Exercise-Cognition Interaction. Neuroscience Perspectives

Table of Contents

1. History of Research into the Acute Exercise-Cognition Interaction
2. History of Research into the Chronic Exercise-Cognition Interaction
3. Animal Models of the Exercise-Brain Interaction
4. Beyond the Catecholamines Hypothesis for an Acute Exercise-Cognition Interaction: A Neurochemical Perspective
5. Acute Exercise and Event-Related Potential: Current Status and Future Prospective
6. Acute Exercise and Cognition: Effects of Cerebral Oxygenation and Blood Flow
7. Reticular Activation Hypofrontality Theory
8. The Evidence for a Neurochemical Rationale for a Chronic Exercise-Cognition Interaction
9. The Chronic Exercise-Cognition Interaction: fMRI Research
10. The Chronic Exercise-Cognition Interaction: EEG Research
11. Effects of Fitness on the Exercise-Cognition Interaction
12. '"Cogito ergo sum" or "ambulo ergo sum"? New Perspectives in Developmental Exercise and Cognition Research
13. Acute Exercise and Cognition in Children and Adolescents: The Roles of Testosterone and Cortisol
14. The Chronic Exercise-Cognition Interaction in the Elderly
15. The Chronic Exercise-Cognition Interaction and Parkinson's Disease
16. The Chronic Exercise-Cognition Interaction and Dementia and Alzheimer's Disease
17. The Chronic Exercise-Cognition Interaction and Diabetes
18. The Chronic Exercise-Cognition Interaction and Attention Deficit Hyperactivity Disorder
19. The Chronic Exercise-Cognition Interaction and Breast Cancer Survivors
20. The Chronic Exercise-Cognition Interaction and Cardiovascular Risk Factors
21. The Chronic Exercise-Cognition Effect in Overweight and Obese Children
22. Exercise-Cognition Interaction: State of the Art and Future Research

Authors

Terry McMorris Professor Emeritus, Department of Sport, Exercise, and Health Sciences, University of Chichester, UK. Terry McMorris is Emeritus Professor of the Cognitive Neuroscience of Exercise and Sport at the University of Chichester and Visiting Professor at the University of Portsmouth. He initially trained as a schoolteacher and taught for 17 years before undertaking a Master of Physical Education degree at the University of New Brunswick, Canada. He obtained a PhD from the University of Southampton in 1997. His main interest is in the effect of physiological stress, especially exercise, on cognition. As well as exercise, Terry has examined the effects on cognition of sleep deprivation, heat and dehydration, and vibration during sea travel. He has also published in the area of skill acquisition and performance and published two test books on the subject.