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Hardcastle C, Kraft JN, Hausman HK, O'Shea A, Albizu A, Evangelista ND, Boutzoukas EM, Van Etten EJ, Bharadwaj PK, Song H, Smith SG, Porges E, DeKosky ST, Hishaw GA, Wu SS, Marsiske M, Cohen R, Alexander GE, Woods AJ. Learning ratio performance on a brief visual learning and memory test moderates cognitive training gains in Double Decision task in healthy older adults. GeroScience 2024; 46:3929-3943. [PMID: 38457007 PMCID: PMC11226577 DOI: 10.1007/s11357-024-01115-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 02/28/2024] [Indexed: 03/09/2024] Open
Abstract
Cognitive training using a visual speed-of-processing task, called the Useful Field of View (UFOV) task, reduced dementia risk and reduced decline in activities of daily living at a 10-year follow-up in older adults. However, there was variability in the achievement of cognitive gains after cognitive training across studies, suggesting moderating factors. Learning trials of visual and verbal learning tasks recruit similar cognitive abilities and have overlapping neural correlates with speed-of-processing/working memory tasks and therefore could serve as potential moderators of cognitive training gains. This study explored the association between the Hopkins Verbal Learning Test-Revised (HVLT-R) and Brief Visuospatial Memory Test-Revised (BVMT-R) learning with a commercial UFOV task called Double Decision. Through a secondary analysis of a clinical trial, we assessed the moderation of HVLT-R and BVMT-R learning on Double Decision improvement after a 3-month speed-of-processing/attention and working memory cognitive training intervention in a sample of 75 cognitively healthy older adults. Multiple linear regressions showed that better baseline Double Decision performance was significantly associated with better BVMT-R learning (β = - .303). This association was not significant for HVLT-R learning (β = - .142). Moderation analysis showed that those with poorer BVMT-R learning improved the most on the Double Decision task after cognitive training. This suggests that healthy older adults who perform below expectations on cognitive tasks related to the training task may show the greatest training gains. Future cognitive training research studying visual speed-of-processing interventions should account for differing levels of visuospatial learning at baseline, as this could impact the magnitude of training outcomes and efficacy of the intervention.
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Affiliation(s)
- Cheshire Hardcastle
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Jessica N Kraft
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Neuroscience, College of Medicine, University of Florida, Gainesville, FL, USA
| | - Hanna K Hausman
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Andrew O'Shea
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
| | - Alejandro Albizu
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Neuroscience, College of Medicine, University of Florida, Gainesville, FL, USA
| | - Nicole D Evangelista
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Emanuel M Boutzoukas
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Emily J Van Etten
- Department of Psychology and Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA
| | - Pradyumna K Bharadwaj
- Department of Psychology and Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA
| | - Hyun Song
- Department of Psychology and Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA
| | - Samantha G Smith
- Department of Psychology and Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA
| | - Eric Porges
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Steven T DeKosky
- Department of Neurology and McKnight Brain Institute, University of Florida, Gainesville, FL, USA
| | - Georg A Hishaw
- Department Psychiatry, College of Medicine, University of Arizona, Tucson, AZ, USA
- Department of Neurology, College of Medicine, University of Arizona, Tucson, AZ, USA
| | - Samuel S Wu
- Department of Biostatistics, College of Public Health and Health Professions, College of Medicine, University of Florida, Gainesville, FL, USA
| | - Michael Marsiske
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Ronald Cohen
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Gene E Alexander
- Department of Psychology and Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA
- Department of Psychiatry, Neuroscience and Physiological Sciences Graduate Interdisciplinary Programs, and BIO5 Institute, University of Arizona and Arizona Alzheimer's Disease Consortium, Tucson, AZ, USA
| | - Adam J Woods
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA.
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA.
- Department of Neuroscience, College of Medicine, University of Florida, Gainesville, FL, USA.
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Miley K, Bronstein MV, Ma S, Lee H, Green MF, Ventura J, Hooker CI, Nahum M, Vinogradov S. Trajectories and predictors of response to social cognition training in people with schizophrenia: A proof-of-concept machine learning study. Schizophr Res 2024; 266:92-99. [PMID: 38387253 PMCID: PMC11005939 DOI: 10.1016/j.schres.2024.02.027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Revised: 12/15/2023] [Accepted: 02/17/2024] [Indexed: 02/24/2024]
Abstract
BACKGROUND Social cognition training (SCT) can improve social cognition deficits in schizophrenia. However, little is known about patterns of response to SCT or individual characteristics that predict response. METHODS 76 adults with schizophrenia randomized to receive 8-12 weeks of remotely-delivered SCT were included in this analysis. Social cognition was measured with a composite of six assessments. Latent class growth analyses identified trajectories of social cognitive response to SCT. Random forest and logistic regression models were trained to predict membership in the trajectory group that showed improvement from baseline measures including symptoms, functioning, motivation, and cognition. RESULTS Five trajectory groups were identified: Group 1 (29 %) began with slightly above average social cognition, and this ability significantly improved with SCT. Group 2 (9 %) had baseline social cognition approximately one standard deviation above the sample mean and did not improve with training. Groups 3 (18 %) and 4 (36 %) began with average to slightly below-average social cognition and showed non-significant trends toward improvement. Group 5 (8 %) began with social cognition approximately one standard deviation below the sample mean, and experienced significant deterioration in social cognition. The random forest model had the best performance, predicting Group 1 membership with an area under the curve of 0.73 (SD 0.24; 95 % CI [0.51-0.87]). CONCLUSIONS Findings suggest that there are distinct patterns of response to SCT in schizophrenia and that those with slightly above average social cognition at baseline may be most likely to experience gains. Results may inform future research seeking to individualize SCT treatment for schizophrenia.
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Affiliation(s)
- Kathleen Miley
- HealthPartners Institute, Minneapolis, MN, USA; Department of Psychiatry and Behavioral Sciences, University of Minnesota Medical School, MN, USA.
| | - Michael V Bronstein
- Department of Psychiatry and Behavioral Sciences, University of Minnesota Medical School, MN, USA
| | - Sisi Ma
- Institute for Health Informatics, University of Minnesota, MN, USA
| | - Hyunkyu Lee
- Department of Research and Development, Posit Science Inc., San Francisco, CA, USA
| | - Michael F Green
- VA Greater Los Angeles, Los Angeles, CA, USA; Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA, USA
| | - Joseph Ventura
- Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA, USA
| | - Christine I Hooker
- Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, Chicago, IL, USA
| | - Mor Nahum
- School of Occupational Therapy, Hebrew University of Jerusalem, Israel
| | - Sophia Vinogradov
- Department of Psychiatry and Behavioral Sciences, University of Minnesota Medical School, MN, USA
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Bognár Z, Turcsán B, Faragó T, Szabó D, Iotchev IB, Kubinyi E. Age-related effects on a hierarchical structure of canine cognition. GeroScience 2024:10.1007/s11357-024-01123-1. [PMID: 38512580 DOI: 10.1007/s11357-024-01123-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 03/07/2024] [Indexed: 03/23/2024] Open
Abstract
The current study investigates whether there are statistically independent age-related influences on the canine cognitive structure and how individual factors moderate cognitive aging on both cross-sectional and longitudinal samples. A battery of seven tasks was administered to 129 pet dogs, on which exploratory and confirmatory factor analyses were employed to unveil the correlational structure underlying individual differences in cognitive performance. The best-fitting model featured a hierarchical structure with two first-order cognitive domains (individual problem solving, learning) and a second-order common factor. These higher order factors exhibited consistency over a period of at least 2.5 years. External validation linked the common factor positively to discrimination and reversal learning performance, exploration, neophilia, activity/excitability, and training level while negatively to cognitive dysfunction symptoms, suggesting that it is a good candidate for a general cognitive factor (canine g). Structural equation models identified three distinct age-related influences, operating on associative learning, on memory, and on canine g. Health status moderated the negative age-canine g relationship, with a stronger association observed in dogs with poorer health status, and no relationship for dogs in good health. On a longitudinal sample (N = 99), we showed that the direction and magnitude of change in canine g over up to 3 years is affected by various interactions between the dogs' age, communication score, baseline performance, and time elapsed since the baseline measurement. These findings underscore the presence of a general cognitive factor in dogs and reveal intriguing parallels between human and canine aging, affirming the translational value of dogs in cognition and aging research.
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Affiliation(s)
- Zsófia Bognár
- Department of Ethology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA-ELTE Lendület "Momentum" Companion Animal Research Group, Budapest, Hungary
| | - Borbála Turcsán
- Department of Ethology, ELTE Eötvös Loránd University, Budapest, Hungary.
- MTA-ELTE Lendület "Momentum" Companion Animal Research Group, Budapest, Hungary.
| | - Tamás Faragó
- Department of Ethology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Dóra Szabó
- Department of Ethology, ELTE Eötvös Loránd University, Budapest, Hungary
| | | | - Enikő Kubinyi
- Department of Ethology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA-ELTE Lendület "Momentum" Companion Animal Research Group, Budapest, Hungary
- ELTE NAP Canine Brain Research Group, Budapest, Hungary
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Rykov YG, Patterson MD, Gangwar BA, Jabar SB, Leonardo J, Ng KP, Kandiah N. Predicting cognitive scores from wearable-based digital physiological features using machine learning: data from a clinical trial in mild cognitive impairment. BMC Med 2024; 22:36. [PMID: 38273340 PMCID: PMC10809621 DOI: 10.1186/s12916-024-03252-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Accepted: 01/09/2024] [Indexed: 01/27/2024] Open
Abstract
BACKGROUND Continuous assessment and remote monitoring of cognitive function in individuals with mild cognitive impairment (MCI) enables tracking therapeutic effects and modifying treatment to achieve better clinical outcomes. While standardized neuropsychological tests are inconvenient for this purpose, wearable sensor technology collecting physiological and behavioral data looks promising to provide proxy measures of cognitive function. The objective of this study was to evaluate the predictive ability of digital physiological features, based on sensor data from wrist-worn wearables, in determining neuropsychological test scores in individuals with MCI. METHODS We used the dataset collected from a 10-week single-arm clinical trial in older adults (50-70 years old) diagnosed with amnestic MCI (N = 30) who received a digitally delivered multidomain therapeutic intervention. Cognitive performance was assessed before and after the intervention using the Neuropsychological Test Battery (NTB) from which composite scores were calculated (executive function, processing speed, immediate memory, delayed memory and global cognition). The Empatica E4, a wrist-wearable medical-grade device, was used to collect physiological data including blood volume pulse, electrodermal activity, and skin temperature. We processed sensors' data and extracted a range of physiological features. We used interpolated NTB scores for 10-day intervals to test predictability of scores over short periods and to leverage the maximum of wearable data available. In addition, we used individually centered data which represents deviations from personal baselines. Supervised machine learning was used to train models predicting NTB scores from digital physiological features and demographics. Performance was evaluated using "leave-one-subject-out" and "leave-one-interval-out" cross-validation. RESULTS The final sample included 96 aggregated data intervals from 17 individuals. In total, 106 digital physiological features were extracted. We found that physiological features, especially measures of heart rate variability, correlated most strongly to the executive function compared to other cognitive composites. The model predicted the actual executive function scores with correlation r = 0.69 and intra-individual changes in executive function scores with r = 0.61. CONCLUSIONS Our findings demonstrated that wearable-based physiological measures, primarily HRV, have potential to be used for the continuous assessments of cognitive function in individuals with MCI.
