D2 Test Of Attention Research Articles

Quantifying the Effects of Luminous Properties on Human Visual and Non-Visual Responses in Indoor Environments: An Integrative Lighting Network

Artificial lighting is a critical element in indoor environments such as offices, educational facilities, and healthcare settings. However, the dose-response relationships between luminous properties and human responses remain unclear, hindering the scientific determination of lighting parameters in indoor design. This study aims to quantify the impact of luminous properties on human visual and non-visual responses through psychophysical experiments, exploring the correlations and causal relationships between these responses and environmental factors, ultimately establishing a quantitative integrative lighting network. Within the neuroscientific framework of visual and non-visual pathways, this study hypothesizes that 18 luminous properties positively influence five typical human responses: visual preference, visual performance, fatigue, alertness, and emotion. Data were collected from 65 participants (30 males and 35 females) under 28 common indoor lighting conditions by Karolinska Sleepiness Scale (KSS), preference scale, Positive and Negative Affect Schedule (PANAS), d2 Test of Attention, and fatigue scale. Correlation and multiple linear regression analyses identified significant luminous properties associated with human responses and developed optimal regression models that explained 58.7% of the variance in visual preference, 75.5% in visual performance, 57.0% in fatigue, 70.2% in alertness, and 59.0% in positive emotion. Further mediation regression analysis revealed the influence of color quality (V1) on alertness was fully mediated by the impact of spectrum on non-visual components (NV), as was the influence of light distribution and illuminance (V2) on emotion. Based on these findings, an integrative lighting network was constructed, providing essential quantitative evidence and guidelines for designing indoor lighting environments to meet diverse functional needs.

Association between moderate-to-vigorous physical activity and attention among children aged 6-12 years: chain mediating effects of fundamental movement skills and aerobic fitness.

To explore the association between physical activity and attention among children aged 6-12 years and to determine whether fundamental movement skills and aerobic fitness mediate the association between physical activity and attention. A total of 1,086 school-aged children (mean age: 9.40 ± 2.03 years) were included in the present study. Physical activity was assessed using the International Physical Activity Scale-Short Form. Fundamental movement skills were assessed using the Test of Gross Motor Development, third edition, and aerobic fitness was evaluated using the 20-metre shuttle run. Attention was assessed by the d2 Attention Test. There were significant positive correlations between physical activity and fundamental movement skills, physical activity and aerobic fitness, and physical activity and attention (all p < 0.05). Both fundamental movement skills and aerobic fitness fully mediated the relationship between physical activity and attention. In addition, fundamental movement skills and aerobic fitness had chain-mediating effects on the relationship between physical activity and attention. High levels of physical activity were positively associated with attention among school-aged children. Fundamental movement skills and aerobic fitness played a chain-mediating role in the relationship between physical activity and attention.

Humanizing neuropsychological assessment: The role of empathy

Context Recent research and the majority of neuropsychological testing manuals emphasize the importance of establishing a proper relationship between the evaluator and the evaluatee. However, there is relatively little empirical research on this point. Objectives The objective of this study was to operationalize empathy in the evaluator/evaluatee relationship during neuropsychological assessment. The subsequent aim was to determine the impact of this empathy on the evaluator/evaluatee relationship and cognitive performance. Methods The participants, designated as “evaluatees”, were randomly assigned to complete a brief neuropsychological test in either an empathic (N = 47) or neutral condition (N = 47). The neuropsychological tests included the Stroop task from the GREFEX battery, the Letter-Number Sequencing from the WAIS-IV, and the d2 test of attention. Following the tests, participants completed scales indicating perceived relationship with the evaluator, lived experience of the test, and sociodemographic information. Results The manipulation check indicated that it was possible to manipulate empathy. Evaluators demonstrating empathy led to a better evaluator/evaluatee relationship. However, the results regarding cognitive performance were less consistent. Conclusions In conclusion, there is a need for improvement in clinical neuropsychological practice with regard to relational competencies during testing. This study proposes benchmarks to make the evaluator’s empathy perceptible. This technique has not been shown to have a consistent effect on cognitive performance.

Diagnostic Accuracy of Neurocognitive and Executive Functions to Discriminate Women With and Without Fibromyalgia Syndrome: A Secondary Analysis.

