but not cognitive control; poverty was associated with poor cognitive control, but not automatic emotion regulation. Both violence and poverty predicted poor inhibition in an emotional context. Utilizing an approach focused on either single types of adversity or cumulative risk obscured specificity in the associations of violence and poverty with emotional and cognitive outcomes. These findings suggest that different dimensions of childhood adversity have distinct influences on development and highlight the utility of a differentiated multivariate approach.

Cognitive Development Trajectories of Very Preterm and Typically Developing Children.

PubMed

Mangin, Kathryn S; Horwood, L J; Woodward, Lianne J

2017-01-01

Cognitive impairment is common among children born very preterm (VPT), yet little is known about how this risk changes over time. To examine this issue, a regional cohort of 110 VPT (≤ 32 weeks gestation) and 113 full-term (FT) born children was prospectively assessed at ages 4, 6, 9, and 12 years using the Wechsler Preschool and Primary Scale of Intelligence-Revised and then Wechsler Intelligence Scale for Children, 4th ed. At all ages, VPT children obtained lower scores than their FT born peers (p < .001). Growth curve modeling revealed stable cognitive trajectories across both groups. Neonatal white matter abnormalities and family socioeconomic adversity additively predicted cognitive risk. Despite some intraindividual variability, cognitive functioning of typically developing and high-risk VPT children was stable and influenced by early neurological development and family rearing context. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

The influence of mothers' and fathers' sensitivity in the first year of life on children's cognitive outcomes at 18 and 36 months.

PubMed

Malmberg, L-E; Lewis, S; West, A; Murray, E; Sylva, K; Stein, A

2016-01-01

There has been increasing interest in the relative effects of mothers' and fathers' interactions with their infants on later development. However to date there has been little work on children's cognitive outcomes. We examined the relative influence of fathers' and mothers' sensitivity during interactions with their children at the end of the child's first year (10-12 months, n = 97), on child general cognitive development at 18 months and language at 36 months. Both parents' sensitivity was associated with cognitive and language outcomes in univariate analyses. Mothers' sensitivity, however, appeared to be associated with family socio-demographic factors to a greater extent that fathers' sensitivity. Using path modelling the effect of paternal sensitivity on general cognitive development at 18 months and language at 36 months was significantly greater than the effect of maternal sensitivity, when controlling for socio-demographic background. In relation to language at 36 months, there was some evidence that sensitivity of one parent buffered the effect of lower sensitivity of the other parent. These findings suggest that parental sensitivity can play an important role in children's cognitive and language development, and that higher sensitivity of one parent can compensate for the lower sensitivity of the other parent. Replication of these findings, however, is required in larger samples. © 2015 John Wiley & Sons Ltd.

The Cognitive Environments of Urban Preschool Children: Follow-Up Phase. Final Report.

ERIC Educational Resources Information Center

Hess, Robert D.; And Others

This report describes the second or followup phase of a project begun in 1962, which was designed to analyze the effect of home and maternal influence on the cognitive development of urban preschool children from three socioeconomic levels. Reported is the academic performance and cognitive attainment of 158 original study children during their…

A Social-Cognitive-Ecological Framework for Understanding the Impact of Exposure to Persistent Ethnic-Political Violence on Children’s Psychosocial Adjustment

PubMed Central

Dubow, Eric F.; Huesmann, L. Rowell; Boxer, Paul

2009-01-01

In this article, we describe a theoretical framework for understanding how persistent and extreme exposure to ethnic-political conflict and violence interacts with cognitive, emotional, and self processes to influence children’s psychosocial adjustment. Three recent strands of theorizing guide our approach. First, we focus on how observational and social learning processes combine to influence the development of social-cognitive structures and processes that affect behavior. Second, we focus on the role of developing self and identity processes in shaping the child’s interactions with the world and the consequences of those interactions. Third, we build on the complex systems perspective on development and assume that human development can only be understood accurately by examining how the multiple contexts affecting children and the adults in their lives interact to moderate biosocial factors which predispose individuals to develop in certain directions. We review the recent empirical literature on children’s exposure to ethnic-political violence and we apply the social-cognitive-ecological framework to the empirical findings in this literature. Finally, we propose future directions for research and clinical implications derived from this framework. PMID:19430904

A social-cognitive-ecological framework for understanding the impact of exposure to persistent ethnic-political violence on children's psychosocial adjustment.

PubMed

Dubow, Eric F; Huesmann, L Rowell; Boxer, Paul

2009-06-01

In this article, we describe a theoretical framework for understanding how persistent and extreme exposure to ethnic-political conflict and violence interacts with cognitive, emotional, and self processes to influence children's psychosocial adjustment. Three recent strands of theorizing guide our approach. First, we focus on how observational and social learning processes combine to influence the development of social-cognitive structures and processes that affect behavior. Second, we focus on the role of developing self and identity processes in shaping the child's interactions with the world and the consequences of those interactions. Third, we build on the complex systems perspective on development and assume that human development can only be understood accurately by examining how the multiple contexts affecting children and the adults in their lives interact to moderate biosocial factors which predispose individuals to develop in certain directions. We review the recent empirical literature on children's exposure to ethnic-political violence and we apply the social-cognitive-ecological framework to the empirical findings in this literature. Finally, we propose future directions for research and clinical implications derived from this framework.

Cognitive development in a secondary science setting

NASA Astrophysics Data System (ADS)

Endler, Lorna C.; Bond, Trevor

2000-12-01

Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 using Bond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995 (year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also examined the influence of the Cognitive Acceleration through Science Education (CASE) Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between years 8 and 10 for most students in the Thinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls showed cognitive gains across years 10-12 which were not found in boys. The students who were new to the school also showed increased cognitive development in years 11 and 12. Students who had experienced the Thinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement, even though we used different measures of cognitive development and scholastic achievement.

Preschool and Primary School Influences on the Development of Children's Early Numeracy Skills between the Ages of 3 and 7 Years in Germany

ERIC Educational Resources Information Center

Anders, Yvonne; Grosse, Christiane; Rossbach, Hans-Gunther; Ebert, Susanne; Weinert, Sabine

2013-01-01

Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while…

Regulation of Brain Activity in the Fusiform Face and Parahippocampal Place Areas in 7-11-Year-Old Children

ERIC Educational Resources Information Center

Vuontela, Virve; Jiang, Ping; Tokariev, Maksym; Savolainen, Petri; Ma, YuanYe; Aronen, Eeva T.; Fontell, Tuija; Liiri, Tiina; Ahlstrom, Matti; Salonen, Oili; Carlson, Synnove

2013-01-01

Developmental studies have demonstrated that cognitive processes such as attention, suppression of interference and memory develop throughout childhood and adolescence. However, little is currently known about the development of top-down control mechanisms and their influence on cognitive performance. In the present study, we used functional…

Cognitive development: no stages please--we're British.

PubMed

Goswami, U

2001-02-01

British cognitive developmental psychology is characterized by its interest in philosophical questions, its preference for linking basic research to applied issues in education and cognitive disorders, and its willingness to learn both methodologically and theoretically from work in animal psychology and in physiology more generally. It has also been influenced profoundly by Jean Piaget's cognitive stage theory although in general British work has focused on demonstrating early strengths, rather than early deficits, in infant and child cognition. Following an overview of British work that encompasses past and present interests, issues and challenges for the future are highlighted. While the perspectives of the founding members of the British Psychological Society (BPS), as outlined by Edgell (1947), are still apparent in British research in cognitive developmental psychology today, it is argued that future cognitive work must become even more interdisciplinary and that the symbiotic relationship between research in adult cognition and in cognitive development needs greater recognition.

Cognitive development: No stages please - we're British.

PubMed

Goswami, Usha

2001-02-01

British cognitive developmental psychology is characterized by its interest in philosophical questions, its preference for linking basic research to applied issues in education and cognitive disorders, and its willingness to learn both methodologically and theoretically from work in animal psychology and in physiology more generally. It has also been influenced profoundly by Jean Piaget's cognitive stage theory although in general British work has focused on demonstrating early strengths, rather than early deficits, in infant and child cognition. Following an overview of British work that encompasses past and present interests, issues and challenges for the future are highlighted. While the perspectives of the founding members of the British Psychological Society (BPS), as outlined by Edgell (1947), are still apparent in British research in cognitive developmental psychology today, it is argued that future cognitive work must become even more interdisciplinary and that the symbiotic relationship between research in adult cognition and in cognitive development needs greater recognition.

Fragmentation and Unpredictability of Early-Life Experience in Mental Disorders

PubMed Central

Baram, Tallie Z.; Solodkin, Ana; Davis, Elysia P.; Stern, Hal; Obenaus, Andre; Sandman, Curt A.; Small, Steven L.

2012-01-01

Maternal sensory signals in early life play a crucial role in programming the structure and function of the developing brain, promoting vulnerability or resilience to emotional and cognitive disorders. In rodent models of early-life stress, fragmentation and unpredictability of maternally derived sensory signals provoke persistent cognitive and emotional dysfunction in offspring. Similar variability and inconsistency of maternal signals during both gestation and early postnatal human life may influence development of emotional and cognitive functions, including those that underlie later depression and anxiety. PMID:22885631

The Influence of Adipose Tissue on Brain Development, Cognition, and Risk of Neurodegenerative Disorders.

PubMed

Letra, Liliana; Santana, Isabel

2017-01-01

The brain is a highly metabolic organ and thus especially vulnerable to changes in peripheral metabolism, including those induced by obesity-associated adipose tissue dysfunction. In this context, it is likely that the development and maturation of neurocognitive circuits may also be affected and modulated by metabolic environmental factors, beginning in utero. It is currently recognized that maternal obesity, either pre-gestational or gestational, negatively influences fetal brain development and elevates the risk of cognitive impairment and neuropsychiatric disorders in the offspring. During infancy and adolescence, obesity remains a limiting factor for healthy neurodevelopment, especially affecting executive functions but also attention, visuospatial ability, and motor skills. In middle age, obesity seems to induce an accelerated brain aging and thus may increase the risk of age-related neurodegenerative diseases such as Alzheimer's disease. In this chapter we review and discuss experimental and clinical evidence focusing on the influence of adipose tissue dysfunction on neurodevelopment and cognition across lifespan, as well as some possible mechanistic links, namely the role of the most well studied adipokines.

Analysis of early life influences on cognitive development in childhood using multilevel ordinal models

PubMed Central

Li, Leah

2012-01-01

Summary Studies of cognitive development in children are often based on tests designed for specific ages. Examination of the changes of these scores over time may not be meaningful. This paper investigates the influence of early life factors on cognitive development using maths and reading test scores at ages 7, 11, and 16 years in a British birth cohort born in 1958. The distributions of these test scores differ between ages, for example, 20% participants scored the top mark in the reading test at 7 and the distribution of reading score at 16 is heavily skewed. In this paper, we group participants into 5 ordered categories, approximately 20% in each category according to their test scores at each age. Multilevel models for a repeated ordinal outcome are applied to relate the ordinal scale of maths and reading ability to early life factors. PMID:22661923

The Virtues and Vices of Moral Development Theorists.

ERIC Educational Resources Information Center

Helwig, Charles C.; And Others

1996-01-01

Claims that Campbell and Christopher's literature on moral development construes the cognitive-developmental and domain approaches too narrowly, overinterprets the influence of Kant, excludes other equally important non-Kantian philosophical influences, and ignores much of the research evidence. Describes the need for drawing distinctions in…

A Commentary on Parent-Child Cognitive Learning Interaction Research: What Have We Learned from Two Decades of Research?

PubMed

Harris, Yvette R; Almutairi, Seham

2016-01-01

The role of family influences on preschool and school age cognitive development has received considerable empirical attention from cognitive developmental psychology researchers in the last few decades. As a result of the interest, investigators have focused their attention on developing coding/observational systems to capture the interactions occurring between mothers and their young children. This paper reviews a select body of research on parent-child cognitive learning interactions with the goal of determining how the researchers have operationalized the behaviors that occur within learning interactions. The paper concludes with a discussion of the suggestions on next steps for conducting parent-child cognitive learning interaction research in the future.

Influence of malnutrition on cognitive development assessed by Piagetian tasks.

PubMed

Agarwal, D K; Upadhyay, S K; Agarwal, K N

1989-01-01

Cognitive development of 1336 children (6-8 yr) was studied in relation to their nutritional status. Seven Piagetian tasks covering the mental process of a concrete operational period were given to each child to assess the cognitive development. Weschler intelligence scale for Indian Children was used to assess the IQ of each child. The percentage of malnourished children in stage I of development (preoperational) was significantly higher as that of wellnourished children. A higher percentage of children in the latter group was in stage III of development (concrete operation). In boys performance on all the tasks was influenced by undernutrition except for class inclusion. In girls this was true only for conservation of liquid, substance and ordinal relation. The results of the regression analysis showed that nutrition was the only factor weakly associated with the poor performance of the children in various tasks. Further, the effect of nutrition was more pronounced in conservation tasks indicating poor verbal reasoning and comprehension in malnourished children. Information was also collected regarding the parental education and occupation, socio-economic status, caste, economic sufficiency, psychosocial stimulation and home environment. However, these environmental factors did not influence the development of rural children. This might be due to the fact that the population in the present study did not vary much with regard to these variables.

Combined social cognitive and neurocognitive rehabilitation strategies in schizophrenia: neuropsychological and psychopathological influences on Theory of Mind improvement.

PubMed

Bechi, M; Bosia, M; Spangaro, M; Buonocore, M; Cocchi, F; Pigoni, A; Piantanida, M; Guglielmino, C; Bianchi, L; Smeraldi, E; Cavallaro, R

2015-11-01

Neurocognitive and social cognitive impairments represent important treatment targets in schizophrenia, as they are significant predictors of functional outcome. Different rehabilitative interventions have recently been developed, addressing both cognitive and psychosocial domains. Although promising, results are still heterogeneous and predictors of treatment outcome are not yet identified. In this study we evaluated the efficacy of two newly developed social cognitive interventions, respectively based on the use of videotaped material and comic strips, combined with domain-specific Cognitive Remediation Therapy (CRT). We also analysed possible predictors of training outcome, including basal neurocognitive performance, the degree of cognitive improvement after CRT and psychopathological variables. Seventy-five patients with schizophrenia treated with CRT, were randomly assigned to: social cognitive training (SCT) group, Theory of Mind Intervention (ToMI) group, and active control group (ACG). ANOVAs showed that SCT and ToMI groups improved significantly in ToM measures, whereas the ACG did not. We reported no influences of neuropsychological measures and improvement after CRT on changes in ToM. Both paranoid and non-paranoid subjects improved significantly after ToMI and SCT, without differences between groups, despite the better performance in basal ToM found among paranoid patients. In the ACG only non-paranoid patients showed an improvement in non-verbal ToM. Results showed that both ToMI and SCT are effective in improving ToM in schizophrenia with no influence of neuropsychological domains. Our data also suggest that paranoid symptoms may discriminate between different types of ToM difficulties in schizophrenia.

Cognitive Developmental Biology: History, Process and Fortune's Wheel

ERIC Educational Resources Information Center

Balaban, Evan

2006-01-01

Biological contributions to cognitive development continue to be conceived predominantly along deterministic lines, with proponents of different positions arguing about the preponderance of gene-based versus experience-based influences that organize brain circuits irreversibly during prenatal or early postnatal life, and evolutionary influences…

Helping medical learners recognise and manage unconscious bias toward certain patient groups.

PubMed

Teal, Cayla R; Gill, Anne C; Green, Alexander R; Crandall, Sonia

2012-01-01

For the last 30 years, developments in cognitive sciences have demonstrated that human behaviour, beliefs and attitudes are shaped by automatic and unconscious cognitive processes. Only recently has much attention been paid to how unconscious biases based on certain patient characteristics may: (i) result in behaviour that is preferential toward or against specific patients; (ii) influence treatment decisions, and (iii) adversely influence the patient-doctor relationship. Partly in response to accreditation requirements, medical educators are now exploring how they might help students and residents to develop awareness of their own potential biases and strategies to mitigate them. In this paper, we briefly review key cognition concepts and describe the limited published literature about educational strategies for addressing unconscious bias. We propose a developmental model to illustrate how individuals might move from absolute denial of unconscious bias to the integration of strategies to mitigate its influence on their interactions with patients and offer recommendations to educators and education researchers. © Blackwell Publishing Ltd 2012.

Development of functional oral health literacy assessment instruments: application of literacy and cognitive theories.

PubMed

Bridges, Susan M; Parthasarathy, Divya S; Au, Terry K F; Wong, Hai Ming; Yiu, Cynthia K Y; McGrath, Colman P

2014-01-01

This paper describes the development of a new literacy assessment instrument, the Hong Kong Oral Health Literacy Assessment Task for Paediatric Dentistry (HKOHLAT-P). Its relationship to literacy theory is analyzed to establish content and face validity. Implications for construct validity are examined by analyzing cognitive demand to determine how "comprehension" is measured. Key influences from literacy assessment were identified to analyze item development. Cognitive demand was analyzed using an established taxonomy. The HKOHLAT-P focuses on the functional domain of health literacy assessment. Items had strong content and face validity reflecting established principles from modern literacy theory. Inclusion of new text types signified relevant developments in the area of new literacies. Analysis of cognitive demand indicated that this instrument assesses the "comprehension" domain, specifically the areas of factual and procedural knowledge, with some assessment of conceptual knowledge. Metacognitive knowledge was not assessed. Comprehension tasks assessing patient health literacy predominantly examine functional health literacy at the lower levels of comprehension. Item development is influenced by the fields of situated and authentic literacy. Inclusion of content regarding multiliteracies is suggested for further research. Development of functional health literacy assessment instruments requires careful consideration of the clinical context in determining construct validity. © 2013 American Association of Public Health Dentistry.

Reciprocal Influences between Maternal Language and Children's Language and Cognitive Development in Low-Income Families

ERIC Educational Resources Information Center

Song, Lulu; Spier, Elizabeth T.; Tamis-Lemonda, Catherine S.

2014-01-01

We examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother-child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language.…

The Influence of Developmentally Appropriate Practice on Children's Cognitive Development: A Qualitative Metasynthesis

ERIC Educational Resources Information Center

Brown, Christopher P.; Lan, Yi-Chin

2013-01-01

Background: As policymakers and advocates across the United States look to early childhood educators to improve children's cognitive development so they enter elementary school ready to learn, debates have emerged over what types of practices these educators should be engaged in to achieve this goal. Historically, the field of early childhood…

The Cognitive Development of Young Dual Language Learners: A Critical Review

PubMed Central

Barac, Raluca; Bialystok, Ellen; Castro, Dina C.; Sanchez, Marta

2014-01-01

Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language learners between 2000-2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations. PMID:25284958

Critical considerations about the use of poverty measures in the study of cognitive development.

PubMed

Lipina, Sebastián J

2017-06-01

Developmental psychology and developmental cognitive neuroscience generated evidence at different levels of analysis about the influences of poverty on neurocognitive development (i.e., molecular, neural activation, cognition, behaviour). In addition, different individual and environmental factors were identified as mediators of such influences. Such a complexity is also illustrated through the many poverty conceptual and operational definitions generated by social, human and health sciences. However, to establish the causal relationships between the different factors of poverty and neurocognitive outcomes is still an issue under construction. Most studies of this area apply classic unidimensional poverty indicators such as income and maternal education. Nonetheless, this approach does not take into adequate consideration the variability of neurocognitive outcomes depending on the type of poverty measures, and the dynamic nature of changes during development. This creates a virtual underestimation of the complexity imposed by the involved mediating mechanisms. The scientific and policy implications of this underestimation include the risk of not adequately addressing children rights and developmental opportunities. This article proposes to explore such scenario, which is necessary for the reconsideration of the criteria used to analyse the influences of poverty on child development in general and neurocognitive development in particular. © 2016 International Union of Psychological Science.

Perception of the influence of environmental factors in the use of electronic planning devices in adults with cognitive disabilities.

PubMed

Adolfsson, Päivi; Lindstedt, Helena; Pettersson, Ingvor; Hermansson, Liselotte Norling; Janeslätt, Gunnel

2016-08-01

Adults with cognitive disabilities often have difficulties in dealing with the complexity of everyday life. With cognitive assistive technology (e.g. electronic planning devices [EPDs] and individual support), they can bring order to their often chaotic life. Assumptions are that environmental factors influence with non-use of EPDs. To explore how adults with cognitive disabilities perceive the influence of environmental factors in the use of EPDs. A reference group with experience of use of EPDs assisted the researchers. Twelve adults with cognitive disabilities and experience of using EPDs participated. An interview guide was implemented covering environmental factors according to the International Classification of Functioning, Disability and Health. Qualitative content analysis was applied in the analyses. Five categories and two themes emerged, which were integrated into a model of facilitating factors influencing the use of EPDs. Measures to prevent or eliminate negative influences of the device use are important to be taken. Professionals need more knowledge about EPDs, while users need individual adaption of the EPDs. EPDs need to be user-friendly, manageable and work in any seasons. Implications for Rehabilitation The users should have access to specially trained prescribers. There is a need for development of user-friendly and manageable products to function in any climate. Knowledge is lacking on how to implement the users in all stages of the prescribing process. Prescribers should increase knowledge in the use of EPDs to influence the attitudes of the social environment.

Probability-Based Inference in a Domain of Proportional Reasoning Tasks

DTIC Science & Technology

1992-01-01

Embretson, S.E. (1985). Multicomponent latent trait models for test design. In SE. Embretson (Ed.), Test design: Developments in psychology and...J.C. Conoley, & J. Witt (Eds.), The influence of cognitive psychology on testing and measurement: The Buros-Nebraska Symposium on measurement and...Mislevy Educational Testing Service This research was sponsored in part by the Cognitive Science Program Cognitive and Neural Sciences Division Office of

Review of the Leaving Certificate Biology Examination Papers (1999-2008) Using Bloom's Taxonomy--An Investigation of the Cognitive Demands of the Examination

ERIC Educational Resources Information Center

Cullinane, Alison; Liston, Maeve

2016-01-01

It is widely recognised that high-stakes assessment can significantly influence what is taught in the classroom. Many argue that high-stakes assessment results in a narrowed curriculum where students learn by rote rather than developing higher cognitive skills. This paper describes a study investigating the various cognitive objectives present…

Neural Correlates of Social Influence on Risk Taking and Substance Use in Adolescents.

PubMed

Telzer, Eva H; Rogers, Christina R; Van Hoorn, Jorien

2017-09-01

Adolescents often engage in elevated levels of risk taking that gives rise to substance use. Family and peers constitute the primary contextual risk factors for adolescent substance use. This report reviews how families and peers influence adolescent neurocognitive development to inform their risk taking and subsequent substance use. Developmental neuroscience using functional magnetic resonance imaging (fMRI) has identified regions of the brain involved in social cognition, cognitive control, and reward processing that are integrally linked to social influence on adolescent risk taking. These neural mechanisms play a role in how peer and family influence (e.g., physical presence, relationship quality, rejection) translates into adolescent substance use. Peers and families can independently, and in tandem, contribute to adolescent substance use, for better or for worse. We propose that future work utilize fMRI to investigate the neural mechanisms involved in different aspects of peer and family influence, and how these contexts uniquely and interactively influence adolescent substance use initiation and escalation across development.

Birth weight and cognitive development in adolescence: causal relationship or social selection?

PubMed

Gorman, Bridget K

2002-01-01

Using data from the National Longitudinal Survey of Adolescent Health (Add Health), I investigate the relationship between birth weight and cognitive development among adolescents aged 12-17. Initial OLS regression models reveal a significant, positive relationship between low birth weight and verbal ability. Controlling for demographic, socioeconomic, and other adolescent characteristics modifies, but does not eliminate, this relationship. Additional models that stratify the sample by parental education illustrate the greater importance of other family and adolescent characteristics for cognitive development in adolescence, and a diminished role of birth weight. In the final section of the paper, fixed effects models of non-twin full siblings indicate no significant association between birth weight and verbal ability, suggesting that traditional cross-sectional models overstate the influence of birth weight for cognitive development in adolescence.

Improved Cognitive Development in Preterm Infants with Shared Book Reading.

PubMed

Braid, Susan; Bernstein, Jenny

2015-01-01

To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population. Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001. One thousand four hundred singleton preterm infants (22-36 weeks gestation). Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition. Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p < .001). Race/ethnicity and maternal education affect how often parents read to their children. Shared book reading holds potential as an early developmental intervention for this population.

Role of Social Presence and Cognitive Absorption in Online Learning Environments

ERIC Educational Resources Information Center

Leong, Peter

2011-01-01

This article investigates the relationships between social presence, cognitive absorption, interest, and student satisfaction in online learning. A hypothesized structural equation model was developed to study these critical variables that may influence interaction in online learning environments. Contrary to expectations, the study determined…

Emotional and Cognitive Antecedents of Racial Intolerance.

ERIC Educational Resources Information Center

Wright, Doris J.

Psychologists and educators have struggled to understand the devastating influence of racial intolerance on children, on their personality development, and on their academic growth. The emotional and cognitive elements that underlie racial intolerance, along with its theoretical underpinnings, are examined in this paper. It is believed that five…

Food for thought: how diet influences cognitive function and emotion

USDA-ARS?s Scientific Manuscript database

More than one third of American adults are obese and statistics are similar worldwide. Caloric intake and diet composition have large and lasting effects on cognition and emotion, especially during critical periods in development, but the neural mechanisms for these effects are not well understood. ...

Anxiety and Threat-Related Attention: Cognitive-Motivational Framework and Treatment.

PubMed

Mogg, Karin; Bradley, Brendan P

2018-03-01

Research in experimental psychopathology and cognitive theories of anxiety highlight threat-related attention biases (ABs) and underpin the development of a computer-delivered treatment for anxiety disorders: attention-bias modification (ABM) training. Variable effects of ABM training on anxiety and ABs generate conflicting research recommendations, novel ABM training procedures, and theoretical controversy. This article summarises an updated cognitive-motivational framework, integrating proposals from cognitive models of anxiety and attention, as well as evidence of ABs. Interactions between motivational salience-driven and goal-directed influences on multiple cognitive processes (e.g., stimulus evaluation, inhibition, switching, orienting) underlie anxiety and the variable manifestations of ABs (orienting towards and away from threat; threat-distractor interference). This theoretical analysis also considers ABM training as cognitive skill training, describes a conceptual framework for evaluating/developing novel ABM training procedures, and complements network-based research on reciprocal anxiety-cognition relationships. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Negative Mood States or Dysfunctional Cognitions: Their Independent and Interactional Effects in Influencing Severity of Gambling Among Chinese Problem Gamblers in Hong Kong.

PubMed

Wong, Daniel Fu Keung; Zhuang, Xiao Yu; Jackson, Alun; Dowling, Nicki; Lo, Herman Hay Ming

2017-09-04

Gambling-related cognitions and negative psychological states have been proposed as major factors in the initiation and maintenance of problem gambling (PG). While there are a substantial number of studies supporting the role of cognitive dysfunctions in the initiation and maintenance of PG, very few empirical studies have explored the specific role of negative psychological states in influencing PG behaviours. In addition, very few studies have examined the interaction effects of cognitive dysfunctions and negative psychological states in exerting influence on PG behaviours. Therefore, the present study aims to examine the main and interaction effects of gambling-related cognitions and psychological states on the gambling severity among a group of problem gamblers in Hong Kong. A cross-sectional research design was adopted. A purposive sample of 177 problem gamblers who sought treatment from a social service organization in Hong Kong completed a battery of standardised questionnaires. While gambling-related cognitions were found to exert significant effects on gambling severity, negative psychological states (i.e. stress) significantly moderated the relationship between gambling cognitions and gambling severity. In essence, those participants who reported a higher level of stress had more stable and serious gambling problems than those who reported a lower level of stress irrespective of the level of gambling-related cognitions. The findings of the moderating role of negative emotions in the relationship between cognitive distortions and severity of gambling provide insight towards developing an integrated intervention model which includes both cognitive-behavioural and emotion regulation strategies in helping people with PG.

Effects of Plasma Lipids and Statins on Cognitive Function.

PubMed

Li, Rui; Wang, Tian-Jun; Lyu, Pei-Yuan; Liu, Yang; Chen, Wei-Hong; Fan, Ming-Yue; Xu, Jing

2018-02-20

Dementia is the fourth most common cause of death in developed countries. The relationship between plasma lipids and cognitive function is complex and controversial. Due to the increasing life expectancy of the population, there is an urgent need to control vascular risk factors and to identify therapies to prevent and treat both cognitive impairment and dementia. Here, we reviewed the effects of plasma lipids and statins on cognitive function. We searched the PubMed database for research articles published through November 2017 with key words including "plasma lipids," "hyperlipidemia," "hypercholesterolemia," "statins," and "cognition function." Articles were retrieved and reviewed to analyze the effects of plasma lipids and statins on cognitive function and the mechanisms underlying these effects. Many studies have examined the relationship between plasma lipids and cognitive function, but no definitive conclusions can be drawn. The mechanisms involved may include blood-brain barrier injury, the influence on small blood vessels in the brain, the influence on amyloid deposition, and a neuroprotective effect. To date, most studies of statins and cognition have been observational, with few randomized controlled trials. Therefore, firm conclusions regarding whether mid- or long-term statin use affects cognition function and dementia remain elusive. However, increasing concern exists that statins may be a causative factor for cognitive problems. These adverse effects appear to be rare and likely represent a yet-to-be-defined vulnerability in susceptible individuals. The association between plasma lipids and cognition, the mechanism of the influence of plasma lipids on cognitive function, and the association between statins and cognitive function are complex issues and currently not fully understood. Future research aimed at identifying the mechanisms that underlie the effects of plasma lipids and statins on cognition will not only provide important insight into the causes and interdependencies of cognitive impairment and dementia, but also inspire novel strategies for treating and preventing these cognitive disorders.

Language and Cognition Interaction Neural Mechanisms

PubMed Central

Perlovsky, Leonid

2011-01-01

How language and cognition interact in thinking? Is language just used for communication of completed thoughts, or is it fundamental for thinking? Existing approaches have not led to a computational theory. We develop a hypothesis that language and cognition are two separate but closely interacting mechanisms. Language accumulates cultural wisdom; cognition develops mental representations modeling surrounding world and adapts cultural knowledge to concrete circumstances of life. Language is acquired from surrounding language “ready-made” and therefore can be acquired early in life. This early acquisition of language in childhood encompasses the entire hierarchy from sounds to words, to phrases, and to highest concepts existing in culture. Cognition is developed from experience. Yet cognition cannot be acquired from experience alone; language is a necessary intermediary, a “teacher.” A mathematical model is developed; it overcomes previous difficulties and leads to a computational theory. This model is consistent with Arbib's “language prewired brain” built on top of mirror neuron system. It models recent neuroimaging data about cognition, remaining unnoticed by other theories. A number of properties of language and cognition are explained, which previously seemed mysterious, including influence of language grammar on cultural evolution, which may explain specifics of English and Arabic cultures. PMID:21876687

Determining informative priors for cognitive models.

PubMed

Lee, Michael D; Vanpaemel, Wolf

2018-02-01

The development of cognitive models involves the creative scientific formalization of assumptions, based on theory, observation, and other relevant information. In the Bayesian approach to implementing, testing, and using cognitive models, assumptions can influence both the likelihood function of the model, usually corresponding to assumptions about psychological processes, and the prior distribution over model parameters, usually corresponding to assumptions about the psychological variables that influence those processes. The specification of the prior is unique to the Bayesian context, but often raises concerns that lead to the use of vague or non-informative priors in cognitive modeling. Sometimes the concerns stem from philosophical objections, but more often practical difficulties with how priors should be determined are the stumbling block. We survey several sources of information that can help to specify priors for cognitive models, discuss some of the methods by which this information can be formalized in a prior distribution, and identify a number of benefits of including informative priors in cognitive modeling. Our discussion is based on three illustrative cognitive models, involving memory retention, categorization, and decision making.

Neurodevelopmental origins of lifespan changes in brain and cognition

PubMed Central

Walhovd, Kristine B.; Krogsrud, Stine K.; Bartsch, Hauke; Bjørnerud, Atle; Due-Tønnessen, Paulina; Grydeland, Håkon; Hagler, Donald J.; Håberg, Asta K.; Kremen, William S.; Ferschmann, Lia; Nyberg, Lars; Panizzon, Matthew S.; Rohani, Darius A.; Skranes, Jon; Storsve, Andreas B.; Sølsnes, Anne Elisabeth; Tamnes, Christian K.; Thompson, Wesley K.; Reuter, Chase; Dale, Anders M.; Fjell, Anders M.

2016-01-01

Neurodevelopmental origins of functional variation in older age are increasingly being acknowledged, but identification of how early factors impact human brain and cognition throughout life has remained challenging. Much focus has been on age-specific mechanisms affecting neural foundations of cognition and their change. In contrast to this approach, we tested whether cerebral correlates of general cognitive ability (GCA) in development could be extended to the rest of the lifespan, and whether early factors traceable to prenatal stages, such as birth weight and parental education, may exert continuous influences. We measured the area of the cerebral cortex in a longitudinal sample of 974 individuals aged 4–88 y (1,633 observations). An extensive cortical region was identified wherein area related positively to GCA in development. By tracking area of the cortical region identified in the child sample throughout the lifespan, we showed that the cortical change trajectories of higher and lower GCA groups were parallel through life, suggesting continued influences of early life factors. Birth weight and parental education obtained from the Norwegian Mother–Child Cohort study were identified as such early factors of possible life-long influence. Support for a genetic component was obtained in a separate twin sample (Vietnam Era Twin Study of Aging), but birth weight in the child sample had an effect on cortical area also when controlling for possible genetic differences in terms of parental height. Our results provide novel evidence for stability in brain–cognition relationships throughout life, and indicate that early life factors impact brain and cognition for the entire life course. PMID:27432992

Neurodevelopmental origins of lifespan changes in brain and cognition.

PubMed

Walhovd, Kristine B; Krogsrud, Stine K; Amlien, Inge K; Bartsch, Hauke; Bjørnerud, Atle; Due-Tønnessen, Paulina; Grydeland, Håkon; Hagler, Donald J; Håberg, Asta K; Kremen, William S; Ferschmann, Lia; Nyberg, Lars; Panizzon, Matthew S; Rohani, Darius A; Skranes, Jon; Storsve, Andreas B; Sølsnes, Anne Elisabeth; Tamnes, Christian K; Thompson, Wesley K; Reuter, Chase; Dale, Anders M; Fjell, Anders M

2016-08-16

Neurodevelopmental origins of functional variation in older age are increasingly being acknowledged, but identification of how early factors impact human brain and cognition throughout life has remained challenging. Much focus has been on age-specific mechanisms affecting neural foundations of cognition and their change. In contrast to this approach, we tested whether cerebral correlates of general cognitive ability (GCA) in development could be extended to the rest of the lifespan, and whether early factors traceable to prenatal stages, such as birth weight and parental education, may exert continuous influences. We measured the area of the cerebral cortex in a longitudinal sample of 974 individuals aged 4-88 y (1,633 observations). An extensive cortical region was identified wherein area related positively to GCA in development. By tracking area of the cortical region identified in the child sample throughout the lifespan, we showed that the cortical change trajectories of higher and lower GCA groups were parallel through life, suggesting continued influences of early life factors. Birth weight and parental education obtained from the Norwegian Mother-Child Cohort study were identified as such early factors of possible life-long influence. Support for a genetic component was obtained in a separate twin sample (Vietnam Era Twin Study of Aging), but birth weight in the child sample had an effect on cortical area also when controlling for possible genetic differences in terms of parental height. Our results provide novel evidence for stability in brain-cognition relationships throughout life, and indicate that early life factors impact brain and cognition for the entire life course.

The Influence of Non-Epistemic Features of Settings on Epistemic Cognition

ERIC Educational Resources Information Center

Kawasaki, Jarod N.; DeLiema, David J.; Sandoval, William A.

2014-01-01

Situated theories of learning recognize the rules, tools, goals, and communities within which activities develop. Similarly, situated theories of epistemic cognition recognize that individuals' ideas about knowledge are tentative and dependent on particular contexts. In this study, we bring these frameworks together and qualitatively examine how…

Affective Influences in the Knowledge of Mathematics.

ERIC Educational Resources Information Center

Gomez-Chacon, Ines Maria

2000-01-01

Proposes a model to study the interaction between cognition and affect in mathematics. Develops important dimensions related to affect and cognition. Explains the importance of taking into account such dimensions in this kind of research, referring to students who are failing academically through a case study. (Contains 21 references.) (Author/ASK)

The Influence of Two Cognitive-Linguistic Variables on Incidental Word Learning in 5-Year-Olds

ERIC Educational Resources Information Center

Abel, Alyson D.; Schuele, C. Melanie

2014-01-01

The relation between incidental word learning and two cognitive-linguistic variables--phonological memory and phonological awareness--is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word…

The Relationship of Socioeconomic Status and Sex to Body Size, Skeletal Maturation, and Cognitive Status of Guatemala City Schoolchildren.

ERIC Educational Resources Information Center

Bogin, Barry; MacVean, Robert B.

1983-01-01

Longitudinal data from a study of child development in Guatemala City were used to describe the influence of socioeconomic status and sex on physical and cognitive growth status. The correlation between growth status variables was also analyzed. (Author/RH)

Midsagittal Brain Shape Correlation with Intelligence and Cognitive Performance

ERIC Educational Resources Information Center

Bruner, Emiliano; Martin-Loeches, Manuel; Burgaleta, Miguel; Colom, Roberto

2011-01-01

Brain shape might influence cognitive performance because of the relationships between functions, spatial organization, and differential volumetric development of cortical areas. Here we analyze the relationships between midsagittal brain shape variation and a set of basic psychological measures. Coordinates in 2D from 102 MRI-scanned young adult…

Spectrum of gross motor and cognitive functions in children with cerebral palsy: gender differences.

PubMed

Romeo, Domenico M M; Cioni, Matteo; Battaglia, Laura R; Palermo, Filippo; Mazzone, Domenico

2011-01-01

Multiple differences between males and females are reported both in physiological and pathophysiological conditions. To test the hypothesis that gender could influence the motor and cognitive development in children with cerebral palsy (CP). Prospective, cross-sectional. One hundred seventy one children with CP (98 males and 73 females) were evaluated for motor (Gross Motor Function Measure, Gross Motor Function Classification System) and cognitive (Bayley II, Wechsler Scales) functions. Eighty-four of them were assessed before and other eighty-seven children after 4 years of age. No gender-related differences were observed in children with diplegia or quadriplegia, both for motor and cognitive functions. On the contrary, females with hemiplegia scored significantly better (P < 0.01) in cognitive functions and in the dimension D (standing) of the Gross Motor Function Measure, under the age of 4 years. These differences were not observed after this age. In this study we point out that gender might influence differently the psycho-motor development of children with hemiplegia and of those with a more severe clinical involvement as diplegia and quadriplegia. © 2010 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

Development of cognitive and affective control networks and decision making.

PubMed

Kar, Bhoomika R; Vijay, Nivita; Mishra, Shreyasi

2013-01-01

Cognitive control and decision making are two important research areas in the realm of higher-order cognition. Control processes such as interference control and monitoring in cognitive and affective contexts have been found to influence the process of decision making. Development of control processes follows a gradual growth pattern associated with the prolonged maturation of underlying neural circuits including the lateral prefrontal cortex, anterior cingulate, and the medial prefrontal cortex. These circuits are also involved in the control of processes that influences decision making, particularly with respect to choice behavior. Developmental studies on affective control have shown distinct patterns of brain activity with adolescents showing greater activation of amygdala whereas adults showing greater activity in ventral prefrontal cortex. Conflict detection, monitoring, and adaptation involve anticipation and subsequent performance adjustments which are also critical to complex decision making. We discuss the gradual developmental patterns observed in two of our studies on conflict monitoring and adaptation in affective and nonaffective contexts. Findings of these studies indicate the need to look at the differences in the effects of the development of cognitive and affective control on decision making in children and particularly adolescents. Neuroimaging studies have shown the involvement of separable neural networks for cognitive (medial prefrontal cortex and anterior cingulate) and affective control (amygdala, ventral medial prefrontal cortex) shows that one system can affect the other also at the neural level. Hence, an understanding of the interaction and balance between the cognitive and affective brain networks may be crucial for self-regulation and decision making during the developmental period, particularly late childhood and adolescence. The chapter highlights the need for empirical investigation on the interaction between the different aspects of cognitive control and decision making from a developmental perspective. Copyright © 2013 Elsevier B.V. All rights reserved.

Early Mental Development as a Predictor of Preschool Cognitive and Behavioral Development in South Africa: The Moderating Role of Maternal Education in the Birth to Twenty Cohort

ERIC Educational Resources Information Center

Hsiao, Celia; Richter, Linda M.

2014-01-01

This article examines the influence of early development on preschool cognitive and behavioral outcomes in South Africa, as well as the role of family factors such as maternal education in moderating this association. The study involved 167 Black South African children (89 boys and 78 girls) from the Birth to Twenty study during their first 5…

Embodiment and Human Development.

PubMed

Marshall, Peter J

2016-12-01

We are recognizing increasingly that the study of cognitive, social, and emotional processes must account for their embodiment in living, acting beings. The related field of embodied cognition (EC) has coalesced around dissatisfaction with the lack of attention to the body in cognitive science. For developmental scientists, the emphasis in the literature on adult EC on the role of the body in cognition may not seem particularly novel, given that bodily action was central to Piaget's theory of cognitive development. However, as the influence of the Piagetian account waned, developmental notions of embodiment were shelved in favor of mechanical computational approaches. In this article, I argue that by reconsidering embodiment, we can address a key issue with computational accounts: how meaning is constructed by the developing person. I also suggest that the process-relational approach to developmental systems can provide a system of concepts for framing a fully embodied, integrative developmental science.

Embodiment and Human Development

PubMed Central

Marshall, Peter J.

2016-01-01

We are recognizing increasingly that the study of cognitive, social, and emotional processes must account for their embodiment in living, acting beings. The related field of embodied cognition (EC) has coalesced around dissatisfaction with the lack of attention to the body in cognitive science. For developmental scientists, the emphasis in the literature on adult EC on the role of the body in cognition may not seem particularly novel, given that bodily action was central to Piaget’s theory of cognitive development. However, as the influence of the Piagetian account waned, developmental notions of embodiment were shelved in favor of mechanical computational approaches. In this article, I argue that by reconsidering embodiment, we can address a key issue with computational accounts: how meaning is constructed by the developing person. I also suggest that the process-relational approach to developmental systems can provide a system of concepts for framing a fully embodied, integrative developmental science. PMID:27833651

Life events and hopelessness depression: The influence of affective experience

PubMed Central

Chen, Jian

2017-01-01

This study explored the association of the affective experience (AE) of life events on hopelessness depression (HD). Undergraduates (N = 301) participating in a 12-week prospective study completed measures of HD, cognitive style, and psychological stress. The results indicate AE is an underlying mechanism influencing the longitudinal link between life events and HD. Negative life events with clear negative AE directly promoted the development of HD. Positive life events with clear positive AE directly impeded the development of HD. Neutral life events with mixed AE directly and interacting with negative cognitive style promoted the development of HD. The results should increase understanding of the hopelessness theory of depression, and suggest that neutral life events should be important elements in depression therapy. PMID:29176863

The Influence of Postnatal Psychiatric Disorder on Child Development

PubMed Central

Stein, Alan; Lehtonen, Annukka; Harvey, Allison G.; Nicol-Harper, Rosie; Craske, Michelle

2009-01-01

There is considerable evidence that maternal postnatal psychiatric disorder has an adverse influence on infant development. In attempting to examine the pathways of intergenerational transmission, most research has concentrated on genetic factors or on maternal behaviours during mother-child interaction and attachment. However, researchers have largely ignored the possible role of maternal cognition underlying behaviour, especially the thought and attentional processes involved in psychiatric disorders. This paper argues that a particular form of maternal cognition, namely ‘preoccupation’, is one key, but under-recognised, mechanism in the transmission of psychiatric disturbance. We propose that preoccupation interferes with specific aspects of mental functioning, especially attention and responsivity to the environment. This impairs the mother's parenting capacities and adversely affects mother-child interaction and child development. PMID:19023230

Socio-cognitive influences on the domain-specificity of prosocial behavior in the second year.

PubMed

Kärtner, Joscha; Schuhmacher, Nils; Collard, Jenny

2014-11-01

The main aim of this study was to explain the domain-specificity of early prosocial behavior in different domains (i.e., helping, comforting, and cooperation) by simultaneously assessing specific socio-cognitive factors (i.e., self-other-differentiation and joint attentional skills) that were hypothesized to be differentially related to the three domains of prosocial behavior. Based on a longitudinal study design, observational and parental report data were collected when toddlers (N=42) from German urban middle-class families were 15 and 18 months of age. At 15 months, regression analyses indicated differential relationships between socio-cognitive development and prosocial behavior (i.e., joint attentional skills were positively related with helping and, as hypothesized, both joint attentional skills and self-other differentiation were positively related with cooperation). Furthermore, self-other differentiation at 15 months predicted increases in coordination between 15 and 18 months. Finally, between 15 and 18 months, parental reports of socio-cognitive measures increased significantly while behavioral measures of both socio-cognitive concepts and prosocial behavior were stable across time. In sum, these results support the theoretical assumption of domain-specific socio-cognitive influences that constitute differential development of prosocial behavior. Implications of the results for theory and future studies are discussed from different perspectives with a focus on an interference interpretation calling for the integration of socialization approaches to the study of prosocial development. Copyright © 2014 Elsevier Inc. All rights reserved.

Genetic and Environmental Links Between Natural Language Use and Cognitive Ability in Toddlers.

PubMed

Canfield, Caitlin F; Edelson, Lisa R; Saudino, Kimberly J

2017-03-01

Although the phenotypic correlation between language and nonverbal cognitive ability is well-documented, studies examining the etiology of the covariance between these abilities are scant, particularly in very young children. The goal of this study was to address this gap in the literature by examining the genetic and environmental links between language use, assessed through conversational language samples, and nonverbal cognition in a sample of 3-year-old twins (N = 281 pairs). Significant genetic and nonshared environmental influences were found for nonverbal cognitive ability and language measures, including mean length of utterance and number of different words, as well as significant genetic covariance between cognitive ability and both language measures. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review.

PubMed

Zeng, Nan; Ayyub, Mohammad; Sun, Haichun; Wen, Xu; Xiang, Ping; Gao, Zan

2017-01-01

This study synthesized literature concerning casual evidence of effects of various physical activity programs on motor skills and cognitive development in typically developed preschool children. Electronic databases were searched through July 2017. Peer-reviewed randomized controlled trials (RCTs) examining the effectiveness of physical activity on motor skills and cognitive development in healthy young children (4-6 years) were screened. A total of 15 RCTs were included. Of the 10 studies assessing the effects of physical activity on motor skills, eight (80%) reported significant improvements in motor performance and one observed mixed findings, but one failed to promote any beneficial outcomes. Of the five studies investigating the influence of physical activity on cognitive development, four (80%) showed significant and positive changes in language learning, academic achievement, attention, and working memory. Notably, one indicated no significant improvements were observed after the intervention. Findings support causal evidence of effects of physical activity on both motor skills and cognitive development in preschool children. Given the shortage of available studies, future research with large representative samples is warranted to explore the relationships between physical activity and cognitive domains as well as strengthen and confirm the dose-response evidence in early childhood.

A Meta-Analysis of Factors Influencing the Development of Trust in Automation: Implications for Human-Robot Interaction

DTIC Science & Technology

2014-07-01

Submoderating factors were examined and reported for human-related (i.e., age, cognitive factors, emotive factors) and automation- related (i.e., features and...capabilities) effects. Analyses were also conducted for type of automated aid: cognitive, control, and perceptual automation aids. Automated cognitive...operator, user) action. Perceptual aids are used to assist the operator or user by providing warnings or to assist with pattern recognition. All

Neuroscience of Childhood Poverty: Evidence of Impacts and Mechanisms as Vehicles of Dialog With Ethics.

PubMed

Lipina, Sebastián J; Evers, Kathinka

2017-01-01

Several studies have identified associations between poverty and development of self-regulation during childhood, which is broadly defined as those skills involved in cognitive, emotional, and stress self-regulation. These skills are influenced by different individual and contextual factors at multiple levels of analysis (i.e., individual, family, social, and cultural). Available evidence suggests that the influences of those biological, psychosocial, and sociocultural factors on emotional and cognitive development can vary according to the type, number, accumulation of risks, and co-occurrence of adverse circumstances that are related to poverty, the time in which these factors exert their influences, and the individual susceptibility to them. Complementary, during the past three decades, several experimental interventions that were aimed at optimizing development of self-regulation of children who live in poverty have been designed, implemented, and evaluated. Their results suggest that it is possible to optimize different aspects of cognitive performance and that it would be possible to transfer some aspects of these gains to other cognitive domains and academic achievement. We suggest that it is an important task for ethics, notably but not exclusively neuroethics, to engage in this interdisciplinary research domain to contribute analyses of key concepts, arguments, and interpretations. The specific evidence that neuroscience brings to the analyses of poverty and its implications needs to be spelled out in detail and clarified conceptually, notably in terms of causes of and attitudes toward poverty, implications of poverty for brain development, and for the possibilities to reduce and reverse these effects.

