Citicoline in the Treatment of Mild Cognitive Impairment in Blood Relatives of Patients with Alzheimer’s Disease: Immediate and Long-Term Effects of Course Therapy

The aim was to study immediate and long-term (post-therapeutic) effects of a three-month course of therapy with citicoline in 1st-degree relatives of patients with Alzheimer’s disease (AD). All the included relatives of patients with AD revealed signs of minimal cognitive dysfunction (MCD) and mild cognitive decline syndrome (MCI — Mild Cognitive Impairment, ICD-10 code F06.7). Study participants: the study involved 90 first-degree relatives: 24 with MCI and 66 with MCD. Study design: an open-label comparative multidisciplinary study of the six-month dynamics of cognitive functioning of two groups of relatives who received a three-month course of citicoline therapy. The baseline indicators of the cognitive functioning of relatives with MCI syndrome and MKD were compared with the indicators at the end of the three-month course of therapy with citicoline at a daily dose of 1000 mg as well as 3 months after the end of the course of treatment. Methods: clinical, psychopathological, neuropsychological, psychometric, genetic, statistical ones. Results: а significant positive effect of the course therapy with citicoline on the cognitive impairment of 1st degree AD-patients’ relatives with minimal cognitive dysfunction and more pronounced cognitive impairments met the diagnostic criteria for MCI syndrome has been found. A significantly greater value of both immediate and long-term therapeutic effect of MKD compared with MCI in relatives was established by psychometric and neuropsychological indicators characterizing voluntary memorization of verbal and visual stimuli, optical and spatial activity, voluntary attention, and associative verbal thinking. Conclusion: the results of the study can be used as the basis for a model of prevention of the progression of cognitive deficit and the development of dementia in persons with a high risk of developing AD, i.e. in individuals with both genetic risk and signs of cognitive impairment.

Asexuality vs. sexual interest/arousal disorder: Examining group differences in initial attention to sexual stimuli

Attention is considered to be a critical part of the sexual response cycle, and researchers have differentiated between the roles of initial (involuntary) and subsequent (voluntary) attention paid to sexual stimuli as part of the facilitation of sexual arousal. Prior studies using eye-tracking methodologies have shown differing initial attention patterns to erotic stimuli between men and women, as well as between individuals of different sexual orientations. No study has directly compared initial attention to sexual stimuli in asexual individuals, defined by their lack of sexual attraction, to women with Sexual Interest/Arousal Disorder (SIAD), a disorder characterized by a reduced or absent interest in sex coupled with significant personal distress. The current study tested differences in the initial attention patterns of 29 asexual individuals (Mage = 26.56, SD = 4.80) and 25 heterosexual women with SIAD (Mage = 27.52, SD = 4.87), using eye-tracking. Participants were presented with sexual and neutral stimuli, and their initial eye movements and initial fixations to both image types and areas of erotic contact within sexual images were recorded. Mixed-model ANOVAs and t-tests were used to compare the two groups on the speed with which their initial fixations occurred, the duration of their initial fixations, and the proportion of initial fixations made to sexual stimuli. On two indices of initial attention, women with SIAD displayed an initial attention preference for sexual stimuli over neutral stimuli compared to asexual participants. This study adds to a growing literature on the distinction between asexuality and SIAD, indicating that differences in early attention may be a feature that differentiates the groups.

