School of Public Health

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The collections in this community comprise faculty research works, as well as graduate theses and dissertations.

Note: Prior to July 1, 2007, the School of Public Health was named the College of Health & Human Performance.

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Subject: search.filters.subject.Cognitive psychology

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    INVESTIGATIONS TO UNDERSTAND THE UNDERLYING BRAIN PROCESSES WHICH ENHANCE COGNITIVE-MOTOR LEARNING AND PERFORMANCE
    (2018) Jaquess, Kyle James; Hatfield, Bradley D; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The ability to effectively and efficiently process task-relevant information is a critical element to a wide range of cognitive-motor activities. Indeed, various studies have illustrated that elite performers exhibit more refined neuro-cognitive processes than novices. However, it is unclear how these neuro-cognitive information processing abilities develop as skill is acquired. In this dissertation, I provide some evidence to address this gap in the literature. Study 1, entitled “Empirical evidence for the relationship between cognitive workload and attentional reserve” (Jaquess et al., 2017), provided evidence illustrating the relationship between mental workload and attentional reserve. Study 2, entitled “Changes in mental workload and motor performance throughout multiple practice sessions under various levels of task difficulty”, builds from the knowledge gained from Study 1 and extends it to a cognitive-motor learning/practice context over the course of four days. Finally, Study 3, entitled “How engaged are you? An investigation of the neurocognitive mechanisms of self-controlled practice during cognitive-motor learning”, was built upon the knowledge gained from Study 2 to further investigate how aspects of the practice environment, specifically the aspect of control, impact cognitive load and learning outcomes. Broadly, these studies illustrate how some of the neuro-cognitive processes related to information processing in cognitive-motor skills, specifically elements of the electroencephalogram (EEG), change with learning and the acquisition of skill.
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    Time-Dependent Effects of Acute Exercise-Induced Arousal on Long-Term Memory for Emotional and Neutral Stimuli
    (2016) Weiss, Lauren Rachel; Smith, J. Carson; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Psychological research has strongly documented the memory-enhancing effects of emotional arousal, while the effects of acute aerobic exercise on memory are not well understood. Manipulation of arousal has been shown to enhance long-term memory for emotional stimuli in a time-dependent fashion. This presents an opportunity to investigate the role of acute exercise in memory modulation. The purpose of this study was to determine the time-dependent relationship between acute exercise-induced arousal and long-term emotional memory. Participants viewed pleasant, neutral, and unpleasant images before or after completing a high-intensity session of cycling exercise. Salivary alpha-amylase, a biomarker of central norepinephrine, was measured as an indicator of arousal. No effects of exercise on recognition memory were revealed, however; a single session of high-intensity cycling increased salivary alpha-amylase. Our results also indicate that the influence of exercise on emotional responsiveness should be considered in further exploration of the memory-enhancing potential of acute exercise.