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Bhavsar P, Shah P, Sinha S, Kumar D. Musical Neurofeedback Advancements, Feedback Modalities, and Applications: A Systematic Review. Appl Psychophysiol Biofeedback 2024; 49:347-363. [PMID: 38837017 DOI: 10.1007/s10484-024-09647-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/20/2024] [Indexed: 06/06/2024]
Abstract
The field of EEG-Neurofeedback (EEG-NF) training has showcased significant promise in treating various mental disorders, while also emerging as a cognitive enhancer across diverse applications. The core principle of EEG-NF involves consciously guiding the brain in desired directions, necessitating active engagement in neurofeedback (NF) tasks over an extended period. Music listening tasks have proven to be effective stimuli for such training, influencing emotions, mood, and brainwave patterns. This has spurred the development of musical NF systems and training protocols. Despite these advancements, there exists a gap in systematic literature that comprehensively explores and discusses the various modalities of feedback mechanisms, its benefits, and the emerging applications. Addressing this gap, our review article presents a thorough literature survey encompassing studies on musical NF conducted over the past decade. This review highlights the several benefits and applications ranging from neurorehabilitation to therapeutic interventions, stress management, diagnostics of neurological disorders, and sports performance enhancement. While acknowledged for advantages and popularity of musical NF, there is an opportunity for growth in the literature in terms of the need for systematic randomized controlled trials to compare its effectiveness with other modalities across different tasks. Addressing this gap will involve developing standardized methodologies for studying protocols and optimizing parameters, presenting an exciting prospect for advancing the field.
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Affiliation(s)
- Punitkumar Bhavsar
- Department of Electronics and Communication, Visvesvaraya National Institute of Technology, Nagpur, India
| | - Pratikkumar Shah
- Department of Computer Science and Engineering, Indian Institute of Information Technology, Vadodara, India
| | - Saugata Sinha
- Department of Electronics and Communication, Visvesvaraya National Institute of Technology, Nagpur, India
| | - Deepesh Kumar
- School of Biomedical Engineering, Indian Institute of Technology (BHU), Varanasi, India.
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Shen L, Jiang Y, Wan F, Ku Y, Nan W. Successful alpha neurofeedback training enhances working memory updating and event-related potential activity. Neurobiol Learn Mem 2023; 205:107834. [PMID: 37757954 DOI: 10.1016/j.nlm.2023.107834] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Revised: 07/19/2023] [Accepted: 09/24/2023] [Indexed: 09/29/2023]
Abstract
Neurofeedback (NF) is a promising method to self-regulate human brain activity for cognition enhancement. Due to the unclear results of alpha NF training on working memory updating as well as the impact of feedback modality on NF learning, this study aimed to understand further the underlying neural mechanism of alpha NF training effects on working memory updating, where the NF learning was also compared between visual and auditory feedback modalities. A total of 30 participants were assigned to Visual NF, Auditory NF, and Control groups. Working memory updating was evaluated by n-back (n =2,3) tasks before and after five alpha upregulation NF sessions. The result showed no significant difference in NF learning performance between the Visual and Auditory groups, indicating that the difference in feedback modality did not affect NF learning. In addition, compared to the control group, the participants who achieved successful NF learning showed a significant increase in n-back behavioral performance and P3a amplitude in 2-back and a significant decrease in P3a latency in 3-back. Our results in n-back further suggested that successful alpha NF training might improve updating performance in terms of the behavioral and related event-related potential (ERP) measures. These findings contribute to the understanding of the effect of alpha training on memory updating and the design of NF experimental protocol in terms of feedback modality selection.
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Affiliation(s)
- Lu Shen
- Department of Psychology, Shanghai Normal University, Shanghai, China; Department of Electrical and Computer Engineering, University of Macau, Macau; Centre for Cognitive and Brain Sciences, Institute of Collaborative Innovation, University of Macau, Macau
| | - Yali Jiang
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | - Feng Wan
- Department of Electrical and Computer Engineering, University of Macau, Macau; Centre for Cognitive and Brain Sciences, Institute of Collaborative Innovation, University of Macau, Macau
| | - Yixuan Ku
- Department of Psychology, Sun Yat-Sen University, Guangzhou, Guangdong, China
| | - Wenya Nan
- Department of Psychology, Shanghai Normal University, Shanghai, China.
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3
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Martínez-Briones BJ, Flores-Gallegos R, Cárdenas SY, Barrera-Díaz BE, Fernández T, Silva-Pereyra J. Effects of neurofeedback on the self-concept of children with learning disorders. Front Psychol 2023; 14:1167961. [PMID: 37255511 PMCID: PMC10225657 DOI: 10.3389/fpsyg.2023.1167961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2023] [Accepted: 04/24/2023] [Indexed: 06/01/2023] Open
Abstract
Children with learning disorders (LDs) often have a lower self-concept than their typically developing peers. Neurofeedback (NFB) treatments seem to improve the cognitive and academic performance of these children, but the effects on self-concept have not been studied. In this exploratory study, 34 right-handed children (8-11 y.o.) with LD and delayed electroencephalographic maturation responded to the Piers-Harris Children's Self-Concept Scale. One group received NFB (n = 20), and another group (n = 14) served as control, which included 9 children treated with sham-NFB and 5 on a waiting-list. A nonparametric permutation approach was used to compare the academic performance and self-concept difference (postscores - prescores) between the NFB and control groups. Given the smaller size of the control subgroups, a comparison of the percent changes between sham-NFB and the waiting-list was performed with the non-overlap of all pairs (NAP) technique. In the NFB group, the scores of reading, math, and global self-concept increased significantly, highlighting the self-concept subdomains of physical appearance, nonanxiety, popularity, and happiness. Additionally, the sham-NFB subgroup showed better outcomes than the waiting-list subgroup, perhaps due to noncontrolled factors. We found improved academic performance and self-concept in children with LDs who received NFB treatment. This study is an important exploratory step in studying a relevant treatment that seems to ameliorate symptoms of LDs such as anxiety and low self-concept.
