Cognitive Neuropsychology Research Articles

Exploring the Prevalence and Awareness of Dyscalculia Among Grade 10 Learners: A Case Study

Research Objectives and Problem(s): This study explores the prevalence and awareness of dyscalculia—a learning disability that impairs individuals’ ability to comprehend and engage with mathematical concepts—among Grade 10 learners in two secondary schools in Soshanguve, South Africa. The research aims to determine the prevalence of dyscalculia in this population and assess the level of awareness among Grade 10 mathematics teachers regarding the identification and support of dyscalculic learners. Research Methods: Research design incorporates both quantitative and qualitative methodologies, including standardized tests, focus group interviews, and questionnaires. Structure of the Article: The study is framed by the Integrated Cognitive-Socio-Inclusive Model, which combines elements from cognitive neuropsychology, socio-cultural theory, and inclusive education to provide a comprehensive understanding of dyscalculia. Research findings and their Impact on the Development of Educational Sciences: The findings reveal a concerning prevalence of below-average mathematical skills among Grade 10 learners and highlight the need for targeted interventions. They also underscore the importance of raising teacher awareness to better identify and support learners with dyscalculia. Conclusions and/or Recommendations: This study contributes valuable insights into dyscalculia in the South African educational context. It advocates for data-informed policy decisions and enhanced teacher training to create a more inclusive learning environment.

An electroencephalogram (EEG) spectral analysis on the cognitive neuropsychology of religious experiences in worship with music.

An electroencephalogram (EEG) spectral analysis on the cognitive neuropsychology of religious experiences in worship with music.

Neurocognitive correlates of cerebral mitochondrial function and energy metabolism using phosphorus magnetic resonance spectroscopy in older adults.

The goal of the current study was to learn about the role of cerebral mitochondrial function on cognition. Based on established cognitive neuroscience, clinical neuropsychology, and cognitive aging literature, we hypothesized mitochondrial function within a focal brain region would map onto cognitive behaviors linked to that brain region. To test this hypothesis, we used phosphorous (31P) magnetic resonance spectroscopy (MRS) to derive indirect markers of mitochondrial function and energy metabolism across two regions of the brain (bifrontal, left temporal). We administered cognitive tasks sensitive to frontal-executive or temporal-hippocampal systems to a sample of 70 cognitively unimpaired older adults with subjective memory complaints and a first-degree family history of Alzheimer's disease and predicted better executive function and recent memory performance would be related to greater frontal and temporal 31P MRS indirect markers, respectively. Results of separate hierarchical linear regressions indicated better recent memory scores were related to 31P MRS indirect markers of lower static energy and higher energy reserve within the left temporal voxel; these findings were associated with moderate effect sizes. Contrary to predictions, executive function performance was unrelated to 31P MRS indirect markers within the bilateral frontal voxel, which may reflect a combination of theoretical and/or methodological issues. Findings represent a snapshot of the relationship between cognition and 31P MRS indirect markers of mitochondrial function, providing potential avenues for future work investigating mitochondrial underpinnings of cognition. 31P MRS may provide a sensitive neuroimaging marker for differences in aspects of memory among persons at-risk for mild cognitive impairment or dementia.

Beyond the lab: Feasibility of cognitive neuroscience data collection during a speleological expedition

In human cognitive neuroscience and neuropsychology studies, laboratory-based research tasks have been important to establish principles of brain function and its relationship to behaviour; however, they differ greatly from real-life experiences. Several elements of real-life situations that impact human performance, such as stressors, are difficult or impossible to replicate in the laboratory. Expeditions offer unique possibilities for studying human cognition in complex environments that can transfer to other situations with similar features. For example, as caves share several of the physical and psychological challenges of safety-critical environments such as spaceflight, underground expeditions have been developed as an analogue for astronaut training purposes, suggesting that they might also be suitable for studying aspects of behaviour and cognition that cannot be fully examined under laboratory conditions. While a large range of topics and tools have been proposed for application in such environments, few have been used in the field. Methods and procedures for maximizing the robustness and scientific value of expedition research designs must first be developed and validated. We tested the feasibility of collecting human physiological, cognitive, and subjective experience data concerning brain state, sleep, cognitive workload, and fatigue, during a speleological expedition in a remote region. We document our approaches and challenges experienced, and provide recommendations and suggestions to aid future work. The data support the idea that cave expeditions are relevant naturalistic paradigms that offer unique possibilities for cognitive neuroscience to complement laboratory work and help improve human performance and safety in operational environments.

