The Effects of Diverse Exercise on Cognition and Mental Health of Children Aged 5–6 Years: A Controlled Trial

The rate of learning and cognitive development is at its highest level in preschool-aged children, making this stage a critical period. Exercise has received increasing attention for its beneficial physical and mental health effects on the development of preschool children. This study investigated the effects of diverse exercise on the cognition of preschool children. Two classes were randomly selected from kindergarten classes of children aged 5–6 years, and designated as the experimental and control classes. Each class contained 20 children (10 boys and 10 girls) according to the kindergarten class system. The experimental class completed exercises according to the designed curriculum, while control class carried out exercises according to the regular teaching plan, for a study period of 12 weeks. The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Mental Health Questionnaire for Children were used to assess outcomes, both at the beginning and end of study. After 12 weeks, the experimental class has improved in the “Object Assembly,” “Block Design,” “Picture Completion,” and “Coding” (14.70 ± 2.14, p < 0.01; 14.54 ± 1.56, p < 0.01; 9.62 ± 2.06, p < 0.05; 15.92 ± 2.72, p < 0.05) in performance test, and showed improvements in the “Movement,” “Cognitive Ability,” “Sociality” and “Living Habits” (5.65 ± 0.59, p < 0.01; 11.20 ± 1.91, p < 0.05; 9.05 ± 1.72, p < 0.05; 7.10 ± 1.45, p < 0.05) in mental health outcomes. Diverse exercise has a significantly beneficial role in promoting the cognitive development of children aged 5–6 years, as well as a beneficial, albeit insignificant, role in their mental health.

Longitudinal associations between hearing aid usage and cognition in community-dwelling Japanese older adults with moderate hearing loss

We investigated the associations between hearing aids (HA) and the maintenance of cognitive function among community-dwelling older adults with moderate hearing loss. A total of 407 participants aged 60 years or older with moderate hearing loss were recruited from the National Institute for Longevity Sciences, Longitudinal Study for Aging (NILS-LSA). Moderate hearing loss was defined as a pure-tone average of 40–69 dB at 500, 1000, 2000, and 4000 Hz of the better ear, according to the definition proposed by the Japan Audiological Society. Cognitive function was evaluated using the four subtests of the Japanese version of the Wechsler Adult Intelligence Scale-Revised Short Forms (WAIS-R-SF): Information, Similarities, Picture completion, and Digit Symbol Substitution (DSST). A longitudinal analysis of 1192 observations with a mean follow-up period of 4.5 ± 3.9 years was performed. The HA use rate at any time during the follow-up period was 31.4%, and HA users were significantly younger (t-test, p = 0.001), had worse hearing (p < .0001) and higher education (p = 0.001), participated more frequently in the survey (p < .0001), and were less depressed (χ2 test, p = 0.003) than the older adults not using HA. General linear mixed models consisted of the fixed effects of HA use, follow-up time, and an HA use × time interaction term adjusted for age and pure-tone average thresholds at baseline, sex, education, and other possible confounders. HA use showed significant main effects on the scores for Picture completion and DSST after adjustment; scores were better in the HA use group than in the no HA use group. The HA use × time interaction was significant for the Information score (p = 0.040). The model-predicted 12-year slope with centralizing age indicated that the no HA use group showed greater decline over time on Information scores than did HA use group. The slopes did not differ between HA users and non-users for the Similarities, Picture completion and DSST. In conclusion, HA use may have a protective effect on the decline in general knowledge in older adults with moderate hearing loss.

