Search results

Previous research has repeatedly shown that people only search for files in a small minority of cases when they do not remember the file's location. The current study aimed to examine whether there is a group of hyper-searchers who search significantly more than others. Based on previous neurocognitive studies, this study aims to hypothesize that if such a group exists, they will have superior verbal memory and reduced visuospatial memory.

In total, 65 participants completed a questionnaire estimating their search percentages, as well as reporting demographic data. Verbal memory was measured using the Wechsler logical memory test, and visuospatial memory was assessed using an online card memory game.

Hyper-searchers were defined as participants with search percentage of over one standard deviation (SD) above the mean. The average search percentage of the seven participants who met this criterion was 51% (SD = 14%), over five times more than the other participants (M = 10%, SD = 9%). Similar results were obtained by re-analyzing data from four previous papers (N = 1,252). The results further confirmed the hypothesis that hyper-searchers have significantly better verbal memory than other participants, possibly making searching easier and more successful for them. Lastly, the search percentage was positively predicted by verbal memory scores and negatively predicted by visuospatial memory scores. Explanations and future research are discussed.

This preliminary study is the first to introduce the concept of hyper-searchers, demonstrate its existence and study its causes.

This study aims to examine the effectiveness of an integrated intervention program for alcoholism (IIPA) for improving verbal encoding and memory, visuospatial construction, visual memory and quality of life (QoL) in persons with alcohol dependence.

The sample comprised treatment-seeking alcohol-dependent persons (n = 50), allotted into two groups: (1) the treatment as usual (TAU) group (n = 25) and (2) the treatment group (n = 25)]. The groups were matched on age (±1 year) and education (±1 year). The TAU group received standard pharmacological treatment, psychotherapeutic sessions on relapse prevention and yoga for 18 days, while the treatment group received IIPA sessions in addition to the usual treatment. Auditory verbal learning test, complex figure test and QoL scale were administered at pre- and post-treatment along with screening measures.

The two groups were comparable on demographic variables, clinical characteristics and outcome measures at baseline. Pre- to post-treatment changes (gain scores) comparison between the treatment and TAU groups revealed a significant difference in verbal encoding, verbal and visual memory, verbal recognition, visuospatial construction and QoL.

This study suggests that IIPA is effective for improving learning and memory in both modality (verbal and visual) and QoL in persons with alcoholism. The IIPA may help in better treatment recovery.

The IIPA may help in treatment for alcoholism and may enhance treatment efficacy.

IIPA is effective for improving learning and memory in both modalities and QoL in persons with alcohol dependence. The IIPA may help in better treatment recovery.

This paper aims to summarise key models of the neuropsychology of memory function, illustrating how they can be used to inform the assessment and formulation of memory disorders in clinical practice.

Models of short term and working memory, long-term memory and prospective memory are described. Commonly used tools and methods to assess these functions in adults are summarised.

It is argued that a clearer understanding of models of memory function adds value to the process of cognitive assessment, guiding the selection of appropriate tests and aiding diagnosis, formulation and rehabilitation planning.

This paper is intended to serve as a resource for professionals who encounter memory disorders in their clinical practice.

The assessment of cognitive impairment in community services for older people remains under-explored. The paper aims to discuss this issue.

Cognitive impairment was examined in 25 people aged 65 and over with alcohol use disorders, on the caseload of community mental health services over a six-month period. All subjects assessed using Addenbrooke’s Cognitive Assessment (ACE-III).

In total, 76 per cent of the group scored below the cut-off point for likely dementia but only 45 per cent of people scored below the cut-off point for tests of language, compared with 68-84 per cent people in other domains.

This finding has implications for the detection of alcohol-related brain cognitive impairment in clinical settings.

Standardised cognitive testing is common within mental health services for older people, but may also have utility within addiction services.

The early detection of alcohol-related cognitive impairment can improve social outcomes in both drinking behaviour and the social consequences of alcohol-related dementia.

