Cognitive Enrichment Research Articles

Resilience in farm animals: biology, management, breeding and implications for animal welfare

A capacity for the animal to recover quickly from the impact of physical and social stressors and disease challenges is likely to improve evolutionary fitness of wild species and welfare and performance of farm animals. Salience and valence of stimuli sensed through neurosensors, chemosensors and immunosensors are perceived and integrated centrally to generate emotions and engage physiological, behavioural, immune, cognitive and morphological responses that defend against noxious challenges. These responses can be refined through experience to provide anticipatory and learned reactions at lower cost than innate less-specific reactions. Influences of behaviour type, coping style, and affective state and the relationships between immune responsiveness, disease resistance and resilience are reviewed. We define resilience as the capacity of animals to cope with short-term perturbations in their environment and return rapidly to their pre-challenge status. It is manifested in response to episodic, sporadic or situation-specific attributes of the environment and can be optimised via facultative learning by the individual. It is a comparative measure of differences between individuals in the outcomes that follow exposure to potentially adverse situations. In contrast, robustness is the capacity to maintain productivity in a wide range of environments without compromising reproduction, health and wellbeing. Robustness is manifested in response to persistent or cyclical attributes of the environment and is effected via activity of innate regulatory pathways. We suggest that for farm animals, husbandry practices that incorporate physical and social stressors and interactions with humans such as weaning, change of housing, and introduction to the milking parlour can be used to characterise resilience phenotypes. In these settings, resilience is likely to be more readily identified through the rate of return of variables to pre-challenge or normal status rather than through measuring the activity of diverse stress response and adaptation mechanisms. Our strategy for phenotyping resilience of sheep and cattle during weaning is described. Opportunities are examined to increase resilience through genetic selection and through improved management practices that provide emotional and cognitive enrichment and stress inoculation.

Repeated cognitive stimulation alleviates memory impairments in an Alzheimer's disease mouse model.

Alzheimer's disease is a neurodegenerative disease associated with progressive memory and cognitive decline. Previous studies have identified the benefits of cognitive enrichment on reducing disease pathology. Additionally, epidemiological and clinical data suggest that repeated exercise, and cognitive and social enrichment, can improve and/or delay the cognitive deficiencies associated with aging and neurodegenerative diseases. In the present study, 3xTg-AD mice were exposed to a rigorous training routine beginning at 3 months of age, which consisted of repeated training in the Morris water maze spatial recognition task every 3 months, ending at 18 months of age. At the conclusion of the final Morris water maze training session, animals subsequently underwent testing in another hippocampus-dependent spatial task, the Barnes maze task, and on the more cortical-dependent novel object recognition memory task. Our data show that periodic cognitive enrichment throughout aging, via multiple learning episodes in the Morris water maze task, can improve the memory performance of aged 3xTg-AD mice in a separate spatial recognition task, and in a preference memory task, when compared to naïve aged matched 3xTg-AD mice. Furthermore, we observed that the cognitive enrichment properties of Morris water maze exposer, was detectable in repeatedly trained animals as early as 6 months of age. These findings suggest early repeated cognitive enrichment can mitigate the diverse cognitive deficits observed in Alzheimer's disease.

In Vivo MRI Evidence that Neuropathology is Attenuated by Cognitive Enrichment in the Yac128 Huntington's Disease Mouse Model.

