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Kalpakidis, Charalabos. „Metaphors, Myths, and Archetypes: Equal Paradigmatic Functions in Human Cognition?“ Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3284/.
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The overview of contributions to metaphor theory in Chapters 1 and 2, examined in reference to recent scholarship, suggests that the current theory of metaphor derives from long-standing traditions that regard metaphor as a crucial process of cognition. This overview calls to attention the necessity of a closer inspection of previous theories of metaphor. Chapter 3 takes initial steps in synthesizing views of domains of inquiry into cognitive processes of the human mind. It draws from cognitive models developed in linguistics and anthropology, taking into account hypotheses put forth by psychologists like Jung. It sets the stage for an analysis that intends to further understanding of how the East-West dichotomy guides, influences, and expresses cognitive processes. Although linguist George Lakoff denies the existence of a connection between metaphors, myths, and archetypes, Chapter 3 illustrates the possibility of a relationship among these phenomena. By synthesizing theoretical approaches, Chapter 3 initiates the development of a model suitable for the analysis of the East-West dichotomy as exercised in Chapter 4. As purely emergent from bodily experience, however, neither the concept of the East nor the concept of the West can be understood completely. There exist cultural experiences that may, depending on historical and social context, override bodily experience inclined to favor the East over the West because of the respective connotations of place of birth of the sun and place of death of the sun. This kind of overriding cultural meaning is based on the “typical, frequently recurring and widely shared interpretations of some object, abstract entity, or event evoked in people as a result of similar experiences. To call these meanings ‘cultural meanings' is to imply that a different interpretation is evoked in people with different characteristic experiences. As such, various interpretations of the East-West image-schema exist simultaneously in mutually exclusive or competing forms, as the analysis of Gatsby and the reversal of the values of East and West in the context of colonizing and counter-colonizing attitudes suggests.
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Mitsis, Effie M. „Construct validity of executive functions in normal adults and in adults with mild cognitive impairment“. Full text available, 2003. http://images.lib.monash.edu.au/ts/theses/mitsis.pdf.
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Chau, Ka-hung Bolton, und 周嘉鴻. „Relationships between perceptual-cognitive functions subserved by frontal regions“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4579019X.
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4
Savla, Gauri Nayak. „Executive functions in schizophrenia defining and refining the constructs /“. Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3349662.
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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009.Title from first page of PDF file (viewed April 16, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 85-94).
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MARCILESE, MERCEDES. „ON THE ROLE OF LANGUAGE IN THE DEVELOPMENT OF HIGHER COGNITIVE FUNCTIONS: REPRESENTATION, RECURSION AND NUMERICAL COGNITION“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17819@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOEsta tese investiga a possível relação existente entre dois aspectos tidos como centrais na cognição humana: a capacidade de qualquer criança sem impedimentos de ordem neurológica ou social adquirir uma língua e a possibilidade de habilidades cognitivas superiores que, tais como a língua, são específicas da espécie, serem desenvolvidas. No que tange às habilidades superiores, são focalizadas habilidades numéricas dependentes do cálculo com quantidades exatas e a habilidade de integrar informações provenientes de diferentes domínios cognitivos. Esse tópico é explorado tomando como eixo duas propriedades cruciais das línguas: representacionalidade e recursividade. Ambas estão vinculadas ao fato de as línguas serem sistemas de natureza representacional – dado que incluem um léxico – e incorporarem um sistema computacional que opera recursivamente. Parte-se de uma proposta teórica (Corrêa, 2005-2009; Correa & Augusto, 2007) que visa a articular uma teoria psicolingüística da aquisição e do processamento da linguagem com a concepção de língua expressa no Programa Minimalista (Chomsky, 1995-2007), aliada à idéia de que a língua forneceria o suporte necessário para a combinação de informação advinda de diferentes sistemas de representação vinculados a vários domínios da cognição (Spelke, 1992-2010). A hipótese de trabalho que orienta esta pesquisa é a de que o papel da língua no desenvolvimento das habilidades superiores em questão vincula-se diretamente às duas propriedades cruciais mencionadas: representacionalidade – no caso da cognição numérica, o fato de a língua poder vir a fornecer uma representação exata para a numerosidade por meio dos numerais – e recursividade, definida como um mecanismo que possibilita a integração de informação de natureza diversa e como propriedade compartilhada por estruturas que podem estar associadas a diferentes domínios da cognição. São reportados dois conjuntos de experimentos, cada um voltado para questões centradas na representação e na recursividade, respectivamente. Cinco experimentos foram conduzidos com crianças de 2-6 anos, tendo um grupo de adultos como controle. Um experimento elaborado com vistas a verificar se haveria priming de estruturas recursivas entre os domínios lingüístico e matemático foi conduzido apenas com adultos. Adicionalmente, o desempenho de quatro adultos com quadros de afasia foi avaliado em uma tarefa de cada conjunto de experimentos. Os resultados dos experimentos vinculados à representacionalidade sugerem uma sensibilidade precoce das crianças às propriedades que distinguem numerais de outras formas de expressão de quantidade. Numerais parecem ser associados preferencialmente à codificação de quantidades exatas mesmo antes de a aquisição do significado de cada item (um a cinco) ser completada. Os resultados de dois experimentos relacionados à recursividade indicam que as dificuldades atribuídas a crianças de até 6 anos de idade com estruturas recursivas podem ser decorrentes de fatores não-lingüísticos assim como de possíveis problemas metodológicos. Não foram encontrados resultados compatíveis com um efeito de priming estrutural interdomínios, quando comparadas sentenças relativas e expressões numéricas recursivas. Tomados em conjunto, os resultados mostram-se consistentes com a hipótese de trabalho e podem ser considerados como indicativos de que a aquisição de uma língua contribui para o desenvolvimento de habilidades específicas relacionadas à cognição numérica, mas sugerem cautela quando transferências entre domínios cognitivos são consideradas.
This thesis investigates the possible relationship between two central aspects of the human cognition, namely, the capacity of any child to acquire a natural language (in the absence of neurological or social impairments) and the development of high cognitive abilities, which appear to be specifically human. As far as the latter is concerned, numeral abilities involving calculus with exact quantities and the ability to integrate information from different cognitive domains are focused on here. Two fundamental aspects of human languages are considered in this regard: representation, in so far as languages include a lexicon, and recursion, in so far as they incorporate a computational system that operates on lexical items recursively. This study is inserted into a research program aiming at articulating a minimalist conception of language with a theory of language processing and acquisition (Corrêa, 2005-2009; Correa & Augusto, 2007). The idea that language is crucial for the integration of information from different cognitive systems (Spelke, 1992-2010) is also incorporated here. The working hypothesis guiding this investigation is that the role of language in the development of numerical abilities can be related to those two fundamental aspects: language provides the means of representing exact quantities, in so far as the lexicon includes numerals (number words) and is endowed with recursive operations that enable information stemming from different domains to be integrated in a single linguistic expression. Moreover, recursion is a property that can be shared by systems pertaining to different cognitive domains. Two sets of experiments are reported, each of them devoted to questions pertaining to representation and recursion, respectively. Five experiments were conducted with 2-6 year olds and adults. An experiment carried out only with adults explored the possibility of a cross-domain priming effect to be obtained when recursive structures (sentences with relative clauses and recursive numeral expressions) are sequentially presented. Additionally, four aphasic patients were submitted to one task of each set of experiments. The results suggest early sensitivity to the distinction between numerals and other sorts of number words (quantifiers). Numerals appear to be associated with exact quantities even before their exact meaning (from 1- 5) has been acquired. Recursion appears to be operating before the age of six. Difficulties in dealing with the processing of recursive linguistic structures usually ascribed to children appear to be due to non-linguistic factors and/or to methodological problems in the assessment of children’s recursive abilities. Cross domain structural priming effects failed to be obtained. As a whole, the results are compatible with the hypothesis orienting this thesis, though caution is required when cross domain effects are considered.
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Lione, Lisa Anne. „Characterisation and in vivo functions of ligands selective for imidazoline Iâ†2 sites“. Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361112.
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Bonfieni, Michela. „Bilingual continuum : mutual effects of language and cognition“. Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31365.
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One of the main findings of research on bilingualism in the last twenty years is the fact that both languages are always active, to some extent, and interact with each other. This interaction gives rise to a computationally complex feature of the bilingual mind, namely that the two languages compete with each other. Many studies have addressed the linguistic consequences of this competition (e.g. differences in linguistic attainment), while others have instead addressed the cognitive consequences (e.g. training effects on cognitive control). These two strands of research, when brought together, can shed light on the dynamics of language processing and of its relationship with other cognitive abilities; however, they do not often converge. The first aim of this thesis is to seam them together. The second aim of this thesis is to understand the effects of specific aspects of language experience on linguistic and non linguistic abilities. A critical assumption I make is that bilingualism is not a dichotomous variable, but rather a continuum, characterised by several aspects such as linguistic proficiency, age of acquisition, and daily exposure. All of these factors interact with each other to give rise to potentially infinite types of bilingual experiences, and arguably modulate how bilinguals deal with competing languages. However, the effects of these factors on linguistic and non linguistic abilities are poorly understood. Hence, in this thesis I examine if the bilingual experience affects other cognitive abilities (study 1), how the ability to handle this competition is modulated by experience (study 2), and how it affects language processing (study 3). To examine how specific dimensions of the bilingual continuum affect these abilities, I compare four populations of bilinguals, whose linguistic experience ranges from late bilinguals who are immersed in their native language and are passive users of their second language, to early highly proficient bilinguals who use both languages actively. My first study examines cognitive control performance and shows that high active proficiency and early age of acquisition, together, represent beneficial circumstances for the ability to modulate cognitive control; however, their effects are not strong enough to override individual variability. The second study investigates how the bilingual experience modulates the ability to access the two languages separately, overcoming the competition between them at different levels. This could be at a local level, i.e. the level of the individual linguistic representation (e.g. naming time of a specific word), or at a global or whole language level (e.g. overall naming latencies across languages). The results show that proficiency affects local competition, and age of acquisition affects global competition, whereas daily language exposure regulates competition at both the local and the global levels. My third study examines the processing of pronouns, which are particularly demanding linguistic structures. It shows that active proficiency and age of acquisition, together, define circumstances in which pronoun processing may vary between individuals, independently of structural differences between their languages. This suggests that bilinguals with long-term exposure to more than one language and high active proficiency may use some linguistic structures in the same way as individuals with different linguistic backgrounds, i.e. explicitly interpret them in similar ways, but process them in marginally different ways. Through these studies, this thesis brings together research on linguistic and cognitive aspects of bilingualism by identifying three dimensions of the bilingual experience - proficiency, exposure and age of acquisition - and their effects on language processing, language control and cognitive control.
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Binti, Mansor Nor Shuhada. „Association among demographics, lifestyle and cognition: Implication for video game use“. Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21497.
