Use of geometry and featural cues in landmark configurations to reorient DCD children to the VR space: A route-learning study / Uso de señales geométricas y caracterológicas en configuraciones de puntos de referencia para reorientar a los niños con TDC hacia el espacio de realidad virtual: Un estudio de aprendizaje de rutas

Abstract Background: Working memory-based spatial cognition has attracted the attention of the scientific community in navigation and reorientation projects. The dominant approach considers that spontaneous spatial navigation behavior is based merely on environmental geometry (built and natural environmental objects). In this domain, DCD (Developmental Coordination Disorder) motor skill orientation problems have been frequently associated with poor visuospatial cognition, while immersive VR environments encourage more repetition, allowing for faster motor skill development and recovery. Objective: This pilot study tested the functionality of an immersive VR environment with environmental geometry (rectangular arena rich in symmetry) and featural landmark cues (striped wall, flora) as a route-learning tool for children with motor skill disorders. Methods: Forty DCD children aged 5 to 8 years (20 boys and 20 girls); five (5) 3D reality modeling setups with orthogonality, symmetry, and striped walls as design parameters; and trial walk-through coordination exercises using a predefined visual pathway with different motor control conditions (daylight, darkness). Participants' path completion rate, path completion time, and walk-through satisfaction were recorded as route-learning performance variables and analyzed statistically. Results/findings: DCD children's spatial orientation was statistically shown to be more stable and robust (in path completion rates, termination time, and walk-through level of satisfaction) in a virtual 3D environment rich in orthogonality, symmetry, and featural cues as landmarks. In this compound environmental geometry setup, training functionality and immersive learning performance enjoyed an 8.16% better path completion rate, a 12.37% reduction in path completion time, and 32.10% more walk-through satisfaction than reality modeling setups poor in geometry and landmarks. The effectiveness and robustness were validated statistically. Conclusion: Children with motor skill difficulties train and learn better in virtual 3D environments that are rich in orthogonality, symmetry, and featural landmark cues.

Resumen Antecedentes: La cognición espacial basada en la memoria de trabajo ha atraído la atención de la comunidad científica en proyectos de navegación y reorientación. El enfoque dominante considera que el comportamiento espontáneo de navegación espacial se basa meramente en la geometría ambiental (objetos ambientales construidos y naturales). En este ámbito, los problemas de orientación de las habilidades motoras del TDC (Trastorno del Desarrollo de la Coordinación) se han asociado con frecuencia a una cognición visoespacial deficiente, mientras que los entornos de RV (Realidad Virtual) inmersivos fomentan una mayor repetición, lo que permite un desarrollo y una recuperación más rápidos de las habilidades motoras. Objetivo: Este estudio piloto probó la funcionalidad de un entorno de RV inmersiva con geometría ambiental (arena rectangular rica en simetría) y señales de puntos de referencia característicos (pared rayada, flora) como herramienta de aprendizaje de rutas para niños con trastornos de la habilidad motora. Métodos: Cuarenta niños con TDC de entre 5 y 8 años (20 niños y 20 niñas); cinco (5) configuraciones de modelado de realidad 3D con ortogonalidad, simetría y paredes rayadas como parámetros de diseño; y ejercicios de coordinación de recorrido de prueba utilizando una ruta visual predefinida con diferentes condiciones de control motor (luz diurna, oscuridad). Se registraron la tasa de finalización del recorrido, el tiempo de finalización del recorrido y el grado de satisfacción de los participantes como variables de rendimiento del aprendizaje de recorridos y se analizaron estadísticamente. Resultados: Se demostró estadísticamente que la orientación espacial de los niños con TDC era más estable y robusta (en tasas de finalización del camino, tiempo de finalización y nivel de satisfacción del recorrido) en un entorno 3D virtual rico en ortogonalidad, simetría y señales de características como puntos de referencia. En esta configuración de geometría ambiental compuesta, la funcionalidad del entrenamiento y el rendimiento del aprendizaje inmersivo disfrutaron de un 8,16% más de tasa de finalización de ruta, una reducción del 12,37% en el tiempo de finalización de ruta y un 32,10% más de satisfacción de recorrido que las configuraciones de modelado de realidad pobres en geometría y puntos de referencia. La eficacia y la solidez se validaron estadísticamente. Conclusiones: Los niños con dificultades motrices entrenan y aprenden mejor en entornos virtuales 3D ricos en ortogonalidad, simetría y puntos de referencia característicos.

A new neuropsychological tool for simultaneous reading and executive functions assessment: initial psychometric properties.

