Honours students: good marks and what else?

Currently in Portugal academic excellence in higher education is given recognition through merit prizes. Because honours students can be seen as having the potential to achieve imporant levels of professional expertise, especially if they have some personal skills, it is important to know not only the marks of the students but also the personal characteristics that contribute to academic success and which may also be important for career success. Some theoretical models of giftedness and excellence agree with this idea and this work considers the latest contribution of Renzulli (2005) where it is pointed out that excellent achievements result from the combination of motivational, intellectual and creative factors as well as from co-cognitive factors which are most associated with personality functioning in a particular context. The main purpose of this paper is to analyze how honours students differ from their classmates in various psychological dimensions: Cognition-creativity, Motivation and Learning Strategies, Persistence, Social Interaction, Drive for Excellence and Cultural Interest. These dimensions were measured by the Inventory of Psychological Characteristics Associated with Academic Performance (ICPADA), which was constructed taking into consideration the previous study of Scaeger et al. (2012). The sample included 914 Portuguese higher educatoin students from a first cycle degree in the Bologna process. Participants were selected from three different fields of study: Social and Human Sciences; Science and Technology; Arts and Humanities. The data collected through the administration of the ICPADA was presented, and the results revealed a higher self-perception by honours students in all areas analyzed, with the exception of the dimension of social interaction. In addition an interaction effect was revealed for persistence, social interaction, and cultural interest. The field of study and whether the participants were honours students or not were also taken into account. Some implications for future studies are presented here along with possible interventions for honours students.

Effector memory CD4+ T cells are associated with cognitive performance in a senior population

Objective: Immunosenescence and cognitive decline are common markers of the aging process. Taking into consideration the heterogeneity observed in aging processes and the recently described link between lymphocytes and cognition, we herein explored the possibility of an association between alterations in lymphocytic populations and cognitive performance. Methods: In a cohort of cognitively healthy adults (n = 114), previously characterized by diverse neurocognitive/psychological performance patterns, detailed peripheral blood immunophenotyping of both the innate and adaptive immune systems was performed by flow cytometry. Results: Better cognitive performance was associated with lower numbers of effector memory CD4(+) T cells and higher numbers of naive CD8(+) T cells and B cells. Furthermore, effector memory CD4(+) T cells were found to be predictors of general and executive function and memory, even when factors known to influence cognitive performance in older individuals (e.g., age, sex, education, and mood) were taken into account. Conclusions: This is the first study in humans associating specific phenotypes of the immune system with distinct cognitive performance in healthy aging.