Posts tagged performance
Articles and news from the latest research reports.
Mindfulness Improves Reading Ability, Working Memory, and Task-Focus
If you think your inability to concentrate is a hopeless condition, think again –– and breathe, and focus. According to a study by researchers at the UC Santa Barbara, as little as two weeks of mindfulness training can significantly improve one’s reading comprehension, working memory capacity, and ability to focus.
Their findings were recently published online in the empirical psychology journal Psychological Science.
"What surprised me the most was actually the clarity of the results," said Michael Mrazek, graduate student researcher in psychology and the lead and corresponding author of the paper, "Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering." "Even with a rigorous design and effective training program, it wouldn’t be unusual to find mixed results. But we found reduced mind-wandering in every way we measured it."
Many psychologists define mindfulness as a state of non-distraction characterized by full engagement with our current task or situation. For much of our waking hours, however, we are anything but mindful. We tend to replay past events –– like the fight we just had or the person who just cut us off on the freeway –– or we think ahead to future circumstances, such as our plans for the weekend.
Mind-wandering may not be a serious issue in many circumstances, but in tasks requiring attention, the ability to stay focused is crucial.
To investigate whether mindfulness training can reduce mind-wandering and thereby improve performance, the scientists randomly assigned 48 undergraduate students to either a class that taught the practice of mindfulness or a class that covered fundamental topics in nutrition. Both classes were taught by professionals with extensive teaching experience in their fields. Within a week before the classes, the students were given two tests: a modified verbal reasoning test from the GRE (Graduate Record Examination) and a working memory capacity (WMC) test. Mind-wandering during both tests was also measured.
The mindfulness classes provided a conceptual introduction along with practical instruction on how to practice mindfulness in both targeted exercises and daily life. Meanwhile, the nutrition class taught nutrition science and strategies for healthy eating, and required students to log their daily food intake.
Within a week after the classes ended, the students were tested again. Their scores indicated that the mindfulness group significantly improved on both the verbal GRE test and the working memory capacity test. They also mind-wandered less during testing. None of these changes were true of the nutrition group.
"This is the most complete and rigorous demonstration that mindfulness can reduce mind-wandering, one of the clearest demonstrations that mindfulness can improve working memory and reading, and the first study to tie all this together to show that mind-wandering mediates the improvements in performance," said Mrazek. He added that the research establishes with greater certainty that some cognitive abilities often seen as immutable, such as working memory capacity, can be improved through mindfulness training.
Mrazek and the rest of the research team –– which includes Michael S. Franklin, project scientist; mindfulness teacher and research specialist Dawa Tarchin Phillips; graduate student Benjamin Baird; and senior investigator Jonathan Schooler, professor of psychological and brain sciences –– are extending their work by investigating whether similar results can be achieved with younger populations, or with web-based mindfulness interventions. They are also examining whether or not the benefits of mindfulness can be compounded by a program of personal development that also targets nutrition, exercise, sleep, and personal relationships.
(Image: fotopakismo)
Punishment can enhance performance
The stick can work just as well as the carrot in improving our performance, a team of academics at The University of Nottingham has found.
A study led by researchers from the University’s School of Psychology, published recently in the Journal of Neuroscience, has shown that punishment can act as a performance enhancer in a similar way to monetary reward.
Dr Marios Philiastides, who led the work, said: “This work reveals important new information about how the brain functions that could lead to new methods of diagnosing neural development disorders such as autism, ADHD and personality disorders, where decision-making processes have been shown to be compromised.”
The Nottingham study aimed at looking at how the efficiency with which we make decisions based on ambiguous sensory information — such as visual or auditory — is affected by the potential for, and severity of, anticipated punishment.
Imposing penalties
To investigate this, they asked participants in the study to perform a simple perceptual task — asking them to judge whether a blurred shape behind a rainy window is a person or something else.
They punished incorrect decisions by imposing monetary penalties. At the same time, they measured the participants’ brain activity in response to different amounts of monetary punishment. Brain activity was recorded, non-invasively, using an EEG machine which detects and amplifies brain signals from the surface of the scalp through a set of small electrodes embedded in a swim-like cap fitted on the participants’ head.
They found that participants’ performance increased systematically as the amount of punishment increased, suggesting that punishment acts as a performance enhancer in a similar way to monetary reward.
At the neural level, the academics identified multiple and distinct brain activations induced by punishment and distributed throughout different areas of the brain. Crucially, the timing of these activations confirmed that the punishment does not influence the way in which the brain processes the sensory evidence but does have an impact on the brain’s decision maker responsible for decoding sensory information at a later stage in the decision-making process.
Incentive-based motivation
Finally, they showed that those participants who showed the greatest improvements in performance also showed the biggest changes in brain activity. This is a key finding as it provides a potential route to study differences between individuals and their personality traits in order to characterise why some may respond better to reward and punishment than others.
A more thorough understanding of the influence of punishment on decision-making and how we make choices could lead to useful information on how to use incentive-based motivation to encourage certain behaviour.