Objective: The aim of the current study was to determine the capability of neurocognitive variables and executive functions to differentiate women with and without fibromyalgia syndrome (FMS). Methods: A secondary diagnostic accuracy analysis was conducted. A battery of neurocognitive and executive function tests (the D2 Attention test, the Rey-Osterrieth Complex Figure for visual perception, "Digits D/R/I" tests of the WAIS-IV battery for working memory, the 5-Digit test for mental inhibition, the Symbol Search for processing speed, and the Zoo Test for planning/decision-making) were collected in 129 women with FMS and 111 without FMS. The area under the receiver operating characteristic (ROC) curve, optimal cut-off point, sensitivity, specificity, and positive and negative likelihood ratios (LR) for each variable were calculated. Results: Between-group differences were identified in ROCF_Copy (p = 0.043), ROCF_Recall (p = 0.004), d2_TR (p = 0.019), d2_TA (p = 0.007), d2_TOT (p = 0.005), d2_CON (p = 0.004), d2_C (p = 0.042), Symbol Search (p = 0.008), Decoding _FDT (p = 0.001), Retrieving_FDT (p = 0.001), and Inhibiting_FDT (p = 0.024). The result showed that FDT-based outcomes (Retrieving_FDT: ROC 0.739, sensitivity 85.3%, specificity 48.6%; Decoding_FDT: ROC 0.724, sensitivity 50.4%, specificity 16.2%; Inhibiting_FDT: ROC 0.708, sensitivity 56.6%, specificity 22.5%) were the variables able to differentiate between women with and without FMS. Conclusions: Although women with FMS exhibited deficits in attention, long-term visual memory, processing speed, and mental inhibition when compared with women without FMS, only mental inhibition scores showed moderate diagnostic accuracy to discriminate between women with and without FMS. Future studies investigating these results in clinical settings are needed to identify the clinical relevance of these findings.

Post-Lunch Napping as a Strategy to Enhance Physiological Performance and Cognitive Function in Elite Volleyball Players

Background and Objectives: Volleyball demands high levels of anaerobic strength, flexibility, agility, and mental focus. Adequate sleep has been shown to enhance athletic performance and cognitive function. This study investigates the impact of post-lunch naps of varying durations (25 and 45 min) on the physiological performance and cognitive focus of elite volleyball players. Materials and Methods: Sixteen elite volleyball players (8 male, 8 female) with at least 7 years of competitive experience participated in a randomized crossover study. They underwent three experimental conditions: no nap (No-Nap), a 25-min nap (N25), and a 45-min nap (N45). Physical performance was measured through counter-movement jumps (CMJ) and volleyball agility tests, while cognitive function was assessed using the D2 attention test. Statistical analysis included repeated measures ANOVA to examine the differences between nap conditions and gender-specific responses. Results: Significant improvements in both physical performance and cognitive focus were observed in the N25 and N45 conditions compared to the No-Nap condition (indicating the effectiveness of short naps in enhancing both physical and mental performance). Males outperformed females in most physical metrics, while females scored higher on the D2 attention test (suggesting possible gender-specific responses to napping). The 25-min nap showed slightly better results in terms of sleep quality and subsequent performance (confirming that shorter naps may be more beneficial). Conclusions: Post-lunch naps, especially of 25 or 45 min, enhance both physiological and cognitive performance in elite volleyball players. These findings suggest that integrating short naps into athletes’ training regimens can improve performance and focus, with potential gender-specific benefits. Further research is needed to explore long-term effects and variations across other sports.

Data base of Cognitive functions and their relation to balance and agility in athletes from differents sports branches