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To date, demographic and lifestyle factors are often singled out as independent factors associated with cognition as well as quality of life (QoL). The present work, consisting of three studies, aimed to examine the multivariate interaction among demographics, lifestyle (physical activity, video game use, dietary intake, sleep), cognition and QoL to identify interventions for enhanced cognition and optimal QoL. Study I was a survey exploring interactions between demographics, lifestyle, cognition and QoL in healthy adults. Through separate analyses, multivariate interactions among these factors were established: (i) the primary role of video game use influencing participant groupings in cluster analysis, and (ii) the association between video game use and cognition in regression modelling. The video game use - cognition relation was further assessed by systematically reviewing literature on cognitive effects of video games in a population at risk of cognitive decline (Study II). The evaluation of video game intervention studies involving older adults using meta-analysis and meta-regression revealed selective training effects were moderated by sex, training intensity, video game types, and cognitive measures. Based on Study II findings, a randomised controlled trial examining video game effects on cognition and wellbeing in older adults was developed and tested (Study III). Findings from this study offer valuable recommendations for future trials, e.g., the barriers and facilitators to participants’ recruitment/retention, and positive gaming experience, as well as a need for battery revision due to psychometric issues. Taken together, these studies confirmed the multivariate interaction among demographics, lifestyle behaviours, cognition and QoL. The relation established between video game use and cognition served as a basis to support video games as a potential cognitive intervention for optimal QoL.
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Erixon-Lindroth, Nina. „PET studies of the dopamine system in relation to cognitive functions /“. Stockholm : Karolinska institutet, 2007. http://diss.kib.ki.se/2007/978-91-7357-302-3/.
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Yocum, Amanda A. „Employing Strategy in Measures of Executive Functioning: Young Versus Old Adults“. Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1210296951.
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Thesis (M.A.)--Cleveland State University, 2008.Abstract. Title from PDF t.p. (viewed on July 7, 2008). Includes bibliographical references (p. 31-36). Available online via the OhioLINK ETD Center. Also available in print.
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HARLAND, RENATA ELLEN. „THE RELATIVE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS AND PSYCHIATRIC SYMPTOMATOLOGY TO PSYCHOSOCIAL COMPETENCE IN SCHIZOPHRENIA“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1014656924.
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Airaksinen, Eija. „Cognitive functions in depression and anxiety disorders : findings from a population-based study /“. Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-954-8/.
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13
McClain, Maryellen Chute Douglas L. „Trends in symptom validity, memory and psychological test performance as functions of time and malingering rating /“. Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/380.
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Ehlhardt, Laurie Anne. „E-steps : evaluation of an instructional sequence for persons with impaired memory and executive functions /“. view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095242.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 124-128). Also available for download via the World Wide Web; free to University of Oregon users.
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Bloch, Solal. „Divergent Evolution of Brain Structures and Convergence of Cognitive Functions in Vertebrates : the Example of the Teleost Zebrafish“. Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS073/document.
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L'objectif de mon projet de recherche était de faire le lien entre structures cérébrales et fonctions, pour mieux comprendre les bases de la cognition. La première partie de ma thèse a été de développer des tests comportementaux pour analyser la cognition et ses fondamentaux. Les résultats suggèrent fortement que les téléostéens possèdent des fonctions exécutives semblables à celles des mammifères. J’ai par la suite cherché le substrat anatomique de ces capacités cognitives nouvellement mises à jour chez cette espèce, notamment dans le pallium (équivalent du cortex cérébral des mammifères). Cependant la neuroanatomie du poisson zèbre adulte est mal connue, car il est souvent utilisé au stade larvaire. Une seconde partie de mon travail a cherché à analyser et identifier l'origine développementale des structures cérébrales adultes. Nous avons découvert que certaines structures considérées jusqu'ici comme faisant partie du cerveau antérieur (prosencéphale) font en fait partie du cerveau médian (mésencéphale) chez le poisson zèbre. L’une de ces structures est le lobe inférieur, précédemment considéré comme hypothalamique. Une autre structure est le noyau préglomérulaire, le noyau sensoriel relais majeur et analogue fonctionnel du thalamus. Cette voie sensorielle contient la principale voie visuelle vers le pallium. Ainsi, même si certaines structures ont la même fonction, elles peuvent avoir une origine évolutive et développementale différente des structures connues chez les mammifères. En résumé, des fonctions similaires ont évolué indépendamment chez les amniotes et les téléostéens. Ce travail élargit ainsi les champs d'application pour la recherche en neurosciences, et permet d'approcher les fondamentaux de la cognition de manière nouvelle par l'identification des structures essentielles à l'émergence d'une cognition de haut niveau telle qu'elle est observée dans l'espèce humaineThe aim of my research project was to link brain structures and functions, to better understand the fundamental bases of cognition. The first part of my thesis consisted in the development of behavioral tests to analyze the essential principles of cognition. The results strongly suggest the existence of executive functions in teleosts similar to those of mammals. Then I looked for the anatomical structures responsible for these cognitive capacities, in particular in the pallium (equivalent of the mammalian cerebral cortex). However, little is known about adult zebrafish neuroanatomy. Indeed, zebrafish is often studied at larval stage. A second part of my work aimed at studying adult structures in more detail through their developmental origin. This has redefined some parts of the brain. We have discovered that some of the structures that were considered as part of the forebrain (prosencephalon) are actually part of the midbrain (mesencephalon) in zebrafish. This includes the inferior lobe, previously classified as hypothalamus. Another structure is the major sensory relay nucleus, the preglomerular nucleus, functional analogue of the thalamus (part of the forebrain) in amniotes. This sensory pathway contains the main visual pathway to the pallium. Thus, even if some structures have the same function, they may have an evolutionary and developmental origin different from structures known in mammals. In summary, similar functions have independently evolved in amniotes and teleosts. This comparative work adds new perspectives for neuroscience research. It also allows us to approach the fundamentals of cognition in a new way: what are the essential building blocks for a higher level of cognition like the human one?
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Bryce, Donna Lynne. „Metacognitive skills and executive functions : an examination of relationships and development in young children“. Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609722.
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Kraft, Robert, Allon Kahn, José L. Medina-Franco, Mikayla L. Orlowski, Cayla Baynes, Fabian López-Vallejo, Kobus Barnard, Gerald M. Maggiora und Linda L. Restifo. „A cell-based fascin bioassay identifies compounds with potential anti-metastasis or cognition-enhancing functions“. The Company of Biologists, 2013. http://hdl.handle.net/10150/605272.
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A first-of-its-kind, proof-of-concept drug screen with implications for two unmet medical needs.The actin-bundling protein fascin is a key mediator of tumor invasion and metastasis and its activity drives filopodia formation, cell-shape changes and cell migration. Small-molecule inhibitors of fascin block tumor metastasis in animal models. Conversely, fascin deficiency might underlie the pathogenesis of some developmental brain disorders. To identify fascin-pathway modulators we devised a cell-based assay for fascin function and used it in a bidirectional drug screen. The screen utilized cultured fascin-deficient mutant Drosophila neurons, whose neurite arbors manifest the 'filagree' phenotype. Taking a repurposing approach, we screened a library of 1040 known compounds, many of them FDA-approved drugs, for filagree modifiers. Based on scaffold distribution, molecular-fingerprint similarities, and chemical-space distribution, this library has high structural diversity, supporting its utility as a screening tool. We identified 34 fascin-pathway blockers (with potential anti-metastasis activity) and 48 fascin-pathway enhancers (with potential cognitive-enhancer activity). The structural diversity of the active compounds suggests multiple molecular targets. Comparisons of active and inactive compounds provided preliminary structure-activity relationship information. The screen also revealed diverse neurotoxic effects of other drugs, notably the 'beads-on-a-string' defect, which is induced solely by statins. Statin-induced neurotoxicity is enhanced by fascin deficiency. In summary, we provide evidence that primary neuron culture using a genetic model organism can be valuable for early-stage drug discovery and developmental neurotoxicity testing. Furthermore, we propose that, given an appropriate assay for target-pathway function, bidirectional screening for brain-development disorders and invasive cancers represents an efficient, multipurpose strategy for drug discovery.
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Polsinelli, Angelina Jantina, und Angelina Jantina Polsinelli. „Cognitive and Emotional Associations of Mindfulness in Older Adults“. Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625561.
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Research demonstrates that mindfulness in younger and middle-aged adults is associated with cognitive and emotional benefits. Mindfulness in older adults is less frequently studied but given the overlap between cognitive and emotional benefits of mindfulness and domains of age-related decline, this may be an important population to investigate. The present set of three studies had three aims: 1) to establish the validity of the Five Faceted Mindfulness Questionnaire (FFMQ) as a measure of mindfulness in an older adult population (Study 1); 2) to examine the cognitive and emotional associations of dispositional mindfulness (as assessed by the FFMQ and breath counting, a behavioral measure of mindfulness) in older adults (Study 2); and 3) to investigate the cognitive and emotional benefits of a brief online mindfulness training for older adults (Study 3). Concurrent goals of these studies were to examine the specificity of the FFMQ facets for predicting behavior (to examine the multifaceted nature of mindfulness) and to address the recent call in the field of mindfulness research for greater methodological rigor. To address the latter, we used objective measures of mindfulness, cognition, and emotional functioning and in our third study, a well-matched, active control condition. Results suggest that the five facets of the FFMQ hold in an older adult population (Study 1), that dispositional mindfulness is modestly associated with some aspects of attention, executive functioning, and emotion regulation (Study 2), and that mindfulness training may improve attention and increase facets of mindfulness (although this was not specific to our mindfulness condition; Study 3). We also found some mixed evidence for the specificity of the facets in predicting cognitive and emotional functioning (Study 2). We did not find that the breath counting task predicted any domains of functioning nor did accuracy on this task improve after training. These preliminary data are interesting but require replication and we are cautious about over-interpreting them given that our samples were small and analyses under-powered.
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Di, Miceli Mathieu. „The impact of psychostimulant administration during development on adult brain functions controlling motivation, impulsivity and cognition“. Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/13118.