Neuroscience of Childhood Poverty: Evidence of Impacts and Mechanisms as Vehicles of Dialog With Ethics

PubMed Central

Lipina, Sebastián J.; Evers, Kathinka

2017-01-01

Several studies have identified associations between poverty and development of self-regulation during childhood, which is broadly defined as those skills involved in cognitive, emotional, and stress self-regulation. These skills are influenced by different individual and contextual factors at multiple levels of analysis (i.e., individual, family, social, and cultural). Available evidence suggests that the influences of those biological, psychosocial, and sociocultural factors on emotional and cognitive development can vary according to the type, number, accumulation of risks, and co-occurrence of adverse circumstances that are related to poverty, the time in which these factors exert their influences, and the individual susceptibility to them. Complementary, during the past three decades, several experimental interventions that were aimed at optimizing development of self-regulation of children who live in poverty have been designed, implemented, and evaluated. Their results suggest that it is possible to optimize different aspects of cognitive performance and that it would be possible to transfer some aspects of these gains to other cognitive domains and academic achievement. We suggest that it is an important task for ethics, notably but not exclusively neuroethics, to engage in this interdisciplinary research domain to contribute analyses of key concepts, arguments, and interpretations. The specific evidence that neuroscience brings to the analyses of poverty and its implications needs to be spelled out in detail and clarified conceptually, notably in terms of causes of and attitudes toward poverty, implications of poverty for brain development, and for the possibilities to reduce and reverse these effects. PMID:28184204

The influence of parenting on maladaptive cognitive schema: a cross-sectional research on a group of adults

PubMed Central

Pellerone, Monica; Iacolino, Calogero; Mannino, Giuseppe; Formica, Ivan; Zabbara, Simona Maria

2017-01-01

Background The literature emphasizes the role of early interpersonal experiences in the development of cognitive vulnerability; in particular, interruptions in early family relationships, parental unavailability and dysfunctional parenting are potential evolutionary precursors to negative cognitive style and emotional disorders. Materials and methods This study measured the relationship of retrospective ratings on parental bonding with cognitive patterns in a group of Italian adults. The objectives of this study were as follows: to analyze the influence of age and education level on cognitive domains; to verify whether being parents and living at home with parents affect both parenting style and cognitive domains; to investigate how the type of the maternal and paternal parenting independently affects cognitive styles; to measure the predictive variables for the use of cognitive dysfunctional patterns and to investigate age as a moderating variable of the relation between parenting styles and cognitive domains in a group of adult men and women. The research involved 209 adults (118 males and 91 females) living in Sicily (Italy) aged between 20 and 60 years (M = 37.52; SD = 11.42). The research lasted for 1 year. The instruments used were the Parental Bonding Instrument to measure the perception of parenting during childhood and the Young Schema Questionnaire-3 to investigate cognitive patterns. Results Data show that being a younger adult male with mother’s parenting style characterized by a lower level of nurturance is predictive of the disconnection and rejection domain, whereas, being a younger adult woman, with a higher level of maternal control is predictive of the impaired limits domain. Conclusion This study underlines that because mothers and fathers establish different bonds with their children, care and control by both parents might impact different domains of development. PMID:28203113

The influence of parenting on maladaptive cognitive schema: a cross-sectional research on a group of adults.

PubMed

Pellerone, Monica; Iacolino, Calogero; Mannino, Giuseppe; Formica, Ivan; Zabbara, Simona Maria

2017-01-01

The literature emphasizes the role of early interpersonal experiences in the development of cognitive vulnerability; in particular, interruptions in early family relationships, parental unavailability and dysfunctional parenting are potential evolutionary precursors to negative cognitive style and emotional disorders. This study measured the relationship of retrospective ratings on parental bonding with cognitive patterns in a group of Italian adults. The objectives of this study were as follows: to analyze the influence of age and education level on cognitive domains; to verify whether being parents and living at home with parents affect both parenting style and cognitive domains; to investigate how the type of the maternal and paternal parenting independently affects cognitive styles; to measure the predictive variables for the use of cognitive dysfunctional patterns and to investigate age as a moderating variable of the relation between parenting styles and cognitive domains in a group of adult men and women. The research involved 209 adults (118 males and 91 females) living in Sicily (Italy) aged between 20 and 60 years ( M = 37.52; SD = 11.42). The research lasted for 1 year. The instruments used were the Parental Bonding Instrument to measure the perception of parenting during childhood and the Young Schema Questionnaire-3 to investigate cognitive patterns. Data show that being a younger adult male with mother's parenting style characterized by a lower level of nurturance is predictive of the disconnection and rejection domain, whereas, being a younger adult woman, with a higher level of maternal control is predictive of the impaired limits domain. This study underlines that because mothers and fathers establish different bonds with their children, care and control by both parents might impact different domains of development.

Developmental Origins of Cognitive Vulnerabilities to Depression: Review of Processes Contributing to Stability and Change Across Time

PubMed Central

Hankin, Benjamin L.; Oppenheimer, Caroline; Jenness, Jessica; Barrocas, Andreas; Shapero, Benjamin G.; Goldband, Jessica

2011-01-01

Cognitive theories of depression have been shown to be potent predictors of future increases in depressive symptoms and disorder in children, adolescents, and adults. This article focuses on potential developmental origins of the main cognitive vulnerabilities, including dysfunctional attitudes, negative cognitive style, and rumination. We selectively review processes and factors that have been hypothesized to contribute to the emergence and stabilization of these cognitive risk factors. This review focuses on genetic factors, temperament, parents and peers as salient interpersonal influences, and stressful life events. We end with suggestions for future theory development and research. In particular, we emphasize the need for additional conceptual and empirical work integrating these disparate processes together into a coherent, developmental psychopathological model, and we highlight the coexistence of both stability and change in the development of cognitive vulnerabilities to depression across the lifespan. PMID:19827008

Does Cognitive Impairment Influence Quality of Life among Nursing Home Residents?

ERIC Educational Resources Information Center

Abrahamson, Kathleen; Clark, Daniel; Perkins, Anthony; Arling, Greg

2012-01-01

Purpose: We investigated the relationship between cognitive status and quality of life (QOL) of Minnesota nursing home (NH) residents and the relationship between conventional or Alzheimer's special care unit (SCU) placement and QOL. The study may inform development of dementia-specific quality measures. Design and Methods: Data for analyses came…

Learning about Genetic Engineering in an Outreach Laboratory: Influence of Motivation and Gender on Students' Cognitive Achievement

ERIC Educational Resources Information Center

Goldschmidt, Marlen; Bogner, Franz X.

2016-01-01

During the last 10 years, outreach science laboratories have become increasingly popular due to resource and time limitations in schools. Outreach laboratories offer hands-on projects in a situated and authentic learning setting, thereby promoting the development of students' scientific literacy. However, students' cognitive achievement within…

Genetic and Environmental Contributions to General Cognitive Ability through the First 16 Years of Life

ERIC Educational Resources Information Center

Petrill, Stephen A.; Lipton, Paul A.; Hewitt, John K.; Plomin, Robert; Cherny, Stacey S.; Corley, Robin; DeFries, John C.

2004-01-01

The genetic and environmental contributions to the development of general cognitive ability throughout the first 16 years of life were examined using sibling data from the Colorado Adoption Project. Correlations were analyzed along with structural equation models to characterize the genetic and environmental influences on longitudinal stability…

Communicative-Based Curriculum Innovations between Theory and Practice: Implications for EFL Curriculum Development and Student Cognitive and Affective Change

ERIC Educational Resources Information Center

Shawer, Saad

2010-01-01

This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than…

Student Teacher Assessment Feedback Preferences: The Influence of Cognitive Styles and Gender

ERIC Educational Resources Information Center

Evans, Carol; Waring, Michael

2011-01-01

The enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers' assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher…

Cognitive and Developmental Influences in Visual-Motor Integration Skills in Young Children

ERIC Educational Resources Information Center

Decker, Scott L.; Englund, Julia A.; Carboni, Jessica A.; Brooks, Janell H.

2011-01-01

Measures of visual-motor integration skills continue to be widely used in psychological assessments with children. However, the construct validity of many visual-motor integration measures remains unclear. In this study, we investigated the relative contributions of maturation and cognitive skills to the development of visual-motor integration…

Cognitive and Social Influences on Gang Involvement among Delinquents in Three Chinese Cities

ERIC Educational Resources Information Center

Ngai, Ngan-pun; Cheung, Chau-kiu; Ngai, Steven Sek-Yum

2007-01-01

Inasmuch as research has held the increase in youth gang activities responsible for the escalating level of crime and delinquency in Chinese societies, ascertaining risk or protective factors of gang involvement among Chinese youths is crucial. The factors include those associated with social control, social learning, and cognitive development. To…

Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing through Modeling

ERIC Educational Resources Information Center

Schunk, Dale H.; Zimmerman, Barry J.

2007-01-01

According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of…

Schooling, Environment and Cognitive Development: A Cross-Cultural Study.

ERIC Educational Resources Information Center

Stevenson, Harold W.; And Others

1978-01-01

Investigated the influence of schooling and environment on young children's memory and cognitive skills. Subjects were five- and six-year-old Mestizo and Quechua Indian children living in jungle villages or city slums in Peru. Samples of upper-middle-class children in Lima and poor children in Detroit were also tested. (JMB)

Cognitive and Academic Problems Associated with Childhood Cancers and Sickle Cell Disease

ERIC Educational Resources Information Center

Daly, Brian P.; Kral, Mary C.; Brown, Ronald T.

2008-01-01

Childhood cancers and sickle cell disease represent some of the most complex medical conditions of childhood, impacting development in all domains. The influence of these conditions on cognitive functioning and academic achievement has particular relevance for the school psychologist, who is poised to promote the positive adaptation of children…

The Importance of Cognitive Development in Middle Childhood for Adulthood Socioeconomic Status, Mental Health, and Problem Behavior

ERIC Educational Resources Information Center

Feinstein, Leon; Bynner, John

2004-01-01

This study examined the extent to which continuities and discontinuities in cognitive performance between ages 5 and 10 predicted adult income, educational success, household worklessness, criminality, teen parenthood, smoking, and depression. Assessed were the degree of this change during middle childhood, the influence of socioeconomic status…

Design of Learning Spaces: Emotional and Cognitive Effects of Learning Environments in Relation to Child Development

ERIC Educational Resources Information Center

Arndt, Petra A.

2012-01-01

The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well-being and a sense of security. Specific structural characteristics influence cognitive…

Developing Essay Writing Skills: An Evaluation of the Modelling Behaviour Method and the Influence of Student Self-Efficacy

ERIC Educational Resources Information Center

Callinan, Carol J.; van der Zee, Emile; Wilson, Garry

2018-01-01

Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as…

Getting in Tune: The Powerful Influence of Music on Young Children's Development.

ERIC Educational Resources Information Center

Lerner, Claire; Ciervo, Lynette A.

This pamphlet for parents describes the important influences of music on the cognitive development of infants and toddlers under the age of three years. The pamphlet focuses on three aspects of music: (1) bonding with one's child through music; (2) learning through melodies and movement; and (3) the music-creativity connection. For each aspect,…

Children and Adolescents; A Biocultural Approach to Psychological Development.

ERIC Educational Resources Information Center

Alexander, Theron

In a discussion of psychological development separate sections are devoted to (1) biological and cultural influences on development, (2) development in infancy, early childhood, middle childhood, and adolescence, (3) physiological foundations of behavior, (4) motivation and cognitive development, (5) intellectual development, (6) imagination and…

Dance participation and academic performance in youth girls

PubMed

Higueras-Fresnillo, Sara; Martínez-Gómez, David; Padilla-Moledo, Carmen; Conde-Caveda, Julio; Esteban-Cornejo, Irene

2016-06-30

Dance is a predominant type of physical activity among girls. Dance characteristics imply skills associated to health-related physical fitness, as well as others such as learning and memory, mental representation, imagination and creativity, which are related to cognitive development. Although dance has been shown to influence physical health among youth girls, whether dance may influence academic performance and cognition in youth remains to be elucidated. The objective of this work was to examine the association between participation in dance and academic performance in youth girls.

Cognitive Load Selectively Interferes with Utilitarian Moral Judgment

PubMed Central

Greene, Joshua D.; Morelli, Sylvia A.; Lowenberg, Kelly; Nystrom, Leigh E.; Cohen, Jonathan D.

2008-01-01

Traditional theories of moral development emphasize the role of controlled cognition in mature moral judgment, while a more recent trend emphasizes intuitive and emotional processes. Here we test a dual-process theory synthesizing these perspectives. More specifically, our theory associates utilitarian moral judgment (approving of harmful actions that maximize good consequences) with controlled cognitive processes and associates non-utilitarian moral judgment with automatic emotional responses. Consistent with this theory, we find that a cognitive load manipulation selectively interferes with utilitarian judgment. This interference effect provides direct evidence for the influence of controlled cognitive processes in moral judgment, and utilitarian moral judgment more specifically. PMID:18158145

Culture-sensitive neural substrates of human cognition: a transcultural neuroimaging approach.

PubMed

Han, Shihui; Northoff, Georg

2008-08-01

Our brains and minds are shaped by our experiences, which mainly occur in the context of the culture in which we develop and live. Although psychologists have provided abundant evidence for diversity of human cognition and behaviour across cultures, the question of whether the neural correlates of human cognition are also culture-dependent is often not considered by neuroscientists. However, recent transcultural neuroimaging studies have demonstrated that one's cultural background can influence the neural activity that underlies both high- and low-level cognitive functions. The findings provide a novel approach by which to distinguish culture-sensitive from culture-invariant neural mechanisms of human cognition.

Open-Minded Cognition.

PubMed

Price, Erika; Ottati, Victor; Wilson, Chase; Kim, Soyeon

2015-11-01

The present research conceptualizes open-minded cognition as a cognitive style that influences how individuals select and process information. An open-minded cognitive style is marked by willingness to consider a variety of intellectual perspectives, values, opinions, or beliefs-even those that contradict the individual's opinion. An individual's level of cognitive openness is expected to vary across domains (such as politics and religion). Four studies develop and validate a novel measure of open-minded cognition, as well as two domain-specific measures of religious and political open-minded cognition. Exploratory and confirmatory factor analysis (controlling for acquiescence bias) are used to develop the scales in Studies 1 to 3. Study 4 demonstrates that these scales possess convergent and discriminant validity. Study 5 demonstrates the scale's unique predictive validity using the outcome of Empathic Concern (Davis, 1980). Study 6 demonstrates the scale's unique predictive validity using the outcomes of warmth toward racial, religious, and sexual minorities. © 2015 by the Society for Personality and Social Psychology, Inc.

Cognitive content specificity in anxiety and depressive disorder symptoms: a twin study of cross-sectional associations with anxiety sensitivity dimensions across development.

PubMed

Brown, H M; Waszczuk, M A; Zavos, H M S; Trzaskowski, M; Gregory, A M; Eley, T C

2014-12-01

The classification of anxiety and depressive disorders has long been debated and has important clinical implications. The present study combined a genetically sensitive design and multiple time points to investigate cognitive content specificity in anxiety and depressive disorder symptoms across anxiety sensitivity dimensions, a cognitive distortion implicated in both disorders. Phenotypic and genetic correlations between anxiety sensitivity dimensions, anxiety and depressive disorder symptoms were examined at five waves of data collection within childhood, adolescence and early adulthood in two representative twin studies (n pairs = 300 and 1372). The physical concerns dimension of anxiety sensitivity (fear of bodily symptoms) was significantly associated with anxiety but not depression at all waves. Genetic influences on physical concerns overlapped substantially more with anxiety than depression. Conversely, mental concerns (worry regarding cognitive control) were phenotypically more strongly associated with depression than anxiety. Social concerns (fear of publicly observable symptoms of anxiety) were associated with both anxiety and depression in adolescence. Genetic influences on mental and social concerns were shared to a similar extent with both anxiety and depression. Phenotypic patterns of cognitive specificity and broader genetic associations between anxiety sensitivity dimensions, anxiety and depressive disorder symptoms were similar at all waves. Both disorder-specific and shared cognitive concerns were identified, suggesting it is appropriate to classify anxiety and depression as distinct but related disorders and confirming the clinical perspective that cognitive therapy is most likely to benefit by targeting cognitive concerns relating specifically to the individual's presenting symptoms across development.

Cognitive Impairment in Bipolar Disorder: Treatment and Prevention Strategies

PubMed Central

Solé, Brisa; Jiménez, Esther; Torrent, Carla; Reinares, Maria; Bonnin, Caterina del Mar; Torres, Imma; Varo, Cristina; Grande, Iria; Valls, Elia; Salagre, Estela; Sanchez-Moreno, Jose; Martinez-Aran, Anabel; Carvalho, André F

2017-01-01

Abstract Over the last decade, there has been a growing appreciation of the importance of identifying and treating cognitive impairment associated with bipolar disorder, since it persists in remission periods. Evidence indicates that neurocognitive dysfunction may significantly influence patients’ psychosocial outcomes. An ever-increasing body of research seeks to achieve a better understanding of potential moderators contributing to cognitive impairment in bipolar disorder in order to develop prevention strategies and effective treatments. This review provides an overview of the available data from studies examining treatments for cognitive dysfunction in bipolar disorder as well as potential novel treatments, from both pharmacological and psychological perspectives. All these data encourage the development of further studies to find effective strategies to prevent and treat cognitive impairment associated with bipolar disorder. These efforts may ultimately lead to an improvement of psychosocial functioning in these patients. PMID:28498954

Rethinking the cognitive revolution from a neural perspective: how overuse/misuse of the term 'cognition' and the neglect of affective controls in behavioral neuroscience could be delaying progress in understanding the BrainMind.

PubMed

Cromwell, Howard Casey; Panksepp, Jaak

2011-10-01

Words such as cognition, motivation and emotion powerfully guide theory development and the overall aims and goals of behavioral neuroscience research. Once such concepts are accepted generally as natural aspects of the brain, their influence can be pervasive and long lasting. Importantly, the choice of conceptual terms used to describe and study mental/neural functions can also constrain research by forcing the results into seemingly useful 'conceptual' categories that have no discrete reality in the brain. Since the popularly named 'cognitive revolution' in psychological science came to fruition in the early 1970s, the term cognitive or cognition has been perhaps the most widely used conceptual term in behavioral neuroscience. These terms, similar to other conceptual terms, have potential value if utilized appropriately. We argue that recently the term cognition has been both overused and misused. This has led to problems in developing a usable shared definition for the term and to promotion of possible misdirections in research within behavioral neuroscience. In addition, we argue that cognitive-guided research influenced primarily by top-down (cortical toward subcortical) perspectives without concurrent non-cognitive modes of bottom-up developmental thinking, could hinder progress in the search for new treatments and medications for psychiatric illnesses and neurobehavioral disorders. Overall, linkages of animal research insights to human psychology may be better served by bottom-up (subcortical to cortical) affective and motivational 'state-control' perspectives, simply because the lower networks of the brain are foundational for the construction of higher 'information-processing' aspects of mind. Moving forward, rapidly expanding new techniques and creative methods in neuroscience along with more accurate brain concepts, may help guide the development of new therapeutics and hopefully more accurate ways to describe and explain brain-behavior relationships. Copyright © 2011 Elsevier Ltd. All rights reserved.

Do cognitive training strategies improve motor and positive psychological skills development in soccer players? Insights from a systematic review.

PubMed

Slimani, Maamer; Bragazzi, Nicola Luigi; Tod, David; Dellal, Alexandre; Hue, Olivier; Cheour, Foued; Taylor, Lee; Chamari, Karim

2016-12-01

Soccer players are required to have well-developed physical, technical and cognitive abilities. The present systematic review, adhering to Preferred Reporting Items for Systematic reviews and Meta-Analysis guidelines, examined the effects of cognitive training strategies on motor and positive psychological skills development in soccer performance and identified the potential moderators of the "cognitive training-soccer performance" relationship. Thirteen databases were systematically searched using keywords related to psychological or cognitive training in soccer players. The review is based on 18 studies, employing 584 soccer players aged 7-39 years. Cognitive strategies, particularly imagery, appear to improve sports performance in soccer players. Regarding imagery, the combination of two different types of cognitive imagery training (i.e., cognitive general and cognitive specific) has a positive influence on soccer performance during training, whereas motivational imagery (i.e., motivational general-arousal, motivational general-mastery and motivational specific) enhance competition performance. Younger soccer players employ cognitive general and cognitive specific imagery techniques to a greater extent than older soccer players. Combined cognitive training strategies were more beneficial than a single cognitive strategy relative to motor skills enhancement in elite (particularly midfielders) and amateur (i.e., when practising complex and specific soccer skills in precompetitive period) soccer players. In conclusion, it appears that there are differences in cognitive/psychological training interventions, and their efficacy, according to whether they are directed towards training or competition, and the age, standard and playing position of the players.

The Entertainment-Education Strategy in Sexual Assault Prevention: A Comparison of Theoretical Foundations and a Test of Effectiveness in a College Campus Setting.

PubMed

Hust, Stacey J T; Adams, Paula M; Willoughby, Jessica Fitts; Ren, Chunbo; Lei, Ming; Ran, Weina; Marett, Emily Garrigues

2017-09-01

Among the existing sexual assault prevention efforts on college campuses, few use mass communication strategies designed to simultaneously entertain and educate. Although many entertainment-education efforts are guided by social cognitive theory, other theories may be useful in entertainment-education design. Previous research has found that social cognitive theory and social norms theory can successfully influence participants' perceived norms and efficacy related to sexual assault reduction; however, whether such results can be replicated in a naturalistic setting and the extent to which the guiding theoretical foundation may influence outcomes remain unknown. We used a pre- and posttest field experiment with college students in residence halls to assess how different theoretical foundations may influence effects. Over the course of a semester, the participants viewed eight mini-magazines developed using (1) social cognitive theory, (2) social norms theory, (3) a combination of both theoretical frameworks, or (4) a control condition with no sexual assault prevention messaging. Participants in the combined content condition had greater levels of self-efficacy related to sexual assault prevention and more accurate norm perceptions. There were also effects for the mini-magazines developed with only one theoretical framework. Overall, we found that multiple theories can effectively guide entertainment-education message development.

Little Relation of Adult Age with Cognition after Controlling General Influences

ERIC Educational Resources Information Center

Salthouse, Timothy A.

2016-01-01

Both general (i.e., shared across different cognitive measures) and specific (i.e., unique to particular cognitive measures) influences can be postulated to contribute to the relations between adult age and measures of cognitive functioning. Estimates of general and specific influences on measures of memory, speed, reasoning, and spatial…

Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory.

PubMed

Kuiper, Ruth Anne; Pesut, Daniel J

2004-02-01

Effective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skills. While a number of strategies have been implemented and tested to promote these skills, educators have not been able consistently to predict their development. Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and metacognitive dimensions of reasoning in nursing care contexts. This paper reports on a study to explore the impact of self-regulated learning theory on reflective practice in nursing, and to advance the idea that both cognitive and metacognitive skills support the development of clinical reasoning skills. Integrative review of published literature in social science, educational psychology, nursing education, and professional education using the Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases. The search included all English language articles with the key words clinical reasoning, cognition, critical thinking, metacognition, reflection, reflective practice, self-regulation and thinking. Reflective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skill acquisition. This skill acquisition is best accomplished through teaching-learning attention to self-regulation learning theory. A critical analysis of the literature in the areas of critical thinking and reflective practice are described as a background for contemporary work with self-regulated learning theory. It is apparent that single-minded attention to critical thinking, without attention to the influence of metacognition or reflection, is but one perspective on clinical reasoning development. Likewise, single-minded attention to metacognition or reflection, without attention to the influence of critical thinking, is another perspective on clinical reasoning development. While strategies to facilitate critical thinking and reflective practice have been used in isolation from each other, there is evidence to suggest that they are inextricably linked and come together with the use of self-regulated learning prompts. Students and practising nurses are able to improve their cognitive and metacognitive skills in clinical contexts by using self-regulated learning strategies. The self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts.

The neurobiology of emotion–cognition interactions: fundamental questions and strategies for future research

PubMed Central

Okon-Singer, Hadas; Hendler, Talma; Pessoa, Luiz; Shackman, Alexander J.

2015-01-01

Recent years have witnessed the emergence of powerful new tools for assaying the brain and a remarkable acceleration of research focused on the interplay of emotion and cognition. This work has begun to yield new insights into fundamental questions about the nature of the mind and important clues about the origins of mental illness. In particular, this research demonstrates that stress, anxiety, and other kinds of emotion can profoundly influence key elements of cognition, including selective attention, working memory, and cognitive control. Often, this influence persists beyond the duration of transient emotional challenges, partially reflecting the slower molecular dynamics of catecholamine and hormonal neurochemistry. In turn, circuits involved in attention, executive control, and working memory contribute to the regulation of emotion. The distinction between the ‘emotional’ and the ‘cognitive’ brain is fuzzy and context-dependent. Indeed, there is compelling evidence that brain territories and psychological processes commonly associated with cognition, such as the dorsolateral prefrontal cortex and working memory, play a central role in emotion. Furthermore, putatively emotional and cognitive regions influence one another via a complex web of connections in ways that jointly contribute to adaptive and maladaptive behavior. This work demonstrates that emotion and cognition are deeply interwoven in the fabric of the brain, suggesting that widely held beliefs about the key constituents of ‘the emotional brain’ and ‘the cognitive brain’ are fundamentally flawed. We conclude by outlining several strategies for enhancing future research. Developing a deeper understanding of the emotional-cognitive brain is important, not just for understanding the mind but also for elucidating the root causes of its disorders. PMID:25774129

Critical Periods of Brain Growth and Cognitive Function in Children

ERIC Educational Resources Information Center

Gale, Catharine R.; O'Callaghan, Finbar J.; Godfrey, Keith M.; Law, Catherine M.; Martyn, Christopher N.

2004-01-01

There is evidence that IQ tends to be higher in those who were heavier at birth or who grew taller in childhood and adolescence. Although these findings imply that growth in both foetal and postnatal life influences cognitive performance, little is known about the relative importance of brain growth during different periods of development. We…

Cognitively Demanding Learning Materials with Texts and Instructional Pictures: Teachers' Diagnostic Skills, Pedagogical Beliefs and Motivation

ERIC Educational Resources Information Center

McElvany, Nele; Schroeder, Sascha; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

2012-01-01

Learning materials incorporating written texts as well as instructional pictures are the basis for learning in many subjects. However, text-picture integration makes high cognitive demands of learners, and it seems plausible that the development of this competence is influenced by teachers' instructional skills. The present studies investigated…

Triggering Parental Involvement for Parents of Different Language Backgrounds: The Role of Types of Partnership Activities and Preschool Characteristics

ERIC Educational Resources Information Center

Hachfeld, Axinja; Anders, Yvonne; Kuger, Susanne; Smidt, Wilfried

2016-01-01

Home and educational institutions are children's most important external influences and a positive partnership between the two can positively affect children's cognitive and non-cognitive development. Quality of family-preschool partnership (FPP) can depend on preschool and family characteristics. For Germany, studies show that immigrant parents…

Cognitive Advantage in Children Enrolled in a Second-Language Immersion Elementary School Program for Three Years

ERIC Educational Resources Information Center

Nicolay, Anne-Catherine; Poncelet, Martine

2013-01-01

Early bilingualism acquired from home or community is generally considered to positively influence cognitive development. The purpose of the present study was to determine to what extent bilingualism acquired through a second-language immersion education has a similar effect. Participants included a total of 106 French-speaking eight-year-old…

Classroom Motivational Environment Influences on Emotional and Cognitive Dimensions of Student Interest in Mathematics

ERIC Educational Resources Information Center

Carmichael, Colin; Callingham, Rosemary; Watt, Helen M. G.

2017-01-01

Interest has long been regarded as an important motivational construct in the learning of mathematics. It has been contended that the development of interest is directed by two control systems: an emotional and a cognitive. Under the former, students are attracted to activities that are enjoyable, whereas under the latter they consciously engage…

The Influence of Thought Suppression and Cognitive Load on Intrusions and Memory Processes following an Analogue Stressor

ERIC Educational Resources Information Center

Nixon, Reginald D. V.; Cain, Neralie; Nehmy, Thomas; Seymour, Melanie

2009-01-01

Ironic Process Theory and the role of thought suppression have been used in part to explain the phenomenon of intrusive memories in various disorders, including posttraumatic stress disorder. How thought suppression interacts with other cognitive processes believed to be instrumental in the development of traumatic intrusive memory is unclear. In…

The Cognitive Environments of Urban Preschool Children: Follow-up Phase.

ERIC Educational Resources Information Center

Hess, Robert D.; And Others

This is the final report of the follow-up phase of a project begun in 1962 and designed to analyze the effect of home and maternal influence on the cognitive development of urban Negro preschool children. Contents include: the child's school achievement in the first and second grades; stylistic aspects of children's behavior and their…

Relationship between cognitive functions and prevalence of fatigue in elementary and junior high school students.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-06-01

Fatigue is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance, we attempted to determine whether cognitive functions were associated with the prevalence of fatigue. Participants were 148 elementary school students from 4th- to 6th-grades and 152 junior high school students from 7th- to 9th-grades. Participants completed a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) and paper-and-pencil and computerized cognitive tests which could evaluate the abilities of motor processing, immediate, delayed and working memory, selective, divided and alternative attention, retrieve learned material, and spatial construction. We found that in multivariate logistic regression analyses adjusted for grade and gender, slow motor processing was positively correlated with the prevalence of fatigue in the elementary school students and decreases in working memory and divided and alternative attention processing were positively correlated with the prevalence of fatigue in the junior high school students. The grade-dependent development of cognitive function influences the severity of fatigue in elementary and junior high school students. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Cognitive functioning, aging, and work: A review and recommendations for research and practice.

PubMed

Fisher, Gwenith G; Chaffee, Dorey S; Tetrick, Lois E; Davalos, Deana B; Potter, Guy G

2017-07-01

There is a larger proportion and number of older adults in the labor force than ever before. Furthermore, older adults in the workforce are working until later ages. Although a great deal of research has examined physical health and well-being of working older adults, less research has focused on cognitive functioning. The purpose of this article is to provide a broad contemporary and multidisciplinary review of the intersection between cognitive functioning, aging, and work as a follow-up to a paper previously written by Fisher et al. (2014). We begin by providing definitions and background about cognitive functioning and how it changes over the life span. Next we discuss theories relevant to the intersection of cognitive functioning and work, including the use-it-or-lose-it hypothesis, the cognitive reserve hypothesis, hypotheses regarding environmental influences on intellectual functioning, and the job-demands-resources model. Then we summarize recent research about the effects of work on cognitive functioning, as well as ways that cognitive functioning may influence work motivation, learning, development, training, and safety. We conclude by emphasizing the importance of person-environment fit, suggesting avenues for future research, and discussing practical implications for the field of occupational health psychology. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Influences and Outcomes of Phonological Awareness: A Study of MA, PA and Auditory Processing in Pre-Readers with a Family Risk of Dyslexia

ERIC Educational Resources Information Center

Law, Jeremy M.; Wouters, Jan; Ghesquière, Pol

2017-01-01

The direct influence of phonological awareness (PA) on reading outcomes has been widely demonstrated, yet PA may also exert indirect influence on reading outcomes through other cognitive variables such as morphological awareness (MA). However, PA's own development is dependent and influenced by many extraneous variables such as auditory…

[Gender differences in cognitive functions and influence of sex hormones].

PubMed

Torres, A; Gómez-Gil, E; Vidal, A; Puig, O; Boget, T; Salamero, M

2006-01-01

To review scientific evidence on gender differences in cognitive functions and influence of sex hormones on cognitive performance. Systematical search of related studies identified in Medline. Women outperform men on verbal fluency, perceptual speed tasks, fine motor skills, verbal memory and verbal learning. Men outperform women on visuospatial ability, mathematical problem solving and visual memory. No gender differences on attention and working memory are found. Researchers distinguish four methods to investigate hormonal influence on cognitive performance: a) patient with hormonal disorders; b) neuroimaging in individuals during hormone administration; c) in women during different phases of menstrual cycle, and d) in patients receiving hormonal treatment (idiopathic hypogonadotropic hypogonadism, postmenopausal women and transsexuals). The findings mostly suggest an influence of sex hormones on some cognitive functions, but they are not conclusive because of limitations and scarcity of the studies. There are gender differences on cognitive functions. Sex hormones seem to influence cognitive performance.

Exposure to prenatal psychobiological stress exerts programming influences on the mother and her fetus.

PubMed

Sandman, Curt A; Davis, Elysia P; Buss, Claudia; Glynn, Laura M

2012-01-01

Accumulating evidence from a relatively small number of prospective studies indicates that exposure to prenatal stress profoundly influences the developing human fetus with consequences that persist into childhood and very likely forever. Maternal/fetal dyads are assessed at ∼20, ∼25, ∼31 and ∼36 weeks of gestation. Infant assessments begin 24 h after delivery with the collection of cortisol and behavioral responses to the painful stress of the heel-stick procedure and measures of neonatal neuromuscular maturity. Infant cognitive, neuromotor development, stress and emotional regulation are evaluated at 3, 6 12 and 24 months of age. Maternal psychosocial stress and demographic information is collected in parallel with infant assessments. Child neurodevelopment is assessed with cognitive tests, measures of adjustment and brain imaging between 5 and 8 years of age. Psychobiological markers of stress during pregnancy, especially early in gestation, result in delayed fetal maturation, disrupted emotional regulation and impaired cognitive performance during infancy and decreased brain volume in areas associated with learning and memory in 6- to 8-year-old children. We review findings from our projects that maternal endocrine alterations that accompany pregnancy and influence fetal/infant/child development are associated with decreased affective responses to stress, altered memory function and increased risk for postpartum depression. Our findings indicate that the mother and her fetus both are influenced by exposure to psychosocial and biological stress. The findings that fetal and maternal programming occur in parallel may have important implications for long-term child development and mother/child interactions. Copyright © 2011 S. Karger AG, Basel.

The role of polyhalogenated aromatic hydrocarbons on thyroid hormone disruption and cognitive function: a review.

PubMed

Builee, T L; Hatherill, J R

2004-11-01

Thyroid hormones (TH) are essential to normal brain development, influencing behavior and cognitive function in both adult and children. It is suggested that conditions found in TH abnormalities such as hypothyroidism, hyperthyroidism and generalized resistance to thyroid hormone (GRTH) share symptomatic behavioral impulses found in cases of attention deficit hyperactivity disorder (ADHD) and other cognitive disorders. Disrupters of TH are various and prevalent in the environment. This paper reviews the mechanisms of TH disruption caused by the general class of polyhalogenated aromatic hydrocarbons (PHAH)'s acting as thyroid disrupters (TD). PHAHs influence the hypothalamus-pituitary-thyroid (HPT) axis, as mimicry agents affecting synthesis and secretion of TH. Exposure to PHAH induces liver microsomal enzymes UDP-glucuronosyltransferase (UGT) resulting in accelerated clearance of TH. PHAHs can compromise function of transport and receptor binding proteins such as transthyretin and aryl hydrocarbon receptors (Ahr). Glucose metabolism and catecholamine synthesis are disrupted in the brain by the presence of PHAH. Further, PHAH can alter brain growth and development by perturbing cytoskeletal formation, thereby affecting neuronal migration, elongation and branching. The complex relationships between PHAH and cognitive function are examined in regard to the disruption of T4 regulation in the hypothalamus-pituitary-thyroid axis, blood, brain, neurons, liver and pre and postnatal development.

Vitamins and neural and cognitive developmental outcomes in children.

PubMed

Benton, David

2012-02-01

The role of vitamin status in the development of the brain and the subsequent functioning of the brain was considered. There are data with a range of vitamins, from animal studies and human studies in developing countries, suggesting that a clinical deficiency during the critical period when the brain is developing causes permanent damage. To date there is, however, with the exception of cases of clinical deficiency such as those that might be associated with a vegan diet, little evidence that variations in the diet of those living in industrialised countries have a lasting developmental influence. Similarly, later in life clinical deficiencies of various vitamins disrupt cognition although there is to date limited evidence that variations in the intake of single vitamins in industrialised societies influence functioning. It may well be, however, unreasonable to expect that vitamins examined in isolation will be associated with differences in cognitive functioning. The output of the brain reflects millions of metabolic processes, each potentially susceptible to any of a range of vitamins. A diet poor in one respect is likely to be poor in other respects as well. As such, the preliminary reports in double-blind placebo-controlled trials that aspects of cognition and behaviour respond to supplementation with multi-micronutrients may indicate the way forward.

A longitudinal twin and sibling study of the hopelessness theory of depression in adolescence and young adulthood.

PubMed

Waszczuk, M A; Coulson, A E; Gregory, A M; Eley, T C

2016-07-01

Maladaptive cognitive biases such as negative attributional style and hopelessness have been implicated in the development and maintenance of depression. According to the hopelessness theory of depression, hopelessness mediates the association between attributional style and depression. The aetiological processes underpinning this influential theory remain unknown. The current study investigated genetic and environmental influences on hopelessness and its concurrent and longitudinal associations with attributional style and depression across adolescence and emerging adulthood. Furthermore, given high co-morbidity between depression and anxiety, the study investigated whether these maladaptive cognitions constitute transdiagnostic cognitive content common to both internalizing symptoms. A total of 2619 twins/siblings reported attributional style (mean age 15 and 17 years), hopelessness (mean age 17 years), and depression and anxiety symptoms (mean age 17 and 20 years). Partial correlations revealed that attributional style and hopelessness were uniquely associated with depression but not anxiety symptoms. Hopelessness partially mediated the relationship between attributional style and depression. Hopelessness was moderately heritable (A = 0.37, 95% confidence interval 0.28-0.47), with remaining variance accounted for by non-shared environmental influences. Independent pathway models indicated that a set of common genetic influences largely accounted for the association between attributional style, hopelessness and depression symptoms, both concurrently and across development. The results provide novel evidence that associations between attributional style, hopelessness and depression symptoms are largely due to shared genetic liability, suggesting developmentally stable biological pathways underpinning the hopelessness theory of depression. Both attributional style and hopelessness constituted unique cognitive content in depression. The results inform molecular genetics research and cognitive treatment approaches.

Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review

PubMed Central

Wen, Xu; Xiang, Ping

2017-01-01

Objective This study synthesized literature concerning casual evidence of effects of various physical activity programs on motor skills and cognitive development in typically developed preschool children. Methods Electronic databases were searched through July 2017. Peer-reviewed randomized controlled trials (RCTs) examining the effectiveness of physical activity on motor skills and cognitive development in healthy young children (4–6 years) were screened. Results A total of 15 RCTs were included. Of the 10 studies assessing the effects of physical activity on motor skills, eight (80%) reported significant improvements in motor performance and one observed mixed findings, but one failed to promote any beneficial outcomes. Of the five studies investigating the influence of physical activity on cognitive development, four (80%) showed significant and positive changes in language learning, academic achievement, attention, and working memory. Notably, one indicated no significant improvements were observed after the intervention. Conclusions Findings support causal evidence of effects of physical activity on both motor skills and cognitive development in preschool children. Given the shortage of available studies, future research with large representative samples is warranted to explore the relationships between physical activity and cognitive domains as well as strengthen and confirm the dose-response evidence in early childhood. PMID:29387718

Association between Prenatal and Postnatal Psychological Distress and Toddler Cognitive Development: A Systematic Review

PubMed Central

2015-01-01

Purpose Maternal psychological distress is one of the most common perinatal complications, affecting up to 25% of pregnant and postpartum women. Research exploring the association between prenatal and postnatal distress and toddler cognitive development has not been systematically compiled. The objective of this systematic review was to determine the association between prenatal and postnatal psychological distress and toddler cognitive development. Methods Articles were included if: a) they were observational studies published in English; b) the exposure was prenatal or postnatal psychological distress; c) cognitive development was assessed from 13 to 36 months; d) the sample was recruited in developed countries; and e) exposed and unexposed women were included. A university-based librarian conducted a search of electronic databases (Embase, CINAHL, Eric, PsycInfo, Medline) (January, 1990-March, 2014). We searched gray literature, reference lists, and relevant journals. Two reviewers independently evaluated titles/abstracts for inclusion, and quality using the Scottish Intercollegiate Guideline Network appraisal tool for observational studies. One reviewer extracted data using a standardized form. Results Thirteen of 2448 studies were included. There is evidence of an association between prenatal and postnatal distress and cognitive development. While variable effect sizes were reported for postnatal associations, most studies reported medium effect sizes for the association between prenatal psychological distress and cognitive development. Too few studies were available to determine the influence of the timing of prenatal exposure on cognitive outcomes. Conclusion Findings support the need for early identification and treatment of perinatal mental health problems as a potential strategy for optimizing toddler cognitive development. PMID:25996151

Association between Prenatal and Postnatal Psychological Distress and Toddler Cognitive Development: A Systematic Review.

PubMed

Kingston, Dawn; McDonald, Sheila; Austin, Marie-Paule; Tough, Suzanne

2015-01-01

Maternal psychological distress is one of the most common perinatal complications, affecting up to 25% of pregnant and postpartum women. Research exploring the association between prenatal and postnatal distress and toddler cognitive development has not been systematically compiled. The objective of this systematic review was to determine the association between prenatal and postnatal psychological distress and toddler cognitive development. Articles were included if: a) they were observational studies published in English; b) the exposure was prenatal or postnatal psychological distress; c) cognitive development was assessed from 13 to 36 months; d) the sample was recruited in developed countries; and e) exposed and unexposed women were included. A university-based librarian conducted a search of electronic databases (Embase, CINAHL, Eric, PsycInfo, Medline) (January, 1990-March, 2014). We searched gray literature, reference lists, and relevant journals. Two reviewers independently evaluated titles/abstracts for inclusion, and quality using the Scottish Intercollegiate Guideline Network appraisal tool for observational studies. One reviewer extracted data using a standardized form. Thirteen of 2448 studies were included. There is evidence of an association between prenatal and postnatal distress and cognitive development. While variable effect sizes were reported for postnatal associations, most studies reported medium effect sizes for the association between prenatal psychological distress and cognitive development. Too few studies were available to determine the influence of the timing of prenatal exposure on cognitive outcomes. Findings support the need for early identification and treatment of perinatal mental health problems as a potential strategy for optimizing toddler cognitive development.

Toward an Integration of Cognitive and Genetic Models of Risk for Depression

PubMed Central

Gibb, Brandon E.; Beevers, Christopher G.; McGeary, John E.

2012-01-01

There is growing interest in integrating cognitive and genetic models of depression risk. We review two ways in which these models can be meaningfully integrated. First, information-processing biases may represent intermediate phenotypes for specific genetic influences. These genetic influences may represent main effects on specific cognitive processes or may moderate the impact of environmental influences on information-processing biases. Second, cognitive and genetic influences may combine to increase reactivity to environmental stressors, increasing risk for depression in a gene × cognition × environment model of risk. There is now growing support for both of these ways of integrating cognitive and genetic models of depression risk. Specifically, there is support for genetic influences on information-processing biases, particularly the link between 5-HTTLPR and attentional biases, from both genetic association and gene × environment (G × E) studies. There is also initial support for gene × cognition × environment models of risk in which specific genetic influences contribute to increased reactivity to environmental influences. We review this research and discuss important areas of future research, particularly the need for larger samples that allow for a broader examination of genetic and epigenetic influences as well as the combined influence of variability across a number of genes. PMID:22920216

Developmental trend of children with Down's syndrome - How do sex and neonatal conditions influence their developmental patterns?

PubMed

Aoki, Sayaka; Yamauchi, Yuko; Hashimoto, Keiji

2018-03-01

This study investigated factors that would influence developmental trend of children with Down's syndrome (DS) in three different domains (motor, cognitive, language), specifically focusing on the effect of sex and neonatal conditions, including preterm birth, low birth weight, and congenital heart disease (CHD). The participants were 158 children with DS (mean age at the initial test = 25.5 months) receiving clinical service at a rehabilitation center in Yokohama, Japan. Kyoto Scale of Psychological Development was used to measure developmental level, which derive total developmental age (DA), Posture-motor DA, Cognitive-adaptive DA, and Language-social DA. For the analyses, a multilevel model for change was adopted, as the model allowed us to investigate intrapersonal growth and the between-personal factors that are associated with individual differences in the pattern of growth. The developmental speed of children with DS was found to be slower than that of typical children in all the three developmental domains assessed (i.e., the estimated coefficient of the slope for chronological age on DA was less than 1). DS Girls developed significantly faster than boys in non-verbal cognitive and language abilities. Low birth weight and CHD had a significant negative impact on development of non-verbal cognitive abilities for boys, but had a somewhat positive effect for girls. As was shown in previous studies, the result of this study indicated that the children with DS develop slower than non-disabled children. Low birth weight and CHD were found to influence developmental trend of children with DS, differently for boys and girls. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Response to Literature: Research Roundup

ERIC Educational Resources Information Center

Petrosky, Anthony R.

1977-01-01

Reviews research on how students' response to literature is influenced by teachers' questioning patterns and by students' personalities, cultural backgrounds, cognition, and growth and development. (DD)

Ionizing Radiation-Induced Immune and Inflammatory Reactions in the Brain

PubMed Central

Lumniczky, Katalin; Szatmári, Tünde; Sáfrány, Géza

2017-01-01

Radiation-induced late brain injury consisting of vascular abnormalities, demyelination, white matter necrosis, and cognitive impairment has been described in patients subjected to cranial radiotherapy for brain tumors. Accumulating evidence suggests that various degrees of cognitive deficit can develop after much lower doses of ionizing radiation, as well. The pathophysiological mechanisms underlying these alterations are not elucidated so far. A permanent deficit in neurogenesis, chronic microvascular alterations, and blood–brain barrier dysfunctionality are considered among the main causative factors. Chronic neuroinflammation and altered immune reactions in the brain, which are inherent complications of brain irradiation, have also been directly implicated in the development of cognitive decline after radiation. This review aims to give a comprehensive overview on radiation-induced immune alterations and inflammatory reactions in the brain and summarizes how these processes can influence cognitive performance. The available data on the risk of low-dose radiation exposure in the development of cognitive impairment and the underlying mechanisms are also discussed. PMID:28529513

Association of Crossword Puzzle Participation with Memory Decline in Persons Who Develop Dementia

PubMed Central

Pillai, Jagan A.; Hall, Charles B.; Dickson, Dennis W.; Buschke, Herman; Lipton, Richard B.; Verghese, Joe

2013-01-01

Participation in cognitively stimulating leisure activities such as crossword puzzles may delay onset of the memory decline in the preclinical stages of dementia, possibly via its effect on improving cognitive reserve. We followed 488 initially cognitively intact community residing individuals with clinical and cognitive assessments every 12–18 months in the Bronx Aging Study. We assessed the influence of crossword puzzle participation on the onset of accelerated memory decline as measured by the Buschke Selective Reminding Test in 101 individuals who developed incident dementia using a change point model. Crossword puzzle participation at baseline delayed onset of accelerated memory decline by 2.54 years. Inclusion of education or participation in other cognitively stimulating activities did not significantly add to the fit of the model beyond the effect of puzzles. Our findings show that late life crossword puzzle participation, independent of education, was associated with delayed onset of memory decline in persons who developed dementia. Given the wide availability and accessibility of crossword puzzles, their role in preventing cognitive decline should be validated in future clinical trials. PMID:22040899

Development rate rather than social environment influences cognitive performance in Australian black field crickets, Teleogryllus commodus.

PubMed

Anderson, Caitlin L; Kasumovic, Michael M

2017-01-01

Cognitive functioning is vital for enabling animals of all taxa to optimise their chances of survival and reproductive success. Learning and memory in particular are drivers of many evolutionary processes. In this study, we examine how developmental plasticity can affect cognitive ability by exploring the role the early social environment has on problem solving ability and learning of female black field crickets, Teleogryllus commodus. We used two learning paradigms, an analog of the Morris water maze and a novel linear maze, to examine cognitive differences between individuals reared in two acoustic treatments: silence or calling. Although there was no evidence of learning or memory, individuals that took longer to mature solved the Morris water maze more quickly. Our results suggest that increased investment into cognitive development is likely associated with increased development time during immature stages. Inconsistent individual performance and motivation during the novel linear maze task highlights the difficulties of designing ecologically relevant learning tasks within a lab setting. The role of experimental design in understanding cognitive ability and learning in more natural circumstances is discussed.

Longitudinal cognitive decline in the AIBL cohort: The role of APOE ε4 status.

PubMed

Albrecht, Matthew A; Szoeke, Cassandra; Maruff, Paul; Savage, Greg; Lautenschlager, Nicola T; Ellis, Kathryn A; Taddei, Kevin; Martins, Ralph; Masters, Colin L; Ames, David; Foster, Jonathan K

2015-08-01

The ε4 polymorphism of the APOE gene confers a substantially increased risk of developing Alzheimer's disease. However, the influence of the ε4 allele on age-related cognitive functioning is more contentious. Previously, we demonstrated relatively little evidence for a role of the ε4 allele on baseline cognitive performance in older adults in the Australian Imaging, Biomarkers and Lifestyle (AIBL) Study of Ageing (Foster et al., 2013). We here investigated whether the APOE ε4 allele influenced cognitive status over time when the AIBL cohort was studied longitudinally over a 3-year period. The AIBL neuropsychological test battery was administered at baseline, after 18 months and again after 36 months. Participants comprised 764 Healthy Controls and 131 Mild Cognitively Impaired individuals enrolled in the AIBL Study of Ageing. We compared individuals within each group with and without an ε4 allele. Healthy Controls with an ε4 allele manifested a modest acceleration in cognitive decline over 36 months on measures of verbal episodic memory. By contrast, Mild Cognitively Impaired individuals with an ε4 allele showed increased cognitive decline across a range of cognitive tasks, putatively reflecting early cognitive signs of Alzheimer's disease. Given the long prodromal period that has been noted in late onset Alzheimer's disease, we suggest that these findings are consistent with a prodromal account rather than a phenotypic account of ε4-related cognitive ageing. Copyright © 2015 Elsevier Ltd. All rights reserved.

[The influence of age and illness duration on cognitive impairment in aging patients with relapsing-remitting multiple sclerosis (RR-MS)].

PubMed

Leclercq, Eugénie; Cabaret, Maryline; Guilbert, Alma; Jougleux, Caroline; Vermersch, Patrick; Moroni, Christine

2014-09-01

The aim of this study was to dissociate age and duration of illness effects on cognitive impairment of patients with relapsing-remitting multiple sclerosis. Cognitive impairment among patients with multiple sclerosis (MS) is well known. However, few studies were devoted to assess the respective role of disease duration and age on cognitive functions in MS patients. Therefore, two studies were carried out on relapsing-remitting MS (RR-MS) patients using some tests of the BCcogSEP--a French test battery evaluating cognitive functions in MS. The cognitive deficits of RR-MS patients aged 50 years and over and whose symptoms had been present for more than 20 years were more severe than those of MS patients with a shorter illness duration (less than 10 years) or matched-age control participants. The more impaired cognitive functions were information-processing speed, episodic memory, verbal fluency and attention. On the other hand, cognitive performances of young RR-MS patients were similar to those of older RR-MS patients when all patients had the same illness duration (8 years in this study). Older patients even achieved better performance than younger ones on verbal fluency. This can be partly explained by the theory of cognitive reserve, as reported in previous cognitive aging studies. In RR-MS patients, the influence of illness duration seems to be a predominant factor in the development of cognitive impairment.

Is education associated with improvements in general cognitive ability, or in specific skills?

PubMed

Ritchie, Stuart J; Bates, Timothy C; Deary, Ian J

2015-05-01

Previous research has indicated that education influences cognitive development, but it is unclear what, precisely, is being improved. Here, we tested whether education is associated with cognitive test score improvements via domain-general effects on general cognitive ability (g), or via domain-specific effects on particular cognitive skills. We conducted structural equation modeling on data from a large (n = 1,091), longitudinal sample, with a measure of intelligence at age 11 years and 10 tests covering a diverse range of cognitive abilities taken at age 70. Results indicated that the association of education with improved cognitive test scores is not mediated by g, but consists of direct effects on specific cognitive skills. These results suggest a decoupling of educational gains from increases in general intellectual capacity. (c) 2015 APA, all rights reserved).

