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Cui X, Zhang S, Yu S, Ding Q, Li X. Does working memory training improve emotion regulation and reduce internalizing symptoms? A pair of three-level meta-analyses. Behav Res Ther 2024; 179:104549. [PMID: 38761555 DOI: 10.1016/j.brat.2024.104549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Revised: 04/09/2024] [Accepted: 04/24/2024] [Indexed: 05/20/2024]
Abstract
BACKGROUND Emotional dysfunction is a core feature of many mental disorders. Working memory training (WM-T) is promising to improve emotion regulation and reduce internalizing symptoms (anxiety and depressive symptoms), but the results are mixed. Therefore, we conducted meta-analyses to clarify these mixed results. METHODS We searched Web of Science, PubMed, ScienceDirect, and EBSCO to identify relevant studies and screened the references. The effect size was calculated using Hedges' g. Three-level, random-effects models were run using metafor in R. RESULTS The current study included 44 articles, of which 29 were involved with emotion regulation, and 30 were involved with internalizing symptoms. The results showed that WM-T could yield emotional benefits, but the benefits were confined to enhancing explicit emotional regulation capacity and reducing anxiety symptoms. For the meta-analysis regarding the effect of WM-T on emotion regulation, there was no significant moderator. For the meta-analysis regarding the effect of WM-T on internalizing symptoms, the emotional valence of the material and control group were statistically significant moderators. CONCLUSION WM-T could yield certain emotional effects, but only to improve explicit emotion regulation capacity and reduce anxiety symptoms. In addition, some measures could enhance the effect, such as targeting specific populations, increasing the number of training sessions (≥15) or duration (>450 minutes), using negative material, and using n-back training tasks.
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Affiliation(s)
- Xiaobing Cui
- Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, 10049, China
| | - Siyuan Zhang
- Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, 10049, China
| | - Shuting Yu
- Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, 10049, China
| | - Qingwen Ding
- Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, 10049, China
| | - Xuebing Li
- Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, 10049, China.
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Loock K, Schwabe L. Cognitive training prevents stress-induced working memory deficits. BIOLOGICAL PSYCHIATRY. COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2024:S2451-9022(24)00164-2. [PMID: 38909897 DOI: 10.1016/j.bpsc.2024.06.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2024] [Revised: 06/10/2024] [Accepted: 06/14/2024] [Indexed: 06/25/2024]
Abstract
BACKGROUND Working memory is a fundamental cognitive process that is critically involved in planning, comprehension, reasoning, or problem-solving. Acute stress has been shown to impair working memory. This stress-induced working memory deficit has profound implications for our cognitive functioning in everyday life as well as for stress-related mental disorders. Here, we tested whether a cognitive training intervention can make working memory more resistant to disruptive effects of acute stress. METHODS In a pre-registered, fully-crossed between-subjects design with the factors stress (vs. control) and cognitive training (vs. sham), one hundred twenty-three healthy men and women (aged 18-35 years) completed a daily cognitive training program targeting working memory-related processes or a sham training over a period of six weeks. After this six-week training intervention, participants underwent a standardized stress or control manipulation shortly before their working memory performance was tested. RESULTS As expected, the exposure to acute stress led to a significant working memory impairment in the sham training group. Critically, although the subjective, autonomic, and endocrine stress responses were comparable in the two training groups, this stress-induced working memory impairment was abolished in the intervention training group. CONCLUSIONS These results are the first to show that a cognitive training intervention directed at prefrontal and hippocampal functioning can prevent the detrimental effects of stressful events on working memory performance.
