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Ye JY, Chen R, Chu H, Lin HC, Liu D, Jen HJ, Banda KJ, Kustanti CY, Chou KR. Dual-task training in older adults with cognitive impairment: A meta-analysis and trial sequential analysis of randomized controlled trials. Int J Nurs Stud 2024; 155:104776. [PMID: 38703695 DOI: 10.1016/j.ijnurstu.2024.104776] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Revised: 04/11/2024] [Accepted: 04/12/2024] [Indexed: 05/06/2024]
Abstract
OBJECTIVE To determine the effects of simultaneous dual-task training on cognitive function, physical function, and depression in older adults with mild cognitive impairment or dementia. METHODS Comprehensive database searches were conducted in PubMed, Embase, the Cochrane Library, CINAHL, Ovid-Medline, Web of Science, and Scopus up to December 2022. Randomized controlled trials were included to assess the efficacy of simultaneous dual-task training for older adults with mild cognitive impairment or dementia. The analysis utilized Comprehensive Meta-Analysis version 3.0, presenting Hedges' g and the corresponding 95 % confidence interval (CI) for the pooled effect size and, applying a random-effects model. The I2 and Cochran's Q tests were employed to evaluate heterogeneity. The Cochrane Risk of Bias 2.0 tool was employed to assess study quality. The Copenhagen Trial Unit (version 0.9.5.10 Beta) was employed for trial sequential analysis, providing a rigorous methodology for evaluating cumulative evidence from multiple studies. RESULTS Of the 1676 studies identified, 20 studies involving 1477 older adults with cognitive impairment were included. Dual-task training significantly enhanced global cognition (0.477, 95 % CI: 0.282 to 0.671), executive function (-0.310, 95 % CI: -0.586 to -0.035), working memory (0.714, 95 % CI: 0.072 to 1.355), gait (0.418, 95 % CI: 0.252 to 0.583), physical activity (0.586, 95 % CI: 0.012 to 1.16), and depression (-0.703, 95 % CI: -1.253 to -0.153). Trial sequential analyses revealed the robustness of this meta-analysis, which was based on a sufficient sample size from the included studies. Moreover, dual-task training demonstrated beneficial effects on global cognition, executive function, working memory, and gait. CONCLUSIONS Dual-task training improved cognition, physical function, and depression among older adults with cognitive impairment. Accordingly, dual-task training should be considered a clinical nonpharmacological intervention for older adults with mild cognitive impairment or dementia. Nevertheless, the trial sequential analysis results were consistent with those of the pairwise meta-analysis but only global cognition reached significance by crossing the trial sequential analysis boundary. Future studies with higher-quality designs and larger sample sizes are required to obtain more conclusive results regarding other outcomes. REGISTRATION PROSPERO CRD42023418598.
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Affiliation(s)
- Jia-You Ye
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; School of Nursing, College of Medicine, Chang Gung University, Taoyuan, Taiwan
| | - Ruey Chen
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Department of Nursing, Taipei Medical University-Shuang Ho Hospital, New Taipei, Taiwan; Post-Baccalaureate Program in Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan
| | - Hsin Chu
- Institute of Aerospace and Undersea Medicine, School of Medicine, National Defense Medical Center, Taipei, Taiwan; Department of Neurology, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Hui-Chen Lin
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Research Center in Nursing Clinical Practice, Wan Fang Hospital Taipei Medical University, Taipei, Taiwan
| | - Doresses Liu
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Research Center in Nursing Clinical Practice, Wan Fang Hospital Taipei Medical University, Taipei, Taiwan; Department of Nursing, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan
| | - Hsiu-Ju Jen
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Department of Nursing, Taipei Medical University-Shuang Ho Hospital, New Taipei, Taiwan
| | - Kondwani Joseph Banda
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Endoscopy Unit, Surgery Department, Kamuzu Central Hospital, Lilongwe, Malawi
| | - Christina Yeni Kustanti
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Sekolah Tinggi Ilmu Kesehatan Bethesda Yakkum, Yogyakarta, Indonesia
| | - Kuei-Ru Chou
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Department of Nursing, Taipei Medical University-Shuang Ho Hospital, New Taipei, Taiwan; Research Center in Nursing Clinical Practice, Wan Fang Hospital Taipei Medical University, Taipei, Taiwan; Psychiatric Research Center, Taipei Medical University Hospital, Taipei, Taiwan; Research Center for Neuroscience, Taipei Medical University, Taipei, Taiwan.
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2
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Hu Q, Zhou Y, Xu C, Xu C, Hu F, English AS, Buschkuehl M, Jaeggi SM, Zhang Q. The Relationship between Socioeconomic Status and Academic Achievement is Mediated and Moderated by Executive Functions. J Youth Adolesc 2024; 53:1593-1604. [PMID: 38282065 DOI: 10.1007/s10964-024-01941-8] [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] [Received: 09/26/2023] [Accepted: 01/10/2024] [Indexed: 01/30/2024]
Abstract
Executive function is an underlying mechanism linking family socioeconomic status (SES) and academic achievement. Previous studies mainly investigated either the mediating or moderating role of executive function within this relationship, which either overlook the individual differences that are independent of the environment or neglect the influence of the environment on shaping personal factors. To avoid a piecemeal approach to theory, the current study aimed to test the mediating and moderating roles of executive function in a single analytic model. Two hundred and thirty-six Chinese fifth graders (Mage = 10.70 years, SD = 0.49, range = 10.23-11.75 years, and 40.30% girls) were recruited. Their executive function performance was measured using eight different tasks, and their Chinese literacy skills and mathematics achievement were assessed by routine school evaluations. One year after the initial assessment, children's academic achievements were evaluated again. Results demonstrated that parental SES positively predicted children's academic achievement when controlling for prior academic achievement, and children's executive function mediated this relationship. Also, executive function moderated the association between SES and academic achievement in that, the negative predictive effect of low SES on academic achievement was only significant for children with lower levels of executive function, which is not shown in children with higher levels of executive function. By demonstrating the dual roles of executive function in the SES-achievement link, this work provides evidence for supporting the optimal development of children from diverse socioeconomic backgrounds and emphasizes the significance of developing individualized intervention strategies on executive function to mitigate the negative effect of low SES on children's academic achievement.
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Affiliation(s)
- Qiong Hu
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Yanlin Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Canmei Xu
- Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Cihua Xu
- School of Philosophy, Zhejiang University, Hangzhou, China
| | | | | | | | | | - Qiong Zhang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China.
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Li S, Wang S, Ji H, Tian N, Xu L, Chen W, Ding X. The dual nature of working memory deficits: methamphetamine abusers have more impaired social working memory capacity than canonical working memory capacity. PSYCHOLOGICAL RESEARCH 2024:10.1007/s00426-024-01996-z. [PMID: 38951234 DOI: 10.1007/s00426-024-01996-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2024] [Accepted: 06/20/2024] [Indexed: 07/03/2024]
Abstract
Social working memory (WM) temporarily retains and manipulates various aspects of social information. Extensive research has highlighted impaired social cognitive functions in individuals with substance addiction. However, the specific deficit in social WM within this population remains notably understudied. Bridging this gap, we investigated social WM capacity using biological motion (BM) stimuli in methamphetamine (MA) abusers compared to an inmate control group, alongside contrasting these findings with their canonical WM deficits. Across two studies, we recruited female MA abusers (N = 80) undergoing post-isolation rehabilitation within a mandatory confinement circumstance. To ensure a pertinent comparison, we recruited female inmates (N = 80) subjected to comparable confinement. Results show substantial BM WM impairment in MA abusers, yet non-BM WM remains mostly intact. These findings highlight a pronounced social WM deficit in MA abusers, surpassing their canonical WM deficit relative to inmate controls. This suggests a distinct dissociation between social and canonical WM processing.
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Affiliation(s)
- Shouxin Li
- School of Psychology, Shandong Normal University, Jinan, China
| | - Shengyuan Wang
- Department of Psychology, Guangdong Provincial Key Laboratory of Social Cognitive Neuroscience and Mental Health, Sun Yat-sen University, Guangzhou, China
| | - Huichao Ji
- Department of Psychology, Guangdong Provincial Key Laboratory of Social Cognitive Neuroscience and Mental Health, Sun Yat-sen University, Guangzhou, China
- Department of Psychology, Yale University, New Haven, CT, 06511, USA
| | - Na Tian
- School of Psychology, Shandong Normal University, Jinan, China
| | - Luzi Xu
- Department of Psychology, Guangdong Provincial Key Laboratory of Social Cognitive Neuroscience and Mental Health, Sun Yat-sen University, Guangzhou, China
- Helmholtz Institute, Utrecht University, Utrecht, Netherlands
| | - Wei Chen
- Department of Psychology, Guangdong Provincial Key Laboratory of Social Cognitive Neuroscience and Mental Health, Sun Yat-sen University, Guangzhou, China
| | - Xiaowei Ding
- Department of Psychology, Guangdong Provincial Key Laboratory of Social Cognitive Neuroscience and Mental Health, Sun Yat-sen University, Guangzhou, China.
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4
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Chen CS, Vinogradov S. Personalized Cognitive Health in Psychiatry: Current State and the Promise of Computational Methods. Schizophr Bull 2024:sbae108. [PMID: 38934792 DOI: 10.1093/schbul/sbae108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/28/2024]
Abstract
BACKGROUND Decades of research have firmly established that cognitive health and cognitive treatment services are a key need for people living with psychosis. However, many current clinical programs do not address this need, despite the essential role that an individual's cognitive and social cognitive capacities play in determining their real-world functioning. Preliminary practice-based research in the Early Psychosis Intervention Network early psychosis intervention network shows that it is possible to develop and implement tools that delineate an individuals' cognitive health profile and that help engage the client and the clinician in shared decision-making and treatment planning that includes cognitive treatments. These findings signify a promising shift toward personalized cognitive health. STUDY DESIGN Extending upon this early progress, we review the concept of interindividual variability in cognitive domains/processes in psychosis as the basis for offering personalized treatment plans. We present evidence from studies that have used traditional neuropsychological measures as well as findings from emerging computational studies that leverage trial-by-trial behavior data to illuminate the different latent strategies that individuals employ. STUDY RESULT We posit that these computational techniques, when combined with traditional cognitive assessments, can enrich our understanding of individual differences in treatment needs, which in turn can guide evermore personalized interventions. CONCLUSION As we find clinically relevant ways to decompose maladaptive behaviors into separate latent cognitive elements captured by model parameters, the ultimate goal is to develop and implement approaches that empower clients and their clinical providers to leverage individual's existing learning capacities to improve their cognitive health and well-being.
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Affiliation(s)
- Cathy S Chen
- Department of Psychiatry & Behavioral Sciences, University of Minnesota Medical School, Minneapolis, MN, USA
| | - Sophia Vinogradov
- Department of Psychiatry & Behavioral Sciences, University of Minnesota Medical School, Minneapolis, MN, USA
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5
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Loock K, Schwabe L. Cognitive training prevents stress-induced working memory deficits. BIOLOGICAL PSYCHIATRY. COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2024:S2451-9022(24)00164-2. [PMID: 38909897 DOI: 10.1016/j.bpsc.2024.06.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2024] [Revised: 06/10/2024] [Accepted: 06/14/2024] [Indexed: 06/25/2024]
Abstract
BACKGROUND Working memory is a fundamental cognitive process that is critically involved in planning, comprehension, reasoning, or problem-solving. Acute stress has been shown to impair working memory. This stress-induced working memory deficit has profound implications for our cognitive functioning in everyday life as well as for stress-related mental disorders. Here, we tested whether a cognitive training intervention can make working memory more resistant to disruptive effects of acute stress. METHODS In a pre-registered, fully-crossed between-subjects design with the factors stress (vs. control) and cognitive training (vs. sham), one hundred twenty-three healthy men and women (aged 18-35 years) completed a daily cognitive training program targeting working memory-related processes or a sham training over a period of six weeks. After this six-week training intervention, participants underwent a standardized stress or control manipulation shortly before their working memory performance was tested. RESULTS As expected, the exposure to acute stress led to a significant working memory impairment in the sham training group. Critically, although the subjective, autonomic, and endocrine stress responses were comparable in the two training groups, this stress-induced working memory impairment was abolished in the intervention training group. CONCLUSIONS These results are the first to show that a cognitive training intervention directed at prefrontal and hippocampal functioning can prevent the detrimental effects of stressful events on working memory performance.