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Affiliation(s)
| | | | | | | | - Jacklyn Leonardo
- Dementia Research Centre, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Kok Pin Ng
- Department of Neurology, National Neuroscience Institute, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
| | - Nagaendran Kandiah
- Dementia Research Centre, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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Feng Y, Pahor A, Seitz AR, Barbour DL, Jaeggi SM. Unicorn, Hare, or Tortoise? Using Machine Learning to Predict Working Memory Training Performance. J Cogn 2023; 6:53. [PMID: 37692193 PMCID: PMC10487130 DOI: 10.5334/joc.319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 08/15/2023] [Indexed: 09/12/2023] Open
Abstract
People differ considerably in the extent to which they benefit from working memory (WM) training. Although there is increasing research focusing on individual differences associated with WM training outcomes, we still lack an understanding of which specific individual differences, and in what combination, contribute to inter-individual variations in training trajectories. In the current study, 568 undergraduates completed one of several N-back intervention variants over the course of two weeks. Participants' training trajectories were clustered into three distinct training patterns (high performers, intermediate performers, and low performers). We applied machine-learning algorithms to train a binary tree model to predict individuals' training patterns relying on several individual difference variables that have been identified as relevant in previous literature. These individual difference variables included pre-existing cognitive abilities, personality characteristics, motivational factors, video game experience, health status, bilingualism, and socioeconomic status. We found that our classification model showed good predictive power in distinguishing between high performers and relatively lower performers. Furthermore, we found that openness and pre-existing WM capacity to be the two most important factors in distinguishing between high and low performers. However, among low performers, openness and video game background were the most significant predictors of their learning persistence. In conclusion, it is possible to predict individual training performance using participant characteristics before training, which could inform the development of personalized interventions.
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Affiliation(s)
- Yi Feng
- University of California, Irvine, School of Education, School of Social Sciences (Department of Cognitive Sciences), Irvine, California, USA
| | - Anja Pahor
- University of California, Riverside, Department of Psychology, Riverside, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
- University of Maribor, Department of Psychology, Maribor, Slovenia
| | - Aaron R. Seitz
- University of California, Riverside, Department of Psychology, Riverside, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
| | - Dennis L. Barbour
- Washington University in St. Louis, Department of Biomedical Engineering, St. Louis, Missouri, USA
| | - Susanne M. Jaeggi
- University of California, Irvine, School of Education, School of Social Sciences (Department of Cognitive Sciences), Irvine, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
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6
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Tullo D, Feng Y, Pahor A, Cote JM, Seitz AR, Jaeggi SM. Investigating the Role of Individual Differences in Adherence to Cognitive Training. J Cogn 2023; 6:48. [PMID: 37636013 PMCID: PMC10453960 DOI: 10.5334/joc.315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 07/31/2023] [Indexed: 08/29/2023] Open
Abstract
Consistent with research across several domains, intervention adherence is associated with desired outcomes. Our study investigates adherence, defined by participants' commitment to, persistence with, and compliance with an intervention's regimen, as a key mechanism underlying cognitive training effectiveness. We examine this relationship in a large and diverse sample comprising 4,775 adults between the ages of 18 and 93. We test the predictive validity of individual difference factors, such as age, gender, cognitive capability (i.e., fluid reasoning and working memory), grit, ambition, personality, self-perceived cognitive failures, socioeconomic status, exercise, and education on commitment to and persistence with a 20-session cognitive training regimen, as measured by the number of sessions completed. Additionally, we test the relationship between compliance measures: (i) spacing between training sessions, as measured by the average time between training sessions, and (ii) consistency in the training schedule, as measured by the variance in time between training sessions, with performance trajectories on the training task. Our data suggest that none of these factors reliably predict commitment to, persistence with, or compliance with cognitive training. Nevertheless, the lack of evidence from the large and representative sample extends the knowledge from previous research exploring limited, heterogenous samples, characterized by older adult populations. The absence of reliable predictors for commitment, persistence, and compliance in cognitive training suggests that nomothetic factors may affect program adherence. Future research will be well served to examine diverse approaches to increasing motivation in cognitive training to improve program evaluation and reconcile the inconsistency in findings across the field.
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Affiliation(s)
| | - Yi Feng
- University of California Irvine, Irvine, USA
| | - Anja Pahor
- Univerza v Mariboru, Maribor, Slovenia
- Northeastern University, Boston, USA
- University of California Riverside, Riverside, USA
| | | | - Aaron R. Seitz
- Northeastern University, Boston, USA
- University of California Riverside, Riverside, USA
| | - Susanne M. Jaeggi
- University of California Irvine, Irvine, USA
- Northeastern University, Boston, USA
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Chen L, Chang H, Rudoler J, Arnardottir E, Zhang Y, de Los Angeles C, Menon V. Cognitive training enhances growth mindset in children through plasticity of cortico-striatal circuits. NPJ SCIENCE OF LEARNING 2022; 7:30. [PMID: 36371438 PMCID: PMC9653476 DOI: 10.1038/s41539-022-00146-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Accepted: 10/21/2022] [Indexed: 06/16/2023]
Abstract
Growth mindset, the belief that one's abilities can improve through cognitive effort, is an important psychological construct with broad implications for enabling children to reach their highest potential. However, surprisingly little is known about malleability of growth mindset in response to cognitive interventions in children and its neurobiological underpinnings. Here we address critical gaps in our knowledge by investigating behavioral and brain changes in growth mindset associated with a four-week training program designed to enhance foundational, academically relevant, cognitive skills in 7-10-year-old children. Cognitive training significantly enhanced children's growth mindset. Cross-lagged panel analysis of longitudinal pre- and post-training data revealed that growth mindset prior to training predicted cognitive abilities after training, providing support for the positive role of growth mindset in fostering academic achievement. We then examined training-induced changes in brain response and connectivity associated with problem solving in relation to changes in growth mindset. Children's gains in growth mindset were associated with increased neural response and functional connectivity of the dorsal anterior cingulate cortex, striatum, and hippocampus, brain regions crucial for cognitive control, motivation, and memory. Plasticity of cortico-striatal circuitry emerged as the strongest predictor of growth mindset gains. Taken together, our study demonstrates that children's growth mindset can be enhanced by cognitive training, and elucidates the potential neurobiological mechanisms underlying its malleability. Findings provide important insights into effective interventions that simultaneously promote growth mindset and learning during the early stages of cognitive development.
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Affiliation(s)
- Lang Chen
- Department of Psychology, Santa Clara University, Santa Clara, CA, 95053, USA.
- Neuroscience Program, Santa Clara University, Santa Clara, CA, 95053, USA.
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA.
| | - Hyesang Chang
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA.
| | - Jeremy Rudoler
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA
| | - Eydis Arnardottir
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA
| | - Yuan Zhang
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA
| | - Carlo de Los Angeles
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA
| | - Vinod Menon
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, 94305, USA.
- Department of Neurology and Neurological Sciences, Stanford University, Stanford, CA, 94305, USA.
- Stanford Neuroscience Institute, Stanford University, Stanford, CA, 94305, USA.
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8
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Agassi OD, Hertz U, Shani R, Derakshan N, Wiener A, Okon-Singer H. Using clustering algorithms to examine the association between working memory training trajectories and therapeutic outcomes among psychiatric and healthy populations. PSYCHOLOGICAL RESEARCH 2022; 87:1389-1400. [DOI: 10.1007/s00426-022-01728-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Accepted: 08/13/2022] [Indexed: 10/14/2022]
Abstract
AbstractWorking memory (WM) training has gained interest due to its potential to enhance cognitive functioning and reduce symptoms of mental disorders. Nevertheless, inconsistent results suggest that individual differences may have an impact on training efficacy. This study examined whether individual differences in training performance can predict therapeutic outcomes of WM training, measured as changes in anxiety and depression symptoms in sub-clinical and healthy populations. The study also investigated the association between cognitive abilities at baseline and different training improvement trajectories. Ninety-six participants (50 females, mean age = 27.67, SD = 8.84) were trained using the same WM training task (duration ranged between 7 to 15 sessions). An algorithm was then used to cluster them based on their learning trajectories. We found three main WM training trajectories, which in turn were related to changes in anxiety symptoms following the training. Additionally, executive function abilities at baseline predicted training trajectories. These findings highlight the potential for using clustering algorithms to reveal the benefits of cognitive training to alleviate maladaptive psychological symptoms.
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Sansevere KS, Wooten T, McWilliams T, Peach S, Hussey EK, Brunyé TT, Ward N. Self-reported Outcome Expectations of Non-invasive Brain Stimulation Are Malleable: a Registered Report that Replicates and Extends Rabipour et al. (2017). JOURNAL OF COGNITIVE ENHANCEMENT 2022. [DOI: 10.1007/s41465-022-00250-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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von Bastian CC, Reinhartz A, Udale RC, Grégoire S, Essounni M, Belleville S, Strobach T. Mechanisms of processing speed training and transfer effects across the adult lifespan: protocol of a multi-site cognitive training study. BMC Psychol 2022; 10:168. [PMID: 35804410 PMCID: PMC9270821 DOI: 10.1186/s40359-022-00877-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Accepted: 06/29/2022] [Indexed: 11/10/2022] Open
Abstract
Background In recent years, cognitive training has gained popularity as a cost-effective and accessible intervention aiming at compensating for or even counteracting age-related cognitive declines during adulthood. Whereas the evidence for the effectiveness of cognitive training in general is inconsistent, processing speed training has been a notable successful exception, showing promising generalized benefits in untrained tasks and everyday cognitive functioning. The goal of this study is to investigate why and when processing speed training can lead to transfer across the adult lifespan. Specifically, we will test (1) whether training-induced changes in the rate of evidence accumulation underpin transfer to cognitive performance in untrained contexts, and (2) whether these transfer effects increase with stronger attentional control demands of the training tasks. Methods We will employ a multi-site, longitudinal, double-blinded and actively controlled study design with a target sample size of N = 400 adult participants between 18 and 85 years old. Participants will be randomly assigned to one of three processing speed training interventions with varying attentional control demands (choice reaction time, switching, or dual tasks) which will be compared to an active control group training simple reaction time tasks with minimal attentional control demands. All groups will complete 10 home-based training sessions comprising three tasks. Training gains, near transfer to the untrained tasks of the other groups, and far transfer to working memory, inhibitory control, reasoning, and everyday cognitive functioning will be assessed in the laboratory directly before, immediately after, and three months after training (i.e., pretest, posttest, and follow-up, respectively). We will estimate the rate of evidence accumulation (drift rate) with diffusion modeling and conduct latent-change score modeling for hypothesis testing. Discussion This study will contribute to identifying the cognitive processes that change when training speeded tasks with varying attentional control demands across the adult lifespan. A better understanding of how processing speed training affects specific cognitive mechanisms will enable researchers to maximize the effectiveness of cognitive training in producing broad transfer to psychologically meaningful everyday life outcomes. Trial registration Open Science Framework Registries, registration https://doi.org/10.17605/OSF.IO/J5G7E; date of registration: 9 May 2022.
