Posts tagged psychology
Articles and news from the latest research reports.
Speaking 2 languages benefits the aging brain
New research reveals that bilingualism has a positive effect on cognition later in life. Findings published in Annals of Neurology, a journal of the American Neurological Association and Child Neurology Society, show that individuals who speak two or more languages, even those who acquired the second language in adulthood, may slow down cognitive decline from aging.
Bilingualism is thought to improve cognition and delay dementia in older adults. While prior research has investigated the impact of learning more than one language, ruling out “reverse causality” has proven difficult. The crucial question is whether people improve their cognitive functions through learning new languages or whether those with better baseline cognitive functions are more likely to become bilingual.
"Our study is the first to examine whether learning a second language impacts cognitive performance later in life while controlling for childhood intelligence," says lead author Dr. Thomas Bak from the Centre for Cognitive Aging and Cognitive Epidemiology at the University of Edinburgh.
For the current study, researchers relied on data from the Lothian Birth Cohort 1936, comprised of 835 native speakers of English who were born and living in the area of Edinburgh, Scotland. The participants were given an intelligence test in 1947 at age 11 years and retested in their early 70s, between 2008 and 2010. Two hundred and sixty two participants reported to be able to communicate in at least one language other than English. Of those, 195 learned the second language before age 18, 65 thereafter.
Findings indicate that those who spoke two or more languages had significantly better cognitive abilities compared to what would be expected from their baseline. The strongest effects were seen in general intelligence and reading. The effects were present in those who acquired their second language early as well as late.
The Lothian Birth Cohort 1936 forms the Disconnected Mind project at the University of Edinburgh, funded by Age UK. The work was undertaken by The University of Edinburgh Centre for Cognitive Ageing and Cognitive Epidemiology, part of the cross council Lifelong Health and Wellbeing Initiative (MR/K026992/1) and has been made possible thanks to funding from the Biotechnology and Biological Sciences Research Council (BBSRC) and Medical Research Council (MRC).
"The Lothian Birth Cohort offers a unique opportunity to study the interaction between bilingualism and cognitive aging, taking into account the cognitive abilities predating the acquisition of a second language" concludes Dr. Bak. "These findings are of considerable practical relevance. Millions of people around the world acquire their second language later in life. Our study shows that bilingualism, even when acquired in adulthood, may benefit the aging brain."
After reviewing the study, Dr. Alvaro Pascual-Leone, an Associate Editor for Annals of Neurology and Professor of Medicine at Harvard Medical School in Boston, Mass. said, “The epidemiological study by Dr. Bak and colleagues provides an important first step in understanding the impact of learning a second language and the aging brain. This research paves the way for future causal studies of bilingualism and cognitive decline prevention.”
(Source: eurekalert.org)
Outgrowing emotional egocentricity
Children are more egocentric than adults. Scientists from the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig have demonstrated for the first time that children are also worse at putting themselves in other people’s emotional shoes. According to the researchers, the supramarginal gyrus region of the brain must be sufficiently developed in children for them to be able to overcome their egocentric take on the world.
When little Philip rejoices at winning the prize in a game, it is almost impossible for him to understand that his best friend Tom, who has just lost, is not as jubilant. The opposite also applies. “Children are simply more egocentric,” says Nikolaus Steinbeis, a researcher at the Leipzig-based Max Planck Institute, summing up the general hypothesis.
Egocentrism refers to the inability to differentiate between one’s own point of view and that of other people. Egocentric people consider themselves to be the centre of all activity and assess all events and circumstances from this perspective. They project their own ideas, fears and desires onto the environment and others.
Up to now, all that the research in this area had to offer was a few theoretical ideas and studies on the development of cognitive perspective-taking. The question concerning egocentrism in connection with people’s emotional states and the development of this phenomenon over the course of childhood had been largely ignored. “We currently know very little about how emotional egocentrism is expressed in childhood and about the neuronal and cognitive processes on which this is based,” explains Steinbeis.
