Cognitive Benefits Research Articles

Investigating Latent Interactions between Students' Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors.

Affective and cognitive factors play significant roles in influencing students' learning performance. However, limited studies exist that examine the latent interactions between these factors and students' learning performance. This study applied a meta-analytic approach to examine the relationships between affective and cognitive factors and students' learning performance through the selected publications. We identified 18 affective and cognitive influencing factors related to student learning achievement/performance. It was found that academic performance was significantly impacted by learning scores, future aspirations and goals, peer support for learning, and family support for learning. A moderate impact was observed for cognitive benefits, skill development, self-regulation, values, knowledge, character, self-belief, attitudes and beliefs, affective benefits, motivation, optimism, and behavioral engagement. A weak influence was observed for control and relevance of schoolwork and self-efficacy. The discussion and limitations of this study have also been provided in the last sections.

The influence of pretend ‘technologies’ on children’s cognitive development in symbolic play

ABSTRACT This research seeks to understand developmental processes of cognition, especially as these processes become observable in children’s role-play. In seeking to understand cognitive development in young children, we focus on how children incorporate pretend ‘technologies’ in role-play, such as non-operational cell phones, through pretend conversations and actions in the play episode. In observations with two preschool classes of four-year-old children, role-play that involved pretend ‘technologies’ was analyzed as to its effect on children’s ability to think abstractly and to form mental representations. This qualitative study collected observations and documentation of children’s actions and words as they played, coded and analyzed through constant comparison. Two findings were identified indicating that role-play using pretend ‘technologies’ promotes expansion of children’s abstract thought; and role-play with pretend ‘technologies’ enhances children’s perceptions and enactments of dual representation. With further examination, we distilled three ways that abstract thought and dual representation occurred during role-play with pretend ‘technologies’: through children’s symbolic understanding and actions, higher mental functions when interacting with pretend ‘technologies’, and children’s on-and-off line cognitive functions when operating pretend ‘technologies’. This study suggests that there are many benefits of children engaging in pretend play and that incorporating technology in the play scenario amplifies cognitive benefits.

Strategic Task Decomposition in Joint Action.

The core of human cooperation is people's ability to perform joint actions. Frequently, this requires effectively decomposing a joint task into individual subtasks, for example, when jointly shopping at the market to buy food. Surprisingly, little is known about how collaborators balance the costs of establishing a joint strategy for such decompositions and its expected benefits for a joint goal. We created a new online task that required pairs of randomly matched participants to jointly collect colored items. We then systematically varied the cognitive costs and benefits of applying a color-splitting strategy. The results showed that pairs adopted a color-splitting strategy more often when necessary to lower cognitive costs. However, once the strategy was jointly adopted, it continued to be used even when the cost-benefits changed. Our results provide first insights on how people decompose joint tasks into individual components and how decomposition strategies may evolve into conventions.

Using the Progressive Design Method in higher education: An analysis of cohesion, collaboration and inclusion dimensions

Many cognitive benefits for learning have been highlighted in the literature, due to peer feedback, but the relational aspects of this way of working, when it is implemented with groups of students, have been little investigated. This study aims to analyze some relational aspects of the use of peer feedback in the university context, considering in particular how the cohesion in the network of exchanges, the level of collaboration and inclusion of students, change during an activity carried out with a method based on peer feedback called Progressive Design Method. Eighteen undergraduate students participated in the study and worked in teams to develop projects in successive phases, each of which involved peer feedback in an online environment, Knowledge Forum. The results showed an increase in the values of the three dimensions (cohesion, collaboration and inclusion) in the first phases of work and a decrease in the last phase. The implications of the study focus on the possibility of creating collaborative learning environments in universities based on this method of work.

