scholarly journals Smoking Impairs Womens Verbal Learning and Memory Performance More than Mens: An International Web-Cohort Study of 70,000 Participants

2020 ◽  
Author(s):  
Candace Lewis ◽  
Joshua Siegfried Talboom ◽  
Matt D De Both ◽  
Annie M Schmidt ◽  
Marcus A Naymik ◽  
...  
Keyword(s):  
Cardiovascular Disease ◽  
Cognitive Impairment ◽  
Learning And Memory ◽  
Verbal Memory ◽  
Memory Performance ◽  
Memory Function ◽  
Verbal Learning ◽  
Learning Performance ◽  
Permutation Testing ◽  
The Impact

Background: Vascular contributions to cognitive impairment and dementia (VCID) include structural and functional blood vessel injuries linked to poor neurocognitive outcomes. Smoking might indirectly increase the likelihood of cognitive impairment by exacerbating the risks associated with underlying vascular disease. Sex disparities in VCID have been reported, however, few studies have assessed the sex-specific impact of smoking on cognitive function and with contradictory results. This is an important topic since smoking and cardiovascular disease negatively impact health and possibly women have the greater lifetime risk of stroke and dementia than men. In this study, we sought to investigate the effect-modification of sex on the relationship between smoking, cardiovascular disease and verbal learning and memory function. Methods: Using MindCrowd, a web-based cohort of over 70,000 people aged 18 - 85, we investigated whether sex modifies the impact of smoking and cardiovascular disease on verbal memory performance on a paired-associate learning task using both multiple regression and propensity matching approaches. Artificial error introduction and permutation testing underscored the stability of our results. To demonstrate the necessity of large sample sizes to detect an interaction of sex and smoking, we performed down sampling analyses. Findings: We found significant interactions in that smoking impacts verbal learning performance more in women and cardiovascular disease more in men across a wide age range. Interpretation: These results suggest that smoking and cardiovascular disease impact verbal learning and memory throughout adulthood. Smoking particularly affects learning and memory in women and cardiovascular disease has a larger effect in men. Although the reasons for these sex-modification effects are not entirely understood, our findings highlight the importance of considering biological sex in VCID.

scholarly journals Smoking is associated with impaired verbal learning and memory performance in women more than men

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
C. R. Lewis ◽  
J. S. Talboom ◽  
M. D. De Both ◽  
A. M. Schmidt ◽  
M. A. Naymik ◽  
...  
Keyword(s):  
Cardiovascular Disease ◽  
Cognitive Impairment ◽  
Learning And Memory ◽  
Verbal Memory ◽  
Memory Performance ◽  
Memory Function ◽  
Verbal Learning ◽  
Learning Performance ◽  
Disease Risks ◽  
Age Range

AbstractVascular contributions to cognitive impairment and dementia (VCID) include structural and functional blood vessel injuries linked to poor neurocognitive outcomes. Smoking might indirectly increase the likelihood of cognitive impairment by exacerbating vascular disease risks. Sex disparities in VCID have been reported, however, few studies have assessed the sex-specific relationships between smoking and memory performance and with contradictory results. We investigated the associations between sex, smoking, and cardiovascular disease with verbal learning and memory function. Using MindCrowd, an observational web-based cohort of ~ 70,000 people aged 18–85, we investigated whether sex modifies the relationship between smoking and cardiovascular disease with verbal memory performance. We found significant interactions in that smoking is associated with verbal learning performance more in women and cardiovascular disease more in men across a wide age range. These results suggest that smoking and cardiovascular disease may impact verbal learning and memory throughout adulthood differently for men and women.

Learning and Consolidation of Verbal Declarative Memory in Patients with Posttraumatic Stress Disorder

2010 ◽  
Vol 218 (2) ◽  
pp. 135-140 ◽  
Author(s):  
Slawomira J. Diener ◽  
Herta Flor ◽  
Michèle Wessa
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Verbal Memory ◽  
Stress Disorder ◽  
Declarative Memory ◽  
Memory Performance ◽  
Verbal Learning ◽  
Depression Scale ◽  
Learning Performance ◽  
Ptsd Symptoms

