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PubMed2025

Pupil dynamics in macaque recognition memory tasks: investigating physiological mechanisms.

Cognitive deficits are common in primates, particularly in memory and emotional processes. Rhesus monkey (Macaca mulatta), widely used in cognitive and behavioral research, are central to memory studies. The relationship between recognition memory performance and pupillary dynamics in rhesus monkeys remains underexplored. This study investigated pupil dynamics during recognition memory tasks and their physiological correlates in five sexually mature male rhesus monkeys. We measured pupil diameter and oscillatory features during tasks and analyzed the relationship between behavioral performance and physiological indicators. We found that the average correct response rate exceeded the random success level, and reaction times were significantly shorter during successful recognition than failures, highlighting their cognitive efficiency. During recognition of familiar scenes, average pupil diameter increased, while maximum change in pupil size decreased, indicating reduced cognitive load. Both the frequency and amplitude of pupillary oscillation were lower during successful trials, reflecting decreased cognitive conflict and effective processing. This change reflects a decrease in cognitive conflict and suggests that information processing was more effective. The absolute value of the pupil peak slope decreased during successful recognition, indicating more stable cognitive state. These results support that pupillary dynamics can serve as physiological markers of cognitive effort in rhesus monkeys. Future studies should investigate how stimulus characteristics influence recognition and incorporate measures, such as intracranial EEG and fMRI, to enhance our understanding of their neural mechanisms. This research supports the rhesus monkey model in cognitive neuroscience and contributes to understanding primate cognition and its physiological foundations, with implications for clinical and translational research.

Animals↗

PubMed1986

P300 latency reflects the degree of cognitive decline in dementing illness.

An auditory discrimination paradigm was employed to elicit the P3 component of the event-related brain potential (ERP) from 39 demented patients (mean age = 71 years). Component latency was longer in patients who were diagnosed as having primary degenerative dementia and other cognitive impairment disorders compared to age-matched controls. Neurologist ratings of cognitive impairment were significantly correlated with P3 latency values, although no differences in mean latency were obtained between the various categories of dementia. ERP measurement techniques and the interpretation of P3 latency as in index of dementing illness are discussed.

Aged↗

PubMed1989

Individual differences in schizotypy as reflected in measures of cognitive inhibition.

Three experiments are reported using the 'negative priming' paradigm to investigate cognitive differences in normal schizotypal subjects. Lists of Stroop colour words were presented at different display times in a number of priming and non-priming conditions, in one of which the ignored colour name predicted the colour of the next target item. The increased RT latencies to the target normally found in this condition were reduced, or even reversed, in high schizotypal subjects selected on the basis of a new schizotypy scale (STA). This effect was confined to a very short presentation time (100 ms), suggesting that schizotypy is associated with weakened inhibition operating in the early (automatic) stages of information processing. The familiar Stroop (interference) effect was related overall to negative priming, but was not responsible for the schizotypy differences.

Adolescent↗

PubMed1992

Passive long-latency event-related potentials in mental retardation.

Long-latency auditory event-related potentials (ERPs) were passively recorded in ten mental retardates and ten age-matched normal controls. Patients were mildly to moderately retarded and had epilepsy controlled with monotherapy, ERPs were recorded from CA-A1+A2, with 1000 and 3000 Hz tones in an "oddball" paradigm. Latency and amplitude of N1, N2, P2, and P3 components were compared in controls and retardates. All ten patients had reproducible AEPs, but these were attenuated in amplitude in four, although amplitudes did not differ significantly from controls. P3 was prolonged in latency in four patients, but patients and controls did not differ significantly. AEP latency and amplitude was not correlated with degree of retardation. These findings suggest that "cognitive" evoked potentials an be recorded passively in persons with impaired cognition, but are not correlated with intellectual ability and may not reflect specific cognitive functions.

Adult↗

PubMed2026

Impact of N-PEP-12 Supplementation on Attentional Performance and Mental Wellbeing in Healthy Adults with Subjective Cognitive Complaints: A Randomized, Placebo-Controlled Trial.

