Saturday, June 29, 2013

Call for Abstracts: Brain Matters! Vancouver Conference [feedly]


 
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Call for Abstracts: Brain Matters! Vancouver Conference
Brain Matters! Vancouver invites abstract for the Brain Science and Social Responsibility Conference. Join the Morris J. Wosk Centre for Dialogue in expanding the conversation about the ethical, legal and social implications of brain science for promoting brain health and...


Friday, June 28, 2013

Article: How reading literature stimulates your brain



Executive functions: What they are, how they work, and why they evolved [feedly]


 
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Executive functions: What they are, how they work, and why they evolved
Title: Executive functions: What they are, how they work, and why they evolved
Author(s): Pojman, Andrew P.
Source: JOURNAL OF ATTENTION DISORDERS, 17 (4): 367-368 MAY 2013
IDS#: 154OQ. ISSN: 1087-0547


WISC-IV Profiles Are Associated With Differences in Symptomatology and Outcome in Children With ADHD [feedly]


 
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WISC-IV Profiles Are Associated With Differences in Symptomatology and Outcome in Children With ADHD
Title: WISC-IV Profiles Are Associated With Differences in Symptomatology and Outcome in Children With ADHD
Author(s): Thaler, Nicholas S.; Bello, Danielle T.; Etcoff, Lewis M.
Source: JOURNAL OF ATTENTION DISORDERS, 17 (4): 291-301 MAY 2013
IDS#: 154OQ. ISSN: 1087-0547


Thursday, June 27, 2013

Reflections on regression towards the mean [feedly]


 
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Reflections on regression towards the mean
Title: Reflections on regression towards the mean
Author(s): Tweney, Ryan D.
Source: THEORY & PSYCHOLOGY, 23 (2): 271-274 APR 2013
IDS#: 148BZ. ISSN: 0959-3543


Update: 8 tips to keep your mind sharp [feedly]


 
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Update: 8 tips to keep your mind sharp

brainfeaturedTime for Sharp­Brains' June 2013 e-newsletter, fea­turing a vari­ety of arti­cles at the frontier of applied brain science. We hope you enjoy them!

New thinking:

New science:

New tools:

2013 SharpBrains SummitUpcoming SharpBrains Summit, getting better by the day:

Wishing you a great month of July,

The SharpBrains Team



Tuesday, June 25, 2013

Article: Ungifted Intelligence Redefined … My Take




Factor structure of WAIS-IV/WMS-IV: A CHC interpretation

A nice cross-battery CFA of the WAIS-IV and WMS-IV. Also, this article provides a nice historical overview of the changes of the two linked batteries over time. [Click on images to enlarge].

I would put a CHC theory spin on the validated factors. Verbal Comp = Gc; Perceptual Reasoning (Gf/Gv blend); Working Memory (Gsm...or what I know think should be labeled Gwm); Processing Speed (Gs), and Delayed Memory (Glr).













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Article: There's a lot more to neuroscience than media 'neuromania'


There's a lot more to neuroscience than media 'neuromania'
http://m.guardian.co.uk/science/blog/2013/jun/25/neuroscience-media-neuromania

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Cyberfaking: I Can, So I Will? Intentions to Fake in Online Psychological Testing [feedly]


 
 
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Cyberfaking: I Can, So I Will? Intentions to Fake in Online Psychological Testing
Title: Cyberfaking: I Can, So I Will? Intentions to Fake in Online Psychological Testing
Author(s): Grieve, Rachel; Elliott, Jade
Source: CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING, 16 (5): 364-369 MAY 2013
IDS#: 152UX. ISSN: 2152-2715


Monday, June 24, 2013

Age, Sex, and Performance Influence the Visuospatial Working Memory Network in Childhood [feedly]


 

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Age, Sex, and Performance Influence the Visuospatial Working Memory Network in Childhood
Title: Age, Sex, and Performance Influence the Visuospatial Working Memory Network in Childhood
Author(s): Spencer-Smith, Megan; Ritter, Barbara Catherine; Muerner-Lavanchy, Ines; et al.
Source: DEVELOPMENTAL NEUROPSYCHOLOGY, 38 (4): 236-255 MAY 2013
IDS#: 150HP. ISSN: 8756-5641


Sunday, June 23, 2013

IQs Corner Recent Literature of Interest: 06-23-13




Here is this weeks hand selected journal references (sorry, but I forgot to save the abstracts this time).


