
It is widely accepted that physical exercise can be used as a tool for the prevention and treatment of various diseases or disorders. In addition, in the recent years, exercise has also been successfully used to enhance people's cognition. There is a large amount of research that has supported the benefits of physical exercise on human cognition, both in children and adults. Among these studies, some have focused on the acute or transitory effects of exercise on cognition, while others have focused on the effects of regular physical exercise. However, the relation between exercise and cognition is complex and we still have limited knowledge about the moderators and mechanisms underlying this relation. Most of human studies have focused on the behavioral aspects of exercise-effects on cognition, while animal studies have deepened in its possible neuro-physiological mechanisms. Even so, thanks to advances in neuroimaging techniques, there is a growing body of evidence that provides valuable information regarding these mechanisms in the human population. This review aims to analyze the effects of regular and acute aerobic exercise on cognition. The exercise-cognition relationship will be reviewed both from the behavioral perspective and from the neurophysiological mechanisms. The effects of exercise on animals, adult humans, and infant humans will be analyzed separately. Finally, physical exercise intervention programs aiming to increase cognitive performance in scholar and workplace environments will be reviewed.
Citation: Blai Ferrer-Uris, Maria Angeles Ramos, Albert Busquets, Rosa Angulo-Barroso. Can exercise shape your brain? A review of aerobic exercise effects on cognitive function and neuro-physiological underpinning mechanisms[J]. AIMS Neuroscience, 2022, 9(2): 150-174. doi: 10.3934/Neuroscience.2022009
[1] | Antonio Hernando, José Luis Galán-García, Gabriel Aguilera-Venegas . A fast and general algebraic approach to Railway Interlocking System across all train stations. AIMS Mathematics, 2024, 9(3): 7673-7710. doi: 10.3934/math.2024373 |
[2] | Alberto Almech, Eugenio Roanes-Lozan . A 3D proposal for the visualization of speed in railway networks. AIMS Mathematics, 2020, 5(6): 7480-7499. doi: 10.3934/math.2020479 |
[3] | Seok-Zun Song, Hee Sik Kim, Young Bae Jun . Commutative ideals of BCK-algebras and BCI-algebras based on soju structures. AIMS Mathematics, 2021, 6(8): 8567-8584. doi: 10.3934/math.2021497 |
[4] | Huizhang Yang, Wei Liu, Yunmei Zhao . Lie symmetry reductions and exact solutions to a generalized two-component Hunter-Saxton system. AIMS Mathematics, 2021, 6(2): 1087-1100. doi: 10.3934/math.2021065 |
[5] | Haijun Cao, Fang Xiao . The category of affine algebraic regular monoids. AIMS Mathematics, 2022, 7(2): 2666-2679. doi: 10.3934/math.2022150 |
[6] | Yingyu Luo, Yu Wang . Supercommuting maps on unital algebras with idempotents. AIMS Mathematics, 2024, 9(9): 24636-24653. doi: 10.3934/math.20241200 |
[7] | Shakir Ali, Ali Yahya Hummdi, Mohammed Ayedh, Naira Noor Rafiquee . Linear generalized derivations on Banach ∗-algebras. AIMS Mathematics, 2024, 9(10): 27497-27511. doi: 10.3934/math.20241335 |
[8] | Bader Alshamary, Milica Anđelić, Edin Dolićanin, Zoran Stanić . Controllable multi-agent systems modeled by graphs with exactly one repeated degree. AIMS Mathematics, 2024, 9(9): 25689-25704. doi: 10.3934/math.20241255 |
[9] | Muhammad Anwar Chaudhry, Asfand Fahad, Yongsheng Rao, Muhammad Imran Qureshi, Salma Gulzar . Branchwise solid generalized BCH-algebras. AIMS Mathematics, 2020, 5(3): 2424-2432. doi: 10.3934/math.2020160 |
[10] | Murugan Palanikumar, Nasreen Kausar, Harish Garg, Aiyared Iampan, Seifedine Kadry, Mohamed Sharaf . Medical robotic engineering selection based on square root neutrosophic normal interval-valued sets and their aggregated operators. AIMS Mathematics, 2023, 8(8): 17402-17432. doi: 10.3934/math.2023889 |
It is widely accepted that physical exercise can be used as a tool for the prevention and treatment of various diseases or disorders. In addition, in the recent years, exercise has also been successfully used to enhance people's cognition. There is a large amount of research that has supported the benefits of physical exercise on human cognition, both in children and adults. Among these studies, some have focused on the acute or transitory effects of exercise on cognition, while others have focused on the effects of regular physical exercise. However, the relation between exercise and cognition is complex and we still have limited knowledge about the moderators and mechanisms underlying this relation. Most of human studies have focused on the behavioral aspects of exercise-effects on cognition, while animal studies have deepened in its possible neuro-physiological mechanisms. Even so, thanks to advances in neuroimaging techniques, there is a growing body of evidence that provides valuable information regarding these mechanisms in the human population. This review aims to analyze the effects of regular and acute aerobic exercise on cognition. The exercise-cognition relationship will be reviewed both from the behavioral perspective and from the neurophysiological mechanisms. The effects of exercise on animals, adult humans, and infant humans will be analyzed separately. Finally, physical exercise intervention programs aiming to increase cognitive performance in scholar and workplace environments will be reviewed.
attention deficit hyperactivity disorder;
brain-derived neurotrophic factor;
insulin-like growth factor 1
Rail transport serves as a key component in global transportation networks, offering a dependable and effective means for the movement of both commodities and passengers across extensive distances. Insights from research on the robustness of rail transport systems highlight its significance as an essential infrastructure, underpinning both economic and societal functions. According to a literature review on resilience in railway transport systems, rail transportation is a critical infrastructure that plays a vital role in the economy and society [1,2].
Railway Interlocking Systems are a crucial component of railway signalling. These systems consist of a set of signalling devices that prevent conflicting movements among trains. They ensure that trains are only granted authority to proceed when the routes have been set, locked, and detected to be clear of other trains. This intricate system plays a vital role in maintaining the safety and efficiency of rail traffic.
These systems are designed with the foremost goal of minimizing human mistakes and guaranteeing a 'fail-safe' condition in case of malfunctions, thereby averting any potential hazards. This objective is accomplished via an intricate array of signals and switches that collectively manage the locomotion of trains. The signals serve to inform whether a track is available or in use, and the switches determine the trajectory of the train.
Pachl's work offers a comprehensive guide to the principles of railway signaling [3]. Traditional interlocking systems in railways, which are established based on predetermined routes, often rely on human expertise for route compatibility decisions [4]. Despite this, historical instances have revealed significant flaws within these systems [5]. In contrast, contemporary interlocking systems boast the capability to adapt dynamically, enhancing flexibility as they are not confined to fixed routes. Nonetheless, it is imperative to verify that any alterations to signals or switch positions do not result in intersecting paths for trains, which could lead to collisions. Absent this assurance, modifications are withheld, potentially necessitating a delay until a train departs the station. The genesis of railway interlocking can be traced back to the 19th century, characterized by intricate mechanical constructs composed of levers and bars. By the mid-20th century, the advent of electric relays necessitated complex electrical circuitry to mirror the station's layout. The 1980s marked the debut of computerized control in railway interlocking systems [6,7,8,9], with Spain pioneering its first geographical railway interlocking system in 1993 [10].
The intricate nature and critical significance of Railway Interlocking Systems render them an intriguing area for ongoing research and enhancement. Progress in technological capabilities has seen these systems transition from mechanical to electrical, and presently to computer-operated frameworks. Each stage of this evolution has contributed to heightened efficiency, dependability, and safety standards. Nonetheless, such progress is not without its hurdles. The assimilation of novel technologies demands meticulous attention to ensure they mesh seamlessly with the pre-existing structures. Moreover, the escalating complexity of these systems inherently raises the risk of malfunctions. Consequently, persistent research and development are imperative to perpetuate the advancement of safety and operational efficiency in Railway Interlocking Systems.
Contemporary railway interlocking systems universally employ computerization, whether they are geographically oriented or route-based. Simple versions of geographical algorithms can encounter issues with exponential complexity, significantly impacting the time required to identify secure routes within the rail network. Studies have explored efficient data validation techniques for these systems [11]. Model checking, particularly with UMC, offers another method for validating geographically dispersed interlocking systems [12]. Diverse strategies have been utilized in the decision-making processes of railway interlocking, including, albeit somewhat outdated, a comprehensive annotated bibliography by Bjorner [13]. The complexity of this issue has spurred extensive research, with recent investigations focusing on artificial intelligence for fault detection [14] and comparing various safety verification techniques [15]. There have also been developments in formal model-based methods to aid engineers in defining and confirming the specifications of interlocking systems [16]. Morley's research employs a theorem prover based on higher-order logic for safety assessments [17], while Nakamatsu revisits this using temporal logic in annotated logic programs [18]. Winter's work utilizes ordered binary decision diagrams for modeling interlocking systems [4]. Notably, Janota's study for the Slovak National Railways employs Z notation[19], and Hansen's for the Danish State Railways uses the Vienna Development Method[20]. Montigel introduces an advanced early model capable of handling complex railway topologies, implemented using Petri nets, graphs, Objective-C, and PROLOG [21]. Yulin's component-based model represents the station as interconnected components [22,23,24]. Luteberget integrates CAD, RailML, and logic programming for application in Norwegian railway stations [25], and a Dutch station's topology is articulated using RailML alongside UML class diagrams in another notable study [26].
Over the years, authors have developed various models to study this problem [27,28,29,30,31,32]. Some of these models are based on polynomials, ideals, and Groebner bases [33], similar to those used in Artificial Intelligence for implementing expert systems [34]. This approach bridges computational algebra and interlocking problems, suggesting that computer algebra systems can be used to implement interlocking systems.
Recently, a groundbreaking algebraic model was unveiled [35] that improves the implementation of interlocking systems. This model provides a linear algorithm that significantly outperforms previous models and is suitable for large-scale railway stations. However this model determines only whether a situation is dangerous or not, in case that the situation is dangerous, this model does not provide any guide on how to configure certain rail traffic control elements to ensure safety. In this paper, we will extend this model to include this capacity.
The paper is structured as follows. In Section 2, we outline the contributions of the present model in comparison to the one presented in [35]. In Section 3, we outline the approach of this paper. In Section 4, we present formal concepts of the interlocking systems and the problem we will focus on. In Section 5.1, we translate previous concepts into an algebraic model. In Section 6, we demonstrate how an interlocking system based on our model can be implemented by means of a Computer Algebra System. In Section 7, we provide our conclusions.
Let us examine a case study involving interlocking systems to underscore the significance of our paper and demonstrate the advantages of our proposed model.
Consider the railway station depicted in Figure 1, comprising eight sections (S1 to S8), two turnouts (D1 and D2), and eight traffic light signals (L1 to L8). This station is equipped with an interlocking system designed to detect the dangerous situation: the possibility of two trains colliding within the station's confines. In our prior research, detailed in [35], we introduced an algebraic model adept at swiftly identifying potential dangerous scenarios, proving especially effective for larger stations. The implementation of such systems is vital for maintaining safety within the railway station.
For illustration, let us consider the scenario presented in the railway station shown in Figure 2. Here, two trains are positioned—one in section S1 and the other in section S10. The traffic light signals, labelled as L2 and L4, are set to red, while the rest display green. Moreover, the turnout switch D1 is adjusted to the diverging track setting, and the switch for turnout D2 is in the straight track position. The pressing concern is the potential collision between the train in section S1 and the one in S10. Specifically, the train in S1 could traverse from S1 to S10 via sections S2 and S9. Consequently, this scenario poses a hazard, necessitating modifications to the railway traffic control components—we must alter either the signal colors or the turnout positions.
However, when faced with a dangerous situation like this, it falls upon an expert to configure certain control elements to ensure safety. The model proposed in [35] does not explicitly identify which control elements need adjustment. While we can simulate the situation to assess its danger level after making changes, this process can become cumbersome for large stations. In this paper, we aim to streamline this manual and tedious task by introducing a new algebraic model. Unlike previous models [27,28,29,30,31,32,35], our approach not only detects dangerous situations but also provides specific information on which rail traffic control elements must be modified to restore safety.
To achieve this, we need to create a new model that addresses the problem. Although the model presented in this manuscript significantly differs from a previous one, we will build upon the groundwork laid by the earlier model described in [35]. Leveraging many of the results demonstrated in the previous paper, we will extend our new model to determine precisely which control elements must be modified to ensure a safe situation.
The model presented in this paper shares several key points with the previous work described in [35]:
● Both models are algebraic, representing the situation in the railway station using polynomials.
● Both models allow us to determine whether a situation is safe by calculating the remainder of polynomial division against a list of polynomials.
● The fact that this model represents the railway station and train positions similarly to the approach in [35] enables us to leverage many of the results from that previous model for the current one.
Although the current model builds upon the previous one and shares some characteristics, it represents a substantial departure from its predecessor, particularly from a mathematical perspective:
● In the previous model, there was no explicit representation of control elements. Polynomials were not associated with turnouts or traffic signals. This limitation prevented the model from determining which control elements needed adjustment.
