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Does Exercise Improve Cognitive Performance? A Conservative Message from Lord's Paradox.
Title
Does Exercise Improve Cognitive Performance? A Conservative Message from Lord's Paradox.
Creator
Liu, Sicong, Lebeau, Jean-Charles, Tenenbaum, Gershon
Abstract/Description
Although extant meta-analyses support the notion that exercise results in cognitive performance enhancement, methodology shortcomings are noted among primary evidence. The present study examined relevant randomized controlled trials (RCTs) published in the past 20 years (1996-2015) for methodological concerns arise from Lord's paradox. Our analysis revealed that RCTs supporting the positive effect of exercise on cognition are likely to include Type I Error(s). This result can be attributed to...
Show moreAlthough extant meta-analyses support the notion that exercise results in cognitive performance enhancement, methodology shortcomings are noted among primary evidence. The present study examined relevant randomized controlled trials (RCTs) published in the past 20 years (1996-2015) for methodological concerns arise from Lord's paradox. Our analysis revealed that RCTs supporting the positive effect of exercise on cognition are likely to include Type I Error(s). This result can be attributed to the use of gain score analysis on pretest-posttest data as well as the presence of control group superiority over the exercise group on baseline cognitive measures. To improve accuracy of causal inferences in this area, analysis of covariance on pretest-posttest data is recommended under the assumption of group equivalence. Important experimental procedures are discussed to maintain group equivalence.
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Date Issued
2016-07-21
Identifier
FSU_pmch_27493637, 10.3389/fpsyg.2016.01092, PMC4954852, 27493637, 27493637
Format
Citation
Autonomic Nervous System Responses During Perception of Masked Speech may Reflect Constructs other than Subjective Listening Effort.
Title
Autonomic Nervous System Responses During Perception of Masked Speech may Reflect Constructs other than Subjective Listening Effort.
Creator
Francis, Alexander L, MacPherson, Megan K, Chandrasekaran, Bharath, Alvar, Ann M
Abstract/Description
Typically, understanding speech seems effortless and automatic. However, a variety of factors may, independently or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and...
Show moreTypically, understanding speech seems effortless and automatic. However, a variety of factors may, independently or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and repeated sentences. The goal was to measure psychophysiological reactivity associated with three degraded listening conditions, each of which differed in terms of the source of the difficulty (distortion, energetic masking, and informational masking), and therefore were expected to engage different cognitive mechanisms. These conditions were chosen to be matched for overall performance (keywords correct), and were compared to listening to unmasked speech produced by a natural voice. The three degraded conditions were: (1) Unmasked speech produced by a computer speech synthesizer, (2) Speech produced by a natural voice and masked byspeech-shaped noise and (3) Speech produced by a natural voice and masked by two-talker babble. Masked conditions were both presented at a -8 dB signal to noise ratio (SNR), a level shown in previous research to result in comparable levels of performance for these stimuli and maskers. Performance was measured in terms of proportion of key words identified correctly, and task demand or effort was quantified subjectively by self-report. Measures of psychophysiological reactivity included electrodermal (skin conductance) response frequency and amplitude, blood pulse amplitude and pulse rate. Results suggest that the two masked conditions evoked stronger psychophysiological reactivity than did the two unmasked conditions even when behavioral measures of listening performance and listeners' subjective perception of task demand were comparable across the three degraded conditions.
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Date Issued
2016-03-01
Identifier
FSU_pmch_26973564, 10.3389/fpsyg.2016.00263, PMC4772584, 26973564, 26973564
Format
Citation
Non-native Speech Learning in Older Adults.
Title
Non-native Speech Learning in Older Adults.
Creator
Ingvalson, Erin M, Nowicki, Casandra, Zong, Audrey, Wong, Patrick C M
Abstract/Description
Though there is an extensive literature investigating the ability of younger adults to learn non-native phonology, including investigations into individual differences in younger adults' lexical tone learning, very little is known about older adults' ability to learn non-native phonology, including lexical tone. There are several reasons to suspect that older adults would use different learning mechanisms when learning lexical tone than younger adults, including poorer perception of dynamic...
