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Reiber F, Ulrich R. Exploring Effects of Age on Conflict Processing in the Light of Practice in a Large-Scale Dataset. Exp Aging Res 2024; 50:422-442. [PMID: 37258228 DOI: 10.1080/0361073x.2023.2214051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Accepted: 05/11/2023] [Indexed: 06/02/2023]
Abstract
INTRODUCTION The possible decline of cognitive functions with age has been in the focus of cognitive research in the last decades. The present study investigated effects of aging on conflict processing in a big dataset of a Stroop-inspired online training task. METHODS We focused on the temporal dynamics of conflict processing in the light of task practice by means of inspecting delta plots and Lorenz-interference curves to gain insights on a process level. RESULTS The results indicate a relatively constant increase of cognitive conflict over the course of adulthood and a decrease with practice. Furthermore, the latency of the automatic processing of conflicting information relative to the controlled processing of task-relevant information decreases relatively constantly with age. This effect is moderated by practice, that is, the relative latency of the automatic processing decreases less with age at high practice levels. CONCLUSION As such, practice seems to be able to partially counteract age-related differences in conflict processing, on a process level.
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Affiliation(s)
- Fabiola Reiber
- School of Social Sciences, University of Mannheim, Mannheim, Germany
| | - Rolf Ulrich
- Department of Psychology, University of Tübingen, Tübingen, Germany
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Scharfen HE, Memmert D. The model of the brain as a complex system: Interactions of physical, neural and mental states with neurocognitive functions. Conscious Cogn 2024; 122:103700. [PMID: 38749233 DOI: 10.1016/j.concog.2024.103700] [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: 10/11/2023] [Revised: 05/07/2024] [Accepted: 05/07/2024] [Indexed: 06/16/2024]
Abstract
The isolated approaching of physical, neural and mental states and the binary classification into stable traits and fluctuating states previously lead to a limited understanding concerning underlying processes and possibilities to explain, measure and regulate neural and mental performance along with the interaction of mental states and neurocognitive traits. In this article these states are integrated by i) differentiating the model of the brain as a complex, self-organizing system, ii) showing possibilities to measure this model, iii) offering a classification of mental states and iv) presenting a holistic operationalization of state regulations and trait trainings to enhance neural and mental high-performance on a macro- and micro scale. This model integrates current findings from the theory of constructed emotions, the theory of thousand brains and complex systems theory and yields several testable hypotheses to provide an integrated reference frame for future research and applied target points to regulate and enhance performance.
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Ganesan K, Thompson A, Smid CR, Cañigueral R, Li Y, Revill G, Puetz V, Bernhardt BC, Dosenbach NUF, Kievit R, Steinbeis N. Cognitive control training with domain-general response inhibition does not change children's brains or behavior. Nat Neurosci 2024; 27:1364-1375. [PMID: 38834704 PMCID: PMC11239524 DOI: 10.1038/s41593-024-01672-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 05/03/2024] [Indexed: 06/06/2024]
Abstract
Cognitive control is required to organize thoughts and actions and is critical for the pursuit of long-term goals. Childhood cognitive control relates to other domains of cognitive functioning and predicts later-life success and well-being. In this study, we used a randomized controlled trial to test whether cognitive control can be improved through a pre-registered 8-week intervention in 235 children aged 6-13 years targeting response inhibition and whether this leads to changes in multiple behavioral and neural outcomes compared to a response speed training. We show long-lasting improvements of closely related measures of cognitive control at the 1-year follow-up; however, training had no impact on any behavioral outcomes (decision-making, academic achievement, mental health, fluid reasoning and creativity) or neural outcomes (task-dependent and intrinsic brain function and gray and white matter structure). Bayesian analyses provide strong evidence of absent training effects. We conclude that targeted training of response inhibition does little to change children's brains or their behavior.
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Affiliation(s)
- Keertana Ganesan
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Abigail Thompson
- Division of Psychology and Language Sciences, University College London, London, UK
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
| | - Claire R Smid
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Roser Cañigueral
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Yongjing Li
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Grace Revill
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Vanessa Puetz
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Boris C Bernhardt
- Department of Neurology and Neurosurgery, McConnell Brain Imaging Centre, McGill University, Montreal, Quebec, Canada
| | - Nico U F Dosenbach
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Neurology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Biomedical Engineering, Washington University in St. Louis, St. Louis, MO, USA
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
- Department of Pediatrics, Washington University School of Medicine, St. Louis, MO, USA
| | - Rogier Kievit
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Nikolaus Steinbeis
- Division of Psychology and Language Sciences, University College London, London, UK.
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Li S, Li S, Ding T, Liu S, Guo X, Liu Z. Effects of attentional deployment training for relieving negative emotion in individuals with subthreshold depression. Clin Neurophysiol 2024; 165:97-106. [PMID: 38996613 DOI: 10.1016/j.clinph.2024.06.009] [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: 12/07/2023] [Revised: 05/24/2024] [Accepted: 06/10/2024] [Indexed: 07/14/2024]
Abstract
OBJECTIVE As a prodromal stage to major depressive disorder (MDD), subthreshold depression (StD) has a higher prevalence in the population, resulting in a greater healthcare burden. StD individuals' current negative emotion could be moderated by attentional deployment. However, it remains unclear whether attentional deployment training can mitigate subsequent negative emotion in StD individuals. METHODS Based on 160 participants, we combined decision task (Experiment 1, N = 69), eye-tracking (Experiment 2, N = 40), and EEG (Experiment 3, N = 51) techniques to investigate how one-week attentional deployment (gain-focus, GF) training modulated the emotional processing of negative stimulus and its underlying neural correlates in StD individuals. RESULTS After one-week GF training, StD individuals significantly reduced the first fixation time and total fixation time on the negative part (missed opportunities) of decision outcome and showed a decrease in emotional sensitivity to missed opportunities. An increase in N1 and decrease in P3 and LPP (late positive potentials) amplitudes, as well as a decrease in alpha oscillation, were observed when StD individuals faced missed opportunities after training. Additionally, the extent of reduction in StD individuals' emotional sensitivity to missed opportunities could be significantly predicted by the degree of decrease in alpha oscillation. CONCLUSION One-week attentional deployment training could modulate negative emotion in StD individuals and the degree of change in alpha oscillation might act as an objective indicator for the effectiveness of training. SIGNIFICANCE Our study provides a convenient and effective approach to alleviate the negative emotion of StD individuals.
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Affiliation(s)
- Shuyu Li
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, School of Psychology, Shaanxi Normal University, Xi'an 710062, China
| | - Shuang Li
- Department of Mental Health Education for College Students, School of Marxism, Nanjing Forestry University, Nanjing 210037, China
| | - Tao Ding
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, School of Psychology, Shaanxi Normal University, Xi'an 710062, China
| | - Sijia Liu
- Fudan Institute on Ageing, Fudan University, Shanghai 200433, China; MOE Laboratory for National Development and Intelligent Governance, Fudan University, Shanghai 200433, China
| | - Xiuyan Guo
- Fudan Institute on Ageing, Fudan University, Shanghai 200433, China; MOE Laboratory for National Development and Intelligent Governance, Fudan University, Shanghai 200433, China
| | - Zhiyuan Liu
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, School of Psychology, Shaanxi Normal University, Xi'an 710062, China.
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Prince JB, Davis HL, Tan J, Muller-Townsend K, Markovic S, Lewis DMG, Hastie B, Thompson MB, Drummond PD, Fujiyama H, Sohrabi HR. Cognitive and neuroscientific perspectives of healthy ageing. Neurosci Biobehav Rev 2024; 161:105649. [PMID: 38579902 DOI: 10.1016/j.neubiorev.2024.105649] [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: 08/21/2023] [Revised: 03/17/2024] [Accepted: 03/30/2024] [Indexed: 04/07/2024]
Abstract
With dementia incidence projected to escalate significantly within the next 25 years, the United Nations declared 2021-2030 the Decade of Healthy Ageing, emphasising cognition as a crucial element. As a leading discipline in cognition and ageing research, psychology is well-equipped to offer insights for translational research, clinical practice, and policy-making. In this comprehensive review, we discuss the current state of knowledge on age-related changes in cognition and psychological health. We discuss cognitive changes during ageing, including (a) heterogeneity in the rate, trajectory, and characteristics of decline experienced by older adults, (b) the role of cognitive reserve in age-related cognitive decline, and (c) the potential for cognitive training to slow this decline. We also examine ageing and cognition through multiple theoretical perspectives. We highlight critical unresolved issues, such as the disparate implications of subjective versus objective measures of cognitive decline and the insufficient evaluation of cognitive training programs. We suggest future research directions, and emphasise interdisciplinary collaboration to create a more comprehensive understanding of the factors that modulate cognitive ageing.
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Affiliation(s)
- Jon B Prince
- School of Psychology, Murdoch University, WA, Australia; Centre for Healthy Ageing, Health Futures Institute, Murdoch University, WA, Australia.
| | - Helen L Davis
- School of Psychology, Murdoch University, WA, Australia; Centre for Healthy Ageing, Health Futures Institute, Murdoch University, WA, Australia
| | - Jane Tan
- School of Psychology, Murdoch University, WA, Australia; Centre for Healthy Ageing, Health Futures Institute, Murdoch University, WA, Australia
| | - Katrina Muller-Townsend
- School of Psychology, Murdoch University, WA, Australia; Centre for Healthy Ageing, Health Futures Institute, Murdoch University, WA, Australia
| | - Shaun Markovic
- School of Psychology, Murdoch University, WA, Australia; Centre for Healthy Ageing, Health Futures Institute, Murdoch University, WA, Australia; Discipline of Psychology, Counselling and Criminology, Edith Cowan University, WA, Australia
| | - David M G Lewis
- School of Psychology, Murdoch University, WA, Australia; Centre for Healthy Ageing, Health Futures Institute, Murdoch University, WA, Australia
| | | | - Matthew B Thompson
- School of Psychology, Murdoch University, WA, Australia; Centre for Biosecurity and One Health, Harry Butler Institute, Murdoch University, WA, Australia
| | - Peter D Drummond
- School of Psychology, Murdoch University, WA, Australia; Centre for Healthy Ageing, Health Futures Institute, Murdoch University, WA, Australia
| | - Hakuei Fujiyama
- School of Psychology, Murdoch University, WA, Australia; Centre for Healthy Ageing, Health Futures Institute, Murdoch University, WA, Australia; Centre for Molecular Medicine and Innovative Therapeutics, Murdoch University, WA, Australia
| | - Hamid R Sohrabi
- School of Psychology, Murdoch University, WA, Australia; Centre for Healthy Ageing, Health Futures Institute, Murdoch University, WA, Australia; School of Medical and Health Sciences, Edith Cowan University, WA, Australia; Department of Biomedical Sciences, Macquarie University, NSW, Australia.
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Johansen T, Matre M, Løvstad M, Lund A, Martinsen AC, Olsen A, Becker F, Brunborg C, Ponsford J, Spikman J, Neumann D, Tornås S. Virtual reality as a method of cognitive training of processing speed, working memory, and sustained attention in persons with acquired brain injury: a protocol for a randomized controlled trial. Trials 2024; 25:340. [PMID: 38778411 PMCID: PMC11110309 DOI: 10.1186/s13063-024-08178-7] [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: 08/02/2023] [Accepted: 05/15/2024] [Indexed: 05/25/2024] Open
Abstract
BACKGROUND Acquired brain injury (ABI) often leads to persisting somatic, cognitive, and social impairments. Cognitive impairments of processing speed, sustained attention, and working memory are frequently reported and may negatively affect activities of daily living and quality of life. Rehabilitation efforts aiming to retrain these cognitive functions have often consisted of computerized training programs. However, few studies have demonstrated effects that transfer beyond the trained tasks. There is a growing optimism regarding the potential usefulness of virtual reality (VR) in cognitive rehabilitation. The research literature is sparse, and existing studies are characterized by considerable methodological weaknesses. There is also a lack of knowledge about the acceptance and tolerability of VR as an intervention method for people with ABI. The present study aims to investigate whether playing a commercially available VR game is effective in training cognitive functions after ABI and to explore if the possible effects transfer into everyday functioning. METHODS One hundred participants (18-65 years), with a verified ABI, impairments of processing speed/attention, and/or working memory, and a minimum of 12 months post injury will be recruited. Participants with severe aphasia, apraxia, visual neglect, epilepsy, and severe mental illness will be excluded. Participants will be randomized into two parallel groups: (1) an intervention group playing a commercial VR game taxing processing speed, working memory, and sustained attention; (2) an active control group receiving psychoeducation regarding compensatory strategies, and general cognitive training tasks such as crossword puzzles or sudoku. The intervention period is 5 weeks. The VR group will be asked to train at home for 30 min 5 days per week. Each participant will be assessed at baseline with neuropsychological tests and questionnaires, after the end of the intervention (5 weeks), and 16 weeks after baseline. After the end of the intervention period, focus group interviews will be conducted with 10 of the participants in the intervention group, in order to investigate acceptance and tolerability of VR as a training method. DISCUSSION This study will contribute to improve understanding of how VR is tolerated and experienced by the ABI population. If proven effective, the study can contribute to new rehabilitation methods that persons with ABI can utilize in a home setting, after the post-acute rehabilitation has ended.
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Affiliation(s)
- T Johansen
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway.
