The Creation of High-Resolution Brain Cross-sections for 3D Printing and Virtual Reality Applications.

Technologies such as 3D printing and virtual/augmented reality have great potential for improving the teaching of highly spatial topics such as neuroanatomy. We created a set of 3D printed and virtual brain cross-sections using a high-resolution MRI dataset. These resources have been made freely available via online repositories. We also report a pilot study of the use of both the physical and virtual specimens in the classroom. Students completed a lab exercise where they used either the 3D printed or virtual brain sections to order a set of axial slices from dorsal to ventral. They then labeled the different structures that they found useful in determining the slices' positions. We measured the students' ability to localize 2D brain cross-sections before and after the lab exercise. Overall, we saw pre- to post-test increases in accuracy on a brain cross-sections task compared to a lecture-based neuroanatomy instruction.

A simultaneous examination of two forms of working memory training: Evidence for near transfer only.

The efficacy of working-memory training is a topic of considerable debate, with some studies showing transfer to measures such as fluid intelligence while others have not. We report the results of a study designed to examine two forms of working-memory training, one using a spatial n-back and the other a verbal complex span. Thirty-one undergraduates completed 4 weeks of n-back training and 32 completed 4 weeks of verbal complex span training. We also included two active control groups. One group trained on a non-adaptive version of n-back and the other trained on a real-time strategy video game. All participants completed pre- and post-training measures of a large battery of transfer tasks used to create composite measures of short-term and working memory in both verbal and visuo-spatial domains as well as verbal reasoning and fluid intelligence. We only found clear evidence for near transfer from the spatial n-back training to new forms of n-back, and this was the case for both adaptive and non-adaptive n-back.

Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students.

Introduction: A significant proportion of currently enrolled college students receive support for attention deficit/hyperactivity disorder (ADHD) and these students are often at risk of academic failure. Retrieval practice or self-testing is an effective, accessible, and affordable tool for improving academic performance. Three recent studies found conflicting results with regards to the effectiveness of retrieval practice in this population. Methods: The present study compared 36 individuals with ADHD to 36 controls. Participants studied Swahili-English word pairs that varied in difficulty. Half of the pairs were repeatedly studied, and the other half repeatedly tested. Results: On a final test, all participants showed a benefit of retrieval practice relative to restudy and participant status did not moderate the effect. However, unmedicated individuals with ADHD performed worse overall, both during the encoding phase and on the final test, whereas medicated participants were not significantly different from controls. Discussion: An examination of self-reported encoding strategies found unmedicated participants used fewer deep strategies at encoding, consistent with prior work on ADHD and memory. Although retrieval practice is effective in this group, improved strategy use may be necessary to ensure performance that is fully equivalent to that of students without ADHD.

The benefits of retrieval practice depend on item difficulty and intelligence.

The authors examined whether individual differences in fluid intelligence (gF) modulate the testing effect. Participants studied Swahili-English word pairs and repeatedly studied half the pairs or attempted retrieval, with feedback, for the remaining half. Word pairs were easy or difficult to learn. Overall, participants showed a benefit of testing over restudy. However, almost 1/3 of the sample had a negative testing effect and benefitted more from restudy than testing, as well as performing better overall. These individuals self-reported less use of shallower encoding strategies than positive testing effect participants but did not differ in other dimensions. For individuals with a positive testing effect, difficulty had differential effects on participants who scored high or low on a measure of gF, with high gF participants showing larger testing effects for difficult over easy items, whereas low gF participants showed the opposite. Working memory performance was not related to the magnitude of the testing effect; however, vocabulary knowledge revealed a similar pattern as gF, with higher vocabulary associated with a testing effect for difficult but not easy items. This suggests that the benefit of retrieval practice varies with item difficulty and participant abilities. Thus, recommendations to engage in retrieval practice should take into consideration the interactive effects of to-be-learned materials and individual differences in the learners. (PsycINFO Database Record

Memory beliefs and function in fibromyalgia patients.

OBJECTIVE: The aim of this study was to investigate memory beliefs and their relationship to actual memory function in fibromyalgia (FM) patients. METHODS: Twenty-three FM patients, 23 age- and education-matched controls, and 22 older controls completed the Metamemory in Adulthood (MIA) questionnaire, which assessed beliefs about seven aspects of memory function. Group differences on the seven scales were assessed, and scores on the capacity scale were correlated with objective memory performance. RESULTS: FM patients reported lower memory capacity and more memory deterioration than did either control group. Patients reported lower control or self-efficacy over memory, higher achievement motivation, higher strategy use, and higher anxiety about memory than age-matched controls did. Among the patients, perceived capacity, achievement motivation, and self-efficacy were significantly correlated with objective memory performance on a recall task. CONCLUSION: FM patients' complaints about memory function have some accuracy.

Dissociative global and local task-switching costs across younger adults, middle-aged adults, older adults, and very mild Alzheimer's disease individuals.

