scholarly journals The effects of fatigued working memory functions on hypothesis testing during acquisition of a motor skill.

Author(s):  
Merel C. J. Hoskens ◽  
Liis Uiga ◽  
Andrew Cooke ◽  
Catherine M. Capio ◽  
Rich S. W. Masters
2021 ◽  
Vol 11 (9) ◽  
pp. 3843
Author(s):  
Yifan Shi ◽  
Kelong Cai ◽  
Hao Zhu ◽  
Xiaoxiao Dong ◽  
Xuan Xiong ◽  
...  

Cross-sectional studies suggest that motor skill learning is associated with working memory (WM) and white matter integrity (WMI). However, it has not been established whether motor skill learning improves WM performance, and information on its neural mechanisms have not been clearly elucidated. Therefore, this study compared WM and WMI across time points prior to and following football juggling learning, in early adulthood (18–20 years old), relative to a control group. Study participants in the experimental group were subjected to football juggling for 10 weeks while participants in the control category went on with their routine life activities for the same period of time and were not involved in the learning-related activities. Data on cognitive measurements and that from diffusion tensor imaging (DTI) were collected before and after learning. There was a significant improvement in WM performance of the experimental group after motor learning, although no improvement was observed in the control group. Additionally, after learning, DTI data revealed a significant increase in functional anisotropy (FA) in the genu of corpus callosum (GOCC) and the right anterior corona radiata (R.ACR) in the experimental group. Moreover, the better WM associated with football juggling learning was correlated to a higher FA. Mediation analysis suggested that FA in the GOCC acts as a mediation variable between football juggling learning and WM. These findings show that motor skill learning improves the WM and remodels WMI in early adulthood. With a particular emphasis on the importance of WMI in motor skill learning and WM, this study also revealed the possible neural mechanisms mediated by WMI.


2021 ◽  
pp. 174702182110105
Author(s):  
Spencer Talbot ◽  
Todor Gerdjikov ◽  
Carlo De Lillo

Assessing variations in cognitive function between humans and animals is vital for understanding the idiosyncrasies of human cognition and for refining animal models of human brain function and disease. We determined memory functions deployed by mice and humans to support foraging with a search task acting as a test battery. Mice searched for food from the top of poles within an open-arena. Poles were divided into groups based on visual cues and baited according to different schedules. White and black poles were baited in alternate trials. Striped poles were never baited. The requirement of the task was to find all baits in each trial. Mice’s foraging efficiency, defined as the number of poles visited before all baits were retrieved, improved with practice. Mice learnt to avoid visiting un-baited poles across trials (Long-term memory) and revisits to poles within each trial (Working memory). Humans tested with a virtual-reality version of the task outperformed mice in foraging efficiency, working memory and exploitation of the temporal pattern of rewards across trials. Moreover, humans, but not mice, reduced the number of possible movement sequences used to search the set of poles. For these measures interspecies differences were maintained throughout three weeks of testing. By contrast, long-term-memory for never-rewarded poles was similar in mice and humans after the first week of testing. These results indicate that human cognitive functions relying upon archaic brain structures may be adequately modelled in mice. Conversely, modelling in mice fluid skills likely to have developed specifically in primates, requires caution.


2021 ◽  
Author(s):  
Yu-Shiuan Lin ◽  
Janine Weibel ◽  
Hans-Peter Landolt ◽  
Francesco Santini ◽  
Helen Christina Slawik ◽  
...  