Bidirectional Longitudinal Associations Between Cognitive Abilities and Social Relationships in Old Age

Individuals’ social connections can both shape and be shaped by cognitive abilities in aging process. This study examined bidirectional longitudinal associations between cognitive abilities and social relationships using 12-year longitudinal data (3 waves) from 499 German older adults who were born between year 1930 and 1932. Cognitive abilities were assessed as a latent construct consisting of five cognitive tests, i.e., picture completion, block design, information, similarities, and word finding. Social relationships were assessed by the self-reported number of free time partners and scales of perceived social relationships. Using a random-intercept cross-lagged panel model, we focused on within-person causal relations. Results showed that higher cognitive abilities predicted higher number of free time partners over four years and that more positive perceived social relationships predicted higher cognitive abilities at four-year follow-up. In sum, the bidirectional longitudinal associations indicate social relationships and cognitive abilities mutually maintain each other in old age.

HUBUNGAN ASUPAN ZAT BESI, VITAMIN C, DAN KEBIASAAN SARAPAN TERHADAP KONSENTRASI BELAJAR DI SMA TAMAN MADYA 5

Konsentrasi merupakan suatu kemampuan untuk memfokuskan pikiran. Kekurangan asupan zat besi merupakan salah satu penyebab anemia yang akan berdampak mrnurunnya konsentrasi belajar, vitamin c juga berperan untuk membantu proses penyerapan zat besi. Sarapan pagi juga merupakan hal yang penting untuk meningkatkan konsentrasi karena merupakan pasokan energi untuk otak yang paling baik untuk berkonsentrasi. Penelitian ini bertujuan untuk mengetahui bagaimana hubungan antara asupan zat besi, vitamin c dan kebiasaan sarapan terhadap konsentrasi belajar di SMA Taman Madya 5. Penelitian ini menggunakan desain cross sectional. Sampel berjumlah 36 siswi kelas 10 dan 11 yang diambil dengan teknik purposive sampling pada bulan Februari 2020. Pengumpulan data dilakukan dengan melakukan tes konsentrasi menggunakan picture completion, melakukan survei konsumsi asupan zat besi dan vitamin c dengan metode SFFQ dan wawancara kebiasaan sarapan menggunakan kuesioner. Data dianalisis dengan menggunakan uji chi-square. Hasil penelitian menunjukkan tidak ada hubungan asupan zat besi terhadap konsentrasi belajar dengan nilai p-value 0,370, tidak ada hubungan asupan vitamin c terhadap konsentrasi belajar dengan nilai p-value 1,000 dan Ada hubungan kebiasaan sarapan terhadap konsentrasi belajar dengan nilai p-value 0,003.

The effect of transcranial random noise stimulation (tRNS) over bilateral posterior parietal cortex on divergent and convergent thinking

Creativity pervades many areas of everyday life and is considered highly relevant in several human living domains. Previous literature suggests that the posterior parietal cortex (PPC) is related to creativity. However, none of previous studies have compared the effect of transcranial random noise stimulation (tRNS) over bilateral PPC on both verbal and visual divergent thinking (DT) and Remote Associates Test (RAT) in the same experimental design. Forty healthy participants were randomly assigned to tRNS (100–500 Hz) over bilateral PPC or sham group, for 15 min and current was set at 1.5 mA. Participants’ creativity skills were assessed before and after brain stimulation with the Unusual Uses and the Picture Completion subtests from the Torrance Test of Creative Thinking and the RAT. ANCOVA (baseline scores as covariate) results indicated that tRNS group had significantly higher scores at post-test in RAT and visual originality compared to sham group. Unusual Uses, on the other hand, was not significant. Improvement in RAT suggests the involvement of PPC during via insight solution which may reflect internally directed attention that helps the recombination of remotely associated information. The improvement in visual originality dimension from DT may be due to a higher internally directed attention while reducing externally oriented attention.

