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A Randomized Controlled Trial Investigating The Neurocognitive Effects Of Lacprodan® Pl-20, A Phospholipid-Rich Milk Protein Concentrate, In Elderly Participants With Age-Associated Memory Impairment: The Phospholipid Intervention For Cognitive Ageing Reversal (Plicar): Study Protocol For A Randomized Controlled Trial, Andrew B. Scholey, David A. Camfield, Matthew E. Hughes, Will Woods, Con K. Stough, David J. White, Shakuntla V. Gondalia, Pernille D. Frederiksen

Faculty of Social Sciences - Papers (Archive)

Background: Age-related cognitive decline (ARCD) is of major societal concern in an ageing population, with the development of dietary supplements providing a promising avenue for amelioration of associated deficits. Despite initial interest in the use of phospholipids (PLs) for ARCD, in recent years there has been a hiatus in such research. Because of safety concerns regarding PLs derived from bovine cortex, and the equivocal efficacy of soybean-derived PLs, there is an important need for the development of new PL alternatives. Phospholipids derived from milk proteins represent one potential candidate treatment.

Methods: In order to reduce the effects of age-associated memory …

Oscillatory Underpinnings Of Mismatch Negativity And Their Relationship With Cognitive Function In Patients With Schizophrenia, Muzaffer Kaser, Fruzsina Soltesz, Phil Lawrence, Sam Miller, Chris Dodds, Rodney J. Croft, Robert B. Dudas, Rashid Zaman, Emilio Fernandez-Egea, Ulrich Mueller, Anna Dean, Edward T. Bullmore, Pradeep J. Nathan

Faculty of Social Sciences - Papers (Archive)

Background: Impairments in mismatch negativity (MMN) generation have been consistently reported in patients with schizophrenia. However, underlying oscillatory activity of MMN deficits in schizophrenia and the relationship with cognitive impairments have not been investigated in detail. Time-frequency power and phase analyses can provide more detailed measures of brain dynamics of MMN deficits in schizophrenia. Method: 21 patients with schizophrenia and 21 healthy controls were tested with a roving frequency paradigm to generate MMN. Time-frequency domain power and phase-locking (PL) analysis was performed on all trials using short-time Fourier transforms with Hanning window tapering. A comprehensive battery (CANTAB) was used to …

Estimation Of Dietary Flavonoid Intake And Cognitive Performance In Older Adults With Alzheimer's Type Dementia, Katherine Caldwell, Karen E. Charlton, Steven J. Roodenrys

Faculty of Social Sciences - Papers (Archive)

Abstract presented at The Nutrition Society of Australia and Nutrition Society of New Zealand 2013 Joint Annual Scientific Meeting, 4-6 December 2013, Brisbane, Australia

Development Of An Instrument For Measuring Different Types Of Cognitive Load, J Leppink, Fred Paas, C Van Der Vleuten, Tamara Van Gog, Jeroen Van Merrienboer

Faculty of Social Sciences - Papers (Archive)

According to cognitive load theory, instructions can impose three types of cognitive load on the learner: intrinsic load, extraneous load, and germane load. Proper measurement of the different types of cognitive load can help us understand why the effectiveness and efficiency of learning environments may differ as a function of instructional formats and learner characteristics. In this article, we present a ten-item instrument for the measurement of the three types of cognitive load. Principal component analysis on data from a lecture in statistics for PhD students (n = 56) in psychology and health sciences revealed a three-component solution, consistent with …

The Potent M1 Receptor Allosteric Agonist Gsk1034702 Improves Episodic Memory In Humans In The Nicotine Abstinence Model Of Cognitive Dysfunction, Pradeep J. Nathan, Jeannette Watson, Jesper Lund, Ceri H. Davies, Gary Peters, Chris M. Dodds, Bridget Swirski, Philip Lawrence, Graham D. Bentley, Barry V. O'Neill, Jon Robertson, Stephen Watson, Gareth A. Jones, Paul Maruff, Rodney J. Croft, Marc Laruelle, Edward T. Bullmore

Faculty of Social Sciences - Papers (Archive)