Introduction: The development of reading and complex executive functions is fundamental for achieving social, academic, and professional success. So far, there is no single neuropsychological instrument that comprehensively assesses the domains of inhibitory control, cognitive flexibility, working memory, and reading comprehension. To assess executive functions related to reading, the "Assessment of Reading and Executive Functions" (AREF) was developed. In this study, we show initial evidence of validity and reliability for four subtests - Graphophonological-Semantic Flexibility, Inhibitory Control, Flexibility, and Working Memory. Methods: A total of 93 students from 4th to 9th grade, aged 8-14, in public (n = 61) and private (n = 32) schools were evaluated. Tasks from the AREF instrument, as well as measures of reading comprehension, inhibitory control, cognitive flexibility, working memory, and intelligence, were administered. Correlations between AREF scores and the other measures were performed to assess external construct validity. Performance differences between school groups on AREF subtests were analyzed using ANOVA, t-test, and Mann-Whitney tests, and the internal consistency of the instrument's tasks was evaluated using Cronbach's alpha coefficient. Results: The scores of the AREF subtests demonstrated significant positive correlations with reading measures (ranging from 0.339 to 0.367) and executive functions (ranging from 0.209 to 0.396). Significant differences were found in the performance of some AREF tasks when comparing individuals from public and private schools, as well as between 4th and 5th graders compared to students in higher grades. The internal consistency of the tasks was low for Graphophonological-Semantic Flexibility (Cronbach's α = 0.566), moderate for Inhibitory Control and Flexibility (Cronbach's α = 0.768), and high for Working Memory (Cronbach's α = 0.881). Discussion: The results provide initial evidence of construct validity and reliability for the AREF subtests. It is expected that this new neuropsychological test will contribute to the assessment of reading skills and executive functions, assisting in guiding clinical and educational interventions for individuals with and without neurodevelopmental disorders.

Working Memory and Cross-Linguistic Influence on Vocabulary Acquisition.

The purpose of this study was to analyze the cross-linguistic influence of previously learned languages and working memory capacities on the vocabulary performance of two different typological languages. The objectives of this study were (1) to compare the working memory capacities of bilingual adults in relation to the vocabulary performance of two different languages never learned by the participants, and (2) to analyze to what extent the typology of previously learned languages influences working memory capacities in relation to the vocabulary performance of French and Nahuatl. A group of 43 Mexican Spanish college students participated in this experimental study. The participants completed a series of working memory tasks in Nahuatl and French. The results showed that working memory capacities were lower in Nahuatl than in French. Thus, a correlation was found between their first and second language and vocabulary performance in French. We can consider the influence of previously learned languages as a significant factor in vocabulary acquisition in accordance with the participants' working memory capacities.

Las funciones ejecutivas y el ajedrez: una revisión sistemática / Executive functions and chess: a systematic review

Resumen Objetivo: Determinar el efecto de la formación en ajedrez sobre las funciones ejecutivas: planificación, flexibilidad cognitiva, memoria de trabajo e inhibición por medio de la revisión de la literatura científica de investigaciones en la última década. Método: Se desarrolló una búsqueda en las bases de datos Web of Science, Scielo, Pubmed, Scopus y en Google académico, para el período 2012-2022, mediante la metodología de revisión sistemática. Resultados: Se encontraron sesenta y seis artículos y solo se analizaron trece que cumplieron con los criterios de inclusión. Fue posible identificar relaciones del ajedrez con las cuatro funciones ejecutivas: inhibición, flexibilidad, memoria de trabajo y planificación, además del funcionamiento ejecutivo en general. Discusión: Los resultados han sugerido que la práctica sistemática del ajedrez contribuye al desarrollo del funcionamiento ejecutivo. Por ser una práctica de fácil alcance, se podría aprovechar sus beneficios incorporándola en diversos escenarios educativos. Conclusión: La mayoría de las investigaciones de los últimos diez años provee evidencia que permite demostrar la hipótesis de que la práctica del ajedrez se asocia un mejor desempeño ejecutivo; también se encontró un único artículo que por el contrario rechaza esta relación.

Abstract Objective: Determine the effect of chess training on executive functions: planning, cognitive flexibility, working memory and inhibition by reviewing the scientific research literature in the last decade. Method: A search was carried out in the Web of Science, Scielo, Pubmed, Scopus and Google Scholar databases for the period 2012-2022, using the systematic review methodology. Results: Sixty-six articles were found and only thirteen that met the inclusion criteria were analyzed. It was possible to identify relationships between chess and the four executive functions: inhibition, flexibility, working memory and planning, in addition to executive functioning in general. Discussion: The results have suggested that the systematic practice of chess contributes to the development of executive functioning. Because it is an easily accessible practice, its benefits could be taken advantage of by incorporating it into various educational scenarios. Conclusion: The majority of research from the last ten years provides evidence that allows us to demonstrate the hypothesis that chess practice is associated with better executive performance; there is also a single article that, on the contrary, rejects this relationship.