Environmental enrichment has been shown to improve symptoms and reduce neuropathology in mouse models of Huntington's disease (HD); however results are limited to ex vivo techniques with associated shortcomings. In-vivo magnetic resonance imaging (MRI) can overcome some of the shortcomings and is applied for the first time here to assess the effect of a cognitive intervention in a mouse model of HD. We aimed to investigate whether in-vivo high-field MRI can detect a disease-modifying effect in tissue macrostructure following a cognitive enrichment regime. YAC128 transgenic and wild type mice were exposed to cognitive enrichment throughout their lifetime. At 20-months old, mice were scanned with a T2-weighted MRI sequence and a region-of-interest (ROI) approach was used to examine structural changes. Locomotor activity and performance on the rotarod and serial discrimination watermaze task were assessed to measure motor and cognitive function respectively. Mice exposed to cognitive enrichment were more active and able to stay on a rotating rod longer compared to control mice, with comparable rotarod performance between HD enriched mice and wild-type mice. YAC128 mice demonstrated cognitive impairments which were not improved by cognitive enrichment. In-vivo MRI revealed a reduction in the degree of caudate-putamen atrophy in the enriched HD mice. We provide in vivo evidence of a beneficial effect of environmental enrichment on neuropathology and motor function in a HD mouse model. This demonstrates the efficacy of MRI in a model of HD and provides the basis for an in-vivo non-destructive outcome measure necessary for longitudinal study designs to understand the effect of enrichment with disease progression.

Cognitive activity, cognitive function, and brain diffusion characteristics in old age.

The objective of this work was to test the hypotheses that a) more frequent cognitive activity in late life is associated with higher brain diffusion anisotropy and lower trace of the diffusion tensor, and b) brain diffusion characteristics partially mediate the association of late life cognitive activity with cognition. As part of a longitudinal cohort study, 379 older people without dementia rated their frequency of participation in cognitive activities, completed a battery of cognitive function tests, and underwent diffusion tensor imaging. We used tract-based spatial statistics to test the association between late life cognitive activity and brain diffusion characteristics. Clusters with statistically significant findings defined regions of interest in which we tested the hypothesis that diffusion characteristics partially mediate the association of late life cognitive activity with cognition. More frequent cognitive activity in late life was associated with higher level of global cognition after adjustment for age, sex, education, and indicators of early life cognitive enrichment (p = 0.001). More frequent cognitive activity was also related to higher fractional anisotropy in the left superior and inferior longitudinal fasciculi, left fornix, and corpus callosum, and lower trace in the thalamus (p < 0.05, FWE-corrected). After controlling for fractional anisotropy or trace from these regions, the regression coefficient for the association of late life cognitive activity with cognition was reduced by as much as 26%. These findings suggest that the association of late life cognitive activity with cognition may be partially mediated by brain diffusion characteristics.

A Dual-Process Perspective on Fluency-Based Aesthetics

In this article, we develop an account of how aesthetic preferences can be formed as a result of two hierarchical, fluency-based processes. Our model suggests that processing performed immediately upon encountering an aesthetic object is stimulus driven, and aesthetic preferences that accrue from this processing reflect aesthetic evaluations of pleasure or displeasure. When sufficient processing motivation is provided by a perceiver’s need for cognitive enrichment and/or the stimulus’ processing affordance, elaborate perceiver-driven processing can emerge, which gives rise to fluency-based aesthetic evaluations of interest, boredom, or confusion. Because the positive outcomes in our model are pleasure and interest, we call it the Pleasure-Interest Model of Aesthetic Liking (PIA Model). Theoretically, this model integrates a dual-process perspective and ideas from lay epistemology into processing fluency theory, and it provides a parsimonious framework to embed and unite a wealth of aesthetic phenomena, including contradictory preference patterns for easy versus difficult-to-process aesthetic stimuli.

Social Validity of a Creative and Cognitive Enrichment Program for Gifted Children