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Affiliation(s)
- Kaja Loock
- Institute of Psychology, University of Hamburg
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3
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Stringfield SJ, Kirschmann EK, Torregrossa MM. Working memory performance predicts, but does not reduce, cocaine- and cannabinoid-seeking in adult male rats. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.05.28.596305. [PMID: 38853853 PMCID: PMC11160613 DOI: 10.1101/2024.05.28.596305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2024]
Abstract
Background Cognitive deficits reflecting impaired executive function are commonly associated with psychiatric disorders, including substance use. Cognitive training is proposed to improve treatment outcomes for these disorders by promoting neuroplasticity within the prefrontal cortex, enhancing executive control, and mitigating cognitive decline due to drug use. Additionally, brain derived neurotrophic factor (BDNF) can facilitate plasticity in the prefrontal cortex and reduce drug-seeking behaviors. We investigated whether working memory training could elevate BDNF levels in the prefrontal cortex and if this training would predict or protect against cocaine or cannabinoid seeking. Methods Adult male rats were trained to perform a 'simple' or 'complex' version of a delayed- match-to-sample working memory task. Rats then self-administered cocaine or the synthetic cannabinoid WIN55,212-2 and were tested for cued drug-seeking during abstinence. Tissue from the prefrontal cortex and dorsal hippocampus was analyzed for BDNF protein expression. Results Training on the working memory task enhanced endogenous BDNF protein levels in the prelimbic prefrontal cortex but not the dorsal hippocampus. Working memory training did not impact self-administration of either drug but predicted the extent of WIN self-administration and cocaine seeking during abstinence. Conclusions These results suggest that working memory training promotes endogenous BDNF but does not alter drug-seeking or drug-taking behavior. However, individual differences in cognitive performance prior to drug exposure may predict vulnerability to future drug use.
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Aksu S, Indahlastari A, O'Shea A, Marsiske M, Cohen R, Alexander GE, DeKosky ST, Hishaw GA, Dai Y, Wu SS, Woods AJ. Facilitation of working memory capacity by transcranial direct current stimulation: a secondary analysis from the augmenting cognitive training in older adults (ACT) study. GeroScience 2024:10.1007/s11357-024-01205-0. [PMID: 38789832 DOI: 10.1007/s11357-024-01205-0] [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: 02/14/2024] [Accepted: 05/13/2024] [Indexed: 05/26/2024] Open
Abstract
Aging is a public health concern with an ever-increasing magnitude worldwide. An array of neuroscience-based approaches like transcranial direct current stimulation (tDCS) and cognitive training have garnered attention in the last decades to ameliorate the effects of cognitive aging in older adults. This study evaluated the effects of 3 months of bilateral tDCS over the frontal cortices with multimodal cognitive training on working memory capacity. Two hundred ninety-two older adults without dementia were allocated to active or sham tDCS paired with cognitive training. These participants received repeated sessions of bilateral tDCS over the bilateral frontal cortices, combined with multimodal cognitive training. Working memory capacity was assessed with the digit span forward, backward, and sequencing tests. No baseline differences between active and sham groups were observed. Multiple linear regressions indicated more improvement of the longest digit span backward from baseline to post-intervention (p = 0.021) and a trend towards greater improvement (p = 0.056) of the longest digit span backward from baseline to 1 year in the active tDCS group. No significant between-group changes were observed for digit span forward or digit span sequencing. The present results provide evidence for the potential for tDCS paired with cognitive training to remediate age-related declines in working memory capacity. These findings are sourced from secondary outcomes in a large randomized clinical trial and thus deserve future targeted investigation in older adult populations.
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Affiliation(s)
- Serkan Aksu
- 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 Physiology, Faculty of Medicine, Muğla Sıtkı Koçman University, Muğla, Turkey.
