When and where do we apply what we learn? A taxonomy for far transfer

The role of action anticipation in specific sport performance: A three-level meta-analysis and systematic review in temporal occlusion paradigm

Action anticipation is crucial for athletes, enabling them to make the most accurate decisions possible under time constraints and significantly impacting sports performance. This study systematically consolidates key findings from research on action anticipation in sports using the temporal occlusion paradigm to achieve the following five objectives: (1) quantifying the magnitude of the advantage of sports experts in action anticipation; (2) examining whether this expert advantage transfers to familiar and unfamiliar sports and, if so, quantifying its magnitude; (3) testing whether methodological manipulations significantly affect the quantification of action anticipation abilities; (4) reviewing whether temporal occlusion training can improve action anticipation abilities; and (5) inferring the relationship between action anticipation scores in the laboratory and actual movement performance in sports. We identified 111 original articles from databases including Web of Science, APA PsycInfo, PubMed, and Cochrane Library for qualitative analysis. Of these, 127 effect sizes contributed by 100 studies were analyzed using a three-level meta-analysis to achieve objectives (1) to (3), and 12 studies were included in a systematic review to achieve objectives (4) to (5). Corresponding to five objectives, our data indicate that: (1) The magnitude of the advantage of sports experts in action anticipation is strong (Hedges' g = 1.15, 95 % CI [0.97, 1.33], p < 0.001). (2) This expert advantage neither transfers to familiar sports nor unfamiliar sports. (3) Commonly used manipulations, such as stimulus size, response mode, participant selection, and sport category, in the temporal occlusion paradigm consistently yield substantial effects. (4) Temporal occlusion training can improve action anticipation abilities. (5) A small to moderate correlation exists between action anticipation scores in the laboratory and actual movement performance in sports. These findings provide a comprehensive understanding of the crucial role of action anticipation in specific sports performance.

Learning to suppress a balance recovery step: Implications for improving behavioral flexibility in a balance recovery stepping task

BACKGROUND

Research shows compensatory balance responses can be improved with training. The present study is a coincidental finding from a registered report that provides insight into trainability of response inhibition in a balance recovery stepping task.

RESEARCH QUESTION

Can suppression of response inhibition in a rapid balance recovery step be improved with training?

METHODS

Young, healthy participants (N = 20) were released from a supported, forward lean to prompt a rapid balance recovery step. In most trials, participants were instructed to recover balance by quickly stepping forward (i.e., GO trials). However, in 20 % of the trials, a high-pitch tone was randomly played immediately after postural perturbation, signaling participants to suppress a step and relax into a catch harness (i.e., STOP). This balance recovery task was repeated on two separate days. Force plates measured GO reaction time post-perturbation and stepping errors on STOP trials.

RESULTS

Task performance improved on the second day of testing, including faster steps (321 ± 37 ms vs. 348 ± 40 ms; p < 0.001) and more successful inhibition (46 ± 19% vs. 36 ± 19%; p = 0.005). Also, stop signal reaction time was faster on day two (286 ± 41 ms vs. 308 ± 46 ms; p = 0.041), suggesting the cognitive ability to suppress a highly prepotent action was directly influenced.

SIGNIFICANCE

Our results build from past studies where balance reactions improve with practice and we now demonstrate that outright action cancellation within a balance recovery stepping task can be trained, suggesting behavioral flexibility can be improved without compromising response speed.

Do differences in topic knowledge matter? An experimental investigation into topic knowledge as a possible moderator of the testing effect

A large body of research indicates that testing results in better long-term retention compared to restudying. Given the relevance of such effects for education, there is interest in the conditions and learner differences that may moderate the utility of testing, like background knowledge. It is possible that the testing effect is stronger for those who are more novice, stronger for those who are more experienced, or works equally well for everyone. In four experiments, college students read texts and were tested on them one week later. In Experiments 1, 2A, and 2B, we orthogonally manipulated study strategy (testing versus restudying via reading sentence facts) and availability of background material for a given topic. In Experiment 2B only, participants received feedback when studying via retrieval practice. Experiment 3 employed a mixed design in which each participant used only one strategy or another. Contrary to many past studies, we found an overall testing effect only when feedback was provided. Critically, background topic material benefited overall retention, but we found no evidence that background knowledge moderated the degree of testing benefits. Together, these results suggest that any learning benefits of testing do not depend on having particular levels of existing domain knowledge.

Association and Effect Strength of Simulation Characteristics and Transfer of Learning Attitudes in a Disaster Simulation for Prelicensure Nursing Students

ABSTRACT

Nurse educators design simulations with the intent that students transfer previous academic learning. Transfer of learning (TOL) is a complex and abstract concept with critical literature gaps needing measurement research. This study examined the association between simulation characteristics and students' TOL attitudes and the effect strength. This baseline study evidenced simulation design characteristics, as category groupings, were associated with students' TOL attitudes with positive and mostly modest effects. The resulting educational implications include applying instructional design to simulation, teaching students what TOL is, and modeling thinking in the classroom for transfer to simulation.

Improving social-emotional abilities in children with profound intellectual and multiple disabilities through a person-centred eye-tracking-based training: A pilot study

Individuals with profound intellectual and multiple disabilities (PIMD) are characterized by a combination of a profound intellectual disabilities and a profound motor disability frequently associated with a number of additional severe secondary disabilities or impairments. The aim of this pilot study was to evaluate the effects of an innovative person-centred training based on eye-tracking computerised serious games on the social-emotional abilities in these individuals with PIMD. Nine participants aged 7-18 years were followed over a period of 1 year. A pre-test (T1) - training - post-test (T2) design was used. During T1 and T2, visual attention and six social-emotional abilities (preferential attention to biological motion, social orienting, facial expression exploration, emotional faces discrimination, joint attention and socio-moral evaluations) were assessed using an eye-tracking-based experimental paradigm combining various visual preference tasks. During the training, each participant benefited from personalized one-to-one sessions tailored to their skills based on results of T1 and the observations of their practitioners. To implement person-centred training, the experimenter chose from a set of serious games to train these social-emotional abilities, those he felt were best suited to the participant's current state of heath and alertness, personal skills and specific needs. All participants improved their visual exploration between T1 and T2. In addition, they all made progress on at least one of the six social-emotional competencies. These results showed preliminary evidence that it is possible to increase some social-emotional abilities in these individuals with an adapted training, thus indicating that they also have unsuspected learning abilities.

Experimental Therapeutics: Opportunities and Challenges Stemming From the National Institute of Mental Health Workshop on Novel Target Discovery and Psychosocial Intervention Development

There has been slow progress in the development of interventions that prevent and/or reduce mental-health morbidity and mortality. The National Institute of Mental Health (NIMH) launched an experimental-therapeutics initiative with the goal of accelerating the development of effective interventions. The emphasis is on interventions designed to engage a target mechanism. A target mechanism is a process (e.g., behavioral, neurobiological) proposed to underlie change in a defined clinical endpoint and through change in which an intervention exerts its effect. This article is based on discussions from an NIMH workshop conducted in February 2020 and subsequent conversations among researchers using this approach. We discuss the components of an experimental-therapeutics approach such as clinical-outcome selection, target definition and measurement, intervention design and selection, and implementation of a team-science strategy. We emphasize the important contributions of different constituencies (e.g., patients, caregivers, providers) in deriving hypotheses about novel target mechanisms. We highlight strategies for target-mechanism identification using published and hypothetical examples. We consider the decision-making dilemmas that arise with different patterns of results in purported mechanisms and clinical outcomes. We end with considerations of the practical challenges of this approach and the implications for future directions of this initiative.