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Affiliation(s)
- Kaja Loock
- Institute of Psychology, University of Hamburg
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6
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Sampedro-Piquero P, Buades-Sitjar F, Capilla A, Zancada-Menéndez C, González-Baeza A, Moreno-Fernández RD. Risky alcohol use during youth: Impact on emotion, cognitive networks, and resting-state EEG activity. Prog Neuropsychopharmacol Biol Psychiatry 2024; 132:110994. [PMID: 38514039 DOI: 10.1016/j.pnpbp.2024.110994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Revised: 03/14/2024] [Accepted: 03/17/2024] [Indexed: 03/23/2024]
Abstract
The identification of the risk factors of alcohol consumption in youths is crucial for early interventions focused on reducing harmful alcohol use. In our study, 82 college students (40 healthy control (CO group) and 42 with risky alcohol use (RAU group) determined by AUDIT questionnaire) between the ages of 18 and 25 years underwent a comprehensive neuropsychological assessment covering emotional and cognitive functioning. Their resting-state activity was also recorded with an EEG for 10 min with their eyes open (EO) and 10 min with their eyes closed (EC) and analyzed using the Fitting Oscillations & One-Over-F (FOOOF) paradigm. After adjusting for sex, those in the RAU group had higher emotional dysregulation and impulsivity traits. The RAU girls presented more emotional regulation problems, such as dysregulation and negative urgency compared with the RAU boys. The RAU youths had significantly worse functioning in several cognitive domains, such as sustained attention, verbal memory, and executive functions. Cognitive network analysis revealed a different pattern of connections in each group showing that in the RAU group, the verbal memory domain had the highest connection with other cognitive functions. The EEG analyses did not reveal any significant differences between the CO and the RAU groups. However, we observed only in the EO condition that boys the from the RAU group displayed a higher theta/beta ratio than the RAU girls, whereas these differences were not observed within the CO group. Our findings highlight the need to explore more deeply the emotional, cognitive and brain changes underlying the RAU in young people.
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Affiliation(s)
- P Sampedro-Piquero
- Departamento de Psicología Biológica y de la Salud, Facultad de Psicología, Universidad Autónoma de Madrid, Spain.
| | - F Buades-Sitjar
- Departamento de Psicología Biológica y de la Salud, Facultad de Psicología, Universidad Autónoma de Madrid, Spain
| | - A Capilla
- Departamento de Psicología Biológica y de la Salud, Facultad de Psicología, Universidad Autónoma de Madrid, Spain
| | - C Zancada-Menéndez
- Facultad de Ciencias de la Salud, Universidad Internacional de La Rioja (UNIR), Logroño, Spain
| | - A González-Baeza
- Departamento de Psicología Biológica y de la Salud, Facultad de Psicología, Universidad Autónoma de Madrid, Spain
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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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8
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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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Lin H, Westbrook A, Fan F, Inzlicht M. An experimental manipulation of the value of effort. Nat Hum Behav 2024; 8:988-1000. [PMID: 38438651 DOI: 10.1038/s41562-024-01842-7] [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: 07/08/2020] [Accepted: 01/31/2024] [Indexed: 03/06/2024]
Abstract
People who take on challenges and persevere longer are more likely to succeed in life. But individuals often avoid exerting effort, and there is limited experimental research investigating whether we can learn to value effort. We developed a paradigm to test the hypothesis that people can learn to value effort and will seek effortful challenges if directly incentivized to do so. We also dissociate the effects of rewarding people for choosing effortful challenges and performing well. The results provide limited evidence that rewarding effort increased people's willingness to choose harder tasks when rewards were no longer offered (near transfer). There was also mixed evidence that rewarding effort increased willingness to choose harder tasks in another unrelated and unrewarded task (far transfer). These heterogeneous results highlight the need for further research to understand when this paradigm may be the most effective for increasing and generalizing the value of effort.
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Affiliation(s)
- Hause Lin
- Sloan School of Management, Massachusetts Institute of Technology, Cambridge, MA, USA.
- Department of Psychology, Cornell University, Ithaca, NY, USA.
| | - Andrew Westbrook
- Center for Advanced Human Brain Imaging Research, Rutgers University, Piscataway, NJ, USA
| | - Frank Fan
- Department of Psychology, University of Toronto, Toronto, Ontario, Canada
| | - Michael Inzlicht
- Department of Psychology, University of Toronto, Toronto, Ontario, Canada
- Rotman School of Management, University of Toronto, Toronto, Ontario, Canada
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Nichols ES, Nelson G, Wild CJ, Owen AM. A design for life: Predicting cognitive performance from lifestyle choices. PLoS One 2024; 19:e0298899. [PMID: 38626013 PMCID: PMC11020841 DOI: 10.1371/journal.pone.0298899] [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: 09/13/2023] [Accepted: 01/31/2024] [Indexed: 04/18/2024] Open
Abstract
Maintaining cognitive capacity through adulthood has been the target of many recent studies that have examined the influence of lifestyle choices such as exercise, diet, and sleeping habits. Many of these studies have focused on a single factor (e.g., diet) and its effect on cognitive abilities; however, humans make numerous lifestyle choices every single day, many of which interact and influence each other. Here, we investigated whether combinations of lifestyle choices can predict better or worse cognitive performance in the general population, and whether optimal combinations of choices existed depending on the cognitive domain. Specifically, we examined 20 self-reported lifestyle choices, such as playing video games, drinking alcohol, and amount of exercise taken, in a sample of almost 10,000 participants. All participants also completed 12 cognitive tests that have been shown to generate three composite cognitive domain scores pertaining to short-term memory, verbal abilities, and reasoning. Using recursive feature elimination and random forest regression, we were able to explain 9% of the variance in short-term memory scores, 8% of the variance in reasoning scores, and 7% of the variance in verbal ability scores. While the regression model provided predictive power in all three domains, these levels indicate that even when considering a large number of lifestyle choices, there remains a considerable degree of variability in predicting short-term memory, reasoning and verbal abilities. Thus, while some modifiable lifestyle factors may have an impact on cognitive capacity, there likely exists no single optimal design for life.
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Affiliation(s)
- Emily S. Nichols
- Applied Psychology, Faculty of Education, Western University, London, Ontario, Canada
- Western Institute for Neuroscience, Western University, London, Ontario, Canada
| | - Georgia Nelson
- Neuroscience Program, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Conor J. Wild
- Western Institute for Neuroscience, Western University, London, Ontario, Canada
| | - Adrian M. Owen
- Western Institute for Neuroscience, Western University, London, Ontario, Canada
- Department of Physiology and Pharmacology, Western University, London, Ontario, Canada
- Department of Psychology, Western University, London, Ontario, Canada
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11
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Lv R, Huang Y, Huang S, Wu S, Wang S, Hu G, Ma Y, Song P, Chavarro JE, Subramanian S, Lu C, Li Z, Yuan C. Associations between parental adherence to healthy lifestyles and cognitive performance in offspring: A prospective cohort study in China. Chin Med J (Engl) 2024; 137:683-693. [PMID: 37898876 PMCID: PMC10950188 DOI: 10.1097/cm9.0000000000002861] [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: 03/18/2023] [Indexed: 10/30/2023] Open
Abstract
BACKGROUND Previous studies have reported associations of specific maternal and paternal lifestyle factors with offspring's cognitive development during early childhood. This study aimed to investigate the prospective associations between overall parental lifestyle and offspring's cognitive performance during adolescence and young adulthood in China. METHODS We included 2531 adolescents aged 10-15 years at baseline in 2010 from the China Family Panel Studies. A healthy parental lifestyle score (ranged 0-5) was constructed based on the following five modifiable lifestyle factors: Smoking, drinking, exercise, sleep, and diet. Generalized estimating equation models were used to examine the association between baseline parental healthy lifestyle scores and offspring's fluid and crystallized intelligence in subsequent years (2012, 2014, 2016, and 2018). RESULTS Offspring in the top tertile of parental healthy lifestyle scores performed better in overall fluid intelligence (multivariable-adjusted β = 0.53, 95% confidence interval [CI]: 0.29-0.77) and overall crystallized intelligence (multivariable-adjusted β = 0.35, 95% CI: 0.16-0.54) than those in the bottom tertile of parental healthy lifestyle scores. The results were similar after further adjustment for the offspring's healthy lifestyle scores and persisted across the subgroups of parental socioeconomic status. Additionally, maternal and paternal healthy lifestyle scores were independently associated with better offspring's cognitive performance, with significant contribution observed for paternal never-smoking, weekly exercise, and diversified diet. When both parents and offspring adhered to a healthier lifestyle, we observed the highest level of the offspring's overall crystallized intelligence. CONCLUSIONS Our study indicates that parental adherence to a healthier lifestyle is associated with significantly better offspring's cognitive performance during adolescence and early adulthood, regardless of socioeconomic status. These findings highlight the potential cognitive benefits of promoting healthy lifestyles among parents of adolescents.
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Affiliation(s)
- Rongxia Lv
- School of Public Health, the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, Zhejiang 310058, China
| | - Yuhui Huang
- School of Public Health, the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, Zhejiang 310058, China
| | - Siyi Huang
- School of Public Health, the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, Zhejiang 310058, China
| | - Shiyi Wu
- School of Public Health, the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, Zhejiang 310058, China
| | - Siwen Wang
- Department of Nutrition, Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA
| | - Guangyu Hu
- Institute of Medical Information/Center for Health Policy and Management, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100730, China
| | - Yanan Ma
- Department of Biostatistics and Epidemiology, School of Public Health, China Medical University, Shenyang, Liaoning 110122, China
| | - Peige Song
- School of Public Health, the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, Zhejiang 310058, China
| | - Jorge E. Chavarro
- Department of Nutrition, Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA
| | - S.V. Subramanian
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA
| | - Chunling Lu
- Division of Global Health Equity, Brigham and Women's Hospital, Harvard Medical School, Boston, MA 02115, USA
- Department of Global Health and Social Medicine, Harvard Medical School, Boston, MA 02115, USA
| | - Zhihui Li
- Vanke School of Public Health, Tsinghua University, Beijing 100084, China
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA
| | - Changzheng Yuan
- School of Public Health, the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, Zhejiang 310058, China
- Department of Nutrition, Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA
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12
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Luo Y, Wang R, Xie H, He Z. The interplay between memory control and emotion regulation. Ann N Y Acad Sci 2024; 1533:73-80. [PMID: 38323929 DOI: 10.1111/nyas.15107] [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] [Indexed: 02/08/2024]
Abstract
Memory control (MC) and emotion regulation (ER) are critical cognitive functions for adapting to life's challenges, drawing significant research attention. Accumulating evidence suggests these processes are interrelated, yet a comprehensive discussion of their interplay remains lacking. We introduce an integrative framework exploring the mutual influence between MC and ER, composed of two interrelated branches: first, MC aids in ER through the retrieval of positive memories, intentional forgetting of undesirable content, and the adaptive updating of memory stores. Second, ER impacts MC by upregulating positivity and downregulating negativity in memories. The framework spotlights the need to harness MC-ER interplay for future research. Potential directions include utilizing MC to amplify ER capabilities, training ER skills to refine MC performance, and modulating the cognitive and neural overlapping of both processes to improve both functions. Delving into the MC-ER nexus advances understanding of the intricate emotion-memory relationship and holds great promise for developing novel behavioral interventions.
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Affiliation(s)
- Yun Luo
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Rui Wang
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Hui Xie
- Institute for Brain Research and Rehabilitation, South China Normal University, Guangzhou, China
| | - Zhenhong He
- School of Psychology, Shenzhen University, Shenzhen, China
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13
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Rodas JA, Asimakopoulou AA, Greene CM. Can we enhance working memory? Bias and effectiveness in cognitive training studies. Psychon Bull Rev 2024:10.3758/s13423-024-02466-8. [PMID: 38366265 DOI: 10.3758/s13423-024-02466-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/18/2024] [Indexed: 02/18/2024]
Abstract
Meta-analyses have found that working memory (WM) can be improved with cognitive training; however, some authors have suggested that these improvements are mostly driven by biases in the measurement of WM, especially the use of similar tasks for assessment and training. In the present meta-analysis, we investigated whether WM, fluid intelligence, executive functions, and short-term memory can be improved by cognitive training and evaluated the impact of possible sources of bias. We performed a risk of bias assessment of the included studies and took special care in controlling for practice effects. Data from 52 independent comparisons were analyzed, including cognitive training aimed at different cognitive functions. Our results show small improvements in WM after training (SMD = 0.18). Much larger effects were observed when the analysis was restricted to assessment tasks similar to those used for training (SMD = 1.15). Fluid intelligence was not found to improve as a result of training, and improvements in WM were not related to changes in fluid intelligence. Our analyses did however indicate that cognitive training can improve specific executive functions. Contrary to expectations, a set of meta-regressions indicated that characteristics of the training programme, such as dosage and type of training, do not have an impact on the effectiveness of training. The risk of bias assessment revealed some concerns in the randomization process and possible selective reporting among studies. Overall, our results identified various potential sources of bias, with the most significant being the choice of assessment tasks.