This may be the first published study of cognitive impairment in patients under a mental team for older people with alcohol use disorders and offers some unique findings within this sampling frame.

At the beginning of children's school careers, large differences already exist between children in their mathematical skills and knowledge. Preparatory math skills such as counting and Piagetian operations are important predictors of later math learning disabilities. However, little research has been conducted on the underlying processes that could explain or predict these preparatory math skills. Traditionally, intelligence has been viewed, next to language (vocabulary), as an important predictor of school success in general and math performance in specific. However, recent studies suggest that other, more fluid, domain-general cognitive processes, such as working memory and executive functions, are better predictors than traditional IQ scores. This chapter reports on two studies in which the relations between early mathematics and different working memory components are investigated. In the first study, the relations between the Early Numeracy Test (ENT) and five working memory aspects have been studied in a correlational study with 240 kindergartners. The following working memory components can be distinguished: the central executive controlling system, the phonological component, and the visuospatial component. In this study, three distinctive executive functions were measured: inhibition, shifting, and planning. The results show that phonological working memory, shifting, and planning are highly related to children's early math competence. Together, these functions can explain 50% of the total variance in early math. In a second study under 111 kindergartners, it was found that the scores on the ENT are moderately related to the executive function planning. Contrary to the expectations, intelligence was more related to preparatory math skills than planning. However, in a short training study with 15 low performing children, it was found that children's planning scores could better predict their improvement than intelligence: children low in planning did not profit as much from the training as children with higher planning capacities. The results of these studies emphasize the need for further research on the relations between working memory processes and preparatory math skills. These processes seem to play an important role in the origin of math learning difficulties. The results of the second study also suggest that remediation of early math learning difficulties should be adapted according to children's cognitive profiles regarding working memory and executive functions.

Global and local processing is part of human perceptual organisation, where global processing helps extract the “gist” of the visual information and local processing helps perceive the details. Individual differences in these two types of visual processing have been found in autism and ADHD (Attention-Deficit Hyperactivity Disorder). Virtual reality (VR) has become a more available method of research in the last few decades. No previous research has investigated perceptual differences using this technology.

The objective of the research is to threefold: (1) identify if there is association between ADHD and autistic traits and the performance on the Rey-Osterrieth complex figure (ROCF) task, (2) investigate practical effects of using VR drawing tools for research on perceptual experiences and (3) explore any perceptual differences brought out by the three-dimensional nature of the VR. The standard ROCF test was used as a baseline task to investigate the practical utility of using VR as an experimental platform. A total of 94 participants were tested.

Attention-to-detail, attention switching and imagination subscales of autism quotient (AQ) questionnaire were found to be predictors of organisational ROCF scores, whereas only the attention-to-detail subscale was predictive of perceptual ROCF scores.

The current study is an example of how classic psychological paradigms can be transferred into the virtual world. Further investigation of the distinct individual preferences in drawing tasks in VR could lead to a better understanding of individual differences in the processing of visuospatial information.

The purpose of this study isto synthesize recent empirical research investigating memory of stressful critical incidents (both simulated and occurring in the field) among law enforcement officers.

The study used the approach of systematic state-of-the-art review.

In total, 20 studies of police and military officers show reduced detail and accuracy of high- versus low-stress incidents, especially for peripheral versus target information. Decrements in memory performance were mediated by the extent of physiological stress responses. Delayed recall accuracy was improved among officers that engaged in immediate post-incident rehearsal, including independent debriefing or reviewing body-worn camera footage.

Most studies were not found through systematic database searches, highlighting a need for broader indexing and/or open access publishing to make research more accessible.

By understanding how stress physiology enhances or interferes with memory encoding, consolidation and recall, evidence-based practices surrounding post-incident evidence gathering are recommended.

The current review addresses common public misconceptions of enhanced cognitive performance among police relative to the average citizen.

The current work draws from scientific knowledge about the pervasive influence of stress physiology on memory to inform existing practices surrounding post-incident evidence gathering among police.

