Let’s go beyond “the effect of”reappraising the impact of ordinary activities on cognition

Referencias bibliográficas

• Bialystok, E., & DePape, A. M. (2009). Musical expertise, bilingualism, and executive functioning. Journal of Experimental Psychology: Human Perception and Performance, 35(2), 565–574. https://doi.org/10.1037/a0012735
• Boot, W. R., Simons, D. J., Stothart, C., & Stutts, C. (2013). The pervasive problem with placebos in psychology: Why active control groups are not sufficient to rule out placebo effects. Perspectives on Psychological Science, 8(4), 445–454. https://doi.org/10.1177/1745691613491271
• Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons.
• Borsboom, D., van der Maas, H. L., Dalege, J., Kievit, R. A., & Haig, B. D. (2021). Theory construction methodology: A practical framework for building theories in psychology. Perspectives on Psychological Science, 16(4), 756–766. https://doi.org/10.1177/1745691620969647
• Button, K. S., Ioannidis, J., Mokrysz, C., Nosek, B. A., Flint, J., Robinson, E. S., & Munafò, M. R. (2013). Power failure: why small sample size undermines the reliability of neuroscience. Nature Reviews Neuroscience, 14(5), 365–376. https://doi.org/10.1038/nrn3475
• Cásedas, L., Pirruccio, V., Vadillo, M. A., & Lupiáñez, J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. Mindfulness, 11(2), 411–424. https://doi.org/10.1007/s12671-019-01279-4
• Cebolla, A., Demarzo, M., Martins, P., Soler, J., & Garcia-Campayo, J. (2017). Unwanted effects: Is there a negative side of meditation? A multicentre survey. PLOS One, 12(9), e0183137. https://doi.org/10.1371/journal.pone.0183137
• Chen, F. T., Etnier, J. L., Chan, K. H., Chiu, P. K., Hung, T. M., & Chang, Y. K. (2020). Effects of exercise training interventions on executive function in older adults: a systematic review and meta-analysis. Sports Medicine, 50, 1451–1467. https://doi.org/10.1007/s40279-020-01292-x
• Ciria, L. F., Román-Caballero, R., Vadillo, M. A., Holgado, D., Luque-Casado, A., Perakakis, P., & Sanabria, D. (2022). An umbrella review of randomized control trials on the effects of physical exercise on cognition. bioRxiv. https://doi.org/10.1101/2022.02.15.480508
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillside, NJ: Lawrence Erlbaum Associates.
• Corrigall, K. A., Schellenberg, E. G., & Misura, N. M. (2013). Music training, cognition, and personality. Frontiers in Psychology, 4, 222. https://doi.org/10.3389/fpsyg.2013.00222
• Cotman, C. W., Berchtold, N. C., & Christie, L. A. (2007). Exercise builds brain health: key roles of growth factor cascades and inflammation. Trends in Neurosciences, 30(9), 464–472. https://doi.org/10.1016/j.tins.2007.06.011
• Dauwan, M., Begemann, M. J., Slot, M. I., Lee, E. H., Scheltens, P., & Sommer, I. E. (2021). Physical exercise improves quality of life, depressive symptoms, and cognition across chronic brain disorders: a transdiagnostic systematic review and meta-analysis of randomized controlled trials. Journal of neurology, 268(4), 1222–1246. https://doi.org/10.1007/s00415-019-09493-9
• De Vries, Y. A., Roest, A. M., de Jonge, P., Cuijpers, P., Munafò, M. R., & Bastiaansen, J. A. (2018). The cumulative effect of reporting and citation biases on the apparent efficacy of treatments: the case of depression. Psychological Medicine, 48(15), 2453–2455. https://doi.org/10.1017/S0033291718001873
• Diamond, A. (2013). Executive Functions. Annual review of psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
• Dishman, R. K., Heath, G. W., Schmidt, M. D., & Lee, I. M. (2021). Physical activity epidemiology. Human Kinetics. Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., ... & Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017–3022. https://doi.org/10.1073/pnas.1015950108
• Etnier, J. (2008). Interrelationships of exercise, mediator variables, and cognition. In W.W. Spirduso, L.W. Poon, & W. Chodzko-Zajko (Eds.), Exercise and its mediating effects on cognition (pp. 13–30). Champaign, IL: Human Kinetics.
• Fan, J., McCandliss, B. D., Fossella, J., Flombaum, J. I., & Posner, M. I. (2005). The activation of attentional networks. Neuroimage, 26(2), 471–479. https://doi.org/10.1016/j.neuroimage.2005.02.004
• Fan, J., McCandliss, B. D., Sommer, T., Raz, A., & Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Ceuroscience, 14(3), 340–347.
