Problems

Diabetes and tau tangles linked independently of Alzheimer's

  • Type 2 diabetes is known to increase the risk of Alzheimer's disease.
  • In a reasonably large study, diabetes was found to be linked with higher levels of tau protein, regardless of the presence of dementia.
  • Diabetes was also linked with greater brain shrinkage.
  • The finding adds to evidence that diabetes increases the risk of cognitive impairment in old age.

A study involving older adults has found that diabetes was associated with higher levels of tau protein and greater brain atrophy.

The study involved 816 older adults (average age 74), of whom 397 had mild cognitive impairment, 191 had Alzheimer's disease, and 228 people had no cognitive problems. Fifteen percent (124) had diabetes.

Those with diabetes had greater levels of tau protein in the spinal and brain fluid regardless of cognitive status. Tau tangles are characteristic of Alzheimer's.

Those with diabetes also had cortical tissue that was an average of 0.03 millimeter less than those who didn't have diabetes, regardless of their cognitive status. This greater brain atrophy in the frontal and parietal cortices may be partly related to the increase in tau protein.

There was no link between diabetes and amyloid-beta, the other main pathological characteristic of Alzheimer's.

Previous research has indicated that people with type 2 diabetes have double the risk of developing dementia. Previous research has also found that those who had been diabetic for longer had a greater degree of brain atrophy

The findings support the idea that type 2 diabetes may have a negative effect on cognition independent of dementia, and that this effect may be driven by an increase in tau phosphorylation.

http://www.eurekalert.org/pub_releases/2015-09/aaon-dab082715.php

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Mental imagery training improves multiple sclerosis patients' cognition

  • Difficulties in remembering past events and imagining future ones are often experienced by those with multiple sclerosis.
  • A trial involving patients with MS has found that training in mentally visualizing imaginery scenarios can improve their ability to recall past events.
  • Deficits in event memory and imagination have also been found in older adults, so this finding might have wider application.

Training in a mental imagery technique has been found to help multiple sclerosis patients in two memory domains often affected by the disease: autobiographical memory and episodic future thinking.

The study involved 40 patients with relapsing-remitting MS, all of whom were receiving regular drug therapy and all of whom had significant brain atrophy. Participants were randomly assigned to one of three groups, one of which received the imagery training (17 participants), while the other two were controls — a control receiving a sham verbal training (10) and a control receiving no training (13). The six training sessions lasted two hours and occurred once or twice a week.

The training involved:

  • mental visualization exercises of increasing difficulty, using 10 items that the patient had to imagine and describe, looking at both static aspects (such as color and shape) and an action carried out with the item
  • guided construction exercises, using 5 scenarios involving several characters (so, for example, the patient might start with the general idea of a cook preparing a meal, and be guided through more complexities, such as the type of table, the ingredients being used, etc)
  • self-visualization exercises, in which the patient imagined themselves within a scenario.

Autobiographical memory and episodic future thinking were assessed, before and after, using an adapted version of the Autobiographical Interview, which involves subjects recalling events from earlier periods in their life, in response to specific cue words. The events are supposed to be unique, and the subjects are asked to recall as many details as possible.

Only those receiving the training showed a significant improvement in their scores.

Those who had the imagery training also reported an increase in general self-confidence, with higher levels of control and vitality.

Remembering past events and imagining future ones are crucial cognitive abilities, with more far-reaching impacts than may be immediately obvious. For example, episodic future thought is important for forming and carrying out intentions.

These are also areas which may be affected by age. A recent study, for example, found that older adults are less likely to spontaneously acquire items that would later allow a problem to be solved, and are also less likely to subsequently use these items to solve the problems. An earlier study found that older adults have more difficulty in imagining future experiences.

These results, then, that show us that people with deficits in specific memory domains can be helped by specific training, is not only of interest to those with MS, but also more generally.

http://www.eurekalert.org/pub_releases/2015-08/ip-mvi082515.php

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tags development: 

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Trauma changes the brain even in those without PTSD

  • A review of previous research has compared brain activity in those with PTSD who experienced trauma, those who experienced trauma but didn't develop PTSD, and those who never experienced trauma.
  • Those who had PTSD had differential activity in two brain regions.
  • Those who had experienced trauma had differential activity in several brain regions associated with emotional regulation, regardless of whether they'd developed PTSD.