Study on Contribution of Genetic and Environment to Perceptual Cognitive Skills of Twins

The contribution of genetic was ranging from 50-65% in the variations of perceptual cognitive skills of twins. The current twin study design elucidated the contribution of genetic and environment to a wide range of perceptual cognitive skills. To conduct twin study, 100 pairs of twins from two districts namely; Bhiwani (N = 90) and Hisar (N = 110) of Haryana State were taken. Genetic and environmental influences were assessed in twin study design. The perceptual cognitive skills of twins were measured using the Wechsler Intelligence Scale for Children- Revised (WISC-R). Heritability estimate was used to examine the genes contributed to shape the cognitive skills of twins. The result of heritability estimates revealed that the heritability estimates of perceptual cognitive skills namely picture completion, picture arrangement, block design and object assembly in Bhiwani district were 63%, 57%, 61% and 60% and in Hisar district were 54%, 52%, 58% and 56% respectively. The findings clearly elucidated that the perceptual cognitive skills were more influenced by genetic background than the environmental factors. The monozygotic twins were more correlated in their general cognitive abilities than the dizygotic twins.

Assessment of Creative Thinking of Hong Kong Undergraduate Students Using the Torrance Tests of Creative Thinking

Creativity has been a key graduate attribute and transferrable skill for the universities nowadays. A better understanding of freshmen students’ level of creativity thinking facilitates the cultivation of the ways for nurturing the development of creativity in students throughout their university education studies. The purpose of this study was to investigate creative thinking abilities of first-year undergraduates in Hong Kong using the Torrance Tests of Creativity Thinking (TTCT) – a commonly known assessment for creativity. A total of 492 first-year undergraduates at a university in Hong Kong were asked to complete TTCT Figural Form consisting of picture construction, picture completion and lines activities. Generally, the creative potential of Hong Kong undergraduates was well above the average. The students demonstrated their abilities in generation of a number of relevant ideas (fluency), producing novel responses (originality), abstract thinking (abstractness of titles), and open-minded thinking (premature closure). They exhibited creative strength of, for example, flexible imagination, thinking with senses, and thinking beyond boundaries. However, students’ elaborative thinking, metaphorical-thinking and sense of humor had a lot of room for improvement. Based on the assessment results, some implications on the possible institutional strategies for nurturing creativity among students during university education were discussed.

Positive Effects of Openness on Cognitive Aging in Middle-Aged and Older Adults: A 13-Year Longitudinal Study

The relationship between openness (a psychological trait of curiosity) and a cognitive change was examined in middle-aged and older adults. Participants were 2214 men and women (baseline age range: 40 to 81 years). They were tested up to seven times over approximately 13 years. Openness at the baseline was assessed by the NEO Five-Factor Inventory. Cognitive abilities were assessed at each examination using the Wechsler adult intelligence scale-revised short form, which includes information, similarities, picture completion, and digit symbol subscales. General linear mixed models comprised fixed effects of openness, age at the baseline, follow-up time, their interactions, and the covariates. The results indicated that the main effects of openness were significant for all scores. Moreover, the interaction term openness × age × time was significant for the information and similarities test scores, indicating that changes in the information and similarities scores differed depending on the level of openness and baseline age. The estimated trajectory indicated that the differences in slopes between participants with high and low openness were significant after 60 years of age for the information, and after 65 years of age for the similarities scores. It is concluded that openness has a protective effect on the decline in general knowledge and logical abstract thinking in old age.

Assessing Early Childhood Fluid Reasoning in Low- and Middle-Income Nations: Validity of the Wechsler Preschool and Primary Scale of Intelligence Across Seven MAL-ED Sites

An adapted version of the Wechsler Preschool and Primary Scale of Intelligence—Third Edition (WPPSI-III) was administered to assess cognitive functioning among 1,253 5-year-old children from the Malnutrition and Enteric Disease (MAL-ED) study—an international, multisite study investigating multiple aspects of child development. In this study, the factor structure and invariance of the WPPSI-III were examined across seven international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, South Africa, and Tanzania. Using a multiple indicator multiple cause (MIMIC) modeling approach, the findings supported the validity of a fluid reasoning dimension (comprised of block design, matrix reasoning, and picture completion subscales) across each of the seven sites, although the scores were noninvariant. Accordingly, these scores are recommended for research purposes and understanding relationships between variables but not for mean comparisons or clinical purposes.