Successful performance in each sport requires high ability in various features, including motor and perceptual-cognitive skills. This study aimed to compare the balance and agility in athletes from several sports branches to find out how cognitive functions relate to these parameters. Seventy-three individuals aged 18-30 were included in this prospective-descriptive study. In the assessment of cognition, Montreal Cognitive Assessment Scale, d2 Test of Attention, and a Bassin Anticipation Timer Device were used. While Prokin-TecnoBody was used to measure the balance skills, Illinois Agility Test (IAT) was used for agility. IAT times showed positive weak correlations with both the absolute error-score (AES) at 8mph (r=0.260, p=0.040) and mediolateral balance score (ML)(r=0.255, p=0.043). While there was a negative weak correlation between AES at 3mph and anteroposterior score of balance (r=-0.267, p=0.035), we found positive weak correlation between AES at 8mph and ML of balance (r=0.253, p=0.046). It was found that the IAT scores of the sedentary group were significantly lower than athletes (p=0.000). According to AES at 3mph, there were significant differences between tennis players and both sedentary and volleyball players (p=0.008, p=0.002, respectively). When the AES at 8mph compared, the only statistically significant difference was between tennis players and sedentary (p=0.008). In conclusion, this study shows how cognitive functions, particularly coincidence anticipation timing (CAT), correlate with essential physical performance factors like agility and balance across different sport branches, suggesting that improving cognitive skills could enhance overall athletic performance and inform mental training strategies in sports. It is recommended that future sports science research focus on enhancing CAT through targeted training programs.

Cognitive functions and their relation to balance and agility in athletes from different sports branches

Successful performance in each sport requires high ability in various features, including motor and perceptual-cognitive skills. This study aimed to compare the balance and agility in athletes from several sports branches to find out how cognitive functions relate to these parameters. Seventy-three individuals aged 18-30 were included in this prospective-descriptive study. In the assessment of cognition, Montreal Cognitive Assessment Scale, d2 Test of Attention, and a Bassin Anticipation Timer Device were used. While Prokin-TecnoBody was used to measure the balance skills, Illinois Agility Test (IAT) was used for agility. IAT times showed positive weak correlations with both the absolute error-score (AES) at 8mph (r=0.260, p=0.040) and mediolateral balance score (ML)(r=0.255, p=0.043). While there was a negative weak correlation between AES at 3mph and anteroposterior score of balance (r=-0.267, p=0.035), we found positive weak correlation between AES at 8mph and ML of balance (r=0.253, p=0.046). It was found that the IAT scores of the sedentary group were significantly lower than athletes (p=0.000). According to AES at 3mph, there were significant differences between tennis players and both sedentary and volleyball players (p=0.008, p=0.002, respectively). When the AES at 8mph compared, the only statistically significant difference was between tennis players and sedentary (p=0.008). In conclusion, this study shows how cognitive functions, particularly coincidence anticipation timing (CAT), correlate with essential physical performance factors like agility and balance across different sport branches, suggesting that improving cognitive skills could enhance overall athletic performance and inform mental training strategies in sports. It is recommended that future sports science research focus on enhancing CAT through targeted training programs.

Understanding the Associations between Executive Function and Psychological Variables in Fibromyalgia Syndrome: A Network Analysis Approach.

The aim of this study was to quantify the multivariate relationships between clinical, cognitive performance, executive functioning, and psychological outcomes in women with fibromyalgia (FMS) using network analyses. Demographic (age, height, weight), clinical (pain history, pain intensity, and related disability), neurocognitive (D2 Attention test, Rey-Osterrieth Complex Figure for visual perception, "Digits D/R/I" tests of the WAIS-IV battery for working memory, the 5-Digit Test for mental inhibition, the Symbol Search for processing speed and the Zoo Test for planning/decision making) and psychological (depressive symptoms, anxiety levels, sleep quality, pain hypervigilance) variables were collected in 129 women with FMS and 111 healthy women. Network analyses were conducted separately for each group to quantify the adjusted correlations between the modeled variables and to assess their centrality indices (i.e., connectivity with other symptoms in the network and their importance in the network). The network identified 74 associations in FMS women and 46 associations in controls with small differences. The strongest correlations in both groups were found between different attention variables: d2_CON with d2_C, d2_O with d_2TR, and d2_CON with d2_TA. The most central variables were d2_TA, d2_C, and d2_CON (highest strength centrality in both groups) and anxiety levels and pain hypervigilance (highest harmonic centrality in FMS women). The strength centrality of the network was stable for women with FMS (CScor0.7: 0.68) but not for healthy women (CScor0.7: 0.28). This study found that attention variables are most relevant within a neurocognitive network and that psychological variables are most important for the treatment of women with FMS. The clinical implications of the current findings, such as the development of treatments targeting these variables, are discussed.

