Effects of an Acute Bout of Exercise on Cognitive Aspects of Stroop Performance

Sibley, Benjamin A.; Etnier, Jennifer L.; Masurier, Guy C. Le

doi:10.1123/jsep.28.3.285

Cited by 105 publications

(90 citation statements)

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“…The measurement of false alarms is a measure of selective inhibition because irrelevant stimuli must be inhibited in order to decrease the false alarms score. The lack of a condition effect in the current study is similar to other previous research which showed no differences in measures of selective inhibition [13] [19] In contrast to the results from the current study, several studies have shown an improvement between conditions after exercise [9] [20] [21] and Childs and de Wit [7] also saw an improvement in inhibition following the consumption of caffeine. Hogervorst et al [10] also found greater inhibition in a group that received a combination of caffeine and exercise.…”

Section: Discussioncontrasting

confidence: 56%

The Influence of Exercise and Caffeine on Cognitive Function in College Students

Shulder¹,

Hall²,

Miller³

2016

Health

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Exercise has widely been shown to improve cognition, potentially by making individuals more receptive to sensory stimulation or inhibiting irrelevant information. Caffeine, one of the world's most widely used stimulants, seems to have similar effects. It seems that both exercise and caffeine improve cognitive function separately, but little research has been done examining their combined effects. The purpose of this study was to examine the impact of caffeine and exercise, independently and combined, on cognitive function. 20 healthy college students completed the study. These participants were low caffeine consumers. Each participant came to the lab 5 times. During the first session, they completed a graded exercise test on a cycle ergometer to determine ventilatory threshold (VT). The following four sessions were test sessions involving supplementation and exercise. During these, each participant engaged in 30 minutes of cycling (at 90% VT) or 30 minutes of quiet reading after consuming either caffeine (at 4 mg/kg body weight) or a placebo. The Contingent Continuous Performance Task (CPT) and Wisconsin Card Sorting Task were used to measure cognitive function and were completed 5 minutes and 20 minutes after exercise or quiet reading. There were no significant differences found for any variables tested, for condition effect, time effect or condition * time interaction, except for a significant time effect on false alarms on the Contingent CPT (p = 0.017). This study may have been limited by multiple variables including the population, executive function measures, caffeine dosage, or exercise prescription. These findings point to the need for future research to understand the changes in cognition from exercise and caffeine in combination. Future research may include looking at exercise at different intensities, different dosages of caffeine, or looking at the long-term cognitive effects.

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Section: Discussioncontrasting

confidence: 56%

The Influence of Exercise and Caffeine on Cognitive Function in College Students

Shulder¹,

Hall²,

Miller³

2016

Health

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“…3,4 Although these reviews indicate that acute exercise has a significant and positive effect on executive function, only a small effect size emerged when considering the global executive function construct that summarized a variety of specific aspects of executive function. Along with the larger effect sizes that are typically observed in empirical studies examining specific aspects of executive function, such as inhibition 11e13, 15,16,46,47 and planning, 6,7,44,51 the findings from these reviews imply that the alterations of sub-components within executive function due to acute exercise are different.…”

Section: Discussionmentioning

confidence: 89%

Failure to identify an acute exercise effect on executive function assessed by the Wisconsin Card Sorting Test

Wang

Shih

Pesce³

et al. 2015

Journal of Sport and Health Science

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Purpose: Acute exercise has been linked to the facilitation of executive function, but little is known regarding executive function assessed by the Wisconsin Card Sorting Test (WCST). The present research consisted of two experiments aimed to determine whether acute aerobic exercise influences successive WCST performance. Methods: In Study 1, 27 young adults were randomly assigned to the exercise or reading control group and then instructed to perform the WCST before and after assigned treatment. In exercise group, participants completed a single bout aerobic exercise with moderate intensity for 20 min on a stationary bike. A similar experimental protocol was replicated in Study 2 with 24 late middle-aged adults to look for age differences during adulthood and control for a potential ceiling effect at young adult age. Results: Although a significant time effect was observed in young adults, both studies revealed that there was no main effect for treatment or an interaction between treatment and time on any of the WCST indices. Conclusion: Acute aerobic exercise failed to influence executive function as assessed by the WCST, revealing that this classical neuropsychological test tapping executive function may not be sensitive to acute exercise. Our findings suggest that acute exercise does not broadly affect the entire family of executive functions, or its effect on a specific aspect of executive function may be task-dependent, as proposed by Etnier and Chang (2009).