• Funder, D. C., & Ozer, D. J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156–168. https://doi.org/10.1177/2515245919847202
• Gathercole, S. E., Dunning, D. L., Holmes, J., & Norris, D. (2019). Working memory training involves learning new skills. Journal of Memory and Language, 105, 19–42. https://doi.org/10.1016/j.jml.2018.10.003
• Gavelin, H. M., Dong, C., Minkov, R., Bahar-Fuchs, A., Ellis, K. A., Lautenschlager, N. T., Mellow, M. L., Wade, A. T., Smith, A. E., Finke, C., Krohn, S., & Lampit, A. (2021). Combined physical and cognitive training for older adults with and without cognitive impairment: A systematic review and network meta-analysis of randomized controlled trials. Ageing Research Reviews, 66, 101232. https://doi.org/10.1016/j.arr.2020.101232
• Grice, J. W., & Barrett, P. T. (2014). A note on Cohen's overlapping proportions of normal distributions. Psychological Reports, 115(3), 741–747. https://doi.org/10.2466/03.PR0.115c29z4
• Guhn, M., Emerson, S. D., & Gouzouasis, P. (2020). A population-level analysis of associations between school music participation and academic achievement. Journal of Educational Psychology, 112(2), 308–328. https://doi.org/10.1037/edu0000376
• Gustavson, D. E., Friedman, N. P., Stallings, M. C., Reynolds, C. A., Coon, H., Corley, R. P., ... & Gordon, R. L. (2021). Musical instrument engagement in adolescence predicts verbal ability 4 years later: A twin and adoption study. Developmental Psychology, 57(11), 1943–1957. https://doi.org/10.1037/dev0001245
• Habibi, A., Damasio, A., Ilari, B., Veiga, R., Joshi, A. A., Leahy, R. M., ... & Damasio, H. (2018). Childhood music training induces change in micro and macroscopic brain structure: results from a longitudinal study. Cerebral Cortex, 28(12), 4336–4347. https://doi.org/10.1093/cercor/bhx286
• Hanel, P. H., & Mehler, D. M. (2019). Beyond reporting statistical significance: Identifying informative effect sizes to improve scientific communication. Public Understanding of Science, 28(4), 468–485. https://doi.org/10.1177/0963662519834193
• Hardwicke, T. E., Szűcs, D., Thibault, R. T., Crüwell, S., van den Akker, O. R., Nuijten, M. B., & Ioannidis, J. P. (2021). Citation patterns following a strongly contradictory replication result: Four case studies from psychology. Advances in Methods and Practices in Psychological Science, 4(3), Article 25152459211040837. https://doi.org/10.1177/25152459211040837
• Higgins, J. P., Thompson, S. G., & Spiegelhalter, D. J. (2009). A re‐evaluation of random‐effects meta‐analysis. Journal of the Royal Statistical Society: Series A (Statistics in Society), 172(1), 137–159. https://doi.org/10.1111/j.1467-985X.2008.00552.x
• Holgado, D., Vadillo, M. A., & Sanabria, D. (2019a). The effects of transcranial direct current stimulation on objective and subjective indexes of exercise performance: A systematic review and meta-analysis. Brain Stimulation, 12(2), 242–250. https://doi.org/10.1016/j.brs.2018.12.002
• Holgado, D., Zandonai, T., Ciria, L. F., Zabala, M., Hopker, J., & Sanabria, D. (2019b). Transcranial direct current stimulation (tDCS) over the left prefrontal cortex does not affect time-trial self-paced cycling performance: Evidence from oscillatory brain activity and power output. PLOS One, 14(2), e0210873. https://doi.org/10.1371/journal.pone.0210873
• Huang, Z., Zhang, J. X., Yang, Z., Dong, G., Wu, J., Chan, A. S., et al. (2010). Verbal memory retrieval engages visual cortex in musicians. Neuroscience, 168(1), 179–189. https://doi.org/10.1016/j.neuroscience.2010.03.027
• Jakobson, L. S., Lewycky, S. T., Kilgour, A. R., & Stoesz, B. M. (2008). Memory for verbal and visual material in highly trained musicians. Music Perception, 26(1), 41–55. https://doi.org/10.1525/mp.2008.26.1.41
• Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, 863. https://doi.org/10.3389/fpsyg.2013.00863
• Lakens, D., & Evers, E. R. (2014). Sailing from the seas of chaos into the corridor of stability: Practical recommendations to increase the informational value of studies. Perspectives on Psychological Science, 9(3), 278–292. https://doi.org/10.1177/1745691614528520
• Ludyga, S., Gerber, M., Pühse, U., Looser, V. N., & Kamijo, K. (2020). Systematic review and meta-analysis investigating moderators of long-term effects of exercise on cognition in healthy individuals. Nature Human Behaviour, 4(6), 603–612. https://doi.org/10.1038/s41562-020-0851-8
• Mehr, S. A. (2015). Miscommunication of science: Music cognition research in the popular press. Frontiers in Psychology, 6, 988. https://doi.org/10.3389/fpsyg.2015.00988 Merton, R. K. (1942). Science and technology in a democratic order. Journal of Legal and Political Sociology, 1(1), 115–126.
• Moran, D. S., McClung, J. P., Kohen, T., & Lieberman, H. R. (2013). Vitamin D and physical performance. Sports Medicine, 43(7), 601–611. https://doi.org/10.1007s40279-013-0036-y
• Moreau, D. (2021). How Malleable Are Cognitive Abilities? A Critical Perspective on Popular Brief Interventions. PsyArXiv. https://doi.org/10.31234/osf.io/sxwah
• Moreau, D., Macnamara, B. N., & Hambrick, D. Z. (2019). Overstating the Role of Environmental Factors in Success: A Cautionary Note. Current Directions in Psychological Science, 28(1), 28–33. https://doi.org/10.1177/0963721418797300
• Nantais, K. M., & Schellenberg, E. G. (1999). The Mozart effect: An artifact of preference. Psychological Science, 10(4), 370–373. https://doi.org/10.1111/1467-9280.00170
• Nichols, E. S., Frantz, A. M., Wild, C. J., & Owen, A. M. (2020). Musical experience predicts cognitive differences in a large, demographically matched sample. PsyArxiv. https://doi.org/10.31234/osf.io/xk8y9
• Odendaal, A., Levänen, S., & Westerlund, H. (2019). Lost in translation? Neuroscientific research, advocacy, and the claimed transfer benefits of musical practice. Music Education Research, 21(1), 4–19. https://doi.org/10.1080/14613808.2018.1484438
• Pearl, J., & Robins, J. M. (1995, August). Probabilistic evaluation of sequential plans from causal models with hidden variables. In UAI (Vol. 95, pp. 444–453).
• Pesce, C., Vazou, S., Benzing, V., Álvarez-Bueno, C., Anzeneder, S., Mavilidi, M. F., ... & Schmidt, M. (2021). Effects of chronic physical activity on cognition across the lifespan: a systematic meta-review of randomized controlled trials and realist synthesis of contextualized mechanisms. International Review of Sport and Exercise Psychology, 1–39. https://doi.org/10.1080/1750984X.2021.1929404
• Pietschnig, J., Voracek, M., & Formann, A. K. (2010). Mozart effect–Shmozart effect: A meta-analysis. Intelligence, 38(3), 314–323. https://doi.org/10.1016/j.intell.2010.03.001
• Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1993). Music and spatial task performance. Nature, 365(6447), 611–611. https://doi.org/10.1038/365611a0
• Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1995). Listening to Mozart enhances spatial-temporal reasoning: towards a neurophysiological basis. Neuroscience Letters, 185(1), 44–47. https://doi.org/10.1016/0304-3940(94)11221-4
• Roediger III, H. L. (2013). Applying cognitive psychology to education: Translational educational science. Psychological Science in the Public Interest, 14(1), 1–3. https://doi.org/10.1177/1529100612454415
• Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in Methods and Practices in Psychological Science, 1(1), 27–42. https://doi.org/10.1177/2515245917745629
• Román-Caballero, R., Arnedo, M., Triviño, M., & Lupiáñez, J. (2018). Musical practice as an enhancer of cognitive function in healthy aging-A systematic review and meta-analysis. PLOS One, 13(11), e0207957. https://doi.org/10.1371/journal.pone.0207957
• Román-Caballero, R., Vadillo, M. A., Trainor, L. J., & Lupiáñez, J. (2022). Please don't stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence. Educational Research Review, 35, 100436. https://doi.org/10.1016/j.edurev.2022.100436
• Román-Caballero, R., Martín-Arévalo, E., & Lupiáñez, J. (2021). Attentional networks functioning and vigilance in expert musicians and non-musicians. Psychological Research, 85(3), 1121–1135. https://doi.org/10.1007/s00426-020-01323-2
• Ruscio, J. (2008). A probability-based measure of effect size: robustness to base rates and other factors. Psychological Methods, 13(1), 19–30. https://doi.org/10.1037/1082-989X.13.1.19
• Sala, G., & Gobet, F. (2016). Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis. Educational Research Review, 18, 46–57. https://doi.org/10.1016/j.edurev.2016.02.002
• Sala, G., & Gobet, F. (2017). When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis. Educational Research Review, 20, 55–67. https://doi.org/10.1016/j.edurev.2016.11.005
• Sala, G., & Gobet, F. (2020). Cognitive and academic benefits of music training with children: A multilevel meta-analysis. Memory & Cognition, 48(8), 1429–1441. https://doi.org/10.3758/s13421-020-01060-2
• Sanabria, D., Luque-Casado, A., Perales, J. C., Ballester, R., Ciria, L. F., Huertas, F., & Perakakis, P. (2019). The relationship between vigilance capacity and physical exercise: a mixed-effects multistudy analysis. PeerJ, 7, e7118. https://doi.org/10.7717/peerj.7118
• Schönbrodt, F. D., & Perugini, M. (2013). At what sample size do correlations stabilize?. Journal of Research in Personality, 47(5), 609–612. https://doi.org/10.1016/j.jrp.2013.05.009
• Sharma, P., Mahapatra, A., & Gupta, R. (2019). Meditation-induced psychosis: a narrative review and individual patient data analysis. Irish Journal of Psychological Medicine, 1–7. https://doi.org/10.1017/ipm.2019.47
• Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. (2016). Do “brain-training” programs work?. Psychological Science in the Public Interest, 17(3), 103–186. https://doi.org/10.1177/1529100616661983
• Slevc, L. R., Davey, N. S., Buschkuehl, M., & Jaeggi, S. M. (2016). Tuning the mind: Exploring the connections between musical ability and executive functions. Cognition, 152, 199–211. https://doi.org/10.1016/j.cognition.2016.03.017
• Sumner, P., Vivian-Griffiths, S., Boivin, J., Williams, A., Bott, L., Adams, R., ... & Chambers, C. D. (2016). Exaggerations and caveats in press releases and health-related science news. PLOS One, 11(12), e0168217. http://doi.org/10.1371/journal.pone.0168217
• Thompson, W. F., Schellenberg, E. G., & Husain, G. (2001). Arousal, mood, and the Mozart effect. Psychological Science, 12(3), 248–251. https://doi.org/10.1111/1467-9280.00345
• Thornton, A., & Lee, P. (2000). Publication bias in meta-analysis: its causes and consequences. Journal of Clinical Epidemiology, 53(2), 207–216. https://doi.org/10.1016/S0895-4356(99)00161-4
• Tomporowski, P. D., & Pesce, C. (2019). Exercise, sports, and performance arts benefit cognition via a common process. Psychological Bulletin, 145(9), 929–951. https://doi.org/10.1037/bul0000200
• White-Schwoch, T., Carr, K. W., Anderson, S., Strait, D. L., & Kraus, N. (2013). Older adults benefit from music training early in life: biological evidence for long-term training-driven plasticity. Journal of Neuroscience, 33(45), 17667–17674. https://doi.org/10.1523/JNEUROSCI.2560-13.2013
• Whitfield, T., Barnhofer, T., Acabchuk, R., Cohen, A., Lee, M., Schlosser, M., ... & Marchant, N. L. (2021). The effect of mindfulness-based programs on cognitive function in adults: A systematic review and meta-analysis. Neuropsychology Review, 1–26. https://doi.org/10.1007/s11065-021-09519-y
• Williams, P., & Lord, S. R. (1997). Effects of group exercise on cognitive functioning and mood in older women. Australian and New Zealand journal of public health, 21(1), 45–52. https://doi.org/10.1111/j.1467-842X.1997.tb01653.x
• World Health Organization. (2020). WHO guidelines on physical activity and sedentary behaviour: at a glance. https://www.who.int/news-room/fact-sheets/detail/physical-activity
• Xue, Y., Yang, Y., & Huang, T. (2019). Effects of chronic exercise interventions on executive function among children and adolescents: a systematic review with meta-analysis. British Journal of Sports Medicine, 53(22), 1397–1404. http://doi.org/10.1136/bjsports-2018-099825
• Young, J., Angevaren, M., Rusted, J., & Tabet, N. (2015). Aerobic exercise to improve cognitive function in older people without known cognitive impairment. Cochrane Database of Systematic Reviews, (4). https://doi.org/10.1002/14651858.CD005381.pub4
• Zimmer, P., Javelle, F., & Lampit, A. (2021). Comment on: “Effects of Exercise Training Interventions on Executive Function in Older Adults: A Systematic Review and Meta‐analysis”. Sports Medicine, 51, 593–595. https://doi.org/10.1007/s40279-020-01369-7