Range Of Cognitive Factors Research Articles

Building a transdisciplinary expert consensus on the cognitive drivers of performance under pressure: An international multi-panel Delphi study.

The ability to perform optimally under pressure is critical across many occupations, including the military, first responders, and competitive sport. Despite recognition that such performance depends on a range of cognitive factors, how common these factors are across performance domains remains unclear. The current study sought to integrate existing knowledge in the performance field in the form of a transdisciplinary expert consensus on the cognitive mechanisms that underlie performance under pressure. International experts were recruited from four performance domains [(i) Defense; (ii) Competitive Sport; (iii) Civilian High-stakes; and (iv) Performance Neuroscience]. Experts rated constructs from the Research Domain Criteria (RDoC) framework (and several expert-suggested constructs) across successive rounds, until all constructs reached consensus for inclusion or were eliminated. Finally, included constructs were ranked for their relative importance. Sixty-eight experts completed the first Delphi round, with 94% of experts retained by the end of the Delphi process. The following 10 constructs reached consensus across all four panels (in order of overall ranking): (1) Attention; (2) Cognitive Control-Performance Monitoring; (3) Arousal and Regulatory Systems-Arousal; (4) Cognitive Control-Goal Selection, Updating, Representation, and Maintenance; (5) Cognitive Control-Response Selection and Inhibition/Suppression; (6) Working memory-Flexible Updating; (7) Working memory-Active Maintenance; (8) Perception and Understanding of Self-Self-knowledge; (9) Working memory-Interference Control, and (10) Expert-suggested-Shifting. Our results identify a set of transdisciplinary neuroscience-informed constructs, validated through expert consensus. This expert consensus is critical to standardizing cognitive assessment and informing mechanism-targeted interventions in the broader field of human performance optimization.

Influence of Defensiveness on Disability in a Chronic Musculoskeletal Pain Population.

This study aimed to identify the following: (1) the proportion of the defensive high-anxious personality type in a chronic pain population; (2) whether personality type affects the relationships between cognitive factors and disability. Sixty patients with chronic musculoskeletal pain, referred to a hospital for treatment, completed questionnaires assessing defensiveness, trait anxiety, pain intensity, disability, depression, catastrophizing, self-efficacy, and kinesiophobia. Personality type was assessed using the State-Trait Anxiety Inventory and the Marlowe-Crowne Social Desirability Scale. Within the defensive high-anxious group, lower levels of self-efficacy, and high levels of depression and catastrophizing most strongly predicted perceptions of disability. Interestingly, the cognitive variables failed to significantly predict disability for individuals lower in anxiety and defensiveness; however, pain intensity did have a greater effect, explaining 36% of the variance. The interaction between defensiveness and anxiety plays an important role in patients' perceptions of, and outcomes from, chronic pain. Differentiating the defensive high-anxious group revealed different patterns of relationship between a range of cognitive factors and disability. This highlights the necessity of assessing personality characteristics that include defensiveness in order to identify those individuals who may be more vulnerable to cognitive factors influencing their perceptions of disability. If personality type is identified as a predictor of poor adjustment, interventions could be customized to the unique needs of this group (eg. high defensive and anxious individuals).

Effect of working memory training on working memory, arithmetic and following instructions.

Mathematical ability is dependent on specific mathematical training but also associated with a range of cognitive factors, including working memory (WM) capacity. Previous studies have shown that WM training leads to improvement in non-trained WM tasks, but the results regarding transfer to mathematics are inconclusive. In the present study, 176 children with WM deficits, aged 7-15 years performed 5 weeks of WM training. During the training period, they were assessed five times with a test of complex WM (the Odd One Out), a test of remembering and following instructions and a test of arithmetic. The improvements were compared to the performance of a control group of 304 typically developing children aged 7-15 years who performed the same transfer tasks at the same time intervals, but without training. The training group improved significantly more than the control group on all three transfer tests (all p < 0.0001), after correction for baseline performance, age and sex. The effect size for mathematics was small and the effect sizes for the WM tasks were moderate to large. The transfer increased linearly with the amount of training time and correlated with the amount of improvement on the trained tasks. These results confirm previous findings of training-induced improvements in non-trained WM tasks including the ability to follow instructions, but extend previous findings by showing improvements also for arithmetic. This is encouraging regarding the potential role of cognitive training for education, but it is desirable to find paradigms that would enhance the effect of the training on mathematics. One of the future challenges for studying training effects is combining large sample sizes with high quality and compliance, to detect relevant but smaller effects of cognitive training.