● The current model allows us to determine the configuration of control elements to ensure safety, whereas the previous model did not provide this capability.
● While the previous model calculated the remainder of dividing a monomial by a list of polynomials, the current model requires dividing a polynomial (with multiple monomials) by that same list of polynomials.
● The representation of the railway station's configuration differs from the approach described in [35]. Here, we explicitly consider control element configurations using polynomials, whereas the previous model represented them through a monomial, losing information about potential control element configurations.
In the current version of the paper, there are no sections duplicated from the work cited as [35]. We have retained its framework, but every theorem and proposition presented here is original to this paper and was not stated in [35].
The methodology we present here provides a mathematical framework for assessing whether a situation at a railway station is dangerous, and if so, offers guidance on how to configure certain rail traffic control elements to ensure safety. Our approach is based on the following steps:
(1). Representation of the Railway Station in algebraic terms: we define a polynomial ring is several variables, denoted as A′, and a list E of polynomials in this ring A'.
(2). Representation of a situation in the railway station in algebraic terms: for each situation at the railway station, we will define a monomial q∈A′ that represents the placement of the trains within the railway station, and a polynomial pf∈A′ that represents the configuration of the rail traffic control elements at the station.
(3). Identification of dangerous situations: we can verify if a situation is dangerous by checking if NR(pfq,E) is zero, where NR is the remainder of dividing a polynomial over a set of polynomials.
(4). Safety assurance through the configuration of some traffic control elements. If a situation is identified as dangerous, our system provides guidance on how to adjust certain control elements to ensure safety. This is done by updating the polynomial pf, which encodes the control elements that we allow to change. We then recalculate the polynomial NR(pfq,E) and analyze its monomials, as they encode all the possible configurations that can ensure safety.
A railway station is characterized by a finite set of sections {S1…Sn} and a set of rail traffic control elements (traffic lights and turnouts) that physically connect these sections. These connections enable us to define a binary relation E, defined in [35]:
Definition 4.1. Given a railway station, we define the set E⊂Z×Z as follows:
E={(i,j)|Si is connected to Sj or Sj is connected to Siby means of a color light signal or a turnout} |
This relation indicates whether there is a physical connection between two sections. Figure 1 provides an illustration of a railway station with 11 sections, where the set E is defined as follows:
E={(1,2),(2,9),(9,10),(10,11),(11,6),(2,3),(3,4),(4,5),(5,6),(6,7),(7,8)(2,1),(9,2),(10,9),(11,10),(6,11),(3,2),(4,3),(5,4),(6,5),(7,6),(8,7)} |
As observed, (1,2)∈E signifies that S1 is connected to S2. However, it is crucial to note that the presence (1,2)∈E does not necessarily imply that a train can always transition from section S1 to section S2, as it depends on the indication of the color light signal L1.
Railway stations incorporate rail traffic control elements to determine whether one section is accessible from another. These control elements fall into two categories: Color light signals which regulate train movements, and turnouts, which faciliate the switching of trains from one track to another. As can be seen, the railway station depicted in Figure 1 is equipped with eight color light signals and two turnouts. The following definition formalizes the concept of rail traffic control elements and their states within a railway station.
Definition 4.2. A rail traffic control element within a railway station can be categorized into two types
● A color light signal L, represented as a pair of sections (Si,Sj).
● A turnout D, represented as a triple (Si,Sj,Sk).
The set of these rail traffic control elements is symbolized by X.
Each control element possesses two states, denoted by 1 or 2. Specifically,
● For a color light signal, the color green is represented by 1, while the color red is represented by 2.
● For a turnout, the straight track position of the switch is represented by 1, and the diverted track position of the switch is represented by 2.
In Figure 1, the rail traffic control elements are:
X={L1, L2, L3, L4, L5, L6, L7, L8, D1, D2}=={(1,2),(4,3),(4,5),(10,9),(10,11),(11,10),(6,7),(8,7)}∪{(2,3,9),(6,5,11)} |
The state of the rail traffic control elements determines a configuration of the railway station. Formally, a determined configuration is defined as a function g:X→{1,2}.
Definition 4.3. A determined configuration of the railway station is defined as a function:
g:X→{1,2} |
The determined configuration g for the situation depicted in Figure 2 is:
g(L1)=g(L5)=g(L6)=g(L7)=g(L8)=1
g(L2)=g(L3)=g(L4)=2
g(D1)=2
g(D2)=1
Given g, a determined configuration of the railway station, we define the relation Pg for this configuration g. This relation indicates whether a train can transition from one section to another connected to it.
Definition 4.4. Given a determined configuration, g, we define the set Pg⊂E as:
Pg={(i,j)∈E| if a train can pass from section Si to section Sj for this configuration g} |
Figure 2 depicts a possible configuration of the railway station. As can be observed, since the switch of the turnout connecting sections S2, S3 and S9 is in the diverted track position, it follows that (2,3)∉Pg and (2,9)∈Pg.
There are certain pairs of sections (Si,Sj) that belong to Pg for all determined configurations. For instance in Figure 2, a train can always transition from section S2 to section S1. We define the set of these pairs as:
Definition 4.5.
PF={(i,j)∈E|if a train can always pass from section Si to section Sj} |
In the situation depicted in Figure 1, we have that:
PF={(2,1),(3,4),(5,4),(9,10),(7,8),(7,6)} |
By definition, PF⊆Pg for any determined configuration g of the railway station. The remaining elements in Pg are dictated by the state of the turnouts and the color light signals in the determined configuration g. We can formally express this as follows:
Definition 4.6. Given a rail traffic control element x and a determined configuration g:X→{1,2}, we have that:
● if x=(Si,Sj) is a color light signal and g(x)=1 (the color is green), then:
(i,j)∈Pg |
● if x=(Si,Sj) is a color light signal and g(x)=2 (the color is red), then:
(i,j)∉Pg |
● if x=(Si,Sj,Sk) is a turnout and g(x)=1 (the switch is in the straight track position), then:
(i,j)∈Pg, (j,i)∈Pg, (i,k)∉Pg, (k,i)∉Pg. |
● if x=(Si,Sj,Sk) is a turnout and g(x)=2 (the switch is in the diverted track position), then:
(i,j)∉Pg, (j,i)∉Pg, (i,k)∈Pg, (k,i)∈Pg. |
In Proposition 4.1, we introduce a proposition that allows for the explicit computation of the set Pg given the configuration g.
Proposition 4.1. Let g be a determined configuration. We have that:
Pg=PF∪⋃x:(Si,Sj)∈Xf(x)=1{(i,j)}∪⋃x:(Si,Sj,Sk)∈Xf(x)=1{(i,j),(j,i)}∪⋃x:(Si,Sj,Sk)∈Xf(x)=2{(i,k),(k,i)} |
Proof. This is an immediate consequence of Definition 4.4, Definition 4.5 and Definition 4.6.
In the situation depicted in Figure 2, we have that:
Pg={(2,1),(3,4),(5,4),(9,10),(7,8),(7,6)}∪{(1,2)}∪{(10,11)}∪{(11,10)}∪{(6,7)}∪{(8,7)}∪{(2,9),(9,2)}∪{(5,6),(6,5)} |
Trains may be positioned in various sections of the railway station. As multiple trains may occupy the same section, we will utilize a multiset Q to represent the information regarding the placement of the trains within the station.
Definition 4.7. We define the multiset Q as the set of sections in which a train is placed: the number of times that element i appears in Q represents the number of trains located in section Si.
In the scenario depicted in Figure 2, we have {1,10} because one train is in section S1 and another in section S10.
Given a set Pg and a multiset Q, we can formulate the problem of determining whether the situation is dangerous or not*. In other words, we can assess if there is a possibility of two trains in the railway station colliding given the determined configuration g.
*The pair (Pg,Q) is referred to as an Interlocking Problem, which is resolved algebraically using a linear algorithm [35].
In this paper, we will focus on the broader issue of determining the state of a subset of rail traffic control elements to ensure safety. Specifically, we will set the state of some rail traffic control elements, while exploring the possibility of discovering the state of others. In the previous section we defined a determined configuration as a situation where the state of every rail traffic control element is fixed. For our purposes, we will employ an undefined configuration to represent scenarios where some of the rail traffic control elements' states need to be discovered.
Definition 4.8. An undefined configuration is a function:
f:X→{0,1,2} |
Figure 3 depicts the concept under discussion: the states of traffic lights L1 and L4 are not determined, and our objective is to ascertain their states to ensure safety. The undefined configuration corresponding to this figure is as follows:
f(L1)=f(L4)=0
f(L5)=f(L6)=f(L7)=f(L8)=1; f(L2)=f(L3)=2; f(D1)=2; f(D2)=1
Given an undefined configuration, f we can identify those rail traffic control elements whose states we aim to ascertain for safety, as they are mapped to 0 by f. Formally, we define the set Uf as follows:
Definition 4.9. Given an undefined configuration f:X→{0,1,2}, we define the set Uf, as:
Uf=f−1(0)={x∈X|f(x)=0} |
In Figure 3 we find that Uf={L1, L4}.
Given f, an undefined configuration, a determined configuration g is derived from it by setting the states of the rail traffic control elements in Uf. We define a potential configuration of f as follows:
Definition 4.10. Given an undefined configuration f:X→{0,1,2}, a potential configuration of f is is a determined configuration g:X→{1,2} such that for every x∈X where f(x)∈{1,2} it holds that g(x)=f(x).
We denote Pf as the set of potential configurations of f. Among all potential configurations, our goal is to identify those that are safe. We denote Sf as the set of potential configurations of f that are safe.
Given an undefined configuration f, and a multiset Q that denotes the placement of trains, our aim of this paper is to identify the set Sf. As we will explore in Section 5.3 we will compute a polynomial whose monomials encode all the elements in the set Sf (refer to Theorem 5.1)
In the case illustrated in Figure 3, it is clear that if L1 and L4 are red, the situation is safe. Consequently, a safe potential configuration, g, is:
g(L1)=g(L4)=2
g(L5)=g(L6)=g(L7)=g(L8)=1; g(L2)=g(L3)=2; g(D1)=2; g(D2)=1
Figure 4 presents another undefined configuration in which we also aim to ascertain the state of the switch of the turnout D1.
In this case, the undefined configuration, f, is as follows:
f(L1)=f(L4)=f(D1)=0
f(L5)=f(L6)=f(L7)=f(L8)=1; f(L2)=f(L3)=2; f(D2)=1
There are several potential configurations of f that are safe (indeed, there are exactly five possibilities as we will see in Section 6). Two of these are:
L1 and L4 are set to green and D1 is set to the straight track position. That is to say,
g1(L1)=g1(L4)=1;g1(D1)=1;
g1(L5)=g1(L6)=g1(L7)=g1(L8)=1;g1(L2)=g1(L3)=2; g1(D2)=1
L1 is set to green, L4 is set to red and D1 is set to the straight track position. That is to say,
g2(L1)=1;g2(L4)=2;g2(D1)=1;
g2(L5)=g2(L6)=g2(L7)=g2(L8)=1; g2(L2)=g2(L3)=2; g2(D2)=1
In this section, we will express the problem of determining Sf for any undefined configuration f and any multiset Q in algebraic terms. Specifically, we will represent the railway station using a list of polynomials in a ring A′ (refer to Section 5.1). In Section 5.2 we will represent a specific situation within this railway station using a monomial q (see Definition 4.7) and a polynomial pf (see Definition 4.5). Finally, in Section 5.3, we will present our main theorem 5.1, which states that the set Sf is encoded in the monomials of the polynomial obtained by the expression NR(pfq,E).
Let us consider a railway station characterized by the set of sections {S1…Sn}, a set of rail traffic control elements X={x1…xk} and the relation E representing the potential connectivity of the railway station. We will depict the railway station using a list of polynomials with the following variables:
● ti. For each section Si in the railway station, we consider a variable ti.
● lij,mij. For each pair of sections Si and Sj where (i,j)∈E, we w consider two variables lij and mij. In other words, we consider the variables lij and mij if the station's topology allows passage from section Si to section Sj under configuration of the railway station.
● zx,1,zx,2: For each rail traffic control element, x, we consider two variables zx,1 and zx,2.