Study of Speech Recognition in Noise and Working Memory in Adults and Elderly with Normal Hearing.

Introduction In clinical practice, patients with the same degree and configuration of hearing loss, or even with normal audiometric thresholds, present substantially different performances in terms of speech perception. This probably happens because other factors, in addition to auditory sensitivity, interfere with speech perception. Thus, studies are needed to investigate the performance of listeners in unfavorable listening conditions to identify the processes that interfere in the speech perception of these subjects. Objective To verify the influence of age, temporal processing, and working memory on speech recognition in noise. Methods Thirty-eight adult and elderly individuals with normal hearing thresholds participated in the study. Participants were divided into two groups: The adult group (G1), composed of 10 individuals aged 21 to 33 years, and the elderly group (G2), with 28 participants aged 60 to 81 years. They underwent audiological assessment with the Portuguese Sentence List Test, Gaps-in-Noise test, Digit Span Memory test, Running Span Task, Corsi Block-Tapping test, and Visual Pattern test. Results The Running Span Task score proved to be a statistically significant predictor of the listening-in-noise variable. This result showed that the difference in performance between groups G1 and G2 in relation to listening in noise is due not only to aging, but also to changes in working memory. Conclusion The study showed that working memory is a predictor of listening performance in noise in individuals with normal hearing, and that this task can provide important information for investigation in individuals who have difficulty hearing in unfavorable environments.

Physical Exercise and Executive Function in the Pediatric Overweight and Obesity Population: A Systematic Review Protocol.

BACKGROUND: Executive function is often altered in overweight/obese children and adolescents, which has a negative impact on their learning and daily life. Furthermore, research has shown the benefits of physical exercise in improving cognitive performance. This protocol aims to define in a detailed and structured manner the procedures that will be conducted for the development of a systematic review of the literature aimed at evaluating the effects of physical exercise on the executive functions of children and adolescents (≤18 years) with overweight/obesity in comparison with peers in control groups. METHODS: The Web of Science, PubMed, Scopus, and EBSCO databases will be searched for longitudinal studies that have at least one experimental and one control group using pre- and post-intervention measures of executive function, including working memory, inhibition, and cognitive flexibility in the pediatric population who are overweight or obese. The risk of bias and certainty of evidence will be assessed using Cochrane RoB2 and GRADE, respectively. Furthermore, Der Simonian-Laird's random effects model will be employed for meta-analyses. The effect sizes will be calculated with 95% confidence intervals, and p values < 0.05 indicate statistical significance for each dimension of executive function in the different groups before and after the intervention. DISCUSSION: The results of this review may be useful for education and health professionals to design treatment plans for overweight/obese children and adolescents, offering potential benefits related to the learning and cognitive abilities of this population. PROSPERO registration number: CRD42023391420.

Does Dyadic Practice Interfere with the Type of Motor Learning Promoted by Analogy Instructions?

We investigated whether allowing individuals to exchange verbal information during dyadic practice changed the effect of analogy instructions intended to strengthen explicit motor learning by an implicit means. Forty-three right-handed college students performed golf putting, aiming at a target three meters away. Participants were assigned to one of two groups: Dyadic Practice Analogy Instruction or Individual Practice Analogy Instruction. Participants in the Dyadic Practice group were allowed to communicate with one another about the task during their practice. Before practice, participants performed a working memory capacity test. Both groups performed 180 trials of golf distributed across three days. On each day, there were four blocks of 15 trials. On the third day, participants reported the explicit rules they used to learn the task and they completed the Intrinsic Motivation Inventory. On the fourth day, they took three learning tests: retention, dual-task transfer, and social pressure transfer tests. Results of the retention test indicated that both groups learned the task comparably. Similarly, there were no significant group differences between the participants' number of explicit rules learned and their motivation levels on either of the transfer tests. Finally, only the participants in the Dyadic Practice Analogy Group showed a significant correlation between their performance on the dual-task transfer test and their working memory capacity. Overall, we found that dyadic practice did not interfere with the implicit type of motor learning promoted by analogy instruction (i.e., implicit learning).

Intellectual Development in Mexican Preterm Children at Risk of Perinatal Brain Damage: A Longitudinal Study.

