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Cognitive Ability (cognitive + ability)
Kinds of Cognitive Ability Terms modified by Cognitive Ability Selected AbstractsADAPTABILITY TO CHANGING TASK CONTEXTS: EFFECTS OF GENERAL COGNITIVE ABILITY, CONSCIENTIOUSNESS, AND OPENNESS TO EXPERIENCEPERSONNEL PSYCHOLOGY, Issue 3 2000JEFFREY A. LEPINE We examined the extent to which cognitive ability, Conscientiousness, and Openness to Experience predict decision-making performance prior to and after unforeseen changes in the task context. Seventy-three undergraduates made decisions on a series of 75 problems during a 3-hour computerized simulation. Unbeknownst to participants, the rules used in determining correct decisions changed after problems 25 and 50. Effects of the individual differences on decision-making performance became significantly stronger after the changes. Only cognitive ability explained variance in prechange performance. Individuals with higher cognitive ability made better decisions. After the change, the cognitive ability effect increased and the effects of Conscientiousness and Openness became statistically significant. As expected, those with high Openness made better decisions. Unexpectedly, those with low Conscientiousness made better decisions. Subsequent analyses revealed that this surprising effect for Conscientiousness was due to the traits reflecting dependability (i.e., order, dutiful-ness, deliberation) rather than volition (i.e., competence, achievement striving, self-discipline). [source] THE INCREMENTAL VALIDITY OF INTERVIEW SCORES OVER AND ABOVE COGNITIVE ABILITY AND CONSCIENTIOUSNESS SCORESPERSONNEL PSYCHOLOGY, Issue 2 2000JOSE M. CORTINA Recent research has suggested that scores on measures of cognitive ability, measures of Conscientiousness, and interview scores are positively correlated with job performance. There remains, however, a question of incremental validity: To what extent do interviews predict above and beyond cognitive ability and Conscientiousness? This question was addressed in this paper by (a) conducting meta-analyses of the relationships among cognitive ability, Conscientiousness, and interviews, (b) combining these results with predictive validity results from previous meta-analyses to form a "meta-correlation matrix" representing the relationships among cognitive ability, Conscientiousness, interviews, and job performance, and (c) performing 9 hierarchical regressions to examine the incremental validity of 3 levels of structured interviews in best, actual, and worst case scenarios for prediction. Results suggested that interview scores contribute to the prediction of job performance over and above cognitive ability and Conscientiousness to the extent that they are structured, with scores from highly structured interviews contributing substantially to prediction. Directions for future research are discussed. [source] THE ENTANGLEMENT OF RACE AND COGNITIVE DIS/ABILITYMETAPHILOSOPHY, Issue 3-4 2009ANNA STUBBLEFIELD Abstract: To consider blackness and cognitive disability together is paradoxical. On one hand, supposed black intellectual deficit has been used by white elites as a justification for antiblack oppression. On the other, both black children who are struggling in school and black adults labeled with developmental disabilities are less likely than their white counterparts to access the best support services available. These problems cut across a commonly drawn,but, I argue, erroneous,divide between the "judgment" categories of mild cognitive impairment into which black children are disproportionately placed and the "organic" categories of severe cognitive impairment. This division is itself part of the contemporary collective denial of the racialized history and construction of our notion of intellect that ends up harming black Americans. [source] An examination of the CTONI utilizing Gc-Gf theory: A comparison of the CTONI and WJ-IIIPSYCHOLOGY IN THE SCHOOLS, Issue 6 2007Kerry S. Lassiter The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ-III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ-III COG Verbal Ability, Thinking Ability, Comprehension-Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ-III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc. [source] Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age yearsPSYCHOLOGY IN THE SCHOOLS, Issue 2 2003RANDY G. FLOYD Cognitive clusters from the Woodcock-Johnson III (WJ III) Tests of Cognitive Abilities that measure select Cattell-Horn-Carroll broad and narrow cognitive abilities were shown to be significantly related to mathematics achievement in a large, nationally representative sample of children and adolescents. Multiple regression analyses were used to predict performance on the Math Calculation Skills and Math Reasoning clusters from the WJ III Tests of Achievement for 14 age groups ranging in age from 6 to 19 years. Comprehension-Knowledge (Gc) demonstrated moderate relations with Math Calculation Skills after the early school-age years and moderate to strong relations with Math Reasoning. Fluid Reasoning (Gf), Short-term Memory (Gsm), and Working Memory generally demonstrated moderate relations with the mathematics clusters. Processing Speed (Gs) demonstrated moderate relations with Math Reasoning during the elementary school years and moderate to strong relations with Math Calculation Skills. During the earliest ages of the analysis, Long-term Retrieval (Glr) demonstrated moderate relations with the mathematics clusters, and Auditory Processing (Ga) demonstrated moderate relations with Math Calculation Skills. Visual-Spatial Thinking (Gv) generally demonstrated nonsignificant relations with the mathematics clusters. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 155,171, 2003. [source] The Situational Interview as a Predictor of Academic and Team Performance: A Study of the Mediating Effects of Cognitive Ability and Emotional IntelligenceINTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 4 2004Sue-Chan Christina The criterion-related and construct validity of the situational interview (SI) was examined. Both the SI and cognitive ability had predictive validity for the academic performance of managers and professionals (n=75) in an executive MBA course. Only the SI predicted teamplaying behavior assessed by peers (r=.32, p<.05). The correlation between the SI and cognitive ability was not significant. Emotional intelligence completely mediated the relationship between the SI and teamplaying behavior. [source] Can Basic Individual Differences Shed Light on the Construct Meaning of Assessment Center Evaluations?INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 1 2003J. M. Collins The construct meaning of assessment center evaluations is an important unresolved issue in I/O psychology. This study hypothesized that Cognitive Ability and personality traits are primary correlates of evaluators' overall assessment ratings (OARs). Meta,analysis results based on 65 correlations indicate the following mean construct,level correlations with OARs: .67 for Cognitive Ability, .50 for Extraversion, .35 for Emotional Stability, .25 for Openness, and .17 for Agreeableness; yielding a multiple R of .84. These findings support our hypothesis and cast light on the construct meaning of assessment center evaluations. [source] Cognitive Ability and Physical Performance in Middle-Aged African AmericansJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 6 2005Theodore K. Malmstrom PhD Objectives: To investigate the association between cognitive ability and physical performance in a population-based sample of middle-aged African Americans. Design: Cross-sectional study, 2000/2001. Setting: St. Louis, Missouri. Participants: Nine hundred ninety-eight African Americans born between 1936 and 1950. Measurements: Cognitive function was measured using the Mini-Mental State Examination (MMSE) and the Animal Naming Test of verbal fluency. Physical performance was measured using eight tests: chair stand, semitandem stand, tandem stand eyes open, tandem stand eyes closed, one-leg stand, usual gait speed, grip strength, and peak expiratory flow. Results: There was a statistically significant and monotonic (progressively worsening) trend of the eight physical performance measures across cognitive tertiles in all eight MMSE analyses and five of eight Animal Naming analyses, controlling for age, sex, education, geographic area, depressive symptoms, and comorbid conditions. Conclusion: The association between physical performance and cognitive function appears robust. The results extend previous reports for adults aged 65 and older to a measure of verbal fluency and to a population-based sample of African Americans aged 49 to 65. Further research is needed to disentangle the temporal sequence and identify potential interventions to prevent declines in function. [source] The Role of Cognitive Ability in Self-Efficacy and Self-Assessed Test Performance,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 4 2008Donald M. Truxillo Research has shown that test takers are often unable to assess their own test performance accurately. However, the role of cognitive ability in assessing one's test performance has not been explored. We examined whether high cognitive ability participants were better than low cognitive ability participants in assessing their performance on a video-based situational judgment test (SJT) of customer-service skills. Results indicated a strong relationship between actual and perceived SJT performance for high cognitive ability participants, but no relationship for those low in cognitive ability. The discussion focuses on implications for metacognitive theory, test perceptions, and providing feedback to applicants. [source] Active/Exploratory Training Promotes Transfer Even in Learners with Low Motivation and Cognitive AbilityAPPLIED PSYCHOLOGY, Issue 1 2010Nina Keith Active training approaches encourage self-directed exploration, whereas guided training stresses direct instruction and external guidance during training. The present research investigated interactions of individual-difference variables,motivation and cognitive ability,and training approach on performance in tasks that are similar to training tasks (analogical transfer) and tasks that are novel and distinct from training tasks (adaptive transfer). In accordance with a resource allocation framework (Kanfer & Ackerman, 1989), we expected effects of individual differences on transfer performance to be reduced after active/exploratory training compared with guided training, because participants of exploratory training engage in the same kind of metacognitive processing during training and transfer. Consequently, attentional demands are reduced during transfer, whereas for participants of guided training the transfer situation imposes high attentional demands. Experiment 1 (N= 37) taught a word processing program and Experiment 2 (N= 110) taught a presentation program using either active/exploratory or guided training. Consistent with previous research, training methods were equally effective for analogical transfer