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Affiliation(s)
- Jose A Rodas
- Escuela de Psicología, Universidad Espíritu Santo, Samborondón, Ecuador.
- School of Psychology, University College Dublin, Dublin, Ireland.
| | | | - Ciara M Greene
- School of Psychology, University College Dublin, Dublin, Ireland
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14
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Dong P, Li W, Hu Q, Wu T, Jiang Y, Jin H, Xu C, Buschkuehl M, Jaeggi SM, Zhang Q. The relation between effortful control and executive function training in preschoolers. J Exp Child Psychol 2024; 238:105778. [PMID: 37748340 DOI: 10.1016/j.jecp.2023.105778] [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: 02/06/2023] [Revised: 08/13/2023] [Accepted: 08/28/2023] [Indexed: 09/27/2023]
Abstract
In recent years, the question of whether executive function (EF) is malleable has been widely documented. Despite using the same training tasks, transfer effects remain uncertain. Researchers suggested that the inconsistency might be attributed to individual differences in temperamental traits. In the current study, we investigated how effortful control, a temperamental trait, would affect EF training outcomes in children. Based on parent rating, 79 6-year-old preschoolers were identified as having higher or lower effort control and were assigned to three conditions: working memory (WM) training, inhibitory control (IC) training, and a business-as-usual control group. Children completed assessments at baseline, 1 week after intervention (posttest), and 3 months after intervention (follow-up). As compared with the control group, the WM and IC training groups showed improvement in both trained tasks and nontrained measures. At baseline, children with higher effortful control scores showed greater WM capacity and better IC. Furthermore, effortful control was positively correlated with training gain in both training groups, with children with higher effortful control benefitting more through training. In the WM training group, effortful control was positively correlated with near transfer on WM outcomes both immediately and longitudinally. At posttest, the WM and IC training groups showed a positive correlation between effortful control and fluid intelligence performance. Our results underscore the importance of individual differences in training benefits, in particular the role of effortful control, and further illustrate the potential avenues for designing more effective individualized cognitive training programs to foster learning and optimize children's development.
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Affiliation(s)
- Peiqi Dong
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Wei Li
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Qiong Hu
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Tianqi Wu
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Yiheng Jiang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Huan Jin
- Hangzhou Bud Kindergarten, Hangzhou 310052, China
| | - Cihua Xu
- School of Philosophy, Zhejiang University, Hangzhou 310027, China
| | | | - Susanne M Jaeggi
- School of Education, University of California, Irvine, Irvine, CA 92697, USA
| | - Qiong Zhang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China.
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15
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Li S, Lan X, Liu Y, Zhou J, Pei Z, Su X, Guo Y. Unlocking the Potential of Repetitive Transcranial Magnetic Stimulation in Alzheimer's Disease: A Meta-Analysis of Randomized Clinical Trials to Optimize Intervention Strategies. J Alzheimers Dis 2024; 98:481-503. [PMID: 38427480 DOI: 10.3233/jad-231031] [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] [Indexed: 03/03/2024]
Abstract
Background Repetitive transcranial magnetic stimulation (rTMS) is an advanced and noninvasive technology that uses pulse stimulation to treat cognitive impairment. However, its specific effects have always been mixed with those of cognitive training, and the optimal parameter for Alzheimer's disease (AD) intervention is still ambiguous. Objective This study aimed to summarize the therapeutic effects of pure rTMS on AD, excluding the influence of cognitive training, and to develop a preliminary rTMS treatment plan. Methods Between 1 January 2010 and 28 February 2023, we screened randomized controlled clinical trials from five databases (PubMed, Web of Science, Embase, Cochrane, and ClinicalTrials. gov). We conducted a meta-analysis and systematic review of treatment outcomes and rTMS treatment parameters. Result A total of 4,606 articles were retrieved. After applying the inclusion and exclusion criteria, 16 articles, comprising 655 participants (308 males and 337 females), were included in the final analysis. The findings revealed that rTMS significantly enhances both global cognitive ability (p = 0.0002, SMD = 0.43, 95% CI = 0.20-0.66) and memory (p = 0.009, SMD = 0.37, 95% CI = 0.09-0.65). Based on follow-up periods of at least 6 weeks, the following stimulation protocols have demonstrated efficacy for AD: stimulation sites (single or multiple targets), frequency (20 Hz), stimulation time (1-2 s), interval (20-30 s), single pulses (≤2500), total pulses (>20000), duration (≥3 weeks), and sessions (≥20). Conclusions This study suggests that rTMS may be an effective treatment option for patients with AD, and its potential therapeutic capabilities should be further developed in the future.
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Affiliation(s)
- Sha Li
- Institute of Neurological and Psychiatric Diseases, Shenzhen Bay Laboratory, Shenzhen, Guangdong, China
| | - Xiaoyong Lan
- Institute of Neurological and Psychiatric Diseases, Shenzhen Bay Laboratory, Shenzhen, Guangdong, China
| | - Yumei Liu
- Institute of Neurological and Psychiatric Diseases, Shenzhen Bay Laboratory, Shenzhen, Guangdong, China
| | - Junhong Zhou
- Hebrew Seniorlife Hinda and Arthur Marcus Institute for Aging Research, Harvard Medical School, Boston, MA, USA
| | - Zian Pei
- Institute of Neurological and Psychiatric Diseases, Shenzhen Bay Laboratory, Shenzhen, Guangdong, China
| | - Xiaolin Su
- Department of Neurology, Shenzhen People's Hospital (The First Affiliated Hospital of Southern University of Science and Technology, The Second Clinical Medical College of Jinan University), Shenzhen, Guangdong, China
| | - Yi Guo
- Institute of Neurological and Psychiatric Diseases, Shenzhen Bay Laboratory, Shenzhen, Guangdong, China
- Department of Neurology, Shenzhen People's Hospital (The First Affiliated Hospital of Southern University of Science and Technology, The Second Clinical Medical College of Jinan University), Shenzhen, Guangdong, China
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16
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Xu T, Wu Y, Zhang Y, Zuo XN, Chen F, Zhou C. Reshaping the Cortical Connectivity Gradient by Long-Term Cognitive Training During Development. Neurosci Bull 2024; 40:50-64. [PMID: 37715923 PMCID: PMC10774512 DOI: 10.1007/s12264-023-01108-8] [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] [Received: 09/20/2022] [Accepted: 06/01/2023] [Indexed: 09/18/2023] Open
Abstract
The organization of the brain follows a topological hierarchy that changes dynamically during development. However, it remains unknown whether and how cognitive training administered over multiple years during development can modify this hierarchical topology. By measuring the brain and behavior of school children who had carried out abacus-based mental calculation (AMC) training for five years (starting from 7 years to 12 years old) in pre-training and post-training, we revealed the reshaping effect of long-term AMC intervention during development on the brain hierarchical topology. We observed the development-induced emergence of the default network, AMC training-promoted shifting, and regional changes in cortical gradients. Moreover, the training-induced gradient changes were located in visual and somatomotor areas in association with the visuospatial/motor-imagery strategy. We found that gradient-based features can predict the math ability within groups. Our findings provide novel insights into the dynamic nature of network recruitment impacted by long-term cognitive training during development.
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Affiliation(s)
- Tianyong Xu
- Bio-X Laboratory, School of Physics, Zhejiang University, Hangzhou, 310027, China
| | - Yunying Wu
- Qiushi Academy for Advanced Studies, Zhejiang University, Hangzhou, 310027, China
| | - Yi Zhang
- Bio-X Laboratory, School of Physics, Zhejiang University, Hangzhou, 310027, China
- State Key Laboratory of Modern Optical Instrumentation, College of Optical Science and Engineering, Zhejiang University, Hangzhou, 310027, China
| | - Xi-Nian Zuo
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
- Developmental Population Neuroscience Research Center, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Feiyan Chen
- Bio-X Laboratory, School of Physics, Zhejiang University, Hangzhou, 310027, China.
- Zhejiang Province Key Laboratory of Quantum Technology and Devices, Zhejiang University, Hangzhou, 310027, China.
| | - Changsong Zhou
- Bio-X Laboratory, School of Physics, Zhejiang University, Hangzhou, 310027, China.
- Zhejiang Province Key Laboratory of Quantum Technology and Devices, Zhejiang University, Hangzhou, 310027, China.
- Department of Physics, Centre for Nonlinear Studies and Beijing-Hong Kong-Singapore Joint Centre for Nonlinear and Complex Systems (Hong Kong), Institute of Computational and Theoretical Studies, Hong Kong Baptist University, Hong Kong, 999077, China.
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17
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Luo Y, Li J, Chen X, He X. Attentional bias modification in male college smokers: The changes of facilitated attention, difficulty in disengagement and the transfer effects of training. Behav Res Ther 2023; 171:104437. [PMID: 37979217 DOI: 10.1016/j.brat.2023.104437] [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: 08/15/2023] [Revised: 10/19/2023] [Accepted: 11/07/2023] [Indexed: 11/20/2023]
Abstract
BACKGROUND Attentional bias modification (ABM) has been used to modify the attentional bias (AB) towards smoking-related cues. Still, the effects of ABM are extensively controversial. The present study aimed to investigate the effects of ABM on AB and its two sub-processes named facilitated attention and difficulty in disengagement at two different stimulus durations, as well as test whether the effects of ABM could transfer to new measures of AB. METHOD Forty-six male college smokers were allocated to either ABM group using a modified visual probe task (n = 24), or the corresponding placebo training (PT) group (n = 22). Participants performed three sessions of training in one week. The pre- and post-training AB and its sub-processes were measured using visual probe task. Cue-target task and pictorial Stroop task were used for testing the transfer effects of ABM. RESULTS The AB in ABM group was significantly decreased compared with the PT group. Specifically, the facilitated attention was significantly reduced at 200 ms stimulus duration, while the difficulty in disengagement was significantly decreased at 500 ms stimulus duration. The benefit of ABM training could transfer to the cue-target task, but not to the pictorial Stroop task. Meanwhile, no effects of ABM were observed on smoking craving and nicotine dependence. CONCLUSIONS These findings suggested that the stimulus duration is a crucial factor for the efficacy of ABM on the facilitated attention and the difficulty in disengagement in male college smokers and detected the transfer effects between different measures of AB to some extent. Future studies need to further explore the influence mechanism in distinct stimulus durations.
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Affiliation(s)
- Yu Luo
- School of Psychology, Guizhou Normal University, Guiyang, China.
| | - Jiao Li
- School of Psychology, Guizhou Normal University, Guiyang, China.
| | - Xianhong Chen
- School of Education and Science, Xingyi Normal University for Nationalities, Xingyi, China.
| | - Xiangcai He
- School of Clinical Medicine, Chengdu Medical College, Chengdu, China; The First Affiliated Hospital of Chengdu Medical College, Chengdu, China.
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18
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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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19
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Hartmann H, Forkmann K, Schmidt K, Kleine-Borgmann J, Albers J, Wiech K, Bingel U. Open-label placebo treatment does not enhance cognitive abilities in healthy volunteers. Sci Rep 2023; 13:19468. [PMID: 37945662 PMCID: PMC10636058 DOI: 10.1038/s41598-023-45979-3] [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: 05/31/2023] [Accepted: 10/26/2023] [Indexed: 11/12/2023] Open
Abstract
The use of so-called 'smart drugs' such as modafinil to improve cognitive performance has recently attracted considerable attention. However, their side effects have limited user enthusiasm. Open-label placebo (OLP) treatment, i.e., inert treatments that are openly disclosed to individuals as having no active pharmacological ingredient, has been shown to improve various medical symptoms and conditions, including those related to cognitive performance. OLP treatment could therefore be an exciting alternative to pharmacological cognitive enhancers. Here, we used a randomized-controlled design to investigate the effect of a 21-day OLP treatment on several sub-domains of cognitive performance in N = 78 healthy volunteers. Subjective and objective measures of cognitive performance as well as different measures of well-being were obtained before and after the treatment period. Using a combination of classic Frequentist and Bayesian analysis approaches showed no additional benefit from OLP treatment in any of the subjective or objective measures of cognitive performance. Our study thus highlights possible limitations of OLP treatment in boosting cognitive performance in healthy volunteers. These findings are discussed in the light of expectancy-value considerations that may determine OLP efficacy.