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ADHD pharmacotherapy uses methylphenidate (MPH), D-amphetamine (D- amph), two psychostimulants targeting dopamine transporters, or atomoxetine (ATX), specifically targeting norepinephrine transporters. We have assessed the pharmacological mechanisms of these three drugs on the in vitro efflux of neurotransmitters in rat prefrontal cortex (PFC) and striatal slices as well as on the in vivo electrical activities of PFC pyramidal neurons, striatal medium spiny neurons, ventral tegmental area dopamine neurons or dorsal raphe nucleus serotonin neurons, using single cell extracellular electrophysiological recording techniques. We have also tested whether chronic methylphenidate treatment, during either adolescence or adulthood, could have long-lasting consequences on body growth, depression and neuronal functions. Release experiments showed that all ADHD drugs induce dose-dependent dopamine efflux in both the PFC and striatum, with different efficacies, while only D- amph induced cortical norepinephrine efflux. Atomoxetine induced an unexpected massive dopamine outflow in striatal regions, by mechanisms that depend on physiological parameters. Our electrophysiological studies indicate that all three drugs equally stimulate the excitability of PFC pyramidal neurons, in basal and NMDA-evoked conditions, when administered acutely (3 mg/kg). While the electrophysiological effects elicited by psychostimulants may be dependent on D1 receptor activation, those induced by atomoxetine relied on different mechanisms. In the ventral tegmental area (VTA), methylphenidate (2 mg/kg), but not atomoxetine, induced firing and burst activity reductions, through dopamine D2 autoreceptor activation. Reversal of such effects (eticlopride 0.2 mg/kg) revealed an excitatory effect of methylphenidate on midbrain dopamine neurons that appear to be dependent on glutamate pathways and the combination of D1 and alpha-1 receptors. Finally, acute intraperitoneal psychostimulant injections increased vertical locomotor activity as well as NMDA2B protein expression in the striatum. Some animals chronically treated with intraperitoneal administrations (methylphenidate 4 mg/kg/day or saline 1.2 ml/kg/day) showed decreased body weight gain. Voluntary oral methylphenidate intake induces desensitisation to subsequent intravenous methylphenidate challenges, without altering dopamine D2 receptor plasticity. Significant decreases in striatal NMDA2B protein expression were observed in animals chronically treated. After adolescent MPH treatment, midbrain dopaminergic neurons do not display either desensitisation or sensitisation to intravenous methylphenidate re-challenges. However, partial dopamine D2 receptor desensitisation was observed in midbrain dopamine neurons. Using behavioural experiments, cross-sensitisation between adolescent methylphenidate exposure and later-life D-amphetamine challenge was observed. Significant decreases in striatal NMDA2B protein expression were observed in animals chronically treated, while striatal medium spiny neurons showed decreased sensitivities to locally applied NMDA and dopamine. While caffeine is devoid of action on baseline spike generation and burst activity of dopamine neurons, nicotine induces either firing rate enhancement, firing rate reduction, or has no consequences. Adolescent methylphenidate treatment leads to decreased neuronal sensitivities to the combination of nicotine, MPH and eticlopride, compared to controls. Finally, nicotine partially prevented D-amphetamine-induced increase of rearing activities. Our results show that increases in the excitability of PFC neurons in basal conditions and via NMDA receptor activation may be involved in the therapeutic response to ADHD drugs. Long-term consequences were observed after psychostimulant exposure. Such novel findings strengthen the mixed hypothesis in ADHD, whereby both dopamine and glutamate neurotransmissions are dysregulated. Therefore, ADHD therapy may now focus on adequate balancing between glutamate and dopamine.
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Stone, Samantha Kate, und 石敏樂. „The effects of traffic-related air pollution on cognitive functions and behavior in humans : a systematic review“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193843.
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Objective
To investigate whether traffic pollutants have any effect on human cognitive functions and behavior by performing a systematic review on existing research studies.
Methods
Research articles were identified through four databases – CINAHL Plus, Academic Search Premier and MEDLINE via EBSCOhost and Pubmed using the online electronic resources of the libraries of the Hong Kong University. A total of 119 articles from Pubmed and 86 articles from EBSCOhost were identified, and 72 and 64 studies after limits were applied. The studies used a variety of measures to assess the effects of traffic-related air pollution and cognitive functions and behaviors in both children and adults.
Results
There were 19 articles in total in the systematic review – 13 on children (aged from 1- 17 years) and six on adults (aged from 26 - 83.5 years). Data were employed from nine different countries. Although there were some discrepancies in the results, there was evidence of the effects of traffic-related air pollution on the brain.
Conclusions
The causal relationship between traffic-related air pollution and cognitive decline cannot be clearly determined. The systematic review however, generated evidence to support the hypothesis that traffic-related air pollution may affect cognitive development in children, increase risks of behavioral disorders in both children and adults, and increase the rate of cognitive decline in older adults. As a result, this systematic review suggests that the research findings have important implications in the development of public health policy and practice.published_or_final_version
Public Health
Master
Master of Public Health
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Brander, Löf Caroline, und Sanna Lindblom. „The effects of acute aerobic exercise on executive functions“. Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38993.
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The aim of the study was to examine the acute effects of exercise on three executivefunctions: attention, inhibition and working memory, in regularly exercising women (n = 10)and men (n = 10). Furthermore, the purpose was to investigate if different intensity levels ofaerobic exercise had an effect on executive functioning. Twenty adults, aged 21-54 years,participated in the study. The participants were randomly assigned to one of two differentexercise intensity levels, moderate or vigorous. Every participant was assigned twoconditions, inactive and active. In both conditions, the participants were exposed to twentyminutes on a stationary bicycle, followed by a 10 minute delay before testing cognitivefunctions. To evaluate executive performance, three cognitive tests were used: the Strooptest, Trail Making Test and Digit span. No significant results were found. Results fromprevious studies, combined with the present study, indicate that the relationship betweenexercise and executive functioning is very complex and needs further research.
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Wild, Krista. „Neuroimmunoendocrine Pathology and Cognitive Function in Type 2 Diabetes“. Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_diss/35.
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Cognitive impairment among older adults with type 2 diabetes may worsen health outcomes via negative impact on compliance with medical self-care recommendations. Results of several previous studies indicate that cognitive deficits are present in older European American adults with type 2 diabetes under some conditions, particularly related to glucose dysregulation (as evidenced by high glycated hemoglobin, i.e., HbA1c). Despite the fact African Americans are disproportionately affected by diabetes and suffer significantly greater numbers of complications and more severe complications relative to European Americans, no published studies have examined cognitive functioning among older African American adults with type 2 diabetes. Further, markers of systemic inflammation have been associated with cognitive impairment in several conditions, but this relationship has not been examined in older adults with type 2 diabetes. The purpose of the present study was to determine whether: 1) cognitive deficits are present in older African American adults with type 2 diabetes, and whether the deficits are related to 2) glucose dysregulation and 3) systemic inflammation. Several cognitive domains, including verbal memory and executive functions, were assessed in 71 African Americans with type 2 diabetes who ranged from 60 to 80 years of age. Exclusionary criteria included dementia, depression, neurological disease, or brain injury. Also measured were HbA1c and two markers of systemic inflammation: C-reactive protein (CRP) and interleukin-6 (IL-6). Results showed that higher HbA1c was significantly associated with poorer performance on several measures of executive function and verbal memory measures that tap executive function. Higher IL-6 was significantly associated with slower motor function and higher semantic fluency. Higher CRP was significantly associated with improved performance on measures of phonemic fluency, psychomotor speed and mental flexibility/working memory, and fine motor dexterity, but only for those with extremely high levels of CRP; when those participants were removed from the analyses, CRP was inversely related to cognitive performance.
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Jacus, Jean-Pierre. „Corrélats Exécutifs Cognitifs et Comportementaux de la Prise de Décision Dans la Maladie d’Alzheimer Débutante et le Trouble Léger de la Cognition : Conséquences sur l’Autonomie“. Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30063.
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Introduction : La prise de décision (PD), les fonctions exécutives et l’apathie ont des processusneuropsychologiques et des substrats neuro-anatomiques communs. Tous trois sont altérés dans lamaladie d’Alzheimer (MA) mais aussi dans le Trouble Léger de la Cognition (TLC). Par ailleurs, ladéficience décisionnelle peut affecter l’autonomie.Méthode : Afin d’évaluer les corrélats exécutifs cognitifs et comportementaux de la PD, nous avonscomparé 20 sujets contrôles (CT), 20 patients ayant un TLC et 20 patients MA.Outre le MMSE et l’échelle de Beck (dépression), tous ont complété 3 épreuves exécutives liées aumodèle de Miyake (évaluant la flexibilité, l’inhibition et la mémoire de travail), 2 échelles d’apathie,une échelle de compétence (autonomie) et 2 tâches décisionnelles (sous ambiguïté et sous risque).3 études ont été finalisées : (1) Fonctions exécutives et PD, (2) Apathie et PD, (3) PD et autonomie.Résultats : Il existe une relative comparabilité des patients TLC et MA, inférieurs aux sujets CT, dupoint de vue de la PD, des fonctions exécutives, de l’apathie et de l’autonomie. La PD sous risqueimplique directement les fonctions exécutives et est associée à la composante cognitive de l’apathie,alors que celle sous ambiguïté les implique indirectement et est associée à la composantecomportementale de l’apathie. Il y a un effet équivalent de chacune des modalités décisionnelles surl’autonomie.Conclusion : La PD dans la MA et le TLC semble d’abord altérée par des facteurs exécutifs cognitifs,dont l’expression varie suivant la modalité décisionnelle. Les implications théoriques, cliniques et lavalidité écologique de ces outils d’évaluation sont discutéesIntroduction : Decision making (DM), executive functions and apathy have commonneuropsychological processes and neuroanatomical substrates. The three of them are impaired in theAlzheimer disease (AD) but also in the Mild Cognitive Impairment (MCI). Besides, decision deficitcan impair autonomy.Method : In order to estimate the behavioral and cognitive executive correlates of DM, we havecompared 20 Control subjects (CT), 20 patients with MCI and 20 patients with AD.In addition with the MMSE and the Beck Inventory (depression), all have performed 3 executive testslinked to the Miyake model (estimating flexibility, inhibition and working memory), two apathyscales, one competency scale (autonomy) and two decision tasks (under ambiguity and under risk).Three studies have been completed : (1) Executive functions and DM, (2) Apathy and DM, (3) DMand autonomy.Results : there is a relative comparability between MCI and AD patients, below CT subjects,regarding DM, executive functions, apathy and autonomy.DM under risk directly implies the executive functions and is associated with the cognitive componentof apathy, whereas DM under ambiguity implies them indirectly and is associated with the behavioralcomponent of apathy. There is a similar impact of both decision modes on autonomy.Conclusion : DM in AD and MCI seems first to be impaired by cognitive executive factors, whoseform varies according to the decision model. The theoretical, clinical involvements and the ecologicalvalidity of these evaluation tools are challenged
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Demireva, Petya D. „The Relationship of Executive Functions to Performance in a Driving Simulator in Healthy Older Adults“. Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1386333334.
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Wilson, Jennifer Susan. „Hot and Cool Executive Functions in Middle Childhood: Development and Relationships with Cognitive and Emotional Processes, and Functional Outcomes“. Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367127.