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Friday, June 21, 2013

Article: How the Hum of a Coffee Shop Can Boost Creativity



Wechsler Abbreviated Scale of Intelligence, 2nd edition (WASI-II) [feedly]


 
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Wechsler Abbreviated Scale of Intelligence, 2nd edition (WASI-II)
Title: Wechsler Abbreviated Scale of Intelligence, 2nd edition (WASI-II)
Author(s): McCrimmon, Adam W.; Smith, Amanda D.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (3): 337-341 JUN 2013
IDS#: 149UL. ISSN: 0734-2829

An Opportunity For Everyone With A Brain [feedly]


 
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An Opportunity For Everyone With A Brain

sharpbrains-300x300OneBookEveryone in the SharpBrains team loves learning. Especially about the brain and the mind. We suspect most SharpBrains readers do too, so let us share this opportunity: you can gain complimentary 3-month access to the self-paced course How to Be Your Own Brain Fitness Coach when you order one copy (either paperback or e-book) of our new book The SharpBrains Guide to Brain Fitness: How to Optimize Brain Health and Performance at Any Age before next Friday, June 28th. The e-course features 8 hours of recordings by Faculty Dr. Robert Bilder (UCLA), Alvaro Pascual-Leone (Harvard) and Alvaro Fernandez (SharpBrains), and other online materials and activities.

Here's how it works:

  1. Buy one book before next Friday, June 28th (If you already bought one, that counts of course!)
  2. Forward your order confirmation email to bookpromotion@sharpbrains.com (showing the purchase of at least 1 copy).
  3. We will email you course registration details on July 1st.

The book has been a #1 Preventive Medicine bestseller in Amazon for weeks, and it is earning excellent customer reviews, so we know it is time to start opening a good conversation around it. Once you have read the book, or as you are going through it, why don't you share some impressions and questions with fellow readers and with us? You can do so via:

We hope you enjoy the book, and the course!

PS: If you are still in doubt whether the book is a worth read, you can read the first chapter free



Technical and Practical Issues in the Structure and Clinical Invariance of the Wechsler Scales: A Rejoinder to Commentaries [feedly]


 
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Technical and Practical Issues in the Structure and Clinical Invariance of the Wechsler Scales: A Rejoinder to Commentaries
Title: Technical and Practical Issues in the Structure and Clinical Invariance of the Wechsler Scales: A Rejoinder to Commentaries
Author(s): Weiss, Lawrence G.; Keith, Timothy Z.; Zhu, Jianjun; et al.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 235-243 APR 2013
IDS#: 149UK. ISSN: 0734-2829

Intelligent Testing With Wechsler's Fourth Editions: Perspectives on the Weiss et al. Studies and the Eight Commentaries [feedly]


 
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Intelligent Testing With Wechsler's Fourth Editions: Perspectives on the Weiss et al. Studies and the Eight Commentaries
Title: Intelligent Testing With Wechsler's Fourth Editions: Perspectives on the Weiss et al. Studies and the Eight Commentaries
Author(s): Kaufman, Alan S.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 224-234 APR 2013
IDS#: 149UK. ISSN: 0734-2829

Broad and Narrow CHC Abilities Measured and Not Measured by the Wechsler Scales: Moving Beyond Within-Battery Factor Analysis [feedly]


 
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Broad and Narrow CHC Abilities Measured and Not Measured by the Wechsler Scales: Moving Beyond Within-Battery Factor Analysis
Title: Broad and Narrow CHC Abilities Measured and Not Measured by the Wechsler Scales: Moving Beyond Within-Battery Factor Analysis
Author(s): Flanagan, Dawn P.; Alfonso, Vincent C.; Reynolds, Matthew R.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 202-223 APR 2013
IDS#: 149UK. ISSN: 0734-2829


A Four- and Five-Factor Structural Model for Wechsler Tests: Does It Really Matter Clinically? [feedly]


 
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A Four- and Five-Factor Structural Model for Wechsler Tests: Does It Really Matter Clinically?
Title: A Four- and Five-Factor Structural Model for Wechsler Tests: Does It Really Matter Clinically?
Author(s): Schwartz, David M.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 175-185 APR 2013
IDS#: 149UK. ISSN: 0734-2829

What If We Took Our Models Seriously? Estimating Latent Scores in Individuals [feedly]


 
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What If We Took Our Models Seriously? Estimating Latent Scores in Individuals
Title: What If We Took Our Models Seriously? Estimating Latent Scores in Individuals
Author(s): Schneider, W. Joel
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 186-201 APR 2013
IDS#: 149UK. ISSN: 0734-2829


A Four- and Five-Factor Structural Model for Wechsler Tests: Does It Really Matter Clinically? [feedly]


 
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A Four- and Five-Factor Structural Model for Wechsler Tests: Does It Really Matter Clinically?
Title: A Four- and Five-Factor Structural Model for Wechsler Tests: Does It Really Matter Clinically?
Author(s): Schwartz, David M.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 175-185 APR 2013
IDS#: 149UK. ISSN: 0734-2829

Theory and Research: The Nexus of Clinical Inference [feedly]


 
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Theory and Research: The Nexus of Clinical Inference
Title: Theory and Research: The Nexus of Clinical Inference
Author(s): Claeys, Joseph
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 170-174 APR 2013
IDS#: 149UK. ISSN: 0734-2829


