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Thomas Goschke
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Journal Articles
Publisher: Journals Gateway
Journal of Cognitive Neuroscience (2011) 23 (11): 3218–3227.
Published: 01 November 2011
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Dynamically adjusting the right amount of goal shielding to varying situational demands is associated with the flexibility of cognitive control, typically linked with pFC functioning. Although stress hormones are found to also bind to prefrontal receptors, the link between stress and cognitive control remains elusive. Based on that, we aimed at investigating effects of acute psychosocial stress on dynamic control adjustments. Forty-eight healthy volunteers were exposed to either a well-established stress induction protocol (the Trier Social Stress Test, TSST) or a standardized control situation before a selective attention (Simon) task involving response conflicts. The individual physiological stress response was monitored by analyzing levels of free cortisol and α-amylase activity in saliva samples showing that the TSST reliably induced an increase of endogenous stress hormone levels. Acute stress did not inevitably impair cognitive functioning, however, as stressed participants showed tonically increased goal shielding (to reduce interference) at the expense of decreased cognitive flexibility. Importantly, as a novel finding in humans, stress effects on cognitive functions were not present immediately after the stress experience but developed gradually over time and, therefore, paralleled the time course of the hypothalamus–pituitary–adrenal (HPA) stress response. In addition, the total increase of individual cortisol levels reflecting HPA activity, but not the total changes in α-amylase activity associated with sympathetic activity, was reversely related to the amount of cognitive flexibility in the final block of testing. Our study provides evidence for a stress-induced time-dependent decrease of cognitive flexibility that might be related to changes in cortisol levels.
Journal Articles
Publisher: Journals Gateway
Journal of Cognitive Neuroscience (2007) 19 (12): 1923–1931.
Published: 01 December 2007
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Although it is widely accepted that serotonin plays a pivotal role in the modulation of anxiety- and depression-related personality traits as well as in the pathogenesis of anxiety disorders and depression, the role of serotonin in cognition is less clear. In the present study, we investigated the involvement of serotonin in cognitive behaviors by examining the impact of genetic variation in key regulators of serotonergic neurotransmission on behavioral measures in a cognitive control task. Eighty-five healthy participants performed a cued continuous performance task (the AX Continuous Performance Task [AXCPT]) and were genotyped for polymorphisms in the transcriptional control regions of the tryptophan hydroxylase 2 gene (TPH2 G-703T; rs4570625) and the serotonin transporter gene (5-HTTLPR). The core result was that individuals lacking the rare TPH2 T allele were not faster than T allele carriers, but committed fewer errors and were less variable in responding. These findings parallel those of a recent study where an enhancement of executive control in individuals without the rare TPH2 T/T genotype was observed. Together with recent evidence that individuals without the T allele exhibit higher scores in anxiety- and depression-related personality traits, our results underscore the role of the TPH2 G-703T polymorphism in the modulation of behavior and raise the intriguing possibility that genetic variants associated with higher negative emotionality may have beneficial effects on some cognitive functions.
Journal Articles
Publisher: Journals Gateway
Journal of Cognitive Neuroscience (2001) 13 (3): 370–388.
Published: 01 April 2001
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Procedural learning of spatio-motor and phoneme sequences was investigated in patients with Broca's and Wernick's aphasia and age-matched controls. In Experiment 1, participants performed a standard serial reaction task (SRT) in which they manually responded to a repeating sequence of stimulus locations. Both Broca's and Wernick's aphasics showed intact sequence learning, as indicated by a reliable response time (RT) cost when the repeating sequence was swithched to a random sequence. In Experiment 2, Broca's aphasics and controls performed a new serial search task (SST), which allowed us to investigate the learning of a spatio-motor sequence and a phoneme sequence independently from each other. On each trial, four letters were presented visually, followed by a single auditorily presented letter. Participants had to press one of four response keys to indicate the location of the auditory letter in the visual display. The arrangement of the visual letters was changed from trial to trial such that either the key-presses or the auditory letters followed a repeating pattern, while the other sequence was random. While controls learned both the key-press and the phoneme sequences, Broca's aphasics were selectively impaired in learning the phoneme sequence. This dissociation between learning of spatio-motor and phoneme sequences supports the assumption that partially separable brain systems are involved in proceedural learning of differenct types of sequential structures.