In order to compare the emotional states of different age groups, Steinbeis used an innovative game involving monetary rewards and punishments. “Earlier studies have shown that similarly strong emotional states can be triggered in both children and adults using such rewards and punishments. Children take as much delight as adults in monetary rewards and they are just as frustrated by losses,” he says.
During the game, two people competed against each other without, however, being able to see each other. Equipped with a computer screen and keyboard, the test subjects were asked to demonstrate their reaction speed. The participants were informed by the screen as to whether they or their opponents could rejoice in victory or despair in defeat. They were then asked to estimate the emotions experienced by their opponents. Of principal interest was how strongly the players’ own results influenced their assessments of their opponents’ emotional state. For example, if, due to their own status as a winner, a participant assessed their counterpart as being happy, despite the fact that the latter had just lost the game, this indicated that the winner was egocentrically projecting their own state onto the opponent.
The results of the study reveal that adults found it easy to overcome this tendency, whereas children between the ages of 6 and 13 tended to be guided by their own emotions when assessing those of others. The ability to assess the emotions of our counterparts independently of our own emotional state improves with age. “In general, the older a child is, the better he or she will be able to put itself in the emotional position of another person,” says Steinbeis, explaining the study findings.
In addition, the scientists measured the activity of different regions of the brain in MRI scanners and discovered a region that plays a crucial role in our ability to overcome our own feelings. The right supramarginal gyrus is a region of the temporoparietal junction, which is generally necessary for overcoming one’s own point of view. It is strongly linked with other brain regions like the anterior insula, which is exclusively responsible for enabling us to identify with other people’s emotional states. “This means that, with the right supramarginal gyrus, we have located a region which mainly functions in enabling us to overcome our own feelings,” says Steinbeis. Moreover, the scientists established that, with increasing age, the cortical thickness of the nerve fibres in this area declines. This suggests that the nerve fibres are more active as we get older.
Emotional egocentrism plays a major role in many conflicts, as the inability to overcome egocentric thinking leads to inappropriate social behaviour. People affected by this condition experience rejection, which has been shown to have a negative impact on health and development. Scientists would therefore like to understand the reasons for socially detrimental behaviour and develop options for targeted intervention.
Pleasant Smells Increase Facial Attractiveness
New research from the Monell Chemical Senses Center reveals that women’s faces are rated as more attractive in the presence of pleasant odors. In contrast, odor pleasantness had less effect on the evaluation of age. The findings suggest that the use of scented products such as perfumes may, to some extent, alter how people perceive one another.
“Odor pleasantness and facial attractiveness integrate into one joint emotional evaluation,” said lead author Janina Seubert, PhD, a cognitive neuroscientist who was a postdoctoral fellow at Monell at the time the research was conducted. “This may indicate a common site of neural processing in the brain.”
Perfumes and scented products have been used for centuries as a way to enhance overall personal appearance. Previous studies had shown perception of facial attractiveness could be influenced when using unpleasant vs. pleasant odors. However, it was not known whether odors influence the actual visual perception of facial features or alternatively, how faces are emotionally evaluated by the brain.
The current study design centered on the principle that judging attractiveness and age involve two distinct perceptual processing methods: attractiveness is regarded as an emotional process while judgments of age are believed to be cognitive, or rationally-based.
In the study, published in open access journal PLOS ONE, 18 young adults, two thirds of whom were female, were asked to rate the attractiveness and age of eight female faces, presented as photographs. The images varied in terms of natural aging features.
While evaluating the images, one of five odors was simultaneously released. These were a blend of fish oil (unpleasant) and rose oil (pleasant) that ranged from predominantly fish oil to predominantly rose oil. The subjects were asked to rate the age of the face in the photograph, the attractiveness of the face and the pleasantness of the odor.
Across the range of odors, odor pleasantness directly influenced ratings of facial attractiveness. This suggests that olfactory and visual cues independently influence judgments of facial attractiveness.