Joint associations of physical activity and sleep duration with cognitive ageing: longitudinal analysis of an English cohort study

Physical activity and sleep duration are key factors associated with cognitive function and dementia risk. How physical activity and sleep interact to influence cognitive ageing is not well explored. We aimed to examine the associations of combinations of physical activity and sleep duration with 10-year cognitive trajectories. In this longitudinal study, we analysed data from the English Longitudinal Study of Ageing collected between Jan 1, 2008, and July 31, 2019, with follow-up interviews every 2 years. Participants were cognitively healthy adults aged at least 50 years at baseline. Participants were asked about physical activity and nightly sleep duration at baseline. At each interview, episodic memory was assessed using immediate and delayed recall tasks and verbal fluency using an animal naming task; scores were standardised and averaged to produce a composite cognitive score. We used linear mixed models to examine independent and joint associations of physical activity (lower physical activity or higher physical activity, based on a score taking into account frequency and intensity of physical activity) and sleep duration (short [<6 h], optimal [6-8 h], or long [>8 h]) with cognitive performance at baseline, after 10 years of follow-up, and the rate of cognitive decline. We included 8958 respondents aged 50-95 years at baseline (median follow-up 10 years [IQR 2-10]). Lower physical activity and suboptimal sleep were independently associated with worse cognitive performance; short sleep was also associated with faster cognitive decline. At baseline, participants with higher physical activity and optimal sleep had higher cognitive scores than all combinations of lower physical activity and sleep categories (eg, difference between those with higher physical activity and optimal sleep vs those with lower physical activity and short sleep at baseline age 50 years was 0·14 SDs [95% CI 0·05-0·24]). We found no difference in baseline cognitive performance between sleep categories within the higher physical activity category. Those with higher physical activity and short sleep had faster rates of cognitive decline than those with higher physical activity and optimal sleep, such that their scores at 10 years were commensurate with those who reported low physical activity, regardless of sleep duration (eg, difference in cognitive performance after 10 years of follow-up between those with higher physical and optimal sleep and those with lower physical activity and short sleep was 0·20 SDs [0·08-0·33]; difference between those with higher physical activity and optimal sleep and those with lower physical activity and short sleep was 0·22 SDs [0·11-0·34]). The baseline cognitive benefit associated with more frequent, higher intensity physical activity was insufficient to ameliorate the more rapid cognitive decline associated with short sleep. Physical activity interventions should also consider sleep habits to maximise benefis of physical activity for long-term cognitive health. UK Economic and Social Research Council.

Casual Games, Cognition, and Play across the Lifespan: A Critical Synthesis

Games, including video games have long been associated with both rhetorics of progress and frivolity, simultaneously recruiting efforts to employ games toward furthering cognitive skills, while also eliciting concerns about the decadence of players. Casual games, defined as games with a low barrier to entry and quick play sessions often focus on cognitively-oriented challenges and are perceived by many players to promote cognitive, social, and emotional benefits. Research on the cognitive, social, and emotional impact of casual games now spans games marketed as entertainment, “brain games,” and digital therapeutics; despite these games sharing similar qualities, the bodies of research literature on them remains largely distinct. This review finds little support for the cognitive benefits of playing casual games, with exception of the elderly or those with dementia. This research synthesis finds evidence for the social and emotional benefits of casual games when they are sought for these purposes, played mindfully, and within robust social contexts. However, the same games, when played in different contexts can have negative consequences, consistent with findings from the mindset literature more broadly. Researchers thus should take seriously the context of game play, perhaps treating the emergent phenomena of play as the unit of analysis, rather than the media artifact.

Prenatal exposures to isoflavones and neurobehavioral development in children at 2 and 4 years of age: A birth cohort study

Isoflavones (ISOs) are plant-derived estrogen-like compounds, which were already proved with cognition benefits on elderly people. However, studies assessing the associations between prenatal ISOs exposure and children’s neurodevelopment are scarce. This study aimed to examine the associations between maternal urinary ISOs concentrations, including genistein (GEN), daidzein (DAD), glycitein (GLY), and metabolite equol (EQU), and children’s neurodevelopment, based on a Chinese cohort study. Participants in this study were pregnant women recruited at 12–16 weeks of gestation, and they provided a single spot urine sample for the ISOs assay. Neurodevelopment was measured using the Child Behavior Checklist (CBCL) at 2 and 4 years of age. Negative binomial regression analysis and Generalized Estimating Equation (GEE) were performed to examine the associations between maternal urinary ISOs concentrations and CBCL scores. Associations were observed between moderate levels of prenatal ISOs exposure and decreased risks of childhood neurobehavioral problems, while the highest level of prenatal ISOs exposure was associated with increased risks of neurobehavioral problems among children. The neuroprotective effects were consistently between moderate DAD exposure and specific neurobehavioral problems, across different ages and sexes. For example, compared with the lowest exposure level, the third quartile group was associated with less Anxious/Depressed problems in boys at 2 years of age (RR=0.72 (95%CI: 0.52, 0.99)), girls at 2 years of age (RR=0.70 (95%CI: 0.46, 1.06)), boys at 4 years of age (RR=0.73 (95%CI: 0.55, 0.96)), and girls at 4 years of age (RR=0.95 (95%CI: 0.68, 1.31)).