Preterm birth accounts for about 10% of births worldwide. Studying risk factors for perinatal brain damage is essential, as findings suggest that almost 20% of disabilities are linked to risks in the early stages of development. This research aimed to study longitudinal changes in intelligence from 6 to 8 years of age in a sample of 39 preterm children with a history of risk of brain damage and a control group of 35 children born at term. The Wechsler Intelligence Scale (WISC-IV) was used to measure cognitive ability at six, seven, and eight years old. The results showed that the preterm group obtained significantly lower scores than the control group. The working memory indicator significantly affected the interaction between age and prematurity. We consider it crucial to expand the knowledge we have about the neurocognitive development of premature infants, both in specific cognitive domains and in age ranges, so that the information obtained can help predict the probability of presenting cognitive alterations from early stages. This, therefore, helps in implementing intervention strategies and programs based on scientific evidence, and their design is complemented by clinical experience and empirical and theoretical knowledge of the different professionals involved in infant cognitive intervention.

Procesamiento Asistido de Situaciones Estresantes Recientes: estudio sudamericano en personal de rescate y emergencias / Assisted Processing of Recent Stressful Situations: A South American Study in rescue and emergency Personnel

Resumen Actualmente, los rescatistas y el personal de emergencias que asiste a la comunidad en situaciones de desastre no cuentan con un tratamiento adecuado que proteja su salud mental. Las técnicas más ampliamente utilizadas como el debriefing y el defusing resultarían inefectivas para tal fin, e incluso perjudiciales a largo plazo. En el presente estudio se llevaron adelante dos cuasiexperimentos con 42 rescatistas bolivianos y 39 peruanos, para probar los efectos de la aplicación grupal de la técnica de Procesamiento Asistido en Situaciones Estresantes Recientes (PASER) en la reducción de los niveles de reactividad ansiosa vinculados al recuerdo de labores de rescate. Se utilizó el inventario de Autopercepción del Estado Emocional (APEEM), para evaluar la intensidad del recuerdo. Los resultados indicaron que la asistencia externa a la memoria de trabajo a través de la aplicación de la técnica PASER redujo significativamente la autopercepción de los niveles de perturbación emocional asociados al recuerdo en rescatistas peruanos t(38) = 6.642; p < .0001 y bolivianos t(24)=7.452; p < .0001. Estas primeras observaciones indican que la técnica PASER, aplicada de forma temprana y grupal a rescatistas y personal de emergencias, resultaría adecuada para la prevención de trastornos de ansiedad y estrés derivados de las tareas tensionantes de sus labores. La reducción temprana de esta sintomatología evitaría los frecuentes problemas de comorbilidad que conllevan los síntomas de ansiedad no tratados. Resultan necesarios nuevos estudios longitudinales para verificar la eficacia de esta intervención a largo plazo.

Abstract Currently, rescuers and emergency personnel who assist the community in disaster situations do not have adequate treatment to protect their mental health. The most widely used techniques such as debriefing and defusing would be ineffective and even harmful in the long term. In the present study, two quasi-experiments were conducted with 42 Bolivian and 39 Peruvian rescuers to test the effects of group application of the Assisted Processing in Recent Stressful Situations (PASER, for its Spanish acronym) technique on the reduction of levels of anxious reactivity associated with the memory of rescue tasks. The Self-Perception of Emotional State Inventory (APEEM, for its Spanish acronym) was used to assess the intensity of recall. Results indicated that external support of working memory through the application of the PASER technique significantly reduced self-perceived levels of emotional disturbance associated with recall in both Peruvian t(38) = 6.642; p < .0001 and Bolivian rescue workers t(24) = 7.452; p < .0001. These initial observations suggest that the PASER technique, applied early and in groups to rescuers and emergency personnel, would be appropriate for the prevention of anxiety and stress disorders resulting from the stressful tasks of their work. Early reduction of this symptomatology would avoid the frequent comorbidity problems associated with untreated anxiety symptoms. Further longitudinal studies are needed to verify the long-term effectiveness of this intervention.

Contribución de la tolerancia al distrés y la memoria de trabajo a la comprensión lectora en niños de 9 a 12 años de edad / Distress Tolerance and Working Memory to Reading Comprehension in 9 to 12-Year-Old Children