Surface matches prevail over distant analogs during retrieval

Laboratory studies using a reception paradigm have found that memory items sharing similar entities and relations with a working memory cue (surface matches) are easier to retrieve than items sharing only a system of abstract relations (structural matches). However, the naturalistic approach has contended that the observed supremacy of superficial similarity could have originated in a shallow processing of somewhat inconsequential stories, as well as in the inadvertent inclusion of structural similarity during the construction of surface matches. We addressed the question of which kind of similarity dominates retrieval through a hybrid paradigm that combines the ecological validity of the naturalistic production paradigm with the experimental control of the reception paradigm. In Experiment 1 we presented participants with a target story that maintained either superficial or structural similarities with two popular movies that had received a careful processing prior to the experimental session. Experiment 2 replicated the same procedure with highly viralized public events. In line with traditional laboratory results, surface matches were significantly better retrieved than structural matches, confirming the supremacy of superficial similarities during retrieval.

Transferability of an executive function intervention in children with cerebral palsy: A randomized controlled trial

AIM

To evaluate the transfer effects of a home-based computerized executive function intervention on non-targeted cognitive functions (visual perception and memory), quality of life (QoL), and participation in children with cerebral palsy (CP), and to determine whether any improvements were maintained 9 months after the intervention.

METHOD

Sixty children with CP (aged 8-12 years) were randomly allocated to the intervention (15 females/15 males, mean age 10 years 4 months [SD = 1 years 8 months], age range 8-12 years) or waitlist (control) (15 females/15 males, mean age 10 years [SD = 1 years 9 months], age range 8-12 years) group. The intervention group underwent a home-based executive function intervention programme for 30 minutes per day, 5 days a week, for 12 weeks. All participants were assessed before the intervention, immediately after and 9 months after the intervention was completed.

RESULTS

After the intervention was completed, performance in immediate verbal memory, verbal learning, and visual perception (object and picture recognition) was significantly better in the intervention group than in the waitlist (control) group. No improvements were found in visual memory, visuospatial perception, QoL, or participation after the intervention. Scores at the follow-up showed that any beneficial effects were not maintained 9 months after the intervention was completed.

INTERPRETATION

A home-based computerized executive function intervention produced transfer effects on memory and visual perception immediately after the intervention in children with CP, although any beneficial effects were not sustained at the 9-month follow-up.

What athletics bring us? A qualitative research based on John Mo's thought of "the transfer value of athletics"-evidence from Chinese university graduates

As part of the last stage of education, university sports impact all aspects of students' lives. However, while the value of athletics is not confined to the field, sports researchers have mostly focused on the educational value of athletics, and there is no comprehensive framework for the transfer value of athletics (TVA). As Tsinghua University is considered the flagship of Chinese university sports, this research aims to develop a comprehensive TVA framework by analyzing the memoirs of graduates from Tsinghua in "Tsinghua Sports Influenced My Life" using grounded theory technical approach. In the memoirs, most of the graduates mentioned that the educational value of sports had been transferred into their lives. The findings also demonstrate that the TVA framework consists of five dimensions: competencies, quality, health, personality, and behavior. Analyzing the TVA framework demonstrates that there are three steps for generating TVA: Students participate and enjoy sports, they develop physical literacy, and then transfer the physical literacy into their lives. The memoirs also demonstrate that the formation mechanisms of the TVA include: (1) School sports culture that enables students to establish a positive view of athletics; (2) sports clubs and competition systems that develop students' physical literacy; and (3) physical educators and legitimate peripheral participation in the community that transfers physical literacy to daily life. This study reveals the value of university sports to students' lives and provides guidance for universities to develop well-rounded individuals through sports.

Virtue Monism and Medical Practice: Practical Wisdom as Cross-Situational Ethical Expertise

This article defends the centrality of practical wisdom in medical practice by building on a monistic view of moral virtue, termed the "Aretai model," according to which possession of practical wisdom is necessary and sufficient for virtuousness, grounding both moral growth and effective moral behavior. From this perspective, we argue that practical wisdom should be conceived as a cross-situational ethical expertise consisting of four skills:moral perception, moral deliberation, emotion regulation, and moral motivation. Conceiving of practical wisdom as both overall virtuousness and ethical expertise makes it possible to deal adequately with the uniqueness of concrete ethically relevant situations. We contend that this becomes particularly evident in the context of medical practice, both in terms of decision-making and action-taking, especially in the most challenging or contentious clinical cases. We conclude the article by suggesting the potential implications of the Aretai model for continuing education in medical and healthcare professions.

The effectiveness of digital technology interventions for cognitive function in older adults: a systematic review and meta-analysis of randomized controlled trials

Digital technology interventions (DTIs) are seen as promising interventions to prevent or delay cognitive decline in older adults, yet evidence from reviews is not conclusive. The aim of this study is to explore the effectiveness of DTIs in improving older adults' cognitive function while taking study design and intervention characteristics as moderators. We searched the PubMed, Embase, CINAHL, PsycINFO, and Scopus databases up to May 26, 2023. Only randomized controlled trials examined the effects of DTIs on cognitive function were included in our study. Standardized mean difference (SMD) and 95% confidence interval for outcomes were applied in meta-analyses and subgroup analyses. A risk of bias assessment was also conducted. Overall, 23 eligible studies with a total sample size of 1454 participants were included. We found that DTIs significantly improved global cognitive function (SMD = 0.479), attention and processing speed (SMD = 0.488), executive function (SMD = 0.287), immediate recall (SMD = 0.266), and working memory (SMD = 0.307). Our subgroup analyses revealed that DTIs were more effective for cognitively impaired subjects, and DTIs with specific intervention characteristics, such as the inclusion of cognitive standard tasks, virtual reality-based interventions, specialized settings, professional guidance, low/medium-density training, > 24 sessions, and sessions lasting > 30 min, were more effective for different cognitive domains. This study supported the effectiveness of DTIs in improving cognitive function in older adults aged 60 years old and over, which may be influenced by study design and intervention characteristics. These findings have important implications for clinical dementia prevention and treatment strategies targeted at specific cognitive domains.

Transfer of motor and strategy learning in children with Developmental Coordination Disorder (DCD): A scoping review

Developmental coordination disorder (DCD) is a developmental disorder that affects the learning and execution of motor skills. Little is known about their ability to transfer their learning, i.e. to adapt prior knowledge to new tasks (Hattie & Donoghue, 2016). This is an important issue in these children, both to better understand how they can adapt initial learning to new tasks, and to develop interventions that will enable them to transfer their knowledge into their daily lives. The aim of this scoping review is to assess the body and nature of the existing literature on transfer of learning in children with DCD. After a search in 4 databases, 58 publications meeting the inclusion criteria were included. Among the studies, 18 aimed at measuring transfer, other can be interpreted as measuring transfer of learning even if transfer is not explicitly mentioned by the authors. The results show that children with DCD seem to have difficulty transferring their motor learning when the transfer tasks are far from the trained tasks but seem able to transfer their learning when the transfer tasks remain close, however they can transfer cognitive strategies to more distant transfer tasks. Future research is needed to systematically assess different aspects of transfer, with the aim of proposing effective interventions for children with DCD.

The role of art knowledge training on aesthetic judgements and executive functions

The study of how we develop art knowledge can provide valuable insights into the underlying cognitive systems that support expertise and knowledge transfer to new contexts. An important and largely unanswered question is whether art knowledge training impacts subsequent judgements of artworks and executive functions. Across three pre-registered experiments (N > 630 total), which used a training intervention and Bayesian regression modelling, we explore whether art knowledge training impacts subsequent judgements of artworks and executive functions. Experiments 1 and 2 revealed an effect of art training on aesthetic judgements for trained but not untrained artworks. These training effects were generalized to unseen artworks produced by the same artist (Experiment 1) or another artist with a similar style (Experiment 2), but not to different art styles. Experiment 2 also showed that with larger training 'doses' (>16 minutes), the generalization effects are stronger. Experiment 3 showed invariance of the attentional network to art training versus non-art training, suggesting similar sensitivity of executive functions to different types of training. This work shines new light on the cognitive systems that support learning and generalization of learning to new contexts. Likewise, from an applied perspective, it emphasizes that learning and generalization can occur rapidly with a relatively short (approx. 16 minutes) training video.

