P.1.j.012 The role of neuroimmune modulation in cognitive processing

2014 ◽  
Vol 24 ◽  
pp. S326
Author(s):  
R. Hou ◽  
M. Garner ◽  
J. Teeling ◽  
Z. Tang ◽  
D. Culliford ◽  
...  
2007 ◽  
Author(s):  
Elizabeth Ranslow ◽  
Kim Lyon-Pratt ◽  
Amanda Ferrier ◽  
Katharine Elliott ◽  
Alexandra Macdonald ◽  
...  

Nutrients ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 586 ◽  
Author(s):  
Hamilton Roschel ◽  
Bruno Gualano ◽  
Sergej M. Ostojic ◽  
Eric S. Rawson

There is a robust and compelling body of evidence supporting the ergogenic and therapeutic role of creatine supplementation in muscle. Beyond these well-described effects and mechanisms, there is literature to suggest that creatine may also be beneficial to brain health (e.g., cognitive processing, brain function, and recovery from trauma). This is a growing field of research, and the purpose of this short review is to provide an update on the effects of creatine supplementation on brain health in humans. There is a potential for creatine supplementation to improve cognitive processing, especially in conditions characterized by brain creatine deficits, which could be induced by acute stressors (e.g., exercise, sleep deprivation) or chronic, pathologic conditions (e.g., creatine synthesis enzyme deficiencies, mild traumatic brain injury, aging, Alzheimer’s disease, depression). Despite this, the optimal creatine protocol able to increase brain creatine levels is still to be determined. Similarly, supplementation studies concomitantly assessing brain creatine and cognitive function are needed. Collectively, data available are promising and future research in the area is warranted.


2013 ◽  
Vol 83 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jennifer Groff

In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. Emerging research on the brain's cognitive processing systems has led Groff to put forth a new theory of mind, whole-mindedness. Here she presents the evidence and construct for this frame of mind, how it sits in relation to multiple intelligences theory, and how it might redefine the justification for arts education in schools, particularly in our digitally and visually rich world.


1974 ◽  
Vol 18 (3) ◽  
pp. 239-254 ◽  
Author(s):  
Kenneth E. Sinclair ◽  
Terence A. Heys ◽  
Stephen de C. Kemmis

In this paper a trait-state conception of anxiety is presented which incorporates a number of extensions to current theorizing. The conception is a cognitive one in that it emphasizes information processing that occurs with respect to both the trait and state components of anxiety. The conception indicates a number of insights into human problem solving that can be made through a consideration of cognitive processing, anxiety processing, and their interaction. In particular, the role of coping styles in threat reduction and the influence of A-state on specific cognitive processes are examined. Implications for theory and further research are discussed.


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