| | - Aprinda Indahlastari
- 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
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, 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 Psychiatry, Neuroscience and Physiological Sciences Graduate Interdisciplinary Programs, and BIO5 Institute, University of Arizona and Arizona Alzheimer's Disease Consortium, Tucson, AZ, USA
- Department of Psychology and Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA
| | - Steven T DeKosky
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Neurology, College of Medicine, University of Florida, Gainesville, FL, USA
| | - Georg A Hishaw
- 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
| | - Yunfeng Dai
- Department of Biostatistics, College of Public Health and Health Professions, College of Medicine, University of Florida, Gainesville, FL, USA
| | - Samuel S Wu
- Department of Biostatistics, College of Public Health and Health Professions, College of Medicine, University of Florida, Gainesville, FL, 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
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Mazo G, Pantaléo S, van der Oord A, Picq JL, Hertz-Pannier L, Brunet E, Azouvi P, Vallat-Azouvi C. Rehabilitation of working memory after acquired brain injury and multiple sclerosis: A systematic review. Neuropsychol Rehabil 2024:1-39. [PMID: 38430123 DOI: 10.1080/09602011.2024.2319909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Accepted: 02/12/2024] [Indexed: 03/03/2024]
Abstract
The objective is to study the effectiveness of working memory (WM) rehabilitation after Acquired brain injury (ABI) and multiple sclerosis (MS). A systematic database search of published studies, following PRISMA recommendations, with assessment of methodological quality and risk of bias, was conducted. The results were analysed according to the rehabilitation method used. 31 studies (including 14 class I) were included, and 11 different training programs were identified. Despite great variability in training methodology and outcome measures, the results were positive overall. However, only three rehabilitation programs showed a transfer effect to WM (near) and daily life with long-term maintenance. The results were more variable for protocols limited to the use of computerized n-back training tasks. Overall, the current evidence supports multi-task WM training rather than single-task-limited program. It also supports early and long duration training, with some therapist support. However, it is not possible, to date, to make strong recommendations regarding the rehabilitation program to be used preferentially. Although results are encouraging, level of evidence remains modest, particularly regarding the maintenance of the therapeutic effect after the end of training, and the transfer to everyday life skills. The influence of rehabilitation parameters (training duration, therapist involvement … ) remains difficult to assess.
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Affiliation(s)
- Guillaume Mazo
- DysCo Laboratory, Paris 8 Saint-Denis University, Paris, France
| | | | | | - Jean-Luc Picq
- DysCo Laboratory, Paris 8 Saint-Denis University, Paris, France
| | - Lucie Hertz-Pannier
- UNIACT/Neurospin/Joliot/CEA-SACLAY and U1141 NeuroDiderot, Inserm, Paris University, Paris, France
| | - Eric Brunet
- Team DevPsy, UVSQ, Inserm, CESP, UMR 1018, Paris-Saclay University, Villejuif, France
- Hospital Mignot-Versailles, Le Chesnay-Rocquencourt, France
| | - Philippe Azouvi
- AP-HP, GHU Paris-Saclay, Raymond. Poincaré Hospital, Department of Physical Medicine and Rehabilitation, Garches, France
- Team DevPsy, UVSQ, Inserm, CESP, UMR 1018, Paris-Saclay University, Villejuif, France
| | - Claire Vallat-Azouvi
- DysCo Laboratory, Paris 8 Saint-Denis University, Paris, France
- Antenne UEROS-UGECAMIDF, Raymond Poincaré Hospital, Garches, France
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Rodas JA, Asimakopoulou AA, Greene CM. Can we enhance working memory? Bias and effectiveness in cognitive training studies. Psychon Bull Rev 2024:10.3758/s13423-024-02466-8. [PMID: 38366265 DOI: 10.3758/s13423-024-02466-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/18/2024] [Indexed: 02/18/2024]
Abstract
Meta-analyses have found that working memory (WM) can be improved with cognitive training; however, some authors have suggested that these improvements are mostly driven by biases in the measurement of WM, especially the use of similar tasks for assessment and training. In the present meta-analysis, we investigated whether WM, fluid intelligence, executive functions, and short-term memory can be improved by cognitive training and evaluated the impact of possible sources of bias. We performed a risk of bias assessment of the included studies and took special care in controlling for practice effects. Data from 52 independent comparisons were analyzed, including cognitive training aimed at different cognitive functions. Our results show small improvements in WM after training (SMD = 0.18). Much larger effects were observed when the analysis was restricted to assessment tasks similar to those used for training (SMD = 1.15). Fluid intelligence was not found to improve as a result of training, and improvements in WM were not related to changes in fluid intelligence. Our analyses did however indicate that cognitive training can improve specific executive functions. Contrary to expectations, a set of meta-regressions indicated that characteristics of the training programme, such as dosage and type of training, do not have an impact on the effectiveness of training. The risk of bias assessment revealed some concerns in the randomization process and possible selective reporting among studies. Overall, our results identified various potential sources of bias, with the most significant being the choice of assessment tasks.
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Affiliation(s)
- Jose A Rodas
- Escuela de Psicología, Universidad Espíritu Santo, Samborondón, Ecuador.