In [35] we considered the polynomial ring:
A=Z2[lij,…,mij,…,ti,…] |
with the lexicographical order given by lij>mij>ti. Here we will extend the aforementioned polynomial ring to:
A′=Z2[zx,1,zx,2,…,lij,…,mij,…,ti,…] |
with the lexicographical order given by zx,1>zx,2>lij>mij>ti. Next, we will define a list E of polynomials representing the potential connectivity of the railway station. These polynomials are the same as the ones defined in the model proposed in [35], which serves as our starting point. Their application and underlying intuition necessitate comprehensive explanations that are beyond the scope of this paper, and we direct readers to that paper for an in-depth mathematical understanding of their role in E, which is essential for the model's functionality:
Definition 5.1. Given E (see Definition 4.1), the list of polynomials E representing the railway station is composed of polynomials in A′ as follows:
● ∀(i,j)∈E, the two polynomials:
lijljiti+mijmjititjlijmjiti+mijmjititj |
● For each variable ti:
t2i |
In the railway station depicted in Figure 1, we have that:
E=[l1,2l2,1t1+m1,2m2,1t1t2,l1,2m2,1t1+m1,2m2,1t1t2,l2,9l9,2t2+m2,9m9,2t2t9,l2,9m9,2t2+m2,9m9,2t2t9,l9,10l10,9t9+m9,10m10,9t9t10,l9,10m10,9t9+m9,10m10,9t9t10,l10,11l11,10t10+m10,11m11,10t10t11,l10,11m11,10t10+m10,11m11,10t10t11,l11,6l6,11t11+m11,6m6,11t11t6,l11,6m6,11t11+m11,6m6,11t11t6,l2,3l3,2t2+m2,3m3,2t2t3,l2,3m3,2t2+m2,3m3,2t2t3,l3,4l4,3t3+m3,4m4,3t3t4,l3,4m4,3t3+m3,4m4,3t3t4,l4,5l5,4t4+m4,5m5,4t4t5,l4,5m5,4t4+m4,5m5,4t4t5,l5,6l6,5t5+m5,6m6,5t5t6,l5,6m6,5t5+m5,6m6,5t5t6,l6,7l7,6t6+m6,7m7,6t6t7,l6,7m7,6t6+m6,7m7,6t6t7,l7,8l8,7t7+m7,8m8,7t7t8,l7,8m8,7t7+m7,8m8,7t7t8,l2,1l1,2t2+m2,1m1,2t2t1,l2,1m1,2t2+m2,1m1,2t2t1,l9,2l2,9t9+m9,2m2,9t9t2,l9,2m2,9t9+m9,2m2,9t9t2,l10,9l9,10t10+m10,9m9,10t10t9,l10,9m9,10t10+m10,9m9,10t10t9,l11,10l10,11t11+m11,10m10,11t11t10,l11,10m10,11t11+m11,10m10,11t11t10,l6,11l11,6t6+m6,11m11,6t6t11,l6,11m11,6t6+m6,11m11,6t6t11,l3,2l2,3t3+m3,2m2,3t3t2,l3,2m2,3t3+m3,2m2,3t3t2,l4,3l3,4t4+m4,3m3,4t4t3,l4,3m3,4t4+m4,3m3,4t4t3,l5,4l4,5t5+m5,4m4,5t5t4,l5,4m4,5t5+m5,4m4,5t5t4,l6,5l5,6t6+m6,5m5,6t6t5,l6,5m5,6t6+m6,5m5,6t6t5,l7,6l6,7t7+m7,6m6,7t7t6,l7,6m6,7t7+m7,6m6,7t7t6,l8,7l7,8t8+m8,7m7,8t8t7,l8,7m7,8t8+m8,7m7,8t8t7,t21,t22,t23,t24,t25,t26,t27,t28,t29,t210,t211] |
Like in [35], we will depict a situation with the railway station using a monomial q∈A′ to represent the multiset Q and a polynomial pf∈A′ to represent any undefined configuration f.
For the multiset Q, we have {( like in [35])}:
Definition 5.2. Given Q (see Definition 4.7), we define the monomial q as:
q=∏i∈Qti |
The definition of the set Pg is more intricate: initially, we will assign a monomial to each rail traffic control element (see Definition 5.3); subsequently, we will utilize the monomial of each control element to assign a monomial to any undefined configuration of the railway station (see Definition 5.5).
Definition 5.3. Given x∈X, we define px:{0,1,2}→A':
px(v)={lijif x=(i,j) is a color light signal and v=1mijif x=(i,j) is a color light signal and v=2lijljimijmjiif x=(i,j,k) is a turnout and v=1mijmjilijljiif x=(i,j,k) is a turnout and v=2zx,1px(1)+zx,2px(2)ifv=0 |
The monomial pF is allocated to the set PF (see Definition 4.5).
Definition 5.4. We define the monomial pF as:
pF=∏it is always possible to pass from i to j lij |
Definition 5.5. Given an undefined configuration f:X→{0,1,2}, we define:
pf=pF∏x∈Xpx(f(x)) |
In the special case where the undefined configuration f is a determined configuration, we can readily define pf via the set Pf (see Definition 4.4).
Proposition 5.1. Let g be a determined configuration. Let Pg be the set defined according to Definition 4.4. We have that pg is:
pg=∏(i,j)∈Pglij∏(i,j)∈E−Pgmij |
Proof. This is an immediate consequence of Proposition 4.1, Definition 5.3, Definition 5.4 and Definition 5.5.
For a general undefined configuration f, we can compute pf in terms of the monomials pg associated with the potential configurations g of f (see Proposition 5.2). However, before we present this proposition, we require a preceding definition, which will play a crucial role in our paper:
Definition 5.6. Let g:X→{1,2} be a potential configuration of an undefined configuration f. We define the following monomial:
rf,g=∏x∈Ufzx,g(x) |
Proposition 5.2. Let f be an undefined configuration. We have the following:
pf=∑g∈Pfrf,gpg |
Proof. We have the following:
pf=pF∏x∈Xpx(f(x))=pF∏x∉Ufpx(f(x))∏x∈Ufpx(f(x))==pF∏x∉Ufpx(f(x))∏x∈Uf(zx,1px(1)+zx,1px(2))==pF∏x∉Ufpx(f(x))∑g∈Pf∏x∈Uf(zx,g(x)px(g(x))==pF∏x∉Ufpx(f(x))∑g∈Pfrf,g∏x∈Ufpx(g(x))==∑g∈PfpFrf,g∏x∉Ufpx(f(x))∏x∈Ufpx(g(x))==∑g∈PfpFrf,g∏x∉Ufpx(g(x))∏x∈Ufpx(g(x))==∑g∈PfpFrf,g∏x∈Xpx(g(x))=∑g∈Pfrf,gpF∏x∈Xpx(g(x))=∑g∈Pfrf,gpg
According to the following proposition, the monomial rf,g identifies the potential configuration g of the undefined configuration f.
Proposition 5.3. Let f be an undefined configuration. Let rf,g be the monomial associated to the potential configuration g of f (see Definition 5.6), we can obtain g through f and rf,g by the following expression:
g(x)={1if zx,1|rf,g2if zx,2|rf,gf(x)otherwise |
Proof. We will consider the following cases:
Case zx,1|rf,g. By Definition 5.6, we have that g(x)=1 and x∈Uf.
Case zx,2|rf,g. By Definition 5.6, we have that g(x)=2 and x∈Uf.
Case zx,1⧸|rf,g and zx,2⧸|rf,g. Since g∈{1,2}, we have that (see Definition 5.6) x∉Uf. Consequently g(x)=f(x).
In the railway station depicted in Figure 1, we have:
pF=l2,1l3,4l5,4l9,10l7,8l7,6 |
In the scenario depicted in Figure 3, we have:
pf=l2,1l3,4l5,4l9,10l7,8l7,6⋅(z1,1l1,2+z1,2m1,2)⋅m4,3⋅m4,5⋅(z4,1l109+z4,2m10,9)⋅l10,11⋅l11,10⋅l6,7⋅l8,7⋅m2,3m3,2l2,9l9,2⋅l6,5l5,6m6,11m11,6 |
In the scenario depicted in Figure 4, we have:
pf=l2,1l3,4l5,4l9,10l7,8l7,6⋅(z1,1l1,2+z1,2m1,2)⋅m4,3⋅m4,5⋅(z4,1l109+z4,2m10,9)⋅l10,11⋅l11,10⋅l6,7⋅l8,7⋅(z9,1l2,3l3,2m2,9m9,2+z9,2m2,3m3,2l2,9l9,2)⋅l6,5l5,6m6,11m11,6 |
In this section, we will unveil the primary result of our paper. Given a multiset Q that represents the placement of the trains within the railway station and an undefined configuration f, the monomials of the polynomial derived by the expression NR(pfq,E) encode all the safe potential configurations of f. In other words, we can derive the set Sf.
We introduce a preliminary lemma:
Lemma 5.1. let g:X→{1,2} be a potential configuration of f.
i) We have that NR(pgq,E) is either 0 or a monomial without variables of type z.
- NR(pgq,E) is a monomial without variables of type z
- NR(pgq,E)=0⇔g∉Sf
ii) We have that NR(rf,gpgq,E) is a monomial. Besides,
NR(rf,gpgq,E)=rf,g⋅NR(pgq,E) |
iii) Given G⊆Pf, we have that
NR(∑g∈Grf,gpgq,E)=∑g∈Grf,gNR(pgq,E) |
Proof.
i) This is the main result in [35].
ii) This is a immediate consequence of the fact that the polynomials in E does not contain variables of type z.
iii) We have that:
NR(∑g∈Grf,gpgq,E)=NF(∑g∈Grf,gpgq,E′)=∑g∈GNF(rf,gpgq,E′)=∑g∈GNR(rf,gpgq,E)=∑g∈Grf,gNR(pgq,E)
Theorem 5.2. Let f:X→{0,1,2} be an undefined configuration of a railway station. Let Q be the multiset of the position of trains in the railway station. We have that:
● If Uf=∅ we have that:
NR(pfq,E)=0⇔ the situation is dangerous |
● If Uf≠∅, then the polynomial NR(pfq,E) includes exactly |Sf| distinct monomials, each of which represents a safe potential configuration of f. Specifically, we have:
NR(pfq,E)=∑g∈Sfrf,g⋅ug |
where ug is a monomial in A.
In the case that Sf=∅ (the situation is dangerous regardless of the state of the traffic rail control elements in Uf), we have that:
NR(pfq,E)=0 |
Proof.
● Suppose that Uf=∅.
We have that f is also a potential configuration of f (see Definition 4.10). We have that f∈Sf if and only if NR(pfq,E)≠0. By definition, we have that f∈Sf if and only if the situation is safe. Consequently, we have that the situation is dangerous if and only if NR(pfq,E)=0
● Suppose that Uf≠∅.
NR(pfq,E)=(By Proposition 5.2)=NR(∑g∈Pfrf,gpgq,E)=(by iii in Lemma 5.1)=∑g∈Pfrf,gNR(pgq,E)=(by i in Lemma 5.1)=∑g∈Sfrf,gNR(pgq,E)=∑g∈Sfrf,g⋅ug
where ug=NR(pgq,E)
According to Proposition 5.3 all the terms rf,g⋅ug in the summand are monomials, they are different each other, and each one identifies each potential configuration g that is safe. Consequently, the size of Sf is given by the number of monomials of pf.
In the scenario depicted in Figure 3, we have:
NR(pfq,E)=z1,2z4,2⋅l2,1l2,9l3,4l5,4l5,6l6,5l6,7l7,6l7,8l8,7l9,2l9,10m1,2m2,3m3,2m4,3m4,5m6,11m10,9m10,11m11,6m11,10t1t10t11
As observed, the polynomial NR(pfq,E) is simply one monomial. Therefore, according to Theorem 5.2, there is only one safe potential configuration, g1. This implies that Sf={g1}. Given that rf,g1=z1,2z4,2, it follows that g1(L1)=g1(L4)=2. In other words, the color of the lights signals L1 and L4 must be set to red to ensure safety.
In the situation depicted in Figure 4, we have:
NR(pfq,E)=z1,1z4,1z9,1⋅l5,4l5,6l6,5l6,7l7,6l7,8l8,7m1,2m2,1m2,3m2,9m3,2m3,4m4,3m4,5m6,11m9,2m9,10m10,9m10,11m11,6m11,10t1t2t3t4t9t10t11++z1,1z4,2z9,1⋅l5,4l5,6l6,5l6,7l7,6l7,8l8,7l9,10m1,2m2,1m2,3m2,9m3,2m3,4m4,3m4,5m6,11m9,2m10,9m10,11m11,6m11,10t1t2t3t4t10t11++z1,2z4,1z9,1⋅l2,1l2,3l3,2l3,4l5,4l5,6l6,5l6,7l7,6l7,8l8,7m1,2m2,9m4,3m4,5m6,11m9,2m9,10m10,9m10,11m11,6m11,10t1t9t10t11++z1,2z4,2z9,1⋅l2,1l2,3l3,2l3,4l5,4l5,6l6,5l6,7l7,6l7,8l8,7l9,10m1,2m2,9m4,3m4,5m6,11m9,2m10,9m10,11m11,6m11,10t1t10t11++z1,2z4,2z9,2⋅l2,1l2,9l3,4l5,4l5,6l6,5l6,7l7,6l7,8l8,7l9,2l9,10m1,2m2,3m3,2m4,3m4,5m6,11m10,9m10,11m11,6m11,10t1t10t11
As observed, NR(pfq,E) is the sum of five monomial. Consequently, according to Theorem 5.2, there are five possibilities to ensure safety (the size of Sf is 5). Each monomial rf,g of pf identifies each potential configuration Sf={g1,g2,g3,g4,g5} (see Proposition 5.3). These are:
● rf,g1=z1,1z4,1z9,1: The color light signals L1 and L4 are set to green and the switch of the turnout D1 is set to the straight track position. That is to say, we have that:
g1(L1)=g1(L4)=g1(D1)=1.
