scholarly journals Investigation on the Effect of Oral Breathing on Cognitive Activity Using Functional Brain Imaging

Healthcare ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 645
Author(s):  
Ju-Yeon Jung ◽  
Chang-Ki Kang
Keyword(s):  
Working Memory ◽  
Cognitive Function ◽  
Brain Imaging ◽  
Cognitive Activity ◽  
Statistical Parametric Mapping ◽  
Functional Brain Imaging ◽  
Oral Contrast ◽  
Intellectual Activity ◽  
Oral Breathing ◽  
Functional Connections

Oral breathing directly affects behavioral performance and dental health. Various relationships between oral breathing and periodontal disease have been well-described. However, the effect of oral breathing on cognitive performance remains unclear. This study aimed to investigate the effects of oral breathing on cognitive function using functional magnetic resonance imaging (fMRI). Twenty-two healthy participants (mean age, 22.27 ± 1.42 years) performed a two-back (2B) working memory fMRI task using a 3T MRI scanner while breathing through their oral or nasal passage. Functional activity analysis was performed using a statistical parametric mapping software package. One-sample group analyses were performed in 2B > Rest contrast. Functional connectivity analysis was conducted using MATLAB-based imaging software. Mixed ANOVA analysis was performed. The results showed more brain activation and connection during nasal breathing than during oral breathing. For Nasal > Oral contrast, various functional connections are known to have a significant relationship with working memory, including the left cerebellum, left and right inferior parietal gyrus. This can be significant evidence to demonstrate that oral breathing is an inappropriate method for intellectual activity using brain imaging techniques. Therefore, this study suggests that changing various habits related to oral breathing is important for cognitive function.

scholarly journals Converging Genetic and Functional Brain Imaging Evidence Links Neuronal Excitability to Working Memory, Psychiatric Disease, and Brain Activity

Neuron ◽  
2014 ◽  
Vol 81 (5) ◽  
pp. 1203-1213 ◽  
Author(s):  
Angela Heck ◽  
Matthias Fastenrath ◽  
Sandra Ackermann ◽  
Bianca Auschra ◽  
Horst Bickel ◽  
...  
Keyword(s):  
Working Memory ◽  
Brain Imaging ◽  
Neuronal Excitability ◽  
Brain Activity ◽  
Functional Brain Imaging ◽  
Psychiatric Disease ◽  
Functional Brain

The Latin Square Task as a Measure of Relational Reasoning

2020 ◽  
Vol 36 (2) ◽  
pp. 296-302 ◽  
Author(s):  
Luke J. Hearne ◽  
Damian P. Birney ◽  
Luca Cocchi ◽  
Jason B. Mattingley
Keyword(s):  
Brain Imaging ◽  
Response Times ◽  
Latin Square ◽  
Error Rates ◽  
Functional Brain Imaging ◽  
Inspection Time ◽  
Relational Reasoning ◽  
Validity And Reliability ◽  
The Stability ◽  
Test Retest Reliability

Abstract. The Latin Square Task (LST) is a relational reasoning paradigm developed by Birney, Halford, and Andrews (2006) . Previous work has shown that the LST elicits typical reasoning complexity effects, such that increases in complexity are associated with decrements in task accuracy and increases in response times. Here we modified the LST for use in functional brain imaging experiments, in which presentation durations must be strictly controlled, and assessed its validity and reliability. Modifications included presenting the components within each trial serially, such that the reasoning and response periods were separated. In addition, the inspection time for each LST problem was constrained to five seconds. We replicated previous findings of higher error rates and slower response times with increasing relational complexity and observed relatively large effect sizes (η2p > 0.70, r > .50). Moreover, measures of internal consistency and test-retest reliability confirmed the stability of the LST within and across separate testing sessions. Interestingly, we found that limiting the inspection time for individual problems in the LST had little effect on accuracy relative to the unconstrained times used in previous work, a finding that is important for future brain imaging experiments aimed at investigating the neural correlates of relational reasoning.

STAGES OF HIGHER MATHEMATICS TEACHING FOR FUTURE CIVIL PROTECTION SPECIALISTS

2018 ◽  
pp. 168-172
Author(s):  
M. Kusiy
Keyword(s):  
Information Search ◽  
Cognitive Activity ◽  
Civil Defense ◽  
Educational Material ◽  
Material System ◽  
Civil Protection ◽  
Intellectual Activity ◽  
Innovative Teaching ◽  
The Future ◽  
Selection Of

