Neurocognitive functioning in bipolar depression: a component structure analysis

BackgroundPrevious studies of neurocognitive performance in bipolar disorder (BD) have focused predominantly on euthymia. In this study we aimed to compare the neurocognitive profile of BD patients when depressed with healthy controls and explore the component structure of neurocognitive processes in these populations.MethodCognitive tests of attention and executive function, immediate memory, verbal and visuospatial learning and memory and psychomotor speed were administered to 53 patients with a SCID-verified diagnosis of BD depression and 47 healthy controls. Test performance was assessed in terms of statistical significance, effect size and percentile standing. Principal component analysis (PCA) was used to explore underlying cognitive factor structure.ResultsMultivariate analysis revealed an overall group effect, depressed BD patients performing significantly worse than controls. Patients performed significantly worse on 18/26 measures examined, with large effect sizes (d > 0.8) on tests of speed of processing, verbal learning and specific executive/working memory processes. Almost all tests produced at least one outcome measure on which ∼25–50% of the BD sample performed at more than 1 standard deviation (s.d.) below the control mean. Between 20% and 34% of patients performed at or below the fifth percentile of the control group in working memory, verbal learning and memory, and psychomotor/processing speed. PCA highlighted overall differences between groups, with fewer extracted components and less specificity in patients.ConclusionsOverall, neurocognitive test performance is significantly reduced in BD patients when depressed. The use of different methods of analysing cognitive performance is highlighted, along with the relationship between processes, indicating important directions for future research.

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Neuropsychological profile of patients with bipolar depression in remission

Vojnosanitetski pregled ◽

10.2298/vsp0508543t ◽

2005 ◽

Vol 62 (7-8) ◽

pp. 543-550 ◽

Cited By ~ 2

Author(s):

Sanja Totic-Poznanovic ◽

Dragan Marinkovic ◽

Dragan Pavlovic ◽

Vladimir Paunovic

Keyword(s):

Bipolar Disorder ◽

Executive Functions ◽

Learning And Memory ◽

Bipolar Depression ◽

Verbal Learning ◽

Bipolar Affective Disorder ◽

Control Group ◽

State Variables ◽

Neuropsychological Profile ◽

Clinical Measures

Aim. To determine if the patients with bipolar affective disorder, after the depressive phase, would exhibit cognitive impairment in remission. Methods. Twenty three euthymic patients with bipolar disorder were matched, on a case-by-case basis, to twenty-one healthy subjects in the control group, for the presence of the symptoms of depression. The patients and the control group were tested with a battery of neuropsychological tests. Results. Impairments were found in the patients compared with the control group in tests of verbal learning and memory and in tests of executive function. Verbal learning and memory, as well as executive functions, did not correlate either with the clinical indices of patients, or with the demographic and baseline clinical measures of depression. Conclusion. Impaired verbal learning and memory and executive functions may represent a trait rather than the state variables in bipolar disorder.

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Broad cognitive complaints but subtle objective working memory impairment in fibromyalgia patients

PeerJ ◽

10.7717/peerj.5907 ◽

2018 ◽

Vol 6 ◽

pp. e5907 ◽

Cited By ~ 1

Author(s):

Marina Pidal-Miranda ◽

Alberto Jacobo González-Villar ◽

María Teresa Carrillo-de-la-Peña ◽

Elena Andrade ◽

Dolores Rodríguez-Salgado

Keyword(s):

Working Memory ◽

Clinical Symptoms ◽

Poor Performance ◽

Cognitive Status ◽

Future Research ◽

Neuropsychological Performance ◽

Healthy Controls ◽

Cognitive Complaints ◽

Cognitive Difficulties ◽

Memory Functioning

BackgroundCognitive dysfunction in fibromyalgia (FM) encompasses objective cognitive difficulties, as measured in neuropsychological tests, and self-reported cognitive complaints. Although it has been suggested that FM patients display problems in working memory, the data are inconsistent, and the overall working memory status of the patients is unclear. It is also not clear whether the working memory problems are related to cognitive complaints or how the dyscognition is affected by the characteristic clinical symptoms of FM.MethodsTo clarify these aspects, we explored the neuropsychological performance for different components of working memory and the subjective self-perception of cognitive status in a sample of 38 women with FM. They were compared with a matched group of 32 healthy women.ResultsOur findings suggested that the FM patients do not differ from healthy controls in their overall working memory functioning. Only a poor performance was found in a single task of visuospatial working memory, mediated by the presence of depressive symptoms, fatigue and pain. The FM patients also displayed a higher level of perception of cognitive difficulties than healthy controls, and this difference was mediated by depression and fatigue. Furthermore, cognitive complaints in FM patients were only associated with a lower verbal WM capacity.DiscussionFM patients have a subtle specific impairment in their working memory functioning, as well as elevated concern about their cognitive status. These findings suggest a disconnection between neuropsychological performance and subjective complaints. In FM patients, clinical variables such as pain, fatigue, and depression play an important role in dyscognition, as assessed by both objective and subjective measures, and should be taken into account in future research.

