Negative association between anterior insula activation and resilience during sustained attention: an fMRI twin study

Background While previous studies have suggested that higher levels of cognitive performance may be related to greater wellbeing and resilience, little is known about the associations between neural circuits engaged by cognitive tasks and wellbeing and resilience, and whether genetics or environment contribute to these associations. Methods The current study consisted of 253 monozygotic and dizygotic adult twins, including a subsample of 187 early-life trauma-exposed twins, with functional Magnetic Resonance Imaging data from the TWIN-E study. Wellbeing was measured using the COMPAS-W Wellbeing Scale while resilience was defined as a higher level of positive adaptation (higher levels of wellbeing) in the presence of trauma exposure. We probed both sustained attention and working memory processes using a Continuous Performance Task in the scanner. Results We found significant negative associations between resilience and activation in the bilateral anterior insula engaged during sustained attention. Multivariate twin modelling showed that the association between resilience and the left and right insula activation was mostly driven by common genetic factors, accounting for 71% and 87% of the total phenotypic correlation between these variables, respectively. There were no significant associations between wellbeing/resilience and neural activity engaged during working memory updating. Conclusions The findings suggest that greater resilience to trauma is associated with less activation of the anterior insula during a condition requiring sustained attention but not working memory updating. This possibly suggests a pattern of ‘neural efficiency’ (i.e. more efficient and/or attenuated activity) in people who may be more resilient to trauma.

Between-person and within-person associations of sleep and working-memory in the everyday lives of old and very old adults: initial level, learning, and variability

Study Objectives Sleep duration affects various aspects of cognitive performance, such as working-memory and learning, among children and adults. However, it remains open, whether similar or even stronger associations exist in old and very old age when changes in sleep and cognitive decrements are common. Methods Using repeated daily-life assessments from a sample of 121 young-old (66–69 years old) and 39 old-old adults (84–90 years old), we assessed links between sleep duration and different aspects of working-memory (initial level, practice-related learning, and residualized variability) between and within persons. Participants reported their sleep durations every morning and performed a numerical working-memory updating task six times a day for seven consecutive days. Results Both people who slept longer and those who slept shorter than the sample average showed lower initial performance levels, but a stronger increase of WM over time (i.e. larger learning effects), relative to people with average sleep. Sleep duration did not predict performance variability. Within-person associations were found for people sleeping relatively little on average: For them, working-memory performance was lower on days with shorter than average sleep, yet higher on days with longer than average sleep. Except for lower initial levels of working-memory in old-old adults, no differences between young-old and old-old adults were observed. Conclusion We conclude that sufficient sleep remains important for working-memory performance in older adults and that it is relevant to include different aspects of working-memory performance, because effects differed for initial performance and learning.

EXPRESS: Effects of Presentation Modality and Duration on Children’s Strategy Use: A Study in Computational Estimation

Two experiments were run to determine how presentation modality and duration influence children’s arithmetic performance and strategy selection. Third and fourth graders were asked to find estimates for two-digit addition problems (e.g., 52 + 39). Children were tested in three conditions: (1) time-unlimited visual, (2) time-limited visual, or (3) time-limited auditory conditions. Moreover, we assessed children’s working-memory updating and arithmetic fluency. Children were told which strategy to use on each problem to assess arithmetic performance while executing strategies, in Experiment 1, and were asked to choose the best strategy of three available strategies to assess strategy selection, in Experiment 2. Presentation modality influenced strategy execution (i.e., children were faster and more accurate in problems under visual than auditory conditions) but only in children with low updating abilities. In contrast, presentation modality had no effect on children’s strategy selection. Presentation duration had an effect on both strategy execution and strategy selection with time-limited presentation leading to a decline in children’s performance. Interestingly, specifically in children with low updating abilities, time-limited presentation led to poorer performance. Hence, efficient updating seemed to compensate for detrimental effects of auditory in comparison to visual and time-limited in comparison to time-unlimited presentation. These findings have important implications for determining conditions under which children execute strategies most efficiently and select the best strategy on each problem most often, as well as for understanding mechanisms underlying strategic behaviour.

