Effects of urban noise variability on cognitive abilities in indoor spaces: Gender differences

2021 ◽  
pp. 095745652110307
Author(s):  
Massimiliano Masullo ◽  
Gennaro Ruggiero ◽  
Daniel Alvarez Fernandez ◽  
Tina Iachini ◽  
Luigi Maffei
Keyword(s):  
Working Memory ◽  
Verbal Memory ◽  
Cognitive Abilities ◽  
Cognitive Domain ◽  
Cognitive Tasks ◽  
Indoor Environments ◽  
Urban Noise ◽  
Male And Female ◽  
Open Window ◽  
Indoor Spaces

Previous evidence has shown that exposure to urban noise negatively influences some cognitive abilities (i.e. verbal fluency and delayed recall of prose memory) of people in indoor spaces. However, long-standing literature in the cognitive domain has reported that men and women can show different performance on cognitive tasks. Here, we aimed to investigate if and how different patterns of perceived urban noises in indoor environments could affect male and female participants’ cognitive abilities. Ambisonic sound recordings representing scenarios with varying noise patterns (low, medium and high variability) were acquired with an open window at three dwellings in a southern Italian city. As a control condition, the recordings were caught inside a quiet room. While exposed to theses four auditory conditions, participants had to perform cognitive tasks assessing free verbal memory recall, auditory–verbal recognition and working memory. The results show that male and female participants have a different tolerance to noise patterns. Women overperform men on verbal tasks, while the contrary effect emerges with men outperforming women on visuospatial working memory tasks.

The Physiological Basis of Executive Function and Working Memory

1996 ◽  
Vol 2 (6) ◽  
pp. 345-352 ◽  
Author(s):  
Mark D'Esposito ◽  
Murray Grossman
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Abilities ◽  
Brain Regions ◽  
Cognitive Domain ◽  
Distributed Network ◽  
Cortical Function ◽  
Physiological Basis ◽  
Appropriate Behavior ◽  
Prefrontal Cortical

The term “executive function” has been used to capture the highest order of cognitive abilities, including the planning, flexibility, organization and regulation necessary for the execution of an appropriate behavior. Executive function, although an elusive cognitive domain, may be highly dependent on working memory, which refers to the temporary storage and manipulation of information. The physiology of working memory is beginning to be mapped in both monkey and human studies at the neuroanatomical and neurochemical levels. Working memory is likely subserved by a distributed network of brain regions in which the prefrontal cortex is critical, subserving the process of maintaining representations across time. There is also a relationship between dopaminergic projections in the brain and working memory. Improved understanding of the physiological basis of executive functioning and working memory will provide a narrower view of prefrontal cortical function and may lead to new therapies in patients with cognitive dysfunction.

scholarly journals Within-person structures of daily cognitive performance differ from between-person structures of cognitive abilities

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9290 ◽  
Author(s):  
Florian Schmiedek ◽  
Martin Lövdén ◽  
Timo von Oertzen ◽  
Ulman Lindenberger
Keyword(s):  
Working Memory ◽  
Young Adults ◽  
Cognitive Abilities ◽  
Cognitive Tasks ◽  
Human Intelligence ◽  
General Factor ◽  
General Intelligence ◽  
Common Variance ◽  
Using Data ◽  
Over Time

Over a century of research on between-person differences has resulted in the consensus that human cognitive abilities are hierarchically organized, with a general factor, termed general intelligence or “g,” uppermost. Surprisingly, it is unknown whether this body of evidence is informative about how cognition is structured within individuals. Using data from 101 young adults performing nine cognitive tasks on 100 occasions distributed over six months, we find that the structures of individuals’ cognitive abilities vary among each other, and deviate greatly from the modal between-person structure. Working memory contributes the largest share of common variance to both between- and within-person structures, but the g factor is much less prominent within than between persons. We conclude that between-person structures of cognitive abilities cannot serve as a surrogate for within-person structures. To reveal the development and organization of human intelligence, individuals need to be studied over time.

