1
|
Rodríguez-Nieto G, Alvarez-Anacona DF, Mantini D, Edden RAE, Oeltzschner G, Sunaert S, Swinnen SP. Association between Inhibitory-Excitatory Balance and Brain Activity Response during Cognitive Flexibility in Young and Older Individuals. J Neurosci 2024; 44:e0355242024. [PMID: 39134417 PMCID: PMC11376334 DOI: 10.1523/jneurosci.0355-24.2024] [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: 02/16/2024] [Revised: 06/21/2024] [Accepted: 07/05/2024] [Indexed: 09/06/2024] Open
Abstract
Cognitive flexibility represents the capacity to switch among different mental schemes, providing an adaptive advantage to a changing environment. The neural underpinnings of this executive function have been deeply studied in humans through fMRI, showing that the left inferior frontal cortex (IFC) and the left inferior parietal lobule (IPL) are crucial. Here, we investigated the inhibitory-excitatory balance in these regions by means of γ-aminobutyric acid (GABA+) and glutamate + glutamine (Glx), measured with magnetic resonance spectroscopy, during a cognitive flexibility task and its relationship with the performance level and the local task-induced blood oxygenation level-dependent (BOLD) response in 40 young (18-35 years; 26 female) and 40 older (18-35 years; 21 female) human adults. As the IFC and the IPL are richly connected regions, we also examined whole-brain effects associated with their local metabolic activity. Results did not show absolute metabolic modulations associated with flexibility performance, but the performance level was related to the direction of metabolic modulation in the IPL with opposite patterns in young and older individuals. The individual inhibitory-excitatory balance modulation showed an inverse relationship with the local BOLD response in the IPL. Finally, the modulation of inhibitory-excitatory balance in IPL was related to whole-brain effects only in older individuals. These findings show disparities in the metabolic mechanisms underlying cognitive flexibility in young and older adults and their association with the performance level and BOLD response. Such metabolic differences are likely to play a role in executive functioning during aging and specifically in cognitive flexibility.
Collapse
Affiliation(s)
- Geraldine Rodríguez-Nieto
- Movement Control and Neuroplasticity Research Group, Biomedical Sciences, KU Leuven, Leuven 3001, Belgium
- Leuven Brain Institute, KU Leuven, Leuven 3000, Belgium
| | | | - Dante Mantini
- Movement Control and Neuroplasticity Research Group, Biomedical Sciences, KU Leuven, Leuven 3001, Belgium
- Leuven Brain Institute, KU Leuven, Leuven 3000, Belgium
| | - Richard A E Edden
- Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins University School of Medicine, Baltimore, Maryland 21287
| | - Georg Oeltzschner
- Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins University School of Medicine, Baltimore, Maryland 21287
| | - Stefan Sunaert
- Department of Imaging and Pathology, Biomedical Sciences, KU Leuven, Leuven 3000, Belgium
| | - Stephan P Swinnen
- Movement Control and Neuroplasticity Research Group, Biomedical Sciences, KU Leuven, Leuven 3001, Belgium
- Leuven Brain Institute, KU Leuven, Leuven 3000, Belgium
| |
Collapse
|
2
|
Dell’Osso L, Nardi B, Massoni L, Battaglini S, De Felice C, Bonelli C, Pini S, Cremone IM, Carpita B. Video Gaming in Older People: What Are the Implications for Cognitive Functions? Brain Sci 2024; 14:731. [PMID: 39061471 PMCID: PMC11274634 DOI: 10.3390/brainsci14070731] [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: 06/27/2024] [Revised: 07/15/2024] [Accepted: 07/17/2024] [Indexed: 07/28/2024] Open
Abstract
Mild cognitive impairment impacts a sizable segment of the older population, and often evolves into dementia within a few years. At this stage, subjects may benefit from non-pharmacological therapies that can delay or stop the progression of the mild cognitive impairment into dementia and are crucial for improvement in the subject's quality of life, while also being easily accessible and safe for use. Many research studies have shown that a variety of exercises, including cognitive training, have the potential to enhance or optimize cognitive function and general well-being. Recently, many authors have suggested video games as a promising approach for cognitive training and neurorehabilitation in older people, thanks to their increasing motivation and training effects through immersion in stimulating environments. Under this premise, our narrative review's objective is to discuss and summarize the body of existing material on the role of video games in improving cognitive performance, daily life activities, and depression symptoms in older individuals with different levels of cognitive decline. From the papers reviewed, it emerged that older subjects trained with video games showed a significant improvement in cognitive functions, sleep quality, and psychiatric symptoms, positioning video games as an intriguing and useful tool.
Collapse
Affiliation(s)
| | - Benedetta Nardi
- Department of Clinical and Experimental Medicine, University of Pisa, 56126 Pisa, Italy; (L.D.); (L.M.); (S.B.); (C.D.F.); (C.B.); (S.P.); (B.C.)
| | | | | | | | | | | | | | | |
Collapse
|
3
|
Ganesan K, Thompson A, Smid CR, Cañigueral R, Li Y, Revill G, Puetz V, Bernhardt BC, Dosenbach NUF, Kievit R, Steinbeis N. Cognitive control training with domain-general response inhibition does not change children's brains or behavior. Nat Neurosci 2024; 27:1364-1375. [PMID: 38834704 PMCID: PMC11239524 DOI: 10.1038/s41593-024-01672-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 05/03/2024] [Indexed: 06/06/2024]
Abstract
Cognitive control is required to organize thoughts and actions and is critical for the pursuit of long-term goals. Childhood cognitive control relates to other domains of cognitive functioning and predicts later-life success and well-being. In this study, we used a randomized controlled trial to test whether cognitive control can be improved through a pre-registered 8-week intervention in 235 children aged 6-13 years targeting response inhibition and whether this leads to changes in multiple behavioral and neural outcomes compared to a response speed training. We show long-lasting improvements of closely related measures of cognitive control at the 1-year follow-up; however, training had no impact on any behavioral outcomes (decision-making, academic achievement, mental health, fluid reasoning and creativity) or neural outcomes (task-dependent and intrinsic brain function and gray and white matter structure). Bayesian analyses provide strong evidence of absent training effects. We conclude that targeted training of response inhibition does little to change children's brains or their behavior.
Collapse
Affiliation(s)
- Keertana Ganesan
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Abigail Thompson
- Division of Psychology and Language Sciences, University College London, London, UK
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
| | - Claire R Smid
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Roser Cañigueral
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Yongjing Li
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Grace Revill
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Vanessa Puetz
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Boris C Bernhardt
- Department of Neurology and Neurosurgery, McConnell Brain Imaging Centre, McGill University, Montreal, Quebec, Canada
| | - Nico U F Dosenbach
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Neurology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Biomedical Engineering, Washington University in St. Louis, St. Louis, MO, USA
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
- Department of Pediatrics, Washington University School of Medicine, St. Louis, MO, USA
| | - Rogier Kievit
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Nikolaus Steinbeis
- Division of Psychology and Language Sciences, University College London, London, UK.
| |
Collapse
|
4
|
Schils LAP, Koch I, Huang PC, Hsieh S, Stephan DN. Impact of aging on crossmodal attention switching. PSYCHOLOGICAL RESEARCH 2024:10.1007/s00426-024-01992-3. [PMID: 38922395 DOI: 10.1007/s00426-024-01992-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2024] [Accepted: 06/12/2024] [Indexed: 06/27/2024]
Abstract
Previous studies on crossmodal visual-auditory attention switching using a spatial discrimination task showed performance costs when the target modality changed relative to when it repeated. The present study (n = 42 for each age group) examined age-related changes in crossmodal attention switching by asking young (age range 19 to 30 years old) and older (age range 64 to 80 years old) participants to respond to unimodal central cues and bimodal lateralized stimuli. The participants' task was to indicate the location of the target in the relevant modality using button presses. Results showed general attention switch costs. Additionally, we found no specific age-related increase of attention switch costs (no difference in performance between switch and repetition of target modality), but age-related increased mixing costs (decreased performance for repetition in modality-mixed condition compared to single target modality). Moreover, spatial distraction produced a crossmodal congruency effect, which was only slightly larger in older adults. Taken together, age-related increased mixing costs suggest a general difficulty with maintaining more than one task, but no specific age-related crossmodal impairment in crossmodal attention switching.