Multi-tasking costs in triple-task performance despite dual-task preparation

This study explores multi-tasking by examining the effects of transitioning from dual-task to triple-task scenarios. Our research extends beyond conventional dual-task paradigms to investigate the impact of triple-task performance on two participant groups: those unprepared in single, dual, or triple tasks (N = 14) and those previously prepared in single and dual tasks (N = 13). The study consisted of a preparation phase with nine sessions and an assessment phase with eight sessions. In the assessment phase, both groups performed single, dual, and triple tasks of varying complexity (simple, medium, and complex). Despite the initial advantage observed in the prepared group, this advantage diminished throughout the sessions. Notably, both groups adopted distinct strategies for processing within the triple task, revealing the influence of task coordination on response times as the task set combinations expanded. The study demonstrates that preparation in the form of pre-training can facilitate applying skills acquired from specific tasks to others, with the formation of specific task pair sets playing a pivotal role in processing and coordination. Despite extensive preparation, the persistence of multi-tasking costs challenges traditional assumptions about eliminating such costs through practice. In conclusion, our research contributes to the current understanding of multi-tasking by highlighting the need for further exploration into inter(sub)task coordination and prioritization in multiple-task scenarios. The study underscores the complexities inherent in managing triple tasks and individuals' potential strategies. The findings suggest that ongoing refinement of cognitive models from dual tasks is necessary to accommodate multi-tasking behaviors in more complex environments.

Relational encoding promotes creative insight for problem-solving

The nature and basis of creative thought has been the subject of wide-ranging inquiry. It is well established that people tend to struggle to solve problems that require an insight-and that this limitation is not readily alleviated. What can help produce more successful creative cognition? We propose a benefit from increased focus on the relations that hold between the elements of a problem situation. The present research addresses a novel technique to promote relational encoding by guiding participants to generate relational content connecting problem elements. In two experiments, we find that participants who engage in relational encoding are more likely to solve insight problems than controls. Theoretical and applied implications of the findings are addressed.

A multilevel social network approach to studying multiple disease-prevention behaviors

The effective prevention of many infectious and non-infectious diseases relies on people concurrently adopting multiple prevention behaviors. Individual characteristics, opinion leaders, and social networks have been found to explain why people take up specific prevention behaviors. However, it remains challenging to understand how these factors shape multiple interdependent behaviors. We propose a multilevel social network framework that allows us to study the effects of individual and social factors on multiple disease prevention behaviors simultaneously. We apply this approach to examine the factors explaining eight malaria prevention behaviors, using unique interview data collected from 1529 individuals in 10 hard-to-reach, malaria-endemic villages in Meghalaya, India in 2020-2022. Statistical network modelling reveals exposure to similar behaviors in one's social network as the most important factor explaining prevention behaviors. Further, we find that households indirectly shape behaviors as key contexts for social ties. Together, these two factors are crucial for explaining the observed patterns of behaviors and social networks in the data, outweighing individual characteristics, opinion leaders, and social network size. The results highlight that social network processes may facilitate or hamper disease prevention efforts that rely on a combination of behaviors. Our approach is well suited to study these processes in the context of various diseases.

Don't disturb my circles: The effect of fine arts training on visuospatial ability in students

Origami, drawing and colouring are artistic activities that can be beneficial for cognitive abilities or emotional well-being. However, there is a lack of studies that would investigate and compare these activities and their effects within the spatial abilities' domain. The aim of this study was to investigate if and how participating in three artistic activities-colouring, drawing or origami-can enhance spatial abilities. A total of 73 young adults participated in one of the three activities organized as a 7-session training, distributed every third day. Measures of spatial abilities (Spatial Reconstruction Task [SRT]), Mental Rotation Task [MRT]), Santa Barbara Solids Task [SBST]), and Corsi Block Tapping Task [Corsi]) were administered before (pretest) and after (posttest) the training, as well as at the 6-month follow-up). The Intrinsic Motivation Inventory (IMI) was administered at the posttest. The results showed no significant interaction between the training group and the measurement time point for the spatial ability tasks. Nevertheless, effect sizes at posttest favor origami and drawing in enhancing more complex spatial abilities (MRT for origami and drawing; SBST for origami; Corsi for drawing), and colouring in strengthening spatial perception (SRT). Some effects have remained for a longer period of time. Origami led to a greater pressure and tension, and colouring to higher interest and enjoyment. These results suggest that artistic activities can potentially contribute to the strengthening of spatial abilities, but it is advised to presented them in a way that reduces frustration and increase participant's enjoyment.

Cognitive interventions for healthy older adults: A systematic meta-review

Objectives

With increasing global life expectancy, cognitive interventions hold promise in mitigating cognitive decline and fostering healthy aging. Despite the demand for evidence-based interventions, there have been few attempts to summarize existing evidence. This study aims to assess the effectiveness and feasibility of unimodal and multimodal cognitive interventions for cognitively healthy older adults.

Method

Systematic meta-review, selecting articles from four databases: PubMed, Web of Science, Embase, and Cochrane Library. Quality assessment carried out with AMSTAR2. Findings were summarized and discussed narratively.

Results

Thirty-nine articles were included, with 21 meta-analyses and 18 qualitative systematic reviews. The total number of reviews was 38 for cognitive training, 4 for cognitive stimulation, and 1 for multicomponent interventions. Most reviews had low or critically low quality.

Conclusions

The prevailing evidence supports cognitive training. Continued research into cognitive stimulation and multicomponent protocols is encouraged. Longer follow-ups are important for identifying combined and clinically significant results. Rigorous risk of bias and quality assessment is necessary to enhance the evidence base.

Evidence for the advantages of assessing action video game proficiency in addition to gaming experience

Investigations into whether playing action video games (AVGs) benefit other tasks, such as driving, have traditionally focused on gaming experience (i.e., hours played). A potential problem with this approach is that AVG experience only partially indexes the cognitive skills developed via gaming, which are presumably the source of other task benefits. Thus, a focus on experience, instead of gaming proficiency (i.e., skill level), may account for inconsistencies in existing literature. We investigated whether AVG experience or proficiency best predicts performance in simulated driving. We hypothesised that proficiency would better predict driving performance (speed control, lane maintenance, spare cognitive capacity) than experience. One-hundred-and-sixteen participants drove in a simulator and played an AVG (Quake III Arena). Proficiency predicted all aspects of driving performance, while experience only predicted lane maintenance. These findings highlight the benefits of measuring AVG proficiency, with implications for the video games literature, driving safety and the transfer of skill-based learning.

Evaluation of modified essay questions (MEQs) as an assessment tool in third-year medical students' modular summative assessment

AIM

Whether case-based modified essay questions (MEQs) are crucial to summative assessment in medical curriculum is still debatable. The current study aimed to evaluate third-year medical students' performance in case-based MEQs and multiple-choice questions (MCQs) in summative assessment in the endocrine module.

METHODS

Students' scores in mid and final module MEQs and MCQs were analyzed over four successive years from 2018/2019 to 2021/2022, where comparisons were made between students' scores in MEQs and MCQs, and between scores of students of different categories. Moreover, the correlation between MEQs and MCQ scores and total grades was evaluated.