- Department of Occupational Therapy, Institute of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway.
| | - M Matre
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
- Department of Psychology, Faculty of Social Sciences, University of Oslo, Oslo, Norway
| | - M Løvstad
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
- Department of Psychology, Faculty of Social Sciences, University of Oslo, Oslo, Norway
| | - A Lund
- Department of Occupational Therapy, Institute of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - A C Martinsen
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
- Department of Life Sciences and Health, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - A Olsen
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
- Clinic of Rehabilitation, St. Olavs Hospital, Trondheim University Hospital, Trondheim, Norway
- NorHEAD - Norwegian Centre for Headache Research, Trondheim, Norway
| | - F Becker
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
- Department of Physical Medicine and Rehabilitation, University of Oslo, Oslo, Norway
| | - C Brunborg
- Oslo Centre for Biostatistics & Epidemiology, Oslo University Hospital, Oslo, Norway
| | - J Ponsford
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Australia
- Monash-Epworth Rehabilitation Research Centre, Epworth Healthcare, Richmond, Australia
| | - J Spikman
- Department of Neurology, Subdepartment of Neuropsychology, University of Groningen, University Medical Center, Groningen, The Netherlands
| | - D Neumann
- Department of Physical Medicine and Rehabilitation, Indiana University School of Medicine, Indianapolis, USA
| | - S Tornås
- Department of Research, Sunnaas Rehabilitation Hospital, Nesodden, Norway
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Ehrhardt SE, Wards Y, Rideaux R, Marjańska M, Jin J, Cloos MA, Deelchand DK, Zöllner HJ, Saleh MG, Hui SCN, Ali T, Shaw TB, Barth M, Mattingley JB, Filmer HL, Dux PE. Neurochemical Predictors of Generalized Learning Induced by Brain Stimulation and Training. J Neurosci 2024; 44:e1676232024. [PMID: 38531634 PMCID: PMC11112648 DOI: 10.1523/jneurosci.1676-23.2024] [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: 09/05/2023] [Revised: 01/22/2024] [Accepted: 03/08/2024] [Indexed: 03/28/2024] Open
Abstract
Methods of cognitive enhancement for humans are most impactful when they generalize across tasks. However, the extent to which such "transfer" is possible via interventions is widely debated. In addition, the contribution of excitatory and inhibitory processes to such transfer is unknown. Here, in a large-scale neuroimaging individual differences study with humans (both sexes), we paired multitasking training and noninvasive brain stimulation (transcranial direct current stimulation, tDCS) over multiple days and assessed performance across a range of paradigms. In addition, we varied tDCS dosage (1.0 and 2.0 mA), electrode montage (left or right prefrontal regions), and training task (multitasking vs a control task) and assessed GABA and glutamate concentrations via ultrahigh field 7T magnetic resonance spectroscopy. Generalized benefits were observed in spatial attention, indexed by visual search performance, when multitasking training was combined with 1.0 mA stimulation targeting either the left or right prefrontal cortex (PFC). This transfer effect persisted for ∼30 d post intervention. Critically, the transferred benefits associated with right prefrontal tDCS were predicted by pretraining concentrations of glutamate in the PFC. Thus, the effects of this combined stimulation and training protocol appear to be linked predominantly to excitatory brain processes.
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Affiliation(s)
- Shane E Ehrhardt
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Yohan Wards
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Reuben Rideaux
- Queensland Brain Institute, The University of Queensland, St Lucia, Queensland 4072, Australia
- School of Psychology, The University of Sydney, Sydney, New South Wales 2050, Australia
| | - Małgorzata Marjańska
- Department of Radiology, Centre for Magnetic Resonance Research, University of Minnesota, Minneapolis, Minnesota 55455
| | - Jin Jin
- Centre for Advanced Imaging, The University of Queensland, St Lucia, Queensland 4072, Australia
- Siemens Healthcare Pty Ltd., Brisbane, Queensland 4006, Australia
| | - Martijn A Cloos
- Centre for Advanced Imaging, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Dinesh K Deelchand
- Department of Radiology, Centre for Magnetic Resonance Research, University of Minnesota, Minneapolis, Minnesota 55455
| | - Helge J Zöllner
- The Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins University School of Medicine, Baltimore, Maryland 21287
| | - Muhammad G Saleh
- Department of Diagnostic Radiology and Nuclear Medicine, University of Maryland School of Medicine, Baltimore, Maryland 21201
| | - Steve C N Hui
- The Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins University School of Medicine, Baltimore, Maryland 21287
| | - Tonima Ali
- School of Biomedical Engineering, The University of Sydney, Sydney, New South Wales 2050, Australia
- Brain and Mind Centre, The University of Sydney, Sydney, New South Wales 2050, Australia
| | - Thomas B Shaw
- Centre for Advanced Imaging, The University of Queensland, St Lucia, Queensland 4072, Australia
- School of Information Technology and Electrical Engineering, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Markus Barth
- Centre for Advanced Imaging, The University of Queensland, St Lucia, Queensland 4072, Australia
- School of Information Technology and Electrical Engineering, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Jason B Mattingley
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, St Lucia, Queensland 4072, Australia
- Canadian Institute for Advanced Research (CIFAR), Toronto, Ontario M5G 1M1, Canada
| | - Hannah L Filmer
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
| | - Paul E Dux
- School of Psychology, The University of Queensland, St Lucia, Queensland 4072, Australia
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Banta Lavenex P, Blandin ML, Gaborieau C, Lavenex P. Well-designed manufacturing work improves some cognitive abilities in individuals with cognitive impairments. FRONTIERS IN REHABILITATION SCIENCES 2024; 5:1377133. [PMID: 38813372 PMCID: PMC11135131 DOI: 10.3389/fresc.2024.1377133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Accepted: 04/29/2024] [Indexed: 05/31/2024]
Abstract
Introduction Employment is recognized as a fundamental human right, which correlates with better physical and mental health. Importantly, well-designed work, which considers the physical, social, and psychological impacts of work, can serve to enhance the cognitive abilities of workers. Although often overlooked, work for individuals with disabilities, including cognitive impairments, is equally important for their physical and mental well-being. What has not been established, however, is whether well-designed work can also enhance the cognitive abilities of individuals with cognitive impairments. Methods Using a longitudinal study design, we investigated the impact of well-designed work on the cognitive abilities of 60 participants (operators) at the AMIPI Foundation factories, which employ individuals with cognitive impairments to produce electrical cables and harnesses for the automobile industry. The same operators were assessed at three different time points: upon hiring (n = 60), and after working in the factory for 1 year (n = 41, since 19 left the factory) and 2 years (n = 28, since 13 more left the factory). We used five cognitive tests evaluating: (1) finger and manual dexterity, bimanual dexterity, and procedural memory using the Purdue Pegboard; (2) sustained and selective attention using the Symbol Cancellation Task; (3) short- and long-term declarative verbal memory and long-term verbal recognition memory using Rey's Audio-Verbal Learning Test; (4) short- and long-term visual recognition memory using the Continuous Visual Memory Test; and (5) abstract reasoning using Raven's Standard Progressive Matrices. Results We observed improvements in procedural memory, sustained and selective attention, and short- and long-term visual recognition memory after working in the factory for 1 or 2 years. We did not observe improvements in finger or manual dexterity or bimanual dexterity, nor short- or long-term declarative verbal memory or verbal recognition memory, nor abstract reasoning. Discussion We conclude that, in addition to improving physical and mental well-being, well-designed manufacturing work can serve as a training intervention improving some types of cognitive functioning in individuals with cognitive impairments.
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Affiliation(s)
| | | | | | - Pierre Lavenex
- Laboratory of Brain and Cognitive Development, Institute of Psychology, University of Lausanne, Lausanne, Switzerland
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Wards Y, Ehrhardt SE, Garner KG, Mattingley JB, Filmer HL, Dux PE. Stimulating prefrontal cortex facilitates training transfer by increasing representational overlap. Cereb Cortex 2024; 34:bhae209. [PMID: 38771242 DOI: 10.1093/cercor/bhae209] [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: 01/17/2024] [Revised: 04/29/2024] [Accepted: 04/30/2024] [Indexed: 05/22/2024] Open
Abstract
A recent hypothesis characterizes difficulties in multitasking as being the price humans pay for our ability to generalize learning across tasks. The mitigation of these costs through training has been associated with reduced overlap of constituent task representations within frontal, parietal, and subcortical regions. Transcranial direct current stimulation, which can modulate functional brain activity, has shown promise in generalizing performance gains when combined with multitasking training. However, the relationship between combined transcranial direct current stimulation and training protocols with task-associated representational overlap in the brain remains unexplored. Here, we paired prefrontal cortex transcranial direct current stimulation with multitasking training in 178 individuals and collected functional magnetic resonance imaging data pre- and post-training. We found that 1 mA transcranial direct current stimulation applied to the prefrontal cortex paired with multitasking training enhanced training transfer to spatial attention, as assessed via a visual search task. Using machine learning to assess the overlap of neural activity related to the training task in task-relevant brain regions, we found that visual search gains were predicted by changes in classification accuracy in frontal, parietal, and cerebellar regions for participants that received left prefrontal cortex stimulation. These findings demonstrate that prefrontal cortex transcranial direct current stimulation may interact with training-related changes to task representations, facilitating the generalization of learning.
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Affiliation(s)
- Yohan Wards
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Shane E Ehrhardt
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Kelly G Garner
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, Building 79, Upland Road, St Lucia, Queensland 4072, Australia
- School of Psychology, University of New South Wales, Mathews Building, Gate 11, Botany Street, Randwick, New South Wales 2052, Australia
- School of Psychology, University of Birmingham, Hills Building, Edgbaston Park Rd, Birmingham B15 2TT, United Kingdom
| | - Jason B Mattingley
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, Building 79, Upland Road, St Lucia, Queensland 4072, Australia
- School of Psychology, University of Birmingham, Hills Building, Edgbaston Park Rd, Birmingham B15 2TT, United Kingdom
| | - Hannah L Filmer
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Paul E Dux
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
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Yi N, Xing D, Xie J, Cheng Z. Different acupuncture and moxibustion therapies for mild cognitive impairment: a network meta-analysis. Arch Gerontol Geriatr 2024; 120:105328. [PMID: 38237376 DOI: 10.1016/j.archger.2024.105328] [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: 10/16/2023] [Revised: 01/02/2024] [Accepted: 01/09/2024] [Indexed: 03/10/2024]
Abstract
OBJECTIVE To investigate the effectiveness of different acupuncture and moxibustion therapies in improving cognitive function in patients with mild cognitive impairment (MCI) to determine the optimal approach. This study aims to provide insights into the treatment of MCI patients for future randomized controlled trials (RCTs) and clinical decision-making. MATERIALS AND METHODS RCT studies were retrieved from databases including PubMed, Embase, Cochrane Library, Web of Science, CNKI, WANFANG, VIP, and SinoMed. The Cochrane risk of bias tool was used to assess the risk of bias for eligible trials. Bayesian network meta-analysis was conducted using R4.2.3 software. RESULTS A total of 46 RCTs with 3641 participants were included. The network meta-analysis showed that acupoint pressing + cognitive training + auricular point sticking, massage + western medicine treatment, and electroacupuncture + western medicine treatment ranked first, second, and third in improving MMSE score, respectively. Acupoint pressing + cognitive training, cognitive training + scalp acupuncture, and cognitive training + moxibustion ranked first, second, and third in improving MoCA score, respectively. CONCLUSION This study showed that acupoint pressing alone or acupoint pressing + auricular point sticking may improve cognitive function in MCI patients and possibly be the most effective acupuncture interventions for the treatment of MCI.
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Affiliation(s)
- Na Yi
- School of Acupuncture and Massage, Liaoning University of Traditional Chinese Medicine, Shenyang Liaoning 110847, China
| | - Dajiang Xing
- Department of Neurology, Liaoning Provincial People's Hospital, Shenyang Liaoning 110015, China
| | - Jingru Xie
- Preventive Treatment of Disease Centre, The Second Affiliated Hospital of Liaoning University of Traditional Chinese Medicine, Shenyang Liaoning 110034, China
| | - Zedong Cheng
- Department of Science and Technology, Liaoning University of Traditional Chinese Medicine, Shenyang Liaoning 110847, China.
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van der Veen R, Königs M, Bakker S, van Iperen A, Peerdeman S, Bet PM, Oosterlaan J. Pharmacotherapy to Improve Cognitive Functioning After Acquired Brain Injury: A Meta-Analysis and Meta-Regression. Clin Pharmacol Ther 2024; 115:971-987. [PMID: 38294196 DOI: 10.1002/cpt.3186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 01/10/2024] [Indexed: 02/01/2024]
Abstract
Cognitive impairments, common sequelae of acquired brain injury (ABI), significantly affect rehabilitation and quality of life. Currently, there is no solid evidence-base for pharmacotherapy to improve cognitive functioning after ABI, nevertheless off-label use is widely applied in clinical practice. This meta-analysis and meta-regression aims to quantitatively aggregate the available evidence for the effects of pharmacological agents used in the treatment of cognitive impairments following ABI. We conducted a comprehensive search of Embase, Medline Ovid, and Cochrane Controlled Trials Register databases for randomized controlled and crossover trials. Meta-analytic effects were calculated for each pharmaceutical agent and targeted neuromodulator system. Cognitive outcome measures were aggregated across cognitive domains. Of 8,216 articles, 41 studies (4,434 patients) were included. The noradrenergic agent methylphenidate showed a small, significant positive effect on cognitive functioning in patients with traumatic brain injury (TBI; k = 14, d = 0.34, 95% confidence interval: 0.12-0.56, P = 0.003). Specifically, methylphenidate was found to improve cognitive functions related to executive memory, baseline speed, inhibitory control, and variability in responding. The cholinergic drug donepezil demonstrated a large effect size, albeit based on a limited number of studies (k = 3, d = 1.68, P = 0.03). No significant effects were observed for other agents. Additionally, meta-regression analysis did not identify significant sources of heterogeneity in treatment response. Our meta-analysis supports the use of methylphenidate for enhancing cognitive functioning in patients with TBI. Although donepezil shows potential, it warrants further research. These results could guide clinical decision making, inform practice guidelines, and direct future pharmacotherapeutic research in ABI.