● rf,g2=z1,1z4,2z9,1: The color light signal L1 is set to green, the color light signal L4 is set to red and the switch of the turnout D1 is set to the straight track position. That is to say, we have that:
g2(L1)=1;g2(L4)=2;g2(D1)=1.
● rf,g3=z1,2z4,1z9,1: The color light signal L1 is set to red, the color light signal L4 is set to green and the switch of the turnout D1 is set to the straight track position. That is to say, we have that:
g3(L1)=2;g3(L4)=1;g3(D1)=1.
● rf,g4=z1,2z4,2z9,1: The color light signals L1 and L4 are set to red and the switch of the turnout D1 is set to the straight track position. That is to say, we have that:
g4(L1)=1;g4(L4)=2;g4(D1)=1.
● rf,g5=z1,2z4,2z9,2: The color light signals L1 and L4 are set to red and the switch of the turnout D1 is set to the diverted track position. That is to say, we have that:
g5(L2)=g5(L4)=2;g5(D1)=2.
In this section, we will implement an interlocking system using CoCoA [36], a Computer Algebra System. The system will not only determine if a given situation poses a danger, but it will also identify the states of the turnouts and color light signals for undefined configurations to ensure safety. For illustrative purposes, we will delve into a specific railway station depicted in Figure 1. However, the principles and methods discussed can be seamlessly applied to any railway system.
In this section, we will provide the instructions in CoCoA related to a railway station. Specifically, we will define the ring which polynomials and monomials lie, define the list E, declare the rail traffic control elements, and implement the function that assigns a polynomial to an undefined configuration in the railway station.
We define the ring A′ for the railway station depicted in Figure 1.
use ZZ/(2)[z[1..10, 1..2], l[1..11, 1..11], m[1..11, 1..11], t[1..11]], lex;
Next, we define the list E for this railway station, in accordance with Definition 5.1.
E: = [l[1,2]*l[2,1]*t[1]+m[1,2]*m[2,1]*t[1]*t[2], l[1,2]*m[2,1]*t[1]+m[1,2]*m[2,1]*t[1]*t[2], l[2,9]*l[9,2]*t[2]+m[2,9]*m[9,2]*t[2]*t[9], l[2,9]*m[9,2]*t[2]+m[2,9]*m[9,2]*t[2]*t[9], l[9,10]*l[10,9]*t[9]+m[9,10]*m[10,9]*t[9]*t[10], l[9,10]*m[10,9]*t[9]+m[9,10]*m[10,9]*t[9]*t[10], l[10,11]*l[11,10]*t[10]+m[10,11]*m[11,10]*t[10]*t[11], l[10,11]*m[11,10]*t[10]+m[10,11]*m[11,10]*t[10]*t[11], l[11,6]*l[6,11]*t[11]+m[11,6]*m[6,11]*t[11]*t[6], l[11,6]*m[6,11]*t[11]+m[11,6]*m[6,11]*t[11]*t[6], l[2,3]*l[3,2]*t[2]+m[2,3]*m[3,2]*t[2]*t[3], l[2,3]*m[3,2]*t[2]+m[2,3]*m[3,2]*t[2]*t[3], l[3,4]*l[4,3]*t[3]+m[3,4]*m[4,3]*t[3]*t[4], l[3,4]*m[4,3]*t[3]+m[3,4]*m[4,3]*t[3]*t[4], l[4,5]*l[5,4]*t[4]+m[4,5]*m[5,4]*t[4]*t[5], l[4,5]*m[5,4]*t[4]+m[4,5]*m[5,4]*t[4]*t[5], l[5,6]*l[6,5]*t[5]+m[5,6]*m[6,5]*t[5]*t[6], l[5,6]*m[6,5]*t[5]+m[5,6]*m[6,5]*t[5]*t[6], l[6,7]*l[7,6]*t[6]+m[6,7]*m[7,6]*t[6]*t[7], l[6,7]*m[7,6]*t[6]+m[6,7]*m[7,6]*t[6]*t[7], l[7,8]*l[8,7]*t[7]+m[7,8]*m[8,7]*t[7]*t[8], l[7,8]*m[8,7]*t[7]+m[7,8]*m[8,7]*t[7]*t[8], l[2,1]*l[1,2]*t[2]+m[2,1]*m[1,2]*t[2]*t[1], l[2,1]*m[1,2]*t[2]+m[2,1]*m[1,2]*t[2]*t[1], l[9,2]*l[2,9]*t[9]+m[9,2]*m[2,9]*t[9]*t[2], l[9,2]*m[2,9]*t[9]+m[9,2]*m[2,9]*t[9]*t[2], l[10,9]*l[9,10]*t[10]+m[10,9]*m[9,10]*t[10]*t[9], l[10,9]*m[9,10]*t[10]+m[10,9]*m[9,10]*t[10]*t[9], l[11,10]*l[10,11]*t[11]+m[11,10]*m[10,11]*t[11]*t[10], l[11,10]*m[10,11]*t[11]+m[11,10]*m[10,11]*t[11]*t[10], l[6,11]*l[11,6]*t[6]+m[6,11]*m[11,6]*t[6]*t[11], l[6,11]*m[11,6]*t[6]+m[6,11]*m[11,6]*t[6]*t[11], l[3,2]*l[2,3]*t[3]+m[3,2]*m[2,3]*t[3]*t[2], l[3,2]*m[2,3]*t[3]+m[3,2]*m[2,3]*t[3]*t[2], l[4,3]*l[3,4]*t[4]+m[4,3]*m[3,4]*t[4]*t[3], l[4,3]*m[3,4]*t[4]+m[4,3]*m[3,4]*t[4]*t[3], l[5,4]*l[4,5]*t[5]+m[5,4]*m[4,5]*t[5]*t[4], l[5,4]*m[4,5]*t[5]+m[5,4]*m[4,5]*t[5]*t[4], l[6,5]*l[5,6]*t[6]+m[6,5]*m[5,6]*t[6]*t[5], l[6,5]*m[5,6]*t[6]+m[6,5]*m[5,6]*t[6]*t[5], l[7,6]*l[6,7]*t[7]+m[7,6]*m[6,7]*t[7]*t[6], l[7,6]*m[6,7]*t[7]+m[7,6]*m[6,7]*t[7]*t[6], l[8,7]*l[7,8]*t[8]+m[8,7]*m[7,8]*t[8]*t[7], l[8,7]*m[7,8]*t[8]+m[8,7]*m[7,8]*t[8]*t[7], t[1]^2, t[2]^2, t[3]^2, t[4]^2, t[5]^2, t[6]^2, t[7]^2, t[8]^2, t[9]^2, t[10]^2, t[11]^2];
Finally, we define the set of the rail traffic control elements, X, in accordance with Definition 4.2. This set includes eight color light signals, L1, …, L8, and two turnouts, D1 and D2.
L1: = [1,2]; L2: = [4,3]; L3: = [4,5]; L4: = [10,9]; L5: = [10,11]; L6: = [11,10]; L7: = [6,7]; L8: = [8,7]; D1: = [2,3,9]; D2: = [6,5,11];
X: = [L1, L2, L3, L4, L5, L6, L7, L8, D1, D2]; NUM_LIGHTS: = 8; Green: = 1; Red: = 2; Straight: = 1; Diverted: = 2;
Now, we define the monomial pF, the polynomial assigned to each rail traffic control element and the polynomial assigned to an undefined configuration.
● According to Definition 5.4, the polynomial pF is:
pF: = l[2,1]*l[3,4]*l[5,4]*l[7,6]*l[7,8]*l[9,10];
● According to Definition 5.3, we implement the function px:{0,1,2}→A′ for each control element x.
However, here we consider two arguments for the implementation of this function p_x:
- i referring to the i-th control element in X.
- v referring to the independent variable v in the function px (see Definition 5.3).
Define p_x(i, v) TopLevel X; TopLevel l; TopLevel m; TopLevel z; if v = 0 then return z[i, 1]*p_x(i, 1) + z[i, 2]*p_x(i, 2); endif; x: = X[i]; if len(x) = 2 then if v = 1 then return l[x[1], x[2]]; else return m[x[1], x[2]]; endif; Elif len(x) = 3 then if v = 1 then return l[x[1], x[2]]*l[x[2], x[1]]*m[x[1], x[3]]*m[x[3], x[1]]; else return m[x[1], x[2]]*m[x[2], x[1]]*l[x[1], x[3]]*l[x[3], x[1]]; endif; endif; EndDefine;
• According to Definition 5.5, we define the polynomial pf associated with an undefined configuration of the railway station:
Define p_f(f) TopLevel pF; TopLevel X; p: = pF; for i: = 1 to len(X) do p: = p*p_x(i, f[i]); endfor; return p; EndDefine;
In this section, we will provide the instructions in CoCoA related to analyze situations in the railway station.
We will consider the scenario depicted in Figure 2: there are two trains (one in section S1 and another in section S10); the color light signals L2 and L4 are displaying red, while the rest are displaying green; the switch of the turnout D1 is set to the diverted track position, and the switch of the turnout D2 is set to the straight track position. We define q and the determined configuration f:
f: = [Green, Red, Red, Red, Green, Green, Green, Green, Diverted, Straight]; q: = t[1]*t[10];
According to part i) of Theorem 5.2 we can determine whether the situation is safe or dangerous by calculating NR(pf(f)q,E). The Computer Algebra System CoCoA includes the internal function NR to calculate this function NR.
NR(p_f(f)*q, E);
Since the output in CoCoA is 0, the situation dangerous. Consequently, we need to change the state of some control elements in the railway station to make it safe. We will consider changing the state of the color light signals L1 and L4 as depicted in Figure 3.
f[1]: = 0; f[4]: = 0; NR(p_f(f)*q, E);
The output is:
z[1,2]*z[4,2]*l[2,1]*l[2,9]*l[3,4]*l[5,4]*l[5,6]*l[6,5]*l[6,7]*l[7,6]* l[7,8]*l[8,7]*l[9,2]*l[9,10]*m[1,2]*m[2,3]*m[3,2]*m[4,3]*m[4,5]* m[6,11]*m[10,9]*m[10,11]*m[11,6]*m[11,10]*t[1]*t[10]*t[11]
According to part ii) of Theorem 5.2, since the variables z[1,2] and z[4,2] are present in the output, we can conclude that the situation will be safe if both L1 and L4 are set to red. Indeed, since the output polynomial contains only one monomial, this is the only possibility to make the situation safe.
Now, we will consider that we could also change the state of the turnout D1 as depicted in Figure 4.
f[1]: = 0; f[4]: = 0; f[1 + NUM_LIGHTS]: = 0; NR(p_f(f)*q, E);
The output is:
z[1,1]*z[4,1]*z[9,1]*l[5,4]*l[5,6]*l[6,5]*l[6,7]*l[7,6]*l[7,8]*l[8,7]*m[1,2]* m[2,1]*m[2,3]*m[2,9]*m[3,2]*m[3,4]*m[4,3]*m[4,5]*m[6,11]*m[9,2]*m[9,10]* m[10,9]*m[10,11]*m[11,6]*m[11,10]*t[1]*t[2]*t[3]*t[4]*t[9]*t[10]*t[11] + + z[1,1]*z[4,2]*z[9,1]*l[5,4]*l[5,6]*l[6,5]*l[6,7]*l[7,6]*l[7,8]*l[8,7]*l[9,10]* m[1,2]*m[2,1]*m[2,3]*m[2,9]*m[3,2]*m[3,4]*m[4,3]*m[4,5]*m[6,11]*m[9,2]* m[10,9]*m[10,11]*m[11,6]*m[11,10]*t[1]*t[2]*t[3]*t[4]*t[10]*t[11] + + z[1,2]*z[4,1]*z[9,1]*l[2,1]*l[2,3]*l[3,2]*l[3,4]*l[5,4]*l[5,6]*l[6,5]*l[6,7]* l[7,6]*l[7,8]*l[8,7]*m[1,2]*m[2,9]*m[4,3]*m[4,5]*m[6,11]*m[9,2]*m[9,10]* m[10,9]*m[10,11]*m[11,6]*m[11,10]*t[1]*t[9]*t[10]*t[11] + + z[1,2]*z[4,2]*z[9,1]*l[2,1]*l[2,3]*l[3,2]*l[3,4]*l[5,4]*l[5,6]*l[6,5]*l[6,7]* l[7,6]*l[7,8]*l[8,7]*l[9,10]*m[1,2]*m[2,9]*m[4,3]*m[4,5]*m[6,11]*m[9,2]* m[10,9]*m[10,11]*m[11,6]*m[11,10]*t[1]*t[10]*t[11] + + z[1,2]*z[4,2]*z[9,2]*l[2,1]*l[2,9]*l[3,4]*l[5,4]*l[5,6]*l[6,5]*l[6,7]*l[7,6]* l[7,8]*l[8,7]*l[9,2]*l[9,10]*m[1,2]*m[2,3]*m[3,2]*m[4,3]*m[4,5]*m[6,11]* m[10,9]*m[10,11]*m[11,6]*m[11,10]*t[1]*t[10]*t[11]
According to part ii) of Theorem 5.2, since the output polynomial contains five monomials, there are five possibilities to make the situation safe.