RESULTS

The study revealed better students' performance in MCQs compared to MEQs, and this pattern persisted over the study period reflecting that case-based MEQs were challenging to students. High-performing students got higher scores in MEQs than the low performers, denoting the ability of MEQs to discriminate between high and low grades. It was also observed that MEQs correlated significantly with students' final grades similar to the MCQs indicating its importance as an assessment tool. Concerning the COVID year, students got higher grades in MCQs and lower scores in MEQs compared to other years of the study period which clarifies that MCQs offer a reliable assessment tool during exceptional circumstances.

CONCLUSION

Implementing case-based MEQs and MCQs in the summative assessment of medical curriculum favored discrimination between high and low scorers, minimized chances for students' guessing and fostered deep learning and analytical comprehension of knowledge, and ensured medical students' exposure to various item types. The current findings highlight the potential of using well constructed case-based MEQs in high stake medical exams together with MCQs for comprehensive assessments of problem solving skills.

Acquiring complex concepts through classification versus observation

We report six experiments that examine how two essential components of a category-learning paradigm, training and feedback, can be manipulated to maximize learning and transfer of real-world, complex concepts. Some subjects learned through classification and were asked to classify hypothetical experiment scenarios as either true or non-true experiments; others learned through observation, wherein these same scenarios were presented along with the corresponding category label. Additionally, some subjects were presented correct-answer feedback (the category label), whereas others were presented explanation feedback (the correct answer and a detailed explanation). For classification training, this feedback was presented after each classification judgment; for observation training this feedback was presented simultaneously with the hypothetical experiment. After the learning phase, subjects completed a posttest that included one task that involved classifying novel hypothetical scenarios and another task comprising multiple-choice questions about novel scenarios, in which subjects had to specify the issue with the scenario or indicate how it could be fixed. The posttest either occurred immediately after the learning phase (Experiments 1-2), 10 min later (Experiments 3-4), two days later (Experiment 5), or one week later (Experiment 6). Explanation feedback generally led to better learning and transfer than correct-answer feedback. However, although subjects showed clear evidence of learning and transfer, posttest performance did not differ between classification and observation training. Critically, various learning theories and principles (e.g., retrieval practice, generation, active learning) predict a classification advantage. Our results thus call into question the extent to which such theories and principles extend to the transfer of learning.

Assessing the Feasibility and Efficacy of Virtual Reality Navigational Training for Older Adults

Background and Objectives

This study evaluates the feasibility of virtual reality (VR) wayfinding training with aging adults and assesses the impact of the training on wayfinding performance.

Research Design and Methods

49 participants were recruited using a convenience sample approach. Wayfinding tasks were conducted by 3 participant groups: active VR training, passive video training, and no training, assigned randomly. The training featured 5 tasks in a digital version of a real building. Post-training assessments used 10 tasks in this same building, half of the tasks familiar from the training and half new. The study was double-blinded, with each intervention lasting 10 min. The primary outcomes include the Distance Traveled and Duration for each wayfinding task, with a fixed 10-min limit.

Results

Participants in the VR group reported moderate usability and a high sense of Self Location in the environment with respect to the training intervention. No significant differences were found in performance for the first group of similar wayfinding tasks; however, in the subsequent set of new tasks the VR group significantly outperformed the Control group. This suggests a possible spatial learning effect across multiple exposures (VR training followed by similar task). No adverse effects were reported during or post intervention.

Discussion and Implications

This study provides preliminary evidence that VR training can help to improve wayfinding performance in older adults with no reported adverse effects.

Spontaneous transfer of relational category structures between category learning tasks: A novel approach to measure analogical transfer

The ability to spontaneously access knowledge of relational concepts acquired in one domain and apply it to a novel domain has traditionally been explored in the analogy literature via the problem-solving paradigm. In the present work, we propose a novel procedure based on categorisation as a complementary approach to assess spontaneous analogical transfer-using one category learning task to enhance learning of the same underlying category structures in another domain. In Experiment 1, we demonstrate larger improvements in classification performance across blocks of training in a target category learning task among participants that underwent a base category learning task relative to a separate group of participants learning the target category structures for the first time, thus providing evidence for spontaneous transfer of the category structures. In Experiment 2, we demonstrate similar evidence of spontaneous transfer for participants that underwent a comparison-based base category learning task under a more rigorous context shift between the base and target category learning tasks. Additional exploratory analyses across both experiments showcase ways in which this paradigm can be used to answer questions regarding the analogical transfer of relational category structures and generate promising paths for future work.

Development and Validation of Virtual Reality Cognitive Training for Older Adults with Mild Cognitive Impairment: Protocol for a Mixed-Methods Program Evaluation Study

Introduction

As research on cognitive training methods for older adults with mild cognitive impairment (MCI) progresses, fully immersive virtual reality cognitive training (fi-VRCT) has shown promise in enhancing cognitive function. However, its effectiveness in improving instrumental activities of daily living (IADL) and fostering independence is still unclear. This study aims to address these uncertainties by developing and validating a fi-VRCT program focused on IADL, with the goal of enhancing both cognitive function and IADL performance in older adults with MCI.

Methods and Analysis

This mixed methods program evaluation study consists of three phases: feasibility, intervention, and extension. In the feasibility phase, we will implement fi-VRCT in real-world community settings and invite 20 older adults with MCI to participate in a single training session. Participants will provide feedback through questionnaires and individual interviews. The intervention phase will involve a double-blind, cluster-randomized controlled trial with 52 older adults with MCI, who will be randomly assigned to either the fi-VRCT or control groups. Both groups will complete 16 sessions over eight weeks, with cognitive and functional performance assessed at various intervals. During the extension phase, feedback will be gathered from 26 participants who underwent fi-VRCT through focus group interviews and ongoing questionnaires. Quantitative and qualitative findings will be synthesized to refine the fi-VRCT program and elucidate training outcomes. Ultimately, fi-VRCT has the potential to enhance cognitive and functional abilities in older adults with MCI in community settings.

Ethics and Dissemination

Ethical approval has been obtained from the Research Ethics Committee at National Taiwan Normal University (202312EM009). The research findings will be disseminated through reputable, peer-reviewed journals and professional international conferences to engage and inform academic and clinical audiences.

Trial Registration

NCT06392412.

Inducing sad recognition bias: A novel emotional probabilistic reward task and its affective consequences

Recognition of sadness from facial expressions is associated with empathic responses. In this study, we devised an emotional probabilistic reward task (PRT) to facilitate sadness recognition and tested its effects on attentional and empathic responses to others in distress. During the emotional PRT, healthy participants were asked to discriminate between facial expressions subtly expressing sadness or anger. Reward feedback for correct sadness and anger recognition was provided, with different probabilities between the training (70% vs. 30%) and control groups (50% vs. 50%). Subsequently, participants performed a visual dot-probe task involving facial expressions of sadness, anger, fear, and happiness. They also completed an empathy rating task while viewing short video clips depicting people experiencing distressing or neutral events. The results showed that the training group developed greater recognition bias for sadness than the control group. Within the training group, sad recognition bias was positively associated with subsequent attentional orienting to sad faces and empathic concern towards distressed others. These findings suggest that the emotional PRT holds promise for modifying cognitive and emotional processes that are associated with empathy for others.

Behavioural and neuronal substrates of serious game-based computerised cognitive training in cognitive decline: randomised controlled trial

BACKGROUND

Investigations of computerised cognitive training (CCT) show heterogeneous results in slowing age-related cognitive decline.

AIMS

To comprehensively evaluate the effectiveness of serious games-based CCT, integrating control conditions, neurophysiological and blood-based biomarkers, and subjective measures.