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Affiliation(s)
- Claudia C von Bastian
- Department of Psychology, University of Sheffield, 1 Vicar Lane, Sheffield, S1 2LT, UK.
| | | | - Robert C Udale
- Department of Psychology, University of Sheffield, 1 Vicar Lane, Sheffield, S1 2LT, UK
| | - Stéphanie Grégoire
- Centre de Recherche de L'Institut Universitaire de Gériatrie de Montréal (CRIUGM), Montréal, Canada
| | - Mehdi Essounni
- Centre de Recherche de L'Institut Universitaire de Gériatrie de Montréal (CRIUGM), Montréal, Canada
| | - Sylvie Belleville
- Centre de Recherche de L'Institut Universitaire de Gériatrie de Montréal (CRIUGM), Montréal, Canada.,Université de Montréal (UdeM), Montréal, Canada
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Sheffler P, Kürüm E, Sheen AM, Ditta AS, Ferguson L, Bravo D, Rebok GW, Strickland-Hughes CM, Wu R. Growth Mindset Predicts Cognitive Gains in an Older Adult Multi-Skill Learning Intervention. Int J Aging Hum Dev 2022; 96:501-526. [PMID: 35726166 PMCID: PMC10052424 DOI: 10.1177/00914150221106095] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Growth mindset (belief in the malleability of intelligence) is a unique predictor of young learners' increased motivation and learning, and may have broader implications for cognitive functioning. Its role in learning in older adulthood is unclear. As part of a larger longitudinal study, we examined growth mindset and cognitive functioning in older adults engaged in a 3-month multi-skill learning intervention that included growth mindset discussions. Before, during, and after the intervention, participants reported on their growth mindset beliefs and completed a cognitive battery. Study 1 indicated that intervention participants, but not control participants, increased their growth mindset during the intervention. Study 2 replicated these results and found that older adults with higher preexisting growth mindsets showed larger cognitive gains at posttest compared to those with lower preexisting growth mindsets. Our findings highlight the potential role of growth mindset in supporting positive learning cycles for cognitive gains in older adulthood.
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Affiliation(s)
- Pamela Sheffler
- Department of Psychology, 8790University of California, Riverside, CA, USA
| | - Esra Kürüm
- Department of Statistics, University of California, Riverside, CA, USA
| | - Angelica M Sheen
- Department of Cognitive Sciences, 8788University of California, Irvine, CA, USA
| | - Annie S Ditta
- Department of Psychology, 8790University of California, Riverside, CA, USA
| | - Leah Ferguson
- Department of Psychology, 8790University of California, Riverside, CA, USA
| | - Diamond Bravo
- Department of Psychology, 8790University of California, Riverside, CA, USA
| | - George W Rebok
- Bloomberg School of Public Health and Johns Hopkins Center on Aging and Health, Johns Hopkins University, Baltimore, MD, USA
| | | | - Rachel Wu
- Department of Psychology, 8790University of California, Riverside, CA, USA
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12
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Teixeira-Santos AC, Moreira CS, Pereira DR, Pinal D, Fregni F, Leite J, Carvalho S, Sampaio A. Working Memory Training Coupled With Transcranial Direct Current Stimulation in Older Adults: A Randomized Controlled Experiment. Front Aging Neurosci 2022; 14:827188. [PMID: 35493937 PMCID: PMC9039392 DOI: 10.3389/fnagi.2022.827188] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 02/28/2022] [Indexed: 12/03/2022] Open
Abstract
Background Transcranial direct current stimulation (tDCS) has been employed to boost working memory training (WMT) effects. Nevertheless, there is limited evidence on the efficacy of this combination in older adults. The present study is aimed to assess the delayed transfer effects of tDCS coupled with WMT in older adults in a 15-day follow-up. We explored if general cognitive ability, age, and educational level predicted the effects. Methods In this single-center, double-blind randomized sham-controlled experiment, 54 older adults were randomized into three groups: anodal-tDCS (atDCS)+WMT, sham-tDCS (stDCS)+WMT, and double-sham. Five sessions of tDCS (2 mA) were applied over the left dorsolateral prefrontal cortex (DLPFC). Far transfer was measured by Raven’s Advanced Progressive Matrices (RAPM), while the near transfer effects were assessed through Digit Span. A frequentist linear mixed model (LMM) was complemented by a Bayesian approach in data analysis. Results Working memory training improved dual n-back performance in both groups submitted to this intervention but only the group that received atDCS+WMT displayed a significant improvement from pretest to follow-up in transfer measures of reasoning (RAPM) and short-term memory (forward Digit Span). Near transfer improvements predicted gains in far transfer, demonstrating that the far transfer is due to an improvement in the trained construct of working memory. Age, formal education, and vocabulary score seem to predict the gains in reasoning. However, Bayesian results do not provide substantial evidence to support this claim. Conclusion This study will help to consolidate the incipient but auspicious field of cognitive training coupled with tDCS in healthy older adults. Our findings demonstrated that atDCS may potentialize WMT by promoting transfer effects in short-term memory and reasoning in older adults, which are observed especially at follow-up.
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Affiliation(s)
- Ana C. Teixeira-Santos
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
- Department of Social Sciences, Institute for Research on Socio-Economic Inequality, University of Luxembourg, Esch-Belval, Luxembourg
- *Correspondence: Ana C. Teixeira-Santos,
| | - Célia S. Moreira
- Department of Mathematics, Centre for Mathematics of the University of Porto, Faculty of Sciences, University of Porto, Porto, Portugal
| | - Diana R. Pereira
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
| | - Diego Pinal
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
| | - Felipe Fregni
- Spaulding Neuromodulation Center, Department of Physical Medicine and Rehabilitation, Harvard Medical School, Boston, MA, United States
| | - Jorge Leite
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
- Spaulding Neuromodulation Center, Department of Physical Medicine and Rehabilitation, Harvard Medical School, Boston, MA, United States
- Portucalense Institute for Human Development, Universidade Portucalense, Porto, Portugal
| | - Sandra Carvalho
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
- Translational Neuropsychology Lab, Department of Education and Psychology and William James Center for Research (WJCR), University of Aveiro, Campus Universitário de Santiago, Aveiro, Portugal
| | - Adriana Sampaio
- Psychological Neuroscience Laboratory, Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal
- Adriana Sampaio,
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13
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Vladisauskas M, Belloli LML, Fernández Slezak D, Goldin AP. A Machine Learning Approach to Personalize Computerized Cognitive Training Interventions. Front Artif Intell 2022; 5:788605. [PMID: 35350407 PMCID: PMC8958026 DOI: 10.3389/frai.2022.788605] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2021] [Accepted: 01/21/2022] [Indexed: 11/13/2022] Open
Abstract
Executive functions are a class of cognitive processes critical for purposeful goal-directed behavior. Cognitive training is the adequate stimulation of executive functions and has been extensively studied and applied for more than 20 years. However, there is still a lack of solid consensus in the scientific community about its potential to elicit consistent improvements in untrained domains. Individual differences are considered one of the most important factors of inconsistent reports on cognitive training benefits, as differences in cognitive functioning are both genetic and context-dependent, and might be affected by age and socioeconomic status. We here present a proof of concept based on the hypothesis that baseline individual differences among subjects would provide valuable information to predict the individual effectiveness of a cognitive training intervention. With a dataset from an investigation in which 73 6-year-olds trained their executive functions using an online software with a fixed protocol, freely available at www.matemarote.org.ar, we trained a support vector classifier that successfully predicted (average accuracy = 0.67, AUC = 0.707) whether a child would improve, or not, after the cognitive stimulation, using baseline individual differences as features. We also performed a permutation feature importance analysis that suggested that all features contribute equally to the model's performance. In the long term, this results might allow us to design better training strategies for those players who are less likely to benefit from the current training protocols in order to maximize the stimulation for each child.
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Affiliation(s)
- Melina Vladisauskas
- Laboratorio de Neurociencia, Universidad Torcuato di Tella, Buenos Aires, Argentina
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Technology and Innovation, Buenos Aires, Argentina
- *Correspondence: Melina Vladisauskas
| | - Laouen M. L. Belloli
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Technology and Innovation, Buenos Aires, Argentina
- Laboratorio de Inteligencia Artificial Aplicada, Instituto de Ciencias de la Computación, Universidad de Buenos Aires, Buenos Aires, Argentina
| | - Diego Fernández Slezak
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Technology and Innovation, Buenos Aires, Argentina
- Laboratorio de Inteligencia Artificial Aplicada, Instituto de Ciencias de la Computación, Universidad de Buenos Aires, Buenos Aires, Argentina
| | - Andrea P. Goldin
- Laboratorio de Neurociencia, Universidad Torcuato di Tella, Buenos Aires, Argentina
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Technology and Innovation, Buenos Aires, Argentina
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14
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Maraver MJ, Gómez-Ariza CJ, Borella E, Bajo MT. Baseline capacities and motivation in executive control training of healthy older adults. Aging Ment Health 2022; 26:595-603. [PMID: 33325260 DOI: 10.1080/13607863.2020.1858755] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
OBJECTIVES Normal aging involves progressive prefrontal declines and impairments in executive control. This study aimed to examine the efficacy of an executive-control training focusing on working memory and inhibition, in healthy older adults, and to explore the role of individual differences in baseline capacities and motivation in explaining training gains. METHODS Forty-four healthy older adults were randomly assigned to an experimental (training executive control) or active control group (training processing speed). Participants completed six online training sessions distributed across two weeks. Transfer effects to working memory (Operation Span test), response inhibition (Stop-Signal test), processing speed (Pattern Comparison) and reasoning (Raven's Advanced Progressive Matrices and Cattell Culture Fair test) were evaluated. Furthermore, we explored individual differences in baseline capacities and assessed motivation during and after the intervention. RESULTS The experimental group, but not the active control, showed significant transfer to response inhibition. Moreover, a general compensation effect was found: older adults with lower baseline capacities achieved higher levels of training improvement. Motivation was not related to training performance. CONCLUSION Our results encourage the use of executive control training to improve cognitive functions, reveal the importance of individual differences in training-related gains, and provide further support for cognitive plasticity during healthy aging.