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Affiliation(s)
- Helena Hartmann
- Clinical Neurosciences, Department of Neurology and Center for Translational Neuro- and Behavioral Sciences (C-TNBS), University Hospital Essen, Essen, Germany.
| | - Katarina Forkmann
- Clinical Neurosciences, Department of Neurology and Center for Translational Neuro- and Behavioral Sciences (C-TNBS), University Hospital Essen, Essen, Germany
| | - Katharina Schmidt
- Clinical Neurosciences, Department of Neurology and Center for Translational Neuro- and Behavioral Sciences (C-TNBS), University Hospital Essen, Essen, Germany
| | - Julian Kleine-Borgmann
- Clinical Neurosciences, Department of Neurology and Center for Translational Neuro- and Behavioral Sciences (C-TNBS), University Hospital Essen, Essen, Germany
| | - Johanna Albers
- Clinical Neurosciences, Department of Neurology and Center for Translational Neuro- and Behavioral Sciences (C-TNBS), University Hospital Essen, Essen, Germany
| | - Katja Wiech
- Nuffield Department of Clinical Neurosciences, John Radcliffe Hospital, University of Oxford, Haedington, Oxford, UK
| | - Ulrike Bingel
- Clinical Neurosciences, Department of Neurology and Center for Translational Neuro- and Behavioral Sciences (C-TNBS), University Hospital Essen, Essen, Germany
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20
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Omont-Lescieux S, Menu I, Salvia E, Poirel N, Oppenheim C, Houdé O, Cachia A, Borst G. Lateralization of the cerebral network of inhibition in children before and after cognitive training. Dev Cogn Neurosci 2023; 63:101293. [PMID: 37683326 PMCID: PMC10498008 DOI: 10.1016/j.dcn.2023.101293] [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: 03/07/2023] [Revised: 08/31/2023] [Accepted: 09/01/2023] [Indexed: 09/10/2023] Open
Abstract
Inhibitory control (IC) plays a critical role in cognitive and socio-emotional development. IC relies on a lateralized cortico-subcortical brain network including the inferior frontal cortex, anterior parts of insula, anterior cingulate cortex, caudate nucleus and putamen. Brain asymmetries play a critical role for IC efficiency. In parallel to age-related changes, IC can be improved following training. The aim of this study was to (1) assess the lateralization of IC network in children (N = 60, 9-10 y.o.) and (2) examine possible changes in neural asymmetry of this network from anatomical (structural MRI) and functional (resting-state fMRI) levels after 5-week computerized IC vs. active control (AC) training. We observed that IC training, but not AC training, led to a leftward lateralization of the putamen anatomy, similarly to what is observed in adults, supporting that training could accelerate the maturation of this structure.
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Affiliation(s)
- Sixtine Omont-Lescieux
- Université Paris Cité, LaPsyDÉ, CNRS, F-75005, Paris, France; Université Paris Cité, Institute of Psychiatry and Neuroscience of Paris (IPNP), INSERM U1266, Imaging biomarkers for brain development and disorders, 75014 Paris, France; GHU-Paris Psychiatrie et Neurosciences, Hôpital Sainte Anne, F-75014 Paris, France
| | - Iris Menu
- Université Paris Cité, LaPsyDÉ, CNRS, F-75005, Paris, France; Université Paris Cité, Institute of Psychiatry and Neuroscience of Paris (IPNP), INSERM U1266, Imaging biomarkers for brain development and disorders, 75014 Paris, France; GHU-Paris Psychiatrie et Neurosciences, Hôpital Sainte Anne, F-75014 Paris, France
| | - Emilie Salvia
- Université Paris Cité, LaPsyDÉ, CNRS, F-75005, Paris, France; GHU-Paris Psychiatrie et Neurosciences, Hôpital Sainte Anne, F-75014 Paris, France
| | - Nicolas Poirel
- Université Paris Cité, LaPsyDÉ, CNRS, F-75005, Paris, France; GIP Cyceron, Caen, France
| | - Catherine Oppenheim
- Université Paris Cité, Institute of Psychiatry and Neuroscience of Paris (IPNP), INSERM U1266, Imaging biomarkers for brain development and disorders, 75014 Paris, France; GHU-Paris Psychiatrie et Neurosciences, Hôpital Sainte Anne, F-75014 Paris, France
| | - Olivier Houdé
- Université Paris Cité, LaPsyDÉ, CNRS, F-75005, Paris, France; GHU-Paris Psychiatrie et Neurosciences, Hôpital Sainte Anne, F-75014 Paris, France; Institut Universitaire de France, Paris, France
| | - Arnaud Cachia
- Université Paris Cité, LaPsyDÉ, CNRS, F-75005, Paris, France; Université Paris Cité, Institute of Psychiatry and Neuroscience of Paris (IPNP), INSERM U1266, Imaging biomarkers for brain development and disorders, 75014 Paris, France; GHU-Paris Psychiatrie et Neurosciences, Hôpital Sainte Anne, F-75014 Paris, France
| | - Grégoire Borst
- Université Paris Cité, LaPsyDÉ, CNRS, F-75005, Paris, France; GHU-Paris Psychiatrie et Neurosciences, Hôpital Sainte Anne, F-75014 Paris, France; Institut Universitaire de France, Paris, France.
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Lau RC, Anderson PJ, Wiley JF, Huang D, Surjatin F, McIntosh P, Gathercole S, Spencer-Smith M. Working Memory Training for Children Using the Adaptive, Self-Select, and Stepwise Approaches to Setting the Difficulty Level of Training Activities: Protocol for a Randomized Controlled Trial. JMIR Res Protoc 2023; 12:e47496. [PMID: 37725418 PMCID: PMC10548317 DOI: 10.2196/47496] [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: 03/24/2023] [Revised: 06/15/2023] [Accepted: 07/05/2023] [Indexed: 09/21/2023] Open
Abstract
BACKGROUND A common yet untested assumption of cognitive training in children is that activities should be adaptive, with difficulty adjusted to the individual's performance in order to maximize improvements on untrained tasks (known as transfer). Working memory training provides the ideal testbed to systematically examine this assumption as it is one of the most widely studied domains in the cognitive training literature, and is critical for children's learning, including following instructions and reasoning. OBJECTIVE This trial aimed to examine children's outcomes of working memory training using adaptive, self-select (child selects difficulty level), and stepwise (difficulty level increases incrementally) approaches to setting the difficulty of training activities compared to an active control condition immediately and 6-month postintervention. While the aim is exploratory, we hypothesized that children allocated to a working memory training condition would show greater improvements: (1) on near transfer measures compared to intermediate and far transfer measures and (2) immediately postintervention compared to 6-month postintervention. METHODS This double-blinded, active-controlled, parallel-group randomized trial aimed to recruit 128 children aged 7 to 11 years from 1 metropolitan primary school in Melbourne, Australia. Following baseline testing, children were randomized into 1 of 4 conditions: adaptive, self-select, or stepwise working memory training, or active control. An experimental intervention embedded in Minecraft was developed for teachers to deliver in class over 2 consecutive weeks (10 × 20-minute sessions). The working memory training comprised 2 training activities with processing demands similar to daily activities: backward span and following instructions. The control comprised creative activities. Pre- and postintervention, children completed a set of working memory tests (near and intermediate transfer) and the Raven's Standard Progressive Matrices (far transfer) to determine training outcomes, as well as motivation questionnaires to determine if motivations toward learning and the intervention were similar across conditions. Caregivers completed the ADHD-Rating Scale-5 to measure their child's attention (far transfer). Statistical analysis will include traditional null hypothesis significance testing and Bayesian methods to quantify evidence for both the null and alternative hypotheses. RESULTS Data collection concluded in December 2022. Data are currently being processed and analyzed. CONCLUSIONS This trial will determine whether the adaptive approach to setting the difficulty of training activities maximizes cognitive training outcomes for children. This trial has several strengths: it adopts best practices for cognitive training studies (design, methods, and analysis plan); uses a range of measures to detect discrete levels of transfer; has a 6-month postintervention assessment; is appropriately powered; and uses an experimental working memory training intervention based on our current understanding of the cognitive mechanisms of training. Findings will inform future research and design of cognitive training interventions and highlight the value of the evidence-based principles of cognitive training. TRIAL REGISTRATION Australian New Zealand Clinical Trials Registry, ACTRN12621000990820; https://www.anzctr.org.au/ACTRN12621000990820.aspx. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) DERR1-10.2196/47496.
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Affiliation(s)
- Regine Cassandra Lau
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Clayton, Australia
| | - Peter John Anderson
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Clayton, Australia
- Victorian Infant Brain Studies (VIBeS), Clinical Sciences, Murdoch Children's Research Institute, Melbourne, Australia
| | - Joshua F Wiley
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Clayton, Australia
- Peter MacCallum Cancer Centre, Melbourne, Australia
| | - Derek Huang
- Virtual and Augmented Reality Services (VARS), eSolutions, Monash University, Clayton, Australia
| | - Faisha Surjatin
- Virtual and Augmented Reality Services (VARS), eSolutions, Monash University, Clayton, Australia
| | - Paul McIntosh
- Virtual and Augmented Reality Services (VARS), eSolutions, Monash University, Clayton, Australia
| | - Susan Gathercole
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, United Kingdom
| | - Megan Spencer-Smith
- School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Clayton, Australia
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22
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Feng Y, Pahor A, Seitz AR, Barbour DL, Jaeggi SM. Unicorn, Hare, or Tortoise? Using Machine Learning to Predict Working Memory Training Performance. J Cogn 2023; 6:53. [PMID: 37692193 PMCID: PMC10487130 DOI: 10.5334/joc.319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 08/15/2023] [Indexed: 09/12/2023] Open
Abstract
People differ considerably in the extent to which they benefit from working memory (WM) training. Although there is increasing research focusing on individual differences associated with WM training outcomes, we still lack an understanding of which specific individual differences, and in what combination, contribute to inter-individual variations in training trajectories. In the current study, 568 undergraduates completed one of several N-back intervention variants over the course of two weeks. Participants' training trajectories were clustered into three distinct training patterns (high performers, intermediate performers, and low performers). We applied machine-learning algorithms to train a binary tree model to predict individuals' training patterns relying on several individual difference variables that have been identified as relevant in previous literature. These individual difference variables included pre-existing cognitive abilities, personality characteristics, motivational factors, video game experience, health status, bilingualism, and socioeconomic status. We found that our classification model showed good predictive power in distinguishing between high performers and relatively lower performers. Furthermore, we found that openness and pre-existing WM capacity to be the two most important factors in distinguishing between high and low performers. However, among low performers, openness and video game background were the most significant predictors of their learning persistence. In conclusion, it is possible to predict individual training performance using participant characteristics before training, which could inform the development of personalized interventions.
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Affiliation(s)
- Yi Feng
- University of California, Irvine, School of Education, School of Social Sciences (Department of Cognitive Sciences), Irvine, California, USA
| | - Anja Pahor
- University of California, Riverside, Department of Psychology, Riverside, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
- University of Maribor, Department of Psychology, Maribor, Slovenia
| | - Aaron R. Seitz
- University of California, Riverside, Department of Psychology, Riverside, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
| | - Dennis L. Barbour
- Washington University in St. Louis, Department of Biomedical Engineering, St. Louis, Missouri, USA
| | - Susanne M. Jaeggi
- University of California, Irvine, School of Education, School of Social Sciences (Department of Cognitive Sciences), Irvine, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
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23
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Hellebrekers DMJ, Wirken JMA, Lionarons JM, van Kuijk SMJ, Klinkenberg S, Vles JSH, Hendriksen JGM. Computerized working memory training in males with Duchenne muscular dystrophy: A single case experimental design study. Neuropsychol Rehabil 2023; 33:1325-1348. [PMID: 35876193 DOI: 10.1080/09602011.2022.2096080] [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: 07/03/2020] [Accepted: 06/24/2022] [Indexed: 10/16/2022]
Abstract
Learning disabilities (LDs) and working memory problems (WM) are common brain-related comorbidities in Duchenne muscular dystrophy (DMD). Despite growing evidence on the efficacy of computerized WM training in children with LDs, research in DMD is lacking. This exploratory study assessed whether training (1) improves dystrophin-associated WM problems in DMD, (2) effects are present at post-intervention, 3 and 8 months follow-up, and (3) improves problems that arise from their LDs. A single case non-concurrent multiple baseline across patients design evaluated the target behaviour i.e. parental reports of WM problems of four DMD participants with LDs. Additionally, participants completed cognitive tests of verbal and visual WM, academics, attention, processing speed and fluid reasoning. Parents and teachers completed behavioural questionnaires. Testing and questionnaires were administered at baseline, post-intervention (T2), 3 (T3) and 8 (T4) months follow-up. Positive effects on target behaviour were found for three of four participants, but parental bias cannot be ruled out. Short and long-term, near-and far transfer effects were found for verbal and visual WM (T2:n = 2, T3&T4:n = 1), reading (T2:n = 4,T3:n = 3,T4:n = 2), arithmetic (all T:n = 1), processing speed (all T:n = 4) and fluid reasoning (T2:n = 1,T3&T4:n = 2). Behavioural questionnaires displayed minimal changes (T2:n = 1,T3&T4:n = 2). Promising WM training results are shown in DMD that merit further research.
