Cognition

The purpose of this study was to examine the possibility of
diagnosing community college students' cognitive functioning abilities,
in social science content areas, by means of a Piagetian type clinical
diagnosis. In addition, analyses were made to determine the relationships
between isolated constructs of cognitive functioning and certain
demographic variables. The initial expectation was that factor analysis
would yield constructs aligned with constructs of cognitive functioning
delineated by Piaget. It was also expected that the diagnosis would
significantly distinguish between the three strata of subjects as the
strata were formed on the basis of the subjects' past levels of academic
performance. On the other hand, it was not expected that the diagnosis
would be discriminatory in reference to other demographic variables
studied. Observation of the results of the factor analysis confirmed
the expectations regarding the Piagetian aligned factor structure of the
diagnosis and offered a construct validity and reliability estimate of
approximately .86. Observation of the results of the relational studies
served to support the stated expectations except that measures related
to three of the constructs were discriminatory along the dimension of
sex.
Twelve factors or constructs aligned with Piaget's theory were
isolated. The constructs represented both a concrete operational and
an abstract operational level of cognitive functioning for most of the
cognitive tasks diagnosed. Seven of the factors discriminated significantly
(p<.001) between the strata and, in all cases, discriminated in
favor of stratum three, the stratum with highest past level of academic
performance. The subjects in the stratum with the lowest level of
academic performance, stratum one, and frequently stratum two subjects
were functioning at a concrete operational level during the diagnosis.
The important findings of this research necessitate
immediate and continuous research of Piagetian remediation approaches
based on the diagnosis and remediation of the learner's cognitive functioning
abilities.

This study investigated electroencephalographic differences related to cue (central left- or right-directed arrows) in a covert endogenous visual spatial attention task patterned after that of Hopf and Mangun (2000). This was done with the intent of defining the timing of components in relation to cognitive processes within the cue-target interval. Multiple techniques were employed to do this. Event-related potentials (ERPs) were examined using Independent Component Analysis. This revealed a significant N1, between 100:200 ms post-cue, greater contralateral to the cue. Difference wave ERPs, left minus right cue-locked data, divulged significant early directing attention negativity (EDAN) at 200:400 ms post-cue in the right posterior which reversed polarity in the left posterior. Temporal spectral evolution (TSE) analysis of the alpha band revealed three stages, (1) high bilateral alpha precue to 120 ms post-cue, (2) an event related desynchronization (ERD) from approximately 120 ms: 500 ms post-cue, and (3) an event related synchronization (ERS) rebound, 500: 900 ms post-cue, where alpha amplitude, a measure of activity, was highest contralateral to the ignored hemifield and lower contralateral to the attended hemifield. Using a combination of all of these components and scientific literature in this field, it is possible to plot out the time course of the cognitive events and their neural correlates.

Research shows that bilingualism confers substantial cognitive benefits in children and the elderly. Bilingual advantages on nonverbal working memory, updating, shifting and inhibition tasks are widely reported. However, advantages are not always observed in young adults. These disparities may be due to varied proficiency levels and task types (verbal versus nonverbal) administered. This study sought to detect bilingual performance advantages on executive function and working memory tasks (verbal and nonverbal working memory, updating, shifting and inhibition tasks) between groups of 37 high and 37 low proficiency Spanish-English bilingual and 40 English monolingual young adults. ... Young adulthood may represent a lull during which bilingualism does not confer cognitive advantages for functions examined.

This study aimed to understand the differences in strength or coordination of brain regions involved in processing faces in the presence of aging and/or progressing neuropathology (Alzheimer's disease). To this end, Experiment 1 evaluated age-related differences in basic face processing and the effects of familiarity in face processing. Overall, face processing in younger (22-35yrs) and older participants (63-83yrs) recruited a broadly distributed network of brain activity, but the distribution of activity varied depending on the age of the individual. The younger population utilized regions of the occipitotemporal, medial frontal and posterior parietal cortices while the older population recruited a concentrated occipitotemporal network. The younger participants were also sensitive to the type of face presented, as Novel faces were associated with greater mean BOLD activity than either the Famous or Relatives faces. Interestingly, Relatives faces were associated with greater mean B OLD activity in more regions of the brain than found in any other analysis in Exp. 1, spanning the inferior frontal, medial temporal and inferior parietal cortices. In contrast, the older adults were not sensitive to the type of face presented, which could reflect a difference in cognitive strategies used by the older population when presented with this type of face stimuli. Experiment 2 evaluated face processing, familiarity in face processing and also emphasized the interactive roles autobiographical processing and memory recency play in processing familiar faces in mature adults (MA; 45-55yrs), older adults (OA; 70-92yrs) and patients suffering from Alzheimer's disease (AD; 70-92yrs).

Healthy aging has been associated with declines in executive functioning (EF) but it remains unclear how different subprocesses of EF are affected by age and by other possibly mediating variables. The principal aim of the present study was to investigate the effects of age and processing speed on three executive functions: set-shifting, planning, and attentional control. Four age groups (20-29 years, 60-69 years, 70-79 years, and 80-89 years) were compared on the Wisconsin Card Sorting Test (WCST), the DKEFS Tower Test, the Conner's Continuous Performance Test, and a Letter comparison test of processing speed. Results suggested that increased age was associated with decreased performance on most of the studied executive measures, but not all EF are equally affected by age. A slowdown in processing speed mediates some, but not all, decrements in executive performance. The results are interpreted in light of recent neuroimaging data on age-related changes in brain functioning.

This study provides evidence for an age bias in face recognition. Younger adults viewed short video clips of young actors or of actors over the age of 60 performing everyday actions. One week later, participants were tested on their memory for these events. Recognition event types included same, completely new, and conjunction items. In conjunction items, a familiar actor performed a familiar action that had actually been performed by someone else during encoding. Participants performed well at picking out the new and old events, but had more difficulty distinguishing between the conjunction events. Younger adults were significantly worse at recognizing the conjunction items when the age of the actor was different from encoding to retrieval. This study supports the hypothesis that people are better able to recognize and distinguish others within a similar age range compared to people outside that range.

Event memory studies have shown that older adults typically have poorer memories for events than do younger adults. Unfortunately, these studies tested memory for events that contained only young adults as the actors. It could be that the younger adults remembered the events better due to an own-age bias. One particular type of event memory error is called unconscious transference. In unconscious transference, a binding error results in false conjunction memories. Several studies have shown that older adults are more likely to make these errors. This study aims to look more closely at the effects of own-age bias on face recognition and conjunction errors made in memory for events. Younger adults were tested on their memory for both younger and older adults seen performing simple actions in video clips as well as in "mug shot" photograph tests.

Two separate groups of young and middle-aged adults watched videos of events being performed by a number of different college-aged females. Both the young goup of adults and the middle-aged group of adults were later tested on their memory for both the individual features of these events (i.e., actors and actions), and for conjunctions of features (i.e., which actor performed which action) in order to determine how likely they were to remember which actors performed which actions. Our results showed that frontal lobe functioning is not affected with age. However, there is a slight decrease in medial temporal functioning that continues on throughout life. There was a main effect of Question, Item Type, and Age Group explained through a three-way ANOVA. Binding errors increase with age because specific areas of the brain, such as the hippocampus and prefrontal cortex, deteriorate with age.