Brazilian infant motor and cognitive development: Longitudinal influence of risk factors.

PubMed

Pereira, Keila Rg; Valentini, Nadia C; Saccani, Raquel

2016-12-01

Infant developmental delays have been associated with several risk factors, such as familial environmental, individual and demographic characteristics. The goal of this study was to longitudinally investigate the effects of maternal knowledge and practices, home environment and biological factors on infant motor and cognitive outcomes. This was a prospective cohort study with a sample of 49 infants from Southern Brazil. The infants were assessed three times over 4 months using the Alberta Infant Motor Scale and the Bayley Scale of Infant Development (Mental Development Scale). Parents completed the Daily Activities Scale of Infants, the Affordances in The Home Environment for Motor Development - Infant Scale, the Knowledge of Infant Development Inventory and a demographic questionnaire. Generalized estimating equation with Bonferroni method as the follow-up test and Spearman correlation and multivariate linear backward regression were used. Cognitive and motor scores were strongly associated longitudinally and increased over time. Associations between the home affordances, parental practices and knowledge, and motor and cognitive development over time were observed. This relationship explained more variability in motor and cognitive scores compared with biological factors. Variability in motor and cognitive development is better explained by environment and parental knowledge and practice. The investigation of factors associated with infant development allows the identification of infants at risk and the implementation of educational programs and parental training to minimize the effects of developmental delay. © 2016 Japan Pediatric Society.

“Theory of Food” as a Neurocognitive Adaptation

PubMed Central

Allen, John S.

2011-01-01

Human adult cognition emerges over the course of development via the interaction of multiple critical neurocognitive networks. These networks evolved in response to various selection pressures, many of which were modified or intensified by the intellectual, technological, and socio-cultural environments that arose in connection with the evolution of genus Homo. Networks related to language and theory of mind clearly play an important role in adult cognition. Given the critical importance of food to both basic survival and cultural interaction, a “theory of food” (analogous to theory of mind) may represent another complex network essential for normal cognition. I propose that theory of food evolved as an internal, cognitive representation of our diets in our minds. Like other complex cognitive abilities, it relies on complex and overlapping dedicated neural networks that develop in childhood under familial and cultural influences. Normative diets are analogous to first languages in that they are acquired without overt teaching; they are also difficult to change or modify once a critical period in development is passed. Theory of food suggests that cognitive activities related to food may be cognitive enhancers, which could have implications for maintaining healthy brain function in aging. PMID:22262561

"Theory of food" as a neurocognitive adaptation.

PubMed

Allen, John S

2012-01-01

Human adult cognition emerges over the course of development via the interaction of multiple critical neurocognitive networks. These networks evolved in response to various selection pressures, many of which were modified or intensified by the intellectual, technological, and sociocultural environments that arose in connection with the evolution of genus Homo. Networks related to language and theory of mind clearly play an important role in adult cognition. Given the critical importance of food to both basic survival and cultural interaction, a "theory of food" (analogous to theory of mind) may represent another complex network essential for normal cognition. I propose that theory of food evolved as an internal, cognitive representation of our diets in our minds. Like other complex cognitive abilities, it relies on complex and overlapping dedicated neural networks that develop in childhood under familial and cultural influences. Normative diets are analogous to first languages in that they are acquired without overt teaching; they are also difficult to change or modify once a critical period in development is passed. Theory of food suggests that cognitive activities related to food may be cognitive enhancers, which could have implications for maintaining healthy brain function in aging. Copyright © 2012 Wiley Periodicals, Inc.

The Influence of Defect on Development in Children with Congenital Rubella

ERIC Educational Resources Information Center

Chess, Stella

1974-01-01

Reports findings of an investigation of the development of 54 children at 8 years of age with congenital rubella. Examines the relation between specific patterns of physical disability and cognitive and adaptive behavior. (ED)

Cognitive Impairment in Bipolar Disorder: Treatment and Prevention Strategies.

PubMed

Solé, Brisa; Jiménez, Esther; Torrent, Carla; Reinares, Maria; Bonnin, Caterina Del Mar; Torres, Imma; Varo, Cristina; Grande, Iria; Valls, Elia; Salagre, Estela; Sanchez-Moreno, Jose; Martinez-Aran, Anabel; Carvalho, André F; Vieta, Eduard

2017-08-01

Over the last decade, there has been a growing appreciation of the importance of identifying and treating cognitive impairment associated with bipolar disorder, since it persists in remission periods. Evidence indicates that neurocognitive dysfunction may significantly influence patients' psychosocial outcomes. An ever-increasing body of research seeks to achieve a better understanding of potential moderators contributing to cognitive impairment in bipolar disorder in order to develop prevention strategies and effective treatments. This review provides an overview of the available data from studies examining treatments for cognitive dysfunction in bipolar disorder as well as potential novel treatments, from both pharmacological and psychological perspectives. All these data encourage the development of further studies to find effective strategies to prevent and treat cognitive impairment associated with bipolar disorder. These efforts may ultimately lead to an improvement of psychosocial functioning in these patients. © The Author 2017. Published by Oxford University Press on behalf of CINP.

The social brain in adolescence: Evidence from functional magnetic resonance imaging and behavioural studies

PubMed Central

Burnett, Stephanie; Sebastian, Catherine; Kadosh, Kathrin Cohen; Blakemore, Sarah-Jayne

2015-01-01

Social cognition is the collection of cognitive processes required to understand and interact with others. The term ‘social brain’ refers to the network of brain regions that underlies these processes. Recent evidence suggests that a number of social cognitive functions continue to develop during adolescence, resulting in age differences in tasks that assess cognitive domains including face processing, mental state inference and responding to peer influence and social evaluation. Concurrently, functional and structural magnetic resonance imaging (MRI) studies show differences between adolescent and adult groups within parts of the social brain. Understanding the relationship between these neural and behavioural observations is a challenge. This review discusses current research findings on adolescent social cognitive development and its functional MRI correlates, then integrates and interprets these findings in the context of hypothesised developmental neurocognitive and neurophysiological mechanisms. PMID:21036192

Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters

ERIC Educational Resources Information Center

Shawer, Saad F.

2010-01-01

This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and…

Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction.

PubMed

King, Kevin M; McLaughlin, Katie A; Silk, Jennifer; Monahan, Kathryn C

2017-11-21

Adolescence is a critical period for the development of self-regulation, and peer interactions are thought to strongly influence regulation ability. Simple exposure to peers has been found to alter decisions about risky behaviors and increase sensitivity to rewards. The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction (e.g., rejection or acceptance). Little is known about how the nature of interactions with peers influences different dimensions of self-regulation. We examined how randomization to acceptance or rejection by online "virtual" peers influenced multiple dimensions of self-regulation in a multisite community sample of 273 adolescents aged 16-17 years. Compared to a neutral condition, exposure to peers produced increases in cold cognitive control, but decreased hot cognitive control. Relative to peer acceptance, peer rejection reduced distress tolerance and increased sensitivity to losses. These findings suggest that different dimensions of adolescent self-regulation are influenced by the nature of the peer context: basic cognitive functions are altered by mere exposure to peers, whereas more complex decision making and emotion regulation processes are influenced primarily by the quality of that exposure.

Emotions Influence Cognition: The Missing Ingredient in School Evaluations.

PubMed

Hoffman, Leon; Catapano, Carrie

2015-01-01

In this paper we describe an intake evaluation process of elementary schoolchildren who have exhibited difficulties in a more traditional school environment. We show how a dynamic understanding of the child's emotional life and the child's emotions affects his or her behavior, cognitive development, and academic performance. We illustrate how to utilize this understanding in planning an approach in the classroom.

A New Diagnostic Mechanism of Instruction: A Dynamic, Real-Time and Non-Interference Quantitative Measurement Technique for Adaptive E-Learning

ERIC Educational Resources Information Center

Hsu, Pi-Shan; Chang, Te-Jeng; Wu, Ming-Hsiung

2009-01-01

The level of learners' expertise has been used as a metric and diagnostic mechanism of instruction. This metric influences mental effort directly according to the applications of cognitive load theory. Cognitive efficiency, an optimal measurement technique of expertise, was developed by Kalyuga and Sweller to replace instructional efficiency in…

The Impact of School Based Anti-Malarial Treatment on Adolescents' Cognition: Evidence from a Cluster-Randomized Intervention in Kenya

ERIC Educational Resources Information Center

Gee, Kevin A.

2010-01-01

Children's health is an important factor that influences their success in education--poor health, especially when induced by disease, has been linked to poorer cognitive performance, particularly among children across the developing world (Behrman, 1996; UNESCO, 2008; Jukes et al., 2008). One health concern, particularly for sub-Saharan Africa,…

Effects of race and socioeconomic status on the relative influence of education and literacy on cognitive functioning.

PubMed

Dotson, Vonetta M; Kitner-Triolo, Melissa H; Evans, Michele K; Zonderman, Alan B

2009-07-01

Previous research has shown that reading ability is a stronger predictor of cognitive functioning than years of education, particularly for African Americans. The current study was designed to determine whether the relative influence of literacy and education on cognitive abilities varies as a function of race or socioeconomic status (SES). We examined the unique influence of education and reading scores on a range of cognitive tests in low- and higher-SES African Americans and Whites. Literacy significantly predicted scores on all but one cognitive measure in both African American groups and low-SES Whites, while education was not significantly associated with any cognitive measure. In contrast, both education and reading scores predicted performance on many cognitive measures in higher-SES Whites. These findings provide further evidence that reading ability better predicts cognitive functioning than years of education and suggest that disadvantages associated with racial minority status and low SES affect the relative influence of literacy and years of education on cognition.

Framingham risk score can predict cognitive decline progression in Alzheimer's disease.

PubMed

Viticchi, Giovanna; Falsetti, Lorenzo; Buratti, Laura; Boria, Cristiano; Luzzi, Simona; Bartolini, Marco; Provinciali, Leandro; Silvestrini, Mauro

2015-11-01

The role of vascular factors in influencing cognitive decline has been extensively investigated, and some difficulties in defining their weight in dementia pathogenesis have emerged. The aim of the study was to investigate the relevance of the Framingham cardiovascular risk profile (FCRP) in influencing cognitive deterioration in a population of Alzheimer's disease (AD) patients. Two hundred eighty-four consecutive AD patients were enrolled. For each patient, FCRP score was calculated. We did a 1-year follow-up to quantify the cognitive decline by recording changes in the Clinical Dementia Rating score. The FCRP score predicted cognitive deterioration with an area under the curve of 0.63 (95% confidence interval: 0.57-0.69; p < 0.0001). In the subpopulation of patients with a genetic increased predisposition to develop cognitive deterioration and with an advanced vascular impairment, the FCRP predictive value significantly increased with an area under the curve of 0.77 (95% confidence interval: 0.52-0.93; p < 0.05). Our findings show that FCRP can predict the progression of deterioration in AD patients. This was particularly evident in patients with major genetic and atherosclerotic risk factors. Copyright © 2015 Elsevier Inc. All rights reserved.

The Influence of Affordances on Learner Preferences in Mobile Language Learning

ERIC Educational Resources Information Center

Uther, Maria; Banks, Adrian

2015-01-01

This study investigates the influence of sensory and cognitive affordances on the usability of mobile devices for multimedia language learning applications. An audio-based learning application--the "Vowel Trainer" (audio-based speech app), developed by University College London was chosen, against a comparison, text and picture-based…

Abilities and Affordances: Factors Influencing Successful Child-Tablet Communication

ERIC Educational Resources Information Center

Dubé, Adam K.; McEwen, Rhonda N.

2017-01-01

Using Luhmann's communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children's limited ability to direct their cognitive…

Toys That Squeak: Toy Type Impacts Quality and Quantity of Parent-Child Interactions

ERIC Educational Resources Information Center

Miller, Jennifer L.; Lossia, Amanda; Suarez-Rivera, Catalina; Gros-Louis, Julie

2017-01-01

Given the dependent nature of parent-infant interactions necessary for language development, it is important to understand how context may influence these interactions. This study examines how contextual variables influence communicative, cognitive and social measures of parent-infant interactions. Specifically, how do feedback toys and…

The Influence of Interactive Context on Prelinguistic Vocalizations and Maternal Responses

ERIC Educational Resources Information Center

Gros-Louis, Julie; West, Meredith J.; King, Andrew P.

2016-01-01

Many studies have documented influences of maternal responsiveness on cognitive and language development. Given the bidirectionality of interactions in caregiver-infant dyads, it is important to understand how infant behavior elicits variable responses. Prior studies have shown that mothers respond differentially to features of prelinguistic…

Environmental Influences on Reading-Related Outcomes: An Adoption Study

ERIC Educational Resources Information Center

Petrill, Stephen A.; Deater-Deckard, Kirby; Schatschneider, Christopher; Davis, Chayna

2007-01-01

Evidence from intervention studies, quantitative genetic and molecular genetic studies suggests that genetic, and to a lesser extent, shared environmental influences are important to the development of reading and related cognitive skills. The Northeast-Northwest Collaborative Adoption Projects (N2CAP) is a sample of 241 adoptive families,…

Individual and Contextual Factors Influencing Special Education Teacher Learning in Literacy Learning Cohorts

ERIC Educational Resources Information Center

Brownell, Mary T.; Lauterbach, Alexandra A.; Dingle, Mary P.; Boardman, Alison G.; Urbach, Jennifer E.; Leko, Melinda M.; Benedict, Amber E.; Park, Yujeong

2014-01-01

In this study, researchers operated from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers' learning in a multifaceted professional development (PD) project, Literacy Learning Cohort, focused on word study and fluency instruction. Grounded theory…

Trajectories of Postpartum Maternal Depressive Symptoms and Children's Social Skills

ERIC Educational Resources Information Center

Wu, Yelena P.; Selig, James P.; Roberts, Michael C.; Steele, Ric G.

2011-01-01

The vast majority of new mothers experience at least some depressive symptoms. Postpartum maternal depressive symptoms can greatly influence children's outcomes (e.g., emotional, cognitive, language, and social development). However, there have been relatively few longitudinal studies of how maternal depressive symptoms may influence children's…

Emotional and cognitive influences in air traffic controller tasks: An investigation using a virtual environment?

PubMed

Truschzinski, Martina; Betella, Alberto; Brunnett, Guido; Verschure, Paul F M J

2018-05-01

Air traffic controllers are required to perform complex tasks which require attention and high precision. This study investigates how the difficulty of such tasks influences emotional states, cognitive workload and task performance. We use quantitative and qualitative measurements, including the recording of pupil dilation and changes in affect using questionnaires. Participants were required to perform a number of air traffic control tasks using the immersive human accessible Virtual Reality space in the "eXperience Induction Machine". Based on the data collected, we developed and validated a model which integrates personality, workload and affective theories. Our results indicate that the difficulty of an air traffic control task has a direct influence on cognitive workload as well as on the self-reported mood; whereas both mood and workload seem to change independently. In addition, we show that personality, in particular neuroticism, affects both mood and performance of the participants. Copyright © 2018 Elsevier Ltd. All rights reserved.

A computational model of the cognitive impact of decorative elements on the perception of suspense

NASA Astrophysics Data System (ADS)

Delatorre, Pablo; León, Carlos; Gervás, Pablo; Palomo-Duarte, Manuel

2017-10-01

Suspense is a key narrative issue in terms of emotional gratification, influencing the way in which the audience experiences a story. Virtually all narrative media uses suspense as a strategy for reader engagement regardless of the technology or genre. Being such an important narrative component, computational creativity has tackled suspense in a number of automatic storytelling. These systems are mainly based on narrative theories, and in general lack a cognitive approach involving the study of empathy or emotional effect of the environment impact. With this idea in mind, this paper reports on a computational model of the influence of decorative elements on suspense. It has been developed as part of a more general proposal for plot generation based on cognitive aspects. In order to test and parameterise the model, an evaluation based on textual stories and an evaluation based on a 3D virtual environment was run. In both cases, results suggest a direct influence of emotional perception of decorative objects in the suspense of a scene.

Exploring the Interconnectedness among Strategy Development, Shared Mental Models, Organisational Learning and Organisational Change

ERIC Educational Resources Information Center

Malan, Renee

2011-01-01

The cognitive psychological processes related to learning and change behaviour are factors that impact on organisational strategy development. Strategy development is dependent on strategic thinking that is reciprocally influenced by shared mental models, organisational learning and organisational change. Although strategy development, shared…

Positive Affect Versus Reward: Emotional and Motivational Influences on Cognitive Control

PubMed Central

Chiew, Kimberly S.; Braver, Todd S.

2011-01-01

It is becoming increasingly appreciated that affective influences can contribute strongly to goal-oriented cognition and behavior. However, much work is still needed to properly characterize these influences and the mechanisms by which they contribute to cognitive processing. An important question concerns the nature of emotional manipulations (i.e., direct induction of affectively valenced subjective experience) versus motivational manipulations (e.g., delivery of performance-contingent rewards and punishments) and their impact on cognitive control. Empirical evidence suggests that both kinds of manipulations can influence cognitive control in a systematic fashion, but investigations of both have largely been conducted independently of one another. Likewise, some theoretical accounts suggest that emotion and motivation may modulate cognitive control via common neural mechanisms, while others suggest the possibility of dissociable influences. Here, we provide an analysis and synthesis of these various accounts, suggesting potentially fruitful new research directions to test competing hypotheses. PMID:22022318

Regulatory RNAs and control of epigenetic mechanisms: expectations for cognition and cognitive dysfunction.

PubMed

Butler, Anderson A; Webb, William M; Lubin, Farah D

2016-01-01

The diverse functions of noncoding RNAs (ncRNAs) can influence virtually every aspect of the transcriptional process including epigenetic regulation of genes. In the CNS, regulatory RNA networks and epigenetic mechanisms have broad relevance to gene transcription changes involved in long-term memory formation and cognition. Thus, it is becoming increasingly clear that multiple classes of ncRNAs impact neuronal development, neuroplasticity, and cognition. Currently, a large gap exists in our knowledge of how ncRNAs facilitate epigenetic processes, and how this phenomenon affects cognitive function. In this review, we discuss recent findings highlighting a provocative role for ncRNAs including lncRNAs and piRNAs in the control of epigenetic mechanisms involved in cognitive function. Furthermore, we discuss the putative roles for these ncRNAs in cognitive disorders such as schizophrenia and Alzheimer's disease.

Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills.

PubMed

Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

2017-03-01

Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and language abilities) in a whole-class testing procedure. A multiple indicators multiple causes model revealed a significant influence of social cognition (AToM) on epistemological understanding, and a McNemar test suggested that children's development of AToM is an important precursor for the emergence of an advanced, mature epistemological understanding. Children's epistemological understanding, in turn, predicted their experimentation skills. Importantly, this relation was independent of the common influences of general information processing. Significant relations between experimentation skills and inhibition, and between epistemological understanding, intelligence, and language abilities emerged, suggesting that general information processing contributes to the conceptual development that is involved in scientific thinking. The model of scientific thinking that was tested in this study (social cognition and epistemological understanding promote experimentation skills) fitted the data significantly better than 2 alternative models, which assumed nonspecific, equally strong relations between all constructs under investigation. Our results support the conclusion that social cognition plays a foundational role in the emergence of children's epistemological understanding, which in turn is closely related to the development of experimentation skills. Our findings have significant implications for the teaching of scientific thinking in elementary school and they stress the importance of children's epistemological understanding in scientific-thinking processes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Gamma rhythms link prefrontal interneuron dysfunction with cognitive inflexibility in Dlx5/6+/− mice

PubMed Central

Cho, Kathleen K.A.; Hoch, Renee; Lee, Anthony T.; Patel, Tosha; Rubenstein, John L.R.; Sohal, Vikaas S.

2015-01-01

SUMMARY Abnormalities in GABAergic interneurons, particularly fast-spiking interneurons (FSINs) that generate gamma (γ; ~30-120 Hz) oscillations, are hypothesized to disrupt prefrontal cortex (PFC)-dependent cognition in schizophrenia. Although γ rhythms are abnormal in schizophrenia, it remains unclear whether they directly influence cognition. Mechanisms underlying schizophrenia's typical post-adolescent onset also remain elusive. We addressed these issues using mice heterozygous for Dlx5/6, which regulate GABAergic interneuron development. In Dlx5/6+/− mice, FSINs become abnormal following adolescence, coinciding with the onset of cognitive inflexibility and deficient task-evoked γ oscillations. Inhibiting PFC interneurons in control mice reproduced these deficits, whereas stimulating them at γ-frequencies restored cognitive flexibility in adult Dlx5/6+/− mice. These pro-cognitive effects were frequency-specific and persistent. These findings elucidate a mechanism whereby abnormal FSIN development may contribute to the post-adolescent onset of schizophrenia endophenotypes. Furthermore, they demonstrate a causal, potentially therapeutic, role for PFC interneuron-driven gamma oscillations in cognitive domains at the core of schizophrenia. PMID:25754826

Welfare reforms and the cognitive development of young children.

PubMed

Williamson, Deanna L; Salkie, Fiona J; Letourneau, Nicole

2005-01-01

To investigate whether the cognitive development of young children in poverty is affected by activities of their primary caregiver and by household income source, which are two components of family poverty experience that have been affected by recent welfare reforms. Bivariate and multivariate analyses were used to examine the relationships that caregiver activity, household income source, and family characteristics (family income adequacy, caregiver depressive symptoms, caregiver education) have with the cognitive development of 59 impoverished children less than three years old. Of the three poverty experience variables included in the multivariate analysis, only employment as the exclusive source of household income had an independent relationship (positive) with children's cognitive development. Two of the family characteristics, income adequacy and caregiver education, also were associated with the children's cognitive score, and they were both better relative predictors than the employment-only income source variable. Income adequacy was positively associated and caregiver education was negatively associated with children's cognitive development. Although recent welfare reforms, in combination with economic growth and declining unemployment, have changed the poverty experience of young families by increasing the proportion that secure at least part of their income from employment, our study provides preliminary evidence that these reforms have made little difference for most young impoverished children. Instead, our findings suggest that the cognitive development of young children is influenced as much by the actual amount of household income as by their parents' activity and source of income.

Cognition in people with Prader-Willi syndrome: Insights into genetic influences on cognitive and social development.

PubMed

Whittington, Joyce; Holland, Anthony

2017-01-01

We present a mini-review of cognition in Prader-Willi syndrome. Studies cited include findings on general ability (IQ), IQ correlates with family members, strengths and weaknesses in cognitive profiles in genetic subtypes, attainment in literacy and numeracy, language, comprehension, modality preferences, executive functions, and social cognition. The latter includes investigations of theory of mind, emotion recognition, face processing and knowledge of social norms. Results from research on mouse models and brain imaging studies relevant to cognition are briefly discussed. The importance of these studies to understanding and managing education and behaviour in PWS and the limitations of the studies in terms of small numbers, non-representativeness, and lack of replication is also touched upon. Copyright © 2016 Elsevier Ltd. All rights reserved.

Post-TBI cognitive performance is moderated by variation within ANKK1 and DRD2 genes

PubMed Central

Failla, Michelle D.; Myrga, John M.; Ricker, Joseph H.; Dixon, C. Edward; Conley, Yvette P.; Wagner, Amy K.

2014-01-01

Objective As dopamine neurotransmission impacts cognition, we hypothesized variants in the linked dopamine D2 receptor (DRD2) and ankyrin repeat and kinase domain (ANKK1) genes might account for some individual variability in cognitive recovery post-TBI. Participants Prospective cohort of 108 survivors of severe TBI, recruited consecutively from a level 1 trauma center. Design We examined relationships between DRD2 genetic variation and functional recovery at 6 and 12 months post-TBI. Main Measures Cognitive performance was evaluated using 8 neuropsychological tests targeting different cognitive domains. An overall cognitive composite was developed based on normative data. We also assessed functional cognition, depression status, and global outcome. Subjects were genotyped for 6 DRD2 tagging single nucleotide polymorphisms and Taq1A within ANKK1. Results ANKK1 Taq1A heterozygotes performed better than homozygotes across several cognitive domains at both time-points post-injury. When adjusting for age, GCS, and education, the Taq1A (ANKK1) and rs6279 (DRD2) variants were associated with overall composite scores at 6 months post-TBI (p=0.0468, 0.0430, respectively). At 12 months, only Taq1A remained a significant genetic predictor of cognition (p=0.0128). Following multiple comparisons correction, there were no significant associations between examined genetic variants and functional cognition, depression status, and global outcome. Conclusion These data suggest genetic variation within DRD2 influences cognitive recovery post-TBI. Understanding genetic influences on dopaminergic systems post-TBI may impact current treatment paradigms. PMID:25931179

Factors Influencing the Use of Cognitive Tools in Web-Based Learning Environments: A Case Study

ERIC Educational Resources Information Center

Ozcelik, Erol; Yildirim, Soner

2005-01-01

High demands on learners in Web-based learning environments and constraints of the human cognitive system cause disorientation and cognitive overload. These problems could be inhibited if appropriate cognitive tools are provided to support learners' cognitive processes. The purpose of this study was to explore the factors influencing the use of…

A call for comparative effectiveness research to learn whether routine clinical care decisions can protect from dementia and cognitive decline.

PubMed

Dacks, Penny A; Armstrong, Joshua J; Brannan, Stephen K; Carman, Aaron J; Green, Allan M; Kirkman, M Sue; Krakoff, Lawrence R; Kuller, Lewis H; Launer, Lenore J; Lovestone, Simon; Merikle, Elizabeth; Neumann, Peter J; Rockwood, Kenneth; Shineman, Diana W; Stefanacci, Richard G; Velentgas, Priscilla; Viswanathan, Anand; Whitmer, Rachel A; Williamson, Jeff D; Fillit, Howard M

2016-08-20

Common diseases like diabetes, hypertension, and atrial fibrillation are probable risk factors for dementia, suggesting that their treatments may influence the risk and rate of cognitive and functional decline. Moreover, specific therapies and medications may affect long-term brain health through mechanisms that are independent of their primary indication. While surgery, benzodiazepines, and anti-cholinergic drugs may accelerate decline or even raise the risk of dementia, other medications act directly on the brain to potentially slow the pathology that underlies Alzheimer's and other dementia. In other words, the functional and cognitive decline in vulnerable patients may be influenced by the choice of treatments for other medical conditions. Despite the importance of these questions, very little research is available. The Alzheimer's Drug Discovery Foundation convened an advisory panel to discuss the existing evidence and to recommend strategies to accelerate the development of comparative effectiveness research on how choices in the clinical care of common chronic diseases may protect from cognitive decline and dementia.

Sex-Specific Effect of Recalled Parenting on Affective and Cognitive Empathy in Adulthood.

PubMed

Lyons, Minna T; Brewer, Gayle; Bethell, Emily J

2017-01-01

Previous research has demonstrated the influence of parenting on the development of children's empathy. However, few studies have considered the impact of parents on empathy in adulthood, specific components of empathy, or the importance of parent and child biological sex. In the present study, 226 participants (71 men) completed online versions of the Parental Bonding Instrument (Parker et al. British Journal of Medical Psychology, 52, 1-10 1979), Empathy Quotient (Baron-Cohen and Wheelwright Journal of Autism and Developmental Disorders, 34, 163-175 2004), and Interpersonal Reactivity Index (Davis JSAS Catalog of Selected Documents in Psychology, 10, 85 1980). Paternal care and overprotection influenced affective empathy in men, whilst maternal overprotection predicted affective empathy in women. Further, maternal care related to cognitive empathy in men, whilst none of the parental care variables related to cognitive empathy in women. Findings are discussed in relation to sex differences in childhood parenting experiences on adult cognitive and affective empathy.

Is there a link between biological parents' insight into their offspring's schizophrenia and their cognitive functioning, expressed emotion and knowledge about disorder?

PubMed

Macgregor, Alexandra; Norton, Joanna; Raffard, Stéphane; Capdevielle, Delphine

2017-07-01

Recent studies suggest that parents' awareness of their offspring's schizophrenia could influence their offspring's insight. Low patient insight is linked to impairment of specific cognitive abilities, and biological parents of schizophrenia patients have impaired capacities in these same domains. However, little is known about what specific socio-demographic, affective or cognitive factors may influence biological parents' awareness of their offspring's disease. Data were drawn from 41 patient-parent dyads. Insight was assessed with a modified version of Amador's Scale to assess Unawareness of Mental Disorders, exploring dimensions of parents' awareness and attribution of their offspring's illness and symptoms. Higher educational levels, better working memory and executive functioning of parents were associated with better attribution of their offspring's symptoms to schizophrenia. Parents' insight into their offspring's schizophrenia is associated with cognitive abilities. This must be taken into account when developing family interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

Inside the Creative Sifter: Recognizing Metacognition in Creativity Development

ERIC Educational Resources Information Center

Puryear, Jeb S.

2016-01-01

The parallels between cognitive development and creativity are neglected in the literature. Piaget's information transformations are personalized, meaning individual constructions can involve creativity. Vygotsky's work considers the implications and interactions of social influences, conventions, and personal implications for creative…

The Influence of Language on the Development of Quantitative, Spatial and Social Thinking in Deaf Children.

ERIC Educational Resources Information Center

Watts, W. J.

1979-01-01

The study involving 70 deaf, 70 partially hearing, and 70 hearing children (10-16 years old) investigated the effect of lack of verbal language on development of deaf children's cognitive abilities. (SBH)

How Clear and Organized Classroom Instruction and Deep Approaches to Learning Affect Growth in Critical Thinking and Need for Cognition

ERIC Educational Resources Information Center

Wang, Jui-Sheng; Pascarella, Ernest T.; Nelson Laird, Thomas F.; Ribera, Amy K.

2015-01-01

In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive development is mediated by student use of deep approaches…

How Much Is Too Much? The Influence of Preschool Centers on Children's Social and Cognitive Development. NBER Working Paper No. 11812

ERIC Educational Resources Information Center

Loeb, Susanna; Bridges, Margaret; Fuller, Bruce; Rumberger, Russ; Bassok, Daphna

2005-01-01

Previous research has demonstrated that attending center care is associated with cognitive benefits for young children. However, little is known about the ideal age for children to enter such care or the "right" amount of time, both weekly and yearly, for children to attend center programs. Using national data from the Early Childhood Longitudinal…

Access to Obstetric Care and Children's Health, Growth and Cognitive Development in Vietnam: Evidence from Young Lives.

PubMed

Lavin, Tina; Preen, David B; Newnham, Elizabeth A

2017-06-01

Background The impact of birth with poor access to skilled obstetric care such as home birth on children's long term development is unknown. This study explores the health, growth and cognitive development of children surviving homebirth in the Vietnam Young Lives sample during early childhood. Methods The Young Lives longitudinal cohort study was conducted in Vietnam with 1812 children born in 2001/2 with follow-up at 1, 5, and 8 years. Data were collected on height/weight, health and cognitive development (Peabody Picture Vocabulary test). Statistical models adjusted for sociodemographic and pregnancy-related factors. Results Children surviving homebirth did not have significantly poorer long-term health, greater stunting after adjusting for sociodemographic/pregnancy-related factors. Rural location, lack of household education, ethnic minority status and lower wealth predicted greater stunting and poorer scores on Peabody Vocabulary test. Conclusions Social disadvantage rather than homebirth influenced children's health, growth and development.

Cognitive apprenticeship in health sciences education: a qualitative review.

PubMed

Lyons, Kayley; McLaughlin, Jacqueline E; Khanova, Julia; Roth, Mary T

2017-08-01

Cognitive apprenticeship theory emphasizes the process of making expert thinking "visible" to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the theory has been applied to the design, implementation, and analysis of education in the health sciences. The initial search yielded 149 articles, with 45 excluded because they contained the term "cognitive apprenticeship" only in reference list. The remaining 104 articles were categorized using a theory talk coding scheme. An in depth qualitative synthesis and review was conducted for the 26 articles falling into the major theory talk category. Application of cognitive apprenticeship theory tended to focus on the methods dimension (e.g., coaching, mentoring, scaffolding), with some consideration for the content and sociology dimensions. Cognitive apprenticeship was applied in various disciplines (e.g., nursing, medicine, veterinary) and educational settings (e.g., clinical, simulations, online). Health sciences education researchers often used cognitive apprenticeship to inform instructional design and instrument development. Major recommendations from the literature included consideration for contextual influences, providing faculty development, and expanding application of the theory to improve instructional design and student outcomes. This body of research provides critical insight into cognitive apprenticeship theory and extends our understanding of how to develop expert thinking in health sciences students. New research directions should apply the theory into additional aspects of health sciences educational research, such as classroom learning and interprofessional education.

Executive control over unconscious cognition: attentional sensitization of unconscious information processing

PubMed Central

Kiefer, Markus

2012-01-01

Unconscious priming is a prototypical example of an automatic process, which is initiated without deliberate intention. Classical theories of automaticity assume that such unconscious automatic processes occur in a purely bottom-up driven fashion independent of executive control mechanisms. In contrast to these classical theories, our attentional sensitization model of unconscious information processing proposes that unconscious processing is susceptible to executive control and is only elicited if the cognitive system is configured accordingly. It is assumed that unconscious processing depends on attentional amplification of task-congruent processing pathways as a function of task sets. This article provides an overview of the latest research on executive control influences on unconscious information processing. I introduce refined theories of automaticity with a particular focus on the attentional sensitization model of unconscious cognition which is specifically developed to account for various attentional influences on different types of unconscious information processing. In support of the attentional sensitization model, empirical evidence is reviewed demonstrating executive control influences on unconscious cognition in the domains of visuo-motor and semantic processing: subliminal priming depends on attentional resources, is susceptible to stimulus expectations and is influenced by action intentions and task sets. This suggests that even unconscious processing is flexible and context-dependent as a function of higher-level executive control settings. I discuss that the assumption of attentional sensitization of unconscious information processing can accommodate conflicting findings regarding the automaticity of processes in many areas of cognition and emotion. This theoretical view has the potential to stimulate future research on executive control of unconscious processing in healthy and clinical populations. PMID:22470329

Executive control over unconscious cognition: attentional sensitization of unconscious information processing.

PubMed

Kiefer, Markus

2012-01-01

Unconscious priming is a prototypical example of an automatic process, which is initiated without deliberate intention. Classical theories of automaticity assume that such unconscious automatic processes occur in a purely bottom-up driven fashion independent of executive control mechanisms. In contrast to these classical theories, our attentional sensitization model of unconscious information processing proposes that unconscious processing is susceptible to executive control and is only elicited if the cognitive system is configured accordingly. It is assumed that unconscious processing depends on attentional amplification of task-congruent processing pathways as a function of task sets. This article provides an overview of the latest research on executive control influences on unconscious information processing. I introduce refined theories of automaticity with a particular focus on the attentional sensitization model of unconscious cognition which is specifically developed to account for various attentional influences on different types of unconscious information processing. In support of the attentional sensitization model, empirical evidence is reviewed demonstrating executive control influences on unconscious cognition in the domains of visuo-motor and semantic processing: subliminal priming depends on attentional resources, is susceptible to stimulus expectations and is influenced by action intentions and task sets. This suggests that even unconscious processing is flexible and context-dependent as a function of higher-level executive control settings. I discuss that the assumption of attentional sensitization of unconscious information processing can accommodate conflicting findings regarding the automaticity of processes in many areas of cognition and emotion. This theoretical view has the potential to stimulate future research on executive control of unconscious processing in healthy and clinical populations.

The sleeping patterns of Head Start children and the influence on developmental outcomes.

PubMed

Schlieber, M; Han, J

2018-05-01

Sleep has a significant influence on children's development. The objective of this study was to investigate Head Start children's sleeping patterns and the impact on cognitive and behavioural outcomes. Using the 2009 cohort of the Head Start Family and Child Experiences Survey (N = 2,868), information on sleeping patterns was assessed through parent interviews. Cognitive outcomes were assessed using direct assessments (Peabody Picture Vocabulary Test-IV, the Expressive One-Word Picture Vocabulary Test, and Subtests of the Woodcock-Johnson III) in addition to teacher report. Behavioural outcomes were assessed through parent and teacher reports. A multiple regression analysis was performed for each outcome variable. Descriptive findings showed that 89% of children had a regular bedtime at least 4 days per week and that the average amount of sleep per night was 10.41 hr. White mothers were more likely than other racial groups to adhere to a consistent bedtime, and maternal employment predicted less hour of sleep per night. Multiple regression analyses revealed that disrupted sleep had a negative influence on cognitive outcomes, especially in areas of mathematical problem solving, receptive language, teacher-reported literacy behaviours, and approaches to learning. Disrupted sleep was associated with the risk of misbehaviour by increasing teacher and parent ratings on aggressive behaviours, hyperactivity, and withdrawing in addition to decreased scores on overall social skills. Having an inconsistent bedtime negatively predicted expressive vocabulary and teacher-reported literacy behaviours. The findings of this study support the influential role of sleep on children's development. Sleeping through the night and having a consistent bedtime were found to be predictive of many areas of cognitive and behavioural development. Head Start staff can provide the supports to increase parental knowledge on appropriate child sleep practices. © 2017 John Wiley & Sons Ltd.

The influence of sense of coherence and mindfulness on PTSD symptoms and posttraumatic cognitions in a sample of elderly Austrian survivors of World War II.

PubMed

Glück, Tobias M; Tran, Ulrich S; Raninger, Simone; Lueger-Schuster, Brigitte

2016-03-01

Sense of Coherence (SOC) and mindfulness are known protective factors against psychopathology, also in older age. We set out to investigate the influence of SOC and mindfulness on posttraumatic symptoms and cognitions in the context of lifetime trauma in elderly persons with a history of childhood war-experiences. Elderly Austrians (N = 97) filled in questionnaires on traumatic lifetime experiences and posttraumatic symptoms (ETI), posttraumatic cognitions (PTCI), SOC (SOC-13) and mindfulness (FFMQ). We expected the influence of SOC scores on posttraumatic symptoms and cognitions to be on one hand influenced by mindfulness. On the other hand, we expected that both aspects would uniquely explain fewer posttraumatic symptoms and cognitions. Participants reported various lifetime traumas (M = 2.42), including experiences during World War II (WWII) as children and adolescents. Mindfulness partially mediated the association of SOC scores with posttraumatic cognitions, but not with posttraumatic symptoms. However, in a two-stage mediation model, mindfulness significantly predicted posttraumatic symptoms via its effects on posttraumatic cognitions. Although SOC was the strongest predictor of posttraumatic symptoms, mindfulness influenced the severity of posttraumatic symptoms via its effects on posttraumatic cognitions. We discuss implications for mindfulness-based interventions on trauma-related cognitions in the elderly.

False-belief understanding and social preference over the first 2 years of school: a longitudinal study.

PubMed

Fink, Elian; Begeer, Sander; Hunt, Caroline; de Rosnay, Marc

2014-01-01

The role of false belief in establishing children's social relationships during the transition to school was examined and compared to other social cognitive constructs. One hundred and fourteen 5-year-olds were recruited during their 1st year of school (Time 1); 106 children were retained 1 year later. False belief, emotion expression recognition, empathy, verbal ability, and peer-rated social preference were measured at both times. False belief at Time 1 had a direct influence on concurrent social preference, over and above the influence of emotion expression recognition and empathy. False belief made no independent contribution to later social preference accounting for stability in social preference. The role of social cognitive development is discussed with respect to how children establish and maintain their position in a peer group. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Social cognitive theory of gender development and differentiation.

PubMed

Bussey, K; Bandura, A

1999-10-01

Human differentiation on the basis of gender is a fundamental phenomenon that affects virtually every aspect of people's daily lives. This article presents the social cognitive theory of gender role development and functioning. It specifies how gender conceptions are constructed from the complex mix of experiences and how they operate in concert with motivational and self-regulatory mechanisms to guide gender-linked conduct throughout the life course. The theory integrates psychological and sociostructural determinants within a unified conceptual structure. In this theoretical perspective, gender conceptions and roles are the product of a broad network of social influences operating interdependently in a variety of societal subsystems. Human evolution provides bodily structures and biological potentialities that permit a range of possibilities rather than dictate a fixed type of gender differentiation. People contribute to their self-development and bring about social changes that define and structure gender relationships through their agentic actions within the interrelated systems of influence.

A Critical Comparison of Classical and Domain Theory: Some Implications for Character Education

ERIC Educational Resources Information Center

Keefer, Matthew Wilks

2006-01-01

Contemporary approaches to moral education are influenced by the "domain theory" approach to understanding moral development (Turiel, 1983; 1998; Nucci, 2001). Domain theory holds there are distinct conventional, personal and moral domains; each constituting a cognitive "structured-whole" with its own normative source and sphere of influence. One…

Majoring in Information Systems: An Examination of Role Model Influence

ERIC Educational Resources Information Center

Akbulut, Asli Y.

2016-01-01

The importance of role models on individuals' academic and career development and success has been widely acknowledged in the literature. The purpose of this study was to understand the influence of role models on students' decisions to major in information systems (IS). Utilizing a model derived from the social cognitive career theory, we…

Exploring links among imitation, mental development, and temperament

PubMed Central

Fenstermacher, Susan K.; Saudino, Kimberly J.

2016-01-01

Links among imitation, performance on a standardized test of intellectual development, and laboratory-assessed temperament were explored in 311 24-month old twin pairs. Moderate phenotypic associations were found between imitation, mental development, and temperament dimensions of Affect/Extraversion and Task Orientation. Covariance between imitation and mental development reflected genetic and shared environmental influences, whereas associations between imitation and temperament reflected genetic, shared, and nonshared environmental influences. Genetic factors linking imitation and temperament were the same as those linking temperament and mental development. Nonetheless, approximately 62% of total genetic variance on imitation was independent of genetic influences on mental development and temperament, suggesting that young children’s imitation is not simply an index of general cognitive ability or dispositional style but has many underlying genetic influences that are unique. PMID:27840593

Exploring links among imitation, mental development, and temperament.

PubMed

Fenstermacher, Susan K; Saudino, Kimberly J

2016-01-01

Links among imitation, performance on a standardized test of intellectual development, and laboratory-assessed temperament were explored in 311 24-month old twin pairs. Moderate phenotypic associations were found between imitation, mental development, and temperament dimensions of Affect/Extraversion and Task Orientation. Covariance between imitation and mental development reflected genetic and shared environmental influences, whereas associations between imitation and temperament reflected genetic, shared, and nonshared environmental influences. Genetic factors linking imitation and temperament were the same as those linking temperament and mental development. Nonetheless, approximately 62% of total genetic variance on imitation was independent of genetic influences on mental development and temperament, suggesting that young children's imitation is not simply an index of general cognitive ability or dispositional style but has many underlying genetic influences that are unique.

Continuity of Genetic and Environmental Influences on Cognition across the Life Span: A Meta-Analysis of Longitudinal Twin and Adoption Studies

PubMed Central

Tucker-Drob, Elliot M.; Briley, Daniel A.

2014-01-01

The longitudinal rank-order stability of cognitive ability increases dramatically over the lifespan. Multiple theoretical perspectives have proposed that genetic and/or environmental mechanisms underlie the longitudinal stability of cognition, and developmental trends therein. However, the patterns of stability of genetic and environmental influences on cognition over the lifespan largely remain poorly understood. We searched for longitudinal studies of cognition that reported raw genetically-informative longitudinal correlations or parameter estimates from longitudinal behavior genetic models. We identified 150 combinations of time points and measures from 15 independent longitudinal samples. In total, longitudinal data came from 4,538 monozygotic twin pairs raised together, 7,777 dizygotic twin pairs raised together, 34 monozygotic twin pairs raised apart, 78 dizygotic twin pairs raised apart, 141 adoptive sibling pairs, and 143 non-adoptive sibling pairs, ranging in age from infancy through late adulthood. At all ages, cross-time genetic correlations and shared environmental correlations were substantially larger than cross-time nonshared environmental correlations. Cross-time correlations for genetic and shared environmental components were low during early childhood, increased sharply over child development, and remained relatively high from adolescence through late adulthood. Cross-time correlations for nonshared environmental components were low across childhood and increased gradually to moderate magnitudes in adulthood. Increasing phenotypic stability over child development was almost entirely mediated by genetic factors. Time-based decay of genetic and shared environmental stability was more pronounced earlier in child development. Results are interpreted in reference to theories of gene-environment interaction and correlation. PMID:24611582

Do Demographic Characteristics Make Differences? Demographic Characteristics as Moderators in the Associations between Only Child Status and Cognitive/Non-cognitive Outcomes in China

PubMed Central

Liu, Ning; Chen, Yiting; Yang, Xiangdong; Hu, Yi

2017-01-01

Different family compositions and sizes may affect child development through the different modes of interaction between family members. Previous studies have compared only children with non-only children in cognitive/non-cognitive outcomes. However, relatively little research has systematically investigated the potential moderators among them. Using a large and representative sample of Chinese students (Grades 7–8; N = 5,752), this study examines the roles of demographic characteristics, such as gender, region, parental educational level, parental expectations, family socio-economic status and family structure, in the associations between only child status and cognitive/non-cognitive outcomes. For the cognitive outcomes, only child status exerts an influence on the students' academic performance in Chinese and mathematics in the sample of three districts' students. The examined associations between only child status and cognitive outcomes are different in region, parental education, parental expectations and family structure, while gender and family socio-economic status did not. For the non-cognitive outcomes, only child status exerts an influence on the students' school well-being, academic self-efficacy, academic self-concept, and internal academic motivation in the full sample of students, but not on external academic motivation. Further, the examined associations between only child status and non-cognitive outcomes are different in region, parental education, family socio-economic status and family structure, while gender and parental expectations did not. These findings suggest that the associations between only child status and cognitive/non-cognitive outcomes are heterogeneous in terms of some of the demographic characteristics. Possible explanations are proposed in some concepts of region and family environment in China. PMID:28421006

Do Demographic Characteristics Make Differences? Demographic Characteristics as Moderators in the Associations between Only Child Status and Cognitive/Non-cognitive Outcomes in China.

PubMed

Liu, Ning; Chen, Yiting; Yang, Xiangdong; Hu, Yi

2017-01-01

Different family compositions and sizes may affect child development through the different modes of interaction between family members. Previous studies have compared only children with non-only children in cognitive/non-cognitive outcomes. However, relatively little research has systematically investigated the potential moderators among them. Using a large and representative sample of Chinese students (Grades 7-8; N = 5,752), this study examines the roles of demographic characteristics, such as gender, region, parental educational level, parental expectations, family socio-economic status and family structure, in the associations between only child status and cognitive/non-cognitive outcomes. For the cognitive outcomes, only child status exerts an influence on the students' academic performance in Chinese and mathematics in the sample of three districts' students. The examined associations between only child status and cognitive outcomes are different in region, parental education, parental expectations and family structure, while gender and family socio-economic status did not. For the non-cognitive outcomes, only child status exerts an influence on the students' school well-being, academic self-efficacy, academic self-concept, and internal academic motivation in the full sample of students, but not on external academic motivation. Further, the examined associations between only child status and non-cognitive outcomes are different in region, parental education, family socio-economic status and family structure, while gender and parental expectations did not. These findings suggest that the associations between only child status and cognitive/non-cognitive outcomes are heterogeneous in terms of some of the demographic characteristics. Possible explanations are proposed in some concepts of region and family environment in China.

The Influences of Cognitive Styles on Individual Learning and Collaborative Learning

ERIC Educational Resources Information Center

Chen, Sherry Y.; Chang, Li-Ping

2016-01-01

Both individual learning (IL) and collaborative learning (CL) provide students with different benefits. However, previous research indicates that cognitive styles affect students' learning preferences. Thus, it is necessary to examine how cognitive styles influence students' reactions to IL and CL. Among various cognitive styles, Pask's…

Varieties of cognitive penetration in visual perception.

PubMed

Vetter, Petra; Newen, Albert

2014-07-01

Is our perceptual experience a veridical representation of the world or is it a product of our beliefs and past experiences? Cognitive penetration describes the influence of higher level cognitive factors on perceptual experience and has been a debated topic in philosophy of mind and cognitive science. Here, we focus on visual perception, particularly early vision, and how it is affected by contextual expectations and memorized cognitive contents. We argue for cognitive penetration based on recent empirical evidence demonstrating contextual and top-down influences on early visual processes. On the basis of a perceptual model, we propose different types of cognitive penetration depending on the processing level on which the penetration happens and depending on where the penetrating influence comes from. Our proposal has two consequences: (1) the traditional controversy on whether cognitive penetration occurs or not is ill posed, and (2) a clear-cut perception-cognition boundary cannot be maintained. Copyright © 2014 Elsevier Inc. All rights reserved.

Positive affect and cognitive control: approach-motivation intensity influences the balance between cognitive flexibility and stability.

PubMed

Liu, Ya; Wang, Zhenhong

2014-05-01

In most prior research, positive affect has been consistently found to promote cognitive flexibility. However, the motivational dimensional model of affect assumes that the influence of positive affect on cognitive processes is modulated by approach-motivation intensity. In the present study, we extended the motivational dimensional model to the domain of cognitive control by examining the effect of low- versus high-approach-motivated positive affect on the balance between cognitive flexibility and stability in an attentional-set-shifting paradigm. Results showed that low-approach-motivated positive affect promoted cognitive flexibility but also caused higher distractibility, whereas high-approach-motivated positive affect enhanced perseverance but simultaneously reduced distractibility. These results suggest that the balance between cognitive flexibility and stability is modulated by the approach-motivation intensity of positive affective states. Therefore, it is essential to incorporate motivational intensity into studies on the influence of affect on cognitive control.

Personality, Education and Earnings

ERIC Educational Resources Information Center

Silles, Mary A.

2010-01-01

Economists are only beginning to understand the relationship between personality traits and economic outcomes. This paper examines the influence of childhood social maladjustment on cognitive development, labor market earnings and career progression using longitudinal data drawn from the National Child Development Study. Net of differences in…

Otitis Media: Occurrence and Effect on Child Development.

ERIC Educational Resources Information Center

Jessen, B. A.; Beattie, R. G.

1990-01-01

This article reviews literature and research on otitis media, focusing on definitions; occurrence, including such influences as age, socioeconomic status, genetics, child care situation, feeding techniques, and sex; fluctuating hearing loss; psychological, linguistic, and cognitive development; and developmental deficits in speech, language,…

The Cognitive Impact of Past Behavior: Influences on Beliefs, Attitudes, and Future Behavioral Decisions

PubMed Central

Albarracín, Dolores; Wyer, Robert S.

2016-01-01

To study the processes by which past behavior influences future behavior, participants were led to believe that without being aware of it, they had expressed either support for or opposition to the institution of comprehensive exams. Judgment and response time data suggested that participants’ perceptions of their past behavior often influenced their decisions to repeat the behavior. This influence was partly the result of cognitive activity that influenced participants’ cognitions about specific behavioral consequences and the attitude they based on these cognitions. More generally, however, feedback about past behavior had a direct effect on participants’ attitudes and ultimate behavioral decisions that was independent of the outcome-specific cognitions. Results are discussed in terms of their implications for biased scanning of memory, dissonance reduction, self-perception, and the use of behavior as a heuristic. PMID:10909874

Distributional effects of Oportunidades on early child development.

