Cognitive Tasks Research Articles

Mapping common and distinct brain correlates among cognitive flexibility tasks: concordant evidence from meta-analyses.

Cognitive flexibility allows individuals to switch between different tasks, strategies, or ideas; an ability that is important for everyday life. The Wisconsin card sorting test (WCST) and task switching paradigm (TSP) are popular measures of cognitive flexibility. Although both tasks require switching, the TSP requires participants to memorize switching rules and retrieve them when they view a cue (rule-retrieval), whereas the classic WCST requires participants to discover the switching rule via trial-and-error (rule-discovery). Many functional magnetic resonance imaging studies have examined brain responses to these tasks. Extant meta-analyses show concordance in activation in a widespread set of areas including frontal, parietal, and cingulate cortices. Critically, past meta-analyses have not specifically examined brain correlates associated with rule derivation (i.e., rule-discovery vs. rule-retrieval) in cognitive flexibility tasks. We examine for the first time common and distinct concordance in brain responses to rule-discovery (i.e., WCST) and rule-retrieval (i.e., TSP), as well as TSP subtypes using quantitative meta-analyses. We analyzed data from 69 eligible articles with a total of 1617 young-adult participants. Conjunction results show concordance in common fronto-parietal areas predominantly in the left hemisphere. Contrast analyses show that rule-discovery required increased involvement in multiple cortical and subcortical regions such as frontopolar (Brodmann Area 10), parietal, insular cortex, thalamus and caudate nucleus predominantly in the right hemisphere. No significant differences in concordance were observed among the three, task switching paradigm sub-types. We propose a neuroanatomical model of cognitive flexibility and discuss theoretical and practical applications.

Individual differences in information demand have a low dimensional structure predicted by some curiosity traits

To understand human learning and progress, it is crucial to understand curiosity. But how consistent is curiosity's conception and assessment across scientific research disciplines? We present the results of a large collaborative project assessing the correspondence between curiosity measures in personality psychology and cognitive science. A total of 820 participants completed 15 personality trait measures and 9 cognitive tasks that tested multiple aspects of information demand. We show that shared variance across the cognitive tasks was captured by a dimension reflecting directed (uncertainty-driven) versus random (stochasticity-driven) exploration and individual differences along this axis were significantly and consistently predicted by personality traits. However, the personality metrics that best predicted information demand were not the central curiosity traits of openness to experience, deprivation sensitivity, and joyous exploration, but instead included more peripheral curiosity traits (need for cognition, thrill seeking, and stress tolerance) and measures not traditionally associated with curiosity (extraversion and behavioral inhibition). The results suggest that the umbrella term "curiosity" reflects a constellation of cognitive and emotional processes, only some of which are shared between personality measures and cognitive tasks. The results reflect the distinct methods that are used in these fields, indicating a need for caution in comparing results across fields and for future interdisciplinary collaborations to strengthen our emerging understanding of curiosity.

Regional response to light illuminance across the human hypothalamus.

Light exerts multiple non-image-forming biological effects on physiology including the stimulation of alertness and cognition. However, the subcortical circuitry underlying the stimulating impact of light is not established in humans. We used 7 Tesla functional magnetic resonance imaging to assess the impact of variations in light illuminance on the regional activity of the hypothalamus while healthy young adults (N=26; 16 women; 24.3±2.9 y) were completing two auditory cognitive tasks. We find that, during both the executive and emotional tasks, higher illuminance triggered an activity increase over the posterior part of the hypothalamus, which includes part of the tuberomamillary nucleus and the posterior part of the lateral hypothalamus. In contrast, increasing illuminance evoked a decrease in activity over the anterior and ventral parts of the hypothalamus, encompassing notably the suprachiasmatic nucleus and another part of the tuberomammillary nucleus. Critically, the performance of the executive task was improved under higher illuminance and was negatively correlated with the activity of the posterior hypothalamus area. These findings reveal the distinct local dynamics of different hypothalamus regions that underlie the impact of light on cognition.

Short-term sensorimotor training incorporating cognitive tasks for pediatric survivors of posterior fossa tumors: a pilot study.

