Supplemental Material for Changes in Behavior and Salivary Cortisol After Targeted Cognitive Training in Typical 12-Month-Old Infants

Changes in behavior and salivary cortisol after targeted cognitive training in typical 12-month-old infants.

Developmental Psychology ◽

10.1037/dev0000266 ◽

2017 ◽

Vol 53 (5) ◽

pp. 815-825 ◽

Cited By ~ 4

Author(s):

Sam V. Wass ◽

Clare Cook ◽

Kaili Clackson

Keyword(s):

Cognitive Training ◽

Salivary Cortisol

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Aerodynamic and Acoustic Voice Measures Before and After an Acute Public Speaking Stressor

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00252 ◽

2020 ◽

Vol 63 (10) ◽

pp. 3311-3325

Author(s):

Brittany L. Perrine ◽

Ronald C. Scherer

Keyword(s):

Fundamental Frequency ◽

Salivary Cortisol ◽

Public Speaking ◽

Stress System ◽

Before And After ◽

Subglottal Pressure ◽

Response To Stress ◽

System Activation ◽

Speaking Fundamental Frequency ◽

Pituitary Adrenal Axis

Purpose The goal of this study was to determine if differences in stress system activation lead to changes in speaking fundamental frequency, average oral airflow, and estimated subglottal pressure before and after an acute, psychosocial stressor. Method Eighteen vocally healthy adult females experienced the Trier Social Stress Test (TSST) to activate the hypothalamic–pituitary–adrenal axis. The TSST includes public speaking and performing mental arithmetic in front of an audience. At seven time points, three before the stressor and four after the stressor, the participants produced /pa/ repetitions, read the Rainbow Passage, and provided a saliva sample. Measures included (a) salivary cortisol level, (b) oral airflow, (c) estimated subglottal pressure, and (d) speaking fundamental frequency from the second sentence of the Rainbow Passage. Results Ten of the 18 participants experienced a hypothalamic–pituitary–adrenal axis response to stress as indicated by a 2.5-nmol/L increase in salivary cortisol from before the TSST to after the TSST. Those who experienced a response to stress had a significantly higher speaking fundamental frequency before and immediately after the stressor than later after the stressor. No other variable varied significantly due to the stressor. Conclusions This study suggests that the idiosyncratic and inconsistent voice changes reported in the literature may be explained by differences in stress system activation. In addition, laryngeal aerodynamic measures appear resilient to changes due to acute stress. Further work is needed to examine the influence of other stress systems and if these findings hold for dysphonic individuals.

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Task-Switching Training and Transfer

Journal of Psychophysiology ◽

10.1027/0269-8803/a000189 ◽

2018 ◽

Vol 32 (3) ◽

pp. 106-130 ◽

Cited By ~ 5

Author(s):

Zsófia Anna Gaál ◽

István Czigler

Keyword(s):

Older Adults ◽

Young Adults ◽

Cognitive Training ◽

Task Switching ◽

Difficulty Level ◽

Training Procedure ◽

Far Transfer ◽

Near Transfer ◽

Related Potentials ◽

Transfer Tasks

Abstract. We used task-switching (TS) paradigms to study how cognitive training can compensate age-related cognitive decline. Thirty-nine young (age span: 18–25 years) and 40 older (age span: 60–75 years) women were assigned to training and control groups. The training group received 8 one-hour long cognitive training sessions in which the difficulty level of TS was individually adjusted. The other half of the sample did not receive any intervention. The reference task was an informatively cued TS paradigm with nogo stimuli. Performance was measured on reference, near-transfer, and far-transfer tasks by behavioral indicators and event-related potentials (ERPs) before training, 1 month after pretraining, and in case of older adults, 1 year later. The results showed that young adults had better pretraining performance. The reference task was too difficult for older adults to form appropriate representations as indicated by the behavioral data and the lack of P3b components. But after training older adults reached the level of performance of young participants, and accordingly, P3b emerged after both the cue and the target. Training gain was observed also in near-transfer tasks, and partly in far-transfer tasks; working memory and executive functions did not improve, but we found improvement in alerting and orienting networks, and in the execution of variants of TS paradigms. Behavioral and ERP changes remained preserved even after 1 year. These findings suggest that with an appropriate training procedure older adults can reach the level of performance seen in young adults and these changes persist for a long period. The training also affects the unpracticed tasks, but the transfer depends on the extent of task similarities.

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