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Hanke M, Looser VN, Bruggisser F, Leuenberger R, Gerber M, Ludyga S. Moderate-to-vigorous physical activity and reactivity to acute psychosocial stress in preadolescent children. J Sci Med Sport 2023; 26:487-492. [PMID: 37550097 DOI: 10.1016/j.jsams.2023.07.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 06/14/2023] [Accepted: 07/24/2023] [Indexed: 08/09/2023]
Abstract
OBJECTIVES High reactivity to psychosocial stress during childhood increases the risk of future psychological and physiological disorders. The main objective of this study was to investigate associations between children's moderate-to-vigorous physical activity (MVPA) and physiological and psychological reactions to acute psychosocial stress. DESIGN Randomized cross-over study comparing two groups. METHODS After a 7-day accelerometer-based measurement of MVPA, 110 children aged 10-13 years (48 female) were categorized into a low (<30 min/d) or a high MVPA group (>60 min/d). On separate laboratory appointments, participants completed the Trier Social Stress Test for Children (TSST-C) and a non-stressful control task in randomized order. Stress reactivity was assessed from saliva cortisol, heart rate variability and self-reported anxiety. RESULTS In repeated measures analyses of variance, main effects of condition indicated higher stress reactivity in the TSST-C compared to control for cortisol and anxiety, with more pronounced effects in girls compared to boys. Differences in heart rate variability disappeared after controlling for confounding variables. No interactions with MVPA were found. A main effect of MVPA indicated generally lower cortisol reactivity in the high compared to the low MVPA group. CONCLUSIONS The TSST-C is suitable for induction of psychosocial stress in the laboratory, but sex-specific differences have to be considered. Children who met the WHO recommendations for MVPA exhibited generally lower endocrine reactivity to both laboratory tasks combined, underlining the potential role of regular physical activity in the regulation of the stress response in early developmental stages. Further studies are necessary to ascertain causal associations.
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Affiliation(s)
- Manuel Hanke
- University of Basel, Department of Sport, Exercise and Health, Sport Science Section, Switzerland.
| | - Vera Nina Looser
- University of Basel, Department of Sport, Exercise and Health, Sport Science Section, Switzerland
| | - Fabienne Bruggisser
- University of Basel, Department of Sport, Exercise and Health, Sport Science Section, Switzerland
| | - Rahel Leuenberger
- University of Basel, Department of Sport, Exercise and Health, Sport Science Section, Switzerland
| | - Markus Gerber
- University of Basel, Department of Sport, Exercise and Health, Sport Science Section, Switzerland
| | - Sebastian Ludyga
- University of Basel, Department of Sport, Exercise and Health, Sport Science Section, Switzerland
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Selin C, Jackson Y. Adversity effects on nonword repetition skills: A proxy measure of language and reading ability. CHILD ABUSE & NEGLECT 2023; 142:105919. [PMID: 36243575 PMCID: PMC10090222 DOI: 10.1016/j.chiabu.2022.105919] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 09/30/2022] [Accepted: 10/01/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Children exposed to adversity are at increased risk for underachievement in reading; however, how early that risk appears and the mechanisms underlying that risk are unclear. OBJECTIVE Identify whether individual variation in nonword repetition-a clinical indicator of language and reading ability-can be captured in early childhood (three- to five-years-old) and how various features of adversity exposure (e.g., dosage, severity) are associated with performance. PARTICIPANTS AND SETTING Community-based sample of children between the ages of three- and five-years-old who were exposed to significant adversity (n = 92) and living in a major Midwestern metropolitan area. METHODS Participants completed a nonword repetition task, and their parent completed a comprehensive adversity questionnaire to report on the child's cumulative lifetime adversity exposure. RESULTS Over a third of the participants (34.78 %) did not meet age expectations on the nonword repetition task; however, nonword repetition performance did not significantly associate with the features of the adverse experience (i.e., dosage, severity, frequency, chronicity). CONCLUSIONS Risk for underachievement in reading appears early in the preschool years for children exposed to adversity; however, the underlying mechanisms remain unclear since the features of the children's adverse experiences did not associate with their performance. Implications for prevention and early identification within the learning context are discussed.
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Affiliation(s)
- Claire Selin
- Department of Human Development & Family Studies, Pennsylvania State University, 201B Henderson, University Park, PA 16802, USA.
| | - Yo Jackson
- Department of Psychology, Pennsylvania State University, 219 Moore, University Park, PA 16802, USA
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Almstrup FB, Nordentoft M, Jensen MA, Kristiansen J, Kristensen TD, Wenneberg C, Garde AH, Glenthøj LB, Nordholm D. Associations between saliva alpha-amylase, heart rate variability, saliva cortisol and cognitive performance in individuals at ultra high-risk for psychosis. Schizophr Res 2023; 255:165-172. [PMID: 37001391 DOI: 10.1016/j.schres.2023.03.041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Revised: 02/24/2023] [Accepted: 03/18/2023] [Indexed: 05/13/2023]
Abstract
BACKGROUND Cognitive impairments are present in individuals at ultra-high risk (UHR) of psychosis and UHR individuals exhibit a hyperactive and dysfunctional HPA-axis. Increasing stress levels could potentially lead to cognitive impairments and no previous studies have examined the association between physiological stress biomarkers and cognition in UHR individuals. This study aims to examine the association between saliva alpha amylase (SAA), heart rate variability (HRV), saliva cortisol, and cognition in UHR individuals. METHOD We included 72 UHR individuals, aged 18-40, fulfilling criteria of the comprehensive assessment of at-risk mental state (CAARMS). Cognitive tests indexed the 7 core domains as stated by Measurement and Treatment Research to Improve Cognition in Schizophrenia (MATRICS). Physiological stress levels were observed for one day: saliva was collected at awakening, 30 min and 60 min after awakening and at bedtime. HRV was measured during sleep and before awakening. We used generalized linear model and controlled for multiple testing using false discovery rate (FDR). RESULTS Higher levels of SAA were significantly associated with lower cognitive performance in the domains of verbal and visual learning and memory, sustained attention, working memory and global neurocognition looking at unadjusted data. Controlling for FDR visual memory, sustained attention and global neurocognition remained significant associated with SAA. We discovered no associations between cortisol and cognition. CONCLUSION Visual learning and memory, sustained attention and global neurocognition remained significantly associated with SAA. This finding supports our hypothesis that an association between abnormal stress biomarkers and impaired cognition might be present in UHR individuals.
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Affiliation(s)
- Frederik Beske Almstrup
- Copenhagen Research Center for Mental Health - CORE, Mental Health Center Copenhagen, Copenhagen University Hospital, Denmark.
| | - Merete Nordentoft
- Copenhagen Research Center for Mental Health - CORE, Mental Health Center Copenhagen, Copenhagen University Hospital, Denmark
| | | | - Jesper Kristiansen
- The National Research Centre for the Working Environment, Copenhagen, Denmark
| | - Tina Dam Kristensen
- Centre for Clinical Intervention and Neuropsychiatric Schizophrenia Research, CINS, Center for Neuropsychiatric Schizophrenia Research, CNSR, Mental Health Centre Glostrup, University of Copenhagen, Glostrup, Denmark
| | - Christina Wenneberg
- Copenhagen Research Center for Mental Health - CORE, Mental Health Center Copenhagen, Copenhagen University Hospital, Denmark; Centre for Clinical Intervention and Neuropsychiatric Schizophrenia Research, CINS, Center for Neuropsychiatric Schizophrenia Research, CNSR, Mental Health Centre Glostrup, University of Copenhagen, Glostrup, Denmark
| | - Anne Helene Garde
- The National Research Centre for the Working Environment, Copenhagen, Denmark; University of Copenhagen, Department of Public Health, Copenhagen, Denmark
| | - Louise Birkedal Glenthøj
- Copenhagen Research Center for Mental Health - CORE, Mental Health Center Copenhagen, Copenhagen University Hospital, Denmark; Department of Psychology, University of Copenhagen, Denmark
| | - Dorte Nordholm
- Copenhagen Research Center for Mental Health - CORE, Mental Health Center Copenhagen, Copenhagen University Hospital, Denmark
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Lutin E, De Raedt W, Steyaert J, Van Hoof C, Evers K. Exploring the perception of stress in childhood and early adolescence. J Exp Child Psychol 2023; 228:105604. [PMID: 36527998 DOI: 10.1016/j.jecp.2022.105604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 10/17/2022] [Accepted: 11/25/2022] [Indexed: 12/23/2022]
Abstract
Stressful life experiences may jeopardize the healthy development of children. To improve interventions, more knowledge is needed on the perception of stress by children. In adults, stress is regarded as a state of low valence and high arousal. It is unclear whether children perceive stress similarly. In the current study, 35 children of the general population completed three tasks aiming to provide insight into their knowledge of the concept stress. In the first task, participants were asked about their verbal knowledge of the concept stress. In the second task, they rated the valence and arousal of eight emotion-evoking vignettes. In the final task, participants completed an experience sampling survey for at least 1 day, consisting of a stress thermometer and pictorial scales of valence and arousal. Participants' perception of stress was found to be mainly valence focused. Age and sex were found to play a role in the degree of arousal focus. Older participants differentiated more in arousal levels than younger participants, as did girls in comparison with boys. Because the perception of stress depends on developmental and other individual factors, using stress as a single measurement dimension in a survey is not recommended.
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Affiliation(s)
- Erika Lutin
- Department of Electrical Engineering (ESAT), KU Leuven, 3000 Leuven, Belgium; imec, 3001 Heverlee, Belgium.
| | | | - Jean Steyaert
- Department of Child Psychiatry, UPC KU Leuven, 3000 Leuven, Belgium; Leuven Autism Research (LAuRes), KU Leuven, 3000 Leuven, Belgium
| | - Chris Van Hoof
- Department of Electrical Engineering (ESAT), KU Leuven, 3000 Leuven, Belgium; imec, 3001 Heverlee, Belgium; OnePlanet Research Center, imec-the Netherlands, 6708 WH Wageningen, The Netherlands
| | - Kris Evers
- Leuven Autism Research (LAuRes), KU Leuven, 3000 Leuven, Belgium; Parenting and Special Education Research Unit, KU Leuven, 3000 Leuven, Belgium
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He Q, Beveridge EH, Vargas V, Salen A, Brown TI. Effects of Acute Stress on Rigid Learning, Flexible Learning, and Value-Based Decision-Making in Spatial Navigation. Psychol Sci 2023; 34:552-567. [PMID: 36944163 DOI: 10.1177/09567976231155870] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/23/2023] Open
Abstract
The current study investigated how stress affects value-based decision-making during spatial navigation and different types of learning underlying decisions. Eighty-two adult participants (42 females) first learned to find object locations in a virtual environment from a fixed starting location (rigid learning) and then to find the same objects from unpredictable starting locations (flexible learning). Participants then decided whether to reach goal objects from the fixed or unpredictable starting location. We found that stress impairs rigid learning in females, and it does not impair, and even improves, flexible learning when performance with rigid learning is controlled for. Critically, examining how earlier learning influences subsequent decision-making using computational models, we found that stress reduces memory integration, making participants more likely to focus on recent memory and less likely to integrate information from other sources. Collectively, our results show how stress impacts different memory systems and the communication between memory and decision-making.
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Affiliation(s)
- Qiliang He
- School of Psychology, Georgia Institute of Technology
| | | | - Vanesa Vargas
- School of Psychology, Georgia Institute of Technology
| | - Ashley Salen
- School of Psychology, Georgia Institute of Technology
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Wu X, Di S, Ma C. Evoked Acute Stress Alters Frontal Midline Neural Oscillations Affecting Behavioral Inhibition in College Students. Psychol Res Behav Manag 2022; 15:2915-2926. [PMID: 36237374 PMCID: PMC9552796 DOI: 10.2147/prbm.s382933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 09/27/2022] [Indexed: 12/04/2022] Open
Abstract
PURPOSE The current research of the effect of acute stress on individual behavioral inhibition remains divergent. The present study aims to explore the effects of acute stress on behavioral inhibition in college students and to understand the neural oscillatory characteristics of their behavioral inhibition process. PATIENTS AND METHODS We invited 27 college students (12 males and 15 females) to participate in the study. The experiment was conducted using the Trier Social Stress paradigm to evoke an acute stress state and an out-of-speech reading to set a neutral state. Participants completed a two-choice Oddball task in the acute stress state and the neutral state, respectively. We used a 64-channel EEG cap to record EEG data from university students during the experimental task. In combination with the ERO technique, we compared the reaction time, the number of errors, and the power of the alpha (8-13 Hz) and theta (4-8 Hz) frequency bands at the midline of the frontal lobe for subjects in both states. The correlation between the area under the stress area line and the alpha as well as theta frequency bands was also analyzed. RESULTS We found that in the two-choice Oddball task, the response inhibition time was shorter, the number of response errors decreased, and the alpha-band power values decreased in the acute stress state compared to the neutral state. For the standard stimulus, the theta-band power increase in the acute stress state. CONCLUSION Our results suggest that evoked acute stress promotes behavioral inhibition in college students by affecting their frontal midline neural oscillations.