A task-switching paradigm was used to examine differences in attentional control across younger adults, middle-aged adults, healthy older adults, and individuals classified in the earliest detectable stage of Alzheimer's disease (AD). A large sample of participants (570) completed a switching task in which participants were cued to classify the letter (consonant/vowel) or number (odd/even) task-set dimension of a bivalent stimulus (e.g., A 14), respectively. A pure block consisting of single-task trials and a switch block consisting of nonswitch and switch trials were completed. Local (switch vs. nonswitch trials) and global (nonswitch vs. pure trials) costs in mean error rates, mean response latencies, underlying reaction time (RT) distributions, along with stimulus-response congruency effects were computed. Local costs in errors were group invariant, but global costs in errors systematically increased as a function of age and AD. Response latencies yielded a strong dissociation: Local costs decreased across groups whereas global costs increased across groups. Vincentile distribution analyses revealed that the dissociation of local and global costs primarily occurred in the slowest response latencies. Stimulus-response congruency effects within the switch block were particularly robust in accuracy in participants in the very mild AD group. We argue that the results are consistent with the notion that the impaired groups show a reduced local cost because the task sets are not as well tuned, and hence produce minimal cost on switch trials. In contrast, global costs increase because of the additional burden on working memory of maintaining 2 task sets.

Working memory, fluid intelligence, and impulsiveness in heavy media multitaskers.

Ophir, Nass, and Wagner (Proceedings of the National Association of Sciences 106:15583-15587, 2009) reported that individuals who routinely engage in multiple forms of media use are actually worse at multitasking, possibly due to difficulties in ignoring irrelevant stimuli, from both external sources and internal representations in memory. Using the media multitasking index (MMI) developed by Ophir et al., we identified heavy media multitaskers (HMMs) and light media multitaskers (LMMs) and tested them on measures of attention, working memory, task switching, and fluid intelligence, as well as self-reported impulsivity and self-control. We found that people who reported engaging in heavy amounts of media multitasking reported being more impulsive and performed more poorly on measures of fluid intelligence than did those who did not frequently engage in media multitasking. However, we could find no evidence to support the contention that HMMs are worse in a multitasking situation such as task switching or that they show any deficits in dealing with irrelevant or distracting information, as compared with LMMs.

Training and transfer effects in task switching.

Performance on task switching, a paradigm commonly used to measure executive function, has been shown to improve with practice. However, no study has tested whether these benefits are specific to the tasks learned or are transferable to new situations. We report evidence of transferable improvement in a cued, randomly switching paradigm as measured by mixing cost, but we report no consistent improvement for switch cost. Improvement in mixing costs arises from a relative reduction in time to perform both switch and nonswitch trials that immediately follow switch trials, implicating the ability to recover from unexpected switches as the source of improvement. These results add to a growing number of studies demonstrating generalizable improvement with training on executive processing.

Aging and the neural correlates of successful picture encoding: frontal activations compensate for decreased medial-temporal activity.

We investigated the hypothesis that increased prefrontal activations in older adults are compensatory for decreases in medial-temporal activations that occur with age. Because scene encoding engages both hippocampal and prefrontal sites, we examined incidental encoding of scenes by 14 young and 13 older adults in a subsequent memory paradigm using functional magnetic resonance imaging (fMRI). Behavioral results indicated that there were equivalent numbers of remembered and forgotten items, which did not vary as a function of age. In an fMRI analysis subtracting forgotten items from remembered items, younger and older adults both activated inferior frontal and lateral occipital regions bilaterally; however, older adults showed less activation than young adults in the left and right parahippocampus and more activation than young adults in the middle frontal cortex. Moreover, correlations between inferior frontal and parahippocampal activity were significantly negative for old but not young, suggesting that those older adults who showed the least engagement of the parahippocampus activated inferior frontal areas the most. Because the analyses included only the unique activations associated with remembered items, these data suggest that prefrontal regions could serve a compensatory role for declines in medial-temporal activations with age.

A lifespan database of adult facial stimuli.

Faces constitute a unique and widely used category of stimuli. In spite of their importance, there are few collections of faces for use in research, none of which adequately represent the different ages of faces across the lifespan. This lack of a range of ages has limited the majority of researchers to using predominantly young faces as stimuli even when their hypotheses concern both young and old participants. We describe a database of 575 individual faces ranging from ages 18 to 93. Our database was developed to be more representative of age groups across the lifespan, with a special emphasis on recruiting older adults. The resulting database has faces of 218 adults age 18-29, 76 adults age 30-49, 123 adults age 50-69, and 158 adults age 70 and older. These faces may be acquired for research purposes from http://agingmind.cns.uiuc.edu/facedb/. This will allow researchers interested in using facial stimuli access to a wider age range of adult faces than has previously been available.

Aging reduces neural specialization in ventral visual cortex.

The present study investigated whether neural structures become less functionally differentiated and specialized with age. We studied ventral visual cortex, an area of the brain that responds selectively to visual categories (faces, places, and words) in young adults, and that shows little atrophy with age. Functional MRI was used to estimate neural activity in this cortical area, while young and old adults viewed faces, houses, pseudowords, and chairs. The results demonstrated significantly less neural specialization for these stimulus categories in older adults across a range of analyses.