High-Stress Shifts Among Orthopaedic Trainees Alter Cognitive Abilities and Surgical Performance

Category: Other; Trauma Introduction/Purpose: The effect of sleep deprivation and environmental stresses for orthopaedic trainees can manifest as physical and mental impairment in addition to worsening psychomotor performances. Lack of sleep and rest may compromise both decision making and clinical judgement, though this area of study largely has been unstudied. The purpose of this study is to quantify the volume of clinical workload that precipitates a decline in psychomotor and cognitive performance among orthopaedic trainees. Methods: The study cohort was comprised of Orthopedic Surgery residents (PGYII-V) from an Level I Academic Medical System/Tertiary Care Center taking primary fracture/trauma call over 1 24 month span. Resident participants were evaluated prior to, and immediately after, 12 and 24-hour call shifts. Participants’ technical and spatial processing abilities were evaluated via targeted drilling exercises on sawbones. Cognitive performance and neuropsychology assessments were captured with a validated, cognitive testing platform. These performances were analyzed against matched-clinical workload stress-level assignments following each call shift. Results: Following exposure to call-shifts, residents that experienced a high-stress call shift displayed statistically significant impairments to their cognitive performances with declines in their mental flexibilities (P = 0.0079) and information processing (P = 0.0003) capabilities. High-stress call shift exposure was also associated with significantly worse performance on psychomotor testing, a proxy for surgical performances, as demonstrated by higher aiming errors (P = 0.028) and miss distances (P = 0.046) on drilling exercises. Linear regression demonstrated a protective effect of increased baseline attention on psychomotor performance following call shift exposure (P=0.0004). Conclusion: Following high-stress call shifts among orthopaedic trainees, one can expect declines in neurocognition and technical performance independent of length of call shift and sleep deprivation. This study demonstrates a statistically significant and potentially clinically important relationship between increased clinical workload and decline in psychomotor performance and cognitive function. Higher baseline attention may be protective against this decline.

Leveraging AI in E-Learning: Personalized Learning and Adaptive Assessment through Cognitive Neuropsychology—A Systematic Analysis

This paper reviews the literature on integrating AI in e-learning, from the viewpoint of cognitive neuropsychology, for Personalized Learning (PL) and Adaptive Assessment (AA). This review follows the PRISMA systematic review methodology and synthesizes the results of 85 studies that were selected from an initial pool of 818 records across several databases. The results indicate that AI can improve students’ performance, engagement, and motivation; at the same time, some challenges like bias and discrimination should be noted. The review covers the historic development of AI in education, its theoretical grounding, and its practical applications within PL and AA with high promise and ethical issues of AI-powered educational systems. Future directions are empirical validation of effectiveness and equity, development of algorithms that reduce bias, and exploration of ethical implications regarding data privacy. The review identifies the transformative potential of AI in developing personalized and adaptive learning (AL) environments, thus, it advocates continued development and exploration as a means to improve educational outcomes.

Neurocognitive Remediation Therapy: A Promising Approach to Enhance Cognition in Community Living Pilots with Depression and Anxiety.

Depression and anxiety are pervasive mental health issues, affecting millions globally and often accompanied by cognitive impairments with significant repercussions in daily life and professions, particularly in safety-critical roles like community-living pilots. This exploration assesses Neurocognitive Remediation Therapy (NRT) as an innovative solution for addressing cognitive deficits linked to depression and anxiety in these pilots. Theoretical underpinnings of NRT draw from cognitive rehabilitation, neuropsychology, and neuroplasticity principles. Depression and anxiety often manifest as cognitive deficits, impacting attention, memory, executive functions, and decision-making. NRT interventions aim to address these impairments by enhancing cognitive flexibility, attentional control, and memory through training exercises and cognitive restructuring, empowering individuals to regain cognitive functionality and adaptability. Empirical evidence supports NRT's efficacy in enhancing cognitive functioning, showing significant improvements in attention, memory, and executive functions. This review focuses on NRT's potential to improve cognition in community pilots, demonstrating its effectiveness in reducing cognitive deficits and enhancing job performance, even in high-pressure environments like aviation. The practical implications of NRT for pilots are profound. Tailored programs can address specific cognitive challenges, such as maintaining vigilance and decision-making under stress. Integrating NRT into training regimens enhances skill sets and mental resilience, contributing to safety and success. Additionally, NRT positively impacts emotional well-being, reducing stress and improving overall quality of life. In Conclusion, NRT emerges as a promising intervention for enhancing cognitive functioning in community-living pilots with depression and anxiety. Evidence suggests its potential to improve performance, job satisfaction, and overall well-being. Further research and implementation are crucial to fully realize its benefits and ensure pilots' safety and success.

