DOCSLIB.ORG

The Influence of Emotions on Cognitive Flexibility

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Influence of Emotions on Cognitive Flexibility The Influence of Emotions on Cognitive Flexibility by Vera Sacharin A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Psychology) in The University of Michigan 2009 Doctoral Committee: Professor Phoebe C. Ellsworth, Co-Chair Professor Richard D. Gonzalez, Co-Chair Professor Norbert Schwarz Assistant Professor Scott A. Langenecker © Vera Sacharin 2009 Acknowledgements I would like to thank my committee members and advisors Rich Gonzalez, Phoebe Ellsworth, Norbert Schwarz, and Scott Langenecker for their support, advice, and inspiration regarding this dissertation and life as a researcher. I am particularly thankful to them for giving me the opportunity to be their student, for providing me with the freedom to pursue my ideas, and for pushing me to think and try harder. Part of this research was inspired by Xuezhao Lan’s presentation of cross-cultural differences in executive function development during a meeting of the Culture and Cognition lab group run by Shinobu Kitayama and Richard Nisbett. I am grateful for the opportunity to be a member in this lab as well as the PR lab, and thank the lab members for their support. The students who made this research possible by running many experiment hours and coding participants’ responses were Bryan Flory, Tiffany Izard, Nana Kori, Lolita Moss, Justin Hodge, Melissa Wolak, Jason Berger, Callan Burt, Maria Veksler, Josh Lee, and Wooseok Kim. I thank them for their patience, hard work, enthusiasm, and for teaching me how to run a lab. I am very grateful to James Waltz for sending his reversal learning e-prime script by email to an unknown graduate student. Always, I am thankful to Marianne and Walter Kleis, Nadja Sacharin, and David Shuman for their unconditional love and faith, and for always letting me know what matters most in life. Note Chapter 3 was co-authored with Professor Richard Gonzalez. ii Table of Contents Acknowledgements…………………………...……………………………………...……ii List of Figures…………………………………………………………...…………..……iv List of Tables……………………………………...…………………………….…..…....vi Chapter 1. Introduction………………………………………………………….....….....1 2. A Meta-Analysis of Positive and Negative Emotions’ Impact on Cognitive Breadth………...……………...……………………………...….10 3. Happiness Impairs Cognitive Flexibility in Reversal Learning…………….59 4. The Influence of Happiness and Relief on Different Types of Cognitive Flexibility…………………………………………………………...…..…..82 5. Summary and Conclusions……….……………………………...….…….162 iii List of Figures Figure 2.1 Normal q-q plot of standardized mean differences for quantitative cognitive breadth………………………………………………………………………......41 2.2 Normal q-q plot of standardized mean differences for quantitative cognitive breadth, positive vs. neutral emotions………………………………….....….....42 2.3 Normal q-q plot of standardized mean differences for quantitative cognitive breadth, neutral vs. negative emotions………………………………………….43 2.4 Normal q-q plot of standardized mean differences for quantitative cognitive breadth, positive vs. negative emotions………………………….…………..….44 2.5 Boxplot of standardized mean differences for quantitative cognitive breadth…………………………………………………………………………...45 2.6 Average effect size estimates for quantitative cognitive breadth with one study removed…………..……………………………………………….……………..46 2.7 Boxplot of standardized mean differences for quantitative cognitive breadth by performance goals…………………………………………………………….47 2.8 Normal q-q plot of standardized mean differences for qualitative cognitive breadth………………………………………………………..………………….48 2.9 Normal q-q plot of standardized mean differences for qualitative cognitive breadth, positive vs. neutral emotions…….……………….…………………….49 2.10 Normal q-q plot of standardized mean differences for qualitative cognitive breadth, neutral vs. negative emotions………………………………..……........50 2.11 Normal q-q plot of standardized mean differences for qualitative cognitive breadth, positive vs. negative emotions……….………………………………....50 2.12 Boxplot of standardized mean differences for qualitative cognitive breadth.…...52 iv Figure 2.13 Average effect size estimate for qualitative cognitive breadth with one study removed……………………………………………………………………….…53 2.14 Regression of task difficulty on standardized mean differences.………………..54 3.1 Mean number of trials to learn rules and reversals in different emotion conditions. …………………………………………………………………...