A comparative study of the working memory multicomponent model in psychosis and healthy controls

Sánchez‐Torres, Ana M.; Elosúa, M. Rosa; Lorente-Omeñaca, Ruth; Moreno-Izco, Lucía; Cuesta, Manuel J.

doi:10.1016/j.comppsych.2015.05.008

Cited by 3 publications

(5 citation statements)

References 71 publications

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“…While candidate neural circuits for working memory dysfunction in schizophrenia include the frontal-striatal-thalamic systems, particularly those involving the dorsolateral prefrontal cortex ( 54 , 56 ), there is also neuroendocrine evidence that abnormal HPA axis function (i.e., flattened diurnal cortisol slope) is associated with working memory deficits in the early stages of psychosis ( 57 ) and that higher levels of dehydroepiandosterone (DHEA), an HPA-related hormone that counteracts the negative effects of cortisol in the brain ( 58 ), are associated with better working memory performance in schizophrenia ( 59 ). However, it is also suggested that each of the working memory components (e.g., the temporary systems and central executive system) may be differently impaired in psychosis ( 60 ) and that cortisol is linked with memory function in two different ways: (1) directly, by acutely disrupting working memory and short-term recall, and (2) indirectly, through the effects of persistent cortisol elevation on hippocampal integrity ( 23 ). Thus, the relation between the HPA axis dysregulation and memory deficits in psychosis is complex and may differ according to illness stages ( 26 ).…”

Section: Discussionmentioning

confidence: 99%

Pituitary Volume and Socio-Cognitive Functions in Individuals at Risk of Psychosis and Patients With Schizophrenia

et al. 2018

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Objectives: Increased pituitary volume, which probably reflects hypothalamic-pituitary-adrenal (HPA) hyperactivity, has been reported in patients with schizophrenia and individuals at risk of psychosis. On the basis of potential role of abnormal HPA axis function on cognitive impairments in psychosis, we aimed to examine possible relations between the pituitary volume and socio-cognitive impairments in these subjects.Methods: This magnetic resonance imaging study examined the pituitary gland volume in 38 subjects with at-risk mental state (ARMS) [of whom 4 (10.5%) exhibited the transition to schizophrenia], 63 patients with schizophrenia, and 61 healthy controls. Social and cognitive functions of the ARMS and schizophrenia groups were assessed using the Brief Assessment of Cognition in Schizophrenia (BACS), the Schizophrenia Cognition Rating Scale (SCoRS), and the Social and Occupational Functioning Assessment Scale (SOFAS).Results: Both the ARMS and schizophrenia groups had a significantly larger pituitary volume compared to controls. In the schizophrenia group, the pituitary volume was negatively associated with the BACS working memory score. No association was found between the pituitary volume and clinical variables (medication, symptom severity) in either clinical group.Conclusion: Our findings support the notion of common HPA hyperactivity in the ARMS and schizophrenia groups, but abnormal HPA axis function may contribute differently to cognitive deficits according to the illness stages of schizophrenia.

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Section: Discussionmentioning

confidence: 99%

Pituitary Volume and Socio-Cognitive Functions in Individuals at Risk of Psychosis and Patients With Schizophrenia

et al. 2018

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“…Working memory is an active system of storing information and information processing. It is essential for the correct functioning of other complex cognitive functions (Jacob & Silvanto, 2015;Sanchez-Torres et al, 2015). Baddeley and Hitch (1974) proposes a working memory model which consists of four components: the phonological loop, visual spatial sketchpad, episodic buffer, and central executive system.…”

Section: Learning Outcomes: Attention Working Memory and Moodmentioning

confidence: 99%

“…Attention was defined as the most essential information process, which included organizing information into a coherent structure and optimizing conceptual understanding (Mayer, Kim & Park, 2011;Yang & Chang, 2015), and comprised sustained attention, focus attention, selective attention, and divided attention. Working memory was defined as an active system of storing information and information processing and was essential for the correct functioning of other complex cognitive functions (Jacob & Silvanto, 2015;Sanchez-Torres et al, 2015). It comprised four components: phonological loop, visual spatial sketchpad, episodic buffer, and central executive system (Baddeley & Hitch, 1974).…”