Posterior fossa tumors account for half of all childhood brain tumors, prompting the search for effective and affordable interventions to combat the neurocognitive and motor sequelae of the tumor and its treatment. The main aim of this pilot study was to evaluate the feasibility and effects of sensorimotor training incorporating cognitive tasks for a group of pediatric survivors of posterior fossa tumors. A total of 48 participants (Mage= 12.3 ± 3.25 years, 41.7% female; 56% with malignant tumors) in remission after completing treatment for posterior fossa tumors were enrolled. Participants received 3 weeks of sensorimotor training targeting visual-motor and cognitive abilities on a FitLight Trainer™. The protocol consisted of 2-3 15-minute training sessions per week, with each session including tasks designed to promote: (1) eye-hand and eye-foot coordination and motor control (simple sensorimotor reaction task); (2) inhibitory control (inhibition task); (3) inhibitory control and working memory (color task). Participants completed an average of six sessions, indicating a moderate adherence rate. Results showed a significant reduction in visuomotor reaction time across age and tumor subgroups in nearly all tasks, which might indicate improvement in the targeted functions, with performance characteristics varying across subgroups. The results suggest that training might be a feasible intervention to promote visual-motor performance in pediatric survivors of posterior fossa tumors across age and tumor type groups, however, further research should address the assessment issues and other limitations of the present study, to provide a more substantial justification for the use of this training.

Regional response to light illuminance across the human hypothalamus

Light exerts multiple non-image-forming biological effects on physiology including the stimulation of alertness and cognition. However, the subcortical circuitry underlying the stimulating impact of light is not established in humans. We used 7 Tesla functional magnetic resonance imaging to assess the impact of variations in light illuminance on the regional activity of the hypothalamus while healthy young adults (N=26; 16 women; 24.3±2.9 y) were completing two auditory cognitive tasks. We find that, during both the executive and emotional tasks, higher illuminance triggered an activity increase over the posterior part of the hypothalamus, which includes part of the tuberomamillary nucleus and the posterior part of the lateral hypothalamus. In contrast, increasing illuminance evoked a decrease in activity over the anterior and ventral parts of the hypothalamus, encompassing notably the suprachiasmatic nucleus and another part of the tuberomammillary nucleus. Critically, the performance of the executive task was improved under higher illuminance and was negatively correlated with the activity of the posterior hypothalamus area. These findings reveal the distinct local dynamics of different hypothalamus regions that underlie the impact of light on cognition.

Exploring Soundscape Assessment Methods in Office Environments: A Systematic Review

The application of the soundscape approach is becoming increasingly prevalent in the evaluation of indoor acoustic environments, including office environments. However, the formalisation and standardisation of soundscape assessment methods for offices remain in the early stages, highlighting the need for further development. This systematic review explores the methods and factors involved in soundscape assessments within office environments, which are intended to contribute to creating or improving comprehensive and widely accepted protocols. This review includes 41 studies, revealing that questionnaires (n = 36) are the most commonly used subjective tools, occasionally supplemented by interviews (n = 1). Some studies employ a combination of questionnaire and interview (n = 2), questionnaire and discussion (n = 1), or all three methods—questionnaire, interview, and discussion (n = 1). Meanwhile, direct acoustic measurements (n = 28) and cognitive tasks (n = 14) are often employed for objective evaluations. Additionally, the review categorises factors involved in objective and subjective soundscape assessments into acoustic and non-acoustic elements. It also identifies tools frequently used to assess the correlation between soundscapes and physical and psychological well-being. Collectively, this review underscores the critical factors for comprehensive soundscape assessments in office environments.