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Affiliation(s)
- Benito Javier Martínez-Briones
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
| | - Rodrigo Flores-Gallegos
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
| | - Sonia Y. Cárdenas
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
- Universidad Pedagógica Nacional, Querétaro, Mexico
| | - Bertha Elena Barrera-Díaz
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
| | - Thalía Fernández
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro, Mexico
| | - Juan Silva-Pereyra
- Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México, Tlanepantla, Estado de México, Mexico
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Patil AU, Madathil D, Fan YT, Tzeng OJL, Huang CM, Huang HW. Neurofeedback for the Education of Children with ADHD and Specific Learning Disorders: A Review. Brain Sci 2022; 12:brainsci12091238. [PMID: 36138974 PMCID: PMC9497239 DOI: 10.3390/brainsci12091238] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Revised: 09/03/2022] [Accepted: 09/07/2022] [Indexed: 12/02/2022] Open
Abstract
Neurofeedback (NF) is a type of biofeedback in which an individual’s brain activity is measured and presented to them to support self-regulation of ongoing brain oscillations and achieve specific behavioral and neurophysiological outcomes. NF training induces changes in neurophysiological circuits that are associated with behavioral changes. Recent evidence suggests that the NF technique can be used to train electrical brain activity and facilitate learning among children with learning disorders. Toward this aim, this review first presents a generalized model for NF systems, and then studies involving NF training for children with disorders such as dyslexia, attention-deficit/hyperactivity disorder (ADHD), and other specific learning disorders such as dyscalculia and dysgraphia are reviewed. The discussion elaborates on the potential for translational applications of NF in educational and learning settings with details. This review also addresses some issues concerning the role of NF in education, and it concludes with some solutions and future directions. In order to provide the best learning environment for children with ADHD and other learning disorders, it is critical to better understand the role of NF in educational settings. The review provides the potential challenges of the current systems to aid in highlighting the issues undermining the efficacy of current systems and identifying solutions to address them. The review focuses on the use of NF technology in education for the development of adaptive teaching methods and the best learning environment for children with learning disabilities.
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Affiliation(s)
- Abhishek Uday Patil
- Department of Biological Science and Technology, National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
| | - Deepa Madathil
- Jindal Institute of Behavioural Sciences, O.P. Jindal Global University, Haryana 131001, India
| | - Yang-Tang Fan
- Graduate Institute of Medicine, Yuan Ze University, Taoyuan 320315, Taiwan
| | - Ovid J. L. Tzeng
- Department of Biological Science and Technology, National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
- Centre for Intelligent Drug Systems and Smart Bio-Devices (IDSB), National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
- College of Humanities and Social Sciences, Taipei Medical University, Taipei 106339, Taiwan
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei 106308, Taiwan
- Hong Kong Institute for Advanced Studies, City University of Hong Kong, Hong Kong
| | - Chih-Mao Huang
- Department of Biological Science and Technology, National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
- Centre for Intelligent Drug Systems and Smart Bio-Devices (IDSB), National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
| | - Hsu-Wen Huang
- Department of Linguistics and Translation, City University of Hong Kong, Hong Kong
- Correspondence: ; Tel.: +852-3442-2579
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Improving Functional Connectivity in Developmental Dyslexia through Combined Neurofeedback and Visual Training. Symmetry (Basel) 2022. [DOI: 10.3390/sym14020369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
This study examined the effects of combined neurofeedback (NF) and visual training (VT) on children with developmental dyslexia (DD). Although NF is the first noninvasive approach to support neurological disorders, the mechanisms of its effects on the brain functional connectivity are still unclear. A key question is whether the functional connectivities of the EEG frequency networks change after the combined NF–VT training of DD children (postD). NF sessions of voluntary α/θ rhythm control were applied in a low-spatial-frequency (LSF) illusion contrast discrimination, which provides feedback with visual cues to improve the brain signals and cognitive abilities in DD children. The measures of connectivity, which are defined by small-world propensity, were sensitive to the properties of the brain electrical oscillations in the quantitative EEG-NF training. In the high-contrast LSF illusion, the z-NF reduced the α/θ scores in the frontal areas, and in the right ventral temporal, occipital–temporal, and middle occipital areas in the postD (vs. the preD) because of their suppression in the local hub θ-network and the altered global characteristics of the functional θ-frequency network. In the low-contrast condition, the z-NF stimulated increases in the α/θ scores, which induced hubs in the left-side α-frequency network of the postD, and changes in the global characteristics of the functional α-frequency network. Because of the anterior, superior, and middle temporal deficits affecting the ventral and occipital–temporal pathways, the z-NF–VT compensated for the more ventral brain regions, mainly in the left hemispheres of the postD group in the low-contrast LSF illusion. Compared to pretraining, the NF–VT increased the segregation of the α, β (low-contrast), and θ networks (high-contrast), as well as the γ2-network integration (both contrasts) after the termination of the training of the children with developmental dyslexia. The remediation compensated more for the dorsal (prefrontal, premotor, occipital–parietal connectivities) dysfunction of the θ network in the developmental dyslexia in the high-contrast LSF illusion. Our findings provide neurobehavioral evidence for the exquisite brain functional plasticity and direct effect of NF–VT on cognitive disabilities in DD children.
