Abstract
Cognitive performance is defined as the ability to utilize knowledge, attention, memory, and working memory. In this study, we briefly discuss various markers that have been proposed to predict cognitive performance. Next, we develop a novel approach to characterize cognitive performance by analyzing eye-blink rate variability dynamics. Our findings are based on a sample of 24 subjects. The subjects were given a 5-min resting period prior to a 10-min IQ test. During both stages, eye blinks were recorded from Fp1 and Fp2 electrodes. We found that scale exponents estimated for blink rate variability during rest were correlated with subjects' performance on the subsequent IQ test. This surprising phenomenon could be explained by the person to person variation in concentrations of dopamine in PFC and accumulation of GABA in the visual cortex, as both neurotransmitters play a key role in cognitive processes and affect blinking. This study demonstrates the possibility that blink rate variability dynamics at rest carry information about cognitive performance and can be employed in the assessment of cognitive abilities without taking a test.
Highlights
A search1 request for the keyword “Intelligence Quotient (IQ)” at http://pubmed.gov currently returns 19,599 results, with the number of articles growing every year
This study demonstrated a statistically significant correlation of the α exponents estimated for blink rate variability (BRV) during rest and IQ-test scores
Since eye-blinks are connected to higher cognitive processes, we hypothesize that BRV dynamics can be used as a marker of dopa- and gabaminergic functioning
Summary
A search request for the keyword “IQ” at http://pubmed.gov currently returns 19,599 results, with the number of articles growing every year. Since Alfred Binet developed the first practical Intelligence Quotient (IQ) test (Becker, 2003), many forms of intelligence have been distinguished. Neisser et al (1996) defined intelligence as the “ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, [and] to overcome obstacles by taking thought.”. Gardner (1999) gave a broad definition of intelligence, as being a “biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.”. This definition encapsulates various ways of defining intelligence Neisser et al (1996) defined intelligence as the “ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, [and] to overcome obstacles by taking thought.” Later, Gardner (1999) gave a broad definition of intelligence, as being a “biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.” Clearly, this definition encapsulates various ways of defining intelligence
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