- School of Psychology, University College Dublin, Dublin, Ireland.
| | | | - Ciara M Greene
- School of Psychology, University College Dublin, Dublin, Ireland
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Almarzouki AF. Stress, working memory, and academic performance: a neuroscience perspective. Stress 2024; 27:2364333. [PMID: 38910331 DOI: 10.1080/10253890.2024.2364333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Accepted: 05/31/2024] [Indexed: 06/25/2024] Open
Abstract
The relationship between stress and working memory (WM) is crucial in determining students' academic performance, but the interaction between these factors is not yet fully understood. WM is a key cognitive function that is important for learning academic skills, such as reading, comprehension, problem-solving, and math. Stress may negatively affect cognition, including WM, via various mechanisms; these include the deleterious effect of glucocorticoids and catecholamines on the structure and function of brain regions that are key for WM, such as the prefrontal cortex and hippocampus. This review explores the mechanisms underlying how stress impacts WM and how it can decrease academic performance. It highlights the importance of implementing effective stress-management strategies to protect WM function and improve academic performance.
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Affiliation(s)
- Abeer F Almarzouki
- Department of Clinical Physiology, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
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Wallinheimo AS, Evans SL, Davitti E. Training in new forms of human-AI interaction improves complex working memory and switching skills of language professionals. Front Artif Intell 2023; 6:1253940. [PMID: 38045765 PMCID: PMC10690806 DOI: 10.3389/frai.2023.1253940] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Accepted: 10/19/2023] [Indexed: 12/05/2023] Open
Abstract
AI-related technologies used in the language industry, including automatic speech recognition (ASR) and machine translation (MT), are designed to improve human efficiency. However, humans are still in the loop for accuracy and quality, creating a working environment based on Human-AI Interaction (HAII). Very little is known about these newly-created working environments and their effects on cognition. The present study focused on a novel practice, interlingual respeaking (IRSP), where real-time subtitles in another language are created through the interaction between a human and ASR software. To this end, we set up an experiment that included a purpose-made training course on IRSP over 5 weeks, investigating its effects on cognition, and focusing on executive functioning (EF) and working memory (WM). We compared the cognitive performance of 51 language professionals before and after the course. Our variables were reading span (a complex WM measure), switching skills, and sustained attention. IRSP training course improved complex WM and switching skills but not sustained attention. However, the participants were slower after the training, indicating increased vigilance with the sustained attention tasks. Finally, complex WM was confirmed as the primary competence in IRSP. The reasons and implications of these findings will be discussed.
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Affiliation(s)
- Anna-Stiina Wallinheimo
- Centre for Translation Studies, Faculty of Arts and Social Sciences (FASS), University of Surrey, Guildford, United Kingdom
- School of Psychology, Faculty of Health and Medical Sciences (FHMS), University of Surrey, Guildford, United Kingdom
| | - Simon L. Evans
- School of Psychology, Faculty of Health and Medical Sciences (FHMS), University of Surrey, Guildford, United Kingdom
| | - Elena Davitti
- Centre for Translation Studies, Faculty of Arts and Social Sciences (FASS), University of Surrey, Guildford, United Kingdom
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Zhao X, Cao W, Maes JHR. Association between adolescents' socioeconomic status and working memory updating functioning: Role of parental educational involvement. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:931-942. [PMID: 36994922 DOI: 10.1111/jora.12848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 02/06/2023] [Accepted: 03/15/2023] [Indexed: 06/19/2023]
Abstract
Family socioeconomic status (SES) is positively associated with executive functioning. This study tested whether parental educational involvement mediates this association. Two hundred and sixty, 12-15-year-old adolescents completed working memory updating (WMU) and general intelligence tasks, and questionnaires on SES and parental educational involvement. SES and WMU ability were positively associated; there was no difference between the fathers and mothers for three types of educational involvement. The mothers' behavioural involvement positively mediated the SES-WM updating association, whereas a negative mediation was observed for the mothers' intellectual involvement. The fathers' educational involvement did not play a significant mediating role. These results might inform interventions targeting educational involvement for enhancing the cognitive development of children from low SES families.