Introduction.  During the training of emergency specialists, the development of a clear, structured thinking is important.  And the mathematical disciplines themselves are aimed at activating the intellectual activity of cadets and students, the ability to think logically, consistently, and reasonably.  However, cadets and students consider mathematics to be a complex, inaccessible and not very necessary science.  Therefore, there is a need for continuous, continuous development of methods, technologies of forms of training that would increase interest, accessibility to mathematical disciplines and at the same time, were aimed at improving the quality of training of future rescuers. Purpose.  Identify the main stages of teaching higher mathematics for future civil defense specialists and substantiate their peculiarities. Methods.  The article used methods of scientific knowledge (general), methods used in the empirical and theoretical levels of research (transition from abstract to specific).  Results.  The basic stages of teaching higher mathematics for future specialists of civil defense are determined: motivation, research, assimilation, application.  The proposed stages are analyzed in detail.  The regularities that contribute to the increase of motivation (selection of educational material, system approach, creative approach, a variety of forms and methods of teaching, taking into account the specifics of the future profession, the use of innovative teaching technologies) are highlighted.  There are three phases of knowledge (curiosity, curiosity, theoretical knowledge).  It is determined that for the acquisition of knowledge it is possible to use the information - search type of classes with its microstructure.  Planning the microstructure of occupations in the first place should put the level of cognitive activity, awareness and independence in the performance of educational tasks.  It is noted that the process of assimilation is the process of internalization of knowledge, putting it into the inner plan of man, and the application is to extraorise knowledge, make it to the outline of human activity.  It was investigated that the stage of application of knowledge is divided into two parts (the first is the application of knowledge, skills in standard terms, the second - the transfer of knowledge, skills, skills in new, changed conditions).  Examples of applied tasks that can be solved in higher mathematics classes are given.  It is substantiated that only in combination of all stages is formed the need for knowledge acquisition and their application. Conclusion.  Stages of teaching higher mathematics - a cyclical process that requires constant improvement, hard work of the teacher.  Stages of motivation and application combine the same laws (selection of educational material, creative approach, taking into account the specifics of the future profession, the use of innovative teaching technologies).  And only in a logical, thought-out combination of these stages can one form the future need for civil protection specialists to expand the knowledge and apply it to practical application.

scholarly journals Functional Brain Imaging and Neuropsychological Testing in Lyme Disease

1997 ◽  
Vol 25 (s1) ◽  
pp. S57-S63 ◽  
Author(s):  
Brian A. Fallon ◽  
Sam Das ◽  
Jeffrey J. Plutchok ◽  
Felice Tager ◽  
Kenneth Liegner ◽  
...  
Keyword(s):  
Lyme Disease ◽  
Brain Imaging ◽  
Neuropsychological Testing ◽  
Functional Brain Imaging ◽  
Functional Brain

scholarly journals Cognitive dysfunction in adolescents with chronic fatigue: a cross-sectional study

2015 ◽  
Vol 100 (9) ◽  
pp. 838-844 ◽  
Author(s):  
Dag Sulheim ◽  
Even Fagermoen ◽  
Øyvind Stople Sivertsen ◽  
Anette Winger ◽  
Vegard Bruun Wyller ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Function ◽  
Processing Speed ◽  
Sleep Problems ◽  
Verbal Learning ◽  
Chronic Fatigue ◽  
Cross Sectional Study ◽  
Cognitive Inhibition ◽  
Sectional Study ◽  
Cross Sectional

ObjectiveTo compare cognitive function in adolescents with chronic fatigue with cognitive function in healthy controls (HC).Study designCross-sectional study.SettingPaediatric department at Oslo University Hospital, Norway.Participants120 adolescents with chronic fatigue (average age 15.4 years; range 12–18) and 39 HC (average age 15.2 years; range 12–18).MethodsThe adolescents completed a neurocognitive test battery measuring processing speed, working memory, cognitive inhibition, cognitive flexibility, verbal learning and verbal memory, and questionnaires addressing demographic data, depression symptoms, anxiety traits, fatigue and sleep problems. Parents completed the Behaviour Rating Inventory of Executive Function (BRIEF), which measures the everyday executive functions of children.ResultsAdolescents with chronic fatigue had impaired cognitive function compared to HC regarding processing speed (mean difference 3.3, 95% CI 1.1 to 5.5, p=0.003), working memory (−2.4, −3.7 to −1.1, p<0.001), cognitive inhibition response time (6.2, 0.8 to 11.7, p=0.025) and verbal learning (−1.7, −3.2 to −0.3, p=0.022). The BRIEF results indicated that everyday executive functions were significantly worse in the chronic fatigue group compared to the HC (11.2, 8.2 to 14.3, p<0.001). Group differences remained largely unaffected when adjusted for symptoms of depression, anxiety traits and sleep problems.ConclusionsAdolescents with chronic fatigue had impaired cognitive function of clinical relevance, measured by objective cognitive tests, in comparison to HC. Working memory and processing speed may represent core difficulties.

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