NHANES 2011-2014 Reveals Decreased Cognitive Performance in U.S. Older Adults with Metabolic Syndrome Combinations.

A relationship between metabolic syndrome and cognitive impairment has been evidenced across research; however, conflicting results have been observed. A cross-sectional study was conducted on 3179 adults older than 60 from the 2011-2014 National Health and Nutrition Examination Survey (NHANES) to analyze the relationship between metabolic syndrome and cognitive impairment. In our results, we found that adults with abdominal obesity, high triglycerides, and low HDL cholesterol had 4.39 fewer points in the CERAD immediate recall test than adults without any metabolic syndrome factors [Beta = -4.39, SE = 1.32, 17.75 (1.36) vs. 22.14 (0.76)]. In addition, people with this metabolic syndrome combination exhibited 2.39 fewer points in the CERAD delayed recall test than those without metabolic syndrome criteria [Beta = -2.39, SE = 0.46, 4.32 (0.49) vs. 6.71 (0.30)]. It was also found that persons with high blood pressure, hyperglycemia, and low HDL-cholesterol levels reached 4.11 points less in the animal fluency test than people with no factors [Beta = -4.11, SE = 1.55, 12.67 (2.12) vs. 16.79 (1.35)]. These findings suggest that specific metabolic syndrome combinations are essential predictors of cognitive impairment. In this study, metabolic syndrome combinations that included obesity, fasting hyperglycemia, high triglycerides, and low HDL-cholesterol were among the most frequent criteria observed.

Metabolic Syndrome: Is It Time to Add the Central Nervous System?

Metabolic syndrome (MS) is a set of cardio-metabolic risk factors that includes central obesity, hyperglycemia, hypertension, and dyslipidemias. The syndrome affects 25% of adults worldwide. The definition of MS has evolved over the last 80 years, with various classification systems and criteria, whose limitations and benefits are currently the subject of some controversy. Likewise, hypotheses regarding the etiology of MS add more confusion from clinical and epidemiological points of view. The leading suggestion for the pathophysiology of MS is insulin resistance (IR). IR can affect multiple tissues and organs, from the classic "triumvirate" (myocyte, adipocyte, and hepatocyte) to possible effects on organs considered more recently, such as the central nervous system (CNS). Mild cognitive impairment (MCI) and Alzheimer's disease (AD) may be clinical expressions of CNS involvement. However, the association between MCI and MS is not understood. The bidirectional relationship that seems to exist between these factors raises the questions of which phenomenon occurs first and whether MCI can be a precursor of MS. This review explores shared pathophysiological mechanisms between MCI and MS and establishes a hypothesis of a possible MCI role in the development of IR and the appearance of MS.

Invarianza factorial de dos versiones breves de la Escala de Resiliencia de Connor-Davidson (CD-RISC) en estudiantes universitarios de Arequipa / Factorial Invariance of two Short Versions of the Connor-Davidson Resilience Scale (CD-RISC) in Arequipa University Students

Resumen La resiliencia es una característica individual que posibilita el reajuste biopsicosocial y espiritual que ayuda al bienestar psicológico y al desenvolvimiento académico de los estudiantes universitarios. El objetivo de esta investigación fue analizar la invarianza de medición según el sexo, de dos versiones breves de la Escala de Resiliencia de Connor-Davidson (CD-RISC) y determinar si existen diferencias entre hombres y mujeres. Se evaluó con la CD-RISC-10, que incluye la CD-RISC-7, a una muestra de 491 universitarios arequipeños (312 mujeres; 179 hombres) con edad promedio de 20.56 años (DE = 3.18), de una institución privada. Inicialmente se realizó un análisis factorial multigrupo con cada versión para valorar el grado de invarianza de medición alcanzado, y luego de ello se compararon las medias latentes de resiliencia entre hombres y mujeres. En cuanto a los resultados, la CD-RISC-7 presentó indicadores estructurales más favorables (e.g., λ > .50; en mujeres: CFI = .981, RMSEA = .087, WRMR = 0.683; en hombres: CFI = .966, RMSEA = .124, WRMR = 0.783), que la CD-RISC-10 (e.g., λ < .50, índices de ajuste en mujeres: CFI = .974, RMSEA = .073, WRMR = 0.774; en hombres: CFI = .960, RMSEA = .095, WRMR = 0.803) incluyendo la invarianza de medición (invarianza estricta: ΔCFI = .003; ARMSEA = .001), y al comparar las medias latentes fueron halladas diferencias significativas a favor de los hombres (d = .471). Finalmente, se discuten las implicancias teóricas y metodológicas de los hallazgos, así como la necesidad de ampliar los estudios considerando otros aspectos relevantes para una mejor comprensión del constructo resiliencia.