Lightening the mind with audiovisual stimulation as an accessible alternative to breath-focused meditation for mood and cognitive enhancement

In this randomized, controlled, and double-blind experiment with a relatively large sample (n = 262), a novel technique of audiovisual stimulation (AVS) was demonstrated to substantially improve self-reported mood states by reducing several negative affects, including anxiety and depression, and enhancing performance on mood-sensitive cognitive tasks. Most of the AVS effects were highly similar whether binaural beats were present or not and regardless of the duration of experience. Remarkably, the mood benefits from AVS closely aligned with those achieved through breath-focused meditation with additional evidence that a brief AVS exposure of approximately five minutes may be sufficient or even optimal for improving mood to a comparable or greater degree than meditation sessions of equal or longer durations (11–22 min). These exciting findings position AVS as a promising avenue for mood and cognition enhancement and a potentially more accessible “plug-and-play” alternative to meditation, which is especially relevant considering the high attrition rates commonly observed in meditation practices.

Decoding the influence of emotional and attentional states on self-control using facial analysis

Self-control plays a pivotal role in pursuing long-term goals related to health and financial well-being. While ample evidence suggests that humans are prone to occasional self-control lapses, little is known about how changes in emotional and attentional states affect the ability to maintain self-control. In two studies (N1 = 109 and N2 = 90), we used emotion recognition software to decode participants’ facial expressions while manipulating their attentional and emotional states during a Psychomotor Vigilance Task (PVT) before exerting self-control in a subsequent task. Our findings reveal dissociable roles of attention and valence in maintaining self-control, depending on the distinct demands of the task. Specifically, performance in a subsequent cognitive task was predominantly associated with changes in attentional states during the PVT rather than valence. Conversely, preferences in a subsequent social task were associated with changes in valence states during the PVT, while attention showed no effect. This dissociation between attention-invoked and emotion-invoked lapses in self-control holds significant implications for psychological and economic models of self-control, ultimately contributing to the development of policies to mitigate the detrimental consequences of individual self-control lapses.

Modulation of memory by prism adaptation in healthy subjects

Recent findings suggest that prism adaptation can extend its effects beyond spatial attention, modulating the performance of different cognitive tasks by acting on cerebellar, parietal and temporal-frontal networks. We tested groups of healthy subjects to investigate the effects of rightward vs. leftward prism adaptation vs. neutral lenses exposure in a series of memory tasks, probing either short-term (Digit span, Corsi span) or long-term memory (Supraspan verbal and spatial learning). In the short-term memory tasks, leftward prism adaptation selectively increased verbal span, while rightward prism adaptation increased spatial span. In the long-term memory tasks, leftward prism adaptation selectively increased verbal supraspan, i.e., increased the number of digits in the correct sequence reproduced and reduced the number of repetitions needed to learn the supraspan sequence. On the other hand, rightward prism adaptation selectively increased spatial supraspan, i.e. it increased the number of spatial positions in the correct sequence reproduced and reduced the number of repetitions needed to learn the supraspan sequence. Moreover, rightward, but not leftward, prism adaptation selectively increased supraspan recall after a delay interval, regardless of the stimulus material, i.e., it increased the number of digits or spatial positions recalled after a delay interval. Neutral lenses exposure did not influence any memory task. These findings suggest that prism adaptation can induce both modality/hemispheric-specific and process-specific effects on short-term and long-term explicit memory.

Cognitive Maps for a Non-Euclidean Environment: Path Integration and Spatial Memory on a Sphere.

Humans build mental models of the world and utilize them for various cognitive tasks. The exact form of cognitive maps is not fully understood, especially for novel and complex environments beyond the flat Euclidean environment. To address this gap, we investigated path integration-a critical process underlying cognitive mapping-and spatial-memory capacity on the spherical (non-Euclidean) and planar (Euclidean) environments in young healthy adults (N = 20) using immersive virtual reality. We observed a strong Euclidean bias during the path-integration task on the spherical surface, even among participants who possessed knowledge of non-Euclidean geometry. Notably, despite this bias, participants demonstrated reasonable navigation ability on the sphere. This observation and simulation suggest that humans navigate nonflat surfaces by constructing locally confined Euclidean maps and flexibly combining them. This insight sheds light on potential neural mechanisms and behavioral strategies for solving complex cognitive tasks.