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Affiliation(s)
- Xiaoguang Wu
- Normal College, Shihezi University, Shihezi, People’s Republic of China
| | - Siyu Di
- Normal College, Shihezi University, Shihezi, People’s Republic of China
| | - Chao Ma
- Normal College, Shihezi University, Shihezi, People’s Republic of China,Center of Application of Psychological Research, Shihezi University, Shihezi, People’s Republic of China,Correspondence: Chao Ma, Normal College, Shihezi University, Shihezi, 832000, People’s Republic of China, Tel +86 13935269606, Fax +86 0993-2057553, Email
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Zhao K, Hu Z, Wang T, Tian L, Wang M, Liu R, Zuo C, Jihua W. Acute effects of two different work-to-rest ratio of high-intensity interval training on brain-derived neurotrophic factor in untrained young men. Front Physiol 2022; 13:988773. [PMID: 36160866 PMCID: PMC9490303 DOI: 10.3389/fphys.2022.988773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 08/11/2022] [Indexed: 11/13/2022] Open
Abstract
Background: Aerobic exercise could produce a positive effect on the brain by releasing brain-derived neurotrophic factor (BDNF). In untrained healthy humans there seems to be a linear correlation between exercise duration and the positive effect of acute aerobic exercise on brain-derived neurotrophic factor levels. Therefore, we performed two different duration of high-intensity interval training protocols (HIIT), both known to improve cardiovascular fitness, to determine whether then have a similar efficacy in affecting brain-derived neurotrophic factor levels.Methods: 12 untrained young males (aged 23.7 ± 1.8 years), participated in a randomized controlled cross-over trial. They underwent two different work-to-rest ratio high-intensity interval training protocols: high-intensity interval training 1 (30 min, 15 intervals of 1 min efforts at 85%–90% VO2max with 1 min of active recovery at 50%–60% VO2max) and HIIT2 (30 min, 10 intervals of 2 min efforts at 85%–90% VO2max with 1 min of active recovery at 50%–60% VO2max). Serum cortisol, brain-derived neurotrophic factor were collected at baseline, immediately following intervention, and 30 min into recovery for measurements using a Sandwich ELISA method, blood lactate was measured by using a portable lactate analyzer.Results: Our results showed that the similar serum brain-derived neurotrophic factor change in both high-intensity interval training protocols, with maximal serum brain-derived neurotrophic factor levels being reached toward the end of intervention. There was no significant change in serum brain-derived neurotrophic factor from baseline after 30 min recovery. We then showed that both high-intensity interval training protocols significantly increase blood lactate and serum cortisol compared with baseline value (high-intensity interval training p < 0.01; high-intensity interval training 2 p < 0.01), with high-intensity interval training 2 reaching higher blood lactate levels than high-intensity interval training 1 (p = 0.027), but no difference was observed in serum cortisol between both protocols. Moreover, changes in serum brain-derived neurotrophic factor did corelate with change in blood lactate (high-intensity interval training 1 r = 0.577, p < 0.05; high-intensity interval training 2 r = 0.635, p < 0.05), but did not correlate with the change in serum cortisol.Conclusions: brain-derived neurotrophic factor levels in untrained young men are significantly increased in response to different work-to-rest ratio of high-intensity interval training protocols, and the magnitude of increase is exercise duration independent. Moreover, the higher blood lactate did not raise circulating brain-derived neurotrophic factor. Therefore, given that prolonged exercise causes higher levels of cortisol. We suggest that the 1:1work-to-rest ratio of high-intensity interval training protocol might represent a preferred intervention for promoting brain health.
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Affiliation(s)
- Kegang Zhao
- School of Physical Education of Shandong Normal University, Jinan, China
- *Correspondence: Kegang Zhao,
| | | | - Tao Wang
- School of Physical Education of Liaocheng University, Jinan, China
| | - Lei Tian
- School of Physical Education of Shandong Normal University, Jinan, China
| | - Maoye Wang
- School of Physical Education of Shandong Normal University, Jinan, China
| | - Ruijiang Liu
- School of Physical Education of Shandong Normal University, Jinan, China
| | - Chongwen Zuo
- Capital Institute of Physical Education and Sports, Beijing, China
| | - Wang Jihua
- Department of Information Science and Engineering of Shandong Normal University, Jinan, China
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A New Perspective on Assessing Cognition in Children through Estimating Shared Intentionality. J Intell 2022; 10:jintelligence10020021. [PMID: 35466234 PMCID: PMC9036231 DOI: 10.3390/jintelligence10020021] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 03/20/2022] [Accepted: 03/26/2022] [Indexed: 02/06/2023] Open
Abstract
This theoretical article aims to create a conceptual framework for future research on digital methods for assessing cognition in children through estimating shared intentionality, different from assessing through behavioral markers. It shows the new assessing paradigm based directly on the evaluation of parent-child interaction exchanges (protoconversation), allowing early monitoring of children’s developmental trajectories. This literature analysis attempts to understand how cognition is related to emotions in interpersonal dynamics and whether assessing these dynamics shows cognitive abilities in children. The first part discusses infants’ unexpected achievements, observing the literature about children’s development. The analysis supposes that due to the caregiver’s help under emotional arousal, newborns’ intentionality could appear even before it is possible for children’s intention to occur. The emotional bond evokes intentionality in neonates. Therefore, they can manifest unexpected achievements while performing them with caregivers. This outcome shows an appearance of protoconversation in adult-children dyads through shared intentionality. The article presents experimental data of other studies that extend our knowledge about human cognition by showing an increase of coordinated neuronal activities and the acquisition of new knowledge by subjects in the absence of sensory cues. This highlights the contribution of interpersonal interaction to gain cognition, discussed already by Vygotsky. The current theoretical study hypothesizes that if shared intentionality promotes cognition from the onset, this interaction modality can also facilitate cognition in older children. Therefore in the second step, the current article analyzes empirical data of recent studies that reported meaningful interaction in mother-infant dyads without sensory cues. It discusses whether an unbiased digital assessment of the interaction ability of children is possible before the age when the typical developmental trajectory implies verbal communication. The article develops knowledge for a digital assessment that can measure the extent of children’s ability to acquire knowledge through protoconversation. This specific assessment can signalize the lack of communication ability in children even when the typical trajectory of peers’ development does not imply verbal communication.
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Bermejo JL, Valldecabres R, Villarrasa-Sapiña I, Monfort-Torres G, Marco-Ahulló A, Ribeiro Do Couto B. Increased cortisol levels caused by acute resistance physical exercise impair memory and learning ability. PeerJ 2022; 10:e13000. [PMID: 35345590 PMCID: PMC8957269 DOI: 10.7717/peerj.13000] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Accepted: 02/03/2022] [Indexed: 01/11/2023] Open
Abstract
Acute physical exercise works as an activator of the responses of the human organism to stress. This is based on the activation of the hypothalamic-pituitary-adrenal (HPA) axis, affecting physical, physiological and psychological levels. This study aimed to analyse the effects of a single bout of high-intensity resistance exercise on cognitive-behavioural responses: visuo-spatial path learning and memory, as well as physiological responses (salivary cortisol levels). Nineteen healthy male military-trained powerlifting subjects were tested in a within-subject design on two experimental days with an interval of 48 h. The stress and cognitive variables were measured by cortisol levels and Ruff-Light trail-learning test (RULIT) test scores, respectively. The results showed the immediate influence of acute exercise on cortisol, with significantly higher cortisol levels found in subjects after completion of the acute resistance exercise. In addition, this study found a significant deterioration of memory and learning ability after a dose of intense resistance exercise. In conclusion, the study highlights the relative effects of resistance exercise on cortisol and cognitive performance depending on the intensity and type of the exercise, the moment of measurement and the cerebral areas implicated.
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Affiliation(s)
- José-Luis Bermejo
- Department of Physical Activity and Sport Sciences, University of Valencia, Valencia, Spain
- Human Movement Analysis Research Group - HuMAG (GIUV2016-306), University of Valencia, Valencia, Spain
| | - Raúl Valldecabres
- Department of Physical Activity and Sport Sciences, University of Valencia, Valencia, Spain
- Faculty of Education, Valencia International University - VIU, Valencia, Spain
| | | | - Gonzalo Monfort-Torres
- Human Movement Analysis Research Group - HuMAG (GIUV2016-306), University of Valencia, Valencia, Spain
- Unidad de Educación, Florida Universitaria, Catarroja, Valencia, Spain
| | - Adrià Marco-Ahulló
- Departamento de Neuropsicología, metodología, psicología social y básica. Facultad de Psicología. Universidad Católica de Valencia
| | - Bruno Ribeiro Do Couto
- Institute of Biomedical Research of Murcia, Virgen de la Arrixaca University Hospital, University of Murcia, Murcia, Spain
- Department of Human Anatomy and Psychobiology, Faculty of Psychology, University of Murcia, Murcia, Spain
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Burenkova OV, Naumova OY, Grigorenko EL. Stress in the onset and aggravation of learning disabilities. DEVELOPMENTAL REVIEW 2021; 61. [PMID: 34219858 DOI: 10.1016/j.dr.2021.100968] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Despite substantial grounds for such research, the role of chronic exposure to stressors in the onset and aggravation of learning disabilities (LDs) is largely unexplored. In this review, we first consider the hormonal, (epi)genetic, and neurobiological mechanisms that might underlie the impact of adverse childhood experiences, a form of chronic stressors, on the onset of LDs. We then found that stress factors combined with feelings of inferiority, low self-esteem, and peer victimization could potentially further aggravate academic failures in children with LDs. Since effective evidence-based interventions for reducing chronic stress in children with LDs could improve their academic performance, consideration of the role of exposure to stressors in children with LDs has both theoretical and practical importance, especially when delivered in combination with academic interventions.
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Affiliation(s)
- Olga V Burenkova
- Department of Psychology, University of Houston, Houston, Texas, United States of America.,Department of Psychology, Saint-Petersburg State University, Saint Petersburg, Russian Federation
| | - Oksana Yu Naumova
- Department of Psychology, University of Houston, Houston, Texas, United States of America.,Department of Psychology, Saint-Petersburg State University, Saint Petersburg, Russian Federation.,Human Genetics Laboratory, Vavilov Institute of General Genetics RAS, Moscow, Russian Federation
| | - Elena L Grigorenko
- Department of Psychology, University of Houston, Houston, Texas, United States of America.,Department of Psychology, Saint-Petersburg State University, Saint Petersburg, Russian Federation.,Baylor College of Medicine, Houston, Texas, United States of America
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Tsai N, Mukhopadhyay S, Quas JA. Stress and working memory in children and adolescents: Insights from a multisystem approach. J Exp Child Psychol 2021; 209:105176. [PMID: 34044351 DOI: 10.1016/j.jecp.2021.105176] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 04/04/2021] [Accepted: 04/07/2021] [Indexed: 11/27/2022]
Abstract
Despite considerable research with adults suggesting that acute stress negatively affects working memory (WM), a core cognitive function, few studies have assessed these effects in youths. Studies that have been conducted have produced null findings, although these studies did not measure stress via multiple systems (e.g., hypothalamic-pituitary-adrenal [HPA] axis and sympathetic nervous system [SNS]) or include wide developmental age ranges. In the current study, we examined the links between acute stress and WM in 8- to 15-year-olds. Youths completed the Trier Social Stress Test-Modified, during which repeated saliva samples were collected to measure responses of the HPA axis (cortisol) and SNS (salivary alpha-amylase). Immediately afterward, youths completed the n-back task, an established measure of WM. Accuracy and false alarm (FA) scores were computed to explore whether associations between arousal and WM differed when WM versus only the inhibitory control facet of WM processes were considered. Relations varied as a function of age, physiological system, and type of WM process. Accuracy improved and FA scores deceased as age and SNS reactivity increased, particularly in combination. Moreover, when arousal was higher according to only one physiological system (HPA axis or SNS), FA scores were lower, but when arousal was driven by both systems or low in both systems, FA scores were higher. Together, results highlight the need for more complex investigations of stress and WM across development that take into account system-specific responses and multiple facets of WM.