Abstract Resilience is an individual trait that enables biopsychosocial and spiritual readjustment, helping the psychological well-being and academic performance of university students. The objective of this research was to analyze the measurement invariance by sex of two short versions of the Connor - Davidson Resilience Scale (CD-RISC), and to determine if there are differences between men and women. A sample of 491 Arequipa university students (63.5% women), with an average age of 20.56 years-old (SD = 3.18), from a private institution in Arequipa-Peru was evaluated with the CD-RISC-10, which includes the CD-RISC-7. First, a multi-group factor analysis was carried out with each version to assess the degree of measurement invariance achieved, and then the latent means of resilience between men and women were compared. Regarding the results, the cD-Risc-7 presented more favorable structural indicators (e.g., λ > .50; in women: CFI= .981, RMSEA= .087, WRMR = 0.683; in men: CFI= .966, RMSEA= .124, WRMR= 0.783), than THE CD-RISC-10 (e.g., λ < .50, fit indices in women: CFI = .974, RMSEA = .073, WRMR = 0.774; in men: CFI = .960, RMSEA = .095, WRMR = 0.803), including measurement invariance (strict invariance: ΔCFI= .003; ARMSEA = .001), and when comparing latent means, significant differences in favor of men were found (d = .471). Finally, the theoretical and methodological implications of the findings are discussed, as well as the need to extend the studies considering other relevant aspects for a better understanding of the resilience construct.

Procesos metacognitivos de estudiantes con diferentes estilos de aprendizaje / Metacognitive processes of students with different learning styles

Se presenta una investigación cuyo objetivo fue comprender los procesos metacognitivos de estudiantes con diferentes estilos de aprendizaje. Se analizan los procesos metacognitivos referidos a la planificación, control y evaluación desde la perspectiva teórica de Flavell, utilizados por estudiantes activos, reflexivos, teóricos y pragmáticos de acuerdo con Honey y Munford. Se exploraron las categorías más claras, empleando el instrumento de Estilos de Aprendizaje CHAEA, y después se focalizó la atención en las estrategias metacognitivas utilizadas por 4 estudiantes de Psicología de una universidad privada, indagando y describiendo a profundidad este proceso en ellos. Como técnicas cualitativas se utilizaron las entrevistas y los diarios de campo, y la información se constrató a través de la triangulación. Los estudiantes teóricos y reflexivos presentaron procesos metacognitivos al realizar una tarea académica más explícitos que los estudiantes pragmáticos y activos. En estos casos no se encontraron consolidados estos procesos en las actividades académicas que desarrollaron.

The objective of this study was to understand metacognitive processes of students with different learning styles. Metacognitive processes of planning, control and evaluation applied by active, reflexive, theoretical and pragmatic students (classification by Honey - Munford), were analyzed from Flavell's theoretical perspective. The purest categories were explored, employing the CHAEA Learning Styles instrument, in order to focus the attention on metacognitive strategies utilized by 4 students of the Psychology program at Universidad Simón Bolívar of Barranquilla. This process was investigated and described deeply in those subjects. Qualitative techniques were interviews and field diaries and the information was contrasted through triangulation. The reflexive and theoretical students presented metacognitive processes upon carrying out an academic task in a more explicit way than the pragmatic and active students. In this last case these processes are not found consolidated in the academic activities that the students develop.