Easy Abacus Calculation in Early Childhood to Support Executive Function: An Educational Pilot Case Study of Comparing Brain Activity in the Prefrontal Cortex

The development of executive functions is remarkable in early childhood. Therefore, research on how to support the development of executive functions is actively being conducted. It has already been indicated that executive functions are related to the prefrontal cortex. Recent evidence suggests that the prefrontal cortex is involved in mental abacus (MA). Further, the study of the abacus—the base of MA—is good for not only mathematics but also nurturing the brain. However, although the abacus is easy to learn, learning opportunities have shrunk because of the widespread use of calculators. Through this educational pilot case study, I examined whether it is possible that even easy calculations during the introduction of abacus calculation in early childhood may have an effect on executive function support. I measured the activation of cerebral blood flow in the prefrontal cortex of a young child while he worked on the Wechsler Intelligence Scale for Children-IV; Working Memory Index tasks (forward digit-span task, backward digit-span task, and letter–number sequencing task); and the abacus calculation task using HOT-2000 (NeU, Japan), a two-channel wearable functional near-infrared spectroscopy device. The results revealed a significant difference between the abacus calculation task and the forward digit-span task; however, there was no significant difference between the abacus calculation task and other tasks. In other words, the brain in the prefrontal cortex was more activated in the abacus task than in the forward digit-span task. Difficulty levels were found to be in the order of the forward digit-span task, backward digit-span task, and letter–number sequencing task. Thus, there is a possibility that even simple abacus calculation has a positive effect on executive functions, especially working memory support, in early childhood. This study’s results provide a breakthrough in cognitive psychology, educational psychology, neuropsychology, and other fields related to child support, which are struggling to find valuable, practical practices for children in the field (i.e., schools and homes) beyond the laboratory.

Visual and Verbal Working Memory and Processing Speed Across the Adult Lifespan: The Effect of Age, Sex, Educational Level, Awakeness, and Hearing Sensitivity

Objective: To strengthen future methodological choices regarding the measurement of cognition within the field of audiology, the current study aimed to examine the effect of, among other things, hearing sensitivity on the backward corsi tapping task (i.e., visual working memory and processing speed) and the letter-number sequencing task (i.e., verbal working memory and processing speed).Design and Study Sample: The backward corsi tapping task and the letter-number sequencing task were administered to 184 participants, aged between 18 and 69 years. The effect of age, sex, educational level, awakeness, and hearing sensitivity on verbal and visual working memory and processing speed was assessed using stepwise multiple regression analyses.Results: For all outcome variables, a decrease in performance was observed with increasing age. For visual and verbal working memory, males outperformed females, whereas no clear sex effect was observed for visual and verbal processing speed. Hearing sensitivity had only a significant impact on visual processing speed.Conclusion: The importance to evaluate cognitive construct validity within audiological research was highlighted. Further research should focus on investigating the associations between speech understanding on the one hand and the backward corsi tapping task and letter-number sequencing task on the other hand.

Sex Effects on Mirror Overflow during Finger Tapping in Children with ADHD

Objectives: The presence of excessive mirror overflow in children with Attention Deficit/Hyperactivity Disorder (ADHD) is discussed in numerous published reports. These reports, however, include a limited age range in their samples. The objective of this study is to examine the effects of diagnosis and sex on mirror overflow and standard deviation (SD) of tap time in children with and without ADHD across a larger age range (5–12 years) of children. Methods: One-hundred and forty-eight children with ADHD and 112 age- and sex-matched typically developing (TD) children completed a finger sequencing task. Mirror overflow, SD of tap time, and mean tap time were measured using finger twitch transducers. Results: Results reveal a significant diagnostic effect on mirror overflow such that boys and girls with ADHD demonstrate increased overflow compared to same-sex TD children. Boys with ADHD demonstrated more variable tap times compared to TD boys; no diagnostic effect was observed in the girls. Conclusions: Boys with ADHD exhibit anomalous motor variability; girls with ADHD show similar levels of variability as TD girls. Boys and girls with ADHD exhibit similar levels of excessive mirror overflow. This lack of sex differences on mirror overflow is distinct from reports finding sex effects on overflow and could result from an examination of a broader age range than is included in prior reports. Adolescent data would provide a greater understanding of the trajectory of anomalous mirror overflow across development. Examination of functional and structural connectivity would expand the current understanding of the neurobiological foundation of motor overflow.

Opposing roles of the dorsolateral and dorsomedial striatum in the acquisition of skilled action sequencing

The shift in control from dorsomedial to dorsolateral striatum during skill and habit formation is well established, but whether striatal subregions orchestrate this shift co-operatively or competitively remains unclear. Cortical inputs have also been implicated in the shift towards automaticity. Do cortical inputs mirror their downstream striatal targets across this transition? We addressed these questions using a five-step heterogeneous action sequencing task that is optimally performed by automated chains of actions. By optimising automatic responding, we discovered that loss of function in the dorsomedial striatum accelerated acquisition. In contrast, loss of function in the dorsolateral striatum impeded acquisition of sequencing, demonstrating functional opposition within the striatum. Unexpectedly the medial prefrontal cortex was not involved, however the lateral orbitofrontal cortex was critical. These results shift current theories about striatal control of behaviour to a model of competitive opposition, where the dorsomedial striatum acts in a gating role to inhibit dorsolateral-driven behaviour.