but active/exploratory training led to better adaptive transfer. In addition, interaction hypotheses were supported. Contrary to common recommendations, results suggest that active/exploratory training is suitable for promoting transfer even in learners with relatively low motivation and ability. La formation active stimule la recherche personnelle tandis que la formation dirigée accentue la transmission de directives et de conseils. Cette étude porte sur les interactions de variables relevant de différences individuelles (la motivation et les aptitudes cognitives) avec le type de formation sur la performance dans des tâches similaires aux tâches apprises (transfert analogique) et dans des tâches qui sont différentes de celles apprises (transfert adaptatif). A partir d'un modèle d'allocation de ressources (Kanfer & Ackerman, 1989), on s'attendait à ce que l'action des différences individuelles sur la performance suite au transfert soit atténuée à la suite d'une formation centrée sur l'exploration active, en comparaison de la formation dirigée, cela parce que les stagiaires bénéficiant d'une formation active font appel à la même catégorie de processus métacognitifs lors de la formation et du transfert. Par conséquent, une moindre attention est nécessaire durant le transfert, tandis que pour les stagiaires soumis à la formation dirigée, la situation de transfert exige une forte attention. La première expérience (N = 37) portait sur l'apprentissage d'un logiciel de traitement de textes et la deuxième sur l'apprentissage d'un logiciel de préparation d'un exposé utilisant soit une formation active, soit une formation dirigée. En accord avec les recherches antérieures, ces méthodes de formation sont d'une efficacité analogue en ce qui concerne le transfert analogique; mais la formation active permet un meilleur transfert adaptatif. De plus, les hypothèses sur les interactions ont été confirmées. A l'encontre des recommandations habituelles, nos résultats montrent que la formation active est favorable au transfert même quand les stagiaires présentent des aptitudes et des motivations relativement faibles. [source] Cognitive abilities, behaviour and quality of life in children after liver transplantationPEDIATRIC TRANSPLANTATION, Issue 4 2010T. Kaller Kaller T, Boeck A, Sander K, Richterich A, Burdelski M, Ganschow R, Schulz KH. Cognitive abilities, behaviour and quality of life in children after liver transplantation. Pediatr Transplantation 2010: 14:496,503. © 2010 John Wiley & Sons A/S. Abstract:, Aims:, We investigated interrelations between cognitive abilities, behavioural problems, quality of life and disease-related variables of children after LTX. Methods:, Our sample consisted of 25 children. They were 8.5/2.8 (M/SD) years old and had received the transplant 5.5/3.1 years previously. For assessment we used well-established instruments. Results:, Liver transplanted children scored below the population mean on the cognitive as well as on the behavioural instrument and showed scores below average in the scales Self-esteem, Friends and Total Score regarding QoL. Behavioural problems were associated with poorer cognitive performance (r=,0.38 to ,0.63). QoL regarding physical well-being was correlated with sequential processing (r=0.41). Lower sequential processing scores were associated with lower QoL. Also between behavioural parameters and QoL correlations could be determined. Children with more behavioural problems experienced lower QoL (r=,0.40 to r=,0.76). Age at onset of disease showed correlations with behavioural and QoL parameters (r=,0.49 resp. r=0.44). Cognitive functioning was associated with medical complications (r=,0.44). Conclusions:, High interrelations between cognitive functioning, behavioural deficits and QoL were obtained. Especially noticeable are correlations between sequential processing and internalized behavioural functions as both are associated with left lateralized brain functioning. This relationship could indicate differential effects on brain development during the preoperative phase. [source] Cognitive ability,×,emotional stability interactions on adjustmentEUROPEAN JOURNAL OF PERSONALITY, Issue 4 2009Sointu Leikas Abstract Cognitive ability has been shown to moderate the relations between emotional stability and self-reports of well being. The present study examined whether this interaction effect generalizes to non-self-report measures of well being. Male conscripts (N,=,152) completed an emotional stability scale and a cognitive ability test. Several indicators of their general adjustment and competence were derived from self- and superior-ratings, a psychiatric interview and from military archives. Cognitive ability moderated the association of emotional stability with both self-report and non-self-report indicators of adjustment and competence. Low emotional stability was related to adverse outcomes only among low cognitive ability individuals. The results support the idea that cognitive ability buffers the influence of emotional stability on well being. Copyright © 2009 John Wiley & Sons, Ltd. [source] Opening up the Solution Space: The Role of Analogical Thinking for Breakthrough Product InnovationCREATIVITY AND INNOVATION MANAGEMENT, Issue 2 2008Oliver Gassmann The purpose of this paper is to investigate the approach of analogical thinking for product innovation. We collected data on projects from four engineering firms where analogical thinking was successfully applied for the development of breakthrough innovations. Results show that abstracting the problem by