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Affiliation(s)
- Nancy Tsai
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
| | - Shreya Mukhopadhyay
- Department of Psychological Science, University of California, Irvine, CA 92697, USA
| | - Jodi A Quas
- Department of Psychological Science, University of California, Irvine, CA 92697, USA.
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Khayyer Z, Saberi Azad R, Torkzadeh Arani Z, Jafari Harandi R. Examining the effect of stress induction on auditory working memory performance for emotional and non-emotional stimuli in female students. Heliyon 2021; 7:e06876. [PMID: 33997406 PMCID: PMC8099744 DOI: 10.1016/j.heliyon.2021.e06876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 07/26/2020] [Accepted: 04/16/2021] [Indexed: 11/12/2022] Open
Abstract
Background Theoretical frameworks have shown that stress might influence working memory in different ways. Previous research has investigated the effect of stress on female's working memory but there is lack of evidence regarding the impact of emotional aspects. Objectives This study examined the effect of stress induction on auditory working memory (AWM) performance among university students for emotional (positive and negative) and non-emotional (neutral) stimuli. Methods A sample of 102 female students at the Universities of Isfahan, Iran was selected using convenience sampling in 2018. Participants completed the demographic information sheets, then, they were randomly assigned into the experimental and control groups. The stress was induced by the Socially Evaluated Cold Pressor Test (SECPT). An n-back task was presented pre and post of stress induction, to evaluate the AWM performance (accuracy and reaction time). The research data were analyzed using mixed-model ANOVA. Results Both accuracy and reaction time (RT) scores were found to be enhanced for positive words in the experimental condition. However, accuracy and RT indices were found to be worsening for negative words in the experimental condition. Conclusions This study supports the idea that stress influences AWM performance depend on emotionally-valenced stimuli, which may help us to better understand the underlying mechanisms of memory processing.
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Affiliation(s)
- Zahra Khayyer
- Educational Sciences & Psychology Department, University of Isfahan, And Shahid Ashrafi Esfahani University, Isfahan, Iran
| | - Razieh Saberi Azad
- Human Sciences Department, Sepahan Institute of Higher Education, Isfahan, Iran
| | | | - Reza Jafari Harandi
- Educational Sciences Department, Literature and Human Sciences Faculty, University of Qom, Qom, Iran
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Whiting SB, Wass SV, Green S, Thomas MSC. Stress and Learning in Pupils: Neuroscience Evidence and its Relevance for Teachers. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2021; 15:177-188. [PMID: 34239601 PMCID: PMC8248342 DOI: 10.1111/mbe.12282] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2019] [Revised: 12/17/2020] [Accepted: 01/18/2021] [Indexed: 06/13/2023]
Abstract
Our understanding of how stress affects primary school children's attention and learning has developed rapidly. We know that children experience differing levels of stressors (factors that cause stress) in their environments, and that this can influence how they respond to new stressors when they occur in educational contexts. Here, we review evidence showing that stress can increase children's attention and learning capacities in some circumstances but hinder them in others. We show how children differ in their attention and learning styles, dependent on stress levels: for example, more highly stressed children may be more distracted by superficial features and may find it harder to engage in planning and voluntary control. We review intervention research on stress management techniques in children, concentrating on psychological techniques (such as mindfulness and stress reappraisal), physiological techniques (such as breathing exercises) and environmental factors (such as reducing noise). At the current time, raising teachers' awareness of pupils' differing stress responses will be an important step in accommodating the differing needs of children in their classrooms.
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Affiliation(s)
- Sue B Whiting
- Department of Psychological Sciences Birkbeck, University of London, London, UK
| | - Sam V Wass
- School of Psychology University of East London, London, UK
| | - Simon Green
- Department of Psychological Sciences Birkbeck, University of London, London, UK
| | - Michael S C Thomas
- Department of Psychological Sciences Birkbeck, University of London, London, UK
- Centre for Educational Neuroscience Birkbeck, University of London, London, UK
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14
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Pediatric sarcoma survivorship: A call for a developmental cascades approach. Dev Psychopathol 2021; 34:1221-1230. [PMID: 33851573 DOI: 10.1017/s095457942100002x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Survivors of pediatric sarcomas often experience greater psychological and psychosocial difficulties than their non-afflicted peers. We consider findings related to poorer outcomes from a developmental cascade perspective. Specifically, we discuss how physical, neurocognitive, psychological, and psychosocial costs associated with pediatric sarcomas and their treatment function transactionally to degrade well-being in long-term pediatric sarcoma survivors. We situate the sarcoma experience as a broad developmental threat - one stemming from both the presence and treatment of a life-imperiling disease, and the absence of typical childhood experiences. Ways in which degradation in one developmental domain spills over and effects other domains are highlighted. We argue that the aggregate effect of these cascades is two-fold: first, it adds to the typical stress involved in meeting developmental milestones and navigating developmental transitions; and second, it deprives survivors of crucial coping strategies that mitigate these stressors. This position suggests specific moments of intervention and raises specific hypotheses for investigators to explore.
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15
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Kuhlman KR, Mayer SE, Vargas I, Lopez-Duran NL. Early life stress sensitizes youth to the influence of stress-induced cortisol on memory for affective words. Dev Psychobiol 2021; 63:1597-1605. [PMID: 33559157 DOI: 10.1002/dev.22105] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 10/09/2020] [Accepted: 01/17/2021] [Indexed: 11/10/2022]
Abstract
Early life stress (ELS) is a well-established risk factor for psychopathology across the lifespan. Cognitive vulnerability to stress-induced cortisol may explain risk and resilience. The current study aimed to elucidate a psychobiological pathway linking stress to altered memory for affective words among youth with and without exposure to ELS. One hundred and fifteen youth (ages 9-16, 47% female) were randomized either to a psychosocial stressor or a control condition. Immediately following the stress or control condition, participants completed a memory task for affective words. Change in salivary cortisol from immediately before to 25 min after stress onset were used to predict memory for affective words. Exposure to the acute laboratory stressor led to activation of the HPA axis. Greater cortisol reactivity was associated with less accurate recognition of negative valence words. Among youth exposed to ELS, greater cortisol reactivity to acute stress was associated with poorer recognition of dysphoric and neutral words. Acute increases in cortisol may interfere with negatively-valenced information processing that has implications for memory. Youth exposed to high ELS may be particularly vulnerable to the effects of cortisol, which may explain one pathway through which stress leads to psychopathology among at-risk youth.
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Affiliation(s)
- Kate R Kuhlman
- Department of Psychological Science, School of Social Ecology, University of California Irvine, Irvine, CA, USA.,Cousins Center for Psychoneuroimmunology, University of California Los Angeles, Los Angeles, CA, USA.,Institute for Interdisciplinary Salivary Bioscience, University of California Irvine, Irvine, CA, USA
| | - Stefanie E Mayer
- Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, USA
| | - Ivan Vargas
- Department of Psychological Science, University of Arkansas, Fayetteville, AR, USA
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16
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Adults’ Stress Response to Unexpected Oral and Arithmetic Tasks in Supine Position. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2021; 1337:355-360. [DOI: 10.1007/978-3-030-78771-4_40] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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17
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Martínez-Díaz IC, Escobar-Muñoz MC, Carrasco L. Acute Effects of High-Intensity Interval Training on Brain-Derived Neurotrophic Factor, Cortisol and Working Memory in Physical Education College Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17218216. [PMID: 33172145 PMCID: PMC7664431 DOI: 10.3390/ijerph17218216] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Revised: 10/24/2020] [Accepted: 11/03/2020] [Indexed: 12/12/2022]
Abstract
High-intensity interval training (HIIT) is considered one of the most effective methods for improving cardiorespiratory and metabolic functions. However, it is necessary to clarify their effects on neurophysiological responses and coginitive functioning. Thus, this study aimed to determine the effects of an acute bout of HIIT on neurocognitive and stress-related biomarkers and their association with working memory (WM) capacity in healthy young adults. Twenty-five male college students performed a single bout of HIIT consisting of 10 × 1 min of cycling at their VO2 peak power output. Plasma Brain-Derived Neurotrophic Factor (BDNF) and cortisol (CORT) levels, and WM (Digit Span Test (DST)), were assessed pre-, post- and 30 min post-intervention. Significant post-exercise increases in circulating BDNF and CORT levels were observed coinciding with the highest DST performance; however, no statistical associations were found between cognitive and neurophysiological variables. Moreover, DST scores obtained 30 min after exercise remained higher than those assessed at pre-exercise. In conclusion, the stress induced by a single bout of HIIT induces a remarkable response of BDNF and CORT boosting WM capacity in healthy young males. Future research should clarify the association between cognitive and neurobiological markers during intense exercise stimulation.
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Affiliation(s)
| | | | - Luis Carrasco
- Department of Physical Education and Sport, University of Seville, E-41013 Seville, Spain;
- Correspondence: ; Tel.: +34-955-420-465
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18
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Hennessey EMP, Kepinska O, Haft SL, Chan M, Sunshine I, Jones C, Hancock R, Hoeft F. Hair cortisol and dehydroepiandrosterone concentrations: Associations with executive function in early childhood. Biol Psychol 2020; 155:107946. [PMID: 32805299 DOI: 10.1016/j.biopsycho.2020.107946] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Revised: 07/31/2020] [Accepted: 08/04/2020] [Indexed: 11/24/2022]
Abstract
Chronic stress during childhood negatively impacts cognition and physical and mental health. Exposure to stressors over time can cause hypothalamic-pituitary-adrenal (HPA) axis dysregulation, leading to abnormal stress hormone levels, which can be reflected in hair cortisol concentration (HCC) and hair dehydroepiandrosterone (DHEA) concentration. Although the use of HCC and DHEA to measure chronic stress in children is increasing, their effects on cognition (as indexed by executive function) remain unexplored. Accordingly, we aimed to investigate the associations of HCC, DHEA, and their ratio with measures of executive function (cognitive flexibility and working memory) in a sample of kindergarten children (N=100). We found that the expected negative association between HCC and working memory approached significance, and DHEA was significantly and positively related to cognitive flexibility. We discuss possible interpretations of our findings. Our results suggest promising areas for future investigation and encourage further exploration into HCC and DHEA as measures of chronic stress.
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Affiliation(s)
- Ella-Marie P Hennessey
- Department of Psychiatry and Weill Institute for Neurosciences and Dyslexia Center, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA, 94143, USA; Multi-University Precision Learning Center, 401 Parnassus Ave., San Francisco, CA, 94143, USA; Department of Psychology, University of Denver, 2155 S. Race Street, Denver, CO, 80210, USA
| | - Olga Kepinska
- Department of Psychiatry and Weill Institute for Neurosciences and Dyslexia Center, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA, 94143, USA
| | - Stephanie L Haft
- Department of Psychiatry and Weill Institute for Neurosciences and Dyslexia Center, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA, 94143, USA; Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA, 94704, USA
| | - Megan Chan
- Department of Psychiatry and Weill Institute for Neurosciences and Dyslexia Center, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA, 94143, USA; Multi-University Precision Learning Center, 401 Parnassus Ave., San Francisco, CA, 94143, USA; Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA, 94704, USA
| | - Isabel Sunshine
- Department of Psychiatry and Weill Institute for Neurosciences and Dyslexia Center, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA, 94143, USA; Multi-University Precision Learning Center, 401 Parnassus Ave., San Francisco, CA, 94143, USA
| | - Chloe Jones
- Brain Imaging Research Center (BIRC) & Department of Psychological Sciences, University of Connecticut, 850 Bolton Road, Storrs, CT, 06269, USA
| | - Roeland Hancock
- Brain Imaging Research Center (BIRC) & Department of Psychological Sciences, University of Connecticut, 850 Bolton Road, Storrs, CT, 06269, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences and Dyslexia Center, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA, 94143, USA; Multi-University Precision Learning Center, 401 Parnassus Ave., San Francisco, CA, 94143, USA; Brain Imaging Research Center (BIRC) & Department of Psychological Sciences, University of Connecticut, 850 Bolton Road, Storrs, CT, 06269, USA; Haskins Laboratories, 300 George St #900, New Haven, CT, 06511, USA; Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi Shinjuku, Tokyo, 160-8582 Japan.
