An Analysis of the Relationships among Children’s Science Competence, Cognitive Ability, Hot Executive Function, Perceptual Motor Ability, and Math Ability

2019 ◽  
Vol 23 (1) ◽  
pp. 209-231
Author(s):  
Sung-Ae Chi ◽  
Gyu-Seung Yeon
Keyword(s):  
Executive Function ◽  
Cognitive Ability ◽  
Motor Ability ◽  
Math Ability

scholarly journals How Well Does Subjective Cognitive Decline Correspond to Objectively Measured Cognitive Decline? Assessment of 10–12 Year Change

2021 ◽  
pp. 1-14
Author(s):  
Daniel E. Gustavson ◽  
Amy J. Jak ◽  
Jeremy A. Elman ◽  
Matthew S. Panizzon ◽  
Carol E. Franz ◽  
...  
Keyword(s):  
Executive Function ◽  
Cognitive Decline ◽  
Cognitive Ability ◽  
Anxiety Symptoms ◽  
Self Report ◽  
Subjective Cognitive Decline ◽  
Continuous Measure ◽  
Depression And Anxiety ◽  
Cognitive Changes ◽  
Objective Prior

Background: Although not strongly correlated with current objective cognitive ability, subjective cognitive decline (SCD) is a risk factor for Alzheimer’s disease. Most studies focus on SCD in relation to future decline rather than objective prior decline that it purportedly measures. Objective: We evaluated whether self-report of cognitive decline—as a continuous measure—corresponds to objectively-assessed episodic memory and executive function decline across the same period. Methods: 1,170 men completed the Everyday Cognition Questionnaire (ECog) at mean age 68 assessing subjective changes in cognitive ability relative to 10 years prior. A subset had mild cognitive impairment (MCI), but MCI was diagnosed without regard to subjective decline. Participants completed up to 3 objective assessments of memory and executive function (M = 56, 62, and 68 years). Informant-reported ECogs were completed for 1,045 individuals. Analyses controlled for depression and anxiety symptoms assessed at mean age 68. Results: Participant-reported ECog scores were modestly associated with objective decline for memory (β= –0.23, 95%CI [–0.37, –0.10]) and executive function (β= –0.19, 95%CI [–0.33, –0.05]) over the same time period. However, these associations were nonsignificant after excluding MCI cases. Results were similar for informant ratings. Participant-rated ECog scores were more strongly associated with concurrent depression and anxiety symptoms, (β= 0.44, 95%CI [0.36, 0.53]). Conclusion: Continuous SCD scores are correlated with prior objective cognitive changes in non-demented individuals, though this association appears driven by individuals with current MCI. However, participants’ current depression and anxiety ratings tend to be strongly associated with their SCD ratings. Thus, what primarily drives SCD ratings remains unclear.

scholarly journals The Influence of Playing a Non-Reward Game on Motor Ability and Executive Function in Parkinson’s Disease

2012 ◽  
Vol 25 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Alisson Menezes Araújo Lima ◽  
Fabiana de Campos Cordeiro Hirata ◽  
Gabriela Sales de Bruin ◽  
Rosa Maria Salani Mota ◽  
Veralice Meireles Sales de Bruin
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Executive Function ◽  
Depressive Symptoms ◽  
Rating Scale ◽  
Age At Onset ◽  
Stroop Test ◽  
Finger Tapping ◽  
Walk Test ◽  
Motor Ability

The aim of this study is to evaluate the acute effect of playing games on executive function and motor ability in Parkinson's disease (PD). Consecutive cases with PD were studied with the Unified Parkinson Disease Rating Scale (UPDRS), Mini-Mental State examination (MMSE), Beck Depression Inventory (BDI), Stroop test, finger tapping and 14-meter walk test. After randomization, patients performed a game of dominoes and were tested before and after experiment being further categorized as control, winners or non-winners. Forty patients, 27 male (67.5%), aged 48 to 84 years (63.2 ± 8.5), Hoehn & Yahr I to III were included. Twenty-eight (70%) presented depressive symptoms (BDI > 10). Groups (Control N = 13; Winners = 14 and Non-winners = 13) were not different regarding age, disease duration, age at onset, BMI, MMSE scores, depressive symptoms, levodopa dose, and previous practice of games. Winners presented significantly better results on executive function (Stroop test,p= 0.002) and on motor activity (Finger tapping,p= 0.01). Non-winners showed a trend of better performance in the 14-meter-walk test. This study shows that the practice of a non-reward game acutely improved memory and motor skills in PD. Our results suggest a role for the reward system in the modulation of the dopaminergic function of the basal ganglia in these patients.