Resumen El desarrollo de la lectura es un proceso acumulativo en el que progresivamente los niños se vuelven más eficaces y comienzan a enfrentar textos más extensos y complejos. Conocer los factores cognitivos y afectivos que inciden sobre el desempeño en la comprensión lectora tiene gran relevancia. Por ello, el objetivo de este estudio fue analizar la capacidad explicativa de la tolerancia al distrés en la comprensión lectora de textos narrativos y expositivos, considerando conjuntamente el rol de la memoria de trabajo en niños y niñas de 9 a 12 años. Se evaluaron 211 niños que cursaban cuarto a sexto año de educación primaria (117 niñas, 94 niños; edad M = 10.94, DE = 0.87 años). Se utilizó un diseño no experimental, transversal y correlacional. La TD se evaluó mediante el Indicador Comportamental de Resiliencia al Distrés, la memoria de trabajo con una tarea de amplitud compleja de dígitos, mientras que la comprensión lectora de texto narrativo y expositivo con una prueba de screening apropiada a la edad. Los resultados muestran que, al ser consideradas conjuntamente, la memoria de trabajo contribuye al desempeño en comprensión lectora tanto de textos narrativos como expositivos, mientras que la tolerancia al distrés no realiza un aporte significativo. El estudio aporta al conocimiento de factores que contribuyen al desempeño en comprensión lectora en niños y niñas de edad escolar, mostrando que la habilidad para tolerar estados emocionales negativos no aporta significativamente a la comprensión de distintos tipos de texto, cuando se considera además la capacidad de almacenar y procesar simultáneamente información.

Abstract Reading development is a cumulative process in which children progressively become more efficient and begin to deal with longer and more complex texts. Knowing the cognitive and affective factors that affect reading comprehension performance is of great relevance. Therefore, this study aimed to analyze the explanatory capacity of distress tolerance in reading comprehension of narrative and expository texts, jointly considering the role of working memory in 9 to 12-year-old children. A total of 211 children who were in the fourth to sixth year of primary education were evaluated (117 girls, 94 boys; M age = 10.94, SD = 0.87 years). A non-experimental, cross-sectional, correlational design was used. Distress tolerance was assessed using the Behavioral Indicator of Resilience to Distress, working memory with a complex digit span task, while CL of narrative and expository text with an age-appropriate screening test. The results show that, when considered jointly, working memory contributes to reading comprehension performance of both narrative and expository texts, while distress tolerance does not make a significant contribution. The study contributes to the knowledge of factors that contribute to reading comprehension performance in school-age children, showing that the ability to tolerate negative emotional states does not contribute significantly to comprehension of different types of text when the ability to simultaneously maintain and process information is considered.

Associations of Nativity and the Role of the Hispanic Paradox on the Cognitive Health of Older Latinos Living in the United States.

Background: US-based Latinos have lower education and income combined with higher health risks than non-Latino whites, but often 'paradoxically' evidence better health-related outcomes. Less work has investigated this paradox for cognitive-related outcomes despite nativity diversity. Objective: We evaluated cognitive aging within older Latinos of diverse nativity currently living in the US and participating in Rush Alzheimer's Disease Center studies. Methods: Participants without baseline dementia, who completed annual neuropsychological assessments (in English or Spanish) were grouped by US-born (n = 117), Mexico-born (n = 173), and born in other Latin American regions (LAr-born = 128). Separate regression models examined associations between nativity and levels of (N = 418) or change in (n = 371; maximum follow-up ∼16 years) global and domain-specific cognition. Results: Demographically-adjusted linear regression models indicated that foreign-born nativity was associated with lower levels of global cognition and select cognitive domains compared to US-born Latinos. No associations of nativity with cognitive decline emerged from demographically-adjusted mixed-effects models; however, Mexico-born nativity appeared associated with slower declines in working memory compared to other nativity groups (p-values ≥ 0.051). Mexico-born Latinos had relatively higher vascular burden and lower education levels than other nativity groups; however, this did not alter results. Conclusions: Nativity differences in baseline cognition may be due, in part, to accumulated stressors related to immigration and acculturation experienced by foreign-born Latinos which may hasten meeting criteria for dementia later in life. In contrast, Mexico-born participants' slower working memory declines, taken in the context of other participant characteristics including vascular burden, suggests the Hispanic Paradox may relate to factors with the potential to affect cognition.

Memory in female adolescents with congenital adrenal hyperplasia due to 21-hydroxylase deficiency.