in-depth technical and contextual analysis is pivotal when searching for analogical solutions. Furthermore, the chances of identifying highly novel analogous solutions are increased if the problem is abstracted to the level of its structural similarities to other settings. We also found that the identification of structural similarities is supported when firms not only rely on the cognitive abilities of the individual but also employ an active search based on abstract search terms. Based on these insights, we propose a process model for the development of product innovations by means of analogical thinking. [source] The cognitive phenotype in Klinefelter syndrome: A review of the literature including genetic and hormonal factorsDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 4 2009Richard Boada Abstract Klinefelter syndrome (KS) or 47,XXY occurs in ,1 in 650 males. Individuals with KS often present with physical characteristics including tall stature, hypogonadism, and fertility problems. In addition to medical findings, the presence of the extra X chromosome can lead to characteristic cognitive and language deficits of varying severity. While a small, but significant downward shift in mean overall IQ has been reported, the general cognitive abilities of patients with KS are not typically in the intellectual disability range. Most studies support that males with KS have an increased risk of language disorders and reading disabilities. Results of other studies investigating the relationship between verbal and nonverbal/spatial cognitive abilities have been mixed, with differing results based on the age and ascertainment method of the cohort studied. Executive function deficits have been identified in children and adults with KS, however, the research in this area is limited and further investigation of the neuropsychological profile is needed. In this article, we review the strengths and weaknesses of previous cognitive and neuropsychological studies in males with KS in childhood and adulthood, provide historical perspective of these studies, and review what is known about how hormonal and genetic factors influence cognitive features in 47,XXY/KS. © 2009 Wiley-Liss, Inc. Dev Disabil Res Rev 2009;15:284,294. [source] Neurodevelopmental impact on children treated for medulloblastoma: A review and proposed conceptual modelDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 3 2008Shawna L. Palmer Abstract The population of survivors following diagnosis and treatment for medulloblastoma is thankfully on the rise. An increased focus on the quality of that survivorship has expanded the concept of cure to include efforts aimed at improving long-term cognitive outcome. It is well established in the literature that decline in overall intellect and academic performance is experienced by a majority of those undergoing treatment for pediatric medulloblastoma. This decline is believed to be secondary to decline in core cognitive abilities, which in turn are related to underlying damage to neuroanatomical substrates. A review of research on neurodevelopmental impacts following diagnosis and treatment for pediatric medulloblastoma is presented. Particular consideration is given to studies recently published that also reflect critical collaboration among those within the fields of neuropsychology and neuro-imaging. Results from the review are combined within a conceptual model upon which to guide future research and clinical efforts. © 2008 Wiley-Liss, Inc. Dev Disabil Res Rev 2008;14:203,210. [source] Neurocognitive effects of treatment for childhood cancerDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 3 2006Robert W. Butler Abstract We review research on the neuropsychological effects that central nervous system (CNS) cancer treatments have on the cognitive abilities of children and adolescents. The authors focus on the two most common malignancies of childhood: leukemias and brain tumors. The literature review is structured so as to separate out earlier studies, generally those published prior to 1995, as opposed to manuscripts that have been published within the past decade. This is an important distinction for both leukemia and brain tumors. Earlier studies were ground breaking in that they began to map out what could be expected in terms of intelligence and academic problems in survivors of pediatric malignancies. Survivorship in this population has and continues to markedly increase and this is largely due to changes in treatment protocols. Research on neurocognitive effects of disease and treatment in pediatric oncology has become increasingly sophisticated, and this literature review not only reflects this trend, but highlights the growing collaboration between neuropsychology, cognitive neuroscience, and neuro-imaging. Thus, our goal was to provide a historical foundation, lead the reader towards the progression of research methodology up to the current state of the art, and perhaps most importantly, discuss future directions. These directions are especially relevant to the concepts of remediation and treatment of cognitive problems, and this is emphasized at the conclusion of the review. MRDD Research Reviews 2006;12:184,191. © 2006 Wiley-Liss, Inc. [source] Neurophysiologic evaluation of early cognitive development in high-risk infants and toddlersDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 4 2005Raye-Ann deRegnier Abstract New knowledge of the perceptual, discriminative, and memory capabilities of very young infants has opened the door to further evaluation of these abilities in infants