The impact of regular workouts and fitness on psychological health and cognitive growth in adolescents

Adolescents' general Mental Health (MH), that involves factors like emotional stability, self-esteem, coping mechanisms, and the absence of MH conditions like depression and anxiety, is referred to as Psychological Health (PH). It includes elements that support resilient and healthy mental functioning. This study demonstrates exercise's role in fostering PH and Cognitive Growth (CG) throughout this critical development period. The beneficial effects of Regular Workouts (RW) on PH include decreased depressive and anxiety symptoms, better stress management, increased self-esteem, and body image, and better sleep. There are 163 adolescents aged 15 to 16 who took part in the study. This study assessed that a group of adolescents' Physical Activity (PA) and Physical Fitness (PF) correlated with their CG and psychosocial functioning. The research variables were measured using the General Self-Efficacy (GSE) Scale, the D2 Attention Test, the Form 5 Self-Concept Questionnaire (AF5), and the General Health Questionnaire (GHQ-28). The study findings suggested a beneficial association between PA and PF and the cognitive and psychosocial functioning of the investigated adolescents. Adolescents that exercised more, for instance, performed better on tests of Processing Speed, general self-efficacy (SE) and in selective attention, additionally, test results used to evaluate cognitive capacity and psychosocial factors were best predicted by cardio-respiratory fitness. Because of the consequences for different aspects of adolescent health and development, these results emphasize the need to encourage PA among adolescents.

Investigating the selective attention, attentional bias and smoking among Turkish University students: A cross-sectional study

The aim of this study was to investigate the relationship between selective attention, attentional bias and smoking in Turkish university students. The study was conducted with 64 individuals with an average age of 20.3 ± 0.83 years. While the d2 Test of Attention was used to measure various aspects of attention including processing speed, accuracy and selective attention; the Smoking Stroop Test evaluated the attentional bias toward smoking-related stimuli by comparing reaction times to smoking-related and neutral words. Also, the Fagerström Nicotine Dependence Test and Questionnaire of Smoking Urges assessed the level of nicotine dependence and cravings of participants. Findings showed that smoking status (B: 0.05, 95%CI:0.03,0.07) was statistically explanatory of attentional bias, but there was no significant difference in selective attention performance in terms of smoking status. These results are important for the development of intervention methods targeting cognitive processes associated with smoking.

Body composition, cardiovascular fitness and attention of school-aged male children practicing sports club activities: A cross-sectional.

The positive effects of physical activity on physical fitness, bone health, academic achievement, cognitive functions, mental health, and reduced obesity have been proven. This study aims to investigate the relationship between sports club activities, physical activity selected health-related fitness, and the d2 attention test. A cross-sectional study was conducted in different sports clubs. A total of 78 male students aged 10-13 years participating in various branches of sports clubs were included in the study, 42 of whom were assigned to the sports group and 36 to the control group. Questionnaires were administered to assess sports club participation and attention levels, while physical health profiles were tested with body composition and Yo-Yo IR1C performance measures. Data were analyzed according to sports participation and the five most frequently reported sports. The means and standard deviation of each study value were calculated for the total subjects and by participating in sports activity using the IBM SPSS (version 23) analysis program. Data normality was checked and confirmed by the Skewness and Kurtosis Tests. The results showed that boys enrolled in a sports activity had lower body mass (-17.9%, P < 0.05 d = 0.72), body mass index (-13.4%, P < 0.05, d = 0.87), and body fat (%) (-54.1%, P < 0.05, d = 1.38) and higher VO2max 32.3% (P < 0.05, d = 3.67), than the non-active group. The boys active in sports clubs also had better results in the total number of items processed (11%, P < 0.05 d = 0.50) and in concentration performance (17.7%, P < 0.05 d = 0.56) than the non-active group. In correlation analyses, VO2max was negatively associated with body mass, body mass index, and body fat (P = 0.011; P = 0.001 and P = 0.00, respectively) and positively related to the total number of items processed and concentration performance (P = 0.003 and P = 0.015, respectively). In the Pearson Correlation analyses, body fat showed a lower negative correlation with TN (r = 0.33; P = 0.003) and CP (r = 0.28; P = 0.015). Boys participating in regular sports have lower body mass, BMI, and BF values. In addition, boys who participated in sports showed higher imaginary fitness and selective attention and concentration capacity results, as expected, for any sports part compared to their body peers. Another attempt from this study is that body mass and body fat percentage recovery are negatively associated with fitness. Considering the increasing prevalence of obesity in children and adolescents due to sedentary living, which has become a worldwide epidemic, it is recommended that pedagogical and public health strategies and policies be developed based on the physical fitness level of children.