A meta-analysis of studies reporting brain activity in individuals with a diagnosis of PTSD has revealed differences between the brain activity of individuals with PTSD and that of groups of both trauma-exposed (those who had experienced trauma but didn't have a diagnosis of PTSD) and trauma-naïve (those who hadn't experienced trauma) participants.

The critical difference between those who developed PTSD and those who experienced trauma but didn't develop PTSD lay in the basal ganglia. Specifically:

  • PTSD brains compared with trauma-exposed controls showed differentially active regions of the basal ganglia
  • trauma-exposed brains compared with trauma-naïve controls revealed differences in the right anterior insula, precuneus, cingulate and orbitofrontal cortices, all known to be involved in emotional regulation
  • PTSD brains compared with both control groups showed differences in activity in the amygdala and parahippocampal cortex.

The finding is consistent with other new evidence from the researchers, that other neuropsychiatric disorders were also associated with specific imbalances in specific brain networks.

The findings suggest that, while people who have experienced trauma may not meet the threshold for a diagnosis of PTSD, they may have similar changes within the brain, which might make them more vulnerable to PTSD if they experience a subsequent trauma.

The finding also suggests a different perspective on PTSD — that it “may not actually be abnormal or a 'disorder' but the brain's natural reaction to events and experiences that are abnormal”.

http://www.eurekalert.org/pub_releases/2015-08/uoo-tec080315.php

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Coping with cognitive decline in MS

Cognitive impairment affects 40-65% of people with MS. Why? In the past year, a number of studies have helped us build a better picture of the precise nature of cognitive problems that may affect multiple sclerosis sufferers:

  • poorer performance on executive function tasks is fully explained by slower processing speed (which is presumably a function of the degradation in white matter characteristic of MS)
  • slowing in processing speed is associated with weaker connections between the executive area and the brain regions involved in carrying out cognitive tasks
  • cognitive reserve helps counter the decline in memory and cognitive efficiency
  • brain reserve (greater brain volume, ie less shrinkage) helps counter the decline in cognitive efficiency
  • working memory capacity explains the link between cognitive reserve and long-term memory
  • subjective cognitive fatigue is linked to the time spent on the task, not on its difficulty
  • mnemonic training helps protect against cognitive decline, but appears to be less helpful in those with slow processing speed.

What all this implies is that a multi-pronged approach is called for, involving:

  • working memory training
  • training in effective memory strategies
  • practice in breaking down cognitive tasks into more manageable chunks of time
  • practice in framing tasks to accommodate slower processing speed
  • physical and mental activities that encourage neurogenesis (growing more neurons) and synaptogenesis (growing more connections).

Here's some more detail on those studies:

Slow processing speed accounts for executive deficits in MS

A study of 50 patients with MS and 28 healthy controls found no differences in performance on executive function tasks when differences in processing speed were controlled for. In other words, although MS patients performed more poorly than controls on these tasks, the difference was fully accounted for by the differences in processing speed. There were no differences in performance when there was no processing speed component to the task. Similarly, MS patients with a greater degree of brain atrophy performed more poorly than those with less atrophy, but again, this only occurred when there was a processing speed aspect to the task, and was fully accounted for by processing speed differences.

http://www.eurekalert.org/pub_releases/2014-09/kf-kfs091614.php

[3939] Leavitt, V. M., Wylie G., Krch D., Chiaravalloti N. D., DeLuca J., & Sumowski J. F.
(2014).  Does slowed processing speed account for executive deficits in multiple sclerosis? Evidence from neuropsychological performance and structural neuroimaging..
Rehabilitation Psychology. 59(4), 422 - 428.

Functional connectivity factor in cognitive decline in MS

A brain imaging study involving 29 participants with relapsing-remitting MS and 23 age- and sex- matched healthy controls found that, as expected, those with MS were much slower on a processing speed task, although they were as accurate as the controls. This slowing was associated with weaker functional connections between the dorsolateral prefrontal cortex (the executive area) and the regions responsible for carrying out the task. It's thought that this is probably due to decreased white matter (white matter degradation is symptomatic of MS).

http://www.eurekalert.org/pub_releases/2015-07/cfb-srb070715.php

[3938] Hubbard, N. A., Hutchison J. L., Turner M. P., Sundaram S., Oasay L., Robinson D., et al.
(2015).  Asynchrony in Executive Networks Predicts Cognitive Slowing in Multiple Sclerosis.
Neuropsychology.