The association between superior working memory and trait-rumination

Higher trait-rumination is associated with several psychopathologies. Previous studies showed that an impaired working memory in depressed patients was associated with higher trait-rumination. Meanwhile, in the nonclinical undergraduate population, a few studies reported the association between superior working memory and trait-rumination. To clarify the association between trait-rumination and the individual differences in working memory, we utilised two conceptually different working memory functions: attentional control and removal speed. Attentional control is involved in continuing to focus on goal-relevant information while blocking goal-irrelevant information and is reflected by working memory capacity. Removal speed is the time required to quickly remove goal-irrelevant information from working memory. Ninety-five undergraduate students took the reading span test and the working-memory-updating task to measure these functions. Results showed that increased trait-rumination was correlated to superior performance in the attentional control as well as the removal speed after controlling depressive symptoms. The current findings suggest that higher trait-rumination in undergraduate students is characterized by superior working memory, which contrasts with prior findings of people with depression. Further studies should examine the roles of superior working memory from the viewpoint of the developmental processes of rumination.

The role of prefrontal cortex in cognitive control and executive function

Concepts of cognitive control (CC) and executive function (EF) are defined in terms of their relationships with goal-directed behavior versus habits and controlled versus automatic processing, and related to the functions of the prefrontal cortex (PFC) and related regions and networks. A psychometric approach shows unity and diversity in CC constructs, with 3 components in the most commonly studied constructs: general or common CC and components specific to mental set shifting and working memory updating. These constructs are considered against the cellular and systems neurobiology of PFC and what is known of its functional neuroanatomical or network organization based on lesioning, neurochemical, and neuroimaging approaches across species. CC is also considered in the context of motivation, as “cool” and “hot” forms. Its Common CC component is shown to be distinct from general intelligence (g) and closely related to response inhibition. Impairments in CC are considered as possible causes of psychiatric symptoms and consequences of disorders. The relationships of CC with the general factor of psychopathology (p) and dimensional constructs such as impulsivity in large scale developmental and adult populations are considered, as well as implications for genetic studies and RDoC approaches to psychiatric classification.

Spontaneous Eye Blinks Predict Executive Functioning in Seniors

As the world’s population is aging rapidly, cognitive training is an extensively used approach to attempt improvement of age-related cognitive functioning. With increasing numbers of older adults required to remain in the workforce, it is important to be able to reliably predict future functional decline, as well as the individual advantages of cognitive training. Given the correlation between age-related decline and striatal dopaminergic function, we investigated whether eye blink rate (EBR), a non-invasive, indirect indicator of dopaminergic activity, could predict executive functioning (response inhibition, switching and working memory updating) as well as trainability of executive functioning in older adults. EBR was collected before and after a cognitive flexibility training, cognitive training without flexibility, or a mock training. EBR predicted working memory updating performance on two measures of updating, as well as trainability of working memory updating, whereas performance and trainability in inhibition and switching tasks could not be predicted by EBR. Our findings tentatively indicate that EBR permits prediction of working memory performance in older adults. To fully interpret the relationship with executive functioning, we suggest future research should assess both EBR and dopamine receptor availability among seniors.

Cognitive Control, Cognitive Biases and Emotion Regulation in Depression: A New Proposal for an Integrative Interplay Model

Research traditions on cognition and depression focus on relatively unconnected aspects of cognitive functioning. On one hand, the neuropsychological perspective has concentrated on cognitive control difficulties as a prominent feature of this condition. On the other hand, the clinical psychology perspective has focused on cognitive biases and repetitive negative patterns of thinking (i.e., rumination) for emotional information. A review of the literature from both fields reveals that difficulties are more evident for mood-congruent materials, suggesting that cognitive control difficulties interact with cognitive biases to hinder cognitive switching, working memory updating, and inhibition of irrelevant information. Connecting research from these two traditions, we propose a novel integrative cognitive model of depression in which the interplay between mood-congruent cognitive control difficulties, cognitive biases, and rumination may ultimately lead to ineffective emotion-regulation strategies to downregulate negative mood and upregulate positive mood.