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Affiliation(s)
- Ruud van der Veen
- Follow Me Program & Emma Neuroscience Group, Department of Pediatrics, Emma Children's Hospital, Amsterdam UMC Location University of Amsterdam, Amsterdam Reproduction and Development Research Institute, Amsterdam, The Netherlands
- Daan Theeuwes Center for Intensive Neurorehabilitation, Woerden, The Netherlands
| | - Marsh Königs
- Follow Me Program & Emma Neuroscience Group, Department of Pediatrics, Emma Children's Hospital, Amsterdam UMC Location University of Amsterdam, Amsterdam Reproduction and Development Research Institute, Amsterdam, The Netherlands
- Daan Theeuwes Center for Intensive Neurorehabilitation, Woerden, The Netherlands
| | - Simon Bakker
- Reade, Amsterdam Rehabilitation Research Centre, Amsterdam, The Netherlands
| | - Andries van Iperen
- Daan Theeuwes Center for Intensive Neurorehabilitation, Woerden, The Netherlands
| | - Saskia Peerdeman
- Department of Neurosurgery, Amsterdam UMC Location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Pierre M Bet
- Department of Clinical Pharmacology and Pharmacy, Amsterdam UMC Location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Jaap Oosterlaan
- Follow Me Program & Emma Neuroscience Group, Department of Pediatrics, Emma Children's Hospital, Amsterdam UMC Location University of Amsterdam, Amsterdam Reproduction and Development Research Institute, Amsterdam, The Netherlands
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12
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Yanaoka K, Van't Wout F, Saito S, Jarrold C. When stimulus variability accelerates the learning of task knowledge in adults and school-aged children. Q J Exp Psychol (Hove) 2024:17470218241246189. [PMID: 38561322 DOI: 10.1177/17470218241246189] [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: 04/04/2024]
Abstract
Experience with instances that vary in their surface features helps individuals to form abstract task knowledge, leading to transfer of that knowledge to novel contexts. The current study sought to examine the role of this variability effect in how adults and school-aged children learn to engage cognitive control. We focused on the engagement of cognitive control in advance (proactive control) and in response to conflicts (reactive control) in a cued task-switching paradigm, and conducted four preregistered online experiments with adults (Experiment 1A: N = 100, Experiment 1B: N = 105) and 9- to 10-year-olds (Experiment 2A: N = 98, Experiment 2B: N = 97). It was shown that prior task experience of engaging reactive control makes both adults and 9- to 10-year-olds respond more slowly in a subsequent similar-structured condition with different stimuli in which proactive control could have been engaged. 9- to 10-year-olds (Experiment 2B) exhibited more negative transfer of a reactive control mode when uninformative cue and pre-target stimuli, which do not convey task-relevant information, were changed in each block, compared with when they were fixed. Furthermore, adults showed suggestive evidence of the variability effect both when cue and target stimuli were varied (Experiment 1A) and when uninformative cue and pre-target stimuli were varied (Experiment 1B). The collective findings of these experiments provide important insights into the contribution of stimulus variability to the engagement of cognitive control.
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13
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Gui W, Cui X, Miao J, Zhu X, Li J. The Effects of Simultaneous Aerobic Exercise and Video Game Training on Executive Functions and Brain Connectivity in Older Adults. Am J Geriatr Psychiatry 2024:S1064-7481(24)00317-8. [PMID: 38763834 DOI: 10.1016/j.jagp.2024.04.009] [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] [Received: 01/17/2024] [Revised: 04/16/2024] [Accepted: 04/16/2024] [Indexed: 05/21/2024]
Abstract
OBJECTIVE The study was designed to examine the effects of simultaneous combination of aerobic exercise and video game training on executive functions (EFs) and brain functional connectivity in older adults. DESIGN A four-armed, quasi-experimental study. SETTING AND PARTICIPANTS Community-dwelling adults aged 55 years and older. METHODS A total of 97 older adults were divided into one of four groups: aerobic exercise (AE), video game (VG), combined intervention (CI), and passive control (PC). Participants in intervention groups received 32 sessions of training over a 4-month period at a frequency of twice a week. EFs was evaluated using a composite score derived from a battery of neuropsychological tests. The Montreal Cognitive Assessment (MoCA) was employed to evaluate overall cognitive function, while the 6-Minute Walking Test (6MWT) was utilized to gauge physical function. Additionally, the functional connectivity (FC) of the frontal-parietal networks (FPN) was examined as a neural indicator of cognitive processing and connectivity changes. RESULTS In terms of EFs, both VG and CI groups demonstrated improvement following the intervention. This improvement was particularly pronounced in the CI group, with a large effect size (Hedge's g = 0.83), while the VG group showed a medium effect size (Hedge's g = 0.56). A significant increase in MoCA scores was also observed in both the VG and CI groups, whereas a significant increase in 6MWT scores was observed in the AE and CI groups. Although there were no group-level changes observed in FC of the FPN, we found that changes in FC was behaviorally relevant as increased FC was associated with greater improvement in EFs. CONCLUSION The study offers preliminary evidence that both video game training and combined intervention could enhance EFs in older adults. Simultaneous combined intervention may hold greater potential for facilitating EFs gains. The initial evidence for correlated changes in brain connectivity and EFs provides new insights into understanding the neural basis underlying the training gains.
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Affiliation(s)
- Wenjun Gui
- Department and Institute of Psychology (WG), Ningbo University, Ningbo, China; Center on Aging Psychology (WG, XC, JM, XZ, JL), Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology (WG, XC, JM, XZ, JL), University of Chinese Academy of Sciences, Beijing, China
| | - Xiaoyu Cui
- Center on Aging Psychology (WG, XC, JM, XZ, JL), Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology (WG, XC, JM, XZ, JL), University of Chinese Academy of Sciences, Beijing, China
| | - Jingwen Miao
- Center on Aging Psychology (WG, XC, JM, XZ, JL), Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology (WG, XC, JM, XZ, JL), University of Chinese Academy of Sciences, Beijing, China
| | - Xinyi Zhu
- Center on Aging Psychology (WG, XC, JM, XZ, JL), Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology (WG, XC, JM, XZ, JL), University of Chinese Academy of Sciences, Beijing, China
| | - Juan Li
- Center on Aging Psychology (WG, XC, JM, XZ, JL), Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology (WG, XC, JM, XZ, JL), University of Chinese Academy of Sciences, Beijing, China.
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14
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Sandoval-Lentisco A, López-Nicolás R, Tortajada M, López-López JA, Sánchez-Meca J. Transparency in Cognitive Training Meta-analyses: A Meta-review. Neuropsychol Rev 2024:10.1007/s11065-024-09638-2. [PMID: 38639881 DOI: 10.1007/s11065-024-09638-2] [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: 11/21/2022] [Accepted: 03/10/2024] [Indexed: 04/20/2024]
Abstract
Meta-analyses often present flexibility regarding their inclusion criteria, outcomes of interest, statistical analyses, and assessments of the primary studies. For this reason, it is necessary to transparently report all the information that could impact the results. In this meta-review, we aimed to assess the transparency of meta-analyses that examined the benefits of cognitive training, given the ongoing controversy that exists in this field. Ninety-seven meta-analytic reviews were included, which examined a wide range of populations with different clinical conditions and ages. Regarding the reporting, information about the search of the studies, screening procedure, or data collection was detailed by most reviews. However, authors usually failed to report other aspects such as the specific meta-analytic parameters, the formula used to compute the effect sizes, or the data from primary studies that were used to compute the effect sizes. Although some of these practices have improved over the years, others remained the same. Moreover, examining the eligibility criteria of the reviews revealed a great heterogeneity in aspects such as the training duration, age cut-offs, or study designs that were considered. Preregistered meta-analyses often specified poorly how they would deal with the multiplicity of data or assess publication bias in their protocols, and some contained non-disclosed deviations in their eligibility criteria or outcomes of interests. The findings shown here, although they do not question the benefits of cognitive training, illustrate important aspects that future reviews must consider.
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Affiliation(s)
| | - Rubén López-Nicolás
- Department Basic Psychology and Methodology, University of Murcia, Murcia, Spain
| | - Miriam Tortajada
- Department Basic Psychology and Methodology, University of Murcia, Murcia, Spain
| | | | - Julio Sánchez-Meca
- Department Basic Psychology and Methodology, University of Murcia, Murcia, Spain
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15
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Pazoki Z, Kheirkhah MT, Gharibzadeh S. Cognitive training interventions for substance use disorders: what they really offer? Front Public Health 2024; 12:1388935. [PMID: 38694981 PMCID: PMC11061450 DOI: 10.3389/fpubh.2024.1388935] [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: 02/20/2024] [Accepted: 04/04/2024] [Indexed: 05/04/2024] Open
Abstract
Cognitive training (CT) has emerged as a potential therapeutic approach for substance use disorders (SUD), aiming to restore cognitive impairments and potentially improve treatment outcomes. However, despite promising findings, the effectiveness of CT in real-life applications and its impact on SUD symptoms has remained unclear. This perspective article critically examines the existing evidence on CT for SUD and explores the challenges and gaps in implementing CT interventions. It emphasizes the need for clarity in expectations and decision-making from a public health standpoint, advocating for comprehensive studies that consider a broader range of SUD consequences and utilize measures that reflect patients' actual experiences.
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Affiliation(s)
- Zahra Pazoki
- School of Behavioral Sciences and Mental Health, Iran University of Medical Science, Tehran, Iran
| | | | - Shahriar Gharibzadeh
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
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16
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Zou L, Herold F, Cheval B, Wheeler MJ, Pindus DM, Erickson KI, Raichlen DA, Alexander GE, Müller NG, Dunstan DW, Kramer AF, Hillman CH, Hallgren M, Ekelund U, Maltagliati S, Owen N. Sedentary behavior and lifespan brain health. Trends Cogn Sci 2024; 28:369-382. [PMID: 38431428 DOI: 10.1016/j.tics.2024.02.003] [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: 10/16/2023] [Revised: 02/02/2024] [Accepted: 02/06/2024] [Indexed: 03/05/2024]
Abstract
Higher levels of physical activity are known to benefit aspects of brain health across the lifespan. However, the role of sedentary behavior (SB) is less well understood. In this review we summarize and discuss evidence on the role of SB on brain health (including cognitive performance, structural or functional brain measures, and dementia risk) for different age groups, critically compare assessment approaches to capture SB, and offer insights into emerging opportunities to assess SB via digital technologies. Across the lifespan, specific characteristics of SB (particularly whether they are cognitively active or cognitively passive) potentially act as moderators influencing the associations between SB and specific brain health outcomes. We outline challenges and opportunities for future research aiming to provide more robust empirical evidence on these observations.
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Affiliation(s)
- Liye Zou
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen, China.
| | - Fabian Herold
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen, China; Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, 14476 Potsdam, Germany
| | - Boris Cheval
- Department of Sport Sciences and Physical Education, Ecole Normale Supérieure Rennes, Bruz, France; Laboratory VIPS2, University of Rennes, Rennes, France
| | - Michael J Wheeler
- Physical Activity Laboratory, Baker Heart & Diabetes Institute, Melbourne, Victoria, Australia; Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Dominika M Pindus
- Kinesiology and Community Health, University of Illinois at Chicago, Chicago, IL, USA; Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL, USA; Neuroscience Program, University of Illinois at Urbana-Champaign, Urbana, IL, USA
| | - Kirk I Erickson
- AdventHealth Research Institute, Department of Neuroscience, AdventHealth, Orlando, FL, USA; Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA; Center for the Neural Basis of Cognition, University of Pittsburgh, Pittsburgh, PA, USA
| | - David A Raichlen
- Human and Evolutionary Biology Section, Department of Biological Sciences, University of Southern California, Los Angeles, CA 90089, USA; Department of Anthropology, University of Southern California, Los Angeles, CA 90089, USA
| | - Gene E Alexander
- BIO5 Institute, University of Arizona, Tucson, AZ 85721, USA; Department of Psychology, University of Arizona, Tucson, AZ 85721, USA; Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ 85721, USA; Department of Psychiatry, University of Arizona, Tucson, AZ 85721, USA; Neuroscience Graduate Interdisciplinary Program, University of Arizona, Tucson, AZ 85721, USA; Physiological Sciences Graduate Interdisciplinary Program, University of Arizona, Tucson, AZ85721, USA
| | - Notger G Müller
- Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, 14476 Potsdam, Germany
| | - David W Dunstan
- Physical Activity Laboratory, Baker Heart & Diabetes Institute, Melbourne, Victoria, Australia; Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Arthur F Kramer
- Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL, USA; Center for Cognitive and Brain Health, Northeastern University, Boston, MA, USA; Department of Psychology, Northeastern University, Boston, MA, 02115, USA
| | - Charles H Hillman
- Center for Cognitive and Brain Health, Northeastern University, Boston, MA, USA; Department of Psychology, Northeastern University, Boston, MA, 02115, USA; Department of Physical Therapy, Movement, & Rehabilitation Sciences, Northeastern University, Boston, MA, 02115, USA
| | - Mats Hallgren
- Epidemiology of Psychiatric Conditions, Substance Use and Social Environment (EPiCSS), Department of Public Health Sciences, Karolinska Institutet, Solna, Sweden
| | - Ulf Ekelund
- Department of Sports Medicine, Norwegian School of Sport Sciences, Oslo, Norway; Department of Chronic Diseases and Ageing, The Norwegian Institute for Public Health, Oslo, Norway
| | - Silvio Maltagliati
- Human and Evolutionary Biology Section, Department of Biological Sciences, University of Southern California, Los Angeles, CA 90089, USA
| | - Neville Owen
- Physical Activity Laboratory, Baker Heart & Diabetes Institute, Melbourne, Victoria, Australia; Centre for Urban Transitions, Swinburne University of Technology, Melbourne, Victoria, Australia
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17
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Mashinchi GM, McFarland CP, Hall S, Strongin DL, Williams GA, Cotter KA. Handicraft art leisure activities and cognitive reserve. Clin Neuropsychol 2024; 38:683-714. [PMID: 37674299 DOI: 10.1080/13854046.2023.2253993] [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: 05/16/2023] [Accepted: 08/25/2023] [Indexed: 09/08/2023]
Abstract
ObjectiveOlder individuals face a higher likelihood of developing dementia. The rate of cognitive decline resulting from dementia is not equivalent for all, as some patients with dementia are able to function independently longer than others, despite having similar disease burden. The cognitive reserve (CR) theory provides one explanation for the differing rate of decline. CR suggests that there are factors-most notably, educational attainment and occupational attainment-that can protect against the cognitive decline. Although the beneficial effects of these notable CR factors are clear, not all are easily modifiable. Participation in leisure activities may represent a more easily modifiable factor. Some research hints at beneficial effects of leisure activities, although specific leisure activities have not been well examined. The present study examined the relations between handicraft art leisure activities (HALAs) and multiple cognitive domains. MethodArchival WAIS-IV and demographic data for 50 California retirement community residents were examined. ResultsHALA participation accounted for statistically significant variance in working memory performance (R2 = .40, β = .24%) over and above the established CR factors of age, depression, educational attainment, and occupational attainment. In addition, HALA participation was related to a better ability to perform abstract visual information tasks (Block Design subtest, r = .28, p = .05) and non-verbal reasoning tasks (Visual Puzzles subtest, r = .38, p = .008). ConclusionsHALA participation among older adults could contribute to the retention of cognitive function, supporting the role of HALA participation as a CR factor.
