Prospective Memory in Older Adults : Where We Are Now and What Is Next

M. Kliegel acknowledges financial support from the Swiss National Science Foundation (SNSF).Peer reviewedPostprin

Age differences in prospective memory for everyday life intentions : A diary approach

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Adult age differences in prospective memory in the laboratory : Are they related to higher stress levels in the elderly?

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Children's Planning Performance in the Zoo Map Task (BADS-C) : Is It Driven by General Cognitive Ability, Executive Functioning, or Prospection?

Preparation of this article was partially funded by the Swiss National Science Foundation (SNSF; 100014_152841) and the Natural Sciences and Engineering Council of Canada (NSERC; RGPIN-2015-03774).Peer reviewedPostprin

Mood effects on memory and executive control in a real-life situation

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Explaining Age-Differences in Working Memory: The Role of Updating, Inhibition, and Shifting

Working memory (WM) represents the capacity to store and process a limited amount of information. Better understanding developmental changes of WM forms a key topic in research on neuropsychology of aging. Previous studies reveal age-differences in WM and in executive functions (EFs). Although EFs are seen as essential mechanisms in WM, the specific relation between the two cognitive constructs so far remains unclear. The present study set out to investigate the unique roles of the three main facets of EFs (i.e., updating, inhibition, and shifting) in accounting for age-related variability in WM. Therefore, one-hundred seventy-five younger and 107 older adults performed a battery of cognitive tests including measures of WM, EFs, and processing speed. A set of statistical approaches including regression analyses and path models was used to examine the cognitive correlates that could explain individual and age-related variance in WM. Significant age-differences were found on WM and on EF measures. Regression analyses and path models showed that updating and inhibition but not shifting played a major role in explaining age-related variance in WM. In sum, findings suggest that updating and inhibition are most influential for age-differences in WM. They further show that age and processing speed do not significantly contribute to variability in WM performance beyond executive resource. The present findings have implications for conceptual and developmental theories of WM and may further offer an initial empirical basis for developing possible trainings to improve older adults’ WM performance by strengthening the efficiency of updating and inhibitory processes

Residential trajectories across the life course and their association with cognitive functioning in later life

© The Author(s) 2022 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http:// creativecommons. org/ licenses/ by/4.0/.Previous work has found that later life urban-rural differences in cognitive health can be largely explained by indicators of cognitive reserve such as education or occupation. However, previous research concentrated on residence in limited, specific, periods. This study offers a detailed investigation on the association between urban (vs. rural) residence from birth, and cognitive functioning in older age. Using data from the Survey of Health Ageing and Retirement in Europe we created residential trajectories from birth to survey enrolment with a combination of sequence and cluster analysis. Using mixed-effects models, we investigated the association between residential trajectories in early, mid, and later life and three cognitive functioning outcomes: immediate recall, delayed recall, and verbal fluency. In a sample of 38,165 participants, we found that, even after accounting for differences related to education and occupation, rural (vs. urban) residence in early life remained associated with poorer cognitive performance later in life. This suggests that growing up in rural regions leads to a long-term disadvantage in cognitive functioning. Thus, public health policies should consider that urban-rural inequalities in early life may have long-lasting associations with inequalities in cognitive health in old and very old age.A.I. acknowledges support from the Swiss National Science Foundation (Grant Number: 10001C_189407). This work was further supported by the Swiss National Centre of Competence in Research LIVES—Overcoming vulnerability: life course perspectives, granted by the Swiss National Science Foundation (Grant Number: 51NF40-185901). B.C. is supported by an Ambizione Grant (PZ00P1_180040) from the Swiss National Science Foundation. This study uses data from SHARE Waves 1, 2, 3, 4, 5, 6, 7 and 8 (DOIs: https://doi.org/10.6103/SHARE.w1.710, https://doi.org/10.6103/SHARE.w2.710, https://doi.org/10.6103/SHARE.w3.710, https://doi.org/10.6103/SHARE.w4.710, https://doi.org/10.6103/SHARE.w5.710, https://doi.org/10.6103/SHARE.w6.710, https://doi.org/10.6103/SHARE.w7.711, https://doi.org/10.6103/SHARE.w8.100). The SHARE data collection has been funded by the European Commission, DG RTD through FP5 (QLK6-CT-2001-00360), FP6 (SHARE-I3: RII-CT-2006-062193, COMPARE: CIT5-CT-2005-028857, SHARELIFE: CIT4-CT-2006-028812), FP7 (SHARE-PREP: GA N°211909, SHARE-LEAP: GA N°227822, SHARE M4: GA N°261982, DASISH: GA N°283646) and Horizon 2020 (SHARE-DEV3: GA N°676536, SHARE-COHESION: GA N°870628, SERISS: GA N°654221, SSHOC: GA N°823782) and by DG Employment, Social Affairs & Inclusion through VS 2015/0195, VS 2016/0135, VS 2018/0285, VS 2019/0332, and VS 2020/0313. Additional funding from the German Ministry of Education and Research, the Max Planck Society for the Advancement of Science, the U.S. National Institute on Aging (U01_AG09740-13S2, P01_AG005842, P01_AG08291, P30_AG12815, R21_AG025169, Y1-AG-4553-01, IAG_BSR06-11, OGHA_04-064, HHSN271201300071C, RAG052527A) and from various national funding sources is gratefully acknowledged (see www.share-project.org).info:eu-repo/semantics/publishedVersio

CPR in medical schools: learning by teaching BLS to sudden cardiac death survivors – a promising strategy for medical students?

