D2 Test Of Attention Research Articles

A prospective multicenter assessor-blinded randomized controlled study to compare the efficacy of short versus long protocols of electroconvulsive therapy as an augmentation strategy to clozapine in patients with ultra-resistant schizophrenia (SURECT study)

BackgroundAlthough clozapine is the most effective antipsychotic drug for treatment-resistant schizophrenia, it leads to a poor or partial response in 40 to 70% of patients. Augmentation of clozapine with electroconvulsive therapy (ECT) is a highly effective and relatively safe treatment for these clozapine-resistant patients. However, parameters are not yet well specified, such as the optimal number of sessions, their frequency, and the relevance of maintenance ECT. Our objective is to compare the efficacy and tolerance between two protocols of combined ECT and clozapine treatment in patients with ultra-resistant schizophrenia (URS): a 6-month protocol (short protocol with 20 ECT sessions) and a 12-month protocol (long protocol with 40 ECT sessions).MethodsSixty-four patients with schizophrenia with persistent psychotic symptoms despite clozapine treatment will be enrolled in a prospective multicentric assessor-blinded randomized controlled trial. Patients will be randomly assigned to the short or the long protocol. The main outcome is the response rate assessed by the Positive and Negative Symptoms Scale (PANSS) 3 months after the end of the treatment in patients following the long protocol compared to those following the short protocol. The response was defined as a 30% reduction on the PANSS baseline. Clinical assessments (PANSS, BPRS, HAMD-21, YMRS, CGI, GAF, Modified Overt Aggression Scale (MOAS), and Subjective Scale to Investigate Cognition in Schizophrenia (SSTICS)) and plasma clozapine concentration will be performed at baseline and at 2, 4, 6, 9, 12, and 15 months. Neuropsychological measures (MMSE, RL/RI-16, Doors test, D2 Test of Attention, Copy of the Rey-Osterrieth complex figure) will be performed at baseline and at 6 and 15 months.DiscussionThe aims of this research are to optimize protocols of combined ECT with clozapine in patients with URS and to offer specific recommendations for these patients’ care.Trial registrationClinicalTrials.gov NCT03542903. Registered on May 31, 2018. Id RCB: 2017-A02657-46

Effect of Vergence/Accommodative Therapy on Attention in Children with Convergence Insufficiency: A Randomized Clinical Trial.

The results of this study suggest that clinicians providing vergence/accommodative therapy for convergence insufficiency in children should not suggest that such treatment will lead to improvements in attention when compared with placebo treatment. This study aimed to compare the effects of 16 weeks of vergence/accommodative therapy and placebo therapy on changes in attention for children in the Convergence Insufficiency Treatment Trial-Attention and Reading Trial. Three hundred ten children 9 to 14 years old with convergence insufficiency were assigned to receive treatment with office-based vergence/accommodative therapy or placebo therapy. Attention tests were administered at baseline and after 16 weeks of treatment. The primary measure of attention was the Strengths and Weaknesses of Attention-Deficit/Hyperactivity Disorder Symptoms and Normal Behavior (SWAN) scale. Other measures included the Swanson, Nolan, and Pelham checklist; the Homework Problems Checklist; and the d2 Test of Attention. Within and between-group differences are reported using Cohen d effect sizes. For the SWAN, there was no significant difference between the groups for the inattention scale parental report (d = 0.036; 95% confidence interval, -0.21 to 0.28) or for the hyperactivity impulsivity scale parental report (d = -0.003; 95% confidence interval, -0.24 to 0.24). Similar results were found for teacher reports and the secondary measures (d estimates from -0.97 to +0.10). There were, however, large within-group changes with d ≥ 1 in both treatment groups for the SWAN, the Homework Problems Checklist, and the d2 Test of Attention. These results suggest that vergence/accommodative therapy is no better than placebo therapy in improving attention. Large improvements in inattention, completing homework, and selective and sustained attention were found in each group. However, these improvements cannot be attributed to improvements in vergence and accommodation and are likely due to nonspecific effects of an intensive therapy regimen.