who have risk factors for cognitive impairments. A neurophysiologic technique that has been very useful in this regard is the recording of event-related potentials (ERPs). The event-related potential (ERP) technique is widely used by cognitive neuroscientists to study cognitive abilities such as discrimination, attention, and memory. This method has many attractive attributes for use in infants and children as it is relatively inexpensive, does not require sedation, has excellent temporal resolution, and can be used to evaluate early cognitive development in preverbal infants with limited behavioral repertories. In healthy infants and children, ERPs have been used to gain a further understanding of early cognitive development and the effect of experience on brain function. Recently, ERPs have been used to elucidate atypical memory development in infants of diabetic mothers, difficulties with perception and discrimination of speech sounds in infants at risk for dyslexia, and multiple areas of cognitive differences in extremely premature infants. Atypical findings seen in high-risk infants have correlated with later cognitive outcomes, but the sensitivity and specificity of the technique has not been studied, and thus evaluation of individual infants is not possible at this time. With further research, this technique may be very useful in identifying children with cognitive deficits during infancy. Because even young infants can be examined with ERPs, this technique is likely to be helpful in the development of focused early intervention programs used to improve cognitive function in high-risk infants and toddlers. © 2005 Wiley-Liss, Inc. MRDD Research Reviews 2005;11:317,324. [source] Imaging the developing brain with fMRIDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 3 2003M.C. Davidson Abstract Advancements in magnetic imaging techniques have revolutionized our ability to study the developing human brain in vivo. The ability to noninvasively image both anatomy and function in healthy volunteers, including young children, has already enhanced our understanding of brain and behavior relations. The application of these techniques to developmental research offers the opportunity to further explore these relationships and allows us to ask questions about where, when and how cognitive abilities develop in relation to changes in underlying brain systems. It is also possible to explore the contributions of maturation versus learning in the development of these abilities through cross-sectional and longitudinal research involving training and intervention procedures. Current imaging methodologies, in conjunction with new and rapidly evolving techniques, hold the promise of even greater insights into developmental issues in the near future. These methodologies and their application to development and learning are discussed in the current paper. MRDD Research Reviews 2003;9:161,167. © 2003 Wiley-Liss, Inc. [source] The development of sentence interpretation: effects of perceptual, attentional and semantic interferenceDEVELOPMENTAL SCIENCE, Issue 6 2007Robert Leech How does the development and consolidation of perceptual, attentional, and higher cognitive abilities interact with language acquisition and processing? We explored children's (ages 5,17) and adults' (ages 18,51) comprehension of morphosyntactically varied sentences under several competing speech conditions that varied in the degree of attentional demands, auditory masking, and semantic interference. We also evaluated the relationship between subjects' syntactic comprehension and their word reading efficiency and general ,speed of processing'. We found that the interactions between perceptual and attentional processes and complex sentence interpretation changed considerably over the course of development. Perceptual masking of the speech signal had an early and lasting impact on comprehension, particularly for more complex sentence structures. In contrast, increased attentional demand in the absence of energetic auditory masking primarily affected younger children's comprehension of difficult sentence types. Finally, the predictability of syntactic comprehension abilities by external measures of development and expertise is contingent upon the perceptual, attentional, and semantic milieu in which language processing takes place. [source] Cognitive profiles of chinese adolescents with dyslexiaDYSLEXIA, Issue 1 2010Kevin K. H. Chung Abstract The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with and without dyslexia and examined the cognitive profile of dyslexic adolescents in order to better understand this important problem. The performance of 27 Chinese adolescents with childhood diagnoses of dyslexia was compared with 27 adolescents of the same chronological age (CA) and 27 of matched reading level (RL) on measures of literacy and cognitive abilities: Chinese word reading, one-minute reading, reading comprehension, dictation, verbal short-term memory, rapid naming, visual-orthographic knowledge, morphological and phonological awareness. The results indicated that the dyslexic group scored lower than the CA group, but similar to the RL group, especially in the areas of rapid naming, visual-orthographic knowledge and morphological awareness, with over half having multiple deficits exhibited 2 or more cognitive areas. Furthermore, the number of cognitive deficits was associated with the degree of reading and spelling impairment. These findings suggest that adolescents with childhood diagnoses of dyslexia have persistent literacy difficulties