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Zafarmand M, Farahmand Z, Otared N. A Systematic Literature Review and Meta-analysis on Effectiveness of Neurofeedback for Obsessive-Compulsive Disorder. Neurocase 2022; 28:29-36. [PMID: 35253624 DOI: 10.1080/13554794.2021.2019790] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
To evaluate the evidences related to the effectiveness of neurofeedback treatment for people with OCD. A literature review and meta-analysis of current controlled trials for patients with OCD symptoms was conducted across different databases. So, the primary outcome measure was OCD symptoms in subjects based on DSM IV. Y-BOCS was considered as primary outcomes. Nine met inclusion criteria (including 1211 patients). Analysis showed there was an important benefit of neurofeedback treatment in comparison to other treatments (MD = -6.815; 95% CI = [-9.033, -4.598]; P < 0.001). The results provide preliminary evidence that NFB is efficacious method for OCD and suggest that more clinical trials are needed to compare common treatment such as medication, neurological, and behavioral interventions.
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Affiliation(s)
| | - Zahra Farahmand
- Department of Clinical Psychology, Tehran University of Medical Science, Tehran, Iran
| | - Nastaran Otared
- Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
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The Effect of Brain Training on Suppression of Theta/Alpha Ratio and Working Memory of 8 to 12 year old Children with Dyslexia and Dysgraphia. JOURNAL OF COGNITIVE PSYCHOLOGY 2021. [DOI: 10.52547/jcp.9.3.70] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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Tseng YH, Tamura K, Okamoto T. Neurofeedback training improves episodic and semantic long-term memory performance. Sci Rep 2021; 11:17274. [PMID: 34446791 PMCID: PMC8390655 DOI: 10.1038/s41598-021-96726-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Accepted: 08/06/2021] [Indexed: 02/07/2023] Open
Abstract
Understanding and improving memory are vital to enhance human life. Theta rhythm is associated with memory consolidation and coding, but the trainability and effects on long-term memory of theta rhythm are unknown. This study investigated the ability to improve long-term memory using a neurofeedback (NFB) technique reflecting the theta/low-beta power ratio on an electroencephalogram (EEG). Our study consisted of three stages. First, the long-term memory of participants was measured. In the second stage, the participants in the NFB group received 3 days of theta/low-beta NFB training. In the third stage, the long-term memory was measured again. The NFB group had better episodic and semantic long-term memory than the control group and significant differences in brain activity between episodic and semantic memory during the recall tests were revealed. These findings suggest that it is possible to improve episodic and semantic long-term memory abilities through theta/low-beta NFB training.
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Affiliation(s)
- Yu-Hsuan Tseng
- grid.177174.30000 0001 2242 4849Graduate School of Systems Life Sciences, Kyushu University, 744 Motooka, Nishi-ku, Fukuoka Japan
| | - Kaori Tamura
- grid.418051.90000 0000 8774 3245Faculty of Information Engineering, Fukuoka Institute of Technology, 3-30-1 Wajiro-higashi, Higashi-ku, Fukuoka Japan
| | - Tsuyoshi Okamoto
- grid.177174.30000 0001 2242 4849Graduate School of Systems Life Sciences, Kyushu University, 744 Motooka, Nishi-ku, Fukuoka Japan ,grid.177174.30000 0001 2242 4849Faculty of Arts and Science, Kyushu University, 744 Motooka, Nishi-ku, Fukuoka Japan
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Martínez-Briones BJ, Bosch-Bayard J, Biscay-Lirio RJ, Silva-Pereyra J, Albarrán-Cárdenas L, Fernández T. Effects of Neurofeedback on the Working Memory of Children with Learning Disorders-An EEG Power-Spectrum Analysis. Brain Sci 2021; 11:brainsci11070957. [PMID: 34356191 PMCID: PMC8303215 DOI: 10.3390/brainsci11070957] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Revised: 07/07/2021] [Accepted: 07/15/2021] [Indexed: 01/10/2023] Open
Abstract
Learning disorders (LDs) are diagnosed in children impaired in the academic skills of reading, writing and/or mathematics. Children with LDs usually exhibit a slower resting-state electroencephalogram (EEG), corresponding to a neurodevelopmental lag. Frequently, children with LDs show working memory (WM) impairment, associated with an abnormal task-related EEG with overall slower EEG activity (more delta and theta power, and less gamma activity in posterior sites). These EEG patterns indicate inefficient neural resource management. Neurofeedback (NFB) treatments aimed at normalizing the resting-state EEG of LD children have shown improvements in cognitive-behavioral indices and diminished EEG abnormalities. Given the typical findings of WM impairment in children with LDs, we aimed to explore the effects of an NFB treatment on the WM of children with LDs by analyzing the WM-related EEG power spectrum. EEGs of 18 children (8–11 y.o.) with LDs were recorded, pre- and post-treatment, during performance of a Sternberg-type WM task. Thirty sessions of an NFB treatment (NFB-group, n = 10) or 30 sessions of a placebo-sham treatment (sham-group, n = 8) were administered. We analyzed the before and after treatment group differences for the behavioral performance and the WM-related EEG power spectrum. The NFB group showed faster response times in the WM task post-treatment. They also exhibited a decreased theta power and increased beta and gamma power at the frontal and posterior sites post-treatment. We explain these findings in terms of NFB improving the efficiency of neural resource management, maintenance of memory representations, and improved subvocal memory rehearsal.
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Affiliation(s)
- Benito J. Martínez-Briones
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro QE 76230, Mexico; (B.J.M.-B.); (J.B.-B.); (L.A.-C.)
| | - Jorge Bosch-Bayard
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro QE 76230, Mexico; (B.J.M.-B.); (J.B.-B.); (L.A.-C.)
- McGill Centre for Integrative Neuroscience (MCIN), Ludmer Centre for Neuroinformatics and Mental Health, Montreal Neurological Institute (MNI), McGill University, Montreal, QC H3A 2B4, Canada
| | | | - Juan Silva-Pereyra
- Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México, Tlanepantla, Estado de México MX 54090, Mexico;
| | - Lucero Albarrán-Cárdenas
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro QE 76230, Mexico; (B.J.M.-B.); (J.B.-B.); (L.A.-C.)
| | - Thalía Fernández
- Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México Campus Juriquilla, Querétaro QE 76230, Mexico; (B.J.M.-B.); (J.B.-B.); (L.A.-C.)
