•Glyphosate-based herbicide exposure affects higher brain functions.•Glyphosate-based herbicide exposure impairs social memory.•Glyphosate-based herbicide exposure generates cognitive flexibility ...defects.
Glyphosate (Gly) is the active ingredient of several widely used herbicide formulations. Studies on Gly and glyphosate-based herbicide (GBH) exposure in different experimental models have suggested that the nervous system represented a key target for its toxicity, especially the prefrontal cortex (PFC). However, it is still unknown whether exposure to GBH affects higher brain functions dependent on PFC circuitry. The present work aimed to examine the effects of subtoxic doses of GBH on social cognition and cognitive flexibility as two functions belonging to higher brain function in mice. To do so, adult male mice were exposed daily to GBH by gavage at doses of 250 or 500 mg/kg for a sub-chronic period lasting 6 weeks. Then, mice were subjected to behavioral testing using the three-chamber and the Barnes maze paradigms. Our results indicate that GBH did not affect sociability. However, we found that GBH affects social cognition expressed by a lower discrimination index in the three-chamber test. Moreover, spatial memories evaluated during the probe trial, and cognitive flexibility evaluated during the reversal probe, were affected in mice exposed to GBH. Based on these results, exposure to subtoxic doses of GBH led to neurobehavioral alterations affecting the integrity of social cognition and cognitive flexibility functions. Finally, these data urge a thorough investigation of the cellular and molecular mechanisms underlying these alterations.
Interest has burgeoned, in recent years, in how social networks influence individual creativity and innovation. From both the theoretical and empirical points of view, this increased attention has ...generated many inconsistencies. In this article we propose that a conceptualization of the idea journey encompassing phases that the literature has so far overlooked can help solve existing tensions. We conceptualize four phases of the journey of an idea, from conception to completion: idea generation, idea elaboration, idea championing, and idea implementation. We propose that a creator has distinct primary needs in each phase: cognitive flexibility, support, influence, and shared vision, respectively. Individual creators successfully move through a phase when the relational and structural elements of their networks match the distinct needs of the phase. The relational and structural elements that are beneficial for one phase, however, are detrimental for another. We propose that in order to solve this seeming contradiction and the associated paradoxes, individual creators have to change interpretations and frames throughout the different phases. This, in turn, allows them to activate different network characteristics at the appropriate moment and successfully complete the idea journey from novel concept to a tangible outcome that changes the field.
Trichotillomania (TTM) is associated with impairments in response inhibition and cognitive flexibility, but it is unclear how such impairments relate to treatment outcome. The present study examined ...pre-treatment response inhibition and cognitive flexibility as predictors of treatment outcome, change in these domains from pre-to post-treatment, and associations with TTM severity. Participants were drawn from a randomized controlled trial comparing acceptance-enhanced behavior therapy (AEBT) to psychoeducation and supportive therapy (PST) for TTM. Adults completed assessments at pre-treatment (n = 88) and following 12 weeks of treatment (n = 68). Response inhibition and cognitive flexibility were assessed using the Stop Signal Task and Object Alternation Task, respectively. Participants completed the MGH-Hairpulling Scale. Independent evaluators administered the NIMH-Trichotillomania Severity Scale and Clinical Global Impressions-Improvement Scale. Higher pre-treatment TTM severity was associated with poorer pre-treatment cognitive flexibility, but not response inhibition. Better pre-treatment response inhibition performance predicted positive treatment response and lower post-treatment TTM symptom severity, irrespective of treatment assignment. Cognitive flexibility did not predict treatment response. After controlling for age, neither neurocognitive variable changed during treatment. Response inhibition and cognitive flexibility appear uniquely related to hair pulling severity and treatment response in adults with TTM. Implications for treatment delivery and development are discussed.
•Examined neurocognition in adults with trichotillomania in a treatment trial.•At baseline, higher TTM severity correlated with poorer cognitive flexibility.•Better baseline response inhibition predicted lower post-treatment TTM severity.•Response inhibition and cognitive flexibility did not improve pre-to post-treatment.