The Impact of Physical Activity on Academic Performance: A Comprehensive Analysis

This detailed study investigates the relationship between physical activity and academic performance among students at Surigao del Norte State University (SNSU). Utilizing a mixed-method approach, we examine the potential links between physical activity levels, grade point (GP), and standardized test scores. Data from varied SNSU students reveal a positive correlation between physical activity and academic achievement, supported by regression analysis that controls for age, gender, and socioeconomic status. These findings underscore the potential cognitive benefits of regular physical activity and suggest implications for educational institutions in promoting both physical and academic well-being. While limitations exist, including the cross-sectional design and self-reported data, this research contributes to the ongoing dialogue on the intersection of physical activity and academic success, inspiring further exploration in this vital area of study.

Enhancing ecological validity of gaze-cueing stimuli is associated with increased gaze following for older but not younger adults.

Gaze following is a core social-cognitive capacity. Previous work has shown that older adults have reduced gaze following relative to younger adults. However, all previous studies have exclusively used stimuli with low ecological validity, leaving room for alternative explanations for the observed age effects. Motivational models suggest that, relative to younger adults, older adults expend cognitive resources more selectively, such that they are less motivated to engage in tasks that are not meaningful or personally relevant. This may explain why their gaze following is reduced when stimuli are low in ecological validity. An expertise-based account suggests that older adults will have enhanced gaze following owing to their greater experience with gaze cues but that this enhancement may only emerge when stimuli are naturalistic and match those that they have more experience with. In the present study, younger (N = 63) and older adults (N = 68) completed a standard gaze-cueing task (static images) and a gaze-cueing task with enhanced ecological validity (videos of shifting gaze). In contrast to past research, both groups showed equivalent gaze following. Notably, in line with motivational model theorizing and experience-based accounts, ecological validity was associated with enhanced gaze following for older but not younger adults. These findings highlight the importance of considering stimulus ecological validity in social-cognitive aging research and provide information regarding the specific types of gaze cues that may be most effective in producing the cognitive and perceptual benefits associated with gaze cues for older adults. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Outcomes and clinical implications of intranasal insulin on cognition in humans: A systematic review and meta-analysis.

Aberrant brain insulin signaling has been posited to lie at the crossroads of several metabolic and cognitive disorders. Intranasal insulin (INI) is a non-invasive approach that allows investigation and modulation of insulin signaling in the brain while limiting peripheral side effects. The objective of this systematic review and meta-analysis is to evaluate the effects of INI on cognition in diverse patient populations and healthy individuals. MEDLINE, EMBASE, PsycINFO, and Cochrane CENTRAL were systematically searched from 2000 to July 2021. Eligible studies were randomized controlled trials that studied the effects of INI on cognition. Two independent reviewers determined study eligibility and extracted relevant descriptive and outcome data. Twenty-nine studies (pooled N = 1,726) in healthy individuals as well as those with Alzheimer's disease (AD)/mild cognitive impairment (MCI), mental health disorders, metabolic disorders, among others, were included in the quantitative meta-analysis. Patients with AD/MCI treated with INI were more likely to show an improvement in global cognition (SMD = 0.22, 95% CI: 0.05-0.38 p = <0.00001, N = 12 studies). Among studies with healthy individuals and other patient populations, no significant effects of INI were found for global cognition. This review demonstrates that INI may be associated with pro-cognitive benefits for global cognition, specifically for individuals with AD/MCI. Further studies are required to better understand the neurobiological mechanisms and differences in etiology to dissect the intrinsic and extrinsic factors contributing to the treatment response of INI.