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19
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Effects of stress on 6- and 7-year-old children's emotional memory differs by gender. J Exp Child Psychol 2020; 199:104924. [PMID: 32707294 DOI: 10.1016/j.jecp.2020.104924] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2019] [Revised: 05/29/2020] [Accepted: 05/30/2020] [Indexed: 11/22/2022]
Abstract
Understanding effects of emotional valence and stress on children's memory is important for educational and legal contexts. This study disentangled the effects of emotional content of to-be-remembered information (i.e., items differing in emotional valence and arousal), stress exposure, and associated cortisol secretion on children's memory. We also examined whether girls' memory is more affected by stress induction. A total of 143 6- and 7-year-old children were randomly allocated to the Trier Social Stress Test for Children (n = 103) or a control condition (n = 40). At 25 min after stressor onset, children incidentally encoded 75 objects varying in emotional valence (crossed with arousal) together with neutral scene backgrounds. We found that response bias corrected memory was worse for low-arousing negative items than for neutral and positive items, with the latter two categories not being different from each other. Whereas boys' memory was largely unaffected by stress, girls in the stress condition showed worse memory for negative items, especially the low-arousing ones, than girls in the control condition. Girls, compared with boys, reported higher subjective stress increases following stress exposure and had higher cortisol stress responses. Whereas a higher cortisol stress response was associated with better emotional memory in girls in the stress condition, boys' memory was not associated with their cortisol secretion. Taken together, our study suggests that 6- and 7-year-old children, more so girls, show memory suppression for negative information. Girls' memory for negative information, compared with that of boys, is also more strongly modulated by stress experience and the associated cortisol response.
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20
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Meta-analysis of the effectiveness of the Trier Social Stress Test in eliciting physiological stress responses in children and adolescents. Psychoneuroendocrinology 2020; 116:104582. [PMID: 32305745 DOI: 10.1016/j.psyneuen.2020.104582] [Citation(s) in RCA: 57] [Impact Index Per Article: 14.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 11/15/2019] [Accepted: 01/07/2020] [Indexed: 12/22/2022]
Abstract
The Trier Social Stress Test (TSST) is known to reliably induce physiological stress responses in adult samples. Less is known about its effectiveness to elicit these responses in youth samples. We performed a meta-analysis of stress responses to the TSST in youth participants. Fifty-seven studies were included representing 5026 youth participants. Results indicated that the TSST was effective at eliciting stress responses for salivary cortisol (sCort; effect size [ES] = 0.47, p = 0.006), heart rate (HR; ES = 0.89, p < 0.001), pre-ejection period (PEP; ES = -0.37, p < 0.001), heart rate variability (HRV; ES = -0.33, p = 0.028), and systolic blood pressure (ES = 1.17, p < 0.001), as well as negative affect (ES = 0.57, p = 0.004) and subjective anxiety (ES = 0.80, p = 0.004) in youth samples. Cardiac output (ES = 0.15, p = 0.164), respiratory sinus arrhythmia (ES = -0.10, p = 0.064), and diastolic blood pressure (ES = 2.36, p = 0.072) did not reach statistical significance. Overall, effect sizes for the TSST varied based on the physiological marker used. In addition, several physiological markers demonstrated variance in reactivity by youth age (sCort, HR, HRV, and PEP), gender (sCort), type of sample (i.e., clinical versus community sample; sCort and HR), duration of TSST (sCort, HR, HRV, negative affect, and subjective anxiety), number of judges present in TSST (HR and subjective anxiety), gender of judges (sCort), and time of day the marker was assessed (morning versus afternoon/evening; sCort). Overall, the findings provide support for the validity of the TSST as a psychosocial stressor for inducing physiological and psychological stress responses in children and adolescents, but also highlight that some markers may capture the stress response more effectively than others.
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21
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Quinn ME, Joormann J. Executive control under stress: Relation to reappraisal ability and depressive symptoms. Behav Res Ther 2020; 131:103634. [PMID: 32387887 DOI: 10.1016/j.brat.2020.103634] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2019] [Revised: 04/02/2020] [Accepted: 04/23/2020] [Indexed: 01/27/2023]
Abstract
Depression is characterized by difficulties regulating emotions, which may result from executive control impairment. For some individuals, stress exposure leads to executive control impairment. The current study examined whether executive control measured under conditions of acute stress is associated with reappraisal ability and prospectively predicts symptoms of depression during a stressful time of life. Sixty-six participants completed either a laboratory stress induction or a control task. Executive control was measured before and after the stress induction or control task. Reappraisal ability was measured by self-reported negative emotion while viewing aversive images. Participants reported depressive symptoms at baseline and during a period of life stress. Lower levels of executive control under stress were associated with reduced reappraisal ability. Lower levels of executive control under stress also prospectively predicted higher depressive symptoms. Finally, reduced reappraisal ability prospectively predicted higher depressive symptoms. Findings suggest that level of executive control when under stress may contribute to reappraisal ability and symptoms of depression during a time of life stress.
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Affiliation(s)
- Meghan E Quinn
- Department of Psychology and Human Development, Vanderbilt University, Peabody 0552, 230 Appleton Place, Nashville, TN, 37203-5721, USA.
| | - Jutta Joormann
- Department of Psychology, Yale University, 2 Hillhouse Avenue, New Haven, CT, 06520, USA.
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22
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Dinces SM, Rowell LN, Benson J, Hile SN, Tang AC, Annett RD. Normalized Cortisol Reactivity Predicts Future Neuropsychological Functioning in Children With Mild/Moderate Asthma. Front Psychol 2019; 10:2570. [PMID: 31803112 PMCID: PMC6877752 DOI: 10.3389/fpsyg.2019.02570] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2019] [Accepted: 10/30/2019] [Indexed: 12/28/2022] Open
Abstract
Cortisol reactivity to adrenocorticotropic hormone (ACTH) has been associated with neuropsychological processes including attention and memory in children with asthma. While cortisol reactivity to a psychological stressor is often considered a measure of current neuroendocrine functioning, this study examines the association of the cortisol reactivity and subsequent neuropsychological functioning. Using prospective data from the Childhood Asthma Management Program (CAMP), we explored the predictive ability of cortisol reactivity to ACTH and children's later attention and memory using traditional and an alternative cortisol reactivity (normalized cortisol) measures. Cortisol reactivity was assessed at study entry and 1-year follow-up, and neuropsychological functioning was assessed at 3-year follow-up. Cortisol reactivity was assessed through plasma cortisol concentrations collected at baseline (CORTBASELINE) and 30 min post-ACTH challenge (CORTPOST-A CTH). An alternative measure of cortisol reactivity was developed through post-ACTH stimulation cortisol, normalized by cortisol by baseline (CORTNORM -ACTH). CORT B ASELINE positively predicted year 3 attention, while CORTNORM -ACTH negatively predicted attention, suggesting convergence of cortisol variables in prediction of neuropsychological function. Year 1 CORTACTH positively predicted child memory at year 3; Year 1 CORTNORM-ACTH negatively predicted year 3 sustained attentions. These findings demonstrate that HPA reactivity, including the application of normalized cortisol reactivity, can predict subsequent neuropsychological functioning of children with mild to moderate asthma.
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Affiliation(s)
- Sarah M. Dinces
- Department of Psychology, The University of New Mexico, Albuquerque, NM, United States
| | - Lauren N. Rowell
- Department of Psychology, The University of New Mexico, Albuquerque, NM, United States
| | - Jennifer Benson
- Department of Psychology, The University of New Mexico, Albuquerque, NM, United States
| | - Sarah N. Hile
- Department of Psychology, The University of New Mexico, Albuquerque, NM, United States
| | - Akaysha C. Tang
- Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong
| | - Robert D. Annett
- Department of Pediatrics, University of Mississippi Medical Center, Jackson, MS, United States
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23
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Wunsch K, Meier M, Ueberholz L, Strahler J, Kasten N. Acute psychosocial stress and working memory performance: the potential of physical activity to modulate cognitive functions in children. BMC Pediatr 2019; 19:271. [PMID: 31382947 PMCID: PMC6683391 DOI: 10.1186/s12887-019-1637-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/13/2018] [Accepted: 07/18/2019] [Indexed: 01/21/2023] Open
Abstract
Background Research suggests that physical activity (PA) enhances cognitive performance and prevents stress-related impairments of higher order cognitive functions like working memory (WM) performance. The aim of the current study was to investigate the effect of PA on WM performance after acute stress exposure in preadolescent children. Methods Regular PA was assessed for seven consecutive days during a typical school week using accelerometers in a sample of 44 preadolescent children (14 girls, Mage = 11.29 years, SDage = 0.67). Following this period, participants performed an automated operational span (OSPAN) task immediately after being exposed to the Trier Social Stress Test for Children (TSST-C). Results Children exhibited prototypical response slopes in salivary cortisol and salivary α-amylase as markers of the endocrine and autonomic stress response immediately after psychosocial stress induction. A subsequent two-way ANOVA comparing high- and low-stress responders revealed a significant interaction between group affiliation and PA level on WM performance for both stress markers. Interestingly, best WM performance was demonstrated in children showing both high PA levels and high cortisol (or low α-amylase, respectively) stress responses. Conclusions Though patterns differed for salivary cortisol and salivary α-amylase, overall findings suggest that PA buffers the negative effects of stress on cognitive performance in children.
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Affiliation(s)
- Kathrin Wunsch
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, Building 40.40, 76131, Karlsruhe, Germany. .,Department of Sport Science, University of Freiburg, Freiburg, Germany.
| | - Maria Meier
- Department of Sport Science, University of Freiburg, Freiburg, Germany.,Department of Psychology, University of Konstanz, Konstanz, Germany
| | - Lea Ueberholz
- Department of Sport Science, University of Freiburg, Freiburg, Germany.,Department of Safety and Quality Regulations, University of Wuppertal, Wuppertal, Germany
| | - Jana Strahler
- Department of Psychotherapy and Systems Neuroscience, Justus Liebig University Giessen, Giessen, Germany
| | - Nadine Kasten
- Department of Sport Science, University of Freiburg, Freiburg, Germany.,Department of Psychology, University of Trier, Trier, Germany
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24
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Wolf OT. Memories of and influenced by the Trier Social Stress Test. Psychoneuroendocrinology 2019; 105:98-104. [PMID: 30409385 DOI: 10.1016/j.psyneuen.2018.10.031] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/14/2018] [Revised: 09/03/2018] [Accepted: 10/26/2018] [Indexed: 02/06/2023]
Abstract
Psychosocial stress influences cognition, affect and behavior. This current review summarizes the impact of acute stress on human long-term memory taking a neuroendocrine perspective. In this respect the stress associated increase in activity of the sympathetic nervous system (SNS) and the hypothalamus-pituitary-adrenal (HPA) axis are key. A special focus will be placed on findings obtained with the Trier Social Stress Test (TSST). This paradigm can be used to induce stress before or after a memory task. It was shown repeatedly that stress enhances long-term consolidation but impairs long term memory retrieval. However the TSST can also be used to assess memories of this stressful episode itself. The latter requires a standardized presentation of relevant stimuli during the TSST as well as a carefully designed control condition. Moreover special care has to be taken to control potential influences on visual exploration and working memory in order to correctly interpret observed effects on memory. The results obtained so far fit to the idea of enhanced encoding of salient information under stress. These findings are of relevance for educational, organizational and clinical applications.
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Affiliation(s)
- Oliver T Wolf
- Department of Cognitive Psychology, Institute of Cognitive Neuroscience, Faculty of Psychology, Ruhr University, Bochum, Germany.