- Correspondence:
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Musical Auditory Alpha Wave Neurofeedback: Validation and Cognitive Perspectives. Appl Psychophysiol Biofeedback 2021; 46:323-334. [PMID: 33929674 PMCID: PMC8553721 DOI: 10.1007/s10484-021-09507-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/02/2021] [Indexed: 12/01/2022]
Abstract
Neurofeedback through visual, auditory, or tactile sensations improves cognitive functions and alters the activities of daily living. However, some people, such as children and the elderly, have difficulty concentrating on neurofeedback for a long time. Constant stressless neurofeedback for a long time may be achieved with auditory neurofeedback using music. The primary purpose of this study was to clarify whether music-based auditory neurofeedback increases the power of the alpha wave in healthy subjects. During neurofeedback, white noise was superimposed on classical music, with the noise level inversely correlating with normalized alpha wave power. This was a single-blind, randomized control crossover trial in which 10 healthy subjects underwent, in an assigned order, normal and random feedback (NF and RF), either of which was at least 4 weeks long. Cognitive functions were evaluated before, between, and after each neurofeedback period. The secondary purpose was to assess neurofeedback-induced changes in cognitive functions. A crossover analysis showed that normalized alpha-power was significantly higher in NF than in RF; therefore, music-based auditory neurofeedback facilitated alpha wave induction. A composite category-based analysis of cognitive functions revealed greater improvements in short-term memory in subjects whose alpha-power increased in response to NF. The present study employed a long period of auditory alpha neurofeedback and achieved successful alpha wave induction and subsequent improvements in cognitive functions. Although this was a pilot study that validated a music-based alpha neurofeedback system for healthy subjects, the results obtained are encouraging for those with difficulty in concentrating on conventional alpha neurofeedback. Trial registration: 2018077NI, date of registration: 2018/11/27
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Pérez-Elvira R, Oltra-Cucarella J, Carrobles JA, Moltó J, Flórez M, Parra S, Agudo M, Saez C, Guarino S, Costea RM, Neamtu B. Enhancing the Effects of Neurofeedback Training: The Motivational Value of the Reinforcers. Brain Sci 2021; 11:brainsci11040457. [PMID: 33916676 PMCID: PMC8067059 DOI: 10.3390/brainsci11040457] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 04/01/2021] [Accepted: 04/02/2021] [Indexed: 11/16/2022] Open
Abstract
The brain activity that is measured by electroencephalography (EEG) can be modified through operant conditioning, specifically using neurofeedback (NF). NF has been applied to several disorders claiming that a change in the erratic brain activity would be accompanied by a reduction of the symptoms. However, the expected results are not always achieved. Some authors have suggested that the lack of an adequate response may be due to an incorrect application of the operant conditioning principles. A key factor in operant conditioning is the use of reinforcers and their value in modifying behavior, something that is not always sufficiently taken into account. This work aims to clarify the relevance of the motivational value versus the purely informational value of the reinforcer. In this study, 113 subjects were randomly assigned two different reinforcer conditions: a selected reinforcer—the subjects subjectively selected the reinforcers—or an imposed reinforcer—the reinforcers were assigned by the experimenter—and both groups undertook NF sessions to enhance the sensorimotor rhythm (SMR). In addition, the selected reinforcer group was divided into two subgroups: one receiving real NF and the other one sham NF. There were no significant differences between the groups at baseline in terms of SMR amplitude. After the intervention, only those subjects belonging to the selected reinforcer group and receiving real NF increased their SMR. Our results provide evidence for the importance of the motivational value of the reinforcer in Neurofeedback success.
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Affiliation(s)
- Rubén Pérez-Elvira
- Neuropsychophysiology Laboratory, NEPSA Rehabilitación Neurológica, 3003 Salamanca, Spain; (R.P.-E.); (M.A.); (C.S.)
| | - Javier Oltra-Cucarella
- Department of Health Psychology, Universidad Miguel Hernández de Elche, 03202 Elche, Spain
- Correspondence:
| | - José Antonio Carrobles
- Biological and Health Psychology Department, Universidad Autónoma de Madrid, 28049 Madrid, Spain;
| | - Jorge Moltó
- PSYD-Neurofeedback, 46022 Valencia, Spain; (J.M.); (M.F.)
| | | | | | - María Agudo
- Neuropsychophysiology Laboratory, NEPSA Rehabilitación Neurológica, 3003 Salamanca, Spain; (R.P.-E.); (M.A.); (C.S.)
| | - Clara Saez
- Neuropsychophysiology Laboratory, NEPSA Rehabilitación Neurológica, 3003 Salamanca, Spain; (R.P.-E.); (M.A.); (C.S.)
| | - Sergio Guarino
- NEPSA Rehabilitación Neurológica, 47001 Valladolid, Spain;
| | - Raluca Maria Costea
- Research Department (Ceforaten), Sibiu Pediatric Hospital, 550178 Sibiu, Romania; (R.M.C.); (B.N.)
- Faculty of Medicine Lucian Blaga, University from Sibiu, 550169 Sibiu, Romania
| | - Bogdan Neamtu
- Research Department (Ceforaten), Sibiu Pediatric Hospital, 550178 Sibiu, Romania; (R.M.C.); (B.N.)