Background: Subjective cognitive complaints (SCCs) are common in middle-aged and older adults and may reflect early cognitive changes, alongside alterations in stress, mood, sleep, and quality of life. N-PEP-12 is a peptide-based nutritional supplement with potential neuroprotective effects, but evidence of its benefits in healthy adults with SCCs remains limited. Objective: To evaluate the effects of N-PEP-12 supplementation on attention, cognitive function, and mental wellbeing in healthy middle-aged and older adults with SCCs. Methods: In this prospective, randomized, double-blind, placebo-controlled trial, 276 participants aged 50-75 years with SCCs and no clinically significant cognitive impairment were randomized to placebo, N-PEP-12 45 mg, or N-PEP-12 90 mg. Assessments were performed at baseline and after 30, 90, and 180 days. Primary outcomes included Test of Attentional Performance measures. Secondary outcomes included WAIS-IV Digit Span Forward and Backward, perceived stress, mood, sleep quality, and EQ-5D-5L visual analog scale. Results: Across the three primary attention outcomes analyzed jointly in a multivariate repeated-measures model, there was a significant group-by-visit interaction (p = 0.003) and a significant effect of visit (p < 0.001), without a significant main effect of treatment arm (p = 0.133), indicating a time-dependent treatment effect. This result was obtained in a sensitivity analysis population in which missing values were imputed under assumptions least favorable to the active arms. In exploratory endpoint-specific comparisons at 90 days, both N-PEP-12 groups showed greater improvements than placebo in alertness, attention omissions and memory omissions, and Digit Span Forward and Backward scores also improved. In a subsequent uncontrolled extension phase, in which all participants received active treatment, participants initially assigned to placebo showed comparable improvements after switching to N-PEP-12 90 mg. These observations are exploratory. Adverse events were infrequent and similarly distributed across groups. Conclusions: N-PEP-12 supplementation was associated with improvements in attention, working memory, and mental wellbeing in healthy middle-aged and older adults with subjective cognitive complaints. These findings support further investigation of N-PEP-12 as a nutritional intervention for early subjective cognitive changes associated with aging.

Humans↗

PubMed1977

The cognitive style dimension of reflectivity-impulsivity in normal and emotionally disturbed adolescents.

Thirty-two emotionally disturbed and 23 normal adolescents were given two test of cognitive style developed by Kagan (Matching Familiar Figures and the Haptic-Visual Tests). The results were analyzed to evaluate two major hypotheses: (a) that emotionally disturbed adolescents perform differently on the tests than normal adolescents; and (b) that members of both groups reveal a high degree of stability among various subtest scores, both within the same test and across different tests. In testing the first hypothesis, the authors discovered minimal differences in mean scores for the different samples on each of the five subtests involved. However, a more complex analysis was carried out on the basis of the assumption that extreme scores on the various items were a more meaningful indicator of performance than simple means. This analysis yielded the conclusion that these emotionally disturbed adolescents were more impulsive (i.e., answered more quickly and made more errors) than their counterparts in public schools. An analysis of the intercorrelations between different tests and within tests in testing the second hypothesis revealed 19 out of 40 significant correlations, with an additional 14 out of the remaining 21 in the predicted direction. Finally, nine out of the 10 correlations combining the subgroups were statistically significant.

Adolescent↗

PubMed1985

Motor and cognitive interference effects on unimanual tapping rates.

Experiments conducted on both normal and disordered populations have led to the hypothesis that the left hemisphere's specialization for language results from its control over motor activities. This control is reflected in the lateralized disruption of manual activity during cerebral time-sharing tasks. Recent studies have challenged this hypothesis, stating that the interference effects reflect both cognitive and motor mechanisms in the left hemisphere. This experiment investigates whether the left hemisphere's control over speech involves both of these components or is purely motor. The question was examined by measuring the effect of concurrent hemispheric activity on single-finger tapping rates. Forty subjects tapped under two conditions: speaking and listening. The data show there may be both motor and cognitive mechanisms involved in left-hemisphere control.

Adult↗

PubMed1986

An examination of the relation of individual difference variables to loneliness.