Mild Dehydration Triggered by Exercise Reduces Cognitive Performance in Children, But Does Not Affect Their Motor Skills

Objective Children face the risk of dehydration in varying amounts during the day due to reasons such as physical activity, sweating, eating salty foods and drinking carbonated beverages. It is assumed that dehydration can lead to impaired motor skills and cognitive performance since it affects brain function. However, inconsistencies in study results, test times and problems caused by heat stress make new research mandatory. In our research, we examined the effects of exercise-induced mild dehydration on motor skills and cognitive performance in active/sedentary boys who do/do not do regular physical activities in their daily lives. Methods The study included 112 boys who do regular physical activity (n:57; 12.40 ± 0.49age) and sedentary (n:55; 12.49 ± 0.50age). The children were given a 12-h hydration program. Mild dehydration was created by giving exercises after hydration measurements. In case of hydration and mild dehydration, Bruininks-Oseretsky Motor Proficiency and d2 attention test were applied to the children. For comparison, Repeated Measures ANOVA and Bonferroni post-hoc test was performed at the second level. Results According to the hydration and mild dehydration comparison results, there was no difference in total score of Fine Motor Skill Sensitivity, Fine Motor Skill Integration, Hand Dexterity and Bidirectional Coordination, Balance, Running Speed and Agility, Hand-Arm Coordination, Strength, and BOT-2 in children. There was a decrease in both groups in terms of Focused Attention, Processing Speed, Accuracy, Concentration Performance and Attention Span. Conclusion As a result, mild dehydration is associated with daily physical activity in children (physical education classes, etc.) or it can easily occur due to food/beverage preferences. It may affect children’s performance of school curriculum and extracurricular activities. It shows that maintaining optimal hydration is important.

Psychosocial Training Program for Lifeguards: A Pilot Study.

Research has highlighted the need for training lifeguards in psychosocial skills. Therefore, this study aims to analyze the effectiveness of a short 10-h training program encompassing dimensions associated with emotional management, focus of attention, interpersonal relationships, and lifeguard behavior, and its effects on their psychosocial skills. A total of 64 lifeguards with experience ranging from 1 to 25 years (M = 5.93, SD = 6.07), randomly divided into experimental and control groups, participated in this study. The d2 Test of Attention, the Social Intelligence Test of O'Sullivan and Guilford, and the MSCEIT Emotional Intelligence Test were used to assess psychosocial skills. A multivariate analysis of variance for repeated measures (2 × 3 (Group × Time) MANOVA) was performed to analyze the effects of the training program on psychosocial skills. The results revealed that the experimental group showed statistically significant improvements in focus of attention and emotional intelligence compared to the control group. However, it is worth noting that no statistically significant group interactions were observed for measures of social intelligence. Taken together, these results seem to highlight the importance of including psychosocial content in the general training of lifeguards.

Examining the effects of attention and concentration levels on reaction time in fencing

Background and Study Aim. Attention and concentration, fundamental psychological skills, are crucial in situations where the opponent moves rapidly and incessantly. Reaction time is also of paramount importance in winning a game in fencing, which requires both offensive and defensive actions. Understanding the factors that affect reaction time is essential for improving performance. This study aimed to investigate the impact of disruptions in attention and concentration on reaction time in fencing. Material and Methods. Thirty-four healthy male and female fencers participated in two testing sessions. In the initial session, participants filled out a personal information form and took the d2 Attention Test to determine their attention levels. They also completed items representing the concentration disruption subscale of the Sport Anxiety Scale-2 (SAS-2) to measure concentration levels. In the second session, participants underwent the Favero Electronic Fencing Target (EFT-1) test to measure their reaction times. To analyze the obtained data, SPSS 20 was used. The Pearson correlation coefficient between attention, concentration disruption, and participants' reaction times was calculated. Then, linear regression analysis was employed to test whether attention and concentration scores could predict the reaction times. Results. The findings indicated that there is a significant positive relationship between E (r = .603, p &lt; .01), E% (r = .628, p &lt; .01), E1 (r = .584, p &lt; .01), E2 (r = .533, p &lt; .01), and reaction time. Additionally, a significant negative relationship was revealed between concentration performance and reaction times (r = -.456, p &lt; .01). A significant positive correlation was observed between fencers' concentration disruption and reaction times (r = .416, p &lt; .05). Conclusions. Our study results emphasize the importance of attention and concentration in disciplines that require quick reactions. These cognitive factors need to be considered in the development of sports performance.