- Faculty of Medicine Lucian Blaga, University from Sibiu, 550169 Sibiu, Romania
- Faculty of Engineering, Lucian Blaga, University from Sibiu, 550025 Sibiu, Romania
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López-Meza MS, Otero-Ojeda G, Estrada JA, Esquivel-Hernández FJ, Contreras I. The impact of nutritive and non-nutritive sweeteners on the central nervous system: preliminary study. Nutr Neurosci 2021; 25:1623-1632. [PMID: 33641634 DOI: 10.1080/1028415x.2021.1885239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
BACKGROUND Human consumption of food and beverages containing added nutritive or non-nutritive sweeteners has increased worldwide. OBJECTIVE The present study evaluated the possible impact of frequent sweetener consumption on human CNS activity and functions through neuropsychological testing and EEG/qEEG analysis. METHODS A sample of 23 women and 16 men, aged 18-35, with a body mass index between 18 and 24.9 kg/m2 was evaluated. Participants underwent a 1-week washout period in which food with added sugars or sweeteners was restricted from their diet. Initial assessment of cognitive functions was performed with a validated neuropsychological test and EEG/qEEG analysis, prior to supplementation. Sucrose, sucralose, or steviol glycosides, in commercially available presentations, were randomly assigned to three experimental groups of 13 participants each. Sweeteners were supplemented in fixed amounts, daily, for six weeks. After supplementation, neurological tests were repeated and the initial and final results were compared. RESULTS The results show no significant changes between final and initial measures in the steviol glycosides group. However, a significant decrease in encoding memory was found in the sucrose group in the final evaluation. Strikingly, the sucralose group showed a significant decrease in overall memory, encoding memory, and executive functions after supplementation. Furthermore, qEEG analysis showed an increase in theta wave absolute and relative power at the final evaluation in the same group. CONCLUSION These data show that frequent consumption of specific sweeteners is accompanied by measurable changes in EEG/qEEG activity and neuropsychological test performance in humans.
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Affiliation(s)
- M Sagrario López-Meza
- Laboratorio de Neuroquímica, Facultad de Medicina, Universidad Autónoma del Estado de México, Toluca, México
| | - Gloria Otero-Ojeda
- Laboratorio de Neurofisiología, Facultad de Medicina, Universidad Autónoma del Estado de México, Toluca, México
| | - José Antonio Estrada
- Laboratorio de Neuroquímica, Facultad de Medicina, Universidad Autónoma del Estado de México, Toluca, México
| | - Francisco José Esquivel-Hernández
- Laboratorio de Neurometría, Unidad de Investigación Interdisciplinaria en Ciencias de la Salud y la Educación (UIICE), Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México, Tlalnepantla, México
| | - Irazú Contreras
- Laboratorio de Neuroquímica, Facultad de Medicina, Universidad Autónoma del Estado de México, Toluca, México
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Individual Alpha Peak Frequency, an Important Biomarker for Live Z-Score Training Neurofeedback in Adolescents with Learning Disabilities. Brain Sci 2021; 11:brainsci11020167. [PMID: 33525458 PMCID: PMC7911657 DOI: 10.3390/brainsci11020167] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Revised: 01/22/2021] [Accepted: 01/24/2021] [Indexed: 01/19/2023] Open
Abstract
Learning disabilities (LDs) have an estimated prevalence between 5% and 9% in the pediatric population and are associated with difficulties in reading, arithmetic, and writing. Previous electroencephalography (EEG) research has reported a lag in alpha-band development in specific LD phenotypes, which seems to offer a possible explanation for differences in EEG maturation. In this study, 40 adolescents aged 10–15 years with LDs underwent 10 sessions of Live Z-Score Training Neurofeedback (LZT-NF) Training to improve their cognition and behavior. Based on the individual alpha peak frequency (i-APF) values from the spectrogram, a group with normal i-APF (ni-APF) and a group with low i-APF (li-APF) were compared in a pre-and-post-LZT-NF intervention. There were no statistical differences in age, gender, or the distribution of LDs between the groups. The li-APF group showed a higher theta absolute power in P4 (p = 0.016) at baseline and higher Hi-Beta absolute power in F3 (p = 0.007) post-treatment compared with the ni-APF group. In both groups, extreme waves (absolute Z-score of ≥1.5) were more likely to move toward the normative values, with better results in the ni-APF group. Conversely, the waves within the normal range at baseline were more likely to move out of the range after treatment in the li-APF group. Our results provide evidence of a viable biomarker for identifying optimal responders for the LZT-NF technique based on the i-APF metric reflecting the patient’s neurophysiological individuality.
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14
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Ros T, Enriquez-Geppert S, Zotev V, Young KD, Wood G, Whitfield-Gabrieli S, Wan F, Vuilleumier P, Vialatte F, Van De Ville D, Todder D, Surmeli T, Sulzer JS, Strehl U, Sterman MB, Steiner NJ, Sorger B, Soekadar SR, Sitaram R, Sherlin LH, Schönenberg M, Scharnowski F, Schabus M, Rubia K, Rosa A, Reiner M, Pineda JA, Paret C, Ossadtchi A, Nicholson AA, Nan W, Minguez J, Micoulaud-Franchi JA, Mehler DMA, Lührs M, Lubar J, Lotte F, Linden DEJ, Lewis-Peacock JA, Lebedev MA, Lanius RA, Kübler A, Kranczioch C, Koush Y, Konicar L, Kohl SH, Kober SE, Klados MA, Jeunet C, Janssen TWP, Huster RJ, Hoedlmoser K, Hirshberg LM, Heunis S, Hendler T, Hampson M, Guggisberg AG, Guggenberger R, Gruzelier JH, Göbel RW, Gninenko N, Gharabaghi A, Frewen P, Fovet T, Fernández T, Escolano C, Ehlis AC, Drechsler R, Christopher deCharms R, Debener S, De Ridder D, Davelaar EJ, Congedo M, Cavazza M, Breteler MHM, Brandeis D, Bodurka J, Birbaumer N, Bazanova OM, Barth B, Bamidis PD, Auer T, Arns M, Thibault RT. Consensus on the reporting and experimental design of clinical and cognitive-behavioural neurofeedback studies (CRED-nf checklist). Brain 2020; 143:1674-1685. [PMID: 32176800 PMCID: PMC7296848 DOI: 10.1093/brain/awaa009] [Citation(s) in RCA: 160] [Impact Index Per Article: 40.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2019] [Revised: 10/10/2019] [Accepted: 10/28/2020] [Indexed: 02/02/2023] Open
Abstract
Neurofeedback has begun to attract the attention and scrutiny of the scientific and medical mainstream. Here, neurofeedback researchers present a consensus-derived checklist that aims to improve the reporting and experimental design standards in the field.
