scholarly journals Effects of a cognitive training program and sleep hygiene for executive functions and sleep quality in healthy elderly

2017 ◽  
Vol 11 (1) ◽  
pp. 69-78 ◽  
Author(s):  
Katie Moraes de Almondes ◽  
Maria Emanuela Matos Leonardo ◽  
Ana Maria Souza Moreira
Keyword(s):  
Episodic Memory ◽  
Sleep Quality ◽  
Executive Functions ◽  
Cognitive Training ◽  
Cognitive Flexibility ◽  
Excessive Daytime Sleepiness ◽  
Verbal Fluency ◽  
Aging Process ◽  
Sleep Hygiene ◽  
Healthy Elderly

ABSTRACT Introduction: The aging process causes changes in the sleep-wake cycle and cognition, especially executive functions. Interventions are required to minimize the impact of the losses caused by the aging process. Objective: To evaluate the effects of a cognitive training program and psychoeducation on sleep hygiene techniques for executive functions and sleep quality in healthy elderly. Methods: The participants were 41 healthy elderly randomized into four groups ([CG] control group, cognitive training group [CTG], sleep hygiene group [SHG] and cognitive training and hygiene group [THG]). The study was conducted in three stages: 1st - assessment of cognition and sleep; 2nd - specific intervention for each group; 3rd - post-intervention assessment. Results: The results showed that the CTG had significant improvements in cognitive flexibility tasks, planning, verbal fluency and episodic memory, gains in sleep quality and decreased excessive daytime sleepiness. The SHG also had improved sleep quality, excessive daytime sleepiness and significant improvements in insights, planning, attention and episodic memory. The THG had significant gains in cognitive flexibility, problem solving, verbal fluency, attention and episodic memory. Conclusion: Cognitive training and sleep hygiene interventions were useful strategies for improving cognitive performance and sleep quality of healthy elderly, but there was no evidence that sessions combining cognitive training and psychoeducation on sleep hygiene enhanced the gains provided by these interventions applied individually.

scholarly journals Association of Sleep Quality on Memory-Related Executive Functions in Middle Age

2017 ◽  
Vol 24 (1) ◽  
pp. 67-76 ◽  
Author(s):  
Brinda K. Rana ◽  
Matthew S. Panizzon ◽  
Carol E. Franz ◽  
Kelly M. Spoon ◽  
Kristen C. Jacobson ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Episodic Memory ◽  
Sleep Quality ◽  
Executive Functions ◽  
Later Life ◽  
Set Shifting ◽  
Interference Control ◽  
Visual Spatial ◽  
Increased Risk

AbstractObjectives: Sleep quality affects memory and executive function in older adults, but little is known about its effects in midlife. If it affects cognition in midlife, it may be a modifiable factor for later-life functioning. Methods: We examined the association between sleep quality and cognition in 1220 middle-aged male twins (age 51–60 years) from the Vietnam Era Twin Study of Aging. We interviewed participants with the Pittsburgh Sleep Quality Index and tested them for episodic memory as well as executive functions of inhibitory and interference control, updating in working memory, and set shifting. Interference control was assessed during episodic memory, inhibitory control during working memory, and non-memory conditions and set shifting during working memory and non-memory conditions. Results: After adjusting for covariates and correcting for multiple comparisons, sleep quality was positively associated with updating in working memory, set shifting in the context of working memory, and better visual-spatial (but not verbal) episodic memory, and at trend level, with interference control in the context of episodic memory. Conclusions: Sleep quality was associated with visual-spatial recall and possible resistance to proactive/retroactive interference. It was also associated with updating in working memory and with set shifting, but only when working memory demands were relatively high. Thus, effects of sleep quality on midlife cognition appear to be at the intersection of executive function and memory processes. Subtle deficits in these age-susceptible cognitive functions may indicate increased risk for decline in cognitive abilities later in life that might be reduced by improved midlife sleep quality. (JINS, 2018, 24, 67–76)

scholarly journals Verbal and visuospatial executive functions in healthy elderly: The impact of education and frequency of reading and writing

2014 ◽  
Vol 8 (2) ◽  
pp. 155-161 ◽  
Author(s):  
Laura Damiani Branco ◽  
Charles Cotrena ◽  
Natalie Pereira ◽  
Renata Kochhann ◽  
Rochele Paz Fonseca
Keyword(s):  
Executive Functions ◽  
Cognitive Flexibility ◽  
Formal Education ◽  
Wisconsin Card Sorting Test ◽  
Elderly Subjects ◽  
Reading And Writing ◽  
Healthy Elderly ◽  
Verbal Tasks ◽  
The Impact ◽  
Participant Education

