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Dissertation
Cognitive functioning and physical activity during menopause: a pilot study
Doctor of Philosophy (Ph.D.), Drexel University
01 Feb 2015
DOI:
https://doi.org/10.17918/etd-6378
Abstract
Background: Cognitive problems such as forgetfulness, concentration difficulty, and inattention are commonly reported among women in or around the menopause transition. However, objective neurocognitive data do not consistently corroborate subjective cognitive complaints, nor do they effectively distinguish women in different reproductive stages. Further assessments must be conducted to determine the specific cognitive changes occurring around the menopause transition in comparison to other reproductive stages (e.g., late postmenopause). Furthermore, non-pharmacological methods for addressing reported cognitive difficulties should be explored. Aims: The primary study aim (Aim 1) was to evaluate cross-sectional differences in subjective and objective cognitive function among women in perimenopause (irregular menstruation to 1 year after the final menstrual period), early postmenopause (1-5 years after the final menstrual period) and late menopause (> 5 years after the final menstrual period). The secondary aim (Aim 2) was to compare changes in cognitive function and physical activity among women who completed a six-month physical activity intervention. Hypotheses: It was hypothesized that women in perimenopause would score lower on tests of attention and working memory than women in postmenopause. It was also hypothesized that increases in physical activity would be significantly associated with improvements on attention and working memory tasks. Procedure: Forty-five women age 40 to 63 (mean age = 53.6 years) were recruited for a six-month, group-based intervention designed to help midlife women increase sustained aerobic activity. Neurocognitive and physical activity assessments occurred at baseline and 6 months. Participants were given weekly exercise prescriptions, gradually working toward 250 minutes of MVPA per week. Measures: The following neurocognitive domains were evaluated using clinician-administered tests: Global cognition (MoCA) and intelligence (WTAR), attention and working memory (Letter N-Back computer test; Digit Span), verbal learning and memory (Selective Reminding Test), verbal fluency (COWA), and executive function (Trails A and B). Physical activity was quantified by seven-day ActiGraph GT3X accelerometer readings. Statistical Analyses: Regression and ANOVA tests were performed (using the GLM procedure in SPSS), in addition to Pearson's r correlations. Results: At baseline, women in early postmenopause showed significantly worse verbal memory performance than women in perimenopause or late postmenopause (p < .05), controlling for age, mood, and sleep quality. At six months, women in early postmenopause showed significantly greater improvement in verbal memory than women in perimenopause (p = .048). Reproductive stage also significantly predicted changes in verbal fluency after controlling for covariates. Self-reported improvement in concentration was also significantly associated with improved verbal fluency scores at 6 months (p = .004). While physical activity was not significantly associated with changes in neurocognitive function at 6 months in the full sample, increases in light activity were associated with improvements in verbal fluency among women in perimenopause. Conclusions: The results of this study suggest that the early postmenopause stage is a period of cognitive vulnerability, specifically with respect to verbal memory. While sustained aerobic activity did not have a clear impact on neurocognitive function in this participant sample, women in the menopause transition may find benefit from light activity. Women should be informed of the possibility of cognitive disruption after menopause, and effective behavioral methods for managing verbal difficulties should be identified.
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Details
- Title
- Cognitive functioning and physical activity during menopause
- Creators
- Greer Alicia Raggio - DU
- Contributors
- Meghan L. Butryn (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology); College of Arts and Sciences; Drexel University
- Other Identifier
- 6378; 991014632660404721