학습저성취 고등학생을 위한 학습코칭 프로그램 개발 및 효과 검증

Objectives The purpose of this study is to develop a coaching program aimed at enhancing self-directed learning abilities and study behavior among underachieving high school students, and to validate its effectiveness. Methods To achieve this goal, following Kim Chang-Dae et al.'s (2011) program development model, four stages including goal setting, composition, preliminary research, implementation, and evaluation were conducted to design a total of 10 sessions for the program. The study participants were recruited from three schools, A, B, and C, with 18, 15, and 15 students respectively, who scored an average of 7 or below in the three worst subjects in the previous mock exam, totaling 48 students. These students were then divided into experimental, control, and comparative groups, each consisting of 16 students, and assigned wirelessly. The experimental group received a learning coaching program based on cognitive neuropsychology, the comparative group received a learning coaching program based on information processing theory, and the control group received no intervention. Pre- and post-tests were conducted for each group using a pre-post test design for the control group. The dependent variables were self-directed learning ability and study behavior. To evaluate the effects of each group, paired sample t-tests and Wilcoxon signed-rank tests were used, and to compare the effects according to the experimental, comparative, and control groups, independent sample t-tests and Mann-Whitney tests were utilized. Results The analysis of the effectiveness of the coaching program for underachieving high school students revealed that the post-mean scores of self-directed learning abilities in all areas were significantly higher than the pre-mean scores. In the comparison with the comparative program, the present program showed superiority in all aspects of self-directed learning abilities. Study behavior, including weekday and weekend self-study times, also significantly increased compared to pre-measures, and the program showed superiority in both aspects when compared with the comparative program. Conclusions This study holds significance in proposing a structured coaching program that can be practically utilized in schools for underachieving high school students, especially in light of the relative weakening of support under national basic education guarantee policies.

Predictive modeling of antidepressant efficacy based on cognitive neuropsychological theory

BackgroundWe aimed to develop a clinical predictive model based on the cognitive neuropsychological (CNP) theory and machine-learning to examine SSRI efficacy in the treatment of MDD. MethodsBaseline assessments including clinical symptoms (HAMD, HAMA, BDI, and TEPS scores), negative biases (NEO-PI-R-N and NCPBQ scores), sociodemographic characteristics (social support and SES), and a 5-min eye-opening resting-state EEG were completed by 69 participants with first-episode major depressive disorder (MDD) and 36 healthy controls. The clinical symptoms and negative bias were again assessed after an 8-week treatment of depression with selective serotonin reuptake inhibitors (SSRIs). A multi-modality machine-learning model was developed to predict the effectiveness of SSRI antidepressants. ResultsAt baseline, we observed significant differences between MDD patients and healthy controls in terms of social support, clinical symptoms, and negative bias characteristics (p < 0.001). A negative association was found (p < 0.05) between neuroticism and alpha asymmetry in both the central and central-parietal areas, as well as between negative cognitive processing bias and alpha asymmetry in the parietal region. Compared to responders, non-responders exhibited less negative cognitive processing bias and greater alpha asymmetry in both central and central-parietal regions. Importantly, we developed a multi-modality machine-learning model with 83 % specificity using the above salient features. ConclusionsResearch results support the CNP theory of depression treatment. To some extent, the multimodal clinical model constructed based on the CNP theory effectively predicted the efficacy of this treatment in this population. LimitationsSmall sample and only focus on the mechanisms of delayed-onset SSRI treatment.