Show moreThough there is an extensive literature investigating the ability of younger adults to learn non-native phonology, including investigations into individual differences in younger adults' lexical tone learning, very little is known about older adults' ability to learn non-native phonology, including lexical tone. There are several reasons to suspect that older adults would use different learning mechanisms when learning lexical tone than younger adults, including poorer perception of dynamic pitch, greater reliance on working memory capacity in second language learning, and poorer category learning in older adulthood. The present study examined the relationships among older adults' baseline sensitivity for pitch patterns, working memory capacity, and declarative memory capacity with their ability to learn to associate tone with lexical meaning. In older adults, baseline pitch pattern sensitivity was not associated with generalization performance. Rather, older adults' learning performance was best predicted by declarative memory capacity. These data suggest that training paradigms will need to be modified to optimize older adults' non-native speech sound learning success.
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Date Issued
2017-02-10
Identifier
FSU_pmch_28239364, 10.3389/fpsyg.2017.00148, PMC5300966, 28239364, 28239364
Format
Citation
Perceived Interpersonal Burdensomeness as a Mediator between Nightmare Distress and Suicidal Ideation in Nightmare Sufferers.
Title
Perceived Interpersonal Burdensomeness as a Mediator between Nightmare Distress and Suicidal Ideation in Nightmare Sufferers.
Creator
Suh, Sooyeon, Schneider, Matthew, Lee, Ruda, Joiner, Thomas
Abstract/Description
Previous studies have supported the significant association between nightmares and suicidal ideation, but the underlying mechanisms are largely unknown. The purpose of the present study was to investigate perceived burdensomeness and thwarted belongingness as mediators in the relationship between nightmare distress and suicidal ideation. This sample consisted of 301 undergraduate students who endorsed experiencing nightmares (mean age 21.87 ± 2.17, 78.1% female). All participants completed...
Show morePrevious studies have supported the significant association between nightmares and suicidal ideation, but the underlying mechanisms are largely unknown. The purpose of the present study was to investigate perceived burdensomeness and thwarted belongingness as mediators in the relationship between nightmare distress and suicidal ideation. This sample consisted of 301 undergraduate students who endorsed experiencing nightmares (mean age 21.87 ± 2.17, 78.1% female). All participants completed questionnaires on nightmare distress (Nightmare Distress Questionnaire), unmet interpersonal needs (Interpersonal Needs Questionnaire), and suicidal ideation (Depressive Symptom Inventory - Suicidality Subscale). Analyses were performed using multiple mediation regression. Results indicated that nightmare distress was associated with perceived burdensomeness ( = 0.17, < 0.001) and suicidal ideation ( = 0.24, < 0.001), but was not related to thwarted belongingness ( = 0.10, = 0.06). Multiple mediation analyses revealed that perceived burdensomeness partially mediated the relationship between nightmares and suicidal ideation, but thwarted belongingness did not. Additionally, this mediating relationship for perceived burdensomeness was moderated by gender, being significant only for females. These findings highlight the important role of interpersonal factors in the relationship between nightmares and suicidal ideation.
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Date Issued
2016-11-18
Identifier
FSU_pmch_27917142, 10.3389/fpsyg.2016.01805, PMC5114297, 27917142, 27917142
Format
Citation
How to Make Nothing Out of Something
Title
How to Make Nothing Out of Something: Analyses of the Impact of Study Sampling and Statistical Interpretation in Misleading Meta-Analytic Conclusions..
Creator
Cunningham, Michael R, Baumeister, Roy F
Abstract/Description
The limited resource model states that self-control is governed by a relatively finite set of inner resources on which people draw when exerting willpower. Once self-control resources have been used up or depleted, they are less available for other self-control tasks, leading to a decrement in subsequent self-control success. The depletion effect has been studied for over 20 years, tested or extended in more than 600 studies, and supported in an independent meta-analysis (Hagger et al., 2010)...
