Cognitive Challenges Research Articles

Impact of L-theanine and L-tyrosine on markers of stress and cognitive performance in response to a virtual reality based active shooter training drill

Ingestion of L-theanine and L-tyrosine has been shown to reduce salivary stress biomarkers and improve aspects of cognitive performance in response to stress. However, there have been no studies to concurrently examine the impact of both L-theanine and L-tyrosine ingestion during a mental stress challenge (MSC) involving a brief cognitive challenge and a virtual reality based active shooter training drill. Thus, the purpose of this study was to determine the impact of ingestion of L-theanine and L-tyrosine on markers of stress and cognitive performance in response to a virtual reality active shooter drill and cognitive challenge. The cognitive challenge involved a Stroop challenge and mental arithmetic. Eighty subjects (age = 21 ± 2.6 yrs; male = 46; female = 34) were randomly assigned L-tyrosine (n = 28; 2000 mg), L-theanine (n = 25; 200 mg), or placebo (n = 27) prior to MSC exposure. Saliva samples, state-anxiety inventory (SAI) scales, and heart rate (HR) were collected before and after exposure to the MSC. Saliva was analyzed for stress markers α-amylase (sAA) and secretory immunoglobulin A (SIgA). The MSC resulted in significant increases in sAA, SIgA, HR, and SAI. Ingestion of L-theanine and L-tyrosine did not impact markers of stress. However, the L-tyrosine treatment demonstrated significantly lower missed responses compared to the placebo treatment group during the Stroop challenge. These data demonstrate that ingestion of L-theanine or L-tyrosine does not impact markers of stress in response to a MSC but may impact cognitive performance. This study was pre-registered as a clinical trial ("Impact of supplements on stress markers”: NCT05592561).

Hot and cool executive function and theory of mind in children with and without specific learning disorders

Executive function (EF) in specific learning disorders (SLD) has been investigated using mainly cool EF tasks, whilst less is known about hot EF and theory of mind (ToM) in this population. The aim of this study was to examine group differences in hot and cool EF and ToM in school-aged children with SLD relative to typically developing peers. It also attempted to investigate whether EF measures are significant predictors of ToM in SLD and typical development. Cross-sectional data were collected from 135 school-aged children with and without SLD (8–10 years old), tested on measures of cool & hot EF and ToM. Significant group differences were observed in EFs inhibition (p= .04), working memory (p= .04) and delay of gratification (p < .001), as well as ToM mental state/emotion recognition (p = .019). Inhibition and planning contributed to 22% of the explained variance of ToM mental state/emotion recognition, but not false belief overall. Results suggest that cool EF may be a crucial predictor of ToM in children with and without SLD. Finally, stepwise logistic regression analysis identified specific hot EF and ToM measures contributing to group differentiation, specifically delay of gratification (odds ratio=.995, 95% CI [.993–.998]) and mental state/emotion recognition (odds ratio= .89, 95% CI [.796–.995]). This study contributes to our understanding of cognitive deficits and socio-cognitive impairment in children with SLD, which hold promise for informing interventions aimed at addressing these cognitive challenges.

Autistic traits in youth with familial adenomatous polyposis: A Dutch-Canadian case-control study.

This study investigated the neurodevelopmental impact of pathogenic adenomatous polyposis coli (APC) gene variants in patients with familial adenomatous polyposis (FAP), a cancer predisposition syndrome. We hypothesized that certain pathogenic APC variants result in behavioral-cognitive challenges. We compared 66 FAP patients (cases) and 34 unaffected siblings (controls) to explore associations between APC variants and behavioral and cognitive challenges. Our findings indicate that FAP patients exhibited higher Social Responsiveness Scale (SRS) scores, suggesting a greater prevalence of autistic traits when compared to unaffected siblings (mean 53.8 vs. 47.4, Wilcoxon p = 0.018). The distribution of SRS scores in cases suggested a bimodal pattern, potentially linked to the location of the APC variant, with scores increasing from the 5' to 3' end of the gene (Pearson's r = 0.33, p = 0.022). While we observed a trend toward lower educational attainment in cases, this difference was not statistically significant. This study is the first to explore the connection between APC variant location and neurodevelopmental traits in FAP, expanding our understanding of the genotype-phenotype correlation. Our results emphasize the importance of clinical assessment for autistic traits in FAP patients, shedding light on the potential role of APC gene variants in these behavioral and cognitive challenges.

