scholarly journals Do Memory Test Scores Improve After Organized Sport Activity?

Author(s):  
Olivia Smith ◽  
Erika Smith-Goodwin ◽  
Jennifer Walker
2004 ◽  
Vol 38 (7) ◽  
pp. 532-540 ◽  
Author(s):  
Margaret S. Clark ◽  
Lorraine Dennerstein ◽  
Shaymaa Elkadi ◽  
Janet R. Guthrie ◽  
Stephen C. Bowden ◽  
...  

2003 ◽  
Vol 2 (3-4) ◽  
pp. 97-124 ◽  
Author(s):  
Paul Green ◽  
Paul R. Lees-Haley ◽  
Lyle M. Allen

Hypertension ◽  
2021 ◽  
Vol 77 (2) ◽  
pp. 672-681
Author(s):  
Sara Teles de Menezes ◽  
Luana Giatti ◽  
Luisa Campos Caldeira Brant ◽  
Rosane Harter Griep ◽  
Maria Inês Schmidt ◽  
...  

Hypertension, particularly in middle age, has been associated with worse cognitive function, but evidence is inconclusive. This study investigated whether hypertension, prehypertension, age, and duration of diagnosis, as well as blood pressure control, are associated with a decline in cognitive performance in ELSA-Brasil participants. This longitudinal study included 7063 participants, mean age 58.9 years at baseline (2008–2010), who attended visit 2 (2012–2014). Cognitive performance was measured in both visits and evaluated by the standardized scores of the memory, verbal fluency, trail B tests, and global cognitive score. The associations were investigated using linear mixed models. Hypertension and prehypertension at baseline were associated with decline in global cognitive score; being hypertension associated with reduction in memory test; and prehypertension with reduction in fluency test. Hypertension diagnose ≥55 years was associated with lower global cognitive and memory test scores, and hypertension diagnose <55 years with lower memory test scores. Duration of hypertension diagnoses was not associated with any marker of cognitive function decline. Among treated individuals, blood pressure control at baseline was inversely associated with the decline in both global cognitive and memory test scores. In this relatively young cohort, hypertension, prehypertension, and blood pressure control were independent predictors of cognitive decline in distinct abilities. Our findings suggest that both lower and older age of hypertension, but not duration of diagnosis, were associated with cognitive decline in different abilities. In addition to hypertension, prehypertension and pressure control might be critical for the preservation of cognitive function.


2018 ◽  
Vol 128 (3) ◽  
pp. 227-232
Author(s):  
Gerold Besser ◽  
Leandra Jobs ◽  
David Tianxiang Liu ◽  
Christian A. Mueller ◽  
Bertold Renner

Objectives: Neurodegenerative diseases can alter odor memory in addition to inducing quantitative impairment, and olfactory memory can be tested using the validated olfactory memory test with encapsulated odors (Odor Discrimination Memory Test [ODMT]). The aim of this study was to investigate the new Sniffin’ Sticks ODMT (SSODMT), which is comparable with the ODMT. Methods: The SSODMT was administered to 48 subjects (30 women, 18 men; mean age, 34.6 ± 16.3 years). Olfactory function was assessed using the 16-item Sniffin’ Sticks Identification Test. The ODMT was administered to a subgroup of 10 subjects to assess the comparability of the SSODMT and the ODMT. Test-retest reliability was studied in another 20 subjects (10 women, 10 men; mean age, 32.9 ± 16.4 years). Results: The mean SSODMT score was 10.7 ± 1.8 (range, 5-12). SSODMT test scores were significantly correlated with Sniffin’ Sticks Identification Test scores ( r67 = 0.66, P < .001) and were significantly negatively correlated with subject age ( r48 = −0.70, P < .001). SSODMT and ODMT scores were highly and significantly correlated, indicating that the test results were comparable ( r10 = 0.75, P < .05). Test-retest analysis revealed a significant correlation ( r20 = 0.68, P < .001). Conclusions: These results demonstrate the usefulness of the new SSODMT and its comparability with the ODMT. The SSODMT is an easy, rapid, and low-cost tool that is suitable for routine use in evaluating odor memory.


2008 ◽  
Vol 4 ◽  
pp. T527-T527
Author(s):  
Anne Rita H. Oksengard ◽  
Rimma Axelsson ◽  
Lena Cavallin ◽  
Christin Andresson ◽  
Katarina Nägga ◽  
...  

2008 ◽  
Vol 4 ◽  
pp. T25-T26
Author(s):  
Anne Rita H. Oksengard ◽  
Rimma Axelsson ◽  
Lena Cavallin ◽  
Christin Andersson ◽  
Katarina Nägga ◽  
...  

2019 ◽  
Vol 11 (6) ◽  
pp. 1615 ◽  
Author(s):  
Diana Amado-Alonso ◽  
Benito León-del-Barco ◽  
Santiago Mendo-Lázaro ◽  
Pedro Sánchez-Miguel ◽  
Damián Iglesias Gallego

Aim: Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at the elementary school level. Method: A randomly selected sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results: The results showed that children who practiced organized sport had better abilities at the intrapersonal and interpersonal level, better adaptability and mood states, and greater emotional intelligence than those who did not. The findings regarding gender and age indicated greater values in girls of emotional intelligence, highlighting the interpersonal dimension, as well as mood state scores, whereas younger children showed greater intrapersonal intelligence and less stress management. Moreover, children who practiced for three or more hours per day had a greater ability to cope with stress than those children who practiced for fewer hours a day. Conclusions: To conclude, it is important to promote federative sport practice in elementary education in order to ensure that children learn to better regulate and manage their emotions.


2004 ◽  
Vol 38 (7) ◽  
pp. 532-540 ◽  
Author(s):  
Margaret S. Clark ◽  
Lorraine Dennerstein ◽  
Shaymaa Elkadi ◽  
Janet R. Guthrie ◽  
Stephen C. Bowden ◽  
...  

Author(s):  
Benito León ◽  
Santiago Mendo ◽  
Diana Amado ◽  
Pedro A. Sánchez ◽  
Damián Iglesias

Taking into account Bar-On&rsquo;s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at elementary school level, to show that an increasing in the number of hours per day performing this activity causes differences in some of these dimensions. Hence, a sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results showed that children who practiced organized sport had better coping abilities for stress, adaptability, and mood states, and that they are more emotionally intelligent than those who did not. Moreover, children who practiced for fewer hours daily (up to 2 hours) had better stress coping than those who practiced more. To conclude, it is important to promote the sport federative practice in elementary education, in order to ensure that children learn to better regulate and manage their emotions, without increasing it to an excessive number of hours per day, which may generate greater stress that might be difficult to control.


2004 ◽  
Vol 10 (7) ◽  
pp. 1018-1019 ◽  
Author(s):  
STEPHEN C. BOWDEN

In their recent article, Delis et al. (2003) criticized the use of factor analysis for evaluating construct validity. Focusing on a key component of their argument, they reported a high correlation between two memory test scores in a community sample but a low correlation between the same scores in a sample of people with Alzheimer's disease. As a consequence, they argued that the presence of a “dissociation” between the two variables in the Alzheimer's sample contradicted the single-factor result derived from studies of community samples and other clinical groups: “Two variables that share a high degree of variance in normal participants … and thus appear to measure a unitary cognitive construct, can dissociate into two distinct functions, but only in certain homogeneous patient populations” (p. 940).


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