With regard to the cognitive task of age evaluation, visual age cues (more wrinkles and blemishes) were linked to older age perception. However, odor pleasantness had a mixed effect. Visual age cues strongly influenced age perception during pleasant odor stimulation, making older faces look older and younger faces look younger. This effect was weakened in the presence of unpleasant odors, so that younger and older faces were perceived to be more similar in age.
Jean-Marc Dessirier, Lead Scientist at Unilever and a co-author on the study said, “These findings have fascinating implications in terms of how pleasant smells may help enhance natural appearance within social settings. The next step will be to see if the findings extend to evaluation of male facial attractiveness.”
(Source: monell.org)
A ‘hands-on’ approach could help babies develop spatial awareness
A study from the Department of Psychology published today found:
- Changes in the way the brain processes touch in the first year of life
- Babies start keeping track of their hands are when their arms move around from 8 months
- Crossing the hands confuses the mind in young babies
- The way we perceive touch in the outside world develops in the first year of life
The research, from Goldsmiths’ InfantLab, suggested that babies’ tactile experiences could be important for developing their sense of place in the world around them.
The InfantLab research team carried out their study on 66 babies aged from six to ten months old.
Babies felt harmless ‘buzzes’ on their arms
In the study, babies felt little tactile ‘buzzes’ on their hands first with their arms in an uncrossed position and then in a crossed position, while their brain activity was recorded through an EEG (electroencephalography) sensor net.
This is one of the first pieces of research to focus on the development of ‘touch perception’, which is crucial for investigating how babies learn to perceive how their own bodies fit into the world around them.
Dr Andy Bremner, InfantLab Director, explained: “We discovered that it takes time for babies to build up good mechanisms for perceiving how they fit into the outside world. Specifically, early on they do not appear to perceive the ways in which the body changes when their limbs, in this case their arms, move around.”
Dr Silvia Rigato, researcher on the project, commented: “The vast majority of previous studies on infant perception has focussed on what babies perceive of a visual environment on a screen and out of reach, giving us a picture of what babies can do and understand when in couch potato mode.”
“Our research has taken this a step further. As adults we need good maps of where our bodies and limbs are in order to be able to act and move around competently. It seems these take time to develop in the first year, and we didn’t know that before.”
The full research paper ‘The neural basis of somatosensory remapping develops in human infancy’ was published in the journal Current Biology.
(Image caption: Researchers at Cold Spring Harbor Laboratory have identified the neurons in the brain that determine if a mouse will learn to cope with stress or become depressed. These neurons, located in a region of the brain known as the medial prefrontal cortex (green, left image), become hyperactive in depressed mice (right panel is close-up of left, yellow indicates activation). The team showed that this enhanced activity in fact causes depression.)
Dealing with stress – to cope or to quit?
We all deal with stress differently. For many of us, stress is a great motivator, spurring a renewed sense of vigor to solve life’s problems. But for others, stress triggers depression. We become overwhelmed, paralyzed by hopelessness and defeat. Up to 20% of us will struggle with depression at some point in life, and researchers are actively working to understand how and why this debilitating mental disease develops.
Today, a team of researchers at Cold Spring Harbor Laboratory (CSHL) led by Associate Professor Bo Li reveals a major insight into the neuronal basis of depression. They have identified the group of neurons in the brain that determines how a mouse responds to stress — whether with resilience or defeat.
For years, scientists have relied on brain imaging to look for neuronal changes during depression. They found that a region of the brain known as the medial prefrontal cortex (mPFC) becomes hyperactive in depressed people. This area of the brain is well known to play a role in the control of emotions and behavior, linking our feelings with our actions. But brain scans aren’t able to determine if increased activity in the mPFC causes depression, or if it is simply a byproduct of other neuronal changes.
Dr. Li set out to identify the neuronal changes that underlie depression. In work published today in The Journal of Neuroscience,Li and his team, including Minghui Wang, Ph.D. and Zinaida Perova, Ph.D., used a mouse model for depression, known as “learned helplessness.” They combined this with a genetic trick to mark specific neurons that respond to stress. They discovered that neurons in the mPFC become highly excited in mice that are depressed. These same neurons are weakened in mice that aren’t deterred by stress – what scientists call resilient mice.