METHOD

In this bi-centric randomised controlled trial with parallel groups, 160 participants (mean age 71.3 years) with cognitive impairment ranging from subjective decline to mild cognitive impairment, were pseudo-randomised to three arms: an intervention group receiving CCT immediately, an active control (watching documentaries) and a waitlist condition, which both started the CCT intervention after the control period. Both active arms entailed a 3-month intervention period comprising a total of 60 at-home sessions (five per week) and weekly on-site group meetings. In the intervention group, this was followed by additional 6 months of CCT, with monthly booster sessions to assess long-term training effects. Behavioural and subjective changes were assessed in 3-month intervals. Biological effects were measured by amyloid blood markers and magnetic resonance imaging obtained before and after training.

RESULTS

Adherence to the training protocol was consistently high across groups and time points (4.87 sessions per week). Domain-specific cognitive scores showed no significant interaction between groups and time points. Significant cognitive and subjective improvements were observed after long-term training. Voxel-based morphometry revealed no significant changes in grey matter volume following CCT, nor did amyloid levels moderate its effectiveness.

CONCLUSIONS

Our study demonstrates no benefits of 3 months of CCT on cognitive or biological outcomes. However, positive effects were observed subjectively and after long-term CCT, warranting the inclusion of CCT in multicomponent interventions.

Does music training improve inhibition control in children? A systematic review and meta-analysis

Inhibition control is an essential executive function during children's development, underpinning self-regulation and the acquisition of social and language abilities. This executive function is intensely engaged in music training while learning an instrument, a complex multisensory task requiring monitoring motor performance and auditory stream prioritization. This novel meta-analysis examined music-based training on inhibition control in children. Records from 1980 to 2023 yielded 22 longitudinal studies with controls (N = 1734), including 8 RCTs and 14 others. A random-effects meta-analysis showed that music training improved inhibition control (moderate-to-large effect size) in the RCTs and the superset of twenty-two longitudinal studies (small-to-moderate effect size). Music training plays a privileged role compared to other activities (sports, visual arts, drama) in improving children's executive functioning, with a particular effect on inhibition control. We recommend music training for complementing education and as a clinical tool focusing on inhibition control remediation (e.g., in autism and ADHD).

Effects of the informed health choices secondary school intervention after 1 year: a prospective meta-analysis using individual participant data

BACKGROUND

Critical thinking about health choices is essential to avoid being misled by unreliable information and to use reliable information appropriately. The aim of this prospective meta-analysis was to synthesize the results of 1-year follow-up data from three cluster-randomized trials of an intervention designed to teach lower secondary school students to think critically about health choices. Only one other randomized trial has evaluated a school-based intervention to teach adolescents to think critically about health choices. That trial compared two teaching strategies to teach statistical reasoning. It did not assess long-term learning-retention.

METHODS

We conducted the trials in Kenya, Rwanda, and Uganda. The intervention included providing a 2-3-day teacher training workshop and digital resources for ten lessons. The intervention focused on nine key concepts. We did not intervene in control schools. The primary outcome was a passing score on a test (≥ 9 of 18 multiple-choice questions answered correctly). We performed random effects meta-analyses to estimate the overall intervention effects. We calculated learning retention as the test results in the intervention schools after 1 year relative to just after the intervention, adjusted for chance.

RESULTS

Altogether, 244 schools (11,344 students) took part in the three trials. Follow-up data was collected for 8298 students (73%). The overall odds ratio for the primary outcome after 1 year was 3.6 (95% CI: 1.9-7.1; p = 0.0001) in favor of the intervention, whereas it was 5.5 (95% CI: 3.0-10.2) just after the intervention. This corresponds to 25.6% (95% CI: 21.1-30.0%) more students in the intervention schools passing the test after 1 year versus 33.3% (95% CI: 28.7-37.8%) just after the intervention. Overall, 2273 (52.6%) of 4324 students in intervention schools had a passing score after 1 year compared to 3397 (58.1%) of 5846 students just after the intervention, indicating 88.3% learning retention.

CONCLUSIONS

One year after the intervention, we still found a positive effect on the ability of students to think critically about health choices, but 5.5% fewer students in the intervention schools had a passing score. The certainty of the evidence was also lower due to 27% of students being lost to follow-up.

TRIAL REGISTRATION

The protocol for this prospective meta-analysis was registered with PROSPERO May 31, 2022, ID 336580. The three randomized trials were registered in the Pan African Clinical Trial Registry February 15, 2022, PACTR202203880375077; April 5, 2022, PACTR20220488391731; and April 14, 2022, PACTR202204861458660.

Training of Awareness in ADHD: Leveraging Metacognition

Attention deficit hyperactivity disorder (ADHD) is a disorder that is prevalent in children and adults, with significant impact on life outcomes. Common treatment strategies include a combination of pharmacological and psychosocial interventions which have recognized limits to their effectiveness. Consequently, there exists interest in additional non-pharmacological interventions. In the current minireview we aim to complement existing surveys by focusing on a complementary approach, namely rooted in metacognition or the training of awareness. We review programs that incorporate metacognitive training of awareness in skill-training, psychosocial interventions, and mindfulness, and discuss existing assessments of metacognitive ability in ADHD. Existing data suggest that metacognitive approaches have potential in supporting symptom management in ADHD, with gains in objective assessments in near and far transfer tasks in educational research and high satisfaction from parents. Further research is warranted in assessment of the relative contribution of metacognitive elements relative to other treatment components, objective assessments of outcomes in psychosocial interventions, and efficacy in adult interventions.

Far transfer of retrieval-practice benefits: rule-based learning as the underlying mechanism

Benefits of self-testing for learning have been consistently shown for simple materials such as word lists learned by rote memorization. Considerably less evidence for such benefits exists for complex, more educationally relevant materials and its application to new situations. The present study explores the mechanisms underlying this transfer. To this end, a typical retrieval-practice-effect paradigm was applied to foster the learning of an artificial language. Participants either repeatedly studied grammatically correct exemplar sentences of the artificial language or engaged in a cloze test as the interim test after learning. To assess far transfer, participants in both groups of restudy and retrieval practice engaged in a grammaticality judgment test after a delay of 5 min and 1 week. In addition, participants in both groups completed a final memory test (i.e., a cloze test identical to the initial test) 1 week after learning. In addition to a long-term memory benefit of retrieval practice, results revealed also a retrieval-practice benefit in the far-transfer test after the 1-week delay. The findings further support the view that far transfer is supported by learning the underlying grammatical rules as opposed to memorizing the material. Thus, retrieval practice is also effective for fostering learning of complex materials and, even more importantly, for promoting transfer of learning-a crucial goal in modern educational practices.

Impacts of number lines and circle visual displays on caregivers' fraction understanding

Playful fraction picture books, together with math instructional content called "back matter," may promote fraction learning, which is crucial because fractions are difficult and often disliked content. However, open questions remain regarding how different types of back matter may affect caregivers' ability to use fraction picture books as a teaching tool. The current study offers a novel investigation into how back matter affects caregivers' (N = 160) fraction understanding (i.e., equivalence and arithmetic) and subjective beliefs about math using a pretest/posttest design. We contrasted existing back matter text with research-informed back matter text crossed with either circle area or number line visual displays. Caregivers' performance improved from pretest to posttest in the Researcher-Generated + Circles condition (fraction equivalence) and in the Existing + Circles, Researcher-Generated + Circles, and Researcher-Generated + Number Lines conditions (fraction arithmetic). In addition, caregivers were aware of their learning; they predicted improvements in their fraction arithmetic performance over time. These findings suggest that brief interventions, such as back matter in children's picture books, may improve adults' fraction understanding.