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18
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Jiménez-Maldonado A, Rentería I, Johnson DK, Moncada-Jiménez J, García-Suárez PC. Physical exercise and cognition in older adults, a scientific approach scanty reported in Latin America and Caribbean populations. Front Sports Act Living 2024; 6:1368593. [PMID: 38606115 PMCID: PMC11007137 DOI: 10.3389/fspor.2024.1368593] [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: 01/10/2024] [Accepted: 03/11/2024] [Indexed: 04/13/2024] Open
Abstract
The advancement of public services, including the increased accessibility of health services, has led to a rise in life expectancy globally. As a result, aging populations are becoming more prevalent, raising concerns about cognitive decline. Fortunately, non-pharmacological methods, such as physical exercise, have been shown to mitigate the effects of aging on the brain. In this perspective article, we examined meta-analyses on the impact of physical exercise on cognition in older adults. The results indicate that combined exercise (i.e., aerobic plus strength training), has a significant positive effect on overall cognition and executive function. However, we found a lack of scientific studies on this topic in Latin American and Caribbean countries. Therefore, there is a pressing need for research to identify the feasibility of physical exercise interventions to improve cognitive skills in older adults from these regions.
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Affiliation(s)
| | - Iván Rentería
- Facultad de Deportes, Universidad Autónoma de Baja California, Ensenada, México
| | - David K. Johnson
- Department of Neurology, University of California, Davis, CA, United States
| | - José Moncada-Jiménez
- Human Movement Sciences Research Center (CIMOHU), University of Costa Rica, San Jose, Costa Rica
| | - Patricia C. García-Suárez
- Facultad de Deportes, Universidad Autónoma de Baja California, Ensenada, México
- Department of Health, Sports and Exercise Sciences, University of Kansas, Lawrence, KS, United States
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19
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Conte G, Costanza C, Novelli M, Scarselli V, Arigliani E, Valente F, Baglioni V, Terrinoni A, Chiarotti F, Cardona F. Comorbidities and Disease Duration in Tourette Syndrome: Impact on Cognition and Quality of Life of Children. CHILDREN (BASEL, SWITZERLAND) 2024; 11:226. [PMID: 38397337 PMCID: PMC10887127 DOI: 10.3390/children11020226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Revised: 02/01/2024] [Accepted: 02/04/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Cognitive functions represent foundational factors for mental health and quality of life (QoL). In Tourette syndrome (TS), psychiatric comorbidities are common and have been inconsistently reported to affect the cognition and QoL of patients, while the role of tic disorder duration has not been yet explored. METHODS To examine how comorbidities and TS duration may influence cognition and QoL, N = 80 children with TS (6-16 years) were evaluated using the Wechsler Intelligence Scale for Children (WISC-IV). Standardized questionnaires were used to assess the presence and severity of TS main comorbidities and QoL. Data were interpreted using linear correlations, regression, and mediation analysis. RESULTS Depression and attention-deficit/hyperactivity disorder (ADHD) symptoms accounted for poorer cognitive performance. Anxiety oppositely predicted better cognitive performance, while no significant role for obsessive compulsive disorder (OCD) was observed. Disease duration was associated with lower total IQ, verbal reasoning, and working memory abilities. Depression, anxiety, and TS duration also deeply influenced QoL measures. CONCLUSIONS TS common comorbidities have a differential impact on the cognitive abilities of children and adolescents, which translates into a complex influence on their perceived QoL. A longer clinical history of tics was related to worse cognitive outcomes, which prompts further consideration of disease duration in both clinical and research settings involving children and adolescents.
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Affiliation(s)
- Giulia Conte
- Child and Adolescent Neuropsychiatry Unit, Department of Human Neuroscience, Sapienza University of Rome, 00185 Rome, Italy; (G.C.); (M.N.); (V.S.); (E.A.); (F.V.); (V.B.); (A.T.)
| | - Carola Costanza
- Department of Sciences for Health Promotion and Mother and Child Care “G. D’Alessandro”, University of Palermo, 90128 Palermo, Italy;
| | - Maria Novelli
- Child and Adolescent Neuropsychiatry Unit, Department of Human Neuroscience, Sapienza University of Rome, 00185 Rome, Italy; (G.C.); (M.N.); (V.S.); (E.A.); (F.V.); (V.B.); (A.T.)
| | - Veronica Scarselli
- Child and Adolescent Neuropsychiatry Unit, Department of Human Neuroscience, Sapienza University of Rome, 00185 Rome, Italy; (G.C.); (M.N.); (V.S.); (E.A.); (F.V.); (V.B.); (A.T.)
| | - Elena Arigliani
- Child and Adolescent Neuropsychiatry Unit, Department of Human Neuroscience, Sapienza University of Rome, 00185 Rome, Italy; (G.C.); (M.N.); (V.S.); (E.A.); (F.V.); (V.B.); (A.T.)
| | - Francesca Valente
- Child and Adolescent Neuropsychiatry Unit, Department of Human Neuroscience, Sapienza University of Rome, 00185 Rome, Italy; (G.C.); (M.N.); (V.S.); (E.A.); (F.V.); (V.B.); (A.T.)
| | - Valentina Baglioni
- Child and Adolescent Neuropsychiatry Unit, Department of Human Neuroscience, Sapienza University of Rome, 00185 Rome, Italy; (G.C.); (M.N.); (V.S.); (E.A.); (F.V.); (V.B.); (A.T.)
| | - Arianna Terrinoni
- Child and Adolescent Neuropsychiatry Unit, Department of Human Neuroscience, Sapienza University of Rome, 00185 Rome, Italy; (G.C.); (M.N.); (V.S.); (E.A.); (F.V.); (V.B.); (A.T.)
| | - Flavia Chiarotti
- Center for Behavioral Sciences and Mental Health, Istituto Superiore di Sanità, 00161 Rome, Italy;
| | - Francesco Cardona
- Child and Adolescent Neuropsychiatry Unit, Department of Human Neuroscience, Sapienza University of Rome, 00185 Rome, Italy; (G.C.); (M.N.); (V.S.); (E.A.); (F.V.); (V.B.); (A.T.)
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20
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Wirzberger M, Lado A, Prentice M, Oreshnikov I, Passy JC, Stock A, Lieder F. Optimal feedback improves behavioral focus during self-regulated computer-based work. Sci Rep 2024; 14:3124. [PMID: 38326361 PMCID: PMC10850098 DOI: 10.1038/s41598-024-53388-3] [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: 09/14/2023] [Accepted: 01/31/2024] [Indexed: 02/09/2024] Open
Abstract
Distractions are omnipresent and can derail our attention, which is a precious and very limited resource. To achieve their goals in the face of distractions, people need to regulate their attention, thoughts, and behavior; this is known as self-regulation. How can self-regulation be supported or strengthened in ways that are relevant for everyday work and learning activities? To address this question, we introduce and evaluate a desktop application that helps people stay focused on their work and train self-regulation at the same time. Our application lets the user set a goal for what they want to do during a defined period of focused work at their computer, then gives negative feedback when they get distracted, and positive feedback when they reorient their attention towards their goal. After this so-called focus session, the user receives overall feedback on how well they focused on their goal relative to previous sessions. While existing approaches to attention training often use artificial tasks, our approach transforms real-life challenges into opportunities for building strong attention control skills. Our results indicate that optimal attentional feedback can generate large increases in behavioral focus, task motivation, and self-control-benefitting users to successfully achieve their long-term goals.
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Affiliation(s)
- Maria Wirzberger
- University of Stuttgart, Stuttgart, Germany.
- Max Planck Institute for Intelligent Systems, Tübingen, Germany.
| | - Anastasia Lado
- University of Stuttgart, Stuttgart, Germany
- Max Planck Institute for Intelligent Systems, Tübingen, Germany
| | - Mike Prentice
- Max Planck Institute for Intelligent Systems, Tübingen, Germany
| | - Ivan Oreshnikov
- Max Planck Institute for Intelligent Systems, Tübingen, Germany
| | | | - Adrian Stock
- University of Stuttgart, Stuttgart, Germany
- Max Planck Institute for Intelligent Systems, Tübingen, Germany
| | - Falk Lieder
- Max Planck Institute for Intelligent Systems, Tübingen, Germany
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Zhu Z, Tao X, Dai T, Wu J, Han C, Huang P, Gong W. Cognitive-exercise dual-task attenuates chronic cerebral ischemia-induced cognitive impairment by activating cAMP/PKA pathway through inhibiting EphrinA3/EphA4. Exp Neurol 2024; 372:114617. [PMID: 38007209 DOI: 10.1016/j.expneurol.2023.114617] [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: 07/19/2023] [Revised: 11/03/2023] [Accepted: 11/19/2023] [Indexed: 11/27/2023]
Abstract
BACKGROUND The prevalence of vascular cognitive impairment induced by chronic cerebral ischemia (CCI) is increasing year by year. Cognitive-exercise dual-task intervention has shown beneficial effects on improving cognitive performance in ischemic patients. It is well known that the tyrosine kinase ligand-receptor (Ephrin-Eph) system plays an important role in synaptic transmission and that the cAMP/PKA pathway is associated with cognitive function. However, it is unclear whether they are responsible for the dual-task improving cognitive impairment in CCI. METHODS Bilateral common carotid artery occlusion (BCCAO) in SD rats was used to establish the CCI model. The effects of dual-task and single-task on cognitive function and the expressions of EphrinA3, EphA4, cAMP, and PKA in rats were detected by the novel object recognition (NOR) test, immunofluorescence staining, quantitative real-time polymerase chain reaction (qPCR), and Western blotting (WB), respectively. Overexpression or knockdown of EphrinA3 in astrocytes or rats were constructed by lentivirus infection to verify the effects of EphrinA3/EphA4 on the cAMP/PKA pathway. RESULTS After dual-task intervention, the discrimination index of rats increased significantly compared with the rats in the CCI group. The expressions of EphrinA3 and EphA4 were decreased, while the expressions of cAMP and PKA were increased. Furthermore, knockdown of EphrinA3 alleviated the trend of CCI-induced cognitive decline in rats and OGD-stimulated cellular damage. It also increased cAMP/PKA expression in hippocampal neurons. CONCLUSION Cognitive-exercise dual-task can significantly improve the cognitive impairment induced by CCI, and this effect may be better than that of the cognitive or exercise single-task intervention. The improvement may be related to the inhibition of EphrinA3/EphA4, followed by activation of the cAMP/PKA pathway.
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Affiliation(s)
- Ziman Zhu
- Beijing Rehabilitation Hospital, Beijing Rehabilitation Medicine Academy, Capital Medical University, Beijing 100144, China
| | - Xue Tao
- Department of Research, Beijing Rehabilitation Hospital, Capital Medical University, Beijing 100144, China
| | - Tengteng Dai
- The Second Clinical Medical College of Yunnan University of Chinese Medicine, Yunnan 650500, China
| | - Jilin Wu
- Beijing Rehabilitation Hospital, Beijing Rehabilitation Medicine Academy, Capital Medical University, Beijing 100144, China
| | - Conglin Han
- Rehabilitation Medicine Academy, Weifang Medical University, Shandong 261053, China
| | - Peiling Huang
- Department of Neurological Rehabilitation, Beijing Rehabilitation Hospital, Capital Medical University, Beijing 100144, China
| | - Weijun Gong
- Department of Neurological Rehabilitation, Beijing Rehabilitation Hospital, Capital Medical University, Beijing 100144, China.
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22
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Sigmundsson H, Hauge H. I CAN Intervention to Increase Grit and Self-Efficacy: A Pilot Study. Brain Sci 2023; 14:33. [PMID: 38248248 PMCID: PMC10813140 DOI: 10.3390/brainsci14010033] [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: 12/01/2023] [Revised: 12/17/2023] [Accepted: 12/23/2023] [Indexed: 01/23/2024] Open
Abstract
In recent years, there has been a growing interest in increasing motivational factors within the domain of psychology. Among these factors, Grit, Mindset, Self-Efficacy, and Well-Being (Flourishing) have been suggested to play an important role in individuals' performance and Well-Being. Thus, cultivating these factors in the general population is important. Previous interventions have displayed substantial effects in certain areas. However, these interventions have primarily been Mindset oriented. This paper presents a novel intervention approach by also emphasizing the importance of brain development; the importance of stimuli for building a network in the brain; the importance of repetition for strengthening the network; and the importance of perseverance and deliberate practice for achievement. The purpose of the current study was to examine the effects of a 35-40 min online intervention to increase the beliefs of 'I CAN' for 38 university students in Norway. The mean age of the 38 participants was 22.55 (SD = 1.59) and they completed a pre-test assessment of the Grit-S Scale, Theories of Intelligence Scale (Mindset), General Self-Efficacy Scale, and Flourishing Scale (Well-Being). This was followed up by the novel intervention and finally a post-test of the scales eight weeks later. The results showed an increase in Grit, Self-Efficacy, and Well-Being. However, only Grit displayed a significant increase. We aimed at creating an intervention where the participants would "turn on the switch", meaning that they develop stronger beliefs. These promising results warrant a further development of the intervention, and studies with a larger group.