…..78 4.1 The relation of variables at the group and individual level of analysis……..….149 4.2 Mean reversal learning scores in different samples by gender and time of data collection…………………………………………………………………..150 4.3 Mean number of sorts in the Free Sorting sub-task of the CCST for different blocks of experiment and emotion conditions……………………………….…151 4.4 Model for the mediation of the influence of happiness on reversal learning by global processing and low goal maintenance………………………………..…152 4.5 Regression of poor reversal learning on goal maintenance and global processing for women………………………………………………………..…153 4.6 Regression of poor reversal learning on goal maintenance and global processing for men………………………………………………………..……154 4.7 The resulting model of the influence of happiness and the interaction of goal maintenance and global processing on reversal learning………………………155 v List of Tables Table 2.1 Sample characteristics across comparisons and reports……………..…………..33 2.2 Effect size estimates for quantitative cognitive breadth........................................35 2.3 Average effect size estimate and 95% confidence interval for quantitative cognitive breadth by emotion group comparison for different models………….37 2.4 Average effect size estimate, 95% confidence interval, and homogeneity test for quantitative cognitive breadth by emotion group comparison and by performance goal………………………………………………………………...38 2.5 Effect size estimates for qualitative cognitive breadth…………………………..39 2.6 Average effect size estimate, 95% confidence interval, and homogeneity test for qualitative cognitive breadth by emotion group comparison for different models……………………………………………………………………………40 3.1 Predictions by different models for reversal learning performance impairment () or improvement () under positive and negative emotions……..77 4.1 Tasks associated with different types of flexibility…………………………….142 4.2 Predictions and results for the influence of happiness on various tasks……..…143 4.3 Frequency of responses in the idea generation task for unusual uses of a brick…………………………………………………………………………….144 4.4 Correlations between idea generation, remote associate, CCST, and reversal learning tasks…………………………………………………………………...145 4.5 Means and standard deviations of scores of the CCST…………………….…..146 4.6 Regulative and associative flexibility performance resulting from combinations of goal maintenance and global processing……….…………….147 4.7 Distribution of women in different emotion conditions according to combinations of goal maintenance and global processing……………………..148 vi Chapter I Introduction Cognitive flexibility is important for creativity, for learning when reward contingencies change, and for redirecting our attention. Previous research has shown that creative behavior improves with positive mood, but researchers disagree about whether other behaviors under the umbrella term “cognitive flexibility” are similarly facilitated. Also, the outcomes of positive mood might depend on the particular positive emotion. In my dissertation research, I contribute to the current debate on this issue by assessing which emotional states influence which types of cognitive flexibility, and why. I focus on the distinction between associative, regulative, and attentional flexibility. Breaking the set of typical associations and creating new associations is called associative flexibility. Associative flexibility underlies creative performance in idea generation and enhances inclusiveness in categorization tasks. Regulative flexibility is an executive function, and is important when people need to deal with changing rules and reward contingencies. It refers to the ability to identify and adjust to different contingencies. Attentional flexibility is the ability to switch attention between different types of tasks, or between different stimulus features. Other types of cognitive flexibility are not the topic of the dissertation; for example, flexibility can refer to evaluative flexibility (the ease of re-evaluating something), spatial flexibility (the ease of 1 re-constructing a spatial configuration), or temporal flexibility (e.g., variability in rhythm). Studies in social psychology have typically used associative flexibility tasks to measure cognitive flexibility. For example, ”[f]lexibility as a measure of creativity manifests itself in the use of different cognitive categories and perspectives and of broad and inclusive cognitive categories” (De Dreu, Baas, & Nijstad, 2008, p. 740). Similarly, “creativity, remote associations, perceptions of relatedness among cognitions . [are seen as] indications of integration and cognitive flexibility (Isen, 1990, p. 80). A typical finding is that positive emotions improve performance (e.g., Isen and colleagues). For example, positive affect increases fluency in idea generation (e.g., Isen, Labroo, & Durlach, 2004; Murray, Sujan, Hirt, & Sujan, 1990). Also, positive affect increases the number of items included in a category and the variety of elements chosen as acceptable category members (e.g., Isen & Daubman, 1984). However, in other areas of psychology, such as cognitive psychology,