scholarly journals Within-person structures of daily cognitive performance cannot be inferred from between-person structures of cognitive abilities

2019 ◽  
Author(s):  
Florian Schmiedek ◽  
Martin Lövdén ◽  
Timo von Oertzen ◽  
Ulman Lindenberger
Keyword(s):  
Working Memory ◽  
Young Adults ◽  
Cognitive Abilities ◽  
Cognitive Tasks ◽  
Human Intelligence ◽  
General Factor ◽  
General Intelligence ◽  
Common Variance ◽  
Using Data ◽  
Over Time

Over a century of research on between-person differences has resulted in the consensus that human cognitive abilities are hierarchically organized, with a general factor, termed general intelligence or “g,” uppermost. Surprisingly, it is unknown whether this body of evidence is informative about how cognition is structured within individuals. Using data from 101 young adults performing nine cognitive tasks on 100 occasions distributed over six months, we find that the structures of individuals’ cognitive abilities vary among each other, and deviate greatly from the modal between-person structure. Working memory contributes the largest share of common variance to both between- and within-person structures, but the g factor is much less prominent within than between persons. We conclude that between-person structures of cognitive abilities cannot serve as a surrogate for within-person structures. To reveal the development and organization of human intelligence, individuals need to be studied over time.

scholarly journals Within-person structures of daily cognitive performance cannot be inferred from between-person structures of cognitive abilities

2019 ◽  
Author(s):  
Florian Schmiedek ◽  
Martin Lövdén ◽  
Timo von Oertzen ◽  
Ulman Lindenberger
Keyword(s):  
Working Memory ◽  
Young Adults ◽  
Cognitive Abilities ◽  
Cognitive Tasks ◽  
Human Intelligence ◽  
General Factor ◽  
General Intelligence ◽  
Common Variance ◽  
Using Data ◽  
Over Time

Over a century of research on between-person differences has resulted in the consensus that human cognitive abilities are hierarchically organized, with a general factor, termed general intelligence or “g,” uppermost. Surprisingly, it is unknown whether this body of evidence is informative about how cognition is structured within individuals. Using data from 101 young adults performing nine cognitive tasks on 100 occasions distributed over six months, we find that the structures of individuals’ cognitive abilities vary among each other, and deviate greatly from the modal between-person structure. Working memory contributes the largest share of common variance to both between- and within-person structures, but the g factor is much less prominent within than between persons. We conclude that between-person structures of cognitive abilities cannot serve as a surrogate for within-person structures. To reveal the development and organization of human intelligence, individuals need to be studied over time.

scholarly journals Are inconsistent bilingual-monolingual cognitive differences the result of population miscategorization?

2021 ◽  
Author(s):  
Kelly Kendro
Keyword(s):  
Working Memory ◽  
Cognitive Control ◽  
Recent Work ◽  
Cognitive Abilities ◽  
Cognitive Tasks ◽  
Psycholinguistic Research ◽  
Cognitive Differences ◽  
Heritage Speakers ◽  
Bilingual Advantage ◽  
Multiple Tasks

Decades of psycholinguistic research have attempted to determine whether a “bilingualadvantage” exists for cognitive abilities (e.g., Bialystok & Craik, 2010; Cummins, 1977; for a metaanalysis,see Grundy & Timmer, 2017). More recent work has shifted away from investigating thebroader matter of cognition and working memory to focus on specific domains within those capacities(e.g., Linck et al., 2014). Despite countless studies, however, the existence of thisphenomenon remains unconfirmed. This paper examines evidence for and against the presence of a“bilingual advantage” in multiple tasks of working memory and cognitive control, reviewing studies thatcompare monolingual and bilingual performance. It further looks at populations that are understudied inrelation to these questions (i.e., L2 learners and heritage speakers). Finally, the topic of L2 attrition isdiscussed, alongside a novel perspective that may explain the inconsistencies in bilingual-monolingualcomparisons of performance on cognitive tasks.