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Affiliation(s)
- Danique M J Hellebrekers
- Centre for Neurological Learning Disabilities, Kempenhaeghe, Heeze, The Netherlands
- School for Mental Health and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Jose M A Wirken
- Centre for Neurological Learning Disabilities, Kempenhaeghe, Heeze, The Netherlands
| | - Judith M Lionarons
- Centre for Neurological Learning Disabilities, Kempenhaeghe, Heeze, The Netherlands
- School for Mental Health and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Sander M J van Kuijk
- Department of Clinical Epidemiology and Medical Technology Assessment, Maastricht University Medical Centre, Maastricht, The Netherlands
| | - Sylvia Klinkenberg
- Centre for Neurological Learning Disabilities, Kempenhaeghe, Heeze, The Netherlands
- School for Mental Health and Neuroscience, Maastricht University, Maastricht, The Netherlands
- Department of Neurology, Maastricht University Medical Centre, Maastricht, The Netherlands
| | - Johan S H Vles
- School for Mental Health and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Jos G M Hendriksen
- Centre for Neurological Learning Disabilities, Kempenhaeghe, Heeze, The Netherlands
- School for Mental Health and Neuroscience, Maastricht University, Maastricht, The Netherlands
- Dutch Duchenne Centre, Leiden, The Netherlands
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24
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Hu Q, Liang Z, Zhou Y, Feng S, Zhang Q. The role of working memory updating and capacity in children's mathematical abilities: A developmental cascade model. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:676-693. [PMID: 36647240 DOI: 10.1111/bjep.12585] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 12/07/2022] [Accepted: 01/04/2023] [Indexed: 01/18/2023]
Abstract
BACKGROUND Previous studies indicated that working memory (WM) updating and WM capacity play essential roles in mathematical ability. However, it is unclear whether WM capacity mediates the effect of WM updating on mathematics, and whether the cascading effects vary with different mathematical domains. AIMS The current study aims to explore the longitudinal mediating role of WM capacity between WM updating and mathematical performance, and how the relations change with the age and domains. SAMPLE A total of 131 Chinese first-graders participated the study. METHODS Participants were required to complete tasks on WM updating and WM capacity in Grade 1 and Grade 2, as well as paper-and-pencil tests on mathematics achievement in Grade 3. The role of WM updating and capacity in the development of pupil's mathematical achievement was examined. RESULTS Results revealed that verbal WM updating in Grade 1 predicted basic arithmetic and logical-visuospatial ability in Grade 3 via its cascading effect on verbal WM capacity in Grade 2. Moreover, visuospatial WM updating in Grade 1 predicted visuospatial WM capacity in Grade 2. Visuospatial WM capacity in Grade 1 predicted logical-visuospatial ability in Grade 3 instead of basic arithmetic ability in Grade 3. CONCLUSIONS The findings suggested that WM updating exerts effect on pupil's mathematical performance via WM capacity, meanwhile, this effect depends on children's mathematics domain.
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Affiliation(s)
- Qiong Hu
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Zhanhong Liang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Yanlin Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | | | - Qiong Zhang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
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25
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Cai D, Zhao J, Chen Z, Liu D. Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects. JOURNAL OF LEARNING DISABILITIES 2023; 56:392-409. [PMID: 35962536 DOI: 10.1177/00222194221117513] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sustained effects of EF training remain inconsistent. In this study, 32 Chinese students with MD, age 7 to 10 years, were recruited and randomly divided into two groups: the training group (n = 16, 25 training sessions) and the control group (n = 16). Both groups took a pretest, a posttest, and a follow-up test (after 6 months) on EF, fluid intelligence, and mathematics skills. In the posttest, the training group's performance significantly improved in 2-back, number shifting, letter shifting, calculation fluency, and mathematics problem-solving tasks, but not in Stroop, Flanker, 1-back, numerical operations, and colored progressive matrices tasks. In the follow-up test after 6 months, the effects of training only on the 2-back and letter shifting tasks were sustained. The effect on the numerical operations task appeared; however, the effects on number shifting, calculation fluency, and mathematics problem-solving tasks disappeared. The results of this study show that EF training has instant effects of improving EF and mathematics skills of students with MD, and 6-month sustained effects on some of the improved skills. However, for fluid intelligence, the effects may be very limited.
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Affiliation(s)
- Dan Cai
- Shanghai Normal University, Shanghai, China
| | - Jing Zhao
- Shanghai Normal University, Shanghai, China
| | | | - Di Liu
- East China Normal University, Shanghai, China
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26
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Tullo D, Feng Y, Pahor A, Cote JM, Seitz AR, Jaeggi SM. Investigating the Role of Individual Differences in Adherence to Cognitive Training. J Cogn 2023; 6:48. [PMID: 37636013 PMCID: PMC10453960 DOI: 10.5334/joc.315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 07/31/2023] [Indexed: 08/29/2023] Open
Abstract
Consistent with research across several domains, intervention adherence is associated with desired outcomes. Our study investigates adherence, defined by participants' commitment to, persistence with, and compliance with an intervention's regimen, as a key mechanism underlying cognitive training effectiveness. We examine this relationship in a large and diverse sample comprising 4,775 adults between the ages of 18 and 93. We test the predictive validity of individual difference factors, such as age, gender, cognitive capability (i.e., fluid reasoning and working memory), grit, ambition, personality, self-perceived cognitive failures, socioeconomic status, exercise, and education on commitment to and persistence with a 20-session cognitive training regimen, as measured by the number of sessions completed. Additionally, we test the relationship between compliance measures: (i) spacing between training sessions, as measured by the average time between training sessions, and (ii) consistency in the training schedule, as measured by the variance in time between training sessions, with performance trajectories on the training task. Our data suggest that none of these factors reliably predict commitment to, persistence with, or compliance with cognitive training. Nevertheless, the lack of evidence from the large and representative sample extends the knowledge from previous research exploring limited, heterogenous samples, characterized by older adult populations. The absence of reliable predictors for commitment, persistence, and compliance in cognitive training suggests that nomothetic factors may affect program adherence. Future research will be well served to examine diverse approaches to increasing motivation in cognitive training to improve program evaluation and reconcile the inconsistency in findings across the field.
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Affiliation(s)
| | - Yi Feng
- University of California Irvine, Irvine, USA
| | - Anja Pahor
- Univerza v Mariboru, Maribor, Slovenia
- Northeastern University, Boston, USA
- University of California Riverside, Riverside, USA
| | | | - Aaron R. Seitz
- Northeastern University, Boston, USA
- University of California Riverside, Riverside, USA
| | - Susanne M. Jaeggi
- University of California Irvine, Irvine, USA
- Northeastern University, Boston, USA
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27
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Rezende G, Le Stanc L, Menu I, Cassotti M, Aïte A, Salvia E, Houdé O, Borst G, Cachia A. Differential effects of mindfulness meditation and cognitive training on cool and hot inhibitory control in children and adolescents. J Exp Child Psychol 2023; 235:105741. [PMID: 37441988 DOI: 10.1016/j.jecp.2023.105741] [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: 01/06/2023] [Revised: 06/12/2023] [Accepted: 06/16/2023] [Indexed: 07/15/2023]
Abstract
Inhibitory control (IC) can occur either in a neutral context (cool) or in social contexts involving emotions (hot). Cool and hot IC have specific developmental trajectories; cool IC develops linearly from childhood to adulthood, whereas hot IC follows a quadratic trajectory. Some activities can improve the IC, such as cognitive training (CT) and mindfulness meditation (MM). The aim of our study was to compare the effects of 5 weeks of computerized MM versus CT on IC performance in 66 children (9-10 years old) and 63 adolescents (16-17 years old) by specifically analyzing cool and hot dimensions in the same participants and from a developmental perspective. We fit a linear mixed-effect model on the Stroop interference score with time (pretest vs. posttest) and type of conflict (cool vs. hot) as within-participant factors and intervention group (CT vs. MM) and age group (child vs. adolescent) as between-participant factors. The findings revealed that children but not adolescents benefitted from interventions. More specifically, CT improved cool IC but not hot IC, whereas MM practice improved hot IC but not cool IC. This study supports the benefits of MM at a young age. Theoretical issues linking MM programs to emotional competence grounded in hot IC skills are considered in academic settings.
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Affiliation(s)
- Gabriela Rezende
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Lorna Le Stanc
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Iris Menu
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Mathieu Cassotti
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Ania Aïte
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Emilie Salvia
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France
| | - Olivier Houdé
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France; Institut Universitaire de France, 75005 Paris, France
| | - Grégoire Borst
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France; Institut Universitaire de France, 75005 Paris, France
| | - Arnaud Cachia
- Laboratoire de Psychologie du Développement et de l'Education, Université Paris Cité, UMR CNRS 8240, 75005 Paris, France; Imaging Biomarkers for Brain Development and Disorders, Université Paris Cité, UMR INSERM 1266, GHU Paris Psychiatrie & Neurosciences, 75005 Paris, France.
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28
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Jaeggi SM, Weaver AN, Carbone E, Trane FE, Smith-Peirce RN, Buschkuehl M, Flueckiger C, Carlson M, Jonides J, Borella E. EngAge - A metacognitive intervention to supplement working memory training: A feasibility study in older adults. AGING BRAIN 2023; 4:100083. [PMID: 38098966 PMCID: PMC10719574 DOI: 10.1016/j.nbas.2023.100083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 03/31/2023] [Accepted: 06/15/2023] [Indexed: 12/17/2023] Open
Abstract
Working Memory (WM) training has shown promise in supporting cognitive functioning in older adult populations, but effects that generalize beyond the trained task have been inconsistent. Targeting cognitive processes in isolation might be a limiting factor given that metacognitive and motivational factors have been shown to impact older adults' engagement with challenging cognitive activities, such as WM training. The current feasibility study implemented a novel metacognitive intervention in conjunction with WM training in older adults and examined its potential amplifying short- and long-term effects on cognitive and self-report outcomes as compared to WM or active control training alone. One-hundred and nineteen older adults completed a cognitive training over the course of 20 sessions at home. The cognitive training targeted either WM or general knowledge. In addition, one of the WM training groups completed a metacognitive program via group seminars. We tested for group differences in WM, inhibitory control, and episodic memory, and we assessed participants' perceived self-efficacy and everyday memory failures. At post-test, we replicated earlier work by demonstrating that participants who completed the WM intervention outperformed the active control group in non-trained WM measures, and to some extent, in inhibitory control. However, we found no evidence that the supplemental metacognitive program led to benefits over and above the WM intervention. Nonetheless, we conclude that our metacognitive program is a step in the right direction given the tentative long-term effects and participants' positive feedback, but more longitudinal data with larger sample sizes are needed to confirm these early findings.
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Affiliation(s)
| | | | - Elena Carbone
- Department of General Psychology, University of Padova, Italy
| | | | | | | | | | | | | | - Erika Borella
- Department of General Psychology, University of Padova, Italy
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29
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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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30
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李 佳, 张 力, 柯 余, 明 东. [Effects of transcranial direct current stimulation on event-related potentials of mental rotation]. SHENG WU YI XUE GONG CHENG XUE ZA ZHI = JOURNAL OF BIOMEDICAL ENGINEERING = SHENGWU YIXUE GONGCHENGXUE ZAZHI 2023; 40:434-441. [PMID: 37380381 PMCID: PMC10307615 DOI: 10.7507/1001-5515.202210011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 10/08/2022] [Revised: 03/23/2023] [Indexed: 06/30/2023]
Abstract
There are few researches on the modulation effect of transcranial direct current stimulation(tDCS) on complex spatial cognition. Especially, the influence of tDCS on the neural electrophysiological response in spatial cognition is not yet clear. This study selected the classic spatial cognition task paradigm (three-dimensional mental rotation task) as the research object. By comparing the changes in behavior and event-related potentials in different modes of tDCS before, during and after the application of tDCS, this study analyzed the behavioral and neurophysiological effects of tDCS on mental rotation. The comparison between active-tDCS and sham-tDCS showed no statistically significant difference in behavior between different stimulation modes. Still, the changes in the amplitudes of P2 and P3 during the stimulation were statistically significant. Compared with sham-tDCS, the amplitudes of P2 and P3 in active-tDCS mode showed a greater decrease during the stimulation. This study clarifies the influence of tDCS on the event-related potentials of the mental rotation task. It shows that tDCS may improve the brain information processing efficiency during the mental rotation task. Also, this study provides a reference for an in-depth understanding and exploration of the modulation effect of tDCS on complex spatial cognition.
