scholarly journals Relationship between Arterial Hypertension with Cognitive Performance in Elderly. Systematic Review and Meta-Analysis

2021 ◽  
Vol 11 (11) ◽  
pp. 1445
Author(s):  
José Miguel Sánchez-Nieto ◽  
Uriel Dagoberto Rivera-Sánchez ◽  
Víctor Manuel Mendoza-Núñez
Keyword(s):  
Blood Pressure ◽  
Working Memory ◽  
Cognitive Performance ◽  
Processing Speed ◽  
Short Term Memory ◽  
The Elderly ◽  
Short Term ◽  
Delayed Recall ◽  
Term Memory ◽  
The Relationship

Background: Previous systematic reviews report that arterial hypertension (AHT) is associated with lower performance in cognition in the elderly. However, some studies show that with higher blood pressure, a better cognitive performance is obtained. Objective: The aim of this study was to determine the relationship between AHT with cognitive performance in the elderly. Methods: the review involved a search on PubMed, Scopus and PsycINFO databases from January 1990 to March, 2020 to identify the relationship among AHT and cognitive performance in older people. Results: 1170 articles were identified, 136 complete papers were reviewed, a qualitative analysis of 26 studies and a quantitative analysis of eight studies were carried out. It was found that people with AHT have a lower performance in processing speed SMD = 0.40 (95% CI: 0.25, 0.54), working memory SMD = 0.28 (95% CI: 0.15, 0.41) in short-term memory and learning SMD = −0.27 (95% CI: −0.37, −0.17) and delayed recall SMD = −0.20 (95% CI: −0.35, −0.05). Only one study found that higher blood pressure was associated with better memory performance. Conclusion: Our results suggest that high blood pressure primarily affects processing speed, working memory, short-term memory and learning and delayed recall.

scholarly journals Higher Handgrip Strength Is Linked to Better Cognitive Performance in Chinese Adults with Hypertension

2021 ◽  
Vol 11 (8) ◽  
pp. 985
Author(s):  
Shenghua Lu ◽  
Fabian Herold ◽  
Yanjie Zhang ◽  
Yuruo Lei ◽  
Arthur F. Kramer ◽  
...  
Keyword(s):  
Cognitive Performance ◽  
Short Term Memory ◽  
Handgrip Strength ◽  
Adult Health ◽  
Linear Regression Models ◽  
Chinese Adults ◽  
Short Term ◽  
Term Memory ◽  
Using Data ◽  
The Relationship

Objective: There is growing evidence that in adults, higher levels of handgrip strength (HGS) are linked to better cognitive performance. However, the relationship between HGS and cognitive performance has not been sufficiently investigated in special cohorts, such as individuals with hypertension who have an intrinsically higher risk of cognitive decline. Thus, the purpose of this study was to examine the relationship between HGS and cognitive performance in adults with hypertension using data from the Global Ageing and Adult Health Survey (SAGE). Methods: A total of 4486 Chinese adults with hypertension from the SAGE were included in this study. Absolute handgrip strength (aHGS in kilograms) was measured using a handheld electronic dynamometer, and cognitive performance was assessed in the domains of short-term memory, delayed memory, and language ability. Multiple linear regression models were fitted to examine the association between relative handgrip strength (rHGS; aHGS divided by body mass index) and measures of cognitive performance. Results: Overall, higher levels of rHGS were associated with higher scores in short-term memory (β = 0.20) and language (β = 0.63) compared with the lowest tertiles of rHGS. In male participants, higher HGS was associated with higher scores in short-term memory (β = 0.31), language (β = 0.64), and delayed memory (β = 0.22). There were no associations between rHGS and cognitive performance measures in females. Conclusion: We observed that a higher level of rHGS was associated with better cognitive performance among hypertensive male individuals. Further studies are needed to investigate the neurobiological mechanisms, including sex-specific differences driving the relationship between measures of HGS and cognitive performance in individuals with hypertension.

The relationship between short‐term memory and working memory: Complex span made simple?

Memory ◽  
2005 ◽  
Vol 13 (3-4) ◽  
pp. 414-421 ◽  
Author(s):  
Donna M. Bayliss ◽  
Christopher Jarrold ◽  
Alan D. Baddeley ◽  
Deborah M. Gunn
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Short Term ◽  
Complex Span ◽  
Term Memory ◽  
The Relationship

Understanding the Cognition Related to Mathematics Difficulties: A Meta-Analysis on the Cognitive Deficit Profiles and the Bottleneck Theory

2018 ◽  
Vol 88 (3) ◽  
pp. 434-476 ◽  
Author(s):  
Peng Peng ◽  
Cuicui Wang ◽  
Jessica Namkung
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Deficits ◽  
Processing Speed ◽  
Phonological Processing ◽  
Cognitive Deficit ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Mathematics Difficulties