INTRODUCTION: In females with congenital adrenal hyperplasia (CAH), the influence of hyperandrogenism and glucocorticoid supplementation on neurocognition is controversial. OBJECTIVES: To identify possible differences in visual working memory and verbal memory in adolescent girls with CAH due to 21-hydroxylase deficiency and matched controls. Moreover, to study if any relationship between variables associated with CAH and the scores of the selected memory tests was present. MATERIAL AND METHODS: In total 39 individuals were studied, female adolescents with CAH and age and pubertal stage matched healthy male and female controls (13 in each group). Sociodemographic, clinical, hormonal, and neurocognitive variables were explored. In female adolescents with CAH, variables related to the disease (age at diagnosis, clinical form, time since diagnosis, and glucocorticoid doses) were correlated with the scores obtained for neurocognitive variables. RESULTS: The mean age was 13.9 ± 3.3 years. In female adolescents with CAH the results were worse compared to controls in Free Recall (p = 0.039) and in Visual Memory Span score (p = 0.016). Age at diagnosis was negatively correlated to number of hits (p = 0.04), number recalled backward (p = 0.03), Visual Memory Span test score (p = 0.04) and Total Free Recall (p = 0.04), i.e., memory was worse with later diagnosis. CONCLUSIONS: Female adolescents with CAH had worse visual working memory compared to matched controls, but not in verbal memory. Age at diagnosis was negatively associated with the memory tests.

Theta and alpha oscillations may underlie improved attention and working memory in musically trained children.

INTRODUCTION: Attention and working memory are key cognitive functions that allow us to select and maintain information in our mind for a short time, being essential for our daily life and, in particular, for learning and academic performance. It has been shown that musical training can improve working memory performance, but it is still unclear if and how the neural mechanisms of working memory and particularly attention are implicated in this process. In this work, we aimed to identify the oscillatory signature of bimodal attention and working memory that contributes to improved working memory in musically trained children. MATERIALS AND METHODS: We recruited children with and without musical training and asked them to complete a bimodal (auditory/visual) attention and working memory task, whereas their brain activity was measured using electroencephalography. Behavioral, time-frequency, and source reconstruction analyses were made. RESULTS: Results showed that, overall, musically trained children performed better on the task than children without musical training. When comparing musically trained children with children without musical training, we found modulations in the alpha band pre-stimuli onset and the beginning of stimuli onset in the frontal and parietal regions. These correlated with correct responses to the attended modality. Moreover, during the end phase of stimuli presentation, we found modulations correlating with correct responses independent of attention condition in the theta and alpha bands, in the left frontal and right parietal regions. CONCLUSIONS: These results suggest that musically trained children have improved neuronal mechanisms for both attention allocation and memory encoding. Our results can be important for developing interventions for people with attention and working memory difficulties.

Differences in scanpath pattern and verbal working memory predicts efficient reading in the Cloze gap-filling test.

Different tests measure text comprehension, including the cloze gap-filling test, often used for language learning. Different studies hypothesized cognitive strategies in this type of test and their relationship with working memory and performance. However, no study investigated the cloze test, working memory, and possible cognitive strategies, while performing the test. Therefore, this study aimed to identify cognitive visual strategies in the cloze test by applying an unsupervised algorithm and to analyze the relationship between these strategies with working memory and performance in the cloze test. Our sample consisted of 51 university students, the largest sample in studies of cognitive strategies with cloze tests. Participants answered an 11-item cloze test in a computer with eye-tracking, a verbal working memory test, and a visuospatial working memory test. Our analysis of participants' scanpath identified two main strategies: one with fewer toggles between text and word bank and fewer fixations than the other one, indicating the existence of a global strategy. Furthermore, a model predicting the efficiency of participants in the cloze test found that item complexity, using a global strategy, and higher scores of working memory were the most significant predictors. These results confirm the hypothesis of a global strategy being related to successfully achieving higher-order reading processes.

Polysomnographic parameters associated with cognitive function in patients with major depression and insomnia.

OBJECTIVE: To examine whether objective sleep parameters are associated with cognitive function (CF) in patients with major depressive disorder (MDD) with chronic insomnia (CI) and whether the severity of these disorders is related to CF. METHOD: Thirty patients with MDD with CI attending a tertiary care institution underwent two consecutive nights of polysomnographic (PSG) recording and a battery of neuropsychological tests, which included episodic memory, sustained attention, working memory, and executive function. The severity of MDD and CI was assessed by clinical scales. We examined the relationship between PSG parameters and CF, as well as whether the severity of the disorders is related to CF. RESULTS: Linear regression analysis revealed that total sleep time (TST) was positively associated with higher learning and recall of episodic memory, as well as better attention. Slow-wave sleep (SWS) showed a positive association with better working memory. Furthermore, wake after sleep onset (WASO) was negatively associated with episodic memory and lower attention. No significant relationships were found between the severity of MDD or CI with CF. CONCLUSION: Both sleep duration and depth are positively associated with several aspects of CF in patients with MDD with CI. Conversely, a lack of sleep maintenance is negatively related to CF in these patients. These findings could help identify modifiable therapeutic targets to reduce CF impairment.

Can we enhance working memory? Bias and effectiveness in cognitive training studies.