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Affiliation(s)
- 佳艺 李
- 天津大学 精密仪器与光电子工程学院 生物医学工程系(天津 300072)School of Precision Instrument and Opto-Electronics Engineering, Tianjin University, Tianjin 300072, P. R. China
| | - 力新 张
- 天津大学 精密仪器与光电子工程学院 生物医学工程系(天津 300072)School of Precision Instrument and Opto-Electronics Engineering, Tianjin University, Tianjin 300072, P. R. China
| | - 余峰 柯
- 天津大学 精密仪器与光电子工程学院 生物医学工程系(天津 300072)School of Precision Instrument and Opto-Electronics Engineering, Tianjin University, Tianjin 300072, P. R. China
| | - 东 明
- 天津大学 精密仪器与光电子工程学院 生物医学工程系(天津 300072)School of Precision Instrument and Opto-Electronics Engineering, Tianjin University, Tianjin 300072, P. R. China
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31
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Sherman SO, Jonsen A, Lewis Q, Schlittenhart M, Szafir D, Clark TK, Anderson AP. Training augmentation using additive sensory noise in a lunar rover navigation task. Front Neurosci 2023; 17:1180314. [PMID: 37424995 PMCID: PMC10326282 DOI: 10.3389/fnins.2023.1180314] [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: 03/07/2023] [Accepted: 05/31/2023] [Indexed: 07/11/2023] Open
Abstract
Background The uncertain environments of future space missions means that astronauts will need to acquire new skills rapidly; thus, a non-invasive method to enhance learning of complex tasks is desirable. Stochastic resonance (SR) is a phenomenon where adding noise improves the throughput of a weak signal. SR has been shown to improve perception and cognitive performance in certain individuals. However, the learning of operational tasks and behavioral health effects of repeated noise exposure aimed to elicit SR are unknown. Objective We evaluated the long-term impacts and acceptability of repeated auditory white noise (AWN) and/or noisy galvanic vestibular stimulation (nGVS) on operational learning and behavioral health. Methods Subjects (n = 24) participated in a time longitudinal experiment to access learning and behavioral health. Subjects were assigned to one of our four treatments: sham, AWN (55 dB SPL), nGVS (0.5 mA), and their combination to create a multi-modal SR (MMSR) condition. To assess the effects of additive noise on learning, these treatments were administered continuously during a lunar rover simulation in virtual reality. To assess behavioral health, subjects completed daily, subjective questionnaires related to their mood, sleep, stress, and their perceived acceptance of noise stimulation. Results We found that subjects learned the lunar rover task over time, as shown by significantly lower power required for the rover to complete traverses (p < 0.005) and increased object identification accuracy in the environment (p = 0.05), but this was not influenced by additive SR noise (p = 0.58). We found no influence of noise on mood or stress following stimulation (p > 0.09). We found marginally significant longitudinal effects of noise on behavioral health (p = 0.06) as measured by strain and sleep. We found slight differences in stimulation acceptability between treatment groups, and notably nGVS was found to be more distracting than sham (p = 0.006). Conclusion Our results suggest that repeatedly administering sensory noise does not improve long-term operational learning performance or affect behavioral health. We also find that repetitive noise administration is acceptable in this context. While additive noise does not improve performance in this paradigm, if it were used for other contexts, it appears acceptable without negative longitudinal effects.
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Affiliation(s)
- Sage O. Sherman
- Ann & H.J. Smead Department of Aerospace Engineering Sciences, The University of Colorado Boulder, Boulder, CO, United States
| | - Anna Jonsen
- Ann & H.J. Smead Department of Aerospace Engineering Sciences, The University of Colorado Boulder, Boulder, CO, United States
| | - Quinlan Lewis
- Ann & H.J. Smead Department of Aerospace Engineering Sciences, The University of Colorado Boulder, Boulder, CO, United States
| | - Michael Schlittenhart
- Ann & H.J. Smead Department of Aerospace Engineering Sciences, The University of Colorado Boulder, Boulder, CO, United States
| | - Daniel Szafir
- Department of Computer Science, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Torin K. Clark
- Ann & H.J. Smead Department of Aerospace Engineering Sciences, The University of Colorado Boulder, Boulder, CO, United States
| | - Allison P. Anderson
- Ann & H.J. Smead Department of Aerospace Engineering Sciences, The University of Colorado Boulder, Boulder, CO, United States
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Düzel E, Thyrian JR. [Mobile everyday-life digital technologies for the prevention of Alzheimer's dementia: cognitive health and cognitive safety]. DER NERVENARZT 2023; 94:400-407. [PMID: 37115257 PMCID: PMC10160180 DOI: 10.1007/s00115-023-01478-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/17/2023] [Indexed: 04/29/2023]
Abstract
It is generally accepted that the treatment of Alzheimer's disease should be flanked by preventive measures for risk reduction in order to maintain cognitive functions for as long as possible; however, the research and development of treatment concepts are both faced with challenges. The preventive risk reduction necessitates a high level of coordination of neurology and psychiatry with other disciplines. Also, patients must develop a high level of health competence and summon up self-motivation and adherence. This concept article deals with the question of how mobile everyday-life digital technologies can help to address these challenges. The core prerequisite is the interdisciplinary coordinated structuring of prevention with the focus on cognitive health and cognitive safety. Cognitive health relates to a reduction of risk factors associated with lifestyle. Cognitive safety concerns the avoidance of iatrogenic side effects on cognitive functions. Digital technologies that are relevant in this context are mobile apps based on smartphones or tablets for everyday-life and high-frequency recording of cognitive functions, apps that can coach the implementation of lifestyle changes as companion technologies, apps that can assist in the reduction of iatrogenic risks and those that can improve the health competence of patients and relatives. The state of development of such medical products is at different stages of progress. Therefore, this concept article does not provide a review of existing products but rather deals with the fundamental interplay of potential solutions in the prevention of Alzheimer dementia in the areas of cognitive health and cognitive safety.
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Affiliation(s)
- Emrah Düzel
- Institut für Kognitive Neurologie und Demenzforschung, Medizinische Fakultät, Universität Magdeburg, Leipziger Str 44, 39120, Magdeburg, Deutschland.
| | - Jochen René Thyrian
- Deutsches Zentrum für Neurodegenerative Erkrankungen, Standort Greifswald, Greifswald, Deutschland
- Lebenswissenschaftliche Fakultät (LWF), Universität Siegen, Siegen, Deutschland
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Zuber S, Joly-Burra E, Mahy CEV, Loaiza V, Kliegel M. Are facet-specific task trainings efficient in improving children's executive functions and why (they might not be)? A multi-facet latent change score approach. J Exp Child Psychol 2023; 227:105602. [PMID: 36512920 DOI: 10.1016/j.jecp.2022.105602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Revised: 11/21/2022] [Accepted: 11/21/2022] [Indexed: 12/14/2022]
Abstract
It currently remains unclear how facet-specific trainings of three core modules of executive function (EF; updating, switching, and inhibition) directly compare regarding efficacy, whether improvements on trained tasks transfer to nontrained EF tasks, and which factors predict children's improvements. The current study systematically investigated three separate EF trainings in 6- to 11-year-old children (N = 229) using EF-specific trainings that were similar in structure, design, and intensity. Children participated in pre- and posttest assessments of the three EFs and were randomly allocated to one of three EF trainings or to an active or passive control group. Multivariate latent change score models revealed that only the updating group showed training-specific improvements in task performance that were larger compared with active controls as well as passive controls. In contrast, there were no training-specific benefits of training switching or inhibition. Latent changes in the three EF tasks were largely independent, and there was no evidence of transfer effects to nontrained EF tasks. Lower baseline performance and older age predicted larger changes in EF performance. These seemingly opposing effects support compensation accounts as well as developmental theories of EF, and they highlight the importance of simultaneously accounting for multiple predictors within one model. In line with recent theoretical proposals of EF development, we provide new systematic evidence that questions whether modular task trainings represent an efficient approach to improve performance in narrow or in broader indicators of EF. Thereby, this evidence ultimately highlights the need for more comprehensive assessments of EF and, subsequently, the development of new training approaches.
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Affiliation(s)
- Sascha Zuber
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, CH-1205 Geneva, Switzerland; Institute on Aging & Lifelong Health, University of Victoria, British Columbia V8N 5M8, Canada; Swiss National Centre of Competences in Research LIVES-Overcoming vulnerability: Life course perspectives, Lausanne and Geneva, Switzerland.
| | - Emilie Joly-Burra
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, CH-1205 Geneva, Switzerland; Swiss National Centre of Competences in Research LIVES-Overcoming vulnerability: Life course perspectives, Lausanne and Geneva, Switzerland; Faculty of Psychology and Educational Sciences, University of Geneva, CH-1205 Geneva, Switzerland
| | - Caitlin E V Mahy
- Department of Psychology, Brock University, St. Catharines, Ontario L2S 3A1, Canada
| | - Vanessa Loaiza
- Department of Psychology, University of Essex, Colchester CO4 3SQ, UK
| | - Matthias Kliegel
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, CH-1205 Geneva, Switzerland; Swiss National Centre of Competences in Research LIVES-Overcoming vulnerability: Life course perspectives, Lausanne and Geneva, Switzerland; Faculty of Psychology and Educational Sciences, University of Geneva, CH-1205 Geneva, Switzerland
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Training and asymmetrical transfer effects of working memory and inhibitory control in primary school children. J Exp Child Psychol 2023; 227:105603. [PMID: 36508931 DOI: 10.1016/j.jecp.2022.105603] [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: 06/08/2022] [Revised: 11/18/2022] [Accepted: 11/21/2022] [Indexed: 12/13/2022]
Abstract
Working memory (WM) and inhibitory control (IC) are two fundamental and supportive components of executive function (EF) that are critical for school-age children. However, the direct comparison of the training and transfer effects of WM and IC training in school-age children still needs to be improved. This study adopted a "pre-, post-, and delayed posttest" design to compare the training, near-transfer, and far-transfer effects of WM and IC in school-age children. A total of 60 children aged 8 to 10 years were randomly assigned to the WM training group, IC training group, or control group. Children in the WM and IC training groups completed 12 sessions of multiple adaptive training tasks tapping different subcomponents of WM (visual-spatial and verbal WM) and IC (interference control and response inhibition) separately. In the pretraining, posttraining, and 6-month follow-up stages, we used WM and IC tasks to evaluate training and near-transfer effects and used analogical reasoning tasks to evaluate far-transfer effects. Results showed significant training effects on visual-spatial and verbal WM, near-transfer effects on response inhibition, and far-transfer effects on analogical reasoning for WM training in the posttraining stage. The improvements in verbal WM and analogical reasoning were maintained for 6 months, whereas for IC training only the training effects on response inhibition and the far-transfer effects on analogical reasoning were observed in the posttraining stage and only the training effects on response inhibition were maintained for 6 months. Results suggested positive training and asymmetrical transfer effects of WM and IC training, which provide new evidence for the effectiveness of WM and IC training in school-age children.
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Stern P, Kolodny T, Tsafrir S, Cohen G, Shalev L. Near and Far Transfer Effects of Computerized Progressive Attention Training (CPAT) Versus Mindfulness Based Stress Reduction (MBSR) Practice Among Adults With ADHD. J Atten Disord 2023; 27:757-776. [PMID: 36794845 PMCID: PMC10173353 DOI: 10.1177/10870547231155877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/17/2023]
Abstract
OBJECTIVE The present study evaluated the near (attention) and far (reading, ADHD symptoms, learning, and quality of life) transfer effects of a Computerized Progressive Attention Training (CPAT) versus Mindfulness Based Stress Reduction (MBSR) practice among adults with ADHD compared to a passive group. METHOD Fifty-four adults participated in a non-fully randomized controlled trial. Participants in the intervention groups completed eight 2-hr weekly training sessions. Outcomes were assessed before, immediately after, and 4 months post-intervention, using objective tools: attention tests, eye-tracker, and subjective questionnaires. RESULTS Both interventions showed near-transfer to various attention functions. The CPAT produced far-transfer effects to reading, ADHD symptoms, and learning while the MBSR improved the self-perceived quality of life. At follow-up, all improvements except for ADHD symptoms were preserved in the CPAT group. The MBSR group showed mixed preservations. CONCLUSION Both interventions have beneficial effects, however only the CPAT group exhibited improvements compared to the passive group.
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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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Ren X, Wu Q, Cui N, Zhao J, Bi HY. Effectiveness of digital game-based trainings in children with neurodevelopmental disorders: A meta-analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 133:104418. [PMID: 36603312 DOI: 10.1016/j.ridd.2022.104418] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 10/14/2022] [Accepted: 12/30/2022] [Indexed: 06/17/2023]
Abstract
Digital game-based training programs have recently been used to train the cognitive abilities of children with neurodevelopmental disorders (NDDs). However, the effects of training remain controversial. The present meta-analysis explored the effectiveness of digital game-based training in children with NDDs and examined the possible moderators of its effects. Twenty-nine studies with cognitive outcomes in 1535 children were included in the present meta-analysis. The results showed that digital game-based training could significantly enhance the core cognitive abilities of children with each type of NDDs and that training could be used remotely. Meanwhile, task content and game features of digital game-based interventions separately make unique and significant contributions to the training effects, suggesting that the combination of training content and game features could efficiently improve children's cognition. Although the present study revealed that the training benefits could be maintained over a period of time, more studies are needed to explore the retention effects of digital game-based training. The present study provides a comprehensive understanding of the training effects of digital game-based interventions and new insights for future cognitive training design and application.
