Acute psychosocial stress and working memory performance: the potential of physical activity to modulate cognitive functions in children

The Association of Physical Activity and Stress-induced Neurocognitive Impairments in Inhibitory Control in Children

Background

Evaluation stress can impair inhibitory control, limiting the ability of children to perform cognitively. However, evidence on protective factors is lacking as stress-induced cognitive impairments are poorly understood. High physical activity has been related to better inhibitory control and has the potential to buffer the response to a stressor. We investigated the association of physical activity and stress-induced changes in inhibitory control as well as its underlying cognitive control processes (i.e., conflict monitoring and resolution).

Method

Participants (10 to 13 y) with either low (N = 55) or high moderate-to-vigorous physical activity (N = 55) completed the Trier Social Stress Test for Children (TSST-C) and a control task in a randomized order. During both conditions, salivary cortisol was collected. Additionally, a computerized Stroop task was administered before and after the experimental conditions. The N200 and positive slow wave (PSW) components of event-related potentials elicited by the Stroop task were recorded using electroencephalography.

Results

In comparison to the control task, the TSST-C elicited a pre-to post-test decrease of accuracy on incompatible trials. Path-analyses further revealed that this decrease was related to low physical activity and a reduced PSW amplitude. However, both the N200 and PSW amplitudes did not mediate the relation between physical activity groups and performance on the Stroop task.

Conclusion

In children, evaluation stress decreases inhibitory control partly due to a reduced effectiveness of conflict resolution processes. Only children with high physical activity maintain inhibitory control after facing the stressor. However, this protective effect cannot be attributed to changes in conflict monitoring and resolution.

Changes in stress pathways as a possible mechanism of aerobic exercise training on brain health: a scoping review of existing studies

Physical activity (PA) in the form of aerobic exercise (AE) preserves and improves neurocognitive function across the lifespan. However, a mechanistic understanding of the pathways by which aerobic exercise impacts brain health is still lacking, particularly with respect to stress-related pathways. One mechanistic hypothesis is that AE improves neurocognitive health in part by modifying circulating levels of stress-related hormones and signaling factors associated with the hypothalamic-pituitary-adrenal (HPA) axis and autonomic nervous system (ANS), as commonly measured by the biomarkers cortisol (CORT) and salivary α-amylase (sAA). Thus, this hypothesis predicts that changes in stress biomarkers, such as CORT and sAA, are possible explanatory pathways mediating the positive effects of AE on neurocognitive health. In the present review article, we provide a summary of available studies examining the possibility that exercise-induced changes to stress biomarkers could partly account for exercise-related improvements in neurocognitive health. Our review indicates that despite the intuitive appeal of this hypothesis, there is insufficient evidence available to conclude that chronic and habitual AE affects neurocognitive health by altering stress biomarker pathways. The cross-sectional nature of the majority of reviewed studies highlights the need for well-controlled studies to adequately test this hypothesis.

Moderate-to-vigorous physical activity and reactivity to acute psychosocial stress in preadolescent children

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.

The relationship between diurnal cortisol slope and cognitive development among children maltreated as infants

Little is known about the role of hypothalamic-pituitary-adrenal (HPA) axis functioning for children's cognitive development, especially among vulnerable groups. The current study explores the relationship between diurnal cortisol slope and cognitive outcomes among children at the ages of 5 and 6 who have been maltreated as infants and involved with child protective services, using data from the National Survey of Child and Adolescent Well-Being (NSCAW) I (N=158). Multiple regression analyses showed that a greater decline in salivary cortisol from morning to evening was positively associated with scores on applied problems and expressive communication, even after adjustment for confounding. It was also associated with lower odds of cognitive disability. There were null associations with letter-word identification, passage comprehension, auditory comprehension, matrices, and vocabulary. Results suggest that children involved with child protective services as infants, and thus exposed early to likely 'toxic' levels of stressors, may face dysregulation of the HPA axis and particular difficulties in some aspects of cognitive function. Potential explanations and implications for policy are discussed.

Females' negative affective valence to math-related words

Emotional perceptions of math-related information can have profound effects on attitudes about math, which, in turn, may lead to decreased math achievements. A large body of research has documented that females have less positive attitudes and more negative affectivity to math than males. This study examined emotional valence ratings of math-related verbal stimuli among adults and performed a pioneering investigation of gender differences in emotional perceptions. A random sample of 290 adults completed a battery of online affect questionnaires designated to measure the relations of various math-related words to the field of mathematics (i.e., math loading) and compared the emotional valence of these words to words known to have negative and neutral valence. Results revealed that: (1) math-related words were rated as less threatening than words with negative valence, but more threatening than neutral words; (2) math loading ratings were the strongest and most significant predictor of the emotional valence ratings of math-related words; and (3) females rated math-related words and words with negative, but not neutral, valence as more threatening than males. The study concludes that negative affective valence is linked with math-related information, especially among females, and this finding has implications for researchers, parents, and educators.

The Tridirectional Relationship among Physical Activity, Stress, and Academic Performance in University Students: A Systematic Review and Meta-Analysis

Higher education students often suffer from physiological and psychological health problems caused by stress, which may negatively impact their academic performance (AP). Physical activity (PA) can be a promising strategy to buffer these stress-induced complaints. Therefore, the aim of this investigation was to summarize evidence for the tridimensional construct of PA, stress, and AP, as well as to quantify the relationships among these variables. Five databases (PubMed, Scopus, SMEI, ERIC, and Web of Science) were systematically searched in November 2019 for publications that examined PA, stress, and AP of university students, without any restrictions regarding the publication period. The systematic review includes four original research studies with a moderate-to-high risk of bias. Results of included studies were narratively summarized and quantified in a meta-analysis using random effect models. Whereas study results point to a positive relation between PA and AP, relationships between PA and stress seem to be negative, while the relation between stress and AP is undecided. The meta-analysis found no significant associations and considerable heterogeneity of the results. Findings indicate a research gap concerning the connection of PA, stress, and AP in university students. Future studies should use validated measuring tools and consider the timepoint of data collection in order to extract truly stressful periods.

