A large literature has described the effects of advancing age on cognitive laboratory tasks, but there have been few attempts to investigate its effects on everyday cognitive performance. The experiments reported are an attempt to explore the effects of age on the everyday memory task of comprehending and remembering events as conveyed by television and in everyday perception. The methodology used was cross-sectional with all subjects well-documented on a number of indices. These were assessed as predictors of performance on different cognitive tasks relating to the everyday memory task. Age per se was found to have a limited effect on performance, the best index of the cognitive effect of ageing being I.Q. test score. This index picked up most of the variance on the measurements taken. Experiments were designed to examine the elderlys' recall of television news broadcasts. These demonstrated that elderly people with low I.Q. test scores have difficulty recalling facts and details from such an information source. Subsequent experiments attempted to identify the processes which explain groups differences on this task.

This study explored the cognitive performance of poor and good sleepers in college students and older adults including inhibition, sustained attention, processing speed, spatial ability, attention set shifting, short term and working memory. Demographic measures, health measures, the Pittsburgh Sleep Quality Index, the Sleep Self-Efficacy scale, WAIS III Block Design and Digit Span, Trail Making Test Part A and B, psychomotor Vigilance Task, and the Multisource Interference task were given to participants. Sleep group accounted for the variance in cognitive performance even after controlling for education, depression, health, and age in the older adults. Age differences were not observed in sleep self-efficacy but were observed for self-reported sleep quality and cognitive performance. Sleep onset latency was a significant predictor of cognitive performance in older adults and sleep duration was significant for college students. Implications of the study include accidents, academic performance, and mental well-being as a result of cognitive deficit due to sleep loss.

Previous research has suggested that there are multiple psychological processes underlying delusional thought. While it appears that cognitive biases in certain reasoning and attention processes are related to delusion-proneness, the influence of emotion on these processes is not well understood. The overall objective of this study was to investigate the effect of emotional content on performance on tasks thought to measure attentional bias, preferential recall, and probabilistic reasoning in individuals with schizophrenia and demographically matched controls. In order to account for level of delusion-proneness, participants also completed a multidimensional measure of delusional thought. It was hypothesized that individuals with schizophrenia would perform more poorly on both the emotional and neutral versions of these tasks compared to controls. It was also hypothesized that within each group, there would be a statistically significant emotion effect, indicated by a difference in performance on the emotional (compared to neutral) condition of each task. This emotion effect was expected to be larger in the schizophrenia group. Finally, it was hypothesized that the emotion effect would increase as the severity of delusional proneness increased for all participants, regardless of group. As hypothesized, the schizophrenia group performed more poorly on the tasks overall, though expected emotion effects were generally absent. There were no differences in the size of emotion effects between the groups on any of the cognitive tasks administered, and the emotion effect did not appear to increase as severity of delusion-proneness increased. Factors that may have contributed to this pattern of results are discussed. Implications of these findings on theoretical models of delusions and future directions for research in this area are also discussed.

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Adolescent type 2 diabetes (T2D) diagnoses are on the rise. Consistent with the adult literature, preliminary evidence in adolescents suggests that T2D is associated with reduced brain volume and white matter microstructural integrity. As part of the Cognitive Performance in Adolescents with T2D (CPAT2D) study, this project aimed to test whether T2D diagnosis is associated with poorer cognitive performance in adolescents. Five adolescents with obesity and T2D (60% female; body mass index [BMI] percentile 98.2 ± 2.0; age 16.7 ± 1.1 years) were recruited and matched to two control adolescents with obesity but without T2D (50% female; BMI percentile 99.9 ± 0.2; age 15.9 ± 1.3 years) on at least three of the following characteristics: age, sex, pubertal stage and habitual sleep duration. All participants wore a wrist actigraphy device for seven consecutive nights to measure sleep at home and then completed two neuromotor cognitive tasks at a laboratory testing session assessing motor preparation (simple reaction time task) and executive functioning (affective shifting task [AST]). Control data were available through the Sleep Manipulation in Adolescents at Risk of Type 2 Diabetes (SMART2D) study. Premotor reaction time outcomes in either task and proportions of commission and omission error trials in the AST were subsequently analyzed. Based on this preliminary participant sample, there is no evidence to suggest that adolescents with compared to without T2D perform differently on the neuromotor cognitive tasks. The results should be confirmed once the intended sample size is reached. In the meantime, clinicians should monitor for changes in cognitive function in adolescents with T2D, perhaps by asking about academic achievement. The majority of our sample exhibited sub-optimal movement behaviours; to preserve overall health, adolescents with obesity and/or T2D should strive to meet sleep, physical activity and screen time recommendations for their age group.

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Yes / Cognitive ability is used in numerous everyday situations (for example, in the classroom, workplace and home) and can be measured using cognitive tests designed to target specific cognitive domains. Cognition can be influenced by external factors (for example, age, education, caffeine intake and time of day) which if not controlled for or noted could influence performance. Prior food intake has not received a direct focus in the cognition literature, and therefore, this study aims to investigate the time elapsed since the last food item was consumed as a factor which may affect cognitive performance. Fifty-two healthy adults with no reported cognitive impairment or diagnosis of any eating or metabolic disorder took part in the study. Participants completed a self-rated hunger scale and stated the time that they last consumed a food item. The time of day that the assessments were completed was also noted. All participants completed a brief cognitive battery consisting of a semantic recall assessment, digit span and parts A and B of the Trail Making Test. Results revealed a significant main effect of minutes since the last food item was consumed on semantic recall and both Trails A and B whereby performance was significantly worse as the time since the last food item was consumed increased. These results suggest that information about when the participant consumed food prior to assessment should be gathered to check for any such effects. This could have implications for cognitive performance in educational settings and clinical environments, where scores often determine academic progression and further interventions.