Identification of gifted children in Mexico has been limited. This population may be thus considered at educational risk, requiring that programs to enhance the development of their potential be implemented. Social validity will make it possible to learn to which extent procedures, goals and outcomes of implemented interventions are relevant and accepted by participants, in order to promote future interventions that serve as a protective factor for these students. The purpose of this study was to assess the educational significance, the acceptability of procedures, and the social effects of a creative and cognitive enrichment program for gifted children, their parents and teachers, based on the ecological risk/resilience model. In this descriptive non-experimental mixed-method design study, 15 children, 16 parents and 3 teachers participated, responding to different questionnaires. Results were analyzed quantitatively and qualitatively. Quantitatively, no statistically significant differences were found in responses of fathers and mothers regarding educational significance, assessment and intervention procedure acceptability, or social effects. Children, parents, and teachers considered their participation in this program to be useful, since they were provided with comprehensive assistance that not only enhanced the development of the children’s potential, but also promoted interaction between school and family settings. The social validity of the creative and cognitive enrichment program based on the ecological risk/resilience model shows the development of resilient behaviors in children, parents and teachers that encourages the stimulation of these children’s potential.

Training versus engagement as paths to cognitive enrichment with aging.

While a training model of cognitive intervention targets the improvement of particular skills through instruction and practice, an engagement model is based on the idea that being embedded in an intellectually and socially complex environment can impact cognition, perhaps even broadly, without explicit instruction. We contrasted these 2 models of cognitive enrichment by randomly assigning healthy older adults to a home-based inductive reasoning training program, a team-based competitive program in creative problem solving, or a wait-list control. As predicted, those in the training condition showed selective improvement in inductive reasoning. Those in the engagement condition, on the other hand, showed selective improvement in divergent thinking, a key ability exercised in creative problem solving. On average, then, both groups appeared to show ability-specific effects. However, moderators of change differed somewhat for those in the engagement and training interventions. Generally, those who started either intervention with a more positive cognitive profile showed more cognitive growth, suggesting that cognitive resources enabled individuals to take advantage of environmental enrichment. Only in the engagement condition did initial levels of openness and social network size moderate intervention effects on cognition, suggesting that comfort with novelty and an ability to manage social resources may be additional factors contributing to the capacity to take advantage of the environmental complexity associated with engagement. Collectively, these findings suggest that training and engagement models may offer alternative routes to cognitive resilience in late life.

The Aristotelian conception of habit and its contribution to human neuroscience.

The notion of habit used in neuroscience is an inheritance from a particular theoretical origin, whose main source is William James. Thus, habits have been characterized as rigid, automatic, unconscious, and opposed to goal-directed actions. This analysis leaves unexplained several aspects of human behavior and cognition where habits are of great importance. We intend to demonstrate the utility that another philosophical conception of habit, the Aristotelian, may have for neuroscientific research. We first summarize the current notion of habit in neuroscience, its philosophical inspiration and the problems that arise from it, mostly centered on the sharp distinction between goal-directed actions and habitual behavior. We then introduce the Aristotelian view and we compare it with that of William James. For Aristotle, a habit is an acquired disposition to perform certain types of action. If this disposition involves an enhanced cognitive control of actions, it can be considered a “habit-as-learning”. The current view of habit in neuroscience, which lacks cognitive control and we term “habit-as-routine”, is also covered by the Aristotelian conception. He classifies habits into three categories: (1) theoretical, or the retention of learning understood as “knowing that x is so”; (2) behavioral, through which the agent achieves a rational control of emotion-permeated behavior (“knowing how to behave”); and (3) technical or learned skills (“knowing how to make or to do”). Finally, we propose new areas of research where this “novel” conception of habit could serve as a framework concept, from the cognitive enrichment of actions to the role of habits in pathological conditions. In all, this contribution may shed light on the understanding of habits as an important feature of human action. Habits, viewed as a cognitive enrichment of behavior, are a crucial resource for understanding human learning and behavioral plasticity.

Effectiveness of a Multimodal Cognitive Rehabilitation Program in Older Adults With Traumatic Brain Injury

To evaluate the effectiveness of the Cognitive Enrichment Program (CEP) in adults having sustained a traumatic brain injury (TBI) during late adulthood.

Positive and negative social exchanges and cognitive aging in young-old adults: Differential associations across family, friend, and spouse domains.