The current study investigated the cognitive deficit profiles among individuals with mathematics difficulties (MD) and potential moderators and mechanism for these profiles. Seventy-five cognitive profiling studies on MD were included, representing a total of 13,001 individuals and 126 independent samples. Results showed that compared with typically developing individuals, individuals with MD showed deficits (from most severe to less severe) in phonological processing, processing speed, working memory, attention, short-term memory, executive functions, and visuospatial skills. Moderation analyses indicated that comorbidity (with reading disabilities) and types of MD screening affected the cognitive deficits. Severity of MD was related to processing speed deficits. Deficits in phonological processing and attention were more severe in younger individuals with MD. Deficits in processing speed and working memory were most severe in the numerical domain. Deficits in low-level cognitive skills (i.e., processing speed and short-term memory) could not completely explain the deficits in high-level skills (i.e., working memory, attention, and executive functions), partially supporting the bottleneck theory. These findings, taken together, suggest that (a) deficits in processing speed and working memory are most salient and stable cognitive markers of MD, (b) numerical-processing deficit and the cognitive deficits of MD are relatively independent from each other, and (c) MD may be a discrete construct with heterogeneity reflected by MD subtypes and age. Implications for incorporating cognition in the diagnosis and the interventions for MD are discussed.

scholarly journals Variability in Cognitive Performance on Mobile Devices Is Sensitive to Mild Cognitive Impairment: Results From the Einstein Aging Study

2021 ◽  
Vol 3 ◽  
Author(s):  
Eric S. Cerino ◽  
Mindy J. Katz ◽  
Cuiling Wang ◽  
Jiyue Qin ◽  
Qi Gao ◽  
...  
Keyword(s):  
Older Adults ◽  
Cognitive Impairment ◽  
Cognitive Performance ◽  
Processing Speed ◽  
Short Term Memory ◽  
Cognitive Status ◽  
Short Term ◽  
Term Memory ◽  
Visual Short Term Memory ◽  
Memory Binding

Background and Objective: Within-person variability in cognitive performance has emerged as a promising indicator of cognitive health with potential to distinguish normative and pathological cognitive aging. We use a smartphone-based digital health approach with ecological momentary assessments (EMA) to examine differences in variability in performance among older adults with mild cognitive impairment (MCI) and those who were cognitively unimpaired (CU).Method: A sample of 311 systematically recruited, community-dwelling older adults from the Einstein Aging Study (Mean age = 77.46 years, SD = 4.86, Range = 70–90; 67% Female; 45% Non-Hispanic White, 40% Non-Hispanic Black) completed neuropsychological testing, neurological assessments, and self-reported questionnaires. One hundred individuals met Jak/Bondi criteria for MCI. All participants performed mobile cognitive tests of processing speed, visual short-term memory binding, and spatial working memory on a smartphone device up to six times daily for 16 days, yielding up to 96 assessments per person. We employed heterogeneous variance multilevel models using log-linear prediction of residual variance to simultaneously assess cognitive status differences in mean performance, within-day variability, and day-to-day variability. We further tested whether these differences were robust to the influence of environmental contexts under which assessments were performed.Results: Individuals with MCI exhibited greater within-day variability than those who were CU on ambulatory assessments that measure processing speed (p < 0.001) and visual short-term memory binding (p < 0.001) performance but not spatial working memory. Cognitive status differences in day-to-day variability were present only for the measure of processing speed. Associations between cognitive status and within-day variability in performance were robust to adjustment for sociodemographic and contextual variables.Conclusion: Our smartphone-based digital health approach facilitates the ambulatory assessment of cognitive performance in older adults and the capacity to differentiate individuals with MCI from those who were CU. Results suggest variability in mobile cognitive performance is sensitive to MCI and exhibits dissociative patterns by timescale and cognitive domain. Variability in processing speed and visual short-term memory binding performance may provide specific detection of MCI. The 16-day smartphone-based EMA measurement burst offers novel opportunity to leverage digital technology to measure performance variability across frequent assessments for studying cognitive health and identifying early clinical manifestations of cognitive impairment.

scholarly journals Cognitive Impairments of Children with SevereArithmetic Difficulties: Cognitive Deficit orDevelopmental Lag?