This study investigated the relation of five individual difference variables (extroversion, depression, self-esteem, neuroticism, and attitude toward others) to loneliness. The relative contributions of two different models that might explain these relations were examined. One model suggests that individual difference variables are related to loneliness through the mediation of social network variables; that is, individual difference variables may reduce people's motivation and/or ability to build and maintain social relationships, which in turn leads to loneliness. The second model, the cognitive bias model, states that both the individual difference variables and loneliness are influenced by the same intrapersonal, cognitive processes. Some people are prone to negative affect and tend to evaluate themselves and their relationships negatively. The relations of self-esteem, neuroticism, and depression to loneliness were hypothesized to reflect the cognitive bias model, while extroversion and attitudes toward others were hypothesized to be related to loneliness through the mediation of social network variables. Eighty-two female and 42 male adults completed measures of loneliness and the five individual difference variables, as well as an instrument assessing their social networks. The results indicated partial support for both models for each of the individual difference variables. Together, the two models did a good job of explaining the correlations of the individual difference variables and loneliness. The implications of these findings, as well as their relation to previous research, are discussed.

Adult↗

PubMed1985

Some cognitive correlates of schizophrenic illnesses.

A battery of tests was developed to assess verbal, non-verbal and mixed cognitive functions. Interest was based on pattern of response rather than absolute scores. The subjects were 167 men held in prison on criminal charges or in a maximum security hospital after conviction. The present paper deals exclusively with two subgroups: the 61 schizophrenic men and the 41 men with no psychiatric disorder. The schizophrenic group as a whole presented a very different cognitive pattern from the 'normal' men. First, with the exception of the vocabulary subtest of the WAIS, the schizophrenics were inferior on all tests, whether verbal, non-verbal or mixed function. Secondly, they showed considerably more variation within subtests. The schizophrenic sample was therefore subdivided into four clinical groups. Each showed a distinctive cognitive profile. It is argued that these cognitive differences reflect real differences in the disorder and type of illness being experienced by members of these subgroups.

Cognition Disorders↗

PubMed1976

Reflection-impulsivity and need for achievement in emotionally disturbed children.

Reflection-impulsivity is the cognitive dimension proposed by Kagan and his colleagues to describe the differences in children's resolution to response uncertainty. Impulsive children tend to respond quickly without considering all of the available alternatives and consequently make many mistakes. Reflecttive children consider all of the available alternatives, withhold responding until they have a high probability of being correct, and consequently make few mistakes. The primary dynamic underlying a reflective cognitive style is hypothesized to be a fear of making a mistake: the greater the fear, the more reflective the child is and the more cautiously he performs. On the other hand, minimal anxiety over a potentially inaccurate answer is likely to result in an impulsive performance.

Achievement↗

PubMed1990

Sensory and cognitive event related potentials in workers chronically exposed to solvents.

To obtain objective measures of possible impairment due to organic solvents, auditory, visual and somatosensory evoked potentials and cognitive event related potentials were recorded in a group of 13 workers occupationally exposed to a mixture of various solvents. The patients were compared to healthy subjects and to chronic alcoholics seen during post-alcohol withdrawal. Auditory and visual evoked potentials were almost normal but somatosensory evoked potentials showed a slight decrease of peripheral conduction velocities and an increase of central conduction times more marked in the solvent exposed workers who were also alcoholics. The late "cognitive" components reflecting attention processes (N2 and P3) were normal. Solvent-exposed workers and alcoholics were both characterized by some difficulty in modulating their attentional resources according to task demands, as reflected by a tendency to responses (N1, N2 and P3) of similar amplitudes whether the stimulus was or was not the target. These findings support the presence, in solvent exposed workers, of minor dysfunction of the nervous system at both peripheral and cortical levels potentiated by alcohol as well as of mild cognitive impairments concerning attention processes.

Adult↗

PubMed1991

Event-related potentials related to recognition memory. Effects of unilateral temporal lobectomy and temporal lobe epilepsy.

