6,584 research outputs found
Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition
Reports findings from multiple neuroscientific studies on the impact of arts training on the enhancement of other cognitive capacities, such as reading acquisition, sequence learning, geometrical reasoning, and memory
Cognitive tests used in chronic adult human randomised controlled trial micronutrient and phytochemical intervention studies
In recent years there has been a rapid growth of interest in exploring the relationship between nutritional therapies and the maintenance of cognitive function in adulthood. Emerging evidence reveals an increasingly complex picture with respect to the benefits of various food constituents on learning, memory and psychomotor function in adults. However, to date, there has been little consensus in human studies on the range of cognitive domains to be tested or the particular tests to be employed. To illustrate the potential difficulties that this poses, we conducted a systematic review of existing human adult randomised controlled trial (RCT) studies that have investigated the effects of 24 d to 36 months of supplementation with flavonoids and micronutrients on cognitive performance. There were thirty-nine studies employing a total of 121 different cognitive tasks that met the criteria for inclusion. Results showed that less than half of these studies reported positive effects of treatment, with some important cognitive domains either under-represented or not explored at all. Although there was some evidence of sensitivity to nutritional supplementation in a number of domains (for example, executive function, spatial working memory), interpretation is currently difficult given the prevailing 'scattergun approach' for selecting cognitive tests. Specifically, the practice means that it is often difficult to distinguish between a boundary condition for a particular nutrient and a lack of task sensitivity. We argue that for significant future progress to be made, researchers need to pay much closer attention to existing human RCT and animal data, as well as to more basic issues surrounding task sensitivity, statistical power and type I error
What can developmental disorders tell us about the neurocomputational constraints that shape development? the case of Williams syndrome
The uneven cognitive phenotype in the adult outcome of Williams syndrome has led some researchers to make strong claims about the modularity of the brain and the purported genetically determined, innate specification of cognitive modules. Such arguments have particularly been marshaled with respect to language. We challenge this direct generalization from adult phenotypic outcomes to genetic specification and consider instead how genetic disorders provide clues to the constraints on plasticity that shape the outcome of development. We specifically examine behavioral studies, brain imaging, and computational modeling of language in Williams syndrome but contend that our theoretical arguments apply equally to other cognitive domains and other developmental disorders. While acknowledging that selective deficits in normal adult patients might justify claims about cognitive modularity, we question whether similar, seemingly selective deficits found in genetic disorders can be used to argue that such cognitive modules are prespecified in infant brains. Cognitive modules are, in our view, the outcome of development, not its starting point. We note that most work on genetic disorders ignores one vital factor, the actual process of ontogenetic development, and argue that it is vital to view genetic disorders as proceeding under different neurocomputational constraints, not as demonstrations of static modularity
How Life Experience Shapes Cognitive Control Strategies: The Case of Air Traffic Control Training
Although human flexible behavior relies on cognitive control, it would be implausible to assume that there is only one, general mode of cognitive control strategy adopted by all individuals. For instance, different reliance on proactive versus reactive control strategies could explain inter-individual variability. In particular, specific life experiences, like a highly demanding training for future Air Traffic Controllers (ATCs), could modulate cognitive control functions. A group of ATC trainees and a matched group of university students were tested longitudinally on task-switching and Stroop paradigms that allowed us to measure indices of cognitive control. The results showed that the ATCs, with respect to the control group, had substantially smaller mixing costs during long cue-target intervals (CTI) and a reduced Stroop interference effect. However, this advantage was present also prior to the training phase. Being more capable in managing multiple task sets and less distracted by interfering events suggests a more efficient selection and maintenance of task relevant information as an inherent characteristic of the ATC group, associated with proactive control. Critically, the training that the ATCs underwent improved their accuracy in general and reduced response time switching costs during short CTIs only. These results indicate a training-induced change in reactive control, which is described as a transient process in charge of stimulus-driven task detection and resolution. This experience-based enhancement of reactive control strategy denotes how cognitive control and executive functions in general can be shaped by real-life training and underlines the importance of experience in explaining inter-individual variability in cognitive functioning