Examination of Adolescents' Attention, Appetite and Nutritional Status

Aim: The aim of this study was to examine adolescent’s attention levels, in which mood they tend to eat, eating habits and the relationship among them.
 Methods: This study was conducted in February 2020 on 142 students in total, 69 (48.6%) of them girls and 73 (51.6%) of them boys who are studying at Süleymaniye Educational Institutions Bağlıca Secondary School in Turkey. Data were collected by a questionnaire with 38 questions and a 24-h dietary recall to determine the personal characteristics and the eating habits of adolescents; the D2 Attention Test was used to determine attention levels and the Emotional Appetite Questionnaire was used to identify appetite.
 Results: 38.7% of the participants in the study were overweight and 23.2% were obesity. The D2 Attention test found that mean TN (total number of items processed) and CP (concentration performance) scores were positively correlated with age and negatively with Body Mass Index for age. A significant and negative correlation was found between glucose intake and the TN (total number of items processed) scores.
 Conclusions: A high risk of obesity was founded in these secondary school students. At the same time, it is thought that there may be a relationship between individuals' macro and micronutrient consumption and their emotional eating tendency and attention levels. For this reason, it is important to detect and improve dietary habits of adolescence, which is a critical process for future generations.

Mental stress reduces performance and changes musculoskeletal loading in football-related movements

ABSTRACT Purpose: Football players have a high risk of leg muscle injuries, especially when exposed to mental stress. Hence, this study investigated the musculoskeletal response of elite youth football players during highly dynamic movements under stress. The hypothesis is that mental stress reduces performance and changes the muscular forces exerted. Materials & methods: Twelve elite youth football players were subjected to mental stress while performing sports-specific change-of-direction movements. A modified version of the d2 attention test was used as stressor. The kinetics are computed using inverse dynamics. Running times and exerted forces of injury-prone muscles were analysed. Results: The stressor runs were rated more mentally demanding by the players (p = 0.006, rs = 0.37) with unchanged physical demand (p = 0.777, rs = 0.45). This resulted in 10% longer running times under stress (p < 0.001, d = −1.62). The musculoskeletal analysis revealed higher peak muscle forces under mental stress for some players but not for others. Discussion: The study shows that motion capture combined with musculoskeletal computation is suitable to analyse the effects of stress on athletes in highly dynamic movements. For the first time in football medicine, our data quantifies an association between mental stress with reduced football players’ performance and changes in muscle force.

Desarrollo de la atención selectiva a través del juego en estudiantes de educación superior.

La investigación está enfocada en la aplicación de los Juegos “DIMAPA” que son un conjunto de actividades dinámicas, entretenidas, motivadoras y pautadas, basadas en dibujos, mandálas y palabras, diseñadas para el curso de Histología y Embriología General y Aplicada. El objetivo del artículo es desarrollar la atención selectiva de los estudiantes de Odontología. El método de investigación es de tipo aplicada, con un nivel explicativo, con diseño cuasi-experimental. La muestra del grupo experimental esta constituida por 13 estudiantes y el de control por 11, sobre los cuales se aplicó el test de atención d2; luego, al grupo experimental se le aplicaron los juegos “DIMAPA” en 30 sesiones de aprendizaje, distribuidas en 4 por semana. Culminada la intervención se procedió a aplicar nuevamente el test de atención d2 a los dos grupos conformados y se procedió al procesamiento de los datos obtenidos. En el análisis e interpretación de los resultados se demuestra que, según la prueba estadística t de Student, los estudiantes a quienes se les aplicó los juegos “DIMAPA”, aumentaron significativamente el desarrollo de su atención selectiva, de acuerdo a los tres parámetros evaluados (efectividad total: p=0.034, concentración: p=0.023 y variación: p=0.048). Se concluye que los juegos “DIMAPA” desarrollan la atención selectiva.

Effects of Open (Racket) and Closed (Running) Skill Sports Practice on Children’s Attentional Performance