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Affiliation(s)
- María J Maraver
- Faculty of Psychology, Research Center for Psychological Science, University of Lisbon, Lisbon, Portugal.,Research Center for Mind, Brain and Behavior, University of Granada, Granada, Spain
| | | | - Erika Borella
- Department of General Psychology, University of Padova, Padova, Italy
| | - M Teresa Bajo
- Research Center for Mind, Brain and Behavior, University of Granada, Granada, Spain
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15
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Trotter MG, Coulter TJ, Davis PA, Poulus DR, Polman R. Examining the Impact of School Esports Program Participation on Student Health and Psychological Development. Front Psychol 2022; 12:807341. [PMID: 35140665 PMCID: PMC8820392 DOI: 10.3389/fpsyg.2021.807341] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 12/27/2021] [Indexed: 01/04/2023] Open
Abstract
This study examined the influence of 7 high school esports developmental programs on student self-regulation, growth mindset, positive youth development (PYD), perceived general health and physical activity (PA), and sport behaviour. A total of 188 students (male n = 120; female n = 68) originally participated (89 enrolled in an esports program in their school and 99 acted as aged-matched controls), with 58 participants (n = 19 esports group; n = 39 controls) completing both pre- and post-program information. At baseline, no significant differences were found between youth e-athletes and their aged-matched controls. The analysis for the observation period showed a significant interaction effect for the PYD confidence scale, with post-hoc comparisons showing a significant decrease in the control group from pre- to post assessment whereas the esports group remained the same. Time main effects showed a decrease in the self-regulation motivation factor, PYD connection factor and PA for all participants. Overall, this study showed that students enrolled in their respective school esports program did not differ from those who did not in self-regulation, growth mindset, PYD, perceived health and PA, and sport behaviour. It was likely that all participants showed a decrease in motivation, connection, and PA due to COVID19 lockdown during the study period. This study is the first to investigate the longitudinal impact of student involvement in high school esports and showed that esports participation did not have a negative impact on any health or psychological factors.
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Affiliation(s)
- Michael G. Trotter
- Faculty of Health, School of Exercise and Nutrition Sciences, Queensland University of Technology, Brisbane, QLD, Australia
| | - Tristan J. Coulter
- Faculty of Health, School of Exercise and Nutrition Sciences, Queensland University of Technology, Brisbane, QLD, Australia
| | - Paul A. Davis
- Department of Psychology, Umeå University, Umeå, Sweden
| | - Dylan R. Poulus
- School of Health and Human Sciences, Southern Cross University, Bilinga, QLD, Australia
| | - Remco Polman
- Faculty of Health, School of Exercise and Nutrition Sciences, Queensland University of Technology, Brisbane, QLD, Australia
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16
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Giovannetti F, Pietto ML, Segretin MS, Lipina SJ. Impact of an individualized and adaptive cognitive intervention on working memory, planning and fluid reasoning processing in preschoolers from poor homes. Child Neuropsychol 2021; 28:597-626. [PMID: 34779691 DOI: 10.1080/09297049.2021.1998406] [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: 10/19/2022]
Abstract
Contemporary evidence shows that different intervention approaches can be effective in improving executive cognitive performance in preschoolers from poor homes. However, several aspects about the role of individual and contextual differences in intervention effects remain to be elucidated. The present study aimed to explore the impact of a computerized executive cognitive intervention with lab-based tasks in preschoolers from Unsatisfied Basic Needs (UBN) homes. In the context of a randomized controlled design, different activities were administered to children according to their baseline performance in a variety of cognitive tasks tapping inhibitory control, working memory, and planning demands (i.e., high- and low-performance intervention and control groups). Results suggested that the impact of the intervention was shown preferentially by high-performers in Tower of London and K-Bit tasks, who increased their performances in the posttest assessment. This finding supports the importance of considering individual and contextual differences in the design of interventions aimed at changing the cognitive performance of children from poor homes.
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Affiliation(s)
| | - Marcos Luis Pietto
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires, Argentina.,Laboratorio de Inteligencia Artificial Aplicada, Instituto de Ciencias de la Computación, FCEyN-UBA- CONICET, Buenos Aires, Argentina
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17
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Liu P, Zhang X, Zhou R. The Mindset of Intelligence Is Not a Contributor of Placebo Effects in Working Memory Training. Front Psychol 2021; 12:712309. [PMID: 34803800 PMCID: PMC8600330 DOI: 10.3389/fpsyg.2021.712309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 09/23/2021] [Indexed: 11/18/2022] Open
Abstract
Whether working memory training is effective in enhancing fluid intelligence remains in dispute. Several researchers, who doubt the training benefits, consider that placebo effects may be the reason for positive training gains. One of the vital variables that may induce the placebo effect is the mindset of intelligence. In this article, we provide a test of whether the mindset of intelligence leads to placebo effects in working memory training. Participants were overtly recruited and allocated to the growth mindset group or the fixed mindset group by Theories of Intelligence Scale scores. A single, 1 h session working memory training is the cue to introduce the placebo effects. During pre/post-testing, all participants completed tasks measuring working memory capacity (near transfer) and fluid intelligence (far transfer). Our findings show no significant difference between the two groups in both tasks. Therefore, these results suggest that the placebo effect does not exist in this study, which means individuals' mindset of intelligence may not be a contributor to the placebo effect in 1 h working memory training. This research will further help to clarify the mechanism of the placebo effect in working memory training.
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Affiliation(s)
- Peibing Liu
- Department of Psychology, Nanjing University, Nanjing, China
| | - Xin Zhang
- Department of Psychology, Nanjing University, Nanjing, China
- Smart Home Solution BU of Innovation Business Group, TCL Industries Holdings Co., Ltd., Huizhou, China
| | - Renlai Zhou
- Department of Psychology, Nanjing University, Nanjing, China
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18
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Exploring the Games’ Intangible Legacy on Individuals: A Longitudinal Study of Teacher’s Community. SOCIAL SCIENCES 2021. [DOI: 10.3390/socsci10100359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Hosting the Olympics is subject to socio-educational outcomes, which can represent intangible and peripheral assets for host communities. The current study explores the Games’ intangible legacy on teachers’ attitudes at different points in time. Data were collected among teachers who attended the Rio 2016 Education Program at three different stages: 2016 (n = 611), 2017 (n = 451), and 2020 (n = 286). A longitudinal trend study was designed using multivariate analysis of variance MANOVA tests and latent growth modelling. Results show that the teachers’ perceptions of Olympic knowledge had a significant growth rate, while skills development and network/social exchange do not show significant changes over the time periods. Longitudinal findings suggest the continuity of the Olympic education programs as the basis for strengthening the Olympic intellect and social capital formation.
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19
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Cogmed Training Does Not Generalize to Real-World Benefits for Adult Hearing Aid Users: Results of a Blinded, Active-Controlled Randomized Trial. Ear Hear 2021; 43:741-763. [PMID: 34524150 PMCID: PMC9007089 DOI: 10.1097/aud.0000000000001096] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Objectives: Performance on working memory tasks is positively associated with speech-in-noise perception performance, particularly where auditory inputs are degraded. It is suggested that interventions designed to improve working memory capacity may improve domain-general working memory performance for people with hearing loss, to benefit their real-world listening. We examined whether a 5-week training program that primarily targets the storage component of working memory (Cogmed RM, adaptive) could improve cognition, speech-in-noise perception and self-reported hearing in a randomized controlled trial of adult hearing aid users with mild to moderate hearing loss, compared with an active control (Cogmed RM, nonadaptive) group of adults from the same population. Design: A preregistered randomized controlled trial of 57 adult hearing aid users (n = 27 experimental, n = 30 active control), recruited from a dedicated database of research volunteers, examined on-task learning and generalized improvements in measures of trained and untrained cognition, untrained speech-in-noise perception and self-reported hearing abilities, pre- to post-training. Participants and the outcome assessor were both blinded to intervention allocation. Retention of training-related improvements was examined at a 6-month follow-up assessment. Results: Per-protocol analyses showed improvements in trained tasks (Cogmed Index Improvement) that transferred to improvements in a trained working memory task tested outside of the training software (Backward Digit Span) and a small improvement in self-reported hearing ability (Glasgow Hearing Aid Benefit Profile, Initial Disability subscale). Both of these improvements were maintained 6-month post-training. There was no transfer of learning shown to untrained measures of cognition (working memory or attention), speech-in-noise perception, or self-reported hearing in everyday life. An assessment of individual differences showed that participants with better baseline working memory performance achieved greater learning on the trained tasks. Post-training performance for untrained outcomes was largely predicted by individuals’ pretraining performance on those measures. Conclusions: Despite significant on-task learning, generalized improvements of working memory training in this trial were limited to (a) improvements for a trained working memory task tested outside of the training software and (b) a small improvement in self-reported hearing ability for those in the experimental group, compared with active controls. We found no evidence to suggest that training which primarily targets storage aspects of working memory can result in domain-general improvements that benefit everyday communication for adult hearing aid users. These findings are consistent with a significant body of evidence showing that Cogmed training only improves performance for tasks that resemble Cogmed training. Future research should focus on the benefits of interventions that enhance cognition in the context in which it is employed within everyday communication, such as training that targets dynamic aspects of cognitive control important for successful speech-in-noise perception.