The paper, Temporal Characteristics of the Influence of Punishment on Perceptual Decision Making in the Human Brain, is available online via the Journal of Neuroscience.
Chewing gum helps you concentrate for longer
Chewing gum can help you stay focused for longer on tasks that require continuous monitoring.
This is the finding of new research by Kate Morgan and colleagues from Cardiff University published in the British Journal of Psychology.
Previous research has shown that chewing gum can improve concentration in visual memory tasks. This study focussed on the potential benefits of chewing gum during an audio memory task.
Kate Morgan, author of the study explained: “It’s been well established by previous research that chewing gum can benefit some areas of cognition. In our study we focussed on an audio task that involved short-term memory recall to see if chewing gum would improve concentration; especially in the latter stages of the task.”
The study involved 38 participants being split in to two groups. Both groups completed a 30 minute audio task that involved listening to a list of numbers from 1-9 being read out in a random manner. Participants were scored on how accurately and quickly they were able to detect a sequence of odd-even-odd numbers, such as 7-2-1. Participants also completed questionnaires on their mood both before and after the task.
The results showed that participants who chewed gum had quicker reaction times and more accurate results than the participants who didn’t chew gum. This was especially the case towards the latter parts of the task.
Kate explained: “Interestingly participants who didn’t chew gum performed slightly better at the beginning of the task but were overtaken by the end. This suggests that chewing gum helps us focus on tasks that require continuous monitoring over a longer amount of time.”
The study was discussed in Radio Four Today programme.
(Image: iStock)
Research shows why not everyone learns from their mistakes
Some people do not learn from their mistakes because of the way their brain works, according to research led by an academic at Goldsmiths, University of London.
The research, led by Professor Joydeep Bhattacharya in the Department of Psychology at Goldsmiths, examined what it is about the brain that defines someone as a ‘good learner’ from those who do not learn from their mistakes.
Professor Bhattacharya said: “We are always told how important it is to learn from our errors, our experiences, but is this true? If so, then why do we all not learn from our experiences in the same way? It seems some people rarely do, even when they were informed of their errors in repeated attempts.
"This study presents a first tantalising insight into how our brain processes the performance feedback and what it does with this information, whether to learn from it or to brush it aside."
The study, published in a recent issue of the Journal of Neuroscience, investigated brainwave patterns of 36 healthy human volunteers performing a simple time estimation task. Researchers asked the participants to estimate a time interval of 1.7 seconds and provided feedback on their errors. The participants were then measured to see whether they incorporated the feedback to improve their future performances.
'Good learners', who were successful in incorporating the feedback information in adjusting their future performance, presented increased brain responses as fast as 200 milliseconds after the feedback on their performance was presented on a computer screen.
This brain response was weaker in the poor learners who did not learn the task well and who showed decreased responses to their performance errors. The researchers further found that the good learners showed increased communication between brain areas involved with performance monitoring and sensorimotor processes.
Caroline Di Bernardi Luft, one of the research paper’s co-authors from the Federal University of Santa Catarina, commented: “Good learners used the feedback not only to check their past performance, but also to adjust their next performance accordingly.”
The brain responses correlated highly with how well the volunteers learned this simple task over the course of the experiment, and how good they were at maintaining the learned skill without any guiding feedback.
"Though these results are very encouraging in establishing a correlation between brains responses and learning performance, future studies are needed to identify a causal role of these effects," Professor Bhattacharya added.
Humans and robots work better together following cross-training
Spending a day in someone else’s shoes can help us to learn what makes them tick. Now the same approach is being used to develop a better understanding between humans and robots, to enable them to work together as a team.
Robots are increasingly being used in the manufacturing industry to perform tasks that bring them into closer contact with humans. But while a great deal of work is being done to ensure robots and humans can operate safely side-by-side, more effort is needed to make robots smart enough to work effectively with people, says Julie Shah, an assistant professor of aeronautics and astronautics at MIT and head of the Interactive Robotics Group in the Computer Science and Artificial Intelligence Laboratory (CSAIL).
“People aren’t robots, they don’t do things the same way every single time,” Shah says. “And so there is a mismatch between the way we program robots to perform tasks in exactly the same way each time and what we need them to do if they are going to work in concert with people.”
Most existing research into making robots better team players is based on the concept of interactive reward, in which a human trainer gives a positive or negative response each time a robot performs a task.
However, human studies carried out by the military have shown that simply telling people they have done well or badly at a task is a very inefficient method of encouraging them to work well as a team.
So Shah and PhD student Stefanos Nikolaidis began to investigate whether techniques that have been shown to work well in training people could also be applied to mixed teams of humans and robots. One such technique, known as cross-training, sees team members swap roles with each other on given days. “This allows people to form a better idea of how their role affects their partner and how their partner’s role affects them,” Shah says.
In a paper to be presented at the International Conference on Human-Robot Interaction in Tokyo in March, Shah and Nikolaidis will present the results of experiments they carried out with a mixed group of humans and robots, demonstrating that cross-training is an extremely effective team-building tool.