Collapse
Affiliation(s)
- Ludivine A P Schils
- Institute of Psychology, RWTH Aachen University, Jägerstraße 17-19, 52066, Aachen, Germany.
| | - Iring Koch
- Institute of Psychology, RWTH Aachen University, Jägerstraße 17-19, 52066, Aachen, Germany
| | - Pi-Chun Huang
- Department of Psychology, National Cheng Kung University, University Road 01, Tainan, 701401, Taiwan
| | - Shulan Hsieh
- Department of Psychology, National Cheng Kung University, University Road 01, Tainan, 701401, Taiwan
| | - Denise N Stephan
- Institute of Psychology, RWTH Aachen University, Jägerstraße 17-19, 52066, Aachen, Germany
| |
Collapse
|
5
|
Yanaoka K, Van't Wout F, Saito S, Jarrold C. When stimulus variability accelerates the learning of task knowledge in adults and school-aged children. Q J Exp Psychol (Hove) 2024:17470218241246189. [PMID: 38561322 DOI: 10.1177/17470218241246189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
Experience with instances that vary in their surface features helps individuals to form abstract task knowledge, leading to transfer of that knowledge to novel contexts. The current study sought to examine the role of this variability effect in how adults and school-aged children learn to engage cognitive control. We focused on the engagement of cognitive control in advance (proactive control) and in response to conflicts (reactive control) in a cued task-switching paradigm, and conducted four preregistered online experiments with adults (Experiment 1A: N = 100, Experiment 1B: N = 105) and 9- to 10-year-olds (Experiment 2A: N = 98, Experiment 2B: N = 97). It was shown that prior task experience of engaging reactive control makes both adults and 9- to 10-year-olds respond more slowly in a subsequent similar-structured condition with different stimuli in which proactive control could have been engaged. 9- to 10-year-olds (Experiment 2B) exhibited more negative transfer of a reactive control mode when uninformative cue and pre-target stimuli, which do not convey task-relevant information, were changed in each block, compared with when they were fixed. Furthermore, adults showed suggestive evidence of the variability effect both when cue and target stimuli were varied (Experiment 1A) and when uninformative cue and pre-target stimuli were varied (Experiment 1B). The collective findings of these experiments provide important insights into the contribution of stimulus variability to the engagement of cognitive control.
Collapse
|
6
|
Afghan R, Heysieattalab S, Zangbar HS, Ebrahimi-Kalan A, Jafari-Koshki T, Samadzadehaghdam N. Lavender Essential Oil Inhalation Improves Attentional Shifting and Accuracy: Evidence from Dynamic Changes of Cognitive Flexibility and Power Spectral Density of Electroencephalogram Signals. JOURNAL OF MEDICAL SIGNALS & SENSORS 2024; 14:12. [PMID: 38993201 PMCID: PMC11111129 DOI: 10.4103/jmss.jmss_57_23] [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: 11/26/2023] [Revised: 01/09/2024] [Accepted: 01/30/2024] [Indexed: 07/13/2024]
Abstract
Background Cognitive flexibility, a vital component of executive function, entails the utilization of extended brain networks. Olfactory stimulation has been shown to influence various brain functions, particularly cognitive performance. Method To investigate aroma inhalation's effects on brain activity dynamics associated with cognitive flexibility, 20 healthy adults were recruited to complete a set-shifting task during two experimental conditions: no aroma stimuli vs. lavender essential oil inhalation. Using Thomson's multitaper approach, the normalized power spectral density (NPSD) was assessed for five frequency bands. Results Findings confirm that aroma inhalation significantly affects behavioral indices (i.e., reaction time (RT) and response accuracy) and electroencephalogram (EEG) signatures, especially in the frontal lobe. Participants showed a tremendous increase in theta and alpha NPSD, associated with relaxation, along with beta NPSD, associated with clear and fast thinking after inhaling the aroma. NPSD of the delta band, an indicator of the unconscious mind, significantly decreased when stimulated with lavender essential oil. Further, participants exhibited shorter RT and more accurate responses following aroma inhalation. Conclusion Our findings revealed significant changes in oscillatory power and behavioral performance after aroma inhalation, providing neural evidence that olfactory stimulation with lavender essential oil may facilitate cognitive flexibility.
Collapse
Affiliation(s)
- Reyhaneh Afghan
- Department of Biomedical Engineering, Faculty of Advanced Medical Sciences, Tabriz University of Medical Sciences, Tabriz, Iran
| | | | - Hamid Soltani Zangbar
- Department of Neurosciences and Cognition, Faculty of Advanced Medical Sciences, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Abbas Ebrahimi-Kalan
- Department of Neurosciences and Cognition, Faculty of Advanced Medical Sciences, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Tohid Jafari-Koshki
- Molecular Medicine Research Center, Department of Statistics and Epidemiology, Faculty of Health, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Nasser Samadzadehaghdam
- Department of Biomedical Engineering, Faculty of Advanced Medical Sciences, Tabriz University of Medical Sciences, Tabriz, Iran
| |
Collapse
|
7
|
Moshon-Cohen TE, Weinbach N, Bitan T. Stimulus variability improves generalization following response inhibition training. PSYCHOLOGICAL RESEARCH 2024; 88:786-802. [PMID: 38227074 DOI: 10.1007/s00426-023-01913-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2023] [Accepted: 12/11/2023] [Indexed: 01/17/2024]
Abstract
The present study examined the effect of stimulus variability and practice order on generalization to novel stimuli following a single session of response inhibition training. Ninety-six young adults practiced the Go/No-go task online in three training conditions: (1) constant (N = 32)-inhibition practiced on one stimulus; (2) variable-blocked (N = 32)-inhibition practiced on 6 stimuli, each in a separate block; and (3) variable-random (N = 32)-inhibition practiced on 6 stimuli in random order. Generalization was measured by comparing groups on inhibition of novel stimuli and a trained stimulus immediately and 24 h after training. Consistent with our hypothesis, the variable-random and the variable-blocked groups showed better generalization to the novel items than the constant group, demonstrating the benefit of stimulus variability. The variable-random group also showed better generalization than the variable-blocked group, demonstrating the benefit of presenting stimuli in random order. Participants' capacity for working memory maintenance was found to modulate the effect of practice order. While the benefit of variability was retained 24 h after training, the effect of order was not. Results also show generalization to (1) different type of stimuli using the same task and (2) the same stimuli on a different response inhibition task (the Stop-Signal Task), however, the effect of variable practice and order were not evident in these cases. The study findings illustrate the advantage of using variable stimuli presented in random order for generalization and suggest that these principles of motor learning can be applied to learning of cognitive skills.
Collapse
Affiliation(s)
- Tamara E Moshon-Cohen
- Psychology Department, School of Psychological Sciences, University of Haifa, Abba Khoushy Ave 199, 3498838, Haifa, Israel.
- Institute of Information Processing and Decision Making (IIPDM), University of Haifa, Haifa, Israel.
- Integrated Brain and Behavior Research Center, University of Haifa, Haifa, Israel.
| | - Noam Weinbach
- Psychology Department, School of Psychological Sciences, University of Haifa, Abba Khoushy Ave 199, 3498838, Haifa, Israel
| | - Tali Bitan
- Psychology Department, School of Psychological Sciences, University of Haifa, Abba Khoushy Ave 199, 3498838, Haifa, Israel
- Institute of Information Processing and Decision Making (IIPDM), University of Haifa, Haifa, Israel
- Integrated Brain and Behavior Research Center, University of Haifa, Haifa, Israel
- Speech Language Pathology Department, University of Toronto, Toronto, Canada
| |
Collapse
|
8
|
Song YT, Xiang MQ, Zhong P. Differences in brain activation during working memory tasks between badminton athletes and non-athletes: An fNIRS study. Brain Cogn 2024; 175:106133. [PMID: 38241821 DOI: 10.1016/j.bandc.2024.106133] [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: 06/19/2023] [Revised: 12/10/2023] [Accepted: 01/06/2024] [Indexed: 01/21/2024]
Abstract
BACKGROUND Working memory refers to our ability to temporarily store and process information, and it is crucial for efficient cognition and motor control. In the context of badminton matches, athletes need to make quick decisions and reactions in rapidly changing situations. Athletes with strong working memory capacity can better process this information and translate it into actual motor performance. Although previous research has demonstrated that exercise can improve brain function and structure, it remains unclear how the brain functions of athletes engaged in long-term professional training are specifically involved in performing working memory tasks. METHOD In this study, we assessed behavioral performance and cerebral oxygenation in the prefrontal lobe, using functional near-infrared spectroscopy, with 22 athletes and 30 non-athletes. Each participant was evaluated while performing 1-back, 2-back, and 3-back tasks. The area under the curve (AUC) of HbO (oxyhemoglobin) is used as an indicator of cortical brain oxygenation. RESULTS The behavioral performance results indicated no difference between badminton athletes and non-athletes in the n-back task. We observed significantly different activation in channels of left FPA, right DLPFC, and left VLPFC when performing 3-back tasks. Brain activation indicated that long-term training in badminton caused a better performance in high-load working memory tasks. CONCLUSIONS Long-term professional training in badminton primarily activates the left frontal-parietal attention network (left FPA), right dorsolateral prefrontal cortex (right DLPFC), and left ventrolateral prefrontal cortex (left VLPFC) during working memory tasks.
Collapse
Affiliation(s)
- Yun-Ting Song
- Scientific Research Center, Guangzhou Sport University, Guangzhou 510500, China
| | - Ming-Qiang Xiang
- Scientific Research Center, Guangzhou Sport University, Guangzhou 510500, China.
| | - Pin Zhong
- South China Agriculture University, Guangzhou 510500, China.
| |
Collapse
|
9
|
Bhattacharya M, Kashyap H, Reddy YJ. Cognitive Training in Obsessive-Compulsive Disorder: A Systematic Review. Indian J Psychol Med 2024; 46:110-118. [PMID: 38725718 PMCID: PMC11076946 DOI: 10.1177/02537176231207781] [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] [Indexed: 05/12/2024] Open
Abstract
Background Cognitive training (CT) for illness-linked neuropsychological deficits has been attempted in psychiatric disorders and, more recently, in obsessive-compulsive disorder (OCD). However, studies are few and far between, with a limited understanding of factors contributing to efficacy. This article aims to provide a comprehensive critical review of studies employing CT in OCD. Methods This systematic review follows the Preferred Reporting of Items for Systematic Review and Meta-Analyses Protocols. Empirical studies that used any form of CT/remediation in individuals with OCD were included. Results Eight articles met the criteria for inclusion, of which five were randomized controlled trials, two were case series, and one was an open-label trial. The studies have predominantly demonstrated improved trained cognitive functions, with only two showing generalization to untrained domains like clinical symptoms and socio-occupational functioning. Conclusion There are few controlled trials of CT in OCD, which limits conclusions of efficacy. Given the sparse research in the area, the review summarizes the current status of research and examines important methodological considerations that may inform future studies.
