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- Eckert, B., et al.
(författare)
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The recovery of brain function after hypoglycaemia in normal man
- 1992
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Ingår i: Diabetologia, 35, Suppl.1. ; , s. A43-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present study was to evaluate the recovery of brain function after moderate hypoglycaemla in normal man. Hypoglycaemia was induced by an intravenous infusion of insulin (2.5 mU/kg) in seven healthy right-handed men aged 25.4+1.1 years (Mean • SD). The brain function was evaluated with P300-amplitude after auditory stimulus, reaction time measurements and EEG before, during (2.4+0.44 mmol/l for 70 min) and three times in the recovery period following hypoglycaemia. Hypoglycaemia caused a reduction in the P300-amplitude, a prolongation in reaction time and minor changes in the EEG-activity. 15 min after normalisation of the blood glucose level, the P300-amplitude was lower than during hypoglycaemia and still 1,5 hrs after normalisation of the blood glucose level, there was a marked reduction in the P3OO-amplitude. 4 hrs after normalisation of the blood glucose, the P300-amplitude was restituted. The reaction time was shorter 15 min after normalisation of the blood glucose compared to hypoglycaemia, but was not nermalised until 1,5 hrs after of recovery following hypoglycaemia. The EEG-changes were normalised 15 min after hypoglycaemia. We conclude that moderate hypglycaemia causes marked effects in P300 and reaction time and that brain function measured as P300 is not restored after 1,5 hrs but at 4 hrs after normalisation of hypoglycaemia.
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- Jensen, Jimmy, et al.
(författare)
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Effect of emotional content on brain activation patterns in a reality monitoring task
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Every day we take in large amounts of information from the external world, and we also synthesize representations of things or situations that we have not perceived through our senses. The ability to distinguish between a memory that contains representations from external world and a memory representing an imagined picture is necessary to make sense of the surroundings. This process is called reality monitoring. In the present study we aimed to confirm the existence of the reality monitoring network as reported by previous studies. Further, we wanted to extend these findings by investigating the effect of stimuli aversiveness on the reality monitoring processes and its neural correlates. Twenty-five subjects were included in the study after passing a somatic and psychiatric health screening. The subjects first completed an encoding task of 80 trials outside the scanner. Small descriptions of either an object or a situation (two or three word sentences) were presented on a computer screen. Immediately after the description was shown, a frame that was either empty or containing a picture related to the description was shown for three seconds. The subjects were instructed to look at the picture in the frame or imagine a relevant picture when the frame was empty. The subjects were then instructed to consider whether the pictures were “Unpleasant” or “Not unpleasant” by choosing between the two alternatives on the computer screen. A retrieval task was carried out as Blood-Oxygen Level Dependent (BOLD) fMRI data was collected. During this task the participants were presented with small descriptions that were either presented during the encoding task or they were new. The subjects were to decide whether they previously had viewed a picture associated with the description (a V trial), whether they had imagined a picture associated with the description (an I trial) or whether the description was entirely new (an N trial). The subjects completed a total of 140 randomly presented trials during two runs (20 trials of each category and 20 baseline trials). T2*-weighted functional MRI images were collected on a 3T General Electrics Signa HDx scanner. Data were analysed using SPM8.Overall, most of the trials were considered neutral, and this was true within both the I and the V conditions. Fewer I trials than V trials were considered aversive. The response times were longer in I compared to the V for the aversive trials, and there was a trend for the same effect for the neutral trials. There were no significant differences in response time between neutral and aversive trial. The analysis of the retrieval task behavioural data revealed a higher accuracy rate for aversive trials in the I than the V, while there was no effect for neutral trials. An ANOVA for the corresponding response times showed a main effect of source of encoding where responses were shorter in V than I trials. In paired tests this difference was significant for neutral trials. Paired tests of emotional content within source showed a difference between aversive and neutral trials for I. Successful retrieval and discrimination between sources of encoding generated activations in the left posterior precuneus. Activations of the anterior cingulate were also present. An effect of stimuli aversiveness on brain activation was present in mediolateral prefrontal cortex and the precuneus, indicating a stronger effort of these regions during retrieval of source memory linked to aversive stimuli.In summary, activation patterns in reality monitoring networks were replicated from earlier studies. Further, the results suggest that activations in overlapping networks are increased for aversive stimuli compared to neutral stimuli.
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- Johansson, Tobias, 1977-
(författare)
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Modeling test learning and dual-task dissociations
- 2020
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Ingår i: Psychonomic Bulletin & Review. - 1069-9384 .- 1531-5320. ; 27, s. 1036-1042
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Much of cognitive psychology is premised on the distinction between automatic and intentional processes, but the distinction often remains vague in practice and alternative explanations are often not followed through. For example, Hendricks, Conway and Kellogg (Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 491–1500, 2013) found that dual tasks at training versus at test dissociated performance in two different artificial grammar learning tasks. This was taken as evidence for underlying automatic and intentional processes. In this article, a different explanation is considered based on test learning and similarity, where participants are assumed to update their knowledge at test. Contrasting formal memory models of test learning are implemented, and it is concluded that the models account for the relevant dissociations without assuming a distinction between automatic and intentional processes.
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- Rosander, Pia, 1967-
(författare)
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The importance of personality, IQ and learning approaches : predicting academic performance
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present doctoral thesis was to examine to what extent personality traits and approaches to learning contribute to academic performance in upper secondary school (high school), after controlling for the well-known fact that general intelligence accounts for a large part of the variance. The general proposition of the thesis is that personality traits are stable dispositions and therefore predispose an individual to behave or act in a specific manner (Costa & McCrae, 1976). Additionally, another important determinant of academic performance is students’ approaches to learning, the way someone studies and makes sense of a particular school subject (Biggs, 1999). Study I examined how personality traits, divided into facets, predict academic performance in different school subjects. The results from several SEM analyses showed that personality, specifically Conscientiousness, has a positive influence on academic performance. In addition, there was a negative relation between Extraversion and academic performance and a positive relation between Neuroticism and academic performance. There were also interesting findings on the facet levels for all traits. The major conclusion of this study is that personality traits, both on the factor level and on the facet level, are important to academic performance in general, but sometimes more specifically to different school subjects. In Study II, the aim was to investigate the unique contribution of learning approaches to academic performance. A second aim was to explore possible gender differences in learning approaches. It was found that learning approaches contributed uniquely to academic performance, over and above personality and general intelligence. Differences between girls and boys were found, both with respect to the use of learning approaches and the consequences of these learning approaches for performance results. Based on a longitudinal design, the aim of Study III was to explore to what extent personality traits predict academic performance. Conscientiousness, Extraversion and Neuroticism were found to predict overall academic performance. Results suggest that personality traits, as measured at the age of 16, can predict academic performance at the age of 19, and more specifically: the grades of conscientious students improved from age 16 to age 19. This study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period.
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- Stenberg, Georg, 1947-
(författare)
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Att veta utan att tänka
- 1994
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Ingår i: Ingvar, D. H. (red), Att tänka sig. - Stockholm : Svenska Dagbladet. - 9177383826 ; , s. 57-70
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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