But the team still couldn’t be sure that enhanced signaling in the mPFC actually caused depression. To test this, they engineered mice to mimic the neuronal conditions they found in depressed mice. “We artificially enhanced the activity of these neurons using a powerful method known as chemical genetics,” says Li. “The results were remarkable: once-strong and resilient mice became helpless, showing all of the classic signs of depression.”
These results help explain how one promising new treatment for depression works and may lead to improvements in the treatment.
Doctors have had some success with deep brain stimulation (DBS), which suppresses the activity of neurons in a very specific portion of the brain. “We hope that our work will make DBS even more targeted and powerful,” says Li, “and we are working to develop additional strategies based upon the activity of the mPFC to treat depression.”
Next, Li is looking forward to exploring how the neurons in the mPFC become hyperactive in helpless mice. “These active neurons are surrounded by inhibitory neurons,” says Li. “Are the inhibitory neurons failing? Or are the active neurons somehow able to bypass their controls? These are some of the many open questions we are pursuing to understand the how depression develops.”
Dad’s Brain Becomes More ‘Maternal’ When He’s Primary Caregiver
Fathers who spend more time taking care of their newborn child undergo changes in brain activity that make them more apt to fret about their baby’s safety, a new study shows.
(Image: Shutterstock)
In particular, fathers who are the primary caregiver experience an increase in activity in their amygdala and other emotional-processing systems, causing them to experience parental emotions similar to those typically experienced by mothers, the researchers noted.
The findings suggest there is a neural network in the brain dedicated to parenting, and that the network responds to changes in parental roles, said study senior author Ruth Feldman, a researcher in the department of psychology and the Gonda Brain Sciences Center at Bar-Ilan University in Israel.
"Pregnancy, childbirth and lactation are very powerful primers in women to worry about their child’s survival," said Feldman, who also serves as an adjunct professor at the Yale Child Study Center at Yale University. "Fathers have the capacity to do it as well as mothers, but they need daily caregiving activities to ignite that mothering network."
Dealing with negative thinking
Is it ‘normal’ to think about pushing someone in front of a train or to fantasise about driving your car into oncoming traffic?
The answer is yes says Victoria University of Wellington researcher Dr Kirsty Fraser who graduated with a PhD in Psychology last week.
“It’s common for people to occasionally have those kind of negative thoughts, but then most of us realise it’s a bit ridiculous and move on,” says Dr Fraser.
For some people, however, those negative thoughts may persist, leading to anxiety and depression.
“It’s how we react to, and process, those negative intrusions that can make the difference between brushing them off and developing obsessive compulsive symptoms, such as severe anxiety and depression.
“For example, some people could be so anxious about those kind of thoughts that they go out of their way to avoid catching a train or driving.”
Dr Fraser’s thesis focused on two ways of processing negative thoughts—inflated responsibility (IR) and thought action fusion (TAF), and the way each relates to mental disorders.
“TAF is when you believe that thinking about an action is equivalent to actually carrying out that action, while IR is one of the driving forces behind obsessive compulsive disorder (OCD), where you believe you can prevent something happening by what you do or don’t do.
“My research demonstrates that both types of beliefs play important roles in the development and maintenance of psychological symptoms related to anxiety, depression and OCD.”
Dr Fraser’s research also looked at how childhood experiences, critical events in one’s life and religious beliefs could impact upon thoughts.
She surveyed more than 1,000 people and divided them into four groups: undergraduate students, so called ‘normal’ citizens, patients from an anxiety clinic and those with religious and atheist beliefs.
“Overall,” she says, “my research provided strong support for existing theories about the role of cognitive processes in the maintenance of symptoms and distress.”
When Kirsty arrived at Victoria in 2002, she began studying human resources. She took a psychology paper out of interest and “never left”.
“The lecturer was John McDowall, who introduced me to how interesting the subject is. He ended up being my supervisor for my PhD.”