Brain and cognitive reserve protect against cognitive decline in MS

A study compared memory, cognitive efficiency, vocabulary, and brain volume in 40 patients with MS, at baseline and 4.5 years later. After controlling for disease progression, they found that those with better vocabulary (a proxy for cognitive reserve) experienced less decline in memory and cognitive efficiency, and those with less brain atrophy over the period showed less decline in cognitive efficiency.

Cognitive efficiency is a somewhat fuzzy concept, but essentially has to do with how much time and effort you need to acquire new knowledge; in this study, it was assessed using the Symbol Digit Modalities Test and Paced Auditory Serial Addition Task, two tests commonly used to detect cognitive impairment in MS patients.

http://www.eurekalert.org/pub_releases/2014-04/kf-mrf043014.php

[3943] Sumowski, J. F., Rocca M. A., Leavitt V. M., Dackovic J., Mesaros S., Drulovic J., et al.
(2014).  Brain reserve and cognitive reserve protect against cognitive decline over 4.5 years in MS.
Neurology. 82(20), 1776 - 1783.

Working memory capacity accounts for link between cognitive reserve & better memory

A study involving 70 patients with MS has found that working memory capacity explained the relationship between cognitive reserve and long-term memory, suggesting that interventions targeted at working memory may help protect against decline in long-term memory.

http://www.eurekalert.org/pub_releases/2014-09/kf-kfm090914.php

[3941] Sandry, J., & Sumowski J. F.
(2014).  Working Memory Mediates the Relationship between Intellectual Enrichment and Long-Term Memory in Multiple Sclerosis: An Exploratory Analysis of Cognitive Reserve.
Journal of the International Neuropsychological Society. 20(08), 868 - 872.

Cognitive fatigue linked to time on task, not difficulty

A study investigating cognitive fatigue in 32 individuals with MS and 24 controls has found that subjective and objective fatigue were independent of one another, and that subjective cognitive fatigue increased as time on task increased. This increase in cognitive fatigue was greater in the MS group. No relationship was found between cognitive fatigue and cognitive load. Fatigue was greater for the processing speed task than the working memory task.

In other words, the length of time spent is far more important than the difficulty of the task.

http://www.eurekalert.org/pub_releases/2015-01/kf-kfr012115.php

[3940] Sandry, J., Genova H. M., Dobryakova E., DeLuca J., & Wylie G.
(2014).  Subjective cognitive fatigue in multiple sclerosis depends on task length.
Frontiers in Neurology. 5, 214.

Story mnemonic training helps some

A series of small studies have found cognitive benefits for MS patients from a 10-session training program designed to build their memory skills using a modified story mnemonic. The MEMREHAB Trial involved 85 patients with MS, of whom 45 received the training. In the most recent analyses of the data, the benefits were found to be maintained six months later, but unfortunately, it appears that those with processing speed deficits gain less benefit from the training.

The training consists of four 45-minute sessions focused on building imagery skills, in which participants were given a story with highly visualizable scenes and given facilitated practice in using visualization to help them remember the story. In the next four sessions, they were given lists of words and instructed in how to build a memorable story from these words, that they could visualize. The sessions employed increasingly unrelated word lists. In the final two sessions, participants were taught how to apply the technique in real-world situations.

http://www.eurekalert.org/pub_releases/2014-08/kf-kfs080814.php

[3936] Chiaravalloti, N. D., & DeLuca J.
(2015).  The influence of cognitive dysfunction on benefit from learning and memory rehabilitation in MS: A sub-analysis of the MEMREHAB trial.
Multiple Sclerosis (Houndmills, Basingstoke, England).

[3937] Dobryakova, E., Wylie G. R., DeLuca J., & Chiaravalloti N. D.
(2014).  A pilot study examining functional brain activity 6 months after memory retraining in MS: the MEMREHAB trial.
Brain Imaging and Behavior. 8(3), 403 - 406.

Topics: 

tags memworks: 

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Gentle exercise during chemotherapy has significant cognitive benefits

A six-week study involving 619 cancer patients has found that those who took part in a simple home-based exercise program significantly reduced their cognitive impairment ('chemo-brain'). The EXCAP (Exercise for Cancer Patients) was developed by the researchers some years ago, and this evaluation was a phase III randomized study for early-stage chemotherapy patients. Half the group were given standard care (no exercise during chemotherapy), while the others were given instruction to walk daily and carry out low-to-moderate resistance band training for 10 minutes, 5 days a week.