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Neurocognitive effects of six ketamine infusions and the association with antidepressant effects in treatment-resistant bipolar depression: a preliminary study

PeerJ ◽

10.7717/peerj.10208 ◽

2020 ◽

Vol 8 ◽

pp. e10208

Author(s):

Wei Zheng ◽

Yan-Ling Zhou ◽

Cheng-Yu Wang ◽

Xiao-Feng Lan ◽

Bin Zhang ◽

...

Keyword(s):

Working Memory ◽

Bipolar Depression ◽

Visual Learning ◽

Verbal Learning ◽

Depression Symptoms ◽

Speed Of Processing ◽

Treatment Resistant ◽

Observational Period ◽

Preliminary Study ◽

Over Time

Objective The N-methyl-D-aspartate subtype glutamate receptor antagonist ketamine has rapid antidepressant and antisuicidal effects in treating treatment-resistant bipolar depression (TRBD). The neurocognitive effects of repeated ketamine infusions in TRBD are not known. Methods Six intravenous infusions of ketamine (0.5 mg/kg over 40 min) were administered on a Monday–Wednesday–Friday schedule during a 12-day period on 16 patients with TRBD followed by a 2-week observational period. The assessment of neurocognitive function was conducted using the MATRICS Consensus Cognitive Battery at baseline, 13 and 26 days. Tasks were designed to test speed of processing, working memory, visual learning and verbal learning. Results A significant improvement was found only in scores of speed of processing (F = 9.9, p = 0.001) after a 2-week observational period, which was accounted for by the improvement of depression symptoms. There were no significant changes over time in terms of working memory, visual learning and verbal learning. Pearson correlation analysis showed that the improvement of depression symptoms through six ketamine infusions was greater among TRBD patients with lower working memory at baseline (r = 0.54, p = 0.03). In multiple regression analysis, the significant correlation was still maintained (beta = 0.67, t = 2.2, p = 0.04). Conclusion This preliminary study indicated that six ketamine infusions were not harmful but were slightly beneficial for speed of processing in TRBD. However, this change was mainly accounted for the improvement of depression symptoms over time. Lower baseline working memory appears to be associated with greater antidepressant response after completion of six ketamine infusions in patients with TRBD.

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Association between plasma homocysteine levels and cognitive deficits in Han Chinese patients with schizophrenia across age groups

Scientific Reports ◽

10.1038/s41598-021-99239-3 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Sumiao Zhou ◽

Yuanyuan Huang ◽

Yangdong Feng ◽

Hehua Li ◽

Kai Wu ◽

...

Keyword(s):

Working Memory ◽

Cognitive Function ◽

Learning And Memory ◽

Cognitive Deficits ◽

Visual Learning ◽

Verbal Learning ◽

Age Groups ◽

Speed Of Processing ◽

Function Score ◽

Cognitive Function Score

AbstractIt was still unclear how homocysteine (Hcy) levels and cognitive deficits change in patients with schizophrenia of various ages. The present article attempts to assess the relationship between Hcy levels and cognitive deficits in patients with schizophrenia across age groups, especially in young people. Totals of 103 patients and 122 healthy controls were included. All participants were stratified into four groups according to their age: 18–29 years, 30–39 years, 40–49 years, and 50–59 years. Clinical data, plasma Hcy levels, and cognitive function score were collected. Cognitive function was evaluated using the MATRICS Consensus Cognitive Battery of tests assessing speed of processing, verbal learning and memory, visual learning and memory, working memory, and attention/vigilance. Compared with the healthy group, Hcy levels increased significantly, and all the measured cognitive function score were significantly lower in all age groups of patients with schizophrenia (p < 0.001). Hcy levels were negatively associated with speed of processing (SoP), working memory (WM), and visual learning and memory (Vis Lrng) score in 18–29 years. Further multiple regression analysis showed that SoP were independently associated with Hcy levels in patients with schizophrenia aged 18–29 years (B = 0.74, t = 3.12, p = 0.008). Based on our results, patients with schizophrenia performed worse on cognitive assessments and Hcy levels were more closely related to cognition in young patients.