Neuroprotective effects of caffeine have been frequently reported in the context of disease and cognitive dysfunction as well as in epidemiological studies in humans. However, evidence on caffeine effects on neural and memory functions during daily intake in a healthy cognitive state remains scarce. This randomized double-blind placebo-controlled crossover study investigated working memory functions by N-back tasks and functional magnetic resonance imaging (fMRI) after daily caffeine intake compared to a placebo baseline and to acute caffeine withdrawal in 20 young healthy volunteers. Each volunteer was given 3 times 150 mg caffeine for 10 days in the daily caffeine condition, 3 times 150 mg mannitol for 10 days in the placebo condition, and 9-day caffeine plus 1-day mannitol in the acute withdrawal condition. During the 10th day, participants performed 4 N-back sessions (two loads each: 0- and 3-back) under controlled laboratory conditions. During the 4th session of N-Back (i.e. at 5.5 h, 36.5 h and > 10 days after the last caffeine intake in the caffeine, withdrawal, and placebo condition, respectively) we assessed blood-oxygen-level-dependent (BOLD) activity. During the entire 10th day, in 0-back tasks, we observed longer reaction times (RTs) in the withdrawal compared to the placebo (Cohens d = 0.7) and caffeine condition (Cohens d = 0.6), but no significant effects of conditions on error rates. In contrast, in 3-back tasks (controlled for 0-back), the RTs in the caffeine condition were longer compared to placebo (Cohens d = 0.6) and withdrawal (Cohens d = 0.5). Error rates were higher during both caffeine and withdrawal conditions compared to placebo (Cohens d of both contrasts = 0.4). Whole-brain analyses on fMRI data did not reveal significant condition-dependent differences in activities between task loads. Across task loads, however, we observed a reduced hippocampal activation (Cohens d = -1.3) during the caffeine condition compared to placebo, while no significant difference in brain activities between withdrawal and placebo conditions. Taken together, the worse working memory function and the hippocampal hypoactivation implicate a potential detrimental effect of daily caffeine intake on neurocognitive functions of healthy adults. Moreover, they echo the hippocampal volumetric reduction reported previously in the same volunteers. Lastly, acute withdrawal from daily caffeine intake impairs both low-order cognitive processes and working memory performance. Taking earlier studies on acute caffeine effects into account, our findings indicate that daily caffeine intake elicits a dynamic change in cerebral activities during the course of repeated consumption, with unknown consequences in the long run.


2016 ◽  
Vol 47 (1) ◽  
pp. 103-111 ◽  
Author(s):  
Grzegorz Sedek ◽  
Izabela Krejtz ◽  
Klara Rydzewska ◽  
Radoslaw Kaczan ◽  
Piotr Rycielski

Abstract The paper presents an overview of research on working memory as a predictor of early school achievements. We contrast two main areas of research on the role of working memory in school achievements: the first concerns the structural model of working memory and the second focuses on executive functions. Then, we discuss the facet model of working memory as a promising approach merging the two research branches on working memory tasks as predictors of early school achievements. At the end we present exemplary results of the research conducted on a national sample of six- and seven-year-olds in Poland, which indicates strong relation of working memory functions with the measures of competences in mathematics, reading, and writing. Additionally, the mediation analyses, with parents’ education as a covariate, indicate that the influence of age on achievements in math, reading, and writing in six- and seven-year olds is mediated by working memory functions.


2002 ◽  
Vol 2 (3) ◽  
pp. 301-312 ◽  
Author(s):  
Silvia Lanfranchi ◽  
Cesare Cornoldi ◽  
Renzo Vianello

The authors critically examine the issue of working memory in mental retardation. Different outcomes reported in the literature could be due to the different aspects of working memory tested. It was hypothesized that working memory functions can be distinguished according to a control continuum: a deficit of an individual with mental retardation in working memory tasks should be more evident to the extent to which they require higher control. 30 individuals with mental retardation, aged between 7 and 17, with a mean mental age of 5 years 6 months, and 30 children without mental retardation, matched for mental age, were given a battery of four working memory tests requiring different levels of control: low (forward word span), medium-low (backwards word span), medium-high (listening word span), and high (dual task span). Results confirmed the hypothesis that an increase in the gap between the two groups corresponds to an increase in the control required by the task. Results are discussed for their implications on working memory models and the role of working memory in intelligence.


2001 ◽  
Vol 15 (4) ◽  
pp. 219-230 ◽  
Author(s):  
Monica Luciana ◽  
E. Darcy Burgund ◽  
Margit Berman ◽  
Karen L. Hanson

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