WAIS-IV and WISC-IV Structural Validity: Alternate Methods, Alternate Results. Commentary on Weiss et al. (2013a) and Weiss et al. (2013b) [feedly]


 
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WAIS-IV and WISC-IV Structural Validity: Alternate Methods, Alternate Results. Commentary on Weiss et al. (2013a) and Weiss et al. (2013b)
Title: WAIS-IV and WISC-IV Structural Validity: Alternate Methods, Alternate Results. Commentary on Weiss et al. (2013a) and Weiss et al. (2013b)
Author(s): Canivez, Gary L.; Kush, Joseph C.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 157-169 APR 2013
IDS#: 149UK. ISSN: 0734-2829


Theoretical Convergence in Assessment of Cognition [feedly]


 
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Theoretical Convergence in Assessment of Cognition
Title: Theoretical Convergence in Assessment of Cognition
Author(s): Bowden, Stephen C.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 148-156 APR 2013
IDS#: 149UK. ISSN: 0734-2829


Measuring Components of Intelligence: Mission Impossible? [feedly]


 
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Measuring Components of Intelligence: Mission Impossible?
Title: Measuring Components of Intelligence: Mission Impossible?
Author(s): Gregoire, Jacques
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 138-147 APR 2013
IDS#: 149UK. ISSN: 0734-2829


The Science of Intelligence Testing: Commentary on the Evolving Nature of Interpretations of the Wechsler Scales [feedly]


 
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The Science of Intelligence Testing: Commentary on the Evolving Nature of Interpretations of the Wechsler Scales
Title: The Science of Intelligence Testing: Commentary on the Evolving Nature of Interpretations of the Wechsler Scales
Author(s): Goldstein, Sam
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 132-137 APR 2013
IDS#: 149UK. ISSN: 0734-2829


WAIS-IV and Clinical Validation of the Four- and Five-Factor Interpretative Approaches [feedly]


 
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WAIS-IV and Clinical Validation of the Four- and Five-Factor Interpretative Approaches
Title: WAIS-IV and Clinical Validation of the Four- and Five-Factor Interpretative Approaches
Author(s): Weiss, Lawrence G.; Keith, Timothy Z.; Zhu, Jianjun; et al.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 94-113 APR 2013
IDS#: 149UK. ISSN: 0734-2829


An Introduction to the Wechsler Intelligence Tests: Revisiting Theory and Practice [feedly]


 
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An Introduction to the Wechsler Intelligence Tests: Revisiting Theory and Practice
Title: An Introduction to the Wechsler Intelligence Tests: Revisiting Theory and Practice
Author(s): Tobin, Renee M.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (2): 91-93 APR 2013
IDS#: 149UK. ISSN: 0734-2829


Thursday, June 20, 2013

Article: Handbook of Individual Differences in Cognition


Handbook of Individual Differences in Cognition
http://link.springer.com/book/10.1007/978-1-4419-1210-7/page/1

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Article: Senate Committee Makes Dyslexia Its Main Order of Business




Article: Is Your Child Ungifted?




Article: Groundbreaking Brain Atlas Maps Whole Brain at Cellular Level - D-brief


Groundbreaking Brain Atlas Maps Whole Brain at Cellular Level - D-brief
http://blogs.discovermagazine.com/d-brief/2013/06/20/new-brain-atlas-charts-individual-cells

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Article: Targeted mental workouts can sharpen memory, improve cognitive function in schizophrenia


Targeted mental workouts can sharpen memory, improve cognitive function in schizophrenia
http://www.news-medical.net/news/20130620/Targeted-mental-workouts-can-sharpen-memory-improve-cognitive-function-in-schizophrenia.aspx

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Impact of Neonatal Growth on IQ and Behavior at Early School Age [feedly]


 
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Impact of Neonatal Growth on IQ and Behavior at Early School Age

L. G. Smithers, J. W. Lynch, S. Yang, M. Dahhou, M. S. Kramer. Impact of Neonatal Growth on IQ and Behavior at Early School Age. PEDIATRICS, 2013; 132 (1): e53 DOI: 10.1542/peds.2012-3497

LINK

Authors

Lisa G. Smithers, John W. Lynch, Seungmi Yang, Mourad Dahhou, Michael S. Kramer

Abstract

Objectives
The objective was to examine associations of neonatal weight gain (NWG) and head circumference gain (HCG) with IQ scores and behavior at early school age.