The Role of the Cerebellum in Social and Non-Social Action Sequences: A Preliminary LF-rTMS Study

An increasing number of studies demonstrated the involvement of the cerebellum in (social) sequence processing. The current preliminary study is the first to investigate the causal involvement of the cerebellum in sequence generation, using low-frequency repetitive transcranial magnetic stimulation (LF-rTMS). By targeting the posterior cerebellum, we hypothesized that the induced neuro-excitability modulation would lead to altered performance on a Picture and Story sequencing task, which involve the generation of the correct chronological order of various social and non-social stories depicted in cartoons or sentences. Our results indicate that participants receiving LF-rTMS over the cerebellum, as compared to sham participants, showed a stronger learning effect from pre to post stimulation for both tasks and for all types of sequences (i.e. mechanical, social scripts, false belief, true belief). No differences between sequence types were observed. Our results suggest a positive effect of LF-rTMS on sequence generation. We conclude that the cerebellum is causally involved in the generation of sequences of social and nonsocial events. Our discussion focuses on recommendations for future studies.

ASSOCIATIONS OF DUAL TASK EXERGAMING WITH COGNITIVE-MOTOR INTERFERENCE IN OLDER ADULTS WITH MILD COGNITIVE IMPAIRMENT: A SINGLE-ARM PILOT STUDY

Purpose: To examine the feasibility and effectiveness of dual task (DT) exergaming to improve volitional balance control in older adults with mild cognitive impairment (MCI). Methods: Ten older adults with MCI were examined at baseline (week-0) and post-training (week-5) on volitional balance control (maximum excursion of center of gravity, MXE [%]) while performing cognitive task (auditory clock test or letter number sequencing task) and on the NIH-motor and cognitive toolboxes. DT exergaming training lasted for 12 sessions which consisted of performing explicit cognitive tasks while playing the Wii-Fit balance games. Results: From pre- to post-training, MXE improved (p<0.05); however, cognitive accuracy (cognitive task) remained the same (p>0.05). Improvement in NIH motor and cognitive toolbox tests was observed post-training (p<0.05). Conclusion: DT exergaming was associated to improvements in balance control under attention-demanding conditions in MCI. Future studies may focus on examining the efficacy of such training.

A-160 Understanding the Validity of the Digit Span Sequencing Task: A Least Executive Demand Model

Objective This study aimed to explore the patterns of Longest Digit Span from the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), including understanding the newest sequencing condition. While there is a large body of research discriminating the cognitive demands of the forward and backward conditions, there is less literature devoted to the cognitive underpinnings of the sequencing task, and no studies looking at the applicability of this task with children. Patterns observed clinically on these conditions have suggested that the sequencing condition may involve less executive demand than the backwards condition (Least Executive Demand model). Therefore, it was predicted that Longest Digit Span Backwards (LDSB) would predict the most amount of variance in Working Memory scores on the Comprehensive Executive Functioning Inventory (CEFI). Method Hierarchal multiple regression analysis controlling for FSIQ was completed utilizing an archival database (n = 38) of children and adolescences (ages 6–15) referred to a university-based neuropsychological assessment clinic. Results Longest digit span scores were not significant predictors of Working Memory scores on the CEFI [F (4, 27) =1.746, p = .169]. However, digit span capacity was weakly predictive of CEFI Attention scores [F (4, 27) = 2.818, p &lt; .05; R2 = .295]; with sequencing capacity as the only significant predictor (beta = .62, p &lt; .05). Conclusions While there was no evidence that working memory capacity predicts real world working memory skills, there was evidence that digit sequencing capacity is predictive of parent reported attentional difficulties. Poor performance on DSS in children may be due to difficulties concentrating, sustaining attention or with avoiding distractions.

Independent living skills and cognition in early-onset and late-onset of schizophrenia patients: a pilot study

Aim. To evaluate cognitive functions and independent living skills in patients with late-onset schizophrenia (LOS) compared to patients with early-onset schizophrenia (EOS). Methods. The study included two clinical groups: 8 EOS patients (M=51.37.2; 7 males) and 8 LOS patients (M=67.89.9; 8 females), with comparable illness duration (22.69.1 and 19.911.9 respectively). Cognitive functions were assessed through the Brief Assessment of Cognition in Schizophrenia (BACS). The Autonomy Assessment Scale (AS) was used to measure independent living skills. The MannWhitney U-test was applied to determine differences between groups. Results. LOS group performed significantly better on Digit Sequencing Task, Verbal Fluency and Tower Test of the BACS. Composite score on AS was also significantly better in LOS group along with better scores on AS`s subscales assessing primarily social skills. Conclusion. LOS patients have milder cognitive dysfunction along with better independent living and social skills compared to AOS patients.

DO BIPOLAR PATIENTS LACK MIND READING; AN ATTEMPT TO ASSESS THROUGH PICTURE SEQUENCING TASK

Background: This paper reports the performance of ICD-10 diagnosed Bipolar affective disorder (BPAD) patients on a well recognised measure of theory of mind (ToM) that commonly elicits group related differences in schizophrenia research. Aims: (1) To assess Theory of mind in patients of Bipolar Affective Disorder. (2) To examine effect of mood on Theory of Mind. Method: Three groups were formed namely Control, BPAD (M) and BPAD (D). Each group was socio-demographically suitably matched and had 30 participants. Active symptomatology was assessed by using YMRS and MADRS in BPAD(M) and BPAD(D) cases respectively. Theory of mind was calculated using Landon and Clotheart (1999) Picture Sequencing Task. Results: Relative to controls, bipolar patients performed significantly worse on the ToM relevant false belief script in picture sequencing task but not on other types of task stories. No significant difference was observed in the ToM performance between the phase of bipolarity. Conclusion: The results support previous evidence of ToM deficit in BPAD and indicate a potential endophenotypic overlap in the phenomenology of both Schizophrenia and BPAD. Keywords: Theory of Mind, YMRS, MADRS, Picture Sequence Task