Comorbidity of attention deficit hyperactivity disorder (ADHD) and reading disabilities (RD) is greater than what would occur by chance. Considering the well-documented adverse impact of both ADHD and RD on development, the presence of both conditions may lead to particularly poor outcomes for affected people. This chapter, which reviews 43 research studies carried out in the last decade that have focused on the link between ADHD and RD, is divided into two broad nuclei of contents. First, studies are described that contribute information about characteristics of the comorbid phenotype. Second, studies related to procedures directed toward evaluation and intervention in this problem are analyzed. The review carried out does not make it possible to extract definitive results on the exact nature of ADHD and RD comorbidity or, even less, reach conclusions about its causes. However, the literature-based evidence shows a cognitive profile of ADHD+RD characterized by failure of various functions that can produce more severe functional deficits and worse neuropsychological, academic, and behavioral outcomes. Furthermore, the analysis of the set of results from the studies shows a limited efficacy of pharmacological and psychopedagogical treatments, and highlights the need for continued research on this topic. From a clinical and educational standpoint, the conclusions derived from this review underline the importance of performing an exhaustive evaluation of children and adolescents with symptoms of ADHD and/or RD, in order to be able to plan interventions with greater possibilities of success in each case.

When a comprehensive neuropsychological assessment cannot be carried out, a quick and discriminant tool of good psychometric properties can be useful to practitioners. The purpose of this paper is to examine the use of the Montreal Cognitive Assessment (MoCA) in patients with Prader–Willi syndrome (PWS) and to test its reliability for cognitive assessment in a population with intellectual disabilities.

Thirty-seven adults with PWS took the MoCA. Reliability of the battery was tested using Cronbach’s alphas. The performance of PWS adults in each subtest was then compared to that of a normative population of healthy adults.

The MoCA was found to be unreliable in PWS. The subtests analyses indicated that the PWS sample underperformed the normative population of healthy adults on most subtests of the MoCA. A sub-sample aged between 17and 29 years showed normal performance on Naming and Memory, and a sub-sample aged from 30 to 39 years showed similar performance on Language, Memory and Orientation relative to age-matched normative healthy adults.

Results showed that the current version of the MoCA, if taken as a whole test for cognitive assessment, does not present with adequate psychometric properties, which the authors interpret as reflecting the heterogeneity in PWS cognitive profiles. If used in PWS, the MoCA may however be useful in examining cognitive functions separately using subtest-based comparisons to normative data.

This research contributes to a better assessment of cognitive profile in PWS and people with learning disabilities by arguing that the use of psychometric tests should depend more on the specificity of the population under evaluation.

Complex environments have a paucity of visual wayfinding information creating a strenuous situation for the new visitors. University campuses situated in the central urban areas with multi-storey structures and complex spatial layouts have poor environmental legibility. International students and visitors with diverse cultural backgrounds feel disoriented during wayfinding in these environments. The purpose of this paper is to investigate the cultural and individual differences affecting wayfinding behaviour.

An online wayfinding survey has been conducted through a questionnaire from 170 university students and visitors from Hong Kong and Pakistan. A five-point bipolar Likert scale has been used to evaluate wayfinding problems and ascribed behaviour.

The results enunciated a substantial influence of culture on the decision-making process and wayfinding behaviour. Critical differences have been documented based on the country of origin and native language. Individual-related differences (age, gender, spatial familiarity, education, etc.) were computed, where age and spatial familiarity being noted as key factors impacting the respondents’ opinion. Future exploration has been discussed for the pivotal elements regarding wayfinding information signage using computer simulations.

The investigation can be further moved towards the other complex environments with fused facilities for a better understanding of wayfinding behaviour.

The findings can be instrumental for improved access to user facilities and can reinforce the user’s trust and dependence on the institutional facility management.

In the wayfinding study, no cross-cultural (individualists vs collectivists) study has been conducted in a university campus to investigate the wayfinding difficulty and ascribed behaviour, especially when the environment is unfamiliar.