Cognitive benefits of the attentional vs exergame training in older adults

Objective The present study aimed at comparing the effectiveness of an Attentional Computerized Cognitive Training and a commercial Exergame Training. Methods Eighty-four healthy older adults took part in the study. They were randomly assigned to one of the following conditions: Attentional Computerized Cognitive Training (ATT-CCT), Exergame Training (EXERG-T), or passive Control Group (CG). Participants assigned to the experimental groups underwent 8 laboratory-based sessions—lasting approximately 45 min each—of the respective training activity. A battery of cognitive tests was assessed before, after, and 3 months following the intervention phase. Results The results showed that just the ATT-CCT improved participants’ performance, specifically within attention, processing speed, verbal learning and memory. While both intervention groups revealed improved memory self-perception and decreased self-reported absent-mindedness, only the benefits following the ATT-CCT proved to be stable over time. Conclusions The results suggested that our ATT-CCT may be an effective tool for enhancing cognitive abilities in older healthy adults.

Emerging Relations among Cognitive Constructs and Cochlear Implant Outcomes: A Systematic Review and Meta-Analysis.

Hearing loss has a detrimental impact on cognitive function. However, there is a lack of consensus on the impact of cochlear implants on cognition. This review systematically evaluates whether cochlear implants in adult patients lead to cognitive improvements and investigates the relations of cognition with speech recognition outcomes. A literature review was performed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Studies evaluating cognition and cochlear implant outcomes in postlingual, adult patients from January 1996 to December 2021 were included. Of 2510 total references, 52 studies were included in qualitative analysis and 11 in meta-analyses. Proportions were extracted from studies of (1) the significant impacts of cochlear implantation on 6 cognitive domains and (2) associations between cognition and speech recognition outcomes. Meta-analyses were performed using random effects models on mean differences between pre- and postoperative performance on 4cognitive assessments. Only half of the outcomes reported suggested cochlear implantation had a significant impact on cognition (50.8%), with the highest proportion in assessments of memory &learning and inhibition-concentration. Meta-analyses revealed significant improvements in global cognition and inhibition-concentration. Finally, 40.4% of associations between cognition and speech recognition outcomes were significant. Findings relating to cochlear implantation and cognition vary depending on the cognitive domain assessed and the study goal. Nonetheless, assessments of memory & learning, global cognition, and inhibition-concentration may represent tools to assess cognitive benefit after implantation and help explain variability in speech recognition outcomes. Enhanced selectivity in assessments of cognition is needed for clinical applicability.

Randomized, Placebo-Controlled, Single-Blind Study of Lutein Supplementation on Carotenoid Status and Cognition in Persons with Multiple Sclerosis

BackgroundMultiple sclerosis (MS) is traditionally managed using disease-modifying pharmaceutical therapies as a first line approach for treatment, yet there is increasing interest in lifestyle factors, particularly diet, for managing disease outcomes. Lutein has neuroprotective properties in healthy adults, but no previous research has examined the effects of lutein supplementation in persons with MS. ObjectivesThis study aimed to investigate the efficacy of 4-mo lutein supplementation on carotenoid status and cognition in persons with relapse-remitting MS (RRMS). MethodsA randomized controlled, single-blind research design was used among adults with RRMS (N = 21). Participants were randomized into placebo (n = 9) or treatment (20-mg/d lutein, n = 12) groups with outcomes measured before and after 4 mo. Macular pigment optical density (MPOD) was assessed using heterochromatic flicker photometry. Skin carotenoids were assessed using reflection spectroscopy. Serum lutein was measured using high-performance liquid chromatography. Cognition was assessed via the Eriksen flanker with event-related potentials, spatial reconstruction, and the symbol digit modalities tests. ResultsThere was a significant group by time interaction for MPOD (F = 6.74, P = 0.02), skin carotenoids (F = 17.30, P < 0.01), and serum lutein (F = 24.10, P < 0.01), whereby the treatment group improved in all carotenoid outcomes. There were no significant group by time interactions for cognitive and neuroelectric outcomes. However, increase in MPOD was positively associated with accuracy during the flanker incongruent trials (r = 0.55, P = 0.03) and the spatial memory task (r = 0.58, P = 0.02) among treatment participants. ConclusionsLutein supplementation increases carotenoid status among persons with RRMS. There is no significant effect on cognitive function but change in macular carotenoids is selectively associated with improved attention and memory. This study provides preliminary support for a fully powered study targeting retinal and neural carotenoids for cognitive benefits in persons with MS.This trial was registered at clinicaltrials.gov as NCT04843813.