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Affiliation(s)
- Tomas Ros
- Departments of Neuroscience and Psychiatry, University of Geneva; Campus Biotech, Geneva, Switzerland
| | - Stefanie Enriquez-Geppert
- Department of Clinical Neuropsychology, University of Groningen, Groningen, The Netherlands
- Department of Biomedical Sciences of Cells & Systems, University Medical Center Groningen, Groningen, The Netherlands
| | - Vadim Zotev
- Laureate Institute for Brain Research, Tulsa, Oklahoma, USA
| | - Kymberly D Young
- University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Guilherme Wood
- Institute of Psychology, University of Graz, Graz, Austria
| | - Susan Whitfield-Gabrieli
- Massachusetts Institute of Technology, Cambridge, MA, USA
- Northeastern University, Boston, MA, USA
| | - Feng Wan
- Department of Electrical and Computer Engineering, Faculty of Science and Technology, University of Macau, Macau, China
| | | | | | - Dimitri Van De Ville
- Institute of Bioengineering, Center for Neuroprosthetics, École Polytechnique Fédérale de Lausanne (EPFL); Campus Biotech, Geneva, Switzerland
| | - Doron Todder
- Faculty of Health, Ben-Gurion University of the Negev, Beer-Sheva, Israel
- Beer-Sheva Mental Health Center, Israel Ministry of Health, Beer-Sheva, Israel
| | - Tanju Surmeli
- Living Health Center for Research and Education, Istanbul, Turkey
| | - James S Sulzer
- Department of Mechanical Engineering, University of Texas at Austin, Austin, TX, USA
| | - Ute Strehl
- Institute for Medical Psychology and Behavioral Neurobiology, University of Tübingen, Tübingen, Germany
| | - Maurice Barry Sterman
- Neurobiology and Biobehavioral Psychiatry, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA
| | - Naomi J Steiner
- Boston University School of Medicine, Department of Pediatrics, Boston, MA, USA
| | - Bettina Sorger
- Department of Cognitive Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Surjo R Soekadar
- Clinical Neurotechnology Laboratory, Neuroscience Research Center (NWFZ), Department of Psychiatry and Psychotherapy (CCM), Charité - University Medicine Berlin, Berlin, Germany
| | - Ranganatha Sitaram
- Institute of Biological and Medical Engineering, Pontificia Universidad Católica de Chile, Macul, Santiago, Chile
| | | | | | - Frank Scharnowski
- Department of Basic Psychological Research and Research Methods, Faculty of Psychology, University of Vienna, Vienna, Austria
- Department of Psychiatry, Psychotherapy and Psychosomatics, Psychiatric Hospital, University of Zürich, Zürich, Switzerland
| | - Manuel Schabus
- University of Salzburg, Centre for Cognitive Neuroscience and Department of Psychology, Salzburg, Austria
| | - Katya Rubia
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | | | - Miriam Reiner
- Technion, Israel Institute of Technology, Haifa, Israel
| | - Jaime A Pineda
- Cognitive Science Department, University of California, San Diego, CA, USA
| | - Christian Paret
- Department of Psychosomatic Medicine and Psychotherapy, Central Institute of Mental Health Mannheim, Medical Faculty Mannheim/Heidelberg University, Germany
| | - Alexei Ossadtchi
- National Research University Higher School of Economics, Moscow, Russia
| | - Andrew A Nicholson
- Department of Basic Psychological Research and Research Methods, Faculty of Psychology, University of Vienna, Vienna, Austria
- Department of Psychiatry, Psychotherapy and Psychosomatics, Psychiatric Hospital, University of Zürich, Zürich, Switzerland
| | - Wenya Nan
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | | | | | - David M A Mehler
- Department of Psychiatry, University of Münster, Münster, Germany
| | - Michael Lührs
- Department of Cognitive Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Joel Lubar
- Department of Psychology, University of Tennessee, Knoxville, USA
| | - Fabien Lotte
- Inria Bordeaux Sud-Ouest/LaBRI University of Bordeaux - CNRS-Bordeaux INP, Bordeaux, France
| | - David E J Linden
- Department of Psychiatry and Neuropsychology, School for Mental Health and Neuroscience, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | | | - Mikhail A Lebedev
- Center for Bioelectric Interfaces of the Institute for Cognitive Neuroscience, National Research University Higher School of Economics, Moscow, Russia
- Department of Information and Internet Technologies of Digital Health Institute; I.M. Sechenov First Moscow State Medical University, Moscow, Russia
- Duke Center for Neuroengineering, Duke University, Durham, NC, USA
| | - Ruth A Lanius
- Department of Psychiatry, Western University, London, Ontario, Canada
| | - Andrea Kübler
- Department of Psychology I, Psychological Intervention, Behavior Analysis and Regulation of Behavior, University of Würzburg
| | - Cornelia Kranczioch
- Neuropsychology Lab, Department of Psychology, University of Oldenburg, Oldenberg, Germany
| | - Yury Koush
- Magnetic Resonance Research Center (MRRC), Department of Radiology and Biomedical Imaging, Yale University, New Haven, CT, USA
| | - Lilian Konicar