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Affiliation(s)
- Xin Zhao
- Behavior Rehabilitation Training Research Institution, School of Psychology, Northwest Normal University, 967 East Anning Road, Lanzhou, 730070, China
| | - Wenjing Cao
- Behavior Rehabilitation Training Research Institution, School of Psychology, Northwest Normal University, 967 East Anning Road, Lanzhou, 730070, China
| | - Joseph H R Maes
- Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University, P.O. Box 9104, Nijmegen, 6500 HE, The Netherlands
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Hsieh S, Chen EH. Specific but not general declines in attention and executive function with aging: Converging cross-sectional and longitudinal evidence across the adult lifespan. Front Psychol 2023; 14:1108725. [PMID: 37008838 PMCID: PMC10050892 DOI: 10.3389/fpsyg.2023.1108725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2022] [Accepted: 02/24/2023] [Indexed: 03/17/2023] Open
Abstract
ObjectiveAttention and executive function (EF) are vulnerable to aging. However, whether all these functions generally decline with aging is not known. Furthermore, most evidence is based on cross-sectional data and fewer follow-up data are available in the literature. Longitudinal follow-up studies are necessary to characterize individualized and precise changes in cognitive function. Additionally, relatively few aging studies have included middle-aged adults to examine age-related differences in attention and EF. Therefore, this study aims to examine whether general or specific attention and EF decline with aging from adulthood to old age by combining cross-sectional and longitudinal follow-up approaches.MethodsThis study recruited 253 participants aged 20 to 78 years. passing a prescreening procedure (see main text for detail) for the baseline session, and 123 of them were invited to return 1 ~ 2 years after their first visit to participate in the follow-up session. The participants completed a series of attention and EF tasks at both the baseline and follow-up sessions, which measured alerting, orienting, conflict control, stopping, memory updating, and switching abilities. We applied linear and nonlinear regression models to evaluate the cross-sectional age effect on attention and EF and employed a modified Brinley plot to inspect follow-up performance against baseline in attention and EF.ResultsThe results of cross-sectional data showed that older adults exhibited decreased efficiency in alerting, stopping, and memory updating but paradoxically increased efficiency in conflict control and switching abilities and no changes in orienting efficiency with age. However, the results of longitudinal data showed that only alerting and memory updating continued to show decreased efficiency. Furthermore, conflict control and switching showed increased efficiency with aging, whereas the orienting network, and stopping no longer showed decreased efficiency.ConclusionThus, converging the cross-sectional and longitudinal data showed that the alerting and memory updating function exhibited the most robust deficit with age (cross-sectional) and aging (longitudinal). Alerting and memory updating abilities are crucial survival skills for human beings. Therefore, developing methods to prevent and improve an individual’s alertness and working memory ability is an important practical issue in aging research.
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Affiliation(s)
- Shulan Hsieh
- Cognitive Electrophysiology Laboratory: Control, Aging, Sleep, and Emotion (CASE), Department of Psychology, National Cheng Kung University, Tainan, Taiwan
- Institute of Allied Health Sciences, National Cheng Kung University, Tainan, Taiwan
- Department of Public Health, National Cheng Kung University, Tainan, Taiwan
- *Correspondence: Shulan Hsieh,
| | - En-Ho Chen
- Cognitive Electrophysiology Laboratory: Control, Aging, Sleep, and Emotion (CASE), Department of Psychology, National Cheng Kung University, Tainan, Taiwan
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Zhao X, Cai Y, Maes JHR. Association between working memory updating ability and cognitive reappraisal: An investigation into a modulatory role of the individual's sex. Psych J 2023; 12:185-194. [PMID: 36682737 DOI: 10.1002/pchj.628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Accepted: 12/08/2022] [Indexed: 01/24/2023]
Abstract
Cognitive reappraisal has been shown to be an effective emotion regulation strategy that contributes to mental health. Previous studies focused on sex differences in the frequency of use and ability to use this strategy, and the association of fequency of use and ability with executive functioning. However, there is a lack of behavioral studies examining whether the involvement of executive functions in cognitive reappraisal use and ability differs for men and women. Such a sex difference may inform the design of cognitive interventions directed at enhancing cognitive reappraisal use and ability. The present study used a sample of 125 Chinese university students and focused on one key component of executive functioning: working memory updating. Frequency of cognitive reappraisal use was assessed by self-report. Ability to use cognitive reappraisal and working memory updating capacity were each assessed with a laboratory task. The results revealed no sex difference in cognitive reappraisal use or ability. However, of primary interest, the ability to apply cognitive reappraisal was associated with working memory updating performance, but only for women. If confirmed in further studies, these findings suggest that cognitive interventions in general, and working memory updating trainings more specifically, are more likely to enhance the ability to use cognitive reappraisal as a means to regulate emotions in women than in men.