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20
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Dhir S, Teo WP, Chamberlain SR, Tyler K, Yücel M, Segrave RA. The Effects of Combined Physical and Cognitive Training on Inhibitory Control: A Systematic Review and Meta-Analysis. Neurosci Biobehav Rev 2021; 128:735-748. [PMID: 34256070 PMCID: PMC7611490 DOI: 10.1016/j.neubiorev.2021.07.008] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2021] [Revised: 06/25/2021] [Accepted: 07/07/2021] [Indexed: 11/29/2022]
Abstract
While strong inhibitory control is critical for health and wellbeing, there are no broadly applicable effective behavioural interventions that enhance it. This meta-analysis examined the neurocognitive rationale for combined physical and cognitive training and synthesised the rapidly growing body of evidence examining combined paradigms to enhance inhibitory control. Across the research to date, there was a small positive effect (n studies = 16, n participants = 832) of combined training on improving inhibitory control. Sub-group analyses showed small-moderate positive effects when the physical component of the combined training was moderately intense, as opposed to low or vigorous intensities; moderate positive effects were found in older adults, as compared to adolescents and adults; and healthy individuals and those with vascular cognitive impairment, as compared to ADHD, ASD, mild cognitive impairment and cancer survivors. This is the first meta-analysis to provide evidence that combined physical, specifically when moderately intense, and cognitive training has the capacity to improve inhibitory control, particularly when delivered to healthy individuals and those experiencing age-related decline.
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Affiliation(s)
- Sakshi Dhir
- BrainPark, Turner Institute for Brain and Mental Health, School of Psychological Sciences and Monash Biomedical Imaging Facility, Monash University, Melbourne, Victoria, Australia.
| | - Wei-Peng Teo
- Physical Education and Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore; Institute for Physical Activity and Nutrition, Deakin University, Melbourne, Australia
| | - Samuel R Chamberlain
- Department of Psychiatry, Faculty of Medicine, University of Southampton, UK; Southern Health NHS Foundation Trust, UK
| | - Kaelasha Tyler
- BrainPark, Turner Institute for Brain and Mental Health, School of Psychological Sciences and Monash Biomedical Imaging Facility, Monash University, Melbourne, Victoria, Australia
| | - Murat Yücel
- BrainPark, Turner Institute for Brain and Mental Health, School of Psychological Sciences and Monash Biomedical Imaging Facility, Monash University, Melbourne, Victoria, Australia
| | - Rebecca A Segrave
- BrainPark, Turner Institute for Brain and Mental Health, School of Psychological Sciences and Monash Biomedical Imaging Facility, Monash University, Melbourne, Victoria, Australia
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21
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Exploring Individual Differences as Predictors of Performance Change During Dual-N-Back Training. JOURNAL OF COGNITIVE ENHANCEMENT 2021; 5:480-498. [DOI: 10.1007/s41465-021-00216-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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22
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Sauce B, Wiedenhoeft J, Judd N, Klingberg T. Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training. NPJ SCIENCE OF LEARNING 2021; 6:16. [PMID: 34078902 PMCID: PMC8172838 DOI: 10.1038/s41539-021-00096-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 03/12/2021] [Indexed: 06/02/2023]
Abstract
The interplay of genetic and environmental factors behind cognitive development has preoccupied multiple fields of science and sparked heated debates over the decades. Here we tested the hypothesis that developmental genes rely heavily on cognitive challenges-as opposed to natural maturation. Starting with a polygenic score (cogPGS) that previously explained variation in cognitive performance in adults, we estimated its effect in 344 children and adolescents (mean age of 12 years old, ranging from 6 to 25) who showed changes in working memory (WM) in two distinct samples: (1) a developmental sample showing significant WM gains after 2 years of typical, age-related development, and (2) a training sample showing significant, experimentally-induced WM gains after 25 days of an intense WM training. We found that the same genetic factor, cogPGS, significantly explained the amount of WM gain in both samples. And there was no interaction of cogPGS with sample, suggesting that those genetic factors are neutral to whether the WM gains came from development or training. These results represent evidence that cognitive challenges are a central piece in the gene-environment interplay during cognitive development. We believe our study sheds new light on previous findings of interindividual differences in education (rich-get-richer and compensation effects), brain plasticity in children, and the heritability increase of intelligence across the lifespan.
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Affiliation(s)
- Bruno Sauce
- Department of Neuroscience, Karolinska Institute, Stockholm, Sweden
| | - John Wiedenhoeft
- Core Facility Medical Biometry and Statistical Bioinformatics, University Medical Center Göttingen, Göttingen, Germany
| | - Nicholas Judd
- Department of Neuroscience, Karolinska Institute, Stockholm, Sweden
| | - Torkel Klingberg
- Department of Neuroscience, Karolinska Institute, Stockholm, Sweden.
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Traut HJ, Guild RM, Munakata Y. Why Does Cognitive Training Yield Inconsistent Benefits? A Meta-Analysis of Individual Differences in Baseline Cognitive Abilities and Training Outcomes. Front Psychol 2021; 12:662139. [PMID: 34122249 PMCID: PMC8187947 DOI: 10.3389/fpsyg.2021.662139] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Accepted: 04/19/2021] [Indexed: 11/13/2022] Open
Abstract
Despite growing interest in improving cognitive abilities across the lifespan through training, the benefits of cognitive training are inconsistent. One powerful contributor may be that individuals arrive at interventions with different baseline levels of the cognitive skill being trained. Some evidence suggests poor performers benefit the most from cognitive training, showing compensation for their weak abilities, while other evidence suggests that high performers benefit most, experiencing a magnification of their abilities. Whether training leads to compensation or magnification effects may depend upon the specific cognitive domain being trained (such as executive function or episodic memory) and the training approach implemented (strategy or process). To clarify the association between individual differences in baseline cognitive ability and training gains as well as potential moderators, we conducted a systematic meta-analysis of the correlation between these two variables. We found evidence of a significant meta-correlation demonstrating a compensatory effect, a negative association between initial ability on a trained cognitive process and training gains. Too few papers met our search criteria across the levels of proposed moderators of cognitive domain and training approach to conduct a reliable investigation of their influence over the meta-analytic effect size. We discuss the implications of a compensatory meta-correlation, potential reasons for the paucity of qualifying papers, and important future directions for better understanding how cognitive trainings work and for whom.
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Affiliation(s)
- Hilary J. Traut
- Cognitive Development Center, Department of Psychology & Neuroscience, University of Colorado Boulder, Boulder, CO, United States
| | - Ryan M. Guild
- Cognitive Development Center, Department of Psychology & Neuroscience, University of Colorado Boulder, Boulder, CO, United States
| | - Yuko Munakata
- Cognition in Context Lab, Department of Psychology and Center for Mind & Brain, University of California, Davis, Davis, CA, United States
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24
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Kolskår KK, Richard G, Alnæs D, Dørum ES, Sanders A, Ulrichsen KM, Sánchez JM, Ihle‐Hansen H, Nordvik JE, Westlye LT. Reliability, sensitivity, and predictive value of fMRI during multiple object tracking as a marker of cognitive training gain in combination with tDCS in stroke survivors. Hum Brain Mapp 2021; 42:1167-1181. [PMID: 33216408 PMCID: PMC7856645 DOI: 10.1002/hbm.25284] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 10/21/2020] [Accepted: 10/27/2020] [Indexed: 11/23/2022] Open
Abstract
Computerized cognitive training (CCT) combined with transcranial direct current stimulation (tDCS) has showed some promise in alleviating cognitive impairments in patients with brain disorders, but the robustness and possible mechanisms are unclear. In this prospective double-blind randomized clinical trial, we investigated the feasibility and effectiveness of combining CCT and tDCS, and tested the predictive value of and training-related changes in fMRI-based brain activation during attentive performance (multiple object tracking) obtained at inclusion, before initiating training, and after the three-weeks intervention in chronic stroke patients (>6 months since hospital admission). Patients were randomized to one of two groups, receiving CCT and either (a) tDCS targeting left dorsolateral prefrontal cortex (1 mA), or (b) sham tDCS, with 40s active stimulation (1 mA) before fade out of the current. Of note, 77 patients were enrolled in the study, 54 completed the cognitive training, and 48 completed all training and MRI sessions. We found significant improvement in performance across all trained tasks, but no additional gain of tDCS. fMRI-based brain activation showed high reliability, and higher cognitive performance was associated with increased tracking-related activation in the dorsal attention network and default mode network as well as anterior cingulate after compared to before the intervention. We found no significant associations between cognitive gain and brain activation measured before training or in the difference in activation after intervention. Combined, these results show significant training effects on trained cognitive tasks in stroke survivors, with no clear evidence of additional gain of concurrent tDCS.
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Affiliation(s)
- Knut K. Kolskår
- NORMENT, Division of Mental Health and AddictionOslo University Hospital & Institute of Clinical Medicine, University of OsloOsloNorway
- Sunnaas Rehabilitation Hospital HTNesoddenNorway
- Department of PsychologyUniversity of OsloOsloNorway
| | - Geneviève Richard
- NORMENT, Division of Mental Health and AddictionOslo University Hospital & Institute of Clinical Medicine, University of OsloOsloNorway
- Sunnaas Rehabilitation Hospital HTNesoddenNorway
- Department of PsychologyUniversity of OsloOsloNorway
| | - Dag Alnæs
- NORMENT, Division of Mental Health and AddictionOslo University Hospital & Institute of Clinical Medicine, University of OsloOsloNorway
- Bjørknes collegeOsloNorway
| | - Erlend S. Dørum
- NORMENT, Division of Mental Health and AddictionOslo University Hospital & Institute of Clinical Medicine, University of OsloOsloNorway
- Sunnaas Rehabilitation Hospital HTNesoddenNorway
- Department of PsychologyUniversity of OsloOsloNorway
| | - Anne‐Marthe Sanders
- NORMENT, Division of Mental Health and AddictionOslo University Hospital & Institute of Clinical Medicine, University of OsloOsloNorway
- Sunnaas Rehabilitation Hospital HTNesoddenNorway
- Department of PsychologyUniversity of OsloOsloNorway
| | - Kristine M. Ulrichsen
- NORMENT, Division of Mental Health and AddictionOslo University Hospital & Institute of Clinical Medicine, University of OsloOsloNorway
- Sunnaas Rehabilitation Hospital HTNesoddenNorway
- Department of PsychologyUniversity of OsloOsloNorway
| | - Jennifer Monereo Sánchez
- NORMENT, Division of Mental Health and AddictionOslo University Hospital & Institute of Clinical Medicine, University of OsloOsloNorway
| | - Hege Ihle‐Hansen
- Department of Geriatric MedicineOslo University HospitalOsloNorway
| | | | - Lars T. Westlye
- NORMENT, Division of Mental Health and AddictionOslo University Hospital & Institute of Clinical Medicine, University of OsloOsloNorway
- Department of PsychologyUniversity of OsloOsloNorway
- KG Jebsen Centre for Neurodevelopmental Disorders, University of OsloOsloNorway
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25
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Penning MD, Ruiz-Rizzo AL, Redel P, Müller HJ, Salminen T, Strobach T, Behrens S, Schubert T, Sorg C, Finke K. Alertness Training Increases Visual Processing Speed in Healthy Older Adults. Psychol Sci 2021; 32:340-353. [DOI: 10.1177/0956797620965520] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023] Open
Abstract
In this study, we investigated whether alertness training in healthy older adults increases visual processing speed (VPS) and whether functional connectivity in the cingulo-opercular network predicts training gain. Using the theory of visual attention, we derived quantitative estimates of VPS before and after training. In Study 1, 75 healthy older adults participated in alertness training, active-control training, or no training ( n = 25 each). A significant Group × Session interaction indicated an increase in VPS in the alertness-training group but not in the control group, despite VPS not differing significantly between groups before training. In Study 2, 29 healthy older adults underwent resting-state functional MRI and then participated in alertness training. Pretraining functional connectivity in the cingulo-opercular network correlated with the individual training-induced change in VPS. In conclusion, results indicate that alertness training improves visual processing in older adults and that functional connectivity in the cingulo-opercular network provides a neural marker for predicting individual training gain.
