Exploring Age-Related Metamemory Differences using Modified Brier Scores and Hierarchical Clustering

Older adults (OAs) typically experience memory failures as they age. However, with some exceptions, studies of OAs’ ability to assess their own memory functions—Metamemory (MM)— find little evidence that this function is susceptible to age-related decline. Our study examines OAs’ and young adults’ (YAs) MM performance and strategy use. Groups of YAs (N = 138) and OAs (N = 79) performed a MM task that required participants to place bets on how likely they were to remember words in a list. Our analytical approach includes hierarchical clustering, and we introduce a new measure of MM—the modified Brier—in order to adjust for differences in scale usage between participants. Our data indicate that OAs and YAs differ in the strategies they use to assess their memory and in how well their MM matches with memory performance. However, there was no evidence that the chosen strategies were associated with differences in MM match, indicating that there are multiple strategies that might be effective (i.e. lead to similar match) in this MM task

Workshop Report for the Air-Sea Observations for a Safe Ocean, a satellite event for the UN Decade of Ocean Science for Sustainable Development - Safe Ocean Laboratory

The “Air-Sea Observations for a Safe Ocean” satellite event to the UN Decade Safe Ocean Laboratory was held on April 7, 2022 at 0000 CEST with a total number of 39 participants. The 2-hour virtual workshop, also referred to on the Observing Air-Sea Interactions Strategy (OASIS) website as “OASIS for a Safe Ocean” (https://airseaobs.org/oasis-for-a-safe-ocean), included a 30-minute poster/social session in the interactive Gather.Town platform (Figure 1). Overall, the event was interactive and productive, fostering constructive discussions about the OASIS strategy. With a focus on Small Island Developing States (SIDS), three of the four speakers and one moderator were from island states. Overall, the group was diverse and demonstrated the strong interest of the global air-sea interactions community to promote a Safe Ocean, particularly for SIDS. Participants included many Early Career Ocean Professionals (ECOP), representing the stake they have in the future, and had active women participation

N-Acetylcysteine inhibits platelet-monocyte conjugation in patients with type 2 diabetes with depleted intraplatelet glutathione: a randomised controlled trial

AIMS/HYPOTHESIS: The aim of this study was to determine whether oral dosing with N-acetylcysteine (NAC) increases intraplatelet levels of the antioxidant, glutathione (GSH), and reduces platelet–monocyte conjugation in blood from patients with type 2 diabetes. METHODS: In this placebo-controlled randomised crossover study, the effect of oral NAC dosing on platelet–monocyte conjugation and intraplatelet GSH was investigated in patients with type 2 diabetes (eligibility criteria: men or post-menopausal women with well-controlled diabetes (HbA(1c) < 10%), not on aspirin or statins). Patients (n = 14; age range 43–79 years, HbA(1c) = 6.9 ± 0.9% [52.3 ± 10.3 mmol/mol]) visited the Highland Clinical Research Facility, Inverness, UK on day 0 and day 7 for each arm of the study. Blood was sampled before and 2 h after oral administration of placebo or NAC (1,200 mg) on day 0 and day 7. Patients received placebo or NAC capsules for once-daily dosing on the intervening days. The order of administration of NAC and placebo was allocated by a central office and all patients and research staff involved in the study were blinded to the allocation until after the study was complete and the data fully analysed. The primary outcome for the study was platelet–monocyte conjugation. RESULTS: Oral NAC reduced platelet–monocyte conjugation (from 53.1 ± 4.5% to 42.5 ± 3.9%) at 2 h after administration and the effect was maintained after 7 days of dosing. Intraplatelet GSH was raised in individuals with depleted GSH and there was a negative correlation between baseline intraplatelet GSH and platelet–monocyte conjugation. There were no adverse events. CONCLUSIONS/INTERPRETATION: The NAC-induced normalisation of intraplatelet GSH, coupled with a reduction in platelet–monocyte conjugation, suggests that NAC might help to reduce atherothrombotic risk in type 2 diabetes. FUNDING: Chief Scientist Office (CZB/4/622), Scottish Funding Council, Highlands & Islands Enterprise and European Regional Development Fund. TRIAL REGISTRATION: isrctn.org ISRCTN89304265 ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1007/s00125-012-2685-z) contains peer-reviewed but unedited supplementary material, which is available to authorised users

Exploring N-Back Cognitive Training for Children With ADHD

Objective: The efficacy of n-back training for children with attention deficit hyperactivity disorder (ADHD) was tested in a randomized controlled trial. Method: 41 children aged 7 to 14 years with ADHD were trained on an n-back task, and their performance was compared with that of an active control group (n = 39) who were trained on a general knowledge and vocabulary task. Results: The experimental group demonstrated transfer of training to a nontrained n-back task as well as to a measure of inhibitory control. These effects were correlated with the magnitude of training gains. Conclusion: Our results suggest that n-back training may be useful in addressing some of the cognitive and behavioral issues associated with ADHD

Exploring Age-Related Metamemory Differences using Modified Brier Scores and Hierarchical Clustering

Older adults (OAs) typically experience memory failures as they age. However, with some exceptions, studies of OAs’ ability to assess their own memory functions—Metamemory (MM)— find little evidence that this function is susceptible to age-related decline. Our study examines OAs’ and young adults’ (YAs) MM performance and strategy use. Groups of YAs (N = 138) and OAs (N = 79) performed a MM task that required participants to place bets on how likely they were to remember words in a list. Our analytical approach includes hierarchical clustering, and we introduce a new measure of MM—the modified Brier—in order to adjust for differences in scale usage between participants. Our data indicate that OAs and YAs differ in the strategies they use to assess their memory and in how well their MM matches with memory performance. However, there was no evidence that the chosen strategies were associated with differences in MM match, indicating that there are multiple strategies that might be effective (i.e. lead to similar match) in this MM task

JAD_Supplementary_Tables_revision – Supplemental material for Exploring <i>N</i>-Back Cognitive Training for Children With ADHD

<p>Supplemental material, JAD_Supplementary_Tables_revision for Exploring <i>N</i>-Back Cognitive Training for Children With ADHD by Masha R. Jones, Benjamin Katz, Martin Buschkuehl, Susanne M. Jaeggi and Priti Shah in Journal of Attention Disorders</p

Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book.

Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children's calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (N = 603 in 25 third through fifth grade classrooms in Arizona in the US) reading the WKe-Book would demonstrate improved word knowledge, strategy use, and word knowledge calibration. Classrooms were randomly assigned to read the WKe-Book immediately (treatment) or later (delayed-treatment control), and within classrooms, students were randomly assigned to either participate in a 15-minute weekly book club (book club treatment) or to read the WKe-Book independently with no book club (no book club control). Results revealed a significant treatment effect of the WKe-Book on students' word knowledge, word knowledge calibration, and strategy use, which predicted student performance on standardized reading comprehension and vocabulary measures. The effects were greater for students who participated in weekly book clubs compared to students in the no book club control. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can support students' development of metacognition, including word knowledge calibration, strategy use, and word learning skills