T46THE GENETIC RELATIONSHIP BETWEEN EDUCATIONAL ATTAINMENT AND COGNITIVE PERFORMANCE IN MAJOR PSYCHIATRIC DISORDERS

2019 ◽  
Vol 29 ◽  
pp. S241
Author(s):  
Ashley Lütticke ◽  
Fanny Senner ◽  
Monika Budde ◽  
Kristina Adorjan ◽  
Urs Heilbronner ◽  
...  
Keyword(s):  
Educational Attainment ◽  
Psychiatric Disorders ◽  
Cognitive Performance ◽  
Genetic Relationship

scholarly journals The genetic relationship between educational attainment and cognitive performance in major psychiatric disorders

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Ashley L. Comes ◽  
Fanny Senner ◽  
Monika Budde ◽  
Kristina Adorjan ◽  
Heike Anderson-Schmidt ◽  
...  
Keyword(s):  
Educational Attainment ◽  
Psychiatric Disorders ◽  
Cognitive Performance ◽  
Genetic Relationship

Neuropsychological Correlates of Anorexia Nervosa

1982 ◽  
Vol 11 (3) ◽  
pp. 285-290 ◽  
Author(s):  
Corinne Frantz Fox
Keyword(s):  
Anorexia Nervosa ◽  
Psychiatric Disorders ◽  
Cognitive Performance ◽  
Neuropsychological Screening ◽  
Neuropsychological Correlates ◽  
Significant Incidence ◽  
Screening Battery

Fifteen anorectic individuals were compared with a group of other psychiatric disorders with respect to the incidence of deviation in cognitive performance on a neuropsychological screening battery. A significant incidence of deviations in cognitive performance was found for the anorectic patients. The results are discussed in terms of possible neuropsychological implications that warrant future investigation.

scholarly journals Support for the genetic hypothesis of the Black-white achievement gap using polygenic scores and tests for divergent selection

2020 ◽  
Author(s):  
Davide Piffer
Keyword(s):  
Educational Attainment ◽  
Cognitive Performance ◽  
Genetic Variants ◽  
Race Differences ◽  
Divergent Evolution ◽  
Math Ability ◽  
Gwas Snps ◽  
Polygenic Scores ◽  
Polygenic Selection ◽  
Genetic Hypothesis

Using the latest methods to detect divergent evolution and polygenic selection, I test the hypothesis that race differences (European-African) in IQ are due to genetic differences.The genetic variants identified by the largest GWAS of education showed clear signatures of differentiation between Africans and Europeans. Across different phenotypes (educational attainment, cognitive performance, math ability), GWAS SNPs had significantly higher average Fst than control SNPs. Contrary to a previous report, the same effect was found also for a GWAS based on a within-family design, that used differences in educational attainment between siblings to partial out shared environmental effects. Polygenic scores for all phenotypes and GWAS types (including within-family design) were higher for Europeans than for Africans.

scholarly journals Childhood Socioeconomic Status and Polygenic Scores for Cognition Have Independent Associations with Cognitive Performance During Middle Childhood

2021 ◽  
Author(s):  
S.E. Paul ◽  
N.M. Elsayed ◽  
R. Bogdan ◽  
S.M.C. Colbert ◽  
A.S. Hatoum ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Executive Function ◽  
Environmental Factors ◽  
Educational Attainment ◽  
Cognitive Performance ◽  
Cognitive Abilities ◽  
European Ancestry ◽  
Equation Modeling ◽  
Median Income ◽  
Total N

ABSTRACTChildhood cognitive abilities are heritable and influenced by malleable environmental factors such as socioeconomic status (SES). As cognition and SES share genetic architecture, it is critical to understand the extent to which SES is associated with cognition beyond genetic propensity to inform the potential benefit of SES-based interventions. Previous investigations conducted in small samples have suggested that SES is linked with cognitive ability independent of polygenic prediction for educational attainment. Here, we extend this work to a large sample (total n = 4,650) of children (ages 9-10) of genomically-confirmed European ancestry. We find that an SES composite (i.e., family income-to-needs, caregiver education, and neighborhood median income) and a polygenic cognition score composite created using genomic structural equation modeling (COG PGS; Educational Attainment, Intelligence, and Executive Function) are associated with cognitive performance indices (i.e., general ability, executive function, learning/memory, fluid intelligence) that are largely independent of one another. SES x COG PGS interactions are not associated with cognition. These findings provide further evidence for the significant role of modifiable environmental factors in the development of cognitive abilities in youth.