BACKGROUND: Cardiopulmonary resuscitation (CPR) training is gaining more importance for medical students. There were many attempts to improve the basic life support (BLS) skills in medical students, some being rather successful, some less. We developed a new problem based learning curriculum, where students had to teach CPR to cardiac arrest survivors in order to improve the knowledge about life support skills of trainers and trainees. METHODS: Medical students who enrolled in our curriculum had to pass a 2 semester problem based learning session about the principles of cardiac arrest, CPR, BLS and defibrillation (CPR-D). Then the students taught cardiac arrest survivors who were randomly chosen out of a cardiac arrest database of our emergency department. Both, the student and the Sudden Cardiac Death (SCD) survivor were asked about their skills and knowledge via questionnaires immediately after the course. The questionnaires were then used to evaluate if this new teaching strategy is useful for learning CPR via a problem-based-learning course. The survey was grouped into three categories, namely "Use of AED", "CPR-D" and "Training". In addition, there was space for free answers where the participants could state their opinion in their own words, which provided some useful hints for upcoming programs. RESULTS: This new learning-by-teaching strategy was highly accepted by all participants, the students and the SCD survivors. Most SCD survivors would use their skills in case one of their relatives goes into cardiac arrest (96%). Furthermore, 86% of the trainees were able to deal with failures and/or disturbances by themselves. On the trainer's side, 96% of the students felt to be well prepared for the course and were considered to be competent by 96% of their trainees. CONCLUSION: We could prove that learning by teaching CPR is possible and is highly accepted by the students. By offering a compelling appreciation of what CPR can achieve in using survivors from SCD as trainees made them go deeper into the subject of resuscitation, what also might result in a longer lasting benefit than regular lecture courses in CPR

A associação entre o estilo de vida e a atitude de alunos do ensino básico e secundário em relação à disciplina de educação física

Este estudo teve por objetivo o seguinte: investigar a associação entre o estilo de vida e a atitude positiva (EñgEFD) ou negativa (EgEFD) dos alunos sobre a Educação Física (EF). Um estudo de natureza transversal foi conduzido em 243 estudantes (15.6 ±2.5 anos). A informação demográfica, a opinião sobre a EF, e a auto perceção foram avaliados através de questionários. A aptidão física foi determinada a partir da FITNESSGRAM e da EUROFIT. A percentagem de gordura foi estimada a partir das equações de Slaughter et al., (1988). Análises descritivas e o t-test de medidas independentes foram conduzidas nas análises. Nesta amostra, 74.5% dos estudantes afirmam gostar de EDF. Os EgEFD apresentam scores significativamente mais elevados comparativamente aos EñgEFD na força, velocidade/agilidade, força resistência do tronco e resistência aeróbia (p<.007). Os EgEFD têm uma melhor percepção das suas capacidades físicas, assim como referem ter uma boa saúde e adotarem estilos de vida mais saudáveis (p<.001). Os EgEFD apresentam um perfil funcional e psicológico mais saudável, auto percecionam um melhor estado de saúde e preferem envolver-se em atividades físicas em detrimento das atividades sedentárias no seu dia-a-dia.The objective of this study was to investigate the association between the lifestyle and the positive attitude (EñgEFD) or negative (EgEFD) of the students on Physical Education (PE). A cross-sectional study was conducted in 243 students (15.6 ± 2.5 years). Demographic information, opinion about PE, and self-perception were evaluated through questionnaires. Physical fitness was determined from FITNESSGRAM and EUROFIT battery. The percentage of fat was estimated from the equations of Slaughter et al. (1988). Descriptive analyzes and the t-test of independent measurements were conducted in the analyzes. On this sample, 74.5% of students say they like PE. EgEFD presented significantly higher scores compared to EñgEFD in strength, speed / agility, strength of trunk strength and aerobic resistance (p <.007). the EgEFDs have a better perception of their physical abilities, as well as being healthy and adopting healthier lifestyles (p <.001). The EgEFDs have a healthier functional and psychological profile, self-perceive better health and prefer to engage in physical activities rather than sedentary activities in their daily lives.info:eu-repo/semantics/publishedVersio

O ensino da educação física: contributos da investigação sobre os modelos de ensino centrados no aluno

A literacia científica em Educação Física tem proporcionado um aumento signi ficativo do conhecimento sobre as estratégias de ensino-aprendizagem mais apro priadas ao desenvolvimento de competências do aluno, em particular no contexto dos jogos desportivos coletivos. Um exemplo da importância da Educação na pro moção da literacia científica no contexto dos jogos desportivos coletivos é o projeto de investigação “Educação Física nas Escolas da RAM – Compreender, Intervir, Transformar”. Esta investigação tem discutido o efeito da utilização de modelos de ensino centrados no aluno, influenciados por ideias construtivistas e cognitivistas. A utilização destas novas abordagens no ensino dos jogos desportivos coletivos é a resposta da Escola à forma como deve preparar os seus alunos para se envolverem de forma positiva em atividades desportivas ao longo da vida.The scientific literacy in Physical Education has provided significant knowledge about the most appropriate teaching-learning models for the development of stu dent skills, particularly in the context of team sports. An example of the impor tance of education in promoting scientific literacy in the context of collective sports games is the research project “Physical Education in the Schools from RAM - Un derstanding, Intervening, Transforming”. This research has discussed the effect of using student-centered teaching models, influenced by constructivist and cognitiv ist ideas. The introduction of this new approach to teaching in the collective sports games is the School’s response to how it should prepare students to engage posi tively in lifelong sports activities.info:eu-repo/semantics/publishedVersio