Mind and Brain

Abstracts & Posters

Examining the Relationship Between Cognition and Anxiety by Looking at Inhibitory Control of Attention

Dr. Claudia Gonzalez and Aina Elina Roenningen

Thompson Rivers University

Researchers have suggested that anxiety in older adults is linked with cognitive decline. Specifically, there are a number of studies that have identified a link between lower inhibitory control of attention and higher anxiety vulnerability. This is in accordance with the Attentional Control Theory, which suggests that it is the stimulus-driven attentional mechanism that takes over when high anxiety is exhibited.
Our aim was to examine how cognitive function and anxiety are correlated by investigating inhibitory control of attention in older and younger adults with differing cognitive abilities and levels of anxiety. Young (18-25 years of age) and older adult (65 years of age or older) participants completed three questionnaires; a Demographics questionnaire, the Depression and Anxiety Stress Scales (DASS), and the short version of the Stait-Trait Anxiety Inventory (STAI). Participants’ working memory was assessed using a simple recognition task. In addition, participants also completed two cognitive tasks; a Go/No-Go paradigm and a Posner Cueing task which includes attending to neutral and threat images as targets. Participants’ reaction times and errors were measured across both tasks and threat versus no threat conditions. All testing was performed using the Gorilla online platform (gorilla.sc).
We hypothesize that our results will uniquely identify whether the stimulus-driven attentional mechanisms override top-down control when high anxiety is observed and whether older adults’ working memory capacity and attention control mechanisms are more affected by anxiety.
Anxiety’s effects on cognitive function have clinical implications because assessments used to identify cognitive deficits in older adults could induce anxiety, leading to a possible misdiagnosis. Therefore, understanding the relationship between cognition and anxiety can improve the identification of normal cognitive aging.

Comparative Healthy Aging: Performance on the Multi-Source Interference Task Using Functional Near Infrared Spectroscopy

Heather Kwan, Vanessa Scarapicchia, Drew Halliday, Stuart MacDonald, & Jodie Gawryluk

The cognitive changes that accompany normal aging are well known to include declines in processing speed and executive function. However, further research is needed to examine the neurobiological underpinnings of cognitive performance in older adulthood. This study had 34 participants were equally split into Younger Adults (Mean=28.1, F=9) and Older Adults (Mean=70.9, F=9). All participants were healthy, native English speakers with normal or corrected to normal vision. The current study used functional near infrared spectroscopy (fNIRS) to examine functional and behavioural differences between healthy older and younger adults during the Multi-Source Interference Task (MSIT), a measure of executive function. It was hypothesized that older adults would show increased activity in the dorsolateral prefrontal cortex, associated with the task network, during the control condition and an age-related decrease during the interference condition. It was also expected that older adults would demonstrate slower performance than younger adults during both conditions, although accuracy would be maintained in the control condition. Participants completed the MSIT while being recorded by behavioural software and fNIRS recordings taken from a TechEn CW6 system with a 34-source-detector array over the prefrontal cortex. The behavioural results demonstrated that older adults performed worse than younger adults during the interference condition in both accuracy (p< 0.0001) and response time (p< 0.0001). However, older adults and younger adults have the same accuracy during the control condition (p>0.33), but they were significantly slower (p<0.0001). The functional results demonstrated age-related increases of activation in both conditions, however, there were more channels significantly activated in the control condition (10) than the interference condition (6). The initial results from this study align with the theories of cognitive aging and suggest that there are measurable differences in MSIT performance across healthy aging. This research helps us to better define the trajectory of healthy cognitive aging, which is increasingly important with our growing aging population to differentiate healthy and pathological aging.

An Exploratory Analysis of Pre-Processing Measures for EEG Data Quality

Dolhan, K., Krigolson, O.