Event-related potentials (ERPs) were recorded during a continuous recognition memory task for visually presented words, with a 6 item lag between the first and second presentation of each word. The subjects consisted of: (i) a control group of patients with primary generalized epilepsy; (ii) patients who had undergone either a left or a right anterior temporal lobectomy; (iii) unoperated patients with either left or right unilateral temporal lobe epilepsy. In the controls, ERPs to detected 'old' words were reliably more positive-going in the interval 300 to 600 ms post-stimulus than were ERPs to 'new' items. In both left and right lobectomy patients, 'old/new' ERP differences in the same latency range were significantly smaller than in the controls, and did not differ significantly from zero. At midline electrodes, old/new effects in the temporal lobe epilepsy patients were of similar magnitude to those of the controls. In contrast to the control data, the old/new effects in the temporal lobe epilepsy patients were asymmetric, in that they were smaller over the hemisphere ipsilateral to the seizure focus than over the contralateral hemisphere. No relationship was found across subjects between the magnitude of old/new ERP effects and verbal memory performance. In a second task, occasional non-words had to be discriminated against a background of sequentially presented words, some of which were repetitions of the immediately preceding item. ERPs evoked by repeated words were more positive-going than were those to first presentations; this effect was reliable, and of equivalent size, in all patient groups. It is concluded that in the recognition task, old/new ERP effects are dependent on temporal lobe functioning, but that the anterior temporal lobe is not the principal locus of the generators of these effects. The cognitive processes reflected by these effects do not appear to be strongly lateralized to one hemisphere, and neither do they seem to be necessary for normal verbal memory.

Adolescent↗

PubMed1990

Social cognition and impaired social interaction in people with severe learning difficulties.

Social skills training has focused on 'performance' or overt behaviour, rather than on the other components of successful social functioning: motivation and goals, analysis of social information, and performance feedback, Some basic aspects of this 'analysis' or 'social cognition' component were compared in a preliminary study of 25 teenagers and young adults with severe learning difficulties, whose social interaction was categorized as either 'impaired' or 'appropriate'. As predicted from the literature on autistic children, there were no differences between the groups on tasks involving recognition of the visual aspects of the concept of self or perceptual role-taking. It is suggested that social impairments do not reflect social cognitive abilities which are 'lower level' (i.e. can be solved on the basis of information available to the senses). Contrary to expectations, on the four individual tasks of affective role-taking, which is 'higher level', since it requires inferences to be made about the inner emotional state of another person, the differences between the groups were not significant. However, the results were in the predicted direction, and when scores on the tasks were combined, the overall performance of the socially impaired group was significantly poorer (P less than 0.05). It is suggested that the results from this aspect of social cognition might be attributed either to methodological difficulties or to differences between autistic children and the present sample. The clinical implications of the findings of the study are discussed.

Adolescent↗

PubMed1991

Longitudinal prediction of specific cognitive abilities from infant novelty preference.

A test of visual novelty preference, the Fagan Test of Infant Intelligence, was administered to a group of 113 full-term infants from the Colorado Adoption Project at 5 and 7 months of age. The infants were followed longitudinally and the Bayley scales were administered at 12 and 24 months, the Sequenced Inventory of Communication Development at 24 and 36 months, and the Stanford-Binet and the Colorado Specific Cognitive Abilities Test at 36 months. 1 novelty preference score was obtained for each infant by averaging across the 2 test ages. Novelty preference correlated significantly with 36-month Binet IQ, the first unrotated principle component from the cognitive battery, and the 24-month Bayley MDI score. Novelty preference was also compared to specific abilities at all 3 follow-up ages; all of the specific abilities were significantly related to novelty preference, with the exceptions of 12- and 24-month Imitation and 36-month Perceptual Speed. Partial correlations suggest that novelty preference predicts language and memory independent of IQ. Overall, the results indicate that novelty preference during the first year of life not only predicts later IQ but may also reflect specific cognitive processes.

Attention↗

PubMed1988

Cognitive enhancing agents: current status in the treatment of Alzheimer's disease.