Impairments in declarative memory have been reported in posttraumatic stress disorder (PTSD). Fragmentation of explicit trauma-related memory has been assumed to impede the formation of a coherent memorization of the traumatic event and the integration into autobiographic memory. Together with a strong non-declarative memory that connects trauma reminders with a fear response the impairment in declarative memory is thought to be involved in the maintenance of PTSD symptoms. Fourteen PTSD patients, 14 traumatized subjects without PTSD, and 13 non-traumatized healthy controls (HC) were tested with the California Verbal Learning Test (CVLT) to assess verbal declarative memory. PTSD symptoms were assessed with the Clinician Administered PTSD Scale and depression with the Center of Epidemiological Studies Depression Scale. Several indices of the CVLT pointed to an impairment in declarative memory performance in PTSD, but not in traumatized persons without PTSD or HC. No group differences were observed if recall of memory after a time delay was set in relation to initial learning performance. In the PTSD group verbal memory performance correlated significantly with hyperarousal symptoms, after concentration difficulties were accounted for. The present study confirmed previous reports of declarative verbal memory deficits in PTSD. Extending previous results, we propose that learning rather than memory consolidation is impaired in PTSD patients. Furthermore, arousal symptoms may interfere with successful memory formation in PTSD.

Quantitative and qualitative differences in the verbal learning performance of elderly depressives and healthy controls

1998 ◽  
Vol 4 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Deborah A. King ◽  
Christopher Cox ◽  
Jeffrey M. Lyness ◽  
Yeates Conwell ◽  
and Eric D. Caine
Keyword(s):  
Learning And Memory ◽  
Memory Performance ◽  
Verbal Learning ◽  
Learning Performance ◽  
California Verbal Learning Test ◽  
Late Life Depression ◽  
Learning Functions ◽  
Delayed Recognition ◽  
Learning Test ◽  
Unipolar Major Depression

We compared the verbal learning and memory performance of 57 inpatients with unipolar major depression and 30 nondepressed control participants using the California Verbal Learning Test. The effect of age within this elderly sample was also examined, controlling for sex, educational attainment, and estimated level of intelligence. Except for verbal retention, the depressives had deficits in most aspects of performance, including cued and uncued recall and delayed recognition memory. As well, there were interactions between depression effects and age effects on some measures such that depressives' performance declined more rapidly with age than did the performance of controls. The results are discussed in the context of recent contradictory reports about the integrity of learning and memory functions in late-life depression. We conclude that there is consistent evidence, from this and other studies, that elderly depressed inpatients have significant deficits in a range of explicit verbal learning functions. (JINS, 1998, 4, 115–126.)

Fractionation of Verbal Memory Impairment in Schizophrenia and Schizophreniform Psychosis

2007 ◽  
Vol 41 (9) ◽  
pp. 732-739 ◽  
Author(s):  
Stephen J. Wood ◽  
Aleks U. Tarnawski ◽  
Tina M. Proffitt ◽  
Warrick J. Brewer ◽  
Greg R. Savage ◽  
...  
Keyword(s):  
Working Memory ◽  
Associative Learning ◽  
Verbal Memory ◽  
Memory Performance ◽  
Memory Function ◽  
Verbal Working Memory ◽  
First Episode ◽  
Story Recall ◽  
Associate Learning ◽  
The Impact

Objectives: The characterization, aetiology, and course of verbal memory deficits in schizophrenia remain ill defined. The impact of antipsychotic medications is also unclear. The purpose of the present paper was to investigate verbal memory performance in established schizophrenia (SZ) and first-episode schizophreniform psychosis (FE). Method: Performances of 32 SZ and 33 FE patients were compared to those of 47 healthy volunteers on measures of verbal working memory, verbal associative learning and story recall. Results: Story recall deficits, but not deficits in working memory or paired associate learning, were demonstrated by both patient groups. Patients treated with typical neuroleptics had more impairment in associative learning with arbitrary word pairings than those treated with atypicals, regardless of patient group. Conclusions: The results are consistent with the notion that some neuropsychological impairment is present at the time of psychosis onset and that this impairment is non-progressive. However, deficits may be specific to subclasses of memory function.

Verbal Memory Function in Intellectually Well-Functioning Adults With ADHD: Relations to Working Memory and Response Inhibition

2015 ◽  
Vol 23 (10) ◽  
pp. 1188-1198 ◽  
Author(s):  
Astri J. Lundervold ◽  
Helene Barone Halleland ◽  
Erlend Joramo Brevik ◽  
Jan Haavik ◽  
Lin Sørensen
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Response Inhibition ◽  
Verbal Memory ◽  
Memory Performance ◽  
Memory Function ◽  
Verbal Learning ◽  
Substantial Part ◽  
Adhd Group ◽  
Immediate Memory