PubMed

Figueroa, José Luis

2014-07-01

The Mexican Oportunidades program is designed to increase human capital through investments in education, health, and nutrition for children in extreme poverty. Although the program is not expressly designed to promote a child's cognitive and non-cognitive development, the set of actions carried out by the program could eventually facilitate improvements in these domains. Previous studies on the Oportunidades program have found little impact on children's cognition but have found positive effects on their non-cognitive development. However, the majority of these studies use the average outcome to measure the impact of the program and thus overlook other "non-average" effects. This paper uses stochastic dominance methods to investigate results beyond the mean by comparing cumulative distributions for both children who are and children who are not aided by the program. Four indicators of cognitive development and one indicator of non-cognitive development are analyzed using a sample of 2595 children aged two to six years. The sample was collected in rural communities in Mexico in 2003 as part of the program evaluation. Similar to previous studies, the program is found to positively influence children's non-cognitive abilities: children enrolled in the program manifest fewer behavioral problems compared with children who are not enrolled. In addition, different program effects are found for girls and boys and for indigenous and non-indigenous children. The ranges where the effect is measured cover a large part of the outcome's distribution, and these ranges include a large proportion of the children in the sample. With regard to cognitive development, only one indicator (short-term memory) shows positive effects. Nevertheless, the results for this indicator demonstrate that children with low values of cognitive development benefit from the program, whereas children with high values do not. Overall, the program has positive effects on child development, especially for the most vulnerable, who are at the bottom of the distribution. Copyright © 2014 Elsevier Ltd. All rights reserved.

Cognitive antecedents of consumers' willingness to purchase fish rich in polyunsaturated fatty acids (PUFA).

PubMed

Foxall, G; Leek, S; Maddock, S

1998-12-01

A sample of UK consumers (N = 311) was interviewed in order to identify the attitudinal, cognitive and involvement characteristics of probable early adopters of polyunsaturated fatty acid (PUFA) fed fish. Attitude to fish significantly influenced PUFA fish, premium price PUFA fish, PUFA salmon, PUFA eel and PUFA sturgeon purchase. Involvement in healthy eating influenced PUFA fish, premium price PUFA fish and PUFA salmon purchase. Cognitive style did not influence PUFA fish and premium price PUFA fish purchase; nor, contrary to earlier research, did cognitive style and involvement interact to influence intended PUFA fish purchases.

Factors associated with the health and cognition of 6-year-old to 8-year-old children in KwaZulu-Natal, South Africa.

PubMed

Ajayi, Oluwakemi R; Matthews, Glenda; Taylor, Myra; Kvalsvig, Jane; Davidson, Leslie L; Kauchali, Shuaib; Mellins, Claude A

2017-05-01

To investigate 6-year-old to 8-year-old children's health, nutritional status and cognitive development in a predominantly rural area of KwaZulu-Natal, South Africa. Cohort study of 1383 children investigating the association of demographic variables (area of residence, sex, pre-school education, HIV status, height for age and haemoglobin level) and family variables (socioeconomic status, maternal and paternal level of education), with children's cognitive performance. The latter was measured using the Grover-Counter Scale of Cognitive Development and subtests of the Kaufman Assessment Battery for Children, second edition (KABC-II). General linear models were used to determine the effect of these predictors. Area of residence and height-for-age were the statistically significant factors affecting cognitive test scores, regardless of attending pre-school. Paternal level of education was also significantly associated with the cognitive test scores of the children for all three cognitive test results, whereas HIV status, sex and their socioeconomic status were not. Children with low cognitive scores tended to be stunted (low height-for-age scores), lacked pre-school education and were younger. Area of residence and their parents' educational level also influenced their cognition. © 2017 John Wiley & Sons Ltd.

Attitude change: persuasion and social influence.

PubMed

Wood, W

2000-01-01

This chapter reviews empirical and theoretical developments in research on social influence and message-based persuasion. The review emphasizes research published during the period from 1996-1998. Across these literatures, three central motives have been identified that generate attitude change and resistance. These involve concerns with the self, with others and the rewards/punishments they can provide, and with a valid understanding of reality. The motives have implications for information processing and for attitude change in public and private contexts. Motives in persuasion also have been investigated in research on attitude functions and cognitive dissonance theory. In addition, the chapter reviews the relatively unique aspects of each literature: In persuasion, it considers the cognitive and affective mechanisms underlying attitude change, especially dual-mode processing models, recipients' affective reactions, and biased processing. In social influence, the chapter considers how attitudes are embedded in social relations, including social identity theory and majority/minority group influence.

The General Aggression Model.

PubMed

Allen, Johnie J; Anderson, Craig A; Bushman, Brad J

2018-02-01

The General Aggression Model (GAM) is a comprehensive, integrative, framework for understanding aggression. It considers the role of social, cognitive, personality, developmental, and biological factors on aggression. Proximate processes of GAM detail how person and situation factors influence cognitions, feelings, and arousal, which in turn affect appraisal and decision processes, which in turn influence aggressive or nonaggressive behavioral outcomes. Each cycle of the proximate processes serves as a learning trial that affects the development and accessibility of aggressive knowledge structures. Distal processes of GAM detail how biological and persistent environmental factors can influence personality through changes in knowledge structures. GAM has been applied to understand aggression in many contexts including media violence effects, domestic violence, intergroup violence, temperature effects, pain effects, and the effects of global climate change. Copyright © 2017 Elsevier Ltd. All rights reserved.

Adolescent sexuality: values, morality and decision making.

PubMed

Juhasz, A M; Sonnenshein-Schneider, M

1987-01-01

The first section of this paper presents a theoretical basis of morality and value formation which provides the background for an examination of adolescent sexual and cognitive development. Data from a study of influences on the sexual decisions of five hundred 13- to 19-year-olds are analyzed in the remainder of the article. Relationships between individual characteristics and the importance of various influences are interpreted in light of the structure of values and moral development.

The Influence of Functional Fitness and Cognitive Training of Physical Disabilities of Institutions

PubMed Central

Yeh, I-Chen; Chang, Chia-Ming; Chen, Ko-Chia; Hong, Wei-Chin; Lu, Yu-Hsiung

2015-01-01

According to an investigation done by Taiwan Ministry of the Interior in 2013, there was more than 90% of the disability care institutions mainly based on life care. Previous studies have shown that individuals can effectively improve physical and cognitive training, improved in independent living and everyday competence. The purpose of the study was to investigate influence of the intervention program applying functional fitness and cognitive training to disabled residents in the institution. The subjects were disabled persons of a care institution in southern Taiwan and were randomly divided into training and control groups, both having 17 subjects. The age of the subjects was between 56 and 98 years with a mean age of 79.08 ± 10.04 years; the subjects of training group implemented 12 weeks of training on physical and cognitive training, while the control group subjects did not have any training program. The results revealed that subjects of the training group have significantly improved their functional shoulder rotation flexibility of left and right anterior hip muscle group flexibility of right, sitting functional balance of left and right, naming, attention, delayed recall, orientation, and Montreal cognitive assessment (MOCA). The study suggested developing physical fitness programs and physical and cognitive prescriptions for the disabled people of the institutions. PMID:25756064

The influence of functional fitness and cognitive training of physical disabilities of institutions.

PubMed

Yeh, I-Chen; Chang, Chia-Ming; Chen, Ko-Chia; Hong, Wei-Chin; Lu, Yu-Hsiung

2015-01-01

According to an investigation done by Taiwan Ministry of the Interior in 2013, there was more than 90% of the disability care institutions mainly based on life care. Previous studies have shown that individuals can effectively improve physical and cognitive training, improved in independent living and everyday competence. The purpose of the study was to investigate influence of the intervention program applying functional fitness and cognitive training to disabled residents in the institution. The subjects were disabled persons of a care institution in southern Taiwan and were randomly divided into training and control groups, both having 17 subjects. The age of the subjects was between 56 and 98 years with a mean age of 79.08 ± 10.04 years; the subjects of training group implemented 12 weeks of training on physical and cognitive training, while the control group subjects did not have any training program. The results revealed that subjects of the training group have significantly improved their functional shoulder rotation flexibility of left and right anterior hip muscle group flexibility of right, sitting functional balance of left and right, naming, attention, delayed recall, orientation, and Montreal cognitive assessment (MOCA). The study suggested developing physical fitness programs and physical and cognitive prescriptions for the disabled people of the institutions.

Infant Hand Preference and the Development of Cognitive Abilities

PubMed Central

Michel, George F.; Campbell, Julie M.; Marcinowski, Emily C.; Nelson, Eliza L.; Babik, Iryna

2016-01-01

Hand preference develops in the first two postnatal years with nearly half of infants exhibiting a consistent early preference for acquiring objects. Others exhibit a more variable developmental trajectory but by the end of their second postnatal year, most exhibit a consistent hand preference for role-differentiated bimanual manipulation. According to some forms of embodiment theory, these differences in hand use patterns should influence the way children interact with their environments, which, in turn, should affect the structure and function of brain development. Such early differences in brain development should result in different trajectories of psychological development. We present evidence that children with consistent early hand preferences exhibit advanced patterns of cognitive development as compared to children who develop a hand preference later. Differences in the developmental trajectory of hand preference are predictive of developmental differences in language, object management skills, and tool-use skills. As predicted by Casasanto’s body-specificity hypothesis, infants with different hand preferences proceed along different developmental pathways of cognitive functioning. PMID:27047431

Influence of Cognitive Styles on Technical Drawing Students' Achievements in Senior Secondary School in Federal Capital Territory, Abuja

ERIC Educational Resources Information Center

Owodunni, A. Samuel; Sanni, AbdulRahman; Nwokolo-Ojo, Joy; Igwe, C. Obeta

2017-01-01

There are different cognitive strategies for processing information which in turn influence students' academic achievement. This paper reports an investigation of cognitive styles and achievement scores of secondary school students. In the study, the standardised Group Embedded Figures Test was used to determine the influence of student's…

Predicting aggression in children with ADHD

PubMed Central

2014-01-01

Objective The present study uses structural equation modeling of latent traits to examine the extent to which family factors, cognitive factors and perceptions of rejection in mother-child relations differentially correlate with aggression at home and at school. Methods Data were collected from 476 school-age (7–15 years old) children with a diagnosis of ADHD who had previously shown different types of aggressive behavior, as well as from their parents and teachers. Structural equation modeling was used to examine the differential relationships between maternal rejection, family, cognitive factors and aggression in home and school settings. Results Family factors influenced aggression reported at home (.68) and at school (.44); maternal rejection seems to be related to aggression at home (.21). Cognitive factors influenced aggression reported at school (.-05) and at home (-.12). Conclusions Both genetic and environmental factors contribute to the development of aggressive behavior in ADHD. Identifying key risk factors will advance the development of appropriate clinical interventions and prevention strategies and will provide information to guide the targeting of resources to those children at highest risk. PMID:24860616

Teachers' selection and enactment of mathematical problems from textbooks

NASA Astrophysics Data System (ADS)

Son, Ji-Won; Kim, Ok-Kyeong

2015-12-01

In order to investigate how teachers' use of textbooks creates different kinds of opportunities for student learning, this study focused on teachers' selection and enactment of problems and tasks from the textbooks and their influence on the cognitive demand placed on students. By drawing on data from three elementary teachers in the USA, two of which used a reform-oriented textbook— Math Trailblazers and one a commercially developed textbook—this study examined kinds of problems the teachers chose and ways in which they enacted those problems in relation to the cognitive demand of the problems. In particular, we attended to the kinds of questions the teachers asked in enacting the problems and ways in which those questions influenced the cognitive demand of the textbook problems. This study also identified critical issues involved in teacher decision-making on task selection and enactment, such as the match between teachers' goals and those of the textbooks, and teachers' perception of textbook problems. Based on the results of the study, we discuss implications for teacher education and professional development.

Developmental Issues in Child Health Psychology.

ERIC Educational Resources Information Center

Maddux, James E.; And Others

1986-01-01

Examines three major aspects of child development--motor, cognitive, and psychological--and their influence on physical health. Suggests a beginning framework for examining the relationship between development and health, and proposes that a developmental perspective be added as a fourth dimension to the commonly employed three-dimensional…

Relational Dynamics in Teacher Professional Development

ERIC Educational Resources Information Center

Finkelstein, Carla

2013-01-01

Teacher professional development (PD) is considered essential to improving student achievement toward high standards. I argue that while current notions of high quality PD foreground cognitive aspects of learning, they undertheorize the influence of relational dynamics in teacher learning interactions. That is, current conceptions of high quality…

Developmental Commentary: Ecological Perspectives on Parental Influences during Adolescence

ERIC Educational Resources Information Center

Hill, Nancy E.; Bromell, Lea; Tyson, Diana F.; Flint, Roxanne

2007-01-01

Adolescence is marked by change and renegotiation in almost every arena--biological, social, and cognitive development; identity development; changes in peer relations and friendships; a renegotiation of family relationships, especially the parent-adolescent relationship; and school transitions. Further, for African Americans, adolescence is also…

Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

ERIC Educational Resources Information Center

Callahan, Kadian M.

2009-01-01

Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini,…

Cognitive approaches to emotions.

PubMed

Oatley, Keith; Johnson-Laird, P N

2014-03-01

Cognitive approaches offer clear links between how emotions are thought about in everyday life and how they are investigated psychologically. Cognitive researchers have focused on how emotions are caused when events or other people affect concerns and on how emotions influence processes such as reasoning, memory, and attention. Three representative cognitive theories of emotion continue to develop productively: the action-readiness theory, the core-affect theory, and the communicative theory. Some principles are common to them and divergences can be resolved by future research. Recent explanations have included how emotions structure social relationships, how they function in psychological illnesses, and how they are central to music and fiction. Copyright © 2013 Elsevier Ltd. All rights reserved.

Building trusting relationships in online health communities.

PubMed

Zhao, Jing; Ha, Sejin; Widdows, Richard

2013-09-01

This study investigates consumers' use of online health communities (OHCs) for healthcare from a relationship building perspective based on the commitment-trust theory of relationships. The study proposes that perspective taking, empathic concern, self-efficacy, and network density affect the development of both cognitive and affective trust, which together determine OHC members' membership continuance intention (MCI) and knowledge contribution. Data collected from eight existing OHCs (N=255) were utilized to test the hypothesized model. Results show that perspective taking and self-efficacy can increase cognitive trust and affective trust, respectively. Network density contributes to cognitive and affective trust. Both cognitive trust and affective trust influence MCI, while only affective trust impacts members' knowledge contribution behaviors.

History of Cognitive-Behavioral Therapy (CBT) in Youth

PubMed Central

Benjamin, Courtney L.; Puleo, Connor M.; Settipani, Cara A.; Brodman, Douglas M.; Edmunds, Julie M.; Cummings, Colleen M.

2011-01-01

Synopsis CBT represents a combination of behavioral and cognitive theories of human behavior and psychopathology, and a melding of emotional, familial, and peer influences. The numerous intervention strategies that comprise CBT reflect its complex and integrative nature and include such topics as extinction, habituation, modeling, cognitive restructuring, problem-solving, and the development of coping strategies, mastery, and a sense of self-control. CBT targets multiple areas of potential vulnerability (e.g., cognitive, behavioral, affective) with developmentally-guided strategies and traverses multiple intervention pathways. Although CBT is often considered the “first line treatment” for many psychological disorders in youth, additional work is necessary to address treatment non-responders and to facilitate the dissemination of efficacious CBT approaches. PMID:21440849

The mechanisms mediating the effects of poverty on children's intellectual development.

PubMed

Guo, G; Harris, K M

2000-11-01

Although adverse consequences of poverty for children are documented widely, little is understood about the mechanisms through which the effects of poverty disadvantage young children. In this analysis we investigate multiple mechanisms through which poverty affects a child's intellectual development. Using data from the NLSY and structural equation models, we have constructed five latent factors (cognitive stimulation, parenting style, physical environment, child's ill health at birth, and ill health in childhood) and have allowed these factors, along with child care, to mediate the effects of poverty and other exogenous variables. We produce two main findings. First, the influence of family poverty on children's intellectual development is mediated completely by the intervening mechanisms measured by our latent factors. Second, our analysis points to cognitive stimulation in the home, and (to a lesser extent) to parenting style, physical environment of the home, and poor child health at birth, as mediating factors that are affected by lack of income and that influence children's intellectual development.

Cognitive impairment in COPD: should cognitive evaluation be part of respiratory assessment?

PubMed Central

Gloeckl, Rainer; Vogiatzis, Ioannis; Kenn, Klaus

2017-01-01

Cognitive impairment is highly prevalent in patients with COPD and demonstrates multiple detrimental effects on many aspects of patient state and therapeutic outcomes. It is attributed to several overlapping pathophysiological factors, with the most common being the low level of oxygen saturation due to respiratory insufficiency. Despite the impact of cognitive impairment on clinical outcomes, the screening for coexisting cognitive deficits which may interfere with the successful progress of respiratory treatment is yet neglected. There is a special consideration that cognitive deficits should be taken into account when developing respiratory therapy plans. Cognitively impaired patients are likely to require more support and have need of an individualised respiratory care plan which can also be beneficial for their cognitive deficits. Pulmonary rehabilitation as a multidisciplinary approach could be prioritised for COPD patients with cognitive impairment. Educational aims To illustrate the common signs of cognitive impairment and define potential associations between lung and cognitive dysfunction. To illustrate the potential influence of cognitive deficits on the optimal progress of respiratory therapy. To illustrate the importance of cognitive evaluation as part of a comprehensive clinical assessment for patients suspected of suffering cognitive impairment. PMID:29184593

Concepts and Categories: A Cognitive Neuropsychological Perspective

PubMed Central

Mahon, Bradford Z.; Caramazza, Alfonso

2010-01-01

One of the most provocative and exciting issues in cognitive science is how neural specificity for semantic categories of common objects arises in the functional architecture of the brain. More than two decades of research on the neuropsychological phenomenon of category-specific semantic deficits has generated detailed claims about the organization and representation of conceptual knowledge. More recently, researchers have sought to test hypotheses developed on the basis of neuropsychological evidence with functional imaging. From those two fields, the empirical generalization emerges that object domain and sensory modality jointly constrain the organization of knowledge in the brain. At the same time, research within the embodied cognition framework has highlighted the need to articulate how information is communicated between the sensory and motor systems, and processes that represent and generalize abstract information. Those developments point toward a new approach for understanding category specificity in terms of the coordinated influences of diverse regions and cognitive systems. PMID:18767921

Influence of mother, father, and child risk on parenting and children's cognitive and social behaviors.

PubMed

Cabrera, Natasha J; Fagan, Jay; Wight, Vanessa; Schadler, Cornelia

2011-01-01

The association among mothers', fathers', and infants' risk and cognitive and social behaviors at 24 months was examined using structual equation modeling and data on 4,200 on toddlers and their parents from the Early Childhood Longitudinal Study, Birth Cohort. There were 3 main findings. First, for cognitive outcomes, maternal risk was directly and indirectly linked to it through maternal sensitivity whereas paternal risk was only indirectly related through maternal sensitivity. Second, for social behaviors, maternal and paternal risks were indirectly linked through maternal sensitivity and father engagement. Third, maternal and paternal levels of risk were linked to maternal supportiveness whereas mothers' and children's risk were linked to paternal cognitive stimulation. Implications are that policy makers must take into account effects of mothers', children's, and fathers' risk on young children's functioning. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Pathways of Intergenerational Transmission of Advantages during Adolescence: Social Background, Cognitive Ability, and Educational Attainment.

PubMed

Schulz, Wiebke; Schunck, Reinhard; Diewald, Martin; Johnson, Wendy

2017-10-01

Educational attainment in adolescence is of paramount importance for attaining higher education and for shaping subsequent life chances. Sociological accounts focus on the role of differences in socioeconomic resources in intergenerational reproduction of educational inequalities. These often disregard the intergenerational transmission of cognitive ability and the importance of children's cognitive ability to educational attainment. Psychological perspectives stress the importance of cognitive ability for educational attainment but underemphasize potentially different roles of specific socioeconomic resources in shaping educational outcomes, as well as individual differences in cognitive ability. By integrating two strands of research, a clearer picture of the pathways linking the family of origin, cognitive ability, and early educational outcomes can be reached. Using the population-based TwinLife study in Germany, we investigated multidimensional pathways linking parental socioeconomic position to their children's cognitive ability and academic track attendance in the secondary school. The sample included twins (N = 4008), respectively ages 11 and 17, and siblings (N = 801). We observed strong genetic influences on cognitive ability, whereas shared environmental influences were much more important for academic tracking. In multilevel analyses, separate dimensions of socioeconomic resources influenced child cognitive ability, controlling parental cognitive ability. Controlling adolescent cognitive ability and parental cognitive ability, parental socioeconomic resources also directly affected track attendance. This indicated that it is crucial to investigate the intertwined influences on educational outcomes in adolescence of both cognitive ability and the characteristics of the family of origin.

Neuropsychological Performance in Advanced Age- Influences of Demographic Factors and Apolipoprotein E: Findings from the Cache County Memory Study

PubMed Central

Welsh-Bohmer, Katheen A.; Østbye, Truls; Sanders, Linda; Pieper, Carl F.; Hayden, Kathleen M.; Tschanz, JoAnn T.; Norton, Maria C.

2009-01-01

The Cache County Study of Memory in Aging (CCMS) is an epidemiological study of Alzheimer’s disease (AD), mild cognitive disorders, and aging in a population of exceptionally long-lived individuals (7th to 11th decade). Observation of population members without dementia provides an opportunity for establishing the range of normal neurocognitive performance in a representative sample of the very old. We examined neurocognitive performance of the normal participants undergoing full clinical evaluations (n=507) and we tested the potential modifying effects of APOE genotype, a known genetic risk factor for the later development of AD. The results indicate that advanced age and low education are related to lower test scores across nearly all of the neurocognitive measures. Gender and APOE ε4 both had negligible and inconsistent influences, affecting only isolated measures of memory and expressive speech (in case of gender). The gender and APOE effects disappeared once age and education were controlled. The study of this exceptionally long-lived population provides useful normative information regarding the broad range of “normal” cognition seen in advanced age. Among elderly without dementia or other cognitive impairment, APOE does not appear to exert any major effects on cognition once other demographic influences are controlled. PMID:18609337

Neuropsychological performance in advanced age: influences of demographic factors and Apolipoprotein E: findings from the Cache County Memory Study.

PubMed

Welsh-Bohmer, Katheen A; Ostbye, Truls; Sanders, Linda; Pieper, Carl F; Hayden, Kathleen M; Tschanz, JoAnn T; Norton, Maria C

2009-01-01

The Cache County Study of Memory in Aging (CCMS) is an epidemiological study of Alzheimer's disease (AD), mild cognitive disorders, and aging in a population of exceptionally long-lived individuals (7th to 11th decade). Observation of population members without dementia provides an opportunity for establishing the range of normal neurocognitive performance in a representative sample of the very old. We examined neurocognitive performance of the normal participants undergoing full clinical evaluations (n = 507) and we tested the potential modifying effects of apolipoprotein E (APOE) genotype, a known genetic risk factor for the later development of AD. The results indicate that advanced age and low education are related to lower test scores across nearly all of the neurocognitive measures. Gender and APOE epsilon4 both had negligible and inconsistent influences, affecting only isolated measures of memory and expressive speech (in case of gender). The gender and APOE effects disappeared once age and education were controlled. The study of this exceptionally long-lived population provides useful normative information regarding the broad range of "normal" cognition seen in advanced age. Among elderly without dementia or other cognitive impairment, APOE does not appear to exert any major effects on cognition once other demographic influences are controlled.

Perceptions and attitude effects on nanotechnology acceptance: an exploratory framework

NASA Astrophysics Data System (ADS)

Ganesh Pillai, Rajani; Bezbaruah, Achintya N.

2017-02-01

Existing literature in people's attitude toward nanotechnology and acceptance of nanotechnology applications has generally investigated the impact of factors at the individual or context levels. While this vast body of research is very informative, a comprehensive understanding of how attitude toward nanotechnology are formed and factors influencing the acceptance of nanotechnology are elusive. This paper proposes an exploratory nanotechnology perception-attitude-acceptance framework (Nano-PAAF) to build a systematic understanding of the phenomenon. The framework proposes that perceptions of risks and benefits of nanotechnology are influenced by cognitive, affective, and sociocultural factors. The sociodemographic factors of consumers and contextual factors mitigate the influence of cognitive, affective, and sociocultural factors on the perception of risks and benefits. The perceived risks and benefits in turn influence people's attitude toward nanotechnology, which then influences acceptance of nanotechnology products. This framework will need further development over time to incorporate emerging knowledge and is expected to be useful for researchers, decision and policy makers, industry, and business entities.

The power of the “like” in adolescence: Effects of peer influence on neural and behavioral responses to social media

PubMed Central

Sherman, Lauren E.; Payton, Ashley A.; Hernandez, Leanna M.; Greenfield, Patricia M.; Dapretto, Mirella

2016-01-01

We investigated a unique way in which adolescent peer influence occurs on social media. We developed a novel fMRI paradigm to simulate the popular social photo-sharing tool Instagram, and measured adolescents’ behavioral and neural responses to “Likes,” a quantifiable form of social endorsement and potential source of peer influence. Adolescents underwent fMRI while viewing photographs ostensibly submitted to Instagram. Adolescents were more likely to Like photos depicted with many Likes and refrain from Liking photos with few Likes – indicating the influence of virtual peer endorsement, a finding that held for both neutral photos and photos of risky behaviors (e.g., drinking, smoking). Viewing photographs with many (vs. few) Likes was associated with greater activity in neural regions implicated in reward processing, social cognition, imitation, and attention. Furthermore, when adolescents viewed risky (vs. non-risky) photographs, activation in the cognitive control network decreased. These findings highlight possible mechanisms underlying peer influence during adolescence. PMID:27247125

The Power of the Like in Adolescence: Effects of Peer Influence on Neural and Behavioral Responses to Social Media.

PubMed

Sherman, Lauren E; Payton, Ashley A; Hernandez, Leanna M; Greenfield, Patricia M; Dapretto, Mirella

2016-07-01

We investigated a unique way in which adolescent peer influence occurs on social media. We developed a novel functional MRI (fMRI) paradigm to simulate Instagram, a popular social photo-sharing tool, and measured adolescents' behavioral and neural responses to likes, a quantifiable form of social endorsement and potential source of peer influence. Adolescents underwent fMRI while viewing photos ostensibly submitted to Instagram. They were more likely to like photos depicted with many likes than photos with few likes; this finding showed the influence of virtual peer endorsement and held for both neutral photos and photos of risky behaviors (e.g., drinking, smoking). Viewing photos with many (compared with few) likes was associated with greater activity in neural regions implicated in reward processing, social cognition, imitation, and attention. Furthermore, when adolescents viewed risky photos (as opposed to neutral photos), activation in the cognitive-control network decreased. These findings highlight possible mechanisms underlying peer influence during adolescence. © The Author(s) 2016.

Early-life enteric infections: relation between chronic systemic inflammation and poor cognition in children

PubMed Central

Murray-Kolb, Laura E.; Scharf, Rebecca J.; Pendergast, Laura L.; Lang, Dennis R.; Kolling, Glynis L.; Guerrant, Richard L.

2016-01-01

The intestinal microbiota undergoes active remodeling in the first 6 to 18 months of life, during which time the characteristics of the adult microbiota are developed. This process is strongly influenced by the early diet and enteric pathogens. Enteric infections and malnutrition early in life may favor microbiota dysbiosis and small intestinal bacterial overgrowth, resulting in intestinal barrier dysfunction and translocation of intestinal bacterial products, ultimately leading to low-grade, chronic, subclinical systemic inflammation. The leaky gut–derived low-grade systemic inflammation may have profound consequences on the gut–liver–brain axis, compromising normal growth, metabolism, and cognitive development. This review examines recent data suggesting that early-life enteric infections that lead to intestinal barrier disruption may shift the intestinal microbiota toward chronic systemic inflammation and subsequent impaired cognitive development. PMID:27142301

Neural correlates of emotion–cognition interactions: A review of evidence from brain imaging investigations

PubMed Central

Dolcos, Florin; Iordan, Alexandru D.; Dolcos, Sanda

2011-01-01

Complex dynamic behaviour involves reciprocal influences between emotion and cognition. On the one hand, emotion is a “double-edged sword” that may affect various aspects of our cognition and behaviour, by enhancing or hindering them and exerting both transient and long-term influences. On the other hand, emotion processing is also susceptible to cognitive influences, typically exerted in the form of emotion regulation. Noteworthy, both of these reciprocal influences are subjective to individual differences that may affect the way we perceive, experience, and eventually remember emotional experiences, or respond to emotionally challenging situations. Understanding these relationships is critical, as unbalanced emotion–cognition interactions may lead to devastating effects, such as those observed in mood and anxiety disorders. The present review analyses the reciprocal relationships between emotion and cognition, based on evidence derived from brain imaging investigations focusing on three main topics: (1) the impact of emotion on cognition, (2) the impact of cognition on emotion, and (3) the role of individual differences in emotion–cognition interactions. This evidence will be discussed in the context of identifying aspects that are fundamental to understanding the mechanisms underlying emotion–cognition interactions in healthy functioning, and to understanding changes associated with affective disorders. PMID:22059115

How culture shapes social cognition deficits in mental disorders: A review.

PubMed

Koelkebeck, Katja; Uwatoko, Teruhisa; Tanaka, Jiro; Kret, Mariska Esther

2017-04-01

Social cognitive skills are indispensable for successful communication with others. Substantial research has determined deficits in these abilities in patients with mental disorders. In neurobiological development and continuing into adulthood, cross-cultural differences in social cognition have been demonstrated. Moreover, symptomatic patterns in mental disorders may vary according to the cultural background of an individual. Cross-cultural studies can thus help in understanding underlying (biological) mechanisms and factors that influence behavior in health and disease. In addition, studies that apply novel paradigms assessing the impact of culture on cognition may benefit and advance neuroscience research. In this review, the authors give an overview of cross-cultural research in the field of social cognition in health and in mental disorders and provide an outlook on future research directions, taking a neuroscience perspective.

The Role of Teachers in Influencing the Development of Adolescents' Possible Selves

ERIC Educational Resources Information Center

Roshandel, Shadi

2012-01-01

During late childhood and early adolescence, there is a dramatic increase in cognitive skills (Keating, 1980) which influences how young people begin to think about their futures. The construct of possible selves has been used to help understand adolescents' views of their future plans and goals by exploring their social perceptions to gain…

An Exploration of Closure as a Factor Influencing Group Member Satisfaction: Implications for Applications of Group Support Technology in Education.

ERIC Educational Resources Information Center

Small, Ruth V.; Venkatesh, Murali

Research that identifies factors that facilitate information processing and enhance performance without reducing group confidence and decision satisfaction may influence future development of groupwork systems. This paper contains a review of the literature on cognitive and motivational issues in both group decision-making and learning contexts…

Second Language Theories and Their Influences on EFL in China

ERIC Educational Resources Information Center

Wang, Xuesong

2009-01-01

This article begins by accounting the development of Second language theories. It describes major ESL theories ever since the 18th century to those currently adopted in ESL field. Then it proceeds to demonstrate their influences on EFL teaching in China, like nowadays an increasing awareness of non-cognitive factors in teaching foreign languages,…

Gender development and the human brain.

PubMed

Hines, Melissa

2011-01-01

Convincing evidence indicates that prenatal exposure to the gonadal hormone, testosterone, influences the development of children's sex-typical toy and activity interests. In addition, growing evidence shows that testosterone exposure contributes similarly to the development of other human behaviors that show sex differences, including sexual orientation, core gender identity, and some, though not all, sex-related cognitive and personality characteristics. In addition to these prenatal hormonal influences, early infancy and puberty may provide additional critical periods when hormones influence human neurobehavioral organization. Sex-linked genes could also contribute to human gender development, and most sex-related characteristics are influenced by socialization and other aspects of postnatal experience, as well. Neural mechanisms underlying the influences of gonadal hormones on human behavior are beginning to be identified. Although the neural mechanisms underlying experiential influences remain largely uninvestigated, they could involve the same neural circuitry as that affected by hormones.

Near-infrared spectroscopy determined cerebral oxygenation with eliminated skin blood flow in young males.

PubMed

Hirasawa, Ai; Kaneko, Takahito; Tanaka, Naoki; Funane, Tsukasa; Kiguchi, Masashi; Sørensen, Henrik; Secher, Niels H; Ogoh, Shigehiko

2016-04-01

We estimated cerebral oxygenation during handgrip exercise and a cognitive task using an algorithm that eliminates the influence of skin blood flow (SkBF) on the near-infrared spectroscopy (NIRS) signal. The algorithm involves a subtraction method to develop a correction factor for each subject. For twelve male volunteers (age 21 ± 1 yrs) +80 mmHg pressure was applied over the left temporal artery for 30 s by a custom-made headband cuff to calculate an individual correction factor. From the NIRS-determined ipsilateral cerebral oxyhemoglobin concentration (O2Hb) at two source-detector distances (15 and 30 mm) with the algorithm using the individual correction factor, we expressed cerebral oxygenation without influence from scalp and scull blood flow. Validity of the estimated cerebral oxygenation was verified during cerebral neural activation (handgrip exercise and cognitive task). With the use of both source-detector distances, handgrip exercise and a cognitive task increased O2Hb (P < 0.01) but O2Hb was reduced when SkBF became eliminated by pressure on the temporal artery for 5 s. However, when the estimation of cerebral oxygenation was based on the algorithm developed when pressure was applied to the temporal artery, estimated O2Hb was not affected by elimination of SkBF during handgrip exercise (P = 0.666) or the cognitive task (P = 0.105). These findings suggest that the algorithm with the individual correction factor allows for evaluation of changes in an accurate cerebral oxygenation without influence of extracranial blood flow by NIRS applied to the forehead.

Neurocognitive Function and State Cognitive Stress Appraisal Predict Cortisol Reactivity to an Acute Psychosocial Stressor in Adolescents

PubMed Central

Slattery, Marcia J.; Grieve, Adam J.; Ames, Michelle E.; Armstrong, Jeffrey M.; Essex, Marilyn J.

2014-01-01

Stress and associated alterations in hypothalamic-pituitary-adrenal (HPA) function have deleterious impacts on the development of multiple mental and physical health problems. Prior research has aimed to identify individuals most at risk for the development of these stress-related maladies by examining factors that may contribute to inter-individual differences in HPA responses to acute stress. The objectives of this study were to investigate, in adolescents, 1) whether differences in neurocognitive abilities influenced cortisol reactivity to an acute stressor, 2) whether internalizing psychiatric disorders influenced this relationship, and 3) whether acute cognitive stress-appraisal mechanisms mediated an association between neurocognitive function and cortisol reactivity. Subjects were 70 adolescents from a community sample who underwent standardized neurocognitive assessments of IQ, achievement, and declarative memory measures at mean age 14 and whose physiological and behavioral responses to a standardized psychosocial stress paradigm (Trier Social Stress Test, TSST) were assessed at mean age 18. Results showed that, among all adolescents, lower nonverbal memory performance predicted lower cortisol reactivity. In addition, internalizing disorders interacted with verbal memory such that the association with cortisol reactivity was strongest for adolescents with internalizing disorders. Finally, lower secondary cognitive appraisal of coping in anticipation of the TSST independently predicted lower cortisol reactivity but did not mediate the neurocognitive–cortisol relationship. Findings suggest that declarative memory may contribute to inter-individual differences in acute cortisol reactivity in adolescents, internalizing disorders may influence this relationship, and cognitive stress appraisal also predicts cortisol reactivity. Developmental, research, and clinical implications are discussed. PMID:23253895

Advancing Young Adolescents' Hypothesis-Development Performance in a Computer-Supported and Problem-Based Learning Environment

ERIC Educational Resources Information Center

Kim, Hye Jeong; Pedersen, Susan

2011-01-01

Hypothesis development is a complex cognitive activity, but one that is critical as a means of reducing uncertainty during ill-structured problem solving. In this study, we examined the effect of metacognitive scaffolds in strengthening hypothesis development. We also examined the influence of hypothesis development on young adolescents'…

Student Team Projects in Information Systems Development: Measuring Collective Creative Efficacy

ERIC Educational Resources Information Center

Cheng, Hsiu-Hua; Yang, Heng-Li

2011-01-01

For information systems development project student teams, learning how to improve software development processes is an important training. Software process improvement is an outcome of a number of creative behaviours. Social cognitive theory states that the efficacy of judgment influences behaviours. This study explores the impact of three types…

Baby Bonds: Parenting, Attachment and a Secure Base for Children

ERIC Educational Resources Information Center

Moullin, Sophie; Waldfogel, Jane; Washbrook, Elizabeth

2014-01-01

The idea that parenting matters for early child development is now firmly recognised by policymakers. It is well established that parents' investments influence young children's development, and their chances in life. Parenting is one of the most important drivers of social inequalities in cognitive development before school. We also know that…

Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives

ERIC Educational Resources Information Center

Bang, Megan

2015-01-01

The study of human learning and development from situative or sociocultural perspectives has had significant impacts on a wide range of scholarship largely driven by the theoretical and methodological focus on understanding the role of "activity systems" in cognition and development. This article first explores how situative perspectives…

The Influence of Cognitive Reasoning Level, Cognitive Restructuring Ability, Disembedding Ability, Working Memory Capacity, and Prior Knowledge On Students' Performance On Balancing Equations by Inspection.

ERIC Educational Resources Information Center

Staver, John R.; Jacks, Tom

1988-01-01

Investigates the influence of five cognitive variables on high school students' performance on balancing chemical equations by inspection. Reports that reasoning, restructuring, and disembedding variables could be a single variable, and that working memory capacity does not influence overall performance. Results of hierarchical regression analysis…

Assessment of cognitive bias in decision-making and leadership styles among critical care nurses: a mixed methods study.

PubMed

Lean Keng, Soon; AlQudah, Hani Nawaf Ibrahim

2017-02-01

To raise awareness of critical care nurses' cognitive bias in decision-making, its relationship with leadership styles and its impact on care delivery. The relationship between critical care nurses' decision-making and leadership styles in hospitals has been widely studied, but the influence of cognitive bias on decision-making and leadership styles in critical care environments remains poorly understood, particularly in Jordan. Two-phase mixed methods sequential explanatory design and grounded theory. critical care unit, Prince Hamza Hospital, Jordan. Participant sampling: convenience sampling Phase 1 (quantitative, n = 96), purposive sampling Phase 2 (qualitative, n = 20). Pilot tested quantitative survey of 96 critical care nurses in 2012. Qualitative in-depth interviews, informed by quantitative results, with 20 critical care nurses in 2013. Descriptive and simple linear regression quantitative data analyses. Thematic (constant comparative) qualitative data analysis. Quantitative - correlations found between rationality and cognitive bias, rationality and task-oriented leadership styles, cognitive bias and democratic communication styles and cognitive bias and task-oriented leadership styles. Qualitative - 'being competent', 'organizational structures', 'feeling self-confident' and 'being supported' in the work environment identified as key factors influencing critical care nurses' cognitive bias in decision-making and leadership styles. Two-way impact (strengthening and weakening) of cognitive bias in decision-making and leadership styles on critical care nurses' practice performance. There is a need to heighten critical care nurses' consciousness of cognitive bias in decision-making and leadership styles and its impact and to develop organization-level strategies to increase non-biased decision-making. © 2016 John Wiley & Sons Ltd.

Shared and Unique Genetic and Environmental Influences on Aging-Related Changes in Multiple Cognitive Abilities

ERIC Educational Resources Information Center

Tucker-Drob, Elliot M.; Reynolds, Chandra A.; Finkel, Deborah; Pedersen, Nancy L.

2014-01-01

Aging-related declines occur in many different domains of cognitive function during middle and late adulthood. However, whether a global dimension underlies individual differences in changes in different domains of cognition and whether global genetic influences on cognitive changes exist is less clear. We addressed these issues by applying…

The re-tooled mind: how culture re-engineers cognition

PubMed Central

2010-01-01

One of the main goals of cognitive science is to discover the underlying principles that characterize human cognition, but this enterprise is complicated by culturally-driven variability. While much fruitful work has focused on how culture influences the contents of cognition, here I argue that culture can in addition exercise a profound effect on the how of cognition—the mechanisms by which cognitive tasks get done. I argue that much of the fundamental processes of daily cognitive activity involve the operation of cognitive tools that are not genetically determined but instead are invented and culturally transmitted. Further, these cognitive inventions become ‘firmware’, consituting a re-engineering of the individual’s cognitive architecture. That is, ontogenetic experience from one’s cultural context serves to re-tool the developing mind into a variety of disparate cognitive phenotypes. Drawing on several mutually isolated literatures, I advance four claims to the effect that cognitive tools (i) are ubitquitous in everyday cognition, (ii) result in reorganization of the neural system, (iii) are founded in embodied representations and (iv) were made possible by the evolution of an unprecedented degree of voluntary control over the body. I conclude by discussing the implications for the agenda of cognitive science. PMID:20068033

Cognitive medicine - a new approach in health care science.

PubMed

Wallin, Anders; Kettunen, Petronella; Johansson, Per M; Jonsdottir, Ingibjörg H; Nilsson, Christer; Nilsson, Michael; Eckerström, Marie; Nordlund, Arto; Nyberg, Lars; Sunnerhagen, Katharina S; Svensson, Johan; Terzis, Beata; Wahlund, Lars-Olof; Georg Kuhn, H

2018-02-08

The challenges of today's society call for more knowledge about how to maintain all aspects of cognitive health, such as speed/attention, memory/learning, visuospatial ability, language, executive capacity and social cognition during the life course. Medical advances have improved treatments of numerous diseases, but the cognitive implications have not been sufficiently addressed. Disability induced by cognitive dysfunction is also a major issue in groups of patients not suffering from Alzheimer's disease or related disorders. Recent studies indicate that several negative lifestyle factors can contribute to the development of cognitive impairment, but intervention and prevention strategies have not been implemented. Disability due to cognitive failure among the workforce has become a major challenge. Globally, the changing aging pyramid results in increased prevalence of cognitive disorders, and the diversity of cultures influences the expression, manifestation and consequences of cognitive dysfunction. Major tasks in the field of cognitive medicine are basic neuroscience research to uncover diverse disease mechanisms, determinations of the prevalence of cognitive dysfunction, health-economical evaluations, and intervention studies. Raising awareness for cognitive medicine as a clinical topic would also highlight the importance of specialized health care units for an integrative approach to the treatment of cognitive dysfunctions.

A comparison of maternal sensitivity and verbal stimulation as unique predictors of infant social-emotional and cognitive development.

PubMed

Page, Melissa; Wilhelm, Mari S; Gamble, Wendy C; Card, Noel A

2010-02-01

Although maternal sensitivity has been shown to influence social-emotional development, the role of verbal stimulation on infant developmental outcomes has received less exploration. Recent research has focused on intentional behaviors within the context of a mother-infant interaction as a critical influence and as distinct from sensitivity. In this investigation 6377 mother-infant dyads participated in a teaching task as part of the sample from the Early Childhood Longitudinal Study Birth Cohort (ECLS-B). Analyses focused in deciphering the role of maternal sensitivity and verbal stimulation as contributors to the infant's social-emotional (S-E) and cognitive (Cog) development. We further hypothesized that inclusion of infant age as a moderator of maternal behaviors would illuminate any differences between younger and older infants. For the infant's S-E development, our hypothesis that maternal sensitivity would be a stronger predictor than verbal stimulation was not supported; nor did we find support for our hypothesis that the association would be moderated by age. For Cog development, only verbal stimulation had a direct positive effect on the infant's cognitive ability; our findings for moderation showed that mothers spoke more to older infants than younger infants. Identification of specific maternal behaviors associated with infant outcomes informs the child development field, and also provides strategies for early intervention to assist mothers with developing or maintaining a consistent relationship that includes sensitivity and verbal stimulation. Published by Elsevier Inc.

Novel methodology to examine cognitive and experiential factors in language development: combining eye-tracking and LENA technology

PubMed Central

Odean, Rosalie; Nazareth, Alina; Pruden, Shannon M.

2015-01-01

Developmental systems theory posits that development cannot be segmented by influences acting in isolation, but should be studied through a scientific lens that highlights the complex interactions between these forces over time (Overton, 2013a). This poses a unique challenge for developmental psychologists studying complex processes like language development. In this paper, we advocate for the combining of highly sophisticated data collection technologies in an effort to move toward a more systemic approach to studying language development. We investigate the efficiency and appropriateness of combining eye-tracking technology and the LENA (Language Environment Analysis) system, an automated language analysis tool, in an effort to explore the relation between language processing in early development, and external dynamic influences like parent and educator language input in the home and school environments. Eye-tracking allows us to study language processing via eye movement analysis; these eye movements have been linked to both conscious and unconscious cognitive processing, and thus provide one means of evaluating cognitive processes underlying language development that does not require the use of subjective parent reports or checklists. The LENA system, on the other hand, provides automated language output that describes a child’s language-rich environment. In combination, these technologies provide critical information not only about a child’s language processing abilities but also about the complexity of the child’s language environment. Thus, when used in conjunction these technologies allow researchers to explore the nature of interacting systems involved in language development. PMID:26379591

English Teachers' Cultural Models about Technology: A Microethnographic Perspective on Professional Development

ERIC Educational Resources Information Center

Curwood, Jen Scott

2014-01-01

Prompted by calls for research on technology-focused professional development, this ethnographic case study investigates how teachers' participation in learning communities may influence technology integration within the secondary English curriculum. In this article, I draw on educational psychology, cognitive anthropology, and sociolinguistics to…

Equine-Assisted Experiential Learning in Occupational Therapy Education

ERIC Educational Resources Information Center

Murphy, Lynne; Wilson, Jacqueline; Greenberg, Stacey

2017-01-01

Equine-assisted occupational therapy (EAOT) employs horse and human cooperation in activities that facilitate social, emotional, and cognitive development. The potential benefits of equine-assisted activities for students may influence the development of these types of skills in professional occupational therapy practice. This study explored the…

Neuropsychological assessment in autism spectrum disorder and related conditions

PubMed Central

Zwick, Georg Peter

2017-01-01

Neuropsychological assessment provides a profound analysis of cognitive functioning in people with autism spectrum disorder (ASD). Individuals on the autistic spectrum often show a high level of anxiety and are frequently affected by comorbidities that influence their quality of life. Yet, they also have cognitive strengths that should be identified in order to develop effective support strategies. This article presents an overview of five cognitive areas that are essential for neuropsychological evaluation (ie, intelligence, attention, executive function, social cognition, and praxis) and explores the underlying causes of behavioral problems in persons with ASD. Furthermore, it stresses the importance of meticulous neuropsychological testing with regard to cognitive remediation, a method that can help to enhance single cognitive processes in a targeted manner. Objective test results suggest it might be possible to promote an improved sense of coherence. In line with the salutogenic model, this may be fundamental for human health and well-being. PMID:29398932

Incentive-related modulation of cognitive control in healthy, anxious, and depressed adolescents: development and psychopathology related differences.

PubMed

Hardin, Michael G; Schroth, Elizabeth; Pine, Daniel S; Ernst, Monique

2007-05-01

Developmental changes in cognitive and affective processes contribute to adolescent risk-taking behavior, emotional intensification, and psychopathology. The current study examined adolescent development of cognitive control processes and their modulation by incentive, in health and psychopathology. Predictions include 1) better cognitive control in adults than adolescents, and in healthy adolescents than anxious and depressed adolescents, and 2) a stronger influence of incentives in adolescents than adults, and in healthy adolescents than their depressed and anxious counterparts. Antisaccadic eye movement parameters, which provide a measure of cognitive control, were collected during a reward antisaccade task that included parameterized incentive levels. Participants were 20 healthy adults, 30 healthy adolescents, 16 adolescents with an anxiety disorder, and 11 adolescents with major depression. Performance accuracy and saccade latency were analyzed to test both developmental and psychopathology hypotheses. Development and psychopathology group differences in cognitive control were found. Specifically, adults performed better than healthy adolescents, and healthy adolescents than anxious and depressed adolescents. Incentive improved accuracy for all groups; however, incremental increases were not sufficiently large to further modulate performance. Incentives also affected saccade latencies, pushing healthy adolescent latencies to adult levels, while being less effective in adolescents with depression or anxiety. This latter effect was partially mediated by anxiety symptom severity. Current findings evidence the modulation of cognitive control processes by incentives. While seen in both healthy adults and healthy adolescents, this modulatory effect was stronger in youth. While anxious and depressed adolescents exhibited improved cognitive control under incentives, this effect was smaller than that in healthy adolescents. These findings suggest differential incentive and/or cognitive control processing in anxiety and depression, and across development. Differences could result from disorder specific, or combined developmental and pathological mechanisms.

Atomism, Pragmatism, Holism.

ERIC Educational Resources Information Center

Miller, John P.

1986-01-01

Examines three world views influencing curriculum development--atomism (underpinning competency-based education), pragmatism (promoting inquiry-based approaches), amd holism (associated with confluent or Waldorf education). Holism embodies the perennial philosophy and attempts to integrate cognitive, affective, and transpersonal dimensions,…

Influence of Social Cognitive and Gender Variables on Technological Academic Interest among Spanish High-School Students: Testing Social Cognitive Career Theory

ERIC Educational Resources Information Center

Rodríguez, Carmen; Inda, Mercedes; Fernández, Carmen Mª

2016-01-01

This study tested social cognitive career theory (SCCT) in the technological domain with 2,359 high-school students in Asturias (Spain). Path analyses were run to determine the influence of gender on the SCCT model and to explain the influence of personal (emotional state, gender-role attitudes), contextual (perceived social supports and…

The influence of two cognitive-linguistic variables on incidental word learning in 5-year-olds.

PubMed

Abel, Alyson D; Schuele, C Melanie

2014-08-01

The relation between incidental word learning and two cognitive-linguistic variables--phonological memory and phonological awareness--is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word learning. Children were exposed to target words in a read-aloud story that accompanied a wordless picture book. Target word comprehension was assessed before and after two readings of the story. Phonological awareness predicted incidental word learning but phonological memory did not. The influence of phonological awareness and phonological memory on word learning may be dependent on the demands of the word learning task.

Influence of diagnosis threat and illness cognitions on the cognitive performance of people with acquired brain injury.