Toward mastering foreign-language translations: transfer between productive and receptive learning

Learners can study foreign language-English vocabulary (e.g., denken - to think) both receptively and productively. Receptive learning involves being cued with a foreign language word (e.g., denken) and trying to translate it (i.e., to think). Productive learning involves being cued with an English word (e.g., to think) and trying to produce the translation. When students use retrieval practice to learn foreign-language translations in one direction (e.g., receptively) until they correctly recall the translation, do they demonstrate transfer in the other direction (i.e., productively)? Across three experiments, we answered this question by manipulating the order of learning schedule (reception first followed by production or vice versa). For a given schedule, participants continued to practice retrieving translations (with feedback) using the dropout method until they correctly recalled each translation three times; they then proceeded to practice the pairs in the opposite direction until they correctly recalled each translation three times. Across all experiments, transfer was partial (learning in one direction did not entirely eliminate the need to practice in the other), but transfer did occur regardless of which schedule students used first during practice.

Cognitive Training During Midlife: A Systematic Review and Meta-Analysis

Midlife has been suggested to be a crucial time to introduce interventions for improving cognitive functions. The effects of cognitive training (CT) in healthy middle-aged populations and more specifically during the menopausal transition have not been systematically investigated. To investigate the effects of CT on cognition in healthy middle-aged adults and specifically in females during the menopause transition, literature was searched inception to July 2023 and studies were included that examined the effects of CT on a defined cognitive outcome. The improvement on cognitive performance following CT was the main outcome measured as mean difference (from baseline to immediate post) estimates with corresponding 95% confidence intervals (CI) in meta-analysis and was discussed with the support of subgroup analysis based on outcome type (i.e., far or near-transfer) and cluster tabulations. Nineteen articles were included in the qualitative synthesis with a total of 7765 individuals, and eight articles were included in the meta-analyses. CT was categorized into six type clusters: Game-based CT, General CT, Speed of Processing Training, Working Memory Training, Strategy-based CT, and Cognitive Remediation. Cognitive outcome was divided into six clusters: working memory, verbal memory, language, executive function, attention/processing speed, and visual memory. Meta-analysis reported significant improvement in the domain of executive function (0.48, 95% CI 0.08-0.87), verbal memory (0.22, 95% CI 0.11-0.33), and working memory (0.16, 95% CI 0.05-0.26). CT confers benefits on various cognitive domains, suggesting a potential role of CT to promote optimal cognitive functioning in the midlife and specifically in women during the menopause transition.

Exploring transfer effects on memory and its neural mechanisms through a computerized cognitive training in mild cognitive impairment: randomized controlled trial

BACKGROUND

Computerized cognitive training (CCT) has been proposed as a potential therapy for cognitive decline. One of the benefits of CCT is a transfer effect, but its mechanism on the memory domain is unclear. This study aimed to investigate the transfer effect of non-memory multidomain CCT on the memory domain and its neural basis in patients with mild cognitive impairment (MCI) through a randomized controlled trial.

METHODS

Patients with MCI recruited from memory clinics were randomly assigned to either the CCT or the control group. The CCT group received multidomain CCT training excluding memory training, while the control group read educational books with learning-based quizzes twice a week for 8 weeks. Participants underwent memory tests yielding a composite score, other cognitive domain tests, non-cognitive scales, and resting-state functional magnetic resonance imaging (rsfMRI), at baseline and after intervention. Within- and between-group comparisons, group × time interactions, and seed-to-voxel analyses in memory-involving brain networks were performed.

RESULTS

The CCT group showed improvement over the control group in memory domain (Group × time, F = 5.87, P = 0.03, η2 = 0.31), which was related with the increased connectivity in the hippocampal-frontal and fusiform-occipital network. No other cognitive and non-cognitive symptoms differed between groups after adjusting for covariates.

CONCLUSION

Eight weeks of multidomain CCT without memory training improved memory function and restored functional network in the hippocampal and medial temporal region in MCI patients. These results can provide evidence for the transferring ability of CCT on memory functioning with its neural basis.

It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students

Discussions play a significant role in facilitating student learning through engagement with course material and promotion of critical thinking. Discussions provide space for social learning where ideas are deliberated, internalized, and knowledge is cocreated through socioemotional interactions. With the increase of internet-based and hybrid courses, there is a need to evaluate the degree to which online discussion modalities facilitate quality discussions and enhance student achievement. We assessed the effectiveness of asynchronous online discussion boards and traditional face-to-face discussions via qualitative (thematic coding and discussion network analysis) and quantitative (Bloom's taxonomy) techniques and evaluated student perceptions via precourse and postcourse surveys. We found differential strengths of the two formats. Online discussions increased response complexity, while in-person discussions fostered improved connections with course material. Themes related to sharing of personal identity, humanity and verbal immediacy were more frequent throughout in-person discussions. Survey responses suggested that a sense of community was an external motivator for preference of in-person discussions, while anxiety was a factor influencing online discussion preference. Our findings suggest that online and in-person discussions are complementary, and work in tandem to facilitate complex student thinking through online environments and social learning within the classroom.

Voice actors show enhanced neural tracking of pitch, prosody perception, and music perception

Experiences with sound that make strong demands on the precision of perception, such as musical training and experience speaking a tone language, can enhance auditory neural encoding. Are high demands on the precision of perception necessary for training to drive auditory neural plasticity? Voice actors are an ideal subject population for answering this question. Voice acting requires exaggerating prosodic cues to convey emotion, character, and linguistic structure, drawing upon attention to sound, memory for sound features, and accurate sound production, but not fine perceptual precision. Here we assessed neural encoding of pitch using the frequency-following response (FFR), as well as prosody, music, and sound perception, in voice actors and a matched group of non-actors. We find that the consistency of neural sound encoding, prosody perception, and musical phrase perception are all enhanced in voice actors, suggesting that a range of neural and behavioural auditory processing enhancements can result from training which lacks fine perceptual precision. However, fine discrimination was not enhanced in voice actors but was linked to degree of musical experience, suggesting that low-level auditory processing can only be enhanced by demanding perceptual training. These findings suggest that training which taxes attention, memory, and production but is not perceptually taxing may be a way to boost neural encoding of sound and auditory pattern detection in individuals with poor auditory skills.

Reconciling shared versus context-specific information in a neural network model of latent causes

It has been proposed that, when processing a stream of events, humans divide their experiences in terms of inferred latent causes (LCs) to support context-dependent learning. However, when shared structure is present across contexts, it is still unclear how the "splitting" of LCs and learning of shared structure can be simultaneously achieved. Here, we present the Latent Cause Network (LCNet), a neural network model of LC inference. Through learning, it naturally stores structure that is shared across tasks in the network weights. Additionally, it represents context-specific structure using a context module, controlled by a Bayesian nonparametric inference algorithm, which assigns a unique context vector for each inferred LC. Across three simulations, we found that LCNet could (1) extract shared structure across LCs in a function learning task while avoiding catastrophic interference, (2) capture human data on curriculum effects in schema learning, and (3) infer the underlying event structure when processing naturalistic videos of daily events. Overall, these results demonstrate a computationally feasible approach to reconciling shared structure and context-specific structure in a model of LCs that is scalable from laboratory experiment settings to naturalistic settings.

A mathematical theory of relational generalization in transitive inference

Humans and animals routinely infer relations between different items or events and generalize these relations to novel combinations of items. This allows them to respond appropriately to radically novel circumstances and is fundamental to advanced cognition. However, how learning systems (including the brain) can implement the necessary inductive biases has been unclear. We investigated transitive inference (TI), a classic relational task paradigm in which subjects must learn a relation ([Formula: see text] and [Formula: see text]) and generalize it to new combinations of items ([Formula: see text]). Through mathematical analysis, we found that a broad range of biologically relevant learning models (e.g. gradient flow or ridge regression) perform TI successfully and recapitulate signature behavioral patterns long observed in living subjects. First, we found that models with item-wise additive representations automatically encode transitive relations. Second, for more general representations, a single scalar "conjunctivity factor" determines model behavior on TI and, further, the principle of norm minimization (a standard statistical inductive bias) enables models with fixed, partly conjunctive representations to generalize transitively. Finally, neural networks in the "rich regime," which enables representation learning and improves generalization on many tasks, unexpectedly show poor generalization and anomalous behavior on TI. We find that such networks implement a form of norm minimization (over hidden weights) that yields a local encoding mechanism lacking transitivity. Our findings show how minimal statistical learning principles give rise to a classical relational inductive bias (transitivity), explain empirically observed behaviors, and establish a formal approach to understanding the neural basis of relational abstraction.