Collapse
Affiliation(s)
- Mahashweta Bhattacharya
- Dept. of Clinical Psychology, National Institute of Mental health and Neurosciences (NIMHANS), Bengaluru, Karnataka, India
- Obsessive-Compulsive Disorder Clinic, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, India
- Accelerator Program for Discovery in Brain Disorders using Stem cells (ADBS), Government of India
| | - Himani Kashyap
- Dept. of Clinical Psychology, National Institute of Mental health and Neurosciences (NIMHANS), Bengaluru, Karnataka, India
- Obsessive-Compulsive Disorder Clinic, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, India
| | - Y.C. Janardhan Reddy
- Obsessive-Compulsive Disorder Clinic, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, India
- Accelerator Program for Discovery in Brain Disorders using Stem cells (ADBS), Government of India
- Dept. of Psychiatry, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, Karnataka, India
| |
Collapse
|
10
|
Hohl K, Dolcos S. Measuring cognitive flexibility: A brief review of neuropsychological, self-report, and neuroscientific approaches. Front Hum Neurosci 2024; 18:1331960. [PMID: 38439938 PMCID: PMC10910035 DOI: 10.3389/fnhum.2024.1331960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Accepted: 02/05/2024] [Indexed: 03/06/2024] Open
Abstract
Cognitive flexibility involves dynamic processes that allow adaptation of our thinking and behavior in response to changing contextual demands. Despite a large consensus about its beneficial effects, cognitive flexibility is still poorly understood. In this mini review, we examined the main conceptualizations and approaches for assessing cognitive flexibility: (1) neuropsychological tasks, (2) self-report questionnaires, and (3) neuroscientific approaches. The reviewed evidence shows that the definition and assessment of cognitive flexibility are not unified within the field and suggests that a more consensual and consistent conceptualization and operationalization of this important concept is needed. We propose that an integrative behavior-brain-context approach can help advance our understanding of cognitive flexibility.
Collapse
Affiliation(s)
- Kelly Hohl
- Psychology Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
- Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Sanda Dolcos
- Psychology Department, University of Illinois at Urbana-Champaign, Urbana, IL, United States
- Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| |
Collapse
|
11
|
Wang L, Li J, Jia F, Lian L, Li L. The Development of Response and Interference Inhibition in Children: Evidence from Serious Game Training. CHILDREN (BASEL, SWITZERLAND) 2024; 11:138. [PMID: 38397250 PMCID: PMC10887659 DOI: 10.3390/children11020138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Revised: 01/10/2024] [Accepted: 01/16/2024] [Indexed: 02/25/2024]
Abstract
A serious game titled "Crossing the Jungle" was developed in this study to train children's inhibition skills using the Stroop task. The effects of inhibitory control on children were tested by a pre-test, post-test, and one-month follow-up test. In the control groups, children were asked to play a commercial game instead. In experiment 1, 48 participants chose either the training or control game voluntarily, whereas, in experiment 2, 44 participants were randomly assigned to either group. In both experiments, children exposed to the serious game demonstrated training effects from the Stroop spatial task and near-transfer effects from the Flanker task. However, transferring effects were not produced by the Go/No-go task. As a result, although the serious game "Crossing the Jungle" does not improve response inhibition, children aged 9 to 12 who play it may benefit from improved interference inhibition abilities. This provides evidence for the mutual independence of interference inhibition and response inhibition in children at this stage.
Collapse
Affiliation(s)
- Lingyun Wang
- School of Psychology, Northeast Normal University, Changchun 130024, China; (L.W.); (J.L.); (L.L.)
- Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun 130024, China
| | - Jiajia Li
- School of Psychology, Northeast Normal University, Changchun 130024, China; (L.W.); (J.L.); (L.L.)
- Tianjin Vocational Institute, College of Electronical and Information Engineering, Tianjin 300410, China
| | - Fanli Jia
- Department of Psychology, Seton Hall University, South Orange, NJ 07079, USA;
| | - Lin Lian
- School of Psychology, Northeast Normal University, Changchun 130024, China; (L.W.); (J.L.); (L.L.)
| | - Lihong Li
- School of Psychology, Northeast Normal University, Changchun 130024, China; (L.W.); (J.L.); (L.L.)
- School of Social Welfare, Changchun Humanities and Sciences College, Changchun 130119, China
| |
Collapse
|
12
|
Tang C, Huang T, Huang J, Xu N, Lyu H, Wang Y, Cao Y. Effortful and effortless training of executive functions improve brain multiple demand system activities differently: an activation likelihood estimation meta-analysis of functional neuroimaging studies. Front Neurosci 2023; 17:1243409. [PMID: 38033550 PMCID: PMC10682784 DOI: 10.3389/fnins.2023.1243409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Accepted: 10/18/2023] [Indexed: 12/02/2023] Open
Abstract
Both effortful and effortless training have been shown to be effective in enhancing individuals' executive functions. Effortful training improves domain-specific EFs, while effortless training improves domain-general EFs. Furthermore, effortful training has significantly higher training effects on EFs than effortless training. The neural mechanism underlying these different effects remained unclear. The present study conducted meta-analysis on neuroimaging studies to explore the changes of brain activations induced by effortful and effortless training. The results showed that effortful training induced greater activation in superior frontal gyrus, while effortless training induced greater activation in middle frontal gyrus, precuneus and cuneus. The brain regions of MD system enhanced by effortful training were more associated with core cognitive functions underlying EFs, while those enhanced by effortless training were more correlated with language functions. In addition, the significant clusters induced by effortful training had more overlaps with the MD system than effortless training. These results provided us with possibility to discuss the different behavioral results brought by effortful and effortless training.
Collapse
Affiliation(s)
- Chan Tang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Psychology, Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun, China
- State Key Laboratory for Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ting Huang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Humanities and Social Sciences, Beijing Institute of Technology, Beijing, China
| | - Jipeng Huang
- School of Psychology, Northeast Normal University, Changchun, China
- State Key Laboratory for Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Nuo Xu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Hui Lyu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Yuan Wang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Psychology, Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun, China
| | - Yifei Cao
- School of Psychology, Northeast Normal University, Changchun, China
- School of Psychology, Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun, China
- State Key Laboratory for Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
- Zurich Center for Neuroscience, University of Zurich and ETH Zurich, Zurich, Switzerland
| |
Collapse
|
13
|
Ness T, Langlois VJ, Kim AE, Novick JM. The State of Cognitive Control in Language Processing. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2023:17456916231197122. [PMID: 37819251 DOI: 10.1177/17456916231197122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/13/2023]
Abstract
Understanding language requires readers and listeners to cull meaning from fast-unfolding messages that often contain conflicting cues pointing to incompatible ways of interpreting the input (e.g., "The cat was chased by the mouse"). This article reviews mounting evidence from multiple methods demonstrating that cognitive control plays an essential role in resolving conflict during language comprehension. How does cognitive control accomplish this task? Psycholinguistic proposals have conspicuously failed to address this question. We introduce an account in which cognitive control aids language processing when cues conflict by sending top-down biasing signals that strengthen the interpretation supported by the most reliable evidence available. We also provide a computationally plausible model that solves the critical problem of how cognitive control "knows" which way to direct its biasing signal by allowing linguistic knowledge itself to issue crucial guidance. Such a mental architecture can explain a range of experimental findings, including how moment-to-moment shifts in cognitive-control state-its level of activity within a person-directly impact how quickly and successfully language comprehension is achieved.
Collapse
Affiliation(s)
- Tal Ness
- Department of Hearing and Speech Sciences and Program in Neuroscience and Cognitive Science, University of Maryland, College Park
| | - Valerie J Langlois
- Institute for Cognitive Science and Department of Psychology and Neuroscience, University of Colorado, Boulder
| | - Albert E Kim
- Institute for Cognitive Science and Department of Psychology and Neuroscience, University of Colorado, Boulder
| | - Jared M Novick
- Department of Hearing and Speech Sciences and Program in Neuroscience and Cognitive Science, University of Maryland, College Park
| |
Collapse
|
14
|
Chen EH, Hsieh S. The effect of age on task switching: updated and extended meta-analyses. PSYCHOLOGICAL RESEARCH 2023; 87:2011-2030. [PMID: 36729159 DOI: 10.1007/s00426-023-01794-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 01/19/2023] [Indexed: 02/03/2023]
Abstract
Cognitive flexibility is one of the crucial abilities for human survival. As people get older, whether their flexibility ability will be affected is one of the core research topics in aging research. Researchers have developed a task-switch paradigm in laboratories to mimic daily-life shifting task-set scenarios. However, the empirical evidence is equivocal. Considering every single study may have a biased sample; therefore, we hoped to combine smaller studies, making them into one extensive investigation, which may help show an actual effect. In the current study, we used two meta-analysis techniques, the Brinley plot (along with the State-trace plot) and conventional meta-analysis, to re-evaluate whether healthy aging influences cognitive flexibility. The results of the Brinley plot analysis showed no evidence of switch-specific age-related impairment as indexed by the local switch cost. Yet, older adults performed more slowly than younger adults across task conditions. The conventional meta-analysis further showed that the currently available findings were heterogenous and exhibited publication bias. Therefore, this study suggests that researchers should interpret their results cautiously while using a task-switching paradigm to address older adults' shifting abilities. More parametric variables must be considered and developed in a task-switching paradigm to enhance its sensitivity and reveal older adults' actual shifting ability.