scholarly journals Cognitive impairment from early to middle adulthood in patients with affective and nonaffective psychotic disorders

2019 ◽  
Vol 50 (1) ◽  
pp. 48-57 ◽  
Author(s):  
Josephine Mollon ◽  
Samuel R. Mathias ◽  
Emma E. M. Knowles ◽  
Amanda Rodrigue ◽  
Marinka M. G. Koenis ◽  
...  
Keyword(s):  
Working Memory ◽  
African American ◽  
Cognitive Impairment ◽  
Executive Function ◽  
Cognitive Functioning ◽  
Cognitive Ability ◽  
Processing Speed ◽  
Psychotic Disorders ◽  
General Cognitive Ability ◽  
Middle Adulthood

AbstractBackgroundCognitive impairment is a core feature of psychotic disorders, but the profile of impairment across adulthood, particularly in African-American populations, remains unclear.MethodsUsing cross-sectional data from a case–control study of African-American adults with affective (n = 59) and nonaffective (n = 68) psychotic disorders, we examined cognitive functioning between early and middle adulthood (ages 20–60) on measures of general cognitive ability, language, abstract reasoning, processing speed, executive function, verbal memory, and working memory.ResultsBoth affective and nonaffective psychosis patients showed substantial and widespread cognitive impairments. However, comparison of cognitive functioning between controls and psychosis groups throughout early (ages 20–40) and middle (ages 40–60) adulthood also revealed age-associated group differences. During early adulthood, the nonaffective psychosis group showed increasing impairments with age on measures of general cognitive ability and executive function, while the affective psychosis group showed increasing impairment on a measure of language ability. Impairments on other cognitive measures remained mostly stable, although decreasing impairments on measures of processing speed, memory and working memory were also observed.ConclusionsThese findings suggest similarities, but also differences in the profile of cognitive dysfunction in adults with affective and nonaffective psychotic disorders. Both affective and nonaffective patients showed substantial and relatively stable impairments across adulthood. The nonaffective group also showed increasing impairments with age in general and executive functions, and the affective group showed an increasing impairment in verbal functions, possibly suggesting different underlying etiopathogenic mechanisms.

scholarly journals Individual Differences in Attention and Intelligence: A United Cognitive/Psychometric Approach

2021 ◽  
Vol 9 (3) ◽  
pp. 34
Author(s):  
Andrew R. A. Conway ◽  
Kristof Kovacs ◽  
Han Hao ◽  
Kevin P. Rosales ◽  
Jean-Paul Snijder
Keyword(s):  
Executive Function ◽  
Individual Differences ◽  
Cognitive Ability ◽  
Neural Development ◽  
Latent Variables ◽  
Research Progress ◽  
General Factor ◽  
Executive Attention ◽  
Domain Specific ◽  
Multiple Domain

Process overlap theory (POT) is a new theoretical framework designed to account for the general factor of intelligence (g). According to POT, g does not reflect a general cognitive ability. Instead, g is the result of multiple domain-general executive attention processes and multiple domain-specific processes that are sampled in an overlapping manner across a battery of intelligence tests. POT explains several benchmark findings on human intelligence. However, the precise nature of the executive attention processes underlying g remains unclear. In the current paper, we discuss challenges associated with building a theory of individual differences in attention and intelligence. We argue that the conflation of psychological theories and statistical models, as well as problematic inferences based on latent variables, impedes research progress and prevents theory building. Two studies designed to illustrate the unique features of POT relative to previous approaches are presented. In Study 1, a simulation is presented to illustrate precisely how POT accounts for the relationship between executive attention processes and g. In Study 2, three datasets from previous studies are reanalyzed (N = 243, N = 234, N = 945) and reveal a discrepancy between the POT simulated model and the unity/diversity model of executive function. We suggest that this discrepancy is largely due to methodological problems in previous studies but also reflects different goals of research on individual differences in attention. The unity/diversity model is designed to facilitate research on executive function and dysfunction associated with cognitive and neural development and disease. POT is uniquely suited to guide and facilitate research on individual differences in cognitive ability and the investigation of executive attention processes underlying g.

scholarly journals Spurious correlations in research on the effects of specific cognitive abilities

