Depressive mood effects on memory and attention.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

American Journal of Audiology ◽

10.1044/2020_aja-20-00018 ◽

2020 ◽

Vol 29 (4) ◽

pp. 710-727

Author(s):

Beula M. Magimairaj ◽

Naveen K. Nagaraj ◽

Alexander V. Sergeev ◽

Natalie J. Benafield

Keyword(s):

Auditory Processing ◽

Short Term Memory ◽

Group Differences ◽

Long Term Memory ◽

Short Term ◽

Significant Group ◽

Term Memory ◽

Memory And Attention ◽

Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

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The Stereotype Threat Effect

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000234 ◽

2018 ◽

Vol 29 (4) ◽

pp. 249-258 ◽

Cited By ~ 1

Author(s):

Steffen Moritz ◽

Insa Happach ◽

Karla Spirandelli ◽

Tania M. Lincoln ◽

Fabrice Berna

Keyword(s):

Stereotype Threat ◽

Self Report ◽

Neuropsychological Performance ◽

Neurocognitive Deficits ◽

Online Study ◽

Memory And Attention ◽

Threat Effect ◽

Efficacy Expectations ◽

Study Participants ◽

The Impact

Abstract. Neurocognitive deficits in patients with mental disorders are partially due to secondary influences. “Stereotype threat” denotes the phenomenon that performance is compromised when a participant is confronted with a devaluing stereotype. The present study examined the impact of stereotype threat on neuropsychological performance in schizophrenia. Seventy-seven participants with a self-reported diagnosis of schizophrenia were randomly assigned to either an experimental condition involving stereotype threat activation or a control condition in an online study. Participants completed memory and attention tests as well as questionnaires on motivation, self-efficacy expectations, cognitive complaints, and self-stigmatization. Contrary to our prediction, the two groups showed no significant differences regarding neuropsychological performance and self-report measures. Limitations, such as a possibly too weak threat cue, are discussed and recommendations for future studies are outlined.

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The Relationship of Interrogative Suggestibility to Memory and Attention

Journal of Psychophysiology ◽

10.1027/0269-8803.20.2.79 ◽

2006 ◽

Vol 20 (2) ◽

pp. 79-93 ◽

Cited By ~ 3

Author(s):

R.C. Howard ◽

A. Chaiwutikornwanich

Keyword(s):

Individual Differences ◽

Short Story ◽

Oddball Paradigm ◽

Memory Processes ◽

Memory And Attention ◽

Irrelevant Distractors ◽

Alternative Hypotheses ◽

Visual Oddball Paradigm ◽

Interrogative Suggestibility ◽

Task Irrelevant

This study combined an individual differences approach to interrogative suggestibility (IS) with ERP recordings to examine two alternative hypotheses regarding the source of individual differences in IS: (1) differences in attention to task-relevant vis-à-vis task-irrelevant stimuli, and (2) differences in one or more memory processes, indexed by ERP old/new effects. Sixty-five female participants underwent an ERP recording during the 50 min interval between immediate and delayed recall of a short story. ERPs elicited by pictures that either related to the story (“old”), or did not relate to the story (“new”), were recorded using a three-stimulus visual oddball paradigm. ERP old/new effects were examined at selected scalp regions of interest at three post-stimulus intervals: early (250-350 ms), middle (350-700 ms), and late (700-1100 ms). In addition, attention-related ERP components (N1, P2, N2, and P3) evoked by story-relevant pictures, story-irrelevant pictures, and irrelevant distractors were measured from midline electrodes. Late (700-1100 ms) frontal ERP old/new differences reflected individual differences in IS, while early (250-350 ms) and middle latency (350-700 ms) ERP old/new differences distinguished good from poor performers in memory and oddball tasks, respectively. Differences in IS were not reflected in ERP indices of attention. Results supported an account of IS as reflecting individual differences in postretrieval memory processes.

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Cognitive Aging in a Precision Sport Context

European Psychologist ◽

10.1027/1016-9040.1.3.166 ◽

1996 ◽

Vol 1 (3) ◽

pp. 166-179 ◽

Cited By ~ 6

Author(s):

Bo Molander ◽

Lars Bäckman

Keyword(s):

Older Adult ◽

Cognitive Abilities ◽

Cognitive Aging ◽

Motor Performance ◽

Intervention Programs ◽

Laboratory Studies ◽

High Arousal ◽

Memory And Attention ◽

Age Related ◽

Principal Finding

Highly skilled miniature golf players were examined in a series of field and laboratory studies. The principal finding from these studies is that young and young adult players (range = 15-38 years) score equally well or better in competition than in training whereas older adult players (range = 46-73 years) perform worse in competitive events than under training conditions. It was also found that the impairment in motor performance on the part of the older players is associated with age-related deficits in basic cognitive abilities, such as memory and attention. These results support the hypothesis that older players may be able to compensate for age-related deficits under relaxed conditions, but not under conditions of high arousal. The possibility of improving the performance of the older players in stressful situations by means of various intervention programs is discussed.

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