Meta-analyses have found that working memory (WM) can be improved with cognitive training; however, some authors have suggested that these improvements are mostly driven by biases in the measurement of WM, especially the use of similar tasks for assessment and training. In the present meta-analysis, we investigated whether WM, fluid intelligence, executive functions, and short-term memory can be improved by cognitive training and evaluated the impact of possible sources of bias. We performed a risk of bias assessment of the included studies and took special care in controlling for practice effects. Data from 52 independent comparisons were analyzed, including cognitive training aimed at different cognitive functions. Our results show small improvements in WM after training (SMD = 0.18). Much larger effects were observed when the analysis was restricted to assessment tasks similar to those used for training (SMD = 1.15). Fluid intelligence was not found to improve as a result of training, and improvements in WM were not related to changes in fluid intelligence. Our analyses did however indicate that cognitive training can improve specific executive functions. Contrary to expectations, a set of meta-regressions indicated that characteristics of the training programme, such as dosage and type of training, do not have an impact on the effectiveness of training. The risk of bias assessment revealed some concerns in the randomization process and possible selective reporting among studies. Overall, our results identified various potential sources of bias, with the most significant being the choice of assessment tasks.

Mind over mood: exploring the executive function's role in downregulation.

Emotion regulation plays a key role in well adapted behaviour, however, factors influencing individual differences in ER are still under investigation. Across two studies we investigate the complex relationship between executive functions (EFs) and emotional downregulation through two complementary research designs. The focus lies on key components of EFs-working memory, inhibitory control, and switching-and their relationship with effective emotional regulation. Surprisingly, switching emerged as the sole significant predictor in two multiple linear regression models, challenging the conventional belief that all major EFs broadly contribute to emotional downregulation. The first study, involving 248 Ecuadorian adults between 18 and 60 years old, used experimental tasks to assess the association between EFs and emotional regulation, aligning with existing literature that posits a link between EFs and emotional control. The second study, involving 180 Ecuadorian adults between 18 and 43 years old, added depth by incorporating self-report measures, providing a broader, ecologically valid perspective. However, these measures did not significantly predict downregulation, highlighting a gap between self-perception and actual cognitive abilities. Additionally, demographic predictors varied between the two studies, urging future research to consider methodological design and task selection carefully. The study also raises questions about the validity of commonly used measures, emphasising the need for more nuanced tools to capture the complexity of EFs and emotional regulation. Our findings suggest a targeted research avenue focusing on EFs for both future research and clinical interventions. Attention is called to the methodological decisions that can influence the observed associations, and the need for broader demographic representation in future studies.

The effect of a cognitive training therapy based on stimulation of brain oscillations in patients with mild cognitive impairment in a Chilean sample: study protocol for a phase IIb, 2 × 3 mixed factorial, double-blind randomised controlled trial.

BACKGROUND: The ageing population has increased the prevalence of disabling and high-cost diseases, such as dementia and mild cognitive impairment (MCI). The latter can be considered a prodromal phase of some dementias and a critical stage for interventions to postpone the impairment of functionality. Working memory (WM) is a pivotal cognitive function, representing the fundamental element of executive functions. This project proposes an intervention protocol to enhance WM in these users, combining cognitive training with transcranial electrical stimulation of alternating current (tACS). This technique has been suggested to enhance the neuronal plasticity needed for cognitive processes involving oscillatory patterns. WM stands to benefit significantly from this approach, given its well-defined electrophysiological oscillations. Therefore, tACS could potentially boost WM in patients with neurodegenerative diseases. METHODS: This study is a phase IIb randomised, double-blind clinical trial with a 3-month follow-up period. The study participants will be 62 participants diagnosed with MCI, aged over 60, from Valparaíso, Chile. Participants will receive an intervention combining twelve cognitive training sessions with tACS. Participants will receive either tACS or placebo stimulation in eight out of twelve training sessions. Sessions will occur twice weekly over 6 weeks. The primary outcomes will be electroencephalographic measurements through the prefrontal theta oscillatory activity, while the secondary effects will be cognitive assessments of WM. The participants will be evaluated before, immediately after, and 3 months after the end of the intervention. DISCUSSION: The outcomes of this trial will add empirical evidence about the benefits and feasibility of an intervention that combines cognitive training with non-invasive brain stimulation. The objective is to contribute tools for optimal cognitive treatment in patients with MCI. To enhance WM capacity, postpone the impairment of functionality, and obtain a better quality of life. TRIAL REGISTRATION: ClinicalTrials.gov NCT05291208. Registered on 28 February 2022. ISRCTN87597719 retrospectively registered on 15 September 2023.