ABSTRACT Objective: To assess the predictive role of education and frequency of reading and writing habits (FRWH) on the cognitive flexibility, inhibition and planning abilities of healthy elderly individuals. Methods: Fifty-seven healthy adults aged between 60 and 75 years with 2 to 23 years of formal education were assessed as to the frequency with which they read and wrote different types of text, as well as their number of years of formal education. Executive functions were evaluated using the Hayling Test and the Modified Wisconsin Card Sorting Test (MWCST). Results: Weak to moderate positive correlations were found between education, FRWH and the number of categories completed in the MWCST, while negative correlations were identified between these variables and the number of perseverative and non-perseverative errors on the task. Only the FRWH was significantly correlated with the number of failures to maintain set. Speed and accuracy on the Hayling Test were only correlated with participant education. Both education and FRWH significantly predicted performance on the MWCST, and the combination of these two variables had a greater predictive impact on performance on this task than either of the two variables alone. Variability in scores on the Hayling Test was best accounted for by participant education. Conclusion: In this sample of elderly subjects, cognitive flexibility was sufficiently preserved to allow for adequate performance on verbal tasks, but may have benefitted from the additional stimulation provided by regular reading and writing habits and by formal education in the performance of more complex non-verbal tasks.

scholarly journals Development Patterns of Executive Functions in Children

2013 ◽  
Vol 16 ◽  
Author(s):  
Lorena Canet Juric ◽  
María M. Richards ◽  
Isabel Introzzi ◽  
María Laura Andrés ◽  
Sebastián Urquijo
Keyword(s):  
Executive Functions ◽  
Cognitive Flexibility ◽  
Verbal Fluency ◽  
Digit Span ◽  
First Grade ◽  
Childhood Studies ◽  
Second Grade ◽  
Development Patterns ◽  
Spanish Speaking ◽  
Acceleration And Deceleration

AbstractExecutive Functions (EF) exercise control over an individual’s conduct and thinking through a set of functionally independent processes, among which are cognitive flexibility (reactive and spontaneous), working memory and planning. The development patterns of these components appear to have stages of acceleration and deceleration during childhood. Studies analyzing their development in Spanish-speaking children were not found in our area. Therefore, this study will analyze the development patterns of the cited executive functions with the objective of establishing relationships and comparisons, and identifying the stages of acceleration and stagnation for each component. The study’s sample consists of 274 schoolchildren between the ages of 6 and 8 (119 in first grade, 61 in second grade and 94 in third grade). Participants were evaluated using the following instruments from the Neuropsychological Assessment of Children test battery (known by the acronym ENI in Spanish): Verbal Fluency (semantic and phonemic); Cognitive Flexibility; Mexican Pyramid; and Backward Digit Span. Three different development patterns were detected, as well as different interactions between the executive components. Additionally, three empirical types were established based on the patterns and relationships between components.

scholarly journals Effects of Combined Aerobic Exercise and Cognitive Training on Verbal Fluency in Older Adults

2020 ◽  
Vol 6 ◽  
pp. 233372141989688 ◽  
Author(s):  
Joe R. Nocera ◽  
Kevin Mammino ◽  
Yash Kommula ◽  
Whitney Wharton ◽  
Bruce Crosson ◽  
...  
Keyword(s):  
Older Adults ◽  
Executive Function ◽  
Executive Functions ◽  
Aerobic Exercise ◽  
Cognitive Training ◽  
Verbal Fluency ◽  
Exercise Program ◽  
Cardiovascular Fitness ◽  
Cognitive Assessments ◽  
Computer Based

We have previously shown that aerobic exercise improves measures of verbal fluency in older adults, and such an improvement is correlated with improved cardiovascular reserve (i.e., estimates of VO2). Due to increasing popularity in computer-based cognitive training, we explored whether the addition of cognitive training to aerobic exercise would further enhance the beneficial cognitive impact of exercise. Therefore, this study sought to test the hypothesis that a cognitive training regimen alone would directly improve executive function and that this effect would be potentiated with the addition of aerobic exercise. The interventions lasted 12 weeks, and cognitive assessments were taken immediately prior to and after the interventions. We found that only the groups employing aerobic exercise showed improvements in verbal fluency (semantic and letter) and cardiovascular fitness with no other executive functions being significantly impacted. Cognitive training alone was associated with decreased verbal fluency. These data replicate previous findings which indicate that aerobic exercise may have a remedial or mitigating effect of cognitive decline. In addition, they provide evidence that the addition of concurrent cognitive training to an aerobic exercise program does not provide synergistic improvement in executive functions.

scholarly journals Prevalence and determinants of excessive daytime sleepiness among resident doctors at a tertiary care institution in India