Load more

Recommended publications
  • Cognitive Flexibility Mediates the Association Between Early Life Stress And
    Cognitive flexibility mediates the association between early life stress and habitual behavior Xinqi Zhou1, Yayun Meng2, Helena S. Schmitt1,3, Christian Montag1,3, Keith M. Kendrick1, Benjamin Becker1* 1The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroinFormation, University oF Electronic Science and Technology oF China, Chengdu, China 2Faculty of Teacher Education, Hechi University, Hechi, China 3Department of Molecular Psychology, Institute of Psychology and Education, Ulm University, Ulm, Germany *correspondence to Benjamin Becker, PhD Center For Information in Medicine University oF Electronic Science and Technology of China Chengdu 611731, China Tel.: +86 2861 830 811 Mail: [email protected] Abstract Accumulating evidence suggests that exposure to high levels oF early liFe stress (ELS) may lead to a lasting shift between goal-directed and habitual behavioral tendencies. Cognitive flexibility has been shown to be impaired following early life stress and represents a protective Factor For the Formation of rigid maladaptive behavior, however, whether cognitive flexibility mediates their association is not clear. Against this background we employed a mediation approach in a sample oF n = 560 young healthy Chinese to determine whether cognitive Flexibility mediates the association between ELS and habitual behavioral tendencies as assessed by the Creature of Habits Scale (COHS). We present and validate a Chinese version of the COHS (COHS-C) and replicate the two Factor solution of the original version. Higher ELS exposure was associated with higher habitual behavioral tendencies and lower cognitive flexibility. Importantly, the association between ELS and habitual behavior was Fully mediated by cognitive Flexibility, suggesting that ELS-associated deFicient cognitive flexibility promotes habitual behavioral tendencies in everyday liFe.
    [Show full text]
  • The Effectiveness of Cognitive Flexibility Training Program on Cognitive Functions and Activities of Daily Living in Patients with Ischemic Stroke
    Original Article SMJ The Effectiveness of Cognitive Flexibility Training Program on Cognitive Functions and Activities of Daily Living in Patients with Ischemic Stroke Pornkhaun Mungklang, M.N.S.*, Wimolrat Puwarawuttipanit, Ph.D.*, Kanaungnit Pongthavornkamol, Ph.D.*, Yongchai Nilanont, M.D.** *Medical Nursing Department, Faculty of Nursing, Mahidol University, Bangkok 10700, **Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok 10700, Thailand. ABSTRACT Objective: To evaluate the effectiveness of a cognitive flexibility training program on cognitive functions and activities of daily living (ADLs) in patients with ischemic stroke. Methods: A single blind randomized controlled trial study was conducted in a stroke unit of a tertiary hospital in a Bangkok setting. The sample size was 80 participants of both genders, aged 18 – 80 years. The sample size was stratified by age. Randomization was generated by a computer program dividing 40 participants into the experiment and 40 into the control group. Eleven participants dropped out during data collection. Therefore, 34 participants in the experimental group received cognitive flexibility training four days a week for 30-40 minutes per day over a period of 4 weeks in addition to usual care. There were 35 participants in the control group who received diary recording and usual care. The study used various instruments for data collection, including a Thai version of the Montreal Cognitive Assessment and Barthel’s Index of Activities of Daily Living. Data were analyzed by multivariate analysis of covariance (MANCOVA). Results: The experimental group had higher cognitive functions and abilities in performing activities of daily living than the control group with statistical significance (p < .05).
