scholarly journals Increased Neural Efficiency with Repeated Performance of a Working Memory Task is Information-type Dependent

2005 ◽  
Vol 16 (5) ◽  
pp. 609-617 ◽  
Author(s):  
Seema Sayala ◽  
Joseph B. Sala ◽  
Susan M. Courtney
Keyword(s):  
Working Memory ◽  
Memory Task ◽  
Neural Efficiency ◽  
Information Type

Aerobic Exercise Mediates Neural Inefficiency Among Adolescents At Risk for Suicide

2021 ◽  
pp. 003151252199828
Author(s):  
Eunbi Jeong ◽  
Jinhan Park ◽  
Yujin Kim ◽  
Minjung Woo
Keyword(s):  
Working Memory ◽  
Aerobic Exercise ◽  
Suicide Risk ◽  
Memory Performance ◽  
Memory Task ◽  
Exercise Program ◽  
Exercise Group ◽  
Mediating Effect ◽  
Eeg Coherence ◽  
Neural Efficiency

This study examined the electroencephalograpy (EEG) coherence and working memory performance effects of a 9-week exercise program on a small group of adolescents at high suicide risk. We randomly assigned 26 adolescents at high suicide risk (based on their scores on the Adolescents Mental Health Inventory- AMHI) into equal sized exercise and no-exercise groups. Before and after the 9-week exercise program, all participants performed the Sternberg working memory task, during which we recorded their EEGs, with electrodes placed at F3, F4, C3, C4, P3, P4, T3, T4, O1, and O2 regions (using the International 10-20 system of EEG electrode placement). We measured working memory performance and inter-hemispheric (F3-F4, C3-C4, T3-T4, P3-P4, O1-O2) and intra-hemispheric (F3-C3, F3-T3, F3-P3, F3-O1, F4-C4, F4-T4, F4-P4, F4-O2) EEG coherence as an index of the participants’ underlying neural efficiency. While we found no significant group differences in working memory performances, the exercise group, relative to the no-exercise group, exhibited lower inter- and intra-hemispheric EEG coherence while performing the working memory task. These EEG differences may reflect a mediating effect of aerobic exercise on these participants’ neural efficiency.

Articulatory Suppression Increases Proactive and Semantic Interference in a Working Memory Task

2008 ◽  
Author(s):  
Alexandra S. Atkins ◽  
Marc G. Berman ◽  
John Jonides ◽  
Patricia A. Reuterlorenz
Keyword(s):  
Working Memory ◽  
Articulatory Suppression ◽  
Memory Task ◽  
Semantic Interference

Mindfulness Training as Cognitive Training in High-Demand Cohorts: An Initial Study in Elite Military Servicemembers

2018 ◽  
Author(s):  
Anthony Paul Zanesco ◽  
Ekaterina Denkova ◽  
Scott L. Rogers ◽  
William K. MacNulty ◽  
Amishi P. Jha
Keyword(s):  
Working Memory ◽  
Cognitive Training ◽  
Short Form ◽  
Memory Performance ◽  
Memory Task ◽  
Selection Criterion ◽  
Initial Study ◽  
Mindfulness Training ◽  
Training Tool ◽  
Cognitive Failures

Cognitive ability is a key selection criterion for entry into many elite professions. Herein, we investigate whether mindfulness training (MT) can enhance cognitive performance in elite military forces. The cognitive effects of a short-form 8-hour MT program contextualized for military cohorts, referred to as Mindfulness-Based Attention Training (MBAT), were assessed. Servicemembers received either a 2-week (n = 40) or 4-week (n = 36) version of MBAT, or no training (NTC, n = 44). Sustained attention and working memory task performance along with self-reported cognitive failures were assessed at study onset (T1) and 8-weeks later (T2). In contrast to both the NTC and 2-week MT groups, the 4-week MT group significantly improved over time on attention and working memory outcome measures. Among the 4-week more so than the 2-week MBAT participants, working memory performance improvements were correlated with their amount of out-of-class MT practice. In addition to these group-wise effects, all participants receiving MBAT decreased in their self-reported cognitive failures from T1 to T2. Importantly, none of these improvements were related to self-reported task motivation. Together, these results suggest that short-form MT, when delivered over a 4-week delivery schedule, may be an effective cognitive training tool in elite military cohorts.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals Experiential and Strategic Emotional Intelligence Are Implicated When Inhibiting Affective and Non-Affective Distractors: Findings from Three Emotional Flanker N-Back Tasks

2021 ◽  
Vol 9 (1) ◽  
pp. 12
Author(s):  
Ming D. Lim ◽  
Damian P. Birney
Keyword(s):  
Working Memory ◽  
Emotional Intelligence ◽  
Experimental Evidence ◽  
Cognitive Processes ◽  
Response Times ◽  
Memory Task ◽  
Low Load ◽  
Affective Information ◽  
Accuracy Rates

Emotional intelligence (EI) refers to a set of competencies to process, understand, and reason with affective information. Recent studies suggest ability measures of experiential and strategic EI differentially predict performance on non-emotional and emotionally laden tasks. To explore cognitive processes underlying these abilities further, we varied the affective context of a traditional letter-based n-back working-memory task. In study 1, participants completed 0-, 2-, and 3-back tasks with flanking distractors that were either emotional (fearful or happy faces) or non-emotional (shapes or letters stimuli). Strategic EI, but not experiential EI, significantly influenced participants’ accuracy across all n-back levels, irrespective of flanker type. In Study 2, participants completed 1-, 2-, and 3-back levels. Experiential EI was positively associated with response times for emotional flankers at the 1-back level but not other levels or flanker types, suggesting those higher in experiential EI reacted slower on low-load trials with affective context. In Study 3, flankers were asynchronously presented either 300 ms or 1000 ms before probes. Results mirrored Study 1 for accuracy rates and Study 2 for response times. Our findings (a) provide experimental evidence for the distinctness of experiential and strategic EI and (b) suggest that each are related to different aspects of cognitive processes underlying working memory.

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