and seem to have multiple causes for reading difficulties in Chinese. Copyright © 2009 John Wiley & Sons, Ltd. [source] Effects of alcoholism severity and smoking on executive neurocognitive functionADDICTION, Issue 1 2009Jennifer M. Glass ABSTRACT Aims Neurocognitive deficits in chronic alcoholic men are well documented. Impairments include memory, visual,spatial processing, problem solving and executive function. The cause of impairment could include direct effects of alcohol toxicity, pre-existing cognitive deficits that predispose towards substance abuse, comorbid psychiatric disorders and abuse of substances other than alcohol. Cigarette smoking occurs at higher rates in alcoholism and has been linked to poor cognitive performance, yet the effects of smoking on cognitive function in alcoholism are often ignored. We examined whether chronic alcoholism and chronic smoking have effects on executive function. Methods Alcoholism and smoking were examined in a community-recruited sample of alcoholic and non-alcoholic men (n = 240) using standard neuropsychological and reaction-time measures of executive function. Alcoholism was measured as the average level of alcoholism diagnoses across the study duration (12 years). Smoking was measured in pack-years. Results Both alcoholism and smoking were correlated negatively with a composite executive function score. For component measures, alcoholism was correlated negatively with a broad range of measures, whereas smoking was correlated negatively with measures that emphasize response speed. In regression analyses, both smoking and alcoholism were significant predictors of executive function composite. However, when IQ is included in the regression analyses, alcoholism severity is no longer significant. Conclusions Both smoking and alcoholism were related to executive function. However, the effect of alcoholism was not independent of IQ, suggesting a generalized effect, perhaps affecting a wide range of cognitive abilities of which executive function is a component. On the other hand, the effect of smoking on measures relying on response speed were independent of IQ, suggesting a more specific processing speed deficit associated with chronic smoking. [source] Impaired behavioural flexibility and memory in mice lacking GDNF family receptor ,2EUROPEAN JOURNAL OF NEUROSCIENCE, Issue 1 2004Vootele Võikar Abstract The glial cell line-derived neurotrophic factor (GDNF) family receptor GFR,2 is the binding receptor for neurturin (NRTN). The main biological responses of GFR,2 are mediated via the Ret receptor tyrosine kinase, although it may also signal independently of Ret via the neural cell adhesion molecule NCAM. GFR,2 is expressed in many neurons of both the central and peripheral nervous system. Mice lacking GFR,2 receptors do not exhibit any gross defects in the central nervous system structure. However, they display profound deficits in the parasympathetic and enteric nervous system, accompanied by significant reduction in body weight after weaning. Here we present the results of behavioural analysis of the GFR,2-knockout mice. The knockout mice did not differ from wild-type mice in basic tests of motor and exploratory activity. However, differences were established in several memory tasks. The knockout mice were not impaired in the acquisition of spatial escape strategy. However, the deficit in flexibility in establishing a new strategy was revealed during reversal learning with the platform in the opposite quadrant of the pool. Furthermore, the knockout mice displayed significant impairment in contextual fear conditioning and conditioned taste aversion tests of memory. The results suggest that GFR,2 signalling plays a role in the development or maintenance of cognitive abilities that help in solving complex learning tasks. [source] Production of new cells in the rat dentate gyrus over the lifespan: relation to cognitive declineEUROPEAN JOURNAL OF NEUROSCIENCE, Issue 1 2003J. L. Bizon Abstract The identification of neurogenesis in the dentate gyrus of adult mammals has sparked much interest in a functional role for these new neurons in hippocampal-dependent cognition. The current investigation used a model of age-related cognitive decline in rodents to study the relationship between changes in markers of neurogenesis and hippocampal function. New cell production in the granule cell layer was progressively reduced across the lifespan of male Long Evans rats, with a 40% reduction at middle age (13 months) and a reduction in excess of 80% in advanced age (25 months), compared with young mature adults (7 months). These effects of aging were not, however, predictive of cognitive status. In particular, the pronounced decrease in new cell production during aging did not distinguish among rats that varied over a wide range of cognitive abilities. [source] Impaired water maze learning performance without altered dopaminergic function in mice heterozygous for the GDNF mutationEUROPEAN JOURNAL OF NEUROSCIENCE, Issue 7 2001R. Gerlai Abstract Exogenous glial cell line-derived neurotrophic factor (GDNF) exhibits potent survival-promoting effects on dopaminergic neurons of the nigrostriatal pathway that is implicated in Parkinson's disease and also protects neurons in forebrain ischemia of animal models. However, a role for endogenous GDNF in brain function has not been established. Although mice homozygous for a targeted deletion of the GDNF gene have been generated, these mice die within hours of birth because of deficits in kidney morphogenesis, and, thus, the effect of the