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Affiliation(s)
- Hermundur Sigmundsson
- Department of Psychology, Norwegian University of Science and Technology, 7491 Trondheim, Norway;
- Research Center for Education and Mindset, University of Iceland, 102 Reykjavik, Iceland
| | - Håvard Hauge
- Department of Psychology, Norwegian University of Science and Technology, 7491 Trondheim, Norway;
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Wards Y, Ehrhardt SE, Filmer HL, Mattingley JB, Garner KG, Dux PE. Neural substrates of individual differences in learning generalization via combined brain stimulation and multitasking training. Cereb Cortex 2023; 33:11679-11694. [PMID: 37930735 DOI: 10.1093/cercor/bhad406] [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: 08/22/2023] [Revised: 10/05/2023] [Accepted: 10/11/2023] [Indexed: 11/07/2023] Open
Abstract
A pervasive limitation in cognition is reflected by the performance costs we experience when attempting to undertake two tasks simultaneously. While training can overcome these multitasking costs, the more elusive objective of training interventions is to induce persistent gains that transfer across tasks. Combined brain stimulation and cognitive training protocols have been employed to improve a range of psychological processes and facilitate such transfer, with consistent gains demonstrated in multitasking and decision-making. Neural activity in frontal, parietal, and subcortical regions has been implicated in multitasking training gains, but how the brain supports training transfer is poorly understood. To investigate this, we combined transcranial direct current stimulation of the prefrontal cortex and multitasking training, with functional magnetic resonance imaging in 178 participants. We observed transfer to a visual search task, following 1 mA left or right prefrontal cortex transcranial direct current stimulation and multitasking training. These gains persisted for 1-month post-training. Notably, improvements in visual search performance for the right hemisphere stimulation group were associated with activity changes in the right hemisphere dorsolateral prefrontal cortex, intraparietal sulcus, and cerebellum. Thus, functional dynamics in these task-general regions determine how individuals respond to paired stimulation and training, resulting in enhanced performance on an untrained task.
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Affiliation(s)
- Yohan Wards
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Shane E Ehrhardt
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Hannah L Filmer
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
| | - Jason B Mattingley
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, Building 79, Upland Road, St Lucia, Queensland 4072, Australia
- Canadian Institute for Advanced Research, MaRS Centre, West tower, 661 University Ave., Suite 505, Toronto, Ontario M5G 1M1, Canada
| | - Kelly G Garner
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
- Queensland Brain Institute, The University of Queensland, Building 79, Upland Road, St Lucia, Queensland 4072, Australia
- School of Psychology, University of New South Wales, Mathews Building, Gate 11, Botany Street, Randwick, New South Wales 2052, Australia
- School of Psychology, University of Birmingham, Hills Building, Edgbaston Park Rd, Birmingham B15 2TT, United Kingdom
| | - Paul E Dux
- School of Psychology, The University of Queensland, McElwain Building, Campbell Road, St Lucia, Queensland 4072, Australia
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24
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Schachar RJ. Fifty years of executive control research in attention-deficit/hyperactivity disorder:What we have learned and still need to know. Neurosci Biobehav Rev 2023; 155:105461. [PMID: 37949153 DOI: 10.1016/j.neubiorev.2023.105461] [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: 08/23/2023] [Revised: 11/02/2023] [Accepted: 11/03/2023] [Indexed: 11/12/2023]
Abstract
For 50 years, attention-deficit/hyperactivity disorder (ADHD) has been considered a disorder of executive control (EC), the higher-order, cognitive skills that support self-regulation, goal attainment and what we generally call "attention." This review surveys our current understanding of the nature of EC as it pertains to ADHD and considers the evidence in support of eight hypotheses that can be derived from the EC theory of ADHD. This paper provides a resource for practitioners to aid in clinical decision-making. To support theory building, I draw a parallel between the EC theory of ADHD and the common gene-common variant model of complex traits such as ADHD. The conclusion offers strategies for advancing collaborative research.
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Affiliation(s)
- Russell J Schachar
- Department of Psychiatry, The Hospital for Sick Children and University of Toronto, Research Institute, The Hospital for Sick Children, 555 University Avenue, Toronto, Ontario M5G1X8, Canada.
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25
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Tang C, Huang T, Huang J, Xu N, Lyu H, Wang Y, Cao Y. Effortful and effortless training of executive functions improve brain multiple demand system activities differently: an activation likelihood estimation meta-analysis of functional neuroimaging studies. Front Neurosci 2023; 17:1243409. [PMID: 38033550 PMCID: PMC10682784 DOI: 10.3389/fnins.2023.1243409] [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: 06/20/2023] [Accepted: 10/18/2023] [Indexed: 12/02/2023] Open
Abstract
Both effortful and effortless training have been shown to be effective in enhancing individuals' executive functions. Effortful training improves domain-specific EFs, while effortless training improves domain-general EFs. Furthermore, effortful training has significantly higher training effects on EFs than effortless training. The neural mechanism underlying these different effects remained unclear. The present study conducted meta-analysis on neuroimaging studies to explore the changes of brain activations induced by effortful and effortless training. The results showed that effortful training induced greater activation in superior frontal gyrus, while effortless training induced greater activation in middle frontal gyrus, precuneus and cuneus. The brain regions of MD system enhanced by effortful training were more associated with core cognitive functions underlying EFs, while those enhanced by effortless training were more correlated with language functions. In addition, the significant clusters induced by effortful training had more overlaps with the MD system than effortless training. These results provided us with possibility to discuss the different behavioral results brought by effortful and effortless training.
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Affiliation(s)
- Chan Tang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Psychology, Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun, China
- State Key Laboratory for Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ting Huang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Humanities and Social Sciences, Beijing Institute of Technology, Beijing, China
| | - Jipeng Huang
- School of Psychology, Northeast Normal University, Changchun, China
- State Key Laboratory for Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Nuo Xu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Hui Lyu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Yuan Wang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Psychology, Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun, China
| | - Yifei Cao
- School of Psychology, Northeast Normal University, Changchun, China
- School of Psychology, Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun, China
- State Key Laboratory for Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
- Zurich Center for Neuroscience, University of Zurich and ETH Zurich, Zurich, Switzerland
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26
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Harris DJ, Wilson MR, Chillingsworth K, Mitchell G, Smith S, Arthur T, Brock K, Vine SJ. Can cognitive training capitalise on near transfer effects? Limited evidence of transfer following online inhibition training in a randomised-controlled trial. PLoS One 2023; 18:e0293657. [PMID: 37948381 PMCID: PMC10637678 DOI: 10.1371/journal.pone.0293657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Accepted: 10/17/2023] [Indexed: 11/12/2023] Open
Abstract
Despite early promise, cognitive training research has failed to deliver consistent real-world benefits and questions have been raised about the experimental rigour of many studies. Several meta-analyses have suggested that there is little to no evidence for transfer of training from computerised tasks to real-world skills. More targeted training approaches that aim to optimise performance on specific tasks have, however, shown more promising effects. In particular, the use of inhibition training for improving shoot/don't-shoot decision-making has returned positive far transfer effects. In the present work, we tested whether an online inhibition training task could generate near and mid-transfer effects in the context of response inhibition tasks. As there has been relatively little testing of retention effects in the literature to date, we also examined whether any benefits would persist over a 1-month interval. In a pre-registered, randomised-controlled trial, participants (n = 73) were allocated to either an inhibition training programme (six training sessions of a visual search task with singleton distractor) or a closely matched active control task (that omitted the distractor element). We assessed near transfer to a Flanker task, and mid-transfer to a computerised shoot/don't-shoot task. There was evidence for a near transfer effect, but no evidence for mid-transfer. There was also no evidence that the magnitude of training improvement was related to transfer task performance. This finding adds to the growing body of literature questioning the effectiveness of cognitive training. Given previous positive findings, however, there may still be value in continuing to explore the extent to which cognitive training can capitalise on near or mid-transfer effects for performance optimisation.
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Affiliation(s)
- David J. Harris
- School of Public Health and Sport Sciences, University of Exeter, Exeter, United Kingdom
| | - Mark R. Wilson
- School of Public Health and Sport Sciences, University of Exeter, Exeter, United Kingdom
| | | | | | - Sarah Smith
- Defence Science and Technology Laboratory, Salisbury, United Kingdom
| | - Tom Arthur
- School of Public Health and Sport Sciences, University of Exeter, Exeter, United Kingdom
| | - Kirsty Brock
- School of Public Health and Sport Sciences, University of Exeter, Exeter, United Kingdom
| | - Samuel J. Vine
- School of Public Health and Sport Sciences, University of Exeter, Exeter, United Kingdom
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27
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Purkart R, Aleksieva P, Mellah S, Leblond-Baccichet G, Belleville S. The SPECTRA Study: Validating a New Memory Training Program based on the Episodic Specificity Induction to Promote Transfer in Older Adults. J Cogn 2023; 6:57. [PMID: 37809031 PMCID: PMC10558027 DOI: 10.5334/joc.323] [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: 03/13/2023] [Accepted: 09/18/2023] [Indexed: 10/10/2023] Open
Abstract
Some complex cognitive activities impacted by aging (future thinking, problem-solving, creative thinking) have been shown to rely on episodic retrieval, suggesting that cognitive interventions aiming to improve retrieval have the potential to induce transfer effects to these activities. Prior studies have shown that a brief one-session technique called Episodic Specificity Induction (ESI) can transiently improve episodic retrieval and induce transfer effects to complex tasks that rely on episodic retrieval in older adults. In the present proof-of-concept study, we assessed whether a training program consisting of repeated practice of the ESI technique can improve episodic retrieval and transfer to complex tasks. Fifteen healthy older adults completed a six-session intervention where they received repeated ESI practice. Before and after the intervention, nearest transfer effects were assessed using free recall, near transfer effects using recognition and associative recognition, and far-transfer effects using mean-ends problem-solving and divergent creative thinking. Before the intervention, typical ESI effects were observed (better performance after an ESI than after a control task), indicating that the ESI operated as expected in our sample. When examining the intervention effects, performance was increased after the intervention on free recall and recognition (nearest- and near-transfer) as well as problem-solving and divergent creative thinking (far transfer). These results indicate that an intervention relying on the ESI technique can produce both near and far transfer. These findings support the use of the ESI in the design of interventions that could improve retrieval and have a broad impact on a range of complex tasks.
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Affiliation(s)
- Rudy Purkart
- Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montreal, CA
- Université de Montréal, Montreal, CA
| | | | - Samira Mellah
- Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montreal, CA
- Université de Montréal, Montreal, CA
| | - Gloria Leblond-Baccichet
- Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montreal, CA
- Université de Montréal, Montreal, CA
| | - Sylvie Belleville
- Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montreal, CA
- Université de Montréal, Montreal, CA
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28
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Ni N, Gathercole SE, Norris D, Saito S. Asymmetric negative transfer effects of working memory training. Mem Cognit 2023; 51:1654-1669. [PMID: 37084067 PMCID: PMC10520134 DOI: 10.3758/s13421-023-01412-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/07/2023] [Indexed: 04/22/2023]
Abstract
Gathercole et al. (Journal of Memory and Language, 105, 19-42, 2019) presented a cognitive routine framework for explaining the underlying mechanisms of working memory (WM) training and transfer. This framework conceptualizes training-induced changes as the acquisition of novel cognitive routines similar to learning a new skill. We further infer that WM training might not always generate positive outcomes because previously acquired routines may affect subsequent task performance in various ways. Thus, the present study aimed to demonstrate the negative effects of WM training via two experiments. We conducted Experiment 1 online using a two-phase training paradigm with only three training sessions per phase and replicated the key findings of Gathercole and Norris (in prep.) that training on a backward circle span task (a spatial task) transferred negatively to subsequent training on a backward letter span task (a verbal task). We conducted Experiment 2 using a reversed task order design corresponding to Experiment 1. The results indicated that the transfer from backward letter training to backward circle training was not negative, but rather weakly positive, suggesting that the direction of the negative transfer effect is asymmetric. The present study therefore found that a negative transfer effect can indeed occur under certain WM training designs. The presence of this asymmetric effect indicates that backward circle and backward letter tasks require different optimal routines and that the locus of negative transfer might be the acquisition process of such optimal routines. Hence, the routines already established for backward circle might hinder the development of optimal routines for backward letter, but not vice versa.
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Affiliation(s)
- Nan Ni
- Graduate School of Education, Kyoto University, Yoshida-honmachi, Sakyo-ku, Kyoto, 606-8501, Japan.
| | - Susan E Gathercole
- Department of Psychiatry, University of Cambridge, Cambridge, UK
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Dennis Norris
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Satoru Saito
- Graduate School of Education, Kyoto University, Yoshida-honmachi, Sakyo-ku, Kyoto, 606-8501, Japan.
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29
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Moreau D, Wiebels K. Genomics might not be the solution, but epistemic validity remains a challenge in the social sciences. Behav Brain Sci 2023; 46:e221. [PMID: 37694987 DOI: 10.1017/s0140525x22002357] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/12/2023]
Abstract
We sympathize with many of the points Burt makes in challenging the value of genetics to advance our understanding of social science. Here, we discuss how recent reflections on epistemic validity in the behavioral sciences can further contribute to a reappraisal of the role of sociogenomics to explain and predict human traits, aptitudes, and achievement.
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Affiliation(s)
- David Moreau
- School of Psychology and Centre for Brain Research, University of Auckland, Auckland, New Zealand https://braindynamicslab.com/ https://kwiebels.github.io/
| | - Kristina Wiebels
- School of Psychology and Centre for Brain Research, University of Auckland, Auckland, New Zealand https://braindynamicslab.com/ https://kwiebels.github.io/
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30
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Heilmann F, Formenti D, Trecroci A, Lautenbach F. The effects of a smartphone game training intervention on executive functions in youth soccer players: a randomized controlled study. Front Sports Act Living 2023; 5:1170738. [PMID: 37601169 PMCID: PMC10436001 DOI: 10.3389/fspor.2023.1170738] [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: 02/21/2023] [Accepted: 07/20/2023] [Indexed: 08/22/2023] Open
Abstract
Cognitive training primarily aims to improve executive functions (EFs). It has become a popular research topic, as previous studies have provided preliminary evidence that EFs relate to sports performance. However, whether a domain-generic cognitive training intervention can improve EFs in high-performance athletes is still unclear. The present randomized controlled study aimed to examine the effects of an eight-week (5 min/day, 5 days/week) smartphone-based domain-generic cognitive training intervention (i.e., the smartphone game "Fruit Ninja") on EFs in youth soccer athletes (N = 33; intervention: n = 15, passive control: n = 18; German youth soccer academy). We assessed working memory (3-back task), inhibition (Flanker & Go/NoGo task), and cognitive flexibility (number-letter task) in a pre-post design with computerized tasks. The results showed no significant time x group differences attributable to the cognitive training between the intervention group and the control group, except for a response time variable of the Go/NoGo task. These preliminary results do not suggest an application of CT as a smartphone-based game to improve EFs performance in soccer players. However, more research is needed to establish the efficacy of domain-specific interventions in high-level team sport athletes.