Aims: The first aim of the study was to examine the attentional performance of children (8–13 years of age) who practiced two different sport disciplines: Open skill sport – racket and closed skill sport – running and also to investigate the acute effects of these two specific training sessions on children’s immediate and delayed attentional performance. The second aim of the present study was to verify gender differences in attentional performance. Eighteen children+ (8 girls and 10 boys; age = 10.6 ± 1.5 yrs; height = 144.3 ± 12.2 cm; weight = 44.2 ± 12.5 kg; BMI = 20.8 ± 2.7 kg/m2) engaged in a racket sports and eighteen children (9 girls and 9 boys; age = 9.9 ± 1.2 yrs; height = 142.4 ± 9.5 cm; weight = 40.0 ± 8.6 kg; BMI = 19.6 ± 2.4 kg/m2) engaged in running were enrolled. Methods: Children’s training and experience with these activities averaged 2.3 (± 1.0) years. Children’s attentional capacity was measured before, immediately after and 50 minutes after each specific training session by the d2 test of attention. This paper -and -pencil letter cancellation test evaluated concentration and sustained attention under stress induced by a fixed executing time. A 2 (Sport: open vs closed skill) x 2 (Gender: boys vs girls) x 3 (Time: pre vs 0’ post vs 50’ post) repeated measures ANOVA for time was used to compare the effect of an open skill session and a closed skill session on the individual attentional variables. Results: Children of open skill sport showed higher attentional scores (higher processing speed - TN, higher concentration performance - CP and lower percentage of errors - E%; p &lt; 0.01), improved CP from pre to 0’ post intervention (p = 0.01) and maintained this improved performance at 50’ post intervention (50’ post vs pre; p &lt; 0.01), and decreased E% from pre to 0’ post intervention (p = 0.01) and maintained this improvement at 50’ post intervention (50’ post vs pre; p &lt; 0.001). Children of closed skill sport significantly decreased their CP from pre to 50’ post intervention (50’ post vs pre; p = 0.001 and 50’ post vs 0’ post; p &lt; 0.0001) and worsened their E% across the time (50’ post vs pre; p = 0.001 and 50’ post vs 0’ post; p &lt; 0.0001). Boys showed significantly higher TN values than girls only in closed skill sport (p = 0.023). Finally, all girls of both open and closed skill sports significantly improved their CP from pre to 0’ post intervention (p = 0.04). Conclusion: Results of the study showed that open skill sport practice and training session positively affects children’s attentional performance.

The neuropsychological profile of professional action video game players.

In the past 20 years, there has been growing research interest in the association between video games and cognition. Although many studies have found that video game players are better than non-players in multiple cognitive domains, other studies failed to replicate these results. Until now, the vast majority of studies defined video game players based on the number of hours an individual spent playing video games, with relatively few studies focusing on video game expertise using performance criteria. In the current study, we sought to examine whether individuals who play video games at a professional level in the esports industry differ from amateur video game players in their cognitive and learning abilities. We assessed 14 video game players who play in a competitive league (Professional) and 16 casual video game players (Amateur) on set of standard neuropsychological tests evaluating processing speed, attention, memory, executive functions, and manual dexterity. We also examined participants’ ability to improve performance on a dynamic visual attention task that required tracking multiple objects in three-dimensions (3D-MOT) over five sessions. Professional players showed the largest performance advantage relative to Amateur players in a test of visual spatial memory (Spatial Span), with more modest benefits in a test of selective and sustained attention (d2 Test of Attention), and test of auditory working memory (Digit Span). Professional players also showed better speed thresholds in the 3D-MOT task overall, but the rate of improvement with training did not differ in the two groups. Future longitudinal studies of elite video game experts are required to determine whether the observed performance benefits of professional gamers may be due to their greater engagement in video game play, or due to pre-existing differences that promote achievement of high performance in action video games.

Individual differences in working memory capacity moderate effects of post-learning activity on memory consolidation over the long term

Similar to sleeping after learning, a brief period of wakeful resting after encoding new information supports memory retention in contrast to task-related cognition. Recent evidence suggests that working memory capacity (WMC) is related to sleep-dependent declarative memory consolidation. We tested whether WMC moderates the effect of a brief period of wakeful resting compared to performing a distractor task subsequent to encoding a word list. Participants encoded and immediately recalled a word list followed by either an 8 min wakeful resting period (eyes closed, relaxed) or by performing an adapted version of the d2 test of attention for 8 min. At the end of the experimental session (after 12–24 min) and again, after 7 days, participants were required to complete a surprise free recall test of both word lists. Our results show that interindividual differences in WMC are a central moderating factor for the effect of post-learning activity on memory retention. The difference in word retention between a brief period of wakeful resting versus performing a selective attention task subsequent to encoding increased in higher WMC individuals over a retention interval of 12–24 min, as well as over 7 days. This effect was reversed in lower WMC individuals. Our results extend findings showing that WMC seems not only to moderate sleep-related but also wakeful resting-related memory consolidation.