Prevalence of Seizures in Children Diagnosed With Neurodevelopmental Disorders.

Introduction Neurodevelopmental disorders (NDDs) typically emerge in early childhood and have a profound impact on the development of the nervous system, leading to various neurological challenges in cognition, communication, social interaction, motor skills, and behavior. These disorders arise from disruptions in brain development mechanisms. NDDs include conditions such as cerebral palsy (CP), global developmental delay (GDD), intellectual disability (ID), attention-deficit/hyperactivity disorder (ADHD), and autism spectrum disorder (ASD), with ADHD and ASD being the most prevalent. However, there is a lack of comprehensive research on the causes of NDDs in children receiving care at tertiary hospitals in Saudi Arabia. Therefore, in this study, we aimto investigate the characteristics of patients with NDDs and explore the association between NDDs and seizures. It also focuses on identifying specific risk factors that may influence the relationship between NDDs and seizures. Methods We conducted a retrospective cross-sectional study at the pediatric neurology and developmental assessment clinic of King Abdulaziz University Hospital in Jeddah, Saudi Arabia. The study involved a review of electronic medical records from January 2021 to May 2023 for 200 pediatric patients who attended the clinic for NDD and seizures. Descriptive statistics summarized the data, using frequencies and percentages for categorical variables, and mean ± standard deviation for quantitative variables. The chi-square test identified differences between qualitative variables, with a significance threshold of p < 0.05. Results The study sample comprised 200 children ranging in age from one month to 14 years, with the majority of patients being from Jeddah city. Participants were categorized into four age groups: 17.0% (n=34) were aged between one month and three years, 18.5% (n=37) were aged between three and six years, 55.0% (n=110) were aged between six and 12 years old, and 9.5% (n=19) were aged between 12 and 14 years. The NDD subtypes identified were ASD 9.5%, ADHD 16.0%, CP 8.5%, GDD 30.5%, ID 5.5%, and 30% had multiple types of NDD. Generalized tonic-clonic seizures were the most common type observed. Conclusion Children with NDDs exhibit a high prevalence of seizures, with the age of the patient and consanguinity emerging as significant influencing factors in this correlation. Among the key findings is an emphasis on the importance of early detection and intervention for children with NDDs at higher risk of developing seizures. Overall, the study sheds light on the characteristics of NDD patients and their association with seizures, contributing to a better understanding of the complex relationship between NDDs and seizure occurrence. It also emphasizes the need for comprehensive assessment and management strategies that consider seizures in children with NDDs.

Development and field evaluation of a VR/AR‐based remotely controlled system for a two‐wheel paddy transplanter

AbstractOperating a two‐wheel paddy transplanter traditionally poses physical strain and cognitive workload challenges for farm workers, especially during headland turns. This study introduces a virtual reality (VR)/augmented reality (AR)based remote‐control system for a two‐wheel paddy transplanter to resolve these issues. The system replaces manual controls with VR interfaces, integrating gear motors and an electronic control unit. Front and rear‐view cameras provide real‐time field perception on light‐emitting diode screens, displaying path trajectories via an autopilot controller and real‐time kinematic global navigation satellite systems module. Human operators manipulate the machine using a hand‐held remote controller while observing live camera feeds and path navigation trajectories. The study found that forward speed necessitated optimization within manageable limits of 1.75–2.00 km h−1 for walk‐behind types and 2.00–2.25 km h−1 for remote‐controlled systems. While higher speeds enhanced field capacity by 11.67%–12.95%, they also resulted in 0.74%–1.17% lower field efficiency. Additionally, Operators' physiological workload analysis revealed significant differences between walk‐behind and remotely controlled operators. Significant differences in energy expenditure rate (EER) were observed between walk‐behind and remote‐controlled paddy transplanters, with EER values ranging from 8.20 ± 0.80 to 27.67 ± 0.45 kJ min⁻¹ and 7.56 ± 0.55 to 9.72 ± 0.37 kJ min⁻¹, respectively (p &lt; 0.05). Overall, the VR‐based remote‐control system shows promise in enhancing operational efficiency and reducing physical strain in paddy transplanting operations.

