Psychological characteristics of patients with inflammatory bowel disease during the first wave of COVID-19.

Introduction: Inflammatory bowel diseases (Crohn's disease (CD) and ulcerative colitis (UC)) are chronic, immune-mediated diseases with unclear aetiology, characterized by relapsing inflammation of the gastrointestinal tract. These conditions significantly impair patients' physical and mental condition and quality of life. Aim: To investigate the impact of the current pandemic situation on inflammatory bowel disease (IBD) patients' psychological status and to determine factors that mediate the level of depression, anxiety, and health-related quality of life. Material and methods: This was a multicentre, observational, cross-sectional, questionnaire-based study. A total of 206 participants (male: 34%) were involved. The online survey consisted of 8 different psychological measures (such as depression, anxiety, coronavirus distress, health-related quality of life, etc.) and other therapy-specific and sociodemographic factors. Results: 28.2% of respondents showed depressive symptoms and 11.2% indicated moderate to severe anxiety. Also, 27.7% revealed mild, moderate, or severe distress regarding the coronavirus situation. According to regression analysis, anxiety and coronavirus distress are mostly influenced by psychological factors. In contrast, the changes in quality of life and depression can be explained by disease-specific and psychological factors as well. Conclusions: Patients need more attention during this period to help them cope with psychological factors and prevent their IBD from becoming worse.

How online peer support affects management efficacy and mitigates difficulties of parents caring for children with type 1 diabetes.

The proper management of pediatric type 1 diabetes depends substantially on the parents of affected children. Parental psychological traits specifically related to diabetes caregiving influence the quality of their care and management of the disease in their children. Parents often use Facebook groups as sources of peer support and information about diabetes care. The present study aimed to examine the influence of devices used in diabetes management, ascertain the impact of Facebook peer-support groups on parental perceptions of problems and probe parental self-efficacy. 318 parents of children with type 1 diabetes completed an online questionnaire on demographics, diabetes-related data, and diabetes care-related psychological characteristics. Data analysis revealed three variables that determined competence in diabetes management: the utility of information and suggestions offered in the Facebook groups on diabetes; the form of insulin administration and membership in Facebook groups. Our results underpin that peer-support groups on social media platforms can serve as sources of the necessary information, support, and feedback on diabetes management competence for parents of children living with type 1 diabetes, they may thus facilitate parental diabetes management capabilities.

The association between metamemory, subjective memory complaints, mood, and well-being: the Hungarian validation of Multifactorial Memory Questionnaire.

The current study addressed the relationship between subjective memory complaints and negative affect, well-being, and demographic variables by investigating the Hungarian version of Multifactorial Memory Questionnaire. The original factor structure showed a poor fit on our data; therefore, principal component analysis was conducted on data from 577 participants, ranging in age from 18 to 92 years. Our analysis provided a six-component solution: Satisfaction, Retrospective memory mistakes, Prospective memory mistakes, External Strategies, Internal Strategies, and Frustration. To improve the reliability and internal consistency indicators we created four subscales by combining Frustration with Satisfaction, and Retrospective and Prospective memory mistakes subscales. Thus, we were able to preserve the factor structure similar to the original. Subjective memory complaints were correlated positively with anxiety and depression and were associated negatively with well-being. We found a slight positive correlation between age and memory ability, and age was associated negatively with the frequency of external strategy use. Individuals with higher education were satisfied with their memory, used more frequent external strategies. Furthermore, men were more satisfied with their memory and reported better memory ability, while women tended to use more external and internal strategies. Women also showed a higher level of anxiety and depression than men. In conclusion, self-reported memory changes are of particular importance because of their association with perceived mental health status and implications for later disease development.

Validation of the Hungarian version of the Cognitive Failures Questionnaire (CFQ).