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“…In adults executive functions such as working memory, goal-oriented processing, and inhibition are particularly improved by exercise interventions. 9,10 If this also applies in children, one might expect that the largest effects of exercise would be seen in individuals who have poor executive function, such as those with attention-deficit-hyperactivity disorder. The past 15 to 20 years have seen rapid increases in the diagnosis of this disorder, 11 and this raises the question whether changes in educational practices, such as decreased physical activity, 12 might have contributed to this problem.…”

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confidence: 99%

Exercising attention within the classroom

Hill

Williams

Aucott

et al. 2010

Develop Med Child Neuro

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AIM To investigate whether increased physical exercise during the school day influenced subsequent cognitive performance in the classroom.METHOD A randomized, crossover-design trial (two weeks in duration) was conducted in six mainstream primary schools (1224 children aged 8-11y). No data on sex was available. Children received a teacher-directed, classroom-based programme of physical exercise, delivered approximately 30 minutes after lunch for 15 minutes during one week and no exercise programme during the other (order counterbalanced across participants). At the end of each school day, they completed one of five psychometric tests (paced serial addition, size ordering, listening span, digit-span backwards, and digit-symbol encoding), so that each test was delivered once after exercise and once after no exercise.RESULTS General linear modelling analysis demonstrated a significant interaction between intervention and counterbalance group (p<0.001), showing that exercise benefitted cognitive performance. Post-hoc analysis revealed that benefits occurred in participants who received the exercise intervention in the second but not the first week of the experiment and were also moderated by type of test and age group.INTERPRETATION Physical exercise benefits cognitive performance within the classroom. The degree of benefit depends on the context of testing and participants' characteristics. This has implications for the role that is attributed to physical exercise within the school curriculum.There have long been anecdotal reports of neuropsychological benefits arising from regular physical exercise, and these now receive support from a substantial body of empirical evidence. Recent reviews suggest that physical exercise can be useful in the treatment of depression, 1 can be used to maintain cognitive vitality in old age, 2 and can even reduce stereotypic and disruptive behaviours in children with autism, learning disorders, or behavioural disorders. 3 In children, associations between greater aerobic fitness and higher cognitive functioning have been reported. 4 Also, there is evidence of aerobic fitness level moderating aspects of academic performance 5 and children exhibiting increased 'ontask' classroom behaviour after brief exercise interventions. 6 Increases in the amount of curriculum time devoted to physical activity have also been reported to result in either no change or an improvement in students' academic achievement, 7 suggesting that increased exercise capably counteracts the negative impact of reduced academic instruction time, perhaps through improving cognition.Given these findings, recent initiatives to encourage increased childhood physical activity 8 may have important implications for mental as well as physical health. In adults executive functions such as working memory, goal-oriented processing, and inhibition are particularly improved by exercise interventions. 9,10 If this also applies in children, one might expect that the largest effects of exercise would be seen in individuals who have po...

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Effects of an Acute Bout of Exercise on Cognitive Aspects of Stroop Performance

Cited by 105 publications

References 0 publications

The Influence of Exercise and Caffeine on Cognitive Function in College Students

The Influence of Exercise and Caffeine on Cognitive Function in College Students

Failure to identify an acute exercise effect on executive function assessed by the Wisconsin Card Sorting Test

Exercising attention within the classroom

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