Physical fitness and brain source localization during a working memory task in children with overweight/obesity: The ActiveBrains project

2020 ◽  
Author(s):  
Jose Mora‐Gonzalez ◽  
Irene Esteban‐Cornejo ◽  
Jairo H. Migueles ◽  
María Rodriguez‐Ayllon ◽  
Pablo Molina‐Garcia ◽  
...  
Keyword(s):  
Working Memory ◽  
Physical Fitness ◽  
Source Localization ◽  
Memory Task ◽  
Brain Source Localization

scholarly journals The Role of Physical Fitness in Cognitive-Related Biomarkers in Persons at Genetic Risk of Familial Alzheimer’s Disease

2019 ◽  
Vol 8 (10) ◽  
pp. 1639 ◽  
Author(s):  
Tsai ◽  
Sun ◽  
Kuo ◽  
Pai
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Working Memory ◽  
Physical Fitness ◽  
Cognitive Task ◽  
Apoe Genotype ◽  
Memory Task ◽  
Molecular Biomarkers ◽  
Interactive Effects ◽  
Visuospatial Working Memory

Introduction: Nondemented people with a family history of Alzheimer’s disease (ADFH) and the ApoE-4 allele have been demonstrated to show a trend for a higher probability of cognitive decline and aberrant levels of cognitive-related biomarkers. However, the potential interactive effects on physical fitness have not been investigated. Purpose: The primary purpose of this study was to determine whether ADFH individuals with the ApoE-4 genotype show deviant brain event-related neural oscillatory performance and cognitively-related molecular indices. A secondary purpose was to examine the interactive effects on physical fitness. Methods: Blood samples were provided from 110 individuals with ADFH to assess molecular biomarkers and the ApoE genotype for the purpose of dividing them into an ApoE-4 group (n = 16) and a non-ApoE-4 group (n = 16) in order for them to complete a visuospatial working memory task while simultaneously recording electroencephalographic signals. They also performed a senior functional physical fitness (SFPF) test. Results: While performing the cognitive task, the ApoE-4 relative to non-ApoE-4 group showed worse accuracy rates (ARs) and brain neural oscillatory performance. There were no significant between-group differences with regard to any molecular biomarkers (e.g., IL-1β, IL-6, IL-8, BDNF, Aβ1-40, Aβ1-42). VO2max was significantly correlated with the neuropsychological performance (i.e., ARs and RTs) in the 2-item and 4-item conditions in the ApoE-4 group and across the two groups. However, the electroencephalogram (EEG) oscillations during visuospatial working memory processing in the two conditions were not correlated with any SFPF scores or cardiorespiratory tests in the two groups. Conclusions: ADFH individuals with the ApoE-4 genotype only showed deviant neuropsychological (e.g., ARs) and neural oscillatory performance when performing the cognitive task with a higher visuospatial working memory load. Cardiorespiratory fitness potentially played an important role in neuropsychological impairment in this group.

Articulatory Suppression Increases Proactive and Semantic Interference in a Working Memory Task

2008 ◽  
Author(s):  
Alexandra S. Atkins ◽  
Marc G. Berman ◽  
John Jonides ◽  
Patricia A. Reuterlorenz
Keyword(s):  
Working Memory ◽  
Articulatory Suppression ◽  
Memory Task ◽  
Semantic Interference

Mindfulness Training as Cognitive Training in High-Demand Cohorts: An Initial Study in Elite Military Servicemembers

2018 ◽  
Author(s):  
Anthony Paul Zanesco ◽  
Ekaterina Denkova ◽  
Scott L. Rogers ◽  
William K. MacNulty ◽  
Amishi P. Jha
Keyword(s):  
Working Memory ◽  
Cognitive Training ◽  
Short Form ◽  
Memory Performance ◽  
Memory Task ◽  
Selection Criterion ◽  
Initial Study ◽  
Mindfulness Training ◽  
Training Tool ◽  
Cognitive Failures

Cognitive ability is a key selection criterion for entry into many elite professions. Herein, we investigate whether mindfulness training (MT) can enhance cognitive performance in elite military forces. The cognitive effects of a short-form 8-hour MT program contextualized for military cohorts, referred to as Mindfulness-Based Attention Training (MBAT), were assessed. Servicemembers received either a 2-week (n = 40) or 4-week (n = 36) version of MBAT, or no training (NTC, n = 44). Sustained attention and working memory task performance along with self-reported cognitive failures were assessed at study onset (T1) and 8-weeks later (T2). In contrast to both the NTC and 2-week MT groups, the 4-week MT group significantly improved over time on attention and working memory outcome measures. Among the 4-week more so than the 2-week MBAT participants, working memory performance improvements were correlated with their amount of out-of-class MT practice. In addition to these group-wise effects, all participants receiving MBAT decreased in their self-reported cognitive failures from T1 to T2. Importantly, none of these improvements were related to self-reported task motivation. Together, these results suggest that short-form MT, when delivered over a 4-week delivery schedule, may be an effective cognitive training tool in elite military cohorts.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

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