Cognitive offloading benefits eye gaze interaction

AbstractFor some people with strong motor impairments, controlling a computer with the eyes is the only possibility for human‐computer interaction. In addition, gaze control is becoming a new option as an input device for the general population as well because of the increasing availability of eye‐tracking technology. Yet, little is known about additional cognitive demands involved in gaze control and how to handle potentially high demands when using the eyes not only for perception but also for action. The present study shows that cognitive offloading improves performance when using gaze control. Memory for to‐be‐studied items benefitted significantly from saving another set of items just studied before for later restudy. Employing cognitive offloading in a targeted manner may be a useful means to assist in mastering eye‐gaze control.

Digital capability, digital learning, and sustainable behaviour among university students in Taiwan: A comparison design of integrated mediation-moderation models

Digital learning has been amplified by the COVID-19 pandemic in the case of university students in Taiwan. This study utilized two separate cases to investigate the impact of digital capability on sustainable behaviors among students with the use of structural equation modeling (SEM). Results of case study 1 show that the impact of digital capability on sustainable behavior of students from the department of tourism and hospitality is enhanced when mediated by employability skills, innovative capabilities, and big data application. Results of case study 2 revealed that the effect of data literacy on sustainable intention of students from the department of leisure and recreation is strengthened when mediated by information sharing, marketing strategy, involvement, and cognitive benefits. Additionally, sustainable attitude was found to strengthen the relationship between employability skills and sustainable behavior. The theoretical and educational implications are discussed in the final section.

What are the psychological and cognitive wellbeing benefits as reported by people experiencing green space? A meta-ethnography

BackgroundThe world is increasingly subject to urbanisation. This has been associated with deleterious effects on mental health, as urban living can decrease access to green space. The benefits of green space for wellbeing have been investigated by a widely interdisciplinary field, however the majority of the evidence base is quantitative and does not offer exploration of individual experiences. This qualitative synthesis offers insight into the psychological and cognitive benefits reported by individuals experiencing green space. MethodsFollowing a systematic electronic database and hand-search of qualitative and mixed-methods studies from 2009 to the present, a meta-ethnography was undertaken. The thematic findings of the studies were related and translated into each other to give new third order constructs. These were then juxtaposed, and thematic constructs grouped to form an explanatory theoretical model. Results141 studies were screened at full text. 23 studies were included. 11 constructs were identified: Memory/connection, Freedom/escape, Peace/restoration, Symbolism/metaphor/perspective, Social, Not restorative, Agency, Sensory, Safety/protection, Emotion and Different way of thinking. A novel theoretical model was developed which proposes that the concepts “sense of self and others” together with “altered thinking” contribute to psychological wellbeing via the filter of “emotional processes”. ConclusionsA sense of self and others is an important part of the pathway for mental wellbeing in green space, demonstrating a need for individual and contextual factors to be included in future theory. Specific research and policy recommendations are discussed, especially in light of the green space inequality highlighted by the current COVID-19 pandemic.

Exercise alters cortico-basal ganglia network metabolic connectivity: a mesoscopic level analysis informed by anatomic parcellation defined in the mouse brain connectome

The basal ganglia are important modulators of the cognitive and motor benefits of exercise. However, the neural networks underlying these benefits remain poorly understood. Our study systematically analyzed exercise-associated changes in metabolic connectivity in the cortico-basal ganglia-thalamic network during the performance of a new motor task, with regions-of-interest defined based on mesoscopic domains recently defined in the mouse brain structural connectome. Mice were trained on a motorized treadmill for six weeks or remained sedentary (control), thereafter undergoing [14C]-2-deoxyglucose metabolic brain mapping during wheel walking. Regional cerebral glucose uptake (rCGU) was analyzed in 3-dimensional brains reconstructed from autoradiographic brain sections using statistical parametric mapping. Metabolic connectivity was assessed by calculating inter-regional correlation of rCGU cross-sectionally across subjects within a group. Compared to controls, exercised animals showed broad decreases in rCGU in motor areas, but increases in limbic areas, as well as the visual and association cortices. In addition, exercised animals showed (i) increased positive metabolic connectivity within and between the motor cortex and caudoputamen (CP), (ii) newly emerged negative connectivity of the substantia nigra pars reticulata with the globus pallidus externus, and CP, and (iii) reduced connectivity of the prefrontal cortex (PFC). Increased metabolic connectivity in the motor circuit in the absence of increases in rCGU strongly suggests greater network efficiency, which is also supported by the reduced involvement of PFC-mediated cognitive control during the performance of a new motor task. Our study delineates exercise-associated changes in functional circuitry at the subregional level and provides a framework for understanding the effects of exercise on functions of the cortico-basal ganglia-thalamic network.