- Medical University of Vienna, Department of Child and Adolescent Psychiatry, Vienna, Austria
| | - Simon H Kohl
- JARA-Institute Molecular neuroscience and neuroimaging (INM-11), Jülich Research Centre, Jülich, Germany
| | | | - Manousos A Klados
- Department of Psychology, The University of Sheffield International Faculty, City College, Thessaloniki, Greece
| | - Camille Jeunet
- CLLE Lab, CNRS, Université Toulouse Jean Jaurès, Toulouse, France
| | - T W P Janssen
- Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Rene J Huster
- Multimodal imaging and Cognitive Control Lab, Department of Psychology, University of Olso, Norway
| | - Kerstin Hoedlmoser
- University of Salzburg, Centre for Cognitive Neuroscience and Department of Psychology, Salzburg, Austria
| | | | - Stephan Heunis
- Electrical Engineering Department, Eindhoven University of Technology, The Netherlands
| | - Talma Hendler
- Sagol Brain Institute, Wohl Institute for Advanced Imaging, Sourasky Medical Center, Tel Aviv, Israel
| | - Michelle Hampson
- Department of Radiology and Biomedical Imaging, Yale University School of Medicine, New Haven, CT, USA
| | - Adrian G Guggisberg
- Division of Neurorehabilitation, Department of Clinical Neurosciences, University Hospital Geneva, Geneva, Switzerland
| | - Robert Guggenberger
- Division of Functional and Restorative Neurosurgery, University of Tübingen, Tübingen, Germany
| | - John H Gruzelier
- Department of Psychology, Goldsmiths, University of London, London, UK
| | - Rainer W Göbel
- Department of Cognitive Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Nicolas Gninenko
- Institute of Bioengineering, Center for Neuroprosthetics, École Polytechnique Fédérale de Lausanne (EPFL); Campus Biotech, Geneva, Switzerland
| | - Alireza Gharabaghi
- Division of Functional and Restorative Neurosurgery, University of Tübingen, Tübingen, Germany
| | - Paul Frewen
- Department of Psychiatry, Western University, London, Ontario, Canada
| | - Thomas Fovet
- Univ. Lille, INSERM U1172, CHU LILLE, Centre Lille Neuroscience & Cognition, Pôle de Psychiatrie, F-59000, Lille, France
| | - Thalía Fernández
- UNAM Institute of Neurobiology, National Autonomous University of Mexico, Juriquilla, Mexico
| | | | - Ann-Christine Ehlis
- Psychophysiology and Optical Imaging, Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
| | - Renate Drechsler
- Department of Child and Adolescent, Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zürich, Zürich, Switzerland
| | | | - Stefan Debener
- Neuropsychology Lab, Department of Psychology, University of Oldenburg, Oldenberg, Germany
| | - Dirk De Ridder
- Department of Surgery, Section of Neurosurgery, University of Otago, Dunedin, New Zealand
| | - Eddy J Davelaar
- Department of Psychological Sciences Birkbeck, University of London, Bloomsbury, London, UK
| | - Marco Congedo
- GIPSA-lab, CNRS, University Grenoble Alpes, Grenoble-INP, Grenoble, France
| | - Marc Cavazza
- School of Computing and Mathematical Sciences, University of Greenwich, London, UK
| | - Marinus H M Breteler
- Radboud University Nijmegen, Department of Clinical Psychology, Nijmegen, The Netherlands
| | - Daniel Brandeis
- Department of Child and Adolescent, Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zürich, Zürich, Switzerland
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany
| | - Jerzy Bodurka
- Laureate Institute for Brain Research, Tulsa, OK, USA
| | - Niels Birbaumer
- Institute for Medical Psychology and Behavioural Neurobiology, University of Tübingen, Tübingen, Germany
| | - Olga M Bazanova
- State Research Institute of Physiology and Basic Medicine, Novosibirsk, Russia
| | - Beatrix Barth
- Psychophysiology and Optical Imaging, Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
| | | | - Tibor Auer
- School of Psychology, Faculty of Health and Medical Sciences, University of Surrey, Guildford, UK
| | - Martijn Arns
- Brainclinics Foundation, Research Institute Brainclinics, Nijmegen, The Netherlands
| | - Robert T Thibault
- School of Psychological Science, University of Bristol, Bristol, UK
- MRC Integrative Epidemiology Unit at the University of Bristol, Bristol, UK
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15
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Video games as rich environments to foster brain plasticity. HANDBOOK OF CLINICAL NEUROLOGY 2020; 168:117-136. [PMID: 32164847 DOI: 10.1016/b978-0-444-63934-9.00010-x] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
This chapter highlights the key role of two main factors, attentional control and reward processing, in unlocking brain plasticity. We first review the evidence for the role that each of these mechanisms plays in neuroplasticity, and then make the case that tools and technologies that combine these two are likely to result in maximal and broad, generalized benefits. In this context, we review the evidence concerning the impact of video game play on brain plasticity, with an eye toward plasticity-driving methods such as the seamless integration of neurofeedback into the video game platforms.