Gamification in the classroom: Kahoot! As a tool for university teaching innovation.

The purpose of this study has been to evaluate the use of gamification in the classroom, in terms of its effects on attention, concentration, creativity, and generic capabilities, for university students enrolled in a Bachelor's degree program in Physiotherapy. An experimental design was implemented, using three groups differentiated by their time of exposure to the game (0 min, 30 min, or 60 min per week). The sample consisted of 73 s-year students from a Bachelor's degree program in Physiotherapy. The theoretical content for each class was taught during a period of 4 months, reinforced by use of the Kahoot! Online platform. Selective attention and concentration were evaluated using the d2 Test of Attention; creative intelligence using the Creative Intelligence Test (CREA); and generic capabilities using the capabilities subscale of the Student Engagement Questionnaire (SEQ). The study's participants had a mean age of 19.51 ± 0.9 years, and it has demonstrated that use of Kahoot! For longer periods of time, i.e., more than 60 min per day, can improve essential skills in university students, such as attention, creativity, critical thinking, self-managed learning, adaptability, problem solving, and computer literacy. This study's results show that integrating Kahoot! Into the educational environment, especially with longer sessions that allow for deeper immersion in the game, produces benefits by stimulating various cognitive aspects and enhancing complex skills. This study has demonstrated that use of Kahoot! Improves key skills such as attention, creativity, and critical thinking, especially when longer sessions are used. It is also suggested that its use should be balanced with other educational activities, in order to achieve comprehensive development for the students.

Does Including Facebook Training Improve the Effectiveness of Computerized Cognitive Training? A Randomized Controlled Trial.

To determine whether implementing a Facebook training program improves the effectiveness of computerized cognitive training (CCT) in older adults. Randomized, controlled, double single-blind trial with parallel groups. Community centers. Eighty-six adults between 60 and 90 years old. Nine face-to-face 60-min sessions of CCT with VIRTRAEL for all participants. The experimental group received an additional 30 min of Facebook training per session. Attention (d2 Test of Attention); learning and verbal memory (Hopkins Verbal Learning Test-Revised); working memory (Letter-Number Sequencing test), semantic and abstract reasoning (Similarities and Matrix Reasoning tests); and planning (Key Search test). There was a significant Group*Time interaction in the Hopkins Verbal Learning Test-Revised-Trial 3, Letter-Number sequencing, and Matrix tests. Between groups, post-hoc analyses showed a difference in Matrix reasoning (p < .001; d = 0.893) at post-intervention in favor of the experimental group. Significant main effects of time were found in the CCT group between baseline and 3-month follow-up for Concentration (F = 26.431, p ≤ .001), Letters and Numbers (F = 30.549, p ≤ .001), Learning (F = 38.678, p ≤ .001), Similarities (F = 69.885, p ≤ .001), Matrix (F = 90.342, p ≤ .001), and Key Search (F = 7.904, p = .006) tests. The utilization of CCT with VIRTRAEL, a freely accessible tool with broad applicability, resulted in enhanced attention, verbal learning, working memory, abstract and semantic reasoning, and planning among older adults. These improvements were sustained for at least three months post-training. Additional training in Facebook did not enhance the effectiveness of CCT.