We examined how positive and negative social exchanges with friends, family, and spouses were related to cognitive aging in episodic and working memory, and perceptual speed. To do so, we used a large sample of cognitively intact young-old participants from the PATH Through Life Study (PATH; aged 60 to 64 years at baseline, n = 1,618) who were assessed on 3 occasions over 8 years. Additional replication analyses were conducted using the Health and Retirement Study (HRS), which provided data on episodic memory. The main analysis of PATH Through Life showed that positive exchanges with friends and family were associated with less decline in perceptual speed, with these associations attenuated by adjustment for physical functioning and depressive symptoms. Negative exchanges with spouses were associated with poorer working memory performance. Positive exchanges with friends were associated with better initial episodic memory in both PATH and HRS. More frequent negative exchanges with friends and family were associated with better episodic memory in the PATH sample. However, these findings were not replicated in HRS. Our findings provide indirect support for the role of social exchange quality in contributing to cognitive enrichment. However, the inconsistent pattern of results across cognitive and social exchange domains points to possibilities of reverse causality, and may also indicate that social exchange quality plays a less important role for cognitive enrichment than other psychosocial characteristics.

EPA-0319 – Combined cognitive enrichment programs of numerical and visual-spatial abilities as a primary prevention method for learning difficulties in mathematics: an explorative study.

Introduction A body of research shows the significant role of visual-spatial skills in the development of mathematical abilities. Objectives and aims Current research aimed at studying the effect of training for the visuo-spatial and numerical skills enrichment in 5 and 7-year-old children. Methods Forty-four 5-year-old children and 52 second graders were recruited in two Italian schools. Each age group was divided, respectively, into a control group (i.e., carried out the planned curricular activities) and an experimental group (completed combined enrichment programs for 3 months). Participants were evaluated at pre and post-test by standardised assessments, designed to evaluate numerical and visuo-spatial skills. Participants were distinguished in two levels of numerical abilities (high/low). By means of factorial analyses of variance, we compared the results in pre and post conditions; multiple linear regressions identified predictors of mathematic achievements at post-test. Results The significant effectiveness of training was found: at post-test, children from the experiment improved in terms of visuo-spatial and mathematical competences. Furthermore, the impact of the combined visuo-spatial and numerical training ? assessed in terms of achievements – was more evident in children with low numerical abilities. Conclusions Current outcomes suggest that the combined visuo-spatial and numerical enrichment training proposed to our participants seems to partially bridge the gap between subjects with initial low and high numeracy competences. Therefore, the synergy of the treatments would be worthy of attention to attain a primary prevention for learning difficulties in mathematics.

Sophisticated—Yet Simple—Apps for Grown-ups

Sophisticated—Yet Simple—Apps for Grown-ups

Cognitive Enrichment in Piglet Rearing: An Approach to Enhance Animal Welfare and to Reduce Aggressive Behaviour

It is known that pigs raised in enriched environments express less aggressive behaviour. For this reason, a new method of cognitive environmental enrichment was experimented at the University of Veterinary Medicine Hannover, Germany. In the first phase, 78 suckling piglets were trained to learn the link between a sound given by an electronic feeder and a feed reward in the form of chocolate candies during a period of 8 days. In the second phase, the same piglets were used in resident-intruder tests to verify the potential of the feeding system to interrupt aggressive behaviour. The analysis of all training rounds revealed that piglets learned the commands during 8 days of training and the interest of the piglets increased within training days (P < 0.05). In the resident-intruder test, 79.5% of aggressive interactions were broken by feeder activation. In interactions where either the aggressor or the receiver reacted, a high number of fights were stopped (96.7% versus 93.1%) indicating that it was not relevant if the aggressor or the receiver responded to the feeder activation. We conclude that the electronic feeding system has the potential to be used as cognitive enrichment for piglets, being suitable for reducing aggressive behaviour in resident-intruder situations.