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25
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Wu J, Phillip TM, Doretto V, van Noordt S, Chaplin TM, Hommer RE, Mayes LC, Crowley MJ. An inactive control of the 'Trier Social Stress Test' for Youth 10-17 years: Neuroendocrine, cardiac, and subjective responses. Psychoneuroendocrinology 2019; 104:152-164. [PMID: 30849721 PMCID: PMC6488376 DOI: 10.1016/j.psyneuen.2019.02.027] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/17/2018] [Revised: 02/27/2019] [Accepted: 02/28/2019] [Indexed: 01/19/2023]
Abstract
The Trier Social Stress Test for children (TSST-C) adapted from TSST is one of the most commonly used laboratory paradigms for investigating the effects of stress on cognitive, affective and physiological responses in children and adolescents. Considering that laboratory procedures generate a significant amount of stress to children and adolescents, even in the absence of a stress paradigm, it is important to validate TSST-C against an inactive control condition in which the stress components were absent. Using a randomized design, we tested an inactive control condition, which replaced the TSST-C with a benign video clip (nature scenes viewed while standing), thus removing the stress associated components of the TSST-C. Eighty-eight youth between the ages of 10 and 17 years were randomly assigned to complete the TSST-C or the Inactive Control (IC). Subjective anxiety rating, salivary cortisol, systolic and diastolic blood pressure, and heart rate were collected at eight time points. Subjects in the Inactive Control condition showed no significant changes in blood pressure and heart rate, and decreased anxiety rating and salivary cortisol level throughout the study. Subjects in the stress condition (TSST-C) showed increased anxiety ratings, salivary cortisol, systolic and diastolic blood pressure, and heart rate immediately following TSST-C stress induction. Our findings validated that the TSST-C induced a systemic stress response, and that the Inactive Control can be a promising standardized control condition for the TSST-C and a tool for future psychobiological research. Our results also showed that anxiety reactivity decreased with age while HR reactivity increased with age. Cortisol reactivity did not fall in a linear relationship with age but rather via a quadratic curve, suggesting the mid-age adolescents had the highest cortisol responses to stress compared to their younger and older peers, potentially due to a dual factor of pubertal development and self-control and emotion regulation capacity.
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Affiliation(s)
- Jia Wu
- Yale Child Study Center, Yale School of Medicine, New Haven, CT, United States; Developmental Electrophysiology Laboratory, Yale Child Study Center, New Haven, CT, United States.
| | | | - Victoria Doretto
- Department of Psychiatry, School of Medicine, University of
Sao Paulo, Brasil
| | - Stefon van Noordt
- Yale Child Study Center, Yale School of Medicine, New
Haven, CT,Developmental Electrophysiology Laboratory, Yale Child
Study Center, New Haven, CT,Montreal Neurological Institute, McGill University,
Montreal, Quebec, Canada
| | - Tara M. Chaplin
- Department of Psychology, George Mason University, Fairfax,
VA
| | - Rebecca E. Hommer
- Genetic Epidemiology Branch, National Institute of Mental
Health, National Institutes of Health, Bethesda, MD
| | - Linda C. Mayes
- Yale Child Study Center, Yale School of Medicine, New
Haven, CT,Developmental Electrophysiology Laboratory, Yale Child
Study Center, New Haven, CT
| | - Michael J. Crowley
- Yale Child Study Center, Yale School of Medicine, New
Haven, CT,Program for Anxiety Disorders, Yale Child Study Center, New
Haven, CT,Developmental Electrophysiology Laboratory, Yale Child
Study Center, New Haven, CT
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26
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Becker L, Rohleder N. Time course of the physiological stress response to an acute stressor and its associations with the primacy and recency effect of the serial position curve. PLoS One 2019; 14:e0213883. [PMID: 31100063 PMCID: PMC6524805 DOI: 10.1371/journal.pone.0213883] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2019] [Accepted: 05/06/2019] [Indexed: 01/08/2023] Open
Abstract
Whether stress affects memory depends on which stress pathway becomes activated and which specific memory system is involved. The activation of the sympathetic nervous system (SNS), leads to a release of catecholamines. The activation of the hypothalamic-pituitary-adrenal (HPA) axis, leads to a release of glucocorticoids. In thus study, it was investigated whether SNS and/or HPA axis activation are associated with long-term memory (LTM) and/or working memory (WM) performance in humans. Thirty-three participants underwent the socially evaluated cold-pressor test. Salivary alpha-amylase (sAA) was used as a marker for the activation of the SNS and cortisol as marker for HPA axis activation. Memory was assessed by means of word lists with 15 words each. The primacy effect (i.e., the correctly recalled words from the beginning of the lists) of the serial position curve was considered as indicator for LTM. The recency effect (i.e., the correctly recalled words from the end of the lists) were used as estimator for WM performance. In sAA responders, the recency effect and, therefore, WM performance increased immediately after the stressor. This was not found in sAA non-responders. In cortisol responders, the primacy effect and, thus, LTM performance decreased 20 minutes after the stressor. No change in LTM performance was found in cortisol non-responders. Our study supports the assumptions that 1) SNS activation is associated with WM processes via stimulation of the prefrontal cortex, and 2) HPA axis activation is associated with LTM processes through interactions with the hippocampus.
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Affiliation(s)
- Linda Becker
- Department of Psychology, Chair of Health Psychology, Friedrich-Alexander University Erlangen-Nuremberg, Erlangen, Germany
- * E-mail:
| | - Nicolas Rohleder
- Department of Psychology, Chair of Health Psychology, Friedrich-Alexander University Erlangen-Nuremberg, Erlangen, Germany
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Brand S, Mikoteit T, Kalak N, Sadeghi Bahmani D, Lemola S, Gerber M, Ludyga S, Bossard M, Pühse U, Holsboer-Trachsler E, Hatzinger M. Cortisol Impacted on Explicit Learning Encoding, but Not on Storage and Retrieval, and Was Not Associated With Sleep Patterns-Results From the Trier Social Stress Test for Children (TSST-C) Among 9-Years Old Children. Front Psychol 2018; 9:2240. [PMID: 30519204 PMCID: PMC6258781 DOI: 10.3389/fpsyg.2018.02240] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2018] [Accepted: 10/29/2018] [Indexed: 12/30/2022] Open
Abstract
Background: Learning is the relatively permanent change of behavior as a result of experience and tightly related to memory and cognition. Learning is particularly important for children. Further, restoring sleep is associated both with improved learning performance and lower cortisol levels as a proxy of the so-called hypothalamus-pituitary-adrenocortical axis activity (HPA-AA). With the present study, we investigated, if and to what extent explicit learning performance was associated with cortisol levels at baseline and under challenge conditions and with objective sleep dimensions among 9-years old children. Methods: A total of 39 children (mean age = 9.5 years; 39% females) took part in the study. Verbal and figural working and long-term memory were tested before and after the Trier Social Stress Test for Children (TSST-C). Further, children underwent sleep-EEG assessment, and cortisol awakening response (CAR) was assessed. Results: Higher cortisol levels were associated with lower explicit learning encoding (verbal, but not figural learning). Higher verbal and figural working and long-term memory performance predicted lower cortisol secretion under the TSST-C, along with higher verbal and figural working and long-term memory performance after the TSST-C. Cognitive test performances were not mediated by cortisol secretion under the TSST-C. Cognitive performance, cortisol secretion under challenge (TSST-C) and basal conditions (morning) and sleep patterns were unrelated. Conclusions: The pattern of results suggests that among a sample of 9-years old children cortisol secretion and stages of memory processes (encoding, storage, retrieval) are associated in a complex and bi-directional way. Further, it appears that cognitive-emotional processes underlying cognitive performance and its evaluation might impact on subsequent cortisol secretion as a proxy of neuroendocrinological response to cognitive-emotional processes. Last, cognitive performance and cortisol secretion under challenge conditions were not related to objective sleep patterns and baseline cortisol secretion.
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Affiliation(s)
- Serge Brand
- Center for Affective, Stress and Sleep Disorders (ZASS), University of Basel, Psychiatric Clinics (UPK), Basel, Switzerland.,Division of Sport Science and Psychosocial Health, Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland.,Substance Abuse Prevention Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran.,Sleep Disorders Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Thorsten Mikoteit
- Center for Affective, Stress and Sleep Disorders (ZASS), University of Basel, Psychiatric Clinics (UPK), Basel, Switzerland.,Psychiatric Services Solothurn, Solothurn, Switzerland.,Psychiatric Clinics (UPK), University of Basel, Basel, Switzerland.,Max Planck Institute of Psychiatry, Munich, Germany
| | - Nadeem Kalak
- Center for Affective, Stress and Sleep Disorders (ZASS), University of Basel, Psychiatric Clinics (UPK), Basel, Switzerland
| | - Dena Sadeghi Bahmani
- Center for Affective, Stress and Sleep Disorders (ZASS), University of Basel, Psychiatric Clinics (UPK), Basel, Switzerland.,Substance Abuse Prevention Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran.,Sleep Disorders Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran.,Isfahan Neurosciences Research Center, Alzahra Research Institute, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Sakari Lemola
- Department of Psychology, University of Warwick, Coventry, United Kingdom
| | - Markus Gerber
- Division of Sport Science and Psychosocial Health, Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland
| | - Sebastian Ludyga
- Division of Sport Science and Psychosocial Health, Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland
| | - Madleina Bossard
- Psychiatric Services Solothurn, Solothurn, Switzerland.,Psychiatric Clinics (UPK), University of Basel, Basel, Switzerland
| | - Uwe Pühse
- Division of Sport Science and Psychosocial Health, Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland
| | - Edith Holsboer-Trachsler
- Center for Affective, Stress and Sleep Disorders (ZASS), University of Basel, Psychiatric Clinics (UPK), Basel, Switzerland
| | - Martin Hatzinger
- Psychiatric Services Solothurn, Solothurn, Switzerland.,Psychiatric Clinics (UPK), University of Basel, Basel, Switzerland
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Quas JA, Castro A, Bryce CI, Granger DA. Stress physiology and memory for emotional information: Moderation by individual differences in pubertal hormones. Dev Psychol 2018; 54:1606-1620. [PMID: 30148390 DOI: 10.1037/dev0000532] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
In contrast to a large body of work concerning the effects of physiological stress reactivity on children's socioemotional functioning, far less attention has been devoted to understanding the effects of such reactivity on cognitive, including mnemonic, functioning. How well children learn and remember information under stress has implications for a range of educational, clinical, and legal outcomes. We evaluated 8-14 year olds' (N = 94, 50 female) memory for negative, neutral, and positive images. Youth had seen the images a week previously as a part of a laboratory stress task. At encoding and retrieval, and in between, youth provided saliva samples that were later assayed for cortisol, salivary α amylase (sAA), testosterone, and dehydroepiandrosterone (DHEA). Overall, higher cortisol reactivity to the lab task predicted enhanced memory for emotional but not neutral images. However, cortisol further interacted with pubertal hormones (testosterone and DHEA) to predict memory. Among girls with lower pubertal hormone levels, greater cortisol reactivity was associated with enhanced memory for negative information, whereas among boys with higher pubertal hormone levels, cortisol reactivity was associated with enhanced memory for positive information. sAA, was unrelated to memory. Overall, our findings reveal that individual differences in hormone levels associated with pubertal development have implications for our understanding of how stress-responsive biological systems directly and interactively influence cognitive outcomes. (PsycINFO Database Record
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Affiliation(s)
- Jodi A Quas
- Department of Psychology and Social Behavior, University of California, Irvine
| | - Amy Castro
- Department of Psychology and Social Behavior, University of California, Irvine
| | - Crystal I Bryce
- Institute for Interdisciplinary Salivary Bioscience Research, University of California, Irvine
| | - Douglas A Granger
- Department of Psychology and Social Behavior, University of California, Irvine
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Smith AM, Thomas AK. Reducing the Consequences of Acute Stress on Memory Retrieval. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2018. [DOI: 10.1016/j.jarmac.2017.09.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
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Dang J. Commentary: The effects of acute stress on core executive functions: A meta-analysis and comparison with cortisol. Front Psychol 2017; 8:1711. [PMID: 29033882 PMCID: PMC5625323 DOI: 10.3389/fpsyg.2017.01711] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Accepted: 09/19/2017] [Indexed: 01/17/2023] Open
Affiliation(s)
- Junhua Dang
- Department of Psychology, Lund University, Lund, Sweden
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Plieger T, Felten A, Diks E, Tepel J, Mies M, Reuter M. The impact of acute stress on cognitive functioning: a matter of cognitive demands? Cogn Neuropsychiatry 2017; 22:69-82. [PMID: 27892849 DOI: 10.1080/13546805.2016.1261014] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
INTRODUCTION There is a controversy in the literature whether stress and related cortisol responses are beneficial or impairing for cognitive functioning. Conflicting results might be due to individual differences in stress reactivity and cognitive load of the applied tasks. METHODS N = 48 participants underwent the Socially Evaluated Cold Pressor Test and were confronted with the Frankfurter Aufmerksamkeits-Inventar-2 (FAIR-2) which is a low-load attention task and two subscales of the Intelligenz-Struktur-Test 2000 R (I-S-T 2000R) as a high-load reasoning task before and after the stressor. Participants were post hoc divided into high (stress induced cortisol increase of ≥1.5 nmol/l) vs. low-cortisol responders. RESULTS Cortisol responders showed an increased attentional performance in the post-stress condition (η2 > .14). However, there were neither stress or responder main effects nor an interaction effect on reasoning abilities. CONCLUSIONS Results of the present study show that stress related changes in cognitive performance are due to individual differences in cortisol response and the cognitive load of the performed task. Future studies will show if these results are also valid for alternative cognitive tasks and if they can be replicated in female participants.