The polynomial NR(pf(f)q,E) might indeed be difficult to interpret because it contains monomials with many variables of a type other than z. In this section, we will provide an implementation in CoCoA of a function, PrintAllPotentialConfigurations that outputs a string describing the potential configurations of f.
We need to first implement some auxiliary functions:
Define PrintDescriptionName(v) TopLevel NUM_LIGHTS; num: = IndetSubscripts(v); if num[1] < = NUM_LIGHTS then print "L[", num[1], "]:"; if num[2] = 1 then print "Green"; else print "Red "; endif; else print "D[", num[1]-NUM_LIGHTS, "]:"; if num[2] = 1 then print "Straight"; else print "Diverted"; endif; endif; EndDefine;
Define PrintOnePotentialConfiguration(m, f) TopLevel z; for i: = 1 to len(f) do if f[i] = 0 then r: = z[i, 1]; if IsDivisible(m, r) then PrintDescriptionName(r); print " "; else r: = z[i, 2]; PrintDescriptionName(r); print " "; endif; endif; endfor; println; EndDefine;
As may be seen, the implementation of the function PrintOnePotentialConfiguration requires IsDivisible, an internal function of CoCoA (implemented in any computer algebra system) which determines whether a polynomial m is divisible by r.
The implementation of PrintAllPotentialConfigurations is as follows:
Define PrintAllPotentialConfigurations(f, q) TopLevel E; r: = NR(p_f(f)*q, E); if r = 0 then println "The situation is dangerous"; else println "The situation is safe for these cases:"; endif; while r <>0 do m: = LT(r); PrintOnePotentialConfiguration(m, f); r: = m+r; EndWhile; EndDefine;
Now, we can easily identify the possibilities to make the situation safe. For the scenario depicted in Figure 4, we simply need to input the following into CoCoA:
PrintAllPotentialConfigurations(f, q);
And CoCoA will output the results:
The situation is safe for these cases: L[1]:Green L[4]:Green D[1]:Straight L[1]:Green L[4]:Red D[1]:Straight L[1]:Red L[4]:Green D[1]:Straight L[1]:Red L[4]:Red D[1]:Straight L[1]:Red L[4]:Red D[1]:Diverted
These are the five possibilites to turn the situation safe. For example, we can set the color of traffic lights L1 and L4 to Green and set the switch of the turnout D1 in straight track position to turn the situation safe.
We present an algebraic model for railway interlocking systems, which are crucial safety components in rail transportation. These systems regulate the transitions between sections of a railway station using rail traffic control elements and prevent train collisions. The model introduced in this paper enhances the capabilities of these systems by not only indicating whether a situation is dangerous but also providing guidance on how to configure certain rail traffic control elements to ensure safety if a dangerous situation is detected.
The model represents the railway station and its situations algebraically through polynomials. It transforms the task of identifying dangerous situations into calculating the residue polynomial of a monomial division over a set of polynomials. The monomials contained in this residue polynomial encode all possible configurations that would render the situation safe.
We extend a previous groundbreaking algebraic model that improved the implementation of interlocking systems by providing a linear algorithm suitable for large-scale railway stations. However, the previous model determined only whether a situation was dangerous or not and did not provide any guide on how to configure certain control elements to ensure safety in case of danger. We fill that gap by extending the model to include this capacity.
In conclusion, this paper contributes significantly to the field of railway interlocking systems by introducing an enhanced algebraic model that not only identifies dangerous situations but also provides guidance on how to ensure safety in such situations. This work paves the way for more efficient and safer rail transportation.
Antonio Hernando, Gabriel Aguilera-Venegas, José Luis Galán-García, Sheida Nazary: conceptualization, investigation, methodology, validation, formal analysis; Antonio Hernando: supervision, writing-original draft preparation; Gabriel Aguilera-Venegas, José Luis Galán-García: Software; Sheida Nazary: writing-review and editing.
All authors have read and approved the final version of the manuscript for publication.
The authors declare they have not used Artificial Intelligence (AI) tools in the creation of this article.
Prof. José Luis Galán-García is the special issue editor for AIMS Mathematics and was not involved in the editorial review or the decision to publish this article. All authors declare that there are no competing interests.
[1] | Armstrong N (2007) Paediatric exercise physiology: advances in sport and exercise science series. Churchill Livingstone. |
[2] |
Lee IM, Shiroma EJ, Lobelo F, et al. (2012) Effect of physical inactivity on major non-communicable diseases worldwide: An analysis of burden of disease and life expectancy. Lancet 380: 219-229. https://doi.org/10.1016/S0140-6736(12)61031-9 ![]() |
[3] |
Ahlskog JE (2018) Aerobic exercise: evidence for a direct brain effect to slow parkinson disease progression. Mayo Clin Proc 93: 360-372. https://doi.org/10.1016/j.mayocp.2017.12.015 ![]() |
[4] |
Jakowec MW, Wang Z, Holschneider D, et al. (2016) Engaging cognitive circuits to promote motor recovery in degenerative disorders. exercise as a learning modality. J Hum Kinet 52: 35-51. https://doi.org/10.1515/hukin-2015-0192 ![]() |
[5] |
Preston N, Magallón S, Hill LJB, et al. (2017) A systematic review of high quality randomized controlled trials investigating motor skill programmes for children with developmental coordination disorder. Clin Rehabil 31: 857-870. https://doi.org/10.1177/0269215516661014 ![]() |
[6] | Smits-Engelsman BCM, Jelsma LD, Ferguson GD, et al. (2015) Motor learning: An analysis of 100 trials of a ski slalom game in children with and without developmental coordination disorder. PLoS One 10: 1-19. https://doi.org/10.1371/journal.pone.0140470 |
[7] |
Piepmeier AT, Shih CH, Whedon M, et al. (2015) The effect of acute exercise on cognitive performance in children with and without ADHD. J Sport Heal Sci 4: 97-104. https://doi.org/10.1016/j.jshs.2014.11.004 ![]() |
[8] |
Medina JA, Netto TLB, Muszkat M, et al. (2010) Exercise impact on sustained attention of ADHD children, methylphenidate effects. ADHD Atten Def Hyp Disord 2: 49-58. https://doi.org/10.1007/s12402-009-0018-y ![]() |
[9] |
Saadati H, Esmaeili-Mahani S, Esmaeilpour K, et al. (2015) Exercise improves learning and memory impairments in sleep deprived female rats. Physiol Behav 138: 285-291. https://doi.org/10.1016/j.physbeh.2014.10.006 ![]() |
[10] |
Stathopoulou G, Powers MB, Berry A, et al. (2006) Exercise interventions for mental health: A quantitative and qualitative review. Clin Psychol Sci Pract 13: 179-193. https://doi.org/10.1111/j.1468-2850.2006.00021.x ![]() |
[11] |
Erickson KI, Hillman C, Stillman CM, et al. (2019) Physical activity, cognition, and brain outcomes: A review of the 2018 physical activity guidelines. Med Sci Sport Exerc 51: 1242-1251. https://doi.org/10.1249/MSS.0000000000001936 ![]() |
[12] |
Haverkamp BF, Wiersma R, Vertessen K, et al. (2020) Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis. J Sports Sci 38: 2637-2660. https://doi.org/10.1080/02640414.2020.1794763 ![]() |
[13] |
Stillman CM, Esteban-Cornejo I, Brown B, et al. (2020) Effects of exercise on brain and cognition across age groups and health states. Trends Neurosci 43: 533-543. https://doi.org/10.1016/j.tins.2020.04.010 ![]() |
[14] |
Voss MW, Nagamatsu LS, Liu-Ambrose T, et al. (2011) Exercise, brain, and cognition across the life span. J Appl Physiol 111: 1505-1513. https://doi.org/10.1152/japplphysiol.00210.2011 ![]() |
[15] |
Best JR (2010) Effects of physical activity on children's executive function: contributions of experimental research on aerobic exercise. Dev Rev 30: 331-351. https://doi.org/10.1016/j.dr.2010.08.001 ![]() |
[16] |
de Greeff JW, Bosker RJ, Oosterlaan J, et al. (2018) Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. J Sci Med Sport 21: 501-507. https://doi.org/10.1016/j.jsams.2017.09.595 ![]() |
[17] |
Smith PJ, Blumenthal JA, Hoffman BM, et al. (2010) Aerobic exercise and neurocognitive performance: A meta-analytic review of randomized controlled trials. Psychosom Med 72: 239-252. https://doi.org/10.1097/PSY.0b013e3181d14633 ![]() |
[18] |
Tsukamoto H, Suga T, Takenaka S, et al. (2016) Greater impact of acute high-intensity interval exercise on post-exercise executive function compared to moderate-intensity continuous exercise. Physiol Behav 155: 224-230. https://doi.org/10.1016/j.physbeh.2015.12.021 ![]() |
[19] |
Griffin ÉW, Mullally S, Foley C, et al. (2011) Aerobic exercise improves hippocampal function and increases BDNF in the serum of young adult males. Physiol Behav 104: 934-941. https://doi.org/10.1016/j.physbeh.2011.06.005 ![]() |
[20] |
Tomporowski PD, Lambourne K, Okumura MS (2011) Physical activity interventions and children's mental function: an introduction and overview. Prev Med 52: S3-S9. https://doi.org/10.1016/j.ypmed.2011.01.028 ![]() |
[21] |
Pereira AC, Huddleston DE, Brickman AM, et al. (2007) An in vivo correlate of exercise-induced neurogenesis in the adult dentate gyrus. Proc Natl Acad Sci USA 104: 5638-5643. https://doi.org/10.1073/pnas.0611721104 ![]() |
[22] |
Yanagisawa H, Dan I, Tsuzuki D, et al. (2010) Acute moderate exercise elicits increased dorsolateral prefrontal activation and improves cognitive performance with Stroop test. Neuroimage 50: 1702-1710. https://doi.org/10.1016/j.neuroimage.2009.12.023 ![]() |
[23] |
Martínez-Drudis L, Amorós-Aguilar L, Torras-Garcia M, et al. (2021) Delayed voluntary physical exercise restores “when” and “where” object recognition memory after traumatic brain injury. Behav Brain Res 400: 113048. https://doi.org/10.1016/j.bbr.2020.113048 ![]() |
[24] |
Skriver K, Roig M, Lundbye-Jensen J, et al. (2014) Acute exercise improves motor memory: Exploring potential biomarkers. Neurobiol Learn Mem 116: 46-58. https://doi.org/10.1016/j.nlm.2014.08.004 ![]() |
[25] |
Vaynman S, Ying Z, Gomez-Pinilla F (2004) Hippocampal BDNF mediates the efficacy of exercise on synaptic plasticity and cognition. Eur J Neurosci 20: 2580-2590. https://doi.org/10.1111/j.1460-9568.2004.03720.x ![]() |
[26] | Chieffi S, Messina G, Villano I, et al. (2017) Neuroprotective effects of physical activity: Evidence from human and animal studies. Front Neurol 8: 1-7. https://doi.org/10.3389/fneur.2017.00188 |
[27] |
Klein C, Rasińska J, Empl L, et al. (2016) Physical exercise counteracts MPTP-induced changes in neural precursor cell proliferation in the hippocampus and restores spatial learning but not memory performance in the water maze. Behav Brain Res 307: 227-238. https://doi.org/10.1016/j.bbr.2016.02.040 ![]() |
[28] |
Neeper SA, Gómez-Pinilla F, Choi J, et al. (1996) Physical activity increases mRNA for brain-derived neurotrophic factor and nerve growth factor in rat brain. Brain Res 726: 49-56. https://doi.org/10.1016/0006-8993(96)00273-9 ![]() |
[29] |
Nokia MS, Lensu S, Ahtiainen JP, et al. (2016) Physical exercise increases adult hippocampal neurogenesis in male rats provided it is aerobic and sustained. J Physiol 594: 1855-1873. https://doi.org/10.1113/JP271552 ![]() |
[30] |
Shors TJ (2009) Saving new brain cells. Sci Am 300: 46-52. ![]() |