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Executive functioning (EF) follows a protracted course of development, emerging in early infancy and continuing to develop throughout childhood, adolescence and early adulthood, before declining in older age (Diamond, 2006; Zelazo, Craik, & Booth, 2004). Despite this, the majority of developmental research has focused on the emergence of EF before age 5 (Best, Miller, & Jones, 2009). Recent research also suggests that EF can usefully be separated into hot (more emotionally driven) and cool (more abstract) factors (Kerr & Zelazo, 2004), and that these factors likely have distinct neural underpinnings (Bechara, Damasio, & Damasio, 2000). The current program of research investigated the development of hot and cool EF in a sample of 126 (59 males and 67 females) typically developing Australian 5 to 12-year-old children. Six different behavioural measures of EF (three hot and three cool) were administered.
The first study examined and compared the age-related development of hot and cool EF in a series of cross-sectional age-group comparisons. Age-related improvements were observed on all six EF tasks. Across the age-range studied, all EF tasks showed a linear relationship with age. Analysis using composite measures of hot and cool EF showed no significant differences in the rate of development between hot and cool EF, suggesting that hot and cool EF develop at similar rates across middle childhood. Factor analysis of the EF tasks also supported a single factor solution. Thus, the first study did not find evidence supporting a hot-cool EF distinction during middle childhood.Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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Daniel, François. „Dysfonctionnements de la synergie vergence et accommodation chez les jeunes adultes : impact sur les saccades, la lecture et la cognition“. Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB095/document.
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La qualité de la vision sensorielle, l’aspect oculomoteur et la cognition ont très souvent été abordés de façon individuelle. D’un côté, les désordres de la vergence, liés fréquemment à des désordres de l’accommodation, entraînent des symptômes tels que douleurs, diminution de la qualité de vision mais aussi problèmes d’attention et de concentration, pouvant avoir une incidence sur l’apprentissage. D’un autre côté, les désordres de la vergence sont aussi liés à des problèmes oculomoteurs dans la coordination et la précision des saccades, domaine sur lequel repose l’aptitude à la lecture. L’ambition de cette thèse est d’approfondir ces constats et d’introduire des moyens expérimentaux afin de mettre en évidence les liens entre accommodation/vergence (A/V), contrôle des saccades et leur interférence avec la cognition. Dans une première partie, nous avons étudié l’impact des dysfonctionnements A/V classique et l’impact d’un conflit A/V induit sur les performances au test de Stroop, reconnu pour évaluer certains types de fonctions cognitives, faisant appel aux capacités basiques de lecture et exigeant un déploiement attentionnel élevé. Pour une population d’étudiants, les résultats ont montré des performances diminuées en cas de désordres de la vergence existant et en cas de conflit A/V induit, attestant d’une incidence négative des dysfonctionnements et des déséquilibres A/V induits sur les fonctions exécutives et les processus attentionnels. Ici, l’hypothèse d’une interaction des processus visuels et cognitifs en parallèle apparait plus plausible que celle d’un model sériel, avec une performance cognitive retardée par un problème visuel. Dans un deuxième temps, une réhabilitation de la vergence chez les sujets en présentant des désordres a permis une restauration des capacités, a montré une amélioration de la coordination des saccades et a eu une incidence positive sur l’aspect cognitif pendant la lecture, venant confirmer la théorie d’interférence en parallèle. L’ensemble des travaux apportent des ouvertures de recherches (1) sur le plan théorique, en croisant des domaines comme la neurologie, la psychologie cognitive, l’oculomotricité, l’optométrie et l’orthoptie ; (2) sur le plan clinique, en proposant des tests caractéristiques de dépistage ainsi que des solutions d’amélioration ; (3) sur le plan éducatif, en proposant des pistes pour expliquer l’incidence que le système visuel peut avoir sur les performances académiquesQuality of sensory vision, eye movements and cognition have been broached one by one so far. However, recent studies suggest possible interactions between these fields without clarifying the link. On the one hand, vergence/accommodative (V/A) dysfunctions leads to visual symptoms like sore eyes, blurry or double vision but also problems of attention, concentration, and appear to have a negative impact on academic performances. On the other hand, people diagnosed with vergence disorders also show poor coordination of their saccades, which are essential in reading and cognitive demanding activities. The goal of this thesis is to go into this analysis in depth and to propose experimental ways to evidence the links between V/A disorders, control of the saccades and their influence on cognition. In a first part, we studied the impact of typical V/A disorders and the impact of an induced A/V conflict on the performances during the Stroop test, which is a neurological test known for evaluating cognitive executive functions like inhibition, demanding a high attentional deployment and stimulating basic reading skills. Results show that vergence dysfunctions and V/A inducted conflict have a negative influence on the Stroop performances in students, leading to a diminished control of cognitive functions. These results suggest a more parallel interaction between visual and attentional processes instead of a serial model where vision would be a prerequisite to cognition, slowing down the cognitive processes when disturbed. Secondly, we pursue this theory: vergence rehabilitation in subjects diagnosed with vergence disorders permitted an increase of the vergence capacities, showed an improvement on the coordination of the reading saccades and had a positive influence on the cognitive aspect during reading. This work gives new research possibilities at different level: (1) at a theoretical level, it permits to cross fields like neurology, cognitive psychology, eye movements and optometry; (2) at a clinical level, it suggests typical tests for a more efficient screening and opens new perspectives on solutions to rehabilitate people with V/A disorders; (3) at an educational level, it gives clues on how visual functions could affect academic performances
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Wu-Puigbo, Ya-Huei. „Validation d'un test de barrage informatisé sur tablette évaluant les fonctions exécutives auprès d'une population gériatrique“. Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB210/document.
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Dans le contexte du diagnostic précoce de la maladie d’Alzheimer, une direction de la recherche émerge autour de l’informatisation de tests cognitifs. Nous avons conçu un test de barrage informatisé sur tablette (test e-CT), développé à partir d’un test de barrage papier-crayon. Nous avons étudié les variables influençant les performances au test e-CT et ses propriétés psychométriques. Nous avons observé que chez les sujets âgés sains, la seule variable influençant était l’âge. Les performances au test e-CT n’étaient pas influencées par l’expérience avec un appareil informatique. Cependant, chez les patients présentant des troubles cognitifs, ceux qui utilisaient quotidiennement un appareil informatique avaient une meilleure performance que ceux qui n’avaient pas un usage quotidien. En effet, les patients utilisant quotidiennement un appareil informatique présentaient de meilleures capacités cognitives. Le test e-CT était corrélé avec plusieurs tests des fonctions exécutives (validité convergente), mais pas avec le test de la mémoire épisodique (validité divergente). Il présente aussi une bonne fidélité test-retest. Le test e-CT présente des bonnes performances diagnostiques, permettant de différencier les personnes âgées saines des patients présentant des troubles cognitifs. En conclusion, le test e-CT présente des propriétés psychométriques satisfaisantes et peut être utilisé pour l’évaluation cognitive chez le sujet âgéIn the context of early detection of cognitive impairment associated with dementia, an area of research focus concerns development and validation of computerized tests. We have developed a tablet-based cancellation test (e-CT), based on an existing paper-and-pencil cancellation test (K-T test). We studied the variables influencing performance on the e-CT and its psychometric properties. Among healthy older adults, only age was found to be an influencing variable. The performance on the e-CT was not influenced by experience with a computer-based device. However, for patients suffering from cognitive impairment, those using a computer-based device daily outperformed those who were not daily users. Further analyses showed that daily users conserved better cognitive capacities than non-daily users. The e-CT showed significant correlations with several measures of executive functions (convergent validity), but there was no relationship between the e-CT and the episodic memory test (divergent validity). It showed good test-retest reliability. The e-CT had good diagnostic accuracy in differentiating between healthy elderly subjects and patients with cognitive impairment. In conclusion, the e-CT test shows satisfying psychometric properties and is a promising tool for neuropsychological assessment in older adults
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Shipstead, Zachary M. „The common elements of working memory capacity and fluid intelligence: primary memory, secondary memory and executive attention“. Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45757.
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Working memory is a mental system that is related to cognitive control and higher cognition. Although the topic of working memory is well researched, there is a great deal of debate about the mechanisms that drive individual differences in working memory capacity. Moreover, little is known about the direct relationships between different types of working memory tasks. The present study uses structural equation modeling to examine three varieties of working memory task: The complex span, running memory span, and visual arrays. It is found that, while complex and running span performance is directly predicted by immediate memory and retrieval from long-term memory, visual arrays is directly predicted by attention control. Despite these differences, all tasks are found to be united by executive attention, which is conceptualized as an executive process that is apparent across several types of attention and memory task. A second analysis examines the relationship between working memory and general fluid intelligence. It is concluded that, while executive attention accounts for the largest portion of the correlation between working memory and fluid intelligence, immediate memory and retrieval from long term memory are also critical to explaining this relationship.
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Palmqvist, Lisa. „Executive functions and Planning in everyday life : Assistive Technologies for Cognition and their lack of support for children with Attention Deficit / Hyperactive Disorder“. Thesis, Linköpings universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-112593.
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The evaluation of how Assistive Technologies for Cognition (ATC) serve their purpose in providing support for children with Attention Deficit/Hyperactive Disorder (AD/HD) is limited and it is not clear how to best support the cognitive functions in order to help the individual increase task performance in everyday life. This thesis sought to scrutinise how families with at least one child diagnosed with AD/HD incorporate ATCs in their daily life in order to cope with appurtenant difficulties. An online survey, answered by 92 caregivers for children with AD/HD, attended to the cognitive abilities in need of support, the usage of ATCs, and how ATCs supported the executive functions in everyday planning. The results reveal that children encounter difficulty in dealing with cognitive ability, executive functioning and causal inference when it comes to planning in everyday life situations, which relates to lower levels of independence. Executive functioning and causal inference is negatively correlated to number of symptoms of AD/HD. The ATC is not satisfactorily supporting the cognitive functions, which results in another person by default being the one who sets up the ATC, and the child merely follows the instruction. The results has been processed into a table containing concepts which is suggested to be considered both when developing, as well as evaluating, ATCs for children with AD/HD.
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Tlustos-Carter, Sarah J. „Neural Substrates of Inhibitory and Socio-Emotional Processing in Adolescents with Traumatic Brain Injury“. University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305644628.
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Chase, E. Alexander. „Forms of flexibility : associations between executive functions in the rat“. Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3365.