PubMed

Fresson, Megan; Dardenne, Benoit; Meulemans, Thierry

2018-02-27

Illness cognitions - cognitive representations of illness - have been found to influence health outcomes in chronic diseases: more adaptive illness cognitions generally lead to better outcomes. Concomitantly, diagnosis threat (DT) is a phenomenon whereby participants with acquired brain injury (ABI) underperform on neuropsychological tasks due to stereotype activation. This randomised study examined the impact of illness cognitions and DT on cognitive performance. People with ABI completed the Illness Cognitions Questionnaire and were then exposed to either a DT condition or a reduced DT condition (in which stereotype cues were reduced). They then completed memory and attentional tasks. Control participants performed only the tasks under one of the two conditions. Under the reduced DT condition, higher adaptive illness cognitions were associated with better memory and attentional performance. However, the DT condition diminished memory (but not attentional) performance in participants with a high level of adaptive illness cognitions, often leading to performance at the pathological level. This study confirms the detrimental impact of DT in people with ABI and highlights the necessity for clinicians to consider psychosocial influences when assessing and treating this population.

Role of breastfeeding in childhood cognitive development: a propensity score matching analysis.

PubMed

Boutwell, Brian B; Beaver, Kevin M; Barnes, James C

2012-09-01

To examine whether the association between breastfeeding and childhood cognitive development is direct or whether the association is spurious owing to confounding variables. The current study conducted a propensity score matching (PSM) analysis using data from the Early Childhood Longitudinal Study, Birth Cohort.   The results of PSM models revealed that prior to matching, the association between breastfeeding and cognitive functioning was significant (mean difference = 3.20, t-value = 7.86, 95% confidence interval (CI) = 2.40-4.00, P ≤ 0.05). After controlling for a range of confounding factors, the mean difference was reduced by 40% (mean difference = 1.92, t-value = 3.75, 95% CI = 0.92-2.93, P ≤ 0.05); however, significant differences remained between groups. The results produced in the current study provide tentative evidence that breastfeeding may have an influence on the development of cognitive abilities in children. Additional research is necessary, however, in order to further evaluate the causal impact and exact developmental pathway of breastfeeding on childhood cognitive growth. © 2012 The Authors. Journal of Paediatrics and Child Health © 2012 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

Culture, Gender, and the Development of Perceived Academic Self-Efficacy among Hawaiian Adolescents.

ERIC Educational Resources Information Center

Yamauchi, Lois A.; Greene, William L.

Social cognitive theory suggests that individuals' beliefs about their efficacy in specific contexts, such as school, influence their motivation in those settings. The relationship between various sociocultural factors and the development of adolescents' perceived academic self-efficacy are investigated in this paper. Participants (N=202), drawn…

The Piirto Pyramid of Talent Development: A Conceptual Framework for Talking about Talent.

ERIC Educational Resources Information Center

Piirto, Jane

2000-01-01

This article presents the "Piirto Pyramid" framework for identification of talent potential. It explains how the pyramid identifies influences that are significant in the development of talents, including genetics, personality attributes, cognitive ability, talent, vocational, and environmental. Examples using Roy Rogers and Michelangelo are…

Influence of social support on cognitive change and mortality in old age: results from the prospective multicentre cohort study AgeCoDe

PubMed Central

2012-01-01

Background Social support has been suggested to positively influence cognition and mortality in old age. However, this suggestion has been questioned due to inconsistent operationalisations of social support among studies and the small number of longitudinal studies available. This study aims to investigate the influence of perceived social support, understood as the emotional component of social support, on cognition and mortality in old age as part of a prospective longitudinal multicentre study in Germany. Methods A national subsample of 2,367 primary care patients was assessed twice over an observation period of 18 months regarding the influence of social support on cognitive function and mortality. Perceived social support was assessed using the 14-item version of the FSozU, which is a standardised and validated questionnaire of social support. Cognition was tested by the neuropsychological test battery of the Structured Interview for the Diagnosis of Dementia (SIDAM). The influence of perceived support on cognitive change was analysed by multivariate ANCOVA; mortality was analysed by multivariate logistic and cox regression. Results Sample cognitive change (N = 1,869): Mean age was 82.4 years (SD 3.3) at the beginning of the observation period, 65.9% were female, mean cognition was 49 (SD 4.4) in the SIDAM. Over the observation period cognitive function declined in 47.2% by a mean of 3.4 points. Sample mortality (N = 2,367): Mean age was 82.5 years (SD 3.4), 65.7% were female and 185 patients died during the observation period. Perceived social support showed no longitudinal association with cognitive change (F = 2.235; p = 0.135) and mortality (p = 0.332; CI 0.829-1.743). Conclusions Perceived social support did not influence cognition and mortality over an 18 months observation period. However, previous studies using different operationalisations of social support and longer observation periods indicate that such an influence may exist. This influence is rather small and the result of complex interaction mechanisms between different components of social support; the emotional component seems to have no or only a limited effect. Further research is needed to describe the complex interactions between components of social support. Longer observation periods are necessary and standardised operationalisations of social support should be applied. PMID:22433223

Influence of social support on cognitive change and mortality in old age: results from the prospective multicentre cohort study AgeCoDe.

PubMed

Eisele, Marion; Zimmermann, Thomas; Köhler, Mirjam; Wiese, Birgitt; Heser, Kathrin; Tebarth, Franziska; Weeg, Dagmar; Olbrich, Julia; Pentzek, Michael; Fuchs, Angela; Weyerer, Siegfried; Werle, Jochen; Leicht, Hanna; König, Hans-Helmut; Luppa, Melanie; Riedel-Heller, Steffi; Maier, Wolfgang; Scherer, Martin

2012-03-20

Social support has been suggested to positively influence cognition and mortality in old age. However, this suggestion has been questioned due to inconsistent operationalisations of social support among studies and the small number of longitudinal studies available. This study aims to investigate the influence of perceived social support, understood as the emotional component of social support, on cognition and mortality in old age as part of a prospective longitudinal multicentre study in Germany. A national subsample of 2,367 primary care patients was assessed twice over an observation period of 18 months regarding the influence of social support on cognitive function and mortality. Perceived social support was assessed using the 14-item version of the FSozU, which is a standardised and validated questionnaire of social support. Cognition was tested by the neuropsychological test battery of the Structured Interview for the Diagnosis of Dementia (SIDAM). The influence of perceived support on cognitive change was analysed by multivariate ANCOVA; mortality was analysed by multivariate logistic and cox regression. Sample cognitive change (N = 1,869): Mean age was 82.4 years (SD 3.3) at the beginning of the observation period, 65.9% were female, mean cognition was 49 (SD 4.4) in the SIDAM. Over the observation period cognitive function declined in 47.2% by a mean of 3.4 points. Sample mortality (N = 2,367): Mean age was 82.5 years (SD 3.4), 65.7% were female and 185 patients died during the observation period. Perceived social support showed no longitudinal association with cognitive change (F = 2.235; p = 0.135) and mortality (p = 0.332; CI 0.829-1.743). Perceived social support did not influence cognition and mortality over an 18 months observation period. However, previous studies using different operationalisations of social support and longer observation periods indicate that such an influence may exist. This influence is rather small and the result of complex interaction mechanisms between different components of social support; the emotional component seems to have no or only a limited effect. Further research is needed to describe the complex interactions between components of social support. Longer observation periods are necessary and standardised operationalisations of social support should be applied.

The neurotic wandering mind: An individual differences investigation of neuroticism, mind-wandering, and executive control.

PubMed

Robison, Matthew K; Gath, Katherine I; Unsworth, Nash

2017-04-01

Cognitive psychology and cognitive neuroscience have recently developed a keen interest in the phenomenon of mind-wandering. People mind-wander frequently, and mind-wandering is associated with decreased cognitive performance. But why do people mind-wander so much? Previous investigations have focused on cognitive abilities like working memory capacity and attention control. But an individual's tendency to worry, feel anxious, and entertain personal concerns also influences mind-wandering. The Control Failure × Concerns model of mind-wandering. Psychological Bulletin, 136, 188-197] argues that individual differences in the propensity to mind-wander are jointly determined by cognitive abilities and by the presence of personally salient concerns that intrude on task focus. In order to test this model, we investigated individual differences in mind-wandering, executive attention, and personality with a focus on neuroticism. The results showed that neurotic individuals tended to report more mind-wandering during cognitive tasks, lower working memory capacity, and poorer attention control. Thus the trait of neuroticism adds an additional source of variance in the tendency to mind-wander, which offers support for the Control Failure × Concerns model. The results help bridge the fields of clinical psychology, cognitive psychology, affective neuroscience, and cognitive neuroscience as a means of developing a more complete understanding of the complex relationship between cognition, personality, and emotion.

Functional brain imaging of cognitive dysfunction in Parkinson's disease.

PubMed

Hirano, Shigeki; Shinotoh, Hitoshi; Eidelberg, David

2012-10-01

Multiple factors are involved in the development of cognitive impairment in Parkinson's disease (PD) and related disorders. Notably, several underlying factors, such as monoaminergic dysfunction, Lewy body pathology, Alzheimer disease-like pathology and cerebrovascular disease are implied in the PD pathophysiology of cognitive impairment. The mesocortical dopaminergic system is associated with executive functions which are frequently affected in PD and are influenced by local levodopa concentration, dopamine metabolism and baseline performance status. The ventral striatum and frontal cortex are associated with impulse control disorders reported in PD patients treated with dopamine replacement therapy. Cholinergic impairment in PD plays a cardinal role in the development of dementia. Acetylcholinesterase positron emission tomography demonstrates that posterior brain areas are related to cognitive decline in PD patients. Amyloid radiotracer illustrates that patients with PD with severe cognitive impairment were prone to accompanied cortical amyloid deposition. Metabolism/perfusion change associated with cognitive impairment in PD, so-called PD related cognitive pattern, is characterised by reduced frontoparietal activity and is an effective way to differentiate and monitor cognitive function of individual PD patients. Cognitive impairment in PD cannot be explained by a single mechanism and is entangled by multiple factors. Imaging studies can unravel each pathological domain, further shed light on the interrelation between different pathomechanisms, not only in PD but also in other dementia related disorders, and thereby integrate its interpretation to apply to therapeutics in individual patients.

The association between 2D:4D ratio and cognitive empathy is contingent on a common polymorphism in the oxytocin receptor gene (OXTR rs53576).

PubMed

Weisman, Omri; Pelphrey, Kevin A; Leckman, James F; Feldman, Ruth; Lu, Yunfeng; Chong, Anne; Chen, Ying; Monakhov, Mikhail; Chew, Soo Hong; Ebstein, Richard P

2015-08-01

Both testosterone and oxytocin influence an individual's accuracy in inferring another's feelings and emotions. Fetal testosterone, and the second-to-forth digit ratio (2D:4D) as its proxy, plays a role in social cognitive development, often by attenuating socio-affective skill. Conversely, oxytocin generally facilitates socio-affiliative and empathic cognition and behavior. A common polymorphism in the oxytocin receptor gene, OXTR rs53576, has been repeatedly linked with psychosocial competence, including empathy, with individuals homozygous for the G allele typically characterized by enhanced socio-cognitive skills compared to A allele carriers. We examined the role of oxytocin and testosterone in collectively contributing to individual differences in cognitive empathy as measured by Baron-Cohen's "Reading the Mind in the Eyes" task (RMET). Findings are based on a large cohort of male and female students (N=1463) of Han Chinese ethnicity. In line with existing literature, women outperformed men in the RMET. Men showed significantly lower 2D:4D ratio compared to women, indicating higher exposure to testosterone during the prenatal period. Interestingly, variation in the OXTR gene was found to interact with 2D:4D to predict men's (but not women's) RMET performance. Among men with GG allelic variation, those with low fetal testosterone performed better on the RMET, compared to men with GG and high fetal testosterone, suggesting greater identification of another's emotional state. Taken together, our data lend unique support to the mutual influence of the oxytocin and testosterone systems in shaping core aspect of human social cognition early in development, further suggesting that this effect is gender-specific. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Social-Cognitive Analysis of How Young Men Become Involved in Male Escorting

PubMed Central

Smith, Michael D.; Grov, Christian; Seal, David W.; McCall, Peter

2017-01-01

This study employed a social-cognitive theoretical perspective to assess the interactions of behavioral, cognitive, and situational factors to understand better how young male sex workers (MSWs) entered the sex trade industry. As part of a larger project examining male escorts working for a single agency, MSWs (n = 38) were interviewed about their work and personal lives. Interviews were transcribed and analyzed thematically. As predicted by a social-cognitive perspective, results supported reciprocal influences of behavior and environment, environment and cognition, and behavior and cognition. MSWs developed more self-efficacy around sex work behaviors and more positive outcome expectations with experience; moral conflict and lack of attraction to clients limited MSWs’ self-efficacy. Key variables for sex work appeared to be cognitive in nature—mostly represented by a decreased commitment to normative social-sexual values, the specific nature of which may have varied by sexual orientation. Findings support the contention that social-cognitive theory can effectively model entry of young men into sex work. Social-cognitive theory provides a broad umbrella underneath which various explanations for male sex work can be gathered. PMID:22880726

Influence of Aerobic Training and Combinations of Interventions on Cognition and Neuroplasticity after Stroke

PubMed Central

Constans, Annabelle; Pin-barre, Caroline; Temprado, Jean-Jacques; Decherchi, Patrick; Laurin, Jérôme

2016-01-01

Stroke often aggravated age-related cognitive impairments that strongly affect several aspects of quality of life. However, few studies are, to date, focused on rehabilitation strategies that could improve cognition. Among possible interventions, aerobic training is well known to enhance cardiovascular and motor functions but may also induce beneficial effects on cognitive functions. To assess the effectiveness of aerobic training on cognition, it seems necessary to know whether training promotes the neuroplasticity in brain areas involved in cognitive functions. In the present review, we first explore in both human and animal how aerobic training could improve cognition after stroke by highlighting the neuroplasticity mechanisms. Then, we address the potential effect of combinations between aerobic training with other interventions, including resistance exercises and pharmacological treatments. In addition, we postulate that classic recommendations for aerobic training need to be reconsidered to target both cognition and motor recovery because the current guidelines are only focused on cardiovascular and motor recovery. Finally, methodological limitations of training programs and cognitive function assessment are also developed in this review to clarify their effectiveness in stroke patients. PMID:27445801

Exploring the dynamics of collective cognition using a computational model of cognitive dissonance

NASA Astrophysics Data System (ADS)

Smart, Paul R.; Sycara, Katia; Richardson, Darren P.

2013-05-01

The socially-distributed nature of cognitive processing in a variety of organizational settings means that there is increasing scientific interest in the factors that affect collective cognition. In military coalitions, for example, there is a need to understand how factors such as communication network topology, trust, cultural differences and the potential for miscommunication affects the ability of distributed teams to generate high quality plans, to formulate effective decisions and to develop shared situation awareness. The current paper presents a computational model and associated simulation capability for performing in silico experimental analyses of collective sensemaking. This model can be used in combination with the results of human experimental studies in order to improve our understanding of the factors that influence collective sensemaking processes.

Gestational age modulates neural correlates of intentional, but not automatic number magnitude processing in children born preterm.

PubMed

Klein, Elise; Moeller, Korbinian; Huber, Stefan; Willmes, Klaus; Kiechl-Kohlendorfer, Ursula; Kaufmann, Liane

2018-04-01

Premature birth is a significant risk factor for learning disabilities in general and mathematics learning difficulties in particular. However, the exact reasons for this relation are still unknown. While typical numerical development is associated with a frontal-to-parietal shift of brain activation with increasing age, influences of gestational age have hardly been considered so far. Therefore, we investigated the influence of gestational age on the neural correlates of number processing in 6- and 7-year-old children born prematurely (n=16). Only the numerical distance effect - as a measure of intentional number magnitude processing - elicited the fronto-parietal activation pattern typically observed for numerical cognition. On the other hand, the size congruity effect - as a measure of automatic number magnitude processing - was associated with activation of brain areas typically attributed to cognitive control. Most importantly, however, we observed that gestational age reliably predicted the frontal-to-parietal shift of activation observed for the numerical distance effect. Our findings seem to indicate that human numerical development may start even before birth and prematurity might hamper neural facilitation of the brain circuitry subserving numerical cognition. In turn, this might contribute to the high risk of premature children to develop mathematical learning difficulties. Copyright © 2017 ISDN. Published by Elsevier Ltd. All rights reserved.

How to (and how not to) think about top-down influences on visual perception.

PubMed

Teufel, Christoph; Nanay, Bence

2017-01-01

The question of whether cognition can influence perception has a long history in neuroscience and philosophy. Here, we outline a novel approach to this issue, arguing that it should be viewed within the framework of top-down information-processing. This approach leads to a reversal of the standard explanatory order of the cognitive penetration debate: we suggest studying top-down processing at various levels without preconceptions of perception or cognition. Once a clear picture has emerged about which processes have influences on those at lower levels, we can re-address the extent to which they should be considered perceptual or cognitive. Using top-down processing within the visual system as a model for higher-level influences, we argue that the current evidence indicates clear constraints on top-down influences at all stages of information processing; it does, however, not support the notion of a boundary between specific types of information-processing as proposed by the cognitive impenetrability hypothesis. Copyright © 2016 Elsevier Inc. All rights reserved.

Cognitive capitalism: the effect of cognitive ability on wealth, as mediated through scientific achievement and economic freedom.

PubMed

Rindermann, Heiner; Thompson, James

2011-06-01

Traditional economic theories stress the relevance of political, institutional, geographic, and historical factors for economic growth. In contrast, human-capital theories suggest that peoples' competences, mediated by technological progress, are the deciding factor in a nation's wealth. Using three large-scale assessments, we calculated cognitive-competence sums for the mean and for upper- and lower-level groups for 90 countries and compared the influence of each group's intellectual ability on gross domestic product. In our cross-national analyses, we applied different statistical methods (path analyses, bootstrapping) and measures developed by different research groups to various country samples and historical periods. Our results underscore the decisive relevance of cognitive ability--particularly of an intellectual class with high cognitive ability and accomplishments in science, technology, engineering, and math--for national wealth. Furthermore, this group's cognitive ability predicts the quality of economic and political institutions, which further determines the economic affluence of the nation. Cognitive resources enable the evolution of capitalism and the rise of wealth.

Effects of male sex hormones on gender identity, sexual behavior, and cognitive function.

PubMed

Zhu, Yuan-shan; Cai, Li-qun

2006-04-01

Androgens, the male sex hormones, play an essential role in male sexual differentiation and development. However, the influence of these sex hormones extends beyond their roles in sexual differentiation and development. In many animal species, sex hormones have been shown to be essential for sexual differentiation of the brain during development and for maintaining sexually dimorphic behavior throughout life. The principals of sex determination in humans have been demonstrated to be similar to other mammals. However, the hormonal influence on sexual dimorphic differences in the nervous system in humans, sex differences in behaviors, and its correlations with those of other mammals is still an emerging field. In this review, the roles of androgens in gender and cognitive function are discussed with the emphasis on subjects with androgen action defects including complete androgen insensitivity due to androgen receptor mutations and 5alpha-reductase-2 deficiency syndromes due to 5alpha-reductase-2 gene mutations. The issue of the complex interaction of nature versus nurture is addressed.

Coffee intake and the incident risk of cognitive disorders: A dose-response meta-analysis of nine prospective cohort studies.

PubMed

Wu, Lei; Sun, Dali; He, Yao

2017-06-01

Previous epidemiological studies have provided inconsistent conclusions on the impact of coffee consumption in the developing of cognitive disorders. However, no previous meta-analysis has pooled the evidence from the prospective cohort studies to assess the influence of coffee drinking and its potential dose-response patterns on the risk of developing cognitive disorders specifically. Two databases (PubMed and Embase) were searched for evidence of cohort studies from inception to February 2016. We used a generic inverse-variance method with a random-effects model to pool the fully adjusted relative risks (RRs) and the corresponding 95% confidence intervals (CIs). In the dose-response analyses, a generalized least-squares trend estimation model was applied to computing the study-specific slopes. Nine prospective cohort studies involving 34,282 participants were included in our study. The duration of follow-up years ranged from 1.3 to 28. Compared with <1 cup, daily drinking of 1-2 cups of coffee was inversely linked with the occurrence of cognitive disorders (i.e., Alzheimer's disease, dementia, cognitive decline, and cognitive impairment), and the pooled RR (95% CI) was 0.82 (0.71, 0.94) with evidence of non-significant heterogeneity (I 2  = 25%). Non-significant differences were presented for the association between coffee consumption (>3 vs. <1 cup/d) and incident cognitive disorders. The dose-response analysis showed a "J-shaped" curve relationship of the risk of developing cognitive disorders with coffee consumption. A "J-shaped" association was presented between coffee intake and incident cognitive disorders, with the lowest risk of incident cognitive disorders at a daily consumption level of 1-2 cups of coffee. Copyright © 2016 Elsevier Ltd and European Society for Clinical Nutrition and Metabolism. All rights reserved.

Influence of Educational Attainment on Cognition-Based Intervention Programs for Persons with Mild Alzheimer's Disease.

PubMed

Contador, Israel; Fernández-Calvo, Bernardino; Ramos, Francisco; Olazarán, Javier

2016-05-01

This research retrospectively analyzed the effect of education on cognitive interventions carried out in patients with mild Alzheimer's disease (AD). The total sample consisted of 75 patients with mild AD receiving treatment with cholinesterase inhibitors. The participants were divided into two groups: cognitive intervention (IG; n=45) and waiting list (WLG; n=30). Patients in the IG received either the Big Brain Academy (n=15) or the Integrated Psychostimulation Program (n=30) during 12 weeks. The influence of education on intervention effect was analyzed comparing mean change scores of the two study groups in the cognitive subscale of the Alzheimer's Disease Assessment Scale (ADAS-cog), stratified by educational level. The potential effect of age, sex, cognitive status, and type of intervention was examined using post hoc stratification analyses. Higher education was associated with faster cognitive decline in the WLG (effect size=0.51; p<.01). However, cognitive evolution was not influenced by education in the IG (effect size=0.12; p=.42). Our results suggest that cognitive intervention might delay accelerated cognitive decline in higher educated individuals with mild AD.

Cognitive development after traumatic brain injury in young children

PubMed Central

GERRARD-MORRIS, AIMEE; TAYLOR, H. GERRY; YEATES, KEITH OWEN; WALZ, NICOLAY CHERTKOFF; STANCIN, TERRY; MINICH, NORI; WADE, SHARI L.

2014-01-01

The primary aims of this study were to examine post-injury cognitive development in young children with traumatic brain injury (TBI) and to investigate the role of the proximal family environment in predicting cognitive outcomes. Age at injury was 3–6 years, and TBI was classified as severe (n = 23), moderate (n = 21), and complicated mild (n = 43). A comparison group of children who sustained orthopedic injuries (OI, n = 117) was also recruited. Child cognitive assessments were administered at a post-acute baseline evaluation and repeated at 6, 12, and 18 months post-injury. Assessment of the family environment consisted of baseline measures of learning support and stimulation in the home and of parenting characteristics observed during videotaped parent–child interactions. Relative to the OI group, children with severe TBI group had generalized cognitive deficiencies and those with less severe TBI had weaknesses in visual memory and executive function. Although deficits persisted or emerged across follow-up, more optimal family environments were associated with higher scores for all injury groups. The findings confirm other reports of poor recovery of cognitive skills following early childhood TBI and suggest environmental influences on outcomes. PMID:19849883

Identification of Genetic Loci Jointly Influencing Schizophrenia Risk and the Cognitive Traits of Verbal-Numerical Reasoning, Reaction Time, and General Cognitive Function.

PubMed

Smeland, Olav B; Frei, Oleksandr; Kauppi, Karolina; Hill, W David; Li, Wen; Wang, Yunpeng; Krull, Florian; Bettella, Francesco; Eriksen, Jon A; Witoelar, Aree; Davies, Gail; Fan, Chun C; Thompson, Wesley K; Lam, Max; Lencz, Todd; Chen, Chi-Hua; Ueland, Torill; Jönsson, Erik G; Djurovic, Srdjan; Deary, Ian J; Dale, Anders M; Andreassen, Ole A

2017-10-01

Schizophrenia is associated with widespread cognitive impairments. Although cognitive deficits are one of the factors most strongly associated with functional outcome in schizophrenia, current treatment strategies largely fail to ameliorate these impairments. To develop more efficient treatment strategies in patients with schizophrenia, a better understanding of the pathogenesis of these cognitive deficits is needed. Accumulating evidence indicates that genetic risk of schizophrenia may contribute to cognitive dysfunction. To identify genomic regions jointly influencing schizophrenia and the cognitive domains of reaction time and verbal-numerical reasoning, as well as general cognitive function, a phenotype that captures the shared variation in performance across cognitive domains. Combining data from genome-wide association studies from multiple phenotypes using conditional false discovery rate analysis provides increased power to discover genetic variants and could elucidate shared molecular genetic mechanisms. Data from the following genome-wide association studies, published from July 24, 2014, to January 17, 2017, were combined: schizophrenia in the Psychiatric Genomics Consortium cohort (n = 79 757 [cases, 34 486; controls, 45 271]); verbal-numerical reasoning (n = 36 035) and reaction time (n = 111 483) in the UK Biobank cohort; and general cognitive function in CHARGE (Cohorts for Heart and Aging Research in Genomic Epidemiology) (n = 53 949) and COGENT (Cognitive Genomics Consortium) (n = 27 888). Genetic loci identified by conditional false discovery rate analysis. Brain messenger RNA expression and brain expression quantitative trait locus functionality were determined. Among the participants in the genome-wide association studies, 21 loci jointly influencing schizophrenia and cognitive traits were identified: 2 loci shared between schizophrenia and verbal-numerical reasoning, 6 loci shared between schizophrenia and reaction time, and 14 loci shared between schizophrenia and general cognitive function. One locus was shared between schizophrenia and 2 cognitive traits and represented the strongest shared signal detected (nearest gene TCF20; chromosome 22q13.2), and was shared between schizophrenia (z score, 5.01; P = 5.53 × 10-7), general cognitive function (z score, -4.43; P = 9.42 × 10-6), and verbal-numerical reasoning (z score, -5.43; P = 5.64 × 10-8). For 18 loci, schizophrenia risk alleles were associated with poorer cognitive performance. The implicated genes are expressed in the developmental and adult human brain. Replicable expression quantitative trait locus functionality was identified for 4 loci in the adult human brain. The discovered loci improve the understanding of the common genetic basis underlying schizophrenia and cognitive function, suggesting novel molecular genetic mechanisms.

Robot services for elderly with cognitive impairment: testing usability of graphical user interfaces.

PubMed

Granata, C; Pino, M; Legouverneur, G; Vidal, J-S; Bidaud, P; Rigaud, A-S

2013-01-01

Socially assistive robotics for elderly care is a growing field. However, although robotics has the potential to support elderly in daily tasks by offering specific services, the development of usable interfaces is still a challenge. Since several factors such as age or disease-related changes in perceptual or cognitive abilities and familiarity with computer technologies influence technology use they must be considered when designing interfaces for these users. This paper presents findings from usability testing of two different services provided by a social assistive robot intended for elderly with cognitive impairment: a grocery shopping list and an agenda application. The main goal of this study is to identify the usability problems of the robot interface for target end-users as well as to isolate the human factors that affect the use of the technology by elderly. Socio-demographic characteristics and computer experience were examined as factors that could have an influence on task performance. A group of 11 elderly persons with Mild Cognitive Impairment and a group of 11 cognitively healthy elderly individuals took part in this study. Performance measures (task completion time and number of errors) were collected. Cognitive profile, age and computer experience were found to impact task performance. Participants with cognitive impairment achieved the tasks committing more errors than cognitively healthy elderly. Instead younger participants and those with previous computer experience were faster at completing the tasks confirming previous findings in the literature. The overall results suggested that interfaces and contents of the services assessed were usable by older adults with cognitive impairment. However, some usability problems were identified and should be addressed to better meet the needs and capacities of target end-users.

Combined neurostimulation and neuroimaging in cognitive neuroscience: past, present, and future.

PubMed

Bestmann, Sven; Feredoes, Eva

2013-08-01

Modern neurostimulation approaches in humans provide controlled inputs into the operations of cortical regions, with highly specific behavioral consequences. This enables causal structure-function inferences, and in combination with neuroimaging, has provided novel insights into the basic mechanisms of action of neurostimulation on distributed networks. For example, more recent work has established the capacity of transcranial magnetic stimulation (TMS) to probe causal interregional influences, and their interaction with cognitive state changes. Combinations of neurostimulation and neuroimaging now face the challenge of integrating the known physiological effects of neurostimulation with theoretical and biological models of cognition, for example, when theoretical stalemates between opposing cognitive theories need to be resolved. This will be driven by novel developments, including biologically informed computational network analyses for predicting the impact of neurostimulation on brain networks, as well as novel neuroimaging and neurostimulation techniques. Such future developments may offer an expanded set of tools with which to investigate structure-function relationships, and to formulate and reconceptualize testable hypotheses about complex neural network interactions and their causal roles in cognition. © 2013 New York Academy of Sciences.

Online Self-Administered Cognitive Testing Using the Amsterdam Cognition Scan: Establishing Psychometric Properties and Normative Data.

PubMed

Feenstra, Heleen Em; Vermeulen, Ivar E; Murre, Jaap Mj; Schagen, Sanne B

2018-05-30

Online tests enable efficient self-administered assessments and consequently facilitate large-scale data collection for many fields of research. The Amsterdam Cognition Scan is a new online neuropsychological test battery that measures a broad variety of cognitive functions. The aims of this study were to evaluate the psychometric properties of the Amsterdam Cognition Scan and to establish regression-based normative data. The Amsterdam Cognition Scan was self-administrated twice from home-with an interval of 6 weeks-by 248 healthy Dutch-speaking adults aged 18 to 81 years. Test-retest reliability was moderate to high and comparable with that of equivalent traditional tests (intraclass correlation coefficients: .45 to .80; .83 for the Amsterdam Cognition Scan total score). Multiple regression analyses indicated that (1) participants' age negatively influenced all (12) cognitive measures, (2) gender was associated with performance on six measures, and (3) education level was positively associated with performance on four measures. In addition, we observed influences of tested computer skills and of self-reported amount of computer use on cognitive performance. Demographic characteristics that proved to influence Amsterdam Cognition Scan test performance were included in regression-based predictive formulas to establish demographically adjusted normative data. Initial results from a healthy adult sample indicate that the Amsterdam Cognition Scan has high usability and can give reliable measures of various generic cognitive ability areas. For future use, the influence of computer skills and experience should be further studied, and for repeated measurements, computer configuration should be consistent. The reported normative data allow for initial interpretation of Amsterdam Cognition Scan performances. ©Heleen EM Feenstra, Ivar E Vermeulen, Jaap MJ Murre, Sanne B Schagen. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 30.05.2018.

Using the cognitive interviewing process to improve survey design by allied health: A qualitative study.

PubMed

Howlett, Owen; McKinstry, Carol; Lannin, Natasha A

2018-04-01

Allied health professionals frequently use surveys to collect data for clinical practice and service improvement projects. Careful development and piloting of purpose-designed surveys is important to ensure intended measuring (that respondents correctly interpret survey items when responding). Cognitive interviewing is a specific technique that can improve the design of self-administered surveys. The aim of this study was to describe the use of the cognitive interviewing process to improve survey design, which involved a purpose-designed, online survey evaluating staff use of functional electrical stimulation. A qualitative study involving one round of cognitive interviewing with three occupational therapists and three physiotherapists. The cognitive interviewing process identified 11 issues with the draft survey, which could potentially influence the validity and quality of responses. The raised issues included difficulties with: processing the question to be able to respond, determining a response to the question, retrieving relevant information from memory and comprehending the written question. Twelve survey amendments were made following the cognitive interviewing process, comprising four additions, seven revisions and one correction. The cognitive interviewing process applied during the development of a purpose-designed survey enabled the identification of potential problems and informed revisions to the survey prior to its use. © 2017 Occupational Therapy Australia.

Twins and non-twin siblings: different estimates of shared environmental influence in early childhood.

PubMed

Koeppen-Schomerus, Gesina; Spinath, Frank M; Plomin, Robert

2003-04-01

Twin studies typically indicate shared environmental influence for cognitive abilities, especially in early childhood. However, across studies, DZ twin correlations tend to be greater than non-twin sibling correlations, suggesting that twin estimates of shared environment are to some extent specific to twins. We tested this hypothesis in a sample of more than 1800 MZ and 1800 same-sex DZ pairs from the Twins Early Development Study (TEDS), a study of twins born in England and Wales in 1994 and 1995. For this analysis, we obtained comparable data from more than 130 same-sex younger siblings of the twins. Twins and their younger siblings were assessed for language, cognitive abilities and behavior problems by their parents at 2 and 3 years of age. For language and cognitive measures at both 2 and 3 years, but not for behavior problems, estimates of shared environment were more than twice as large for twins as compared to non-twin siblings. We conclude that about half of twin study estimates of shared environment for cognitive abilities in early childhood are specific to twins. Although many possibilities exist for explaining the special shared environment effect for twins, we suggest that cognitive-relevant experiences that are not shared by siblings are shared by twins because they are exactly the same age.

Influence of Motivational Interviewing on Explicit and Implicit Alcohol-Related Cognition and Alcohol Use in At-Risk Adolescents

PubMed Central

Thush, Carolien; Wiers, Reinout W.; Moerbeek, Mirjam; Ames, Susan L.; Grenard, Jerry L.; Sussman, Steve; Stacy, Alan W.

2011-01-01

Both implicit and explicit cognitions play an important role in the development of addictive behavior. This study investigated the influence of a single-session motivational interview (MI) on implicit and explicit alcohol-related cognition and whether this intervention was successful in consequently decreasing alcohol use in at-risk adolescents. Implicit and explicit alcohol-related cognitions were assessed at pretest and one month posttest in 125 Dutch at-risk adolescents ranging in age from 15 to 23 (51 males) with adapted versions of the Implicit Association Test (IAT) and an expectancy questionnaire. Motivation to change, alcohol use and alcohol-related problems were measured with self-report questionnaires, at pretest, at posttest after one month, and at the six-month follow-up. Although the quality of the intervention was rated positively, the results did not yield support for any differential effects of the intervention on drinking behavior or readiness to change at posttest and six-month follow-up. There were indications of changes in implicit and explicit alcohol-related cognitions between pretest and posttest. Our findings raise questions regarding the use of MI in this particular at-risk adolescent population and the mechanisms through which MI is effective. PMID:19290699

Influence of motivational interviewing on explicit and implicit alcohol-related cognition and alcohol use in at-risk adolescents.

PubMed

Thush, Carolien; Wiers, Reinout W; Moerbeek, Mirjam; Ames, Susan L; Grenard, Jerry L; Sussman, Steve; Stacy, Alan W

2009-03-01

Both implicit and explicit cognitions play an important role in the development of addictive behavior. This study investigated the influence of a single-session motivational interview (MI) on implicit and explicit alcohol-related cognition and whether this intervention was successful in consequently decreasing alcohol use in at-risk adolescents. Implicit and explicit alcohol-related cognitions were assessed at pretest and one month posttest in 125 Dutch at-risk adolescents ranging in age from 15 to 23 (51 males) with adapted versions of the Implicit Association Test (IAT) and an expectancy questionnaire. Motivation to change, alcohol use and alcohol-related problems were measured with self-report questionnaires, at pretest, at posttest after one month, and at the six-month follow-up. Although the quality of the intervention was rated positively, the results did not yield support for any differential effects of the intervention on drinking behavior or readiness to change at posttest and six-month follow-up. There were indications of changes in implicit and explicit alcohol-related cognitions between pretest and posttest. Our findings raise questions regarding the use of MI in this particular at-risk adolescent population and the mechanisms through which MI is effective. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

The simulated clinical environment: Cognitive and emotional impact among undergraduates.

PubMed

Tremblay, Marie-Laurence; Lafleur, Alexandre; Leppink, Jimmie; Dolmans, Diana H J M

2017-02-01

Simulated clinical immersion (SCI) is used in undergraduate healthcare programs to expose the learner to real-life situations in authentic simulated clinical environments. For novices, the environment in which the simulation occurs can be distracting and stressful, hence potentially compromising learning. This study aims to determine whether SCI (with environment) imposes greater extraneous cognitive load and stress on undergraduate pharmacy students than simulated patients (SP) (without environment). It also aims to explore how features of the simulated environment influence students' perception of learning. In this mixed-methods study, 143 undergraduate pharmacy students experienced both SCI and SP in a crossover design. After the simulations, participants rated their cognitive load and emotions. Thirty-five students met in focus groups to explore their perception of learning in simulation. Intrinsic and extraneous cognitive load and stress scores in SCI were significantly but modestly higher compared to SP. Qualitative findings reveal that the physical environment in SCI generated more stress and affected students? focus. In SP, students concentrated on clinical reasoning. SCI stimulated a focus on data collection but impeded in-depth problem solving processes. The physical environment in simulation influences what and how students learn. SCI was reported as more cognitively demanding than SP. Our findings emphasize the need for the development of adapted instructional design guidelines in simulation for novices.

[Neuropsychology of humor: an introduction Part 1. Psychological data].

PubMed

Derouesné, Christian

2016-03-01

Humor is, from a psychological point of view, a complex process involving cognitive, affective, interspersonal and social elements in a interpersonal context. Its cognitive core is based on the perception of incongruity between two related inconsistent or contradictory mental representations. The total or partial resolution of incongruity in a playful frame is associated with a specific positive emotion, which characteristics and intensity are determined by the structure of the humoristic stimulus more than its content, and the personal and social contexts. Main theories of humor are reviewed as well as its development, its cognitive and affective correlates, and the influence of genre, age and personality.

Cognitive Attachment Model of Voices: Evidence Base and Future Implications

PubMed Central

Berry, Katherine; Varese, Filippo; Bucci, Sandra

2017-01-01

There is a robust association between hearing voices and exposure to traumatic events. Identifying mediating mechanisms for this relationship is key to theories of voice hearing and the development of therapies for distressing voices. This paper outlines the Cognitive Attachment model of Voices (CAV), a theoretical model to understand the relationship between earlier interpersonal trauma and distressing voice hearing. The model builds on attachment theory and well-established cognitive models of voices and argues that attachment and dissociative processes are key psychological mechanisms that explain how trauma influences voice hearing. Following the presentation of the model, the paper will review the current state of evidence regarding the proposed mechanisms of vulnerability to voice hearing and maintenance of voice-related distress. This review will include evidence from studies supporting associations between dissociation and voices, followed by details of our own research supporting the role of dissociation in mediating the relationship between trauma and voices and evidence supporting the role of adult attachment in influencing beliefs and relationships that voice hearers can develop with voices. The paper concludes by outlining the key questions that future research needs to address to fully test the model and the clinical implications that arise from the work. PMID:28713292

The Genetic and Environmental Etiologies of the Relations between Cognitive Skills and Components of Reading Ability

PubMed Central

Christopher, Micaela E.; Keenan, Janice M.; Hulslander, Jacqueline; DeFries, John C.; Miyake, Akira; Wadsworth, Sally J.; Willcutt, Erik; Pennington, Bruce; Olson, Richard K.

2016-01-01

While previous research has shown cognitive skills to be important predictors of reading ability in children, the respective roles for genetic and environmental influences on these relations is an open question. The present study explored the genetic and environmental etiologies underlying the relations between selected executive functions and cognitive abilities (working memory, inhibition, processing speed, and naming speed) with three components of reading ability (word reading, reading comprehension, and listening comprehension). Twin pairs drawn from the Colorado Front Range (n = 676; 224 monozygotic pairs; 452 dizygotic pairs) between the ages of eight and 16 (M = 11.11) were assessed on multiple measures of each cognitive and reading-related skill. Each cognitive and reading-related skill was modeled as a latent variable, and behavioral genetic analyses estimated the portions of phenotypic variance on each latent variable due to genetic, shared environmental, and nonshared environmental influences. The covariance between the cognitive skills and reading-related skills was driven primarily by genetic influences. The cognitive skills also shared large amounts of genetic variance, as did the reading-related skills. The common cognitive genetic variance was highly correlated with the common reading genetic variance, suggesting that genetic influences involved in general cognitive processing are also important for reading ability. Skill-specific genetic variance in working memory and processing speed also predicted components of reading ability. Taken together, the present study supports a genetic association between children’s cognitive ability and reading ability. PMID:26974208

Motor development in 3-month-old healthy term-born infants is associated with cognitive and behavioural outcomes at early school age.

PubMed

Hitzert, Marrit M; Roze, Elise; Van Braeckel, Koenraad N J A; Bos, Arend F

2014-09-01

To determine whether motor development at 3 months of age is associated with cognitive, motor, and behavioural outcomes in healthy children at early school age. In this cohort study, we included 74 term-born, healthy children (44 males, 30 females; median gestational age 40.1 wks, range 38.0-42.6 wks). From video recordings (median 12.9 wks, range 9.3-18.6 wks), we assessed the quality of fidgety movements, and calculated a motor optimality score. At school age (median 5 y 11 mo, range 5 y 8 mo-7 y 6 mo), we performed detailed cognitive, motor, and behavioural assessments. We examined whether aspects of motor development were associated with functional outcomes. An age-adequate motor repertoire, in particular the presence of antigravity, midline leg, and manipulation movements, was related to poorer cognition, whereas variable finger postures was related to better cognition. Children with a monotonous concurrent motor repertoire had better ball skills but experienced more behavioural problems. The presence of antigravity movements tended to be associated with abnormal recognition (odds ratio [OR] 4.4, 95% confidence interval [CI], 0.9-21; R(2) =0.17; p=0.070), where the absence of variable finger postures was associated with borderline and abnormal visual-spatial perception (OR 20, 95% CI, 1.7-238; R(2) =0.39; p=0.018). Detailed aspects of motor development at 3 months of age are associated with cognition and behaviour, but not with motor outcome, in healthy children at early school age. Our findings suggest that early motor development may be the basis for later cognitive and behavioural performance. Since the associations were only moderate, possible environmental influences should be acknowledged. © 2014 Mac Keith Press.

Microstructural and functional connectivity in the developing preterm brain

PubMed Central

Lubsen, Julia; Vohr, Betty; Myers, Eliza; Hampson, Michelle; Lacadie, Cheryl; Schneider, Karen C.; Katz, Karol H.; Constable, R. Todd; Ment, Laura R.

2011-01-01

Prematurely born children are at increased risk for cognitive deficits, but the neurobiological basis of these findings remains poorly understood. Since variations in neural circuitry may influence performance on cognitive tasks, recent investigations have explored the impact of preterm birth on connectivity in the developing brain. Diffusion tensor imaging studies demonstrate widespread alterations in fractional anisotropy, a measure of axonal integrity and microstructural connectivity, throughout the developing preterm brain. Functional connectivity studies report that preterm neonates, children and adolescents exhibit alterations in both resting state and task-based connectivity when compared to term control subjects. Taken together, these data suggest that neurodevelopmental impairment following preterm birth may represent a disease of neural connectivity. PMID:21255705

A Diffusion Model Analysis of Episodic Recognition in Individuals with a Family History for Alzheimer Disease: The Adult Children Study

PubMed Central

Aschenbrenner, Andrew J.; Balota, David A.; Gordon, Brian A.; Ratcliff, Roger; Morris, John C.

2015-01-01

Objective A family history of Alzheimer disease (AD) increases the risk of developing AD and can influence the accumulation of well-established AD biomarkers. There is some evidence that family history can influence episodic memory performance even in cognitively normal individuals. We attempted to replicate the effect of family history on episodic memory and used a specific computational model of binary decision making (the diffusion model) to understand precisely how family history influences cognition. Finally, we assessed the sensitivity of model parameters to family history controlling for standard neuropsychological test performance. Method Across two experiments, cognitively healthy participants from the Adult Children Study completed an episodic recognition test consisting of high and low frequency words. The diffusion model was applied to decompose accuracy and reaction time into latent parameters which were analyzed as a function of family history. Results In both experiments, individuals with a family history of AD exhibited lower recognition accuracy and this occurred in the absence of an apolipoprotein E (APOE) ε4 allele. The diffusion model revealed this difference was due to changes in the quality of information accumulation (the drift rate) and not differences in response caution or other model parameters. This difference remained after controlling for several standard neuropsychological tests. Conclusions These results confirm that the presence of a family history of AD confers a subtle cognitive deficit in episodic memory as reflected by decreased drift rate that cannot be attributed to APOE. This measure may serve as a novel cognitive marker of preclinical AD. PMID:26192539

Clinical and Demographic Factors Associated with the Cognitive and Emotional Efficacy of Regular Musical Activities in Dementia.

PubMed

Särkämö, Teppo; Laitinen, Sari; Numminen, Ava; Kurki, Merja; Johnson, Julene K; Rantanen, Pekka

2016-01-01

Recent evidence suggests that music-based interventions can be beneficial in maintaining cognitive, emotional, and social functioning in persons with dementia (PWDs). Our aim was to determine how clinical, demographic, and musical background factors influence the cognitive and emotional efficacy of caregiver-implemented musical activities in PWDs. In a randomized controlled trial, 89 PWD-caregiver dyads received a 10-week music coaching intervention involving either singing or music listening or standard care. Extensive neuropsychological testing and mood and quality of life (QoL) measures were performed before and after the intervention (n = 84) and six months later (n = 74). The potential effects of six key background variables (dementia etiology and severity, age, care situation, singing/instrument playing background) on the outcome of the intervention were assessed. Singing was beneficial especially in improving working memory in PWDs with mild dementia and in maintaining executive function and orientation in younger PWDs. Music listening was beneficial in supporting general cognition, working memory, and QoL especially in PWDs with moderate dementia not caused by Alzheimer's disease (AD) who were in institutional care. Both music interventions alleviated depression especially in PWDs with mild dementia and AD. The musical background of the PWD did not influence the efficacy of the music interventions. Our findings suggest that clinical and demographic factors can influence the cognitive and emotional efficacy of caregiver-implemented musical activities and are, therefore, recommended to take into account when applying and developing the intervention to achieve the greatest benefit.

Cognitive and affective influences on perceived risk of ovarian cancer†

PubMed Central

Peipins, Lucy A.; McCarty, Frances; Hawkins, Nikki A.; Rodriguez, Juan L.; Scholl, Lawrence E.; Leadbetter, Steven

2015-01-01

Introduction Studies suggest that both affective and cognitive processes are involved in the perception of vulnerability to cancer and that affect has an early influence in this assessment of risk. We constructed a path model based on a conceptual framework of heuristic reasoning (affect, resemblance, and availability) coupled with cognitive processes involved in developing personal models of cancer causation. Methods From an eligible cohort of 16 700 women in a managed care organization, we randomly selected 2524 women at high, elevated, and average risk of ovarian cancer and administered a questionnaire to test our model (response rate 76.3%). Path analysis delineated the relationships between personal and cognitive characteristics (number of relatives with cancer, age, ideas about cancer causation, perceived resemblance to an affected friend or relative, and ovarian cancer knowledge) and emotional constructs (closeness to an affected relative or friend, time spent processing the cancer experience, and cancer worry) on perceived risk of ovarian cancer. Results Our final model fit the data well (root mean square error of approximation (RMSEA) = 0.028, comparative fit index (CFI) = 0.99, normed fit index (NFI) = 0.98). This final model (1) demonstrated the nature and direction of relationships between cognitive characteristics and perceived risk; (2) showed that time spent processing the cancer experience was associated with cancer worry; and (3) showed that cancer worry moderately influenced perceived risk. Discussion Our results highlight the important role that family cancer experience has on cancer worry and shows how cancer experience translates into personal risk perceptions. This understanding informs the discordance between medical or objective risk assessment and personal risk assessment. PMID:24916837

Attention trajectories, mechanisms and outcomes: at the interface between developing cognition and environment.

PubMed

Scerif, Gaia

2010-11-01

Attentional processes play a crucial role in prioritizing information for further processing and they therefore sit at the interface between internal goals and the challenges presented by the environment. How does attentional control interact with the changing constraints imposed by the developing cognitive system? Emerging work in this area has employed a range of complementary techniques, from increasingly refined neurocognitive measures in typically developing individuals, to the investigation of risk or protective factors influencing attention trajectories in developmental disorders. A growing corpus of data suggests that, while attentional biases for specific input characteristics (e.g. suddenly appearing stimuli, emotional expressions) are in place from infancy, it is the interplay between these predispositions, genetic and environmental factors that drives attention development over time. With the advent of multidisciplinary approaches to the developmental cognitive neuroscience of attention, unravelling these complex dynamics from infancy and their outcome on learning is increasingly within reach. © 2010 Blackwell Publishing Ltd.

A neuroscience agenda for counseling psychology research.

PubMed

Gonçalves, Oscar F; Perrone-McGovern, Kristin M

2014-10-01

Recent advances in the field of neuroscience have dramatically changed our understanding of brain-behavior relationships. In this article, we illustrate how neuroscience can provide a conceptual and methodological framework to understand our clients within a transdiagnostic developmental perspective. We provide directions for integrating neuroscience into future process and outcome research. We present examples on how neuroscience can be integrated into researching the effects of contextual counseling interventions. We posit that interpersonal and environmental factors, such as neurotoxic factors (e.g., emotional neglect, stress), positive neurodevelopmental factors (e.g., nurturing and caring, environmental enrichment), and therapeutic interventions influence psychological processes (executive control, behavioral flexibility, reinforcement learning and approach motivation, emotional expression and regulation, self-representation and theory of mind). These psychological processes influence brain networks (attention, motivational, emotional regulation, social cognition), which influence cognitive, social, emotional, identity, and vocational development. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Smoking and Cognition.

PubMed

Campos, Marcela Waisman; Serebrisky, Debora; Castaldelli-Maia, Joao Mauricio

2016-01-01

Given the large availability of nicotinic acetylcholine receptors (nAChRs) throughout the brain, and the wide range of neurotransmitter systems affected (norepinephrine, serotonin and dopamine), nicotine influences a wide variety of cognitive domains such as sensorial, motor, attention, executive function, learning and memory. This article reviews current state of the art research on the effects of nicotine upon cognition. There are different neurobiological mechanisms involved in acute/chronic smoking and nicotine abstinence. Smoking reinforcement could be due to the initial cognitive improvement, that is, individuals can learn that smoking temporarily increases cognitive functioning (improving some components of attention and memory). These acute nicotine effects improve (i) cognitive performance above smokers' normal levels, and (ii) cognitive disruption resulting from nicotine abstinence. Both neurobiological effects act as reinforcers to nicotine use, greatly contributing to the development of nicotine dependence. However, heavy smoking is associated with cognitive impairment and cognitive decline in middle age. Future clinical research should investigate the role of positive and negative cognitive effects of nicotine in smoking cessation treatment. This is clearly an important scientific issue, with insufficient current data from which to draw definitive conclusions. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

Analysis of the Latin Square Task with Linear Logistic Test Models

ERIC Educational Resources Information Center

Zeuch, Nina; Holling, Heinz; Kuhn, Jorg-Tobias

2011-01-01

The Latin Square Task (LST) was developed by Birney, Halford, and Andrews [Birney, D. P., Halford, G. S., & Andrews, G. (2006). Measuring the influence of cognitive complexity on relational reasoning: The development of the Latin Square Task. Educational and Psychological Measurement, 66, 146-171.] and represents a non-domain specific,…

Micro-Cultural Influences on Theory of Mind Development: A Comparative Study of Middle-Class and "Pemulung" Children in Jakarta, Indonesia

ERIC Educational Resources Information Center

Kuntoro, Ike Anggraika; Saraswati, Liliek; Peterson, Candida; Slaughter, Virginia

2013-01-01

We investigated cultural influences on young children's acquisition of social-cognitive concepts. A theory of mind (ToM) scale (Wellman & Liu, 2004) was given to 129 children (71 boys, 58 girls) ranging in age from 3 years 0 months to 7 years 10 months. The children were from three distinct cultural groups: (a) trash pickers…

Redefining neuromarketing as an integrated science of influence.