[31] |
van Praag H, Shubert T, Zhao C, et al. (2005) Exercise enhances learning and hippocampal neurogenesis in aged mice. J Neurosci 25: 8680-8685. https://doi.org/10.1523/JNEUROSCI.1731-05.2005 ![]() |
[32] |
van Praag H, Christie BR, Sejnowski TJ, et al. (1999) Running enhances neurogenesis, learning, and long-term potentiation in mice. Proc Natl Acad Sci USA 96: 13427-13431. https://doi.org/10.1073/pnas.96.23.13427 ![]() |
[33] |
Ding Q, Vaynman S, Akhavan M, et al. (2006) Insulin-like growth factor I interfaces with brain-derived neurotrophic factor-mediated synaptic plasticity to modulate aspects of exercise-induced cognitive function. Neuroscience 140: 823-833. https://doi.org/10.1016/j.neuroscience.2006.02.084 ![]() |
[34] |
da Costa Daniele TM, de Bruin PFC, de Matos RS, et al. (2020) Exercise effects on brain and behavior in healthy mice, Alzheimer's disease and Parkinson's disease model—A systematic review and meta-analysis. Behav Brain Res 383: 112488. https://doi.org/10.1016/j.bbr.2020.112488 ![]() |
[35] |
Diederich K, Bastl A, Wersching H, et al. (2017) Effects of different exercise strategies and intensities on memory performance and neurogenesis. Front Behav Neurosci 11: 1-9. https://doi.org/10.3389/fnbeh.2017.00047 ![]() |
[36] |
Gutierrez RMS, Ricci NA, Gomes QRS, et al. (2018) The effects of acrobatic exercise on brain plasticity: a systematic review of animal studies. Brain Struct Funct 223: 2055-2071. https://doi.org/10.1007/s00429-018-1631-3 ![]() |
[37] |
Kim TW, Park HS (2018) Physical exercise improves cognitive function by enhancing hippocampal neurogenesis and inhibiting apoptosis in male offspring born to obese mother. Behav Brain Res 347: 360-367. https://doi.org/10.1016/j.bbr.2018.03.018 ![]() |
[38] |
Snigdha S, de Rivera C, Milgram NW, et al. (2014) Exercise enhances memory consolidation in the aging brain. Front Aging Neurosci 6: 1-14. https://doi.org/10.3389/fnagi.2014.00003 ![]() |
[39] |
Loprinzi PD, Frith E (2019) Protective and therapeutic effects of exercise on stress-induced memory impairment. J Physiol Sci 69: 1-12. https://doi.org/10.1007/s12576-018-0638-0 ![]() |
[40] |
Fuss J, Biedermann SV, Falfán-Melgoza C, et al. (2014) Exercise boosts hippocampal volume by preventing early age-related gray matter loss. Hippocampus 24: 131-134. https://doi.org/10.1002/hipo.22227 ![]() |
[41] |
Real CC, Garcia PC, Britto LRG, et al. (2015) Different protocols of treadmill exercise induce distinct neuroplastic effects in rat brain motor areas. Brain Res 1624: 188-198. https://doi.org/10.1016/j.brainres.2015.06.052 ![]() |
[42] |
Salame S, Garcia PC, Real CC, et al. (2016) Distinct neuroplasticity processes are induced by different periods of acrobatic exercise training. Behav Brain Res 308: 64-74. https://doi.org/10.1016/j.bbr.2016.04.029 ![]() |
[43] |
Modaberi S, Shahbazi M, Dehghan M, et al. (2018) The role of mild treadmill exercise on spatial learning and memory and motor activity in animal models of ibotenic acid-induced striatum lesion. Sport Sci Health 14: 587-596. https://doi.org/10.1007/s11332-018-0467-9 ![]() |
[44] |
Vaynman S, Gomez-pinilla F (2006) Revenge of the “sit”: How lifestyle impacts neuronal and cognitive health through molecular systems that interface energy metabolism with neuronal plasticity. J Neurosci Res 84: 699-715. https://doi.org/10.1002/jnr.20979 ![]() |
[45] |
Swain RA, Berggren KL, Kerr AL, et al. (2012) On aerobic exercise and behavioral and neural plasticity. Brain Sci 2: 709-744. https://doi.org/10.3390/brainsci2040709 ![]() |
[46] |
El-Sayes J, Harasym D, Turco CV, et al. (2019) Exercise-induced neuroplasticity: a mechanistic model and prospects for promoting plasticity. Neuroscientist 25: 65-85. https://doi.org/10.1177/1073858418771538 ![]() |
[47] |
Feter N, Alt R, Dias MG, et al. (2019) How do different physical exercise parameters modulate brain-derived neurotrophic factor in healthy and non-healthy adults? A systematic review, meta-analysis and meta-regression. Sci Sport 34: 293-304. https://doi.org/10.1016/j.scispo.2019.02.001 ![]() |
[48] |
Cotman CW, Berchtold NC, Christie LA (2007) Exercise builds brain health: key roles of growth factor cascades and inflammation. Trends Neurosci 30: 464-472. https://doi.org/10.1016/j.tins.2007.06.011 ![]() |
[49] |
Voss MW, Erickson KI, Prakash RS, et al. (2013) Neurobiological markers of exercise-related brain plasticity in older adults. Brain Behav Immun 28: 90-99. https://doi.org/10.1016/j.bbi.2012.10.021 ![]() |
[50] |
Erickson KI, Prakash RS, Voss MW, et al. (2009) Aerobic fitness is associated with hippocampal volume in elderly humans. Hippocampus 19: 1030-1039. https://doi.org/10.1002/hipo.20547 ![]() |
[51] |
Erickson KI, Voss MW, Prakash RS, et al. (2011) Exercise training increases size of hippocampus and improves memory. Proc Natl Acad Sci USA 108: 3017-3022. https://doi.org/10.1073/pnas.1015950108 ![]() |
[52] |
Feter N, Penny JC, Freitas MP, et al. (2018) Effect of physical exercise on hippocampal volume in adults: Systematic review and meta-analysis. Sci Sport 33: 327-338. https://doi.org/10.1016/j.scispo.2018.02.011 ![]() |
[53] | Becker L, Kutz D, Voelcker-Rehage C (2016) Exercise-induced changes in basal ganglia volume and their relation to cognitive performance. J Neurol Neuromedicine 1: 19-24. https://doi.org/10.29245/2572.942x/2016/5.1044 |
[54] |
McMorris T, Hale BJ (2012) Differential effects of differing intensities of acute exercise on speed and accuracy of cognition: A meta-analytical investigation. Brain Cogn 80: 338-351. https://doi.org/10.1016/j.bandc.2012.09.001 ![]() |
[55] |
Roig M, Nordbrandt S, Geertsen SS, et al. (2013) The effects of cardiovascular exercise on human memory: A review with meta-analysis. Neurosci Biobehav Rev 37: 1645-1666. https://doi.org/10.1016/j.neubiorev.2013.06.012 ![]() |
[56] |
de Sousa AFM, Medeiros AR, Del Rosso S, et al. (2019) The influence of exercise and physical fitness status on attention: a systematic review. Int Rev Sport Exercise Psychol 12: 202-234. https://doi.org/10.1080/1750984X.2018.1455889 ![]() |
[57] |
Cotman CW, Berchtold NC (2002) Exercise: A behavioral intervention to enhance brain health and plasticity. Trends Neurosci 25: 295-301. https://doi.org/10.1016/S0166-2236(02)02143-4 ![]() |
[58] | Hasan SMM, Rancourt SN, Austin MW, et al. (2016) Defining optimal aerobic exercise parameters to affect complex motor and cognitive outcomes after stroke: a systematic review and synthesis. Neural Plast . https://doi.org/10.1155/2016/2961573 |
[59] |
Singh AM, Neva JL, Staines WR (2016) Aerobic exercise enhances neural correlates of motor skill learning. Behav Brain Res 301: 19-26. https://doi.org/10.1016/j.bbr.2015.12.020 ![]() |
[60] |
Salthouse TA, Davis HP (2006) Organization of cognitive abilities and neuropsychological variables across the lifespan. Dev Rev 26: 31-54. https://doi.org/10.1016/j.dr.2005.09.001 ![]() |
[61] |
Hillman CH, Erickson KI, Kramer AF (2008) Be smart, exercise your heart: exercise effects on brain and cognition. Nat Rev Neurosci 9: 58-65. https://doi.org/10.1038/nrn2298 ![]() |
[62] |
Castelli DM, Hillman CH, Buck SM, et al. (2007) Physical fitness and academic achievement in third- and fifth-grade students. J Sport Exerc Psychol 29: 239-252. https://doi.org/10.1123/jsep.29.2.239 ![]() |
[63] |
Fedewa AL, Ahn S (2011) The effects of physical activity and physical fitness on children's achievement and cognitive outcomes:a meta-analysis. Res Q Exerc Sport 82: 521-535. https://doi.org/10.1080/02701367.2011.10599785 ![]() |
[64] |
Kantomaa MT, Stamatakis E, Kankaanpää A, et al. (2013) Physical activity and obesity mediate the association between childhood motor function and adolescents' academic achievement. Proc Natl Acad Sci USA 110: 1917-1922. https://doi.org/10.1073/pnas.1214574110 ![]() |
[65] |
Lopes L, Santos R, Pereira B, et al. (2013) Associations between gross motor coordination and academic achievement in elementary school children. Hum Mov Sci 32: 9-20. https://doi.org/10.1016/j.humov.2012.05.005 ![]() |
[66] |
Sibley BA, Etnier JL (2003) The relationship between physical activity and cognition in children: A meta-analysis. Pediatr Exercise Sci 15: 243-256. https://doi.org/10.1123/pes.15.3.243 ![]() |
[67] |
Tomporowski PD, McCullick B, Pendleton DM, et al. (2015) Exercise and children's cognition: The role of exercise characteristics and a place for metacognition. J Sport Health Sci 4: 47-55. https://doi.org/10.1016/j.jshs.2014.09.003 ![]() |
[68] |
Trudeau F, Shephard RJ (2008) Physical education, school physical activity, school sports and academic performance. Int J Behav Nutr Phys Act 5: 1-12. https://doi.org/10.1186/1479-5868-5-10 ![]() |
[69] |
Meijer A, Königs M, Vermeulen GT, et al. (2020) The effects of physical activity on brain structure and neurophysiological functioning in children: A systematic review and meta-analysis. Dev Cogn Neurosci 45: 100828. https://doi.org/10.1016/j.dcn.2020.100828 ![]() |
[70] |
Chaddock L, Erickson KI, Prakash RS, et al. (2010) Basal ganglia volume is associated with aerobic fitness in preadolescent children. Dev Neurosci 32: 249-256. https://doi.org/10.1159/000316648 ![]() |
[71] |
Chaddock L, Erickson KI, Prakash RS, et al. (2010) A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children. Brain Res 1358: 172-183. https://doi.org/10.1016/j.brainres.2010.08.049 ![]() |
[72] | Stojiljković N, Mitić P, Sporiš G (2020) Can exercise make our children smarter?. Ann Kinesiol 10: 115-127. https://doi.org/10.35469/ak.2019.211 |
[73] |
Chaddock L, Erickson KI, Prakash RS, et al. (2012) A functional MRI investigation of the association between childhood aerobic fitness and neurocognitive control. Biol Psychol 89: 260-268. https://doi.org/10.1016/j.biopsycho.2011.10.017 ![]() |
[74] |
Pontifex MB, Raine LB, Johnson CR, et al. (2011) Cardiorespiratory fitness and the flexible modulation of cognitive control in preadolescent children. J Cogn Neurosci 23: 1332-1345. https://doi.org/10.1162/jocn.2010.21528 ![]() |
[75] |
Scudder MR, Federmeier KD, Raine LB, et al. (2014) The association between aerobic fitness and language processing in children: Implications for academic achievement. Brain Cogn 87: 140-152. https://doi.org/10.1016/j.bandc.2014.03.016 ![]() |
[76] |
Xue Y, Yang Y, Huang T (2019) Effects of chronic exercise interventions on executive function among children and adolescents: A systematic review with meta-analysis. Br J Sports Med 53: 1397-1404. https://doi.org/10.1136/bjsports-2018-099825 ![]() |
[77] |
Aguiar AS, Castro AA, Moreira EL, et al. (2011) Short bouts of mild-intensity physical exercise improve spatial learning and memory in aging rats: Involvement of hippocampal plasticity via AKT, CREB and BDNF signaling. Mech Ageing Dev 132: 560-567. https://doi.org/10.1016/j.mad.2011.09.005 ![]() |
[78] |
Raine LB, Khan NA, Drollette ES, et al. (2017) Obesity, visceral adipose tissue, and cognitive function in childhood. J Pediatr 187: 134-140.e3. https://doi.org/10.1016/j.jpeds.2017.05.023 ![]() |
[79] |
Pianta S, Lee JY, Tuazon JP, et al. (2019) A short bout of exercise prior to stroke improves functional outcomes by enhancing angiogenesis. Neuromol Med 21: 517-528. https://doi.org/10.1007/s12017-019-08533-x ![]() |
[80] |
Basso JC, Suzuki WA (2017) The effects of acute exercise on mood, cognition, neurophysiology, and neurochemical pathways: a review. Brain Plast 2: 127-152. https://doi.org/10.3233/bpl-160040 ![]() |
