Exploring the relationship between early cognitive ability and age-60 sleep quality: The Newcastle Thousand Families Study birth cohort.

OBJECTIVES: Poor sleep quality has been linked to adverse health outcomes. It is important to understand factors contributing to sleep quality. Previous research has suggested increased cognition and education duration have a protective effect on sleep quality in old age. This study aimed to assess the hypothesis that age-11 intelligence quotient and highest achieved education level are associated with subjective sleep quality at age 60. METHODS: Participants are members of the Newcastle Thousand Families Study birth cohort, all born in 1947. Data included a calculated intelligence quotient score based on participant's 11-plus exam results, highest achieved education level, social class at ages 25 and 50 and global Pittsburgh Sleep Quality Index (PSQI) at age 60. Multivariable regression analysis was used to investigate effect sizes of variables on global PSQI, which formed the basis of a path analysis model. RESULTS: After excluding participants with incomplete data, and those who had been diagnosed with sleep apnea, 251 participants were included in the path analysis model. Education level was associated with global PSQI (R=-0.653; 95% CI -1.161, -0.145; P = .012) but age-11 intelligence quotient was not. While a similar association was seen for women in the stratified analysis, no such associations were seen for men. CONCLUSIONS: The results of this study show an inverse relationship between education level, but not childhood intelligence quotient, and sleep quality in later life, in women only. Future research is needed to examine the mechanism underlying this relationship.

A mixed-method exploration of mental toughness, perceived stress and quality of life in mental health workers.

WHAT IS KNOWN ON THE SUBJECT?: Staff working with other people's mental health are in more danger of experiencing high stress at work. These members of staff are more likely to have mental health problems themselves. Previous research has suggested that training these members of staff to deal with their daily stress and become mentally tougher can protect them. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: The findings showed that higher levels of perceived stress and reduced quality of life in mental health workers were related to lower levels of mental toughness. This research provides a detailed understanding of the current issues experienced in a range of different mental health settings, which may contribute to stress and quality of life. The research highlights the importance of protecting staff mental wellbeing, controlling and reducing levels of stress and suggests that one route to doing this is improving mental toughness. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: These findings suggest a need to increase the awareness of and further protect the mental health of staff working in the mentioned settings. Staff working in mental health settings should be provided with information about how to enhance mental toughness and how to reduce stress. This will lead to a better quality of life for mental health staff and in turn improve the quality of care provided. ABSTRACT: Introduction Clinicians working in mental health services are at increased risk of stress at work. Previous work suggests that mental toughness is a protective mechanism for stress in other professions. This has not yet been examined in mental health workers. Aim/Question To examine whether mental toughness predicts perceived stress and quality of life in mental health workers, to develop an understanding of the factors contributing to and techniques used to deal with stress in this population. Method Sixty-two workers completed measures of mental toughness, perceived stress, quality of life and answered questions regarding their personal experience of stress at work. Results Mental toughness was a predictor of stress (F(7, 54) = 10.58, p < .001) and quality of life (F(6, 55) = 7.58, p < .001, F(7, 54) = 7.15, p < .001 and F(7, 54) = 6.81, p < .001, for compassion satisfaction, burnout and secondary traumatic stress, respectively), with particular roles for the interpersonal confidence and control of life components. Qualitative analysis revealed sources of stress for health workers and a variety of stress management techniques to cope with workplace stress. The findings suggested that mental toughness develops in some but not all health workers due to the demands of their role. Discussion The findings provide an insight into stress, quality of life and protective factors for stress in mental health workers and suggest that future research should consider mental toughness training in mental health workers. Implications for Practice There is a need to increase the awareness of factors contributing to stress in mental health workers, such as a lack of resources and staff, and to promote organizational change to improve their professional quality of life. Future research should also explore the potential of mental toughness training in this population.

Are forward and backward recall the same? A dual-task study of digit recall.

There is some debate surrounding the cognitive resources underlying backward digit recall. Some researchers consider it to differ from forward digit recall due to the involvement of executive control, while others suggest that backward recall involves visuospatial resources. Five experiments therefore investigated the role of executive-attentional and visuospatial resources in both forward and backward digit recall. In the first, participants completed visuospatial 0-back and 2-back tasks during the encoding of information to be remembered. The concurrent tasks did not differentially disrupt performance on backward digit recall, relative to forward digit recall. Experiment 2 shifted concurrent load to the recall phase instead and, in this case, revealed a larger effect of both tasks on backward recall, relative to forwards recall, suggesting that backward recall may draw on additional resources during the recall phase and that these resources are visuospatial in nature. Experiments 3 and 4 then further investigated the role of visual processes in forward and backward recall using dynamic visual noise (DVN). In Experiment 3, DVN was presented during encoding of information to be remembered and had no effect upon performance. However, in Experiment 4, it was presented during the recall phase, and the results provided evidence of a role for visual imagery in backward digit recall. These results were replicated in Experiment 5, in which the same list length was used for forward and backward recall tasks. The findings are discussed in terms of both theoretical and practical implications.

Scoring methods and the predictive ability of working memory tasks.

Measures of working memory (WM) are useful predictors of cognitive skills and educational attainment in children. A number of scoring methods can be used for WM tasks-for example, the sum of all correctly recalled stimuli in perfectly recalled lists (absolute score) or the proportion of items recalled in the correct serial position during the task (proportion correct). The present study explored whether proportion correct scoring had an advantage over absolute scoring of WM tasks for predicting children's educational attainment. The participants were 81 primary school children aged 7-8 years. Each participant was tested on five measures of WM. Schools supplied national curriculum attainment levels for each child in reading, writing, mathematics, and science. The results revealed that proportion correct scoring resulted in WM tasks' being better predictors of children's achievement. The results are discussed in terms of both psychological theory and implications for research methods.

The effects of cognitive demand upon relationships between working memory and cognitive skills.

The present study explored the effects of cognitive demand upon relationships between working memory and cognitive skills. Both children and adults were tested on a measure of short-term memory and three measures of counting span, which varied in cognitive demand. When statistically controlling for short-term memory and the speed of counting operations, the more demanding the counting-span task, the closer its relationship with cognitive skills. The results are discussed in terms of practical and theoretical implications for working memory research.

Executive functions and achievements in school: Shifting, updating, inhibition, and working memory.

Links have recently been established between measures of educational attainment and both verbal and visuo-spatial aspects of working memory. Relationships have also been identified between specific executive functions-shifting, updating, and inhibition-and scholastic achievement. In the present study, scholastic attainment, shifting, updating, inhibition, and verbal and visuo-spatial working memory were assessed in 11- and 12-year-old children. Exploratory factor analysis identified two executive factors: one associated with updating functions and one associated with inhibition. Updating abilities were closely linked with performance on both verbal and visuo-spatial working memory span tasks. Working memory was closely linked with attainment in English and mathematics, and inhibition was associated with achievement in English, mathematics, and science. Domain-specific associations existed between verbal working memory and attainment in English, and between visuo-spatial working memory and attainment in English, mathematics and science. Implications of the findings for the theoretical analysis of executive functioning, working memory and children's learning are discussed.