Uppsatsen syfte var att undersöka effekten av koffeinintag på mental uthållighet. Hypotesen var att koffein skulle förbättra mental uthållighet på ett statistiskt signifikant vis. 34 individer rekryterades genom ett bekvämlighetsurval. SART (Sustained Attention to Response Task) användes för att mäta mental uthållighet före och efter intag av 180 mg koffein. Resultat på SART visade en signifikant minskning i antal fel gjorda, men inte i responstid. Det påvisades även en signifikant korrelation mellan ålder och responstid där äldre individer uppvisade en längre responstid före och efter koffeinintag. De förbättrade resultaten på SART efter koffeinintag är i linje med annan koffeinforskning och studien ger ytterligare stöd till att koffein förbättrar mental uthållighet. Metodologiska brister i form av en eventuell förväntanseffekt, intag av B-vitaminer i samband med koffeinintag, okontrollerade motivationsfaktorer, och eventuellt andra oidentifierade confounding variabler i undersökningen gör att vi inte med fullständig säkerhet kan tillskriva den signifikanta förbättringen i mental uthållighet till enbart koffein. / The purpose of this study was to examine the effects of caffeine on sustained attention. The working hypothesis was that caffeine would increase sustained attention in a significant way. 34 individuals were recruited by way of a convenience sample. SART (Sustained Attention to Response Task) was used to measure sustained attention before and after ingestion of 180 mg of caffeine. Results of SART showed a significant decrease in the number of errors made, but not in response time after caffeine ingestion. The study also showed a significant correlation between age and response time, in which older adults took a longer time to respond before and after caffeine ingestion. The improved results of SART after caffeine ingestion are in line with other caffeine studies and provide further support to the notion that caffeine improves sustained attention. Methodological shortcomings in shape of an eventual expectancy effect, intake of B vitamins in conjunction with caffeine intake, uncontrolled motivational factors and other eventual unidentified confounding variables makes it so that we can't ascribe the significant improvement in sustained attention to only caffeine with absolute certainty.

The aim of this study is to investigate how students learn new words most efficiently by using three different methods: retrieval practice, adaptive retrieval practice and the traditional re-reading of words. The study will also examine which of the methods that is most efficient for students with language vulnerability. The first question we asked was which impact the three different methods had on how students learned new words. The second question investigates if there is a connection between the result from the learning intervention and the students’ cognitive abilities and mental stamina. The method used was a computer-based study of 90 words ending with a test with a re-test done 7 days afterwards. The students also answered the questionnaires TEXI and METQ to estimate their cognitive abilities and mental stamina. The results showed that the most effective method for learning new words was retrieval practice regardless of the student’s cognitive abilities, mental stamina, or language difficulties.