From integers to fractions: The role of analogy in transfer and long-term learning

Fractions are the gatekeepers to advanced mathematics but are difficult to learn. One powerful learning mechanism is analogy, which builds fraction understanding on a pre-existing foundation of integer knowledge. Indeed, a short intervention that aligned fractions and integers on number lines improved children's estimates of fractions (Yu et al., 2022). The breadth and durability of such gains, however, are unknown, and analogies to other sources (such as percentages) may be equally powerful. To investigate this issue, we randomly assigned 109 fourth and fifth graders to one of three experimental conditions with different analogical sources (integers, percentages, or fractions) or a control condition. During training, children in the experimental conditions solved pairs of aligned fraction number line problems and proportionally-equivalent problems expressed in integers, percentages, or fractions (e.g., 3/8 on a 0-1 number line aligned with 3 on a 0-8 number line). Children in the control group solved fraction number-line problems sequentially. At pretest and a two-week delayed posttest, children completed a broad fraction knowledge battery, including estimation, comparison, categorization, ordering, and arithmetic. Results showed that aligning integers and fractions on number lines facilitated better estimation of fractional magnitudes, and the training effect transferred to novel fraction problems after two weeks. Similar gains were not observed for analogies using percentages. These findings highlight the importance of building new mathematical knowledge through analogies to familiar, similar sources.

Limited training and transfer effects in older and young adults who participated in 12 sessions of process-based working memory training. A three-armed pretest-posttest design study

OBJECTIVE

Numerous studies confirm the effectiveness of cognitive training in older adults. However, there is limited evidence of the transfer occurrence. The part of the study presented here tested the effect of 12 process-based working memory training sessions on the performance of the trained task (training effect) and other cognitive tasks (transfer effect). A pretest-posttest study design with one experimental group and two control (passive and active) groups. The sample comprised three groups of older adults: experimental (n = 25), passive control (n = 22), active control (n = 7), and young adults: experimental (n = 25), passive control (n = 25), and active control (n = 12). The study was registered after completion with a ClinicalTrials.gov Identifier: NCT06235840 on 31 January 2024.

RESULTS

Under the influence of training, the performance of the trained task improved significantly, but only in young adults. Transfer of WM training effects was not revealed. Among young adults, a testing effect was observed for the indicator of attentional focus and psychomotor speed. Moreover, the obtained results suggest the transfer from practice in multi-domain training, implemented in the active control group, to tasks that require the use of fluid intelligence. However, this finding should be interpreted with great caution due to the small size of active control groups.

Changes in semantic memory structure support successful problem-solving and analogical transfer

Creative problem-solving is central in daily life, yet its underlying mechanisms remain elusive. Restructuring (i.e., reorganization of problem-related representations) is considered one problem-solving mechanism and may lead to an abstract problem-related representation facilitating the solving of analogous problems. Here, we used network science methodology to estimate participants' semantic memory networks (SemNets) before and after attempting to solve a riddle. Restructuring was quantified as the difference in SemNets metrics between pre- and post-solving phases. Our results provide initial evidence that problem-related SemNets restructuring may be associated with the successful solving of the riddle and, subsequently, an analogous one. Solution-relevant concepts and semantically remote concepts became more strongly related in solvers. Only changes in semantically remote concepts were instrumental in actively solving the riddle while changes in solution-relevant concepts may reflect a pre-exposure to the solution.

Randomized controlled trials of non-pharmacological interventions for healthy seniors: Effects on cognitive decline, brain plasticity and activities of daily living-A 23-year scoping review

Little is known about the simultaneous effects of non-pharmacological interventions (NPI) on healthy older adults' behavior and brain plasticity, as measured by psychometric instruments and magnetic resonance imaging (MRI). The purpose of this scoping review was to compile an extensive list of randomized controlled trials published from January 1, 2000, to August 31, 2023, of NPI for mitigating and countervailing age-related physical and cognitive decline and associated cerebral degeneration in healthy elderly populations with a mean age of 55 and over. After inventorying the NPI that met our criteria, we divided them into six classes: single-domain cognitive, multi-domain cognitive, physical aerobic, physical non-aerobic, combined cognitive and physical aerobic, and combined cognitive and physical non-aerobic. The ultimate purpose of these NPI was to enhance individual autonomy and well-being by bolstering functional capacity that might transfer to activities of daily living. The insights from this study can be a starting point for new research and inform social, public health, and economic policies. The PRISMA extension for scoping reviews (PRISMA-ScR) checklist served as the framework for this scoping review, which includes 70 studies. Results indicate that medium- and long-term interventions combining non-aerobic physical exercise and multi-domain cognitive interventions best stimulate neuroplasticity and protect against age-related decline and that outcomes may transfer to activities of daily living.

Formation Mechanisms, Interrelationships, and Effects of Cognitive Factors on Diet and Physical Activity During the Post-Bariatric Surgery Period: A Cross-Sectional Study Based on Compensatory Carry-Over Action Model

Background

Diet and physical activity (PA) are pivotal behaviors for managing energy balance post-bariatric surgery. Given the need for dual behavioral management, understanding the interplay of cognitive factors influencing these behaviors is crucial. This study applied the compensatory carry-over action model (CCAM) to explore the impact of cognitive factors on behaviors and their subsequent effects on subjective health outcomes.

Methods

This cross-sectional study was conducted among patients at the third month after bariatric surgery in China. Data on diet and PA status, behavioral cognitive factors (intention, self-efficacy, compensatory belief, transfer cognition), and subjective health outcomes (perceived stress, well-being, quality of life) were collected. Structural equation model (SEM) was employed to test hypotheses in CCAM and assess mediation relationships.

Results

Analysis of data from 239 patients revealed the following: (1) Among antecedent cognitive factors, only compensatory belief significantly influenced diet (P<0.001). (2) Intention and self-efficacy directly correlated with their respective behaviors, while compensatory belief affected intention, and transfer cognition impacted self-efficacy (P<0.05), aligning with CCAM hypotheses. (3) PA demonstrated significant influence only on perceived stress (P=0.004), whereas diet significantly affected all subjective health outcomes (P<0.05). (4) Mediation analysis indicated intention partially mediated the relationship between compensatory belief and diet and fully mediated the relationship between compensatory belief and PA. Self-efficacy completely mediated the relationship between transfer cognition and diet and PA.

Conclusion

Transfer cognition's carry-over effect did not directly influence behaviors among antecedent cognitions. Interventions should primarily target improving diet by mitigating compensatory belief. Moreover, diet exhibited a more pronounced impact on overall health compared to PA. Consequently, prioritizing dietary intervention over PA intervention is warranted based on the analysis of CCAM and the aim of promoting joint behaviors post-bariatric surgery.