Capacitación con aproximación al neuroaprendizaje de salud psicosocial en profesionales peruanos con seguro sanitario: estudio experimental / Training with a psychosocial health neurolearning approach in Peruvian professionals with health insurance: experimental study

INTRODUCCIÓN: Los factores de riesgo psicosociales como determinantes de la salud en el trabajo pueden afectar tanto al bienestar físico como al bienestar psíquico del trabajador. En los sistemas de formación que incluyen contenidos cognitivo-preventivos, funcionan mejor cuando la construcción del conocimiento está basada en el neuroaprendizaje. El objetivo del estudio fue comparar el grado de procesamiento de contenidos con inserción de frases disuasivas (grupo A) versus inserción de frases persuasivas (grupo B), como efecto de una capacitación con aproximación al neuroaprendizaje de la salud psicosocial en el trabajo de un grupo de profesionales con seguro sanitario de la Amazonía peruana. MÉTODOS: Diseño experimental con pre/posprueba, que incluyó dos grupos experimentales más un grupo de control: n = 48 sujetos en total, 16 por cada grupo, con edades entre 22 y 36 años. La capacitación se desarrolló entre diciembre de 2018 y enero de 2019 con una duración de 18 horas, espaciadas en seis semanas. Para la recogida de datos se utilizó un registro previamente validado por cinco expertos. RESULTADOS: La distribución de datos en los grupos fue adecuada tanto en preprueba como en posprueba, excepto en posprueba del grupo B (p = 0,002). En el grupo control los resultados del procesamiento de contenidos, tanto preprueba como en posprueba, se mantuvieron similares (p = 0,667). El procesamiento de contenidos sobre salud psicosocial en el trabajo en posprueba fue significativamente diferente entre los grupos de intervención y el grupo control (p = 0,001), distinguiéndose el procesamiento de contenidos con inserción de frases disuasivas. CONCLUSIONES: Los resultados indican que la capacitación con aproximación al neuroaprendizaje, puede mejorar el procesamiento de contenidos con inserción de frases disuasivas para el cumplimiento de normativas orientadas a promover la salud psicosocial en el trabajo.

INTRODUCTION: Psychosocial risk factors as determinants of health at work can affect both the physical and psychological well-being of the worker. Training systems that include cognitive-preventive content work best when knowledge construction is based on neurolearning. The purpose of this study was to compare the degree of content processing with the insertion of deterrent (group A) versus persuasive sentences (group B) as an effect of a training with a neurolearning approach to psychosocial health in the work of a group of professionals with health insurance in the Peruvian Amazon. METHODS: Experimental design with pre-/post-test, including two experimental groups plus a control group, n = 48 subjects in total and 16 per group, aged 22-36 years. The training took place between December 2018 and January 2019 with a duration of 18 hours spaced over six weeks. A register previously validated by five experts was used for data collection. RESULTS: The distribution of data in the groups was adequate in both pre-test and post-test, except in post-test in group "B" (p = 0.002). In the control group, the results of content processing in both pre-test and post-test remained similar (p = 0.667). The processing of psychosocial occupational health content in the post-test was significantly different between the intervention and control groups (p = 0.001), distinguishing the processing of content with the insertion of deterrent phrases. CONCLUSIONS: The results indicate that training with a neurolearning approach can improve the processing of content with the insertion of deterrent phrases for compliance with regulations aimed at promoting psychosocial health at work.

A Naturalistic Intervention to Promote Executive Functions in Primary School Children: A Pilot Study.

Executive functions are related to the control of cognition, emotion, and behavior. They are essential to lifelong outcomes, including school performance. Naturalistic interventions embedded in children's daily activities and environments have greater effects. Therefore, this pilot study aimed to develop a naturalistic program suitable for schools, based on Goal Management Training (GMT), and to analyze its effects on executive functions and behavior. The participants consisted of 35 students from 2nd to 5th grade with executive dysfunction complaints. They underwent neuropsychological assessments of working memory, inhibition, cognitive flexibility, and intellectual capacity. Teachers and parents answered questionnaires on executive functions and behavior. Students were randomly assigned to an active control group, who participated in sessions on citizenship, and an experimental group (EG), stimulated through the executive function program, both with 16 sessions conducted by psychologists. After the intervention, all participants were reevaluated. The two-way Wald-type statistic (WTS) revealed greater improvement in executive functions for the EG, including working memory and inhibition. Additionally, parents and teachers, blind to the experimental conditions, reported improvements in some measures of executive functions and behavior. The results are encouraging, but further studies should test the intervention when implemented with larger samples and by teachers.