Previous research has emphasized the trade-off between cognitive stability and flexibility. Our main research aim within the present study was to assess whether demand on cognitive flexibility can...Show morePrevious research has emphasized the trade-off between cognitive stability and flexibility. Our main research aim within the present study was to assess whether demand on cognitive flexibility can become associated with specific stimulus contexts (i.e., locations), whether these learned associations are being transferred to a subsequent phase, and whether such associations correlate with need for cognition. In 107 participants we assessed switch costs both in terms of reaction times and error rates in a learning phase where task switch frequencies were manipulated across two contexts (25%/75%) and a subsequent diagnostic phase where task switch frequencies were balanced. We further included individual differences in need for cognition in the analyses, which we measured using the NCS-6 questionnaire. As expected, we found a reduction in switch costs in the high task switch frequency context in the learning phase. We did not observe the expected transfer of effects to the diagnostic phase, but instead an unexpected increase in switch costs in the previous high task switch frequency context. Moreover, there were no modulations of effects by need for cognition. However, there were increases in switch costs during the diagnostic phase for participants who showed a response to the manipulation during the learning phase. Altogether, our results suggests that context indeed plays a role in our ability to adjust to demand on cognitive flexibility. Facilitating associations between these two can modulate task switching performance in terms of speed and accuracy.Show less
Life History Theory is an evolutionary theory claiming that early life circumstances help us develop abilities and behaviors beneficial to those specific conditions. This study aimed to investigate...Show moreLife History Theory is an evolutionary theory claiming that early life circumstances help us develop abilities and behaviors beneficial to those specific conditions. This study aimed to investigate the effects of childhood poverty on cognitive abilities such as switching and visuospatial memory in current financially difficult situations. We hypothesized that people who grew up poor would score better on a task measuring switching and visuospatial memory, but only in current financially difficult situations. Conversely, their counterparts in the low financial difficulty situations would underperform due to the dissimilarity of the circumstances the cognitive abilities adapted to in childhood. Our results provided support for the hypothesis as participants who grew up poor performed better at switching and visuospatial memory in current financially difficult situations compared to their peers in the low difficulty situation. These findings indicate that difficult circumstances in childhood could improve cognitive abilities needed to persist in those circumstances.Show less