Competition during verbal creative processes influences on ERS/ERD

ABSTRACT Humans are social creatures, and many tasks in our daily lives are solved together. The two main forms of social interaction in problem solving could be defined as competition and cooperation. In our study, we compared the ERS/ERD when performing a creative task (Alternative Uses Test, AUT) and a control task (“naming the objects from the presented category”) under competitive conditions in dyads (22 dyads, m-m, f-f, 18–23 years old) compared to the performance of tasks individually. The number of answers given by subjects under competitive conditions was significantly lower than during the execution of the tasks individually. The solving of the creative task in competition versus individual performance was accompanied by EEG synchronization (9–30 hz) clusters: 140–1220 ms and 900–1780 ms after stimulus presentation; 13.5–30 hz (1800–1980 ms), reflecting the creative thinking mode, and expected cognitive, emotional answers’ assessment. The control task under competitive conditions was accompanied by pronounced synchronization of low frequencies in the frontal areas (2–7 hz, 0–1980 ms), due to a greater working memory load; synchronization clusters in broadband (10–30 hz, 100–320 ms, 400–860 ms) and in the beta EEG band (17–30 hz, 1140–1980 ms). The competitive conditions significantly modulated the brain activity underlying creative and non-creative cognitive task performance, and resulted in greater induced EEG synchronization.

Self-perceptual blindness to mental fatigue in mining workers

Mental fatigue is a psychophysiological state that adversely impacts performance in cognitive tasks, increasing risk of occupational hazards. Given its manifestation as a conscious sensation, it is often measured through subjective self-report. However, subjective measures are not always true measurements of objective fatigue. In this study, we investigated the relationship between objective and subjective fatigue measurements with the preventive AccessPoint fatigue assay in Chilean mine workers. Subjective fatigue was measured through the Samn-Perelli scale, objective fatigue through a neurocognitive reaction time task. We found that objective and subjective fatigue do not correlate (−0.03 correlation coefficient, p < 0.001). Moreover, severe fatigue cases often displayed absence of subjective fatigue coupled with worse cognitive performance, a phenomenon we denominated Perceptual Blindness to fatigue. These findings highlight the need for objective fatigue measurements, particularly in high-risk occupational settings such as mining. Our results open new avenues for researching mechanisms underlying fatigue perception and its implications for occupational health and safety.

Identification of Relationship between Meta Cognition and Misconceptions

This study investigates the complex interplay between meta cognition and misconceptions within the educational context, focusing on implications for effective teaching and learning strategies. Aligning with India's National Education Policy (NEP) 2020, which advocates for a transition from rote memorization to in- depth understanding, this research explores the concurrent presence of misconceptions and meta cognition in elementary science education. Meta cognition, the process of reflecting on one's cognitive processes, and misconceptions, or predefined notions that impede authentic learning, are analyzed through influential frameworks, including those developed by Flavell and Nelson and Narens. The MASRL model by Efklides is also incorporated to understand the interplay of meta cognitive knowledge, control strategies, experiences, task characteristics, and learning outcomes. The study highlights the impact of misconceptions as cognitive barriers and their influence on meta cognition, emphasizing the need for effective educational strategies. The literature review explores existing research on meta cognition and misconceptions, showcasing how meta cognition acts as a cognitive mirror, enabling learners to navigate and rectify misconceptions. This research has significant educational implications, highlighting the importance of cultivating self-directed learning, critical thinking, and evidence- based study strategies to enhance academic outcomes. The study concludes by emphasizing the dynamic interplay between meta cognition and misconceptions, offering insights for educators and researchers to design interventions fostering accurate conceptual understanding in learners.

Could an evaluative conditioning intervention ameliorate paranoid beliefs? Self-reported and neurophysiological evidence from a brief intervention focused on improving self-esteem