Show moreThe limited resource model states that self-control is governed by a relatively finite set of inner resources on which people draw when exerting willpower. Once self-control resources have been used up or depleted, they are less available for other self-control tasks, leading to a decrement in subsequent self-control success. The depletion effect has been studied for over 20 years, tested or extended in more than 600 studies, and supported in an independent meta-analysis (Hagger et al., 2010). Meta-analyses are supposed to reduce bias in literature reviews. Carter et al.'s (2015) meta-analysis, by contrast, included a series of questionable decisions involving sampling, methods, and data analysis. We provide quantitative analyses of key sampling issues: exclusion of many of the best depletion studies based on idiosyncratic criteria and the emphasis on mini meta-analyses with low statistical power as opposed to the overall depletion effect. We discuss two key methodological issues: failure to code for research quality, and the quantitative impact of weak studies by novice researchers. We discuss two key data analysis issues: questionable interpretation of the results of trim and fill and Funnel Plot Asymmetry test procedures, and the use and misinterpretation of the untested Precision Effect Test and Precision Effect Estimate with Standard Error (PEESE) procedures. Despite these serious problems, the Carter et al. (2015) meta-analysis results actually indicate that there is a real depletion effect - contrary to their title.
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Date Issued
2016-10-25
Identifier
FSU_pmch_27826272, 10.3389/fpsyg.2016.01639, PMC5079083, 27826272, 27826272
Format
Citation
Metastable Pain-Attention Dynamics during Incremental Exhaustive Exercise.
Title
Metastable Pain-Attention Dynamics during Incremental Exhaustive Exercise.
Creator
Slapšinskaitė, Agnė, Hristovski, Robert, Razon, Selen, Balagué, Natàlia, Tenenbaum, Gershon
Abstract/Description
Pain attracts attention on the bodily regions. Attentional allocation toward pain results from the neural communication across the brain-wide network "connectome" . Connectome is intrinsically dynamic and spontaneously fluctuating on multiple time-scales. The present study delineates the pain-attention dynamics during incremental cycling performed until volitional exhaustion and investigates the potential presence of nested metastable dynamics. Fifteen young and physically active adults...
Show morePain attracts attention on the bodily regions. Attentional allocation toward pain results from the neural communication across the brain-wide network "connectome" . Connectome is intrinsically dynamic and spontaneously fluctuating on multiple time-scales. The present study delineates the pain-attention dynamics during incremental cycling performed until volitional exhaustion and investigates the potential presence of nested metastable dynamics. Fifteen young and physically active adults completed a progressive incremental cycling test and reported their discomfort and pain on a body map every 15 s. The analyses revealed that the number of body locations with perceived pain and discomfort increased throughout five temporal windows reaching an average of 4.26 ± 0.59 locations per participant. A total of 37 different locations were reported and marked as painful for all participants throughout the cycling task. Significant differences in entropy were observed between all temporal windows except the fourth and fifth windows. Transient dynamics of bodily locations with perceived discomfort and pain were spanned by three principal components. The metastable dynamics of the body pain locations groupings over time were discerned by three time scales: (1) the time scale of shifts (15 s); (2) the time scale of metastable configurations (100 s), and (3) the observational time scale (1000 s). The results of this study indicate that body locations perceived as painful increase throughout the incremental cycling task following a switching metastable and nested dynamics. These findings support the view that human brain is intrinsically organized into active, mutually interacting complex and nested functional networks, and that subjective experiences inherent in pain perception depict identical dynamical principles to the neural tissue in the brain.
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Date Issued
2017-01-06
Identifier
FSU_pmch_28111563, 10.3389/fpsyg.2016.02054, PMC5216051, 28111563, 28111563
Format
Citation
Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.
Title
Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.
Creator
Tighe, Elizabeth L, Schatschneider, Christopher
Abstract/Description
This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and...
Show moreThis study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population.
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Date Issued
2016-02-04
Identifier
FSU_pmch_26869981, 10.3389/fpsyg.2016.00086, PMC4740397, 26869981, 26869981
Format
Citation
Higher Self-Control Capacity Predicts Lower Anxiety-Impaired Cognition during Math Examinations.
Title
Higher Self-Control Capacity Predicts Lower Anxiety-Impaired Cognition during Math Examinations.
Creator
Bertrams, Alex, Baumeister, Roy F, Englert, Chris
Abstract/Description
We assumed that self-control capacity, self-efficacy, and self-esteem would enable students to keep attentional control during tests. Therefore, we hypothesized that the three personality traits would be negatively related to anxiety-impaired cognition during math examinations. Secondary school students (N = 158) completed measures of self-control capacity, self-efficacy, and self-esteem at the beginning of the school year. Five months later, anxiety-impaired cognition during math...
