Getting fit to counteract cognitive aging: evidence and future directions

Physical activity has shown tremendous promise for counteracting cognitive aging, but also tremendous variability in cognitive benefits. We describe evidence for how exercise affects cognitive and brain aging, and whether cardiorespiratory fitness is a key factor. We highlight a brain network framework as a valuable paradigm for the mechanistic insight needed to tailor physical activity for cognitive benefits.

Sports Augmented Cognitive Benefits: An fMRI Study of Executive Function with Go/NoGo Task

Exercise is believed to have significant cognitive benefits. Although an array of experimental paradigms have been employed to test the cognitive effects on exercising individuals, the mechanism as to how exercise induces cognitive benefits in the brain remains unclear. This study explores the effect of dynamic neural network processing with the classic Go/NoGo task with regular exercisers. We used functional magnetic resonance imaging to analyze the brain activation of areas involved in executive function, especially inhibitory control. Nineteen regular joggers and twenty-one subjects as a control group performed the task, and their brain imaging data were analyzed. The results showed that at the attentive visual period, the frontal and parietal areas, including the prefrontal cortex, putamen, thalamus, lingual, fusiform, and caudate, were significantly enhanced in positive activities than the control group. On the other hand, in the following inhibitory control processing period, almost the same areas of the brains of the exercise group have shown stronger negative activation in comparison to the control group. Such dynamic temporal response patterns indicate that sports augment cognitive benefits; i.e., regular jogging increases the brain’s visual attention and inhibitory control capacities.

Investigating the Cortical Correlates of Singing: Potential Neural Benefits of Choir for Persons With Dementia

Through leveraging the known advantages of musical engagement and socialization, choir interventions are known to facilitate psychological and cognitive benefits for persons with dementia (PwD). Surprisingly, no research has explored whether social singing may also confer neurological advantages. In this study, we employed functional near infrared spectroscopy (fNIRS) to investigate the cortical correlates of both social and solo singing in PwD (n=13). Paired-sample t-tests were used to evaluate within-person differences in frontal cortical activation between the social vs solo singing. Results showed significant activation differences in three frontal channels, with social singing requiring comparatively less frontocortical activation. These findings indicate potential neural benefits of social singing – with less frontal activation being a proxy for greater reliance on intact proceduralized systems – and serve to highlight the utility of fNIRS in better understanding the neural correlates underlying the benefits of social singing interventions for PwD.

Effect of vitamin D on cognitive decline: results from two ancillary studies of the VITAL randomized trial

Low vitamin D levels have been associated with cognitive decline; however, few randomized trials have been conducted. In a trial, we evaluated vitamin D3 supplementation on cognitive decline. We included participants aged 60+ years (mean[SD] = 70.9[5.8] years) free of cardiovascular disease and cancer in two substudies in the VITAL 2 × 2 randomized trial of vitamin D3 (2000 IU/day of cholecalciferol) and fish oil supplements: 3424 had cognitive assessments by phone (eight neuropsychologic tests; 2.8 years follow-up) and 794 had in-person assessments (nine tests; 2.0 years follow-up). The primary, pre-specified outcome was decline over two assessments in global composite score (average z-scores of all tests); substudy-specific results were meta-analyzed. The pooled mean difference in annual rate of decline (MD) for vitamin D3 versus placebo was 0.01 (95% CI − 0.01, 0.02; p = 0.39). We observed no interaction with baseline 25-hydroxyvitamin-D levels (p-interaction = 0.84) and a significant interaction with self-reported race (p-interaction = 0.01). Among Black participants (19%), those assigned vitamin D3 versus placebo had better cognitive maintenance (MD = 0.04, 95% CI 0.01, 0.08, similar to that observed for Black participants 1.2 years apart in age). Thus, vitamin D3 (2000 IU/day cholecalciferol) supplementation was not associated with cognitive decline over 2–3 years among community-dwelling older participants but may provide modest cognitive benefits in older Black adults, although these results need confirmation.Trial registration ClinicalTrials.gov; VITAL (NCT01169259), VITAL-DEP (NCT01696435) and VITAL-Cog (NCT01669915); the date the registration for the parent trial (NCT01169259) was submitted to the registry: 7/26/2010 and the date of first patient enrollment in either of the ancillary studies for cognitive function in a subset of eligible VITAL participants: 9/14/2011.