Cognitive enrichment for bottlenose Dolphins (Tursiops truncatus): Evaluation of a novel underwater maze device

Cognitive enrichment is gaining popularity as a tool to enhance captive animal well-being, but research on captive cetaceans is lacking. Dolphin cognition has been studied intensively since the 1950s, and several hundred bottlenose dolphins are housed in major zoos and aquaria worldwide, but most dolphin enrichment consists of simple floating objects. The aim of this study was to investigate whether a novel, underwater maze device (UMD) was cognitively enriching for one group of male and one group of female dolphins at Six Flags Discovery Kingdom, CA. The dolphin's task was to navigate a rubber ball through a maze of pipes, towards an exit pipe. We also tested a modification where an edible gelatine ball fell into the pool once the UMD was solved. The UMD was provided to each group between 8 and 11 times over a 4-week period. Male dolphins used the UMD without prior training, whereas females did not use the UMD at all. Two male dolphins solved the UMD 17 times, using a variety of problem-solving strategies. The UMD had no significant effect on circular (repetitive) swimming patterns, but males spent significantly more time underwater when the UMD was present. Males used the UMD significantly more when it contained the rubber ball, but the gelatine ball stimulated social play. The UMD is a safe and practical device for captive dolphins. It now requires further testing on other dolphins, particularly females, to in order to examine whether the sex differences we observed are a general phenomenon.

Marine mammal cognition and captive care: A proposal for cognitive enrichment in zoos and aquariums

Marine mammals, particularly cetaceans (whales, dolphins and porpoises) and pinnipeds (seals, sea lions and walruses) are popular in zoos and aquariums worldwide. Bottlenose dolphins and California sea lions have also been popular study species in animal cognition research since the 1950s, and many dolphin cognitive skills are on par with great apes. This paper proposes that ‘cognitive challenges’ can enhance the wellbeing of marine mammals, in line with previous studies on farm animals and great apes. While most captive marine mammals are trained and this challenges their social-cognitive skills to a moderate or high level, their physical-cognitive skills are not being challenged to a high level by floating ‘toys’ in the pool. This paper suggests that tasks originally developed to test the limits of dolphin and sea lion cognitive skill could be modified and implemented as ‘cognitive enrichment’ in zoos and aquariums. To be enriching, cognitive challenges should be relevant, motivating, controllable, and possible to master.

Searching for cognitively optimal challenge point in physical activity for children with typical and atypical motor development

Statement of problemGrowing evidence testifies that different types of physical activity (PA) interventions promote cognitive development, but the specific impact of the cognitive demands inherent in PA still remains underconsidered. This study investigated whether (1) increasing the cognitive demands of PA positively impacts children's executive function and (2) this ‘enrichment’ also matches the ability/skill level of children with Developmental Coordination Disorder (DCD). MethodsTwo hundred and fifty children aged 5–10 years participated in different physical education interventions, lasting six months, with or without special focus on cognitively demanding PA. Before and after the intervention, children's executive function was tested with the attention and planning subscales of the Cognitive Assessment System and their motor developmental level classified as typical, borderline, or DCD according to their performance evaluated by the Movement Assessment Battery for Children. ResultsAmong indices of executive function, those of Attention showed a differential effect of PA type as a function of children's motor developmental level: typically developing children gained greatest attentional benefit from PA with additional cognitive demands, while children with coordinative problems/impairment from the PA program without cognitive enrichment. Changes from DCD to borderline or normal developmental status did not differ in frequency as a function of intervention type. ConclusionsResults showed that cognitively more or less challenging PA programs are differently efficacious for promoting attention development and highlight the need to find and continuously reset the degree of task complexity in PA to match the optimal challenge point of normal and special children populations.