Creativity and the Brain
Neurocognitive approach to higher cognitive functions that bridges the gap between psychological and neural level of description is introduced. Relevant facts about the brain, working memory and representation of symbols in the brain are summarized. Putative brain processes responsible for problem solving, intuition, skill learning and automatization are described. The role of non-dominant brain hemisphere in solving problems requiring insight is conjectured. Two factors seem to be essential for creativity: imagination constrained by experience, and filtering that selects most interesting solutions. Experiments with paired words association are analyzed in details and evidence for stochastic resonance effects is found. Brain activity in the process of invention of novel words is proposed as the simplest way to understand creativity using experimental and computational means. Perspectives on computational models of creativity are discussed
Field Independence Associates with Mathematics and Science Performance in 5-to 10-Year-Olds after Accounting for Domain-General Factors
Field independence describes the extent to which individuals are influenced by context when trying to identify embedded targets. It associates with cognitive functioning and is a predictor of academic achievement. However, little is known about the neural and cognitive underpinnings of field independence that lead to these associations. Here, we investigated behavioral associations between two measures of field independence (Children's Embedded Figures Test [CEFT] and Design Organization Test [DOT]) and performance on tests of mathematics (reasoning and written arithmetic) and science (reasoning and scientific inquiry) in 135 children aged 5–10 years. There were strong associations between field independence and mathematics and science, which were largely explained by individual differences in age, intelligence, and verbal working memory. However, regression analyses indicated that after controlling for these variables, the CEFT explained additional variance on the mathematical reasoning and science tests, whereas the DOT predicted unique variance on the written arithmetic test
Intelligence and specific cognitive functions in intellectual disability: implications for assessment and classification
Purpose of review:
Current diagnostic criteria for intellectual disability categorize ability as measured by IQ tests. However,
this does not suit the new conceptualization of intellectual disability, which refers to a range of
neuropsychiatric syndromes that have in common early onset, cognitive impairments, and consequent
deficits in learning and adaptive functioning. A literature review was undertaken on the concept of
intelligence and whether it encompasses a range of specific cognitive functions to solve problems, which
might be better reported as a profile, instead of an IQ, with implications for diagnosis and classification of
intellectual disability.
Recent findings:
Data support a model of intelligence consisting of distinct but related processes. Persons with intellectual
disability with the same IQ level have different cognitive profiles, based on varying factors involved in
aetiopathogenesis. Limitations of functioning and many biopsychological factors associated with intellectual
disability are more highly correlated with impairments of specific cognitive functions than with overall IQ.
Summary:
The current model of intelligence, based on IQ, is of limited utility for intellectual disability, given the wide
range and variability of cognitive functions and adaptive capacities. Assessing level of individual
impairment in executive and specific cognitive functions may be a more useful alternative. This has
considerable implications for the revision of the International Classification of Diseases and for the cultural
attitude towards intellectual disability in general
Recommended from our members
How do individuals with Williams syndrome learn a route in a real-world environment?
Individuals with Williams syndrome (WS) show a specific deficit in visuo-spatial abilities. This finding, however, is mainly based on performance on small-scale laboratory-based tasks. This study investigated large-scale route learning in individuals with WS and two matched control groups (moderate learning difficulty group [MLD], typically developing group [TD]). In a non-labelling and a labelling (verbal information provided along the route) condition, participants were guided along one of two unfamiliar 1 km routes with 20 junctions, and then retraced the route themselves (two trials). The WS participants performed less well than the other groups, but given verbal information and repeated experience they learnt nearly all of the turns along the route. The extent of improvement in route knowledge (correct turns) in WS was comparable to that of the control groups. Relational knowledge (correctly identifying spatial relationships between landmarks), compared to the TD group, remained poor for both the WS and MLD groups. Assessment of the relationship between performance on the large-scale route learning task to that on three small-scale tasks (maze learning, perspective taking, map use) showed no relationship for the TD controls, and only a few non-specific associations in the MLD and WS groups
- …