Race-Discordant School Attendance and Cognitive Function in Later Life

Early schooling plays an important role in shaping cognitive development, both due to the level of academic rigor and the social environment of primary and secondary schools. This is reflected in current racial disparities in cognitive function in later life. Older minorities who attended predominantly White schools with more resources experienced significant cognitive benefits. This study explores whether there are benefits to cognitive functioning in later life from having attended socially diverse schools in early life. We examine the effects of having attended schools composed primarily of different race peers—race discordant schools (RDS)—among Black, Hispanic, and White older adults. Using retrospective and prospective data from the Health and Retirement Study, we examine the association between RDS exposure and four measures of cognitive function (working memory, episodic memory, mental status, overall cognitive function). We assess function at age 55 and 70, and examine change in functioning between age 55 and 70. We find that RDS exposed Blacks and Hispanics experience significant benefits in cognitive function at age 55, but only Blacks experience benefits at age 70. RDS exposed Whites reported higher overall working memory at age 70 relative to Whites in non-RDS schools, suggesting a cognitive benefit from diversity. Results suggest that exposure to more racially diverse school environments have potentially beneficial effects on cognitive function over the life course. Our findings suggest that the cultivation of diversity in schools could be an important long-term public health investment.

Motivations for Caffeine Consumption in New Zealand Tertiary Students

Caffeine-related health incidents in New Zealand have escalated over the last two decades. In order to reduce the risk of substance-related harm, it is important to understand the consumers’ motivations for its use. This is especially true for tertiary students who are presumed to be at a higher risk due to seeking out caffeine’s well-known cognitive benefits as well as the targeted marketing of such products to young adults. This study examined the habits and motivations for caffeine consumption in tertiary students in New Zealand. A previously validated caffeine consumption-habits (CaffCo) questionnaire was administered online to 317 tertiary students (n = 169 females), aged ≥16 years. Of the 99.1% of participants who regularly consumed caffeine, coffee (76.3%) tea (71.6%) and chocolate (81.7%) consumption were the most prevalent. Motivations for caffeinated-product consumption differed according to caffeine source. Tea was consumed for the warmth and taste, coffee was consumed to stay awake and for warmth, and chocolate, for the taste and as a treat. Marketing was not identified by participants as influencing their consumption of caffeinated products. Knowledge of motivations for caffeine consumption may assist in identifying strategies to reduce caffeine intake in those New Zealand tertiary students who regularly consume amounts of caffeine that exceed safe level.

Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review

There is growing interest recently in the outdoor environment surrounding schools where students spent time during breaks, in-school activities, and after-school programs. Several reviews have examined the impact of long-term exposures to nearby nature on students’ academic achievement, but none has focused on the effects of short-term contacts with nature on students’ cognitive performance. The aim of this review is to understand the context in which short-term passive exposures to greenness occur, how cognitive performance is measured, and the conditions under which cognitive benefits emerge at various educational levels. We reviewed 14 studies in the extant literature that report investigations involving students at different educational levels, from elementary school to university, in a short exposure to nature lasting from 10 to 90 min during a study day. The review shows that in 12 out of the 14 studies, across educational levels, cognitive benefits emerge in terms of directed attention restoration from mental fatigue due to contact with nature. A no-cost opportunity to sustain students’ cognition is a break in a green environment after mentally demanding activities.

Parents’ Perceptions of School Recess Policies and Practices

Background: Previous research has shown that school recess can provide children with physical, social and cognitive benefits; yet, recess opportunities and experiences may be different between children with and without disabilities. Parent perceptions of recess are important to consider as they serve as advocates for their children’s access and opportunities at school.Objective: To examine parent perceptions of recess by children’s disability status, family household income, and race/ethnicity.Method: Participants included 473 parents from the US stratified across six household income levels. Confirmatory factor analyses were run for all 3 scales assessing parents’ perception of belonging and victimization at recess, recess policies, and recess procedures. Regression analyses were run to examine if parents’ perception of recess were predicted by race, income, or child disability status. Results: Results revealed that parents’ perceptions of recess were predicted by child disability status but not income or race. Specifically, parents’ perceptions were significantly predicted by child disability status regarding victimization (b = .13, SE = .06, p = .05), recess policies about withholding recess (b = .171, SE = .07, p = .01), and finally, student engagement at recess (b = .165, SE = .07, p = .02).Conclusion: Results show that according to their parents, children with disabilities may have a different experience at recess than children without disabilities and that there are ways to improve the recess environment to better meet the needs of all children.

The impact of digital media on children’s intelligence while controlling for genetic differences in cognition and socioeconomic background

Digital media defines modern childhood, but its cognitive effects are unclear and hotly debated. We estimated the impact of different types of screen time (watching, socializing, or gaming) on children’s intelligence while controlling for genetic differences in cognition and socioeconomic background. We analyzed 9855 children from the ABCD dataset with measures of intelligence at baseline (ages 9-10) and after two years. At baseline, time watching and socializing were negatively correlated with intelligence, while gaming had no correlation. After two years, gaming positively impacted intelligence, but socializing had no effect. This is consistent with cognitive benefits documented in experimental studies on video gaming. Unexpectedly, watching videos also benefited intelligence, contrary to prior research on the effect of watching TV. Broadly, our results are in line with research on the malleability of cognitive abilities from environmental factors, such as cognitive training and the Flynn effect.