The Rescorla-Wagner rule remains the most popular tool to describe human behavior in reinforcement learning tasks. Nevertheless, it cannot fit human learning in complex environments. Previous work ...proposed several hierarchical extensions of this learning rule. However, it remains unclear when a flat (nonhierarchical) versus a hierarchical strategy is adaptive, or when it is implemented by humans. To address this question, current work applies a nested modeling approach to evaluate multiple models in multiple reinforcement learning environments both computationally (which approach performs best) and empirically (which approach fits human data best). We consider 10 empirical data sets (
= 407) divided over three reinforcement learning environments. Our results demonstrate that different environments are best solved with different learning strategies; and that humans adaptively select the learning strategy that allows best performance. Specifically, while flat learning fitted best in less complex stable learning environments, humans employed more hierarchically complex models in more complex environments. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Background and Objectives: In order to solve the problem of education in complex and unstructured domains, Spiro and his colleagues proposed the theory of cognitive flexibility, in which they ...advocated multiple forms of pedagogical models, analogies, multiple representations, and multiple information displays. Cognitive flexibility is the ability of humans to adapt to cognitive process strategies in order to cope with new and unexpected conditions in the environment, and can help learners gain a deep understanding of complex concepts. In cognitive flexibility, the transfer of information from one situation to another allows the learners to apply the constructed knowledge to solve current problems. Electronic and virtual learning environments have capabilities that can better enhance learners' cognitive flexibility. Multiplicity in content, activities, interaction, and active participation are among the criteria for cognitive flexibility that can be accessed through electronic and virtual learning environments. Therefore, the aim of this study was to provide a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility.Methods: This study was qualitative research that was conducted in a Meta-Synthesis method. To collect data, keywords such as cognitive flexibility theory, electronic and virtual learning environments, cognitive flexibility, principles and criteria of cognitive flexibility, etc. were selected and articles, theses, and related texts were searched in reliable databases, from 1992 to 2020. Finally, 30 related sources were found. Among these sources, 25 of the most relevant texts related to the research questions were selected. After the detailed study of the texts, according to the research questions, the necessary information was extracted. Findings: The results of the findings in response to the first question of the research were to present the principles and criteria of the theory of cognitive flexibility, and in response to the second question of the research, based on the principles and criteria of the theory of cognitive flexibility, the necessary framework for the design of electronic and virtual learning environments was presented. In this framework, two parts of different forms of learning and different views about learning were proposed and in each part, content dimensions, pedagogical tools, human interactions, and evaluation and criteria related to each dimension were introduced. According to the criteria raised in the dimension of different forms of learning, it can be said that to increase the cognitive flexibility of learners in electronic learning environments, variety of content, variety of methods and activities, variety of interactions and variety of assessment tools were of particular importance. Also, according to the criteria raised in the dimension of different perspectives of learning, we can also conclude that to increase cognitive flexibility in electronic learning environments, the variety of examples, exercises, and examples, the variety of mutual relationships between the concepts, diversity in people's points of view, review, analysis and combination of diverse points of view, diversifying the points of view on the discussed topic were important. The diversity of methods and solutions in the process of problem-solving were highly important. These environments should be prepared in such a way that they could provide the context for the learner's involvement and activity so that the learner could have an active involvement in the learning process and build knowledge that would meet the needs of different situations and could be used to solve real problems.Conclusion: Based on the results of the study, the principles and criteria of cognitive flexibility were extracted and based on those principles and criteria, the necessary framework for designing electronic and virtual learning environments was presented, which can be a guide for planners, designers of electronic and virtual learning environments, teachers, and other educators to strengthen the cognitive flexibility of learners through the design of suitable electronic and virtual learning environments.
•Exercise improved cognitive performance in control and VPA female rats.•Exercise did not drive the same cognitive benefits in VPA male rats.•Exercise increased BDNF and IL-6 levels in the ...hippocampus for exercised VPA females, VPA males and control males.•Exercise increased antioxidant muscle enzymes in a leg muscle of VPA animals.
Autism spectrum disorder (ASD) is a prevalent neurodevelopmental disorder characterized by repetitive behaviors and altered communication abilities. Exercise is a low-cost intervention that could improve cognitive function and improve brain plasticity mechanisms. Here, the valproic acid (VPA) model was utilized to induce ASD-like phenotypes in rodents. Animals were exercised on a treadmill and performance was evaluated on a cognitive flexibility task. Biomarkers related to exercise and plasticity regulation were quantified from the prefrontal cortex, hippocampus, and skeletal muscle. Exercised VPA animals had higher levels of hippocampal BDNF compared to sedentary VPA animals and upregulated antioxidant enzyme expression in skeletal muscle. Cognitive improvements were demonstrated in both sexes, but in different domains of cognitive flexibility. This research demonstrates the benefits of exercise and provides evidence that molecular responses to exercise occur in both the central nervous system and in the periphery. These results suggest that improving regulation of BDNF via exercise, even at low intensity, could provide better synaptic regulation and cognitive benefits for individuals with ASD.
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Getting a Grip on Cognitive Flexibility Braem, Senne; Egner, Tobias
Current directions in psychological science : a journal of the American Psychological Society,
12/2018, Letnik:
27, Številka:
6
Journal Article
Recenzirano
Odprti dostop
Cognitive flexibility refers to the ability to quickly reconfigure our mind, as when we switch between different tasks. This review highlights recent evidence showing that cognitive flexibility can ...be conditioned by simple incentives typically known to drive lower-level learning, such as stimulus–response associations. Cognitive flexibility can also become associated with, and triggered by, bottom-up contextual cues in our environment, including subliminal cues. Therefore, we suggest that the control functions that mediate cognitive flexibility are grounded in, and guided by, basic associative-learning mechanisms and abide by the same learning principles as more low-level forms of behavior. Such a learning perspective on cognitive flexibility offers new directions and important implications for further research, theory, and applications.
Objective. This study presents a Spanish version of the Cognitive Flexibility Scale (CFS), a subjective and brief instrument to measure Cognitive Flexibility (CF), and analyzes its psychometric ...characteristics. Method. The items of the scale’s original version were adapted to Spanish. An interview containing the adapted version of the CFS, the Adult Executive Functioning Inventory (ADEXI), the Interpersonal Reactivity Index (IRI), and sociodemographic data, was administered to an intentional sample of 369 Argentine adults, aged between 18 and 60, through an online platform. Results. The CFS’s internal consistency was high (α = .813). A two-factor model, Strengths and Difficulties in CF, showed the best fit for the data. The CFS shows a negative correlation with the executive deficit and a positive correlations with empathy dimensions. Discussion. The Spanish-adapted version of the CFS shows satisfactory psychometric properties in the Argentine adult population.
During adolescence, rodents disperse from their natal site, find a new home, and navigate social relationships and threats. Although rats and mice in the laboratory cannot fully express these natural ...behaviors, they show striking changes in their affective and cognitive behavior across the adolescent period. In some laboratory-based behavior metrics, adolescent rodents fail to show the same behaviors expressed by adults, but in other metrics, adolescent behavioral performance is more robust or more flexible than at other ages. These data are often interpreted in light of proximate level analysis of development of neural circuits. It is also informative to attempt ultimate-level explanations and consider how sex and species-specific adolescent behavioral changes support dispersal, foraging, and social interactions in the wild.
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