Does stress induction affect cognitive performance or avoidance of cognitive effort?

Previous research has shown that acute psychosocial stress impairs cognitive abilities, but recent studies suggest that this may be due to a decrease in willingness to engage in cognitive effort rather than a direct effect on performance. The aim of the present study was to replicate this last research and verify the influence of acute stress on avoidance of cognitive effort and cognitive performance. Fifty young, healthy individuals (26 females, 24 males) aged between 18 and 40 years were randomly assigned to two groups: a stress condition and a control condition. We used a Demand Selection Task paradigm (DST), in which participants chose between performing tasks that required either high or low cognitive effort. Stress was induced through the Trier Social Stress Test (TSST) and measured with both subjective and psychophysiological measurements. The results indicated that acute stress significantly increased participants' preference for less demanding behaviors, while no significant alterations in cognitive performance in task change activities were found. This study offers new perspectives on how stress affects behavior and decision-making in everyday life.

Neurophysiological and neuropsychological parameters in patients with temporal lobe epilepsy.

Temporal lobe epilepsy (TLE) is the most common type of localization-related epilepsy (LRE) and has been extensively studied in the field of neuropsychology due to its significant association with cognitive impairments. Cognitive decline has long been recognized as a consequence of this form of epilepsy, with previous studies primarily focusing on neurophysiological measures. In this study, both neurophysiological and neuropsychological factors were analyzed in TLE patients compared to healthy control subjects. The Montreal Cognitive Assessment (MoCA) and Mini Mental State Examination (MMSE) tests were used to assess neuropsychological processes, while cognitive event-related potential (ERPs), particularly P300, were employed to analyze neurophysiological parameters. The study involved 21 TLE patients (mean age = 61.43) and 21 healthy control subjects. The results revealing that TLE patients scored significantly lower, indicating deficits in specific cognitive areas. The study also observed abnormalities in the ERPs, particularly in the assessment of P300 amplitude and latency, that may be indicative of underlying neural dysfunction related to attention and cognitive processing. In conclusion, the study provides compelling evidence of the association between TLE and a high incidence of cognitive deficits and decline. By considering both neurophysiological and neuropsychological factors, the study sheds light on the comprehensive impact of TLE on various cognitive domains and emphasizes the importance of early identification and management of cognitive impairments in TLE patients.

ADHD Symptoms Increase Perception of Classroom Entropy and Impact Teacher Stress Levels.

Attention deficit hyperactivity disorder (ADHD) is a common neuropsychiatric disorder among school-age children, characterized by persistent behavioral patterns of inattention and/or hyperactivity/impulsivity. These behaviors can create stress for teachers and negatively affect teacher-student interactions. This study hypothesized that a high frequency of ADHD students in the classroom can increase internal and external entropy, ultimately resulting in a negative stress impact on teachers. The physical concept of entropy, which measures the degree of disorder in a system, was used to better understand this relationship. The study evaluated 177 primary school teachers in their response to interacting with students with ADHD, using the Measurement of Psychological Stress (MPS) to evaluate subjective stress levels and the QUEIs and QUEIp questionnaires to measure structural and personal entropy. Path analysis was applied to identify the factors associated with the total score of MPS. The hypothesis was confirmed, as the frequency of ADHD students had a negative impact on teachers' entropy levels and personal entropy was found to significantly increase stress levels. The study highlights the negative impact of ADHD symptoms on stress levels and personal entropy of teachers when interacting with students with ADHD. These findings suggest the need for interventions aimed at balancing the frequency of students with ADHD and promoting positive training on stress reduction for teacher-student interactions.

Micronutrients Dietary Supplementation Advices for Celiac Patients on Long-Term Gluten-Free Diet with Good Compliance: A Review.

Background and objective: Often micronutrient deficiencies cannot be detected when patient is already following a long-term gluten-free diet with good compliance (LTGFDWGC). The aim of this narrative review is to evaluate the most recent literature that considers blood micronutrient deficiencies in LTGFDWGC subjects, in order to prepare dietary supplementation advice (DSA). Materials and methods: A research strategy was planned on PubMed by defining the following keywords: celiac disease, vitamin B12, iron, folic acid, and vitamin D. Results: This review included 73 studies. The few studies on micronutrient circulating levels in long-term gluten-free diet (LTGFD) patients over 2 years with good compliance demonstrated that deficiency was detected in up to: 30% of subjects for vitamin B12 (DSA: 1000 mcg/day until level is normal, then 500 mcg), 40% for iron (325 mg/day), 20% for folic acid (1 mg/day for 3 months, followed by 400-800 mcg/day), 25% for vitamin D (1000 UI/day or more-based serum level or 50,000 UI/week if level is <20 ng/mL), 40% for zinc (25-40 mg/day), 3.6% of children for calcium (1000-1500 mg/day), 20% for magnesium (200-300 mg/day); no data is available in adults for magnesium. Conclusions: If integration with diet is not enough, starting with supplements may be the correct way, after evaluating the initial blood level to determine the right dosage of supplementation.