PubMed

Breiter, Hans C; Block, Martin; Blood, Anne J; Calder, Bobby; Chamberlain, Laura; Lee, Nick; Livengood, Sherri; Mulhern, Frank J; Raman, Kalyan; Schultz, Don; Stern, Daniel B; Viswanathan, Vijay; Zhang, Fengqing Zoe

2014-01-01

Multiple transformative forces target marketing, many of which derive from new technologies that allow us to sample thinking in real time (i.e., brain imaging), or to look at large aggregations of decisions (i.e., big data). There has been an inclination to refer to the intersection of these technologies with the general topic of marketing as "neuromarketing". There has not been a serious effort to frame neuromarketing, which is the goal of this paper. Neuromarketing can be compared to neuroeconomics, wherein neuroeconomics is generally focused on how individuals make "choices", and represent distributions of choices. Neuromarketing, in contrast, focuses on how a distribution of choices can be shifted or "influenced", which can occur at multiple "scales" of behavior (e.g., individual, group, or market/society). Given influence can affect choice through many cognitive modalities, and not just that of valuation of choice options, a science of influence also implies a need to develop a model of cognitive function integrating attention, memory, and reward/aversion function. The paper concludes with a brief description of three domains of neuromarketing application for studying influence, and their caveats.

Accelerated cognitive decline in a rodent model for temporal lobe epilepsy.

PubMed

Schipper, Sandra; Aalbers, Marlien W; Rijkers, Kim; Lagiere, Melanie; Bogaarts, Jan G; Blokland, Arjan; Klinkenberg, Sylvia; Hoogland, Govert; Vles, Johan S H

2016-12-01

Cognitive impairment is frequently observed in patients with temporal lobe epilepsy. It is hypothesized that cumulative seizure exposure causes accelerated cognitive decline in patients with epilepsy. We investigated the influence of seizure frequency on cognitive decline in a rodent model for temporal lobe epilepsy. Neurobehavioral assessment was performed before and after surgery, after the induction of self-sustaining limbic status epilepticus (SSLSE), and in the chronic phase in which rats experienced recurrent seizures. Furthermore, we assessed potential confounders of memory performance. Rats showed a deficit in spatial working memory after the induction of the SSLSE, which endured in the chronic phase. A progressive decline in recognition memory developed in SSLSE rats. Confounding factors were absent. Seizure frequency and also the severity of the status epilepticus were not correlated with the severity of cognitive deficits. The effect of the seizure frequency on cognitive comorbidity in epilepsy has long been debated, possibly because of confounders such as antiepileptic medication and the heterogeneity of epileptic etiologies. In an animal model of temporal lobe epilepsy, we showed that a decrease in spatial working memory does not relate to the seizure frequency. This suggests for other mechanisms are responsible for memory decline and potentially a common pathophysiology of cognitive deterioration and the occurrence and development of epileptic seizures. Identifying this common denominator will allow development of more targeted interventions treating cognitive decline in patients with epilepsy. The treatment of interictal symptoms will increase the quality of life of many patients with epilepsy. Copyright © 2016 Elsevier Inc. All rights reserved.

Neuropsychological Performance in Polyconsumer Men Under Treatment. Influence of Age of Onset of Substance Use

PubMed Central

Capella, Maria del Mar; Benaiges, Irina; Adan, Ana

2015-01-01

Neurocognition is a key factor in the development and maintenance of Substance Use Disorders (SUD). However, there are still several aspects that need to be studied in this area. In this study, we elucidate the influence of age of onset of substance use (OSU) on the clinical course and neuropsychological performance of substance use disorder (SUD) patients, as well as to explore the influence of years of education, duration of drug use and premorbid intelligence quotient (IQ) on the cognitive results obtained. An exhaustive neuropsychological battery was used to assess different cognitive domains in 80 male polyconsumers, 41 with earlier OSU (16 years or before: OSU ≤ 16) and 39 with later OSU (17 years or later: OSU ≥ 17). The patients were under treatment with at least 4 months of abstinence confirmed by urinalysis. The OSU ≤ 16 group presented a worse clinical state, as well as a lower premorbid IQ and worse performance in processing speed, visual perception and planning skills. The duration of drug use may account for the differences in planning and processing speed. In this work we discuss the premorbid or acquired nature of the cognitive deficits found. PMID:26155725

Knowledge of grocery shopping skills as a mediator of cognition and performance.

PubMed

Brown, Catana E; Rempfer, Melisa V; Hamera, Edna; Bothwell, Rebecca

2006-04-01

Cognitive impairments in serious mental illness are associated with poorer community outcomes; yet the mechanisms through which cognition limits functioning are unknown. This study examined knowledge of grocery shopping skills as a mediator of cognition and performance of grocery shopping skills. Fifty-one individuals with serious mental illness were administered measures of cognition, as well as measures of knowledge and performance of grocery shopping skills. When knowledge of grocery shopping skills was introduced as a mechanism through which cognition influences performance, almost perfect mediation was achieved (slope of the regression dropped from B=.32 to B=.03). The search for mediators can improve our understanding of how cognition influences community functioning.

Influence of Peripheral and Motivational Cues on Rigid-Flexible Functioning: Perceptual, Behavioral, and Cognitive Aspects

ERIC Educational Resources Information Center

Cretenet, Joel; Dru, Vincent

2009-01-01

Recent research has shown that performing approach versus avoidance behaviors (arm flexion vs. extension) effectively influences cognitive functioning. In another area, lateralized peripheral activations (left vs. right side) of the motivational systems of approach versus avoidance were linked to various performances in cognitive tasks. By…

Influence of Cognitive Ability on Therapy Outcomes for Anomia in Adults with Chronic Poststroke Aphasia

ERIC Educational Resources Information Center

Dignam, Jade; Copland, David; O'Brien, Kate; Burfein, Penni; Khan, Asaduzzaman; Rodriguez, Amy D.

2017-01-01

Purpose: The relationship between cognitive abilities and aphasia rehabilitation outcomes is complex and remains poorly understood. This study investigated the influence of language and cognitive abilities on anomia therapy outcomes in adults with aphasia. Method: Thirty-four adults with chronic aphasia participated in Aphasia Language Impairment…

Rethinking College Students' Self-Regulation and Sustained Attention: Does Text Messaging during Class Influence Cognitive Learning?

ERIC Educational Resources Information Center

Wei, Fang-Yi Flora; Wang, Y. Ken; Klausner, Michael

2012-01-01

This study investigated whether texting during class influences students' cognitive learning. A theoretical model was proposed to study the relationships among college students' self-regulation, texting during class, sustained attention to classroom learning, and cognitive learning (i.e., grade-oriented academic performance and experience-oriented…

The Influence of a Pedagogical Agent on Learners' Cognitive Load

ERIC Educational Resources Information Center

Schroeder, Noah L.

2017-01-01

According to cognitive load theorists, the incorporation of extraneous features, such as pedagogical agents, into the learning environment can introduce extraneous cognitive load and thus interfere with learning outcome scores. In this study, the influence of a pedagogical agent's presence in an instructional video was compared to a video that did…

Incubation environment impacts the social cognition of adult lizards.

PubMed

Siviter, Harry; Deeming, D Charles; van Giezen, M F T; Wilkinson, Anna

2017-11-01

Recent work exploring the relationship between early environmental conditions and cognition has shown that incubation environment can influence both brain anatomy and performance in simple operant tasks in young lizards. It is currently unknown how it impacts other, potentially more sophisticated, cognitive processes. Social-cognitive abilities, such as gaze following and social learning, are thought to be highly adaptive as they provide a short-cut to acquiring new information. Here, we investigated whether egg incubation temperature influenced two aspects of social cognition, gaze following and social learning in adult reptiles ( Pogona vitticeps ). Incubation temperature did not influence the gaze following ability of the bearded dragons; however, lizards incubated at colder temperatures were quicker at learning a social task and faster at completing that task. These results are the first to show that egg incubation temperature influences the social cognitive abilities of an oviparous reptile species and that it does so differentially depending on the task. Further, the results show that the effect of incubation environment was not ephemeral but lasted long into adulthood. It could thus have potential long-term effects on fitness.

Incubation environment impacts the social cognition of adult lizards

PubMed Central

van Giezen, M. F. T.

2017-01-01

Recent work exploring the relationship between early environmental conditions and cognition has shown that incubation environment can influence both brain anatomy and performance in simple operant tasks in young lizards. It is currently unknown how it impacts other, potentially more sophisticated, cognitive processes. Social-cognitive abilities, such as gaze following and social learning, are thought to be highly adaptive as they provide a short-cut to acquiring new information. Here, we investigated whether egg incubation temperature influenced two aspects of social cognition, gaze following and social learning in adult reptiles (Pogona vitticeps). Incubation temperature did not influence the gaze following ability of the bearded dragons; however, lizards incubated at colder temperatures were quicker at learning a social task and faster at completing that task. These results are the first to show that egg incubation temperature influences the social cognitive abilities of an oviparous reptile species and that it does so differentially depending on the task. Further, the results show that the effect of incubation environment was not ephemeral but lasted long into adulthood. It could thus have potential long-term effects on fitness. PMID:29291066

Learning a Foreign Language: A New Path to Enhancement of Cognitive Functions.

PubMed

Shoghi Javan, Sara; Ghonsooly, Behzad

2018-02-01

The complicated cognitive processes involved in natural (primary) bilingualism lead to significant cognitive development. Executive functions as a fundamental component of human cognition are deemed to be affected by language learning. To date, a large number of studies have investigated how natural (primary) bilingualism influences executive functions; however, the way acquired (secondary) bilingualism manipulates executive functions is poorly understood. To fill this gap, controlling for age, gender, IQ, and socio-economic status, the researchers compared 60 advanced learners of English as a foreign language (EFL) to 60 beginners on measures of executive functions involving Stroop, Wisconsin Card Sorting Task (WCST) and Wechsler's digit span tasks. The results suggested that mastering English as a foreign language causes considerable enhancement in two components of executive functions, namely cognitive flexibility and working memory. However, no significant difference was observed in inhibitory control between the advanced EFL learners and beginners.

Neonatal hypoxic risk in preterm birth infants: the influence of sex and severity of respiratory distress on cognitive recovery.

PubMed

Lauterbach, M D; Raz, S; Sander, C J

2001-07-01

The authors examined the differential effects of neonatal respiratory distress syndrome (RDS)--a condition associated with elevated risk for neonatal hypoxia-ischemia--on the cognitive development of the two sexes. The authors also attempted to establish whether the severity of respiratory distress is linked to cognitive outcome. Findings revealed an appreciable female advantage in cognitive recovery from RDS, yet the association between severity of RDS and outcome did not reach conventional statistical significance level. The sex effect on intelligence test performance was significantly greater for nonverbal subtests than for verbal ones. These results augment earlier findings of sex differences in cognitive recovery from perinatal intracranial hemorrhage. The current investigation also extends these results to a population of children at neonatal hypoxic risk for whom early brain injury was excluded on the basis of neonatal cranial ultrasound findings.

Generalist genes and high cognitive abilities.

PubMed

Haworth, Claire M A; Dale, Philip S; Plomin, Robert

2009-07-01

The concept of generalist genes operating across diverse domains of cognitive abilities is now widely accepted. Much less is known about the etiology of the high extreme of performance. Is there more specialization at the high extreme? Using a representative sample of 4,000 12-year-old twin pairs from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between web-based tests of general cognitive ability, reading, mathematics and language performance for the top 15% of the distribution using DF extremes analysis. Generalist genes are just as evident at the high extremes of performance as they are for the entire distribution of abilities and for cognitive disabilities. However, a smaller proportion of the phenotypic intercorrelations appears to be explained by genetic influences for high abilities.

Generalist genes and high cognitive abilities

PubMed Central

Haworth, Claire M.A.; Dale, Philip S.; Plomin, Robert

2014-01-01

The concept of generalist genes operating across diverse domains of cognitive abilities is now widely accepted. Much less is known about the etiology of the high extreme of performance. Is there more specialization at the high extreme? Using a representative sample of 4000 12-year-old twin pairs from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between web-based tests of general cognitive ability, reading, mathematics and language performance for the top 15% of the distribution using DF extremes analysis. Generalist genes are just as evident at the high extremes of performance as they are for the entire distribution of abilities and for cognitive disabilities. However, a smaller proportion of the phenotypic intercorrelations appears to be explained by genetic influences for high abilities. PMID:19377870

Cognitive, sensory and physical factors enabling driving safety in older adults.

PubMed

Anstey, Kaarin J; Wood, Joanne; Lord, Stephen; Walker, Janine G

2005-01-01

We reviewed literature on cognitive, sensory, motor and physical factors associated with safe driving and crash risk in older adults with the goal of developing a model of factors enabling safe driving behaviour. Thirteen empirical studies reporting associations between cognitive, sensory, motor and physical factors and either self-reported crashes, state crash records or on-road driving measures were identified. Measures of attention, reaction time, memory, executive function, mental status, visual function, and physical function variables were associated with driving outcome measures. Self-monitoring was also identified as a factor that may moderate observed effects by influencing driving behavior. We propose that three enabling factors (cognition, sensory function and physical function/medical conditions) predict driving ability, but that accurate self-monitoring of these enabling factors is required for safe driving behaviour.

Incentive-related modulation of cognitive control in healthy, anxious, and depressed adolescents

PubMed Central

Hardin, Michael G.; Schroth, Elizabeth; Pine, Daniel S.; Ernst, Monique

2009-01-01

Background Developmental changes in cognitive and affective processes contribute to adolescent risk-taking behavior, emotional intensification, and psychopathology. The current study examined adolescent development of cognitive control processes and their modulation by incentive, in health and psychopathology. Predictions include 1) better cognitive control in adults than adolescents, and in healthy adolescents than anxious and depressed adolescents, and 2) a stronger influence of incentives in adolescents than adults, and in healthy adolescents than their depressed and anxious counterparts. Methods Antisaccadic eye movement parameters, which provide a measure of cognitive control, were collected during a reward antisaccade task that included parameterized incentive levels. Participants were 20 healthy adults, 30 healthy adolescents, 16 adolescents with an anxiety disorder, and 11 adolescents with major depression. Performance accuracy and saccade latency were analyzed to test both developmental and psychopathology hypotheses. Results Development and psychopathology group differences in cognitive control were found. Specifically, adults performed better than healthy adolescents, and healthy adolescents than anxious and depressed adolescents. Incentive improved accuracy for all groups; however, incremental increases were not sufficiently large to further modulate performance. Incentives also affected saccade latencies, pushing healthy adolescent latencies to adult levels, while being less effective in adolescents with depression or anxiety. This latter effect was partially mediated by anxiety symptom severity. Conclusions Current findings evidence the modulation of cognitive control processes by incentives. While seen in both healthy adults and healthy adolescents, this modulatory effect was stronger in youth. While anxious and depressed adolescents exhibited improved cognitive control under incentives, this effect was smaller than that in healthy adolescents. These findings suggest differential incentive and/or cognitive control processing in anxiety and depression, and across development. Differences could result from disorder specific, or combined developmental and pathological mechanisms. PMID:17501725

The impact of junk foods on the adolescent brain.

PubMed

Reichelt, Amy C; Rank, Michelle M

2017-12-01

Adolescence is a significant period of physical, social, and emotional development, and is characterized by prominent neurobiological changes in the brain. The maturational processes that occur in brain regions responsible for cognitive control and reward seeking may underpin excessive consumption of palatable high fat and high sugar "junk" foods during adolescence. Recent studies have highlighted the negative impact of these foods on brain function, resulting in cognitive impairments and altered reward processing. The increased neuroplasticity during adolescence may render the brain vulnerable to the negative effects of these foods on cognition and behavior. In this review, we describe the mechanisms by which junk food diets influence neurodevelopment during adolescence. Diet can lead to alterations in dopamine-mediated reward signaling, and inhibitory neurotransmission controlled by γ-aminobutyric acid (GABA), two major neurotransmitter systems that are under construction across adolescence. We propose that poor dietary choices may derail the normal adolescent maturation process and influence neurodevelopmental trajectories, which can predispose individuals to dysregulated eating and impulsive behaviors. © 2017 Wiley Periodicals, Inc.

The Influence of Momentary Goal Structures

ERIC Educational Resources Information Center

Zaleski, Diana Janet

2010-01-01

Adolescents' cognition is influenced by a dynamic educational environment. Studies examining the influence of schools, classrooms, and teachers often overlook the momentary variation found in these environments and the effect this variation has on student cognition. Using an achievement goal theory framework, this study examined the momentary…

Decision Making Under Objective Risk Conditions-a Review of Cognitive and Emotional Correlates, Strategies, Feedback Processing, and External Influences.

PubMed

Schiebener, Johannes; Brand, Matthias

2015-06-01

While making decisions under objective risk conditions, the probabilities of the consequences of the available options are either provided or calculable. Brand et al. (Neural Networks 19:1266-1276, 2006) introduced a model describing the neuro-cognitive processes involved in such decisions. In this model, executive functions associated with activity in the fronto-striatal loop are important for developing and applying decision-making strategies, and for verifying, adapting, or revising strategies according to feedback. Emotional rewards and punishments learned from such feedback accompany these processes. In this literature review, we found support for the role of executive functions, but also found evidence for the importance of further cognitive abilities in decision making. Moreover, in addition to reflective processing (driven by cognition), decisions can be guided by impulsive processing (driven by anticipation of emotional reward and punishment). Reflective and impulsive processing may interact during decision making, affecting the evaluation of available options, as both processes are affected by feedback. Decision-making processes are furthermore modulated by individual attributes (e.g., age), and external influences (e.g., stressors). Accordingly, we suggest a revised model of decision making under objective risk conditions.

Oestrous phase cyclicity influences judgment biasing in rats.

PubMed

Barker, Timothy Hugh; Kind, Karen Lee; Groves, Peta Danielle; Howarth, Gordon Stanley; Whittaker, Alexandra Louise

2018-04-10

The identification of cognitive bias has become an important measure of animal welfare. Negative cognitive biases develop from a tendency for animals to process novel information pessimistically. Judgment-bias testing is the commonplace methodology to detect cognitive biases. However, concerns with these methods have been frequently-reported; one of which being the discrepancy between male and female cognitive expression. The current study assessed the factors of social status and oestrus, to investigate whether oestrous cycle rotation, or subordination stress encouraged an increase in pessimistic responses. Female Sprague-Dawley rats (n = 24) were trained on an active-choice judgment bias paradigm. Responses to the ambiguous probe were recorded as optimistic or pessimistic. Oestrous phase was determined by assessing vaginal cytology in stained vaginal cell smears. Rats in the dioestrous phase and those rats considered to be subordinate demonstrated an increased percentage of pessimistic responses. However, no interaction between these factors was observed. This suggests that oestrous cyclicity can influence the judgment biases of female animals; a previously unreported finding. On this basis, researchers should be encouraged to account for both oestrous phase cyclicity and social status as an additional fixed effect in study design. Crown Copyright © 2018. Published by Elsevier B.V. All rights reserved.

Adolescent brain development, substance use, and psychotherapeutic change.

PubMed

Wetherill, Reagan; Tapert, Susan F

2013-06-01

Adolescence is a unique developmental period characterized by major physiological, psychological, social, and brain changes, as well as an increased incidence of maladaptive, addictive behaviors. With the use of MRI techniques, researchers have been able to provide a better understanding of adolescent brain maturation and how neurodevelopment affects cognition and behavior. This review discusses adolescent brain development and its potential influence on psychotherapeutic change. We focus on cognitive-behavioral and mindfulness-based approaches for treating substance use and highlight potential brain mechanisms underlying response to psychotherapy. Finally, we discuss integrative neuroimaging and treatment studies and potential opportunities for advancing the treatment of adolescent addictive behaviors. 2013 APA, all rights reserved

[Effects on children's cognitive development of chronic exposure to screens].

PubMed

Harlé, B; Desmurget, M

2012-07-01

During the last few years, the time spent in front of various screens, including TV sets, video games, smartphones and computers, has dramatically increased. Numerous studies show, with a remarkable consistency, that this trend has a strong negative influence on the cognitive development of children and teenagers. The affected fields include, in particular, scholastic achievement, language, attention, sleep and aggression. We believe that this often disregarded - not to say denied - problem should now be considered a major public health issue. Primary care physicians should inform parents and children about this issue to support efficient prevention. Copyright © 2012 Elsevier Masson SAS. All rights reserved.

Superior analgesic effect of an active distraction versus pleasant unfamiliar sounds and music: the influence of emotion and cognitive style.

PubMed

Villarreal, Eduardo A Garza; Brattico, Elvira; Vase, Lene; Østergaard, Leif; Vuust, Peter

2012-01-01

Listening to music has been found to reduce acute and chronic pain. The underlying mechanisms are poorly understood; however, emotion and cognitive mechanisms have been suggested to influence the analgesic effect of music. In this study we investigated the influence of familiarity, emotional and cognitive features, and cognitive style on music-induced analgesia. Forty-eight healthy participants were divided into three groups (empathizers, systemizers and balanced) and received acute pain induced by heat while listening to different sounds. Participants listened to unfamiliar Mozart music rated with high valence and low arousal, unfamiliar environmental sounds with similar valence and arousal as the music, an active distraction task (mental arithmetic) and a control, and rated the pain. Data showed that the active distraction led to significantly less pain than did the music or sounds. Both unfamiliar music and sounds reduced pain significantly when compared to the control condition; however, music was no more effective than sound to reduce pain. Furthermore, we found correlations between pain and emotion ratings. Finally, systemizers reported less pain during the mental arithmetic compared with the other two groups. These findings suggest that familiarity may be key in the influence of the cognitive and emotional mechanisms of music-induced analgesia, and that cognitive styles may influence pain perception.

Emotion perception across cultures: the role of cognitive mechanisms

PubMed Central

Engelmann, Jan B.; Pogosyan, Marianna

2012-01-01

Despite consistently documented cultural differences in the perception of facial expressions of emotion, the role of culture in shaping cognitive mechanisms that are central to emotion perception has received relatively little attention in past research. We review recent developments in cross-cultural psychology that provide particular insights into the modulatory role of culture on cognitive mechanisms involved in interpretations of facial expressions of emotion through two distinct routes: display rules and cognitive styles. Investigations of emotion intensity perception have demonstrated that facial expressions with varying levels of intensity of positive affect are perceived and categorized differently across cultures. Specifically, recent findings indicating significant levels of differentiation between intensity levels of facial expressions among American participants, as well as deviations from clear categorization of high and low intensity expressions among Japanese and Russian participants, suggest that display rules shape mental representations of emotions, such as intensity levels of emotion prototypes. Furthermore, a series of recent studies using eye tracking as a proxy for overt attention during face perception have identified culture-specific cognitive styles, such as the propensity to attend to very specific features of the face. Together, these results suggest a cascade of cultural influences on cognitive mechanisms involved in interpretations of facial expressions of emotion, whereby cultures impart specific behavioral practices that shape the way individuals process information from the environment. These cultural influences lead to differences in cognitive styles due to culture-specific attentional biases and emotion prototypes, which partially account for the gradient of cultural agreements and disagreements obtained in past investigations of emotion perception. PMID:23486743

Emotion perception across cultures: the role of cognitive mechanisms.

PubMed

Engelmann, Jan B; Pogosyan, Marianna

2013-01-01

Despite consistently documented cultural differences in the perception of facial expressions of emotion, the role of culture in shaping cognitive mechanisms that are central to emotion perception has received relatively little attention in past research. We review recent developments in cross-cultural psychology that provide particular insights into the modulatory role of culture on cognitive mechanisms involved in interpretations of facial expressions of emotion through two distinct routes: display rules and cognitive styles. Investigations of emotion intensity perception have demonstrated that facial expressions with varying levels of intensity of positive affect are perceived and categorized differently across cultures. Specifically, recent findings indicating significant levels of differentiation between intensity levels of facial expressions among American participants, as well as deviations from clear categorization of high and low intensity expressions among Japanese and Russian participants, suggest that display rules shape mental representations of emotions, such as intensity levels of emotion prototypes. Furthermore, a series of recent studies using eye tracking as a proxy for overt attention during face perception have identified culture-specific cognitive styles, such as the propensity to attend to very specific features of the face. Together, these results suggest a cascade of cultural influences on cognitive mechanisms involved in interpretations of facial expressions of emotion, whereby cultures impart specific behavioral practices that shape the way individuals process information from the environment. These cultural influences lead to differences in cognitive styles due to culture-specific attentional biases and emotion prototypes, which partially account for the gradient of cultural agreements and disagreements obtained in past investigations of emotion perception.

Influence of kynurenine 3-monooxygenase (KMO) gene polymorphism on cognitive function in schizophrenia.

PubMed

Wonodi, Ikwunga; McMahon, Robert P; Krishna, Nithin; Mitchell, Braxton D; Liu, Judy; Glassman, Matthew; Hong, L Elliot; Gold, James M

2014-12-01

Cognitive deficits compromise quality of life and productivity for individuals with schizophrenia and have no effective treatments. Preclinical data point to the kynurenine pathway of tryptophan metabolism as a potential target for pro-cognitive drug development. We have previously demonstrated association of a kynurenine 3-monooxygenase (KMO) gene variant with reduced KMO gene expression in postmortem schizophrenia cortex, and neurocognitive endophenotypic deficits in a clinical sample. KMO encodes kynurenine 3-monooxygenase (KMO), the rate-limiting microglial enzyme of cortical kynurenine metabolism. Aberration of the KMO gene might be the proximal cause of impaired cortical kynurenine metabolism observed in schizophrenia. However, the relationship between KMO variation and cognitive function in schizophrenia is unknown. This study examined the effects of the KMO rs2275163C>T C (risk) allele on cognitive function in schizophrenia. We examined the association of KMO polymorphisms with general neuropsychological performance and P50 gating in a sample of 150 schizophrenia and 95 healthy controls. Consistent with our original report, the KMO rs2275163C>T C (risk) allele was associated with deficits in general neuropsychological performance, and this effect was more marked in schizophrenia compared with controls. Additionally, the C (Arg452) allele of the missense rs1053230C>T variant (KMO Arg452Cys) showed a trend effect on cognitive function. Neither variant affected P50 gating. These data suggest that KMO variation influences a range of cognitive domains known to predict functional outcome. Extensive molecular characterization of this gene would elucidate its role in cognitive function with implications for vertical integration with basic discovery. Copyright © 2014 Elsevier B.V. All rights reserved.

Influence of kynurenine 3-monooxygenase (KMO) gene polymorphism on cognitive function in schizophrenia✰,✰✰

PubMed Central

Wonodi, Ikwunga; McMahon, Robert P.; Krishna, Nithin; Mitchell, Braxton D.; Liu, Judy; Glassman, Matthew; Hong, L. Elliot; Gold, James M.

2015-01-01

Background Cognitive deficits compromise quality of life and productivity for individuals with schizophrenia and have no effective treatments. Preclinical data point to the kynurenine pathway of tryptophan metabolism as a potential target for pro-cognitive drug development. We have previously demonstrated association of a kynurenine 3-monooxygenase (KMO) gene variant with reduced KMO gene expression in postmortem schizophrenia cortex, and neurocognitive endophenotypic deficits in a clinical sample. KMO encodes kynurenine 3-monooxygenase (KMO), the rate-limiting microglial enzyme of cortical kynurenine metabolism. Aberration of the KMO gene might be the proximal cause of impaired cortical kynurenine metabolism observed in schizophrenia. However, the relationship between KMO variation and cognitive function in schizophrenia is unknown. This study examined the effects of the KMO rs2275163C>T C (risk) allele on cognitive function in schizophrenia. Methods We examined the association of KMO polymorphisms with general neuropsychological performance and P50 gating in a sample of 150 schizophrenia and 95 healthy controls. Results Consistent with our original report, the KMO rs2275163C>T C (risk) allele was associated with deficits in general neuropsychological performance, and this effect was more marked in schizophrenia compared with controls. Additionally, the C (Arg452) allele of the missense rs1053230C>T variant (KMO Arg452Cys) showed a trend effect on cognitive function. Neither variant affected P50 gating. Conclusions These data suggest that KMO variation influences a range of cognitive domains known to predict functional outcome. Extensive molecular characterization of this gene would elucidate its role in cognitive function with implications for vertical integration with basic discovery. PMID:25464917

Insight into illness and its relationship to illness severity, cognition and estimated antipsychotic dopamine receptor occupancy in schizophrenia: An antipsychotic dose reduction study.

PubMed

Gerretsen, Philip; Takeuchi, Hiroyoshi; Ozzoude, Miracle; Graff-Guerrero, Ariel; Uchida, Hiroyuki

2017-05-01

Little is known about the influence of D 2 receptor occupancy on impaired insight into illness (III)-a core feature of schizophrenia. III is associated with illness severity and cognitive dysfunction. Comparably, supratherapeutic D 2 receptor occupancy can impair cognition. However, it is unclear how illness severity, cognition, and D 2 receptor occupancy interact to influence III in schizophrenia. The aim of this study was to explore the influence of antipsychotic dose reduction on the relationships of illness severity and cognition to III. III was assessed at baseline and 28 weeks post-antipsychotic dose reduction in 16 participants with schizophrenia and plasma antipsychotic concentrations. III was assessed primarily with the Schedule for the Assessment of Insight-Japanese version, and secondarily with the Positive and Negative Syndrome Scale item G12. Correlation and regression analyses were performed to explore III's relationship to illness severity, cognition, and estimated D 2 receptor occupancy (Est.D 2 ). Cognition and Est.D 2 predicted III at baseline. At 28 weeks post-reduction, illness severity and Est.D 2 predicted III. Our findings suggest a complex relationship may exist among III, illness severity, cognition and Est.D 2 . At higher D 2 receptor occupancies, III is influenced by cognitive dysfunction, whereas, at lower occupancies, illness severity has a stronger effect on III. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

The effect of cognitive appraisal for stressors on the oral health-related QOL of dry mouth patients.

PubMed

Matsuoka, Hirofumi; Chiba, Itsuo; Sakano, Yuji; Saito, Ichiro; Abiko, Yoshihiro

2014-01-01

Dry mouth is very common symptom, and psychological factors have an influence on this symptom. Although the influence of emotional factor related to patients with oral dryness has been examined in previous studies, the cognitive factors have not been examined thus far. The purpose of this study was to examine the influence of cognitive factors on patients with oral dryness. The participants were 106 patients complaining of oral dryness. They were required to complete a questionnaire measuring subjective oral dryness, oral-related QOL, cognition for stressors, and mood state. Correlational analyses revealed that OHIP-14 is significantly related to oral dryness, appraisal for effect, appraisal for threat, and commitment. These correlations were maintained even after controlling for the influence of depression and anxiety. Using oral dryness, appraisal for effect, appraisal for threat, and commitment, cluster analysis was done and three clusters (cluster-1, severe oral dryness; cluster-2, positive cognitive style: cluster-3, negative cognitive style) were extracted. The results of ANOVA showed that the group with severe oral dryness (cluster-1) had a significantly higher score on OHIP-14 than the other two groups. There was no significant difference between the groups with positive (cluster-2) and negative (cluster-3) cognitive style. Although the group of patients with positive cognitive style complained of more severe oral dryness than the group with negative cognitive style, no significant difference was observed between these two groups in OHIP-14. These results indicate that cognitive factors would be a useful therapeutic target for the improvement of the oral-related QOL of patients with oral dryness.

The Influence of Frontal Lobe Tumors and Surgical Treatment on Advanced Cognitive Functions.

PubMed

Fang, Shengyu; Wang, Yinyan; Jiang, Tao

2016-07-01

Brain cognitive functions affect patient quality of life. The frontal lobe plays a crucial role in advanced cognitive functions, including executive function, meta-cognition, decision-making, memory, emotion, and language. Therefore, frontal tumors can lead to serious cognitive impairments. Currently, neurosurgical treatment is the primary method to treat brain tumors; however, the effects of the surgical treatments are difficult to predict or control. The treatment may both resolve the effects of the tumor to improve cognitive function or cause permanent disabilities resulting from damage to healthy functional brain tissue. Previous studies have focused on the influence of frontal lesions and surgical treatments on patient cognitive function. Here, we review cognitive impairment caused by frontal lobe brain tumors. Copyright © 2016 Elsevier Inc. All rights reserved.

Moving along the Mental Number Line: Interactions between Whole-Body Motion and Numerical Cognition

ERIC Educational Resources Information Center

Hartmann, Matthias; Grabherr, Luzia; Mast, Fred W.

2012-01-01

Active head turns to the left and right have recently been shown to influence numerical cognition by shifting attention along the mental number line. In the present study, we found that passive whole-body motion influences numerical cognition. In a random-number generation task (Experiment 1), leftward and downward displacement of participants…

Interactive Effects of Environmental Experience and Innovative Cognitive Style on Student Creativity in Product Design

ERIC Educational Resources Information Center

Lu, Chia-Chen

2017-01-01

Environmental experience can enhance the ideas of design students. Thus, this type of experience may interfere with the influence of design students' cognitive style on creativity. The aim of this study was to examine the influence of environmental experience on the relationship between innovative cognitive style and industrial design students'…

The relationships among cognition, motivation, and emotion in schizophrenia: how much and how little we know.

PubMed

Barch, Deanna M

2005-10-01

This article summarizes a workshop discussion focused on the current state of our understanding of the ways in which cognitive dysfunction in schizophrenia is related to, influenced by, or even leads to disturbances in areas such as emotion, motivation, and stress, as well as areas in need of further research. A major emphasis in the workshop discussion was the critical importance of motivation and its potential influence on cognitive function and learning in schizophrenia. As such, the members of the workshop suggested a number of questions regarding motivation that need further research, including (1) the definition and measurement of different components of motivation; (2) the relationship between intrinsic motivation and incentive drive and hedonic processing; (3) the integrity of motivational processes, incentive drive, and hedonic processing in schizophrenia; (4) the influence of cognitive deficits on motivational disturbances in schizophrenia; (5) the influence of antipsychotic medication on incentive drive and hedonic processing in schizophrenia; and (6) the relationships among cognitive function, stress, and the processing of aversive stimuli.

The effect of early childhood stunting on children’s cognitive achievements: Evidence from young lives Ethiopia

PubMed Central

Woldehanna, Tassew; Behrman, Jere R.; Araya, Mesele W.

2017-01-01

Background There is little empirical evidence on the effect of childhood malnutrition on children’s cognitive achievements in low income countries like Ethiopia. A longitudinal data is thus vital to understand the factors that influence cognitive development of children over time, particularly how early childhood stunting affects cognitive achievement of children up to the age of 8 years. Objective To examine the effect of early childhood stunting on cognitive achievements of children using longitudinal data that incorporate anthropometric measurements and results of cognitive achievement tests such as Peabody Picture Vocabulary Test and Cognitive Development Assessment quantitative tests. Method Defining stunted children as those having a standardized height for age z-score less than −2; we used a Propensity Score Matching (PSM) to examine the effect of early childhood stunting on measures of cognitive performance of children. The balance of the propensity score matching techniques was checked and found to be satisfied (P<0.01) Results Early childhood stunting is significantly negatively associated with cognitive performance of children. Controlled for confounding variables such as length of breastfeeding, relative size of the child at birth, health problems of early childhood such as acute respiratory illness and malaria, baseline household wealth, child gender, household size and parental education, estimates from PSM show that stunted children scored 16.1% less in the Peabody Picture Vocabulary Test and 48.8% less in the Quantitative Assessment test at the age of eight, both statistically significant at P<0.01. Conclusions It is important to realize the importance of early investment in terms of child health and nutrition until five years for the cognitive performance of children. As household wealth and parental education are particularly found to play an important role in children’s nutritional achievements, policy measures that are directed in improving household’s livelihood may have a spill-over impact in improving child nutritional status, and consequently cognitive development and schooling. PMID:29249889

Testing a theoretical model of clinical nurses' intent to stay.

PubMed

Cowden, Tracy L; Cummings, Greta G

2015-01-01

Published theoretical models of nurses' intent to stay (ITS) report inconsistent outcomes, and not all hypothesized models have been adequately tested. Research has focused on cognitive rather than emotional determinants of nurses' ITS. The aim of this study was to empirically verify a complex theoretical model of nurses' ITS that includes both affective and cognitive determinants and to explore the influence of relational leadership on staff nurses' ITS. The study was a correlational, mixed-method, nonexperimental design. A subsample of the Quality Work Environment Study survey data 2009 (n = 415 nurses) was used to test our theoretical model of clinical nurses' ITS as a structural equation model. The model explained 63% of variance in ITS. Organizational commitment, empowerment, and desire to stay were the model concepts with the strongest effects on nurses' ITS. Leadership practices indirectly influenced ITS. How nurses evaluate and respond to their work environment is both an emotional and rational process. Health care organizations need to be cognizant of the influence that nurses' feelings and views of their work setting have on their intention decisions and integrate that knowledge into the development of retention strategies. Leadership practices play an important role in staff nurses' perceptions of the workplace. Identifying the mechanisms by which leadership influences staff nurses' intentions to stay presents additional focus areas for developing retention strategies.

Is the child 'father of the man'? evaluating the stability of genetic influences across development.

PubMed

Ronald, Angelica

2011-11-01

This selective review considers findings in genetic research that have shed light on how genes operate across development. We will address the question of whether the child is 'father of the Man' from a genetic perspective. In other words, do the same genetic influences affect the same traits across development? Using a 'taster menu' approach and prioritizing newer findings on cognitive and behavioral traits, examples from the following genetic disciplines will be discussed: (a) developmental quantitative genetics (such as longitudinal twin studies), (b) neurodevelopmental genetic syndromes with known genetic causes (such as Williams syndrome), (c) developmental candidate gene studies (such as those that link infant and adult populations), (d) developmental genome-wide association studies (GWAS), and (e) DNA resequencing. Evidence presented here suggests that there is considerable genetic stability of cognitive and behavioral traits across development, but there is also evidence for genetic change. Quantitative genetic studies have a long history of assessing genetic continuity and change across development. It is now time for the newer, more technology-enabled fields such as GWAS and DNA resequencing also to take on board the dynamic nature of human behavior. 2011 Blackwell Publishing Ltd.

The Influence of Lead Exposure and Toxicity to Children's Neurological Development and School Performance.

ERIC Educational Resources Information Center

Kimball, Sarah L.

This report discusses the effects of lead exposure and toxicity on children's cognitive development and school performance and addresses the role of schools in prevention of lead poisoning. Sources of lead exposure include mining, smelting and refining activities, lead paint, leaded gasoline, and industrial emissions. The results of lead poisoning…

More than Just the Breadwinner: The Effects of Fathers' Parenting Stress on Children's Language and Cognitive Development

ERIC Educational Resources Information Center

Harewood, Tamesha; Vallotton, Claire D.; Brophy-Herb, Holly

2017-01-01

Despite numerous studies on parenting stress suggesting negative influences on parent-child interactions and children's development, the majority of these studies focus on mothers' parenting stress with little or no acknowledgement of fathers. Using data from the National Early Head Start Research and Evaluation Project, this study examined (1)…

Adolescent Brain Development: Current Research and the Impact on Secondary School Counseling Programs

ERIC Educational Resources Information Center

Roaten, Gail K.; Roaten, David J.

2012-01-01

Brain growth and change is a key factor in adolescent development, influencing cognitions, emotions, and behavior. As technology has improved, so has the research on the adolescent brain. School counselors working with adolescents need to be familiar with recent literature to be more effective in their work with middle and high school students.…

Environmental Influences on Genetic Expression: Biological and Behavioral Aspects of Sexual Differentiation.

ERIC Educational Resources Information Center

Kretchmer, Norman, Ed.; Walcher, Dwain N., Ed.

A cross-disciplinary approach to the topic of sexual differentiation comprises this volume. Diverse papers are included under a variety of headings: 1) critical Periods in development; 2) embryology; 3) RNA-DNA; 4) chromosomes-growth and development; 5) physiology; 6) primates; 7) cognition; 8) cultural differences in patterns of sexual behavior;…

How to Keep Teachers Healthy and Growing: The Influence of Job Demands and Resources

ERIC Educational Resources Information Center

Evers, Arnoud T.; Yamkovenko, Bogdan; Van Amersfoort, Daniël

2017-01-01

Purpose: Education depends on high-quality teachers who are committed to professional development and do not get burned out. The purpose of this paper was to investigate how job demands and resources can affect the health and cognitive development of teachers using the Demand-Induced Strain Compensation model. Design/methodology/approach: A…

INTASC's Model Standards for Beginning Teacher Licensing and Development: One Model for Teacher Preparation Programming.

ERIC Educational Resources Information Center

Gunzenhauser, Georg W.; And Others

The Department of Educational Foundations at Western Illinois University developed a model preservice curriculum to respond to the problem of preparing teachers who can influence their environment rather than be victims of it and who can effectively transmit that message to students. Entitled Empowerment through Cognitive and Social Management…

A Causal Model of Career Development and Quality of Life of College Students with Disabilities

ERIC Educational Resources Information Center

Chun, Jina

2017-01-01

Researchers have assumed that social cognitive factors play significant roles in the career development of transition youth and young adults with disabilities and those without disabilities. However, research on the influence of the career decision-making process as a primary causal agent in one's psychosocial outcomes such as perceived level of…

Depending on My Mood: Mood-Driven Influences on Text Comprehension

ERIC Educational Resources Information Center

Bohn-Gettler, Catherine M.; Rapp, David N.

2011-01-01

Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension and, in particular, those influences that might be derived from particular tasks or strategies. However, there…

Gating the holes in the Swiss cheese (part I): Expanding professor Reason's model for patient safety.

PubMed

Seshia, Shashi S; Bryan Young, G; Makhinson, Michael; Smith, Preston A; Stobart, Kent; Croskerry, Pat

2018-02-01

Although patient safety has improved steadily, harm remains a substantial global challenge. Additionally, safety needs to be ensured not only in hospitals but also across the continuum of care. Better understanding of the complex cognitive factors influencing health care-related decisions and organizational cultures could lead to more rational approaches, and thereby to further improvement. A model integrating the concepts underlying Reason's Swiss cheese theory and the cognitive-affective biases plus cascade could advance the understanding of cognitive-affective processes that underlie decisions and organizational cultures across the continuum of care. Thematic analysis, qualitative information from several sources being used to support argumentation. Complex covert cognitive phenomena underlie decisions influencing health care. In the integrated model, the Swiss cheese slices represent dynamic cognitive-affective (mental) gates: Reason's successive layers of defence. Like firewalls and antivirus programs, cognitive-affective gates normally allow the passage of rational decisions but block or counter unsounds ones. Gates can be breached (ie, holes created) at one or more levels of organizations, teams, and individuals, by (1) any element of cognitive-affective biases plus (conflicts of interest and cognitive biases being the best studied) and (2) other potential error-provoking factors. Conversely, flawed decisions can be blocked and consequences minimized; for example, by addressing cognitive biases plus and error-provoking factors, and being constantly mindful. Informed shared decision making is a neglected but critical layer of defence (cognitive-affective gate). The integrated model can be custom tailored to specific situations, and the underlying principles applied to all methods for improving safety. The model may also provide a framework for developing and evaluating strategies to optimize organizational cultures and decisions. The concept is abstract, the model is virtual, and the best supportive evidence is qualitative and indirect. The proposed model may help enhance rational decision making across the continuum of care, thereby improving patient safety globally. © 2017 The Authors. Journal of Evaluation in Clinical Practice published by John Wiley & Sons, Ltd.

Genome-wide significant localization for working and spatial memory: Identifying genes for psychosis using models of cognition.

PubMed

Knowles, Emma E M; Carless, Melanie A; de Almeida, Marcio A A; Curran, Joanne E; McKay, D Reese; Sprooten, Emma; Dyer, Thomas D; Göring, Harald H; Olvera, Rene; Fox, Peter; Almasy, Laura; Duggirala, Ravi; Kent, Jack W; Blangero, John; Glahn, David C

2014-01-01

It is well established that risk for developing psychosis is largely mediated by the influence of genes, but identifying precisely which genes underlie that risk has been problematic. Focusing on endophenotypes, rather than illness risk, is one solution to this problem. Impaired cognition is a well-established endophenotype of psychosis. Here we aimed to characterize the genetic architecture of cognition using phenotypically detailed models as opposed to relying on general IQ or individual neuropsychological measures. In so doing we hoped to identify genes that mediate cognitive ability, which might also contribute to psychosis risk. Hierarchical factor models of genetically clustered cognitive traits were subjected to linkage analysis followed by QTL region-specific association analyses in a sample of 1,269 Mexican American individuals from extended pedigrees. We identified four genome wide significant QTLs, two for working and two for spatial memory, and a number of plausible and interesting candidate genes. The creation of detailed models of cognition seemingly enhanced the power to detect genetic effects on cognition and provided a number of possible candidate genes for psychosis. © 2013 Wiley Periodicals, Inc.

Hypertension is associated with cognitive decline in elderly people at high risk for dementia.

PubMed

Wysocki, Michael; Luo, Xiaodong; Schmeidler, James; Dahlman, Karen; Lesser, Gerson T; Grossman, Hillel; Haroutunian, Vahram; Beeri, Michal Schnaider

2012-02-01

Cardiovascular risk factors including hypertension (HTN) have been shown to increase the risk of Alzheimer disease. The current study investigated whether individuals with HTN are more susceptible to increased cognitive decline and whether the influence of HTN on cognitive decline varied as a function of dementia severity. A total of 224 nursing home and assisted living residents, with a mean age of 84.9 (±7.6) years, were assessed longitudinally with Mini Mental State Exams (MMSEs) and Clinical Dementia Ratings (CDR). Baseline dementia status was defined by the CDR score. As described in , MMSE scores in persons with HTN and questionable dementia (CDR = 0.5) declined significantly faster than nonhypertensive questionably demented persons. Hypertensive participants did not decline significantly faster than nonhypertensive participants in persons with intact cognition (CDR = 0) or frank dementia (CDR ≥ 1). These results suggest an increased risk of subsequent cognitive decline in hypertensive individuals who are especially vulnerable to developing dementia and raises the possibility that avoiding or controlling HTN might reduce the rate of cognitive decline in cognitively vulnerable individuals, potentially delaying their conversion to full-fledged dementia.

[Epigenetic research of cognitive deficit in schizophrenia: some methodological considerations].

PubMed

Lezheiko, T V; Alfimova, M V

To highlights the problems of assessing cognitive deficits in schizophrenia, relevant to the epigenetic, as well as a wide range of other approaches to the search for biological bases of cognition. The literature on the weaknesses in the evaluation of cognitive functions in patients with schizophrenia are summarized and discussed. The analysis is illustrated by our experience in developing a cognitive battery and a sample to examine relationships between DNA methylation in blood cells and cognitive deficits in schizophrenia. It has been shown that to assess cognitive deficits in patients and to reduce the influence of confounders in epigenetic analysis it is necessary (1) to use a battery with the existing co-normative data in the target population, which allows to evaluate representativeness of control and patients included in the study sample, (2) to verify the theoretically driven battery structure using normative population and a cohort of patients, (3) to balance groups of cases and controls on the number, age and sex, for which an individual matching of cases and controls is best suited, (4) to conduct an additional statistical analysis controlling for education and smoking.

Cognitive Dysfunction, Affective States, and Vulnerability to Nicotine Addiction: A Multifactorial Perspective

PubMed Central

Besson, Morgane; Forget, Benoît

2016-01-01

Although smoking prevalence has declined in recent years, certain subpopulations continue to smoke at disproportionately high rates and show resistance to cessation treatments. Individuals showing cognitive and affective impairments, including emotional distress and deficits in attention, memory, and inhibitory control, particularly in the context of psychiatric conditions, such as attention-deficit hyperactivity disorder, schizophrenia, and mood disorders, are at higher risk for tobacco addiction. Nicotine has been shown to improve cognitive and emotional processing in some conditions, including during tobacco abstinence. Self-medication of cognitive deficits or negative affect has been proposed to underlie high rates of tobacco smoking among people with psychiatric disorders. However, pre-existing cognitive and mood disorders may also influence the development and maintenance of nicotine dependence, by biasing nicotine-induced alterations in information processing and associative learning, decision-making, and inhibitory control. Here, we discuss the potential forms of contribution of cognitive and affective deficits to nicotine addiction-related processes, by reviewing major clinical and preclinical studies investigating either the procognitive and therapeutic action of nicotine or the putative primary role of cognitive and emotional impairments in addiction-like features. PMID:27708591

The constructive role of gender asymmetry in social interaction: further evidence.

PubMed

Psaltis, Charis

2011-06-01

Two hundred and sixty-four children aged 6.5-7.5 years (first graders) took part in a pre-test, interaction, and post-test experiment working on a spatial transformation task known as the 'village task'. Cognitive progress was assessed by pre- to post-test gains in both an immediate and delayed post-test in dyads and individual participants as a control. The results indicate clear links between particular pair types with both communication processes and with learning and cognitive developmental outcomes. The present study demonstrates that gender can act as a source of status asymmetry in peer interaction to influence communication, learning, and cognitive development in same- and mixed-sex dyads.

Exploring cognitive bias in destination therapy left ventricular assist device decision making: A retrospective qualitative framework analysis.

