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This study investigated the role of arousal and effort costs in the cognitive benefits of alternating between sitting and standing postures using a sit‐stand desk, while measuring executive functions, self‐reports, physiology, and neural activity in a 2‐h laboratory session aimed to induce mental fatigue. Two sessions were conducted with a one‐week gap, during which participants alternated between sitting and standing postures each 20‐min block in one session and remained seated in the other. In each block, inhibition, switching, and updating were assessed. We examined effects of time‐on‐task, acute (local) effects of standing versus sitting posture, and cumulative (global) effects of a standing posture that generalize to the subsequent block in which participants sit. Results (N = 43) confirmed that time‐on‐task increased mental fatigue and decreased arousal. Standing (versus sitting) led to acute increases in arousal levels, including self‐reports, alpha oscillations, and cardiac responses. Standing also decreased physiological and perceived effort costs. Standing enhanced processing speed in the flanker task, attributable to shortened nondecision time and speeded evidence accumulation processes. No significant effects were observed on higher‐level executive functions. Alternating postures also increased heart rate variability cumulatively over time. Exploratory mediation analyses indicated that the positive impact of acute posture on enhanced drift rate was mediated by self‐reported arousal, whereas decreased nondecision time was mediated by reductions in alpha power. In conclusion, alternating between sitting and standing postures can enhance arousal, decrease effort costs, and improve specific cognitive and physiological outcomes. [ABSTRACT FROM AUTHOR]

The article comments on John Wilding's paper that lists concerns about measures of attention and control that are used throughout the field of clinical development psychology. The authors present an argument on Wilding's suggestion that executive dysfunction is the fundamental problem underlying attention deficit hyperactivity disorder (ADHD) symptoms. The authors defined the building-blocks of cognition. The fundamental role of executive functions in ADHD is discussed.

The primary aim of this study was to examine how response inhibition is reflected in components of the event-related potential (ERP), using the stop-signal paradigm as a tool to manipulate response inhibition processes. Stop signals elicited a sequence of N2/P3 components that partly overlapped with ERP components elicited by the reaction stimulus. N2/P3 components were more pronounced on stop-signal trials than on no-stop-signal trials. At Cz, the stop-signal P3 peaked earlier on successful than on unsuccessful stop trials. This finding extends the horse race model by demonstrating that the internal response to the stop signal (as reflected in stop-signal P3) is not constant, but terminates at different moments in time on successful and unsuccessful stop trials. In addition, topographical distributions and dipole analysis of high density EEG recordings indicated that different cortical generators were involved in P3s elicited on successful and unsuccessful stop-signal trials. The latter results suggest that P3 on successful stop-signal trials not only reflects stop-signal processing per se, but also efficiency of inhibitory control. [ABSTRACT FROM AUTHOR]

Studies the relation between error processing and conscious self-monitoring of behavior. Association of the error negativity and positivity component of event-related brain potential with action monitoring and error detection.