2008 ◽  
Vol 18 (1) ◽  
Author(s):  
Derek H Berg
Keyword(s):  
Working Memory ◽  
Cognitive Functioning ◽  
Processing Speed ◽  
Cognitive Deficit ◽  
Short Term Memory ◽  
Verbal Working Memory ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial ◽  
Matched Design

An age-matched/achievement-matched design was utilized to examine the cognitive functioning of children with severe arithmetic difficulties. A battery of cognitive tasks was administered to three groups of elementary aged children: 20 children with severe arithmetic difficulties (SAD), 20 children matched in age (CAM) to the children with SAD, and 20 younger children matched in arithmetic achievement (AAM) to the children with SAD. Measures were related to processing speed, short-term memory, verbal working memory, and visual-spatial working memory. Results suggest three important fi ndings. First, in contrast to previous studies, children with SAD did not show a processing speed impairment. Second, children with SAD were impaired in short-term memory for numerical and non-numerical information. And third, while children with SAD displayed working memory impairments, these impairments were not uniform within verbal working memory or visualspatial working memory. Taken together, findings indicate that previous studies that have reported differences between children with SAD and their normally achieving peers might have overestimated or mischaracterized the differential cognitive functioning of these groups. Results are discussed within a framework that views the cognitive functioning impairments of children with SAD as representative of a developmental lag rather than a cognitive deficit.

scholarly journals Successful Learning: Relationship Between Fluid Intelligence and Working Memory

2020 ◽  
Vol 25 (1) ◽  
pp. 63-74
Author(s):  
I.E. Rzhanova ◽  
O.S. Alekseeva ◽  
Yu.A. Burdukova
Keyword(s):  
Working Memory ◽  
Executive Control ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Memory Training ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
The Relationship

The article provides an overview of modern works devoted to the study of the relationship between fluid intelligence and working memory. Recently, the world of psychological science has been actively discussing the topic of fluid intelligence and its impact on the academic achievements in childhood. One of the main cognitive characteristics most clearly associated with fluid intelligence is working memory. Working memory is a complex integrative function, in the implementation of which short-term and long-term memory, as well as executive control of attention, are involved. Until now, the debatable question remains, which of the components of working memory is most closely related to fluid intelligence. A number of studies conclude that the role of short-term memory is predominant, while in others executive control is called the most important component. A special place in the study of the relationship between working memory and fluid intelligence is occupied by scientific works which raise the question of the possibilities of improvement of fluid intelligence using working memory training series. In a number of training experiments, it was possible to obtain an improvement in the participants' fluid intelligence indicators after a series of working memory trainings.

The Relationship Between Acquisition Rate for Words and Working Memory, Short-Term Memory, and Reading Skills: Aptitude-by-Treatment or Skill-by-Treatment Interaction?

2017 ◽  
Vol 43 (3) ◽  
pp. 182-192 ◽  
Author(s):  
Matthew K. Burns ◽  
Katherine Davidson ◽  
Anne F. Zaslofsky ◽  
David C. Parker ◽  
Kathrin E. Maki
Keyword(s):  
Working Memory ◽  
Reading Skills ◽  
Short Term Memory ◽  
Word Reading ◽  
Future Research ◽  
Short Term ◽  
Acquisition Rate ◽  
Term Memory ◽  
Treatment Interaction ◽  
The Relationship

The amount of information that students successfully learn and later recall from each intervention session is limited and is called the acquisition rate (AR). Research has consistently supported the effects of modifying intervention set sizes with AR data, but research with AR is in its infancy. The current study compared the relationship between AR while learning words with working memory, short-term memory, and reading skills. Participants were 52 fourth- and fifth-grade students with and without learning disabilities (LDs). Working memory ( r = .34), short-term memory ( r = .41), and word reading skills ( r = .57) all moderately correlated with AR, but word reading skills accounted for 32% of the variance and the other two scores added little unique variance. The corrected correlation coefficients were higher for the word reading with AR than with any other variable and were essentially equal for both groups ( r = .73 for average readers and r = .75 for students with an LD in reading). Thus, the data not only support the validity of making decisions with AR data but also suggest that AR is more consistent with a skill-by-treatment interaction framework than an aptitude-by-treatment interaction approach. Potential applications, directions for future research, and limitations are discussed.

Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory

2015 ◽  
Vol 58 (6) ◽  
pp. 1761-1772 ◽  
Author(s):  
Jayne Newbury ◽  
Thomas Klee ◽  
Stephanie F. Stokes ◽  
Catherine Moran
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Short Term Memory ◽  
Spoken Word Recognition ◽  
Verbal Working Memory ◽  
Expressive Vocabulary ◽  
Short Term ◽  
Term Memory ◽  
Unique Variance ◽  
Unique Predictor

Purpose This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills. Method Seventy-nine children (aged 24–30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working memory and phonological short-term memory. Results Strong correlations were observed between phonological short-term memory, verbal working memory, and expressive vocabulary. Speed of spoken word recognition showed a moderate significant correlation with expressive vocabulary. In a multivariate regression model for expressive vocabulary, the most powerful predictor was a measure of phonological short-term memory (accounting for 66% unique variance), followed by verbal working memory (6%), sex (2%), and age (1%). Processing speed did not add significant unique variance. Conclusions These findings confirm previous research positing a strong role for phonological short-term memory in early expressive vocabulary acquisition. They also extend previous research in two ways. First, a unique association between verbal working memory and expressive vocabulary in 2-year-olds was observed. Second, processing speed was not a unique predictor of variance in expressive vocabulary when included alongside measures of working memory.

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