Physical Fitness, Selective Attention and Academic Performance in a Pre-Adolescent Sample.

The purpose of the current study is to analyze the relationships between physical fitness, selective attention, and academic performance in pre-teens. The sample here consists of 135 participants between the ages of 10 and 12 (M = 11.05; SD = 0.61), with 39.26% female (n = 53) and 60.74% male (n = 82) participants. Horizontal and vertical jump distances, speed, and cardio-respiratory fitness were evaluated to assess physical fitness. The d2 Test of Attention was used to evaluate selective attention. In addition, data were obtained regarding participant academic performance by analyzing the academic performance. The results show significant relationships between the measures analyzed, highlighting positive associations between physical fitness, cognitive functioning, and academic performance. Thus, participants who were fitter scored better on tests of attention (Z133 = −4.07; p < 0.00007, Cohen’s d = 0.75, 95% CI (0.39, 1.11)) and concentration (t133 = −3.84; p < 0.0007, Cohen’s d = 0.69, 95% CI (0.33, 1.05)), as well as having higher academic performance (Z133 = −2.84; p < 0.0035, Cohen’s d = 0.39, 95% CI (0.04, 0.75)). Cardiorespiratory fitness was the measure of physical fitness that best explained these relationships. The results suggest that maintaining and improving the physical fitness of children and adolescents may help their brain function develop better.

Physical Exercise and Fitness Level Are Related to Cognitive and Psychosocial Functioning in Adolescents.

The purpose of this study was to analyze the relationships among physical exercise and fitness with selective attention, concentration, processing speed, general self-efficacy, self-rated health, and satisfaction with life. 208 adolescents between 14 and 16 years, from the city of Malaga (Spain), participated in the study. A comparative and predictive design was used to carry out this research. The instruments used for the evaluation were the Tanita® BC-601 Body Composition Monitor, the Eurofit Physical Condition Test Battery, the D2 Test of Attention, the WISC-IV Symbol Search and Coding tests, the General Self-Efficacy Scale (GSE), the General Health Questionnaire (GHQ-28), and the Satisfaction with Life Scale (SWLS). Analysis of variance (ANOVA), Kruskal–Wallis test, correlation analysis and linear regression were used to contrast the research objectives. The results indicated that adolescents who practiced more hours of physical exercise per week and were in better physical fitness achieved higher scores in selective attention, concentration, processing speed, general self-efficacy, self-rated health, and satisfaction with life. In addition, cardiorespiratory fitness was the physical fitness variable most closely related to and predictive of cognitive and psychosocial functioning. Cardiorespiratory fitness was predictor of all the variables analyzed, except the factor anxiety and insomnia (self-rated health), and life satisfaction that were predicted by horizontal jump measurements and fat mass, respectively. Thus, the study findings indicate that adolescents who practiced more weekly physical exercise and had a higher level of physical fitness scored better on the cognitive functioning and psychosocial tests evaluated. The data suggest that engaging in physical exercise and fitness in adolescence may be appropriate to improve health and well-being, contributing to better development at this stage.

Improving Selective Attention for All Students with Coordinative Bal-A-Vis-X Movement Breaks: A Pilot Study

ABSTRACT Brief coordinative movement breaks increase student attention and should be implemented by school-based occupational therapists to support the occupational potential of all students. Inattention is one of the most common reasons for student referrals to special education. Decreased physical activity is a contributing factor, yet movement opportunities are declining in schools. Despite these trends and the call from AOTA to support health promotion and prevention for all, 1:1 occupational therapy focusing on students identified with handwriting deficits continue to be prevalent in school-based practice. To remain a relevant service and keep pace with changing trends in special education and best practice, occupational therapists must broaden their scope to address inattention. This study explored Bal-A-Vis-X as an inclusive coordinative exercise intervention and found that 10-minutes of Bal-A-Vis-X twice per week for eight weeks improved attention in sixth grade students from d2 Test of Attention pretest to posttests. Immediate posttest improvements were statistically significant for processing speed (TN, t(27) = −7.27, p <.001), focused attention (TN-E, t(27) = −9.85, p <.001), concentration performance (CP, t(27) = −7.90, p <.001), and accuracy (E%, t(27) = 1.72, p = .048). Delayed posttesting was completed 90-minutes after the intervention with statistically significant improvements in processing speed (TN, t(21) = −10.37, p <.001), focused attention (TN-E, t(21) = −12.59, p <.001), concentration performance (CP, t(21) = −11.28, p <.001), and accuracy (E%, t(21) = 2.62, p = .008).