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Affiliation(s)
- Xiaoyu Ren
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
| | - Qianbing Wu
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing 100037, China
| | - Nan Cui
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing 100037, China
| | - Jing Zhao
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing 100037, China.
| | - Hong-Yan Bi
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China.
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A Psychometric Network Analysis of CHC Intelligence Measures: Implications for Research, Theory, and Interpretation of Broad CHC Scores "Beyond g". J Intell 2023; 11:jintelligence11010019. [PMID: 36662149 PMCID: PMC9865475 DOI: 10.3390/jintelligence11010019] [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: 10/18/2022] [Revised: 01/07/2023] [Accepted: 01/10/2023] [Indexed: 01/18/2023] Open
Abstract
For over a century, the structure of intelligence has been dominated by factor analytic methods that presume tests are indicators of latent entities (e.g., general intelligence or g). Recently, psychometric network methods and theories (e.g., process overlap theory; dynamic mutualism) have provided alternatives to g-centric factor models. However, few studies have investigated contemporary cognitive measures using network methods. We apply a Gaussian graphical network model to the age 9-19 standardization sample of the Woodcock-Johnson Tests of Cognitive Ability-Fourth Edition. Results support the primary broad abilities from the Cattell-Horn-Carroll (CHC) theory and suggest that the working memory-attentional control complex may be central to understanding a CHC network model of intelligence. Supplementary multidimensional scaling analyses indicate the existence of possible higher-order dimensions (PPIK; triadic theory; System I-II cognitive processing) as well as separate learning and retrieval aspects of long-term memory. Overall, the network approach offers a viable alternative to factor models with a g-centric bias (i.e., bifactor models) that have led to erroneous conclusions regarding the utility of broad CHC scores in test interpretation beyond the full-scale IQ, g.
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Long Q, Yu L, Tang Y, Li Q, Hu N, Gu Y, Chen A. Improving adaptive response to negative stimuli through non-emotional working memory training. Front Behav Neurosci 2023; 16:1058866. [PMID: 36688125 PMCID: PMC9851398 DOI: 10.3389/fnbeh.2022.1058866] [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: 09/30/2022] [Accepted: 11/30/2022] [Indexed: 01/06/2023] Open
Abstract
People with high working memory (WM) capacity tend to respond proactively and experience a decrease in undesired emotions, implying the potential influence of WM training on emotional responses. Although training emotional WM could enhance emotional control, the training also improves emotional response itself. Thus, the far-transfer effects of non-emotional WM training on emotional responses remain an open question. In the present study, two experiments were conducted to detect these effects. The Preliminary experiment matched the expectations of the gains of the training tasks between the experimental and active control groups (n = 33). In Experiments 1 and 2, participants performed 7-day and 15-day training procedures, respectively. Results indicated that after a 7-day training, non-emotional WM training (n = 17) marginally reduced individuals' emotional responses compared with the active control group (n = 18); importantly, this improvement became significant after a 15-day training (n (WM training) = 20, n (active control) = 18). A combination analysis for Experiments 1 and 2 showed that training gains on WM performance were significantly related to reduced emotional responses (r = -0.359), indicating a dosage effect. Therefore, non-emotional WM training provides a safe and effective way to enhance adaptive emotional responses.
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Affiliation(s)
- Quanshan Long
- Faculty of Education, Yunnan Normal University, Kunming, China
| | - Linlin Yu
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, China
| | - Yancheng Tang
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, China
| | - Qing Li
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, China
| | - Na Hu
- Department of Preschool & Special Education, Kunming University, Kunming, China
| | - Yan Gu
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, China
| | - Antao Chen
- School of Psychology, Shanghai University of Sport, Shanghai, China,*Correspondence: Antao Chen
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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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Zhou T, Li R, Shi Y, Tian G, Yan Y. The associations between sleep duration, cognitive function, and depressive symptoms: An analysis of Chinese adolescents from China Family Panel Studies. J Affect Disord 2022; 319:252-259. [PMID: 36155231 DOI: 10.1016/j.jad.2022.09.051] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Revised: 05/20/2022] [Accepted: 09/20/2022] [Indexed: 11/17/2022]
Abstract
BACKGROUND The adverse impact of depressive symptoms on adolescents' physical and psychological health is becoming increasingly prominent. This study aims to examine the association between sleep duration, cognitive function, and depressive symptoms among Chinese adolescents. METHODS This study used data on a sample of 3724 adolescents collected from the China Family Panel Studies (CFPS). The multivariate logistic regression was conducted to estimate the association between sleep duration, cognitive function (measured by mathematics and vocabulary), and depressive symptoms among Chinese adolescents; the mediating effects of cognitive function were calculated by mediating model. RESULTS The study found that approximately 6.49 % of Chinese adolescents had depressive symptoms, with an average CES-D8 score of 4.27 (SD: 3.11). Adolescents who reported a sleep duration of <6 h/night (OR = 2.34; 95 % CI = 1.30, 4.24) were at a higher risk of depressive symptoms, and the adolescents who had higher mathematics scores (>75 %) were more likely to be at a lower risk of depressive symptoms. Besides, the cognitive function competitively mediated the effect of sleep duration on depressive symptom (indirect effect = 0.043; 95 % CI = 0.023, 0.064). LIMITATIONS This is a cross-sectional study; all questions were self-reported; the sleep variable only included the sleep duration. CONCLUSIONS Our study highlights that short sleep duration might increase the risk of depressive symptoms, and increasing cognitive function might reduce the occurrence of depressive symptoms in Chinese adolescents. The results displayed that sleep duration had a negatively direct effect on depressive symptoms, but the indirect effects of sleep duration on depressive symptoms via the cognitive function (i.e., mathematics and vocabulary tests) were significantly positive, indicating that the relationship between sleep duration and depressive symptoms was competitively mediated by cognitive function.
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Affiliation(s)
- Tong Zhou
- Department of Epidemiology and Medical Statistics, Xiangya School of Public Health, Central South University, Xiangya Road 110, Changsha 410078, China
| | - Rui Li
- Department of Epidemiology and Medical Statistics, Xiangya School of Public Health, Central South University, Xiangya Road 110, Changsha 410078, China
| | - Yan Shi
- Department of Epidemiology and Medical Statistics, Xiangya School of Public Health, Central South University, Xiangya Road 110, Changsha 410078, China
| | - Gang Tian
- Department of Epidemiology and Medical Statistics, Xiangya School of Public Health, Central South University, Xiangya Road 110, Changsha 410078, China
| | - Yan Yan
- Department of Epidemiology and Medical Statistics, Xiangya School of Public Health, Central South University, Xiangya Road 110, Changsha 410078, China.
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Johann VE, Enke S, Gunzenhauser C, Könen T, Saalbach H, Karbach J. Executive functions in mono- and bilingual children: Factor structure and relations with fluid intelligence. J Exp Child Psychol 2022; 224:105515. [PMID: 35933882 DOI: 10.1016/j.jecp.2022.105515] [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: 12/11/2021] [Revised: 05/12/2022] [Accepted: 07/05/2022] [Indexed: 11/25/2022]
Abstract
The effects of bilingualism on executive functions (EFs) and intelligence are still controversially discussed. Most studies have focused on performance differences without considering the underlying structure of cognitive abilities. Thus, we examined whether the structure of EFs and the relations of EFs with intelligence differ between mono- and bilingual children. A total of 240 elementary school children (mean age = 8 years 6 months; 133 monolinguals and 95 bilinguals) performed two tasks measuring working memory, inhibition, cognitive flexibility, and fluid intelligence, respectively. Confirmatory factor analyses showed that one common EF factor provided the best fit to the data in both language groups, indicating that bilingualism is not associated with differences in the EF structure at this age. Moreover, there were no latent performance differences in either EFs or intelligence between mono- and bilingual children. However, we found a stronger relation between a common EF factor and fluid intelligence in bilingual children as compared with monolingual children, implying a closer coupling of EFs and intelligence abilities in bilingual children. This contributes to explaining the previous heterogeneous findings on the task level because more closely coupled cognitive functioning can be slightly beneficial for some tasks and irrelevant or even slightly obstructive for others.
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Affiliation(s)
- Verena E Johann
- Department of Psychology, University of Koblenz-Landau, 76829 Landau in der Pfalz, Germany; Center for Research on Individual Development and Adaptive of Children at Risk (IDeA), 60323 Frankfurt am Main, Germany.
| | - Susanne Enke
- Department of Educational Psychology, Leipzig University, 04109 Leipzig, Germany; Leipzig Research Center for Early Child Development, Leipzig University, 04109 Leipzig, Germany
| | - Catherine Gunzenhauser
- Leipzig Research Center for Early Child Development, Leipzig University, 04109 Leipzig, Germany; Department of Educational Sciences, University of Freiburg, 79085 Freiburg im Breisgau, Germany
| | - Tanja Könen
- Department of Psychology, University of Koblenz-Landau, 76829 Landau in der Pfalz, Germany; Center for Research on Individual Development and Adaptive of Children at Risk (IDeA), 60323 Frankfurt am Main, Germany; Department of Psychology, RWTH Aachen University, 52062 Aachen, Germany
| | - Henrik Saalbach
- Department of Educational Psychology, Leipzig University, 04109 Leipzig, Germany; Leipzig Research Center for Early Child Development, Leipzig University, 04109 Leipzig, Germany
| | - Julia Karbach
- Department of Psychology, University of Koblenz-Landau, 76829 Landau in der Pfalz, Germany; Center for Research on Individual Development and Adaptive of Children at Risk (IDeA), 60323 Frankfurt am Main, Germany
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Lee T, Kim S, Kim J, Park KJ, Kim HW. Efficacy of Mobile-Based Cognitive Training Program DoBrain in Preschool Children With or Without Developmental Disabilities: A Randomized, Single-Blind, Active-Controlled Trial. Psychiatry Investig 2022; 19:1000-1011. [PMID: 36588434 PMCID: PMC9806509 DOI: 10.30773/pi.2022.0136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/17/2022] [Accepted: 09/29/2022] [Indexed: 12/24/2022] Open
Abstract
OBJECTIVE Mobile-based cognitive training programs can be a viable alternative to in-person interventions, but their efficacies have not been established yet. In this study, we examined the efficacy of DoBrain, a mobile-based cognitive training program designed for children with developmental disabilities (DDs), in comparison with general educational apps named Junior Naver and Kakao Kids. METHODS Children aged 34 to 77 months were recruited and randomized at a 1:1 ratio to use DoBrain or general educational apps. Each group used the assigned app on a daily basis at home for 30 minutes for 24 weeks. Parents were instructed to help the children with the app usage. A total of 166 children completed the post-test visit (DoBrain group, n=85, 55.4±8.7 months old; general educational app group, n=81, 53.7±9.9 months old). The primary outcome was cognitive development measured by Psychoeducational Profile-Revised (PEP-R), administered at baseline and at post-test. RESULTS DoBrain had no superior effect over general educational apps on the PEP-R Developmental Quotient. When the changes before and after app usage were compared, the DoBrain group and the general educational app group both showed declines in imitation (adjusted p=0.049 and 0.022), perception (adjusted p=0.004 and <0.001), and gross motor (adjusted p=0.003 and 0.002) domains of the PEP-R. Among the DoBrain group, children with DD showed a significantly greater gain in the eye-hand coordination domain of PEP-R compared with those without DD (adjusted p=0.047). CONCLUSION DoBrain did not show a superior effect over general educational apps on overall cognitive development in preschool children, regardless of the presence of DD. Careful monitoring of the negative effect of mobile-based cognitive training programs is necessary.