City Life Changes How Our Brains Deal With Distractions
City life requires a lot of attention. Navigating a busy sidewalk while processing loud storefronts and avoiding rogue pigeons may feel like second-nature at times, but it’s actually quite a bit of work for the human brain. Psychologists do know that quick walks through the park can restore our focus, but they’re still getting a handle on just what urbanization means for human cognition.
A new series of behavioral studies offers some of the richest evidence to date on the mental exhaustion of urban living. In an upcoming issue of the Journal of Experimental Psychology: Human Perception and Performance, a group of British psychologists reports that people who live in cities show diminished powers of general attention compared to people from remote areas. With so much going on around them, urbanites don’t pay much attention to surroundings unless they’re highly engaging.
Professional athletes have extraordinary skills for rapidly learning complex and neutral dynamic visual scenes
Evidence suggests that an athlete’s sports-related perceptual-cognitive expertise is a crucial element of top-level competitive sports. When directly assessing whether such experience-related abilities correspond to fundamental and non-specific cognitive laboratory measures such as processing speed and attention, studies have shown moderate effects leading to the conclusion that their special abilities are context-specific. We trained 308 observers on a complex dynamic visual scene task void of context and motor control requirements3 and demonstrate that professionals as a group dramatically differ from high-level amateur athletes, who dramatically differ from non-athlete university students in their capacity to learn such stimuli. This demonstrates that a distinguishing factor explaining the capacities of professional athletes is their ability to learn how to process complex dynamic visual scenes. This gives us an insight as to what is so special about the elite athletes’ mental abilities, which allows them to express great prowess in action.
(Image: Getty)
Reduced Cardiac Vagal Modulation Impacts on Cognitive Performance in Chronic Fatigue Syndrome
Background: Cognitive difficulties and autonomic dysfunction have been reported separately in patients with chronic fatigue syndrome (CFS). A role for heart rate variability (HRV) in cognitive flexibility has been demonstrated in healthy individuals, but this relationship has not as yet been examined in CFS. The objective of this study was to examine the relationship between HRV and cognitive performance in patients with CFS.
Methods: Participants were 30 patients with CFS and 40 healthy controls; the groups were matched for age, sex, education, body mass index, and hours of moderate exercise/week. Questionnaires were used to obtain relevant medical and demographic information, and assess current symptoms and functional impairment. Electrocardiograms, perceived fatigue/effort and performance data were recorded during cognitive tasks. Between–group differences in autonomic reactivity and associations with cognitive performance were analysed.
Results: Patients with CFS showed no deficits in performance accuracy, but were significantly slower than healthy controls. CFS was further characterized by low and unresponsive HRV; greater heart rate (HR) reactivity and prolonged HR-recovery after cognitive challenge. Fatigue levels, perceived effort and distress did not affect cognitive performance. HRV was consistently associated with performance indices and significantly predicted variance in cognitive outcomes.
Conclusions: These findings reveal for the first time an association between reduced cardiac vagal tone and cognitive impairment in CFS and confirm previous reports of diminished vagal activity.
After nearly 10 years of follow-up of study participants who experienced migraines and who had brain lesions indentified via magnetic resonance imaging, women with migraines had a higher prevalence and greater increase of deep white matter hyperintensities (brain lesions) than women without migraines, although the number, frequency, and severity of migraines were not associated with lesion progression, according to a study appearing in the November 14 issue of JAMA. Also, increase in deep white matter hyperintensity volume was not significantly associated with poorer cognitive performance at follow-up.
Migraine affects up to 15 percent of the general population. “A previous cross-sectional study showed an association of migraine with a higher prevalence of magnetic resonance imaging (MRI)-measured ischemic lesions in the brain,” according to background information in the article. White matter hyperintensities are associated with atherosclerotic disease risk factors, increased risk of ischemic stroke, and cognitive decline.
Preschoolers’ Counting Abilities Relate to Future Math Performance
Along with reciting the days of the week and the alphabet, adults often practice reciting numbers with young children. Now, new research from the University of Missouri suggests reciting numbers is not enough to prepare children for math success in elementary school. The research indicates that counting, which requires assigning numerical values to objects in chronological order, is more important for helping preschoolers acquire math skills.
“Reciting means saying the numbers from memory in chronological order, whereas counting involves understanding that each item in the set is counted once and that the last number stated is the amount for the entire set,” said Louis Manfra, an assistant professor in MU’s Department of Human Development and Family Studies. “When children are just reciting, they’re basically repeating what seems like a memorized sentence. When they’re counting, they’re performing a more cognitive activity in which they’re associating a one-to-one correspondence with the object and the number to represent a quantity.”
“Counting gives children stronger foundations when they start school,” Manfra said. “The skills children have when they start kindergarten affect their trajectories through early elementary school; therefore, it’s important that children start with as many skills as possible.”
The study, “Associations between Counting Ability in Preschool and Mathematic Performance in First Grade among a Sample of Ethnically Diverse, Low-Income Children,” will be published in an upcoming issue of the Journal of Research in Childhood Education.