Extensive recent literature on drugs used to enhance cognitive functioning, reflects the growing social problem of dementia. Many clinical trials have been undertaken with variable success. In most cases the disorder studied has been Alzheimer's disease. The pharmacological approach has been designed to rectify the presumed pathophysiological processes characteristic of the condition. Agents tested include cerebral vasodilators, cerebral metabolic enhancers, nootropics, psychostimulants, neuropeptides and neurotransmitters with a special emphasis on drugs used to enhance cholinergic function. Ethical and practical issues concerning clinical drug trials in dementia will be discussed.

Alzheimer Disease↗

PubMed1991

Clock drawing in acute stroke.

We studied 118 elderly subjects with first-ever stroke free of severe cognitive impairment and able to write. Within 14 days of stroke we measured clock drawing, ability to copy drawings of dual pentagons and a house, line bisection, Mini-Mental State score, homonymous hemianopia and visual and tactile extinction. Thirty subjects had impaired clock drawing. When compared with the remaining 88 subjects with normal clock drawing the impaired group had similar pre-stroke characteristics but had significantly more severe stroke deficits. Hospital stay was significantly longer in the impaired group and a much greater proportion of subjects were discharged to long-term hospitals rather than home. Barthel ADL scores at days 7, 30, 60 and maximal recovery were significantly lower. Using a multivariate generalized linear model, clock drawing was a significant independent predictor of maximal Barthel ADL after accounting for other significant predictors such as Barthel score at day 7, limb power, visual extinction, line bisection error and Mini-Mental State score. Impaired clock drawing can reflect either cognitive impairment or spatial neglect.

Acute Disease↗

PubMed2026

Final-year nursing students' clinical practice experiences: a reflection study.

OBJECTIVES: This study aimed to explore the most impactful clinical practice experiences of final-year nursing students and the future-oriented actions developed in response to these experiences. METHODS: A retrospective descriptive qualitative design was used. Following reflection training in the internship practice course, 134 final-year nursing students were asked to describe the experience that affected them most during clinical practice. A total of 123 written reflections were analyzed using content analysis. RESULTS: Three themes emerged: near-miss events, incivility behaviors, and positive preceptoring roles. Negative experiences were mainly related to patients, relatives, and nurses and often led students to feel fear and inadequacy. Students reported action plans focused on effective communication, safe patient care, and becoming positive role models. CONCLUSIONS: These findings highlight the importance of supportive clinical learning environments and positive professional socialization during the transition from student to nurse. IMPLICATIONS FOR INTERNATIONAL AUDIENCE: Nursing students worldwide may encounter incivility and near-miss events during clinical practice, potentially adversely affecting their learning experiences and professional development.

Humans↗

PubMed1985

If it changes it must be a process: study of emotion and coping during three stages of a college examination.

This natural experiment provides substantial evidence for the following major themes, which are based on a cognitively oriented, process-centered theory of stress and coping: First, a stressful encounter should be viewed as a dynamic, unfolding process, not as a static, unitary event. Emotion and coping (including the use of social support) were assessed at three stages of a midterm examination: the anticipation stage before the exam, the waiting stage after the exam and before grades were announced, and after grades were posted. For the group as a whole there were significant changes in emotions and coping (including the use of social support) across the three stages. Second, people experience seemingly contradictory emotions and states of mind during every stage of an encounter. In this study, for example, subjects experienced both threat emotions and challege emotions. The complexity of emotions and their cognitive appraisals reflects ambiguity regarding the multifaceted nature of the exam and its meanings, especially during the anticipation stage. Third, coping is a complex process. On the average, subjects used combinations of most of the available forms of problem-focused coping and emotion-focused coping at every stage of the exam. Different forms of coping were salient during the anticipation and waiting stages. Problem-focused coping and emphasizing the positive were more prominent during the former, and distancing more prominent during the latter. Finally, despite normatively shared emotional reactions at each stage, substantial individual differences remained. Using selected appraisal and coping variables, and taking grade point averages (GPA) into account, approximately 48% of the variances in threat and challenge emotions at the anticipation stage was explained. Controlling for variance due to the grade received, appraisal, and coping variables accounted for 28% of the variance in positive and negative emotions at the outcome stage. Including grade, 57% of the variance in positive emotions at outcome and 61% of the negative emotions at outcome were explained.

Adaptation, Psychological↗