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Affiliation(s)
- Florian Heilmann
- Movement Science Lab, Institute for Sport Science, Martin-Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Damiano Formenti
- Department of Biotechnology and Life Sciences, University of Insubria, Varese, Italy
| | - Athos Trecroci
- Department of Biomedical Sciences for Health, Faculty of Medicine and Surgery, University of Milan, Milan, Italy
| | - Franziska Lautenbach
- Department of Sport Psychology, Institute for Sport Science, Humboldt-Universität zu Berlin, Berlin, Germany
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31
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Specht J, Stegmann B, Gross H, Krakow K. Cognitive Training With Head-Mounted Display Virtual Reality in Neurorehabilitation: Pilot Randomized Controlled Trial. JMIR Serious Games 2023; 11:e45816. [PMID: 37477957 PMCID: PMC10403796 DOI: 10.2196/45816] [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: 01/18/2023] [Revised: 04/05/2023] [Accepted: 06/23/2023] [Indexed: 07/22/2023] Open
Abstract
BACKGROUND Neurological rehabilitation is technologically evolving rapidly, resulting in new treatments for patients. Stroke, one of the most prevalent conditions in neurorehabilitation, has been a particular focus in recent years. However, patients often need help with physical and cognitive constraints, whereby the cognitive domain in neurorehabilitation does not technologically exploit existing potential. Usually, cognitive rehabilitation is performed with pen and paper or on a computer, which leads to limitations in preparation for activities of daily living. Technologies such as virtual reality (VR) can bridge this gap. OBJECTIVE This pilot study investigated the use of immersive VR in cognitive rehabilitation for patients undergoing inpatient neurorehabilitation. The goal was to determine the difference in rehabilitation effectiveness between a VR serious game that combines everyday activities with cognitive paradigms and conventional computerized cognitive training. We hypothesized the superiority of the VR serious game regarding cognitive abilities and patient-reported outcomes as well as transfer to daily life. METHODS We recruited 42 patients with acute brain affection from a German neurorehabilitation clinic in inpatient care with a Mini Mental Status Test score >20 to participate in this randomized controlled trial. Participants were randomly assigned to 2 groups, with 1 receiving the experimental VR treatment (n=21). VR training consisted of daily life scenarios, for example, in a kitchen, focusing on treating executive functions such as planning and problem-solving. The control group (n=21) received conventional computerized cognitive training. Each participant received a minimum of 18 treatment sessions in their respective group. Patients were tested for cognitive status, subjective health, and quality of life before and after the intervention (Alters-Konzentrations-Test, Wechsler Memory Scale-Revised, Trail Making Test A and B, Tower of London-German version, Short Form 36, European Quality of Life 5 Dimensions visual analog scale, and Fragebogen zur Erfassung der Performance in VR). RESULTS Repeated-measures ANOVA revealed several significant main effects in the cognitive tests: Tower of London-German version (P=.046), Trail Making Test A (P=.01), and Wechsler Memory Scale-Revised (P=.006). However, post hoc tests revealed that the VR group showed significant improvement in the planning, executive control, and problem-solving domains (P=.046, Bonferroni P=.02). In contrast, no significant improvement in the control group between t0 and t1 was detected (all P>.05). Furthermore, a nonsignificant trend was observed in visual speed in the VR group (P=.09, Bonferroni P=.02). CONCLUSIONS The results of this pilot randomized controlled trial showed that immersive VR training in cognitive rehabilitation had greater effectiveness than the standard of care in treating patients experiencing stroke in some cognitive domains . These findings support the further use and study of VR training incorporating activities of daily living in other neurological disorders involving cognitive dysfunction. TRIAL REGISTRATION Federal Registry of Clinical Trials of Germany (DRKS) DRKS00023605; https://drks.de/search/de/trial/DRKS00023605.
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Affiliation(s)
- Julian Specht
- SRH University of Applied Sciences Heidelberg, Department of Applied Psychology, Heidelberg, Germany
| | - Barbara Stegmann
- SRH University of Applied Sciences Heidelberg, Department of Applied Psychology, Heidelberg, Germany
| | - Hanna Gross
- Asklepios Neurologische Klinik Falkenstein, Department of Neurorehabilitation, Königstein im Taunus, Germany
| | - Karsten Krakow
- Asklepios Neurologische Klinik Falkenstein, Department of Neurorehabilitation, Königstein im Taunus, Germany
- Rehaklinik Zihlschlacht, Department of Neurorehabilitation, Zihlschlacht, Switzerland
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32
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Turnbull A, Seitz A, Lin FV. Improving comparability across cognitive training trials for brain aging: A focus on interoperability. ALZHEIMER'S & DEMENTIA (NEW YORK, N. Y.) 2023; 9:e12405. [PMID: 37609454 PMCID: PMC10441567 DOI: 10.1002/trc2.12405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Revised: 05/22/2023] [Accepted: 05/31/2023] [Indexed: 08/24/2023]
Abstract
Cognitive training may promote healthy brain aging and prevent dementia, but results from individual studies are inconsistent. There are disagreements on how to evaluate cognitive training interventions between clinical and basic scientists. Individual labs typically create their own assessment and training materials, leading to difficulties reproducing methods. Here, we advocate for improved interoperability: the exchange and cooperative development of a consensus for cognitive training design, analysis, and result interpretation. We outline five guiding principles for improving interoperability: (i) design interoperability, developing standard design and analysis models; (ii) material interoperability, promoting sharing of materials; (iii) interoperability incentives; (iv) privacy and security norms, ensuring adherence to accepted ethical standards; and (v) interpretability prioritization, encouraging a shared focus on neurobiological mechanisms to improve clinical relevance. Improving interoperability will allow us to develop scientifically optimized, clinically useful cognitive training programs to slow/prevent brain aging. HIGHLIGHTS Interoperability facilitates progress via resource sharing and comparability.Better interoperability is needed in cognitive training for brain aging research.We adapt an interoperability framework to cognitive training research.We suggest five guiding principles for improved interoperability.We propose an open-source pipeline to facilitate interoperability.
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Affiliation(s)
- Adam Turnbull
- CogT Lab, Department of Psychiatry and Behavioral SciencesStanford UniversityStanfordCaliforniaUSA
- Department of Brain and Cognitive SciencesUniversity of RochesterRochesterNew YorkUSA
| | - Aaron Seitz
- Center for Cognitive and Brain HealthNortheastern UniversityBostonMassachusettsUSA
- UCR Brain Game CenterUniversity of CaliforniaRiversideCaliforniaUSA
| | - Feng V. Lin
- CogT Lab, Department of Psychiatry and Behavioral SciencesStanford UniversityStanfordCaliforniaUSA
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Fotuhi M, Khorrami ND, Raji CA. Benefits of a 12-Week Non-Drug "Brain Fitness Program" for Patients with Attention-Deficit/Hyperactive Disorder, Post-Concussion Syndrome, or Memory Loss. J Alzheimers Dis Rep 2023; 7:675-697. [PMID: 37483322 PMCID: PMC10357116 DOI: 10.3233/adr-220091] [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: 11/14/2022] [Accepted: 05/25/2023] [Indexed: 07/25/2023] Open
Abstract
Background Non-pharmacologic interventions can potentially improve cognitive function, sleep, and/or mood in patients with attention-deficit/hyperactive disorder (ADHD), post-concussion syndrome (PCS), or memory loss. Objective We evaluated the benefits of a brain rehabilitation program in an outpatient neurology practice that consists of targeted cognitive training, lifestyle coaching, and electroencephalography (EEG)-based neurofeedback, twice weekly (90 minutes each), for 12 weeks. Methods 223 child and adult patients were included: 71 patients with ADHD, 88 with PCS, and 64 with memory loss (mild cognitive impairment or subjective cognitive decline). Patients underwent a complete neurocognitive evaluation, including tests for Verbal Memory, Complex Attention, Processing Speed, Executive Functioning, and Neurocognition Index. They completed questionnaires about sleep, mood, diet, exercise, anxiety levels, and depression-as well as underwent quantitative EEG-at the beginning and the end of the program. Results Pre-post test score comparison demonstrated that all patient subgroups experienced statistically significant improvements on most measures, especially the PCS subgroup, which experienced significant score improvement on all measures tested (p≤0.0011; dz≥0.36). After completing the program, 60% to 90% of patients scored higher on cognitive tests and reported having fewer cognitive and emotional symptoms. The largest effect size for pre-post score change was improved executive functioning in all subgroups (ADHD dz= 0.86; PCS dz= 0.83; memory dz= 1.09). Conclusion This study demonstrates that a multimodal brain rehabilitation program can have benefits for patients with ADHD, PCS, or memory loss and supports further clinical trials in this field.
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Affiliation(s)
- Majid Fotuhi
- Department of Psychological & Brain Sciences, George Washington University, Washington, DC, USA
- NeuroGrow Brain Fitness Center, McLean, VA, USA
| | | | - Cyrus A. Raji
- Mallinckrodt Institute of Radiology, Washington University, St. Louis, MO, USA
- Department of Neurology, Washington University School of Medicine, St. Louis, MO, USA
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Vance DE, Fazeli PL, Azuero A, Khalidi S, Frank JS, Wadley VG, Raper JL, Pope CN, Jacob AE, Ball KK. Two-year clinical trial examining the effects of speed of processing training on everyday functioning in adults with human immunodeficiency virus-associated neurocognitive disorder (HAND) and borderline HAND in the U.S. Deep South: Findings of the Think Fast Study. APPLIED NEUROPSYCHOLOGY. ADULT 2023:1-14. [PMID: 37200482 PMCID: PMC10656361 DOI: 10.1080/23279095.2023.2209900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
Many people living with human immunodeficiency virus (HIV) (PLWH) experience cognitive decline that impairs everyday functioning. Cognitive training approaches, such as speed of processing (SOP) training, may reduce the impact of HIV-Associated Neurocognitive Disorder (HAND) on everyday functioning. In this experimental design study called the Think Fast Study, 216 participants age 40 and older with HAND or borderline HAND were randomized to one of three groups: (1) 10 h of SOP training (n = 70); (2) 20 h of SOP training (n = 73); or (3) 10 h of Internet Navigation Control Training (a contact control group; n = 73). Participants completed several everyday functioning measures at baseline, posttest, and year 1 and year 2 follow ups, which included: (a) Modified Lawton and Brody Activities of Daily Living (ADL) Questionnaire; (b) Timed Instrumental Activities of Daily Living (TIADL) Test; (c) Patient's Assessment of Own Functioning (PAOFI); (d) Medication Adherence Questionnaire (MAQ); and (e) Medication Adherence Visual Analog Scale (VAS). Linear mixed-effect models and generalized estimating equation models were fitted to estimate between group differences at all follow-up time points. At follow-up timepoints, those in the 10-h and 20-h training groups had better scores on medication adherence measures (MAQ and VAS) than those in the control group, with effects (Cohen's d) ranging 0.13-0.41 for MAQ and 0.02-0.43 for VAS. In conclusion, SOP training improved some indicators of everyday functioning, specifically medication adherence; however, the therapeutic effects diminished over time. Implications for practice and research are posited.
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Affiliation(s)
- David E. Vance
- School of Nursing, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Pariya L. Fazeli
- School of Nursing, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Andres Azuero
- School of Nursing, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Sarah Khalidi
- School of Nursing, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Jennifer S. Frank
- School of Nursing, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Virginia G. Wadley
- School of Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - James L. Raper
- The 1917 (HIV/AIDS) Clinic, School of Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Caitlin N. Pope
- Department of Health, Behavior & Society, University of Kentucky, Lexington, Kentucky, USA
| | - Alexandra E. Jacob
- UAB Department of Psychology, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Karlene K. Ball
- UAB Department of Psychology, University of Alabama at Birmingham, Birmingham, Alabama, USA
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Hong J, Su Y, Wang J, Xu X, Qu W, Fan H, Tan Y, Wang Z, Zhao Y, Tan S. Association between video gaming time and cognitive functions: A cross-sectional study of Chinese children and adolescents. Asian J Psychiatr 2023; 84:103584. [PMID: 37075676 DOI: 10.1016/j.ajp.2023.103584] [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] [Received: 01/30/2023] [Revised: 03/26/2023] [Accepted: 04/07/2023] [Indexed: 04/21/2023]
Abstract
This study sought to explore relationships between video gaming time and cognitive functioning in children and adolescents to provide a scientific reference for a reasonable time range of game use. A total of 649 participants aged 6-18 years were recruited through an online survey using convenience sampling. We used a combination of multiple linear regression models, smoothing splines, piecewise linear regression models, and log-likelihood ratio tests to comprehensively analyze the linear and nonlinear relationships between video gaming time and cognitive functions. Neurocognitive functioning was assessed using the digit symbol test, spatial span back test, Stroop task, and Wisconsin card sorting test. Facial and voice emotion recognition tests were used to evaluate social cognitive functioning. Video gaming time had a saturation effect on improving correct answers to the digit symbol test, which means that performance did not increase with increasing video gaming time when the video gaming duration reached 20 h/week (adjusted β = -0.58; 95% CI: -1.22, 0.05). Furthermore, both the relationship between video gaming time and the Wisconsin Card Sorting Test and the facial emotion recognition score showed a threshold effect. The completed categories of the Wisconsin Card Sorting Test began to decline after 17 h/week of playtime, and a decline in facial emotion recognition occurred after playing video games for over 20 h/week. These results suggest that children and adolescents should restrict their video gaming time to within a certain range, which could help reduce the negative effects of video games and retain their positive effects.
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Affiliation(s)
- Jiangyue Hong
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China
| | - Yi Su
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China
| | - Jinghan Wang
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China
| | - Xuejing Xu
- Temple University, Philadelphia, Pennsylvania, 19122, USA
| | - Wei Qu
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China
| | - Hongzhen Fan
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China
| | - Yunlong Tan
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China
| | - Zhiren Wang
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China
| | - Yanli Zhao
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China
| | - Shuping Tan
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China.
