INS NYC 2024 Program

Poster	Poster Session 08 Program Schedule 02/16/2024 01:45 pm - 03:00 pm Room: Majestic Complex (Posters 61-120) Poster Session 08: Cognition \| Cognitive Reserve Variables Final Abstract #63 Exploration of the Relationship Between Cumulative Lifetime Stress and Cognitive Function in a Sample of College Students. Anya Savransky, East Carolina University, Greenville, United States Anne Sorrell, East Carolina University, Greenville, United States Taylor Zurlinden, 366th Medical Group, Mountain Home Air Force Base, United States Gillian Falletta, East Carolina University, Greenville, United States Kate Schneider, East Carolina University, Greenville, United States Xanthia Saganis, East Carolina University, Greenville, United States D. Erik Everhart, East Carolina University, Greenville, United States Category: Assessment/Psychometrics/Methods (Adult) Keyword 1: working memory Keyword 2: cognitive functioning Keyword 3: chronic stress Objective: Cumulative lifetime stress is conceptualized as the sum of both acute and chronic stressors occurring throughout one’s lifetime. Depending on the type, frequency, duration, and intensity of a particular stressor, there may be a variation in neural, neuroendocrine, and inflammatory processes, which in turn may negatively impact one's health. There are several extant measures assessing the experience of lifetime stress. However, such assessments are often criticized for their relatively narrow focus on specific types of stressors occurring at specific times in an individual’s life. To address this gap in stress measurement, the Adult Stress and Adversity Inventory (STRAIN) was developed to capture stress accumulation over the lifespan. While some aspects of cognition in relation to the STRAIN have already been examined, the effects of cumulative lifetime stress contributing to cognitive function need further exploration. Thus, the current study examined the relationship between cumulative lifetime stress and four domains of cognitive function: working memory, processing speed, attention, and episodic memory (verbal and visual). Participants and Methods: Participants were a total of 153 college students (M age= 18.63 years; SD =1.23) completing study visits as part of course credit. Study visits occurred in person with a trained researcher. Demographic information (e.g., sex, parental education), quantity and frequency of alcohol intake, and extent of ongoing worry about the COVID-19 pandemic were obtained; these variables were used as covariates. The STRAIN is an online self-report interviewing assessment that was used to assess cumulative lifetime stress. Four subtests (Forward/Backward Digit Span, Digit Symbol Matching, Verbal Paired Associates, and Visual Paired Associates) from the Test My Brain (TMB) Toolkit (TestMyBrain.org) were administered to assess cognitive functioning. Scaled scores were adjusted for age, gender, and educational background. It was hypothesized that elevated levels of cumulative lifetime stress as measured by the STRAIN would be associated with worse global cognitive function. Additionally, each of the TMB cognitive domain scores were also examined separately. Results: Using linear regression, self-reported cumulative lifetime stress did not predict global cognitive function R² = 0.03, F(1, 133) = 0.77, p = .221. When examining each cognitive domain separately, only working memory (Forward Digit Span) emerged as a significant predictor, R² = 0.02, F(1, 142) = 1.57, p = .027. Conclusions: Although most findings were not statistically significant (apart from working memory as measured by Forward Digit Span), these results provide interesting insight into the study of stress and the relationship to cognitive function measured by an online self-administered assessment method. Given the unexpected lack of findings in the relationship between cumulative lifetime stress and cognition in a sample of college students, several potential explanations are offered.

Poster

02/16/2024
01:45 pm - 03:00 pm
Room: Majestic Complex (Posters 61-120)

Poster Session 08: Cognition | Cognitive Reserve Variables

Final Abstract #63

Exploration of the Relationship Between Cumulative Lifetime Stress and Cognitive Function in a Sample of College Students.

Anya Savransky, East Carolina University, Greenville, United States
Anne Sorrell, East Carolina University, Greenville, United States
Taylor Zurlinden, 366th Medical Group, Mountain Home Air Force Base, United States
Gillian Falletta, East Carolina University, Greenville, United States
Kate Schneider, East Carolina University, Greenville, United States
Xanthia Saganis, East Carolina University, Greenville, United States
D. Erik Everhart, East Carolina University, Greenville, United States

Category: Assessment/Psychometrics/Methods (Adult)

Keyword 1: working memory
Keyword 2: cognitive functioning
Keyword 3: chronic stress

Objective:

Cumulative lifetime stress is conceptualized as the sum of both acute and chronic stressors occurring throughout one’s lifetime. Depending on the type, frequency, duration, and intensity of a particular stressor, there may be a variation in neural, neuroendocrine, and inflammatory processes, which in turn may negatively impact one's health.

There are several extant measures assessing the experience of lifetime stress. However, such assessments are often criticized for their relatively narrow focus on specific types of stressors occurring at specific times in an individual’s life. To address this gap in stress measurement, the Adult Stress and Adversity Inventory (STRAIN) was developed to capture stress accumulation over the lifespan. While some aspects of cognition in relation to the STRAIN have already been examined, the effects of cumulative lifetime stress contributing to cognitive function need further exploration. Thus, the current study examined the relationship between cumulative lifetime stress and four domains of cognitive function: working memory, processing speed, attention, and episodic memory (verbal and visual).

Participants and Methods:

Participants were a total of 153 college students (M age= 18.63 years; SD =1.23) completing study visits as part of course credit. Study visits occurred in person with a trained researcher. Demographic information (e.g., sex, parental education), quantity and frequency of alcohol intake, and extent of ongoing worry about the COVID-19 pandemic were obtained; these variables were used as covariates.

The STRAIN is an online self-report interviewing assessment that was used to assess cumulative lifetime stress. Four subtests (Forward/Backward Digit Span, Digit Symbol Matching, Verbal Paired Associates, and Visual Paired Associates) from the Test My Brain (TMB) Toolkit (TestMyBrain.org) were administered to assess cognitive functioning. Scaled scores were adjusted for age, gender, and educational background. It was hypothesized that elevated levels of cumulative lifetime stress as measured by the STRAIN would be associated with worse global cognitive function. Additionally, each of the TMB cognitive domain scores were also examined separately.

Results:

Using linear regression, self-reported cumulative lifetime stress did not predict global cognitive function R² = 0.03, F(1, 133) = 0.77, p = .221. When examining each cognitive domain separately, only working memory (Forward Digit Span) emerged as a significant predictor, R² = 0.02, F(1, 142) = 1.57, p = .027.

Conclusions:

Although most findings were not statistically significant (apart from working memory as measured by Forward Digit Span), these results provide interesting insight into the study of stress and the relationship to cognitive function measured by an online self-administered assessment method. Given the unexpected lack of findings in the relationship between cumulative lifetime stress and cognition in a sample of college students, several potential explanations are offered.