Exploring Needs, Challenges, and Teaching Norms in English-Medium Instruction Programs: Perspectives from University Students and Teachers

Research on English-medium instruction (EMI) is still in its infancy in Science and Technology universities in Thailand. Thus, this two-stage study explored the students and teachers’ perceptions toward EMI programs, challenges, needs and teaching norms. Two instruments were used to collect the data and triangulate the results: (1) a survey questionnaire, and (2) semi-structured interviews to students and teachers. The first stage of the study collected the perceptions of 97 Agricultural Technology (AgriTech) and Science students enrolled in partial EMI programs using a survey questionnaire. In the second stage, 24 students and 7 lecturers were purposely chosen to attend the semi-structured interviews. Descriptive results of the survey revealed that students have favorable attitude toward EMI since it is beneficial for developing their English, making friends, developing cultural awareness, enhancing their future career, and increasing their self-esteem. However, despite the benefits, difficulties persist in speaking, reading, writing and cognition. Students believed that they needed support, such as resources in English language development, opportunities to use English in the campus, and activities that could develop their English language proficiency. From student interviews, themes derived regarding challenges include linguistic challenges, lack of self-esteem, cognitive challenges, and teachers’ accented speech. Data from teachers affirmed students’ cognitive and linguistic challenges. The other themes induced were cultural challenges, language anxiety and lack of self-esteem. Teaching norms highlighted ways to support content comprehension, for instance, summarizing lessons in L1.

Integrating Experiential Learning and Character Education: The Effectiveness of a Hiking Game Technique Module

This study investigates the effectiveness of a hiking game technique group guidance module aimed at enhancing self-resilience among adolescents, a critical response to the challenge of juvenile delinquency exacerbated by insufficient educational and environmental support systems. Through a structured development process influenced by the Borg &amp; Gall model, this research integrates experiential learning with character education, providing adolescents with the tools to navigate physical, cognitive, and emotional challenges. The module, which underwent rigorous validation by experts in guidance and counseling, is structured around activities that foster teamwork, problem-solving, and emotional management, thus proving effective in promoting resilience and character development in young individuals. The study's findings demonstrate the module's appropriateness and efficacy, suggesting that outdoor educational activities can be a vital part of contemporary educational strategies to address the multifaceted needs of adolescents, especially in promoting mental health and behavioral adjustment. This approach aligns with the goals of strengthening character education through practical, real-world applications, although the COVID-19 pandemic posed limitations to direct field testing.

Alpha/Theta Neurofeedback Rehabilitation for Improving Attention and Working Memory in Female Students with Learning Disabilities

Learning disabilities (LDs) encompass a range of cognitive challenges that can significantly influence students' educational experiences and overall academic performance. This study aimed to investigate the effects of alpha/theta neurofeedback rehabilitation on attention and working memory in female students with learning disabilities. This study employed a quasi-experimental design with pre-tests, post-tests, and a two-month follow-up and included a control group. Convenience sampling was used to select 40 female students with learning disabilities referred to psychological clinics in Tehran during the 2020-2021 academic year. The participants were randomly assigned to the neurofeedback experimental group (n = 20) or the control group (n = 20). Three students from each group withdrew from the study, leaving 17 participants for the final analysis. Attention and working memory were assessed using the n-back task, Stroop test, and Reverse Stroop test. Data analysis involved mixed repeated ANOVA, independent t-tests, and chi-square tests. The findings revealed that alpha/theta neurofeedback rehabilitation improved all aspects of working memory and attention in female students with learning disabilities during the specified period. These improvements remained consistent during the two-month follow-up (p &lt; 0.001). This study demonstrated that alpha/theta neurofeedback rehabilitation can potentially enhance the attention and working memory of female students with learning disabilities.