There is no substitute for good data; post-processing can be used to “clean up” data, but it will not transform bad data into high-quality signals (Luck, 2014). This goes for data in general, but especially for information which may be obscured by a large amount of noise, such as electroencephalography (EEG; Luck, 2014). There are many proxies for EEG data quality, both in the time and frequency domains (Radüntz, 2018). Thus, we conducted an exploratory analysis of several pre-processing measures of data quality, investigating how they relate to each other. With respect to the time domain, we wrote code that calculated the proportion of trials rejected due to artifacts (AR), the signal-to-noise ratio (SNR), average and median signal variance for data collected during an oddball task. AR and SNR were of particular interest, as they are among the most commonly used proxies of data quality (Luck, 2014). With respect to the frequency domain, beta, alpha, theta, and delta power was calculated. It was found that AR significantly correlated with average variance (N = 439, r = 0.27, p < .001, two-tailed), SNR (N = 474, r = -0.23, p < .001, two-tailed), and median variance (N = 473, r = 0.22, p < .001, two-tailed). However, average variance was unable to gauge SNR (N = 439, r = 0.01, p = .835, two-tailed) and the frequency domain failed to correlate with AR or SNR. From our findings, we propose that raw EEG variance may be used as a rough gauge for the proportion of trials containing artifacts. This would save time and energy for researchers, as variance can be calculated immediately after recording. Finally, since AR and SNR showed a significant but modest correlation, our results emphasize the importance of using both measures to assess data quality, as they seem to be capturing related, but distinct, phenomena.

Does uncertainty affect the anchoring and adjustment heuristic in children?

Eliscia Sinclair & Dr. Darko Odic

If I was to ask you “how many moons does Jupiter have?”, what would you guess? Your answer would most likely involve the anchoring and adjustment heuristic: you would make an estimation based on an initial value (an ‘anchor’) and adjust from there to make a final estimation. For example, your anchor might be based on the expectation that planets tend to have very few moons (e.g., 2 – 3), so you may guess Jupiter has between 4 and 6 moons (it actually has 79!). Individuals use anchoring and adjustment to make decisions under uncertainty, and their degree of uncertainty influences the direction and size of their adjustment (Simmons et al., 2010). Little is known, however, about the effect of uncertainty on children’s estimates when using the anchoring and adjustment heuristic.

The current study investigates whether children will accept unlikely anchors when their degree of uncertainty is high. Children are asked to complete a number line task and indicate where they believe a provided number should go on the number line (e.g., “where does 53 go?”). Children will also be provided either a plausible anchor (e.g., midway on the line) or an implausible one (e.g., where 20 should go). Research indicates that 6-to-7-year-old children have a sufficient understanding of numbers between 0-100, but not numbers between 0-1000 (Opfer et al., 2016). Thus, we predict that children will place more emphasis on provided improbable anchors when their degree of uncertainty is high.

Examining the Effects of Cognitive Load on the Relationship Between Anxiety and Cognitive Function

Smith Amie and Gonzalez Claudia. Department of Psychology, Faculty of Arts, Thompson Rivers University, Kamloops, BC.

Anxiety can adversely impact our cognitive functions, mainly working memory and attention. However, studies have found that working memory can act as a modulator of the effects of anxiety on cognitive performance, suggesting that individuals with lower working memory may experience more adverse effects of anxiety. This study aims to investigate the relationship between cognitive function and anxiety, specifically, by examining whether older adults with lower cognitive performance also experience high anxiety levels and whether the adverse effects of anxiety are due to a shortage of neural resources in these individuals, by increasing cognitive load. Young adults (18 - 25 years of age) and older adults (> 65 years of age) completed a demographic survey, and anxiety and mood questionnaires (DASS, STAI-6). Participants also took part in 3 cognitive tasks consisting of a 2 N-back, 3 N-back, and a dual-task (Corsi block/digit span), with varying cognitive loads, each followed by a cognitive effort scale. Our results will likely show distinct cognitive performance between groups demonstrating differing cognitive abilities and anxiety levels. Uniquely, we will be able to examine whether older adults become more vulnerable to performance impairments due to higher anxiety and particularly, due to lack of cognitive resources to counteract its effects, seen in high cognitive load conditions. This research will help provide a better understanding of the interactions between anxiety and cognitive function in older adults. The findings stemming from this research have the potential to help researchers and clinicians differentiate between cognitive performance influenced by anxiety and performance that is influenced by age-related cognitive decline.