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Bucho T, Caetano G, Vourvopoulos A, Accoto F, Esteves I, I Badia SB, Rosa A, Figueiredo P. Comparison of Visual and Auditory Modalities for Upper-Alpha EEG-Neurofeedback .. ANNUAL INTERNATIONAL CONFERENCE OF THE IEEE ENGINEERING IN MEDICINE AND BIOLOGY SOCIETY. IEEE ENGINEERING IN MEDICINE AND BIOLOGY SOCIETY. ANNUAL INTERNATIONAL CONFERENCE 2020; 2019:5960-5966. [PMID: 31947205 DOI: 10.1109/embc.2019.8856671] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Electroencephalography (EEG) neurofeedback (NF) training has been shown to produce long-lasting effects on the improvement of cognitive function as well as the normalization of aberrant brain activity in disease. However, the impact of the sensory modality used as the NF reinforcement signal on training effectiveness has not been systematically investigated. In this work, an EEG-based NF-training system was developed targeting the individual upper-alpha (UA) band and using either a visual or an auditory reinforcement signal, so as to compare the effects of the two sensory modalities. Sixteen healthy volunteers were randomly assigned to the Visual or Auditory group, where a radius-varying sphere or a volume-varying sound, respectively, reflected the relative amplitude of UA measured at EEG electrode Cz. Each participant underwent a total of four NF sessions, of approximately 40 min each, on consecutive days. Both groups showed significant increases in UA at Cz within sessions, and also across sessions. Effects subsequent to NF training were also found beyond the target frequency UA and scalp location Cz, namely in the lower-alpha and theta bands and in posterior brain regions, respectively. Only small differences were found on the EEG between the Visual and Auditory groups, suggesting that auditory reinforcement signals may be as effective as the more commonly used visual signals. The use of auditory NF may potentiate training protocols conducted under mobile conditions, which are now possible due to the increasing availability of wireless EEG systems.
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17
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López S, Cervantes JA, Cervantes S, Molina J, Cervantes F. The plausibility of using unmanned aerial vehicles as a serious game for dealing with attention deficit-hyperactivity disorder. COGN SYST RES 2020. [DOI: 10.1016/j.cogsys.2019.09.013] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
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18
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Herrera-Ferrá K, Saruwatari Zavala G, Nicolini Sánchez H, Pinedo Rivas H. Neuroética en México: Reflexiones médicas, legales y socioculturales. ACTA ACUST UNITED AC 2019. [DOI: 10.1016/j.bioet.2019.05.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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19
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Jiang Y, Abiri R, Zhao X. Tuning Up the Old Brain with New Tricks: Attention Training via Neurofeedback. Front Aging Neurosci 2017; 9:52. [PMID: 28348527 PMCID: PMC5346575 DOI: 10.3389/fnagi.2017.00052] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2016] [Accepted: 02/22/2017] [Indexed: 12/03/2022] Open
Abstract
Neurofeedback (NF) is a form of biofeedback that uses real-time (RT) modulation of brain activity to enhance brain function and behavioral performance. Recent advances in Brain-Computer Interfaces (BCI) and cognitive training (CT) have provided new tools and evidence that NF improves cognitive functions, such as attention and working memory (WM), beyond what is provided by traditional CT. More published studies have demonstrated the efficacy of NF, particularly for treating attention deficit hyperactivity disorder (ADHD) in children. In contrast, there have been fewer studies done in older adults with or without cognitive impairment, with some notable exceptions. The focus of this review is to summarize current success in RT NF training of older brains aiming to match those of younger brains during attention/WM tasks. We also outline potential future advances in RT brainwave-based NF for improving attention training in older populations. The rapid growth in wireless recording of brain activity, machine learning classification and brain network analysis provides new tools for combating cognitive decline and brain aging in older adults. We optimistically conclude that NF, combined with new neuro-markers (event-related potentials and connectivity) and traditional features, promises to provide new hope for brain and CT in the growing older population.
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Affiliation(s)
- Yang Jiang
- Aging Brain and Cognition Laboratory, Department of Behavioral Science, College of Medicine, University of KentuckyLexington, KY, USA; Sanders-Brown Center on Aging, College of Medicine, University of KentuckyLexington, KY, USA
| | - Reza Abiri
- Department of Mechanical, Aerospace, and Biomedical Engineering, University of Tennessee Knoxville, TN, USA
| | - Xiaopeng Zhao
- Department of Mechanical, Aerospace, and Biomedical Engineering, University of TennesseeKnoxville, TN, USA; Institute for Medical Engineering and Science, Massachusetts Institute of TechnologyCambridge, MA, USA
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Enriquez-Geppert S, Huster RJ, Herrmann CS. EEG-Neurofeedback as a Tool to Modulate Cognition and Behavior: A Review Tutorial. Front Hum Neurosci 2017; 11:51. [PMID: 28275344 PMCID: PMC5319996 DOI: 10.3389/fnhum.2017.00051] [Citation(s) in RCA: 124] [Impact Index Per Article: 17.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2016] [Accepted: 01/23/2017] [Indexed: 01/02/2023] Open
Abstract
Neurofeedback is attracting renewed interest as a method to self-regulate one’s own brain activity to directly alter the underlying neural mechanisms of cognition and behavior. It not only promises new avenues as a method for cognitive enhancement in healthy subjects, but also as a therapeutic tool. In the current article, we present a review tutorial discussing key aspects relevant to the development of electroencephalography (EEG) neurofeedback studies. In addition, the putative mechanisms underlying neurofeedback learning are considered. We highlight both aspects relevant for the practical application of neurofeedback as well as rather theoretical considerations related to the development of new generation protocols. Important characteristics regarding the set-up of a neurofeedback protocol are outlined in a step-by-step way. All these practical and theoretical considerations are illustrated based on a protocol and results of a frontal-midline theta up-regulation training for the improvement of executive functions. Not least, assessment criteria for the validation of neurofeedback studies as well as general guidelines for the evaluation of training efficacy are discussed.
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Affiliation(s)
- Stefanie Enriquez-Geppert
- Department of Clinical and Developmental Neuropsychology, Faculty of Behavioural and Social Sciences, University of Groningen Groningen, Netherlands
| | - René J Huster
- Department of Psychology, Faculty of Social Sciences, University of Oslo Oslo, Norway
| | - Christoph S Herrmann
- Experimental Psychology Laboratory, Department of Psychology, Faculty VI Medical and Health Sciences, University of Oldenburg Oldenburg, Germany
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