Objective: To investigate verbal memory function with relation to working memory (WM) and response inhibition (RI) in adults with ADHD. Method: Verbal memory function was assessed by the California Verbal Learning Test–Second Edition (CVLT-II), WM by the Paced Serial Addition Test, and RI by the Color-Word Interference Test from Delis–Kaplan Executive Function System in a sample of adults with normal to high intellectual function (IQ). Results: The ADHD group ( n = 74) obtained lower scores than controls on measures of learning, recall, and immediate memory (CVLT-II). WM and RI explained a substantial part of verbal memory performance in both groups. A group to executive function (EF) interaction effect was identified for the total number of intrusions and false positive responses on the CVLT-II recognition trial. Conclusion: Verbal memory performance only partially overlaps with EF in intellectually well-functioning adults with ADHD. Both EF and verbal memory function should be assessed as part of a neuropsychological evaluation of adults with ADHD. (J. of Att. Dis. XXXX; XX(X) XX-XX)

An Examination of Study Time Allocation as a Contributor to Sex Differences in Multitrial Verbal Learning Performance

2021 ◽  
pp. 003329412198929
Author(s):  
Lacy E. Krueger
Keyword(s):  
Sex Differences ◽  
Verbal Memory ◽  
Time Allocation ◽  
Memory Performance ◽  
Verbal Learning ◽  
Memory Task ◽  
Study Time ◽  
Learning Performance ◽  
Superiority Effect ◽  
Study Time Allocation

Researchers have noted sex differences in verbal memory performance with females showing a memory superiority effect. Research paradigms have largely incorporated experimenter-timed materials. Therefore, the extent to which self-regulating study time influences this pattern of sex differences is unclear. The researcher reexamined data from a published paper to determine whether sex differences in multitrial verbal learning are minimized when individuals self-regulate their study time, or if sex differences would still remain. The results from this study showed that females outperformed males on subsequent test trials, and they allocated more study time. Controlling for the influence of study time allocation reduced or eliminated sex differences in memory performance, and only study time allocation was related to whether items were gained or lost across trials. These findings suggest the importance of self-regulated learning in reducing sex differences on a verbal memory task and the contribution of study time allocation to memory performance.

Nonperformance, as Well as Performance, Based Music Engagement Predicts Verbal Recall

2010 ◽  
Vol 27 (3) ◽  
pp. 197-208 ◽  
Author(s):  
TanChyuan Chin ◽  
Nikki S. Rickard
Keyword(s):  
Verbal Memory ◽  
Memory Performance ◽  
Verbal Learning ◽  
Music Performance ◽  
Convincing Evidence ◽  
Main Study ◽  
Verbal Recall ◽  
Control Factors ◽  
Study Results ◽  
The Impact

MUSICIANS HAVE BEEN REPORTED TO DEMONSTRATE significantly better verbal memory abilities than do nonmusicians. In this study, we examined whether forms of music engagement other than formal music training might also predict verbal memory performance. Gender, socioeconomic status, and music performance variables were controlled in the main study; IQ was also assessed for a subset of participants. While performance musicianship remained a stronger predictor of verbal learning and memory, convincing evidence is presented that nonperformance music engagement (listening activity) also predicted verbal memory measures. The role of music engagement was independent of control factors both in the main study results and in the subset. The findings highlight the need for a more extensive conceptualization of musicianship in research that examines the impact of music on cognitive performance.

Association between cortisol awakening response and memory function in major depression

2013 ◽  
Vol 43 (11) ◽  
pp. 2255-2263 ◽  
Author(s):  
K. Hinkelmann ◽  
C. Muhtz ◽  
L. Dettenborn ◽  
A. Agorastos ◽  
S. Moritz ◽  
...  
Keyword(s):  
Major Depression ◽  
Verbal Memory ◽  
Antidepressant Treatment ◽  
Memory Function ◽  
Verbal Learning ◽  
Cortisol Awakening Response ◽  
Impaired Memory ◽  
Depressed Patients ◽  
Patient Groups ◽  
The Impact

BackgroundWhile impaired memory and altered cortisol secretion are characteristic features of major depression, much less is known regarding the impact of antidepressant medication. We examined whether the cortisol awakening response (CAR) is increased in depressed patients with and without medication compared with healthy controls (HC) and whether CAR is associated with memory function in each group.MethodWe examined 21 patients with major depression without medication, 20 depressed patients on antidepressant treatment, and 41 age-, sex- and education-matched healthy subjects. We tested verbal (Auditory Verbal Learning Task) and visuospatial (Rey figure) memory and measured CAR on two consecutive days.ResultsPatient groups did not differ in severity of depression. We found a significant effect of group (p = 0.03) for CAR. Unmedicated patients exhibited a greater CAR compared with medicated patients (p = 0.04) with no differences between patient groups and HC. We found a significant effect of group for verbal (p = 0.03) and non-verbal memory (p = 0.04). Unmedicated patients performed worse compared with medicated patients and HC in both memory domains. Medicated patients and HC did not differ. Regression analyses revealed a negative association between CAR and memory function in depressed patients, but not in HC.ConclusionsWhile in unmedicated depressed patients the magnitude of CAR is associated with impaired memory, medicated patients showed a smaller CAR and unimpaired cognitive function compared with HC. Our findings are compatible with the idea that antidepressants reduce CAR and partially restore memory function even if depressive psychopathology is still present.

