Effect of Hypertension Duration and Blood Pressure Control During Early Adulthood on Cognitive Function in Middle Age

Background: Elevated blood pressure (BP) is a risk factor for cognitive impairment. Objective: We aim to explore the association between the duration of hypertension in early adulthood, with cognitive function in midlife. Furthermore, we investigate whether this asssociation is altered among participants with controlled BP. Methods: This prospective study included 2,718 adults aged 18–30 years without hypertension at baseline who participated in the Coronary Artery Risk Development in Young Adults (CARDIA) Study. Duration of hypertension was calculated based on repeat measurements of BP performed at 2, 5, 7, 10, 15, 20, and 25 years after baseline. Cognitive function was assessed at Year-25 using the Rey Auditory Verbal Learning Test (RAVLT), Digit Symbol Substitution Test (DSST), and Stroop test. Results: After multivariable adjustment, a longer hypertension duration was associated with worse verbal memory (RAVLT, p trend = 0.002) but not with processing speed (DSST, p trend = 0.112) and executive function (Stroop test, p trend = 0.975). Among subgroups of participants with controlled (BP < 140/90 mmHg) and uncontrolled (SBP≥140 mmHg or DBP≥90 mmHg) BP at the time of cognitive assessment (i.e., Year-25 BP), longer duration of hypertension was associated with worse verbal memory. Similar results were observed in subgroups with controlled and uncontrolled average BP prior to cognitive assessment. Conclusion: Longer duration of hypertension during early adulthood is associated with worse verbal memory in midlife regardless of current or long-term BP control status. The potential risk of hypertension associated cognitive decline should not be overlooked in individuals with a long duration of hypertension, even if BP levels are controlled.

An Auditory Stroop Test to Implement in Cognitive Hearing Sciences: Development and Normative Data

Objective: This study developed and gained insight in an auditory Stroop test, implementable in cognitive hearing sciences. Methods: An auditory Stroop test was developed and performed in 178 participants, aged between 18 and 69 years. This Auditory Stroop test consisted of two tests: Stroop-tones and Stroop-words whereby the pitch of pure-tones and spoken words (i.e., the words high and low) had to be identified by high or low, respectively. An interference score was calculated as a measure of verbal executive functioning. Regression models were conducted to examine the effect of age, sex, education, awakeness, hearing, as well as visual and verbal working memory, and processing speed on the auditory Stroop scores. Normative data were obtained per age decade. Results: Compared to the visual counterparts, the auditory Stroop outcomes were better predicted by verbal working memory and processing speed. A trend was observed showing a decrease in performances with increasing age. No other participant-related variables had a significant relationship with the auditory Stroop test. Conclusion: This auditory Stroop test was considered a good test for measuring executive functioning using auditory stimuli. Implementing this auditory Stroop test within cognitive hearing sciences will contribute to unravel the auditory-cognitive perspective of speech understanding.

Spatial and semantic interference on an auditory Stroop test: comparison of young and older adults

Background and Aim: Age related changes in cognitive functioning have been shown to vary depending on the task used. Thus, the study aimed to compare the responses of young and older adults to an auditory Stroop test that asse­ssed spatial (responses to location of the stimuli) and semantic (responses to meaning of the sti­muli) localization. Methods: The “Auditory spatial and semantic localization Stroop test”, developed as a part of the study was administered on 30 young adults aged 18 to 30 years and 30 older adults aged 58 to 70 years having normal hearing. The res­ponse accuracy and reaction time of the parti­cipants were determined for the words “right”, “left”, “front”, and “back.” Results: The older adults had significantly poo­rer response accuracy and reaction time than the young adults for both spatial and semantic loca­lization tasks. Within each participant group, semantic localization had better response accu­racy than spatial localization, while such diffe­rences in reaction time were found only in the older adults. In both groups, a congruency effect was seen for spatial but not for semantic loca­lization when response accuracy was calculated, whereas it was observed only for semantic and not for spatial localization when reaction time was measured. Conclusion: The auditory Stroop test, which measures stimulus interference and cognitive skills, could be used as a simple tool to assess the same for stimuli presented through the audi­tory modality. This would be especially helpful in older adults who may demonstrate cognitive decline with ageing to auditory stimuli. Keywords: Spatial localization; semantic localization; auditory Stroop test; age related changes

Gamification of Neuropsychological Tools as a Multi-Sensory Approach to Education. Stroop's Paradigm

The Stroop test is a neuropsychological assessment that is worldwide recognized for its sensitivity and reliability in assessing frontal activation and executive function control. The Stroop test was conducted in this research effort using the Unity machine in a virtual test with the identical application approach and outcome measurement as in the physical test. The new visual "ustroop" test was conducted to a large enough sample of persons to allow comparisons to the initial test. Subsequently, more game scenarios in the form of a play script were added to evaluate the player's reaction to color, brand name, and words. To summarize, neuropsychological evaluation techniques can be used to promote and evaluate visual gaming, and the current project's findings can be developed upon. Though, scientific fields such as cognitive neuroscience, neuropsychological assessment tools, and gamification techniques can effectively increase learning and cognitive function through continual exercise and can be an asset in the educational process.

Effects of Chewing Gum Stimuli on General and Emotional Stroop Test

The aim of this study was to determine whether chewing gum affects cognitive function and stress relief. Sixty volunteers (mean age 23.3±3.01 years) without general or neuropsychiatric disease were recruited, and Stroop tests and stress surveys were conducted. Volunteers were administered performed a General and Emotional Stroop test with and without chewing gum, and the response time was recorded. The response time after chewing gum was significantly faster while conducting the General Stroop test. Stimulation of chewing gum may increase blood flow to the brain, which results in increased cognitive function. The response time was longer in the incongruent stimuli test compared to the congruent stimuli test, due to the effect of Stroop interference. However, when the chewing gum stimulus was introduced, the possibility of effectively reducing this effect. Stress index and response time of negative stimuli test showed weak positive correlation. This study suggests that chewing gum may play a positive role in increasing cognitive function and relieving stress.

Effect of fatigue on cognitive performance in neurology residents of faculty of medicine Universitas Sumatera Utara

Background: Fatigue is a general term used to describe an overall feeling of tiredness. It is one of the most common complaints of people seen in primary health care. Several previous studies have evaluated the effects of fatigue on cognitive function in various clinical and population settings and yielded different results. This study aimed to investigate the effect of fatigue on cognitive performance in neurology residents of Faculty of Medicine of Universitas Sumatera UtaraMethods: This was a crosssectional study involving all of the neurology residents of faculty of medicine universitas Sumatera Utara who fulfilled the inclusion criteria. This study was conducted on November until December 2020. Fatigue was assessed using fatigue severity scale and cognitive performance was assessed using Stroop test. The data was analyse using regression linear testResults: Total subject in this study was 42 subjects consisted of 26 female and 16 male with mean age of 32.02±3.45 years. The mean of FSS score was 33.71±7.41 and the mean of Stroop test score was 46.37±9.16 second. Using regression linear test we found fatigue affect cognitive function with p=0.002; R=0.470 and R2=0.221 and after stratification analysis based on sex of the subjects found that fatigue affect cognitive function in female subjects with p=0.013; R=0.482 and R2=0.232. According to age of the subject, fatigue affect cognitive function in subject >30 years old with p=0.001; R=0.635; R2=0.403Conclusions: There is significant effect of fatigue on cognitive performance. Particularly in women and age >30 years old.