The role of acute changes in mBDNF, cortisol and pro-BDNF in predicting cognitive performance in old age

The interplay between biomarkers of relevance to neuroplasticity and its association with learning and cognitive ability in old age remains poorly understood. The present study investigated acute changes in plasma concentrations of mature brain-derived neurotrophic factor (mBDNF), its precursor protein (pro-BDNF), and cortisol, in response to acute physical exercise and cognitive training interventions, their covariation and role in predicting cognitive performance. Confirmatory results provided no support for mBDNF, pro-BDNF and cortisol co-varying over time, as the acute interventions unfolded, but did confirm a positive association between mBDNF and pro-BDNF at rest. The confirmatory results did not support the hypothesis that mBDNF change following physical exercise were counteracted by temporally coupled changes in cortisol or pro-BDNF, or by cortisol at rest, in its previously demonstrated faciliatory effect on cognitive training outcome. Exploratory results instead provided indications of a general and trait-like cognitive benefit of exhibiting greater mBDNF responsiveness to acute interventions when coupled with lesser cortisol responsiveness, greater pro-BDNF responsiveness, and lower cortisol at rest. As such, the results call for future work to test whether certain biomarker profiles are associated with preserved cognition in old age.

An empirical study on the influencing factors of green entrepreneurship orientation -- A case study of Chinese manufacturing enterprises

Although many scholars have discussed the green entrepreneurial orientation (GEO) of manufacturing enterprises, few studies have conducted systematic empirical analysis on the influencing factors of GEO. Based on relevant studies, this study took 219 manufacturing enterprises as research objects, and analyzes the formation mechanism and influencing factors of GEO in manufacturing enterprises from the macro, meso and micro levels. It is found that government compulsory regulation, government incentive regulation, market normative pressure, market imitative pressure, managers' environmental risk cognition and managers' environmental benefit cognition are important driving factors affecting manufacturing enterprises' green entrepreneurship orientation, and all have significant positive effects on manufacturing enterprises' GEO. The research conclusions further enrich the theoretical system of GEO, and have certain enlightenment for promoting the practice of green entrepreneurship in manufacturing enterprises. Manufacturing enterprises should cultivate and recruit managers with sustainable development concepts. The government should formulate incentives for manufacturing enterprises to implement GEO and gradually strengthen the publicity policy.

Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy

Abstract There has been increasing debate about the effectiveness of peer feedback, especially the way learners actively engage with and act upon the feedback (Lam, 2017). Yet research has shown that well-managed peer feedback offers a host of social, cognitive and linguistic benefits (Sun &amp; Doman, 2018). This paper looks at the perceptions of 24 teachers of English from Myanmar who experienced and evaluated a new way of organizing the peer feedback process known as Peer Review Circles (PRCs). In PRCs, learners work in groups of three, with two giving feedback on the work of the third, who listens, reflects on and only then responds to the comments. It was found that teachers perceived this arrangement to increase the quantity, variety and reliability of feedback, create a more conducive feedback atmosphere and aid the development of “soft/transferable” skills. Respondents identified teachers’ and learners’ lack of familiarity with this new approach, time constraints and the possibility of conflicting comments as potential difficulties of PRCs. To overcome these, respondents suggested providing training to teachers and learners, especially through modelling. This paper sheds light on a different way of managing peer feedback, PRCs, highlighting the benefits of working in triadic over dyadic groups and the value of oral observational peer feedback to develop students’ feedback literacy. The key implications relate to peer review training and the need to focus not just on procedural aspects but also on developing learners’ emotional competence to help sustain their language learning within today’s educational landscape.