Ambulatory Assessment for Physical Activity Research: State of the Science, Best Practices and Future Directions

Technological and digital progress benefits physical activity (PA) research. Here we compiled expert knowledge on how Ambulatory Assessment (AA) is utilized to advance PA research, i.e., we present results of the 2nd International CAPA Workshop 2019 "Physical Activity Assessment - State of the Science, Best Practices, Future Directions" where invited researchers with experience in PA assessment, evaluation, technology and application participated. First, we provide readers with the state of the AA science, then we give best practice recommendations on how to measure PA via AA and shed light on methodological frontiers, and we furthermore discuss future directions. AA encompasses a class of methods that allows the study of PA and its behavioral, biological and physiological correlates as they unfold in everyday life. AA includes monitoring of movement (e.g., via accelerometry), physiological function (e.g., via mobile electrocardiogram), contextual information (e.g., via geolocation-tracking), and ecological momentary assessment (EMA; e.g., electronic diaries) to capture self-reported information. The strengths of AA are data assessment that near realtime, which minimizes retrospective biases in real-world settings, consequentially enabling ecological valid findings. Importantly, AA enables multiple assessments across time within subjects resulting in intensive longitudinal data (ILD), which allows unraveling within-person determinants of PA in everyday life. In this paper, we show how AA methods such as triggered e-diaries and geolocation-tracking can be used to measure PA and its correlates, and furthermore how these findings may translate into real-life interventions. In sum, AA provides numerous possibilities for PA research, especially the opportunity to tackle within- subject antecedents, concomitants, and consequences of PA as they unfold in everyday life. In-depth insights on determinants of PA could help us design and deliver impactful interventions in real-world contexts, thus enabling us to solve critical health issues in the 21st century such as insufficient PA and high levels of sedentary behavior.

Effect of Single Administration of Mulberry Milk on the Cognitive Function of 6-12-Year-Old Children: Results from a Randomized, Placebo-Controlled, Crossover Study

Currently, cognitive enhancers are considered necessary because they play a critical role in daily and social behaviors. The cognitive-enhancing effect of mulberry milk has gained attention due to the cognitive-enhancing effect of this anthocyanin-rich substance and the cognitive-enhancing effect of mulberry fruit in animal models. However, the effect of anthocyanin-rich mulberry milk in clinical trials especially in children is still unknown. This study was a randomized double-blind crossover intervention. A total of forty-six healthy, normal, cognitive subjects aged 6–12 years old were provided mulberry milk (containing mulberry 10 g) or placebo milk (50 mL). Attention and cognitive function were assessed using the auditory odd ball paradigm of event-related potential, whereas working memory was assessed using a computerized battery test. The assessment was performed at baseline and then at 1.5 and 3 hours postdosing. At the end of study period, the activities of acetylcholinesterase (AChE) and monoamine oxidase (MAO) together with that of saliva cortisol were determined. Following mulberry milk intervention, the decreased N100 latency and the increased P300 amplitude were increased both at 1.5 and 3 hours after dosing. The decreased response time of digit updating was observed both at 1.5 and 3 hours after dosing, whereas the decreased response time of picture updating was observed at 3 hours after dosing. In addition, the reduction of saliva cortisol was also observed at both periods. The improvement of attention and cognitive processing capabilities together with the working memory suggests the cognitive-enhancing potential of mulberry milk for school-age children. The possible underlying mechanism may be associated partly with the reduction of cortisol, a stress hormone.

Salivary cortisol response to psychosocial stress in the late evening depends on CRHR1 genotype

The activation of the hypothalamus-pituitary-adrenal (HPA) axis is induced by stress. Imbalances in this system increase the risk of developing stress related disorders including mental illness. Variants in the single nucleotide polymorphism (SNP) rs110402 of the corticotropin-releasing hormone receptor type I (CRHR1) gene have been shown in interaction with childhood maltreatment to increase the vulnerability to develop depressive symptoms in adulthood. In this study, the direct contribution of polymorphism of the CRHR1 gene (rs110402) to the salivary cortisol response to stress independently from childhood adversity was investigated. Healthy young men between the ages of 18 and 30, free from childhood maltreatment and early trauma, were genotyped (n = 121). To increase the power of the genetic analysis, only homozygous carriers of the common C (n = 31) and of the rare T (n = 21) allele were selected for this study and exposed to a Trier Social Stress Test (TSST) in the late evening (22.30 to 22.40). Salivary samples for the assessment of cortisol and its inactive metabolite cortisone were taken early in the evening (20.00), just before (22.30) and immediately after (22.40) as well as 15 minutes after stress exposure (22.55). Participants with the TT genotype showed higher cortisol levels 15 minutes post stress compared to participants with the CC genotype. No genotype differences were found for cortisone. Interestingly, TT participants reported lower subjective perceived stress levels before the TSST, but not after stress exposure. These results confirm that variants of rs110402 in the CRHR1 gene contribute to an increased stress response. Contrary to previous findings, however, this effect could be observed in subjects reporting no exposure to childhood maltreatment or early trauma.