Collapse
Affiliation(s)
- En-Ho Chen
- Cognitive Electrophysiology Laboratory: Control, Aging, Sleep, and Emotion (CASE), Department of Psychology, National Cheng Kung University, Tainan, Taiwan
| | - Shulan Hsieh
- Cognitive Electrophysiology Laboratory: Control, Aging, Sleep, and Emotion (CASE), Department of Psychology, National Cheng Kung University, Tainan, Taiwan.
- Institute of Allied Health Sciences, National Cheng Kung University, Tainan, Taiwan.
- Department of Public Health, National Cheng Kung University, Tainan, Taiwan.
| |
Collapse
|
15
|
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.
Collapse
Affiliation(s)
- Dan Cai
- Shanghai Normal University, Shanghai, China
| | - Jing Zhao
- Shanghai Normal University, Shanghai, China
| | | | - Di Liu
- East China Normal University, Shanghai, China
| |
Collapse
|
16
|
Choinski M, Stanczyk M, Szymaszek A. Cognitive training incorporating temporal information processing improves linguistic and non-linguistic functions in people with aphasia. Sci Rep 2023; 13:14053. [PMID: 37640772 PMCID: PMC10462731 DOI: 10.1038/s41598-023-41045-0] [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: 04/06/2023] [Accepted: 08/21/2023] [Indexed: 08/31/2023] Open
Abstract
People with aphasia (PWA) often present deficits in non-linguistic cognitive functions, such as executive functions, working memory, and temporal information processing (TIP), which intensify the associated speech difficulties and hinder the rehabilitation process. Therefore, training targeting non-linguistic cognitive function deficiencies may be useful in the treatment of aphasia. The present study compared the effects of the novel Dr. Neuronowski® training method (experimental training), which particularly emphasizes TIP, with the linguistic training commonly applied in clinical practice (control training). Thirty four PWA underwent linguistic and non-linguistic assessments before and after the training as well as a follow-up assessment. Patients were randomly assigned to either experimental (n = 18) or control groups (n = 16). The experimental training improved both non-linguistic functions (TIP and verbal short-term and working memory) and linguistic functions: phoneme discrimination, sentence comprehension, grammar comprehension, verbal fluency, and naming. In contrast, the control training improved only grammar comprehension and naming. The follow-up assessment confirmed the stability of the effects of both trainings over time. Thus, in PWA, Dr. Neuronowski® training appears to have broader benefits for linguistic and non-linguistic functions than does linguistic training. This provides evidence that Dr. Neuronowski® may be considered a novel tool with potential clinical applications.
Collapse
Affiliation(s)
- Mateusz Choinski
- Laboratory of Neurophysiology of Mind, BRAINCITY-Center of Excellence for Neural Plasticity and Brain Disorders, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
| | - Magdalena Stanczyk
- Laboratory of Neurophysiology of Mind, BRAINCITY-Center of Excellence for Neural Plasticity and Brain Disorders, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Aneta Szymaszek
- Laboratory of Neurophysiology of Mind, BRAINCITY-Center of Excellence for Neural Plasticity and Brain Disorders, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland.
| |
Collapse
|
17
|
Liu CL, Cheng X, Choo BL, Hong M, Teo JL, Koo WL, Tan JYJ, Ubrani MB, Suckling J, Gulyás B, Leong V, Kourtzi Z, Sahakian B, Robbins T, Chen ASH. Potential cognitive and neural benefits of a computerised cognitive training programme based on Structure Learning in healthy adults: study protocol for a randomised controlled trial. Trials 2023; 24:517. [PMID: 37568212 PMCID: PMC10422731 DOI: 10.1186/s13063-023-07551-2] [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: 06/02/2023] [Accepted: 07/27/2023] [Indexed: 08/13/2023] Open
Abstract
BACKGROUND Cognitive flexibility refers to the capacity to shift between conceptual representations particularly in response to changes in instruction and feedback. It enables individuals to swiftly adapt to changes in their environment and has significant implications for learning. The present study focuses on investigating changes in cognitive flexibility following an intervention programme-Structure Learning training. METHODS Participants are pseudo-randomised to either the Training or Control group, while matched on age, sex, intelligence and cognitive flexibility performance. In the Training group, participants undergo around 2 weeks of training (at least 13 sessions) on Structure Learning. In the Control group, participants do not have to undergo any training and are never exposed to the Structure Learning task. The effects of Structure Learning training are investigated at both the behavioural and neural level. We measured covariates that can influence an individual's training performance before the training phase and outcome measures that can potentially show training benefits after the training phase. At the behavioural level, we investigated outcomes in both cognitive and social aspects with a primary focus on executive functions. At the neural level, we employed a multimodality approach and investigated potential changes to functional connectivity patterns, neurometabolite concentration in the frontal brain regions, and brain microstructure and myelination. DISCUSSION We reported the development of a novel training programme based on Structure Learning that aims to hone a general learning ability to potentially achieve extensive transfer benefits across various cognitive constructs. Potential transfer benefits can be exhibited through better performance in outcome measures between Training and Control participants, and positive associations between training performance and outcomes after the training in Training participants. Moreover, we attempt to substantiate behavioural findings with evidence of neural changes across different imaging modalities by the Structure Learning training. TRIAL REGISTRATION National Institutes of Health U.S. National Library of Medicine ClinicalTrials.gov NCT05611788. Registered on 7 November 2022. PROTOCOL VERSION 11 May 2023.
Collapse
Affiliation(s)
- Chia-Lun Liu
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore.
| | - Xiaoqin Cheng
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
- Department of Psychology, University of Innsbruck, Innsbruck, Austria
| | - Boon Linn Choo
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - Min Hong
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - Jia Li Teo
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
- School of Social Sciences, Nanyang Technological University, Singapore, Singapore
| | - Wei Ler Koo
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - Jia Yuan Janet Tan
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - Marisha Barth Ubrani
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
| | - John Suckling
- Department of Psychiatry, University of Cambridge, Cambridge, CB2 0SZ, UK
| | - Balázs Gulyás
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Victoria Leong
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
- School of Social Sciences, Nanyang Technological University, Singapore, Singapore
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Zoe Kourtzi
- Department of Psychology, University of Cambridge, Cambridge, CB2 3EB, UK
| | - Barbara Sahakian
- Department of Psychiatry, University of Cambridge, Cambridge, CB2 0SZ, UK
| | - Trevor Robbins
- Department of Psychology, University of Cambridge, Cambridge, CB2 3EB, UK
- Behavioural and Clinical Neuroscience Institute, University of Cambridge, Cambridge, CB2 3EB, UK
| | - Annabel Shen-Hsing Chen
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore, Singapore
- School of Social Sciences, Nanyang Technological University, Singapore, Singapore
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
| |
Collapse
|
18
|
Shin HJ, Lee HJ, Kang D, Kim JI, Jeong E. Rhythm-based assessment and training for children with attention deficit hyperactivity disorder (ADHD): a feasibility study protocol. Front Hum Neurosci 2023; 17:1190736. [PMID: 37584031 PMCID: PMC10423996 DOI: 10.3389/fnhum.2023.1190736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Accepted: 07/07/2023] [Indexed: 08/17/2023] Open
Abstract
Background The timing-related deficits in individuals with attention deficit hyperactivity disorder (ADHD) contribute to the symptom-related difficulties and cognitive impairments. Current assessment and training measurement only target specific aspects of the timing ability, highlighting the need for more advanced tools to address timing deficits in ADHD. The aim of this study is to develop and validate a rhythm-based assessment and training (RAT) program, which intends to provide a comprehensive understanding of and enhancement to the time-related abilities of children with ADHD, thereby demonstrating its clinical efficacy. Methods We will use randomized crossover trials in this study, with participants being randomly assigned to either start with the RAT and then proceed to cognitive training or start with cognitive training and then proceed to the RAT. Both groups will undergo pre- and post- evaluations. The evaluation will be administered immediately before and after the 4-week training period using diagnostic questionnaires, cognitive evaluation tools, and resting electroencephalography (EEG) measurements. Notably, EEG measurements will be conducted concurrently with the RAT evaluations. Discussion This study develops and evaluates the feasibility and effectiveness of a RAT while using EEG measurements to elucidate the underlying therapeutic mechanism of auditory rhythm at varying levels of complexity. The study will investigate the potential of RAT as a supplementary or alternative approach for managing ADHD. The multifaceted data collected will yield valuable insights to customize training agendas based on individual developmental stages and prognoses.
Collapse
Affiliation(s)
- Hye Jin Shin
- Department of Music and Science for Clinical Practice, Graduate School, Hanyang University, Seoul, Republic of Korea
| | - Hyun Ju Lee
- Department of Pediatrics, Hanyang University Medical Center, Seoul, Republic of Korea
- College of Medicine, Hanyang University, Seoul, Republic of Korea
| | - Dahyun Kang
- Institute of Mental Health, Hanyang University, Seoul, Republic of Korea
| | - Johanna Inhyang Kim
- Department of Psychiatry, Hanyang University Medical Center, Seoul, Republic of Korea
| | - Eunju Jeong
- Department of Music Therapy, Graduate School, Ewha Womans University, Seoul, Republic of Korea
| |
Collapse
|
19
|
Tong K, Chan YN, Cheng X, Cheon B, Ellefson M, Fauziana R, Feng S, Fischer N, Gulyás B, Hoo N, Hung D, Kalaivanan K, Langley C, Lee KM, Lee LL, Lee T, Melani I, Melia N, Pei JY, Raghani L, Sam YL, Seow P, Suckling J, Tan YF, Teo CL, Uchiyama R, Yap HS, Christopoulos G, Hendriks H, Chen A, Robbins T, Sahakian B, Kourtzi Z, Leong V. Study protocol: How does cognitive flexibility relate to other executive functions and learning in healthy young adults? PLoS One 2023; 18:e0286208. [PMID: 37471399 PMCID: PMC10358919 DOI: 10.1371/journal.pone.0286208] [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: 05/03/2023] [Accepted: 05/10/2023] [Indexed: 07/22/2023] Open
Abstract
BACKGROUND Cognitive flexibility (CF) enables individuals to readily shift from one concept or mode of practice/thoughts to another in response to changes in the environment and feedback, making CF vital to optimise success in obtaining goals. However, how CF relates to other executive functions (e.g., working memory, response inhibition), mental abilities (e.g., creativity, literacy, numeracy, intelligence, structure learning), and social factors (e.g., multilingualism, tolerance of uncertainty, perceived social support, social decision-making) is less well understood. The current study aims to (1) establish the construct validity of CF in relation to other executive function skills and intelligence, and (2) elucidate specific relationships between CF, structure learning, creativity, career decision making and planning, and other life skills. METHODS This study will recruit up to 400 healthy Singaporean young adults (age 18-30) to complete a wide range of cognitive tasks and social questionnaires/tasks. The richness of the task/questionnaire battery and within-participant administration enables us to use computational modelling and structural equation modelling to examine connections between the latent constructs of interest. SIGNIFICANCE AND IMPACT The current study is the first systematic investigation into the construct validity of CF and its interrelationship with other important cognitive skills such as learning and creativity, within an Asian context. The study will further explore the concept of CF as a non-unitary construct, a novel theoretical proposition in the field. The inclusion of a structure learning paradigm is intended to inform future development of a novel intervention paradigm to enhance CF. Finally, the results of the study will be useful for informing classroom pedagogy and the design of lifelong learning policies and curricula, as part of the wider remit of the Cambridge-NTU Centre for Lifelong Learning and Individualised Cognition (CLIC).
Collapse
Affiliation(s)
- Ke Tong
- Nanyang Technological University, Singapore, Singapore
| | - Yuan Ni Chan
- Nanyang Technological University, Singapore, Singapore
| | - Xiaoqin Cheng
- Nanyang Technological University, Singapore, Singapore
| | - Bobby Cheon
- National Institutes of Health, Bethesda, Maryland, United States of America
| | | | | | | | | | - Balázs Gulyás
- Nanyang Technological University, Singapore, Singapore
| | - Natalie Hoo
- Nanyang Technological University, Singapore, Singapore
| | - David Hung
- National Institute of Education, Singapore, Singapore
| | | | | | - Kean Mun Lee
- Nanyang Technological University, Singapore, Singapore
| | - Li Ling Lee
- Nanyang Technological University, Singapore, Singapore
| | - Timothy Lee
- National Institute of Education, Singapore, Singapore
| | - Irene Melani
- Nanyang Technological University, Singapore, Singapore
| | | | - Jia Ying Pei
- Nanyang Technological University, Singapore, Singapore
| | - Lisha Raghani
- Nanyang Technological University, Singapore, Singapore
| | - Yoke Loo Sam
- Nanyang Technological University, Singapore, Singapore
| | - Peter Seow
- National Institute of Education, Singapore, Singapore
| | | | - Yan Fen Tan
- Nanyang Technological University, Singapore, Singapore
| | - Chew Lee Teo
- National Institute of Education, Singapore, Singapore
| | | | - Hui Shan Yap
- Nanyang Technological University, Singapore, Singapore
| | | | | | - Annabel Chen
- Nanyang Technological University, Singapore, Singapore
| | | | | | - Zoe Kourtzi
- University of Cambridge, Cambridge, United Kingdom
| | | | | |
Collapse
|
20
|
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.
Collapse
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.
| |
Collapse
|
21
|
Irwin Harper LN, Groves NB, Marsh CL, Cole AM, Kofler MJ. [Formula: see text] Does training working memory or inhibitory control produce far-transfer improvements in set shifting for children with ADHD? A randomized controlled trial. Child Neuropsychol 2023; 29:825-845. [PMID: 36331068 PMCID: PMC10156903 DOI: 10.1080/09297049.2022.2138301] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2021] [Accepted: 10/14/2022] [Indexed: 11/06/2022]
Abstract
Children with ADHD show impairments in set shifting task performance. However, the limited available evidence suggests that directly training shifting may not improve shifting performance in this population. We hypothesized that this incongruence may be because impairments exhibited by children with ADHD during shifting tasks are due to deficits in other executive functions, as shifting tasks also engage children's working memory and/or inhibitory control abilities. This randomized controlled trial examined the extent to which neurocognitive training of working memory vs. inhibitory control can produce downstream (far-transfer) improvements in set shifting task performance. Children with ADHD ages 8-12 (M = 10.41, SD = 1.46; 12 girls; 74% White/Non-Hispanic) were randomized to either central executive training (CET; n = 25) or inhibitory control training (ICT; n = 29), two next-generation digital therapeutics previously shown to improve their intended neurocognitive targets. Two criterion set shifting tests were administered at pre- and post-treatment. Results indicated that ICT was superior to CET for improving shifting accuracy (treatmentxtime: p = .03, BF10 = 3.01, η2 = .09, d = 0.63). ICT was also superior to CET for improving shifting speed, albeit on only one of the two outcome tasks (p = .02, BF10 = 4.53, η2 = .08, d = 0.59). CET did not produce improvements in shifting speed or accuracy on either task (p > .52, BF01 > 2.62), but showed evidence for more general (non-shifting-specific) improvement in response times on one of the outcome tasks (shift trials, d = 0.70; non-shift trials, d = 0.68). Taken together, these findings confirm that inhibitory control is important for successful performance on shifting tests, and suggest that training inhibitory control may reflect a method for improving set shifting difficulties in children with ADHD.
Collapse
|
22
|
Wei X, Lü W. Childhood trauma and internalizing and externalizing behavior problems among adolescents: Role of executive function and life events stress. J Adolesc 2023; 95:740-750. [PMID: 36751143 DOI: 10.1002/jad.12150] [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: 09/13/2022] [Revised: 01/24/2023] [Accepted: 01/25/2023] [Indexed: 02/09/2023]
Abstract
INTRODUCTION Exposure to childhood trauma is found to increase internalizing and externalizing behavior problems in adolescents, however, the potential mechanism of this link remains underexplored. This study investigated the associations between childhood trauma and internalizing and externalizing behavior problems among adolescents, and tested the mediating role of executive function and the moderating role of life events stress in this relationship. METHODS Questionnaire data were collected from 952 junior students in Northwest China. Participants ranged in age from 11 to 15 years old (M = 12.88 years, SD = 0.72; 53% females). SPSS 26.0 was used to analyze the relationship between variables and examine the mediation model and the moderated mediation model. RESULTS Childhood trauma was positively associated with internalizing and externalizing behavior problems among adolescents. In addition, executive function partially mediated the relations between childhood trauma and internalizing and externalizing behavior problems. Life events stress was observed to moderate the relations between childhood trauma and executive function, as well as executive function and internalizing and externalizing behavior problems, but the effect sizes were relatively small. CONCLUSIONS These findings underscore the role of executive function and life events stress in the association between childhood trauma and behavioral problems among adolescents.
Collapse
Affiliation(s)
- Xiaomin Wei
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, Shaanxi Key Research Center for Children Mental and Behavior Health, School of Psychology, Shaanxi Normal University, Xi'an, USA
| | - Wei Lü
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, Shaanxi Key Research Center for Children Mental and Behavior Health, School of Psychology, Shaanxi Normal University, Xi'an, USA
| |
Collapse
|
23
|
Ger E, Roebers CM. The Relationship between Executive Functions, Working Memory, and Intelligence in Kindergarten Children. J Intell 2023; 11:jintelligence11040064. [PMID: 37103249 PMCID: PMC10143737 DOI: 10.3390/jintelligence11040064] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Revised: 03/16/2023] [Accepted: 03/22/2023] [Indexed: 04/28/2023] Open
Abstract
Executive functions (EF), working memory (WM), and intelligence are closely associated, but distinct constructs. What underlies the associations between these constructs, especially in childhood, is not well understood. In this pre-registered study, along with the traditional aggregate accuracy and RT-based measures of EF, we investigated post-error slowing (PES) in EF as a manifestation of metacognitive processes (i.e., monitoring and cognitive control) in relation to WM and intelligence. Thereby, we aimed to elucidate whether these metacognitive processes may be one underlying component to explain the associations between these constructs. We tested kindergarten children (Mage = 6.4 years, SDage = 0.3) in an EF, WM (verbal and visuospatial), and fluid (non-verbal) intelligence task. We found significant associations of mainly the inhibition component of EF with fluid intelligence and verbal WM, and between verbal WM and intelligence. No significant associations emerged between the PES in EF and intelligence or WM. These results suggest that in the kindergarten age, inhibition rather than monitoring and cognitive control might be the underlying component that explains the associations between EF, WM, and intelligence.
Collapse
Affiliation(s)
- Ebru Ger
- Institute of Psychology, University of Bern, 3012 Bern, Switzerland
| | | |
Collapse
|
24
|
Jelsma D, Targino Gomes Draghi T, Cavalcante Neto J, Smits-Engelsman B. Improved attentional abilities after playing five weeks of active video games in children with and without developmental coordination disorder. APPLIED NEUROPSYCHOLOGY. CHILD 2023:1-9. [PMID: 36943425 DOI: 10.1080/21622965.2023.2190024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/23/2023]
Abstract
BACKGROUND Besides motor coordination problems, attentional impairments are reported in children with developmental coordination disorder (DCD), but the connection or trainability is still unclear. AIM To test changes on attentional abilities after playing active video games (AVG) in children with DCD and their peers (TD), to evaluate near transfer and the relationship between omissions in attentional and motor tests. METHODS Seventy children (35 DCD; 35 TD), 7-12 years old, were assessed on three types of attention: distractibility (DIS); divided-attention (DA); sustained-attention (SA) and on the Wii Fit test pre- and post-training. RESULTS A significant decrease of errors in attentional tasks was found after training, independent of group (TD/DCD) and console (Wii Fit/Xbox) with medium-strong effect sizes (DIS η2p =.42; DA η2p =.51; SA η2p =.41). The groups responded similarly to the training but the DCD children scored poorer on the DA. A positive transfer-effect to the non-trained Wii Fit test was found in accuracy (missed gates), while speed proved console-specific. A medium/strong relation was found between omissions in attentional tasks and the missed gates (Wii Fit test). CONCLUSION More accurate responses on attentional tasks were found after AVG-training in both groups. A clear relationship between attentional abilities and motor performance was found.
Collapse
Affiliation(s)
- Dorothee Jelsma
- Clinical and Developmental Neuropsychology, University of Groningen, Groningen, the Netherlands
| | | | - Jorge Cavalcante Neto
- Department of Physical Therapy, Federal University of São Carlos, São Carlos, Brazil
- Department of Human Science, State University of Bahia, Jacobina, Brazil
| | - Bouwien Smits-Engelsman
- Department of Health and Rehabilitation Sciences, University of Cape Town, Groote Schuur Hospital, Cape Town, South Africa
- Faculty of Health Sciences, Physical Activity, Sport and Recreation (PhASRec), Potchefstroom, South Africa
| |
Collapse
|
25
|
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.
Collapse
|
26
|
Froger G, Blättler C, Bonnardel N. L’acquisition de l’expertise ou l’abandon progressif du renforcement des processus génériques. PSYCHOLOGIE FRANCAISE 2023. [DOI: 10.1016/j.psfr.2023.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
|
27
|
Mack M, Stojan R, Bock O, Voelcker-Rehage C. The association of executive functions and physical fitness with cognitive-motor multitasking in a street crossing scenario. Sci Rep 2023; 13:697. [PMID: 36639402 PMCID: PMC9839686 DOI: 10.1038/s41598-022-26438-x] [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: 08/01/2022] [Accepted: 12/14/2022] [Indexed: 01/15/2023] Open
Abstract
Age-related decline in cognitive-motor multitasking performance has been attributed to declines in executive functions and physical fitness (motor coordinative fitness and cardiovascular fitness). It has been suggested that those cognitive and physical resources strongly depend on lifestyle factors such as long-term regular physical activity and cognitive engagement. Although research suggests that there is covariation between components of executive functions and physical fitness, the interdependence between these components for cognitive-motor multitasking performance is not yet clear. The aim of the study was to examine the contribution and interrelationship between executive functions, motor coordinative fitness, and cardiovascular fitness on street crossing while multitasking. We used the more ecologically valid scenario to obtain results that might be directly transferable to daily life situation. Data from 50 healthy older adults (65-75 years, 17 females, recruited in two different cities in Germany) were analyzed. Participants' executive functions (composite score including six tests), motor coordinative fitness (composite score including five tests), and cardiovascular fitness (spiroergometry), as well as their street crossing performance while multitasking were assessed. Street crossing was tested under single-task (crossing a two-line road), and multitask conditions (crossing a two-line road while typing numbers on a keypad as simulation of mobile phone use). Street crossing performance was assessed by use of cognitive outcomes (typing, crossing failures) and motor outcomes (stay time, crossing speed). Linear mixed-effects models showed beneficial main effects of executive functions for typing (p = 0.004) and crossing failures (p = 0.023), and a beneficial main effect of motor coordinative fitness for stay time (p = 0.043). Commonality analysis revealed that the proportion of variance commonly explained by executive functions, motor coordinative fitness, and cardiovascular fitness was small for all street crossing outcomes. For typing and crossing failures (cognitive outcomes), the results further showed a higher relative contribution of executive functions compared to motor coordinative fitness and cardiovascular fitness. For stay time (motor outcome), the results correspondingly revealed a higher relative contribution of motor coordinative fitness compared to executive functions and cardiovascular fitness. The findings suggest that during cognitive-motor multitasking in everyday life, task performance is determined by the components of executive functions and physical fitness related to the specific task demands. Since multitasking in everyday life includes cognitive and motor tasks, it seems to be important to maintain both executive functions and physical fitness for independent living up to old age.
Collapse
Affiliation(s)
- Melanie Mack
- Department of Neuromotor Behavior and Exercise, Institute of Sport and Exercise Sciences, University of Münster, Wilhelm-Schickard-Straße 8, 48149, Muenster, Germany
| | - Robert Stojan
- Department of Neuromotor Behavior and Exercise, Institute of Sport and Exercise Sciences, University of Münster, Wilhelm-Schickard-Straße 8, 48149, Muenster, Germany.,Institute of Human Movement Science and Health, Chemnitz University of Technology, Thueringer Weg 11, 09126, Chemnitz, Germany
| | - Otmar Bock
- Institute of Human Movement Science and Health, Chemnitz University of Technology, Thueringer Weg 11, 09126, Chemnitz, Germany.,Institute of Exercise Training and Sport Informatics, German Sport University, Am Sportpark Muengersdorf 6, 50927, Cologne, Germany
| | - Claudia Voelcker-Rehage
- Department of Neuromotor Behavior and Exercise, Institute of Sport and Exercise Sciences, University of Münster, Wilhelm-Schickard-Straße 8, 48149, Muenster, Germany. .,Institute of Human Movement Science and Health, Chemnitz University of Technology, Thueringer Weg 11, 09126, Chemnitz, Germany.
| |
Collapse
|
28
|
Ibbotson P. The Development of Executive Function: Mechanisms of Change and Functional Pressures. JOURNAL OF COGNITION AND DEVELOPMENT 2023. [DOI: 10.1080/15248372.2022.2160719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Affiliation(s)
- Paul Ibbotson
- School of Education, Childhood, Youth and Sport, The Open University, Milton Keynes, UK
| |
Collapse
|
29
|
Oliveri M, Bagnato S, Rizzo S, Imbornone E, Giustiniani A, Catania A, Turriziani P. A novel digital approach for post-stroke cognitive deficits: a pilot study. Restor Neurol Neurosci 2023; 41:103-113. [PMID: 37522228 DOI: 10.3233/rnn-231305] [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: 08/01/2023]
Abstract
BACKGROUND Cognitive dysfunctions after a brain stroke have a huge impact on patients' disability and activities of daily living. Prism adaptation (PA) is currently used in patients with right brain damage to improve lateralized spatial attentional deficits. Recent findings suggest that PA could also be useful for rehabilitation of other cognitive functions. OBJECTIVE In the present study, we tested for the efficacy on cognitive rehabilitation of a novel device in which the procedure of prism adaptation is digitized and followed by cognitive training of attention and executive functions using serious games. METHODS Thirty stroke patients were randomly assigned to two groups: an experimental group of 15 patients, which performed the experimental rehabilitation training using the novel device in 10 consecutive daily sessions; a control group of 15 patients, which performed the routine cognitive training in 10 consecutive daily sessions. Both groups were tested before and after the rehabilitation program on neuropsychological tests (digit and spatial span forward and backward, attentional matrices, Stroop task) and on functional scales (Barthel index and Beck Anxiety Index). RESULTS The main results showed that only patients who received the experimental rehabilitation training improved their scores on tests of digit span forward, spatial span backward, attentional matrices and Stroop. Moreover, patients of the experimental but not of the control group showed a significant correlation between improvement on some tasks (mainly spatial span backward) and improvement on activities of daily living as well as with reduction of anxiety levels. CONCLUSIONS These results suggest that combining digital PA with cognitive training using serious games may be added in clinical settings for cognitive rehabilitation of stroke patients, with beneficial effects extending in promoting independency in activities of daily living and reduction of psychiatric symptoms.
Collapse
Affiliation(s)
- Massimiliano Oliveri
- Department of Biomedicine, Neurosciences and Advanced Diagnostics (BiND), University of Palermo, Palermo, Italy
| | - Sergio Bagnato
- Rehabilitation Department, Unit of Neurophysiology and Unit for Severe Acquired Brain Injuries, Giuseppe Giglio Foundation, Cefalù, Italy
| | - Silvia Rizzo
- Rehabilitation Department, Unit of Neurophysiology and Unit for Severe Acquired Brain Injuries, Giuseppe Giglio Foundation, Cefalù, Italy
| | - Emilia Imbornone
- Rehabilitation Department, Unit of Neurophysiology and Unit for Severe Acquired Brain Injuries, Giuseppe Giglio Foundation, Cefalù, Italy
| | | | - Angela Catania
- Department of Biomedicine, Neurosciences and Advanced Diagnostics (BiND), University of Palermo, Palermo, Italy
- Laboratory of Neuropsychology, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
- International School of Advanced Studies, University of Camerino, Camerino, Italy
| | - Patrizia Turriziani
- Laboratory of Neuropsychology, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| |
Collapse
|
30
|
Imai-Matsumura K, Mutou M. The influence of executive functions on eye-hand span and piano performance during sight-reading. PLoS One 2023; 18:e0285043. [PMID: 37130133 PMCID: PMC10153706 DOI: 10.1371/journal.pone.0285043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2022] [Accepted: 04/13/2023] [Indexed: 05/03/2023] Open
Abstract
The ability to perform an unrehearsed piece of music, or sight-read, is a skill required by music performers. In sight-reading, the performer reads and plays the music simultaneously, which requires the coordination of visual, auditory, and motor processing. While performing, they display a characteristic called eye-hand span, in which the part of the score being looked at precedes the part being played. They must recognize, decipher, and process the score in the time between reading a note and playing it. An individual's executive function (EF) that control their cognition, emotions, and behavior may be involved in overseeing these individual movements. However, no study has investigated how EF is related to the eye-hand span and performance during sight-reading. Therefore, the purpose of this study is to clarify the relationships among EF, eye-hand span, and piano performance. Thirty-nine Japanese pianists and college students aspiring to be pianists with an average of 33.3 years of experience participated in this study. They performed sight-reading of two types of music scores with different difficulty levels while their eye movements were measured using an eye tracker to obtain their eye-hand span. The core EFs of inhibition, working memory, and shifting, were measured directly for each participant. Piano performance was evaluated by two pianists who did not participate in the study. Structural equation modeling was used to analyze the results. The results showed that auditory working memory predicted eye-hand span (β = .73, p < .001 in easy score; β = .65, p < .001 in difficult score), and eye-hand span predicted performance (β = .57, p < .001 in easy score; β = .56, p < .001 in difficult score). Auditory working memory did not directly affect performance, but through eye-hand span. The eye-hand span for easy scores was significantly greater than that for difficult scores. Furthermore, in a difficult music score, the shifting ability predicted higher piano performance. These suggest that the input of notes from the eyes becomes sound in the brain and activates the auditory working memory, which is then transmitted to finger movement, resulting in piano performance. In addition, it was suggested that shifting ability is also needed to perform difficult scores.
Collapse
Affiliation(s)
| | - Megumi Mutou
- Kobe City Board of Education, Kobe, Hyogo, Japan
| |
Collapse
|
31
|
Mertens N, Cavanagh J, Brandt E, Fratzke V, Story-Remer J, Rieger R, Wilson JK, Gill D, Campbell R, Quinn DK. Effects of anodal tDCS on electroencephalography correlates of cognitive control in mild-to-moderate traumatic brain injury. NeuroRehabilitation 2023; 53:209-220. [PMID: 37638454 DOI: 10.3233/nre-230014] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/29/2023]
Abstract
BACKGROUND Transcranial direct current stimulation (tDCS) may provide a potential therapy for cognitive deficits caused by traumatic brain injury (TBI), yet its efficacy and mechanisms of action are still uncertain. OBJECTIVE We hypothesized that anodal tDCS over the left dorsolateral prefrontal cortex (DLPFC) would boost the influence of a cognitive training regimen in a mild-to-moderate TBI (mmTBI) sample. Cognitive enhancement was measured by examining event-related potentials (ERPs) during cognitive control tasks from pre- to post-treatment. METHODS Thirty-four participants with mmTBI underwent ten sessions of cognitive training with active (n = 17) or sham (n = 17) anodal tDCS to the left DLPFC. ERPs were assessed during performance of an auditory oddball (3AOB), N-back, and dot pattern expectancy (DPX) task before and after treatment. RESULTS P3b amplitudes significantly decreased from baseline to post-treatment testing, regardless of tDCS condition, in the N-back task. The active tDCS group demonstrated a significantly increased P3a amplitude in the DPX task. No statistically significant stimulation effects were seen during the 3AOB and N-back tasks. CONCLUSION Active anodal tDCS paired with cognitive training led to increases in P3a amplitudes in the DPX, inferring increased cognitive control. P3b decreased in the N-back task demonstrating the effects of cognitive training. These dissociated P3 findings suggest separate mechanisms invoked by different neuroplasticity-inducing paradigms (stimulation versus training) in brain networks that support executive functioning.
Collapse
Affiliation(s)
- Nickolas Mertens
- Center for Brain Recovery and Repair, University of New Mexico, Albuquerque, NM, USA
| | - James Cavanagh
- Department of Psychology, University of New Mexico, Albuquerque, NM, USA
| | - Emma Brandt
- Center for Brain Recovery and Repair, University of New Mexico, Albuquerque, NM, USA
| | - Violet Fratzke
- Center for Brain Recovery and Repair, University of New Mexico, Albuquerque, NM, USA
| | | | - Rebecca Rieger
- Center for Brain Recovery and Repair, University of New Mexico, Albuquerque, NM, USA
| | - J Kevin Wilson
- Center for Brain Recovery and Repair, University of New Mexico, Albuquerque, NM, USA
| | - Darbi Gill
- Center for Brain Recovery and Repair, University of New Mexico, Albuquerque, NM, USA
| | - Richard Campbell
- Department of Psychiatry and Behavioral Sciences, University of New Mexico, Albuquerque, NM, USA
| | - Davin K Quinn
- Department of Psychiatry and Behavioral Sciences, University of New Mexico, Albuquerque, NM, USA
| |
Collapse
|
32
|
Booth SJ, Brown LJE, Taylor JR, Pobric G. Experimental investigation of training schedule on home-based working memory training in healthy older adults. Front Psychol 2023; 14:1165275. [PMID: 37187566 PMCID: PMC10175577 DOI: 10.3389/fpsyg.2023.1165275] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 04/07/2023] [Indexed: 05/17/2023] Open
Abstract
Introduction The efficacy of working memory training (WMT) for cognitive enhancement in healthy older adults has been extensively investigated. Typically, WMT results in improved performance on the training task, but limited or no transfer of improvement to other cognitive tasks. Accordingly, there is a need to identify optimal intervention parameters to maximize training and transfer task effects of WMT. The current study aimed to investigate the effect of training schedule on training and transfer task performance of WMT in healthy older adults. A secondary aim was to examine the feasibility of participants performing the intervention online at home, unsupervised, and using their personal devices. Methods Participants (N = 71; mean age: 66 years) completed sixteen WMT or active-control sessions over eight (distributed) or four (intensive) weeks. Adaptive verbal and spatial n-back tasks were used as the WMT tasks. We tested near transfer effects to a digit-span task and far transfer effects to an abstract relational reasoning task. Results Participants successfully performed the cognitively demanding intervention using their own devices, online at home, and with minimal contact with the researcher. We observed a significant improvement in WMT task performance in the WMT group relative to active-controls, but no evidence of near or far transfer. Similar training effects were observed irrespective of the intensity of the training schedule. Discussion Our results suggest that comparable benefits could be observed when using less intensive schedules that may be more easily accommodated into everyday life.
Collapse
Affiliation(s)
- Samantha J. Booth
- Division of Psychology, Communication, and Human Neuroscience, School of Health Sciences, Manchester Academic Health Science Centre, The University of Manchester, Manchester, United Kingdom
| | - Laura J. E. Brown
- Division of Psychology and Mental Health, School of Health Sciences, Manchester Academic Health Science Centre, The University of Manchester, Manchester, United Kingdom
| | - Jason R. Taylor
- Division of Psychology, Communication, and Human Neuroscience, School of Health Sciences, Manchester Academic Health Science Centre, The University of Manchester, Manchester, United Kingdom
| | - Gorana Pobric
- Division of Psychology, Communication, and Human Neuroscience, School of Health Sciences, Manchester Academic Health Science Centre, The University of Manchester, Manchester, United Kingdom
- *Correspondence: Gorana Pobric,
| |
Collapse
|
33
|
Biggs AT, Littlejohn LF. Cognitive Coaching in Special Operations: Design Principles and Best Practices. ERGONOMICS IN DESIGN 2022. [DOI: 10.1177/10648046221144484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
Cognitive enhancement platforms have received growing interest as a means to improve workplace performance. Among the many commercial and professional organizations exploring cognitive training, the United States military has begun exploring the potential added value of cognitive enhancement tools. Whereas most platforms offer automated or algorithm-based solutions to support cognitive training, special operations have developed the role of a cognitive coach to support training. The current discussion provides several lessons learned when trying to bridge cognitive systems and enhancement tools within military operations that should apply to any organization seeking to improve cognitive performance among already high-performing personnel.