This very modest increase in exercise (the 'no-exercise' group walked on average 3,800 steps a day, while the excap group walked on average 5,000 steps) had significant effects:

  • lower levels of inflammation
  • less brain 'fogginess'
  • fewer memory problems
  • greater mobility.

Exercisers who received chemotherapy in 2-week cycles reported the greatest benefits, compared to other timing cycles.

http://www.futurity.org/exercise-chemotherapy-932492/

http://www.urmc.rochester.edu/news/story/index.cfm?id=4333

Reference: 

The findings were presented at the American Society of Clinical Oncology (ASCO) annual meeting on June 1, by Karen Mustian.

Source: 

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Gum disease may have ties to Alzheimer’s

Analysis of post-mortem with and without dementia has found lipopolysaccharide, a component of an oral bacterium (Porphyromonas gingivalis), in four out of 10 Alzheimer’s disease brain samples, but not in any of the 10 brains of people who didn’t have Alzheimer’s.

Gingivitis is extremely common, and about 64% of American seniors (65+) have moderate or severe periodontal disease.

The finding adds to evidence linking gum disease and Alzheimer’s.

http://www.futurity.org/alzheimers-may-ties-gum-disease/

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Stress & anxiety

Older news items (pre-2010) brought over from the old website

Short stressful events may improve working memory

We know that chronic stress has a detrimental effect on learning and memory, but a new rat study shows how acute stress (a short, sharp event) can produce a beneficial effect. The rats, trained to a level of 60-70% accuracy on a maze, were put through a 20-minute forced swim before being run through the maze again. Those who experienced this stressful event were better at running the maze 4 hours later, and a day later, than those not forced through the stressful event. It appears that the stress hormone corticosterone (cortisol in humans) increases transmission of the neurotransmitter glutamate in the prefrontal cortex and improves working memory. It also appears that chronic stress suppresses the transmission of glutamate in the prefrontal cortex of male rodents, while estrogen receptors in female rodents make them more resilient to chronic stress than male rats.

[1157] Yuen, E. Y., Liu W., Karatsoreos I. N., Feng J., McEwen B. S., & Yan Z.
(2009).  Acute stress enhances glutamatergic transmission in prefrontal cortex and facilitates working memory.
Proceedings of the National Academy of Sciences of the United States of America. 106(33), 14075 - 14079.

http://www.eurekalert.org/pub_releases/2009-07/uab-sse072309.php

Stressed brains rely on habit

And another rat study has found that rats stressed repeatedly and unpredictably for three weeks were more likely than unstressed animals to continue performing habitual behaviors, even when it no longer made sense to do so. This behavior was correlated with reductions in the prelimbic cortex of the medial prefrontal cortex and the dorsomedial striatum (both implicated in goal-directed actions), and increases in the size of the dorsolateral striatum (necessary for habit). The finding follows on from previous research showing that habit formation involves a switch between neural circuits associated with goal-directed behavior and those controlling habitual behavior. The findings have implications for therapies for stress-related disorders and addictive behavior.

[517] Dias-Ferreira, E., Sousa J. C., Melo I., Morgado P., Mesquita A. R., Cerqueira J. J., et al.
(2009).  Chronic Stress Causes Frontostriatal Reorganization and Affects Decision-Making.
Science. 325(5940), 621 - 625.

http://www.the-scientist.com/blog/display/55873/

Stress disrupts task-switching, but the brain can bounce back

A new neuroimaging study involving 20 male M.D. candidates in the middle of preparing for their board exams has found that they had a harder time shifting their attention from one task to another after a month of stress than other healthy young men who were not under stress. The finding replicates what has been found in rat studies, and similarly correlates with impaired function in an area of the prefrontal cortex that is involved in attention. However, the brains recovered their function within a month of the end of the stressful period.

[829] Liston, C., McEwen B. S., & Casey B. J.
(2009).  Psychosocial stress reversibly disrupts prefrontal processing and attentional control.
Proceedings of the National Academy of Sciences. 106(3), 912 - 917.

Full text available at http://www.pnas.org/content/106/3/912.abstract
http://www.eurekalert.org/pub_releases/2009-01/ru-sdh012709.php

Psychological distress, not depression, linked to increased risk of stroke

A study following 20,627 people for an average of 8.5 years has found that psychological distress was associated with an increased risk of stroke and that the risk of stroke increased the more distress the participants reported. This association remained the same regardless of cigarette smoking, systolic blood pressure, overall blood cholesterol, obesity, previous heart attack, diabetes, social class, education, high blood pressure treatment, family history of stroke and recent antidepressant medication use. However, there was no increased risk for people who had experienced an episode of major depression in the past year or at any point in their lifetime.