IntroductionMuch research on the treatment of paranoia has involved cognitive-behavioural interventions that address explicit social cognition processes. However, much of human cognition is preverbal or implicit, raising the possibility that such social judgements are implicated in paranoia. One type of implicit social cognition that has been investigated concerning paranoia is implicit self-esteem with some evidence that it may be possible to change implicit self-esteem using techniques based on conditioning theory. Therefore, the primary purpose of this research is to further evaluate the potential of this approach. At the same time, as a secondary purpose, we introduce a novel way of measuring social cognition that, we argue, has utility for investigating the psychological processes involved in paranoia.MethodWe conducted two proof-of-concept studies of a novel brief intervention based on evaluative conditioning, targeting implicit cognition. The first study was conducted with a large non-clinical sample, while the second study included a small series of psychotic patients. As part of our proof-of-concept evaluation of the potential of evaluative conditioning, we attempted to probe for neurophysiological changes following the intervention using magnetoencephalography in an exploratory way in the clinical sample.ResultsOur results revealed that both non-clinical and clinical participants in the experimental group showed a significant change in how they evaluated themselves in the social cognition task, which could be related to the perception of social information in a less threatening way. In addition, clinical participants in the experimental group showed changes in brain activity during the social cognition task, particularly in regions involved in emotional reactivity and mentalization processes.DiscussionOur results are encouraging, suggesting that implicit cognition is manipulable, that such manipulation affects underlying neurophysiological mechanisms, and that there may be an impact on paranoid symptoms. However, much more work is required to determine whether this approach can produce meaningful clinical change and be delivered in routine clinical settings. Finally, it is important to note that we are not claiming the clinical effectiveness of our intervention, which is in a very early stage of development. Our goal here is to demonstrate clinical possibilities that warrant further investigation

Online unsupervised performance-based cognitive testing: A feasible and reliable approach to scalable cognitive phenotyping of Parkinson's patients

IntroductionA better understanding of the heterogeneity in the cognitive and mood symptoms of Parkinson's disease will require research conducted in large samples of patients. Fully online and remote research assessments present interesting opportunities for scaling up research but the feasibility and reliability of remote and fully unsupervised performance-based cognitive testing in individuals with Parkinson's disease is unknown. This study aims to establish the feasibility and reliability of this testing modality in Parkinson's patients. MethodsSixty-seven Parkinson's patients and 36 older adults completed two sessions of an at-home, online battery of five cognitive tasks and three self-report questionnaires. Feasibility was established by examining completion rates and data quality. Test-retest reliability was evaluated using the Intraclass Correlation Coefficient (ICC (2,1)). ResultsOverall completion rates and data quality were high with few participant exclusions across tasks. With regards to test-retest reliability, intraclass correlation coefficients were quite variable across measures extracted from a task as well as across tasks, but at least one standard measure from each task achieved moderate to good reliability levels. Self-report questionnaires achieved a higher test-retest reliability than cognitive tasks. Feasibility and reliability were similar between Parkinson's patients and older adults. ConclusionThese results demonstrate that remote and unsupervised testing is a feasible and reliable method of measuring cognition and mood in Parkinson's patients that achieves levels of test-retest reliability that are comparable to those reported for standard in-person testing.

Transitive inference as probabilistic preference learning.

Transitive inference (TI) is a cognitive task that assesses an organism's ability to infer novel relations between items based on previously acquired knowledge. TI is known for exhibiting various behavioral and neural signatures, such as the serial position effect (SPE), symbolic distance effect (SDE), and the brain's capacity to maintain and merge separate ranking models. We propose a novel framework that casts TI as a probabilistic preference learning task, using one-parameter Mallows models. We present a series of simulations that highlight the effectiveness of our novel approach. We show that the Mallows ranking model natively reproduces SDE and SPE. Furthermore, extending the model using Bayesian selection showcases its capacity to generate and merge ranking hypotheses as pairs with connecting symbols. Finally, we employ neural networks to replicate Mallows models, demonstrating how this framework aligns with observed prefrontal neural activity during TI. Our innovative approach sheds new light on the nature of TI, emphasizing the potential of probabilistic preference learning for unraveling its underlying neural mechanisms.

Is Bilinguality an Illusive Concept?