PubMed

Magid, Molly; McIlvennan, Colleen K; Jones, Jaqueline; Nowels, Carolyn T; Allen, Larry A; Thompson, Jocelyn S; Matlock, Dan

2016-10-01

Cognitive biases are psychological influences, which cause humans to make decisions, which do not seemingly maximize utility. For people with heart failure, the left ventricular assist device (LVAD) is a surgically implantable device with complex tradeoffs. As such, it represents an excellent model within which to explore cognitive bias in a real-world decision. We conducted a framework analysis to examine for evidence of cognitive bias among people deciding whether or not to get an LVAD. The aim of this study was to explore the influence of cognitive bias on the LVAD decision-making process. We analyzed previously conducted interviews of patients who had either accepted or declined an LVAD using a deductive, predetermined framework of cognitive biases. We coded and analyzed the interviews using an inductive-deductive framework approach, which also allowed for other themes to emerge. We interviewed a total of 22 heart failure patients who had gone through destination therapy LVAD decision making (15 who had accepted the LVAD and 7 who had declined). All patients appeared influenced by state dependence, where both groups described high current state of suffering, but the groups differed in whether they believed LVAD would relieve suffering or not. We found evidence of cognitive bias that appeared to influence decision making in both patient groups, but groups differed in terms of which cognitive biases were present. Among accepters, we found evidence of anchoring bias, availability bias, optimism bias, and affective forecasting. Among decliners, we found evidence of errors in affective forecasting. Medical decision making is often a complicated and multifaceted process that includes cognitive bias as well as other influences. It is important for clinicians to recognize that patients can be affected by cognitive bias, so they can better understand and improve the decision-making process to ensure that patients are fully informed. Published by Elsevier Inc.

The poverty of embodied cognition.

PubMed

Goldinger, Stephen D; Papesh, Megan H; Barnhart, Anthony S; Hansen, Whitney A; Hout, Michael C

2016-08-01

In recent years, there has been rapidly growing interest in embodied cognition, a multifaceted theoretical proposition that (1) cognitive processes are influenced by the body, (2) cognition exists in the service of action, (3) cognition is situated in the environment, and (4) cognition may occur without internal representations. Many proponents view embodied cognition as the next great paradigm shift for cognitive science. In this article, we critically examine the core ideas from embodied cognition, taking a "thought exercise" approach. We first note that the basic principles from embodiment theory are either unacceptably vague (e.g., the premise that perception is influenced by the body) or they offer nothing new (e.g., cognition evolved to optimize survival, emotions affect cognition, perception-action couplings are important). We next suggest that, for the vast majority of classic findings in cognitive science, embodied cognition offers no scientifically valuable insight. In most cases, the theory has no logical connections to the phenomena, other than some trivially true ideas. Beyond classic laboratory findings, embodiment theory is also unable to adequately address the basic experiences of cognitive life.

The Poverty of Embodied Cognition

PubMed Central

Goldinger, Stephen D.; Papesh, Megan H.; Barnhart, Anthony S.; Hansen, Whitney A.; Hout, Michael C.

2016-01-01

In recent years, there has been rapidly growing interest in Embodied Cognition, a multifaceted theoretical proposition that (1) cognitive processes are influenced by the body, (2) cognition exists in the service of action, (3) cognition is situated in the environment, and (4) cognition may occur without internal representations. Many proponents view embodied cognition as the next great paradigm shift for cognitive science. In this article, we critically examine the core ideas from embodied cognition, taking a “thought exercise” approach. We first note that the basic principles from embodiment theory are either unacceptably vague (e.g., the premise that perception is influenced by the body) or they offer nothing new (e.g., cognition evolved to optimize survival, emotions affect cognition, perception-action couplings are important). We next suggest that, for the vast majority of classic findings in cognitive science, embodied cognition offers no scientifically valuable insight. In most cases, the theory has no logical connections to the phenomena, other than some trivially true ideas. Beyond classic laboratory findings, embodiment theory is also unable to adequately address the basic experiences of cognitive life. PMID:27282990

Environmental Education through Hiking: A Qualitative Investigation.

ERIC Educational Resources Information Center

Ferreira, Gherda

1998-01-01

Ascertains what people notice in the environment during hikes and whether this could influence environmental education. Identifies four themes: (1) the natural and physical environment; (2) trail aspects; (3) each hiker's physical and psychological preparedness and cognitive development; and (4) social aspects. (DDR)

Media and Young Children's Learning

ERIC Educational Resources Information Center

Kirkorian, Heather L.; Wartella, Ellen A.; Anderson, Daniel R.

2008-01-01

Electronic media, particularly television, have long been criticized for their potential impact on children. One area for concern is how early media exposure influences cognitive development and academic achievement. Heather Kirkorian, Ellen Wartella, and Daniel Anderson summarize the relevant research and provide suggestions for maximizing the…

Radical Constructivism and Mathematics Education.

ERIC Educational Resources Information Center

Steffe, Leslie P.; Kieren, Thomas

1994-01-01

Provides an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding up to the present time, including Piaget's cognitive-development psychology, a preconstructivist revolution in research, beginnings of the constructivist revolution, and how this revolution served as a period of…

EXPLORING PATERNAL MATURITY IN THE RELATIONSHIPS BETWEEN OLDER FATHERS AND ADULT CHILDREN

PubMed Central

STELLE, CHARLIE D.; SHEEHAN, NANCY W.

2013-01-01

While research on parent-adult child relationships has expanded over the last two decades, most research has ignored the experiences of older fathers and their relationships with adult children. The present study sought to explore how midlife and older men assess the costs and rewards associated with their fatherhood experiences and how fathers’ level of paternal maturity influences their perceptions of fatherhood. More specifically, the purpose of the present study was two-fold: to explore the costs and rewards of fatherhood and whether paternal maturity serves as a moderator of older men’s fatherhood experiences. A purposive sample of 96 fathers (age 50–80) completed measures assessing ego development, generativity, and costs and rewards of fatherhood. The construct of paternal maturity, hypothesized to influence assessment of fatherhood experiences, was operationally defined as combining both affective (generativity) and cognitive (ego development) levels of psychological maturity. Results indicate mixed support for the influence of paternal maturity on fathers’ perceptions of costs and rewards. Overall, findings note that the affective side of maturity (generativity) is more strongly associated with fathers’ accounts of the costs and rewards than the cognitive side of maturity (ego development). Discussion centers on the utility of these concepts and the implications for continued research into the ongoing relationships between fathers and adult children. PMID:21391406

Use of Three-Parameter Item Response Theory in the Development of CTBS, Form U, and TCS.

ERIC Educational Resources Information Center

Yen, Wendy M.

The three-parameter logistic model discussed was used by CTB/McGraw-Hill in the development of the Comprehensive Tests of Basic Skills, Form U (CTBS/U) and the Test of Cognitive Skills (TCS), published in the fall of 1981. The development, standardization, and scoring of the tests are described, particularly as these procedures were influenced by…

Experience and the developing prefrontal cortex

PubMed Central

Kolb, Bryan; Mychasiuk, Richelle; Muhammad, Arif; Li, Yilin; Frost, Douglas O.; Gibb, Robbin

2012-01-01

The prefrontal cortex (PFC) receives input from all other cortical regions and functions to plan and direct motor, cognitive, affective, and social behavior across time. It has a prolonged development, which allows the acquisition of complex cognitive abilities through experience but makes it susceptible to factors that can lead to abnormal functioning, which is often manifested in neuropsychiatric disorders. When the PFC is exposed to different environmental events during development, such as sensory stimuli, stress, drugs, hormones, and social experiences (including both parental and peer interactions), the developing PFC may develop in different ways. The goal of the current review is to illustrate how the circuitry of the developing PFC can be sculpted by a wide range of pre- and postnatal factors. We begin with an overview of prefrontal functioning and development, and we conclude with a consideration of how early experiences influence prefrontal development and behavior. PMID:23045653

[Cognitions in eating disorders and their assessment].

PubMed

Eiber, R; Mirabel-Sarron, C; Urdapilleta, I

2005-01-01

Cognitions are of crucial importance in the -aetiology and the maintenance of eating disorders. Dysfunctional cognitions in eating disorders are related to body image, self-esteem and feeding. The aim of this paper is to review the actual knowledge in this area. First, we will display -cognitive models in eating disorders. Cognitive factors in -eating disorders are logical errors, cognitive slippage and conceptual complexity. Eating disorder patients seem to have a deficient cognitive development. Some cognitive models stipulate that eating disorder patients may develop organised cognitive structures schemas concerning the issues of weight and its implications for the self. These schemas can account for the persistence and for the understanding the "choice of the eating disorder symptomatology. Cognitive pheno-mena of interest are self-schema, weight-related schema and weight-related self-schema. The maintenance model of ano-rexia nervosa argued that, initially there is an extreme need to control eating which is supported by low self-esteem. The maintenance of the disorder is reinforced by three mechanisms: dietary restriction enhances the sense of being in control; aspects of starvation encourage further dietary restriction; concerns about shape and weight encourage restriction. The development and maintenance of bulimic symptomatology are explained by placing a high value on attaining an idealised weight and body shape accompanied by inaccurate beliefs. The cognitive model of specific family of origin experiences puts forward the development of -maladaptative expectancies for eating and thinness. Second, we discuss distortions in information processing. a) In feeding laboratories, bulimics show a wide range of caloric intake and a disruption of circadian feeding patterns. In overeating bulimics, large meals occurred mainly during afternoon and evening with high fat and carbohydrate intake, but the majority of meals were of normal size and frequency. Responsivity to food cues indicates that bulimics were more responsive to sight, smell and taste of their favourite binge food, and a greater responsivity was associated with increasing -cue salience. Eating disorder patients appear to have internalised a mediated social rule concerning "good food" and make drastic selections thus removing the possibility of choice of foodstuffs. b) Experimental processes: temporal factors in the processing of threat seem to be of importance in patients with high levels of eating psychopathology. There is no evidence for preattentive processing biases among anorectics. Changes in information processing speed after treatment were not linked to treatment condition or treatment response. c) Judgement and emotions: in eating disorder patients, distortions of depressogenic nature are found that influence the cognitive style; thoughts about eating, weight and shape are characterised by negative affective tone; negative emotions could account for bulimic behaviour; anxiety and distress are correlated to thought control strategies. Information treating seems to be impaired in a non-homogeneous way. d) Cognitive schemas are seriously maladaptive and not well investigated. In eating disorder patients, core beliefs are absolute, unconditional and dichotomous cognitions about oneself and the world. There are only few studies in this field moreover showing controversial results. Core beliefs can explain links between personality disorders and eating psychopathology. Pathological core beliefs have to be taken in to account because they influence the outcome and the efficacy of cognitive behavioural therapy. Third, the last part of this paper summarises actually available rating scales eva-luating distorted cognitions in eating disorders. There are different methods for evaluation: specific and non-specific self-report questionnaires, thought-sampling procedures, -methods derived from cognitive psychology. The Mizes Anorectic Cognition questionnaire (MAC) is a well-known self-rating scale with good psychometric properties. The revised form of the MAC appears to be an improvement in the area of internal consistency, sensitivity, and reliability. It is obvious that there is no particular rating scale referring to specific cognitions on food. the main result of this literature review reflects that the cognitive treatment in eating disorders is altered in a specific way on an emotional basis and on self-representation.

Developmental Steps in Metaphorical Language Abilities: The Influence of Age, Gender, Cognitive Flexibility, Information Processing Speed, and Analogical Reasoning.

PubMed

Willinger, Ulrike; Deckert, Matthias; Schmöger, Michaela; Schaunig-Busch, Ines; Formann, Anton K; Auff, Eduard

2017-12-01

Metaphor is a specific type of figurative language that is used in various important fields such as in the work with children in clinical or teaching contexts. The aim of the study was to investigate the developmental course, developmental steps, and possible cognitive predictors regarding metaphor processing in childhood and early adolescence. One hundred sixty-four typically developing children (7-year-olds, 9-year-olds) and early adolescents (11-year-olds) were tested for metaphor identification, comprehension, comprehension quality, and preference by the Metaphoric Triads Task as well as for analogical reasoning, information processing speed, cognitive flexibility under time pressure, and cognitive flexibility without time pressure. Metaphor identification and comprehension consecutively increased with age. Eleven-year-olds showed significantly higher metaphor comprehension quality and preference scores than seven- and nine-year-olds, whilst these younger age groups did not differ. Age, cognitive flexibility under time pressure, information processing speed, analogical reasoning, and cognitive flexibility without time pressure significantly predicted metaphor comprehension. Metaphorical language ability shows an ongoing development and seemingly changes qualitatively at the beginning of early adolescence. These results can possibly be explained by a greater synaptic reorganization in early adolescents. Furthermore, cognitive flexibility under time pressure and information processing speed possibly facilitate the ability to adapt metaphor processing strategies in a flexible, quick, and appropriate way.

Can multiple sclerosis as a cognitive disorder influence patients’ dreams?

PubMed Central

Owji, Mahsa

2013-01-01

Dream should be considered as a kind of cognitive ability that is formed parallel to other cognitive capabilities like language. On the other hand, multiple sclerosis (MS) is a complex disease that can involve different aspects of our cognition. Therefore, MS may influence patients’ dreams. In fact, we do not know what the importance of dream is in MS, but further studies may introduce dream and dreaming as a sign of improvement or progression in MS disease. PMID:24250908

Cognitive Predictors of Spoken Word Recognition in Children With and Without Developmental Language Disorders.

PubMed

Evans, Julia L; Gillam, Ronald B; Montgomery, James W

2018-05-10

This study examined the influence of cognitive factors on spoken word recognition in children with developmental language disorder (DLD) and typically developing (TD) children. Participants included 234 children (aged 7;0-11;11 years;months), 117 with DLD and 117 TD children, propensity matched for age, gender, socioeconomic status, and maternal education. Children completed a series of standardized assessment measures, a forward gating task, a rapid automatic naming task, and a series of tasks designed to examine cognitive factors hypothesized to influence spoken word recognition including phonological working memory, updating, attention shifting, and interference inhibition. Spoken word recognition for both initial and final accept gate points did not differ for children with DLD and TD controls after controlling target word knowledge in both groups. The 2 groups also did not differ on measures of updating, attention switching, and interference inhibition. Despite the lack of difference on these measures, for children with DLD, attention shifting and interference inhibition were significant predictors of spoken word recognition, whereas updating and receptive vocabulary were significant predictors of speed of spoken word recognition for the children in the TD group. Contrary to expectations, after controlling for target word knowledge, spoken word recognition did not differ for children with DLD and TD controls; however, the cognitive processing factors that influenced children's ability to recognize the target word in a stream of speech differed qualitatively for children with and without DLDs.

Generalist genes and learning disabilities: a multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8000 12-year-old twins.

PubMed

Haworth, Claire M A; Kovas, Yulia; Harlaar, Nicole; Hayiou-Thomas, Marianna E; Petrill, Stephen A; Dale, Philip S; Plomin, Robert

2009-10-01

Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Using a representative sample of 4000 pairs of 12-year-old twins from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between internet-based batteries of language and general cognitive ability tests in addition to tests of reading and mathematics for the bottom 15% of the distribution using DeFries-Fulker extremes analysis. We compared these results to those for the entire distribution. All four traits were highly correlated at the low extreme (average group phenotypic correlation = .58). and in the entire distribution (average phenotypic correlation = .59). Genetic correlations for the low extreme were consistently high (average = .67), and non-shared environmental correlations were modest (average = .23). These results are similar to those seen across the entire distribution (.68 and .23, respectively). The 'Generalist Genes Hypothesis' holds for language and general cognitive disabilities, as well as reading and mathematics disabilities. Genetic correlations were high, indicating a strong degree of overlap in genetic influences on these diverse traits. In contrast, non-shared environmental influences were largely specific to each trait, causing phenotypic differentiation of traits.

Factors associated with cognitive achievement in late childhood and adolescence: the Young Lives cohort study of children in Ethiopia, India, Peru, and Vietnam.

PubMed

Crookston, Benjamin T; Forste, Renata; McClellan, Christine; Georgiadis, Andreas; Heaton, Tim B

2014-10-04

There is a well-established link between various measures of socioeconomic status and the schooling achievement and cognition of children. However, less is known about how cognitive development is impacted by childhood improvements in growth, a common indicator of child nutritional status. This study examines the relationship between socioeconomic status and child growth and changes in cognitive achievement scores in adolescents from resource-poor settings. Using an observational cohort of more than 3000 children from four low- and middle-income countries, this study examines the association between cognitive achievement scores and household economic, educational, and nutritional resources to give a more accurate assessment of the influence of families on cognitive development. A composite measure of cognition when children were approximately 8, 12, and 15 years of age was constructed. Household factors included maternal schooling, wealth, and children's growth. A positive and statistically significant relationship between household factors and child cognition was found for each country. If parents have more schooling, household wealth increases, or child growth improves, then children's cognitive scores improve over time. Results for control variables are less consistent. Our findings suggest there is a consistent and strong association between parental schooling, wealth, and child growth with child cognitive achievement. Further, these findings demonstrate that a household's ability to provide adequate nutrition is as important as economic and education resources even into late childhood and adolescence. Hence, efforts to improve household resources, both early in a child's life and into adolescence, and to continue to promote child growth beyond the first few years of life have the potential to help children over the life course by improving cognition.

The Neural Underpinnings of Cognitive Flexibility and their Disruption in Psychotic Illness

PubMed Central

Waltz, James A.

2016-01-01

Schizophrenia has long been associated with a variety of cognitive deficits, including reduced cognitive flexibility. More recent findings, however, point to tremendous inter-individual variability among patients on measures of cognitive flexibility/set-shifting. With an eye toward shedding light on potential sources of variability in set-shifting abilities among schizophrenia patients, I examine the neural substrates of underlying probabilistic reversal learning (PRL) – a paradigmatic measure of cognitive flexibility – as well as neuromodulatory influences upon these systems. Finally, I report on behavioral and neuroimaging studies of PRL in schizophrenia patients, discussing the potentially influences of illness profile and antipsychotic medications on cognitive flexibility in schizophrenia. PMID:27282085

The Ethics of Belief, Cognition, and Climate Change Pseudoskepticism: Implications for Public Discourse.

PubMed

Torcello, Lawrence

2016-01-01

The relationship between knowledge, belief, and ethics is an inaugural theme in philosophy; more recently, under the title "ethics of belief" philosophers have worked to develop the appropriate methodology for studying the nexus of epistemology, ethics, and psychology. The title "ethics of belief" comes from a 19th-century paper written by British philosopher and mathematician W.K. Clifford. Clifford argues that we are morally responsible for our beliefs because (a) each belief that we form creates the cognitive circumstances for related beliefs to follow, and (b) we inevitably influence each other through those beliefs. This study argues that recent cognitive research supports Cliffordian insights regarding patterns of belief formation and social influence. From the confirmation offered by such research, it follows that informational accuracy holds serious ethical significance in public discourse. Although scientific and epistemological matters are not always thought to be linked to normative morality, this study builds on Clifford's initial insights to show their linkage is fundamental to inquiry itself. In turn, Clifford's ethical and epistemic outline can inform a framework grounded in "public reason" under which seemingly opposed science communication strategies (e.g., "information deficit" and "cultural cognition" models) are philosophically united. With public discourse on climate change as the key example, empirically informed and grounded strategies for science communication in the public sphere are considered. Copyright © 2016 Cognitive Science Society, Inc.

Applying Biometric Growth Curve Models to Developmental Synchronies in Cognitive Development: The Louisville Twin Study.

PubMed

Finkel, Deborah; Davis, Deborah Winders; Turkheimer, Eric; Dickens, William T

2015-11-01

Biometric latent growth curve models were applied to data from the LTS in order to replicate and extend Wilson's (Child Dev 54:298-316, 1983) findings. Assessments of cognitive development were available from 8 measurement occasions covering the period 4-15 years for 1032 individuals. Latent growth curve models were fit to percent correct for 7 subscales: information, similarities, arithmetic, vocabulary, comprehension, picture completion, and block design. Models were fit separately to WPPSI (ages 4-6 years) and WISC-R (ages 7-15). Results indicated the expected increases in heritability in younger childhood, and plateaus in heritability as children reached age 10 years. Heritability of change, per se (slope estimates), varied dramatically across domains. Significant genetic influences on slope parameters that were independent of initial levels of performance were found for only information and picture completion subscales. Thus evidence for both genetic continuity and genetic innovation in the development of cognitive abilities in childhood were found.

The role of affect and cognition in health decision making.

PubMed

Keer, Mario; van den Putte, Bas; Neijens, Peter

2010-03-01

Both affective and cognitive evaluations of behaviours have been allocated various positions in theoretical models of decision making. Most often, they have been studied as direct determinants of either intention or overall evaluation, but these two possible positions have never been compared. The aim of this study was to determine whether affective and cognitive evaluations influence intention directly, or whether their influence is mediated by overall evaluation. A sample of 300 university students filled in questionnaires on their affective, cognitive, and overall evaluations in respect of 20 health behaviours. The data were interpreted using mediation analyses with the application of path modelling. Both affective and cognitive evaluations were found to have significantly predicted intention. The influence of affective evaluation was largely direct for each of the behaviours studied, whereas that of cognitive evaluation was partially direct and partially mediated by overall evaluation. These results indicate that decisions regarding the content of persuasive communication (affective vs. cognitive) are highly dependent on the theoretical model chosen. It is suggested that affective evaluation should be included as a direct determinant of intention in theories of decision making when predicting health behaviours.

The effect of early life stress on the cognitive phenotype of children with an extra X chromosome (47,XXY/47,XXX).

PubMed

van Rijn, Sophie; Barneveld, Petra; Descheemaeker, Mie-Jef; Giltay, Jacques; Swaab, Hanna

2018-02-01

Studies on gene-environment interactions suggest that some individuals may be more susceptible to life adversities than others due to their genetic profile. This study assesses whether or not children with an extra X chromosome are more vulnerable to the negative impact of early life stress on cognitive functioning than typically-developing children. A total of 50 children with an extra X chromosome and 103 non-clinical controls aged 9 to 18 years participated in the study. Cognitive functioning in domains of language, social cognition and executive functioning were assessed. Early life stress was measured with the Questionnaire of Life Events. High levels of early life stress were found to be associated with compromised executive functioning in the areas of mental flexibility and inhibitory control, irrespective of group membership. In contrast, the children with an extra X chromosome were found to be disproportionally vulnerable to deficits in social cognition on top of executive dysfunction, as compared to typically-developing children. Within the extra X group the number of negative life events is significantly correlated with more problems in inhibition, mental flexibility and social cognition. It is concluded that children with an extra X chromosome are vulnerable to adverse life events, with social cognition being particularly impacted in addition to the negative effects on executive functioning. The findings that developmental outcome is codependent on early environmental factors in genetically vulnerable children also underscores opportunities for training and support to positively influence the course of development.

[Influence of depression on the initial diagnosis and the evolution of cognitive impairment].

PubMed

Cenalmor-Aparicio, C; Bravo-Quelle, N; Miranda-Acuna, J; Luque-Buzo, E; Herrera-Tejedor, J; Olazaran-Rodriguez, J

2017-07-16

Depression and cognitive impairment maintain a close and complex relationship, which could be modified by pharmacological treatment. To analyze the influence of depression and antidepressive medication on the initial diagnosis and the evolution of cognitive impairment. All the patients derived to a Neurology clinic due to complaints or suspicion of cognitive impairment, during a period of nine years, were studied. The influence of demographic and depression-related variables on initial cognitive diagnosis, cognitive-functional situation and 1-year evolution were analyzed. A total of 582 patients were included (mean age: 77.6 ± 7.0; 64.9% women). Frequency of current and past depression were, respectively, 25.4% and 17.2%. In addition, 20.6% of the patients were taking antidepressant medication and 31.2% were on anxiolytic/hypnotic treatment. One-year follow-up visit was available in 320 (59.8%) of patients. In the adjusted analysis, anxiolytic/hypnotic treatment was associated with a worse cognitive-functional situation in the initial visit, while past depression and presence of dystimia were associated with a favorable evolution (p < 0.05). Past or current depression are not associated with bad prognosis in patients derived to neurologist due to possible cognitive impairment.

The influence of affective and cognitive arguments on message judgement and attitude change: The moderating effects of meta-bases and structural bases.

PubMed

Keer, Mario; van den Putte, Bas; Neijens, Peter; de Wit, John

2013-01-01

This study investigated whether the efficacy of affective vs. cognitive persuasive messages was moderated by (1) individuals' subjective assessments of whether their attitudes were based on affect or cognition (i.e. meta-bases) and (2) the degree individuals' attitudes were correlated with affect and cognition (i.e. structural bases). Participants (N = 97) were randomly exposed to a message containing either affective or cognitive arguments discouraging binge drinking. The results demonstrated that meta-bases and not structural bases moderated the influence of argument type on message judgement. Affective (cognitive) messages were judged more positively when individuals' meta-bases were more affective (cognitive). In contrast, structural bases and not meta-bases moderated the influence of argument type on attitude and intention change following exposure to the message. Surprisingly, change was greater among individuals who read a message that mismatched their structural attitude base. Affective messages were more effective as attitudes were more cognition-based, and vice versa. Thus, although individuals prefer messages that match their meta-base, attitude and intention change regarding binge drinking are best established by mismatching their structural base.

Distributed Cognition in Cancer Treatment Decision Making: An Application of the DECIDE Decision-Making Styles Typology.

PubMed

Krieger, Janice L; Krok-Schoen, Jessica L; Dailey, Phokeng M; Palmer-Wackerly, Angela L; Schoenberg, Nancy; Paskett, Electra D; Dignan, Mark

2017-07-01

Distributed cognition occurs when cognitive and affective schemas are shared between two or more people during interpersonal discussion. Although extant research focuses on distributed cognition in decision making between health care providers and patients, studies show that caregivers are also highly influential in the treatment decisions of patients. However, there are little empirical data describing how and when families exert influence. The current article addresses this gap by examining decisional support in the context of cancer randomized clinical trial (RCT) decision making. Data are drawn from in-depth interviews with rural, Appalachian cancer patients ( N = 46). Analysis of transcript data yielded empirical support for four distinct models of health decision making. The implications of these findings for developing interventions to improve the quality of treatment decision making and overall well-being are discussed.

The legacy of disadvantage: multigenerational neighborhood effects on cognitive ability.

PubMed

Sharkey, Patrick; Elwert, Felix

2011-05-01

This study examines how the neighborhood environments experienced over multiple generations of a family influence children's cognitive ability. Building on recent research showing strong continuity in neighborhood environments across generations of family members, the authors argue for a revised perspective on "neighborhood effects" that considers the ways in which the neighborhood environment in one generation may have a lingering impact on the next generation. To analyze multigenerational effects, the authors use newly developed methods designed to estimate unbiased treatment effects when treatments and confounders vary over time. The results confirm a powerful link between neighborhoods and cognitive ability that extends across generations. A family's exposure to neighborhood poverty across two consecutive generations reduces child cognitive ability by more than half a standard deviation. A formal sensitivity analysis suggests that results are robust to unobserved selection bias.

The Influence of Prior Knowledge on Memory: A Developmental Cognitive Neuroscience Perspective

PubMed Central

Brod, Garvin; Werkle-Bergner, Markus; Shing, Yee Lee

2013-01-01

Across ontogenetic development, individuals gather manifold experiences during which they detect regularities in their environment and thereby accumulate knowledge. This knowledge is used to guide behavior, make predictions, and acquire further new knowledge. In this review, we discuss the influence of prior knowledge on memory from both the psychology and the emerging cognitive neuroscience literature and provide a developmental perspective on this topic. Recent neuroscience findings point to a prominent role of the medial prefrontal cortex (mPFC) and of the hippocampus (HC) in the emergence of prior knowledge and in its application during the processes of successful memory encoding, consolidation, and retrieval. We take the lateral PFC into consideration as well and discuss changes in both medial and lateral PFC and HC across development and postulate how these may be related to the development of the use of prior knowledge for remembering. For future direction, we argue that, to measure age differential effects of prior knowledge on memory, it is necessary to distinguish the availability of prior knowledge from its accessibility and use. PMID:24115923

[PREDICTORS OF MODERATE COGNITIVE DISORDERS IN PATIENTS WITH CORONARY HEART DISEASE AND TYPE 2 DIABETES MELLITUS].

PubMed

Trubnikova, O A; Tarasova, I V; Mamontova, A S; Kagan, E S; Maleva, O V; Barbarash, O L

2016-01-01

To study predictors of moderate cognitive disorders (MCD) in patients with coronary heart disease (CHD) and type 2 diabetes mellitus (DM2). The study included 54 men with CPD andDM2 (mean age 56.8 ± 4.5 years). Standard medical examination was supplemented by the assessment of cognitive status, characteristics of lipid and carbohydrate metabolism. Factors allegedly influencing MCD development included the patients' age, education level, stenosis of carotid arteries, LV ejection fraction, arterial hypertension, insulin and HbAlc levels, HOMA and QUICKI indices, lipid metabolism, concentrations of total, HDL and LDL cholesterol, fructosamine, triglycerides, severity of coronary lesions (Syntax scale), trait and state anxiety. Fructosamine level and HOMA index were the most important characteristics responsible for MCD in patients with CPD and DM2. The data obtained demonstrate the significance of fructosamine level and HOMA index in the development of MCD in patients with CPD and DM2.

From cognition to the system: developing a multilevel taxonomy of patient safety in general practice.

PubMed

Kostopoulou, O

The paper describes the process of developing a taxonomy of patient safety in general practice. The methodologies employed included fieldwork, task analysis and confidential reporting of patient-safety events in five West Midlands practices. Reported events were traced back to their root causes and contributing factors. The resulting taxonomy is based on a theoretical model of human cognition, includes multiple levels of classification to reflect the chain of causation and considers affective and physiological influences on performance. Events are classified at three levels. At level one, the information-processing model of cognition is used to classify errors. At level two, immediate causes are identified, internal and external to the individual. At level three, more remote causal factors are classified as either 'work organization' or 'technical' with subcategories. The properties of the taxonomy (validity, reliability, comprehensiveness) as well as its usability and acceptability remain to be tested with potential users.

The development of scientific reasoning in medical education: a psychological perspective.

PubMed

Barz, Daniela Luminita; Achimaş-Cadariu, Andrei

2016-01-01

Scientific reasoning has been studied from a variety of theoretical perspectives, which have tried to identify the underlying mechanisms responsible for the development of this particular cognitive process. Scientific reasoning has been defined as a problem-solving process that involves critical thinking in relation to content, procedural, and epistemic knowledge. The development of scientific reasoning in medical education was influenced by current paradigmatic trends, it could be traced along educational curriculum and followed cognitive processes. The purpose of the present review is to discuss the role of scientific reasoning in medical education and outline educational methods for its development. Current evidence suggests that medical education should foster a new ways of development of scientific reasoning, which include exploration of the complexity of scientific inquiry, and also take into consideration the heterogeneity of clinical cases found in practice.

Environmental and Cognitive Factors in Social Play.

ERIC Educational Resources Information Center

Vandenberg, Brian

1981-01-01

Results indicated that different types of play environment strongly influence preschool children's types of social play and play group size. Differences in cognitive level and social egocentrism influenced the choice of play environment. (Author/DB)

Meta-cognition about biological sex and gender-stereotypic physical appearance: consequences for the assessment of leadership competence.

PubMed

Sczesny, Sabine; Kühnen, Ulrich

2004-01-01

Previous findings are inconsistent with regard to whether men are judged as being more or less competent leaders than women. However, masculine-relative to feminine-looking persons seem to be judged consistently as more competent leaders. Can this different impact of biological sex and physical appearance be due to the disparate availability of meta-cognitive knowledge about both sources? The results of Study 1 indicated that individuals possess meta-cognitive knowledge about a possible biasing influence of persons' biological sex, but not for their physical appearance. In Study 2, participants judged the leadership competence of a male versus female stimulus person with either masculine or feminine physical appearance. In addition, the available cognitive capacity was manipulated. When high capacity was available, participants corrected for the influence of stimulus persons' sex, but they fell prey to this influence under cognitive load. However, the effect of physical appearance was not moderated by cognitive capacity.

Activities of daily living in children with hemiparesis: influence of cognitive abilities and motor competence.

PubMed

Adler, Caroline; Rauchenzauner, Markus; Staudt, Martin; Berweck, Steffen

2014-12-01

The aim of the article is to investigate whether motor competence and cognitive abilities influence the quality of performance of activities of daily living (ADL) in children with hemiparesis. Patients and A total of 20 children with hemiparesis (age, 6-12 years; 11 congenital, 9 acquired during childhood) were studied. Motor competence was assessed with the Assisting Hand Assessment, cognitive abilities with the German version of the Wechsler Intelligence Scale for Children IV, and the quality of ADL performance with the Assessment of Motor and Process Skills (AMPS). The motor skills scale of the AMPS correlated with motor competence, and the process skills scale of the AMPS correlated with cognitive abilities. The quality of ADL performance is influenced not only by motor competence but also by the cognitive abilities of a hemiparetic child. This suggests that, in addition to motor-oriented training programs, an optimal therapy for hemiparetic children should also consider cognitive approaches. Georg Thieme Verlag KG Stuttgart · New York.

The effect of cognitive appraisal for stressors on the oral health-related QOL of dry mouth patients

PubMed Central

2014-01-01

Background Dry mouth is very common symptom, and psychological factors have an influence on this symptom. Although the influence of emotional factor related to patients with oral dryness has been examined in previous studies, the cognitive factors have not been examined thus far. Objective The purpose of this study was to examine the influence of cognitive factors on patients with oral dryness. Methods The participants were 106 patients complaining of oral dryness. They were required to complete a questionnaire measuring subjective oral dryness, oral-related QOL, cognition for stressors, and mood state. Results Correlational analyses revealed that OHIP-14 is significantly related to oral dryness, appraisal for effect, appraisal for threat, and commitment. These correlations were maintained even after controlling for the influence of depression and anxiety. Using oral dryness, appraisal for effect, appraisal for threat, and commitment, cluster analysis was done and three clusters (cluster-1, severe oral dryness; cluster-2, positive cognitive style: cluster-3, negative cognitive style) were extracted. The results of ANOVA showed that the group with severe oral dryness (cluster-1) had a significantly higher score on OHIP-14 than the other two groups. There was no significant difference between the groups with positive (cluster-2) and negative (cluster-3) cognitive style. Conclusion Although the group of patients with positive cognitive style complained of more severe oral dryness than the group with negative cognitive style, no significant difference was observed between these two groups in OHIP-14. These results indicate that cognitive factors would be a useful therapeutic target for the improvement of the oral-related QOL of patients with oral dryness. PMID:26019720

A Systematic Review of the Effect of Cognitive Strategies on Strength Performance.

PubMed

Tod, David; Edwards, Christian; McGuigan, Mike; Lovell, Geoff

2015-11-01

Researchers have tested the beliefs of sportspeople and sports medicine specialists that cognitive strategies influence strength performance. Few investigators have synthesised the literature. The specific objectives were to review evidence regarding (a) the cognitive strategy-strength performance relationship; (b) participant skill level as a moderator; and (c) cognitive, motivational, biomechanical/physiological, and emotional mediators. Studies were sourced via electronic databases, reference lists of retrieved articles, and manual searches of relevant journals. Studies had to be randomised or counterbalanced experiments with a control group or condition, repeated measures, and a quality control score above 0.5 (out of 1). Cognitive strategies included goal setting, imagery, self-talk, preparatory arousal, and free choice. Dependent variables included maximal strength, local muscular endurance, or muscular power. Globally, cognitive strategies were reliability associated with increased strength performance (results ranged from 61 to 65 %). Results were mixed when examining the effects of specific strategies on particular dependent variables, although no intervention had an overall negative influence. Indeterminate relationships emerged regarding hypothesised mediators (except cognitive variables) and participant skill level as a moderator. Although cognitive strategies influence strength performance, there are knowledge gaps regarding specific types of strength, especially muscular power. Cognitive variables, such as concentration, show promise as possible mediators.

Cognition- and affect-based trust and feedback-seeking behavior: the roles of value, cost, and goal orientations.

PubMed

Choi, Byoung Kwon; Moon, Hyoung Koo; Nae, Eun Young

2014-01-01

We examined how subordinates' cognition- and affect-based trust in supervisors influences their feedback-seeking behavior (FSB) by considering the different cost/value perception of FSB and goal orientation (i.e., learning and performance goal orientations). Using data from 194 supervisor-subordinate dyads in South Korea, we conducted multiple regression analyses to test our hypotheses. The results showed that, whereas subordinates' cognition-based trust in supervisors positively influenced their FSB through increasing the perceived value of feedback received from supervisors, their affect-based trust in supervisors positively influenced their FSB through decreasing the perceived value of FSB. Additionally, we found that, when subordinates had high levels of learning goal orientation, the increasing influence of cognition-based trust on the value of feedback was stronger; in contrast, when subordinates had low levels of performance goal orientation, the decreasing influence of affect-based trust on the cost of FSB was stronger. The theoretical and practical implications, limitations, and suggestions for future research were discussed.

Social Influence and Cognitive-Motivational Effects on Terrorism Preparedness: A Hurdle Model

ERIC Educational Resources Information Center

Wirtz, Philip W.; Rohrbeck, Cynthia A.

2017-01-01

Objectives: The identification of factors which influence peoples' preparation for health safety risks posed by natural and man-made disasters is a central concern in health education. Prior studies have generally approached this issue from either a cognitive or a social influence perspective, and have failed to recognise the increased importance…

Modifiable Midlife Risk Factors for Late-Life Cognitive Impairment and Dementia

PubMed Central

Hughes, Tiffany F.; Ganguli, Mary

2009-01-01

The baby boom generation is approaching the age of greatest risk for cognitive impairment and dementia. There is growing interest in strategies to modify the environment in midlife to increase the probability of maintaining cognitive health in late life. Several potentially modifiable risk factors have been studied in relation to cognitive impairment and dementia in late life, but methodological limitations of observational research have resulted in some inconsistencies across studies. The most promising strategies are maintaining cardiovascular health, engagement in mental, physical, and social activities, using alcohol in moderation, abstaining from tobacco use, and following a heart-healthy diet. Other factors that may influence cognitive health are occupational attainment, depression, personality, exposure to general anesthesia, head injury, postmenopausal hormone therapy, non-steroidal anti-inflammatory medications, and nutritional supplements such as antioxidants. Some long-term observational studies initiated in midlife or earlier, and some randomized controlled trials, have examined the effects of specific cognitive health promotion behaviors in midlife on the risk of cognitive impairment in late life. Overall, these studies provide limited support for risk reduction at this time. Recommendations and challenges for developing effective strategies to reduce the burden of cognitive impairment and dementia in the future are discussed. PMID:19946443

Superior Analgesic Effect of an Active Distraction versus Pleasant Unfamiliar Sounds and Music: The Influence of Emotion and Cognitive Style

PubMed Central

Garza Villarreal, Eduardo A.; Brattico, Elvira; Vase, Lene; Østergaard, Leif; Vuust, Peter

2012-01-01

Listening to music has been found to reduce acute and chronic pain. The underlying mechanisms are poorly understood; however, emotion and cognitive mechanisms have been suggested to influence the analgesic effect of music. In this study we investigated the influence of familiarity, emotional and cognitive features, and cognitive style on music-induced analgesia. Forty-eight healthy participants were divided into three groups (empathizers, systemizers and balanced) and received acute pain induced by heat while listening to different sounds. Participants listened to unfamiliar Mozart music rated with high valence and low arousal, unfamiliar environmental sounds with similar valence and arousal as the music, an active distraction task (mental arithmetic) and a control, and rated the pain. Data showed that the active distraction led to significantly less pain than did the music or sounds. Both unfamiliar music and sounds reduced pain significantly when compared to the control condition; however, music was no more effective than sound to reduce pain. Furthermore, we found correlations between pain and emotion ratings. Finally, systemizers reported less pain during the mental arithmetic compared with the other two groups. These findings suggest that familiarity may be key in the influence of the cognitive and emotional mechanisms of music-induced analgesia, and that cognitive styles may influence pain perception. PMID:22242169

Conflict Elaboration and Cognitive Outcomes

ERIC Educational Resources Information Center

Buchs, Celine; Butera, Fabrizio; Mugny, Gabriel; Darnon, Celine

2004-01-01

This article presents advice for teachers about using sociocognitive conflicts to promote academic learning. In doing so, the conditions under which sociocognitive conflicts are constructive or disruptive are examined and the relevant research is reviewed on social development, cooperative learning, and social influence. Two types of conflict…

Locomotor Experience: A Facilitator of Spatial Cognitive Development.

ERIC Educational Resources Information Center

Kermoian, Rosanne; Campos, Joseph J.

1988-01-01

Studies were designed to test the prediction that spatial search strategies in infants may be influenced by locomotor experience. The pattern of findings suggests that infants with efficient modes of locomotion are more likely than others to profit from the experiences generated by locomotion. (RJC)

Sport Management Career Decision-Making Self-Efficacy

ERIC Educational Resources Information Center

Lumpkin, Angela; Franco, Dan; Multon, Karen; Achen, Rebecca M.

2017-01-01

Grounded in a social cognitive theoretical perspective, this study explores the career decision-making self-efficacy (CDSE) and vocational identity development process for college students interested or majoring in sport management. While a popular undergraduate major, little research has investigated the specific factors that influence different…

Correlates of Teacher Practices Influencing Student Outcomes in Reading Instruction for Advanced Readers

ERIC Educational Resources Information Center

Hunsaker, Scott L.; Nielsen, Aubree; Bartlett, Brianne

2010-01-01

In a professional development project, six teaching practices were posited as necessary for improving affective and cognitive outcomes for identified advanced readers. These practices were identification, organization for instruction, content, instructional strategies, continuous improvement assessment, and ambassadorship. Sixty-one teachers…

Librarians' Attitudes toward Knowledge Management

ERIC Educational Resources Information Center

Aharony, Noa

2011-01-01

The purpose of this research is to develop an understanding of the factors that support or constrain the individual's sharing knowledge in the organization. The current study seeks to explore whether personality (self-efficacy and self-esteem) and situational (cognitive appraisal: threat versus challenge) characteristics influence participants'…

Consciousness, Plasticity, and Connectomics: The Role of Intersubjectivity in Human Cognition

PubMed Central

Allen, Micah; Williams, Gary

2011-01-01

Consciousness is typically construed as being explainable purely in terms of either private, raw feels or higher-order, reflective representations. In contrast to this false dichotomy, we propose a new view of consciousness as an interactive, plastic phenomenon open to sociocultural influence. We take up our account of consciousness from the observation of radical cortical neuroplasticity in human development. Accordingly, we draw upon recent research on macroscopic neural networks, including the “default mode,” to illustrate cases in which an individual's particular “connectome” is shaped by encultured social practices that depend upon and influence phenomenal and reflective consciousness. On our account, the dynamically interacting connectivity of these networks bring about important individual differences in conscious experience and determine what is “present” in consciousness. Further, we argue that the organization of the brain into discrete anti-correlated networks supports the phenomenological distinction of prereflective and reflective consciousness, but we emphasize that this finding must be interpreted in light of the dynamic, category-resistant nature of consciousness. Our account motivates philosophical and empirical hypotheses regarding the appropriate time-scale and function of neuroplastic adaptation, the relation of high and low-frequency neural activity to consciousness and cognitive plasticity, and the role of ritual social practices in neural development and cognitive function. PMID:21687435

Stress hormones, sleep deprivation and cognition in older adults.

PubMed

Maggio, Marcello; Colizzi, Elena; Fisichella, Alberto; Valenti, Giorgio; Ceresini, Graziano; Dall'Aglio, Elisabetta; Ruffini, Livia; Lauretani, Fulvio; Parrino, Liborio; Ceda, Gian Paolo

2013-09-01

Cognition can be deteriorated in older persons because of several potential mechanisms including the hormonal changes occurring with age. Stress events cause modification in hormonal balance with acute and chronic changes such as increase in cortisol and thyroid hormones, and simultaneous alterations in dehydroepiandrosterone sulphate, testosterone and insulin like growth factor-1 levels. The ability to cope with stress and regain previous healthy status, also called resiliency, is particularly impaired in older persons Thus, stressful conditions and hormonal dysregulation might concur to the onset of cognitive impairment in this population. In this review we address the relationship between stress hormones and cognitive function in older persons focusing on the role of one of the main stress factors, such as sleep deprivation (SD). We extracted and cross-checked data from 2000 to 2013 March and selected 112 full-text articles assessed for eligibility. In particular we considered 68 studies regarding the contribution of hormonal pathway to cognition in older adults, and 44 regarding hormones and SD both in rats and humans. We investigated how the activation of a stress-pattern response, like the one evoked from SD, can influence cognitive development and worsen cognitive status in the elderly. We will show the limited number of studies targeting the effects of SD and the consequent changes in stress hormones on cognitive function in this age group. We conclude that the current literature is not strong enough to give definitive answers on the role of stress hormonal pathway to the development of cognitive impairment in older individuals. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Testing the social cognitive career theory in Thai nurses' interest to become nurse educators: A structural equation modeling analysis.

PubMed

Thungjaroenkul, Petsunee; G Cummings, Greta; Tate, Kaitlyn

2016-09-01

A shortage of nurse educators generates a systemic problem in nursing education. A model to develop interventions directed at enhancing graduate nursing student interest in assuming a future faculty role is needed. This study used a social cognitive career theory perspective to examine the effects of past performance in teaching and supervision, social influence, observing others teaching, perceived task demands for nurse educators, self-efficacy, and outcome expectations on Thai graduate nursing students' (n=236) interest to become a nurse educator. Results of structural equation modeling analyses revealed that social influence and past performance in teaching and supervision had significant effects on interest to become a nurse educator when mediated by self-efficacy and outcome expectations. Observing others teaching and perceived task demands for nurse educators did not significantly predict interest in faculty roles. These findings provide new knowledge about factors and their influence on the development of interest to assume faculty roles. Implications for nursing education include the design of feasible graduate curricula that enhance students' abilities in faculty role and increases valuation of teaching careers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Influential Cognitive Processes on Framing Biases in Aging

PubMed Central

Perez, Alison M.; Spence, Jeffrey Scott; Kiel, L. D.; Venza, Erin E.; Chapman, Sandra B.

2018-01-01

Factors that contribute to overcoming decision-making biases in later life pose an important investigational question given the increasing older adult population. Limited empirical evidence exists and the literature remains equivocal of whether increasing age is associated with elevated susceptibility to decision-making biases such as framing effects. Research into the individual differences contributing to decision-making ability may offer better understanding of the influence of age in decision-making ability. Changes in cognition underlying decision-making have been shown with increased age and may contribute to individual variability in decision-making abilities. This study had three aims; (1) to understand the influence of age on susceptibility to decision-making biases as measured by framing effects across a large, continuous age range; (2) to examine influence of cognitive abilities that change with age; and (3) to understand the influence of individual factors such as gender and education on susceptibility to framing effects. 200 individuals (28–79 years of age) were tested on a large battery of cognitive measures in the domains of executive function, memory and complex attention. Findings from this study demonstrated that cognitive abilities such as strategic control and delayed memory better predicted susceptibility to framing biases than age. The current findings demonstrate that age may not be as influential a factor in decision-making as cognitive ability and cognitive reserve. These findings motivate future studies to better characterize cognitive ability to determine decision-making susceptibilities in aging populations. PMID:29867641

Influential Cognitive Processes on Framing Biases in Aging.

PubMed

Perez, Alison M; Spence, Jeffrey Scott; Kiel, L D; Venza, Erin E; Chapman, Sandra B

2018-01-01

Factors that contribute to overcoming decision-making biases in later life pose an important investigational question given the increasing older adult population. Limited empirical evidence exists and the literature remains equivocal of whether increasing age is associated with elevated susceptibility to decision-making biases such as framing effects. Research into the individual differences contributing to decision-making ability may offer better understanding of the influence of age in decision-making ability. Changes in cognition underlying decision-making have been shown with increased age and may contribute to individual variability in decision-making abilities. This study had three aims; (1) to understand the influence of age on susceptibility to decision-making biases as measured by framing effects across a large, continuous age range; (2) to examine influence of cognitive abilities that change with age; and (3) to understand the influence of individual factors such as gender and education on susceptibility to framing effects. 200 individuals (28-79 years of age) were tested on a large battery of cognitive measures in the domains of executive function, memory and complex attention. Findings from this study demonstrated that cognitive abilities such as strategic control and delayed memory better predicted susceptibility to framing biases than age. The current findings demonstrate that age may not be as influential a factor in decision-making as cognitive ability and cognitive reserve. These findings motivate future studies to better characterize cognitive ability to determine decision-making susceptibilities in aging populations.

Sleep inertia, sleep homeostatic, and circadian influences on higher-order cognitive functions

PubMed Central

Ronda, Joseph M.; Czeisler, Charles A.; Wright, Kenneth P.

2016-01-01

Summary Sleep inertia, sleep homeostatic, and circadian processes modulate cognition, including reaction time, memory, mood, and alertness. How these processes influence higher-order cognitive functions is not well known. Six participants completed a 73-daylong study that included two 14-daylong 28h forced desynchrony protocols, to examine separate and interacting influences of sleep inertia, sleep homeostasis, and circadian phase on higher-order cognitive functions of inhibitory control and selective visual attention. Cognitive performance for most measures was impaired immediately after scheduled awakening and improved over the first ~2-4h of wakefulness (sleep inertia); worsened thereafter until scheduled bedtime (sleep homeostasis); and was worst at ~60° and best at ~240° (circadian modulation, with worst and best phases corresponding to ~9AM and ~9PM respectively, in individuals with a habitual waketime of 7AM). The relative influences of sleep inertia, sleep homeostasis, and circadian phase depended on the specific higher-order cognitive function task examined. Inhibitory control appeared to be modulated most strongly by circadian phase, whereas selective visual attention for a spatial-configuration search task was modulated most strongly by sleep inertia. These findings demonstrate that some higher-order cognitive processes are differentially sensitive to different sleep-wake regulatory processes. Differential modulation of cognitive functions by different sleep-wake regulatory processes has important implications for understanding mechanisms contributing to performance impairments during adverse circadian phases, sleep deprivation, and/or upon awakening from sleep. PMID:25773686

Affective decision-making moderates the effects of automatic associations on alcohol use among drug offenders.

PubMed

Cappelli, Christopher; Ames, Susan; Shono, Yusuke; Dust, Mark; Stacy, Alan

2017-09-01

This study used a dual-process model of cognition in order to investigate the possible influence of automatic and deliberative processes on lifetime alcohol use in a sample of drug offenders. The objective was to determine if automatic/implicit associations in memory can exert an influence over an individual's alcohol use and if decision-making ability could potentially modify the influence of these associations. 168 participants completed a battery of cognitive tests measuring implicit alcohol associations in memory (verb generation) as well as their affective decision-making ability (Iowa Gambling Task). Structural equation modeling procedures were used to test the relationship between implicit associations, decision-making, and lifetime alcohol use. Results revealed that among participants with lower levels of decision-making, implicit alcohol associations more strongly predicted higher lifetime alcohol use. These findings provide further support for the interaction between a specific decision function and its influence over automatic processes in regulating alcohol use behavior in a risky population. Understanding the interaction between automatic associations and decision processes may aid in developing more effective intervention components.

Determining dangerousness in sexually violent predator evaluations: cognitive-experiential self-theory and juror judgments of expert testimony.