Section: Research Instrumentsmentioning

confidence: 99%

“…Educational principles are proposed to make the most of working memory for optimal learning throughout development. In short, the working memory is an active system of storing information and information processing, and is essential for the correct functioning of other complex cognitive functions (Sanchez-Torres, Elosua, Lorente-Omenaca, Moreno-Izco & Cuesta, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…In fact, the process involves mood and memory and, of course, both processes require attention. In short, an effective teaching model should be designed to ultimately keep learner attention, which is the foundation for memory and information (Sanchez-Torres et al, 2015). This is why an understanding of how the brain receives and saves information will help teachers to make informed choices for effective teaching models.…”

Section: Introductionmentioning

confidence: 99%

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A Comparative Study of the Effects of the Neurocognitive-Based Model and the Conventional Model on Learner Attention, Working Memory and Mood

Srikoon

Bunterm

Nethanomsak

et al. 2017

MJLI

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Purpose-The attention, working memory, and mood of learners are the most important abilities in the learning process. This study was concerned with the comparison of contextualized attention, working memory, and mood through a neurocognitive-based model (5P) and a conventional model (5E). It sought to examine the significant change in attention, working memory, and mood of Grade 9 students after the intervention of a neurocognitive-based model (5P) and a conventional model (5E) in an experimental group and a control group, respectively. Methodology-A total of 76 out of 324 Grade 9 students were randomly selected from a high school located in Mahasarakham province, Thailand. A pre-test and post-test control group design was employed. The neurocognitive-based model (5P) was developed utilizing a neurocognitive-based theory and was implemented in the experiment group, while the conventional model (5E) was used in the control group. Three types of psychological tests were utilized as research instruments, namely the attention computerized battery test, the working memory computerized battery test, and the Bond-Ladder visual analogue scale. MANOVA analysis was used to analyse the effect of these instructional models on student attention, working memory, and mood. memory, and mood conditioning mean score of the neurocognitivebased model (5P) interventions were better than in the conventional model. In conclusion, neurocognitive-based contextualization had more effect on the attention, working memory, and mood of Grade 9 students than conventional model (5E) contextualization. Significance-The findings contribute significantly to current knowledge on the effectiveness of the neurocognitive-based model (5P) to enhance student learning outcomes in terms of attention, working memory and mood.

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The Effect of Design-Based Learning Integrated with Educational Neuroscience Instructional Model on Students’ Learning Outcomes, Executive Functions, and Learning Stress

Runganurak¹,

Bunterm²,

Uopasai³

et al. 2022

JSSH

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The investigation examined the consequences of design-based learning integrated with the educational neuroscience instructional model (DEN) and conventional instructional model (CIM) for tenth-grade students’ learning outcomes, executive function, and learning stress. Since the physics curriculum is planned to prepare students for discovering complex scientific concepts through real-life experience, the use of the DEN model is necessary to measure its efficiency. The cluster random sampling method was used to select 63 out of 494 tenth-grade students from Numsomphittayakhon School, Thailand. The researcher administered seven tests and employed the pre-test and post-test control group research design. The experimental and control groups were taught using DEN and CIM, respectively. The data were analyzed by repeated measures of multivariate analysis of variance to study the consequences of both instructional models. The results indicated that students from both groups seemed to demonstrate no significant difference in all the pre-tests on the dependent variables before the treatment with the instructional models. However, MANOVA analysis discovered that the experimental group’s physics learning outcomes and executive functions were better than the control group. Moreover, students from the experimental group seemed to have a lower learning stress level than those from the control group. The results have successfully contributed to contemporary awareness of the efficiency of the DEN model to promote student learning outcomes and executive functions and reduce students’ learning stress. Conventional instructional model, educational neuroscience instructional model, executive functions, learning outcomes, learning stress

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A comparative study of the working memory multicomponent model in psychosis and healthy controls

Cited by 3 publications

References 71 publications

Pituitary Volume and Socio-Cognitive Functions in Individuals at Risk of Psychosis and Patients With Schizophrenia

Pituitary Volume and Socio-Cognitive Functions in Individuals at Risk of Psychosis and Patients With Schizophrenia

A Comparative Study of the Effects of the Neurocognitive-Based Model and the Conventional Model on Learner Attention, Working Memory and Mood

The Effect of Design-Based Learning Integrated with Educational Neuroscience Instructional Model on Students’ Learning Outcomes, Executive Functions, and Learning Stress

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