The effects of tunnel radius, turn direction, and zone characteristics on drivers’ visual performance

This study aimed to explore the influence of the tunnel radius, turn direction, and zone characteristics on drivers’ visual performance. The study used a field experiment, in which 30 participants drove real vehicles in different curved tunnels, and measured their fixation duration (FD), fixation frequency (FF), saccade duration (SD), and saccade amplitude (SA) as indicators of visual performance. The results showed that the tunnel radius, turn direction, and zone characteristics had significant effects on all four indicators of visual performance. As the tunnel radius decreases, drivers exhibit longer FD and larger SA, while FF and SD decrease correspondingly. Additionally, the directional aspect of turning significantly influences these eye movement parameters, with drivers demonstrating longer FD, lower FF, shorter SD, and smaller SA during left turns compared to right turns. Irrespective of turning direction, drivers allocate the longest average FD and highest FF in the entrance zone, followed by the middle zone, and the shortest duration in the exit zone under the same tunnel radius condition. Similarly, the mean SD and amplitude are highest in the exit zone, followed by the middle zone, and lowest in the entrance zone, regardless of the turning condition. These findings suggest that drivers adjust their visual behavior according to the dynamic and complex visual stimuli and the varying driving task demands in different scenarios of curved tunnel driving. These findings also imply that drivers face different perceptual and cognitive challenges and preferences when driving in curved tunnels with different radii, turn directions, and zone characteristics, which affect their visual adaptation and preparation processes, as well as their visual integration and differentiation processes. This study has some implications and suggestions for the design and management of curved tunnels, as well as for the education and training of drivers. This study also provides new theoretical and empirical evidence for the visual behavior and cognition of drivers in curved tunnels, and provides practical suggestions for enhancing their visual performance and improving their driving safety and efficiency in curved tunnels.

Efficacy of a Remote Play-Based Intervention for Children With Prader-Willi Syndrome.

The current study examines the efficacy of an 8-week pretend play intervention targeting social-cognitive abilities in children with Prader-Willi syndrome (PWS), ages 6-9. PWS is a rare disorder associated with various social, emotional, and cognitive challenges linked to pretend play impairments, and for which interventions are sparse. Nineteen children were quasi-randomized to receive the intervention or be part of a waitlist control group. Participants who received the intervention (n = 10) demonstrated significant improvements in various components of pretend play, most notably in organization of play, which may generalize to broader social-cognitive gains. These findings provide evidence of the intervention's efficacy in enhancing pretend play skills and related social-cognitive abilities during this critical period of development for children with PWS.

Detection of cerebrospinal fluid biomarkers changes of Alzheimer's disease using a cognitive stress test in persons with subjective cognitive decline and mild cognitive impairment.

Timely and accurate diagnosis of the earliest manifestations of Alzheimer's disease (AD) is critically important. Cognitive challenge tests such as the Loewenstein Acevedo Scales for Semantic Interference and Learning (LASSI-L) have shown favorable diagnostic properties in a number of previous investigations using amyloid or FDG PET. However, no studies have examined LASSI-L performance against cerebrospinal fluid biomarkers of AD, which can be affected before the distribution of fibrillar amyloid and other changes that can be observed in brain neuroimaging. Therefore, we aimed to evaluate the relationship between LASSI-L scores and CSF biomarkers and the capacity of the cognitive challenge test to detect the presence of amyloid and tau deposition in patients with subjective cognitive decline and amnestic mild cognitive impairment (MCI). One hundred and seventy-nine patients consulting for memory loss without functional impairment were enrolled. Patients were examined using comprehensive neuropsychological assessment, the LASSI-L, and cerebrospinal fluid (CSF) biomarkers (Aβ1-42/Aβ1-40 and ptau181). Means comparisons, correlations, effect sizes, and ROC curves were calculated. LASSI-L scores were significantly associated with CSF biomarkers Aβ1-42/Aβ1-40 in patients diagnosed with MCI and subjective cognitive decline, especially those scores evaluating the capacity to recover from proactive semantic interference effects and delayed recall. A logistic regression model for the entire sample including LASSI-L and age showed an accuracy of 0.749 and an area under the curve of 0.785 to detect abnormal amyloid deposition. Our study supports the biological validity of the LASSI-L and its semantic interference paradigm in the context of the early stages of AD. These findings emphasize the utility and the convenience of including sensitive cognitive challenge tests in the assessment of patients with suspicion of early stages of AD.

