Social Isolation during COVID-19 Lockdown Impairs Cognitive Function

Autor/inn/en	Ingram, Joanne; Hand, Christopher J.; Maciejewski, Greg
Titel	Social Isolation during COVID-19 Lockdown Impairs Cognitive Function
Quelle	In: Applied Cognitive Psychology, 35 (2021) 4, S.935-947 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ingram, Joanne) ORCID (Hand, Christopher J.) ORCID (Maciejewski, Greg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3821
Schlagwörter	Social Isolation; COVID-19; Pandemics; Cognitive Processes; Adults; Attention; Memory; Decision Making; Time Management; Psychological Patterns + Suchen Sie Ihr Suchwort? Soziale Isolation; Cognitive process; Kognitiver Prozess; Aufmerksamkeit; Gedächtnis; Decision-making; Entscheidungsfindung; Zeitmanagement
Abstract	Studies examining the effect of social isolation on cognitive function typically involve older adults and/or specialist groups (e.g., expeditions). We considered the effects of COVID-19-induced social isolation on cognitive function within a representative sample of the general population. We additionally considered how participants 'shielding' due to underlying health complications, or living alone, performed. We predicted that performance would be poorest under strictest, most-isolating conditions. At five timepoints over 13 weeks, participants (N = 342; aged 18-72 years) completed online tasks measuring attention, memory, decision-making, time-estimation, and learning. Participants indicated their mood as 'lockdown' was eased. Performance typically improved as opportunities for social contact increased. Interactions between participant sub-groups and timepoint demonstrated that performance was shaped by individuals' social isolation levels. Social isolation is linked to cognitive decline in the absence of ageing covariates. The impact of social isolation on cognitive function should be considered when implementing prolonged pandemic-related restrictive conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01