[81] |
Naylor AS, Persson AI, Eriksson PS, et al. (2005) Extended voluntary running inhibits exercise-induced adult hippocampal progenitor proliferation in the spontaneously hypertensive rat. J Neurophysiol 93: 2406-2414. https://doi.org/10.1152/jn.01085.2004 ![]() |
[82] |
Stein AM, Munive V, Fernandez AM, et al. (2017) Acute exercise does not modify brain activity and memory performance in APP/PS1 mice. PLoS One 12: e0178247. https://doi.org/10.1371/journal.pone.0178247 ![]() |
[83] |
Fernandes J, Soares JCK, do Amaral Baliego LGZ, et al. (2016) A single bout of resistance exercise improves memory consolidation and increases the expression of synaptic proteins in the hippocampus. Hippocampus 26: 1096-1103. https://doi.org/10.1002/hipo.22590 ![]() |
[84] |
da Silva de Vargas L, Neves BHS das, Roehrs R, et al. (2017) One-single physical exercise session after object recognition learning promotes memory persistence through hippocampal noradrenergic mechanisms. Behav Brain Res 329: 120-126. https://doi.org/10.1016/j.bbr.2017.04.050 ![]() |
[85] |
Rossi Daré L, Garcia A, Neves BH, et al. (2020) One physical exercise session promotes recognition learning in rats with cognitive deficits related to amyloid beta neurotoxicity. Brain Res 1744: 146918. https://doi.org/10.1016/j.brainres.2020.146918 ![]() |
[86] |
Nguemeni C, McDonald MW, Jeffers MS, et al. (2018) Short- and long-term exposure to low and high dose running produce differential effects on hippocampal neurogenesis. Neuroscience 369: 202-211. https://doi.org/10.1016/j.neuroscience.2017.11.026 ![]() |
[87] | Statton MA, Encarnacion M, Celnik P, et al. (2015) A single bout of moderate aerobic exercise improves motor skill acquisition. PLoS One 10: 1-13. https://doi.org/10.1371/journal.pone.0141393 |
[88] |
Smith AE, Goldsworthy MR, Garside T, et al. (2014) The influence of a single bout of aerobic exercise on short-interval intracortical excitability. Exp Brain Res 232: 1875-1882. https://doi.org/10.1007/s00221-014-3879-z ![]() |
[89] |
Giles GE, Brunyé TT, Eddy MD, et al. (2014) Acute exercise increases oxygenated and deoxygenated hemoglobin in the prefrontal cortex. Neuroreport 25: 1320-1325. https://doi.org/10.1097/WNR.0000000000000266 ![]() |
[90] |
Lulic T, El-Sayes J, Fassett HJ, et al. (2017) Physical activity levels determine exercise-induced changes in brain excitability. PLoS One 12: 1-18. https://doi.org/10.1371/journal.pone.0173672 ![]() |
[91] |
Suwabe K, Byun K, Hyodo K, et al. (2018) Rapid stimulation of human dentate gyrus function with acute mild exercise. Proc Natl Acad Sci 115: 10487-10492. https://doi.org/10.1073/pnas.1805668115 ![]() |
[92] |
Wagner G, Herbsleb M, de la Cruz F, et al. (2017) Changes in fMRI activation in anterior hippocampus and motor cortex during memory retrieval after an intense exercise intervention. Biol Psychol 124: 65-78. https://doi.org/10.1016/j.biopsycho.2017.01.003 ![]() |
[93] |
Chang YK, Labban JD, Gapin JI, et al. (2012) The effects of acute exercise on cognitive performance: A meta-analysis. Brain Res 1453: 87-101. https://doi.org/10.1016/j.brainres.2012.02.068 ![]() |
[94] |
Austin M, Loprinzi PD (2019) Acute exercise and mindfulness meditation on learning and memory: Randomized controlled intervention. Heal Promot Perspect 9: 314-318. https://doi.org/10.15171/hpp.2019.43 ![]() |
[95] |
Perini R, Bortoletto M, Capogrosso M, et al. (2016) Acute effects of aerobic exercise promote learning. Sci Rep 6: 25440. https://doi.org/10.1038/srep25440 ![]() |
[96] |
Chu CH, Alderman BL, Wei GX, et al. (2015) Effects of acute aerobic exercise on motor response inhibition: An ERP study using the stop-signal task. J Sport Health Sci 4: 73-81. https://doi.org/10.1016/j.jshs.2014.12.002 ![]() |
[97] |
Hsieh SS, Huang CJ, Wu CT, et al. (2018) Acute exercise facilitates the N450 inhibition marker and P3 attention marker during Stroop test in young and older adults. J Clin Med 7: 391. https://doi.org/10.3390/jcm7110391 ![]() |
[98] |
Samani A, Heath M (2018) Executive-related oculomotor control is improved following a 10-min single-bout of aerobic exercise: Evidence from the antisaccade task. Neuropsychologia 108: 73-81. https://doi.org/10.1016/j.neuropsychologia.2017.11.029 ![]() |
[99] |
Tsukamoto H, Suga T, Takenaka S, et al. (2016) Repeated high-intensity interval exercise shortens the positive effect on executive function during post-exercise recovery in healthy young males. Physiol Behav 160: 26-34. https://doi.org/10.1016/j.physbeh.2016.03.029 ![]() |
[100] |
Coles K, Tomporowski PD (2008) Effects of acute exercise on executive processing, short-term and long-term memory. J Sports Sci 26: 333-344. https://doi.org/10.1080/02640410701591417 ![]() |
[101] |
Hsieh SS, Chang YK, Hung TM, et al. (2016) The effects of acute resistance exercise on young and older males' working memory. Psychol Sport Exerc 22: 286-293. https://doi.org/10.1016/j.psychsport.2015.09.004 ![]() |
[102] |
Martins AQ, Kavussanu M, Willoughby A, et al. (2013) Moderate intensity exercise facilitates working memory. Psychol Sport Exerc 14: 323-328. https://doi.org/10.1016/j.psychsport.2012.11.010 ![]() |
[103] |
Weinberg L, Hasni A, Shinohara M, et al. (2014) A single bout of resistance exercise can enhance episodic memory performance. Acta Psychol 153: 13-19. https://doi.org/10.1016/j.actpsy.2014.06.011 ![]() |
[104] |
Winter B, Breitenstein C, Mooren FC, et al. (2007) High impact running improves learning. Neurobiol Learn Mem 87: 597-609. https://doi.org/10.1016/j.nlm.2006.11.003 ![]() |
[105] |
Dinoff A, Herrmann N, Swardfager W, et al. (2017) The effect of acute exercise on blood concentrations of brain-derived neurotrophic factor (BDNF) in healthy adults: A meta-analysis. Eur J Neurosci 46: 1635-1646. https://doi.org/10.1111/ejn.13603 ![]() |
[106] |
Moore D, Loprinzi PD (2020) Exercise influences episodic memory via changes in hippocampal neurocircuitry and long-term potentiation. Eur J Neurosci 54: 6960-6971. https://doi.org/10.1111/ejn.14728 ![]() |
[107] |
Ogoh S, Tsukamoto H, Hirasawa A, et al. (2014) The effect of changes in cerebral blood flow on cognitive function during exercise. Physiol Rep 2: 1-8. https://doi.org/10.14814/phy2.12163 ![]() |
[108] |
Steinborn MB, Huestegge L (2016) A walk down the lane gives wings to your brain. Restorative benefits of rest breaks on cognition and self-control. Appl Cogn Psychol 30: 795-805. https://doi.org/10.1002/acp.3255 ![]() |
[109] |
Chang YK, Liu S, Yu HH, et al. (2012) Effect of acute exercise on executive function in children with attention deficit hyperactivity disorder. Arch Clin Neuropsychol 27: 225-237. https://doi.org/10.1093/arclin/acr094 ![]() |
[110] | Nofuji Y, Suwa M, Sasaki H, et al. (2012) Different circulating brain-derived neurotrophic factor responses to acute exercise between physically active and sedentary subjects. J Sport Sci Med 11: 83-88. |
[111] |
Tomporowski PD (2003) Effects of acute bouts of exercise on cognition. Acta Psychol 112: 297-324. https://doi.org/10.1016/s0001-6918(02)00134-8 ![]() |
[112] |
Pontifex MB, McGowan AL, Chandler MC, et al. (2019) A primer on investigating the after effects of acute bouts of physical activity on cognition. Psychol Sport Exerc 40: 1-22. https://doi.org/10.1016/j.psychsport.2018.08.015 ![]() |
[113] |
Ferris LT, Williams JS, Shen CL (2007) The effect of acute exercise on serum brain-derived neurotrophic factor levels and cognitive function. Med Sci Sports Exerc 39: 728-734. https://doi.org/10.1249/mss.0b013e31802f04c7 ![]() |
[114] |
Schmitt A, Upadhyay N, Martin JA, et al. (2019) Modulation of distinct intrinsic resting state brain networks by acute exercise bouts of differing intensity. Brain Plast 5: 39-55. https://doi.org/10.3233/bpl-190081 ![]() |
[115] |
Mehren A, Luque CD, Brandes M, et al. (2019) Intensity-dependent effects of acute exercise on executive function. Neural Plast 2019: 1-17. https://doi.org/10.1155/2019/8608317 ![]() |
[116] |
Alves CRR, Tessaro VH, Teixeira LAC, et al. (2014) Influence of acute high-intensity aerobic interval exercise bout on selective attention and short-term memory tasks. Percept Mot Skills 118: 63-72. https://doi.org/10.2466/22.06.PMS.118k10w4 ![]() |
[117] |
Du Rietz E, Barker AR, Michelini G, et al. (2019) Beneficial effects of acute high-intensity exercise on electrophysiological indices of attention processes in young adult men. Behav Brain Res 359: 474-484. https://doi.org/10.1016/j.bbr.2018.11.024 ![]() |
[118] |
Roig M, Skriver K, Lundbye-Jensen J, et al. (2012) A single bout of exercise improves motor memory. PLoS One 7: e44594. https://doi.org/10.1371/journal.pone.0044594 ![]() |
[119] | Thomas R, Johnsen LK, Geertsen SS, et al. (2016) Acute exercise and motor memory consolidation: The role of exercise intensity. PLoS One 11: 1-16. https://doi.org/10.1371/journal.pone.0159589 |
[120] |
Grego F, Vallier JM, Collardeau M, et al. (2005) Influence of exercise duration and hydration status on cognitive function during prolonged cycling exercise. Int J Sports Med 26: 27-33. https://doi.org/10.1055/s-2004-817915 ![]() |
[121] |
Ai JY, Chen FT, Hsieh SS, et al. (2021) The effect of acute high-intensity interval training on executive function: A systematic review. Int J Environ Res Public Health 18: 3593. https://doi.org/10.3390/ijerph18073593 ![]() |
[122] |
Loprinzi PD, Roig M, Etnier JL, et al. (2021) Acute and chronic exercise effects on human memory: What we know and where to go from here. J Clin Med 10: 4812. https://doi.org/10.3390/jcm10214812 ![]() |
[123] |
Benzing V, Heinks T, Eggenberger N, et al. (2016) Acute cognitively engaging exergame-based physical activity enhances executive functions in adolescents. PLoS One 11: 1-15. https://doi.org/10.1371/journal.pone.0167501 ![]() |
[124] |
Pesce C, Crova C, Cereatti L, et al. (2009) Physical activity and mental performance in preadolescents: Effects of acute exercise on free-recall memory. Ment Health Phys Act 2: 16-22. https://doi.org/10.1016/j.mhpa.2009.02.001 ![]() |
[125] |
Berman MG, Jonides J, Kaplan S (2008) The cognitive benefits of interacting with nature. Psychol Sci 19: 1207-1212. https://doi.org/10.1111/j.1467-9280.2008.02225.x ![]() |
[126] |
O'Leary KC, Pontifex MB, Scudder MR, et al. (2011) The effects of single bouts of aerobic exercise, exergaming, and videogame play on cognitive control. Clin Neurophysiol 122: 1518-1525. https://doi.org/10.1016/j.clinph.2011.01.049 ![]() |
[127] |
Thomas R, Flindtgaard M, Skriver K, et al. (2017) Acute exercise and motor memory consolidation: Does exercise type play a role?. Scand J Med Sci Sport 27: 1523-1532. https://doi.org/10.1111/sms.12791 ![]() |
[128] |
Labelle V, Bosquet L, Mekary S, et al. (2013) Decline in executive control during acute bouts of exercise as a function of exercise intensity and fitness level. Brain Cogn 81: 10-17. https://doi.org/10.1016/j.bandc.2012.10.001 ![]() |
[129] |
Tsai CL, Chen FC, Pan CY, et al. (2014) Impact of acute aerobic exercise and cardiorespiratory fitness on visuospatial attention performance and serum BDNF levels. Psychoneuroendocrinology 41: 121-131. https://doi.org/10.1016/j.psyneuen.2013.12.014 ![]() |
[130] |
Colcombe SJ, Kramer AF, Erickson KI, et al. (2004) Cardiovascular fitness, cortical plasticity, and aging. Proc Natl Acad Sci USA 101: 3316-3321. https://doi.org/10.1073/pnas.0400266101 ![]() |