[1298] Surtees, P. G., Wainwright N. W. J., Luben R. N., Wareham N. J., Bingham S. A., & Khaw K. - T.
(2008).  Psychological distress, major depressive disorder, and risk of stroke.
Neurology. 70(10), 788 - 794.

http://www.eurekalert.org/pub_releases/2008-03/aaon-pdn022608.php

Short-term stress can affect learning and memory

We know that long-lasting, severe stress can impair cell communication in the hippocampus. Now rodent studies have demonstrated that the same outcome can happen with short-term stress. But rather than involving the familiar stress hormone cortisol, acute stress activated corticotropin releasing hormones, which led to the rapid disintegration of dendritic spines in the hippocampus, thus limiting the ability of synapses to collect and store memories.

[981] Chen, Y., Dube C. M., Rice C. J., & Baram T. Z.
(2008).  Rapid Loss of Dendritic Spines after Stress Involves Derangement of Spine Dynamics by Corticotropin-Releasing Hormone.
J. Neurosci.. 28(11), 2903 - 2911.

http://www.eurekalert.org/pub_releases/2008-03/uoc--ssc031008.php

Correct levels of stress hormones boost learning

Although it’s known that cortisol production is related to stress and has an impact on learning in humans, that impact is not well understood, because of the difficulties of controlling cortisol levels in humans. A study using ground squirrels has now found that they learn more quickly if they have a modest amount of cortisol, rather than either high or low levels of cortisol.

[252] Mateo, J. M.
(2008).  Inverted-U shape relationship between cortisol and learning in ground squirrels.
Neurobiology of Learning and Memory. 89(4), 582 - 590.

http://www.eurekalert.org/pub_releases/2008-03/uoc-rws031208.php

Stress hormone impacts memory, learning in diabetic rodents

A rodent study sheds light on why diabetes can impair cognitive function. The study found that increased levels of a stress hormone (called cortisol in humans) in diabetic rats impaired synaptic plasticity and reduced neurogenesis in the hippocampus. When levels returned to normal, the hippocampus recovered. Cortisol production is controlled by the hypothalamic-pituitary axis (HPA). People with poorly controlled diabetes often have an overactive HPA axis and excessive cortisol.

[1050] Stranahan, A. M., Arumugam T. V., Cutler R. G., Lee K., Egan J. M., & Mattson M. P.
(2008).  Diabetes impairs hippocampal function through glucocorticoid-mediated effects on new and mature neurons.
Nature Neuroscience. 11(3), 309 - 317.

http://www.eurekalert.org/pub_releases/2008-02/nioa-shi021508.php

How stress affects memory

We know stress affects memory. Now a rat study tells us one of the ways it does that. Cell recordings in the hippocampus revealed that, when a mouse moves from one location to another, particular cells fired at each location. When the mouse returned to an earlier location, the same cells fire. However, following stress, the cells that fired in a particular location still fired at the same location, but tended to fire at a different frequency. Stress also reduce the level of LTP at the synapses.

[1295] Kim, J. J., Lee H. J., Welday A. C., Song EY., Cho J., Sharp P. E., et al.
(2007).  Stress-induced alterations in hippocampal plasticity, place cells, and spatial memory.
Proceedings of the National Academy of Sciences. 104(46), 18297 - 18302.

http://www.sciencentral.com/articles/view.php3?article_id=218393035

Highly accomplished people more prone to failure than others when under stress

One important difference between those who do well academically and those who don’t is often working memory capacity. Those with a high working memory capacity find it easier to read and understand and reason, than those with a smaller capacity. However, a new study suggests there is a downside. Such people tend to heavily rely on their abundant supply of working memory and are therefore disadvantaged when challenged to solve difficult problems, such as mathematical ones, under pressure — because the distraction caused by stress consumes their working memory. They then fall back on the less accurate short-cuts that people with less adequate supplies of working memory tend to use, such as guessing and estimation. Such methods are not made any worse by working under pressure. In the study involving 100 undergraduates, performance of students with strong working memory declined to the same level as those with more limited working memory, when the students were put under pressure. Those with more limited working memory performed as well under added pressure as they did without the stress.