The Differential Impact of Mystery in Nature on Attention: An Oculometric Study

Nature exposure can provide benefits on stress, health and cognitive performance. According to Attention Restoration Theory (ART), the positive impact of nature on cognition is mainly driven by fascination. Fascinating properties of nature such as water or a winding hiking trail may capture involuntary attention, allowing the directed form of attention to rest and to recover. This claim has been supported by studies relying on eye-tracking measures of attention deployment, comparing exposure to urban and nature settings. Yet, recent studies have shown that promoting higher engagement with a nature setting can improve restorative benefits, hence challenging ART’s view that voluntary attention is resting. Besides, recent evidence published by Szolosi et al. (2014) suggests that voluntary attention may be involved during exposure to high-mystery nature images which they showed as having greater potential for attention restoration. The current study explored how exposure to nature images of different scenic qualities in mystery (and restoration potential) could impact the engagement of attention. To do so, participants were shown nature images characterized by either low or high mystery properties (with allegedly low or high restoration potential, respectively) and were asked to evaluate their fascination and aesthetic levels. Concurrently, an eye tracker collected measures of pupil size, fixations and spontaneous blinks as indices of attentional engagement. Results showed that high-mystery nature images had higher engagement than low-mystery images as supported by the larger pupil dilations, the higher number of fixations and the reduced number of blinks and durations of fixations. Taken together, these results challenge ART’s view that directed attention is merely resting during exposure to restorative nature and offer new hypotheses on potential mechanisms underlying attention restoration.

RELAÇÃO ENTRE A ORGANIZAÇÃO DO ENSINO E O DESENVOLVIMENTO DA ATENÇÃO VOLUNTÁRIA NA PRODUÇÃO ACADÊMICA

Historical and Cultural Theory states that the higher psychic functions, which includes attention, are developed by the appropriation of culture and, consequently, school education has an important role in the process. The statement, however, is insufficient so that teachers develop children´s attention in classroom activities. We would like to ask: Are there productions within academic literature that may subsidize teachers´ work in the execution of a type of teaching that boosts the development of attention? Research has been undertaken in the Catalogue of Dissertations and Theses of the Coordination for the Upgrading of Higher Education Personnel (CAPES), the Brazilian Digital Library of Theses and Dissertations (BDTG), the Scientific Electronic Library Online (SciELO) and CAPES´s portal of journals, to investigate the contents of publications on voluntary attention based on the presuppositions of the Historical and Cultural Theory. Current paper forwards an analysis of studies in school education specifically focused on voluntary attention. Results show that the number of researches that employ methodologies which analyze ways which are favorable for the development of voluntary attention within the school context is small. In the wake of the great need of pedagogical methods for lack of attention, investigations that produce knowledge on teaching organization with such capacity should be broadened and intensified.

Cognitive-behavioral aspects in the effectiveness of foreign language training of students of a non-linguistic university

The article analyzes the impact of the cognitive-behavioral characteristics of students from a non-linguistic university on the level of success in learning a foreign language. The purpose of this article is to identify the patterns of the cognitive-behavioral parameters of decision-making in the conditions of choosing between various alternative reactions and their relationship with the effectiveness of foreign language training of students from a non-linguistic university. To study behavior patterns, the method of parameterizing was used such as an important component of any activity, as decision-making by modeling situations under conditions of free, probabilistic and conditional choice. The study involved freshmen and sophomores from a medical university, who were studying foreign languages. The simulation of the follow-up of the stimulus presented revealed a low level of voluntary attention in the students with low performance, especially in a situation of imposed rhythm. Naturally, there is the hypothesis that in this group, their own cognitive style is dependent on environmental conditions, so this must be taken into account in the learning process. The results obtained indicate that the presence of universal differentiated cognitive-behavioral strategies are important in the case of successful / unsuccessful command of a foreign language.

Hypothesis on the informative principles of voluntary and involuntary attention: on the theory of non-systems and causal environments in causal dualism

The subject of this research is certain informative principles of functionality of human nervous system. In the limelight is the interdependence of consciousness and information, as well as the question in the spirit of anti-physicalist arguments: whether the conscious processes are informative, and thus physical, or require a categorical apparatus for description? The first part of the article discusses possible wording of some informative principles of functionality of nervous system that answer the question “why” rather than “how”. The second part is dedicated to the general classification of causal environments, as well as description of conscious processes within the framework of new possible terminology. A number of hypotheses is advanced on the informative mechanisms of involuntary and voluntary attention. With regards to involuntary attention, the author examines the mechanism for resource conservation, or filtering information, which suggests that the nervous system tends to consume resources for processing the rarer – and more information capacious messages. Such position complies with the law of conservation of energy. Voluntary attention is viewed on the basis of information interpretation of the Le Chatelier’s principle. Voluntary attention, resulting conscious actions, and responses of the nervous system (including creativity) are considered as informational messages aimed at alleviation of the impact of external environment, namely the level of information uncertainty. Such information approach prompts to view consciousness as a non-system or causal environment, within which causality is transmitted without transmitting information. The article provides the variant of classification of causal environments that may contribute to further development of non-informative (non-physicalist) approach towards the problem of consciousness.

