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Introduction: This study aimed to investigate the effect of cognitive load on anticipatory postural adjustment (APA) latency in patients with non-specific chronic low back pain (NCLBP) and its relationship with pain-related functional changes.
Methods: A cross-sectional study was conducted from December 15, 2022 to January 25, 2023. Participants were divided into a healthy control group (n = 29) and an NCLBP group (n = 29). Each group was assigned a single task of rapid arm raising and a dual task of rapid arm raising combined with a cognitive load. The cognitive load task was conducted using visual conflict. The APA latency for bilateral trunk muscles was observed using electromyography. The duration of electromyography recording in each task cycle was 28 s. Pain related-functional changes were evaluated using Roland-Morris Disability Questionnaire (RMDQ) before all tasks.
Results: The APA latency for the right multifidus was significantly delayed in the NCLBP group [25.38, 95% confidence interval (CI) 13.41-37.35] than in the healthy control group (- 5.80, 95% CI - 19.28 to 7.68) during dual task (p = 0.0416). The APA latency for the right multifidus (25.38, 95% CI 13.41-37.35) and transverse abdominis/internal oblique (29.15, 95% CI 18.81-39.50) were significantly delayed compared with on the left side in the NCLBP group during dual task (- 3.03, 95% CI - 15.18-9.13, p = 0.0220; 3.69, 95% CI - 6.81 to 14.18, p = 0.0363). The latency delay of the right and left multifidus APA in the NCLBP group under the dual-task was positively correlated with RMDQ scores (r = 0.5560, p = 0.0017; r = 0.4010, p = 0.0311).
Conclusions: Cognitive load could induce APA delay in the right trunk muscles and co-activation pattern changes in bilateral trunk muscle APA in patients with NCLBP. The APA onset delay in multifidus is positively related to pain-related daily dysfunction. Trial Registration ChiCTR2300068580 (retrospectively registered in February 23, 2023).
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http://dx.doi.org/10.1007/s40122-023-00495-0 | DOI Listing |
Dev Psychol
September 2025
Department of Special Education, College of Education, University of Texas at Austin.
This study examined the role of domain-specific working memory and emotion regulation in the relation between mathematics anxiety and mathematics performance among 264 upper elementary students (Grades 3-5). Participants completed measures of mathematics testing and learning anxiety, verbal and numerical working memory, cognitive reappraisal, expressive suppression, general anxiety, mathematics self-efficacy, and calculation. Results showed that verbal working memory, but not numerical working memory, mediated the relation between mathematics testing anxiety and calculation.
View Article and Find Full Text PDFResusc Plus
November 2025
Department of Emergency Medicine, Linkou Chang Gung Memorial Hospital, Taoyuan city, Taiwan.
PEC Innov
December 2025
Institute for General Practice and Palliative Care, Hannover Medical School, Germany.
Background: In healthcare education, virtual reality (VR), simulating real-world situations, is emerging as a tool to improve communication skills, particularly in sensitive scenarios involving patients and caregivers. While promising, VR-based education also poses challenges such as avatar realism, cognitive load, and the need for pedagogical grounding.
Objective: This protocol paper presents the VR-TALKS project, which aims to develop, apply, and evaluate VR scenarios designed to teach healthcare students communication skills in serious illness scenarios.
Front Pharmacol
August 2025
Department of Physiology, Dongguk University College of Korean Medicine, Gyeongju, Republic of Korea.
Introduction: The development of new drugs for Alzheimer's disease (AD) remains a major challenge due to the disorder's complex and multifactorial nature. 2'-Fucosyllactose (2'-FL), a human milk oligosaccharide, has demonstrated promising neuroprotective properties. However, its effects on AD-related cognitive decline are not yet fully understood.
View Article and Find Full Text PDFFront Psychol
August 2025
China West Normal University, Nanchong, China.
Introduction: Time compression of instructional videos has received attention from scholars around the world. From existing empirical studies, a wide range of scholars have not yet reached a consensus on whether acceleration promotes video learning.
Methods: The article adopts a meta-analytic approach to analyze 12 domestic and international experimental and quasi-experimental research papers, exploring the role of moderating variables on the effect of acceleration on learning from the dimensions of teachers' appearances, subtitles, and subject attributes.