For the past three years, Kirsty has combined doctoral study with teaching a second year psychology paper at Victoria, marking for another tertiary institution and being a full-time mother.
“Now I’m starting to think about other challenges, including possible research positions. I’d like to publish my PhD research and continue lecturing.”
Researchers identify pattern of cognitive risks in some children with cochlear implants
Children with profound deafness who receive a cochlear implant had as much as five times the risk of having delays in areas of working memory, controlled attention, planning and conceptual learning as children with normal hearing, according to Indiana University research published May 22 in the Journal of the American Medical Association Otolaryngology—Head and Neck Surgery.
The authors evaluated 73 children implanted before age 7 and 78 children with normal hearing to determine the risk of deficits in executive functioning behaviors in everyday life.
Executive functioning, a set of mental processes involved in regulating and directing thinking and behavior, is important for focusing and attaining goals in daily life. All children in the study had average to above-average IQ scores. The results, reported in “Neurocognitive Risk in Children With Cochlear Implants,” are the first from a large-scale study to compare real-world executive functioning behavior in children with cochlear implants and those with normal hearing.
A cochlear implant device consists of an external component that processes sound into electrical signals that are sent to an internal receiver and electrodes that stimulate the auditory nerve. Although the device restores the ability to perceive many sounds to children who are born deaf, some details and nuances of hearing are lost in the process.
First author William Kronenberger, Ph.D., professor of clinical psychology in psychiatry at the IU School of Medicine and a specialist in neurocognitive and executive function testing, said that delays in executive functioning have been commonly reported by parents and others who work with children with cochlear implants. Based on these observations, his group sought to evaluate whether elevated risks of delays in executive functioning in children with cochlear implants exist, and what components of executive functioning were affected.
"In this study, about one-third to one-half of children with cochlear implants were found to be at-risk for delays in areas of parent-rated executive functioning such as concept formation, memory, controlled attention and planning. This rate was 2 to 5 times greater than that seen in normal-hearing children," reported Dr. Kronenberger, who also is co-chief of the ADHD-Disruptive Behavior Disorders Clinic and directs the psychology testing clinic at Riley Hospital for Children at IU Health.
"This is really innovative work," said co-author David B. Pisoni, Ph.D., director of the Speech Research Laboratory in the IU Department of Psychological and Brain Sciences. "Almost no one has looked at these issues in these children. Most audiologists, neuro-otologists, surgeons and speech-language pathologists — the people who work in this field — focus on the hearing deficit as a medical condition and have been less focused on the important discoveries in developmental science and cognitive neuroscience." Dr. Pisoni also is a Chancellors’ Professor of Psychological and Brain Sciences at IU Bloomington.
Richard Miyamoto, M.D., chair of the IU School of Medicine Department of Otolaryngology-Head and Neck Surgery and a pioneer in the field of cochlear implantation in children and adults, said this finding augments other research on interventions to help children with cochlear implants perform at a level similar to children without hearing deficits.
"The ultimate goal of our department’s research with cochlear implants has always been to influence higher-level neurocognitive functioning," Dr. Miyamoto said. "Much of the success we have seen to date clearly relates to the brain’s ability to process an incomplete signal. The current research will further assist in identifying gaps in our knowledge."
One possible answer may lie in earlier implantation, Dr. Miyamoto said. The age at which children are implanted has been steadily decreasing, which has produced significant improvement in spoken language outcomes. Research shows the early implantation is related to better outcomes in speech and understanding, and it is reasonable to believe that there may be less of a deficit in executive functioning with earlier implantation, said Dr. Miyamoto, who is the Arilla Spence DeVault Professor of Otolaryngology-Head and Neck Surgery and medical director of audiology and speech language pathology at the IU School of Medicine.
Preschoolers in the IU study were implanted at an average age of 18 months, and they had fewer executive function delays than school-age children who were implanted 10 months later, at an average age of 28 months.
Children in the study were divided into two age groups: preschool (3 to 5 years) and school-age (7 to17 years). Using an established rating scale, parents rated executive function in everyday life for children with cochlear implants and for the control group with normal hearing.