Electrophysiological Measures of Decision Making Unaffected by Acute Stress

P.J. Montgomery, T.D. Ferguson, & O.E. Krigolson

The stress response produces a cascade of effects that alter the neurochemical environment and, consequently, neurological functioning. The two major systems involved are the fast-acting sympathetic-adrenal-medullary (SAM) axis and the slower hypothalamic-pituitary-adrenal (HPA) axis which lead to increases in norepinephrine (NE) and dopamine (DA), respectively. These changes appear to affect the decision-making process, but the underlying mechanisms are not well understood. The goal of this study was to investigate those underlying mechanisms in order to better understand how neural changes resulting from acute stress directly impact decision making. To do that, we used electroencephalography (EEG) techniques to measure the effects of stress on brain measures related to decision making. The EEG technique used identifies neural signals called event-related potentials (ERPs), which are brain measures of responses that are tied to the presentation of a stimulus. Two ERPs, known as the P300 and the reward positivity, have been associated with both decision-making and the previously mentioned neurotransmitters. Due to this crossover, these two measures were the focus of this study. The P300 is thought to indicate a context updating signal and is associated with NE, and the reward positivity is a measure of prediction error that is associated with DA. Participants in this study either had stress induced via the Trier Social Stress Test (stress) or went through a non-stress version (control). Cognitive assessment followed, consisting of two decision-making tasks while EEG data were collected. The oddball task required participants to respond with a correct button press to the appearance of a colored circle which had either a high probability (0.75) or a low probability (0.25) of appearing. The appearance of the low-probability circle reliably elicited the P300. The gambling task required participants to maximize ‘win’ trials by choosing between two squares with unbalanced probabilities of producing a ‘win’ outcome (e.g., 0.1 vs. 0.6). These ‘win’ outcomes reliably elicited the reward positivity. We predicted that stress-induced increases of NE and DA would reduce amplitudes of both ERP components.
The results showed no significant differences between groups in either of the components’ amplitudes. No differences in behavioural scores were seen in accuracy or reaction time measures either. Possible explanations for these findings are discussed, as well as suggested future studies that could help to elucidate outstanding questions.

Semantic Structure and the (Reverse) Animacy Effect

Kelly E. Grannon, Eric Y. Mah, & D. Stephen Lindsay

Free recall (FR) (study words, recall in any order) tends to be better for animals versus object words (Leding, 2020). This has been attributed to animals having greater survival relevance (Nairne et al., 2007). However, Popp and Serra (2016) found that in paired-associate cued recall (CR) (study word pairs, recall the 2nd word given the first), performance was better on objects than animals. This “reverse animacy effect” has implications for theories of memory but is not well understood.
This study predicted that greater within-category similarity would increase FR performance due to greater activation of related animal words while decreasing CR performance due to interference from activated non-target animal words.
We compared FR and CR for word sets varying in semantic similarity. For some subjects, animals were more similar to each other than were objects. For others, similarity was equated for animals and objects. If reverse animacy is an artifact of the similarity confound, it should not appear when similarity is equated.
Subjects (N = 153, recruited from SONA) were randomly assigned to a within-category similarity condition and did two FR (CR) study/test cycles followed by two CR (FR) study/test cycles. We conducted a 2 (Memory type: Free, Cued) X 2 (Animacy: Animals, Objects) X 2 (Within-category similarity: Animals-more-similar, Equal) mixed design, with the first two factors within-subjects and the last factor between-subjects. Contrary to our predictions, the reverse animacy effect was statistically significant in both conditions. An underlying mechanism could be greater mental arousal/attention capture of animal words.

E-SACI: The Electronic Self-Administered Cognitive Interview

Morgan A. Biron, supervised by D. Stephen Lindsay & Eric Y. Mah

The cognitive interview (CI) is an investigative interviewing method that draws upon cognitive theories to improve eyewitness recall. Based upon the CI, the text-based self-administered interview (SAI) was developed to facilitate early interviewing and mitigate strain on police resources while improving eyewitness recall. This exploratory study investigates whether the use of an electronic self-administered cognitive interview (E-SACI) may also improve eyewitness recall while retaining the interpersonal aspects of a face-to-face interview. It was hypothesised that the E-SACI would increase the proportion of correct details recalled and increase overall report length. The proportion of incorrect details recalled was not expected to differ significantly. Participants (N = 104) viewed a non-violent simulated crime and were randomly assigned to the standard interview condition, modelled after a typical roadside police interview, or the E-SACI condition, modelled after the principles of the CI and SAI. Interviews were presented by a uniformed police officer in the form of short videos, including both free-recall and specific questioning sections. Using a mixed-model ANOVA, results showed the E-SACI increased the amount of information reported overall relative to the SI; participants recalled more correct information during free-recall, but also more incorrect information during both sections of the interview. These results suggest that while the E-SACI may be a viable interviewing tool, it has both positive and negative effects on eyewitness recall.