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Executive control is a vital cognitive function that facilitates the focussing and shifting of attention, planning and working towards a goal, ignoring distractions, and flexibly responding to novel situations. Disruptions to executive control are seen in many psychiatric and neurodegenerative disorders, as well as healthy ageing, which can be profoundly detrimental. Despite having many effective and well-validated methodologies for detecting and quantifying these deficits, there are very few treatments — pharmacological or otherwise — for ameliorating executive dysfunction. This lack of progress can partly be blamed on difficulties associated with identifying drugs that enhance cognition in preclinical research. The work in this thesis aimed to expand our understanding of executive dysfunction — as well as the tasks that measure it — in rats. In results presented in chapter three, middle-aged rats demonstrated impaired reversal learning on the standard attentional set-shifting task, but this was treatable with a novel drug targeting the N-methyl-D-aspartate receptor. The age impairments seen in this experiment were similar to those previously found in young rats with orbital prefrontal cortex (OFC) lesions. The results of chapter four expanded on this similarity to show that, along with reversal deficits, young OFC-lesioned rats are impaired at forming attentional sets when tested on a modified task. In chapter five, another modified set-shifting task revealed that middle-aged rats also suffer from impaired set-formation, but their reversal learning impairments only manifest before attentional set has been formed — not after. Finally, in chapter six, the putative cognitive enhancer modafinil was found to exacerbate middle-aged rats' reversal learning deficit, but it also enhanced their subsequent ability to form attentional set. These experiments reveal that modifying the rat attentional set-shifting task can sometimes make it a more effective tool for testing cognitive enhancers in preclinical settings.
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Gottwald, Janna Marleen. „Infants in Control : Prospective Motor Control and Executive Functions in Action Development“. Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297642.
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This thesis assesses the link between action and cognition early in development. Thus the notion of an embodied cognition is investigated by tying together two levels of action control in the context of reaching in infancy: prospective motor control and executive functions. The ability to plan our actions is the inevitable foundation of reaching our goals. Thus actions can be stratified on different levels of control. There is the relatively low level of prospective motor control and the comparatively high level of cognitive control. Prospective motor control is concerned with goal-directed actions on the level of single movements and movement combinations of our body and ensures purposeful, coordinated movements, such as reaching for a cup of coffee. Cognitive control, in the context of this thesis more precisely referred to as executive functions, deals with goal-directed actions on the level of whole actions and action combinations and facilitates directedness towards mid- and long-term goals, such as finishing a doctoral thesis. Whereas prospective motor control and executive functions are well studied in adulthood, the early development of both is not sufficiently understood. This thesis comprises three empirical motion-tracking studies that shed light on prospective motor control and executive functions in infancy. Study I investigated the prospective motor control of current actions by having 14-month-olds lift objects of varying weights. In doing so, multi-cue integration was addressed by comparing the use of visual and non-visual information to non-visual information only. Study II examined the prospective motor control of future actions in action sequences by investigating reach-to-place actions in 14-month-olds. Thus the extent to which Fitts’ law can explain movement duration in infancy was addressed. Study III lifted prospective motor control to a higher that is cognitive level, by investigating it relative to executive functions in 18-months-olds. Main results were that 14-month-olds are able to prospectively control their manual actions based on object weight. In this action planning process, infants use different sources of information. Beyond this ability to prospectively control their current action, 14-month-olds also take future actions into account and plan their actions based on the difficulty of the subsequent action in action sequences. In 18-month-olds, prospective motor control in manual actions, such as reaching, is related to early executive functions, as demonstrated for behavioral prohibition and working memory. These findings are consistent with the idea that executive functions derive from prospective motor control. I suggest that executive functions could be grounded in the development of motor control. In other words, early executive functions should be seen as embodied.
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Rodrigues, Lizandra Rutkoski. „Cognitive differences between monolinguals and bi/multilinguals: executive functions boosted by code-switching?“ Universidade Catolica de Pelotas, 2013. http://tede.ucpel.edu.br:8080/jspui/handle/tede/284.
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Previous issue date: 2013-03-15The bilingual experience of code-switching using another language during speech production demands a greater executive and attentional control than that required from monolinguals, and seems to spread to other nonlinguistic cognitive domains. Studies on bilingualism have shown that bilinguals tend to outperform monolinguals on nonlinguistic interference tasks measuring different executive functions (EFs) (mental processes in charge of regulating, controlling and managing other cognitive processes, such as inhibition, attention, problem solving, etc.). However, recent research has shown that bilinguals tend to show a more robust advantage in overall reaction times (RTs), rather than an advantage on the magnitude of the interference effect. Irrespective of nature, the so-called bilingual advantage has been found in different age groups, among different types of bilinguals (e.g., Bialystok et al., 2004; Bialystok et al., 2005; Costa et al., 2008; Martin-Rhee & Bialystok, 2008), but sometimes, no bilingual advantage is actually found. The present study aims at replicating some of the experiments conducted previously with other populations of bilingual and monolingual participants regarding the EFs inhibitory control (Bialystok et al., 2004) and attentional networks (Costa et al., 2008). For that, I interviewed and tested 40 middle-aged businesspeople (20 bilinguals mean age 48.1 and 20 monolinguals mean age 47.2) in two nonlinguistic interference tasks: the Simon task (Simon & Wolf, 1963), and the Attentional Network Task (ANT) (Fan et al., 2002). Businesspeople are naturally faced with strong cognitive demands in their daily lives, constantly having to solve problems by making administrative and financial decisions that involve a lot of responsibility and a lot of people, regardless of product or service being sold or offered by the company. Thus, their professional activity could strengthen their inhibitory control and problem solving skills, which could compete with the cognitive advantages brought out by bilingualism. For this reason, I also included a control group with a different professional activity, consisting of 38 middle-aged teachers/professors (19 bilinguals mean age 46.6 and 19 monolinguals mean age 46.2), to be compared to the businesspeople in the Simon task. It is important to underscore the fact that no previous work has addressed such populations in these regards. Furthermore, I perceived that there are not enough studies on the effects of bilingualism on middle-aged adults regarding these EFs, as compared to the number of studies and findings on the bilingual advantage among other age groups. The results obtained with the businesspeople groups in both tasks showed no bilingual advantage in the interference effect or in overall RTs. However, I cannot assign the absence of a bilingual advantage to the variable Profession as a competitor with bilingualism, for the control group also presented equivalent performances across the mono and bilingual groups in the Simon task
A experiência bilíngue de troca de código o uso de uma outra língua no decorrer de uma conversação exige um maior controle executivo e atencional do que o exigido de monolíngues, e parece espraiar-se para outros domínios cognitivos não linguísticos. Os estudos sobre bilinguismo têm mostrado que bilíngues tendem a ter um melhor desempenho do que monolíngues em tarefas de interferência não linguística que medem diferentes funções executivas (FES) (processos mentais responsáveis pela regulação, controle e gestão de outros processos cognitivos, tais como inibição, atenção, resolução de problemas, etc.). No entanto, pesquisas recentes têm mostrado que bilíngues tendem a apresentar uma vantagem mais robusta em tempos de reação (TRs) globais, ao invés de uma vantagem na magnitude do efeito de interferência. Independentemente de sua natureza, a chamada vantagem bilíngue já foi encontrada em diferentes grupos etários e entre diferentes tipos de bilíngues (e.g., Bialystok et al., 2004; Bialystok et al., 2005; Costa et al., 2008; Martin-Rhee & Bialystok, 2008), porém, às vezes, nenhuma vantagem bilíngue é de fato encontrada. O presente estudo tem o objetivo de replicar alguns dos experimentos já conduzidos com outras populações de participantes bilíngues e monolíngues quanto às FEs controle inibitório (Bialystok et al., 2004) e redes de atenção (Costa et al., 2008). Para isso, entrevistei e testei 40 executivos(as) de meia-idade (20 bilíngues idade média 48,1 e 20 monolíngues idade média 47,2) em duas tarefas de interferência não linguística: a tarefa Simon (Simon & Wolf, 1963), e a tarefa de rede atencional (ANT na sigla em inglês) (Fan et al., 2002). Executivos(as) enfrentam, naturalmente, uma alta demanda cognitiva em suas vidas diárias, tendo que constantemente resolver problemas que requerem decisões administrativas e financeiras, as quais envolvem muita responsabilidade e muitas pessoas, independentemente do produto ou serviço vendido ou oferecido pela empresa. Dessa forma, sua atividade profissional poderia fortalecer suas habilidades de controle inibitório e de resolução de problemas, o que poderia competir com as vantagens cognitivas advindas do bilinguismo. Em função disso, incluí um grupo controle que tem uma atividade profissional diferente, composto de 38 professores(as) de meia-idade (19 bilíngues idade média 46,6 e 19 monolíngues idade média 46,2), a fim de serem comparados aos executivos(as) na tarefa Simon. É importante ressaltar que nenhum estudo anterior investigou essas duas populações com esses mesmos propósitos. Além disso, percebi que há poucos estudos sobre os efeitos do bilinguismo quanto a adultos de meia-idade no que se refere a essas FEs, se comparados ao número de estudos e achados a respeito da vantagem bilíngue relativa a outros grupos etários. Os resultados obtidos com os(as) executivos(as) em ambas as tarefas não mostraram quaisquer vantagens bilíngues, seja no efeito de interferência ou em TRs globais. No entanto, não posso atribuir a ausência de uma vantagem bilíngue à variável Profissão como concorrente do bilinguismo, já que o grupo controle apresentou desempenho equivalente por parte de bilíngues e monolíngues na tarefa
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Birberg, Thornberg Ulrika. „Fats in Mind : Effects of Omega-3 Fatty Acids on Cognition and Behaviour in Childhood“. Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68081.
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The aim of this thesis was to examine possible effects of omega-3 fatty acids on children’s cognition and behavior. Longitudinal as well as cross-sectional comparisons were made among children with typical development and children with ADHD /at risk developing ADHD. The specific purposes were to examine (1) breast-feeding in relation to cognition; (2) relation between long chain poly unsaturated fatty acids (LCPUFAs) in mothers breast-milk and children´s cognition; (3) effects of EPA supplementation on cognition and behavior in children with ADHD; (4) if LCPUFAs have differential effects on working memory, inhibition, problem-solving and theory of mind (ToM). The main conclusions were as follows; (1) duration of breast-feeding was positively correlated to children levels of intelligence (IQ); (2) LCPUFAs in breast-milk was related to children’s ToM and IQ, the quotient DHA/AA, together with length of breastfeeding and gestation week explained 76% of the variance of total IQ; (3) subtypes of children with ADHD responded to EPA supplementation with significant reductions in symptoms, but there were no effects in the whole group with ADHD; (4) ToM ability was related to LCPUFAs, but not to any other cognitive measures as working memory, inhibition and problem-solving. To conclude, these results indicate that fatty acid status in breast-milk at birth affect general cognitive function in children at 6.5 years of age, including ToM. Short-term intervention with omega-3 fatty acids does not affect cognition in children with ADHD, but improves clinical symptoms as assessed by means of teacher ratings. These results further indicate that hot executive function and social cognition may be an area of interest for future research.Syftet med denna avhandling var att undersöka möjliga effekter av omega-3 fettsyror för barns kognition och beteende. Både kortsiktiga och långsiktiga effekter undersöktes och studierna involverade både barn med typisk utveckling och barn med ADHD. De specifika syftena var att undersöka; (1) amning i relation till barns kognitiva utveckling; (2), relationen mellan långa fleromättade fettsyror (LCPUFA) i mammans bröstmjölk och barns kognition; (3) effekter på kognition och beteenden hos barn med ADHD av ett EPA tillskott; (4) om LCPUFA hade några differentiella effekter på arbetsminne, inhibering eller Theory of Mind (ToM). De huvudsakliga slutsatserna var följande; (1) amningslängden var positivt korrelerad med barnens intelligenskvot (IK); (2) LCPUFA i bröstmjölken var associerad med barnens ToM och IK, kvoten DHA/AA, tillsammans med amningslängd och graviditetslängd förklarade 76% av variansen i totala IK; (3) subgrupper av barn med ADHD svarade på EPA behandlingen med signifikant reducerade symptom, men för hela gruppen med ADHD hittades inga effekter; (4) ToM var relaterat till LCPUFA, men inga andra kognitiva mått som arbetsminne, inhibering eller problemlösning. Sammanfattningsvis indikerar dessa resultat att fettsyrestatus i bröstmjölk påverkar generell kognitiv förmåga, samt ToM, hos barn 6,5 år gamla. Korttidsintervention med omega-3 fetter påverkar inte kognition hos skolbarn med ADHD, men minskar kliniska symptom skattade i lärarskattningsskalor. Vidare indikerar resultaten att ”heta” exekutiva funktioner och social kognition kan vara av intresse för framtida forskning.