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Exploring the Application of Flipped Classrooms on EFL Saudi Students' Speaking Skill

International Journal of Linguistics ◽

10.5296/ijl.v9i4.11729 ◽

2017 ◽

Vol 9 (4) ◽

pp. 28 ◽

Cited By ~ 2

Author(s):

Manal Al-Ghamdi ◽

Abdullah Al-Bargi

Keyword(s):

Saudi Arabia ◽

Flipped Classroom ◽

English Language ◽

Statistical Significance ◽

Future Research ◽

Control Group ◽

Multiple Sources ◽

Pedagogical Approach ◽

Speaking Skill ◽

Preparatory Year

This qunatitatively based research utilising quasi experimental design, sought to explore the effect of implementing the flipped classroom (FC) pedagogical approach on female, preparatory year program (PYP) English as a Foreign Language (EFL) students at the English Language Institute (ELI), King Abdulaziz University (KAU) in Saudi Arabia. An experimental group as well as a control group were assigned in this study. The data collection was carried out using multiple sources, including pre- and post-speaking achievement tests in addition to two custom designed questionnaires. The results revealed that the FC did not sufficiently enhance the experimental group’s speaking skill to cause a statistical significance in comparison to the controlled group. On the other hand, students held a positive attitude toward the FC experiment and the used instructional videos. The study also aims to enlighten and familiarise EFL colleagues within the context of Saudi Arabia, as well EFL colleagues from around the world, with this pedagogical approach in the area of EFL education. Conclusions and recommendations for future research studies are presented at the end of this paper.

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Temporal Effects of Acute Walking Exercise on Learning and Memory Function

American Journal of Health Promotion ◽

10.1177/0890117117749476 ◽

2017 ◽

Vol 32 (7) ◽

pp. 1518-1525 ◽

Cited By ~ 53

Author(s):

Eveleen Sng ◽

Emily Frith ◽

Paul D. Loprinzi

Keyword(s):

Episodic Memory ◽

Learning And Memory ◽

Acute Exercise ◽

Verbal Learning ◽

Moderate Intensity ◽

Control Group ◽

Memory Encoding ◽

Temporal Effects ◽

Better Than

Purpose: To evaluate the temporal effects of acute exercise on episodic memory. Design: A quasi-experimental study. Sample: Eighty-eight college students (N = 22 per group). Measures: Four experimental groups were evaluated, including a control group, exercising prior to memory encoding, exercising during encoding, and exercising during memory consolidation. The exercise stimulus consisted of a 15-minute moderate-intensity walk on a treadmill. Participants completed the Rey Auditory Verbal Learning Test (RAVLT) to assess learning and memory. Prospective memory was assessed via a Red Pen Task. Long-term memory (recognition and attribution) of the RAVLT was assessed 20 minutes and 24 hours after exercise. Analysis: Repeated-measures analysis of variance (ANOVA) assessed the performance of RAVLT scores of trials 1 to 5 across groups. One-way ANOVA assessed the performance of individual trials across groups, whereas χ2 assessed the performance of the Red Pen Task across groups. Results: Regarding learning, the interaction of groups × trial was marginally statistically significant ( F12,332 = 1.773, P = .05), indicating that the group which exercised before encoding did better than the group that exercised during encoding and consolidation. For both 24-hour recognition and attribution performance, the group that exercised before memory encoding performed significantly better than the group that exercised during consolidation ( P = .05 recognition, P = .006 attribution). Discussion: Engaging in a 15-minute bout of moderate-intensity walking before a learning task was effective in influencing long-term episodic memory.

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A comparison of neurocognitive impairment in younger and older adults with major depression

Psychological Medicine ◽

10.1017/s0033291708004042 ◽

2008 ◽

Vol 39 (5) ◽

pp. 725-733 ◽

Cited By ~ 65

Author(s):

A. J. Thomas ◽

P. Gallagher ◽

L. J. Robinson ◽

R. J. Porter ◽

A. H. Young ◽

...

Keyword(s):

Older Adults ◽

Executive Function ◽

Learning And Memory ◽

Verbal Learning ◽

Late Life ◽

Neurocognitive Impairment ◽

Control Group ◽

Motor Speed ◽

Late Life Depression ◽

Depression Group

BackgroundNeurocognitive impairment is a well-recognized feature of depression that has been reported in younger and older adults. Similar deficits occur with ageing and it is unclear whether the greater deficits in late-life depression are an ageing-related phenomenon or due to a difference in the nature of late-life depression itself. We hypothesized that ageing alone would not fully explain the increased neurocognitive impairment in late-life depression but that differences in the illness explain the greater decrements in memory and executive function.MethodComparison of the neuropsychological performance of younger (<60 years) and older (⩾60 years) adults with major depressive disorder (MDD) and healthy comparison subjects. Scores for each depression group were normalized against their respective age-matched control group and the primary comparisons were on four neurocognitive domains: (i) attention and executive function; (ii) verbal learning and memory; (iii) visuospatial learning and memory; and (iv) motor speed.ResultsWe recruited 75 subjects with MDD [<60 years (n=44), ⩾60 years (n=31)] and 82 psychiatrically healthy comparison subjects [<60 years (n=42), ⩾60 years (n=40)]. The late-life depression group had greater impairment in verbal learning and memory and motor speed but not in executive function. The two depressed groups did not differ in depression severity, global cognitive function, intelligence or education.ConclusionsLate-life depression is associated with more severe impairment in verbal learning and memory and motor speed than depression in earlier adult life and this is not due to ageing alone.