Episodic memory deficits are a core feature of neurodegenerative disorders. Muscarinic M1 receptors play a critical role in modulating learning and memory and are highly expressed in the hippocampus. We examined the effect of GSK1034702, a potent M1 receptor allosteric agonist, on cognitive function, and in particular episodic memory, in healthy smokers using the nicotine abstinence model of cognitive dysfunction. The study utilized a randomized, double-blind, placebo-controlled, cross-over design in which 20 male nicotine abstained smokers were tested following single doses of placebo, 4 and 8 mg GSK1034702. Compared to the baseline (nicotine on-state), nicotine abstinence showed statistical significance in …

Measurement Of Mental Attention: Assessing A Cognitive Component Underlying Performance On Standardized Intelligence Tests, Steven J. Howard, Janice Johnson, Juan Pascual-Leone

Faculty of Social Sciences - Papers (Archive)

Despite the widespread use of standardized IQ tests to measure human intelligence, problems with such measures have led some to suggest that better indices may derive from measurement of cognitive processes underlying performance on IQ tests (e.g., working memory capacity). However, measures from both approaches may exhibit performance biases in favour of majority groups, due to the influence of prior learning and experience. Mental attentional (M-) capacity is proposed to be a causal factor underlying developmental growth in working memory. Measures of M-capacity index important cognitive variance underlying performance on standardized intelligence tests. These measures appear to be reasonably culture-fair …

Effects Of Simultaneously Observing And Making Gestures While Studying Grammar Animations On Cognitive Load And Learning, Lysanne S. Post, Tamara Van Gog, Fred Paas, Rolf A. Zwaan

Faculty of Social Sciences - Papers (Archive)

This study examined whether simultaneously observing and making gestures while studying animations would lighten cognitive load and facilitate the acquisition of grammatical rules. In contrast to our hypothesis, results showed that children in the gesturing condition performed worse on the posttest than children in the non-gesturing, control condition. A more detailed analysis of the data revealed an expertise reversal effect, indicating that this negative effect on posttest performance materialized for children with lower levels of general language skills, but not for children with higher levels of general language skills. The finding that for children with lower language ability, cognitive load …

Combined Cognitive And State-Control Training For Children With And Without Ad/Hd: Effects On Behaviour, Working Memory And Resting Eeg, Rebecca Bonfield, Stuart Johnstone, Kirsten Johnson, Stephanie Carrigan, Steven Roodenrys, Sue Bennett, Emily Church, Jacob Sargeant

Faculty of Social Sciences - Papers (Archive)

Abstract presented at the 23rd Australasian Society for Psychophysiology Conference, 20-22 Nov 2013, Wollongong, Australia

A Randomized Controlled Trial Of The Efficacy And Cost-Effectiveness Of A Brief Intensified Cognitive Behavioral Therapy And/Or Pharmacotherapy For Mood And Anxiety Disorders: Design And Methods, Denise Meuldijk, Ingrid V. Carlier, Irene M. Van Vliet, M E. Van Den Akker-Van Marle, Frans G. Zitman

Faculty of Social Sciences - Papers (Archive)

Background: Anxiety and mood disorders involve a high disease burden and are associated with high economic costs. A stepped-care approach intervention and abbreviated diagnostic method are assumed to increase effectiveness and efficiency of the mental healthcare and are expected to reduce economic costs. Methods: Presented are the rationale, design, and methods of a two-armed randomized controlled trial comparing 'treatment as usual' (TAU) with a brief intensified cognitive behavioral therapy (CBT) and/or pharmacotherapy. Eligible participants (N =500) of five Dutch outpatient Mental Healthcare Centers are randomly assigned to either TAU or to the experimental condition (brief CBT and/or pharmacotherapy). Data on …

A Randomized Controlled Trial Investigating The Effect Of Pycnogenol And Bacopa Cdri08 Herbal Medicines On Cognitive, Cardiovascular, And Biochemical Functioning In Cognitively Healthy Elderly People: The Australian Research Council Longevity Intervention (Arcli) Study Protocol (Anzctr12611000487910), Con K. Stough, Matthew P. Pase, Vanessa Cropley, Stephen P. Myers, Karen Nolidin, Rebecca King, David Camfield, Keith Wesnes, Andrew Pipingas, Kevin Croft, Dennis Chang, Andrew Scholey

Faculty of Social Sciences - Papers (Archive)

