| 1. |
- Asperholm, Martin, et al.
(författare)
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The magnitude of sex differences in verbal episodic memory increases with social progress : Data from 54 countries across 40 years
- 2019
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 14:4
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Tidskriftsartikel (refereegranskat)abstract
- Sex differences in episodic memory have been reported. We investigate (1) the existence of sex differences in verbal and other episodic memory tasks in 54 countries, and (2) the association between the time-and country-specific social progress indicators (a) female to male ratio in education and labor force participation, (b) population education and employment, and (c) GDP per capita, and magnitude of sex differences in verbal episodic memory tasks. Data were retrieved from 612 studies, published 1973-2013. Results showed that females outperformed (Cohen's d > 0) males in verbal (42 out of 45 countries) and other (28 out of 45 countries) episodic memory tasks. Although all three social progress indicators were, separately, positively associated with the female advantage in verbal episodic memory performance, only population education and employment remained significant when considering the social indicators together. Results suggest that women's verbal episodic memory performance benefits more than men's from education and employment.
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| 2. |
- Asperholm, Martin, et al.
(författare)
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What Did You Do Yesterday? A Meta-Analysis of Sex Differences in Episodic Memory
- 2019
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Ingår i: Psychological bulletin. - : American Psychological Association (APA). - 0033-2909 .- 1939-1455. ; 145:8
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Tidskriftsartikel (refereegranskat)abstract
- To remember what one did yesterday is an example of an everyday episodic memory task, in which a female advantage has sometimes been reported. Here, we quantify the impact of sex on episodic memory performance and investigate whether the magnitude of the sex difference is modified by study-, task-, and sample-specific moderators. Analyses were based on 617 studies conducted between 1973 and 2013 with 1,233,921 participants. A 5-level random-effects meta-analysis showed an overall female advantage in episodic memory (g = 0.19, 95% CI [0.17, 0.21]). The material to be remembered affected the magnitude of this advantage, with a female advantage for more verbal tasks, such as words, sentences, and prose (g = 0.28, 95% CI [0.25, 0.30]), nameable images (g = 0.16, 95% CI [0.11, 0.22]), and locations (g = 0.16, 95% CI [0.11, 0.21]). and a male advantage in more spatial tasks, such as abstract images (g = -0.20, 95% CI [-0.35, -0.05]) and routes (g = -0.24, 95% CI (-0.35, -0.12]). Furthermore, there was a female advantage for materials that cannot easily be placed along the verbal-spatial continuum, such as faces (g = 0.26, 95% CI [0.20, 0.33]), and odor, taste, and color (g = 0.37, 95% CI [0.18, 0.55]). These differences have remained stable since 1973. For verbal episodic memory tasks, differences were larger in Europe, North America, Oceania. and South America than in Asia, and smaller in childhood and old age than for other ages. Taken together. results suggest that men may use their spatial advantage in spatially demanding episodic memory tasks, whereas women do well in episodic memory tasks that are verbalizable and tasks that are neither verbal nor spatial, such as remembering faces and odors/tastes/colors.
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| 3. |
- Badinlou, Farzaneh, 1984-
(författare)
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The power of action and knowledge in episodic memory for school-aged children
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Developmental and cognitive research suggests that there are age-related differ-ences in children’s episodic memory across school ages due to the development of knowledge, which in turn affects memory strategy use and information pro-cessing over time. However, there are controversial findings related to devel-opmental patterns and factors involved in children’s episodic memory function.This dissertation studies action memory, a form of episodic memory, across school ages to explore developmental differences and children’s memory per-formance as related to different encoding conditions, retrieval modes, materi-als, and events. In study I, the effects of different encoding conditions (i.e., verbal tasks, VTs; experimenter-performed tasks, EPTs; and subject-performed tasks, SPTs) and memory tests (i.e., recall and recognition) were examined across school ages. This study found that the developmental pattern of action memory was more pronounced for enacted encoding than verbal encoding, the most pronounced in recall test than in recognition test. In study II, the recall period of enactment effects and the effects of task difficulty were investigated as functions of age and encoding conditions in school-aged children. The results revealed that enacted encoding not only outperformed verbal encoding but also that the response speed increased over the recall period, the effect being more noticeable in older than younger children. Moreover, the level of task difficulty can be regarded as an important factor affecting the pattern of memory output among school-aged children. Study III explored the effect of children’s declarative knowledge on memory performance by presenting knowledge-based cues such as objects and semantic integration items. Providing cues related to children’s prior knowledge in the encoding and test phases improved memory performance, especially in older children. The overall results indicated clear-cut developmental differences in episodic memory across school ages. Episodic memory functions differed as functions of age, encoding, testing instructions, and type of event. SPTs and EPTs can improve memory function, this improvement was more pronounced in SPTs than in EPTs. The positive impact of action memory on memory performance is discussed in terms of the cognitive mechanism, memory strategies, and information processing involved.
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| 4. |
- Dekhtyar, Serhiy, et al.
(författare)
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A life-course study of cognitive reserve in dementia: Dementia incidence in inpatient registers and mmse test scores in a clinical study in sweden
- 2015
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Ingår i: Alzheimer's & Dementia. - : Wiley. - 1552-5279 .- 1552-5260. ; 11:7, s. 200-201
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Tidskriftsartikel (refereegranskat)abstract
- Cognitive reserve helps mitigate the impact of pathology on the clinical expression of dementia. Education and occupational complexity are considered as contributors to reserve, although it has been argued that cognitive reserve is likely formed over the life-course. A life-course model of cognitive reserve in dementia risk has not yet been tested. We apply a life-course model and examine if school grades around age 10, formal educational attainment, and lifetime occupational complexity affect dementia incidence in inpatient registers.
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| 5. |
- Dekhtyar, Serhiy, et al.
(författare)
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A Life-Course Study of Cognitive Reserve in Dementia-From Childhood to Old Age.
- 2015
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Ingår i: The American Journal of Geriatric Psychiatry. - : Elsevier BV. - 1545-7214 .- 1064-7481. ; 23:9, s. 885-896
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Tidskriftsartikel (refereegranskat)abstract
- Objective To test a life-course model of cognitive reserve in dementia and examine if school grades around age 10 years, formal educational attainment, and lifetime occupational complexity affect the risk of dementia in old age. Methods 7,574 men and women from the Uppsala Birth Cohort Multigenerational Study were followed for 21 years. Information on school performance, formal education, and occupational attainment was collected prospectively from elementary school archives and population censuses. Dementia diagnosis was extracted from the two Swedish registers. Discrete-time Cox proportional hazard models were estimated. Results Dementia was diagnosed in 950 individuals (12.5%). Dementia risk was lower among individuals with higher childhood school grades (hazard ratio [HR]: 0.79; 95% confidence interval [CI]: 0.68 to 0.93) and was lower among individuals in data-complex occupations (HR: 0.77; 95% CI: 0.64 to 0.92). Professional/university education predicted lower risk of dementia in minimally adjusted models (HR: 0.74; 95% CI: 0.60 to 0.91), although the effect faded with adjustment for occupational complexity. Lowest risk was found in the group with both higher childhood school performance and high occupational complexity with data (HR: 0.61; 95% CI: 0.50 to 0.75). Importantly, high occupational complexity could not compensate for the effect of low childhood grades. In contrast, dementia risk was reduced in those with higher school grades, irrespective of occupational complexity. Conclusion Higher childhood school performance is protective of dementia risk, particularly when preserved through complex work environments in adulthood, although it will remain protective even in the absence of later-life educational or occupational stimulation.
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| 6. |
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| 7. |
- Dekhtyar, Serhiy, et al.