EDUCATIONAL ATTAINMENT AS A PROTECTIVE FACTOR FOR PSYCHIATRIC DISORDERS: FINDINGS FROM A NATIONALLY REPRESENTATIVE LONGITUDINAL STUDY

2016 ◽  
Vol 33 (11) ◽  
pp. 1013-1022 ◽  
Author(s):  
Julie Erickson ◽  
Renée El-Gabalawy ◽  
Daniel Palitsky ◽  
Scott Patten ◽  
Corey S. Mackenzie ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Educational Attainment ◽  
Psychiatric Disorders ◽  
Protective Factor ◽  
Nationally Representative

scholarly journals Distraction versus Intensity: The Importance of Exercise Classes for Cognitive Performance in School

2017 ◽  
Vol 27 (1) ◽  
pp. 61-65 ◽  
Author(s):  
Petra Wollseiffen ◽  
Tobias Vogt ◽  
Heiko K. Strüder ◽  
Stefan Schneider
Keyword(s):  
Academic Achievement ◽  
Educational Attainment ◽  
Aerobic Exercise ◽  
Knowledge Acquisition ◽  
Cognitive Performance ◽  
Standardized Test ◽  
Cortical Activity ◽  
Before And After ◽  
Exercise Class ◽  
Exercise Classes

Objective: The aim of this study was to compare the influence of a class of aerobic exercise and an art class on brain cortical activity and possible effects on cognitive performance. Subject and Methods: Electroencephalography was used to record the electrocortical activity of 16 schoolchildren (8-10 years old) before and after an aerobic exercise class and an art class. Performance in a standardized test of educational attainment (VERA-3) was assessed following both classes. Results: A significant decrease in cortical activity was detected in all 4 lobes after exercise but not after art classes (p < 0.05). No changes in cognitive performance were observed after exercise and art classes. Conclusion: In this study, cortical activity was reduced after an exercise class but no effect on cognitive performance was observed. Hence, the neurophysiological effect of exercise should be further evaluated regarding different kinds of cognitive performance: creativity, knowledge acquisition as well as the outlasting effects of exercise on academic achievement.

scholarly journals TO EVALUATE COGNITIVE PERFORMANCE IN PATIENTS WITH CHRONIC KIDNEY DISEASE

2021 ◽  
Vol 5 (6) ◽  
Author(s):  
Saurabh Singhal
Keyword(s):  
Chronic Kidney Disease ◽  
Survival Rate ◽  
Kidney Disease ◽  
Cognitive Decline ◽  
Vascular Disease ◽  
Psychiatric Disorders ◽  
Cognitive Performance ◽  
Chronic Renal Disease ◽  
General Medicine ◽  
Number Of Patients

Background: In people with chronic kidney disease (CKD), cognitive decline is one of the major causes for poor outcome in terms of quality of life and survival rate. Previous studies have found an association between cardiovascular disease and psychiatric disorders in people with CKD. Physicians should keep in mind that the psychiatric changes and cognitive decline seen in all stages of CKD is to be detected early in the course of the disease, for timely management of it and for better outcome in terms of survival rate. Aim: The goal of this study is to evaluate cognitive performance in patients with chronic renal disease Material and Method: The study was conducted from March 2019 to april 2021 in department of general medicine and nephrology clinic at KDMCH, Mathura. Between March 2019 to april 2021, baseline data were obtained. The study included 108 participants (58 with CKD and 50 with ESKD). ESKD patients were ‘CKD patients with dialysis’. Various tests were used to assess brain function. Results: ESKD patients had significantly lower scores on the 3MS, TMT-A and TMT-B trials, with a difference between TMT-A and B than CKD patients. In ESKD patients, the numbers less than 3MS of speech and fluency memory, as well as visuo-position and structure, were significantly lower. ESKD patients had the highest number of patients with psychiatric disorders, as measured by the outpatient testing scores listed above 3MS, TMT-A, and TMT-B. ESKD patients had significantly higher levels of depression than CKD patients. Conclusion: Higher cognitive decline was found in the ESKD group in comparision to non-dialysis CKD group. Also ESKD was associated with higher rates of cerebro-vascular disease, cardio-vascular disease and peripheral artery disease. Keywords: Chronic Kidney Disease, ESKD, eGFR and cognitive impairment

scholarly journals Cognitive Activity as a Moderator of Educational Attainment and Work Status in Cognitive Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 290-291
Author(s):  
Mirjam Stieger ◽  
Margie Lachman
Keyword(s):  
Educational Attainment ◽  
Cognitive Performance ◽  
Cognitive Aging ◽  
Memory Performance ◽  
Cognitive Activity ◽  
Work Status ◽  
Cross Sectional ◽  
Increased Risk ◽  
Two Factors ◽  
Lower Education

Abstract Cross-sectional findings showed that education differences in memory performance were moderated by frequent cognitive activity (Lachman et al., 2010). The present study examined whether frequent cognitive activity could compensate for lower education when focusing on change in cognitive performance across nine years. The study also explored whether cognitive activity can slow down declines in retired adults as previous research suggested that retiring is associated with an increased risk of cognitive decline (e.g., Wickrama et al., 2013). Longitudinal data from the MIDUS study included N = 3,325 middle-aged and older adults. Outcome variables were two factors of cognitive performance: Episodic Memory (EM) and Executive Functioning (EF). Independent variables were years of education, work status (working vs. retired), and frequency of cognitive activity. The results suggest that cognitive activity moderated the effect of educational attainment on change in EM. Individuals with both higher education and cognitive activity showed the smallest declines in EM. Individuals with lower educational attainment but high cognitive activity had less decline in EM compared to their low education counterparts. Those who increased their cognitive activity over time showed less decline in EF. In terms of work status, working adults had less decline in EM and EF compared to retired adults and retired adults who did not maintain their cognitive activity declined more in EF. The results emphasize the importance of frequent engagement in cognitive activity across the lifespan, which can attenuate cognitive declines especially among those who have lower education or have retired.

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