“This is it, this is how I am now”: Elite Athletes’ Experiences of Concussion

Cole J. Kennedy, Madeline M. Doucette, & DR. Mauricio A. Garcia-Barrera

While previous research has primarily focused on understanding the impacts of concussion through quantitative methods, less is known about concussion from the athletes’ perspective. Therefore, the current study explored elite athletes’ lived experiences of concussion. With this purpose in mind, we had two focal research questions: (1) what are athletes’ lived experiences of post-concussion symptoms? and (2) what are athletes’ experiences of concussion management in sport? Given the qualitative and exploratory nature of this study, no hypotheses were formulated. Participants were 13 Canadian U-sport soccer, rugby and volleyball athletes (M age = 21.08, SD = 1.80; 38% female). All athletes had experienced at least one concussion within the last 26 months. Athletes completed one-hour semi-structured interviews via Zoom teleconferencing. Thematic analysis was used to identify and interpret patterns that emerged across athletes’ responses. With respect to our first research question, four salient themes emerged: (1) immediate disorientation, (2) prolonged emotional difficulties, (3) prolonged memory impairments, and (4) executive dysfunction. The complementary finding of long-term difficulties with speech articulation (e.g., stuttering and word-finding) was uncovered as a unique symptom for a subgroup (38%) of athletes. With respect to our second research question, the overarching theme of poor adherence to concussion protocols emerged, containing three distinct subthemes: (1) continuing play despite experiencing active symptoms, (2) omitting symptoms, and (3) early return to play. These findings capture athletes’ lived experiences of concussion while highlighting problematic areas of concussion management. We plan to disseminate this information by promoting concussion knowledge in the U-sport community.

An examination of the relationships between adverse childhood experiences, protective factors, and examination score in undergraduate emerging adults.

Sarah York, Dr. Smart, & Dr. Chim

Introduction: Adverse childhood experiences (ACEs) have been linked to a plethora of negative physical and mental health effects into adulthood. The potential impacts of ACEs are not commonly investigated during emerging adulthood (EA), a sensitive developmental period that may predict future well-being. As ACEs impact the developing brain, they could impact students’ academic performance. First-Generation (FG) undergraduate students may be especially susceptible to the negative effects of ACEs.
Objective: To understand how ACEs impact examination performance, and how this relationship is related to potentially mediating variables, attentional control and resilience.
Methods: Undergraduates between 18-25 years of age were recruited from first-year Psychology classes (N = 488). We administered self-report measures of attentional control and resilience. Demographics were gathered, including generational status and ACEs, with ACEs classified based on ACE burden (categorized as no, moderate, and high ACEs) and ACE type (household vs. maltreatment). The first Psychology examination score was utilized as a measure of academic success.
Results: Results indicate a difference in ACE type, with greater frequency of household exposure. ACE burden differed across the sample, as well as between generational status, with the majority (65%) of undergraduates reporting at least one ACE. We found a quadratic relationship between ACE Burden and level of resilience, with lower levels of resilience correlating with Moderate ACE Burden. Examination scores positively correlated with attentional control but failed to correlate with resilience or ACEs.
Discussion: Implications for inclusive and trauma-informed education practices are discussed.

Does Harshness Influence the Recall of Past and Future-Oriented Feedback? A Replication Study

Dolhan, K., Gretton, A., Aleman, N., Ballesteros, A., Birk, S., Butterworth, J., Chiperzak, K., Fraser, G., Gankhuyag, M., Graham, M., Grannon, K., Harrison, R., Johnson, T., Lin, R., Mason, Y., Murphy, E., Paller, J., Priore, B., Reimer, C., Rolle, A., Stead, A., Webber, A., Mah, E., & Lindsay, S.