Cognitive Failures Questionnaire (CFQ) is a widely utilized tool to measure the frequency of everyday cognitive lapses. Here we present a validation study of the Hungarian translation of CFQ. A subsample (n = 157) filled out the questionnaire twice within a 7-21 days interval to determine test-retest reliability. Exploratory structural equation modeling (ESEM) method was run on a larger sample (n = 382) for testing a different number of potential factors. Although the multiple-factor solutions showed good fit, the one-factor solution described the data more adequately. The composite reliability of the final model (CR = .822) as well as test-retest reliability (intraclass correlation coefficient = .900) and the internal consistency (Cronbach's alpha = .920) of the CFQ were high. Higher CFQ scores (i.e., more cognitive slips) correlated positively with anxiety and depression while a negative relationship was present with well-being. Furthermore, women were characterized with higher CFQ scores compared to men. Our results are in line with previous studies, and the excellent psychometric properties make the Hungarian version of CFQ an appropriate measure of cognitive failures.

Increased behavioral problems in children with sleep-disordered breathing.

BACKGROUND: Healthy sleep is essential for the cognitive, behavioral and emotional development of children. Therefore, this study aimed to assess the behavioral consequences of sleep disturbances by examining children with sleep-disordered breathing compared with control participants. METHODS: Seventy-eight children with SDB (average age: 6.7 years (SD = 1.83); 61 had OSA and 17 had primary snoring) and 156 control subjects (average age: 6.57 years (SD = 1.46) participated in the study. We matched the groups in age (t(232) = 0.578, p = 0.564) and gender (χ2(1) = 2.192, p = 0.139). In the SDB group, the average Apnea-Hypopnea Index was 3.44 event/h (SD = 4.00), the average desaturation level was 87.37% (SD = 6.91). Parent-report rating scales were used to measure the children's daytime behavior including Attention Deficit Hyperactivity Disorder Rating Scale, Strengths and Difficulties Questionnaire, and Child Behavior Checklist. RESULTS: Our results showed that children with SDB exhibited a higher level of inattentiveness and hyperactive behavior. Furthermore, the SDB group demonstrated more internalizing (anxiety, depression, somatic complaints, social problems) (p < 0.001) and externalizing (aggressive and rule-breaking behavior) problems compared with children without SDB, irrespective of severity. CONCLUSIONS: Based on our findings we supposed that snoring and mild OSA had a risk for developing behavioral and emotional dysfunctions as much as moderate-severe OSA. Therefore, clinical research and practice need to focus more on the accurate assessment and treatment of sleep disturbances in childhood, particularly primary snoring, and mild obstructive sleep apnea.

Physiological measurements in social acceptance of self driving technologies.

The goal of the present study is to examine the cognitive/affective physiological correlates of passenger travel experience in autonomously driven transportation systems. We investigated the social acceptance and cognitive aspects of self-driving technology by measuring physiological responses in real-world experimental settings using eye-tracking and EEG measures simultaneously on 38 volunteers. A typical test run included human-driven (Human) and Autonomous conditions in the same vehicle, in a safe environment. In the spectrum analysis of the eye-tracking data we found significant differences in the complex patterns of eye movements: the structure of movements of different magnitudes were less variable in the Autonomous drive condition. EEG data revealed less positive affectivity in the Autonomous condition compared to the human-driven condition while arousal did not differ between the two conditions. These preliminary findings reinforced our initial hypothesis that passenger experience in human and machine navigated conditions entail different physiological and psychological correlates, and those differences are accessible using state of the art in-world measurements. These useful dimensions of passenger experience may serve as a source of information both for the improvement and design of self-navigating technology and for market-related concerns.

Different levels of statistical learning - Hidden potentials of sequence learning tasks.