    [Show full text]
  • Psychology of Religion and Spirituality
    Psychology of Religion and Spirituality Awe Activates Religious and Spiritual Feelings and Behavioral Intentions Patty Van Cappellen and Vassilis Saroglou Online First Publication, October 24, 2011. doi: 10.1037/a0025986 CITATION Van Cappellen, P., & Saroglou, V. (2011, October 24). Awe Activates Religious and Spiritual Feelings and Behavioral Intentions. Psychology of Religion and Spirituality. Advance online publication. doi: 10.1037/a0025986 Psychology of Religion and Spirituality © 2011 American Psychological Association 2011, Vol. ●●, No. ●, 000–000 1941-1022/11/$12.00 DOI: 10.1037/a0025986 Awe Activates Religious and Spiritual Feelings and Behavioral Intentions Patty Van Cappellen Vassilis Saroglou Universite´ Catholique de Louvain and Belgian Universite´ Catholique de Louvain National Fund for Scientific Research In two experiments, we investigated the role of awe in activating the association between religiosity/spirituality and related feelings and behavioral intentions. In Experiment 1, the induction of awe (through the recall of a relevant event), but not the induction of pride or a neutral condition, led religious and spiritual participants to endorse a spiritual (Tibet) but not a hedonistic (Haiti) travel destination. In Experiment 2, the induction (through relevant video clips) of (a) awe of nature and (b) awe at childbirth, but not the induction of humor led religious/spiritual people to express, respectively, feelings of oneness with (a) others in general and (b) friends. Implications of these findings, for instance in understanding the role of self-transcendent positive emotions in religious rituals, are discussed. Keywords: positive emotions, awe, religion and spirituality related behavior and feelings In the psychological research of religion, teraction (Saroglou, in press), the proscribed there is often an implicit tendency to think as character of prejudice (or lack thereof), or the if the effects, or at least the associations of cost of a moral action (Batson, Schoenrade, & religion/spirituality (R/S) with relevant con- Ventis, 1993).
    [Show full text]
  • Cognitive Psychology
    COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology
    [Show full text]
  • Development and Plasticity of Cognitive Flexibility in Early and Middle Childhood
    fpsyg-08-01040 June 17, 2017 Time: 15:30 # 1 MINI REVIEW published: 20 June 2017 doi: 10.3389/fpsyg.2017.01040 Development and Plasticity of Cognitive Flexibility in Early and Middle Childhood Frances Buttelmann1,2,3* and Julia Karbach1,2,4 1 Department of Psychology, Goethe University Frankfurt, Frankfurt, Germany, 2 Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany, 3 Department of Developmental Psychology, Friedrich Schiller University Jena, Jena, Germany, 4 Department of Psychology, University of Koblenz-Landau, Landau, Germany Cognitive flexibility, the ability to flexibly switch between tasks, is a core dimension of executive functions (EFs) allowing to control actions and to adapt flexibly to changing environments. It supports the management of multiple tasks, the development of novel, adaptive behavior and is associated with various life outcomes. Cognitive flexibility develops rapidly in preschool and continuously increases well into adolescence, mirroring the growth of neural networks involving the prefrontal cortex. Over the past decade, there has been increasing interest in interventions designed to improve cognitive flexibility in children in order to support the many developmental outcomes associated with cognitive flexibility. This article provides a brief review of the development Edited by: and plasticity of cognitive flexibility across early and middle childhood (i.e., from Mike Wendt, Medical School Hamburg, Germany preschool to elementary school age). Focusing on interventions designed to improve Reviewed by: cognitive flexibility in typically developing children, we report evidence for significant Claudia C. von Bastian, training and transfer effects while acknowledging that current findings on transfer Bournemouth University, United Kingdom are heterogeneous.