absence of GDNF on brain function could not be studied. Herein, we sought to determine whether adult mice, heterozygous for a GDNF mutation on two different genetic backgrounds, demonstrate alterations in the nigrostriatal dopaminergic system or in cognitive function. While both neurochemical and behavioural measures suggested that reduction of GDNF gene expression in the mutant mice does not alter the nigrostriatal dopaminergic system, it led to a significant and selective impairment of performance in the spatial version of the Morris water maze. A standard panel of blood chemistry tests and basic pathological analyses did not reveal alterations in the mutants that could account for the observed performance deficit. These results suggest that endogenous GDNF may not be critical for the development and functioning of the nigrostriatal dopaminergic system but it plays an important role in cognitive abilities. [source] Aversive phototaxic suppression: evaluation of a short-term memory assay in Drosophila melanogasterGENES, BRAIN AND BEHAVIOR, Issue 4 2009L. Seugnet Drosophila melanogaster is increasingly being used to model human conditions that are associated with cognitive deficits including fragile-X syndrome, Alzheimer's disease, Parkinson's disease, sleep loss, etc. With few exceptions, cognitive abilities that are known to be modified in these conditions in humans have not been evaluated in fly models. One reason is the absence of a simple, inexpensive and reliable behavioral assay that can be used by laboratories that are not expert in learning and memory. Aversive phototaxic suppression (APS) is a simple assay in which flies learn to avoid light that is paired with an aversive stimulus (quinine/humidity). However, questions remain about whether the change in the fly's behavior reflects learning an association between light and quinine/humidity or whether the change in behavior is because of nonassociative effects of habituation and/or sensitization. We evaluated potential effects of sensitization and habituation on behavior in the T-maze and conducted a series of yoked control experiments to further exclude nonassociative effects and determine whether this task evaluates operant learning. Together these experiments indicate that a fly must associate the light with quinine/humidity to successfully complete the task. Next, we show that five classic memory mutants are deficient in this assay. Finally, we evaluate performance in a fly model of neurodegenerative disorders associated with the accumulation of Tau. These data indicate that APS is a simple and effective assay that can be used to evaluate fly models of human conditions associated with cognitive deficits. [source] Replication study of candidate genes for cognitive abilities: the Lothian Birth Cohort 1936GENES, BRAIN AND BEHAVIOR, Issue 2 2009L. M. Houlihan As the proportion of older people in societies has increased, research into the determinants of cognitive ageing has risen in importance. Genetic influences account for over 50% of the variance in adult cognitive abilities. Previous studies on cognition and illnesses with cognitive impairments have identified single nucleotide polymorphisms (SNPs) within candidate genes that might influence cognition or age-related cognitive change. This study investigated 10 candidate genes in over 1000 Scots: the Lothian Birth Cohort 1936 (LBC1936). These participants were tested on general cognitive ability (Scottish Mental Survey 1947) at age 11. At mean age 70, they completed the same general cognitive ability test and a battery of diverse cognitive tests. Nineteen SNPs in 10 genes previously associated with cognition, Alzheimer's disease or autism were genotyped in 1063 individuals. The genes include BDNF, COMT, DISC1, KL, NCSTN, PPP1R1B, PRNP, SHANK3, SORL1 and WRN. Linear regression analysis investigated the additive effect of each SNP on the cognitive variables, covarying for gender and age. Childhood cognitive ability was also included as a covariate to identify associations specifically with cognitive ageing. Certain SNPs reached the conventional significance threshold for association with cognitive traits or cognitive ageing in LBC1936 (P < 0.05). No SNPs reached the Bonferroni-level of significance (all P > 0.0015). Of the 10 genes, we discuss that COMT, KL, PRNP, PPP1R1B, SORL1 and WRN especially merit further attention for association with cognitive ability and/or age-related cognitive change. All results are also presented so that they are valuable for future meta-analyses of candidate genes for cognition. [source] Additive effect of BDNF and REST polymorphisms is associated with improved general cognitive abilityGENES, BRAIN AND BEHAVIOR, Issue 7 2008F. Miyajima Brain-derived neurotrophic factor (BDNF) is a pleiotropic protein involved in neuronal proliferation, differentiation, synaptic plasticity and survival. Independent studies investigating association between the functional BDNF Val66Met polymorphism and cognitive abilities have reported some conflicting findings, which may reflect inadequate sample size, variation in testing methods, population stratification or the confounding effects of other genes. To test the latter hypothesis, we screened and genotyped polymorphisms in the RE1-silencing transcription factor (REST) gene whose function includes the downregulation of BDNF expression. We identified an exon 4 hexadecapeptide variable number tandem repeat (VNTR) with either four or five copies that was located within a proline-rich domain and investigated a further five single nucleotide