Show moreWe assumed that self-control capacity, self-efficacy, and self-esteem would enable students to keep attentional control during tests. Therefore, we hypothesized that the three personality traits would be negatively related to anxiety-impaired cognition during math examinations. Secondary school students (N = 158) completed measures of self-control capacity, self-efficacy, and self-esteem at the beginning of the school year. Five months later, anxiety-impaired cognition during math examinations was assessed. Higher self-control capacity, but neither self-efficacy nor self-esteem, predicted lower anxiety-impaired cognition 5 months later, over and above baseline anxiety-impaired cognition. Moreover, self-control capacity was indirectly related to math grades via anxiety-impaired cognition. The findings suggest that improving self-control capacity may enable students to deal with anxiety-related problems during school tests.
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Date Issued
2016-03-31
Identifier
FSU_pmch_27065013, 10.3389/fpsyg.2016.00485, PMC4815532, 27065013, 27065013
Format
Citation
Do Our Means of Inquiry Match our Intentions?
Title
Do Our Means of Inquiry Match our Intentions?.
Creator
Petscher, Yaacov
Abstract/Description
A key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic...
Show moreA key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic technique similar to traditional regression analysis, but allows for a more systematic approach to understanding complex associations among observed phenomena in the psychological sciences. Data from the National Education Longitudinal Study of 1988/2000 are used to illustrate how quantile regression overcomes the limitations of average associations in linear regression by showing that psychological well-being and sex each differentially relate to reading achievement depending on one's level of reading achievement.
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Date Issued
2016-07-19
Identifier
FSU_pmch_27486410, 10.3389/fpsyg.2016.01048, PMC4949213, 27486410, 27486410
Format
Citation
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Title
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Creator
Gilbert, Jennifer, Petscher, Yaacov, Compton, Donald L, Schatschneider, Chris
Abstract/Description
The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying...
Show moreThe purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying levels of data (student, classroom, and school) were estimated in order to determine which structures were necessary to correctly partition variance and accurately estimate standard errors for growth parameters. Because the results illustrate that not modeling higher-level clustering inflated lower-level variance estimates and in some cases led to biased standard errors, the authors recommend the practice of including classroom cross-classification and school nesting when predicting longitudinal student outcomes.
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Date Issued
2016-05-18
Identifier
FSU_pmch_27242608, 10.3389/fpsyg.2016.00695, PMC4870234, 27242608, 27242608
Format
Citation
Development and Validation of a Revised Version of the Math Anxiety Scale for Young Children.
Title
The Development and Validation of a Revised Version of the Math Anxiety Scale for Young Children.
Creator
Ganley, Colleen M, McGraw, Amanda L
Abstract/Description
Although there is an extensive amount of research that examines the relation between math anxiety and math performance in adolescents and adults, little work has focused on this relation in young children. Recently more attention has been paid to the early development of math anxiety, and new measures have been created for use with this age group. In the present study, we report on the development and validation of a revised version of the Math Anxiety Scale for Young Children (MASYC; Harari...
Show moreAlthough there is an extensive amount of research that examines the relation between math anxiety and math performance in adolescents and adults, little work has focused on this relation in young children. Recently more attention has been paid to the early development of math anxiety, and new measures have been created for use with this age group. In the present study, we report on the development and validation of a revised version of the Math Anxiety Scale for Young Children (MASYC; Harari et al., 2013). We conducted cognitive interviews with the 12 MASYC items with nine children and then administered the MASYC and five newly-developed items to 296 first-, second- and third-grade children. Results from cognitive interviews show that three of the items from the original scale were being systematically misinterpreted by young children. We present a revised measure (the MASYC-R) consisting of 13 items (eight original, five newly-developed) that shows strong evidence for reliability and validity. Results also showed that a small, but meaningful, proportion of children at this age show signs of high math anxiety. Validity of the MASYC-R was supported through correlations with a number of other factors, including general anxiety, math performance, and math attitudes. In addition, results suggest that a substantial proportion of the variance in math anxiety can be explained from these other variables together. The findings suggest that the MASYC-R is appropriate for use with young children and can help researchers to answer important questions about the nature and development of math anxiety at this age.