LINGUISTIC AND COGNITIVE THEORIES, COMMUNICATION RESEARCH, COGNITIVE NEUROPSYCHOLOGY

This article aims to provide an extensive analysis of linguistic and cognitive linguistic theories, communication research, and cognitive neuropsychology. These interrelated fields of study offer valuable insights into the complexities of human language and communication, encompassing language structure, cognitive processes, social interaction, and the impact of neurological disorders on language and cognition. By examining the theories, methodologies, and empirical findings from each discipline, this essay highlights the significance of an integrated perspective in advancing our understanding of language and cognition.

Visuospatial memory in apraxia: Exploring quantitative drawing metrics to assess the representation of local and global information.

Neuropsychological evidence suggests that visuospatial memory is subserved by two separable processing systems, with dorsal underpinnings for global form and ventral underpinnings for the integration of part elements. Previous drawing studies have explored the effects of Gestalt organisation upon memory for hierarchical stimuli, and we here present an exploratory study of an apraxic dorsal stream patient's (MH) performance. We presented MH with a stimulus set (previously reported by Riddoch et al., Cognitive Neuropsychology,20(7), 641-671, 2003) and devised a novel quantitative scoring system to obtain a finer grain of insight into performance. Stimuli possessed either good or poor Gestalt qualities and were reproduced in a copy condition and two visual memory conditions (with unlimited viewing before the model was removed, or with 3 s viewing). MH's copying performance was impaired in comparison to younger adult and age-matched older adult controls, with a variety of errors at the local level but relatively few at the global level. However, his performance in the visual memory conditions revealed impairments at the global level. For all participants, drawing errors were modulated by the Gestalt qualities of the stimuli, with accuracy at the global and local levels being lesser for poor global stimuli in all conditions. These data extend previous observations of this patient, and support theories that posit interaction between dorsal and ventral streams in the representation of hierarchical stimuli. We discuss the implications of these findings for our understanding of visuospatial memory in neurological patients, and also evaluate the application of quantitative metrics to the interpretation of drawings.

A fist bump in a political meeting? The influence of social context on affordance selection

Historically, understanding human cognition such as action processing has been a challenging issue in cognitive neuropsychology and the more we know about cognition, the more we shape it as a complex, multi-determined phenomenon that is embedded in a social context. The present study aimed at understanding how the social context could influence affordance selection. We hypothesized that affordance selection would be modulated by social context and that a given hand configuration would be considered appropriate or not, as a function of the presence or absence of social context. Twenty-six healthy participants were asked to judge the appropriateness of three variants of 10 hand-object interactions based on photographs presented with or without a visual, social context. In our results, hand configurations were intrinsically acceptable or not, but this effect was modulated by the social context. A three-step model of the influence of social context on affordance selection was proposed, according to which selection depends on social norms, in the form of social knowledge and social context analysis.

Erori de producere a cuvintelor în context afazic

This article is part of the paper „Patterns and errors of word production in aphasic contexts”. To begin with, generalities about aphasia and a cognitive neuropsychology model of spoken word production are presented, which addresses four stages involved in word retrieval: semantic system, phonological output lexicon, phonological set, and articulatory programming, and finally speech. Also, as a theoretical aspect, the three types of word utterance errors are presented: the imaginability, frequency, and length effects. The theoretical aspects are then exemplified in a case study. The aim of the research was to identify from a neurocognitive point of view in which domain the disorder is located, and which pattern of word production errors can be identified, in order to intervene specifically in language recovery, proposing an intervention plan. Among the conclusions, it can be mentioned that although aphasic symptomatology is well known, the approach from the proposed perspective created specific opportunities for recovery.

Psychological Problems of Online Learning to English as a Foreign Language During the Covid-19 Pandemic at Twelfth Grade Students of Senior High School Number 2 Muaro Jambi

Main problem of this research are Covid-19 and Online learning that impact the learning process and psychological of EFL. The aim of this study is to determine how psychological issues related to the COVID-19 epidemic affect students who learn by online. The researcher will employ field research as the method of inquiry, observation and interviews. Research participants are 6 students who in twelfth grade. The findings lead to the psychological problems that indicated as Behavioural Apathy. Which are linked to the Cognitive psychology and Neuropsychology. Based on the findings, Students lost their interested in study by online learning, even lost their spirit in learning. Their feel so bored and tired, too much assignment and no explanation with bad signal (some of them) made theirs doesn’t really care about the lessons. The students being lazy to think and loves to be procrastinating of work. Some of them suffering by this situation but others not. The laziness of thinking and studying has persisted to this day.