2018 ◽  
Vol 5 (4) ◽  
pp. 1407
Author(s):  
Siddalingaiah H. S. ◽  
David F. Mastin ◽  
Bruce D. Moore ◽  
W. Jeff Bryson ◽  
Chandrakala D. ◽  
...  
Keyword(s):  
Sleep Quality ◽  
Sleep Disorders ◽  
Shift Work ◽  
Excessive Daytime Sleepiness ◽  
Daytime Sleepiness ◽  
Tertiary Care ◽  
Sleep Hygiene ◽  
Work Hours ◽  
Medical Residents ◽  
Tertiary Care Institution

Background: Modern socio-occupational settings, especially medical settings, often involve shift work, long work hours, and concomitant maladaptive sleep habits. These factors may result in daytime sleepiness, an increase in the prevalence of sleep disorders, and/or an exacerbation of existing sleep disorders in the contemporary workforce. Aim was to measure the prevalence and determinants of excessive daytime sleepiness (EDS) among medical residents at a Tertiary Care Institution in India.Methods: A cross-sectional study was designed and a list of all enrolled medical residents was obtained (N=430). The eligible subjects (N=428) were interviewed and administered the study instruments. The information on socio-demographics and sleep-related factors were collected using the sleep assessment proforma. The Epworth sleepiness scale (ESS) was used to measure excessive daytime sleepiness (EDS) and the sleep hygiene index (SHI) was used to measure sleep hygiene. Data were analyzed with appropriate statistical methods.Results: A total of 350 residents responded (82%). The prevalence of EDS and Maladaptive sleep hygiene were 47.4% and 85.5% respectively. A positive association was found between EDS and weekly work hours, SHI score, sleep duration, sleep quality, midnight awakenings, clinical stream, and rotating shift work. Coffee intake and smoking within 4 hours of bedtime, restless legs and allergies had weak association with EDS.Conclusions: EDS and unhygienic sleep were highly prevalent among resident doctors. The factors associated with EDS were mainly related to work, sleep quantity, sleep quality and sleep hygiene which are amenable to suitable modifications by behavioural change communications, awareness programs and by administrative actions. 

scholarly journals Cognitive Reserve in the Healthy Elderly: Cognitive and Psychological Factors

2015 ◽  
Author(s):  
Zihl Josef ◽  
Nuno Sousa ◽  
Katrin Walther ◽  
Thomas Fink ◽  
Antonia Schmid ◽  
...  
Keyword(s):  
Sleep Quality ◽  
Cognitive Flexibility ◽  
Verbal Memory ◽  
Cognitive Reserve ◽  
Cognitive Task ◽  
Age Factors ◽  
Older Age ◽  
Elderly Subjects ◽  
Cognitive Resources ◽  
Healthy Elderly

<p>Cognitive reserve (CR) helps explain the mismatch between expected cognitive decline and observed maintenance of cognitive functioning in older age. Factors such as education, literacy, lifestyle, and social networking are usually considered to be proxies of CR and its variability between individuals. A more direct approach to examine CR is through the assessment of capacity to gain from practice in a standardized challenging cognitive task that demands activation of cognitive resources. In this study, we applied a testing-the-limits paradigm to a group of 136 healthy elderly subjects (60&ndash;75 years) and additionally examined the possible contribution of complex mental activities and quality of sleep to cognitive performance gain. We found a significant but variable gain and identified verbal memory, cognitive flexibility, and problem-solving as important factors. This outcome is in line with our earlier study on CR in healthy mental aging. Interestingly and contrary to expectations, our analysis revealed that complex mental activities and sleep quality do not significantly influence CR. Best subset regression showed that better verbal memory and higher cognitive flexibility were related to high CR, which could also be seen when contrasting &ldquo;high&rdquo; and &ldquo;low&rdquo; cognitive performers; again, complex mental activities and sleep quality did not contribute to this measure of CR. In conclusion, the results of this study support and extend previous findings on CR in older age; further, they underline the need for improvements in existing protocols for assessing CR in a dynamic manner.</p>

scholarly journals Training of executive functions in healthy elderly: Results of a pilot study

2012 ◽  
Vol 6 (1) ◽  
pp. 35-41
Author(s):  
Thaís Bento Lima-Silva ◽  
Aline Teixeira Fabrício ◽  
Laís dos Santos Vinholi e Silva ◽  
Glaúcia Martins de Oliveira ◽  
Wesley Turci da Silva ◽  
...  
Keyword(s):  
Executive Functions ◽  
Verbal Fluency ◽  
Digit Span ◽  
Depression Scale ◽  
Cognitive Intervention ◽  
Control Group ◽  
Cross Sectional ◽  
Healthy Elderly ◽  
Post Test ◽  
The Impact