[131] |
Holzschneider K, Wolbers T, Röder B, et al. (2012) Cardiovascular fitness modulates brain activation associated with spatial learning. Neuroimage 59: 3003-3014. https://doi.org/10.1016/j.neuroimage.2011.10.021 ![]() |
[132] |
Dupuy O, Bosquet L, Fraser SA, et al. (2018) Higher cardiovascular fitness level is associated to better cognitive dual-task performance in Master Athletes: Mediation by cardiac autonomic control. Brain Cogn 125: 127-134. https://doi.org/10.1016/j.bandc.2018.06.003 ![]() |
[133] |
Schwarb H, Johnson CL, Daugherty AM, et al. (2017) Aerobic fitness, hippocampal viscoelasticity, and relational memory performance. Neuroimage 153: 179-188. https://doi.org/10.1016/j.neuroimage.2017.03.061 ![]() |
[134] |
Hüttermann S, Memmert D (2014) Does the inverted-U function disappear in expert athletes? An analysis of the attentional behavior under physical exercise of athletes and non-athletes. Physiol Behav 131: 87-92. https://doi.org/10.1016/j.physbeh.2014.04.020 ![]() |
[135] |
Hwang J, Castelli DM, Gonzalez-Lima F (2017) The positive cognitive impact of aerobic fitness is associated with peripheral inflammatory and brain-derived neurotrophic biomarkers in young adults. Physiol Behav 179: 75-89. https://doi.org/10.1016/j.physbeh.2017.05.011 ![]() |
[136] |
Hopkins ME, Davis FC, Vantieghem MR, et al. (2012) Differential effects of acute and regular physical exercise on cognition and affect. Neuroscience 215: 59-68. https://doi.org/10.1016/j.neuroscience.2012.04.056 ![]() |
[137] |
Hübner L, Voelcker-Rehage C (2017) Does physical activity benefit motor performance and learning of upper extremity tasks in older adults?—A systematic review. Eur Rev Aging Phys Act 14: 1-19. https://doi.org/10.1186/s11556-017-0181-7 ![]() |
[138] |
Roig M, Thomas R, Mang CS, et al. (2016) Time-dependent effects of cardiovascular exercise on memory. Exerc Sport Sci Rev 44: 81-88. https://doi.org/10.1249/JES.0000000000000078 ![]() |
[139] |
Lind RR, Beck MM, Wikman J, et al. (2019) Acute high-intensity football games can improve children's inhibitory control and neurophysiological measures of attention. Scand J Med Sci Sport 29: 1546-1562. https://doi.org/10.1111/sms.13485 ![]() |
[140] |
Thomas R, Beck MM, Lind RR, et al. (2016) Acute exercise and motor memory consolidation: The role of exercise timing. Neural Plast 2016: 1-11. https://doi.org/10.1155/2016/6205452 ![]() |
[141] |
van Dongen EV, Kersten IHP, Wagner IC, et al. (2016) Physical exercise performed four hours after learning improves memory retention and increases hippocampal pattern similarity during retrieval. Curr Biol 26: 1722-1727. https://doi.org/10.1016/j.cub.2016.04.071 ![]() |
[142] |
Loprinzi PD, Blough J, Crawford L, et al. (2019) The temporal effects of acute exercise on episodic memory function: Systematic review with meta-analysis. Brain Sci 9: 87. https://doi.org/10.3390/brainsci9040087 ![]() |
[143] |
Zhang B, Liu Y, Zhao M, et al. (2020) Differential effects of acute physical activity on executive function in preschoolers with high and low habitual physical activity levels. Ment Health Phys Act 18: 100326. https://doi.org/10.1016/j.mhpa.2020.100326 ![]() |
[144] |
Oberste M, Javelle F, Sharma S, et al. (2019) Effects and moderators of acute aerobic exercise on subsequent interference control: a systematic review and meta-analysis. Front Psychol 10: 2616. https://doi.org/10.3389/fpsyg.2019.02616 ![]() |
[145] |
Budde H, Voelcker-Rehage C, Pietraßyk-Kendziorra S, et al. (2008) Acute coordinative exercise improves attentional performance in adolescents. Neurosci Lett 441: 219-223. https://doi.org/10.1016/j.neulet.2008.06.024 ![]() |
[146] |
Ellemberg D, St-Louis-Deschênes M (2010) The effect of acute physical exercise on cognitive function during development. Psychol Sport Exerc 11: 122-126. https://doi.org/10.1016/j.psychsport.2009.09.006 ![]() |
[147] |
Chen AG, Yan J, Yin HC, et al. (2014) Effects of acute aerobic exercise on multiple aspects of executive function in preadolescent children. Psychol Sport Exerc 15: 627-636. https://doi.org/10.1016/j.psychsport.2014.06.004 ![]() |
[148] |
Ludyga S, Gerber M, Brand S, et al. (2016) Acute effects of moderate aerobic exercise on specific aspects of executive function in different age and fitness groups: A meta-analysis. Psychophysiology 53: 1611-1626. https://doi.org/10.1111/psyp.12736 ![]() |
[149] |
Etnier J, Labban JD, Piepmeier A, et al. (2014) Effects of an acute bout of exercise on memory in 6th grade children. Pediatr Exerc Sci 26: 250-258. https://doi.org/10.1123/pes.2013-0141 ![]() |
[150] |
Pesce C, Conzelmann A, Jäger K, et al. (2017) Disentangling the relationship between children's motor ability, executive function and academic achievement. PLoS One 12: e0182845. https://doi.org/10.1371/journal.pone.0182845 ![]() |
[151] |
Williams RA, Hatch L, Cooper SB (2019) A review of factors affecting the acute exercise-cognition relationship in children and adolescents. OBM Integr Complement Med 4: 1. https://doi.org/10.21926/OBM.ICM.1903049 ![]() |
[152] |
Angulo-Barroso R, Ferrer-Uris B, Busquets A (2019) Enhancing children's motor memory retention through acute intense exercise: Effects of different exercise durations. Front Psychol 10: 1-9. https://doi.org/10.3389/fpsyg.2019.02000 ![]() |
[153] |
Budde H, Voelcker-Rehage C, Pietraßyk-Kendziorra S, et al. (2008) Acute coordinative exercise improves attentional performance in adolescents. Neurosci Lett 441: 219-223. https://doi.org/10.1016/j.neulet.2008.06.024 ![]() |
[154] |
Jäger K, Schmidt M, Conzelmann A, et al. (2015) The effects of qualitatively different acute physical activity interventions in real-world settings on executive functions in preadolescent children. Ment Health Phys Act 9: 1-9. https://doi.org/10.1016/j.mhpa.2015.05.002 ![]() |
[155] |
Hillman CH, Pontifex MB, Raine LB, et al. (2009) The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience 159: 1044-1054. https://doi.org/10.1016/j.neuroscience.2009.01.057 ![]() |
[156] |
Stroth S, Kubesch S, Dieterle K, et al. (2009) Physical fitness, but not acute exercise modulates event-related potential indices for executive control in healthy adolescents. Brain Res 1269: 114-124. https://doi.org/10.1016/j.brainres.2009.02.073 ![]() |
[157] |
Tomporowski PD, Davis CL, Lambourne K, et al. (2008) Task switching in overweight children: Effects of acute exercise and age. J Sport Exerc Psychol 30: 497-511. https://doi.org/10.1123/jsep.30.5.497 ![]() |
[158] |
Maltais DB, Gane C, Dufour SK, et al. (2016) Acute physical exercise affects cognitive functioning in children With cerebral palsy. Pediatr Exerc Sci 28: 304-311. https://doi.org/10.1123/pes.2015-0110 ![]() |
[159] | Villa-González R, Villalba-Heredia L, Crespo I, et al. (2020) A systematic review of acute exercise as a coadjuvant treatment of ADHD in young people. Psicothema 32: 67-74. https://doi.org/10.7334/psicothema2019.211 |
[160] |
Bremer E, Graham JD, Heisz JJ, et al. (2020) Effect of acute exercise on prefrontal oxygenation and inhibitory control among male children with autism spectrum disorder: an exploratory study. Front Behav Neurosci 14: 1-10. https://doi.org/10.3389/fnbeh.2020.00084 ![]() |
[161] |
Metcalfe AWS, MacIntosh BJ, Scavone A, et al. (2016) Effects of acute aerobic exercise on neural correlates of attention and inhibition in adolescents with bipolar disorder. Transl Psychiatry 6: e814. https://doi.org/10.1038/tp.2016.85 ![]() |
[162] |
Ng QX, Ho CYX, Chan HW, et al. (2017) Managing childhood and adolescent attention-deficit/hyperactivity disorder (ADHD) with exercise: A systematic review. Complement Ther Med 34: 123-128. https://doi.org/10.1016/j.ctim.2017.08.018 ![]() |
[163] |
Suarez-Manzano S, Ruiz-Ariza A, De La Torre-Cruz M, et al. (2018) Acute and chronic effect of physical activity on cognition and behaviour in young people with ADHD: A systematic review of intervention studies. Res Dev Disabil 77: 12-23. https://doi.org/10.1016/j.ridd.2018.03.015 ![]() |
[164] |
Smith AL, Hoza B, Linnea K, et al. (2013) Pilot physical activity intervention reduces severity of ADHD symptoms in young children. J Atten Disord 17: 70-82. https://doi.org/10.1177/1087054711417395 ![]() |
[165] |
Vysniauske R, Verburgh L, Oosterlaan J, et al. (2016) The effects of physical exercise on functional outcomes in the treatment of ADHD: a meta-analysis. J Atten Disord 24: 644-654. https://doi.org/10.1177/1087054715627489 ![]() |
[166] |
Chandrasekaran B, Pesola AJ, Rao CR, et al. (2021) Does breaking up prolonged sitting improve cognitive functions in sedentary adults? A mapping review and hypothesis formulation on the potential physiological mechanisms. BMC Musculoskelet Disord 22: 1-16. https://doi.org/10.1186/s12891-021-04136-5 ![]() |
[167] |
Edington DW, Schultz AB, Pitts JS, et al. (2015) The future of health promotion in the 21st century: a focus on the working population. Am J Lifestyle Med 10: 242-252. https://doi.org/10.1177/1559827615605789 ![]() |
[168] |
Taylor WC (2005) Transforming work breaks to promote health. Am J Prev Med 29: 461-465. https://doi.org/10.1016/j.amepre.2005.08.040 ![]() |
[169] |
Taylor WC, King KE, Shegog R, et al. (2013) Booster breaks in the workplace: participants' perspectives on health-promoting work breaks. Health Educ Res 28: 414-425. https://doi.org/10.1093/her/cyt001 ![]() |
[170] |
Wollseiffen P, Ghadiri A, Scholz A, et al. (2015) Short bouts of intensive exercise during the workday have a positive effect on neuro-cognitive performance. Stress Health 32: 514-523. https://doi.org/10.1002/smi.2654 ![]() |
[171] |
Mahar MT, Murphy SK, Rowe DA, et al. (2006) Effects of a classroom-based program on physical activity and on-task behavior. Med Sci Sports Exercise 38: 2086-2094. https://doi.org/10.1249/01.mss.0000235359.16685.a3 ![]() |
[172] |
Mahar MT (2011) Impact of short bouts of physical activity on attention-to-task in elementary school children. Prev Med 52: S60-S64. https://doi.org/10.1016/j.ypmed.2011.01.026 ![]() |
[173] | Schmidt M, Benzing V, Kamer M (2016) Classroom-based physical activity breaks and children's attention: Cognitive engagement works!. Front Psychol 7: 1474. https://doi.org/10.3389/fpsyg.2016.01474 |
[174] |
Engelen L, Chau J, Young S, et al. (2018) Is activity-based working impacting health, work performance and perceptions? A systematic review. Build Res Inf 47: 468-479. https://doi.org/10.1080/09613218.2018.1440958 ![]() |
[175] |
Arundell L, Sudholz B, Teychenne M, et al. (2018) The impact of activity based working (ABW) on workplace activity, eating behaviours, productivity, and satisfaction. Int J Environ Res Public Health 15: 1005. https://doi.org/10.3390/ijerph15051005 ![]() |
[176] |
Proper KI, Staal BJ, Hildebrandt VH, et al. (2002) Effectiveness of physical activity programs at worksites with respect to work-related outcomes. Scand J Work Environ Health 28: 75-84. https://doi.org/10.5271/sjweh.651 ![]() |
1. | Junhong Hu, Mingshu Yang, Yunzhu Zhen, Wenling Fu, Node Importance Evaluation of Urban Rail Transit Based on Signaling System Failure: A Case Study of the Nanjing Metro, 2024, 14, 2076-3417, 9600, 10.3390/app14209600 | |
2. | Antonio Hernando, José Luis Galán–García, Yolanda Padilla–Domínguez, María Ángeles Galán–García, Gabriel Aguilera–Venegas, A library in CoCoA for implementing railway interlocking systems, 2025, 466, 03770427, 116594, 10.1016/j.cam.2025.116594 |