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Davies, Simon Rolf. „An investigation of the cognitive nature of general intelligence“. University of Western Australia. School of Psychology, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0118.
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[Truncated abstract] Central to the study of general intelligence is Spearman?s g, one definition of which is general fluid reasoning ability. At a cognitive level of explanation, it has recently been hypothesized that individual differences in g is based in the executive functions of the frontal lobes. This theory can be contrasted with the theory that the fount of g is speed of information processing. The aim of this thesis was to test the idea that the two contrasting theories of g could be reconciled by invoking an alternative theory which suggests that there may be two g?s one related to individual differences in intelligence and attributable to differences in speed of information processing and one related to the development of intelligence and based in executive functions of the frontal lobes. This was done with a series of neuropsychological studies that tested groups of adults and children with and without putative central nervous system damage on tests of fluid intelligence, executive function, goal-neglect, and speed of information processing. In study 1, three adults with focal frontal lobe lesions and ten adults with frontotemporal dementia (FTD) were administered three common intelligence tests. In comparison to premorbid and crystallized measures on intelligence, the majority of frontal patients exhibited impaired fluid g. In study 2, 10 patients with FTD, 8 patients with Alzheimer?s disease (AD), 10 adult controls, and 15 adults with low fluid g, were tested on a fast and slow version of a goal-neglect task (thought to measure executive functioning) and a measure of speed of processing. A classical double dissociation was found. Frontal patients with impaired fluid g displayed goal-neglect but intact speed of information processing whereas the adults with low fluid g exhibited slowed speed of information 2 processing but not goal-neglect. It was concluded that the link between fluid g and goal-neglect in adults (demonstrated by previous research) was based on a speed of information processing confound in the goal-neglect task. In study 3, a series of hierarchical regressions were conducted to analyse the performances of 116 children aged 6- to 11-years on all tests. The statistical attempt to dissociate executive function and speed of information processing only provided tentative support for the hypothesis that executive functions are the basis of developmental changes in g
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Greek, Selin Matilda, und Calum James. „A multilingual advantage, or lack thereof? : A comparative study of executive functions in bilinguals and multilinguals“. Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85293.
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The present study aimed to examine how bilinguals and multilinguals performed in executive functioning measures as well as potential differences in performance in terms of number of languages spoken and language proficiency. A sample of 191 participants between the ages 50-75 who spoke 1-5 languages were administered six executive functioning tasks measuring inhibition and switching performance. Three different language variables were examined, namely self-reported number of languages spoken, language proficiency and recategorised number of languages spoken based on proficiency. Analyses showed a positive correlation (i.e., worse performance) between the reported number of languages spoken and the switching task “colour-shape”. This correlation remained significant when analysing the recategorised number of languages and the colour-shape task. The current results indicated no significant performance benefits of multilingualism in executive functioning tasks and showed that they may even have been disadvantaged in certain circumstances. Since correlations were only found in one switching task, no wider generalisations as to the advantages or disadvantages can be made based on the results in this study. However, no multilingual advantage as reported in previous papers was found in the present study.Denna studie syftade till att undersöka tvåspråkigas och flerspråkigas prestation i exekutiva funktioner samt potentiella prestationsskillnader vad gäller antal språk och språkfärdighet. Ett urval på 191 deltagare i åldrarna 50-75, som talades 1-5 språk, deltog i sex olika tester som mätte prestation i de exekutiv funktionerna inhibering och växlande. Tre språkvariabler undersöktes, nämligen självrapporterat antal språk, språkfärdighet och omkategoriserat antal språk baserat på språkfärdighet. Analyser visade en positiv korrelation (d.v.s. sämre prestation) mellan självrapporterat antal språk och växlandesuppgiften “colour-shape”. Denna korrelation förblev signifikant vid analyser av omkategoriserat antal språk och “colour-shape”-uppgiften. Resultaten indikerade inga signifikanta prestationsfördelar för flerspråkiga personer vad gäller exekutiva funktioner, utan visade att detta skulle kunna vara en nackdel under vissa omständigheter. Då korrelationerna endast hittades i en växlingsuppgift kan inga större generaliseringar göras vad gäller fördelar eller nackdelar baserat på vad som kommit fram i denna studie. Likväl kunde inga fördelar för flerspråkiga som rapporterats i tidigare forskning finnas i denna studie.
Successful Aging - A study of how bilingualism and choice of occupation contribute to preserve attention and memory across the adult life span
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Sjöström, Elin. „Cognitive Abilities and their Influence on Speech-In-Noise Information Processing : a Study on Different Kinds of Speech Support and Their Relation to the Human Cognition“. Thesis, Linköpings universitet, Institutionen för datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139036.
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In this paper, top-down and bottom-up processing were studied regarding their effect on speech-in-noise. Three cognitive functions were also studied (divided attention, executive functioning, and semantic comprehension), and the effect they have on the speech processing and on each other. The research questions asked were if a difference in speech-in noise perception can be observed regarding the different levels of top-down and bottom-up support, if speech-in-noise is related to any of the researched cognitive abilities, and if there exists any correlation between these abilities. The method is a within-subject experimental design, consisting of four different tests: PASAT, to measure attention, LIT, to measure semantic comprehension, TMT, to measure executive functioning and SIN, to measure speech-in noise. The results showed a significant difference between top-down and bottom-up processing, a significant difference between top-down processing in decreasing and increasing conditions could also be seen. A negative correlation between the benefit of top-down support and the semantic comprehension task was found. Regarding the cognitive abilities a few correlations were found; the semantic comprehension task had a positive correlation to both the central executive task and the attentional task, the attentional task had a negative correlation to the central executive task, and both of the central executive subtasks had a positive correlation to each other. Most of the findings were expected, built on earlier cognitive hearing theories and studies.
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Sacco, Guillaume. „Les jeux vidéo sérieux en pratique gérontologique : application aux relations activité physique/cognition“. Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR4040/document.
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Ce travail de thèse présente une approche clinique et thérapeutique visant à fournir de nouvelles techniques de soins pour les patients atteints de troubles neurocognitifs et notamment de maladie d’Alzheimer. Les serious exergames sont des jeux vidéo sérieux intégrant une activité physique. Ils peuvent constituer des outils de production d’environnement enrichi pour les utilisateurs, en associant notamment exercice physique et entraînement cognitif. L’objectif de cette thèse est d’explorer en quoi les serious exergames peuvent contribuer à la prise en charge non médicamenteuse des troubles neurocognitifs. Dans ce travail, nous avons réalisé deux types de contribution. Les premières contributions sont générales, l’une présente notre approche clinique intégrative combinant exercice physique et entraînement cognitif via l’utilisation de serious exergames, et l’autre présente des recommandations concernant l’usage des serious games. Les secondes contributions sont de nature expérimentale. La première expérimentation vise à vérifier une des bases théoriques de notre approche clinique. Les deux expérimentations suivantes constituent une évaluation de la mise en œuvre de notre approcheThis thesis presents a clinical and therapeutic approach aiming to create new care for patients with neurocognitive disorder. Serious exergames are serious video games integrating physical activity. Serious exergames could be tools to product enriched environment associating physical exercise and cognitive training. The aim of this thesis is to investigate whether serious exergames can contribute to the non-pharmacological management of neurocognitive disorders. In this thesis we have made two types of contributions. The first type are general contributions. One presents our integrative clinical approach associating physical exercise and cognitive training using serious exergames. The other one presents recommendations concerning the use of serious exergames. The second type of contributions are experimental. The first one aims to confirm a theoretical base of our clinical approach. The two other experiments assess the implementation of our approached in a population of patients with neurocognitive disorder
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Júnior, Waldir Toledo de Paiva. „Gêmeos monozigóticos com Síndrome de Asperger: sociabilidade e cognição“. Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3626.
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Os obstáculos encontrados por crianças e adolescentes com Síndrome de Asperger em termos de interação social, comunicação e imaginação são notórios e causam sentimentos de angústia nos pais que procuram escolas para inserir seus filhos e centros especializados para tratá-los. As pesquisas tem evoluído sobremaneira através dos anos, desde as primeiras descrições sobre o transtorno na primeira metade do século XX, apontando diferentes visões e modos de intervenção, alguns destes que pudessem ser levados à cabo por pais, professores e cuidadores. Entretanto, em termos de língua portuguesa em geral e da realidade brasileira especificamente, há uma carência de instrumentos que possam ser utilizados no ensino de habilidades sociais e cognitivas à esses indivíduos com Síndrome de Asperger. Aproveitando a experiência de pesquisadores ingleses, que na década de noventa elaboraram um guia prático para pais e professores intitulado Teaching children with autism to mind-read: a practical guide for teachers and parents, partindo da intervenção com tradução para a língua portuguesa, o presente estudo exploratório tem os objetivos de: verificar a efetividade de referido instrumento no ensino de habilidades sociais e cognitivas, identificar as estratégias de ensino utilizadas e comparar o desempenho de dois meninos de doze anos, gêmeos monozigóticos com Síndrome de Asperger, alunos de uma escola da rede pública do município do Rio de Janeiro. A metodologia utilizada implicou na análise comparativa dos escores obtidos na pré e pós intervenção, pela avaliação das habilidades sociais com o Inventário Multimídia de Habilidades Sociais para Crianças e das habilidades cognitivas, em especial as funções executivas, via alguns dos subtestes da Escala de Inteligência Wechsler para Crianças WISC-III; e a filmagem das sessões de intervenção e posterior análise dos vídeos para identificação das estratégias de ensino. A análise mostrou que o instrumento foi efetivo no ensino de habilidades sociais e cognitivas, merecendo novos estudos visando sua adaptação para nossa realidade cultural; que as estratégia de ensino mais utilizadas e que contribuíram para a modificação do comportamento dos sujeitos foram levantamento de questões para verificar a compreensão, explicação de conceitos pouco familiares e a ampliação da resposta verbal.