The Impact of Amyloid Burden and APOE on Rates of Cognitive Impairment in Late Life Depression

2021 ◽  
Vol 80 (3) ◽  
pp. 991-1002
Author(s):  
Emma Rhodes ◽  
Philip S. Insel ◽  
Meryl A. Butters ◽  
Ruth Morin ◽  
David Bickford ◽  
...  
Keyword(s):  
Older Adults ◽  
Cognitive Impairment ◽  
Learning And Memory ◽  
Verbal Learning ◽  
Amyloid Β ◽  
Late Life ◽  
Cognitive Domain ◽  
Late Life Depression ◽  
Logical Memory ◽  
The Impact

Background: Cognitive impairment (CI) is a key feature of late life depression (LLD), but the contribution of underlying neurodegenerative pathology remains unclear. Objective: To evaluate cognitive dysfunction in LLD relative to a sample of nondepressed (ND) older adults with matched levels of memory impairment and amyloid-β (Aβ) burden. Methods: Participants included 120 LLD and 240 ND older adults matched on age, education, sex, Mini-Mental State Exam, mild cognitive impairment diagnosis, and PET Aβ burden. Results: LLD showed higher rates of impairment relative to ND with 54.6% of the LLD sample demonstrating impairment in at least one cognitive domain compared to 42.9% of controls (H = 7.13, p = 0.008). LLD had poorer performance and higher rates of impairment on Rey Auditory Verbal Learning Test learning and memory compared to controls. In the overall sample, Aβ positivity was associated with worse performance on Logical Memory I (p = 0.044), Logical Memory II (p = 0.011), and Trail Making Test –B (p = 0.032), and APOE ɛ4 genotype was associated with worse performance on Logical Memory I (p = 0.022); these relationships did not differ between LLD and ND. Conclusion: LLD showed higher rates of CI driven by focal deficits in verbal learning and memory. Alzheimer’s disease (AD) biomarkers were associated with worse performance on timed set-shifting and story learning and memory, and these relationships were not impacted by depression status. These findings suggest that AD may account for a portion of previously reported multi-domain CI in LLD and highlight the potential for AD to confound studies of cognition in LLD.

scholarly journals Event-related potential and EEG oscillatory predictors of verbal memory in mild cognitive impairment

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jiangyi Xia ◽  
Ali Mazaheri ◽  
Katrien Segaert ◽  
David P Salmon ◽  
Danielle Harvey ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Verbal Memory ◽  
Verbal Learning ◽  
Event Related Potential ◽  
Single Trial ◽  
Prodromal Alzheimer’S Disease ◽  
Alpha Beta

Abstract Reliable biomarkers of memory decline are critical for the early detection of Alzheimer’s disease. Previous work has found three EEG measures, namely the event-related brain potential P600, suppression of oscillatory activity in the alpha frequency range (∼10 Hz) and cross-frequency coupling between low theta/high delta and alpha/beta activity, each of which correlates strongly with verbal learning and memory abilities in healthy elderly and patients with mild cognitive impairment or prodromal Alzheimer’s disease. In the present study, we address the question of whether event-related or oscillatory measures, or a combination thereof, best predict the decline of verbal memory in mild cognitive impairment and Alzheimer’s disease. Single-trial correlation analyses show that despite a similarity in their time courses and sensitivities to word repetition, the P600 and the alpha suppression components are minimally correlated with each other on a trial-by-trial basis (generally |rs| < 0.10). This suggests that they are unlikely to stem from the same neural mechanism. Furthermore, event-related brain potentials constructed from bandpass filtered (delta, theta, alpha, beta or gamma bands) single-trial data indicate that only delta band activity (1–4 Hz) is strongly correlated (r = 0.94, P < 0.001) with the canonical P600 repetition effect; event-related potentials in higher frequency bands are not. Importantly, stepwise multiple regression analyses reveal that the three event-related brain potential/oscillatory measures are complementary in predicting California Verbal Learning Test scores (overall R2’s in 0.45–0.63 range). The present study highlights the importance of combining EEG event-related potential and oscillatory measures to better characterize the multiple mechanisms of memory failure in individuals with mild cognitive impairment or prodromal Alzheimer’s disease.

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