Effects of an Adaptogenic Extract on Electrical Activity of the Brain in Elderly Subjects with Mild Cognitive Impairment: A Randomized, Double-Blind, Placebo-Controlled, Two-Armed Cross-Over Study.

Background: The current and potential uses of adaptogens are mainly related to treatment of stress-induced fatigue, impaired cognitive function, mental illness, and behavioral- and age-related disorders. However, clinical evidence regarding the efficacy of adaptogens is limited. The primary aim of this study is to determine whether a combination of adaptogenic plant extracts from Andrographis paniculata and Withania somnifera (Adaptra® Forte) could be used as effective and safe treatment for impaired cognitive, memory, or learning ability functions and sleep disorders. Methods: The changes in electroencephalogram (EEG) frequency ranges in 17 different brain regions, psychometric tests of cognitive performance, as well as standard questionnaires of assessment of mood and sleep were measured after single and repeated administration of Adaptra® or placebo for four weeks and after a two-week treatment-free follow-up period within a randomized, double-blind, placebo-controlled two-armed cross-over study. Results: Adaptra® Forte significantly improved cognitive performance in the d2-Test for attention and the concentration performance test after four weeks’ treatment, and was positively correlated with increases in δ and θ power in the quantitative EEG compared with placebo during cognitive challenges. Conclusion: The results of this study suggest that Adaptra® Forte exhibits a calming and anxiolytic effect without sedation, and is associated with overall stress-protective activity.

Acute Stress Improves Concentration Performance

Acute stress can have both detrimental and beneficial effects on cognitive processing, but effects on concentration performance remain unclear. Here, we investigate the effects of acute psychosocial stress on concentration performance and possible underlying physiological and psychological mechanisms. The study sample comprised 47 healthy male participants who were randomly assigned either to a psychosocial stress situation (Trier Social Stress Test) or a neutral control task. Concentration performance was assessed using the d2 Test of Attention before and 30 min after the stress or control task. Salivary cortisol and alpha-amylase were repeatedly measured before and up to 1 hr after stress. We repeatedly assessed state anxiety using the State-Trait Anxiety Inventory and anticipatory cognitive stress appraisal using the Primary Appraisal Secondary Appraisal questionnaire. The stress group showed a significantly stronger improvement of concentration performance compared to the control group (p = .042). Concentration performance improvement was predicted by increased state anxiety (p = .020) and lower cortisol (stress) changes (p = .043). Neither changes in alpha-amylase nor cognitive stress appraisal did relate to concentration performance. Our results show improved concentration performance after acute psychosocial stress induction that was predicted by higher state anxiety increases and lower cortisol increases. This points to a potential modulating role of specific psycho-emotional and physiological factors with opposite effects.

Physical Fitness Level Is Related to Attention and Concentration in Adolescents.

The main goal of this study was to analyze the relationships among physical fitness, selective attention and concentration in a group of 210 teenagers (43.81% male, 56.19% female) from the city of Málaga (Spain), aged between 11 and 15 years old (M = 13.27, SD = 1.80) that participated in the study. D2 attention test was used in order to analyze selective attention and concentration. Physical fitness was evaluated using the horizontal jump test, the Course Navette test and the 5 × 10 meters speed test. The analysis taken indicated a significant relationship among the physical fitness level, the attention and the concentration, as in the general sample as looking at gender. Linear regression tests performed showed that oxygen consumption is the best predictor of attentional parameters. Cluster analysis shows two groups characterized by a greater or lower physical fitness level. So, the highest physical fitness level group scores better in the attention (e.g., boys: p < 0.001, d’ Cohen = 1.01, 95% CI [0.57, 1.44]; girls: p < 0.01, d’ Cohen = 0.61, 95% CI [0.24, 0.98]) and the concentration tests (e.g., boys: p < 0.001, d’ Cohen = 0.89, 95% CI [0.46, 1.32]; girls: p < 0.01, d’ Cohen = 0.58, 95% CI [0.21, 0.95]). Results indicate that physical fitness analysis can be used as a tool for observing differences in the attention and concentration level of the analyzed adolescents, suggesting that a physical performance improvement could be an adequate procedure to develop some cognitive functions during adolescence.