polymorphisms (SNPs). Using a cohort of 746 community-dwelling older volunteers, we analysed REST genotype data both independently and in combination with the BDNF Val66Met polymorphism. A haplotype within the REST gene containing the four copy VNTR and a non-synonymous SNP showed a weak but significant association with a higher score of general intelligence (P = 0.05). Analysis of this haplotype and the BDNF Val66Met polymorphism in combination showed a significant interaction (global P -value = 0.0003) with an additive increase in cognitive performance for those possessing the BDNF Val66 allele and the REST haplotype containing the four copy repeat (P = 0.004). The REST haplotypes in combination with the BDNF Met66 polymorphism did not reduce cognitive performance more than the independent influence of the Met66 allele. Our results suggest that investigation of a common REST polymorphism may be necessary to help reduce contrasting reports based around BDNF Val66Met and cognition. [source] Neuronal cell adhesion molecule deletion induces a cognitive and behavioral phenotype reflective of impulsivityGENES, BRAIN AND BEHAVIOR, Issue 4 2008L. D. Matzel Cell adhesion molecules, such as neuronal cell adhesion molecule (Nr-CAM), mediate cell,cell interactions in both the developing and mature nervous system. Neuronal cell adhesion molecule is believed to play a critical role in cell adhesion and migration, axonal growth, guidance, target recognition and synapse formation. Here, wild-type, heterozygous and Nr-CAM null mice were assessed on a battery of five learning tasks (Lashley maze, odor discrimination, passive avoidance, spatial water maze and fear conditioning) previously developed to characterize the general learning abilities of laboratory mice. Additionally, all animals were tested on 10 measures of sensory/motor function, emotionality and stress reactivity. We report that the Nr-CAM deletion had no impact on four of the learning tasks (fear conditioning, spatial water maze, Lashley maze and odor discrimination). However, Nr-CAM null mice exhibited impaired performance on a task that required animals to suppress movement (passive avoidance). Although Nr-CAM mutants expressed normal levels of general activity and body weights, they did exhibit an increased propensity to enter stressful areas of novel environments (the center of an open field and the lighted side of a dark/light box), exhibited higher sensitivity to pain (hot plate) and were more sensitive to the aversive effects of foot shock (shock-induced freezing). This behavioral phenotype suggests that Nr-CAM does not play a central role in the regulation of general cognitive abilities but may have a critical function in regulating impulsivity and possibly an animal's susceptibility to drug abuse and addiction. [source] Late postnatal maturation of excitatory synaptic transmission permits adult-like expression of hippocampal-dependent behaviorsHIPPOCAMPUS, Issue 5 2005Theodore C. Dumas Abstract Sensorimotor systems in altricial animals mature incrementally during early postnatal development, with complex cognitive abilities developing late. Of prominence are cognitive processes that depend on an intact hippocampus, such as contextual,configural learning, allocentric and idiocentric navigation, and certain forms of trace conditioning. The mechanisms that regulate the delayed maturation of the hippocampus are not well understood. However, there is support for the idea that these behaviors come "on line" with the final maturation of excitatory synaptic transmission. First, by providing a timeline for the first behavioral expression of various forms of learning and memory, this study illustrates the late maturation of hippocampal-dependent cognitive abilities. Then, functional development of the hippocampus is reviewed to establish the temporal relationship between maturation of excitatory synaptic transmission and the behavioral evidence of adult-like hippocampal processing. These data suggest that, in rats, mechanisms necessary for the expression of adult-like synaptic plasticity become available at around 2 postnatal weeks of age. However, presynaptic plasticity mechanisms, likely necessary for refinement of the hippocampal network, predominate and impede information processing until the third postnatal week. © 2005 Wiley-Liss, Inc. [source] Ginkgo biloba: no robust effect on cognitive abilities or mood in healthy young or older adultsHUMAN PSYCHOPHARMACOLOGY: CLINICAL AND EXPERIMENTAL, Issue 1 2006Nicholas R. Burns Abstract Ginkgo biloba extracts are commonly used to prevent or treat memory problems but evidence on the efficacy of ginkgo is equivocal. In any case, the psychological locus of ginkgo's effects is unknown. A 12-week, double-blind, placebo-controlled study assessed effects of ginkgo (120,mg per day) on a wide range of cognitive abilities, executive function, attention and mood in 93 healthy older adults (55,79 years) and in 104 young adults (18,43 years). For the older adult sample, longer-term memory assessed by associational learning tasks showed improvement with ginkgo (d,=,0.52, p,=,0.04). There was no statistically significant difference on any other measure. For the young adult group no measure showed statistically significant effects of ginkgo enhancement. There were no side effects unequivocally attributable to treatment with ginkgo and those reported by participants in the ginkgo groups were mild and similar to those reported elsewhere. Copyright © 2005 John Wiley & Sons, Ltd. [source] | ||||||||||||||||||||||||||||||||||||||||