The obstacles encountered by children and adolescents with Asperger Syndrome in terms of social interaction, communication and imagination are notorious and cause feelings of distress in parents seeking schools for their children and specialized centers to treat them. The research has evolved greatly over the years since the first descriptions on the disorder in the first half of the twentieth century, pointing out different views and methods of intervention, some of which could be carried out by the parents, teachers and caregivers. However, in terms of portuguese in general and specifically the brazilian reality, there is a lack of instruments that can be used in teaching social skills and cognitive abilities to those individuals with Asperger Syndrome. Drawing on the experience of british researchers, who in the nineties have produced a practical guide for parents and teachers titled "Teaching children with autism to mind-read: a Practical Guide for teachers and parents", starting with the intervention translation into portuguese, this exploratory study has objectives: to assess the effectiveness of this instrument in teaching cognitive and social skills, identify teaching strategies used and compare the performance of two boys of twelve, twins monozygotic twins with Asperger Syndrome, students at a public school of the Rio de Janeiros county. The methodology involved the comparative analysis scores of pre and post intervention, the evaluation of social skills with the Inventory of Social Skills for Multimedia Children and cognitive abilities, in particular executive functions, via some of the subtests of the Wechsler Intelligence Scale for Children - WISC-III, and videotaping of intervention sessions and subsequent analysis of the videos to identify teaching strategies. The analysis showed that the instrument was effective in teaching social skills and cognitive deserve further studies aimed at adapting to our cultural reality; that the teaching strategy most used and contributed to the modifying the behavior of the subjects were raising issues for check for understanding, explaining unfamiliar concepts and extension of the verbal response.
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Novak, Melissa A. „CASE STUDIES LISTENING TO STUDENTSUSING KINESTHETIC MOVEMENT WHILE LEARNING TO GRAPH LINEAR FUNCTIONS“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1498162366548228.
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Ziad, Abdelkrim. „Usage des médicaments anticholinergiques et fonctions cognitives « cohorte CONSTANCES »“. Thesis, université Paris-Saclay, 2020. http://www.theses.fr/2020UPASV027.
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Le lien entre l’usage des médicaments ayant des propriétés anticholinergiques (AC) et les fonctions cognitives a été montré dans plusieurs études. Cependant ces études ont considéré l’ensemble des médicaments étudiés comme un groupe homogène sans prendre en considération le potentiel AC et la classe thérapeutique. La population étudiée dans nos travaux s’appuie sur les participants âgés de 45 ans et plus de la cohorte CONSTANCES ayant passé une batterie de tests neuropsychologiques. Les données concernant la délivrance de médicaments ayant des propriétés AC sont extraites à partir de la base de données du Système National des Données de Santé (SNDS).Les résultats de la 1ère partie de ces travaux montrent que l’association entre l’usage des médicaments ayant des propriétés AC et les fonctions cognitives est hétérogène selon les classes thérapeutiques. En outre, les antipsychotiques contribuent à une grande partie de cette association. Suite à ces résultats, la 2ème partie de ces travaux comparant des psychotropes ayant des propriétés AC avec ceux qui n’en ont pas a conclu qu'il n'y a pas de lien substantiel entre l'activité AC des antidépresseurs et des anxiolytiques et les fonctions cognitives. Ainsi, pour ces deux classes thérapeutiques, le choix du médicament en fonction de son activité AC n’est pas cliniquement pertinent sur le plan du fonctionnement cognitif. Nos résultats sont moins clairs pour les antipsychotiques pour lesquels il pourrait exister un lien entre l'activité AC et les fonctions exécutives basses. Enfin, dans la 3ème partie nous avons pu développer un référentiel cognitif en utilisant une approche multidimensionnelle. Les analyses focalisées sur l’impact de l’usage des benzodiazépines (BZD) sur les fonctions cognitives sont détaillées dans cette partieThe relationship between the use of drugs with anticholinergic (AC) properties and cognitive function has been shown in several studies. However, these studies considered all the studied drugs as a homogeneous group without taking into consideration the AC potential and the therapeutic class. The population studied in our work is based on participants aged 45 and over in the CONSTANCES cohort who have undergone a battery of neuropsychological tests. Data concerning the dispensing of drugs with AC properties are extracted from the database of the French National System of Health Data (SNDS).The results of the first section of this work showed that the association between the use of drugs with AC properties and cognitive functions is heterogeneous across therapeutic classes. In addition, antipsychotics contribute to a large part of this association. Based on these results, the second section comparing psychotropic drugs with AC properties with those without, concluded that there is no substantial relationship between the AC activity of antidepressants and anxiolytics and cognitive functions. Thus, for these two therapeutic classes, the choice of drug based on its AC activity is not clinically relevant in terms of cognitive functioning. Our results are less clear for antipsychotics for which there may be a link between AC activity and lower executive functions. Finally, in the 3rd section we were able to develop a cognitive referential using a multidimensional approach. Analyses focusing on the impact of benzodiazepine (BZD) use on cognitive functions are detailed in this section
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Bonnet, Guillaume. „Évaluation de la prise de décision dans un environnement complexe et dynamique : effets de l'expertise et de la fatigue au handball“. Thesis, université Paris-Saclay, 2021. http://www.theses.fr/2021UPASW001.
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Notre travail de recherche s’inscrit dans la branche Psychologie du sport et Cognition. La prise de décision, dans un contexte dynamique et complexe, met en jeu des paramètres tels que la perception, la mémoire, le savoir, ou l’expérience. Les athlètes élite sont meilleurs que les novices dans leur capacité à percevoir les indices pertinents et agir en fonction pour s’adapter à l’environnement. Trois de nos études ont montré que cette supériorité des experts se traduisait, pour les adultes, dans la capacité à réagir à un signal, notamment lorsque la tâche était spécifique. En revanche, la quatrième étude a révélé que ces différences ne se manifestaient pas chez les adolescents. Les deux dernières études ont cherché à évaluer l’influence d’un exercice intense chez l’adulte, et d’un enchainement d’efforts chez l’adolescent, toujours sur la capacité à réagir face à une situation spécifique. Nous avons montré d’une part que la performance post-effort avait été améliorée chez l’adulte, et d’autre part que cette performance n’avait pas évolué chez l’adolescent après deux jours et demi de stage. Nous avons discuté l’importance d’étudier la prise de décision dans un contexte spécifique pour tenter de comprendre le lien entre la performance lors de tests cognitifs et la performance sur le terrainOur research work is included in Sport psychology and Cognition. Decision-making, in a dynamic and complex context, involves parameters such as perception, memory, knowledge or experience. Elite athletes are better than novices in their ability to perceive relevant cues and act on them to adapt to the environment. Three of our studies have shown that this expert superiority is reflected, for adults, in the ability to react to a signal, especially when the task was specific. However, the fourth study revealed that these differences did not exist for adolescents. The last two studies sought to assess the influence of intense exercise in adults, and of a serie of training in adolescents, always on the ability to react to a specific situation. We showed on the one hand that post-exercise performance had been improved in adults, and on the other hand that this performance had not changed in adolescents after two days and half of training. We discussed the importance of studying decision making in a specific context in an attempt to understand the connection between performance on cognitive tests and performance on the field
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Fox, Nathan Josephe. „Cognitive architecture and the function of human cognition“. Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/25027.
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A number of models of cognitive architecture have been advanced with the intention of providing some sense of the psychological processes that subserve a range of behaviours. For instance, Sober & Wilson (1998), C. Daniel Batson (1988) and Robert Frank (1988 and 1990) attempt to account for contrasting (if not contradictory) behaviours respectively, hedonistic and altruistic behaviour, self-oriented behaviour and other-oriented behaviour marked by empathetic reactions, and behaviour that reflects rational self-interest in material incentives and behaviour that tends to produce long-term benefits in social interactions. However, the approaches that I have examined encounter difficulties. One difficulty in basing psychological models on empirical data is that the mental states that precede and accompany motivations may be ambiguous or obscure. Those states may be composite states consisting of components that are inextricably linked. For instance, it is not clear whether an altruistic act has some desire for pleasure lurking in the shadows. In Sober & Wilsons approach, cognitive structure is predicted largely on the basis of general factors in the natural selection of cognitive devices, e.g., their availability for selection, energetic efficiency, and reliability. However, the particular factors that play a role in the aetiology of traits depend upon the function that those traits evolved to perform. For instance, while the reliability of a physical system component may certainly be an important general factor in natural selection, it may be a detriment for a device that has as a particular biological function the production of phenotypic flexibility. To avoid the problems that I identified in these approaches, I derived a model of cognitive architecture that is intended to predict motivations and actions that are consistent with aspects of evolutionary theory about the function of cognition. The theory upon which I depended is advanced in Peter Godfrey-Smiths book Complexity and the Function of Mind if Nature. He proposes that there is a single overarching adaptive function for the mind: to subserve adaptive plasticity. Accordingly, my model suggests a general pattern in the sequencing of human mental states that would tend to maximize behavioural flexibility as a means of maximizing inclusive fitness.Graduate
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Castillon, Charlotte. „Etude de la neurogenèse hippocampique adulte et des fonctions cognitives chez trois souris modèles de déficience intellectuelle“. Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS049.