Background: Feedback concerning future improvement (directive feedback) is thought to be more memorable than feedback emphasizing past shortcomings (evaluative feedback; Goldsmith, 2010). Nash et al. (2018) tested this, unexpectedly finding recall to be better for evaluative feedback. They hypothesized that evaluative feedback was viewed as more negative and therefore was more memorable. However, when harshness was manipulated, recall remained better for evaluative feedback. Since the study may have been underpowered, we performed a direct replication. Our results not only better contextualize extant research, but have implications for the use of feedback in educational settings.
Method: Participants (N = 190, recruited from SONA), were randomly assigned to a “Directive-harsher” (N = 91) or “Evaluative-harsher” (N = 99) condition, and viewed one of four feedback scripts containing evaluative and directive feedback statements. They then completed a recall task where they were required to reproduce as much of the feedback as possible.
Analyses and Prediction: A 2 (Condition: Evaluative-harsher vs. Directive-harsher) X 2 (Feedback style: Evaluative vs. Directive) X 2 (Recall accuracy: Correct vs. Incorrect) mixed design, with the first two factors within-subjects and the last between-subjects. We measured the number of comments recalled, and whether they were recalled in their original style. We predicted that Nash et al.’s findings would replicate, with greater recall of evaluative than directive feedback irrespective of harshness.
Results: We were able to replicate the finding that correct recall was higher for evaluative than directive feedback, and that incorrect recall was higher for directive than evaluative. Unlike Nash et al., we did not find an effect of feedback type on total recall.

Pilot Study Investigating the Feasibility and Potential Benefits of a Cognitive Rehabilitation Intervention Designed to Improve Attention and Executive Function in a Mixed Pediatric Sample

Meghan Crane, Dr. Sarah Macoun, John Sheehan, Buse Bedir, Yaewon Kim, Jessi Lewis, & Shelby Masters

Attention and executive function (A/EF) deficits are prevalent across a variety of
neurodevelopmental disorders. The current pilot study investigates the feasibility and potential benefits of a parent-delivery model of a novel intervention called Dino Island (DI), which aims to improve A/EF in children. DI is a ‘serious game’ designed by researchers at the University of Victoria, based on a hybrid model of cognitive rehabilitation which combines direct attention training with metacognitive strategy training. Although previous studies have demonstrated near and far-transfer gains on measures of A/EF when using an educational assistant (EA) or research assistant (RA) model to deliver the DI intervention (or its previous iteration, Caribbean Quest (CQ)), the feasibility and potential benefits of a parent delivery model of this intervention are unknown. Four children diagnosed with a range of neurodevelopmental disorders (ASD, ADHD, LD, and DS) participated in the study with their parents. Parents completed an online training course before taking on the role of an interventionist, delivering the intervention to their children in the home environment. Children were pre- and post-tested on a number of cognitive measures of A/EF. Parents also completed several pre- and post- intervention measures of their children’s functioning as well as qualitative exit interviews on their experience of delivering the intervention. Data was collected on the fidelity of the intervention as well as delivery and game play. Findings indicate that the DI intervention may be delivered in the home environment, and is generally a positive experience for families. Gains were observed on cognitive measures of A/EF, as well as on parent-reported behavioural rating scales and exit interviews. This intervention holds promise for increasing the accessibility of neuropsychological services for children. However, a randomized controlled trial (RCT) with an active control group is warranted as the current study is limited by its small sample size and pilot study design.

Gray Matter Density in Adults with Remarkable Memory Abilities: A Voxel Based Morphometry Study

Alexis Czippel & Dr. Jodie Gawryluk

The increased prevalence of neurodegenerative disease and cognitive decline that comes with age has brought about the need to understand the neurobiological underpinnings of aging. In order to promote healthy aging, we can use MRI techniques to examine structural differences that are not only associated with decline, but also those differences that relate to the maintenance of cognitive performance. Superagers have been identified in previous research as adults over the age of 65 who perform similarly to young adults on cognitive assessments of memory. Previous MRI research has shown that these individuals have brains that are structurally similar to young adults. In the present study, we used a voxel based morphometry (VBM) approach to investigate the differences in gray matter density for superagers compared to typically aging controls. We hypothesized that superagers will have increased gray matter density compared with healthy controls in medial temporal and frontal regions. Data was obtained through the Alzheimer’s Disease Neuroimaging Initiative (ADNI). Based on previous research, superagers and controls were chosen based on their scores on the Rey Auditory Verbal Learning Test (RAVLT). Thirty-eight participants were selected, 19 superagers (mean age=71.4) and 19 regular agers (mean age=75.2). Sagittal T 1 -weighted magnetization-prepared rapid gradient-echo (MP-RAGE) MRI images were taken using 3T Siemens scanners. Using brain extraction from the FMRIB Software Library (FSL), each participant’s brain was isolated from the surrounding structures. Using voxel density, the images were segmented into white matter, gray matter, and cerebrospinal fluid. A gray matter template was created, all images were normalized to fit a standard space, and smoothed. The VBM analysis performed within FSL found no gray matter differences between superagers and regular agers (p=0.27). Possible explanations for this result include the methods used in the participant selection process. Additionally, VBM might not be as sensitive compared to other techniques in detecting differences between superagers and regular agers. Future research should investigate the utility of VBM for detecting superagers, given the discrepancy in findings between this study and previous research. The future development of a characteristic superaging profile using all cognitive domains, and not memory performance alone, could also enhance our understanding of differences in superagers.