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Affiliation(s)
- Thomas Plieger
- a Department of Psychology, Laboratory of Neurogenetics , University of Bonn , Bonn , Germany
| | - Andrea Felten
- a Department of Psychology, Laboratory of Neurogenetics , University of Bonn , Bonn , Germany
| | - Elena Diks
- a Department of Psychology, Laboratory of Neurogenetics , University of Bonn , Bonn , Germany
| | - Jessica Tepel
- a Department of Psychology, Laboratory of Neurogenetics , University of Bonn , Bonn , Germany
| | - Melanie Mies
- a Department of Psychology, Laboratory of Neurogenetics , University of Bonn , Bonn , Germany
| | - Martin Reuter
- a Department of Psychology, Laboratory of Neurogenetics , University of Bonn , Bonn , Germany.,b Center for Economics & Neuroscience (CENs) , University of Bonn , Bonn , Germany
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Messerli-Bürgy N, Kakebeeke TH, Arhab A, Stülb K, Zysset AE, Leeger-Aschmann CS, Schmutz EA, Fares F, Meyer AH, Munsch S, Kriemler S, Jenni OG, Puder JJ. The Swiss Preschoolers' health study (SPLASHY): objectives and design of a prospective multi-site cohort study assessing psychological and physiological health in young children. BMC Pediatr 2016; 16:85. [PMID: 27390933 PMCID: PMC4939002 DOI: 10.1186/s12887-016-0617-7] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/29/2015] [Accepted: 06/29/2016] [Indexed: 11/15/2022] Open
Abstract
Background Children’s psychological and physiological health can be summarized as the child’s thinking, feeling, behaving, eating, growing, and moving. Children’s psychological and physiological health conditions are influenced by today’s life challenges: Thus, stress exposure and lack of physical activity represent important health challenges in older children. However, corresponding evidence for young children is scarce. The aim of Swiss Preschoolers’ Health Study (SPLASHY) is to examine the role of stress and physical activity on children’s psychological and physiological health, particularly on cognitive functioning, psychological well-being, adiposity and motor skills in children at an early stage of childhood. We will also assess the role of child and environmental characteristics and aim to define sensitive time points. Methods/design In a total of 84 child care centers, children at preschool age (2–6 years) are recruited and are assessed immediately and one year later. Assessments include direct measurements of the children in the child care centers and at home as well as assessments of children’s behavior and environmental factors through informants (parents and child care educators). Discussion SPLASHY is one of the first studies in early childhood aiming to investigate the influence of stress and physical activity on children’s psychological and physiological health in a community-based longitudinal design. Trial registration Current Controlled Trials ISRCTN41045021 (date of registration: 21.03.14)
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Affiliation(s)
- Nadine Messerli-Bürgy
- Endocrinology, Diabetes & Metabolism Service, Centre Hospitalier Universitaire Vaudois (CHUV), Lausanne, Switzerland. .,Department of Clinical Psychology and Psychotherapy, University of Fribourg, Fribourg, Switzerland.
| | - Tanja H Kakebeeke
- Child Development Center, University Children's Hospital Zurich, Zurich, Switzerland.,Children's Research Center, University Children's Hospital Zurich, Zurich, Switzerland
| | - Amar Arhab
- Endocrinology, Diabetes & Metabolism Service, Centre Hospitalier Universitaire Vaudois (CHUV), Lausanne, Switzerland
| | - Kerstin Stülb
- Department of Clinical Psychology and Psychotherapy, University of Fribourg, Fribourg, Switzerland
| | - Annina E Zysset
- Child Development Center, University Children's Hospital Zurich, Zurich, Switzerland
| | | | - Einat A Schmutz
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Zurich, Switzerland
| | - Fady Fares
- Endocrinology, Diabetes & Metabolism Service, Centre Hospitalier Universitaire Vaudois (CHUV), Lausanne, Switzerland
| | - Andrea H Meyer
- Department of Psychology, University of Basel, Basel, Switzerland
| | - Simone Munsch
- Department of Clinical Psychology and Psychotherapy, University of Fribourg, Fribourg, Switzerland
| | - Susi Kriemler
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Zurich, Switzerland
| | - Oskar G Jenni
- Child Development Center, University Children's Hospital Zurich, Zurich, Switzerland.,Children's Research Center, University Children's Hospital Zurich, Zurich, Switzerland
| | - Jardena J Puder
- Endocrinology, Diabetes & Metabolism Service, Centre Hospitalier Universitaire Vaudois (CHUV), Lausanne, Switzerland.,Division of Pediatric Endocrinology, Diabetology and Obesity, Centre Hospitalier Universitaire Vaudois (CHUV), Lausanne, Switzerland
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Vogel S, Schwabe L. Learning and memory under stress: implications for the classroom. NPJ SCIENCE OF LEARNING 2016; 1:16011. [PMID: 30792896 PMCID: PMC6380371 DOI: 10.1038/npjscilearn.2016.11] [Citation(s) in RCA: 154] [Impact Index Per Article: 19.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2016] [Revised: 04/08/2016] [Accepted: 04/12/2016] [Indexed: 05/12/2023]
Abstract
Exams, tight deadlines and interpersonal conflicts are just a few examples of the many events that may result in high levels of stress in both students and teachers. Research over the past two decades identified stress and the hormones and neurotransmitters released during and after a stressful event as major modulators of human learning and memory processes, with critical implications for educational contexts. While stress around the time of learning is thought to enhance memory formation, thus leading to robust memories, stress markedly impairs memory retrieval, bearing, for instance, the risk of underachieving at exams. Recent evidence further indicates that stress may hamper the updating of memories in the light of new information and induce a shift from a flexible, 'cognitive' form of learning towards rather rigid, 'habit'-like behaviour. Together, these stress-induced changes may explain some of the difficulties of learning and remembering under stress in the classroom. Taking these insights from psychology and neuroscience into account could bear the potential to facilitate processes of education for both students and teachers.
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Affiliation(s)
- Susanne Vogel
- Department of Cognitive Psychology, Institute of Psychology, University of Hamburg, Hamburg, Germany
| | - Lars Schwabe
- Department of Cognitive Psychology, Institute of Psychology, University of Hamburg, Hamburg, Germany
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Mascret N, Ibáñez-Gijón J, Bréjard V, Buekers M, Casanova R, Marqueste T, Montagne G, Rao G, Roux Y, Cury F. The Influence of the 'Trier Social Stress Test' on Free Throw Performance in Basketball: An Interdisciplinary Study. PLoS One 2016; 11:e0157215. [PMID: 27309715 PMCID: PMC4911116 DOI: 10.1371/journal.pone.0157215] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2016] [Accepted: 05/26/2016] [Indexed: 11/19/2022] Open
Abstract
The aim of the present study was to explore the relationship between stress and sport performance in a controlled setting. The experimental protocol used to induce stress in a basketball free throw was the Trier Social Stress Test (TSST) and its control condition (Placebo-TSST). Participants (n = 19), novice basketball players but trained sportspersons, were exposed to two counterbalanced conditions in a crossover design. They were equipped with sensors to measure movement execution, while salivary cortisol and psychological state were also measured. The task consisted of two sequences of 40 free throws, one before either the TSST or Placebo-TSST and one after. Physiological and psychological measures evidenced that the TSST induced significant stress responses, whereas the Placebo-TSST did not. Shooting performance remained stable after the TSST but decreased after the Placebo-TSST. We found no effect of the TSST or Placebo-TSST on movement execution. A multivariate model of free throw performance demonstrated that timing, smoothness and explosiveness of the movements are more relevant to account for beginner’s behavior than stress-related physiological and psychological states. We conclude that the TSST is a suitable protocol to induce stress responses in sport context, even though the effects on beginners’ free throw performance and execution are small and complex.
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Affiliation(s)
- Nicolas Mascret
- Aix Marseille Univ, CNRS, ISM, Inst Movement Sci, Marseille, France
- * E-mail:
| | | | - Vincent Bréjard
- Aix Marseille Université, LPCLS EA 3278, 13621, Aix-en-Provence, France
| | - Martinus Buekers
- Aix Marseille Univ, CNRS, ISM, Inst Movement Sci, Marseille, France
- Department of Kinesiology, KU Leuven, Tervuursevest 101, 3001, Leuven, Heverlee, Belgium
| | - Rémy Casanova
- Aix Marseille Univ, CNRS, ISM, Inst Movement Sci, Marseille, France
| | - Tanguy Marqueste
- Aix Marseille Univ, CNRS, ISM, Inst Movement Sci, Marseille, France
| | - Gilles Montagne
- Aix Marseille Univ, CNRS, ISM, Inst Movement Sci, Marseille, France
| | - Guillaume Rao
- Aix Marseille Univ, CNRS, ISM, Inst Movement Sci, Marseille, France
| | - Yannick Roux
- Aix Marseille Univ, CNRS, ISM, Inst Movement Sci, Marseille, France
| | - François Cury
- Aix Marseille Univ, CNRS, ISM, Inst Movement Sci, Marseille, France
- Université de Toulon, Toulon, France
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Guez J, Saar-Ashkenazy R, Keha E, Tiferet-Dweck C. The Effect of Trier Social Stress Test (TSST) on Item and Associative Recognition of Words and Pictures in Healthy Participants. Front Psychol 2016; 7:507. [PMID: 27148117 PMCID: PMC4828429 DOI: 10.3389/fpsyg.2016.00507] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2016] [Accepted: 03/24/2016] [Indexed: 11/22/2022] Open
Abstract
Psychological stress, induced by the Trier Social Stress Test (TSST), has repeatedly been shown to alter memory performance. Although factors influencing memory performance such as stimulus nature (verbal/pictorial) and emotional valence have been extensively studied, results whether stress impairs or improves memory are still inconsistent. This study aimed at exploring the effect of TSST on item versus associative memory for neutral, verbal, and pictorial stimuli. 48 healthy subjects were recruited, 24 participants were randomly assigned to the TSST group and the remaining 24 participants were assigned to the control group. Stress reactivity was measured by psychological (subjective state anxiety ratings) and physiological (Galvanic skin response recording) measurements. Subjects performed an item-association memory task for both stimulus types (words, pictures) simultaneously, before, and after the stress/non-stress manipulation. The results showed that memory recognition for pictorial stimuli was higher than for verbal stimuli. Memory for both words and pictures was impaired following TSST; while the source for this impairment was specific to associative recognition in pictures, a more general deficit was observed for verbal material, as expressed in decreased recognition for both items and associations following TSST. Response latency analysis indicated that the TSST manipulation decreased response time but at the cost of memory accuracy. We conclude that stress does not uniformly affect memory; rather it interacts with the task’s cognitive load and stimulus type. Applying the current study results to patients diagnosed with disorders associated with traumatic stress, our findings in healthy subjects under acute stress provide further support for our assertion that patients’ impaired memory originates in poor recollection processing following depletion of attentional resources.
