Physical education enhances your concentration

There is growing evidence that physical education has not only positive effects on the physical health of children and adolescents, but also contributes positively to personality development and to performance in cognitive tasks. Existing studies indicate chronic as well as acute effects of physical education on cognitive performance. However, underlying mechanisms, required content of the physical intervention and duration of the effects are still unclear. In order to shed light on some of these open questions, the present study investigated the acute effects of a special form of physical education, integrating cardiac-stimulating tasks with executive demands, on the concentration of 11-year olds. Concentration was assessed three times using the d2-R Test. Intervention (n=38) and control group (n=35) did not differ in their d2-R performance in pre- nor in post-test, which took place after either a physical intervention or a normal core subject lesson respectively. In the follow-up test however, which was completed after two more core subject lessons for both groups, the intervention group improved more in their d2-R performance than the control group F(1, 71)=4.95, p=.03, indicating that physical education can positively influence children’s concentration, not immediately after the activity, but later on during the following school lessons.

Elucidating underlying processes of psychometric intelligence: A comparison of behavioral response latency and P3 latency in a modified Hick reaction time paradigm

The mental speed approach explains individual differences in intelligence by faster information processing in individuals with higher compared to lower intelligence - especially in elementary cognitive tasks (ECTs). One of the most examined ECTs is the Hick paradigm. The present study aimed to contrast reaction time (RT) and P3 latency in a Hick task as predictors of intelligence. Although both, RT and P3 latency, are commonly used as indicators of mental speed, it is also known that they measure different aspects of information processing. Participants were 113 female students. RT and P3 latency were measured while participants completed the Hick task with four levels of complexity. Intelligence was assessed with Cattell's Culture Fair Test. A RT factor and a P3 factor were extracted by employing a PCA across complexity levels. There was no significant correlation between the factors. Commonality analysis was used to determine the proportions of unique and shared variance in intelligence explained by the RT and P3 latency factors. RT and P3 latency explained 5.5% and 5% of unique variance in intelligence. However, the two speed factors did not explain a significant portion of shared variance. This result suggests that RT and P3 latency in the Hick paradigm are measuring different aspects of information processing that explain different parts of variance in intelligence.