Fluid Attention in Education: Conceptual and Neurobiological Framework

Attention is indispensable to our learning, performance, relationships, health, and daily life, and yet laboratory studies of attention have only scratched the surface of these lived varieties of attention. In this article, we begin with William James' theory of derived involuntary attention, which has largely been ignored in laboratory research. We then show that there is a gap in our attention vocabulary and the theory that underpins it, which depend on an incomplete voluntary/involuntary dichotomy. The negative effects of this dichotomy stretch beyond laboratory research to clinical diagnosis, influencing how we understand so-called attention deficits. To fill the gap between voluntary and involuntary, we introduce a third kind of attention—fluid attention (also called postvoluntary attention), which is goal-directed and selective, like voluntary attention, but also effortless and drawn to its source, like involuntary attention. Fluid attention is a rediscovery of James' derived involuntary attention. A distinguishing feature of fluid attention is its motivational component, which, we show, neurophysiologically also reveals a gap in the neurocognitive literature on attention. Recognizing fluid attention as fundamentally motivational allows ADHD to be redefined as a motivational rather than an attentional deficit, which we go on to show has significant implications for both special and regular education.

Spatiotemporal Dynamics of Covert Versus Overt Processing of Happy, Fearful and Sad Facial Expressions

Behavioral and electrophysiological correlates of the influence of task demands on the processing of happy, sad, and fearful expressions were investigated in a within-subjects study that compared a perceptual distraction condition with task-irrelevant faces (e.g., covert emotion task) to an emotion task-relevant categorization condition (e.g., overt emotion task). A state-of-the-art non-parametric mass univariate analysis method was used to address the limitations of previous studies. Behaviorally, participants responded faster to overtly categorized happy faces and were slower and less accurate to categorize sad and fearful faces; there were no behavioral differences in the covert task. Event-related potential (ERP) responses to the emotional expressions included the N170 (140–180 ms), which was enhanced by emotion irrespective of task, with happy and sad expressions eliciting greater amplitudes than neutral expressions. EPN (200–400 ms) amplitude was modulated by task, with greater voltages in the overt condition, and by emotion, however, there was no interaction of emotion and task. ERP activity was modulated by emotion as a function of task only at a late processing stage, which included the LPP (500–800 ms), with fearful and sad faces showing greater amplitude enhancements than happy faces. This study reveals that affective content does not necessarily require attention in the early stages of face processing, supporting recent evidence that the core and extended parts of the face processing system act in parallel, rather than serially. The role of voluntary attention starts at an intermediate stage, and fully modulates the response to emotional content in the final stage of processing.

Dynamic Interplay between Reward and Voluntary Attention Determines Stimulus Processing in Visual Cortex

Reward enhances stimulus processing in the visual cortex, but the mechanisms through which this effect occurs remain unclear. Reward prospect can both increase the deployment of voluntary attention and increase the salience of previously neutral stimuli. In this study, we orthogonally manipulated reward and voluntary attention while human participants performed a global motion detection task. We recorded steady-state visual evoked potentials to simultaneously measure the processing of attended and unattended stimuli linked to different reward probabilities, as they compete for attentional resources. The processing of the high rewarded feature was enhanced independently of voluntary attention, but this gain diminished once rewards were no longer available. Neither the voluntary attention nor the salience account alone can fully explain these results. Instead, we propose how these two accounts can be integrated to allow for the flexible balance between reward-driven increase in salience and voluntary attention.