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Les dernières années témoignent d'une remarquable accélération dans la compréhension des facteurs génétiques impliqués dans la déficience intellectuelle (DI) et de nombreux gènes responsables ont été identifiés. Néanmoins, les mécanismes cellulaires et moléculaires sous-jacents à la DI sont encore mal connus. Une hypothèse attractive est que les mutations à l’origine de DI affectent la neurogenèse hippocampique adulte (NGA), une forme de plasticité qui joue un rôle crucial dans la mémoire. L'objectif de ce projet est d’entreprendre une analyse comparative de la NGA chez trois modèles murins de pathologies d’origine génétique, menant à une DI sévère, impliquant des gènes localisés sur le chromosome X et participant à différentes voies de signalisation susceptibles de moduler la NGA : le syndrome de Coffin-Lowry (gène rsk2), la dystrophie musculaire de Duchenne (gène dmd) et une DI liée au gène pak3. Mes recherches actuelles montrent que ces trois modèles présentent des déficits cognitifs dépendants de l’hippocampe, dont des altérations de la fonction de séparation de patterns. Nous avons également mis en évidence des altérations de la NG adulte, avec, entre autres, des altérations du recrutement des jeunes neurones par l’apprentissage qui pourraient contribuer aux déficits cognitifs observés en particulier dans la fonction de séparation de patterns. Toutefois, selon les gènes en cause, les déficits ne sont pas observés dans les mêmes étapes de la NGA ni dans les mêmes situations comportementales. L’ensemble de ces résultats laisse donc suggérer que chacun des gènes étudiés pourrait jouer un rôle différent dans la NGA, mais qu'in fine des altérations de cette forme de plasticité contribuent, au moins en partie, aux déficits cognitifs associés à la DI dans les trois modèles. Ensemble, ces résultats apportent des informations supplémentaires qui seront directement pertinentes pour d’autres pathologies neuro-développementales conduisant à des déficits cognitifs liés à des altérations de la NG, et pourraient ouvrir de nouvelles pistes thérapeutiquesRecent years have shown a remarkable acceleration in the understanding of genetic factors involved in intellectual disability (ID) and many genes responsible have been identified. However, the cellular and molecular underlying mechanisms are still poorly understood. An attractive hypothesis is that mutations causing ID may affect adult hippocampal neurogenesis (ANG), a form of plasticity that plays a crucial role in learning and memory. The objective of this project was to undertake a comparative analysis of adult hippocampal neurogenesis in three mouse models of genetic diseases involving genes located on the X chromosome and participating in different signalling pathways that may modulate ANG: the Coffin-Lowry syndrome (rsk2 gene), Duchenne muscular dystrophy (dmd gene) and ID due to mutation of the pak3 gene. My current research shows that these three models present hippocampal dependent cognitive deficits. Among these deficits, major deficits in spatial pattern separation function have been highlighted. We also showed specific alterations of basal ANG, together with alterations in the recruitment of young newborn neurons by learning that could contribute to the observed cognitive deficits, in particular in pattern separation function. However, depending on the genes involved, the deficits are not observed in the same steps of adult NG and in the same behavioural situations. In all, the results suggest that each of the genes plays a different role in ANG, but finally that alterations of this form of plasticity may contribute to the cognitive deficits associated with ID in the three models. Together, these results provide additional information that will be directly relevant to other neurodevelopmental disorders leading to cognitive deficits related to NG alterations, and could open new therapeutic tracks
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Rosendahl, Erik. „Fall prediction and a high-intensity functional exercise programme to improve physical functions and to prevent falls among older people living in residential care facilities“. Doctoral thesis, Umeå : Samhällsmedicin och rehabilitering Community Medicine and Rehabilitation, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-756.
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Czermainski, Fernanda Rasch. „Avaliação neuropsicológica das funções executivas no transtorno do espectro do autismo“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/63201.
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Essa dissertação teve como objetivo investigar as funções executivas em crianças e adolescentes com Transtorno do Espectro do Autismo (TEA). No primeiro estudo, foi feita uma revisão sistemática de publicações de 2001 a 2011, que avaliaram as funções executivas nessa amostra. No segundo estudo, foi feita uma comparação de desempenho de dois grupos de crianças e adolescentes, um grupo com diagnóstico de TEA (n=11) e um grupo controle com desenvolvimento típico (n=19), em tarefas de funções executivas e memória de trabalho. Concluiu-se que, embora o estudo de revisão tenha encontrado evidências de componentes executivos intactos (resolução de problemas, memória de trabalho) e disfuncionais (planejamento, flexibilidade, fluência verbal, inibição) nas amostras com TEA, o estudo empírico indicou desempenho inferior do grupo TEA em todas as tarefas de funções executivas e memória de trabalho, envolvendo componentes do controle inibitório, da flexibilidade cognitiva, do planejamento, de memória de trabalho e de fluência verbal.This dissertation aimed to investigate executive function in children and adolescents with Autism Spectrum Disorders (ASD). In the first study, we performed a systematic review of publications from 2001 to 2011, which assessed executive function in this sample. In the second study, was done a performance comparison of two groups of children and adolescents, a group with ASD (n=11) and a control group with typical development (n=19), in tasks of executive function and working memory. It was concluded that, although the review study has found evidence of intact (problem-solving, working memory) and dysfunctional (planning, flexibility, verbal fluency, inhibition) executive components in samples with ASD, the empirical study indicated lower performance of executive function in ASD group, involving components of inhibitory control, cognitive flexibility, planning, working memory and verbal fluency.
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Dhawan, Sandeep Sonny. „Learning to focus and focusing to learn : more than a cortical trick“. Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/15883.
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The consequence of many psychiatric and neurodegenerative disorders, such as Parkinson's disease and schizophrenia, is an impairment in ‘executive functioning'; an umbrella term for several cognitive processes, including the focussing and shifting of attention and the inhibition of responding. The ability to form an ‘attentional set' involves learning to discriminate qualities of a multidimensional cue, and to subsequently learn which quality is relevant, and therefore predictive of reward. According to recent research, the subthalamic nucleus (STN) and possibly the adjacent zona incerta (ZI) may mediate the formation of attentional set. Dysregulation of the STN as a result of Parkinson's disease contributes to characteristic motor symptoms, and whilst deep-brain stimulation of this region may treat gross motor impairments, it may also impair cognition. The work in this thesis aimed to expand our understanding of the mechanisms of attentional set-formation, and the role of the STN in this process. This thesis evaluates new methods for examining set-formation in the attentional set-shifting task; rather than inferring this behaviour solely from the cost of shifting set, modifications to the task design in Chapters 3 & 4 explored several hypotheses designed to exploit a deficit in this behaviour. Chapter 6 revealed that inhibition of this region with designer receptors leads to a disruption in attentional selectivity, which compromises the ability to form an attentional set. This manifested as an inability to parse relevant information from irrelevant, and instead, animals learned the stimuli holistically. The findings in this thesis also suggested that reversal and attentional shifting processes do not operate independently, but rather in a hierarchy, and that consequently, the STN is a region that may be crucial in selecting appropriate responses during associative learning that leads to the formation of an attentional set.
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Camp, Sophie Jane. „Memory function in multiple sclerosis“. Thesis, University College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327043.
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Fowler, Linda D. „Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States“. FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.
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Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem.
U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S.
The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement.
Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country.
U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.
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Carlier, Mauraine. „Profiling individuals for pleasurable physical exercise : the neuropsychology of tolerance of exercise intensity“. Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30039/document.
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Les ressentis affectifs lors d’un exercice physique ont été révélés comme prédicteurs de l’engagement dans une pratique régulière (Mohiyeddini, Pauli, & Bauer, 2009). Toutefois, alors que certains ont la possibilité d’expérimenter positivement une séance, d’autres ne le sont pas (Van Landuyt, Ekkekakis, Hall , & Petruzzello, 2000). Une des explications avancées par la théorie du double mode (Ekkekakis, 2003) est que les différences observées entre les individus sont dues à l'interaction existante entre leurs capacités physiques et leurs caractéristiques psychologiques. Dans ce contexte, mon travail de thèse visait à comprendre comment une caractéristique psychologique telle que la tolérance à l'effort peut impacter les réponses affectives d’un individu lors de la réalisation d'un exercice physique modéré. La tolérance est définie comme un trait qui influence la capacité de l'individu à continuer à s'exercer à un niveau d'intensité imposé même si l'activité devient inconfortable ou désagréable (Ekkekakis, Hall et Petruzzello, 2005). À ce jour, mon travail a révélé que le concept de tolérance semble être un concept valable dans un échantillon européen francophone (étude I) et ce quelle que soit la pratique physique hebdomadaire auto-déclarée par les individus. Mon travail montre également que la tolérance à l’effort impacte effectivement les ressentis durant un exercice physique modéré (études II et IV). De plus, il semblerait que plus les individus sont tolérants à l'effort, plus ils sont capables de produire un exercice physique intense (études III et IV). Fait intéressant, les résultats ont révélé que le niveau de tolérance semble être associé à l'efficacité du fonctionnement cognitif. Plus précisément, plus les individus possèdent des fonctions exécutives efficaces, plus ils possèdent un niveau élevé de tolérance à l'effort (étude III). Enfin, l'effet positif d'un environnement de distraction musicale sur la perception de la difficulté de l'exercice physique n'a été révélé que chez les personnes très tolérantes (étude IV); suggérant que la musique peut ne pas être adaptée à tous. En conclusion, à travers la réalisation d'une évaluation psychométrique de la version francophone (étude I), d'un paradigme dual (étude II) et d'une évaluation neuropsychologique des capacités cognitives des individus (étude III), mon travail de thèse a révélé que la tolérance à l’effort semble être un concept francophone valide prédisant la réponse affective positive ou négative à l'exercice physique ; et ce que l’exercice se réalise dans le silence ou en la musique (Études II et IV)Affective responses to physical exercise have been reported as predictors of the degree of engagement a personis ready to set in regular practice (Mohiyeddini, Pauli, & Bauer, 2009). According to the dual mode theory, theindividuals’ differences occurring during the exercise are due to the interplay between one’s physical abilitiesand one’s psychological characteristics (Ekkekakis, 2003) with some experiencing positively the session whileothers do not (Van Landuyt, Ekkekakis, Hall, & Petruzzello, 2000). Hence, my thesis work targeted the betterunderstanding of the effect of one of the psychological characteristics, the Tolerance to effort, on one’saffective responses during moderate physical exercise. Furthermore, I tried to reveal that a neuropsychologicaldefinition of the Tolerance to effort can be possible, even required for prescribing exercise program. Toleranceis defined as a trait that influences one’s ability to continue exercising at an imposed level of intensity even ifthe activity becomes uncomfortable or unpleasant (Ekkekakis, Hall, & Petruzzello, 2005). To date, my workhas revealed that the concept of Tolerance seems to be a valid concept in a French-speaking European sample(Study I). Interestingly, the results were revealed whatever the individuals’ self-reported weekly physicalpractice. My work also shows that the way one experiences a physical exercise depends on one’s tolerancelevel (Studies II and IV). Furthermore, the more individuals were tolerant to effort, the more they were able toproduce intense physical exercise (Studies III and IV). Interestingly, results revealed that one’s tolerance levelseems to be associated with one’s efficiency of cognitive functioning. More specifically, the more individualspossess efficient executive functions, the more they possess high level of Tolerance to effort (Study III).Finally, the positive effect of a musical distracting environment on one’s perception of physical exercisedifficulty was revealed only in high tolerant individuals (Study IV); suggesting that music may not be adaptedto all. To conclude, through the conduction of a psychometric assessment of the French-speaking version(Study I), a dual task paradigm (Study II) and a neuropsychological assessment of individuals cognitiveabilities (Study III), my thesis work has revealed that one’s tolerance level seems to be a French-speaking validconcept predicting the positive or negative affective response to physical exercise either in silence or in music(Studies II and IV) and defining one’s tolerance to effort from a cognitive standpoint