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Affiliation(s)
- Xin Zhao
- Behavior Rehabilitation Training Research Institution, School of Psychology, Northwest Normal University, Lanzhou, China
| | - Yaya Cai
- Behavior Rehabilitation Training Research Institution, School of Psychology, Northwest Normal University, Lanzhou, China
| | - Joseph H R Maes
- Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University, Nijmegen, The Netherlands
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12
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Zhao X, Zheng Q, Maes JHR. Educational mobility and older adults' working memory updating ability: association and role of resilience. Aging Ment Health 2022:1-8. [PMID: 36325945 DOI: 10.1080/13607863.2022.2141194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
OBJECTIVE Previous research revealed that a low childhood socioeconomic status, including low parental education, correlates with impaired executive functioning. However, there is a lack of research on the association of working memory updating (WMU) ability, which is one of the major components of executive functioning, and of resilience with educational mobility. The purpose of the present two studies was to further examine these associations. METHOD In Study 1, 180, 60-88-year old adults with different levels of educational mobility performed a WMU task. In Study 2, 130, 60-89-year old adults that had experienced different levels of upward educational mobility completed a WMU task and a resilience questionnaire. RESULTS Study 1 revealed that extent of educational mobility was significantly positively associated with WMU ability. Study 2 revealed significant positive associations among extent of educational mobility, resilience, and WMU task performance. CONCLUSION The results were discussed in terms of possible causal relations between the variables and implications for interventions that aim to enhance upward educational mobility and cognitive functioning in late adulthood.
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Affiliation(s)
- Xin Zhao
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Qiaoping Zheng
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Joseph H R Maes
- Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University, Nijmegen, The Netherlands
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13
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Effortless training of attention and self-control: mechanisms and applications. Trends Cogn Sci 2022; 26:567-577. [DOI: 10.1016/j.tics.2022.04.006] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Revised: 04/13/2022] [Accepted: 04/16/2022] [Indexed: 12/22/2022]
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14
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Vartanian O, Replete V, Saint SA, Lam Q, Forbes S, Beaudoin ME, Brunyé TT, Bryant DJ, Feltman KA, Heaton KJ, McKinley RA, Van Erp JBF, Vergin A, Whittaker A. What Is Targeted When We Train Working Memory? Evidence From a Meta-Analysis of the Neural Correlates of Working Memory Training Using Activation Likelihood Estimation. Front Psychol 2022; 13:868001. [PMID: 35432071 PMCID: PMC9005969 DOI: 10.3389/fpsyg.2022.868001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Accepted: 02/14/2022] [Indexed: 11/23/2022] Open
Abstract
Working memory (WM) is the system responsible for maintaining and manipulating information, in the face of ongoing distraction. In turn, WM span is perceived to be an individual-differences construct reflecting the limited capacity of this system. Recently, however, there has been some evidence to suggest that WM capacity can increase through training, raising the possibility that training can functionally alter the neural structures supporting WM. To address the hypothesis that the neural substrates underlying WM are targeted by training, we conducted a meta-analysis of functional magnetic resonance imaging (fMRI) studies of WM training using Activation Likelihood Estimation (ALE). Our results demonstrate that WM training is associated exclusively with decreases in blood oxygenation level-dependent (BOLD) responses in clusters within the fronto-parietal system that underlie WM, including the bilateral inferior parietal lobule (BA 39/40), middle (BA 9) and superior (BA 6) frontal gyri, and medial frontal gyrus bordering on the cingulate gyrus (BA 8/32). We discuss the various psychological and physiological mechanisms that could be responsible for the observed reductions in the BOLD signal in relation to WM training, and consider their implications for the construct of WM span as a limited resource.