Methods
We used data from the Promotion of Breastfeeding Intervention Trial, involving Belarusian infants born full term and weighing ≥2500 g. NWG and HCG were measured as the percentage gain in weight and head circumference over the first 4 weeks relative to birth size. IQ and behavior were measured at 6.5 years of age by using the Wechsler Abbreviated Scales of Intelligence and the Strengths and Difficulties Questionnaire (SDQ), respectively, with SDQ collected from parents and teachers. The associations between the exposures (NWG, HCG) and children's IQ and SDQ were examined by using mixed models to account for clustering of measurements, and adjustment for potentially confounding perinatal and socioeconomic factors.

Results
Mean NWG was 26% (SD 10%) of birth weight. In fully adjusted models, infants in the highest versus lowest quartile of NWG had 1.5-point (95% confidence interval [CI] 0.8 to 2.2) higher IQ scores (n = 13 840). A weak negative (protective) association between NWG and SDQ total difficulties scores was observed for the teacher-reported (β = −0.39, 95% CI −0.71 to −0.08, n = 12 016), but not the parent-reported (β = −0.12, 95% CI −0.39 to 0.15, n = 13 815), SDQ. Similar associations were observed with HCG and IQ and behavior.

Conclusions
Faster gains in weight or head circumference in the 4 weeks after birth may contribute to children's IQ, but reverse causality (brain function affects neonatal growth) cannot be excluded.



Incubation and creativity: Do something different [feedly]


 
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Incubation and creativity: Do something different
Title: Incubation and creativity: Do something different
Author(s): Gilhooly, Ken J.; Georgiou, George; Devery, Ultan
Source: THINKING & REASONING, 19 (2): 137-149 MAY 2013
IDS#: 149KW. ISSN: 1354-6783


Journal Alert - NEUROPSYCHOLOGY



Web of Knowledge Table of Contents Alert
 
Title:
Attention-Deficit/Hyperactivity Disorder (ADHD) and Working Memory in Adults: A Meta-Analytic Review

Authors:
Alderson, RM; Kasper, LJ; Hudec, KL; Patros, CHG

Source:
*NEUROPSYCHOLOGY*, 27 (3):287-302; MAY 2013

Abstract:
Objective: Within the last decade, working memory (WM) has garnered
increased interest as a potential core deficit or endophenotype of
attention-deficit/hyperactivity disorder (ADHD). The current study is
the first meta-analytic review to examine several subject and task
moderator variables' (e. g., percent female, diagnostic selection
procedure, trials per set size, response demands, type of dependent
variable, and central executive [CE] demands) effect on between-group
phonological (PH) and visuospatial (VS) WM in adults with ADHD, relative
to healthy controls. Method: Literature searches were conducted using
the PsycINFO, Web of Science, and PubMed databases, and yielded 38
studies of WM in adults with ADHD. Results: Results revealed
moderate-magnitude between-group effect sizes (ESs) across both WM
domains. In addition, several task-moderating variables explained
significant ES variability among PH and VS studies. Conclusions:
Collectively, these findings indicate that WM deficits persist into
adulthood and suggest that methodological variability may explicate why
WM deficits have not been uniformly detected in previous experimental
studies.

========================================================================


*Pages: 303-313 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000319074800002
*Order Full Text [ ]

Title:
Working Memory in Parkinson's Disease: The Effects of Depression and Side of Onset of Motor Symptoms

Authors:
Foster, PS; Yung, RC; Drago, V; Crucian, GP; Heilman, KM

Source:
*NEUROPSYCHOLOGY*, 27 (3):303-313; MAY 2013

Abstract:
Objective: Previous research has examined the neurocognitive effects of
depression in Parkinson's disease (PD), finding worse performance on
tests of cognitive functioning in PD patients with depression as
compared to those without depression. However, this research has not
considered the effect of side of onset of motor symptoms. Hence, we
sought to investigate the interaction between depression and side of
onset on working memory in patients with PD. Method: A total of 66
patients with PD completed the Digit Span Backward subtest of the
Wechsler Memory Scale-III as well as two other tests of executive
functioning. Groups of left hemibody onset (LHO) with and without
depression and right hemibody onset (RHO) with and without depression
were created. Results: The results indicated significantly lower
performance on the measure of working memory for the LHO with depression
group, relative to both the LHO without depression and the RHO with
depression groups. Conclusion: These findings indicate that working
memory is worse in patients with LHO of motor symptoms who are also
depressed, and they suggest that this group of patients might experience
greater disability and lower quality of life.