Physical Exercise, Fitness, Cognitive Functioning, and Psychosocial Variables in an Adolescent Sample.

The objective of this paper was to evaluate the relationship between physical exercise and physical fitness with cognitive and psychosocial functioning in a group of adolescents. 167 teenagers between 14 and 15 years old (M = 14.53; SD = 0.50) from the city of Malaga (Spain) participated in the study. This research used a comparative and predictive type of design. The Tanita® Body Composition Monitor BC-601, some Eurofit battery tests, the D2 Attention Test, the WISC-IV Scale Symbols and Keys tests, the Form 5 Self-Concept Questionnaire (AF5), the General Self-Efficacy Scale (GSE) and the General Health Questionnaire (GHQ-28) were used to evaluate the study variables. The results found in this research pointed to a positive relationship between physical exercise and physical fitness with cognitive and psychosocial functioning in the adolescents analyzed. For example, adolescents who practiced more physical exercise had better scores on variables such as selective attention (p < 0.001; η2 = 0.10), processing speed (p < 0.001; η2 = 0.09) or general self-efficacy (p < 0.001; η2 = 0.15). In addition, cardiorespiratory fitness was the best predictor of test scores to assess cognitive ability and psychosocial variables. These findings suggest the need to promote physical exercise among young people because of its implications for various facets of their health and development

Comparison of Attention Levels in Primary School Students in Terms of Gender and Physical Activity

The aim of this study was to compare attention levels of primary school students in terms of gender, school and physical activity. The study included a total of 301 primary school students, of whom 144 were female and 157 were male. Data were collected with Physical Activity Questionnaire and D2 Test of Attention. Pair-wise categorical comparisons were made with t test. There was a significant difference in scores for D2 Test of Attention and its subscales psychomotor speed and selective attention between genders (p&lt;0.05), while the difference in special learning difficulty, concentration performance and physical activity was insignificant (p&gt;0.05). Attention levels did not significantly differ between the students in state primary schools and those in private primary schools, either (p&gt;0.05). The students were similar in physical activity and attention performance scores. To conclude, gender was found to play a significant role in psychomotor speed, selective attention level and total performance in D2 Test of Attention. All the students had moderate physical activity, which did not significantly differ between the students. In addition, attention levels were not different between state schools and private schools. However, the students with high physical activity were found to have higher attention performance. Therefore, primary school students should be enabled to have more physical activity to improve their attention.

Cognitive Function After Lung Transplantation.

Cognitive functioning after transplantation, which could influence medication compliance and independence, has not been well studied. This study investigated cognitive impairment after lung transplantation. Patients undergoing bilateral transplant between March 2013 and October 2015 underwent comprehensive neuropsychological assessment at 60.1±44.1months post-transplantation: verbal memory (Auditory-Verbal Learning Test, digit span forward), visual memory (Corsi Block-Tapping Test forward, Benton Visual Retention Test), concentration/speed of processing/attention (D2 Test of Attention, Trail Making Test (TMT) A, Grooved Pegboard), and executive functioning (TMT B, Stroop Color-Word Test, semantic and phonematic verbal fluency, digit span backward, Corsi Block-Tapping Test backward). Mean scores were compared with a normative dataset using a one-sample t-test. A cognitive domain was judged impaired if the score on two or more domain-specific tests was greater than one standard deviation below the normative dataset age range mean. Of 124 lung transplant recipients (51% male, 54.3±9.0years), 70% showed cognitive impairment in one or more domains. Executive function was most often impaired (78% of recipients not within the age range) followed by verbal memory impairment (72% not within the age range). Cognitive function reductions were largely independent of age, gender, education, immunosuppressive medications, and time since transplantation. The findings show that cognitive impairment is common after lung transplantation and should be subject to rehabilitation and psychological resilience strategies.