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Tapia JL, Taberner-Bonastre MT, Collado-Martínez D, Pouptsis A, Núñez-Abad M, Duñabeitia JA. Effectiveness of a Computerized Home-Based Cognitive Stimulation Program for Treating Cancer-Related Cognitive Impairment. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4953. [PMID: 36981862 PMCID: PMC10049401 DOI: 10.3390/ijerph20064953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 03/06/2023] [Accepted: 03/08/2023] [Indexed: 06/18/2023]
Abstract
Cancer patients assert that after chemotherapy their cognitive abilities have deteriorated. Cognitive stimulation is the clinical treatment of choice for reversing cognitive decline. The current study describes a computerized home-based cognitive stimulation program in patients who survived breast cancer. It aims to assess safety and effectiveness of cognitive stimulation in the oncology population. A series of 45-min training sessions was completed by the participants. A thorough assessment was performed both before and after the intervention. The mini-Mental Adjustment to Cancer Scale, the Cognitive Assessment for Chemo Fog Research, and the Functionality Assessment Instrument in Cancer Treatment-Cognitive Function served as the main assessment tools. The State-Trait Anxiety Inventory, Beck Depression Inventory, Brief Fatigue Inventory, and Measuring Quality of Life-The World Health Organization data were gathered as secondary outcomes. Home-based cognitive stimulation demonstrated beneficial effects in the oncology population, with no side effects being reported. Cognitive, physical, and emotional improvements were observed, along with decreased interference in daily life activities and a better overall quality of life.
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Affiliation(s)
- Jose L. Tapia
- Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija, 28015 Madrid, Spain
| | | | - David Collado-Martínez
- Servicio de Oncología Médica, Hospital Universitario de la Ribera, 46600 Valencia, Spain
| | - Athanasios Pouptsis
- Servicio de Oncología Médica, Hospital Universitario de la Ribera, 46600 Valencia, Spain
| | - Martín Núñez-Abad
- Servicio de Oncología Médica, Hospital Universitario de la Ribera, 46600 Valencia, Spain
| | - Jon Andoni Duñabeitia
- Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija, 28015 Madrid, Spain
- AcqVA Aurora Center, The Arctic University of Norway, 9019 Tromsø, Norway
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Cortes RA, Weinberger AB, Green AE. The Mental Models Training App: Enhancing verbal reasoning through a cognitive training mobile application. Front Psychol 2023; 14:1150210. [PMID: 36968736 PMCID: PMC10036765 DOI: 10.3389/fpsyg.2023.1150210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Accepted: 02/20/2023] [Indexed: 03/12/2023] Open
Abstract
IntroductionReasoning is a complex form of human cognition whose nature has long been debated. While a number of neurocognitive mechanisms for deductive reasoning have been offered, one of the most prominent accounts is Mental Model Theory (MMT). According to MMT, humans are able to manipulate and represent information for reasoning and problem solving by leveraging the brain’s evolved visuospatial resources. Thus, when solving deductive reasoning problems, reasoners build “mental models” of the essential pieces of information conveyed in the premises, with their relations to each other represented spatially—even when the information contained within a reasoning problem is not intrinsically spatial. Crucially, taking a spatially-based approach, such as building mental models, supports higher accuracy on deductive reasoning problems. However, no study has empirically tested whether explicitly training this mental modeling ability leads to improved deductive reasoning performance.MethodTherefore, we designed the Mental Models Training App, a cognitive training mobile application which requires participants to complete increasingly difficult reasoning problems while using an external mental modeling tool. In this preregistered study (https://osf.io/4b7kn), we conducted a between-subjects experiment (N = 301) which compared the Mental Models Training App to 3 distinct control conditions in order to examine which specific components (if any) of the training were causally responsible for improved reasoning performance.ResultsResults demonstrate that, when compared to a passive control condition, the Mental Models Training App led to improvements in adults’ verbal deductive reasoning performance both during and after the training intervention. However, contrary to our preregistered hypotheses, the training-induced improvements were not significantly larger than the effects of the active control conditions—one which included adaptive practice of the reasoning problems, and one which included adaptive practice as well as a spatial alphabetization control task.DiscussionTherefore, while the present results demonstrate the ability of the Mental Models Training App to enhance verbal deductive reasoning, they do not support the hypothesis that directly training participants mental modeling ability yields improved performance beyond the effects of adaptive practice of reasoning. Future research should examine the long-term effects of repeated usage of the Mental Models Training App, as well as transfer effects to other forms of reasoning. Finally, we present the Mental Models Training App as a free mobile application available on the Apple App store (https://apps.apple.com/us/app/mental-models-training/id1664939931), in the hope that this translational research may be utilized by the general public to improve their reasoning ability.
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Affiliation(s)
- Robert A. Cortes
- Department of Psychology, Georgetown University, Washington, DC, United States
- *Correspondence: Robert A. Cortes,
| | - Adam B. Weinberger
- Department of Psychology, Georgetown University, Washington, DC, United States
| | - Adam E. Green
- Department of Psychology, Georgetown University, Washington, DC, United States
- Interdisciplinary Program in Neuroscience, Georgetown University, Washington, DC, United States
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Liu X, Wang G, Cao Y. Association of nonpharmacological interventions for cognitive function in older adults with mild cognitive impairment: a systematic review and network meta-analysis. Aging Clin Exp Res 2023; 35:463-478. [PMID: 36607554 DOI: 10.1007/s40520-022-02333-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 12/19/2022] [Indexed: 01/07/2023]
Abstract
BACKGROUND Understanding the effectiveness of nonpharmacological interventions to improve cognitive function in older adults with MCI and identifying the best intervention may help inform ideas for future RCT studies and clinical decision-making. AIM The main focus of this study was to assess the comparative effectiveness of nonpharmacological interventions on cognitive function in older adults with MCI and to rank the interventions. METHODS RCT studies until September 2022 were searched from six databases, including PubMed, the Cochrane Library, Embase, Web of Science, PsycINFO and CINAHL. The risk of bias in eligible trials was evaluated using the Cochrane Risk of Bias tool. Both pairwise and network meta-analyses were used, and pooled effect sizes were reported using SMD and the corresponding 95% confidence intervals. RESULTS A total of 28 RCT studies were included in this study, pooling 18 categories of nonpharmacological interventions. MBE (mind-body exercise) (SMD (standard mean difference): 0.24, 95% CI: 0.08-0.41, P = 0.004), DTE (dual-task exercise) (SMD: 0.61, 95% CI: 0.09-1.13, P = 0.02), PE (physical exercise) (SMD: 0.58, 95% CI: 0.04-1.12, P = 0.03) may be effective in improving cognitive function in older adults with MCI. Acupressure + CT (cognitive training) was the top-ranked intervention among all interventions. No greater benefits of MA (mindful awareness) on cognitive function were found. CONCLUSIONS Overall, nonpharmacological interventions significantly improved cognitive function in older adults with MCI. Acupressure + CT(cognitive training) was the most effective intervention for managing cognitive impairment. Future studies with high quality and large sample size RCT studies are needed to confirm our results.
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Affiliation(s)
- Xueyan Liu
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, 44 Wenhuaxi Road, Lixia District, Jinan, Shandong Province, China
| | - Guangpeng Wang
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Yuelu District, Changsha, Hunan Province, China
| | - Yingjuan Cao
- Department of Nursing, Qilu Hospital, Shandong University, 107 Wenhuaxi Road, Lixia District, Jinan, Shandong Province, China.
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Froger G, Blättler C, Bonnardel N. L’acquisition de l’expertise ou l’abandon progressif du renforcement des processus génériques. PSYCHOLOGIE FRANCAISE 2023. [DOI: 10.1016/j.psfr.2023.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
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40
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Systematic Review and Meta-Analysis of Clinically Relevant Executive Functions Tests Performance after COVID-19. Behav Neurol 2023; 2023:1094267. [PMID: 36815864 PMCID: PMC9935808 DOI: 10.1155/2023/1094267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 01/12/2023] [Accepted: 01/27/2023] [Indexed: 02/11/2023] Open
Abstract
It is widely known that COVID-19 has a number of prolonged effects on general health, wellbeing, and cognitive functioning. However, studies using differentiated performance measures of cognitive functions are still not widely spread making it hard to assess the exact functions that get impaired. Taking into account the similarities between post-COVID 'brain fog' and chemofog, we hypothesized that executive functions (EF) would be impaired. Literature search yielded six studies with 14 effect sizes of interest; pooled effect size was small to medium (d = -0.35). Combined with a narrative synthesis of six studies without a comparison group, these results show that EF get impaired after COVID-19; although, in most cases the impairment is transient and does not seem to be severe. These results specify the picture of 'brain fog' and may help to discover its mechanisms and ways of helping people with long COVID.
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Ben Izhak S, Lavidor M. Strategy and Core Cognitive Training Effects on Working Memory Performance: A Systematic Review and Meta-Analysis. JOURNAL OF COGNITION AND DEVELOPMENT 2023. [DOI: 10.1080/15248372.2023.2172413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Affiliation(s)
- Shachar Ben Izhak
- Department of Psychology, and the Gonda Brain Research Center, Bar Ilan University
| | - Michal Lavidor
- Department of Psychology, and the Gonda Brain Research Center, Bar Ilan University
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42
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Vernucci S, Canet-Juric L, Richard's MM. Effects of working memory training on cognitive and academic abilities in typically developing school-age children. PSYCHOLOGICAL RESEARCH 2023; 87:308-326. [PMID: 35107614 DOI: 10.1007/s00426-022-01647-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 01/17/2022] [Indexed: 01/27/2023]
Abstract
Process-based working memory (WM) training in typically developing children usually leads to short- and long-term improvements on untrained WM tasks. However, results are mixed regarding far transfer to academic and cognitive abilities. Moreover, there is a lack of studies jointly evaluating the different types of transfer, using an adequate design and considering motivational factors. In addition, evidence is needed about how pre-training performance is related to individual differences in training-induced transfer. Therefore, this study aimed to implement and evaluate the efficacy of a computerized process-based WM training in typically developing school-age children. Near and far transfer effects were evaluated both immediately after training and after 6 months, as well as individual differences in training-induced transfer. The sample was composed of 89 typically developing children aged 9-10 years (M = 9.52, SD = 0.30), who were randomized to a WM training group or an active control group. They were evaluated at pre-training, post-training, and follow-up phases with measures of visuospatial and verbal WM, reading comprehension, math computation, and fluid intelligence. Results showed that the training group significantly improved performance in verbal WM and fluid intelligence compared to the active control group, immediately after training and after 6 months. Trained children with lower initial performance in verbal WM or fluid intelligence showed greater transfer gains. No group differences were found in motivational factors. Findings of this study suggest that process-based WM training may promote transfer to cognitive abilities and lead to compensation effects of individual differences in typically developing school-age children.
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Affiliation(s)
- Santiago Vernucci
- Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina.
| | - Lorena Canet-Juric
- Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - María M Richard's
- Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
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Burgos-Morelos LP, Rivera-Sánchez JDJ, Santana-Vargas ÁD, Arreola-Mora C, Chávez-Negrete A, Lugo JE, Faubert J, Pérez-Pacheco A. Effect of 3D-MOT training on the execution of manual dexterity skills in a population of older adults with mild cognitive impairment and mild dementia. APPLIED NEUROPSYCHOLOGY. ADULT 2023:1-10. [PMID: 36697411 DOI: 10.1080/23279095.2023.2169884] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Computerized cognitive training tools are an alternative to preventive treatments related to cognitive impairment and aging. In this study, the transfer of 3D multiple object tracking (3D-MOT) training on manual dexterity concerning fine and gross motor skills in 38 elderly participants, half of them with mild cognitive impairment (MCI) and the other half with mild dementia (MD) was explored. A total of 36 sessions of the 3D-MOT training program were administered to the subjects. The Montreal Cognitive Assessment (MoCA) test was used to assess the baseline cognitive status of the participants. Two batteries of manual motor skills (GPT and MMDT) were applied before and after the 3D-MOT training program. The results showed an interaction effect of training and improvement in manual dexterity tests, from the first training session until the fifteenth session, and after this range of sessions, the interaction effect was lost. However, the training effect continued to the end of the thirty-six-session program. The experimental results show the effect of cognitive training on the improvement of motor skills in older adults. This type of intervention could have a broad impact on the aging population in terms of their attention, executive functions, and therefore, their quality of life.
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Affiliation(s)
- Laura P Burgos-Morelos
- Directorate of Research, Hospital General de México "Dr. Eduardo Liceaga", Mexico City, Mexico
| | | | | | - Claudia Arreola-Mora
- Hospital de Especialidades, Centro Médico Nacional Siglo XXI, Instituto Mexicano del Seguro Social, Mexico City, Mexico
| | - Adolfo Chávez-Negrete
- Hospital de Especialidades, Centro Médico Nacional Siglo XXI, Instituto Mexicano del Seguro Social, Mexico City, Mexico
| | - J Eduardo Lugo
- Faubert Lab, École d'Optométrie, Université de Montréal, Montreal, Canada
- Facultad de Ciencias Físico-Matemáticas, Benemérita Universidad Autónoma de Puebla, Puebla Pue, Mexico
| | - Jocelyn Faubert
- Faubert Lab, École d'Optométrie, Université de Montréal, Montreal, Canada
| | - Argelia Pérez-Pacheco
- Directorate of Research, Hospital General de México "Dr. Eduardo Liceaga", Mexico City, Mexico
- Research and Technological Development Unit (UIDT), Hospital General de México "Dr. Eduardo Liceaga", Mexico City, Mexico
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Kim Y, Ye Z, Leventhal Z, Wang WJ, Thiessen ED. Effects of language background on executive function: Transfer across task and modality. Front Psychol 2023; 13:923123. [PMID: 36687953 PMCID: PMC9849579 DOI: 10.3389/fpsyg.2022.923123] [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: 04/18/2022] [Accepted: 11/16/2022] [Indexed: 01/06/2023] Open
Abstract
The relation between linguistic experience and cognitive function has been of great interest, but recent investigations of this question have produced widely disparate results, ranging from proposals for a "bilingual advantage," to a "bilingual disadvantage," to claims of no difference at all as a function of language. There are many possible sources for this lack of consensus, including the heterogeneity of bilingual populations, and the choice of different tasks and implementations across labs. We propose that another reason for this inconsistency is the task demands of transferring from linguistic experience to laboratory tasks can differ greatly as the task is modified. In this study, we show that task modality (visual, audio, and orthographic) can yield different patterns of performance between monolingual and multilingual participants. The very same task can show similarities or differences in performance, as a function of modality. In turn, this may be explained by the distance of transfer - how close (or far) the laboratory task is to the day to day lived experience of language usage. We suggest that embodiment may provide a useful framework for thinking about task transfer by helping to define the processes of linguistic production and comprehension in ways that are easily connected to task manipulations.