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Date Issued
2016-08-24
Identifier
FSU_pmch_27605917, 10.3389/fpsyg.2016.01181, PMC4995220, 27605917, 27605917
Format
Citation
Top-down and bottom-up contributions to understanding sentences describing objects in motion.
Title
Top-down and bottom-up contributions to understanding sentences describing objects in motion.
Creator
Rueschemeyer, Shirley-Ann, Glenberg, Arthur M, Kaschak, Michael P, Mueller, Karsten, Friederici, Angela D
Abstract/Description
Theories of embodied language comprehension propose that the neural systems used for perception, action, and emotion are also engaged during language comprehension. Consistent with these theories, behavioral studies have shown that the comprehension of language that describes motion is affected by simultaneously perceiving a moving stimulus (Kaschak et al., 2005). In two neuroimaging studies, we investigate whether comprehension of sentences describing moving objects activates brain areas...
Show moreTheories of embodied language comprehension propose that the neural systems used for perception, action, and emotion are also engaged during language comprehension. Consistent with these theories, behavioral studies have shown that the comprehension of language that describes motion is affected by simultaneously perceiving a moving stimulus (Kaschak et al., 2005). In two neuroimaging studies, we investigate whether comprehension of sentences describing moving objects activates brain areas known to support the visual perception of moving objects (i.e., area MT/V5). Our data indicate that MT/V5 is indeed selectively engaged by sentences describing objects in motion toward the comprehender compared to sentences describing visual scenes without motion. Moreover, these sentences activate areas along the cortical midline of the brain, known to be engaged when participants process self-referential information. The current data thus suggest that sentences describing situations with potential relevance to one's own actions activate both higher-order visual cortex as well brain areas involved in processing information about the self. The data have consequences for embodied theories of language comprehension: first, they show that perceptual brain areas support sentential-semantic processing. Second the data indicate that sensory-motor simulation of events described through language are susceptible to top-down modulation of factors such as relevance of the described situation to the self.
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Date Issued
2010-11-05
Identifier
FSU_pmch_21833244, 10.3389/fpsyg.2010.00183, PMC3153793, 21833244, 21833244
Format
Citation
Reading on Paper and Screen among Senior Adults
Title
Reading on Paper and Screen among Senior Adults: Cognitive Map and Technophobia..
Creator
Hou, Jinghui, Wu, Yijie, Harrell, Erin
Abstract/Description
While the senior population has been increasingly engaged with reading on mobile technologies, research that specifically documents the impact of technologies on reading for this age group has still been lacking. The present study investigated how different reading media (screen versus paper) might result in different reading outcomes among older adults due to both cognitive and psychological factors. Using a laboratory experiment with 81participants aged 57 to 85, our results supported past...
Show moreWhile the senior population has been increasingly engaged with reading on mobile technologies, research that specifically documents the impact of technologies on reading for this age group has still been lacking. The present study investigated how different reading media (screen versus paper) might result in different reading outcomes among older adults due to both cognitive and psychological factors. Using a laboratory experiment with 81participants aged 57 to 85, our results supported past research and showed the influence of cognitive map formation on readers' feelings of fatigue. We contributed empirical evidence to the contention that reading on a screen could match that of reading from paper if the presentation of the text on screen resemble that of the print. Our findings also suggested that individual levels of technophobia was an important barrier to older adults' effective use of mobile technologies for reading. In the analyses, we further showed that technophobia was correlated with technology experience, certain personality traits, and age. The present study highlights the importance of providing tailored support that helps older adults overcome psychological obstacles in using technologies.
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Date Issued
2017-12-19
Identifier
FSU_pmch_29312073, 10.3389/fpsyg.2017.02225, PMC5742182, 29312073, 29312073
Format
Citation
Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model
Title
Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS..
Creator
Daucourt, Mia C, Schatschneider, Christopher, Connor, Carol M, Al Otaiba, Stephanie, Hart, Sara A
Abstract/Description
Recent achievement research suggests that executive function (EF), a set of regulatory processes that control both thought and action necessary for goal-directed behavior, is related to typical and atypical reading performance. This project examines the relation of EF, as measured by its components, Inhibition, Updating Working Memory, and Shifting, with a hybrid model of reading disability (RD). Our sample included 420 children who participated in a broader intervention project when they...