Análisis de las consecuencias cognitivas y afectivas de la violencia de género en relación con el tipo de maltrato

Gender violence demonstrates the inequality, subordination and the power in relations of men over women, which could generate neuropsychological deficits and psychopathological symptoms. In order to analyze these consequences, an investigation was carried out with 34 women (17 victims of gender-based violence aged between 25 and 60). The assessment tools used for this research study have been divided into 2: on the one hand, neuropsychological measures composed of: TMT A, TMT B, letters and numbers, Corsi cubes, HVLT and d2 Attention Test. These tools have been used to measure processing speed, attention and memory. On the other hand, psychopathological tests STAI, BDI-II, ISA and EGEP-5 have been used to measure anxiety, depression, abuse and post-traumatic stress respectively. After the data analysis, the results demonstrated that the abuse is related to greater neuropsychological deficits and psychopathological symptoms. In addition, high levels of stress were associated with a worse working memory. Furthermore, no significant differences were found in relation to the type of abuse in psychopathological symptoms, but they appeared in some neuropsychological variables such as long-term memory and working visual memory. The data obtained in this study point out the necessity to focus the attention on the cause of these differences since they could be related to physical and psychological abuse, as well as the effects that these cognitive deficits and the increase in levels of anxiety and depression have on battered women's quality of life.

Comparison of Balance, Reaction Time, Attention and Bmi Values in Individual and Team Sports

In this study, we aimed to investigate static and dynamic balance, reaction time, attention and BMI values at the athletes being in the individual and team sport. 78 individual athletes (karate 17, judo 15, Gymnastics 14, table tennis 12, wrestling 20) and 58 team athletes (handball 23, basketball 13, volleyball 10, football 12) with formal licensed and average ages 13.08&amp;plusmn;1.36 years were participated as voluntarily. For demographic characteristics, participants have filled in questionnaires and Bass Stick static balance, Y dynamic balance, Nelson hand reaction time and D2 attention test were applied. First, we have applied the Kolmogorov-Smirnov test for normality of the data, the normal distribution is observed and then independent t test was used. In order to see the relationship between data, Pearson&amp;rsquo;s correlation test was applied. The average sporting age of participants was 4.32 &amp;plusmn; 1.87 years, height 1.59 &amp;plusmn; 0.11m, body weight 50.18 &amp;plusmn; 12.74 kg and per week training time 10.33 &amp;plusmn; 4.41 hours. In addition, their BMI values were​19.49 &amp;plusmn; 3.10 kg/m2 which is in the normal range, i.e., no difference between individual and team athletes was observed. It has been observed that for individual athletes, total number of items is 525.42 &amp;plusmn; 108.29, total number of errors is 454.04 &amp;plusmn; 105.86, concentration performance is 182.14 &amp;plusmn; 62.53, reaction rime is 0.29 &amp;plusmn; 0.06 sec, static balance is 7.10 &amp;plusmn; 4.49 sec, dynamic balance is 208.37 &amp;plusmn; 32.20 cm. On the other hand, for team athletes, these values were 500.59 &amp;plusmn; 79.70, 382.31 &amp;plusmn; 93.60, 168.35 &amp;plusmn; 56.51, 0.26 &amp;plusmn; 0.05 sec, 5.68 &amp;plusmn; 2.67 sec and 187.15 &amp;plusmn; 29.99 cm, respectively. &#x0D; &#x0D; We have found that while age increased the static and dynamic balance increased, but training time increased solely the dynamic balance increased. In addition, when taking into account the static and dynamic balance, it has been observed that the individual athletes were better than the team athletes but for the reaction time was contrary, i.e., team athletes were better than the individual ones.

Effects of a Computerized Training on Attentional Capacity of Young Soccer Players.

The purpose of this work was to analyze the effects of a computerized training on attentional capacity in a group of young soccer players. Seventy-five male adolescents from two soccer clubs in the city of Malaga (Spain) and aged between 14 and 18 (15.45 ± 1.43 years) participated in the investigation. A quasi-experimental design was used, and the adolescents were divided into control (n = 38) and experimental (n = 37) groups. The experimental group underwent a computerized training (Rejilla 1.0) of their attention during 9 weeks and 27 sessions. In addition, the D2 attention test was used to analyze the evolution of participants after the intervention program. The results showed positive effects of the computerized intervention program on selective attention, observing changes both in the executions of the software used (p < 0.001, Cohen's d = 1.58, 95% CI [1.06, 2.11]) and in the main measures of the D2 test, total effectiveness (p < 0.001, Cohen's d = 0.62, 95% CI [0.15, 1.08]) and concentration (p < 0.01, Cohen's d = 0.48, 95% CI [0.02, 0.94]).