An empirical study of supporting executive function in family education with mental abacus

In the field of childcare, the focus has primarily been on executive function (EF) (working memory [WM]), which is a critical factor in daily life. The Wechsler Intelligence Scale for Children’s (WISC-IV) WM Index subtests of the digit span (forward and backward) and letter–number sequencing tasks are used to assess EF (WM). Theoretically, the letter–number sequencing task is more demanding on EF (WM) than the digit span task. Additionally, there is some suggestion of a relationship between EF (WM) and mental abacus (MA) and that MA can easily be performed in daily life. One challenge of supporting EF (WM) is that it is hard to conduct general evaluations and daily activities at home. This study examines the following questions through an empirical study: (1) Can Mental Abacus be used to support executive function in family education? In this study, I measured the cerebral blood flow of one child at home using the HOT-2000 for the tasks of MA and the WISC-IV. As a result, I was able to show that for that child, MA could have an effect on EF(WM). Although this is only one example, for parents, it has been important in showing that it is not impossible in the field of home education where there are many different kinds of children. The findings provide a new perspective regarding evaluating EF (WM) in cognitive psychology and neuropsychology and are valuable in breaking through previous research.

Do developmental dyslexia and congenital amusia share underlying impairments?

ABSTRACT Developmental dyslexia and congenital amusia have common characteristics. Yet, their possible association in some individuals has been addressed only scarcely. Recently, two converging studies reported a sizable comorbidity rate between these two neurodevelopmental disorders (Couvignou et al., Cognitive Neuropsychology 2019; Couvignou & Kolinsky, Neuropsychologia 2021). However, the reason for their association remains unclear. Here, we investigate the hypothesis of shared underlying impairments between dyslexia and amusia. Fifteen dyslexic children with amusia (DYS+A), 15 dyslexic children without amusia (DYS-A), and two groups of 25 typically developing children matched on either chronological age (CA) or reading level (RL) were assessed with a behavioral battery aiming to investigate phonological and pitch processing capacities at auditory memory, perceptual awareness, and attentional levels. Overall, our results suggest that poor auditory serial-order memory increases susceptibility to comorbidity between dyslexia and amusia and may play a role in the development of the comorbid phenotype. In contrast, the impairments observed in the DYS+A children for auditory item memory, perceptual awareness, and attention might be a consequence of their reduced reading experience combined with weaker musical skills. Comparing DYS+A and DYS-A children suggests that the latter are more resourceful and/or have more effective compensatory strategies, or that their phenotype results from a different developmental trajectory. We will discuss the relevance of these findings for delving into the etiology of these two developmental disorders and address their implications for future research and practice.

Time of day and chronotype in the assessment of cognitive functions.

Circadian rhythms are synchronized, through the endogenous biological clock, with the 24-hour cycle, and associated with numerous changes in human functioning, both in physical and mental aspects. It is assumed that daily fluctuations in cognitive performance are a consequence of interacting homeostatic and circadian processes regulating an individual's sleep-wake rhythms. A chronotype may be understood as a phenotype of circadian cycles determined by an endogenous biological clock. Despite research findings showing a significant relationship between those factors and cognition, they remain insufficiently considered in the domain of cognitive psychology and neuropsychology. This narrative review aims to describe and highlight the interactions between the time of day, chronotype, and cognitive performance in domains of mental activity variables, receptive functions, memory and learning, expressive functions, and thinking. The results of the research show that time-of-day effects on basic and more complex cognitive functions depend on an individual's chronotype with a dominant effect of synchrony between chronotype and time of cognitive testing, with large differences in circadian cycles between younger and older age groups. It is suggested that chronotype assessment and time of day control should be included as important variables in the diagnosis of cognitive function in both healthy and clinical populations. There is also an emerging need for further investigations to better understand how chronotype and circadian rhythms modulate human brain physiology and cognition.