Show moreRecent achievement research suggests that executive function (EF), a set of regulatory processes that control both thought and action necessary for goal-directed behavior, is related to typical and atypical reading performance. This project examines the relation of EF, as measured by its components, Inhibition, Updating Working Memory, and Shifting, with a hybrid model of reading disability (RD). Our sample included 420 children who participated in a broader intervention project when they were in KG-third grade (age = 6.63 years, = 1.04 years, range = 4.79-10.40 years). At the time their EF was assessed, using a parent-report Behavior Rating Inventory of Executive Function (BRIEF), they had a mean age of 13.21 years ( = 1.54 years; range = 10.47-16.63 years). The hybrid model of RD was operationalized as a composite consisting of four symptoms, and set so that any child could have any one, any two, any three, any four, or none of the symptoms included in the hybrid model. The four symptoms include low word reading achievement, unexpected low word reading achievement, poorer reading comprehension compared to listening comprehension, and dual-discrepancy response-to-intervention, requiring both low achievement and low growth in word reading. The results of our multilevel ordinal logistic regression analyses showed a significant relation between all three components of EF (Inhibition, Updating Working Memory, and Shifting) and the hybrid model of RD, and that the strength of EF's predictive power for RD classification was the highest when RD was modeled as having at least one or more symptoms. Importantly, the chances of being classified as having RD increased as EF performance worsened and decreased as EF performance improved. The question of whether any one EF component would emerge as a superior predictor was also examined and results showed that Inhibition, Updating Working Memory, and Shifting were equally valuable as predictors of the hybrid model of RD. In total, all EF components were significant and equally effective predictors of RD when RD was operationalized using the hybrid model.
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Date Issued
2018-03-20
Identifier
FSU_pmch_29662458, 10.3389/fpsyg.2018.00238, PMC5890166, 29662458, 29662458
Format
Citation
Feedback-Related Electroencephalogram Oscillations of Athletes With High and Low Sports Anxiety.
Title
Feedback-Related Electroencephalogram Oscillations of Athletes With High and Low Sports Anxiety.
Creator
Masaki, Hiroaki, Hirao, Takahiro, Maruo, Yuya, Foti, Dan, Hajcak, Greg
Abstract/Description
We investigated the relationship between performance-related anxiety and the neural response to error feedback that was delivered during the execution of a time estimation task. Using the Sport Anxiety Scale (SAS-2), we selected university athletes high and low in sports anxiety. Participants executed a time estimation task where they were instructed to estimate 1 s by pressing a button after a sound cue. They performed this task while their performance was being evaluated by an experimenter ...
Show moreWe investigated the relationship between performance-related anxiety and the neural response to error feedback that was delivered during the execution of a time estimation task. Using the Sport Anxiety Scale (SAS-2), we selected university athletes high and low in sports anxiety. Participants executed a time estimation task where they were instructed to estimate 1 s by pressing a button after a sound cue. They performed this task while their performance was being evaluated by an experimenter (evaluation condition) and also while alone (in a no-evaluation condition). We tested whether feedback-related brain activities may increase in amplitude in the evaluation condition compared to the control condition - especially for athletes who report high performance-related anxiety. We focused on oscillations of sub-delta, delta, and theta frequency bands phase-locked to the feedback onset. Time-frequency analyses revealed that the magnitude of both the sub-delta component (0.3-1.2 Hz) and the theta component (4-8 Hz) were larger in incorrect than correct trials. In addition, the theta component was smaller for athletes high in sports anxiety than for athletes low in sports anxiety. The delta component was overall larger for correct than incorrect feedback. Further, athletes high in sports anxiety exhibited a larger delta component (1.5-3.5 Hz) for correct feedback in the evaluation condition than in the no-evaluation condition. Our results suggest that evaluation by others may increase the delta oscillation associated with correct feedback processing - especially among athletes high in sports anxiety.
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Date Issued
2018-08-28
Identifier
FSU_pmch_30210378, 10.3389/fpsyg.2018.01420, PMC6121066, 30210378, 30210378
Format
Citation