Physical fitness is related to concentration performance in adolescents

The aim of this study was to test the relationship between physical fitness and attention in a sample of adolescents. The hypothesis was that the overall fitness as well as its single components (speed, endurance, strength, coordination, and flexibility) would be positively related to participants’ performance in a test of attention. Participants were adolescent students (N = 140) aged 15 to 18 years. Physical fitness was measured with the German Motor Test. Attention was assessed with the d2-Test of Attention. Overall, physical fitness explained 26% of the variance in the attentional test performance. Endurance, strength, coordination, and flexibility were all positively linked to participants’ attention, whereas speed was unrelated to attention. Endurance and flexibility better predicted how fast participants processed the test items, while strength and coordination better predicted the accuracy with which the participants detected the targets. Better physical fitness seems to be an advantage for adolescents’ cognitive performance.

Analysis of reading comprehension in underachieving high school students: exploring neuropsychological, metacognitive and motivational factors

Introduction: the ability to comprehend written text is of utmost importance for educational progress in high school, given that most academic content is presented in this format, both in print and digital versions. Recent theoretical approaches and empirical studies in psychology and neuroscience have directed their interest towards explanatory models of reading comprehension that include motivational, neuropsychological and metacognitive elements. Objective: analyze, by means of structural equations, the multivariate effects of motivational, neuropsychological and metacognitive factors on reading comprehension in a group of adolescent high school students with reading difficulties. Methods: a quantitative, observational, cross-sectional study was conducted with a sample of 200 students between 11 and 18 years of age. Measures used: Academic Motivation and Attributional Styles Scale, Metacognitive Awareness of Reading Strategies Inventory, Regression Digit Retention Subtest, d2 Attention Test, and Inferential Reading Comprehension Test. Results: only working memory showed a statistically significant direct effect on reading comprehension. Although academic motivation, selective attention, and metacognition did not have statistically significant effects on reading comprehension, there were statistically significant effects on reading comprehension.Conclusions: although only working memory had an effect on reading comprehension, a circuit in which other motivational, cognitive and metacognitive variables are associated could be revealed

Analysis of reaction time, psychomotor speed and concentration levels in individuals who had COVID-19 infection

This study was conducted to analyse reaction time, psychomotor speed and concentration parameters in individuals who had previously been infected with COVID-19 and to compare these parameters with those of the control group. The study recruited 56 individuals previously diagnosed with COVID-19 with PCR and 56 healthy individuals. COVID-19-related information and sociodemographic characteristics of the participants were recorded. Light Trainer Exercises System (Model LTV2, Türkiye, 2017) was used for the evaluation of reaction time, while the d2 attention test was used for the evaluation of concentration performance. Psychomotor speed percentage (p&lt;0.05) and achievement score percentage (p&lt;0.05) of individuals who had COVID-19 were found to be statistically significantly lower than those of the control group. In terms of reaction time performance, when compared with the control group, upper extremity reaction time (p&lt;0.001) and lower extremity reaction time (p&lt;0.001) values were found to be statistically significantly longer in the COVID-19 group. The results showed that when compared with the control group with the same age group, the participants between the ages of 18 and 26 who had previously been infected with COVID-19 were negatively affected in terms of reaction time and psychomotor speed parameters.

Prediction of arithmetic abilities of children who practice sports: The use of the gamma model

Background and Aim of Study: The physical performance that children exhibit when engaging in sports or any form of physical activity will depend not only on their physical abilities but also on their psychological and cognitive attributes. The aim of the study: to analyze whether symptoms of anxiety, lie, attention, and age are predictors of arithmetic abilities in children practicing sports. Material and Methods: The study sample consisted of 108 children with an average age of 12.12 (±2.18) who practice various sports, with greater emphasis on futsal and soccer. The study protocol consisted of a sociodemographic questionnaire, the Revised Children’s Manifest Anxiety Scale, the d2 Test of Attention, and the Arithmetic subtest of the Wechsler Intelligence Scale for Children. Results: The results showed that through the adjusted model, we identify four significant explanatory variables that are predictors of arithmetic abilities, namely anxiety symptoms (β=-0.009, p=0.009); and the attention sub-factors: processed characters (β=0.002, p=3.44e-14), default errors (β=-0.005, p=0.000), errors by marking irrelevant characters (β=-0.016, p=0.003). Conclusions: The presence of anxiety symptoms and attentional cognitive abilities play a significant role in predicting the arithmetic aptitudes of young individuals. These variables should be taken into consideration within training programs for young athletes, as they hold relevance for sports engagement.