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Affiliation(s)
- Oshin Vartanian
- Defence Research and Development Canada, Toronto, ON, Canada
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Vladyslava Replete
- Defence Research and Development Canada, Toronto, ON, Canada
- Faculty of Medicine, Queen’s University, Kingston, ON, Canada
| | - Sidney Ann Saint
- Defence Research and Development Canada, Toronto, ON, Canada
- Department of Psychology, University of Waterloo, Waterloo, ON, Canada
| | - Quan Lam
- Defence Research and Development Canada, Toronto, ON, Canada
| | - Sarah Forbes
- Defence Research and Development Canada, Toronto, ON, Canada
- Department of Psychiatry, University of Manitoba, Winnipeg, MB, Canada
| | - Monique E. Beaudoin
- Applied Research Laboratory for Intelligence and Security, University of Maryland, College Park, MD, United States
| | - Tad T. Brunyé
- U.S. Army DEVCOM Soldier Center, Natick, MA, United States
| | - David J. Bryant
- Defence Research and Development Canada, Toronto, ON, Canada
| | - Kathryn A. Feltman
- U.S. Army Aeromedical Research Laboratory, Fort Rucker, AL, United States
| | - Kristin J. Heaton
- U.S. Army Research Institute of Environmental Medicine, Natick, MA, United States
| | - Richard A. McKinley
- U.S. Air Force Research Laboratory, Wright-Patterson Air Force Base, Dayton, OH, United States
| | - Jan B. F. Van Erp
- Netherlands Organization for Applied Scientific Research (TNO), Soesterberg, Netherlands
- Department of Human Media Interaction, University of Twente, Enschede, Netherlands
| | - Annika Vergin
- Bundeswehr Office for Defence Planning, Federal Ministry of Defence, Berlin, Germany
| | - Annalise Whittaker
- Defence Science and Technology Laboratory, UK Ministry of Defence, Salisbury, United Kingdom
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15
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Xu J, Deng M, Nan W, Cai D. The effects of working memory training in children revealed by behavioral responses and ERP. Brain Behav 2021; 11:e2310. [PMID: 34333867 PMCID: PMC8413785 DOI: 10.1002/brb3.2310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/27/2020] [Revised: 07/12/2021] [Accepted: 07/13/2021] [Indexed: 11/09/2022] Open
Abstract
BACKGROUND Recent studies have examined the effect of computerized cognitive training on working memory (WM), but the behavioral and neural effects were uncertain. Also, few studies have explored WM training effects on children using event-related potentials. The purpose of our study was to investigate the effects of WM training in children, including the effects on behavioral performance and neurophysiological outcomes. METHODS Forty-four healthy children (mean age = 7.76 years, SD = 0.57 years, 18 females) were assigned to the training and control groups. Over 20 training sessions, the training group participated in the computation-span and spatial N-back tasks, whereas the control group joined in normal class activities. They all completed the pre- and post-test evaluation of WM tasks (digit span backwards task and N-back task). RESULTS The results showed that WM training led to improved performance in the digit span backwards task and 2-back task of post-test evaluation, shortened P3a and P3b latencies in nontarget trials during the spatial 1-back task, shortened P3a latency in target and nontarget trials, as well as increased P3b amplitude and shortened P3b latency in target trials during the spatial 2-back task. CONCLUSIONS These results suggested that WM training might enhance children's behavioral performance on WM tasks and brought about neurophysiological changes. This study gives insights into the potential of WM training effects on children's behavioral performance and neurophysiological outcomes.