What Does It Take to Play the Piano? Cognito-Motor Functions Underlying Motor Learning in Older Adults

The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy aging. Eighty-six healthy older participants underwent an extensive cognitive, motoric, and musical test battery. Within one session, one piano-related and one music-independent movement sequence were both learned. We tested the associations between skill performance and cognito-motor abilities with Bayesian mixed models accounting for individual learning rates. Results showed that performance was positively associated with all cognito-motor abilities. Learning a piano-related task was characterized by relatively strong initial associations between performance and abilities. These associations then weakened considerably before increasing exponentially from the second trial onwards, approaching a plateau. Similar performance-ability relationships were detected in the course of learning a music-unrelated motor task. Positive performance-ability associations emphasize the potential of learning new skills to produce positive cognitive and motor transfer effects. Consistent high-performance tasks that demand maximum effort from the participants could be very effective. However, interventions should be sufficiently long so that the transfer potential can be fully exploited.

Forests or trees? The effect of generating solutions to distant analogies on global-local processing

The present research was designed to examine the effect of solving distant analogies on global-local processing. In two experiments, participants generated solutions to near analogies (near condition), or distant analogies (distant condition), and then they were required to either complete the Kimchi-Palmer task (Experiment 1) or the Navon letter task (Experiment 2). The experimental results showed that participants who generated solutions to distant analogies scored higher on the Kimchi-Palmer task and had faster reaction times to global letters. These findings indicated that solving distant analogies could promote global processing.

Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy

Difficulty in visualizing anatomical structures has been identified as a challenge in anatomy learning and the emergence of three-dimensional printed models (3DPMs) offers a potential solution. This study evaluated the effectiveness of 3DPMs for learning the arterial supply of the head and neck region. One hundred eighty-four undergraduate medical students were randomly assigned to one of four learning modalities including wet specimen, digital model, 3DPM, and textbook image. Posttest scores indicated that all four modalities supported participants' knowledge acquisition, most significantly in the wet specimen group. While the participants rated 3DPMs lower for helping correct identification of structures than wet specimens, they praised 3DPMs for their ability to demonstrate topographical relationships between the arterial supply and adjacent structures. The data further suggested that the biggest limitation of the 3DPMs was their simplicity, thus making it more difficult for users to recognize the equivalent structures on the wet specimens. It was concluded that future designs of 3DPMs will need to consider the balance between the ease of visualization of anatomical structures and the degree of complexity required for successful transfer of learning. Overall, this study presented some conflicting evidence of the favorable outcomes of 3DPMs reported in other similar studies. While effective for anatomy learning as a standalone modality, educators must identify the position 3DPM models hold relative to other modalities in the continuum of undergraduate anatomy education in order to maximize their advantages for students.

Generalization of auditory expertise in audio engineers and instrumental musicians

From auditory perception to general cognition, the ability to play a musical instrument has been associated with skills both related and unrelated to music. However, it is unclear if these effects are bound to the specific characteristics of musical instrument training, as little attention has been paid to other populations such as audio engineers and designers whose auditory expertise may match or surpass that of musicians in specific auditory tasks or more naturalistic acoustic scenarios. We explored this possibility by comparing students of audio engineering (n = 20) to matched conservatory-trained instrumentalists (n = 24) and to naive controls (n = 20) on measures of auditory discrimination, auditory scene analysis, and speech in noise perception. We found that audio engineers and performing musicians had generally lower psychophysical thresholds than controls, with pitch perception showing the largest effect size. Compared to controls, audio engineers could better memorise and recall auditory scenes composed of non-musical sounds, whereas instrumental musicians performed best in a sustained selective attention task with two competing streams of tones. Finally, in a diotic speech-in-babble task, musicians showed lower signal-to-noise-ratio thresholds than both controls and engineers; however, a follow-up online study did not replicate this musician advantage. We also observed differences in personality that might account for group-based self-selection biases. Overall, we showed that investigating a wider range of forms of auditory expertise can help us corroborate (or challenge) the specificity of the advantages previously associated with musical instrument training.

Judgments of relevance in preschoolers: a study of training and transfer of self-cueing strategies

Introduction

When facing a task, children must analyze it precisely to fully identify what its goal is. This is particularly difficult for young children, who mainly rely on environmental cues to get there. Research suggests that training children to look for the most relevant perceptual cues is promising. Furthermore, as transferring skills to a new task is difficult, the question of whether young children are able to transfer such training remains open. The aim of this study was to test the extent to which two strategies of goal self-cueing-labeling and pointing-can help 4-year-old children to identify the relevant cues to clearly identify the goal of the task. The effects of explicit strategy training were tested in a near transfer task.

Method

Ninety-nine typically developing 4 year olds took part in the study. They were divided into three groups: two were trained collectively in one of the two strategies and the third group as a control group with no strategy training. All children performed a cued card-sorting task four times: Pre-test, Collective training, Post-test, and Transfer with new cards.

Results

Results confirmed the beneficial effect of strategy training on goal identification, particularly after training (Post-test). In the transfer phase, all three groups performed equally well.

Discussion

This study contributes to our understanding of how young children seek information when they look for the most relevant cues for identifying the goal of a task, and the benefits they may derive in a transfer task. It seems that the use of visual cues and self-cueing strategies helps preschoolers to clearly identify the goal of a task. Results are discussed in the light of the self-regulated learning framework. Some possible classroom applications are suggested.

Using hypnotic suggestion in the rehabilitation of working memory capacity after acquired brain injury: study protocol for a randomized controlled trial

OBJECTIVES

Establishment of effective evidence-based interventions in rehabilitation of working memory (WM) deficits after acquired brain injury (ABI) is sorely needed. Despite robust evidence for the efficiency of clinical hypnosis in a wide range of clinical conditions, and improved understanding of mechanisms underlying its effects, the potential of clinical hypnosis in cognitive rehabilitation is underexplored. A recent study has shown large effects of hypnotic suggestion on WM capacity following ABI. This randomized controlled trial aims to evaluate and explore the replicability of these findings and examine the generalization of treatment effects. The study will also explore possible mechanisms of change.

METHODS

Ninety patients will be recruited from the Sunnaas Rehabilitation Hospital. Inclusion criteria are nonprogressive ABI, minimum 12-month post-injury, ongoing WM deficits, and age between 18 and 67 years. Patients will be randomized to either (a) an intervention group receiving four weekly 1-h sessions with induction and hypnosis, (b) an active control group receiving four weekly 1-h sessions of induction and mindfulness, or (c) a passive control group without intervention. The targeted procedure consists of suggestions about enhancing WM functions, for example through the instantiation of preinjury WM capacity in the present using age regression or through visualizations of brain plasticity. The non-targeted suggestions contain no explicit mention of ABI- or WM-related abilities. Each participant will be assessed at baseline, immediately after intervention, and 6 months after baseline. The primary outcome is the WM index from WAIS-IV and self- and informant-reported WM subscale from BRIEF-A, a questionnaire exploring executive functioning in everyday life. Secondary outcomes include a cognitive composite score derived from tests measuring processing speed, executive functions, learning capacity and memory, and self-reported measures of emotional distress, quality of life, and community integration. Exploratory measures include self-rated ABI and WM-related self-efficacy.

DISCUSSION

Rehabilitation of impaired WM after ABI has hitherto yielded limited transfer effects beyond the training material, i.e., improvement effects on everyday WM capacity, and clinical trials of new interventions are thus warranted. Long-standing empirical evidence demonstrates that hypnosis is an effective therapeutic technique in a wide range of conditions, and recent exploratory research has suggested a high efficacy of hypnosis in improving WM capacity in patients with ABI. However, these extraordinary findings need replication in studies applying scientifically rigorous designs. If successful, our ambition is to provide recommendations and materials to implement hypnotic suggestion as an adjunct treatment following ABI. Study findings may inform future studies exploring the use of clinical hypnosis in other areas of rehabilitation, such as mild TBI, and in other neurological conditions where WM deficit is prominent.

TRIAL REGISTRATION

ClinicalTrials.gov NCT05287542. Registered on March 2022 PROTOCOL VERSION: Protocol version 2.0, December 2023.