========================================================================


*Pages: 314-321 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000319074800003
*Order Full Text [ ]

Title:
Implicit Perceptual-Motor Skill Learning in Mild Cognitive Impairment and Parkinson's Disease

Authors:
Gobel, EW; Blomeke, K; Zadikoff, C; Simuni, T; Weintraub, S; Reber, PJ

Source:
*NEUROPSYCHOLOGY*, 27 (3):314-321; MAY 2013

Abstract:
Objective: Implicit skill learning is hypothesized to depend on
nondeclarative memory that operates independent of the medial temporal
lobe (MTL) memory system and instead depends on cortico striatal
circuits between the basal ganglia and cortical areas supporting motor
function and planning. Research with the Serial Reaction Time (SRT) task
suggests that patients with memory disorders due to MTL damage exhibit
normal implicit sequence learning. However, reports of intact learning
rely on observations of no group differences, leading to speculation as
to whether implicit sequence learning is fully intact in these patients.
Patients with Parkinson's disease (PD) often exhibit impaired sequence
learning, but this impairment is not universally observed. Method:
Implicit perceptual-motor sequence learning was examined using the
Serial Interception Sequence Learning (SISL) task in patients with
amnestic Mild Cognitive Impairment (MCI; n = 11) and patients with PD (n
= 15). Sequence learning in SISL is resistant to explicit learning and
individually adapted task difficulty controls for baseline performance
differences. Results: Patients with MCI exhibited robust sequence
learning, equivalent to healthy older adults (n = 20), supporting the
hypothesis that the MTL does not contribute to learning in this task. In
contrast, the majority of patients with PD exhibited no
sequence-specific learning in spite of matched overall task performance.
Two patients with PD exhibited performance indicative of an explicit
compensatory strategy suggesting that impaired implicit learning may
lead to greater reliance on explicit memory in some individuals.
Conclusion: The differences in learning between patient groups provides
strong evidence in favor of implicit sequence learning depending solely
on intact basal ganglia function with no contribution from the MTL
memory system.

========================================================================


*Pages: 322-332 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000319074800004
*Order Full Text [ ]

Title:
Cognitive Consequences of High A beta Amyloid in Mild Cognitive Impairment and Healthy Older Adults: Implications for Early Detection of Alzheimer's Disease

Authors:
Lim, YY; Ellis, KA; Harrington, K; Kamer, A; Pietrzak, RH; Bush, AI;
Darby, D; Martins, RN; Masters, CL; Rowe, CC; Savage, G; Szoeke, C;
Villemagne, VL; Ames, D; Maruff, P

Source:
*NEUROPSYCHOLOGY*, 27 (3):322-332; MAY 2013

Abstract:
`Background: It has been proposed that only mild cognitive impairment
(MCI) with high A beta amyloid is indicative of incipient Alzheimer's
disease (AD), yet MCI with low A beta amyloid may reflect other
neurode-generative processes. We aimed to determine the extent to which
high A beta amyloid influenced cognitive function in healthy older
adults and adults with MCI. Method: Healthy controls ( HC; n = 178) and
adults with MCI ( n = 56) enrolled in the Australian Imaging,
Biomarkers, and Lifestyle study, underwent positron emission tomography
neuroimaging for A beta amyloid and completed an extensive
neuropsychological battery, assessing the cognitive domains of verbal
and visual episodic memory, executive function, visuoconstruction,
attention and processing speed, and language at baseline. Results: MCI
with low A beta performed worse than MCI with high A beta on measures of
executive function, attention, visuoconstruction and language. No
differences were observed between HC high and low A beta groups. When
compared with HC with low A beta, both MCI high and low A beta groups
performed worse on measures of episodic memory. However, only the MCI
low A beta group performed worse than HC low A beta on measures of
executive function, attention, visuoconstruction, and language.
Conclusions: When compared with HC with low A beta amyloid, MCI with
high A beta amyloid present with impairments restricted to episodic
memory, and the episodic memory impairments in MCI with low A beta
amyloid were accompanied by impairments in executive function,
attention, visuoconstruction, and language, suggesting that MCI with
high A beta amyloid reflects prodromal AD, although further longitudinal
data is required to confirm this.

========================================================================


*Pages: 333-342 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000319074800005
*Order Full Text [ ]

Title:
Recognition of Famous Names Predicts Cognitive Decline in Healthy Elders

Authors:
Seidenberg, M; Kay, CD; Woodard, JL; Nielson, KA; Smith, JC; Kandah, C;
Breting, LMG; Novitski, J; Lancaster, M; Matthews, M; Hantke, N; Butts,
A; Rao, SM