Artificial Intelligence and Cognitive Neuropsychology: Need for complementarity

This article aims to show that in a school situation, the teacher may encounter, for example, situations that require psychological or social knowledge and certain behaviors in the FLE class. This study aims to apply the results and strategies of research specific to (artificial intelligence; neurosciences, psychology, neuropsychology, cognitive psychology) in teaching and learning a foreign language in a university context, which corresponds to reality to provide teachers with a minimum of knowledge about the functioning of the brain. Because the qualification of teachers of French as a foreign language is not reduced to a simple presentation of methodological, pedagogical and ethical facts, but should rather be more concerned with all potentially beneficial aspects to such professional practice. This work led us to answer our main problem: How can the collaboration of the two disciplines: artificial intelligence and cognitive neuropsychology contribute to a better learning of FLE?

Multidisciplinary collaboration to develop a digital health solution for early detection of cognitive decline in primary care.

Developing digital healthcare solutions that facilitate rapid identification and effective management of patients with Alzheimer disease and related disorders (ADRD) is an area of intense study. A critical juncture for these efforts involves the early detection of cognitive decline. Because primary care providers (PCPs) are the first line of medical care, they are often the first to hear concerns about cognitive decline. However, under-diagnosis of ADRD in primary care settings is widely recognized, as are the many barriers to routine cognitive screening. While information about brief cognitive screening tools for detecting ADRD is plentiful, PCPs remain uncertain about which patients to assess, which tools to use and how to use them, and how to communicate results. The goal of this project was to design a risk assessment and cognitive screening (RACS) application that specifically addressed the needs and concerns of PCPs to facilitate identification of cognitive decline in primary care settings. We employed a multi-modal assessment approach in designing the RACS app, which first assesses risk for cognitive impairment and then assesses cognitive functioning using a working memory/processing speed task in combination with four speech/language tasks. We assembled a multidisciplinary team with the following expertise to develop and test the app: biostatistics, computational linguistics, computer science, computerized cognitive assessment, gaming/app development, engineering, neurology, neuropsychology, neuroscience, primary care, psychometrics, and speech-language pathology. Programming of app features and pilot testing with people with ADRD was completed in 3 months. Initial development of the connected speech analysis pipeline was completed in 4 months with ongoing testing. Data collection of 50 cognitively normal, 50 mild cognitive impairment, and 50 mild dementia participants is approximately 50% completed within 6 months. Preliminary results based on cognitive performance alone show good ability to discriminate groups. Reduction of speech-language variables for inclusion in a final cognitive performance score is underway using a variety of machine learning techniques, including the elastic net and random forests. The RACS app shows promise as a digital health solution to facilitate early detection of cognitive decline in primary care and may prove useful in other busy clinical settings.

Brain structural network to investigate the mechanism of cognitive impairment in patients with acoustic neuroma.

Acoustic neuroma (AN) is a common benign tumor. Little is known of neuropsychological studies in patients with acoustic neuroma, especially cognitive neuropsychology, and the neuropsychological abnormalities of patients affect their life quality. The purpose of this study was to explore the changes in the cognitive function of patients with acoustic neuroma, and the possible mechanism of these changes by structural magnetic resonance imaging. We used a neuropsychological assessment battery to assess cognitive function in 69 patients with acoustic neuroma and 70 healthy controls. Then, we used diffusion tensor imaging data to construct the structural brain network and calculate topological properties based on graph theory, and we studied the relation between the structural brain network and cognitive function. Moreover, three different subnetworks (short-range subnetwork, middle-range subnetwork, and long-range subnetwork) were constructed by the length of nerve fibers obtained from deterministic tracking. We studied the global and local efficiency of various subnetworks and analyzed the correlation between network metrics and cognitive function. Furthermore, connectome edge analysis directly assessed whether there were differences in the number of fibers in the different brain regions. We analyzed the relation between the differences and cognitive function. Compared with the healthy controls, the general cognitive function, memory, executive function, attention, visual space executive ability, visual perception ability, movement speed, and information processing speed decreased significantly in patients with acoustic neuroma. A unilateral hearing loss due to a left acoustic neuroma had a greater impact on cognitive function. The results showed that changes in the global and local metrics, the efficiency of subnetworks, and cognitively-related fiber connections were associated with cognitive impairments in patients with acoustic neuroma. Patients exhibit cognitive impairments caused by the decline of the structure and function in some brain regions, and they also develop partial compensation after cognitive decline. Cognitive problems are frequent in patients with acoustic neuroma. Including neuropsychological aspects in the routine clinical evaluation and appropriate treatments may enhance the clinical management and improve their life quality.