    [Show full text]
  • 2017 Zhong Grafman Biological and Cognitive Underpinnings of Religious
    HHS Public Access Author manuscript Author ManuscriptAuthor Manuscript Author Neuropsychologia Manuscript Author . Author Manuscript Author manuscript; available in PMC 2018 June 01. Published in final edited form as: Neuropsychologia. 2017 June ; 100: 18–25. doi:10.1016/j.neuropsychologia.2017.04.009. Biological and cognitive underpinnings of religious fundamentalism Wanting Zhonga,b,1, Irene Cristoforia,b,1, Joseph Bulbuliac, Frank Kruegerd,e, and Jordan Grafmana,b,f aCognitive Neuroscience Laboratory, Brain Injury Research, Shirley Ryan AbilityLab, Chicago,IL 60611, USA bDepartment of Physical Medicine and Rehabilitation, Feinberg School of Medicine, Northwestern University, Chicago, IL 60611, USA cSchool of Art History, Classics and Religious Studies, Victoria University of New Zealand, Wellington 6140, New Zealand dMolecular Neuroscience Department, George Mason University, Fairfax, VA 22030, USA eDepartment of Psychology, George Mason University, Fairfax, VA 22030, USA fDepartments of Neurology, Psychiatry, and Cognitive Neurology & Alzheimer's Disease, Feinberg School of Medicine, Department of Psychology, Northwestern University, Chicago, IL60611, USA Abstract Beliefs profoundly affect people's lives, but their cognitive and neural pathways are poorly understood. Although previous research has identified the ventromedial prefrontal cortex (vmPFC) as critical to representing religious beliefs, the means by which vmPFC enables religious belief is uncertain. We hypothesized that the vmPFC represents diverse religious beliefs and
    [Show full text]
  • Download Preprint
    Running head: CULTURAL VARIATION IN EARLY COGNITIVE FLEXIBILITY 1 The Development and Diversity of Cognitive Flexibility: Greater Cultural Variation in Early Rule Switching than Word Learning Cristine H. Legarea, Michael T. Dalea, Sarah Y. Kima, & Gedeon O. Deákb a Department of Psychology, The University of Texas at Austin b Department of Cognitive Science, University of California, San Diego CULTURAL VARIATION IN EARLY COGNITIVE FLEXIBILITY 2 Abstract Cognitive flexibility, the adaptation of representations and responses to new task demands, improves dramatically in early childhood. It is unclear, however, whether flexibility is a coherent, unitary cognitive trait that develops similarly across populations, or is an emergent dimension of task-specific performance that varies across populations with culturally variable experiences. Children from two populations that differ in pre-formal education experiences completed two distinct tests of cognitive flexibility, matched for complexity. Three- to 5-year-old English- speaking U.S. children and Tswana-speaking South African children completed two language- processing cognitive flexibility tests: the FIM-Animates, a word-learning test, and the 3DCCS, a rule-switching test. U.S. and South African children did not differ in word-learning flexibility, showing similar age-related increases. In contrast, only U.S. preschoolers showed an age-related increase in rule-switching flexibility; South African children did not. Working memory explained additional variance in both tests, but did not modulate the interaction between population-sample and task. The data suggest that rule-switching flexibility may be more dependent upon culturally- variable educational experience, whereas word-learning flexibility may be less dependent upon culturally-specific input.
    [Show full text]
  • The Effects of Portal 2 and Lumosity on Cognitive and Noncognitive Skills
    Computers & Education 80 (2015) 58e67 Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills * Valerie J. Shute , Matthew Ventura, Fengfeng Ke Florida State University, College of Education, 1114 West Call Street, Tallahassee, FL 32306-4453, USA article info abstract Article history: In this study, we tested 77 undergraduates who were randomly assigned to play either a popular video Received 11 May 2014 game (Portal 2) or a popular brain training game (Lumosity) for 8 h. Before and after gameplay, par- Received in revised form ticipants completed a set of online tests related to problem solving, spatial skill, and persistence. Results 19 July 2014 revealed that participants who were assigned to play Portal 2 showed a statistically significant advantage Accepted 23 August 2014 over Lumosity on each of the three composite measuresdproblem solving, spatial skill, and persistence. Available online 30 August 2014 Portal 2 players also showed significant increases from pretest to posttest on specific small- and large- scale spatial tests while those in the Lumosity condition did not show any pretest to posttest differ- Keywords: Assessment ences on any measure. Results are discussed in terms of the positive impact video games can have on Persistence cognitive and noncognitive skills. Problem solving © 2014 Elsevier Ltd. All rights reserved. Spatial skills Videogames 1. Introduction Most children and young adults gravitate toward digital games. The Pew Internet and American Life Project surveyed 1102 youth be- tween the ages of 12 and 17 and found that 97%dboth males (99%) and females (94%)dplay some type of digital game (Lenhart et al., 2008).