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Effects of Performance Strategies on the Air Traffic Control Simulation Test

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193129604002110 ◽

1996 ◽

Vol 40 (21) ◽

pp. 1092-1096 ◽

Cited By ~ 1

Author(s):

Thomas L. Seamster ◽

Richard E. Redding ◽

Dana L. Broach

Keyword(s):

Traffic Control ◽

Test Performance ◽

Air Traffic Control ◽

Air Traffic ◽

Strategy Training ◽

Future Research ◽

Control Group ◽

Simulation Test ◽

Training Strategy ◽

Key Aspects

A key component of the FAA's selection battery for air traffic controller trainees is the air traffic simulation test (ATST), developed as a job sample and simulation of air traffic control tasks. This study determined whether candidates taking the ATST could be taught strategies to help them achieve superior test performance. In this study, 51 participants completed a two day strategy training and testing session. The experimental group received explicit strategy training, and the control group received equivalent practice but with no strategy training. Strategy training improved key aspects of ATST performance. Training on simple strategies allowing automatic information processing was successful at improving some key aspects of ATST performance, while training on more complex strategies requiring controlled processing did not improve performance. Implications for future research and for short-term strategy training for technical tasks is discussed.

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Converging Evidence that Higher Trait Working Memory Capacity aids Standardized Test Performance under Race Related Stereotype Threat

10.31234/osf.io/ckuwx ◽

2020 ◽

Author(s):

LaTasha R Holden ◽

Kerri A. Goodwin ◽

Andrew R. A. Conway

Keyword(s):

Working Memory ◽

Stereotype Threat ◽

Test Performance ◽

Standardized Test ◽

Working Memory Capacity ◽

Self Regulation ◽

Memory Capacity ◽

Control Group ◽

Negative Stereotypes ◽

Standardized Test Performance

Stereotype threat (ST) occurs when individuals primed with negative stereotypes underperform relative to a control group. The current work considers individual differences in ST effects on real world measures like standardized test performance (SDTP). Working Memory Capacity (WMC) is investigated as a mediator and/or moderator of ST for race/ethnicity. Findings revealed a lack of strong evidence for the effect of ST. However, we demonstrated that trait WMC moderates ST for race such that higher WMC is associated with higher scores on standardized tests under conditions of race related ST. For future work on ST, we consider replication issues as well as the importance of WMC for performance under ST including how WMC and SDTP have been shown to improve through implementing self-regulation and mindfulness.

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Neuropsychological and Syntactic Deficits in HIV Seropositive Males

The Open Neurology Journal ◽

10.2174/1874205x01913010107 ◽

2019 ◽

Vol 13 (1) ◽

pp. 107-118

Author(s):

Maria Kambanaros ◽

Lambros Messinis ◽

Mina Psichogiou ◽

Lydia Leonidou ◽

Charalambos A. Gogos ◽

...

Keyword(s):

Clinical Care ◽

Verbal Learning ◽

Control Group ◽

Healthy Controls ◽

Language Deficits ◽

Sentence Repetition ◽

Significant Difference ◽

Neurocognitive Measures ◽

Hiv Seropositive ◽

Repetition Task

Objective: Given the underlying frontal-basal ganglia circuit neuropathogenesis of HIV-infected individuals, it is surprising that little is reported about potential language deficits as part of their higher cognitive dysfunctional profile. This study aims to elucidate whether HIV-positive individuals have linguistic impairments that may originate from or be intensified by deficits in cognitive functions. The research questions address (i) quantitative differences in sentence repetition abilities involving complex syntactic phenomena between adults with HIV and non-HIV healthy controls (ii) correlations of sentence repetition scores with neurocognitive measures and (iii) correlation of sentence repetition performance with duration and severity of HIV. Methods: A battery of neuropsychological tests were administered to 40 HIV - seropositive males and 40 demographically matched healthy controls to assess verbal learning/episodic memory, psychomotor speed, executive functions and visuospatial abilities. Language abilities were evaluated using a repetition task that screened specific complex syntactic operations at the sentence-level. Results: A significant difference was noted between the two groups regarding correct repetition of the sentence repetition task with the control group outperforming the HIV-seropositive group. For the HIV group, significant correlations were found for correct sentence repetition with years of education, duration of illness, Mini-Mental State Examination, semantic and phonemic fluency, symbol digit modality test scores, and the Trail Making Test (parts A and B). Conclusion: Speech-language pathologists and neuropsychologists should screen for language deficits associated with the different clinical syndromes in HIV patients as part of their routine clinical care.

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