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Affiliation(s)
- Melanie D. Penning
- Department of Psychology, Ludwig-Maximilians-Universität München
- Graduate School of Systemic Neurosciences, Ludwig-Maximilians-Universität München
| | | | - Petra Redel
- Department of Psychology, Ludwig-Maximilians-Universität München
| | - Hermann J. Müller
- Department of Psychology, Ludwig-Maximilians-Universität München
- Graduate School of Systemic Neurosciences, Ludwig-Maximilians-Universität München
| | - Tiina Salminen
- Department of Psychology, Ludwig-Maximilians-Universität München
- Graduate School of Systemic Neurosciences, Ludwig-Maximilians-Universität München
- Department of Psychology, Humboldt-Universität zu Berlin
| | - Tilo Strobach
- Department of Psychology, Medical School Hamburg, Germany
| | - Simone Behrens
- Department of Psychology, Ludwig-Maximilians-Universität München
- Department of Psychosomatic Medicine, University of Tübingen
| | - Torsten Schubert
- Department of Psychology, Ludwig-Maximilians-Universität München
- Department of Psychology, Humboldt-Universität zu Berlin
- Department of Psychology, Martin-Luther-Universität Halle-Wittenberg
| | - Christian Sorg
- TUM-NIC Neuroimaging Center, Technische Universität München
- Department of Psychiatry, School of Medicine, Klinikum Rechts der Isar, Technische Universität München
- Department of Neuroradiology, Klinikum Rechts der Isar, Technische Universität München
| | - Kathrin Finke
- Department of Psychology, Ludwig-Maximilians-Universität München
- Graduate School of Systemic Neurosciences, Ludwig-Maximilians-Universität München
- Hans-Berger Department of Neurology, University Hospital Jena, Germany
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Salmi J, Soveri A, Salmela V, Alho K, Leppämäki S, Tani P, Koski A, Jaeggi SM, Laine M. Working memory training restores aberrant brain activity in adult attention-deficit hyperactivity disorder. Hum Brain Mapp 2020; 41:4876-4891. [PMID: 32813290 PMCID: PMC7643386 DOI: 10.1002/hbm.25164] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 07/25/2020] [Accepted: 07/29/2020] [Indexed: 01/01/2023] Open
Abstract
The development of treatments for attention impairments is hampered by limited knowledge about the malleability of underlying neural functions. We conducted the first randomized controlled trial to determine the modulations of brain activity associated with working memory (WM) training in adults with attention-deficit hyperactivity disorder (ADHD). At baseline, we assessed the aberrant functional brain activity in the n-back WM task by comparing 44 adults with ADHD with 18 healthy controls using fMRI. Participants with ADHD were then randomized to train on an adaptive dual n-back task or an active control task. We tested whether WM training elicits redistribution of brain activity as observed in healthy controls, and whether it might further restore aberrant activity related to ADHD. As expected, activity in areas of the default-mode (DMN), salience (SN), sensory-motor (SMN), frontoparietal (FPN), and subcortical (SCN) networks was decreased in participants with ADHD at pretest as compared with healthy controls, especially when the cognitive load was high. WM training modulated widespread FPN and SN areas, restoring some of the aberrant activity. Training effects were mainly observed as decreased brain activity during the trained task and increased activity during the untrained task, suggesting different neural mechanisms for trained and transfer tasks.
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Affiliation(s)
- Juha Salmi
- Department of Neuroscience and Biomedical EngineeringAalto UniversityEspooFinland
- Department of Psychology and Speech‐Language PathologyUniversity of TurkuTurkuFinland
- Turku Institute for Advanced StudiesUniversity of TurkuTurkuFinland
| | - Anna Soveri
- Department of Clinical MedicineUniversity of TurkuTurkuFinland
| | - Viljami Salmela
- Department of Psychology and LogopedicsUniversity of HelsinkiHelsinkiFinland
- AMI Centre, Aalto NeuroimagingAalto UniversityEspooFinland
| | - Kimmo Alho
- Department of Psychology and LogopedicsUniversity of HelsinkiHelsinkiFinland
- AMI Centre, Aalto NeuroimagingAalto UniversityEspooFinland
| | - Sami Leppämäki
- Department of PsychiatryHelsinki University HospitalHelsinkiFinland
| | - Pekka Tani
- Department of PsychiatryHelsinki University HospitalHelsinkiFinland
| | - Anniina Koski
- Department of PsychiatryHelsinki University HospitalHelsinkiFinland
| | - Susanne M. Jaeggi
- School of EducationUniversity of California IrvineIrvineCaliforniaUSA
- Department of Cognitive SciencesUniversity of California IrvineIrvineCaliforniaUSA
| | - Matti Laine
- Department of PsychologyÅbo Akademi UniversityTurkuFinland
- Brain and Mind CenterUniversity of TurkuTurkuFinland
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27
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Shogren KA, Anderson MH, Burke KM, Antosh A, Ferrara VE, Pallack MA, Dean EE. Employment Trends in Rhode Island From 2011 to 2017 for Adults With Intellectual Disability and Developmental Disabilities. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2020; 58:458-471. [PMID: 33290531 DOI: 10.1352/1934-9556-58.6.458] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2019] [Accepted: 08/19/2019] [Indexed: 06/12/2023]
Abstract
This study reports on state-level data in Rhode Island on employment and non-work activities of adults with intellectual and developmental disabilities receiving services between 2011 and 2017. The goal was to examine the complex patterns of change over time in individual-level employment outcomes and the potential short-term impacts of a consent decree entered into by the state of Rhode Island to address integrated employment outcomes. Findings suggest that policy initiatives such as the consent decree can lead to reductions in reliance on facility-based work, but also highlight the importance of planning for the transition to competitive, integrated employment and not simply a shift toward non-work activities. Further, the data support the notion that the best predictor of integrated employment over time is previous experiences in integrated employment (not facility-based or other work or non-work activities), suggesting the role of ongoing supported employment and transition services that create and support the maintenance of integrated employment.
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Affiliation(s)
- Karrie A Shogren
- Karrie A. Shogren, Mark H. Anderson, and Kathryn M. Burke, University of Kansas
| | - Mark H Anderson
- Karrie A. Shogren, Mark H. Anderson, and Kathryn M. Burke, University of Kansas
| | - Kathryn M Burke
- Karrie A. Shogren, Mark H. Anderson, and Kathryn M. Burke, University of Kansas
| | - Anthony Antosh
- Anthony Antosh, Victoria E. Ferrara, and Mary A. Pallack, Rhode Island College
| | - Victoria E Ferrara
- Anthony Antosh, Victoria E. Ferrara, and Mary A. Pallack, Rhode Island College
| | - Mary A Pallack
- Anthony Antosh, Victoria E. Ferrara, and Mary A. Pallack, Rhode Island College
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28
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Cerino ES, Hooker K, Goodrich E, Dodge HH. Personality Moderates Intervention Effects on Cognitive Function: A 6-Week Conversation-Based Intervention. THE GERONTOLOGIST 2020; 60:958-967. [PMID: 31112605 DOI: 10.1093/geront/gnz063] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2019] [Indexed: 11/14/2022] Open
Abstract
BACKGROUND AND OBJECTIVES Social isolation is associated with a higher risk of dementia. We previously conducted and showed the efficacy of an intervention which uses conversation (the core component of social interactions) as a tool to enhance cognitive function. We now explore whether cognitive improvements through conversation-based intervention depend on an individual's personality. RESEARCH DESIGN AND METHODS We reexamined data from a 6-week randomized controlled trial (ClinicalTrials.gov Number: NCT01571427) to determine whether conversation-based intervention effects were moderated by personality traits in 83 older adults (mean age = 80.51 years, 49 cognitively intact, 34 individuals with mild cognitive impairment). The intervention group participated in daily 30-min face-to-face semi-structured conversations with trained interviewers through a web-enabled system for 6 weeks. At baseline, psychosocial questionnaires and a neuropsychological battery were completed. RESULTS Intervention group participants with high agreeableness, conscientiousness, and extraversion exhibited significant improvements in language-based executive function tasks beyond changes in the control group (ps < .05). An opposite pattern for delayed recall memory and working memory tasks emerged among highly extraverted participants (ps < .05). DISCUSSION AND IMPLICATIONS Our exploratory findings suggest the adaptive role of personality traits in conversation-based cognitive interventions may be limited to tasks incorporating a language component, and offer initial evidence for personalized approaches to cognitive health in late life.
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Affiliation(s)
- Eric S Cerino
- School of Social and Behavioral Health Sciences, College of Public Health and Human Sciences, Oregon State University, Corvallis
| | - Karen Hooker
- School of Social and Behavioral Health Sciences, College of Public Health and Human Sciences, Oregon State University, Corvallis
| | - Elena Goodrich
- Department of Neurology, Layton Aging and Alzheimer's Disease Center, Oregon Health and Science University, Portland
| | - Hiroko H Dodge
- Department of Neurology, Layton Aging and Alzheimer's Disease Center, Oregon Health and Science University, Portland.,Department of Neurology, Michigan Alzheimer's Disease Center, University of Michigan, Ann Arbor
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29
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Giovannetti F, Pietto ML, Segretín MS, Lipina SJ. Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17082912. [PMID: 32340155 PMCID: PMC7215356 DOI: 10.3390/ijerph17082912] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/17/2020] [Revised: 04/17/2020] [Accepted: 04/19/2020] [Indexed: 11/16/2022]
Abstract
Over the last few decades, different interventions were shown to be effective in changing cognitive performance in preschoolers from poor homes undertaking tasks with executive demands. However, this evidence also showed that not all children included in the intervention groups equally increased their performance levels, which could be related to individual and contextual variability. The present study aimed to explore the impact of a computerized cognitive training intervention with lab-based tasks in preschoolers from Unsatisfied Basic Needs (UBN) homes under the consideration of their baseline performance. In the context of a randomized controlled trial design, different interventions were administered to children according to their baseline performance in a variety of cognitive tasks (i.e., executive attention, inhibitory control, working memory, and planning demands). The results showed different patterns of impact on performance depending on the experimental group, supporting the importance of considering individual and contextual differences in the design of interventions aimed at optimizing executive functions in poverty-impacted sample populations in early stages of development.