In this paper, we reexamined the typical analysis methods of a visuomotor sequence learning task, namely the ASRT task (J. H. Howard & Howard, 1997). We pointed out that the current analysis of data could be improved by paying more attention to pre-existing biases (i.e. by eliminating artifacts by using new filters) and by introducing a new data grouping that is more in line with the task's inherent statistical structure. These suggestions result in more types of learning scores that can be quantified and also in purer measures. Importantly, the filtering method proposed in this paper also results in higher individual variability, possibly indicating that it had been masked previously with the usual methods. The implications of our findings relate to other sequence learning tasks as well, and opens up opportunities to study different types of implicit learning phenomena.

Explicit instructions and consolidation promote rewiring of automatic behaviors in the human mind.

One major challenge in human behavior and brain sciences is to understand how we can rewire already existing perceptual, motor, cognitive, and social skills or habits. Here we aimed to characterize one aspect of rewiring, namely, how we can update our knowledge of sequential/statistical regularities when they change. The dynamics of rewiring was explored from learning to consolidation using a unique experimental design which is suitable to capture the effect of implicit and explicit processing and the proactive and retroactive interference. Our results indicate that humans can rewire their knowledge of such regularities incidentally, and consolidation has a critical role in this process. Moreover, old and new knowledge can coexist, leading to effective adaptivity of the human mind in the changing environment, although the execution of the recently acquired knowledge may be more fluent than the execution of the previously learned one. These findings can contribute to a better understanding of the cognitive processes underlying behavior change, and can provide insights into how we can boost behavior change in various contexts, such as sports, educational settings or psychotherapy.

The differential consolidation of perceptual and motor learning in skill acquisition.

Implicit skill learning is an unconscious way of learning which underlies not only motor but also cognitive and social skills. This form of learning is based on both motor and perceptual information. Although many studies have investigated the perceptual and motor components of "online" skill learning, the effect of consolidation on perceptual and motor characteristics of skill learning has not been studied to our knowledge. In our research we used a sequence learning task to determine if consolidation had the same or different effect on the perceptual and the motor components of skill acquisition. We introduced a 12-h (including or not including sleep) and a 24-h (diurnal control) delay between the learning and the testing phase with AM-PM, PM-AM, AM-AM and PM-PM groups, in order to examine whether the offline period had differential effects on perceptual and motor learning. Although both perceptual and motor learning were significant in the testing phase, results showed that motor knowledge transfers more effectively than perceptual knowledge during the offline period, irrespective of whether sleep occurred or not and whether there was a 12- or 24-h delay period between the learning and the testing phase. These results have important implications for the debate concerning perceptual/motor learning and the role of sleep in skill acquisition.

[The effect of taboo word on language processing]. / A tabszvak hatása lexikális döntési helyzetben.

Knowledge about how we process taboo words brings us closer to the and emotional processes, and broadens the interpretative framework in psychiatry and psychotherapy. In this study the lexical decision paradigm was used. Subjects were presented neutral words, taboo words and pseudowords in a random order, and they had to indicate whether the presented word was meaningful (neutral and taboo words) or meaningless (pseudowords). Each target word was preceded by a prime word (either taboo or neutral). SOA differed in the two experimental conditions (it was 250 msec in the experimental group, and 500 msec in the control group). In the experimental group, response latencies increased for target words that were preceded by taboo prime words, as compared to those that were preceded by neutral prime words. In the control group prime had no such differential effects on response latencies. Results indicate that emotional processing of taboo words occur very early and the negative effect of taboo words on the following lexical decision fades away in 500 msec. Our experiment and other empirical data are presented in this paper.

Perceptual and motor factors of implicit skill learning.

Implicit skill learning underlies not only motor but also cognitive and social skills, and represents an important aspect of life from infancy to old age. Earlier research examining this fundamental form of learning has shown that learning relies on motor and perceptual skills, along with the possible role of oculomotor learning. The goals of this study were to determine whether motor or perceptual cues provide better prompts to sequence learning and to remove the possibility of oculomotor learning during the task. We used a modified version of the probabilistic alternating serial reaction time task, which allowed the separation of motor and perceptual factors. Our results showed that motor and perceptual factors influenced skill learning to a similar extent.