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Bilingualism and cognitive reserve: It’s a matter of top-down or bottom-up process

100%

Rees J., Boutris P., Bevan B., Izura C.

Yearbook of the Poznań Linguistic Meeting

2020

vol. 6

issue 1

113-158

Cognitive performance declines with age following different trajectories. The cognitive trade-off, however, between age and cognitive reserve is still not clear. In addition, bilingualism has been thought to play a role in delaying cognitive decline by affecting cognitive control outside the scope of language. However, the effect has been unreliably reproduced and without exploring sufficiently the differences between cognitive functions that govern language control. In the current study 112 adults varying in age, level of bilingualism and cognitive reserve, completed a modified version of the Simon task, which engaged the mechanisms of interference suppression and shifting. Using ex-Gaussian analysis, the Simon effect was replicated in the normal component and the shifting effect was found in the exponential. Additional linear mixed-effects model analysis showed a significant “negative” effect of bilingualism on inhibition and a “positive” effect of cognitive reserve on shifting, both independent of age. Age affected similarly the speed of engagement of both executive functions irrespectively of language or cognitive background. Implications of a bilingual disadvantage and a beneficial effect of cognitive reserve during ageing are discussed.

Semivolatile compounds in schools and their influence on cognitive performance of children

70%

Hutter H.-P., Haluza D., Piegler K., Hohenblum P., Fröhlich M., Scharf S., Uhl M., Damberger B., Tappler P., Kundi M., Wallner P., Moshammer H.

International Journal of Occupational Medicine and Environmental Health

2013

vol. 26

issue 4

628-635

Objectives: WHO's Children's Environment and Health Action Plan for Europe (CEHAPE) focuses on improvements of indoor environments where children spend most of their time. To investigate the relationship between school indoor air pollutants and cognitive performance in elementary school children, a multidisciplinary study was planned in all-day schools in Austria. Materials and Methods: In a cross-sectional study (LuKi study: Air and Children) indoor air pollutants were monitored in nine elementary all-day schools in urban and rural regions of Austria. In addition, school dust and suspended particulates ($\text{PM}_\text{10}$, $\text{PM}_\text{2.5}$) were measured, focusing on semivolatile compounds (e.g. phthalates, phosphororganic compounds [POC]). Health status and environmental conditions were determined by parents' questionnaire, cognitive function was measured by Standard Progressive Matrices (SPM). Results: Overall, 596 children (6-8 years of age) were eligible for the study. Cognitive tests were performed in 436 children. Analysis showed significant correlations of tris(2-chlorethyl)-phosphate (TCEP) in $\text{PM}_\text{10}$ and $\text{PM}_\text{2.5}$ and school dust samples with cognitive performance. Cognitive performance decreased with increasing concentrations of TCEP. Furthermore, cognitive function decreased significantly with increasing CO₂ levels. Conclusions: POC are widely used as plasticizers, flame retardants and floor sealing. This is the first report of a correlation between TCEP in indoor air samples and impairment of cognitive performance in school children. As a precautionary measure, it is recommended to prohibit the use of toxic chemicals and those suspected of a toxic potential in children's environments such as schools.

Specyficzne poczucie samoskuteczności jako moderator związku pozytywnego nastroju z wydajnością poznawczą

51%

Niemiec T.

Teraźniejszość – Człowiek – Edukacja

2018

vol. 21

issue Specjalny

111-121

Research findings on the relation between mood and cognitive performance are still inconclusive. In this study, there was an assumption that this relationship could be moderated by specific self-efficacy. It was posited that the positive mood of people with higher self-efficacy level would be positively correlated with their cognitive performance. This expectation was based on the idea that such people are highly motivated in what they do, because their high self-efficacy makes them anticipate success, which can maintain their positive mood. Another assumption was that low self-efficacy would be associated with low task motivation in positive mood. The results of the correlational study (N = 49) confirmed the hypothesis about the positive mood and high self-efficacy. Possible educational implications of the established relation among self-efficacy, cognitive performance and affect are discussed.

Wyniki badań nad związkiem między nastrojem a wydajnością poznawczą nadal pozostają niejasne. W niniejszym badaniu zakładano, że związek ten może być moderowany przez specyficzne poczucie samoskuteczności. Przyjęto, że pozytywny nastrój osób o wyższym poczuciu samoskuteczności powinien korelować dodatnio z wydajnością poznawczą. Osoby takie są w zadaniu wysoce umotywowane, bo na bazie wysokiego poczucia samoskuteczności antycypują sukces, mogący podtrzymać ich pozytywny nastrój. W przypadku osób o niskim specyficznym poczuciu samoskuteczności założono, że cecha ta będzie współwystępować z niską motywacją zadaniową w pozytywnym nastroju. Wyniki badania korelacyjnego (N = 49) potwierdziły hipotezę dotyczącą pozytywnego nastroju u osób o wysokim poczuciu samoskuteczności. Dyskusji poddano potencjalne implikacje uzyskanych zależności między poczuciem samoskuteczności, wydajnością poznawczą a odczuwanym afektem w sferze edukacyjnej.

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1 International Journal of Occupational Medicine and Environmental Health

1 Teraźniejszość – Człowiek – Edukacja

1 Yearbook of the Poznań Linguistic Meeting

1 Bevan B.

1 Boutris P.

1 Damberger B.

1 Fröhlich M.

1 Haluza D.

1 Hohenblum P.

1 Hutter H.-P.

1 Izura C.

1 Kundi M.

1 Moshammer H.

1 Niemiec T.

1 Piegler K.

1 Rees J.

1 Scharf S.

1 Tappler P.

1 Uhl M.

1 Wallner P.

1 2020

1 2018

1 2013

Search results

Bilingualism and cognitive reserve: It’s a matter of top-down or bottom-up process

Semivolatile compounds in schools and their influence on cognitive performance of children

Specyficzne poczucie samoskuteczności jako moderator związku pozytywnego nastroju z wydajnością poznawczą