The findings were presented February 17 at the annual meeting of the American Association for the Advancement of Science.

http://www.eurekalert.org/pub_releases/2007-02/uoc-hap021607.php

Lifestyle changes improve seniors’ memory surprisingly quickly

A small 14-day study found that those following a memory improvement plan that included memory training, a healthy diet, physical exercise, and stress reduction, showed a 5% decrease in brain metabolism in the dorsal lateral prefrontal region of the brain (involved in working memory) suggesting they were using their brain more efficiently. This change in activity was reflected in better performance on a cognitive measure controlled by this brain region, and participants reported that they felt their memory had improved. The memory training involved doing brainteasers, crossword puzzles and memory exercises. Diet involved eating 5 small meals daily (to prevent fluctuations in blood glucose levels) that were rich in omega-3 fats, low-glycemic index carbohydrates (e.g., whole grains) and antioxidants. Physical exercise involved brisk walking and stretching, and stress reduction involved stretching and relaxation exercises.

The study was presented at the American College of Neuropsychopharmacology's Annual Meeting on December 11-15, in Hawaii.

http://www.eurekalert.org/pub_releases/2005-12/g-nsf121205.php

Stress interferes with problem-solving; Beta-blocker may help

New research suggests that an experience as simple as watching graphically violent or emotional scenes in a movie can induce enough stress to interfere with problem-solving abilities, and that a beta-blocker medication could promote the ability to think flexibly under stressful conditions. Neither the stress nor the beta-blocker affected memory. The research not only has implications for understanding the range of effects of stress on thinking, but could also have broader clinical implications for patients with anxiety disorders or substance abuse problems.

Renner, K., Alexander, J., Hillier, A., Smith, R. & Tivarus, M. 2005. Presented at the annual Society for Neuroscience meeting in Washington, D.C.

http://www.eurekalert.org/pub_releases/2005-11/osu-siw110905.php

Early life stress can lead to memory loss and cognitive decline in middle age

Age-related cognitive decline is probably a result of both genetic and environmental factors. A rat study has demonstrated that some of these environmental factors may occur in early life. Among the rats, emotional stress in infancy showed no ill effects by the time the rats reached adulthood, but as the rats reached middle age, cognitive deficits started to appear in those rats who had had stressful infancies, and progressed much more rapidly with age than among those who had had nurturing infancies. Middle-aged rats who had been exposed to early life emotional stress showed deterioration in brain-cell communication in the hippocampus.

[1274] Brunson, K. L., Kramar E., Lin B., Chen Y., Colgin L L., Yanagihara T. K., et al.
(2005).  Mechanisms of Late-Onset Cognitive Decline after Early-Life Stress.
J. Neurosci.. 25(41), 9328 - 9338.

http://www.eurekalert.org/pub_releases/2005-10/uoc--els100605.php

Stress bad for the brain

A study of older adults for three to six years has found that those with continuous high levels of the stress hormone cortisol performed poorly on memory tests and had a 14% smaller hippocampus. A further study involving young adults and children between the ages of six and fourteen found that even an acute increase in cortisol can lead to reversible memory impairments in young adults, and that children from low socio-economic status environments had higher cortisol levels than those from high SES homes. Children from low SES homes tended to process positive and negative attributes more negatively than children from high SES homes, and this type of processing was significantly related to basal cortisol levels at ages 10, 12 and 14.

[1415] Lupien, S. J., Fiocco A. J., Wan N., Maheu F., Lord C., Schramek T., et al.
(2005).  Stress hormones and human memory function across the lifespan.
Psychoneuroendocrinology. 30(3), 225 - 242.

http://www.eurekalert.org/pub_releases/2005-05/mu-tst051705.php

Anxiety adversely affects those who are most likely to succeed at exams

It has been thought that pressure harms performance on cognitive skills such as mathematical problem-solving by reducing the working memory capacity available for skill execution. However, a new study of 93 students has found that this applies only to those high in working memory. It appears that the advantage of a high working memory capacity disappears when that attention capacity is compromised by anxiety.