The Chaotic Academic Integration for Chinese International Students in Australia

There is a cultural distance between Australian and Chinese sociocultural practices, especially academic practices, which could be problematic for Chinese international students studying in Australia. This situation presents affective and cognitive challenges in transitioning from a familiar Chinese context to an unfamiliar Australian academic environment which is akin to academic “culture” shock. This paper will use a mixed methods approach, through the combination of two back-to-back studies, to explore issues Chinese students faced during the initial phases of their academic sojourn in Australia. Our findings suggest that a combination of language competency deficit coupled with unfamiliarity with academic practices had caused initial problems with Chinese international students’ academic adjustment in an Australian setting. This problem was exacerbated by poor intercultural awareness and empathy from Australian educators to adjust their teaching practices in such an intercultural dynamic.

Relationship between Stigma, Psychological Flexibility, Positive and Negative Affect in Patients with Epilepsy

Background: Epilepsy is a neurological disorder that significantly impacts the daily lives of individuals, leading to psychological, social, and cognitive challenges. Despite advancements in its management, stigma remains a substantial issue for epilepsy patients. Objective: This study aimed to investigate the relationship between stigma, psychological flexibility, and positive and negative affect in patients with epilepsy. Methods: This cross-sectional study included 200 participants, with 100 epilepsy patients and 100 healthy individuals, aged 18 to 45 years, from four major cities in Punjab, Pakistan. Data were collected using convenience sampling. The instruments used were the Internalized Stigma of Mental Illness (ISMI) inventory (epilepsy version), the Cognitive Fusion Questionnaire (CFQ), the Acceptance and Action Questionnaire (AAQ-II), and the Positive and Negative Affect Schedule (PANAS). Data analysis was conducted using SPSS version 25. Descriptive statistics summarized the demographic and clinical characteristics, and independent samples t-tests were used to compare the groups. Results: Epilepsy patients had significantly higher levels of internalized stigma (ISMI total score: 84.05 ± 11.77) compared to healthy individuals (52.79 ± 13.67), t(198) = 17.33, p &lt; 0.01. They also exhibited lower psychological flexibility (AAQ-II score: 39.23 ± 8.92 vs. 26.04 ± 10.07), t(198) = 9.81, p &lt; 0.01, and higher cognitive fusion (CFQ score: 39.62 ± 9.19 vs. 27.56 ± 10.44), t(198) = 8.67, p &lt; 0.01. Positive affect was lower in epilepsy patients (12.58 ± 4.13) compared to healthy individuals (15.30 ± 4.08), t(198) = 4.68, p &lt; 0.01, while negative affect was higher (19.97 ± 4.51 vs. 14.89 ± 4.69), t(198) = -7.81, p &lt; 0.01. Conclusion: The study demonstrated significant relationships between stigma, psychological flexibility, and affect in epilepsy patients. Addressing these factors is crucial for improving the psychological well-being and quality of life for individuals with epilepsy.

Cognitive Correlates of Risky Decision-Making in Individuals with and without ADHD: A Meta-analysis.

This meta-analytic study aims to investigate the cognitive correlates of risky decision-making in individuals with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) individuals. A systematic analysis of existing literature was conducted, encompassing 38 studies (496 ADHD and 1493 TD). Findings revealed a consistent propensity for riskier decision-making in individuals with ADHD, supported by significant correlations with attention, cognitive flexibility, inhibitory control, time perception, and working memory. The study underscores the relevance of these cognitive functions in shaping decision-making tendencies, with nuanced patterns observed within the ADHD and TD subgroups. Individuals with ADHD often demonstrate altered patterns of correlation, reflecting the specific cognitive challenges characteristic of the disorder.

Regulation of emotions in project-based collaborative learning: an empirical study in academic English classrooms.

In spite of the increasing popularity of project-based collaborative learning (PBCL) as a pedagogy, real successful collaboration cannot always be achieved due to the cognitive, motivational and social emotional challenges students encounter during collaboration. Recognizing the challenges and developing regulation strategies to cope with the challenges at both individual and group level is essential for successful collaboration. In the last decades, a growing interest has been developed around socially shared regulation of emotions and how it is interwoven with self-regulation and co-regulation. However, capturing the process of students' emotional challenges and regulations in a long and dynamic project proves difficult and there remains a paucity of evidence on how co-regulation and socially-shared regulation co-occur with learners' cognitive and emotional progress in project-based collaborative learning. The purpose of the present study is to investigate and identify what kind of social emotional challenges students encountered during PBCL and how they regulate themselves and the groups in order to finish the projects. A quasi-experimental research design was adopted in an academic English classroom, with thirty-eight students self-reporting their challenges and regulations three times after finishing each of the projects. The results of qualitative analysis plus a case study of two groups indicate that students encounter a variety of social emotional challenges and employed different levels of co-regulation and socially shared regulation in addition to self-regulation, leading to varying collaboration results and experiences. The findings of the study offer insights into the emotional regulation in PBCL and shed light for future design of pedagogical interventions aiming at supporting socially shared regulation.