ABSTRACT Executive functions (EF) refer to the cognitive skills necessary to formulate a goal, plan, execute plans effectively, and to perform self-monitoring and self-correction. Several aspects of EF change during the normal aging process. Objectives: To train skills associated with executive functions in the elderly and to detect possible impact on objective EF tests and self-reports of functional status. Methods: A cross-sectional study involving an intervention and pre and post testing was carried out. Study participants included 26 seniors assigned to an experimental group (EG) and given six sessions of cognitive intervention, and 17 seniors assigned to a control group (CG) who completed pre and post testing only. All participants were enrolled in an Open University for the Third Age. The following tests were used to measure outcome: the Mini-Mental State Examination (MMSE), the Geriatric Depression Scale (GDS), the Story subtest of the Rivermead Behavioral Memory Test (RBMT) (versions A and B), semantic verbal fluency fruit category, and verbal fluency with phonological constraints (FAS), WAIS-III Digit Span, Clock Drawing Test (CDT), Trail Making Part A and the Pfeffer Functional Assessment Questionnaire (PFAQ). Delta scores were calculated (post-test score minus pretest score) to assess the impact of the intervention. Results: In the post test, the CG showed significant improvement on the RBMT Story recall and Digit Span but a decline in verbal fluency. The EG remained stable in terms of pre and post test scores. Conclusions: The intervention did not enhance performance on the EF tests. It is noteworthy that the EG received only a small number of sessions which may not have been sufficient to generate improvement. Alternatively, the lack of group differences observed could be associated to participation in other workshops offered at the university.

scholarly journals Excessive daytime sleepiness and its determinants: do they have a pattern with study semesters among postgraduate medical resident doctors?

2017 ◽  
Vol 5 (1) ◽  
pp. 382
Author(s):  
Siddalingaiah H. S. ◽  
Aditi Chaudhuri ◽  
Chandrakala D. ◽  
Amarjeet Singh
Keyword(s):  
Sleep Quality ◽  
Excessive Daytime Sleepiness ◽  
Daytime Sleepiness ◽  
Sleep Problems ◽  
Sleep Hygiene ◽  
Work Hours ◽  
Intervention Package ◽  
Related Factors ◽  
Cross Sectional ◽  
Quality Sleep

Background: Residency is a stressful period in the career of a medical professional. Excessive daytime sleepiness (EDS) is a major problem among resident doctors due to long work hours, stress, sleep deprivation, shift work, lack of sleep hygiene and other lifestyle related factors. The sleep problems and related factors need to be studied among resident doctors to know if any cumulative effect exists. Methods: A cross sectional study design with pre-validated sleep assessment proforma, Epworth sleepiness scale (ESS), and sleep hygiene index (SHI) as study tools which were self-administered among a total of 428 enrolled eligible resident doctors. Results: A total of 350 resident doctors returned the filled proforma, ESS and SHI (response rate 81.7%). Prevalence of EDS was found to be highest in 2nd (51.1%), 3rd (55.2%) and 5th (47.1%) semesters. Socio-demographic factors did not vary much across semesters except for slight increase in quantity of coffee/tea intake. No major changes in shift pattern, total sleep hours were found across semesters but work hours differed significantly. Sleep latency was least in 3rd semester where EDS was highest. Similarly, sleep quality, sleep hygiene and weekly sleep hours were least in 2nd and 3rd semester where EDS prevalence was high. In addition, as per visual analogue scale ratings by resident doctors, those in 2nd and 3rd semesters were maximally tired and maximally sleepy which is consistent with the finding of high prevalence of EDS in these semesters as recorded by ESS. Conclusions: Sleep quality, sleep quantity, sleep hygiene and weekly work hours emerged as important and sensitive predictors of EDS across study semesters. These components must be present in any intervention package to address EDS especially in the first three semesters of residency program and other similar occupational settings. 

scholarly journals Reading in developmental dyslexia: the role of phonemic awareness and executive functions

2021 ◽  
Vol 38 ◽  
Author(s):  
Giovanna Beatriz Kalva MEDINA ◽  
Sandra Regina Kirchner GUIMARÃES
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Phonemic Awareness ◽  
Developmental Dyslexia ◽  
Verbal Fluency ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Spearman Test

Abstract This study investigated the correlations and the possible deficits in reading, phonemic awareness, and executive functions among students with developmental dyslexia. A total of 28 students participated in the study, between 9 and 11 years old, 14 with developmental dyslexia and 14 without reading difficulties. Specific instruments were used to assess reading, phonemic awareness, and executive functions. The Spearman test indicated moderate and very significant correlations between performance in tasks of phonemic awareness and reading (recognition and comprehension) and tasks that assessed cognitive functioning involving the following executive functions: cognitive flexibility, working memory, inhibitory control, and orthographic verbal fluency. No correlation was found between the reading and phonemic awareness assessments and the results of the planning done with the Tower of London instrument. The results allowed the researchers to hypothesize that an intervention planned for the development of phonemic awareness and executive functions may have an effect in improving the reading performance of dyslexics.

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