Source:
*NEUROPSYCHOLOGY*, 27 (3):333-342; MAY 2013

Abstract:
Objective: The ability to recognize familiar people is impaired in both
Mild Cognitive Impairment (MCI) and Alzheimer's Dementia (AD). In
addition, both groups often demonstrate a time-limited temporal gradient
(TG) in which well known people from decades earlier are better recalled
than those learned recently. In this study, we examined the TG in
cognitively intact elders for remote famous names (1950-1965) compared
to more recent famous names (1995-2005). We hypothesized that the TG
pattern on a famous name recognition task (FNRT) would predict future
cognitive decline, and also show a significant correlation with
hippocampal volume. Method: Seventy-eight healthy elders (ages 65-90)
with age-appropriate cognitive functioning at baseline were administered
a FNRT. Follow-up testing 18 months later produced two groups: Declining
(>= 1 SD reduction on at least one of three measures) and Stable (< 1
SD). Results: The Declining group (N = 27) recognized fewer recent
famous names than the Stable group (N = 51), although recognition for
remote names was comparable. Baseline MRI volumes for both the left and
right hippocampi were significantly smaller in the Declining group than
the Stable group. Smaller baseline hippocampal volume was also
significantly correlated with poorer performance for recent, but not
remote famous names. Logistic regression analyses indicated that
baseline TG performance was a significant predictor of group status
(Declining vs. Stable) independent of chronological age and APOE epsilon
4 inheritance. Conclusions: The TG for famous name recognition may serve
as an early preclinical cognitive marker of cognitive decline in healthy
older individuals.

========================================================================


*Pages: 343-355 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000319074800006
*Order Full Text [ ]

Title:
Which Neuropsychological Tests Predict Progression to Alzheimer's Disease in Hispanics?

Authors:
Weissberger, GH; Salmon, DP; Bondi, MW; Gollan, TH

Source:
*NEUROPSYCHOLOGY*, 27 (3):343-355; MAY 2013

Abstract:
Objective: To investigate which neuropsychological tests predict
eventual progression to Alzheimer's disease (AD) in both Hispanic and
non-Hispanic individuals. Although our approach was exploratory, we
predicted that tests that underestimate cognitive ability in healthy
aging Hispanics might not be sensitive to future cognitive decline in
this cultural group. Method: We compared first-year data of 22 older
adults (11 Hispanic) who were diagnosed as cognitively normal but
eventually developed AD (decliners), to 60 age-and education-matched
controls (27 Hispanic) who remained cognitively normal. To identify
tests that may be culturally biased in our sample, we compared Hispanic
with non-Hispanic controls on all tests and asked which tests were
sensitive to future decline in each cultural group. Results: Compared to
age-, education-, and gender-matched non-Hispanic controls, Hispanic
controls obtained lower scores on tests of language, executive function,
and some measures of global cognition. Consistent with our predictions,
some tests identified non-Hispanic, but not Hispanic, decliners
(vocabulary, semantic fluency). Contrary to our predictions, a number of
tests on which Hispanics obtained lower scores than non-Hispanics
nevertheless predicted eventual progression to AD in both cultural
groups (e. g., Boston Naming Test [BNT], Trails A and B). Conclusions:
Cross-cultural variation in test sensitivity to decline may reflect
greater resistance of medium difficulty items to decline and bilingual
advantages that initially protect Hispanics against some aspects of
cognitive decline commonly observed in non-Hispanics with preclinical
AD. These findings highlight a need for further consideration of
cross-cultural differences in neuropsychological test performance and
development of culturally unbiased measures.

========================================================================


*Pages: 356-363 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000319074800007
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Title:
Association of Serum Dehydroepiandrosterone Sulfate and Cognition in Older Adults: Sex Steroid, Inflammatory, and Metabolic Mechanisms

Authors:
Hildreth, KL; Gozansky, WS; Jankowski, CM; Grigsby, J; Wolfe, P; Kohrt,
WM

Source:
*NEUROPSYCHOLOGY*, 27 (3):356-363; MAY 2013

Abstract:
Objective: Dehydroepiandrosterone sulfate (DHEAS) levels and cognitive
function decline with age, and a role for DHEAS in supporting cognition
has been proposed. Higher DHEAS levels may be associated with better
cognitive performance, although potential mechanisms for this
relationship are not well established. Method: We performed a
cross-sectional study of the relationship between serum DHEAS and three
aspects of cognition-executive function, working memory, and processing
speed-in 49 men and 54 women, aged 60-88 years, with low serum DHEAS
levels. We examined three potential mechanisms of DHEAS action-sex
hormone sufficiency, inflammatory status, and glucose regulation.
Results: After adjustment for multiple covariates, higher serum DHEAS
levels were associated with better working memory (standardized beta
coefficient 0.50, p < .05), with a trend toward better executive
function (standardized beta coefficient 0.37, p < .10) in men only.
There was a nonsignificant trend toward a negative association between
levels of tumor necrosis factor alpha (TNF alpha) and working memory in
the combined population (standardized beta coefficient -0.22, p < .10).
None of the glucoregulatory measures was associated with cognitive
function. Conclusions: The relationship between DHEAS and cognition is
complex and differs by sex and cognitive domain. This study supports the
need for further investigations of the sex-specific effects of DHEAS on
cognition and its underlying mechanisms of action.