Exploring the Relationship of Cognitive and Motivational Factors to Sonography Student Performance

Objectives: The purpose of this mixed-methods study was to explore the cognitive and motivational challenges sonography students encounter by examining the relationships between sonography students’ levels of self-regulation and self-efficacy and their performance in a 16-week introductory vascular sonography skills laboratory course. Materials and Methods: Measures for the study were designed to yield qualitative and quantitative data related to student goals, strategies, and course performance and were generated by both students and faculty. Qualitative data from the study included student self-reports of self-regulatory strategies and instructor evaluations of student performance, while quantitative data were provided by instructor and student ratings of performance, student self-efficacy ratings, and student reports on their use of deliberate practice. Results: The data showed that many students learning how to perform sonographic examinations encountered motivational challenges that appeared to be tied both to their self-efficacy and their ability to effectively use self-regulatory activities. Conclusion: The findings of this study suggest possibilities for improving sonography’s curricular models and teaching strategies toward the goal of making sonography instruction more efficient and effective.

Developmental associations between cognition and adaptive behavior in intellectual and developmental disability

BackgroundIntellectual and developmental disabilities (IDDs) are associated with both cognitive challenges and difficulties in conceptual, social, and practical areas of living, commonly referred to as adaptive behavior (DSM–5). Although cross-sectional associations between intelligence or cognition and adaptive behavior have been reported in IDD populations, no study to date has examined whether developmental changes in cognition contribute to or track with changes in adaptive behavior. The present study sought to examine associations of longitudinal developmental change in domains of cognition (NIH Toolbox Cognition Battery, NIHTB-CB) and adaptive behavior domains (Vineland Adaptive Behavior Scales-3; VABS-3) including Socialization, Communication, and Daily Living Skills (DLS) over a two year period in a large sample of children, adolescents and young adults with IDD.MethodsThree groups were recruited, including those with fragile X syndrome, Down syndrome, and other/idiopathic intellectual disability. Eligible participants (n = 263) included those who were between 6 and 26 years (mage = 15.52, sd = 5.17) at Visit 1, and who had a diagnosis of, or suspected intellectual disability (ID), including borderline ID, with a mental age of at least 3.0 years. Participants were given cognitive and adaptive behavior assessments at two time points over a two year period (m = 2.45 years, range = 1.27 to 5.56 years). In order to examine the association of developmental change between cognitive and adaptive behavior domains, bivariate latent change score (BLCS) models were fit to compare change in the three cognitive domains measured by the NIHTB-CB (Fluid Cognition, Crystallized Cognition, Total Cognition) and the three adaptive behavior domains measured by the VABS-3 (Communication, DLS, and Socialization).ResultsOver a two year period, change in cognition (both Crystallized and Total Composites) was significantly and positively associated with change in daily living skills. Also, baseline cognition level predicted growth in adaptive behavior, however baseline adaptive behavior did not predict growth in cognition in any model.ConclusionsThe present study demonstrated that developmental changes in cognition and adaptive behavior are associated in children and young adults with IDD, indicating the potential for cross-domain effects of intervention. Notably, improvements in DLS emerged as a primary area of adaptive behavior that positively related to improvements in cognition. This work provides evidence for the clinical, “real life” meaningfulness of changes in cognition detected by the NIHTB-CB in IDD, and provides empirical support for the NIHTB-CB as a fit-for-purpose performance-based outcome measure for this population.