(författare)
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Associations of head circumference at birth with earlylife school performance and later-life occupational prestige
- 2015
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Ingår i: Longitudinal and Life Course Studies. - : Bristol University Press. - 1757-9597. ; 6:1, s. 26-42
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Tidskriftsartikel (refereegranskat)abstract
- Head circumference at birth has been suggested as a marker of foetal brain development. New-borns with small head size have been shown to have lower intelligence scores in childhood. It is, however, unclear whether this relationship extends into adult life, and more importantly, whether adult status attainment and lifetime success is affected as a result. Furthermore it is unclear how social origin at birth attenuates the relationship between foetal brain development, childhood cognitive outcomes, and lifetime status attainment. Using the Uppsala Birth Cohort Multigenerational Study, a unique population-based database of 14,192 individuals followed from birth into advanced old age, we demonstrate that those born with small head circumference experience reductions in both early-life school performance and lifetime occupational prestige. These effects are not subject to modification by parental social class: small head size at birth is associated with lower grades and lower occupational prestige among individuals born into both advantaged and disadvantaged social classes. Employing causal mediation analysis, we also demonstrate that the link between head circumference at birth and adult occupational prestige is mainly the result of a direct effect, although a portion of this effect is also mediated by early-life school performance which also contributes to occupational attainment trajectories. These findings demonstrate the importance of early-life environments for cognitive development as well as lifetime status attainment.
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| 8. |
- Dekhtyar, Serhiy, et al.
(författare)
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Childhood school performance, education and occupational complexity : a life-course study of dementia in the Kungsholmen Project
- 2016
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Ingår i: International Journal of Epidemiology. - : Oxford University Press (OUP). - 0300-5771 .- 1464-3685. ; 45:4, s. 1207-1215
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Tidskriftsartikel (refereegranskat)abstract
- Background: Cognitive reserve hypothesis predicts that intellectually demanding activities over the life course protect against dementia. We investigate if childhood school performance remains associated with dementia once education and occupational complexity are taken into account. Methods: A cohort of 440 individuals aged 75+ from the Kungsholmen Project was followed up for 9 years to detect dementia. To measure early-life contributors to reserve, we used grades at age 9-10 extracted from the school archives. Data on formal education and occupational complexity were collected at baseline and first follow-up. Dementia was ascertained through comprehensive clinical examination. Cox models estimated the relationship between life-course cognitive reserve measures and dementia. Results: Dementia risk was elevated [hazard ratio (HR): 1.54, 95% confidence interval (CI): 1.03 to 2.29] in individuals with low early-life school grades after adjustment for formal educational attainment and occupational complexity. Secondary education was associated with a lower risk of dementia (HR: 0.72, 95% CI: 0.50 to 1.03), although the effects of post-secondary and university degrees were indistinguishable from baseline. Occupational complexity with data and things was not related to dementia. However, an association was found between high occupational complexity with people and dementia, albeit only in women (HR: 0.39, 95% CI: 0.14 to 0.99). The pattern of results remained unchanged after adjustment for genetic susceptibility, comorbidities and depressive symptoms. Conclusion: Low early-life school performance is associated with an elevated risk of dementia, independent of subsequent educational and occupational attainment.
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| 9. |
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| 10. |
- Juvrud, Joshua, et al.
(författare)
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Attention during Visual Preference Tasks : Relation to Caregiving and Face Recognition
- 2019
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Ingår i: Infancy. - : WILEY. - 1525-0008 .- 1532-7078. ; 24:3, s. 356-367
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Tidskriftsartikel (refereegranskat)abstract
- This research examined how caregiver experience (female primary caregiver or distributed caregiving with mom and dad) influenced 10-, 14-, and 16-month-olds' visual preferences and attention toward internal facial features of female-male face pairs, and how these behaviors related to novelty preferences in a face recognition task and speed and accuracy on a visual search task. In the visual preference task, infants visually preferred male faces, regardless of caregiver experience. Despite similarities in visual preferences, infants' attention toward females and males' internal facial features was related for infants with distributed caregiving only. Infants' performance across face processing tasks most often correlated for those with female primary caregivers. Results further our understanding of how infants with female primary caregivers display specialized processing of female faces, and how infants with distributed caregiving show similarities in their attention to female and male facial features.
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