Assessment of Executive Functions in Children

2021 ◽  
pp. 79-102
Author(s):  
Helen St Clair-Thompson ◽  
Yunhong Wen
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Executive Functions ◽  
Cognitive Abilities ◽  
Functional Outcomes ◽  
Reliability And Validity ◽  
Measurement Properties ◽  
Cognitive Tasks ◽  
Different Ages

Executive functions (EFs) are a range of goal-directed cognitive abilities. According to one approach, suggested by according to one approach, there are three main EFs; inhibition, shifting, and updating of working memory. EFs are important, in part because of their ability to predict clinical, educational, and functional outcomes. However, EFs have been assessed using a range of cognitive tasks and behavioural rating measures. This chapter will provide an overview of a range of executive function assessments used to assess EFs in childhood, with a focus on inhibition, shifting, and updating of working memory. It will consider the measurement properties of these tools, including data relating to reliability and validity. The measures will then be considered in terms of their suitability for different purposes and in relation to their use with children of different ages and abilities.

scholarly journals Cognitive correlates of ADHD subtypes and its association with self-esteem: A quantitative difference

2020 ◽  
Author(s):  
Parviz Molavi ◽  
Mehriar Nadermohammadi ◽  
Habibeh Salvat Ghojehbeiglou ◽  
Carmelo M. Vicario ◽  
Michael A. Nitsche ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Deficits ◽  
Cognitive Abilities ◽  
Self Esteem ◽  
Cognitive Domain ◽  
Parent Rating ◽  
Adhd Subtypes ◽  
Cognitive Domains ◽  
Cognitive Correlates ◽  
Adhd Subtype

Abstract Background : Attention-deficit hyperactivity disorder (ADHD) is a major neurodevelopmental disorder with heterogeneous symptoms, subtypes and cognitive deficits. Cognitive deficits are central to ADHD pathophysiology and one potential source of heterogeneity in ADHD. Subtype-specific cognitive correlates are not, however, well-studied. We explored cognitive correlates of ADHD subtypes based on the Wechsler Intelligence Scale for Children (WISC-IV) scores. We also assessed subtype-specific self-esteem ratings and its association with subtype-specific cognitive correlates. Methods : 139 ADHD children (80.6% boy, 19.4% girl) were categorized into the predominantly “hyperactive (ADHD-H)”, “inattentive (ADHD-I)” and “combined (ADHD-C)” subtype based on their symptoms and scores on the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS-PL) and Conners Parent-Rating Scale (CPRS-RS). They were then individually administrated the WISC-IV and completed a self-esteem inventory. Group differences in the WISC-IV indices and their predictability in discriminating ADHD subtypes were analyzed. Results : We found a quantitative differentiation of cognitive abilities among ADHD subtypes with “working memory” as the most compromised cognitive domain. ADHD-I had the poorest cognitive profile while ADHD-H scored highest in all cognitive domains. Importantly, cognitive abilities were negatively correlated with inattention and positively correlated with hyperactive symptoms. Moreover, self-esteem ratings were positively correlated with the cognitive domains and were rated differently based on the subtype. ADHD-H, with the highest cognitive strength, reported the highest level of self-esteem among all subtypes. Conclusions : ADHD subtype-specific symptoms, cognitive deficits, and social functioning should be considered for precise diagnosis and effective treatment. Our findings have implications for diagnosis precision and personalized intervention in ADHD. Cognitive interventions might be more compatible with and effective in inattentive and combined subtypes of ADHD. Working memory improving-based interventions can benefit all ADHD subtypes.

scholarly journals Is there an effect of diglossia on cognition? An investigation of the relationship between diglossia and Executive Functions in young adults.