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Affiliation(s)
- Jonathan Guez
- Department of Psychology, Achva Academic CollegeBeer-Tuvia, Israel; Ben-Gurion University of the Negev Faculty of Health Sciences, Beer-Sheva Mental Health CenterBeer-Sheva, Israel
| | - Rotem Saar-Ashkenazy
- Department of Cognitive Neuroscience and Zlotowski Center for Neuroscience, Ben-Gurion University of the NegevBeer-Sheva, Israel; Department of Psychology and the School of Social-Work, Ashkelon Academic CollegeAshkelon, Israel
| | - Eldad Keha
- Ben-Gurion University of the Negev Faculty of Health Sciences, Beer-Sheva Mental Health Center Beer-Sheva, Israel
| | - Chen Tiferet-Dweck
- Department of Cognitive Neuroscience and Zlotowski Center for Neuroscience, Ben-Gurion University of the Negev Beer-Sheva, Israel
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36
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Gagnon SA, Wagner AD. Acute stress and episodic memory retrieval: neurobiological mechanisms and behavioral consequences. Ann N Y Acad Sci 2016; 1369:55-75. [DOI: 10.1111/nyas.12996] [Citation(s) in RCA: 113] [Impact Index Per Article: 14.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Affiliation(s)
| | - Anthony D. Wagner
- Department of Psychology
- Neurosciences Program; Stanford University; Stanford California
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Larson RP, Cartwright AE. Introduction to this Special Issue - Research on Child Victims and Witnesses: From Attitudes and Investigations to Courtroom Decisions. BEHAVIORAL SCIENCES & THE LAW 2016; 34:3-9. [PMID: 27117599 DOI: 10.1002/bsl.2241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Sun S, Greenhoot AF, Kelton R. When Parents Know Little about What Happened: Parent-guided Conversations, Stress, and Young Children's Eyewitness Memory. BEHAVIORAL SCIENCES & THE LAW 2016; 34:10-29. [PMID: 27041740 DOI: 10.1002/bsl.2231] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2015] [Revised: 02/07/2016] [Accepted: 02/08/2016] [Indexed: 06/05/2023]
Abstract
This study examined how 4- to 7-year-olds' memories for a stressor were influenced by conversations with a parent who had little knowledge of the target event, and the stress children experienced before, during, and after the event. Children (N = 43) watched a mildly stressful video before talking about it with a parent. Parents were asked to focus on either the children's feelings or the content of the video itself. A researcher interviewed the children about their memory following the conversation. Behavioral and physiological measures of children's stress were collected at multiple stages. Children recalled more inaccurate information with the parent than with the interviewer. Younger age and parent insecure attachment were associated with poorer memory. Manipulation of parents' emotion orientation did not predict memory, but individual differences in the talk did, although in different ways from what would be expected from research on conversations about shared events. Less stress (according to self-reported happiness and observed negative affect) before and after, but not during, the stressor was linked with better memory. Implications for children's memory in legal settings are discussed. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
- Shengkai Sun
- Shengkai Sun, Department of Psychology, University of Miami, 5151 San Amaro Dr, Coral Gables, FL, 33146, U.S.A
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Abstract
Retrograde amnesia is described as condition which can occur after direct brain damage, but which occurs more frequently as a result of a psychiatric illness. In order to understand the amnesic condition, content-based divisions of memory are defined. The measurement of retrograde memory is discussed and the dichotomy between "organic" and "psychogenic" retrograde amnesia is questioned. Briefly, brain damage-related etiologies of retrograde amnesia are mentioned. The major portion of the review is devoted to dissociative amnesia (also named psychogenic or functional amnesia) and to the discussion of an overlap between psychogenic and "brain organic" forms of amnesia. The "inability of access hypothesis" is proposed to account for most of both the organic and psychogenic (dissociative) patients with primarily retrograde amnesia. Questions such as why recovery from retrograde amnesia can occur in retrograde (dissociative) amnesia, and why long-term new learning of episodic-autobiographic episodes is possible, are addressed. It is concluded that research on retrograde amnesia research is still in its infancy, as the neural correlates of memory storage are still unknown. It is argued that the recollection of episodic-autobiographic episodes most likely involves frontotemporal regions of the right hemisphere, a region which appears to be hypometabolic in patients with dissociative amnesia.
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Affiliation(s)
- H J Markowitsch
- Department of Physiological Psychology, University of Bielefeld, Bielefeld, Germany.
| | - A Staniloiu
- Department of Physiological Psychology, University of Bielefeld, Bielefeld, Germany; Department of Psychiatry, Sunnybrook Hospital, Toronto, ON, Canada
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40
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Yim IS, Quas JA, Rush EB, Granger DA, Skoluda N. Experimental manipulation of the Trier Social Stress Test-Modified (TSST-M) to vary arousal across development. Psychoneuroendocrinology 2015; 57:61-71. [PMID: 25885544 DOI: 10.1016/j.psyneuen.2015.03.021] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/09/2014] [Revised: 02/18/2015] [Accepted: 03/23/2015] [Indexed: 01/27/2023]
Abstract
Reliable laboratory protocols manipulating the intensity of biobehavioral arousal for children are uncommon, and those available have minimal converging evidence of their efficacy in manipulating arousal across multiple biological systems. This report presents two studies of the efficacy of the modified Trier Social Stress Test (TSST-M). In Study 1, sixty-three 7-15-year olds, and 19 young adults (18-25 yrs) completed the TSST-M. Comparable reactivity across age groups was observed for salivary cortisol, salivary alpha-amylase (sAA), pre-ejection period (PEP) and respiratory sinus arrhythmia (RSA), whereas self-reported stress was higher in adults compared to children. In Study 2, eighty-four 7-8-year olds and eighty-six 12-15-year olds were randomly assigned to a standard or low-stress TSST-M condition. Cortisol and self-reported stress responses were higher in the standard compared to the low-stress condition. In contrast, sAA and PEP were higher in the low-stress condition and RSA responses were comparable between the two TSST-M conditions. In addition, age group differences emerged in Study 2, though never in conjunction with the TSST-M manipulation. To test, refine, and advance theory about the implications of stress for child development, laboratory tasks that manipulate and enable assessment of biobehavioral arousal in children are needed.
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Affiliation(s)
- Ilona S Yim
- Department of Psychology and Social Behavior, University of California, Irvine, CA 92697-7085, United States.
| | - Jodi A Quas
- Department of Psychology and Social Behavior, University of California, Irvine, CA 92697-7085, United States
| | - Elizabeth B Rush
- Department of Psychology and Social Behavior, University of California, Irvine, CA 92697-7085, United States
| | - Douglas A Granger
- Institute for Interdisciplinary Salivary Bioscience Research, Arizona State University, Tempe, AZ 85287-3604, United States; School of Nursing and Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD 21205-2110, United States
| | - Nadine Skoluda
- Department of Psychology and Social Behavior, University of California, Irvine, CA 92697-7085, United States
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41
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Wolf OT, Schulte JM, Drimalla H, Hamacher-Dang TC, Knoch D, Dziobek I. Enhanced emotional empathy after psychosocial stress in young healthy men. Stress 2015; 18:631-7. [PMID: 26365125 DOI: 10.3109/10253890.2015.1078787] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Empathy is a core prerequisite for human social behavior. Relatively, little is known about how empathy is influenced by social stress and its associated neuroendocrine alterations. The current study was designed to test the impact of acute stress on emotional and cognitive empathy. Healthy male participants were exposed to a psychosocial laboratory stressor (trier social stress test, (TSST)) or a well-matched control condition (Placebo-TSST). Afterwards they participated in an empathy test measuring emotional and cognitive empathy (multifaceted empathy test, (MET)). Stress exposure caused an increase in negative affect, a rise in salivary alpha amylase and a rise in cortisol. Participants exposed to stress reported more emotional empathy in response to pictures displaying both positive and negative emotional social scenes. Cognitive empathy (emotion recognition) in contrast did not differ between the stress and the control group. The current findings provide initial evidence for enhanced emotional empathy after acute psychosocial stress.
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Affiliation(s)
- Oliver T Wolf
- a Department of Cognitive Psychology , Institute of Cognitive Neuroscience, Ruhr-University Bochum , Germany
| | - Judith M Schulte
- a Department of Cognitive Psychology , Institute of Cognitive Neuroscience, Ruhr-University Bochum , Germany
| | - Hanna Drimalla
- b Department of Social Cognition , Berlin School of Mind and Brain, Humboldt-Universität Berlin , Berlin , Germany , and
| | - Tanja C Hamacher-Dang
- b Department of Social Cognition , Berlin School of Mind and Brain, Humboldt-Universität Berlin , Berlin , Germany , and
| | - Daria Knoch
- c Social Psychology and Social Neuroscience, Institute of Psychology, University of Bern , Switzerland
| | - Isabel Dziobek
- b Department of Social Cognition , Berlin School of Mind and Brain, Humboldt-Universität Berlin , Berlin , Germany , and
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Giles GE, Mahoney CR, Brunyé TT, Taylor HA, Kanarek RB. Stress effects on mood, HPA axis, and autonomic response: comparison of three psychosocial stress paradigms. PLoS One 2014; 9:e113618. [PMID: 25502466 PMCID: PMC4264740 DOI: 10.1371/journal.pone.0113618] [Citation(s) in RCA: 60] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2014] [Accepted: 10/27/2014] [Indexed: 11/18/2022] Open
Abstract
Extensive experimental psychology research has attempted to parse the complex relationship between psychosocial stress, mood, cognitive performance, and physiological changes. To do so, it is necessary to have effective, validated methods to experimentally induce psychosocial stress. The Trier Social Stress Test (TSST) is the most commonly used method of experimentally inducing psychosocial stress, but it is resource intensive. Less resource intense psychosocial stress tasks include the Socially Evaluative Cold Pressor Task (SECPT) and a computerized mental arithmetic task (MAT). These tasks effectively produce a physiological and psychological stress response and have the benefits of requiring fewer experimenters and affording data collection from multiple participants simultaneously. The objective of this study was to compare the magnitude and duration of these three experimental psychosocial stress induction paradigms. On each of four separate days, participants completed either a control non-stressful task or one of the three experimental stressors: the TSST, SECPT, or MAT. We measured mood, working memory performance, salivary cortisol and alpha-amylase (AA), and heart rate. The TSST and SECPT exerted the most robust effects on mood and physiological measures. TSST effects were generally evident immediately post-stress as well as 10- and 20-minutes after stress cessation, whereas SECPT effects were generally limited to the duration of the stressor. The stress duration is a key determinant when planning a study that utilizes an experimental stressor, as researchers may be interested in collecting dependent measures prior to stress cessation. In this way, the TSST would allow the investigator a longer window to administer tasks of interest.
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Affiliation(s)
- Grace E. Giles
- Department of Psychology, Tufts University, Medford, Massachusetts, United States of America
| | - Caroline R. Mahoney
- Department of Psychology, Tufts University, Medford, Massachusetts, United States of America
| | - Tad T. Brunyé
- Department of Psychology, Tufts University, Medford, Massachusetts, United States of America
| | - Holly A. Taylor
- Department of Psychology, Tufts University, Medford, Massachusetts, United States of America
| | - Robin B. Kanarek
- Department of Psychology, Tufts University, Medford, Massachusetts, United States of America
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Ursache A, Blair C. Children's cortisol and salivary alpha-amylase interact to predict attention bias to threatening stimuli. Physiol Behav 2014; 138:266-72. [PMID: 25455863 DOI: 10.1016/j.physbeh.2014.10.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2013] [Revised: 03/06/2014] [Accepted: 10/09/2014] [Indexed: 11/25/2022]
Abstract
Physiological responses to threat occur through both the autonomic nervous system (ANS) and the hypothalamic pituitary adrenal (HPA) axis. Activity in these systems can be measured through salivary alpha-amylase (sAA) and salivary cortisol, respectively. Theoretical work and empirical studies have suggested the importance of examining the coordination of these systems in relation to cognitive functioning and behavior problems. Less is known, however, about whether these systems interactively predict more automatic aspects of attention processing such as attention toward emotionally salient threatening stimuli. We used a dot probe task to assess attention bias toward threatening stimuli in 347 kindergarten children. Cortisol and sAA were assayed from saliva samples collected prior to children's participation in assessments on a subsequent day. Using regression analyses, we examined relations of sAA and cortisol to attention bias. Results indicate that cortisol and sAA interact in predicting attention bias. Higher levels of cortisol predicted greater bias toward threat for children who had high levels of sAA, but predicted greater bias away from threat for children who had low levels of sAA. These results suggest that greater symmetry in HPA and ANS functioning is associated with greater reliance on automatic attention processes in the face of threat.