    [Show full text]
  • Brain Dynamics Underlying the Development of Cognitive Flexibility
    Please do not remove this page Brain Dynamics Underlying the Development of Cognitive Flexibility Kupis, Lauren https://scholarship.miami.edu/discovery/delivery/01UOML_INST:ResearchRepository/12381228840002976?l#13381228830002976 Kupis, L. (2021). Brain Dynamics Underlying the Development of Cognitive Flexibility [University of Miami]. https://scholarship.miami.edu/discovery/fulldisplay/alma991031583588402976/01UOML_INST:ResearchR epository Open Downloaded On 2021/09/24 08:01:55 -0400 Please do not remove this page UNIVERSITY OF MIAMI BRAIN DYNAMICS UNDERLYING THE DEVELOPMENT OF COGNITIVE FLEXIBILITY By Lauren Kupis A THESIS Submitted to the Faculty of the University of Miami in partial fulfillment of the requirements for the degree of Master of Science Coral Gables, Florida August 2021 ©2021 Lauren Kupis All Rights Reserved UNIVERSITY OF MIAMI A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science BRAIN DYNAMICS UNDERLYING THE DEVELOPMENT OF COGNITIVE FLEXIBILITY Lauren Kupis Approved: Lucina Uddin, Ph.D. Aaron Heller, Ph.D. Professor of Psychology Professor of Psychology Manish Saggar, Ph.D. Guillermo Prado, Ph.D. Stanford University Dean of the Graduate School LAUREN KUPIS (M.S., Psychology) Brain Dynamics Underlying the Development (August 2021) of Cognitive Flexibility Abstract of a thesis at the University of Miami. Thesis supervised by Professor Lucina Uddin. No. of pages in text. (68) Cognitive flexibility, or the ability to mentally switch according to changing environmental demands, supports optimal outcomes across development. Despite the importance of cognitive flexibility for development, little is known regarding the neural mechanisms underlying it. The goal of the current study was to uncover developmental differences in the neural systems supporting cognitive flexibility using a functional MRI task designed to elicit switching mechanisms in both children and adults and by using a novel method called co-activation pattern (CAP) analysis.
    [Show full text]
  • 1 Spatial Memory and Cognitive Flexibility Trade-Offs: to Be Or Not to Be Flexible, That Is The
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by St Andrews Research Repository 1 Spatial memory and cognitive flexibility trade-offs: to be or not to be flexible, that is the 2 question 3 4 Maria Cristina Tello-Ramos1, Carrie L Branch2, Dovid Y Kozlovsky2, Angela M Pitera2, 5 and Vladimir V Pravosudov1 6 7 8 Department of Biology and Graduate Program in Ecology, Evolution, and Conservation 9 Biology 10 University of Nevada, Reno 11 Reno, NV 89557 12 13 14 15 1Corresponding authors 16 Email: [email protected]; [email protected] 17 2Equal contribution 18 19 Word count: 5,833 20 1 21 Abstract 22 Cognitive flexibility allows animals to readily acquire new information even when learning 23 contingencies may rapidly change, as is the case in highly variable, but predictable 24 environments. While cognitive flexibility is broadly thought to be beneficial, animals 25 exhibit inter- and intra-specific variation, with higher levels of flexibility associated with 26 reduced memory retention and vice versa. In this review, we discuss when and why such 27 variation may exist and focus specifically on memory and memory flexibility. We argue 28 that retained memories may negatively affect the acquisition of new information, most 29 likely via proactive interference, and available data suggest that there may be a trade-off 30 between memory retention and acquiring new memories. We discuss neurogenesis- 31 mediated forgetting as the mechanism reducing memory interference, as new neurons 32 enhance learning new information, but also cause forgetting of older memories.