2021 ◽  
Author(s):  
Kimmo Sorjonen ◽  
Bo Melin
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Test Scores ◽  
Verbal Ability ◽  
Positive Association ◽  
Longitudinal Survey ◽  
The Other ◽  
General Cognitive Ability ◽  
Math Ability ◽  
Specific Cognitive Abilities

Studies on the effect of non-g ability residuals have often employed double adjustment for general cognitive ability (g), as they have calculated the ability residuals adjusting for g and then calculated the effect of the non-g residuals while adjusting for g. The present simulations demonstrate that the double adjustments may result in spurious negative associations between the non-g residual on one cognitive ability, e.g. verbal ability, and variables with a positive association with another ability, e.g. SAT math and math ability. In analyses of the 1997 National Longitudinal Survey of Youth (NLSY97), the negative associations between non-g residuals on verbal and math ability and aptitude test scores on the other ability vanished when not double adjusting for g. This indicates that the observed negative associations may be spurious and not due to differential investment of time and effort in one ability at the expense of the other ability, as suggested in the literature. Researchers of the effects of specific abilities are recommended to validate their findings and interpretations with analyses not double adjusting for g.

scholarly journals PO-182 The influence and mechanism of sports on children's cognitive ability

2018 ◽  
Vol 1 (4) ◽  
Author(s):  
Weidong Sun ◽  
Jian Zhou
Keyword(s):  
Executive Function ◽  
Cognitive Function ◽  
Physical Exercise ◽  
Cognitive Ability ◽  
Learning And Memory ◽  
Short Term Memory ◽  
Memory Function ◽  
Psychological Benefits ◽  
Acute Physical Exercise ◽  
The Brain

Objective Proper participation in physical exercise can not only benefit people physically, but also promote people's psychological benefits. However, people are often only aware of the benefits of physical exercise, such as physical fitness, body shape and function, and ignore the psychological benefits caused by physical exercise. In recent years, more and more people pay attention to the positive psychological benefits of physical exercise on cognition. As the hope of the future of the country, the problem of physical health is widely concerned. To study the effect of physical exercise on children's cognitive function, and to analyze the possible biological mechanism of physical exercise affecting cognitive ability, and to provide a reference for promoting the good development of children's physique. Methods  Through the retrieval of Chinese knowledge network, Wanfang Data knowledge service platform, VVP cube knowledge discovery system, 100 chain database collection sports related research literature, collating literature information, in-depth integration of literature, analysis of the impact and mechanism of physical exercise on children's cognition. Results  (1) Physical exercise can improve the function of the brain, improve the efficiency of the brain, and enhance memory. Animal experiments have shown that physical exercise can enhance short-term memory by improving hippocampal function in rats. (2) Regular physical exercise can improve children's memory and executive function, and promote their cognitive function and academic performance. (3) The effect of physical exercise on specific cognitive function is in turn motor function, motor skills, academic performance, reasoning, reaction time and executive function. Physical exercise promotes cognitive performance by improving the goal of the brain pointing to the maintenance of processing, but physical exercise does not improve or slow down processing inhibition, and physical exercise is not related to processing inhibition. 30 minutes of acute physical exercise plays a significant role in maintaining children's attention. Acute high intensity physical exercise can improve selective attention and short-term memory tasks. In the experiment of the effect of one-off acute physical exercise on cognitive function, moderate intensity of heart rate variables and increased cognitive performance were related. For children with attention deficit hyperactivity disorder, physical exercise can improve their performance of executive function. (4) Physical exercise may affect the possible biological mechanisms of cognitive function: Firstly, exercise can improve the synthesis and secretion of neurotransmitters such as acetylcholine and dopamine, activate conduction pathways, improve synaptic transmission efficiency, and promote the development of learning and memory function. Secondly, exercise can increase brain derived neurotrophic factor (BDN F), release of nerve growth factors such as insulin-like growth factor --1 (IGF--1) and so on, thus promoting the development of learning and memory function. Again, physical exercise may also improve learning and memory performance by affecting the release of glucocorticoids. Then, physical exercise can enhance the gene expression in the brain area related to learning and memory. Finally, physical exercise may maintain and improve cognitive ability by improving the antioxidant capacity of brain tissue. Conclusions Physical exercise can promote the improvement of children's cognitive ability. The basic cognitive ability of children can be developed through physical exercise. The mechanism of the exercise can be explained by the changes of the brain nerve mechanism, such as increasing the brain capacity and increasing the flow velocity of the brain. The specific biological mechanism still needs to be studied.

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