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Affiliation(s)
- Alexandra Ursache
- Department of Applied Psychology, 196 Mercer St., 8th Floor, New York University, New York, NY 10003, USA.
| | - Clancy Blair
- Department of Applied Psychology, 196 Mercer St., 8th Floor, New York University, New York, NY 10003, USA
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44
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Quesada AA, Tristão RM, Pratesi R, Wolf OT. Hyper-responsiveness to acute stress, emotional problems and poorer memory in former preterm children. Stress 2014; 17:389-99. [PMID: 25089937 DOI: 10.3109/10253890.2014.949667] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/13/2022] Open
Abstract
The prevalence of preterm birth (PTB) is high worldwide, especially in developing countries like Brazil. PTB is marked by a stressful environment in intra- as well as extrauterine life, which can affect neurodevelopment and hormonal and physiological systems and lead to long-term negative outcomes. Nevertheless, little is known about PTB and related outcomes later on in childhood. Thus, the goals of the current study were threefold: (1) comparing cortisol and alpha-amylase (sAA) profiles, including cortisol awakening response (CAR), between preterm and full-term children; (2) evaluating whether preterm children are more responsive to acute stress and (3) assessing their memory skills and emotional and behavioral profiles. Basal cortisol and sAA profiles, including CAR of 30 preterm children, aged 6 to 10 years, were evaluated. Further, we assessed memory functions using the Wide Range Assessment of Memory and Learning, and we screened behavior/emotion using the Strengths and Difficulties Questionnaire. The results of preterm children were compared to an age- and sex-matched control group. One week later, participants were exposed to a standardized laboratory stressor [Trier Social Stress Test for Children (TSST-C)], in which cortisol and sAA were measured at baseline, 1, 10 and 25 min after stressor exposure. Preterm children had higher cortisol concentrations at awakening, a flattened CAR and an exaggerated response to TSST-C compared to full-term children. These alterations were more pronounced in girls. In addition, preterm children were characterized by more emotional problems and poorer memory performance. Our findings illustrate the long-lasting and in part sex-dependent effects of PTB on the hypothalamic-pituitary-adrenal (HPA) axis, internalizing behavior and memory. The findings are in line with the idea that early adversity alters the set-point of the HPA axis, thereby creating a more vulnerable phenotype.
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Affiliation(s)
- Andrea A Quesada
- Department of Cognitive Psychology, Institute of Cognitive Neuroscience, Ruhr-University Bochum , Bochum , Germany
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45
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Tsai CL, Wang CH, Pan CY, Chen FC, Huang TH, Chou FY. Executive function and endocrinological responses to acute resistance exercise. Front Behav Neurosci 2014; 8:262. [PMID: 25136300 PMCID: PMC4117935 DOI: 10.3389/fnbeh.2014.00262] [Citation(s) in RCA: 72] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2014] [Accepted: 07/14/2014] [Indexed: 11/17/2022] Open
Abstract
This study had the following two aims: First, to explore the effects of acute resistance exercise (RE, i.e., using exercise machines to contract and stretch muscles) on behavioral and electrophysiological performance when performing a cognitive task involving executive functioning in young male adults; Second, to investigate the potential biochemical mechanisms of such facilitative effects using two neurotrophic factors [i.e., growth hormone (GH) and insulin-like growth factor-1 (IGF-1)] and the cortisol levels elicited by such an exercise intervention mode with two different exercise intensities. Sixty young male adults were recruited and randomly assigned to a high-intensity (HI) exercise group, moderate-intensity (MI) exercise group, and non-exercise-intervention (NEI) group. Blood samples were taken, and the behavioral and electrophysiological indices were simultaneously measured when individuals performed a Go/No-Go task combined with the Erikson Flanker paradigm at baseline and after either an acute bout of 30 min of moderate- or high-intensity RE or a control period. The results showed that the acute RE could not only benefit the subjects' behavioral (i.e., RTs and accuracy) performance, as found in previous studies, but also increase the P3 amplitude. Although the serum GH and IGF-1 levels were significantly increased via moderate or high intensity RE in both the MI and HI groups, the increased serum levels of neurotrophic factors were significantly decreased about 20 min after exercise. In addition, such changes were not correlated with the changes in cognitive (i.e., behavioral and electrophysiological) performance. In contrast, the serum levels of cortisol in the HI and MI groups were significantly lower after acute RE, and the changes in cortisol levels were significantly associated with the changes in electrophysiological (i.e., P3 amplitude) performance. The findings suggest the beneficial effects of acute RE on executive functioning could be due to changes in arousal, possibly modulated by the serum cortisol levels.
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Affiliation(s)
- Chia-Liang Tsai
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University Tainan, Taiwan
| | - Chun-Hao Wang
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University Tainan, Taiwan
| | - Chien-Yu Pan
- Department of Physical Education, National Kaohsiung Normal University Kaohsiung, Taiwan
| | - Fu-Chen Chen
- Department of Recreational Sport and Health Promotion, National Pingtung University of Science and Technology Pingtung, Taiwan
| | - Tsang-Hai Huang
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University Tainan, Taiwan
| | - Feng-Ying Chou
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University Tainan, Taiwan ; Chi Mei Medical Center Tainan, Taiwan
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46
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Abstract
We investigated whether children's performance on working memory (WM) and delayed retrieval (DR) tasks decreased after stress exposure, and how physiological stress responses related to performance under stress. About 158 children (83 girls; Mage = 10.61 years, SD = 0.52) performed two WM tasks (WM forward and WM backward) and a DR memory task first during a control condition, and 1 week later during a stress challenge. Salivary alpha-amylase (sAA) and cortisol were assessed during the challenge. Only WM backward performance declined over conditions. Correlations between physiological stress responses and performance within the stress challenge were present only for WM forward and DR. For WM forward, higher cortisol responses were related to better performance. For DR, there was an inverted U-shape relation between cortisol responses and performance, as well as a cortisol × sAA interaction, with concurrent high or low responses related to optimal performance. This emphasizes the importance of including curvilinear and interaction effects when relating physiology to memory.
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Affiliation(s)
- Danielle M J de Veld
- Department of Developmental Psychology, Behavioural Science Institute, Radboud University Nijmegen , Nijmegen , The Netherlands
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47
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MacKinnon McQuarrie MA, Siegel LS, Perry NE, Weinberg J. Reactivity to stress and the cognitive components of math disability in grade 1 children. JOURNAL OF LEARNING DISABILITIES 2014; 47:349-365. [PMID: 23124381 PMCID: PMC4833437 DOI: 10.1177/0022219412463436] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary cortisol levels) to measure children's reactivity while completing tasks that assess the core components of MD: working memory for numbers, working memory for words, digits backward, letter number sequence, digit span forward, processing speed for numbers and words, block rotation, and math tasks. Grade 1 children with MD obtained significantly lower scores on the letter number sequence and quantitative concepts tasks. Higher levels of reactivity significantly predicted poorer performance on the working memory for numbers, working memory for words, and quantitative concepts tasks for Grade 1 children, regardless of math ability. Grade 1 children with MD and higher reactivity had significantly lower scores on the letter number sequence task than the children with MD and low reactivity. The findings suggest that high reactivity impairs performance in working memory and math tasks in Grade 1 children, and young children with high reactivity may benefit from interventions aimed at lowering anxiety in stressful situations, which may improve learning.
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Affiliation(s)
| | | | - Nancy E Perry
- University of British Columbia, Vancouver, BC, Canada
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48
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Allen AP, Kennedy PJ, Cryan JF, Dinan TG, Clarke G. Biological and psychological markers of stress in humans: focus on the Trier Social Stress Test. Neurosci Biobehav Rev 2013; 38:94-124. [PMID: 24239854 DOI: 10.1016/j.neubiorev.2013.11.005] [Citation(s) in RCA: 441] [Impact Index Per Article: 40.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2013] [Revised: 11/01/2013] [Accepted: 11/06/2013] [Indexed: 12/24/2022]
Abstract
Validated biological and psychological markers of acute stress in humans are an important tool in translational research. The Trier Social Stress Test (TSST), involving public interview and mental arithmetic performance, is among the most popular methods of inducing acute stress in experimental settings, and reliably increases hypothalamic-pituitary-adrenal axis activation. However, although much research has focused on HPA axis activity, the TSST also affects the sympathetic-adrenal-medullary system, the immune system, cardiovascular outputs, gastric function and cognition. We critically assess the utility of different biological and psychological markers, with guidance for future research, and discuss factors which can moderate TSST effects. We outline the effects of the TSST in stress-related disorders, and if these responses can be abrogated by pharmacological and psychological treatments. Modified TSST protocols are discussed, and the TSST is compared to alternative methods of inducing acute stress. Our analysis suggests that multiple readouts are necessary to derive maximum information; this strategy will enhance our understanding of the psychobiology of stress and provide the means to assess novel therapeutic agents.
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Affiliation(s)
- Andrew P Allen
- Alimentary Pharmabiotic Centre, University College Cork, Cork, Ireland; Department of Psychiatry, University College Cork, Cork, Ireland
| | - Paul J Kennedy
- Alimentary Pharmabiotic Centre, University College Cork, Cork, Ireland; Department of Psychiatry, University College Cork, Cork, Ireland
| | - John F Cryan
- Alimentary Pharmabiotic Centre, University College Cork, Cork, Ireland; Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Timothy G Dinan
- Alimentary Pharmabiotic Centre, University College Cork, Cork, Ireland; Department of Psychiatry, University College Cork, Cork, Ireland
| | - Gerard Clarke
- Alimentary Pharmabiotic Centre, University College Cork, Cork, Ireland; Department of Psychiatry, University College Cork, Cork, Ireland.
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49
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Slattery MJ, Grieve AJ, Ames ME, Armstrong JM, Essex MJ. Neurocognitive function and state cognitive stress appraisal predict cortisol reactivity to an acute psychosocial stressor in adolescents. Psychoneuroendocrinology 2013; 38:1318-27. [PMID: 23253895 PMCID: PMC4077190 DOI: 10.1016/j.psyneuen.2012.11.017] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/27/2012] [Revised: 11/16/2012] [Accepted: 11/19/2012] [Indexed: 01/10/2023]
Abstract
Stress and associated alterations in hypothalamic-pituitary-adrenal (HPA) function have deleterious influence on the development of multiple mental and physical health problems. Prior research has aimed to identify individuals most at risk for the development of these stress-related maladies by examining factors that may contribute to inter-individual differences in HPA responses to acute stress. The objectives of this study were to investigate, in adolescents, (1) whether differences in neurocognitive abilities influenced cortisol reactivity to an acute stressor, (2) whether internalizing psychiatric disorders influenced this relationship, and (3) whether acute cognitive stress-appraisal mechanisms mediated an association between neurocognitive function and cortisol reactivity. Subjects were 70 adolescents from a community sample who underwent standardized neurocognitive assessments of IQ, achievement, and declarative memory measures at mean age 14 and whose physiological and behavioral responses to a standardized psychosocial stress paradigm (Trier Social Stress Test, TSST) were assessed at mean age 18. Results showed that, among all adolescents, lower nonverbal memory performance predicted lower cortisol reactivity. In addition, internalizing disorders interacted with verbal memory such that the association with cortisol reactivity was strongest for adolescents with internalizing disorders. Finally, lower secondary cognitive appraisal of coping in anticipation of the TSST independently predicted lower cortisol reactivity but did not mediate the neurocognitive-cortisol relationship. Findings suggest that declarative memory may contribute to inter-individual differences in acute cortisol reactivity in adolescents, internalizing disorders may influence this relationship, and cognitive stress appraisal also predicts cortisol reactivity. Developmental, research, and clinical implications are discussed.
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Affiliation(s)
- Marcia J Slattery
- Department of Psychiatry, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA.
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50
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Quas JA, Rush EB, Yim IS, Nikolayev M. Effects of stress on memory in children and adolescents: Testing causal connections. Memory 2013; 22:616-32. [DOI: 10.1080/09658211.2013.809766] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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