Effects of cognitive enrichment on behavioural and physiological reactions of pigs

Cognitive enrichment, a special form of environmental enrichment, addresses the cognitive abilities of animals in captivity. Through cognitive interaction with the environment, the animals regain a certain control over their environment, and essential resources, such as food or water, act as a reward for successful coping. It is assumed that this process has important implications for animal welfare, especially in the intensive housing systems of farm animals. This study investigates the effects of cognitive enrichment on welfare-relevant behaviour (agonistic interactions and behavioural reactivity in a repeated open-field test) and autonomic control (heart rate variability during feeding, resting and in a repeated open-field test) in domestic pigs. A total of forty-eight pigs, Sus scrofa, were housed in groups of four. In six replicates, an experimental group was compared with a conventionally fed control group. The pigs in the experimental group were confronted with a cognitive challenge that was integrated into their familiar housing environment. Pigs were rewarded with food after they successfully mastered the discrimination of an individual acoustical signal followed by an operant task. The pigs in both groups reacted with sympathetic arousal to feeding announcement (increased heart rate (HR)). During feeding, the experimental pigs' HR decreased, and heart rate variability (HRV) increased, while the control pigs' HR stayed highly elevated and HRV decreased. These results are supported by a considerably larger number of agonistic interactions during feeding in the control group. During resting, the basal HRV of the experimental pigs increased (during operant conditioning) compared to the control. In the repeated open-field test, the experimental pigs displayed less locomotion and elimination as well as more contact with the wall and an unknown object compared to the control group. We conclude that cognitive enrichment leads to relaxed feeding and evokes longer lasting positive emotions. Moreover, the pigs displayed more explorative and less fearful behaviour in stressful situations. These findings support the use of cognitive enrichment to improve animal welfare.

Cognitive Training in Schizophrenia: Golden Age or Wild West?

Cognitive Training in Schizophrenia: Golden Age or Wild West?

Pharmacologic approaches to cerebral aging and neuroplasticity: insights from the stroke model

Brain plasticity is an intrinsic characteristic of the nervous system that allows continuous remodeling of brain functions in pathophysiological conditions. Although normal aging is associated with morphological modifications and decline of cerebral functions, brain plasticity is at least partially preserved in elderly individuals. A growing body of evidence supports the notion that cognitive enrichment and aerobic training induce a dynamic reorganization of higher cerebral functions, thereby helping to maintain operational skills in the elderly and reducing the incidence of dementia. The stroke model clearly shows that spontaneous brain plasticity exists after a lesion, even in old patients, and that it can be modulated through external factors like rehabilitation and drugs. Whether drugs can be used with the aim of modulating the effects of physical training or cognitive stimulation in healthy aged people has not been addressed until now. The risk:benefit ratio will be the key question with regard to the ethical aspect of this challenge. We review in this article the main aspects of human brain plasticity as shown in patients with stroke, the drug modulation of brain plasticity and its consequences on recovery, and finally we address the question of the influence of aging on brain plasticity.

Environmental Novelty Activates β2-Adrenergic Signaling to Prevent the Impairment of Hippocampal LTP by Aβ Oligomers

A central question about human brain aging is whether cognitive enrichment slows the development of Alzheimer changes. Here, we show that prolonged exposure to an enriched environment (EE) facilitated signaling in the hippocampus of wild-type mice that promoted long-term potentiation. Akey feature of the EE effect was activation of β2-adrenergic receptors and downstream cAMP/PKA signaling. This EE pathway prevented LTP inhibition by soluble oligomers of amyloid β-protein (Aβ) isolated from AD cortex. Protection by EE occurred in both young and middle-aged wild-type mice. Exposure to novelty afforded greater protection than did aerobic exercise. Mice chronically fed a β-adrenergic agonist without EE were protected from hippocampal impairment by Aβ oligomers. Thus, EE enhances hippocampal synaptic plasticity by activating β-adrenoceptor signaling and mitigating synaptotoxicity of human Aβ oligomers. These mechanistic insights support using prolonged exposure to cognitive novelty and/or oral β-adrenergic agonists to lessen the effects of Aβ accumulation during aging.