[355] Beilock, S. L., & Carr T. H.
(2005).  When high-powered people fail: working memory and "choking under pressure" in math.
Psychological Science: A Journal of the American Psychological Society / APS. 16(2), 101 - 105.

http://www.eurekalert.org/pub_releases/2005-02/bpl-wup020705.php

Anxiety good for memory recall, bad for solving complex problems

Cognitive tests given to 19 first-year medical students one to two days before a regular classroom exam, and then a week after the exam, found that, before the exam, students were better able to accurately recall a list of memorized numbers, but did less well on tests that required them to consider many possibilities in order to come up with a reasonable answer. A week after the exam, the opposite was true. It is assumed that the difference in results reflects the effects of stress.

Jessa Alexander & David Beversdorf presented their findings on October 25 in San Diego at the annual Society for Neuroscience conference.

http://www.eurekalert.org/pub_releases/2004-10/osu-agf101904.php

Estrogen effect on memory influenced by stress

The question of whether estrogen helps memory and cognition in women has proven surprisingly difficult to answer, with studies giving conflicting results. Now it seems the answer to that confusion is: it depends. And one of the things it depends on may be the level of stress the woman is experiencing. A rat study has found that the performance of female rats in a water maze was affected by the interaction of hormone level (whether the rat was estrous or proestrous) with water temperature (a source of physical stress). Those rats with high hormone levels did better when the water was warm, while those with low hormone levels did better when the water was cold. The researchers suggest both timing and duration of stress might be factors in determining the effect of hormones on cognition.

[384] Rubinow, M. J., Arseneau L. M., Beverly L. J., & Juraska J. M.
(2004).  Effect of the Estrous Cycle on Water Maze Acquisition Depends on the Temperature of the Water..
Behavioral Neuroscience. 118(4), 863 - 868.

http://www.eurekalert.org/pub_releases/2004-08/uoia-sss082704.php

Stress reactions no guarantee of authenticity

Physical stress reactions have often been taken as evidence for the authenticity of a memory. A recent study investigated people with “memories” of alien abductions (on the grounds that these are the memories least likely to be true) and found that those who believed they had been abducted by aliens responded physically to recall of that memory in the same way as to recall of other, true, stressful events. The finding suggests that a person’s reaction to a memory is no evidence for whether or not it truly happened.

[1161] McNally, R. J., Lasko N. B., Clancy S. A., Macklin M. L., Pitman R. K., & Orr S. P.
(2004).  Psychophysiological responding during script-driven imagery in people reporting abduction by space aliens.
Psychological Science: A Journal of the American Psychological Society / APS. 15(7), 493 - 497.

http://www.eurekalert.org/pub_releases/2004-06/aps-ptw062104.php

Stress no aid to memory

Numerous studies have questioned the accuracy of recall of traumatic events, but the research is often dismissed as artificial and not intense enough to simulate real-life trauma. A new study has used real stress: 509 active duty military personnel enrolled in survival school training were deprived of food and sleep 48 hours and then interrogated. A day later, only 30% of those presented with a line-up could identify the right person, only 34% identified their interrogator from a photo-spread and 49% from single photos shown sequentially (putting the interrogator in the same clothing boosted correct identification to 66%). Thirty people even got the gender wrong. Those subjected to physical threats (half the participants) performed worse.

[269] Morgan, C. A., Hazlett G., Doran A., Garrett S., Hoyt G., Thomas P., et al.
(Submitted).  Accuracy of eyewitness memory for persons encountered during exposure to highly intense stress.
International Journal of Law and Psychiatry. 27(3), 265 - 279.

http://www.newscientist.com/news/news.jsp?id=ns99995089
http://www.eurekalert.org/pub_releases/2004-06/yu-emp060304.php
http://www.eurekalert.org/pub_releases/2004-06/ns-mfy060904.php

Anxiety over math blocks learning

The so-called "math block" is notorious - why do we have such a term? Do we talk about a "geography block", or a "physics block"? But we do talk of a reading block. Perhaps the reason for both is the same.
The amount of information you can work with at one time has clear limits, defined by your working memory capacity. When we are anxious, part of our working memory is taken up with our awareness of these fears and worries, leaving less capacity available for processing (which is why students who are very anxious during exams usually perform well below their capabilities). Processes such as reading and working with numbers are very sensitive to working memory capacity because they place such demands on it.
A recently reported study by Mark H. Ashcraft and Elizabeth P. Kirk, both psychologists at Cleveland (Ohio) State University, provides the first solid evidence that, indeed, math-anxious people have working memory problems as they do math.