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Affiliation(s)
- Federico Giovannetti
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires C1431FWO, Argentina; (M.L.P.); (M.S.S.)
- Correspondence: (F.G.); (S.J.L.)
| | - Marcos Luis Pietto
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires C1431FWO, Argentina; (M.L.P.); (M.S.S.)
- Laboratorio de Inteligencia Artificial Aplicada, Instituto de Ciencias de la Computación, FCEyN-UBA- CONICET, Buenos Aires C1428EGA, Argentina
| | - María Soledad Segretín
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires C1431FWO, Argentina; (M.L.P.); (M.S.S.)
| | - Sebastián Javier Lipina
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires C1431FWO, Argentina; (M.L.P.); (M.S.S.)
- Correspondence: (F.G.); (S.J.L.)
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30
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Fu L, Kessels RPC, Maes JHR. The effect of cognitive training in older adults: be aware of CRUNCH. AGING NEUROPSYCHOLOGY AND COGNITION 2020; 27:949-962. [DOI: 10.1080/13825585.2019.1708251] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Affiliation(s)
- Li Fu
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Roy P. C. Kessels
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
- Department of Medical Psychology, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Joseph H. R. Maes
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
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31
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Marr C, Vaportzis E, Dewar M, Gow AJ. Investigating associations between personality and the efficacy of interventions for cognitive ageing: A systematic review. Arch Gerontol Geriatr 2019; 87:103992. [PMID: 31835190 DOI: 10.1016/j.archger.2019.103992] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2019] [Revised: 11/18/2019] [Accepted: 12/01/2019] [Indexed: 10/25/2022]
Abstract
The personal and societal impact of age-related cognitive decline supports the development of effective interventions. While some strategies, such as cognitive training, exercise or socio-intellectual engagement, appear beneficial, few studies have examined the association between personality and intervention efficacy. A systematic review was therefore conducted to summarise and synthesise the literature regarding the influence of personality traits on the effectiveness of non-pharmacological interventions for cognitive ageing. A systematic search of PubMed, PsycINFO and Web of Science was carried out. Of the 2100 papers identified by the search strategy, 10 studies were retained that met the relevant criteria (e.g., intervention studies with one or more cognitive outcomes and a measure of personality). Of these, two studies reported that higher levels of Openness to Experience were associated with greater improvement in memory performance after cognitive training interventions. Another found a positive association between Openness and improvement in divergent thinking following a novel group-based problem solving programme. One social intervention study reported positive moderating effects of Conscientiousness and Agreeableness, and mixed effects of Extraversion. Mixed evidence was also found regarding Need for Cognition, with one study reporting a positive association with memory improvement and another reporting less improvement in divergent thinking. Others found no evidence of personality influencing intervention outcomes. Due to the relatively small and heterogeneous sample of studies identified, any conclusions should currently be considered preliminary. These findings highlight the need for further research exploring the role of personality in intervention efficacy, so that interventions might be better tailored to individuals.
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Affiliation(s)
- Calum Marr
- Department of Psychology, Heriot-Watt University, Edinburgh, UK
| | - Eleftheria Vaportzis
- Department of Psychology, Heriot-Watt University, Edinburgh, UK; Division of Psychology, University of Bradford, Bradford, UK
| | - Michaela Dewar
- Department of Psychology, Heriot-Watt University, Edinburgh, UK; Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh, Edinburgh, UK
| | - Alan J Gow
- Department of Psychology, Heriot-Watt University, Edinburgh, UK; Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh, Edinburgh, UK.
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32
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Abstract
Given the importance of executive functions for everyday life, recent years have seen a tremendous interest in whether the basic cognitive abilities involved can be improved by training. The present research investigated whether, compared to an active control group, the three main facets of executive cognitive functions - task switching, updating, and inhibition (Miyake, Friedman, Emerson, Witzki, & Howerter, 2000) - can be trained jointly via intense adaptive online training of 5 weeks. Using a large sample and two training tasks per facet, we obtained clear evidence for increased task performance on all six tasks, suggesting that the three facets can be trained simultaneously, with some tasks showing very large in-task training gains. However, the evidence for correlated in-task training gains and for intermediate transfer effects on related but untrained tasks from pre- to posttest was very weak. Further random slopes analyses suggested that individuals benefit differently from training. These results warrant caution against general and sweeping claims about the far-reaching impact of cognitive training. They rather are in line with a more nuanced view according to which the training of executive functions is specific in at least three important ways.
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Affiliation(s)
| | - Georg Förster
- Department of Psychology, University of Würzburg, Germany
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33
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Rennie JP, Zhang M, Hawkins E, Bathelt J, Astle DE. Mapping differential responses to cognitive training using machine learning. Dev Sci 2019; 23:e12868. [PMID: 31125497 PMCID: PMC7314597 DOI: 10.1111/desc.12868] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2018] [Revised: 04/23/2019] [Accepted: 05/15/2019] [Indexed: 11/30/2022]
Abstract
We used two simple unsupervised machine learning techniques to identify differential trajectories of change in children who undergo intensive working memory (WM) training. We used self‐organizing maps (SOMs)—a type of simple artificial neural network—to represent multivariate cognitive training data, and then tested whether the way tasks are represented changed as a result of training. The patterns of change we observed in the SOM weight matrices implied that the processes drawn upon to perform WM tasks changed following training. This was then combined with K‐means clustering to identify distinct groups of children who respond to the training in different ways. Firstly, the K‐means clustering was applied to an independent large sample (N = 616, Mage = 9.16 years, range = 5.16–17.91 years) to identify subgroups. We then allocated children who had been through cognitive training (N = 179, Mage = 9.00 years, range = 7.08–11.50 years) to these same four subgroups, both before and after their training. In doing so, we were able to map their improvement trajectories. Scores on a separate measure of fluid intelligence were predictive of a child's improvement trajectory. This paper provides an alternative approach to analysing cognitive training data that go beyond considering changes in individual tasks. This proof‐of‐principle demonstrates a potentially powerful way of distinguishing task‐specific from domain‐general changes following training and of establishing different profiles of response to training.
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Affiliation(s)
- Joseph P Rennie
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Mengya Zhang
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Erin Hawkins
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Joe Bathelt
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Duncan E Astle
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
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34
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Child Motivation and Family Environment Influence Outcomes of Working Memory Training in Extremely Preterm Children. JOURNAL OF COGNITIVE ENHANCEMENT 2019. [DOI: 10.1007/s41465-019-00138-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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35
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Wiemers EA, Redick TS, Morrison AB. The Influence of Individual Differences in Cognitive Ability on Working Memory Training Gains. JOURNAL OF COGNITIVE ENHANCEMENT 2019; 3:174-185. [PMID: 31595266 PMCID: PMC6782049 DOI: 10.1007/s41465-018-0111-2] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2018] [Accepted: 11/06/2018] [Indexed: 10/27/2022]
Abstract
Working memory training research has produced mixed results in terms of finding benefits beyond the trained tasks (i.e., transfer). One potential limitation is that the research thus far has failed to isolate the specific combination of factors that makes working memory training work best. Individual differences in cognitive ability at pretest may be an important factor, suggesting possible aptitude-by-treatment interactions. Baseline cognitive ability could be (a) positively related, (b) negatively related, or (c) unrelated to training task improvements. The relationship between ability and training gains is important given the idea that larger training improvements should lead to greater transfer. However, the majority of training studies tend to be under-powered to examine individual differences. We pooled studies conducted in related labs to increase power while minimizing differences between studies. In the studies that were identified for this project, young adults completed complex span training and working memory and/or fluid intelligence as pretest measures. The combined samples from seven studies resulted in a sample of 192 participants. Analyses focused on the relationship between pretest cognitive ability and training performance across training days. There was no evidence that individuals lower in cognitive ability improved more than high-ability subjects on the training tasks. Instead, we found a positive relationship for both working memory and fluid intelligence measured at pretest with the amount of training improvement. In addition, the association between pretest working memory and working memory training performance appears to be domain-general - verbal and visuospatial content do not produce differential relationships.
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36
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Abstract
Seventeen years and hundreds of studies after the first working memory training journal article was published, evidence for the efficacy of working memory training is still wanting. Numerous studies show that individuals who repeatedly practice computerized working memory tasks improve on those tasks and closely related variants. Critically, although individual studies have claimed improvements in untrained abilities and behaviors, systematic reviews of the broader literature show that studies producing large, positive findings are often those with the most methodological shortcomings. The current review discusses the past, present, and future status of working memory training, including consideration of factors that might influence working memory training and transfer efficacy.
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Affiliation(s)
- Thomas S Redick
- Purdue University, Department of Psychological Sciences, 703 Third Street, West Lafayette, IN 47907, , (765) 494-5132
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37
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Wang CH, Moreau D, Yang CT, Tsai YY, Lin JT, Liang WK, Tsai CL. Aerobic exercise modulates transfer and brain signal complexity following cognitive training. Biol Psychol 2019; 144:85-98. [PMID: 30943426 DOI: 10.1016/j.biopsycho.2019.03.012] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2018] [Revised: 02/21/2019] [Accepted: 03/22/2019] [Indexed: 12/11/2022]
Abstract
Although recent evidence has demonstrated the potent effect of physical exercise to increase the efficacy of cognitive training, the neural mechanisms underlying this causal relationship remain unclear. Here, we used multiscale entropy (MSE) of electroencephalography (EEG)-a measure of brain signal complexity-to address this issue. Young males were randomly assigned to either a 20-day dual n-back training following aerobic exercise or the same training regimen following a reading. A feature binding working memory task with concurrent EEG recording was used to test for transfer effects. Although results revealed weak-to-moderate evidence for exercise-induced facilitation on cognitive training, the combination of cognitive training with exercise resulted in greater transfer gains on conditions involving greater attentional demanding, together with greater increases in cognitive modulation on MSE, compared with the reading condition. Overall, our findings suggest that the addition of antecedent physical exercise to brain training regimen could enable wider, more robust improvements.