"We compared parent ratings and looked at the percentage of children in each group who scored above a cut-off value that indicates at least a mild delay in executive functioning," Dr. Kronenberger said. "In the critical areas of controlled attention, working memory, planning and solving new problems, about 30 to 45 percent of the children with cochlear implants scored above the cut-off value, compared to about 15 percent or less of the children in the normal-hearing sample."
Dr. Kronenberger said the research also shows that many children develop average or better executive functioning skills after cochlear implantation.
"These results show that half or more of our group with cochlear implants did not have significant delays in executive functioning," Dr. Kronenberger said. "Cochlear implants produce remarkable gains in spoken language and other neurocognitive skills, but there is a certain amount of learning and catch-up that needs to take place with children who have experienced a hearing loss prior to cochlear implantation. So far, most of the interventions to help with this learning have focused on speech and language. Our findings show a need to identify and help some children in certain domains of executive functioning as well."
"We are now looking for early markers in children who are at risk before they get implants," Dr. Pisoni said. "It will be beneficial to identify as early as possible which children might be at risk for poor outcomes, and we need to understand the variability in the outcome and what can be done about it."
(Source: news.medicine.iu.edu)
New insights could boost treatment for P addiction
A Kiwi researcher’s discovery of new ways methamphetamine can alter the brain could help the development of new drug-based therapies for addiction treatment.
In 2009, New Zealand had one of the highest rates of P users in the world, and today, more than 25,000 Kiwis were estimated to still be using the drug.
Now, new research by a Victoria of University of Wellington graduate has provided valuable insights into how the brain’s natural reward pathways are strongly stimulated following exposure to methamphetamine.
Cognitive test can differentiate between Alzheimer’s and normal aging
Researchers have developed a new cognitive test that can better determine whether memory impairments are due to very mild Alzheimer’s disease or the normal aging process.
Their study appears in the journal Neuropsychologia.
The Alzheimer’s Association estimates that the number of Americans living with Alzheimer’s disease will increase from 5 million in 2014 to as many as 16 million by 2050. Memory impairments and other early symptoms of Alzheimer’s are often difficult to differentiate from the effects of normal aging, making it hard for doctors to recommend treatment for those affected until the disease has progressed substantially.
Previous studies have shown that a part of the brain called the hippocampus is important to relational memory – the “ability to bind together various items of an event,” said Jim Monti, a University of Illinois postdoctoral research associate who led the work with psychology professor Neal Cohen, who is affiliated with the Beckman Institute at Illinois. Being able to connect a person’s name with his or her face is one example of relational memory. These two pieces of information are stored in different parts of the brain, but the hippocampus “binds” them so that the next time you see that person, you remember his or her name, Monti said.
Previous research has shown that people with Alzheimer’s disease often have impairments in hippocampal function. So the team designed a task that tested participants’ relational memory abilities.
Participants were shown a circle divided into three parts, each having a unique design. Similar to the process of name-and-face binding, the hippocampus works to bind these three pieces of the circle together. After the participants studied a circle, they would pick its exact match from a series of 10 circles, presented one at a time.
People with very mild Alzheimer’s disease did worse overall on the task than those in the healthy aging group, who, in turn, did worse than a group of young adults. The task also revealed an additional memory impairment unique to those with very mild Alzheimer’s disease, indicating the changes in cognition that result from Alzheimer’s are qualitatively different than healthy aging. This unique impairment allows researchers to statistically differentiate between those who did and those who did not have Alzheimer’s more accurately than some of the classical tests used for Alzheimer’s diagnosis, Monti said.
“That was illuminating and will serve to inform future work aimed at understanding and detecting the earliest cognitive manifestations of Alzheimer’s disease,” Monti said.
Although this new tool could eventually be used in clinical practice, more studies need to be done to refine the test, he said.
“We’d like to eventually study populations with fewer impairments and bring in neuroimaging techniques to better understand the initial changes in brain and cognition that are due to Alzheimer’s disease,” Monti said.