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Affiliation(s)
- Taeyeop Lee
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Seonok Kim
- Department of Clinical Epidemiology and Biostatistics, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Jichul Kim
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Kee Jeong Park
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Hyo-Won Kim
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
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44
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Wang L, Sheng A, Chang L, Zhou R. Improving fluid intelligence of children through working memory training: The role of inhibition control. Front Psychol 2022; 13:1025036. [PMID: 36507034 PMCID: PMC9732572 DOI: 10.3389/fpsyg.2022.1025036] [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: 08/22/2022] [Accepted: 11/03/2022] [Indexed: 11/27/2022] Open
Abstract
Intelligence is strongly associated with working memory. Working memory training can improve fluid intelligence, but the underlying mechanism requires further investigation. Because inhibition control may play a key role in working memory training, this study investigated this process from an electrophysiological perspective. In total, 40 children aged 9 to 11 years were enrolled and randomly divided into a training group (n = 20) and a control group (n = 20). The training group received 20 days of working memory training, whereas the control group did not receive any training. Before and after the training period, all participants were tested using Raven's Standard Progressive Matrices (RSPM), and electrophysiological indicators were recorded while they performed go/no-go and Stroop tasks. The results revealed that relative to the control group, the training group had significantly improved RSPM scores in the test conducted after their training. For the go/no-go tasks, the training group exhibited a significant decrease in N2 amplitude, a significant increase in P3 amplitude, a significant decrease in theta band energy, and an improvement in response inhibition ability. No significant change was observed for the Stroop task. Correlation analysis revealed that an improvement in individual response inhibition can positively predict an improvement in fluid intelligence. These results suggest that working memory training enhances the fluid intelligence of children by enhancing their response inhibition ability.
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Affiliation(s)
- Lei Wang
- Department of Psychology, Nanjing University, Nanjing, Jiangsu, China
| | - Ang Sheng
- Department of Psychology, Nanjing University, Nanjing, Jiangsu, China
| | - Lei Chang
- Department of Psychology, Faculty of Social Sciences, University of Macau, Taipa, Macao SAR, China
| | - Renlai Zhou
- Department of Psychology, Nanjing University, Nanjing, Jiangsu, China,State Key Laboratory of Media Convergence Production Technology and Systems, Beijing, China,*Correspondence: Renlai Zhou,
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Menu I, Rezende G, Le Stanc L, Borst G, Cachia A. Inhibitory control training on executive functions of children and adolescents: A latent change score model approach. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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46
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Parong J, Seitz AR, Jaeggi SM, Green CS. Expectation effects in working memory training. Proc Natl Acad Sci U S A 2022; 119:e2209308119. [PMID: 36067292 PMCID: PMC9477404 DOI: 10.1073/pnas.2209308119] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 08/03/2022] [Indexed: 11/24/2022] Open
Abstract
There is a growing body of research focused on developing and evaluating behavioral training paradigms meant to induce enhancements in cognitive function. It has recently been proposed that one mechanism through which such performance gains could be induced involves participants' expectations of improvement. However, no work to date has evaluated whether it is possible to cause changes in cognitive function in a long-term behavioral training study by manipulating expectations. In this study, positive or negative expectations about cognitive training were both explicitly and associatively induced before either a working memory training intervention or a control intervention. Consistent with previous work, a main effect of the training condition was found, with individuals trained on the working memory task showing larger gains in cognitive function than those trained on the control task. Interestingly, a main effect of expectation was also found, with individuals given positive expectations showing larger cognitive gains than those who were given negative expectations (regardless of training condition). No interaction effect between training and expectations was found. Exploratory analyses suggest that certain individual characteristics (e.g., personality, motivation) moderate the size of the expectation effect. These results highlight aspects of methodology that can inform future behavioral interventions and suggest that participant expectations could be capitalized on to maximize training outcomes.
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Affiliation(s)
- Jocelyn Parong
- Department of Psychology, University of Wisconsin–Madison, Madison, WI 53706
| | - Aaron R. Seitz
- Department of Psychology, University of California, Riverside, CA 92521
| | | | - C. Shawn Green
- Department of Psychology, University of Wisconsin–Madison, Madison, WI 53706
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Pahor A, Seitz AR, Jaeggi SM. Near transfer to an unrelated N-back task mediates the effect of N-back working memory training on matrix reasoning. Nat Hum Behav 2022; 6:1243-1256. [PMID: 35726054 DOI: 10.1038/s41562-022-01384-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Accepted: 05/10/2022] [Indexed: 02/04/2023]
Abstract
The extent to which working memory training improves performance on untrained tasks is highly controversial. Here we address this controversy by testing the hypothesis that far transfer may depend on near transfer using mediation models in three separate randomized controlled trials (RCTs). In all three RCTs, totalling 460 individuals, performance on untrained N-back tasks (near transfer) mediated transfer to Matrix Reasoning (representing far transfer) despite the lack of an intervention effect in RCTs 2 and 3. Untrained N-back performance also mediated transfer to a working memory composite, which showed a significant intervention effect (RCT 3). These findings support a model of N-back training in which transfer to untrained N-back tasks gates further transfer (at least in the case of working memory at the construct level) and Matrix Reasoning. This model can help adjudicate between the many studies and meta-analyses of working memory training that have provided mixed results but have not examined the relationship between near and far transfer on an individual-differences level.
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Affiliation(s)
- Anja Pahor
- School of Education, University of California, Irvine, Irvine, CA, USA. .,Department of Psychology, University of California, Riverside, Riverside, CA, USA. .,Department of Psychology, University of Maribor, Maribor, Slovenia.
| | - Aaron R Seitz
- Department of Psychology, University of California, Riverside, Riverside, CA, USA
| | - Susanne M Jaeggi
- School of Education, University of California, Irvine, Irvine, CA, USA.,Department of Cognitive Sciences, University of California, Irvine, Irvine, CA, USA
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He Z, Tian S, Singh A, Chakraborty S, Zhang S, Lustria MLA, Charness N, Roque NA, Harrell ER, Boot WR. A Machine-Learning Based Approach for Predicting Older Adults' Adherence to Technology-Based Cognitive Training. Inf Process Manag 2022; 59:103034. [PMID: 35909793 PMCID: PMC9337718 DOI: 10.1016/j.ipm.2022.103034] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Adequate adherence is a necessary condition for success with any intervention, including for computerized cognitive training designed to mitigate age-related cognitive decline. Tailored prompting systems offer promise for promoting adherence and facilitating intervention success. However, developing adherence support systems capable of just-in-time adaptive reminders requires understanding the factors that predict adherence, particularly an imminent adherence lapse. In this study we built machine learning models to predict participants' adherence at different levels (overall and weekly) using data collected from a previous cognitive training intervention. We then built machine learning models to predict adherence using a variety of baseline measures (demographic, attitudinal, and cognitive ability variables), as well as deep learning models to predict the next week's adherence using variables derived from training interactions in the previous week. Logistic regression models with selected baseline variables were able to predict overall adherence with moderate accuracy (AUROC: 0.71), while some recurrent neural network models were able to predict weekly adherence with high accuracy (AUROC: 0.84-0.86) based on daily interactions. Analysis of the post hoc explanation of machine learning models revealed that general self-efficacy, objective memory measures, and technology self-efficacy were most predictive of participants' overall adherence, while time of training, sessions played, and game outcomes were predictive of the next week's adherence. Machine-learning based approaches revealed that both individual difference characteristics and previous intervention interactions provide useful information for predicting adherence, and these insights can provide initial clues as to who to target with adherence support strategies and when to provide support. This information will inform the development of a technology-based, just-in-time adherence support systems.
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Affiliation(s)
- Zhe He
- School of Information, Florida State University, Tallahassee, Florida USA
- College of Medicine, Florida State University, Tallahassee, Florida USA
| | - Shubo Tian
- Department of Statistics, Florida State University, Tallahassee, Florida USA
| | - Ankita Singh
- Department of Computer Science, Florida State University, Tallahassee, Florida USA
| | - Shayok Chakraborty
- Department of Computer Science, Florida State University, Tallahassee, Florida USA
| | - Shenghao Zhang
- Department of Psychology, Florida State University, Tallahassee, Florida USA
| | - Mia Liza A. Lustria
- School of Information, Florida State University, Tallahassee, Florida USA
- College of Medicine, Florida State University, Tallahassee, Florida USA
| | - Neil Charness
- Department of Psychology, Florida State University, Tallahassee, Florida USA
| | - Nelson A. Roque
- Department of Psychology, University of Central Florida, Orlando, Florida USA
| | - Erin R. Harrell
- Department of Psychology, The University of Alabama, Tuscaloosa, Alabama USA
| | - Walter R. Boot
- Department of Psychology, Florida State University, Tallahassee, Florida USA
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Menu I, Rezende G, Le Stanc L, Borst G, Cachia A. A network analysis of executive functions before and after computerized cognitive training in children and adolescents. Sci Rep 2022; 12:14660. [PMID: 36038599 PMCID: PMC9424216 DOI: 10.1038/s41598-022-17695-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 07/29/2022] [Indexed: 11/09/2022] Open
Abstract
Executive functions (EFs) play a key role in cognitive and socioemotional development. Factor analyses have revealed an age dependent structure of EFs spanning from a single common factor in early childhood to three factors in adults corresponding to inhibitory control (IC), switching and updating. IC performances change not only with age but also with cognitive training. Surprisingly, few studies have investigated training-related changes in EFs structure. We used the regularized partial correlation network model to analyze EFs structure in 137 typically developing children (9-10 years) and adolescents (15-17 years) before and after computerized cognitive training. Network models (NMs) -a graph theory-based approach allowing us to describe the structure of complex systems- can provide a priori free insight into EFs structures. We tested the hypothesis that training-related changes may mimic developmental-related changes. Quantitative and qualitative changes were detected in the EFs network structure with age and also with cognitive training. Of note, the EFs network structure in children after training was more similar to adolescents' networks than before training. This study provided the first evidence of structural changes in EFs that are age and training-dependent and supports the hypothesis that training could accelerate the development of some structural aspects of EFs. Due to the sample size, these findings should be considered preliminary before replication in independent larger samples.
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Affiliation(s)
- Iris Menu
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France
| | - Gabriela Rezende
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France
| | - Lorna Le Stanc
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France
| | - Grégoire Borst
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France.,Institut Universitaire de France, Paris, France
| | - Arnaud Cachia
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France. .,Imaging Biomarkers for Brain Development and Disorders, UMR INSERM 1266, GHU Paris psychiatrie & neurosciences, Universite Paris Cité, 75005, Paris, France.
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Brasser M, Frühholz S, Schneeberger AR, Ruschetti GG, Schaerli R, Häner M, Studer-Luethi B. A Randomized Controlled Trial Study of a Multimodal Intervention vs. Cognitive Training to Foster Cognitive and Affective Health in Older Adults. Front Psychol 2022; 13:866613. [PMID: 35795412 PMCID: PMC9251428 DOI: 10.3389/fpsyg.2022.866613] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 05/30/2022] [Indexed: 11/29/2022] Open
Abstract
Research over the past few decades has shown the positive influence that cognitive, social, and physical activities have on older adults’ cognitive and affective health. Especially interventions in health-related behaviors, such as cognitive activation, physical activity, social activity, nutrition, mindfulness, and creativity, have shown to be particularly beneficial. Whereas most intervention studies apply unimodal interventions, such as cognitive training (CT), this study investigates the potential to foster cognitive and affective health factors of older adults by means of an autonomy-supportive multimodal intervention (MMI). The intervention integrates everyday life recommendations for six evidence-based areas combined with psychoeducational information. This randomized controlled trial study compares the effects of a MMI and CT on those of a waiting control group (WCG) on cognitive and affective factors, everyday life memory performance, and activity in everyday life. Three groups, including a total of 119 adults aged 65–86 years, attended a 5- or 10-week intervention. Specifically, one group completed a 10-week MMI, the second group completed 5-week of computer-based CT followed by a 5-week MMI, whereas the third group paused before completing the MMI for the last 5 weeks. All participants completed online surveys and cognitive tests at three test points. The findings showed an increase in the number and variability of activities in the everyday lives of all participants. Post hoc analysis on cognitive performance of MMI to CT indicate similar (classic memory and attention) or better (working memory) effects. Furthermore, results on far transfer variables showed interesting trends in favor of the MMI, such as increased well-being and attitude toward the aging brain. Also, the MMI group showed the biggest perceived improvements out of all groups for all self-reported personal variables (memory in everyday life and stress). The results implicate a positive trend toward MMI on cognitive and affective factors of older adults. These tendencies show the potential of a multimodal approach compared to training a specific cognitive function. Moreover, the findings suggest that information about MMI motivates participants to increase activity variability and frequency in everyday life. Finally, the results could also have implications for the primary prevention of neurocognitive deficits and degenerative diseases.
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Affiliation(s)
- Maria Brasser
- Cognitive and Affective Neuroscience Unit, University of Zürich, Zürich, Switzerland
- *Correspondence: Maria Brasser,
| | - Sascha Frühholz
- Cognitive and Affective Neuroscience Unit, University of Zürich, Zürich, Switzerland
- Department of Psychology, University of Oslo, Oslo, Norway
| | - Andres R. Schneeberger
- Department of Psychiatry, Psychotherapy and Psychosomatics, Psychiatric University Hospital, Zürich, Switzerland
| | | | - Rahel Schaerli
- Department of Psychology, University of Bern, Bern, Switzerland
| | - Michèle Häner
- Department of Psychology, University of Bern, Bern, Switzerland
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