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Affiliation(s)
- Chun-Hao Wang
- Institute of Physical Education, Health & Leisure Studies, National Cheng Kung University, No. 1, University Road, Tainan City, Taiwan
| | - David Moreau
- School of Psychology and Centre for Brain Research, University of Auckland, Auckland, New Zealand
| | - Cheng-Ta Yang
- Department of Psychology, National Cheng Kung University, Social Sciences Building, No. 1, University Road, East District, Tainan City 701, Taiwan; Institute of Allied Health Sciences, National Cheng Kung University, No.1, University Road, Tainan City, Tainan
| | - Yun-Yen Tsai
- Institute of Physical Education, Health & Leisure Studies, National Cheng Kung University, No. 1, University Road, Tainan City, Taiwan
| | - Jui-Tang Lin
- Institute of Physical Education, Health & Leisure Studies, National Cheng Kung University, No. 1, University Road, Tainan City, Taiwan
| | - Wei-Kuang Liang
- Institute of Cognitive Neuroscience, National Central University, Jhongli 320, Taiwan.
| | - Chia-Liang Tsai
- Institute of Physical Education, Health & Leisure Studies, National Cheng Kung University, No. 1, University Road, Tainan City, Taiwan.
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38
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Meiran N, Dreisbach G, von Bastian CC. Mechanisms of working memory training: Insights from individual differences. INTELLIGENCE 2019. [DOI: 10.1016/j.intell.2019.01.010] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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39
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Abstract
The repeated administration of working memory capacity tests is common in clinical and research settings. For cognitive ability tests and different neuropsychological tests, meta-analyses have shown that they are prone to retest effects, which have to be accounted for when interpreting retest scores. Using a multilevel approach, this meta-analysis aims at showing the reproducibility of retest effects in working memory capacity tests for up to seven test administrations, and examines the impact of the length of the test-retest interval, test modality, equivalence of test forms and participant age on the size of retest effects. Furthermore, it is assessed whether the size of retest effects depends on the test paradigm. An extensive literature search revealed 234 effect sizes from 95 samples and 68 studies, in which healthy participants between 12 and 70 years repeatedly performed a working memory capacity test. Results yield a weighted average of g = 0.28 for retest effects from the first to the second test administration, and a significant increase in effect sizes was observed up to the fourth test administration. The length of the test-retest interval and publication year were found to moderate the size of retest effects. Retest effects differed between the paradigms of working memory capacity tests. These findings call for the development and use of appropriate experimental or statistical methods to address retest effects in working memory capacity tests.
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40
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Anderson PJ, Lee KJ, Roberts G, Spencer-Smith MM, Thompson DK, Seal ML, Nosarti C, Grehan A, Josev EK, Gathercole S, Doyle LW, Pascoe L. Long-Term Academic Functioning Following Cogmed Working Memory Training for Children Born Extremely Preterm: A Randomized Controlled Trial. J Pediatr 2018; 202:92-97.e4. [PMID: 30177350 DOI: 10.1016/j.jpeds.2018.07.003] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/11/2018] [Revised: 06/06/2018] [Accepted: 07/02/2018] [Indexed: 12/23/2022]
Abstract
OBJECTIVE To assess the effectiveness of Cogmed Working Memory Training compared with a placebo program in improving academic functioning 24 months post-training in extremely preterm/extremely low birth weight 7-year-olds. STUDY DESIGN A multicenter double-blind, placebo-controlled randomized controlled trial was conducted across all tertiary neonatal hospitals in the state of Victoria, Australia. Participants were 91 extremely preterm/extremely low birth weight 7-year-old children born in Victoria in 2005. Children were randomly assigned to either the Cogmed or placebo arm and completed the Cogmed or placebo program (20-25 sessions of 35-40 minutes duration) at home over 5-7 weeks. Academic achievement (word reading, spelling, sentence comprehension, and mathematics) was assessed 24 months post-training, as well as at 2 weeks and 12 months post-training, via standardized testing inclusive of working memory, attention, and executive behavior assessments. Data were analyzed using an intention-to-treat approach with mixed-effects modeling. RESULTS There was little evidence of any benefits of Cogmed on academic functioning 24 months post-training, as well as on working memory, attention, or executive behavior at any age up to 24 months post-training compared with the placebo program. CONCLUSIONS We currently do not recommend administration of Cogmed for early school-aged children born extremely preterm/extremely low birth weight to improve academic functioning. TRIAL REGISTRATION Australian New Zealand Clinical Trials Registry: ACTRN12612000124831.
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Affiliation(s)
- Peter J Anderson
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia; Murdoch Children's Research Institute, Melbourne, Australia.
| | - Katherine J Lee
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia
| | - Gehan Roberts
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia
| | - Megan M Spencer-Smith
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia; Murdoch Children's Research Institute, Melbourne, Australia
| | - Deanne K Thompson
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia; Florey Institute of Neuroscience and Mental Health, Melbourne, Australia
| | - Marc L Seal
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia
| | | | - Andrea Grehan
- Murdoch Children's Research Institute, Melbourne, Australia
| | - Elisha K Josev
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia
| | | | - Lex W Doyle
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia; Neonatal Services, The Royal Women's Hospital, Melbourne, Australia; Department of Obstetrics and Gynecology, The University of Melbourne, Melbourne, Australia
| | - Leona Pascoe
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia; Murdoch Children's Research Institute, Melbourne, Australia
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López-Higes R, Prados JM, Rubio-Valdehita S, Rodríguez-Rojo I, de Frutos-Lucas J, Montenegro M, Montejo P, Prada D, Losada MLD. Factors Explaining Language Performance After Training in Elders With and Without Subjective Cognitive Decline. Front Aging Neurosci 2018; 10:264. [PMID: 30233353 PMCID: PMC6129583 DOI: 10.3389/fnagi.2018.00264] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2018] [Accepted: 08/14/2018] [Indexed: 11/17/2022] Open
Abstract
The present study explores if cognitive reserve, executive functions, and working memory capacity are predictive of performance in the language domain (specifically in sentence comprehension and naming) after a cognitive training intervention. Sixty-six Spanish older adults voluntarily participated in the study, classified either as older adults with subjective cognitive decline according to Jessen et al.’s (2014) criteria (n = 35; 70.94 ± 4.16 years old) or cognitively intact (n = 31; 71.34 ± 4.96 years old). Written sentence comprehension and visual confrontation naming were assessed both immediately after recruitment (at the baseline), and then 6 months later, once each participant had completed his/her cognitive training (a well-known program in Spain, called UMAM; English translation: Madrid City Council Memory Unit Program). Cognitive reserve, executive functions (cognitive flexibility and controlled interference efficiency), and working memory capacity were measured for all participants at the baseline. Results pointed out that the subjective cognitive decline group presented greater benefits in the language domain than cognitively intact participants. We also observed that lower executive functioning and working memory capacity at the baseline predicted larger benefits in language performance after training, but only in the group of cognitively intact older adults. However, selected predictors hardly explained subjective cognitive decline participants’ results in language performance after training.
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Affiliation(s)
- Ramón López-Higes
- Department of Experimental Psychology, Complutense University of Madrid, Madrid, Spain
| | - Jose M Prados
- Department of Experimental Psychology, Complutense University of Madrid, Madrid, Spain
| | | | - Inmaculada Rodríguez-Rojo
- Department of Experimental Psychology, Complutense University of Madrid, Madrid, Spain.,Laboratory of Cognitive and Computational Neuroscience, Center of Biomedical Technology, Polytechnical University - Complutense University, Madrid, Spain
| | - Jaisalmer de Frutos-Lucas
- Laboratory of Cognitive and Computational Neuroscience, Center of Biomedical Technology, Polytechnical University - Complutense University, Madrid, Spain.,Centre for the Prevention of Cognitive Impairment, Madrid, Spain
| | - Mercedes Montenegro
- Biological and Health Psychology Department, Universidad Autónoma de Madrid, Madrid, Spain
| | - Pedro Montejo
- Biological and Health Psychology Department, Universidad Autónoma de Madrid, Madrid, Spain
| | - David Prada
- Biological and Health Psychology Department, Universidad Autónoma de Madrid, Madrid, Spain
| | - María L D Losada
- Department of Experimental Psychology, Complutense University of Madrid, Madrid, Spain
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42
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Fellman D, Salmi J, Ritakallio L, Ellfolk U, Rinne JO, Laine M. Training working memory updating in Parkinson's disease: A randomised controlled trial. Neuropsychol Rehabil 2018; 30:673-708. [PMID: 29968519 DOI: 10.1080/09602011.2018.1489860] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
Frontostriatal dysfunction in Parkinson's disease (PD) increases the risk for working memory (WM) impairment and depression, calling for counteractive measures. Computerised cognitive rehabilitation is a promising option, but targeted training protocols are lacking and lab-based training can be demanding due to the repeated visits. This study tested the feasibility and efficacy of home-based computerised training targeting mainly WM updating in PD. Fifty-two cognitively well-preserved PD patients were randomised to a WM training group and an active control group for five weeks of training (three 30-min sessions per week). WM training included three computerised adaptive WM tasks (two updating, one maintenance). The outcomes were examined pre- and post-training with trained and untrained WM tasks, tasks tapping other cognitive domains, and self-ratings of executive functioning and depression. Home-based training was feasible for the patients. The training group improved particularly on the updating training tasks, and showed posttest improvement on untrained WM tasks structurally similar to the trained ones. Moreover, their depression scores decreased compared to the controls. Our study indicates that patients with mild-to-moderate PD can self-administer home-based computerised WM training, and that they yield a similar transfer pattern to untrained WM tasks as has been observed in healthy older adults.
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Affiliation(s)
- Daniel Fellman
- Department of Psychology, Åbo Akademi University, Turku, Finland
| | - Juha Salmi
- Department of Psychology, Åbo Akademi University, Turku, Finland.,Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | | | - Ulla Ellfolk
- Department of Psychology, Åbo Akademi University, Turku, Finland.,Expert Services, Turku University Hospital and University of Turku, Turku, Finland
| | - Juha O Rinne
- Turku PET Centre, University of Turku, Turku, Finland.,Division of Clinical Neurosciences, Turku University Hospital, Turku, Finland
| | - Matti Laine
- Department of Psychology, Åbo Akademi University, Turku, Finland.,Turku Brain and Mind Center, University of Turku, Turku, Finland
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Editorial Special Topic: Enhancing Brain and Cognition Through Cognitive Training. JOURNAL OF COGNITIVE ENHANCEMENT 2017; 1:353-357. [PMID: 29552678 DOI: 10.1007/s41465-017-0057-9] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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