Acute exercise and children's cognitive functioning: What is the optimal dose of cognitive challenge?

Acute bouts of exercise have the potential to benefit children's cognition. Inconsistent evidence on the role of qualitative exercise task characteristics calls for further investigation of the cognitive challenge level in exercise. Thus, the study aim was to investigate which "dose" of cognitive challenge in acute exercise benefits children's cognition, also exploring the moderating role of individual characteristics. In a within-subject experimental design, 103 children (Mage = 11.1, SD = 0.9, 48% female) participated weekly in one of three 15-min exergames followed by an Attention Network task. Exergame sessions were designed to keep physical intensity constant (65% HRmax) and to have different cognitive challenge levels (low, mid, high; adapted to the ongoing individual performance). ANOVAs performed on variables that reflect the individual functioning of attention networks revealed a significant effect of cognitive challenge on executive control efficiency (reaction time performances; p = .014, ƞ2p = .08), with better performances after the high-challenge condition compared to lower ones (ps  .05). ANOVAs performed on variables that reflect the interactive functioning of attention networks revealed that biological sex moderated cognitive challenge effects. For males only, the cognitive challenge level influenced the interactive functioning of executive control and orienting networks (p = .004; ƞ2p = .07). Results suggest that an individualized and adaptive cognitively high-challenging bout of exercise is more beneficial to children's executive control than less challenging ones. For males, the cognitive challenge in an acute bout seems beneficial to maintain executive control efficiency also when spatial attention resources cannot be validly allocated in advance. Results are interpreted referring to the cognitive stimulation hypothesis and arousal theory

Dose-response relation between the duration of a cognitively challenging bout of physical exercise and children's cognition.

Acute bouts of physical exercise have the potential to benefit children's cognition. Inconsistent evidence calls for systematic investigations of dose-response relations between quantitative (intensity and duration) and qualitative (modality) exercise characteristics. Thus, in this study the optimal duration of an acute cognitively challenging physical exercise to benefit children's cognition was investigated, also exploring the moderating role of individual characteristics. In a within-subject experimental design, 104 children (Mage  = 11.5, SD = 0.8, 51% female) participated weekly in one of four exergaming conditions of different durations (5, 10, 15, 20 min) followed by an Attention Network task (ANT-R). Exergame sessions were designed to keep physical intensity constant (65% HRmax ) and to have a high cognitive challenge level (adapted to the individual ongoing performance). Repeated measures ANOVAs revealed a significant effect of exercise duration on reaction times (RTs; p = 0.009, ƞ2 p  = 0.11), but not on response accuracy. Post hoc analyses showed faster information processing speed after 15 min of exercise compared to 10 min (p = 0.019, ƞ2 p  = 0.09). Executive control, alerting and orienting performances and interactions were unaffected by exercise duration (ps  > 0.05). Among individual characteristics, habitual physical activity moderated duration effects on RTs. For more active children, exercise duration influenced the interaction between executive control and orienting (p = 0.034; ƞ2 p  = 0.17) with best performances after the 15 min duration. Results suggest that an acute 15 min cognitively high-challenging bout of physical exercise enhances allocable resources, which in turn facilitate information processing, and-for more active children only-also executive processes. Results are interpreted according to the arousal theory and cognitive stimulation hypothesis

Acute cognitively challenging exercise as “cognitive booster” for children: Positive feedback matters!

investigating exercise task characteristics, contextual factors, and related affective states. The study aimed to test whether different feedback forms during acute cognitively challenging exercise affect children’s executive control, alerting, and orienting performances, also considering the potential mediational role of affective states. Methods: In a within–subjects posttest only design, 100 children (Mage = 11.0, SDage = 0.8, 48% female) participated weekly in one of three exergames with different feedback: no feedback (NO-FB), standard acoustic environment (ST-FB), positive feedback (PO-FB). Acute bouts were designed to keep physical intensity (65% HRmax) and duration (15-min) constant and to have a high cognitive challenge. Valence, arousal, perceived physical exertion, cognitive engagement, and flow were assessed before, during and after exergaming. Each bout was followed by an Attention Network Test. Results: ANOVAs revealed a significant main effect of feedback on executive control (η2p = 0.09) with faster reaction times after PO-FB compared to the other conditions (η2ps > 0.06) and on valence at post–test (η2p = 0.11) with highest values in PO-FB (η2ps > 0.08). In PO-FB, valence was associated with executive control (r

Cognitive Gains and Losses of Patients with Alzheimer's Disease During Frequent Practice

This longitudinal study of 2 patients with Alzheimer's Disease (AD), on 12 experimental tasks, was designed to identify a measure of cognitive decline in AD patients that would be sensitive to change over short periods (weeks), resistant to practice (repeated testing over a few weeks), and predictive of change over longer periods on standardized tests. During the periods of frequent testing, both patients improved on most tasks, but performance on the tasks of spelling words anc spelling pseudowords declined in the patient who deteriorated on standardized testing and remained stable in the patient who showed stable scores on standardized testing

Cognitively engaging physical activity and cognitive performance: Is there a dose-response relationship?

https://scholarlycommons.pacific.edu/pacifican/1368/thumbnail.jp

Impact of non‐CNS childhood cancer on resting‐state connectivity and its association with cognition

Introduction Non‐central nervous system cancer in childhood (non‐CNS CC) and its treatments pose a major threat to brain development, with implications for functional networks. Structural and functional alterations might underlie the cognitive late‐effects identified in survivors of non‐CNS CC. The present study evaluated resting‐state functional networks and their associations with cognition in a mixed sample of non‐CNS CC survivors (i.e., leukemia, lymphoma, and other non‐CNS solid tumors). Methods Forty‐three patients (off‐therapy for at least 1 year and aged 7–16 years) were compared with 43 healthy controls matched for age and sex. High‐resolution T1‐weighted structural magnetic resonance and resting‐state functional magnetic resonance imaging were acquired. Executive functions, attention, processing speed, and memory were assessed outside the scanner. Results Cognitive performance was within the normal range for both groups; however, patients after CNS‐directed therapy showed lower executive functions than controls. Seed‐based connectivity analyses revealed that patients exhibited stronger functional connectivity between fronto‐ and temporo‐parietal pathways and weaker connectivity between parietal‐cerebellar and temporal‐occipital pathways in the right hemisphere than controls. Functional hyperconnectivity was related to weaker memory performance in the patients' group. Conclusion These data suggest that even in the absence of brain tumors, non‐CNS CC and its treatment can lead to persistent cerebral alterations in resting‐state network connectivity

The Autonomy of Lexical Orthography

Do we need to access the spoken form of a word in order to retrieve the word’s spelling or in order to understand the meaning of its written form? In this paper we focus on the relationship between lexical phonology and orthography specifically in production and we present the case of a neurologically impaired individual who is often unable to provide the correct spoken name of an object although he may be able to write its name correctly. We argue that this evidence is seriously problematic for the hypothesis of obligatory phonological mediation and conclude that orthographic lexical forms can indeed be independently accessed for production without the mediating role of phonology