Background One of the major challenges associated with our ageing population is the increasing incidence of age-associated cognitive decline, which has significant implications for an individual's ability to lead a productive and fulfilling life. In pure economic terms the costs of ageing reflects decreased productivity and engagement with the workforce. The maintenance of brain health underpinning intact cognition is a key factor to maintaining a positive, engaged, and productive lifestyle. In light of this, the role of diet, including supplementation with nutritional and even pharmacological interventions capable of ameliorating the neurocognitive changes that occur with age constitute vital areas of …

Training Self-Assessment And Task-Selection Skills: A Cognitive Approach To Improving Self-Regulated Learning, Danny Kostons, Tamara Van Gog, Fred Paas

Faculty of Social Sciences - Papers (Archive)

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students' (N=80) acquisition of self- assessment and task-selection skills. Experiment 2 investigated and confirmed the …

Impact Of The Home Learning Environment On Child Cognitive Development: Secondary Analysis Of Data From 'Growing Up In Scotland', Edward Melhuish

Faculty of Social Sciences - Papers (Archive)

This study aims to investigate whether interview-based measures of children’s activities are associated with cognitive ability at age 34 months, and whether they have independent effects once socio-demographic factors have been taken into account.

Influences On Children's Attainment And Progress In Key Stage 2: Cognitive Outcomes In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Stephen Hunt

Faculty of Social Sciences - Papers (Archive)

The report presents the results of analyses related to the primary school phase of a major longitudinal study investigating the influence of pre-school and primary school on children's development. Specifically, this report is concerned with children's cognitive attainments at the end of Year 6 when the children were aged eleven and their academic progress from the age of seven to eleven: Key Stage 2. The findings also extend and develop the findings from previous earlier ages.

Influences On Children's Cognitive And Social Development In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Stephen Hunt, Helena Jelicic

Faculty of Social Sciences - Papers (Archive)

The Effective Pre-School and Primary Education 3-11 project (EPPE 3-11) investigates the impact of background factors, pre-school and school experiences on a national sample of young children in England between the ages of 3 and 11 years. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and children's subsequent cognitive (English and Mathematics) and social/behavioural outcomes ('Self-regulation', 'Pro-social' behaviour, 'Hyperactivity' and 'Anti-social' behaviour) at age 11 in Year 6 of primary school. It also investigates children's academic and developmental progress across Key Stage 2 (between Year 2 and Year 6). The brief …

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Influences On Children's Attainment And Progress In Key Stage 2: Cognitive Outcomes In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Yvonne Grabbe, Sofka Barreau

Faculty of Social Sciences - Papers (Archive)

Research Brief: Effective Pre-School and Primary Education 3-11 (EPPE 3-11) (2003-2008) builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project (1996-2003) which investigated the impact of pre-school provision on a national sample of young children in England between the ages of 3 and 7 years. EPPE 3-11 is following the same sample of around 2,500 children to age 11, the end of Key Stage 2. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children's cognitive attainment in Year 5 of primary school (age …

Influences On Children's Attainment And Progress In Key Stage 2: Cognitive Outcomes In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Yvonne Grabbe, Sofka Barreau

Faculty of Social Sciences - Papers (Archive)

This report presents the results of analyses related to the Key Stage 2 phase of a major longitudinal study investigating the influence of pre-school and primary school on children's cognitive and social/behavioural development (EPPE 3-11) in England. The study is funded by the Department for Education and Skills (DfES). The focus of this report is on children's cognitive attainments at the end of Year 5. A report on children's social/behavioural development at this age has been published separately. The original EPPE pre-school sample was recruited to the study at age 3 years plus and followed to the end of Key …

Cannabis And Cognitive Function: Relevant To Psychosis, Nadia Solowij

Faculty of Social Sciences - Papers (Archive)

Abstract from 'Brainwaves'- The Australasian Society for Psychiatric Research Annual Meeting 2006, 6-8 December, Sydney, Australia

Pre-School Experience And Cognitive Development At The End Of Year 1, Louise Quinn, Edward Melhuish, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Karen Hanna, Graham Sweeney

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Pre-School Experience And Cognitive Development At The Start Of Primary School, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Christopher Shields

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Cognitive And Social/Behavioural Development At 3-4 Years In Relation To Family Background, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Kathleen Mcsherry, Mark Mccrory

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …