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Abstract Objectives Cancer-related cognitive impairment (CRCI) refers to a cognitive decline associated with cancer or its treatments. While research into CRCI is expanding, evidence remains scattered due to differences in study designs, methodologies, and definitions. The present umbrella review aims to provide a comprehensive overview of the current evidence regarding the impact of different breast cancer therapies on cognitive functioning, with a particular focus on the interplay among objective cognitive deficits (ie, measured with standardized tests), subjective cognitive concerns, (ie, self-reported), and other mediating psycho-physical factors. Methods The search was made in Pubmed, Embase, and Scopus for articles published until July 2023, following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-analysis protocol. Results Chemotherapy and endocrine therapy appear consistently associated with CRCI in patients with breast cancer, primarily affecting memory, attention/concentration, executive functioning, and processing speed. Subjective cognitive concerns were often found weakly or not associated with neuropsychological test results, while overall CRCI seemed consistently associated with psychological distress, fatigue, sleep quality, and inflammatory and biological factors. Conclusion Current evidence suggests that CRCI is common after chemotherapy and endocrine therapy for breast cancer. However, heterogeneity in study designs and the scarcity of studies on more recent treatments such as targeted therapies and immunotherapies, highlight the need for more systematic and harmonized studies, possibly taking into account the complex and multifactorial etiology of CRCI. This may provide valuable insights into CRCI’s underlying mechanisms and potential new ways to treat it. This review provides a comprehensive overview of the current evidence regarding the impact of different breast cancer therapies on cognitive functioning, with a particular focus on the interplay among objective cognitive deficits, subjective cognitive concerns, and other mediating psycho-physical factors.

Background After a COVID‐19 infection, some patients experience long‐term consequences known as Post‐Covid Syndrome, which often includes cognitive impairment. We investigated the congruence between subjectively experienced and objectively measured cognitive deficits after a COVID‐19 infection in an unselected, successively admitted cohort of 46 patients reporting subjective cognitive complaints (SCC). Methods We employed a comprehensive neuropsychological test battery to assess objective cognitive impairment across various cognitive domains. Three different cut‐off criteria were applied, commonly used in the literature to define objective neurocognitive disorder (NCD). Results We observed a notably low congruence between SCC and NCD in Post‐Covid Syndrome, regardless of the cut‐off criterion. Depending on the cognitive domain, only 4% to maximally 40% of the SCC could be objectified. Conclusions One possible explanation for this discrepancy could be the high rate of depressive symptoms observed in the group of patients studied, which may negatively influence the perception of one's cognitive abilities. These findings emphasize the need for careful evaluation of SCC in Post‐Covid Syndrome and suggest that treating depressive symptoms may also alleviate some of the perceived cognitive deficits.

Cognitive impairment in patients with Parkinson’s disease (PD) worsens the prognosis of PD and increases caregivers’ burden and economic consequences. Recently, subjective cognitive decline (SCD), which refers to self-reported cognitive decline without detectable objective cognitive dysfunction, has been regarded as an at-risk state of mild cognitive impairment (MCI) and a prodromal stage for dementia in Alzheimer’s disease (AD). However, studies on PD-SCD have thus far been scarce, and at present there is no consensus regarding the definition of SCD nor a gold standard as an evaluation tool. The present review aimed to look for an association between PD-SCD and objective cognitive function and found that PD with SCD occurred with brain metabolic changes, which were consistent with early aberrant pathological changes in PD. Moreover, PD patients with SCD were likely to progress to future cognitive impairment. It is necessary to establish a guideline for the definition and evaluation of SCD in PD. A larger sample size and more longitudinal investigations are needed to verify the predictive effectiveness of PD-SCD and to detect earlier subtle cognitive decline before MCI.

Background In the context of the rapid development of artificial intelligence (AI) technology, questioning has become an increasingly active and critical component of effective collaboration with AI. Also, the ability to apply knowledge from various disciplines to analyze and address problems is essential for enhanced learning. Despite its importance, studies on training students in questioning and knowledge integration within course teaching are lacking. Purpose This study aimed to explore the effects of an innovative teaching approach based on the Bloom-based “Questioning-Training of Comprehensive Knowledge Application (Q-TOCKA)” method. This approach integrates a teacher-AI-student interaction model, promoting deeper engagement in the learning process. Methods The study included two groups of students: a control class group and an experimental class group. In the context of four problem-based learning (PBL) assignments during the course of Pharmaceutical Botany and Pharmacognosy, the experimental class was subjected to Bloom-based Q-TOCKA of progressive exercises, paired with the teacher-AI-student in-depth interaction and communication model. Conversely, the control class followed the traditional teacher-student dichotomous communication method. The students’ questioning and knowledge application scores in both classes were analyzed using R statistical software, interaction model regression analysis, and prediction model Holt linear trend method analysis. Additionally, the data from a course questionnaire survey for students in the experimental class were statistically collected. Results Statistical analysis using R revealed significantly higher scores of the experimental class in questioning and comprehensive application of knowledge across the two to four post-course PBL assignments ( P  < 0.05) compared with the control class. Pearson correlation analysis indicated a linear correlation between questioning scores and comprehensive knowledge application scores. Furthermore, the regression analysis of the interaction model suggested a synergistic relationship between questioning ability and comprehensive knowledge application. Holt linear trend method indicated that the positive impact of the new teaching method on students’ questioning and knowledge application abilities became more pronounced with an increase in the number of training sessions. The questionnaire survey results showed that more than 90% of the experimental-class students expressed a favorable attitude toward the new teaching approach. Conclusions The innovative teaching method significantly enhanced students’ questioning abilities and their capacity for comprehensive knowledge application. The positive feedback from students indicates that this teaching approach holds promise for broader application and promotion across various courses.

This study analyses the effects of group differentiation by students’ learning strategies of around 1200 students in 46 classes from eight secondary schools in the Netherlands. In an experimental setup with randomization at the class level, division of students over three groups per class (an instruction-independent group, an average group, and an instruction-dependent group) is based on learning strategies, measures using the Motivated Strategies for Learning Questionnaire (MSLQ). Each group is offered instruction fitting their own learning strategy. The results show that student performance is higher in classes where the differentiation was applied, and that these students score higher at some scales of the posttest of the questionnaire on motivation, metacognition and self-regulation. However, there are differences between classrooms from different teachers. Additional teacher questionnaires confirm the discrepancy in teacher attitudes towards the intervention.

In online education, the appropriate choice of means of knowledge visualization can reduce cognitive load and improve cognitive efficiency. However, no universal basis for selection can cause confusion in the pedagogical context. This study used the revised Bloom’s taxonomy to combine the types of knowledge with cognitive goals. We used a course on marketing research as an example to summarize the choices for visualizing factual knowledge (FK), conceptual knowledge (CK), procedural knowledge (PK), and metacognitive knowledge (MK) through four experiments. Visualized cognitive stages were used to determine the cognitive efficiencies of visualization for different knowledge types. In this stage, eye tracking is used for collecting eye movement indicators to measure cognitive load. The cognitive goals stage is used to get cognitive goals of the means of knowledge visualization. Combining the two stages, we get the conclusions as follows: Teachers and students can mostly benefit from presenting FK and CK points via mind maps. Using mind maps to teach FK online could be indirectly beneficial for improving students’ creativity. Concept maps may be chosen for this point if the linked knowledge points are PK and the achievement of the analytical objective is emphasized in the student’s knowledge points. The flowchart can be used to display PK, while timelines could be utilized if the PK point is to be presented in a temporal dimension. Teachers should choose the curve area chart to display MK. A pie chart might be chosen and added more instructions. The findings suggest that mind maps are very effective as a means of knowledge visualization in online education. In the meantime, it suggests that overly simplistic graphs increase cognitive load, while it also raises the possibility that redundant information in the text may increase cognitive load.

Late-Life Depression (LLD) is a prevalent mental health disorder that is often accompanied by cognitive impairments. The objective of this study is to investigate the influence of coexisting Generalized Anxiety Disorder (GAD) on both subjective and objective cognitive abilities in untreated LLD individuals. A total of 77 participants aged 60 years and above were recruited for this study, comprising 31 individuals with Major Depressive Disorder (LLD group), 46 with MDD and coexisting Generalized Anxiety Disorder (LLDA group), and 54 healthy controls (HC). Prior to the study, all patients had abstained from psychotropic medication for a minimum of two weeks. Comprehensive neuropsychological assessments were administered to all participants. The LLDA group exhibited substantial disparities in memory, attention, processing speed,executive function,overall cognitive functioning, and subjective cognitive functioning when compared to the HC group. The LLD group displayed deficits in memory, SCWT-W in attention, SCWT-C in processing speed,overall cognitive functioning, and subjective cognitive functioning in comparison to the healthy controls. Although the LLD group achieved lower average scores in executive function, TMTA in processing speed, and DSST in attention than the HC group, no significant distinctions were identified between these groups in these domains. Linear regression analysis unveiled that anxiety symptoms had a significant impact on subjective cognitive deficits among MDD patients, but exhibited a milder influence on objective cognitive performance. After adjusting for the severity of depression, anxiety symptoms were found to affect TMTA in processing speed and subjective cognitive functioning in LLD patients. Late-Life Depression (LLD) exhibits pervasive cognitive impairments, particularly in individuals with generalized anxiety disorder, presenting a crucial target for future therapeutic interventions. Among elderly individuals with depression, anxiety symptoms significantly impact subjective cognitive functioning, suggesting its potential utility in distinguishing between depression-associated cognitive decline and pre-dementia conditions. •Detailed analysis of cognitive functions in late-life depression.•Impact of anxiety on cognition in late-life depression explored.•Examines link between subjective complaints and objective impairments.•Insights for diagnosing and treating cognitive issues in the elderly.•Enhances understanding of mental health and cognition in older adults.

The present study aimed to assess empathy and prosocial behavior in 6–7 year old children with autism spectrum disorders (ASDs). Results showed, first, lower levels of parent- and teacher-rated cognitive empathy, and similar levels of affective empathy in children with ASD compared to typically developing (TD) children. Second, emotion recognition for basic emotions, one aspect of cognitive empathy, in a story task was adequate in ASD children, but ASD children with severe impairments in social responsiveness had difficulties in recognizing fear. Third, prosocial behavior in response to signals of distress of a peer in a computer task was similar in ASD as in TD children. In conclusion, early elementary school children with ASD show specific impairments in cognitive empathy.