Restoring Brain Pathways Involved in Diabetes-Associated Neurocognitive Disorders: The Potential of Dipeptidyl Peptidase 4 Inhibitors as a Therapeutic Strategy

Abstract: Diabetes, a widespread chronic metabolic disease, is projected to affect 783 million people globally by 2045. Recent studies emphasize the neuroprotective potential of dipeptidyl peptidase 4 (DPP4i) inhibitors, pointing toward a promising avenue for intervention in addressing cognitive challenges associated with diabetes. Due to limited data on the effect of DPP4i on brain pathways involved in diabetes-related neurocognitive disorders, the decision was made to conduct this study to fill existing knowledge gaps on this topic. The primary aim of our study was to evaluate the potential of DPP4 inhibitors (DPP4i) in preventing cognitive decline in mice with type 2 diabetes (T2D), placing special emphasis on gaining insight into the complex molecular mechanisms underlying this action. We examined drug efficacy in modulating neurotrophic factors, calcium levels, and the expression of key genes (HIF1α, APP, Arc) crucial for neural plasticity. Conducting cognitive assessments with the hole board and passive avoidance tests, we discerned a remarkable influence of short-term gliptin usage on the limiting progress of cognitive dysfunction in diabetic mice. The administration of DPP4 inhibitors led to heightened neurotrophin levels, increased HIF1α in the prefrontal cortex, and a significant elevation in Arc mRNA levels. Our findings reveal that DPP4 inhibitors effectively limit the progression of diabetes-related cognitive disorders. This breakthrough discovery not only opens new research avenues but also constitutes a potential starting point for creating innovative strategies for the treatment of central nervous system disorders focused on improving cognitive abilities.

Associations of Plasma Glutamatergic Metabolites with Alpha Desynchronization during Cognitive Interference and Working Memory Tasks in Asymptomatic Alzheimer's Disease.

Electroencephalogram (EEG) studies have suggested compensatory brain overactivation in cognitively healthy (CH) older adults with pathological beta-amyloid(Aβ42)/tau ratios during working memory and interference processing. However, the association between glutamatergic metabolites and brain activation proxied by EEG signals has not been thoroughly investigated. We aim to determine the involvement of these metabolites in EEG signaling. We focused on CH older adults classified under (1) normal CSF Aβ42/tau ratios (CH-NATs) and (2) pathological Aβ42/tau ratios (CH-PATs). We measured plasma glutamine, glutamate, pyroglutamate, and γ-aminobutyric acid concentrations using tandem mass spectrometry and conducted a correlational analysis with alpha frequency event-related desynchronization (ERD). Under the N-back working memory paradigm, CH-NATs presented negative correlations (r = ~-0.74--0.96, p = 0.0001-0.0414) between pyroglutamate and alpha ERD but positive correlations (r = ~0.82-0.95, p = 0.0003-0.0119) between glutamine and alpha ERD. Under Stroop interference testing, CH-NATs generated negative correlations between glutamine and left temporal alpha ERD (r = -0.96, p = 0.037 and r = -0.97, p = 0.027). Our study demonstrated that glutamine and pyroglutamate levels were associated with EEG activity only in CH-NATs. These results suggest cognitively healthy adults with amyloid/tau pathology experience subtle metabolic dysfunction that may influence EEG signaling during cognitive challenge. A longitudinal follow-up study with a larger sample size is needed to validate these pilot studies.

Designing Inclusive Environments Across Generations: A Multidimensional Approach

In contemporary society, the design of built environments holds significant sway over the experiences and interactions of individuals across various age groups. This paper delves into the multifaceted dimensions of design interventions tailored to meet the diverse needs of the elderly, adolescents, and children. Through a comprehensive examination of key factors such as accessibility, emotional connection, community inclusivity, and developmental support, the paper elucidates strategies aimed at fostering well-being and social cohesion across generations. From the implementation of accessibility features catering to the physical and cognitive challenges faced by the elderly to the seamless integration of technology to engage adolescents and the promotion of playfulness to stimulate the development of children, designers wield a profound influence in shaping inclusive spaces that accommodate diverse needs and abilities. Central to this discourse is the recognition of the pivotal role played by a holistic approach to designone that embraces the richness of human experiences and endeavors to cultivate a sense of belonging and empowerment for individuals of all ages. By championing inclusivity and harnessing the transformative potential of design, this paper underscores the importance of creating environments that not only accommodate but celebrate the diversity of human experience across generations.