========================================================================


*Pages: 364-377 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000319074800008
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Title:
Relation of Neural Structure to Persistently Low Academic Achievement: A Longitudinal Study of Children With Differing Birth Weights

Authors:
Clark, CAC; Fang, H; Espy, KA; Filipek, PA; Juranek, J; Bangert, B;
Hack, M; Taylor, HG

Source:
*NEUROPSYCHOLOGY*, 27 (3):364-377; MAY 2013

Abstract:
Objective: This study examined the relation of cerebral tissue
reductions associated with VLBW to patterns of growth in core academic
domains. Method: Children born < 750 g, 750 to 1,499 g, or > 2,500 g
completed measures of calculation, mathematical problem solving, and
word decoding at time points spanning middle childhood and adolescence.
K. A. Espy, H. Fang, D. Charak, N. M. Minich, and H. G. Taylor (2009,
Growth mixture modeling of academic achievement in children of varying
birth weight risk, Neuropsychology, Vol. 23, pp. 460 -474) used growth
mixture modeling to identify two growth trajectories (clusters) for each
academic domain: an average achievement trajectory and a persistently
low trajectory. In this study, 97 of the same participants underwent
magnetic resonance imaging (MRI) in late adolescence, and cerebral
tissue volumes were used to predict the probability of low growth
cluster membership for each domain. Results: Adjusting for whole brain
volume (wbv), each 1-cm3 reduction in caudate volume was associated with
a 1.7-to 2.1-fold increase in the odds of low cluster membership for
each domain. Each 1-mm(2) decrease in corpus callosum surface area
increased these odds approximately 1.02-fold. Reduced cerebellar white
matter volume was associated specifically with low calculation and
decoding growth, and reduced cerebral white matter volume was associated
with low calculation growth. Findings were similar when analyses were
confined to the VLBW groups. Conclusions: Reduced volume of structures
involved in connectivity, executive attention, and motor control may
contribute to heterogeneous academic trajectories among children with
VLBW.

========================================================================


*Pages: 378-389 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000319074800009
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Title:
Does Executive Control Really Play a Crucial Role in Explaining Age-Related Cognitive and Neural Differences?

Authors:
Cona, G; Arcara, G; Amodio, P; Schiff, S; Bisiacchi, PS

Source:
*NEUROPSYCHOLOGY*, 27 (3):378-389; MAY 2013

Abstract:
Objective: The present study investigated the role of executive control
in accounting for the cognitive and electrophysiological alterations
occurring in healthy aging. Method: Younger and older adults performed
the inhibitory control task (ICT), a task composed of 3 types of trials
that vary in the degree and kind of executive control subprocesses
required. We analyzed event-related potentials (ERPs) elicited by these
ICT trials and focused on the ERP components related to executive
control subprocesses: P3b (updating), no-go P3 (inhibition), and
reorienting negativity (RON; shifting). Results: Compared with younger
adults, older adults exhibited worse performance on the ICT and a delay
in the latency of all the ERPs investigated. These age-related
differences occurred regardless of the amount of executive control
required because they were not influenced by the type of trial. The RON
amplitude, an index of shifting, was found markedly attenuated in older
adults relative to younger adults. Conclusions: Executive control, as a
unitary function, cannot explain the age-related differences observed,
which are more likely to reflect a general slowing of processes with
aging. However, when we take into account the specific subprocesses of
executive control, the one that seems to be particularly affected by
aging is shifting, as revealed by the age-related alterations in the RON
parameters.

Tuesday, June 18, 2013

Article: Academics earn street cred with TED Talks but no points from peers


Academics earn street cred with TED Talks but no points from peers
http://www.psypost.org/2013/06/academics-earn-street-cred-with-ted-talks-but-no-points-from-peers-18527

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On Going (Way) Beyond One's Data: A Proposal to Restrict Recommendations for Practice in Primary Educational Research Journals [feedly]


 
 
Shared via feedly // published on EDUCATIONAL PSYCHOLOGY REVIEW - Web of Knowledge // visit site
On Going (Way) Beyond One's Data: A Proposal to Restrict Recommendations for Practice in Primary Educational Research Journals
Title: On Going (Way) Beyond One's Data: A Proposal to Restrict Recommendations for Practice in Primary Educational Research Journals
Author(s): Robinson, Daniel H.; Levin, Joel R.; Schraw, Gregory; et al.
Source: EDUCATIONAL PSYCHOLOGY REVIEW, 25 (2): 291-302 JUN 2013
IDS#: 148CR. ISSN: 1040-726X

Becoming Part of the Story! Refueling the Interest in Visualization Strategies for Reading Comprehension [feedly]


 
 
Shared via feedly // published on EDUCATIONAL PSYCHOLOGY REVIEW - Web of Knowledge // visit site
Becoming Part of the Story! Refueling the Interest in Visualization Strategies for Reading Comprehension
Title: Becoming Part of the Story! Refueling the Interest in Visualization Strategies for Reading Comprehension
Author(s): De Koning, Bjorn B.; van der Schoot, Menno
Source: EDUCATIONAL PSYCHOLOGY REVIEW, 25 (2): 261-287 JUN 2013
IDS#: 148CR. ISSN: 1040-726X