    [Show full text]
  • Altered Cognitive and Psychophysiological Components of Psychological Flexibility in Individuals with Overweight/Obesity
    ALTERED COGNITIVE AND PSYCHOPHYSIOLOGICAL COMPONENTS OF PSYCHOLOGICAL FLEXIBILITY IN INDIVIDUALS WITH OVERWEIGHT/OBESITY Tanya S. Watford A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2020 Committee: Abby Braden, Advisor Amilcar Challu Graduate Faculty Representative Dara Musher-Eizenman William O'Brien ii ABSTRACT Abby Braden, Advisor The prevalence of overweight and obesity has continued to rise among adults. While biological factors contribute to overweight (Frayling et al., 2007), body weight regulation is influenced by behavior (Fuglestad, Jeffery, & Sherwood, 2012). Behavioral weight loss interventions often demonstrate only modest reductions in weight, possibly because the psychological factors that modulate obesity-related behaviors are rarely targeted in treatment. Thus, psychological flexibility may be of particular importance, given it describes the ability to perform goal-consistent behavior in the presence of contrary urges or environmental demands. To characterize the dynamic factors involved in psychological flexibility (Kashdan & Rottenberg, 2010), the present study examined between-group (overweight/obese: n=33, normal weight: n=47) differences in executive function, cognitive traits of awareness and acceptance, and heart rate variability (HRV). Individuals with overweight/obesity demonstrated poorer attention-shifting (Wisconsin Card Sorting Task, p = .009) and lower attention and awareness (Mindful Attention Awareness Scale, p = .01 and Difficulties in Emotion Regulation subscale emotional clarity, p = .006). Participants with overweight/obesity also demonstrated greater vagally-mediated HRV compared to normal weight with marginal significance (p = .07) and a 2 medium effect size (ηp = .042) across all HRV conditions (rest, stress, and recovery).
    [Show full text]
  • Toward a Computational Neuropsychology of Cognitive Flexibility
    brain sciences Review Toward a Computational Neuropsychology of Cognitive Flexibility Alexander Steinke * and Bruno Kopp Department of Neurology, Hannover Medical School, Carl-Neuberg-Straße 1, 30625 Hannover, Germany; [email protected] * Correspondence: [email protected] Received: 25 November 2020; Accepted: 15 December 2020; Published: 17 December 2020 Abstract: Cognitive inflexibility is a well-documented, yet non-specific corollary of many neurological diseases. Computational modeling of covert cognitive processes supporting cognitive flexibility may provide progress toward nosologically specific aspects of cognitive inflexibility. We review computational models of the Wisconsin Card Sorting Test (WCST), which represents a gold standard for the clinical assessment of cognitive flexibility. A parallel reinforcement-learning (RL) model provides the best conceptualization of individual trial-by-trial WCST responses among all models considered. Clinical applications of the parallel RL model suggest that patients with Parkinson’s disease (PD) and patients with amyotrophic lateral sclerosis (ALS) share a non-specific covert cognitive symptom: bradyphrenia. Impaired stimulus-response learning appears to occur specifically in patients with PD, whereas haphazard responding seems to occur specifically in patients with ALS. Computational modeling hence possesses the potential to reveal nosologically specific profiles of covert cognitive symptoms, which remain undetectable by traditionally applied behavioral methods. The present review exemplifies how computational neuropsychology may advance the assessment of cognitive flexibility. We discuss implications for neuropsychological assessment and directions for future research. Keywords: cognitive flexibility; Wisconsin Card Sorting Test; computational modeling; Parkinson’s disease; amyotrophic lateral sclerosis 1. The Neuropsychology of Cognitive Flexibility Maintaining goal-directed behavior in the face of novel situations is a fundamental requirement for everyday life.
    [Show full text]