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Affiliation(s)
- Jie Xu
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | - Meiqi Deng
- Department of Psychology, Shanghai Normal University, Shanghai, China.,School of Foreign Languages in Tourism, Shanghai Institute of Tourism, Shanghai, China
| | - Wenya Nan
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | - Dan Cai
- Department of Psychology, Shanghai Normal University, Shanghai, China
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16
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Lawlor-Savage L, Kusi M, Clark CM, Goghari VM. No evidence for an effect of a working memory training program on white matter microstructure. INTELLIGENCE 2021. [DOI: 10.1016/j.intell.2021.101541] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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17
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Pappa K, Flegal KE, Baylan S, Evans JJ. Working memory training: Taking a step back to retool and create a bridge between clinical and neuroimaging research methods. APPLIED NEUROPSYCHOLOGY-ADULT 2021; 29:1669-1680. [PMID: 33794120 DOI: 10.1080/23279095.2021.1904243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Improvements in patient outcomes and mortality after brain injury alongside increasing ageing population have resulted in an increasing need to develop cognitive interventions for individuals experiencing changes in their cognitive function. One topic of increasing research interest is whether cognitive functions such as attention, memory and executive functioning can be improved through the use of working memory training interventions. Both clinical and neuroimaging researchers are working to evidence this, but their efforts rarely come together. We discuss here several issues that may be hindering progress in this area, including the tools researchers utilize to measure cognition, the choice between employing active or passive control groups, the focus on transfer effects at the expense of well-characterized training effects, and the overall lack of neuroimaging studies in individuals with neurological disorders. We argue that the only way to advance the field is to build bridges between the disciplines of clinical neuropsychology and cognitive neuroscience. We suggest a multi-level framework to validate the efficacy of working memory interventions and other forms of cognitive training that combine both clinical and neuroimaging approaches. We conclude that in order to move forward we need to form multidisciplinary teams, employ interdisciplinary methods, brain imaging quality rating tools and build national and international collaborations based on open science principles.
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Affiliation(s)
- Katerina Pappa
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| | - Kristin E Flegal
- Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, UK
| | - Satu Baylan
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| | - Jonathan J Evans
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
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18
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Motor adaptation is promoted by an incongruent Stroop task, but not by a congruent Stroop task. Exp Brain Res 2021; 239:1295-1303. [PMID: 33616687 DOI: 10.1007/s00221-021-06059-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 02/08/2021] [Indexed: 10/22/2022]
Abstract
Motor adaptation plays an important role in the acquisition of new motor skills. It has been reported that cognitive tasks can promote motor adaptation; however, which cognitive tasks effectively promote motor adaptation remains unknown. This study aimed to examine what factors of cognitive tasks contribute to promoting motor adaptation. Forty-two healthy young adults were randomly assigned to one of three groups: incongruent Stroop task group (iSTG), congruent Stroop task group (cSTG), and control group (CG). All participants underwent 20 blocks of a mouse-tracking task on the 1st and 2nd days. Before the mouse tracking task on the 1st day, the iSTG and cSTG completed the incongruent and congruent Stroop tasks, respectively. Participants in the CG did not perform any cognitive tasks. On the 28th day, all participants underwent 3 blocks of the mouse tracking task to evaluate their retention of motor adaptation. As a result, on the 1st day, the mouse tracking task performance improved equally for both groups. However, on the 2nd and 28th days, the mouse tracking task performance in the iSTG showed greater improvements for all blocks compared to those in the CG. These results suggest that the incongruent Stroop task promotes motor adaptation, but the congruent Stroop task does not. In addition, it is suggested that factors, which are primarily involved in the incongruent Stroop task, might promote motor adaptation.
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19
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Stavroulaki V, Giakoumaki SG, Sidiropoulou K. Working memory training effects across the lifespan: Evidence from human and experimental animal studies. Mech Ageing Dev 2020; 194:111415. [PMID: 33338498 DOI: 10.1016/j.mad.2020.111415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 11/23/2020] [Accepted: 12/09/2020] [Indexed: 10/22/2022]
Abstract
Working memory refers to a cognitive function that provides temporary storage and manipulation of the information necessary for complex cognitive tasks. Due to its central role in general cognition, several studies have investigated the possibility that training on working memory tasks could improve not only working memory function but also increase other cognitive abilities or modulate other behaviors. This possibility is still highly controversial, with prior studies providing contradictory findings. The lack of systematic approaches and methodological shortcomings complicates this debate even more. This review highlights the impact of working memory training at different ages on humans. Finally, it demonstrates several findings about the neural substrate of training in both humans and experimental animals, including non-human primates and rodents.
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Affiliation(s)
| | - Stella G Giakoumaki
- Laboratory of Neuropsychology, Department of Psychology, Gallos University Campus, University of Crete, Rethymno, 74100, Crete, Greece; University of Crete Research Center for the Humanities, The Social and Educational Sciences, University of Crete, Rethymno, 74100, Crete, Greece
| | - Kyriaki Sidiropoulou
- Dept of Biology, University of Crete, Greece; Institute of Molecular Biology and Biotechnology - Foundation for Research and Technology Hellas, Greece.
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