PubMed

Lieberman, Joel D; Krauss, Daniel A; Kyger, Mariel; Lehoux, Maribeth

2007-01-01

Past research examining the effects of expert testimony on the future dangerousness of a defendant in death penalty sentencing found that jurors are more influenced by less scientific clinical expert testimony and tend to devalue scientific actuarial testimony. This study was designed to determine whether these findings extend to civil commitment trials for sexual offenders and to test a theoretical rationale for this effect. In addition, we investigated the influence of a recently developed innovation in risk assessment procedures, Guided Professional Judgment (GPJ) instruments. Consistent with a cognitive-experiential self-theory based explanation, mock jurors motivated to process information in an experiential condition were more influenced by clinical testimony, while mock jurors in a rational mode were more influenced by actuarial testimony. Participants responded to clinical and GPJ testimony in a similar manner. However, participants' gender exerted important interactive effects on dangerousness decisions, with male jurors showing the predicted effect while females did not. The policy implications of these findings are discussed. 2007 John Wiley & Sons, Ltd

Redefining neuromarketing as an integrated science of influence

PubMed Central

Breiter, Hans C.; Block, Martin; Blood, Anne J.; Calder, Bobby; Chamberlain, Laura; Lee, Nick; Livengood, Sherri; Mulhern, Frank J.; Raman, Kalyan; Schultz, Don; Stern, Daniel B.; Viswanathan, Vijay; Zhang, Fengqing (Zoe)

2015-01-01

Multiple transformative forces target marketing, many of which derive from new technologies that allow us to sample thinking in real time (i.e., brain imaging), or to look at large aggregations of decisions (i.e., big data). There has been an inclination to refer to the intersection of these technologies with the general topic of marketing as “neuromarketing”. There has not been a serious effort to frame neuromarketing, which is the goal of this paper. Neuromarketing can be compared to neuroeconomics, wherein neuroeconomics is generally focused on how individuals make “choices”, and represent distributions of choices. Neuromarketing, in contrast, focuses on how a distribution of choices can be shifted or “influenced”, which can occur at multiple “scales” of behavior (e.g., individual, group, or market/society). Given influence can affect choice through many cognitive modalities, and not just that of valuation of choice options, a science of influence also implies a need to develop a model of cognitive function integrating attention, memory, and reward/aversion function. The paper concludes with a brief description of three domains of neuromarketing application for studying influence, and their caveats. PMID:25709573

A Maternal Influence on Reading the Mind in the Eyes Mediated by Executive Function: Differential Parental Influences on Full and Half-Siblings

PubMed Central

Ragsdale, Gillian; Foley, Robert A.

2011-01-01

Background Parent-of-origin effects have been found to influence the mammalian brain and cognition and have been specifically implicated in the development of human social cognition and theory of mind. The experimental design in this study was developed to detect parent-of-origin effects on theory of mind, as measured by the ‘Reading the mind in the eyes’ (Eyes) task. Eyes scores were also entered into a principal components analysis with measures of empathy, social skills and executive function, in order to determine what aspect of theory of mind Eyes is measuring. Methodology/Principal Findings Maternal and paternal influences on Eyes scores were compared using correlations between pairs of full (70 pairs), maternal (25 pairs) and paternal siblings (15 pairs). Structural equation modelling supported a maternal influence on Eyes scores over the normal range but not low-scoring outliers, and also a sex-specific influence on males acting to decrease male Eyes scores. It was not possible to differentiate between genetic and environmental influences in this particular sample because maternal siblings tended to be raised together while paternal siblings were raised apart. The principal components analysis found Eyes was associated with measures of executive function, principally behavioural inhibition and attention, rather than empathy or social skills. Conclusions/Significance In conclusion, the results suggest a maternal influence on Eye scores in the normal range and a sex-specific influence acting to reduce scores in males. This influence may act via aspects of executive function such as behavioural inhibition and attention. There may be different influences acting to produce the lowest Eyes scores which implies that the heratibility and/or maternal influence on poor theory of mind skills may be qualitatively different to the influence on the normal range. PMID:21850264

Cognitive and memory training in adults at risk of dementia: A Systematic Review

PubMed Central

2011-01-01

Background Effective non-pharmacological cognitive interventions to prevent Alzheimer's dementia or slow its progression are an urgent international priority. The aim of this review was to evaluate cognitive training trials in individuals with mild cognitive impairment (MCI), and evaluate the efficacy of training in memory strategies or cognitive exercises to determine if cognitive training could benefit individuals at risk of developing dementia. Methods A systematic review of eligible trials was undertaken, followed by effect size analysis. Cognitive training was differentiated from other cognitive interventions not meeting generally accepted definitions, and included both cognitive exercises and memory strategies. Results Ten studies enrolling a total of 305 subjects met criteria for cognitive training in MCI. Only five of the studies were randomized controlled trials. Meta-analysis was not considered appropriate due to the heterogeneity of interventions. Moderate effects on memory outcomes were identified in seven trials. Cognitive exercises (relative effect sizes ranged from .10 to 1.21) may lead to greater benefits than memory strategies (.88 to -1.18) on memory. Conclusions Previous conclusions of a lack of efficacy for cognitive training in MCI may have been influenced by not clearly defining the intervention. Our systematic review found that cognitive exercises can produce moderate-to-large beneficial effects on memory-related outcomes. However, the number of high quality RCTs remains low, and so further trials must be a priority. Several suggestions for the better design of cognitive training trials are provided. PMID:21942932

Within-Cohort Age-Related Differences in Cognitive Functioning

PubMed Central

Salthouse, Timothy A.

2013-01-01

It is widely accepted that the level of cognitive functioning can be influenced by characteristics of the environment that change over time. Many developmental researchers have referred to these influences as cohort effects, and have used year of birth as the basis for determining cohort membership. Furthermore, age-related differences in cognitive functioning are sometimes assumed to be primarily attributable to cohort differences, which implies that differences between birth cohorts should be much larger than differences within birth cohorts. Comparisons of composite scores for five cognitive abilities in different people tested at different ages in different years revealed that within-cohort differences across ages were often as large as between-cohort differences across ages. These results lead to questions about the practice of relying on birth cohort to represent influences on cognitive functioning associated with temporal shifts in characteristics of the environment. PMID:23319401

Early infant diet and the omega 3 fatty acid DHA: effects on resting cardiovascular activity and behavioral development during the first half-year of life

USDA-ARS?s Scientific Manuscript database

The course of postnatal maturation of cardiac control has implications for cognitive development, but the influence of early nutrition on underlying processes is still being defined. This investigation evaluated the effects of different diets on interactions among these variables during the first ha...

Cognitive Development, Culture, and Conversation: Comments on Harris and Koenig's "Truth in Testimony: How Children Learn about Science and Religion"

ERIC Educational Resources Information Center

Callanan, Maureen A.

2006-01-01

Harris and Koenig make a compelling case for the importance of adult "testimony" and its influence on children's developing conceptions of topics in science and religion. This commentary considers how their analysis relates to constructivist and sociocultural theories and discusses several ways in which Harris and Koenig's arguments help to debunk…

Robert Sylwester on Electronic Media and Brain Development. Windows to the Mind, Volume 2. [Videotape].

ERIC Educational Resources Information Center

Sylwester, Robert

This videotape explores the influence of electronic media on children's cognitive development. Posing the "cyberworld" as both a window to the greater world and a mirror to the students' world, the first part of the video examines electronic media and the brain's response systems. This part notes the brain's two response systems--the…

Cognitive Load Alters Neuronal Processing of Food Odors.

PubMed

Hoffmann-Hensel, Sonja Maria; Sijben, Rik; Rodriguez-Raecke, Rea; Freiherr, Jessica

2017-10-31

Obesity is a major health concern in modern societies. Although decreased physical activity and enhanced intake of high-caloric foods are important risk factors for developing obesity, human behavior during eating also plays a role. Previous studies have shown that distraction while eating increases food intake and leads to impaired processing of food stimuli. As olfaction is the most important sense involved in flavor perception, we used functional magnetic resonance imaging techniques to investigate the influence of cognitive memory load on olfactory perception and processing. Low- and high-caloric food odors were presented in combination with either low or high cognitive loads utilizing a memory task. The efficacy of the memory task was verified by a decrease in participant recall accuracy and an increase in skin conductance response during high cognitive load. Our behavioral data reveal a diminished perceived intensity for low- but not high-caloric food odors during high cognitive load. For low-caloric food odors, bilateral orbitofrontal (OFC) and piriform cortices (pirC) showed significantly lower activity during high compared with low cognitive load. For high-caloric food odors, a similar effect was established in pirC, but not in OFC. Insula activity correlates with higher intensity ratings found during the low cognitive load condition. We conclude lower activity in pirC and OFC to be responsible for diminished intensity perception, comparable to results in olfactory impaired patients and elderly. Further studies should investigate the influence of olfactory/gustatory intensities on food choices under distraction with special regards to low-caloric food. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Measuring and modeling for the assessment of the genetic background behind cognitive processes in donkeys.

PubMed

Navas, Francisco Javier; Jordana, Jordi; León, José Manuel; Arando, Ander; Pizarro, Gabriela; McLean, Amy Katherine; Delgado, Juan Vicente

2017-08-01

New productive niches can offer new commercial perspectives linked to donkeys' products and human therapeutic or leisure applications. However, no assessment for selection criteria has been carried out yet. First, we assessed the animal inherent features and environmental factors that may potentially influence several cognitive processes in donkeys. Then, we aimed at describing a practical methodology to quantify such cognitive processes, seeking their inclusion in breeding and conservation programmes, through a multifactorial linear model. Sixteen cognitive process-related traits were scored on a problem-solving test in a sample of 300 Andalusian donkeys for three consecutive years from 2013 to 2015. The linear model assessed the influence and interactions of four environmental factors, sex as an animal-inherent factor, age as a covariable, and the interactions between these factors. Analyses of variance were performed with GLM procedure of SPSS Statistics for Windows, Version 24.0 software to assess the relative importance of each factor. All traits were significantly (P<0.05) affected by all factors in the model except for sex that was not significant for some of the cognitive processes, and stimulus which was not significant (P<0.05) for all of them except for the coping style related ones. The interaction between all factors within the model was non-significant (P<0.05) for almost all cognitive processes. The development of complex multifactorial models to study cognitive processes may counteract the inherent variability in behavior genetics and the estimation and prediction of related breeding parameters, key for the implementation of successful conservation programmes in apparently functionally misplaced endangered breeds. Copyright © 2017 Elsevier Ltd. All rights reserved.

Expecting success: Factors influencing ninth graders' science self-efficacy

NASA Astrophysics Data System (ADS)

Donahue, Elizabeth

What factors influence ninth grade students' expectations for success in science? Using social cognitive theory and bioecological systems theory as theoretical frameworks, this dissertation employs data from the High School Longitudinal Study of 2009 (HSLS:09) to examine the relative impact of teacher practices and their perceived attitudes on students' science self-efficacy. Further, as they relate to this broader issue, the relative impact of student subjective task value and teacher characteristics is also investigated. It has been well documented that U.S. students are not achieving at satisfactory levels in science. Education policy has focused on improving science teacher quality as one way to address this problem. Teacher effectiveness has been primarily measured by student achievement on standardized tests. However, not enough attention has been given to the social cognitive factors that can lead to increased achievement and persistence in science as well as how teachers may influence these factors. This study interrogates the relationship between student and teacher variables and the social cognitive construct of self-efficacy, which has proven to have a significant impact on student achievement and persistence in science. Findings add to the current literature surrounding ways that educators may increase student performance in science by employing policies and practices that benefit the development of student science self-efficacy.

Clinical decision-making: heuristics and cognitive biases for the ophthalmologist.

PubMed

Hussain, Ahsen; Oestreicher, James

Diagnostic errors have a significant impact on health care outcomes and patient care. The underlying causes and development of diagnostic error are complex with flaws in health care systems, as well as human error, playing a role. Cognitive biases and a failure of decision-making shortcuts (heuristics) are human factors that can compromise the diagnostic process. We describe these mechanisms, their role with the clinician, and provide clinical scenarios to highlight the various points at which biases may emerge. We discuss strategies to modify the development and influence of these processes and the vulnerability of heuristics to provide insight and improve clinical outcomes. Copyright © 2017 Elsevier Inc. All rights reserved.

Variability in neurocognitive performance: Age, gender, and school-related differences in children and from ages 6 to 12.

PubMed

Kochhann, Renata; Gonçalves, Hosana Alves; Pureza, Janice da Rosa; Viapiana, Vanisa Fante; Fonseca, Flavia Dos Passos; Salles, Jerusa Fumagali; Fonseca, Rochele Paz

2017-04-20

Cognitive development in children presents peculiarities according to groups of age, gender, and type of school. Few studies have been investigating the effects of all these factors. The aim of this study was to investigate the main effects and the interactions of age, gender, and type of school in 419 children from ages 6 to 12 years old evaluated by the Child Brief Neuropsychological Assessment Battery (NEUPSILIN-Inf). Older children, children in private schools and girls presented better results. Interactions between all three independent variables were observed in different cognitive domains. The results highlight both the heterogeneity and the influence of multiple factors in children's neuropsychological development.

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

PubMed Central

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

2009-01-01

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h2 = .00 –.63) and shared (c2 = .15–.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences. PMID:20157630

Adolescent Development and School Science. Based on the Proceedings of an International Seminar Held at King's College Centre for Educational Studies (London, England, September 1987).

ERIC Educational Resources Information Center

Adey, Philip, Ed.; And Others

This book contains the proceedings of a seminar that investigated the impact of cognitive and social development on the teaching of science in secondary schools, and the possible ways in which the science curriculum could be a context in which adolescents' development could be positively influenced. Six plenary papers were presented: (1) "Research…

Recognizing the centrality of gender identity and stereotype knowledge in gender development and moving toward theoretical integration: reply to Bandura and Bussey (2004).

PubMed

Martin, Carol Lynn; Ruble, Diane N; Szkrybalo, Joel

2004-09-01

Most of the critique in the A. Bandura and K. Bussey (see record 2004-18097-001) commentary is a misunderstanding or misrepresentation of the points made by C. L. Martin, D. N. Ruble, and J. Szkrybalo in their 2002 Psychological Bulletin article (see record 2002-18663-003). First, Martin et al. never intended to present a comprehensive theory; instead, it was a review of 2 different cognitive approaches to gender development. Second, there is no time line test that has been failed; instead, gender cognitions may occur earlier than initially believed. Third, Bandura and Bussey dismissed central gender cognitions-gender identity and gender stereotype knowledge-despite considerable evidence in their support. Fourth, Bandura and Bussey never addressed the gaps and ambiguities inherent in their theory that Martin et al. questioned in their earlier article. Finally, Bandura and Bussey's misunderstandings of cognitive theorists' views on socialization agents, sociocultural influences, agency, and motivation created theoretical rifts where none exist. ((c) 2004 APA, all rights reserved)

Influence of domestic violence on the association between malnutrition and low cognitive development.

PubMed

Silva, Rita de C R; Assis, Ana M O; Hasselmann, Maria H; dos Santos, Letícia M; Pinto, Elizabete de J; Rodrigues, Laura C

2012-01-01

To investigate the size and direction of the association between malnutrition and low cognitive performance and to evaluate the effect of domestic violence on this association. This cross-sectional study enrolled students of both sexes, aged 7 to 14 years old, attending public elementary schools. The Raven's Progressive Matrices Test was used to measure cognitive development, the Revised Conflict Tactics Scales (CTS2), to measure domestic violence, and the body mass index (BMI) for age and sex, to define anthropometric indices. Socioeconomic data and information about food intake were also collected. Malnutrition was defined as BMI < 3rd percentile. Cognitive deficit was defined when the results of Raven's test were ≤ 25th percentile. Family violence was defined as a positive answer in at least one item about severe physical violence in the last 12 months. The size of the associations of interest was expressed as prevalence ratio (PR) and 95% confidence interval (95%CI). Below-average intellectual development was found for 63.3% of the participants. Malnutrition was identified in 9.5%. Malnutrition had a negative effect on cognitive performance (adjusted prevalence ratio [aPR] = 1.60, 95% CI = 1.01 - 2.52; p = 0.042) when adjusted for the association between exposure to domestic violence and age. The association between malnutrition and below-average intellectual development found in this study was affected by domestic violence, which must be taken into account when addressing the problem.

Individual Differences in Cognitive-Flexibility: The Influence of Spontaneous Eyeblink Rate, Trait Psychoticism and Working Memory on Attentional Set-Shifting

ERIC Educational Resources Information Center

Tharp, Ian J.; Pickering, Alan D.

2011-01-01

Individual differences in psychophysiological function have been shown to influence the balance between flexibility and distractibility during attentional set-shifting [e.g., Dreisbach et al. (2005). Dopamine and cognitive control: The influence of spontaneous eyeblink rate and dopamine gene polymorphisms on perseveration and distractibility.…

Belongingness as a core personality trait: how social exclusion influences social functioning and personality expression.

PubMed

DeWall, C Nathan; Deckman, Timothy; Pond, Richard S; Bonser, Ian

2011-12-01

People have a fundamental need for positive and lasting relationships. This need to belong is rooted in evolutionary history and gave rise to the development of traits that enable individuals to gain acceptance and to avoid rejection. Because belongingness is a core component of human functioning, social exclusion should influence many cognitive, emotional, and behavioral outcomes and personality expression. This article summarizes recent evidence that social exclusion causes an assortment of outcomes, many of which depend on whether the excluded can gain acceptance or forestall possible distress. It highlights common overlap in physical and social pain systems and how a physical painkiller can reduce the pain of social exclusion. Finally, it shows how social exclusion moderates the effects of traits on cognition, emotion, and behavior. To appreciate personality processes in social contexts, scientists should consider how people respond to social exclusion and how the need to belong influences personality expression. © 2010 The Authors. Journal of Personality © 2011, Wiley Periodicals, Inc.

Cognitive Reappraisal and Depression in Children with a Parent History of Depression.

PubMed

Kudinova, Anastacia Y; James, Kiera; Gibb, Brandon E

2018-05-01

Although decades of research have documented that children whose parents have a history of Major Depressive Disorder (MDD) are at a higher risk of developing depression themselves, not all of these children go on to develop depression themselves, thus highlighting the need to understand potential moderators of risk. The current study examined whether child emotion regulation, specifically, the use of cognitive reappraisal and suppression, moderated the link between parent and child depression. We recruited 458 parents and their children between the ages of 7-11 from the community. The majority of children were Caucasian (74.2%) and approximately half were girls (46.1%). Among children with a parent history of MDD, those who reported using cognitive reappraisal more frequently were less likely to have a history of depressive diagnoses themselves and had higher current levels of positive affect. Although children's use of suppression was not associated with their levels of depressive symptoms among children with a parent history of MDD, higher levels of suppression were related to higher levels of depressive symptoms among children with no parent history of MDD. These findings suggest that, among children with a history of parent depression, children's use of cognitive reappraisal may influence their own risk for developing depression and highlights the potential utility of early interventions that focus on improving the use of emotion regulation strategies like cognitive reappraisal among children of depressed parents.

Homelessness and Its Effects on Children.

ERIC Educational Resources Information Center

Hart-Shegos, Ellen

Homelessness influences every facet of children's lives, inhibiting their physical, emotional, cognitive, social, and behavioral development. Homeless women face such obstacles to healthy pregnancies as chemical abuse, chronic health problems, and lack of prenatal care. Homeless infants are more likely to have low birth weights and are at greater…

Understanding Adolescent Parenting: The Dimensions and Functions of Social Support.

ERIC Educational Resources Information Center

Nath, Pamela S.; And Others

1991-01-01

Presents model of adolescent parenting, emphasizing multiple influences that social support has on maternal personality, health and nutritional status, cognitive readiness for parenting, and actual parenting behavior and child development. Concludes life span perspective is useful in evaluating teenage mother's social support needs and individual…

"Voices" and "Voces": Cultural and Linguistic Dimensions of Giftedness.

ERIC Educational Resources Information Center

Clark, Ellen Riojas; Gonzalez, Virginia

1998-01-01

Assessments of a 6-year-old Spanish monolingual and 5-year-old bilingual children included a home-language survey, parents' and teachers' ratings, cartoon conservation scales, and standardized tests. Nonverbal cognitive development was shown to influence language acquisition. Cultural and linguistic factors affected children differently. (SK)

How do social norms influence prosocial development?

PubMed

House, Bailey R

2018-04-01

Humans are both highly prosocial and extremely sensitive to social norms, and some theories suggest that norms are necessary to account for uniquely human forms of prosocial behavior and cooperation. Understanding how norms influence prosocial behavior is thus essential if we are to describe the psychology and development of prosocial behavior. In this article I review recent research from across the social sciences that provides (1) a theoretical model of how norms influence prosocial behavior, (2) empirical support for the model based on studies with adults and children, and (3) predictions about the psychological mechanisms through which norms shape prosocial behavior. I conclude by discussing the need for future studies into how prosocial behavior develops through emerging interactions between culturally varying norms, social cognition, emotions, and potentially genes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Personality, cognitive styles and Morningness-Eveningness disposition in a sample of Yoga trainees

PubMed Central

Cavallera, Guido M.; Gatto, Massimo; Boari, Giuseppe

2014-01-01

Background Yoga is a psychophysical, spiritual science of holistic living, aiming towards body and mind development; it can influence well-being, cognitive processes, personality (Gunas), psychophysiological parameters, and human health. Since it has been observed that Morningness-Eveningness disposition is associated with personality, and that personality can characterize people practicing Yoga, in this exploratory study we posited that Morningness-Eveningness might be associated with personality in Yoga trainees. Since Yoga can have influences over cognitive perspectives, and since it has been observed that Morningness-Eveningness disposition can associate with cognitive processes, we investigated a sample of Yoga trainees with reference to relationship with styles of learning and thinking (relevant aspects of cognitive functioning) and also with Morningness-Eveningness disposition. Material/Method We tested 184 Yoga trainees using the following questionnaires: Styles of Learning and Thinking (Torrance), Big Five Questionnaire (Caprara, Barbaranelli, Borgogni), and reduced Morningness-Eveningness Questionnaire (Natale). Results We found that Morning types score significantly higher than Evening types on Conscientiousness, Friendliness, Scrupulousness, Openness to Culture, emotional Stability, emotion Control, they score higher than intermediate types on Conscientiousness, Friendliness, Scrupulousness. Moreover, data showed that the high majority of subjects, also with reference to Morningness-Eveningness disposition, have right-sided styles of learning and thinking, pointing out a tendency towards right-sided cognitive precessing in the whole sample. Personality traits of the Yoga trainees were also investigated. Conclusions Data are discussed with reference to existing literature, psychological and neuroscientific perspectives are suggested, previous studies about Yoga published on Medical Science Monitor are also considered. PMID:24531385

Emotional influence in groups: the dynamic nexus of affect, cognition, and behavior.

PubMed

van Kleef, Gerben A; Heerdink, Marc W; Homan, Astrid C

2017-10-01

Groups are a natural breeding ground for emotions. Group life affords unique opportunities but also poses critical challenges that may arouse emotional reactions in group members. Social-functional approaches hold that these emotions in turn contribute to group functioning by prompting group members to address concerns that are relevant to the group's success. Guided by Emotions as Social Information (EASI) theory, this paper reviews research on the affective, cognitive, and behavioral consequences of emotional expressions in groups. Affective processes include emotional contagion and affective convergence, and resulting states such as group affective tone and affective diversity. Cognitive processes include inferences group members draw from each other's emotional expressions. We discuss how these affective and cognitive processes shape behavior and group functioning. We conclude that the traditional (over)emphasis on affective processes must be complemented with a focus on cognitive processes to develop a more complete understanding of the social dynamics of emotions in groups. Copyright © 2017 Elsevier Ltd. All rights reserved.

Creative thinking as orchestrated by semantic processing vs. cognitive control brain networks.

PubMed

Abraham, Anna

2014-01-01

Creativity is primarily investigated within the neuroscientific perspective as a unitary construct. While such an approach is beneficial when trying to infer the general picture regarding creativity and brain function, it is insufficient if the objective is to uncover the information processing brain mechanisms by which creativity occurs. As creative thinking emerges through the dynamic interplay between several cognitive processes, assessing the neural correlates of these operations would enable the development and characterization of an information processing framework from which to better understand this complex ability. This article focuses on two aspects of creative cognition that are central to generating original ideas. "Conceptual expansion" refers to the ability to widen one's conceptual structures to include unusual or novel associations, while "overcoming knowledge constraints" refers to our ability to override the constraining influence imposed by salient or pertinent knowledge when trying to be creative. Neuroimaging and neuropsychological evidence is presented to illustrate how semantic processing and cognitive control networks in the brain differentially modulate these critical facets of creative cognition.

Overview of Social Cognitive Dysfunctions in Rare Developmental Syndromes With Psychiatric Phenotype

PubMed Central

Morel, Aurore; Peyroux, Elodie; Leleu, Arnaud; Favre, Emilie; Franck, Nicolas; Demily, Caroline

2018-01-01

Rare neurodevelopmental syndromes often present social cognitive deficits that may underlie difficulties in social interactions and increase the risk of psychosis or autism spectrum disorders. However, little is known regarding the specificities of social cognitive impairment across syndromes while it remains a major challenge for the care. Our review provides an overview of social cognitive dysfunctions in rare diseases associated with psychiatric symptoms (with a prevalence estimated between 1 in 1,200 and 1 in 25,000 live births: 22q11.2 deletion syndrome, Angelman syndrome, Fragile X syndrome, Klinefelter syndrome, Prader–Willi syndrome, Rett syndrome, Smith–Magenis syndrome, Turner syndrome, and Williams syndrome) and shed some light on the specific mechanisms that may underlie these skills in each clinical presentation. We first detail the different processes included in the generic expression “social cognition” before summarizing the genotype, psychiatric phenotype, and non-social cognitive profile in each syndrome. Then, we offer a systematic review of the social cognitive abilities and the disturbed mechanisms they are likely associated with. We followed the PRISMA process, including the definition of the relevant search terms, the selection of studies based on clear inclusion, and exclusion criteria and the quality appraisal of papers. We finally provide insights that may have considerable influence on the development of adapted therapeutic interventions such as social cognitive training (SCT) therapies specifically designed to target the psychiatric phenotype. The results of this review suggest that social cognition impairments share some similarities across syndromes. We propose that social cognitive impairments are strongly involved in behavioral symptoms regardless of the overall cognitive level measured by intelligence quotient. Better understanding the mechanisms underlying impaired social cognition may lead to adapt therapeutic interventions. The studies targeting social cognition processes offer new thoughts about the development of specific cognitive training programs, as they highlight the importance of connecting neurocognitive and SCT techniques. PMID:29774207

Prestige versus citation volume as journal indices in cognitive neuroscience.

PubMed

Ward, Jamie

2014-01-01

In recent years, alternative measures of a journal's influence have been developed to those based on citation metrics (such as Impact Factor). This includes the Scimago Journal Rank (SJR) which is adapted from algorithms used to prioritize webpages in search engines. It is considered a measure of "prestige" insofar as it takes into account the importance of links/citations and not just their total number. Taking a sample of 38 journals from within the field of cognitive neuroscience, it is shown that SJR and Impact Factor correlate highly (r = .83) but with a few large discrepancies in rankings. This journal, Cognitive Neuroscience, fares better on the prestige-based measure than might otherwise be expected from its citation-based rank.

Intellectual Disability, Mild Cognitive Impairment, and Risk for Dementia

PubMed Central

Silverman, Wayne P.; Zigman, Warren B.; Krinsky-McHale, Sharon J.; Ryan, Robert; Schupf, Nicole

2013-01-01

People with intellectual disability (ID) are living longer than ever before, raising concerns about old-age associated disorders. Dementia is among the most serious of these disorders, and theories relating cognitive reserve to risk predict that older adults with ID should be particularly vulnerable. Previous estimates of relative risk for dementia associated with ID have been inconsistent, and the present analyses examined the possible influence of variation in diagnostic criteria on findings. As expected, relaxation in the stringency of case definition for adults with ID increased relative risk, underscoring the importance of developing valid criteria for defining mild cognitive impairment, early dementia, and distinguishing between the two in adults with ID. Once available, these standards will contribute to more effective evidence-based planning. PMID:24273589

[Spatial imprinting influence on development of cognitive process in adult animals].

PubMed

Serkova, V V; Nikol'skaia, K A

2013-12-01

The influence of spatial imprinting on cognitive activity of adult mice F1 from DBA/2J C57BL/6J in a transformable multialternative maze has been studied. A control mice initially learned in a maze with "direct" and "bypass" pathway between feeders. They successfully formed a food-getting habit after 9-10 sessions using mainly direct pathway, so the final route decision was consistent with the principle of least action. Experimental mice previously placed into reduced maze with only "bypass" pathway between feeders for 1-2 trials (1-3 min), and turn up in the complete maze immediately after that. Experimental mice could not organize a food-getting behavior according a task conditions since attempted to include in final decision both "direct" and "bypass" pathways, united in a single ring-like construction. They demonstrated situational behavior running from one feeder to another one, despite of fact that therein had no feed. So it opposed the realization of least action principle, becoming a source of psycho-emotional stress. The results showed that spatial information perceiving in the first few minutes of exploring the experimental environment can manifest itself as the acquired preference and come in conflict with an instinctive one. Cognitive dissonance predetermined the direction of the cognitive process.

Performance Costs when Emotion Tunes Inappropriate Cognitive Abilities: Implications for Mental Resources and Behavior

ERIC Educational Resources Information Center

Storbeck, Justin

2012-01-01

Emotion tunes cognition, such that approach-motivated positive states promote verbal cognition, whereas withdrawal-motivated negative states promote spatial cognition (Gray, 2001). The current research examined whether self-control resources become depleted and influence subsequent behavior when emotion tunes an inappropriate cognitive tendency.…

Improving cognitive outcomes for pediatric stroke.

PubMed

Greenham, Mardee; Anderson, Vicki; Mackay, Mark T

2017-04-01

The past 20 years have seen a 35% increase in prevalence of pediatric stroke. Contrary to widely held views, children do not recover better than adults. This review explores the impact of pediatric stroke on cognitive domains, including intellectual and executive functions, memory and behavior, and the influence of age, lesion characteristics, and comorbidities on outcome. Cognitive problems occur in up to half of ischemic and hemorrhagic stroke survivors. Single-center studies have shown intelligence quotient scores skewed to the lower end of the average range, with greater impairment in performance than verbal domains. Executive function, such as attention and processing speed are particularly vulnerable to the effects of pediatric stroke. Age at stroke, larger infarct size, cortical/subcortical lesion location, epilepsy, and comorbid physical deficits are associated with poorer cognitive outcomes. Cognitive impairment occurs relatively frequently following pediatric stroke but the nature, severity, and predictors of specific deficits are not well defined. Improving understanding of outcomes following pediatric stroke is a key priority for families but a paucity of data limits the ability to develop targeted disease, and age-specific pediatric rehabilitation strategies to optimize cognitive outcomes following pediatric stroke.

Ways of thinking: from crows to children and back again.

PubMed

Clayton, Nicola S

2015-01-01

This article reviews some of the recent work on the remarkable cognitive capacities of food-caching corvids. The focus will be on their ability to think about other minds and other times, and tool-using tests of physical problem solving. Research on developmental cognition suggests that young children do not pass similar tests until they are at least four years of age in the case of the social cognition experiments, and eight years of age in the case of the tasks that tap into physical cognition. This developmental trajectory seems surprising. Intuitively, one might have thought that the social and planning tasks required more complex forms of cognitive process, namely Mental Time Travel and Theory of Mind. Perhaps the fact that children pass these tasks earlier than the physical problem-solving tasks is a reflection of cultural influences. Future research will hope to identify these cognitive milestones by starting to develop tasks that might go some way towards understanding the mechanisms underlying these abilities in both children and corvids, to explore similarities and differences in their ways of thinking.

ZiBuPiYin recipe improves cognitive decline by regulating gut microbiota in Zucker diabetic fatty rats

PubMed Central

Wang, Wang; Xiang, Hong; Xu, Huiying; Liang, Lina; Sui, Hua; Zhan, Libin; Lu, Xiaoguang

2017-01-01

Numerous researches supported that microbiota can influence behavior and modulate cognitive function through “microbiota-gut-brain” axis. Our previous study has demonstrated that ZiBuPiYin recipe (ZBPYR) possesses excellent pharmacological effects against diabetes-associated cognitive decline. To elucidate the role of ZBPYR in regulating the balance of gut microbiota to improve psychological-stress-induced diabetes-associated cognitive decline (PSDACD), we compared blood glucose, behavioral and cognitive functions and diversity of the bacterial community among experimental groups. The Zucker diabetic fatty (ZDF) rats with PSDACD exhibited behavioral and cognitive anomalies showing as increased anxiety- and depression-like behaviors and decreased learning and memory abilities. High-throughput sequencing of the bacterial 16S rRNA gene revealed that Roseburia and Coprococcus were decreased in ZDF rats with PSDACD compared with control group. Notably, these changes were reversed by ZBPYR treatment. Our findings indicate that ZBPYR might prevent PSDACD by maintaining the compositions of gut microbiota, which could be developed as a new therapy for T2D with PSDACD. PMID:28099913

ZiBuPiYin recipe improves cognitive decline by regulating gut microbiota in Zucker diabetic fatty rats.

PubMed

Gu, Chunyan; Zhou, Wen; Wang, Wang; Xiang, Hong; Xu, Huiying; Liang, Lina; Sui, Hua; Zhan, Libin; Lu, Xiaoguang

2017-04-25

Numerous researches supported that microbiota can influence behavior and modulate cognitive function through "microbiota-gut-brain" axis. Our previous study has demonstrated that ZiBuPiYin recipe (ZBPYR) possesses excellent pharmacological effects against diabetes-associated cognitive decline. To elucidate the role of ZBPYR in regulating the balance of gut microbiota to improve psychological-stress-induced diabetes-associated cognitive decline (PSDACD), we compared blood glucose, behavioral and cognitive functions and diversity of the bacterial community among experimental groups. The Zucker diabetic fatty (ZDF) rats with PSDACD exhibited behavioral and cognitive anomalies showing as increased anxiety- and depression-like behaviors and decreased learning and memory abilities. High-throughput sequencing of the bacterial 16S rRNA gene revealed that Roseburia and Coprococcus were decreased in ZDF rats with PSDACD compared with control group. Notably, these changes were reversed by ZBPYR treatment. Our findings indicate that ZBPYR might prevent PSDACD by maintaining the compositions of gut microbiota, which could be developed as a new therapy for T2D with PSDACD.

End-State Comfort Across the Lifespan: A Cross-Sectional Investigation of How Movement Context Influences Motor Planning in an Overturned Glass Task.

PubMed

Scharoun, Sara M; Gonzalez, David A; Roy, Eric A; Bryden, Pamela J

2018-04-01

Young adults plan actions in advance to minimize the cost of movement. This is exemplified by the end-state comfort (ESC) effect. A pattern of improvement in ESC in children is linked to the development of cognitive control processes, and decline in older adults is attributed to cognitive decline. This study used a cross-sectional design to examine how movement context (pantomime, demonstration with image/glass as a guide, actual grasping) influences between-hand differences in ESC planning. Children (5- to 12-year-olds), young adults, and two groups of older adults (aged 60-70, and aged 71 and older) were assessed. Findings provide evidence for adult-like patterns of ESC in 8-year-olds. Results are attributed to improvements in proprioceptive acuity and proficiency in generating and implementing internal representations of action. For older adults early in the aging process, sensitivity to ESC did not differ from young adults. However, with increasing age, differences reflect challenges in motor planning with increases in cognitive demand, similar to previous work. Findings have implications for understanding lifespan motor behavior.

Measles, mumps and rubella (MMR) vaccination has no effect on cognitive development in children - the results of the Polish prospective cohort study.

PubMed

Mrozek-Budzyn, Dorota; Kiełtyka, Agnieszka; Majewska, Renata; Augustyniak, Małgorzata

2013-05-24

The aim of the study was to examine the hypothesis that MMR exposure has a negative influence on cognitive development in children. Furthermore, MMR was compared to single measles vaccine to determine the potential difference of these vaccines safety regarding children's cognitive development. The prospective birth cohort study with sample consisted of 369 infants born in Krakow. Vaccination history against measles (date and the type of the vaccine) was extracted from physicians' records. Child development was assessed using the Bayley Scales of Infant Development (BSID-II) up to 3rd year of life, Raven test in 5th and 8th year and Wechsler (WISC-R) in 6th and 7th year. Data on possible confounders came from mothers' interview, medical records and analyses of lead and mercury level at birth and at the end of 5th year of life. Linear and logistic regression models adjusted for potential confounders were used to assess the association. No significant differences in cognitive and intelligence tests results were observed between children vaccinated with MMR and those not vaccinated up to the end of the 2nd year of life. Children vaccinated with MMR had significantly higher Mental BSID-II Index (MDI) in the 36th month than those vaccinated with single measles vaccine (103.8±10.3 vs. 97.2±11.2, p=0.004). Neither results of Raven test nor WISC-R were significantly different between groups of children vaccinated with MMR and with single measles vaccine. After standardization to child's gender, maternal education, family economical status, maternal IQ, birth order and passive smoking all developmental tests were statistically insignificant. The results suggest that there is no relationship between MMR exposure and children's cognitive development. Furthermore, the safety of triple MMR is the same as the single measles vaccine with respect to cognitive development. Copyright © 2013 Elsevier Ltd. All rights reserved.

The impact of subjective cognitive fatigue and depression on cognitive function in patients with multiple sclerosis.

PubMed

Golan, Daniel; Doniger, Glen M; Wissemann, Karl; Zarif, Myassar; Bumstead, Barbara; Buhse, Marijean; Fafard, Lori; Lavi, Idit; Wilken, Jeffrey; Gudesblatt, Mark

2018-02-01

The association between subjective cognitive fatigue and objective cognitive dysfunction in patients with multiple sclerosis (PwMS) has been studied, with conflicting results. To explore the impact of fatigue on cognitive function, while controlling for the influence of depression, disability, comorbidities, and psychotropic medications. PwMS completed a computerized cognitive testing battery with age- and education-adjusted cognitive domain scores. Disability (Expanded Disability Status Scale (EDSS)), cognitive fatigue, and depression were concurrently evaluated. In all, 699 PwMS were included. Both cognitive fatigue and depression were significantly and negatively correlated with the same cognitive domains: information processing speed, executive function, attention, motor function, and memory (-0.15 ⩽ r ⩽ -0.14 for cognitive fatigue; -0.24 ⩽ r ⩽ -0.19 for depression). Multivariate analysis revealed significant but small independent correlations only between depression and neuropsychological test results, while cognitive fatigue had no independent correlation with objective cognitive function except for a trend toward impaired motor function in highly fatigued PwMS. Depression and cognitive fatigue accounted for no more than 6% of the variance in objective cognitive domain scores. Cognitive fatigue is not independently related to objective cognitive impairment. Depression may influence cognitive function of PwMS primarily when it is severe. Cognitive impairment in PwMS should not be ascribed to fatigue or mild depression.

Reprint of: The new approach to epilepsy classification: Cognition and behavior in adult epilepsy syndromes.

PubMed

Baxendale, Sallie; Thompson, Pamela

2016-11-01

The revised terminology and concepts for the organization of seizures and epilepsy proposed by the ILAE Commission on Classification and Terminology in 2010 allows for a number of new opportunities in the study of cognition and behavior in adults. This review examines the literature that has looked for behavioral and cognitive correlates of the newly recognized genetic epilepsies in adults. While some studies report clear cognitive phenotypes associated with specific genetic mutations in adults with epilepsy, others report remarkable clinical heterogeneity. In the second part of this review, we discuss some of the factors that may influence the findings in this literature. Cognitive function is the product of both genetic and environmental influences. Neuropsychological phenotypes under direct genetic influence may be wider and more subtle than specific deficits within discreet cognitive domains and may be reflected in broader, multidimensional measures of cognitive function than those tapped by scores on standardized tests of function. Future studies must be carefully designed to reflect these factors. It is also imperative that studies with negative findings are assigned as much value as those with positive results and published accordingly. This article is part of a Special Issue titled "The new approach to classification: Rethinking cognition and behavior in epilepsy". Copyright © 2016 Elsevier Inc. All rights reserved.

Influence of Cognitive Ability on Therapy Outcomes for Anomia in Adults With Chronic Poststroke Aphasia.

PubMed

Dignam, Jade; Copland, David; O'Brien, Kate; Burfein, Penni; Khan, Asaduzzaman; Rodriguez, Amy D

2017-02-01

The relationship between cognitive abilities and aphasia rehabilitation outcomes is complex and remains poorly understood. This study investigated the influence of language and cognitive abilities on anomia therapy outcomes in adults with aphasia. Thirty-four adults with chronic aphasia participated in Aphasia Language Impairment and Functioning Therapy. A language and cognitive assessment battery, including 3 baseline naming probes, was administered prior to therapy. Naming accuracy for 30 treated and 30 untreated items was collected at posttherapy and 1-month follow-up. Multiple regression models were computed to evaluate the relationship between language and cognitive abilities at baseline and anomia therapy outcomes. Both language and cognitive variables significantly influenced anomia therapy gains. Verbal short-term memory ability significantly predicted naming gains for treated items at posttherapy (β = -.551, p = .002) and for untreated items at posttherapy (β = .456, p = .014) and 1-month follow-up (β = .455, p = .021). Furthermore, lexical-semantic processing significantly predicted naming gains for treated items at posttherapy (β = -.496, p = .004) and 1-month follow-up (β = .545, p = .012). Our findings suggest that individuals' cognitive ability, specifically verbal short-term memory, affects anomia treatment success. Further research into the relationship between cognitive ability and anomia therapy outcomes may help to optimize treatment techniques.

Dissociable influences of reward motivation and positive emotion on cognitive control.

PubMed

Chiew, Kimberly S; Braver, Todd S

2014-06-01

It is becoming increasingly appreciated that affective and/or motivational influences contribute strongly to goal-oriented cognition and behavior. An unresolved question is whether emotional manipulations (i.e., direct induction of affectively valenced subjective experience) and motivational manipulations (e.g., delivery of performance-contingent rewards and punishments) have similar or distinct effects on cognitive control. Prior work has suggested that reward motivation can reliably enhance a proactive mode of cognitive control, whereas other evidence is suggestive that positive emotion improves cognitive flexibility, but reduces proactive control. However, a limitation of the prior research is that reward motivation and positive emotion have largely been studied independently. Here, we directly compared the effects of positive emotion and reward motivation on cognitive control with a tightly matched, within-subjects design, using the AX-continuous performance task paradigm, which allows for relative measurement of proactive versus reactive cognitive control. High-resolution pupillometry was employed as a secondary measure of cognitive dynamics during task performance. Robust increases in behavioral and pupillometric indices of proactive control were observed with reward motivation. The effects of positive emotion were much weaker, but if anything, also reflected enhancement of proactive control, a pattern that diverges from some prior findings. These results indicate that reward motivation has robust influences on cognitive control, while also highlighting the complexity and heterogeneity of positive-emotion effects. The findings are discussed in terms of potential neurobiological mechanisms.

Cognitive and artificial representations in handwriting recognition

NASA Astrophysics Data System (ADS)

Lenaghan, Andrew P.; Malyan, Ron

1996-03-01

Both cognitive processes and artificial recognition systems may be characterized by the forms of representation they build and manipulate. This paper looks at how handwriting is represented in current recognition systems and the psychological evidence for its representation in the cognitive processes responsible for reading. Empirical psychological work on feature extraction in early visual processing is surveyed to show that a sound psychological basis for feature extraction exists and to describe the features this approach leads to. The first stage of the development of an architecture for a handwriting recognition system which has been strongly influenced by the psychological evidence for the cognitive processes and representations used in early visual processing, is reported. This architecture builds a number of parallel low level feature maps from raw data. These feature maps are thresholded and a region labeling algorithm is used to generate sets of features. Fuzzy logic is used to quantify the uncertainty in the presence of individual features.

The Relationship Between Posttraumatic Cognitive Change, Posttraumatic Stress Disorder, and Posttraumatic Growth Among Chinese Adolescents After the Yancheng Tornado: The Mediating Effect of Rumination

PubMed Central

Zhang, Yi; Xu, Wei; Yuan, Guangzhe; An, Yuanyuan

2018-01-01

The aim of this study was to explore the different cognitive processes involved in the development of posttraumatic stress disorders (PTSDs) and posttraumatic growth (PTG). One year after the Yancheng tornado, 455 middle school students were assessed to study how posttraumatic cognitive change (PCC) influenced PTSD and PTG among traumatized Chinese adolescents through the role of rumination. The results indicated that intrusive rumination partly mediated the relationship between PCC and PTSD, and deliberate rumination partly mediated the relationship between PCC and PTSD and completely mediated the relationship between PCC and PTG. These results suggest that the cognitive processes of PTSD and PTG are different. Furthermore, the study also suggests that PTSD and PTG can coexist in individuals. This study may offer some suggestions for clinical practice after traumatic events. PMID:29686638

Influence of social factors on the relation between lie-telling and children's cognitive abilities.

PubMed

Talwar, Victoria; Lavoie, Jennifer; Gomez-Garibello, Carlos; Crossman, Angela M

2017-07-01

Lie-telling may be part of a normative developmental process for children. However, little is known about the complex interaction of social and cognitive factors related to this developmental behavior. The current study examined parenting style, maternal exposure to stressors, and children's cognitive abilities in relation to children's antisocial lie-telling behavior in an experimental setting. Children (3-6years, N=157) participated in a modified temptation resistance paradigm to elicit spontaneous lies. Results indicate that high authoritative parenting and high inhibitory control interact to predict a lower propensity to lie, but those who did lie had better semantic leakage control. This suggests that although children's lie-telling may be normative during early development, the relation to children's cognitive abilities can be moderated by responsive parenting behaviors that discourage lying. Copyright © 2017 Elsevier Inc. All rights reserved.

Using cognitive referents in making sense of teaching: A chemistry teacher's struggle to change assessment practices

NASA Astrophysics Data System (ADS)

Briscoe, Carol

This qualitative case study focused on the role of cognitive referents in the sense-making process of one teacher as he attempted to change his classroom science assessment. The interpretations identify cultural myths, conceptual metonymys, as well as personally constructed beliefs as referents that constrained change. The teacher's cognitive struggle to make sense of assessment and his role as assessor are linked to conflicting referents he used in varying contexts including day-to-day assessment and summative assessment settings. The results of the study suggest that cognitive referents are important influences in driving how a teacher thinks about assessment and may constrain an individual teacher's implementation of innovative practices. Accordingly, identification of referents such as myths, their associated beliefs, and metonymic conceptual models that teachers use to make sense of their actions is an important first step in developing an understanding of constraints to educational change.

The Relationship Between Posttraumatic Cognitive Change, Posttraumatic Stress Disorder, and Posttraumatic Growth Among Chinese Adolescents After the Yancheng Tornado: The Mediating Effect of Rumination.

PubMed

Zhang, Yi; Xu, Wei; Yuan, Guangzhe; An, Yuanyuan

2018-01-01

The aim of this study was to explore the different cognitive processes involved in the development of posttraumatic stress disorders (PTSDs) and posttraumatic growth (PTG). One year after the Yancheng tornado, 455 middle school students were assessed to study how posttraumatic cognitive change (PCC) influenced PTSD and PTG among traumatized Chinese adolescents through the role of rumination. The results indicated that intrusive rumination partly mediated the relationship between PCC and PTSD, and deliberate rumination partly mediated the relationship between PCC and PTSD and completely mediated the relationship between PCC and PTG. These results suggest that the cognitive processes of PTSD and PTG are different. Furthermore, the study also suggests that PTSD and PTG can coexist in individuals. This study may offer some suggestions for clinical practice after traumatic events.

An Examination of the Developmental Propensity Model of Conduct Problems

PubMed Central

Rhee, Soo Hyun; Friedman, Naomi P.; Corley, Robin P.; Hewitt, John K.; Hink, Laura K.; Johnson, Daniel P.; Watts, Ashley K. Smith; Young, Susan E.; Robinson, JoAnn; Waldman, Irwin D.; Zahn-Waxler, Carolyn

2015-01-01

The present study tested specific hypotheses advanced by the developmental propensity model of the etiology of conduct problems in the Colorado Longitudinal Twin Study, a prospective, longitudinal, genetically informative sample. High negative emotionality, low behavioral inhibition, low concern and high disregard for others, and low cognitive ability assessed during toddlerhood (age 14 to 36 months) were examined as predictors of conduct problems in later childhood and adolescence (age 4 to 17 years). Each hypothesized antisocial propensity dimension predicted conduct problems, but some predictions may be context specific or due to method covariance. The most robust predictors were observed disregard for others (i.e., responding to others’ distress with active, negative responses such as anger and hostility), general cognitive ability, and language ability, which were associated with conduct problems reported by parents, teachers, and adolescents, and change in observed negative emotionality (i.e., frustration tolerance), which was associated with conduct problems reported by teachers and adolescents. Furthermore, associations between the most robust early predictors and later conduct problems were influenced by the shared environment rather than genes. We conclude that shared environmental influences that promote disregard for others and detract from cognitive and language development during toddlerhood also predispose individuals to conduct problems in later childhood and adolescence. The identification of those shared environmental influences common to early antisocial propensity and later conduct problems is an important future direction, and additional developmental behavior genetic studies examining the interaction between children’s characteristics and socializing influences on conduct problems are needed. PMID:26653135

Gene-environment interaction between the oxytocin receptor (OXTR) gene and parenting behaviour on children's theory of mind.

PubMed

Wade, Mark; Hoffmann, Thomas J; Jenkins, Jennifer M

2015-12-01

Theory of mind (ToM) is the ability to interpret and understand human behaviour by representing the mental states of others. Like many human capacities, ToM is thought to develop through both complex biological and socialization mechanisms. However, no study has examined the joint effect of genetic and environmental influences on ToM. This study examined how variability in the oxytocin receptor gene (OXTR) and parenting behavior--two widely studied factors in ToM development-interacted to predict ToM in pre-school-aged children. Participants were 301 children who were part of an ongoing longitudinal birth cohort study. ToM was assessed at age 4.5 using a previously validated scale. Parenting was assessed through observations of mothers' cognitively sensitive behaviours. Using a family-based association design, it was suggestive that a particular variant (rs11131149) interacted with maternal cognitive sensitivity on children's ToM (P = 0.019). More copies of the major allele were associated with higher ToM as a function of increasing cognitive sensitivity. A sizeable 26% of the variability in ToM was accounted for by this interaction. This study provides the first empirical evidence of gene-environment interactions on ToM, supporting the notion that genetic factors may be modulated by potent environmental influences early in development. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.