Where's the action? The pragmatic turn in cognitive science [feedly]


  
 
Shared via feedly // published on TRENDS IN COGNITIVE SCIENCES - Web of Knowledge // visit site
Where's the action? The pragmatic turn in cognitive science
Title: Where's the action? The pragmatic turn in cognitive science
Author(s): Engel, Andreas K.; Maye, Alexander; Kurthen, Martin; et al.
Source: TRENDS IN COGNITIVE SCIENCES, 17 (5): 202-209 MAY 2013
IDS#: 149GZ. ISSN: 1364-6613


Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering [feedly]


 
Shared via feedly // published on PSYCHOLOGICAL SCIENCE - Web of Knowledge // visit site
Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering
Title: Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering
Author(s): Mrazek, Michael D.; Franklin, Michael S.; Phillips, Dawa Tarchin; et al.
Source: PSYCHOLOGICAL SCIENCE, 24 (5): 776-781 MAY 2013
IDS#: 143GI. ISSN: 0956-7976


Who Rises to the Top? Early Indicators [feedly]


  
 
Shared via feedly // published on PSYCHOLOGICAL SCIENCE - Web of Knowledge // visit site
Who Rises to the Top? Early Indicators
Title: Who Rises to the Top? Early Indicators
Author(s): Kell, Harrison J.; Lubinski, David; Benbow, Camilla P.
Source: PSYCHOLOGICAL SCIENCE, 24 (5): 648-659 MAY 2013
IDS#: 143GI. ISSN: 0956-7976


Absorption in music: Development of a scale to identify individuals with strong emotional responses to music [feedly]


  
 
Shared via feedly // published on PSYCHOLOGY OF MUSIC - Web of Knowledge // visit site
Absorption in music: Development of a scale to identify individuals with strong emotional responses to music
Title: Absorption in music: Development of a scale to identify individuals with strong emotional responses to music
Author(s): Sandstrom, Gillian M.; Russo, Frank A.
Source: PSYCHOLOGY OF MUSIC, 41 (2): 216-228 MAR 2013
IDS#: 146XP. ISSN: 0305-7356


Are measurement theories falsifiable, and should we care? [feedly]


  
Shared via feedly // published on THEORY PSYCHOLOGY - Web of Knowledge // visit site
Are measurement theories falsifiable, and should we care?
Title: Are measurement theories falsifiable, and should we care?
Author(s): Trafimow, David
Source: THEORY & PSYCHOLOGY, 23 (3): 397-400 JUN 2013
IDS#: 148CG. ISSN: 0959-3543


Article: Eye-Tracking Software May Reveal Autism and other Brain Disorders



Monday, June 17, 2013

Approaches to Learning and Hispanic Children's Math Scores: The Moderating Role of English Proficiency [feedly]


  
Shared via feedly // published on HISPANIC JOURNAL OF BEHAVIORAL SCIENCES - Web of Knowledge // visit site
Approaches to Learning and Hispanic Children's Math Scores: The Moderating Role of English Proficiency
Title: Approaches to Learning and Hispanic Children's Math Scores: The Moderating Role of English Proficiency
Author(s): Bumgarner, Erin; Martin, Anne; Brooks-Gunn, Jeanne
Source: HISPANIC JOURNAL OF BEHAVIORAL SCIENCES, 35 (2): 241-259 MAY 2013
IDS#: 143LK. ISSN: 0739-9863


The reservoir model: A differential equation model of psychological regulation. [feedly]


 
Shared via feedly // published on Psychological Methods - Vol 18, Iss 2 // visit site
The reservoir model: A differential equation model of psychological regulation.
Differential equation models can be used to describe the relationships between the current state of a system of constructs (e.g., stress) and how those constructs are changing (e.g., based on variable-like experiences). The following article describes a differential equation model based on the concept of a reservoir. With a physical reservoir, such as one for water, the level of the liquid in the reservoir at any time depends on the contributions to the reservoir (inputs) and the amount of liquid removed from the reservoir (outputs). This reservoir model might be useful for constructs such as stress, where events might "add up" over time (e.g., life stressors, inputs), but individuals simultaneously take action to "blow off steam" (e.g., engage coping resources, outputs). The reservoir model can provide descriptive statistics of the inputs that contribute to the "height" (level) of a construct and a parameter that describes a person's ability to dissipate the construct. After discussing the model, we describe a method of fitting the model as a structural equation model using latent differential equation modeling and latent distribution modeling. A simulation study is presented to examine recovery of the input distribution and output parameter. The model is then applied to the daily self-reports of negative affect and stress from a sample of older adults from the Notre Dame Longitudinal Study on Aging. (PsycINFO Database Record (c) 2013 APA, all rights reserved)