Background and Objective: In an effort to study bilinguality, researchers in this field have often compared bilinguals with monolinguals, generally considering each group to be a homogeneous, monolithic body with no discernable within-group individual differences. This approach overlooks the various levels of proficiency among bilinguals, the age and order of acquisition of each of their languages, as well as their language history, and daily usage. Although monolinguals may not be conversant, some may still at least partially comprehend a second language. By failing to actively consider and collect more details about a variety of participant language attributes, researcher assumptions can lead to conclusions that are not a true reflection of the similarities and differences between monolinguals and bilinguals. A number of studies have found bilingual advantage in health-related outcomes as well as performance on cognitive tasks. All these reported findings are based on the performance of participants who may or may not be true bilinguals consequently impacting the results of this research [9,11]. Recommendations: The impact of considering a wide variable of participant characteristics in bilinguality research, including age and order of acquisition, daily usage, and fluency is examined. In addition, a recently proposed psychometric model that evaluates the above variables is discussed. Finally, recommendations are made on how to further improve the standards of research in bilinguality, including performing objective fluency testing, and asking detailed questions about participants’ complete language history.

Interactions between task complexity, task repetition, and task motivation in L2 writing

This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation questionnaire after each task. Written essays were collected and analysed for CAL measures. Employing a multivariate multilevel approach, the results were triangulated with self-report data. Findings indicate that task repetition significantly impacted CAL in L2 writing, with a positive moderation effect by task complexity. Additionally, task motivation enhanced syntactic complexity in both simple and complex tasks, with negligible effects on accuracy. Notably, task motivation exerted a more substantial influence on students’ repeated task performance concerning lexical complexity. The study’s results offer theoretical and pedagogical insights for TBLT researchers and L2 writing practitioners.

Profiles of brain topology for dual-functional stability in old age.

Dual-functional stability (DFS) in cognitive and physical abilities is important for successful aging. This study examines the brain topology profiles that underpin high DFS in older adults by testing two hypotheses: (1) older adults with high DFS would exhibit a unique brain organization that preserves their physical and cognitive functions across various tasks, and (2) any individuals with this distinct brain topology would consistently show high DFS. We analyzed two cohorts of cognitively and physically healthy older adults from the UK (Cam-CAN, n = 79) and the US (CF, n = 48) using neuroimaging data and a combination of cognitive and physical tasks. Variability in DFS was characterized using k-mean clustering for intra-individual variability (IIV) in cognitive and physical tasks. Graph theory analyses of diffusion tensor imaging connectomes were used to assess brain network segregation and integration through clustering coefficients (CCs) and shortest path lengths (PLs). Using support vector machine and regression, brain topology features, derived from PLs + CCs, differentiated the high DFS subgroup from low and mix DFS subgroups with accuracies of 65.82% and 84.78% in Cam-CAN and CF samples, respectively, which predicted cross-task DFS score in CF samples at 58.06% and 70.53% for cognitive and physical stability, respectively. Results showed distinctive neural correlates associated with high DFS, notably varying regional brain segregation and integration within critical areas such as the insula, frontal pole, and temporal pole. The identified brain topology profiles suggest a distinctive neural basis for DFS, a trait indicative of successful aging. These insights offer a foundation for future research to explore targeted interventions that could enhance cognitive and physical resilience in older adults, promoting a healthier and more functional lifespan.

Effects of motor and cognitive dual tasks on walking and balance in children with diparetic cerebral palsy

This study investigates the effects of motor and cognitive dual tasks on walking and balance in Children with diparetic cerebral palsy. The subjects of this study were 12 children (experimental group n = 6, control group n = 6) who were medical diagnosed with diparetic cerebral palsy. They aged 8–12 years. Experimental group was administered treatment for 30 min, 2 times a week for 8 weeks, with the experimental group performing motor and cognitive dual task, while the control group did not have such a training. Wilcoxon signed-rank test was performed to analyze changes in balance, gross motor function in the group, and the Mann–Whitney test was conducted to compare the differences between the two groups before and after intervention. In This study, the mean time for completing the Timed Up and Go Test in single and dual tasks and mean cognitive responses, there was a significant difference between the two groups (P < 0.05). Conclusion: Considering that many activities in daily life are dual tasks, these difficulties they experience in performing dual tasks show that children’s daily lives are also affected. Therefore, dual task evaluations are very important for individuals to be independent in daily life.