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Affiliation(s)
- Yeonwoo Kim
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States
| | - Zixuan Ye
- Department of Statistics and Data Science, Carnegie Mellon University, Pittsburgh, PA, United States
| | - Zachary Leventhal
- Department of Statistics and Data Science, Carnegie Mellon University, Pittsburgh, PA, United States,Department of Economics, Carnegie Mellon University, Pittsburgh, PA, United States
| | - Wei-Ju Wang
- Department of Statistics and Data Science, Carnegie Mellon University, Pittsburgh, PA, United States
| | - Erik D. Thiessen
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States,*Correspondence: Erik D. Thiessen,
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Tremblay P, Perron M. Auditory cognitive aging in amateur singers and non-singers. Cognition 2023; 230:105311. [PMID: 36332309 DOI: 10.1016/j.cognition.2022.105311] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 10/02/2022] [Accepted: 10/17/2022] [Indexed: 11/06/2022]
Abstract
The notion that lifestyle factors, such as music-making activities, can affect cognitive functioning and reduce cognitive decline in aging is often referred to as the mental exercise hypothesis. One ubiquitous musical activity is choir singing. Like other musical activities, singing is hypothesized to impact cognitive and especially executive functions. Despite the commonness of choir singing, little is known about the extent to which singing can affect cognition in adulthood. In this cross-sectional group study, we examined the relationship between age and four auditory executive functions to test hypotheses about the relationship between the level of mental activity and cognitive functioning. We also examined pitch discrimination capabilities. A non-probabilistic sample of 147 cognitively healthy adults was recruited, which included 75 non-singers (mean age 52.5 ± 20.3; 20-98 years) and 72 singers (mean age 55.5 ± 19.2; 21-87 years). Tests of selective attention, processing speed, inhibitory control, and working memory were administered to all participants. Our main hypothesis was that executive functions and age would be negatively correlated, and that this relationship would be stronger in non-singers than singers, consistent with the differential preservation hypothesis. The alternative hypothesis - preserved differentiation - predicts that the difference between singers and non-singers in executive functions is unaffected by age. Our results reveal a detrimental effect of age on processing speed, selective attention, inhibitory control and working memory. The effect of singing was comparatively more limited, being positively associated only with frequency discrimination, processing speed, and, to some extent, inhibitory control. Evidence of differential preservation was limited to processing speed. We also found a circumscribed positive impact of age of onset and a negative impact of singing experience on cognitive functioning in singers. Together, these findings were interpreted as reflecting an age-related decline in executive function in cognitively healthy adults, with specific and limited positive impacts of singing, consistent with the preserved differentiation hypothesis, but not with the differential preservation hypothesis.
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Affiliation(s)
- Pascale Tremblay
- CERVO Brain Research Center, Quebec City G1J 2G3, Canada; Université Laval, Faculté de Médecine, Département de Réadaptation, Quebec City G1V 0A6, Canada.
| | - Maxime Perron
- Rotman Research Institute, Baycrest, North York, Ontario M6A 2E1, Canada; University of Toronto, Faculty of Arts and Science, Department of Psychology, Toronto, Ontario M5S 3G3, Canada
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Rassam P, Pazzianotto-Forti EM, Matsumura U, Orchanian-Cheff A, Aliabadi S, Kulkarni M, Fat Fur RL, Rodrigues A, Langer D, Rozenberg D, Reid WD. Impact of cognitive capacity on physical performance in chronic obstructive pulmonary disease patients: A scoping review. Chron Respir Dis 2023; 20:14799731231163874. [PMID: 37029090 PMCID: PMC10087654 DOI: 10.1177/14799731231163874] [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: 04/09/2023] Open
Abstract
Background: Chronic obstructive pulmonary disease (COPD) is often accompanied by impaired cognitive and physical function. However, the role of cognitive function on motor control and purposeful movement is not well studied. The aim of the review was to determine the impact of cognition on physical performance in COPD. Methods: Scoping review methods were performed including searches of the databases: MEDLINE, EMBASE, Cochrane Systematic Reviews, Cochrane (CENTRAL), APA PsycINFO, and CINAHL. Two reviewers independently assessed articles for inclusion, data abstraction, and quality assessment. Results: Of 11,252 identified articles, 44 met the inclusion criteria. The review included 5743 individuals with COPD (68% male) with the forced expiratory volume in one second range of 24-69% predicted. Cognitive scores correlated with strength, balance, and hand dexterity, while 6-min walk distance (n = 9) was usually similar among COPD patients with and without cognitive impairment. In 2 reports, regression analyses showed that delayed recall and the trail making test were associated with balance and handgrip strength, respectively. Dual task studies (n = 5) reported impaired balance or gait in COPD patients compared to healthy adults. Cognitive or physical Interventions (n = 20) showed variable improvements in cognition and exercise capacity. Conclusions: Cognition in COPD appears to be more related to balance, hand, and dual task function, than exercise capacity.
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Affiliation(s)
- Peter Rassam
- Rehabilitation Sciences Institute, School of Graduate Studies, Temerty Faculty of Medicine, 7938University of Toronto, Toronto, ON, Canada
- Department of Physical Therapy, 7938University of Toronto, Toronto, ON, Canada
| | | | - Umi Matsumura
- Department of Health Sciences, Graduate School of Biomedical Sciences, 12961Nagasaki University, Nagasaki, Japan
| | - Ani Orchanian-Cheff
- Library and Information Services, 7989University Health Network, Toronto, ON, Canada
| | - Saina Aliabadi
- Rehabilitation Sciences Institute, School of Graduate Studies, Temerty Faculty of Medicine, 7938University of Toronto, Toronto, ON, Canada
- KITE, Toronto Rehabilitation Institute, 7989University Health Network, Toronto, ON, Canada
| | - Manjiri Kulkarni
- Rehabilitation Sciences Institute, School of Graduate Studies, Temerty Faculty of Medicine, 7938University of Toronto, Toronto, ON, Canada
- Department of Physical Therapy, 7938University of Toronto, Toronto, ON, Canada
| | | | - Antenor Rodrigues
- Department of Critical Care, St Michael's Hospital, Toronto, ON, Canada
| | - Daniel Langer
- Department of Rehabilitation Sciences, Faculty of Movement and Rehabilitation Sciences, Research Group for Rehabilitation in Internal Disorders, 26657Katholieke Universiteit Leuven, Leuven, Belgium
- Respiratory Rehabilitation and Respiratory Division, University Hospital Leuven, Leuven, Belgium
| | - Dmitry Rozenberg
- Division of Respirology, Temerty Faculty of Medicine, 7938University of Toronto, University Health Network, Toronto, ON, Canada
- Toronto General Hospital Research Institute, Toronto, ON, Canada
| | - W Darlene Reid
- Department of Physical Therapy, 7938University of Toronto, Toronto, ON, Canada
- KITE, Toronto Rehabilitation Institute, 7989University Health Network, Toronto, ON, Canada
- Interdepartmental Division of Critical Care Medicine, 7938University of Toronto, Toronto, ON, Canada
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Abstract
Considerable research has been carried out in the last two decades on the putative benefits of cognitive training on cognitive function and academic achievement. Recent meta-analyses summarizing the extent empirical evidence have resolved the apparent lack of consensus in the field and led to a crystal-clear conclusion: The overall effect of far transfer is null, and there is little to no true variability between the types of cognitive training. Despite these conclusions, the field has maintained an unrealistic optimism about the cognitive and academic benefits of cognitive training, as exemplified by a recent article (Green et al., 2019). We demonstrate that this optimism is due to the field neglecting the results of meta-analyses and largely ignoring the statistical explanation that apparent effects are due to a combination of sampling errors and other artifacts. We discuss recommendations for improving cognitive-training research, focusing on making results publicly available, using computer modeling, and understanding participants' knowledge and strategies. Given that the available empirical evidence on cognitive training and other fields of research suggests that the likelihood of finding reliable and robust far-transfer effects is low, research efforts should be redirected to near transfer or other methods for improving cognition.
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Affiliation(s)
- Fernand Gobet
- Centre for Philosophy of Natural and Social Science, London School of Economics and Political Science,Fernand Gobet, Centre for Philosophy of Natural and Social Science, London School of Economics and Political Science
| | - Giovanni Sala
- Department of Epidemiology of Aging, National Center for Geriatrics and Gerontology, Obu, Japan,Department of Psychology, University of Liverpool
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Niebaum JC, Munakata Y. Why doesn't executive function training improve academic achievement? Rethinking individual differences, relevance, and engagement from a contextual framework. JOURNAL OF COGNITION AND DEVELOPMENT 2022; 24:241-259. [PMID: 37457760 PMCID: PMC10348702 DOI: 10.1080/15248372.2022.2160723] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Performance on lab assessments of executive functions predicts academic achievement and other positive life outcomes. A primary goal of research on executive functions has been to design interventions that improve outcomes like academic achievement by improving executive functions. These interventions typically involve extensive practice on abstract lab-based tasks and lead to improvements on these practiced tasks. However, interventions rarely improve performance on non-practiced tasks and rarely benefit outcomes like academic achievement. Contemporary frameworks of executive function development suggest that executive functions develop and are engaged within personal, social, historical, and cultural contexts. Abstract lab-based tasks do not well-capture the real-world contexts that require executive functions and should not be expected to provide generalized benefits outside of the lab. We propose a perspective for understanding individual differences in performance on executive function assessments that focuses on contextual influences on executive functions. We extend this contextual approach to training executive function engagement, rather than training executive functions directly. First, interventions should incorporate task content that is contextually relevant to the targeted outcome. Second, interventions should encourage engaging executive functions through reinforcement and contextual relevance, which may better translate to real-world outcomes than training executive functions directly. While such individualized executive functions interventions do not address systemic factors that greatly impact outcomes like academic achievement, given the extensive resources devoted to improving executive functions, we hypothesize that interventions designed to encourage children's engagement of executive functions hold more promise for impacting real-world outcomes than interventions designed to improve executive function capacities.
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Affiliation(s)
| | - Yuko Munakata
- Center for Mind and Brain, University of California, Davis
- Department of Psychology, University of California, Davis
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Association between real-time strategy video game learning outcomes and pre-training brain white matter structure: preliminary study. Sci Rep 2022; 12:20741. [PMID: 36456870 PMCID: PMC9715544 DOI: 10.1038/s41598-022-25099-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Accepted: 11/24/2022] [Indexed: 12/03/2022] Open
Abstract
In recent years the association between video games, cognition, and the brain has been actively investigated. However, it is still unclear how individual predispositions, such as brain structure characteristics, play a role in the process of acquiring new skills, such as video games. The aim of this preliminary study was to investigate whether acquisition of cognitive-motor skills from the real-time strategy video game (StarCraft II) is associated with pre-training measures of brain white matter integrity. Results show that higher white matter integrity in regions (anterior limb of internal capsule, cingulum/hippocampus) and tracts (inferior longitudinal fasciculus) related with motoric functions, set shifting and visual decision making was associated with better Star Craft II performance. The presented findings inline with previous results and suggest that structural brain predispositions of individuals are related to the video game skill acquisition. Our study highlights the importance of neuroimaging studies that focus on white matter in predicting the outcomes of intervention studies and has implications for understanding the neural basis of the skill learning process.
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50
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Lin Y, Li Q, Zhang M, Su Y, Wang X, Li H, Chen A. Evidence in Support of Analogical Reasoning Improvements with Executive Attention Intervention in Healthy Young Adults. Neurosci Bull 2022; 38:1476-1490. [PMID: 35986152 PMCID: PMC9723033 DOI: 10.1007/s12264-022-00941-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 06/13/2022] [Indexed: 11/30/2022] Open
Abstract
Analogical reasoning improvement is important in educational outcome improvement. Inspired by recent ideas and evidence, we applied anti-saccade task training as an executive attention intervention and tested whether it could improve analogical reasoning performance. A serial-task paradigm was applied where participants performed an anti-saccade followed by an analogical reasoning task including a perception condition. The experimental group finished the anti-saccade task in which the ratio of anti-saccade trials to pro-saccade trials was 5:1 while the counterpart was 1:1 in the active control group. Also, a blank control group was established where participants merely finished the analogical reasoning task. Event-related electroencephalographic (EEG) data were recorded when participants were performing the executive attention and analogical reasoning tasks. In addition, their resting state EEG was collected before and after the executive attention intervention. Behaviorally, the experimental group reacted significantly faster than the other two groups in analogical reasoning but not in perception. At the neural level, in the experimental group alone, the anti-saccade trials elicited a smaller N2 than pro-saccade trials and the resting alpha power was improved after executive attention intervention. No significant difference in P2 was found between the two groups in analogical reasoning or perception but the experimental group showed a larger late positive component than the active control group in analogical reasoning. We also found that the late positive component mediated the relationship between the N2 of anti-saccade trials and analogical reasoning reaction times in the experimental group. We further discussed the role of executive attention in the analogical reasoning process, which may pave the way for the future reliable improvement of fluid intelligence.
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Affiliation(s)
- Yixuan Lin
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, 400715, China
| | - Qing Li
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, 400715, China
| | - Mengke Zhang
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, 400715, China
| | - Yujie Su
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, 400715, China
| | - Xiangpeng Wang
- Collaborative Innovation Center for Language Ability, Jiangsu Key Laboratory of Language and Cognitive Neuroscience, School of Linguistic Sciences and Arts, Jiangsu Normal University, Xuzhou, 221116, China
| | - Hong Li
- Key Laboratory of Brain Cognition and Educational Science, Ministry of Education, School of Psychology, South China Normal University, Guangzhou, 510631, China
| | - Antao Chen
- School of Psychology, Shanghai University of Sport, Shanghai, 200438, China.
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