A pattern analysis of baseline physical exercise, mental health, psychological response and perceived threat of COVID-19, and executive functioning among aging populations during the COVID-19 pandemic

Kirsten Milligan, Amanda Webber, & Dr. Mauricio Garcia-Barrera

Since the onset of the COVID-19 pandemic, Canadians have been exposed to many new stressors that have affected their mental health, and typical exercise habits have been impeded. Past research has suggested that physical activity promotes both mental health and executive functioning (EF), which can be defined as the coordination of cognition; as well, several psychopathologies, including depression and possibly anxiety, have been associated with lower EF. Although EF tends to decline in older adulthood, this may be delayed by physical activity. The current study constructed a pattern analysis for a subsample of 10 healthy participants > 65 years old, who were recruited to participate in an 8-week exercise training period. Baseline scores on a number of self-report questionnaires – including the Geriatric Depression Scale, Generalized Anxiety Screener, Executive Function Index, Godin-Shephard Leisure Time Physical Activity Questionnaire and five questions regarding the participants’ perceived threat and psychological response to COVID-19 – were categorized as low, moderate or high and compared with one another in a pattern analysis. The current study hypothesized that greater executive functioning, as well as lower psychological responses and perceived threat of COVID-19, would be associated with greater exercise and better mental health. Supporting the hypothesis, visual inspection of the pattern analysis demonstrated a positive relationship between EF and physical activity, and a negative relationship between EF and depression, such that lower depression was associated with higher EF. However, there was not any apparent pattern between anxiety and EF. Lower psychological responses to COVID-19 were associated with higher exercise and EF, but similar patterns were not observed in the participants’ perceived threat of COVID-19. The results of this study may be used to further elucidate the relationship between physical activity, mental health and executive functioning among aging populations, and may provide an insight into the beneficial effects of exercise under the unique circumstances of COVID-19.

Taking Better Breaks: Should Students Take Study Breaks on Cell Phones?

Tara R. Cooper & Dr. Anthony Robertson

According to the resource capacity theory, sustained attention is cognitively demanding (Helton & Russell, 2011;Ross et al., 2014;Warm et al., 2008). Over time, the demand placed by sustained attention depletes resources and performance suffers on the dimensions of reaction time, stress, and workload (Warm et al., 2008). Resources must be replenished to restore performance (Helton & Russell, 2015). Breaks are beneficial to sustained attention however, not all breaks have the same replenishing effect; the type of breaks taken in between sustained attention tasks is crucial to recovering cognitive resources (Helton & Russell, 2015). At present, there are no published studies that have investigated whether cell phone breaks affect sustained attention. Therefore, this study aims to investigate whether vigilance performance before a cell phone break differs from vigilance performance after a cell phone-less break. An important factor in cell phone use is nomophobia. Nomophobia is a form of stress for people who have problematic relationships with their cell phones (Rodriquez-Garcia et al., 2020). Since vigilance is already characteristically stressful, the stress caused by nomophobia may prevent resources from replenishing after a period of sustained attention. Furthermore, research indicates that social media use is also related to increased stress perception ( Brooks & Califf, 2017). Therefore, social media use also could influence the restoration of cognitive resources after a period of sustained attention. The results from this research will be necessary for understanding what types of breaks are best for subsequent performance on cognitively demanding tasks that require sustained attention. Furthermore, this research will elaborate on the effects of nomophobia on cognitive resources.
Keywords: sustained attention, breaks, cognitive resources, cell phone, nomophobia

Mind & Brain

'Semantic Structure and the Reverse Animacy Effect' - Making Waves 2021

06:54

The effects of anxiety on cognitive function

14:21

Taking better breaks

07:34