Individual differences (COMT Val158Met genotype) in cognitive flexibility interact with self-regulatory context to predict divergent task performance

2016 ◽  
Vol 4 (Suppl. 2) ◽  
pp. A18.68
Author(s):  
Elena Davis
2021 ◽  
Vol 5 ◽  
pp. 239821282110119
Author(s):  
Ian A. Clark ◽  
Martina F. Callaghan ◽  
Nikolaus Weiskopf ◽  
Eleanor A. Maguire

Individual differences in scene imagination, autobiographical memory recall, future thinking and spatial navigation have long been linked with hippocampal structure in healthy people, although evidence for such relationships is, in fact, mixed. Extant studies have predominantly concentrated on hippocampal volume. However, it is now possible to use quantitative neuroimaging techniques to model different properties of tissue microstructure in vivo such as myelination and iron. Previous work has linked such measures with cognitive task performance, particularly in older adults. Here we investigated whether performance on scene imagination, autobiographical memory, future thinking and spatial navigation tasks was associated with hippocampal grey matter myelination or iron content in young, healthy adult participants. Magnetic resonance imaging data were collected using a multi-parameter mapping protocol (0.8 mm isotropic voxels) from a large sample of 217 people with widely-varying cognitive task scores. We found little evidence that hippocampal grey matter myelination or iron content were related to task performance. This was the case using different analysis methods (voxel-based quantification, partial correlations), when whole brain, hippocampal regions of interest, and posterior:anterior hippocampal ratios were examined, and across different participant sub-groups (divided by gender and task performance). Variations in hippocampal grey matter myelin and iron levels may not, therefore, help to explain individual differences in performance on hippocampal-dependent tasks, at least in young, healthy individuals.


2021 ◽  
pp. 096372142110302
Author(s):  
Nash Unsworth ◽  
Ashley L. Miller

Individual differences in attention abilities predict performance in a number of domains. We suggest that two aspects of attention are especially important for variation in attention abilities: intensity and consistency. We review evidence suggesting that individual differences in the amount of attention allocated to a task (intensity) and how consistently attention is allocated to a task (consistency) are related to each other and to overall task performance. We suggest that a number of factors (e.g., capacity, arousal, regulation, motivation) drive variation in intensity and consistency and demonstrate that these two aspects of attention are important in accounting for variation in working memory, learning, and preparatory control. Examining individual differences in both intensity and consistency will be important in order to understand variation in attention abilities in and out of the laboratory.


2017 ◽  
Vol 29 (9) ◽  
pp. 1405-1407
Author(s):  
Viviana M. Wuthrich

It is well-established that as people age, deterioration in cognitive abilities including processing speed, memory, and cognitive flexibility occurs, although vast individual differences occur in the rate and consequences of this decline (Christensen, 2001). Anxiety and depression in late life are also associated with specific cognitive deficits in memory and executive functioning that may impact on new learning (Yochim et al., 2013). Therefore, it is possible that cognitive changes make it more difficult for older adults to learn how to change their thinking particularly in the context of psychological therapy.


1973 ◽  
Vol 1 (2) ◽  
pp. 144-152
Author(s):  
William H. Bergouist ◽  
John T. Lloyd ◽  
Sandra L. Johansson

Sensitizers were hypothesized to perform significantly better than repressors on eleven concept acquisition tasks. Differences between repression-sensitization (R-S) groups (n = 48), as measured by the Byrne R-S scale, were found to be significant on several of these tasks. As compared with repressors, sensitizers more rapidly acquired: (a) A disjunctive nonverbal concept, when a set for conjunctive concepts had to be broken (p < 0.05); and (b) Two verbal concepts (p < 0.05). Medium scoring subjects performed significantly better than repressors in acquiring: (a) Nonverbal disjunctive concepts (p < 0.05); and (b) Verbal concepts (p < 0.05). R-S results are discussed with reference to conceptual skills and “cognitive flexibility”.


2014 ◽  
Vol 111 (3) ◽  
pp. 628-640 ◽  
Author(s):  
Fatemeh Noohi ◽  
Nate B. Boyden ◽  
Youngbin Kwak ◽  
Jennifer Humfleet ◽  
David T. Burke ◽  
...  

Individuals learn new skills at different rates. Given the involvement of corticostriatal pathways in some types of learning, variations in dopaminergic transmission may contribute to these individual differences. Genetic polymorphisms of the catechol- O-methyltransferase (COMT) enzyme and dopamine receptor D2 (DRD2) genes partially determine cortical and striatal dopamine availability, respectively. Individuals who are homozygous for the COMT methionine ( met) allele show reduced cortical COMT enzymatic activity, resulting in increased dopamine levels in the prefrontal cortex as opposed to individuals who are carriers of the valine ( val) allele. DRD2 G-allele homozygotes benefit from a higher striatal dopamine level compared with T-allele carriers. We hypothesized that individuals who are homozygous for COMT met and DRD2 G alleles would show higher rates of motor learning. Seventy-two young healthy females (20 ± 1.9 yr) performed a sensorimotor adaptation task and a motor sequence learning task. A nonparametric mixed model ANOVA revealed that the COMT val-val group demonstrated poorer performance in the sequence learning task compared with the met-met group and showed a learning deficit in the visuomotor adaptation task compared with both met-met and val-met groups. The DRD2 TT group showed poorer performance in the sequence learning task compared with the GT group, but there was no difference between DRD2 genotype groups in adaptation rate. Although these results did not entirely come out as one might predict based on the known contribution of corticostriatal pathways to motor sequence learning, they support the role of genetic polymorphisms of COMT val158met (rs4680) and DRD2 G>T (rs 1076560) in explaining individual differences in motor performance and motor learning, dependent on task type.


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