[2549] Ashcraft, M. H., & Kirk E. P.
(2001).  The relationships among working memory, math anxiety, and performance.
Journal of Experimental Psychology: General. 130(2), 224 - 237.

http://www.sciencenews.org/20010630/fob4.asp

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Pain

Topic summary at

Older news items (pre-2010) brought over from the old website

Chronic pain can impair working memory

A study of 24 patients with chronic pain has found that 2/3 of them showed cognitive impairment on attentional tasks on days when their pain was high (i.e. without receiving a pain-reducing procedure).

Dick, B.D. & Rashiq, S. 2007. Disruption of Attention and Working Memory Traces in Individuals with Chronic Pain. Anesthesia & Analgesia, 104 (5), 1223-1229.

http://www.sciencedaily.com/releases/2007/05/070517142536.htm
http://www.eurekalert.org/pub_releases/2007-05/uoa-cpc051707.php

Does migraine protect your memory?

A long-running study involving 1,448 women, of whom 204 had migraine, has found that, while women with migraine performed worse on cognitive tests at the beginning of the study, their performance declined 17% less over 12 years than women without migraine. The benefit was restricted to women over 50 who experience migraine with aura. It’s possible that some medications for migraine may have a protective effect, but the researchers did account for this possibility and the medications showed no indication of a significant protective effect. It is possible that women with migraine may change their diet or behavior in some way that might improve cognition. It’s also possible that there is some underlying biological mechanism, such as changes in blood vessels or underlying differences in brain activity.

Kalaydjian, A., Zandi, P.P., Swartz, K.L., Eaton, W.W. & Lyketsos, C. 2007. How migraines impact cognitive function: Findings from the Baltimore ECA. Neurology, 68 (17), 1417-1424.

http://www.eurekalert.org/pub_releases/2007-04/aaon-dmp041707.php

Chronic back pain shrinks 'thinking parts' of the brain

A new study has found chronic back pain shrinks the brain by as much as 11% — equivalent to the amount of gray matter lost in 10 to 20 years of normal aging. Loss in brain density is related to pain duration, indicating that 1.3 cubic centimeters of gray matter are lost for every year of chronic pain. The study compared 26 participants with chronic back pain for more than a year with matched normal subjects.

Apkarian, A.V., Sosa, Y., Sonty, S., Levy, R.M., Harden, R.N., Parrish, T.B. & Gitelman, D.R. 2004. Chronic Back Pain Is Associated with Decreased Prefrontal and Thalamic Gray Matter Density. Journal of Neuroscience, 24, 10410-10415.

http://www.eurekalert.org/pub_releases/2004-11/nu-cbp111504.php

tags problems: 

Anesthesia

Older news items (pre-2010) brought over from the old website

Anesthesia exposure before age 3 found not to impact cognitive performance

A twin study challenges findings that receiving anesthesia at a very young age (below four) is associated with subsequent learning problems. The Dutch study involved 1,143 pairs of identical twins, and compared groups where both twins had been exposed to anesthesia before age 3, where neither had been exposed to anesthesia, or where only one member of the pair had been exposed to anesthesia. Cognitive performance at age 12 was assessed from a standardized national exam administered to all children in the Netherlands at that age. It was found that there was no difference in cognitive performance between twins where one had been exposed to anesthesia and the other had not. It therefore seems likely that the association is due to children likely to undergo surgery early in life having significant medical problems that are associated with a vulnerability to learning disabilities.

[1217] Bartels, M., Althoff R. R., & Boomsma D. I.
(2009).  Anesthesia and cognitive performance in children: no evidence for a causal relationship.
Twin Research and Human Genetics: The Official Journal of the International Society for Twin Studies. 12(3), 246 - 253.

http://www.eurekalert.org/pub_releases/2009-08/uov-grn080409.php

Common pediatric anesthesia drugs cause brain damage and learning and memory problems in infant rats

A new study has found that drugs commonly used to anesthetize children can cause brain damage and long-term learning and memory disturbances in infant rats. The rats appeared to behave normally in most other ways, and there were no outward signs of brain damage.

[207] Jevtovic-Todorovic, V., Hartman R. E., Izumi Y., Benshoff N. D., Dikranian K., Zorumski C. F., et al.
(2003).  Early Exposure to Common Anesthetic Agents Causes Widespread Neurodegeneration in the Developing Rat Brain and Persistent Learning Deficits.
J. Neurosci.. 23(3), 876 - 882.

http://www.eurekalert.org/pub_releases/2003-02/wuso-cpa013003.php

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