2021 ◽  
Author(s):  
najla alrwaita ◽  
Lotte Meteyard ◽  
Carmel Houston-price ◽  
Christos Pliatsikas
Keyword(s):  
Working Memory ◽  
Young Adults ◽  
Executive Functions ◽  
Cognitive Abilities ◽  
Mixed Models ◽  
Cognitive Tasks ◽  
Language Variety ◽  
Limited Opportunity ◽  
Control Hypothesis ◽  
The Relationship

Recent studies investigating whether bilingualism has effects on cognitive abilities beyond language have produced mixed results, with evidence from young adults typically showing no effects. These inconclusive patterns have been attributed to many uncontrolled factors, including linguistic similarity and the conversational contexts the bilinguals find themselves in, including the opportunities they get to switch between their languages. In this study, we focus on the effects on cognition of diglossia, a linguistic situation where two varieties of the same language are spoken in different and clearly separable contexts. We used linear mixed models to compare 32 Arabic diglossic young adults, and 38 English monolinguals on cognitive tasks assessing the Executive Functions domains of inhibition, switching and working memory. Results revealed that, despite both groups performing as expected on all tasks, there were no effects of diglossia on their performance in any of these domains. These results are discussed in relation to the Adaptive Control Hypothesis. Considering that this is the first study to investigate the diglossic advantages in Arabic, we propose that any effects on Executive Functions that may be attributed to the use of more than one language or language variety should not be expected when the two are used in exclusive contexts with limited opportunity to switch between them.

An Overview of Research into the Cognitive Basis of Intelligence

2005 ◽  
Vol 26 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Karl Schweizer
Keyword(s):  
Working Memory ◽  
Cognitive Psychology ◽  
Cognitive Abilities ◽  
Memory Access ◽  
Cognitive Tasks ◽  
Perceptual Speed ◽  
Elementary Cognitive Tasks

Abstract. This paper provides an overview of the research into the cognitive basis of intelligence. This research explains cognitive abilities in terms of cognitive units or properties of such units. Furthermore, this research is characterized by the application of so-called elementary cognitive tasks. The various approaches of this research originate from the concepts of cognitive psychology: Mental (and perceptual) speed, attention, working memory, memory access, and learning. All the approaches led to measures which correlate with measures of intelligence. The enormous importance of the cognitive basis is highlighted by the observation that predictors taken from the various approaches explain approximately 50% of the variance of intelligence. At the latent level the rate of explanation seems to surmount the 70% barrier. Furthermore, the problems and perspectives of the approaches are addressed.

scholarly journals Evidence of an advantage in visuo-spatial memory for bilingual compared to monolingual speakers

2016 ◽  
Vol 20 (3) ◽  
pp. 602-612 ◽  
Author(s):  
LUCY KERRIGAN ◽  
MICHAEL S. C. THOMAS ◽  
PETER BRIGHT ◽  
ROBERTO FILIPPI
Keyword(s):  
Working Memory ◽  
Verbal Memory ◽  
Spatial Working Memory ◽  
Change Blindness ◽  
Cognitive Tasks ◽  
Group Differences ◽  
Similar Group ◽  
Span Tasks ◽  
Corsi Block Task ◽  
Visual Changes

Previous research has indicated that bilinguals outperform monolinguals in cognitive tasks involving spatial working memory. The present study examines evidence for this claim using a different and arguably more ecologically valid method (the change blindness task). Bilingual and monolingual participants were presented with two versions of the same scenes and required to press a key as soon as they identified the alteration. They also completed the word and alpha span tasks, and the Corsi blocks task. The results in the change blindness task, controlled for group differences in non-verbal reasoning, indicated that bilinguals were faster and more accurate than monolinguals at detecting visual changes. Similar group differences were found on the Corsi block task. Unlike previous findings, no group differences were found on the verbal memory tasks. The results are discussed with reference to mechanisms of cognitive control as a locus of transfer between bilingualism and spatial working memory tasks.

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