Collapse
Affiliation(s)
- Adam T. Biggs
- Naval Special Warfare Command, San Diego, CA California, United States
| | | |
Collapse
|
34
|
Lima-Silva TB, Ordonez TN, Santos GD, Moreira APB, Verga CER, Ishibashi GA, Silva GAD, Prata PL, Moraes LCD, Brucki SMD. Effects of working memory training on cognition in healthy older adults: A systematic review. Dement Neuropsychol 2022. [DOI: 10.1590/1980-5764-dn-2021-0119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/10/2022] Open
Abstract
ABSTRACT. The working memory (WM) training in older adults can benefit their cognition. However, there is a dearth of literature reviews on the subject. Objective: This study aimed to investigate and evaluate the effects of WM training on the cognition of healthy older adults, in individual and group interventions reported in the literature. Methods: This is a systematic review involving a qualitative analysis of publications on the SciELO, LILACS, and MEDLINE databases carried out between March and June 2021. Results: A total of 47 studies were identified and analyzed, comprising 40 in older adults only and 7 comparing older and younger adults, investigating individual or group WM training or other types of intervention focused on WM effects. Conclusions: Both individual and group intervention contributed to the maintenance and/or improvement of cognition in older adults exploiting brain plasticity to promote mental health and prevent cognitive problems that can negatively impact quality of life of this group.
Collapse
Affiliation(s)
- Thais Bento Lima-Silva
- Universidade de São Paulo, Brazil; Universidade de São Paulo, Brazil; Universidade de São Paulo, Brazil
| | | | | | | | | | | | | | | | | | - Sonia Maria Dozzi Brucki
- Universidade de São Paulo, Brazil; Universidade de São Paulo, Brazil; Universidade de São Paulo, Brazil
| |
Collapse
|
35
|
Singh A, Chakraborty S, He Z, Tian S, Zhang S, Lustria MLA, Charness N, Roque NA, Harrell ER, Boot WR. Deep learning-based predictions of older adults' adherence to cognitive training to support training efficacy. Front Psychol 2022; 13:980778. [PMID: 36467206 PMCID: PMC9713845 DOI: 10.3389/fpsyg.2022.980778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 10/25/2022] [Indexed: 11/18/2022] Open
Abstract
As the population ages, the number of older adults experiencing mild cognitive impairment (MCI), Alzheimer's disease, and other forms of dementia will increase dramatically over the next few decades. Unfortunately, cognitive changes associated with these conditions threaten independence and quality of life. To address this, researchers have developed promising cognitive training interventions to help prevent or reverse cognitive decline and cognitive impairment. However, the promise of these interventions will not be realized unless older adults regularly engage with them over the long term, and like many health behaviors, adherence to cognitive training interventions can often be poor. To maximize training benefits, it would be useful to be able to predict when adherence lapses for each individual, so that support systems can be personalized to bolster adherence and intervention engagement at optimal time points. The current research uses data from a technology-based cognitive intervention study to recognize patterns in participants' adherence levels and predict their future adherence to the training program. We leveraged the feature learning capabilities of deep neural networks to predict patterns of adherence for a given participant, based on their past behavior. A separate, personalized model was trained for each participant to capture individualistic features of adherence. We posed the adherence prediction as a binary classification problem and exploited multivariate time series analysis using an adaptive window size for model training. Further, data augmentation techniques were used to overcome the challenge of limited training data and enhance the size of the dataset. To the best of our knowledge, this is the first research effort to use advanced machine learning techniques to predict older adults' daily adherence to cognitive training programs. Experimental evaluations corroborated the promise and potential of deep learning models for adherence prediction, which furnished highest mean F-scores of 75.5, 75.5, and 74.6% for the Convolution Neural Network (CNN), Long Short-Term Memory (LSTM) network, and CNN-LSTM models respectively.
Collapse
Affiliation(s)
- Ankita Singh
- Department of Computer Science, Florida State University, Tallahassee, FL, United States
| | - Shayok Chakraborty
- Department of Computer Science, Florida State University, Tallahassee, FL, United States,*Correspondence: Shayok Chakraborty
| | - Zhe He
- School of Information, Florida State University, Tallahassee, FL, United States,College of Medicine, Florida State University, Tallahassee, FL, United States
| | - Shubo Tian
- Department of Statistics, Florida State University, Tallahassee, FL, United States
| | - Shenghao Zhang
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| | - Mia Liza A. Lustria
- School of Information, Florida State University, Tallahassee, FL, United States
| | - Neil Charness
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| | - Nelson A. Roque
- Department of Psychology, University of Central Florida, Orlando, FL, United States
| | - Erin R. Harrell
- Department of Psychology, The University of Alabama, Tuscaloosa, AL, United States
| | - Walter R. Boot
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| |
Collapse
|
36
|
Wong TY, Chang YT, Wang MY, Chang YH. The effectiveness of child-centered play therapy for executive functions in children with attention-deficit/hyperactivity disorder. Clin Child Psychol Psychiatry 2022:13591045221128399. [PMID: 36125333 DOI: 10.1177/13591045221128399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
INTRODUCTION Child-centered play therapy (CCPT) is a practical and recommended non-medication intervention for children with Attention-deficit/hyperactivity disorder (ADHD) but the mechanism in between is unclear. AIM This study proposed to examine the effectiveness of CCPT on neuropsychological deficits and behavioral symptoms in ADHD. METHODS Participants with ADHD diagnosis were referred from senior child and adolescent psychiatrists, and typical developmental children (TD) were recruited from community as a control group. All participants' executive functions were evaluated using Cambridge Neuropsychological Test Automated Battery. First of all, the participants were evaluated using Child Behavior Checklist (CBCL) by their parents. The ADHD participants were assigned into CCPT (ADHDc) and waitlist (ADHDw) group; and the ADHDc group then received CCPT weekly for 12 sessions, while the ADHDw continuously received their regular treatment (i.e., medication treatment or other alternative treatments) as usual. RESULTS Total 52 participants were recruited (17 with ADHD and 35 typically developed children, TD). The results showed that overall the ADHD groups had worse neuropsychological performance and more behavioural disturbance than did the TD (ps < .05). After receiving the CCPT, the results showed that the ADHDc group had significant improvement in the cognitive flexibility (p < .05); while the ADHDw group had no changes.
Collapse
Affiliation(s)
- Tsz-Yan Wong
- Department of Psychology, Asia University, Taichung, Taiwan.,38020DA-MING Ophthalmology Hospital, Taichung, Taiwan
| | - Yu-Tzu Chang
- Division of Pediatric Neurology, China Medical University Children's Hospital, Taichung, Taiwan.,38026School of Post Baccalaureate Chinese Medicine, China Medical University, Taichung, Taiwan
| | - Ming-Yu Wang
- 38026Department of Psychiatry, China-Medical University Hsinchu Hospital, Hsinchu, Taiwan
| | - Yun-Hsuan Chang
- 38026Institute of Gerontology, College of Medicine, National Cheng Kung University, Tainan, Taiwan.,38026Institute of Behavioral Medicine, College of Medicine, National Cheng Kung University; Tainan, Taiwan.,38026Institute of Genomics and Bioinformatics, College of Life Sciences, National Chung Hsing University, Taichung, Taiwan.,38026Department of Medical Research, China Medical University Hospital, Taichung, Taiwan
| |
Collapse
|
37
|
A Comparison of the Effects of Short-Term Physical and Combined Multi-Modal Training on Cognitive Functions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127506. [PMID: 35742756 PMCID: PMC9223650 DOI: 10.3390/ijerph19127506] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Revised: 06/02/2022] [Accepted: 06/08/2022] [Indexed: 02/06/2023]
Abstract
Physical training has beneficial effects not only on physical fitness, but also on cognitive functions. The most effective way to improve cognitive functions via physical training as well as the degree to which training effects transfer to untrained cognitive functions is still unclear, however. Here, we investigated the effects of adaptive and multi-modal short-term training interventions on cognitive training gains and transfer effects. Over a period of 12 weeks, 102 employees of a car manufacturing company (age range 20 to 61 years) received trainer-guided exercises, consisting of either two adaptive training interventions, physical (strength) training and multi-modal (motor-cognitive) training, or non-adaptive strength training (active control group). For the multi-modal intervention, the "Agility Board" was employed, a novel, multi-modal training device. Pre- and post-training, psychometric tests were conducted to measure cognitive abilities, such as perceptual speed, attention, short-term memory, working memory, inhibition, and mental rotation. In addition, motor-cognitive performance was assessed. Compared with the active control group, both training groups showed enhanced performance at posttest. While multi-modal training yielded performance improvements only in trained tasks, physical training was associated with improvements in untrained working memory updating and immediate recall tasks, suggesting transfer effects to short-term and working memory functioning. In summary, the results demonstrate the importance of adaptive difficulty settings for short-term physical training interventions, at least for the enhancement of working memory.
Collapse
|
38
|
A Schema-Based Instructional Design Model for Self-Paced Learning Environments. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12040271] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, schema-based design, and development processes and techniques for evaluating a learner’s acquired schema. By synthesizing empirical studies, this study comprehensively reviews literature on schema and foundational principles for learning. The goal of the study is to enrich the knowledge base of schema-based instructional design for different learning environments. Thus, the study is concluded by a discussion on how to utilize a schema-based instructional design for self-paced learning environments with additional implications and further recommendations.
Collapse
|
39
|
Ren Z, Liang X, Sun F, Wang L. The effect of EF on PM performance in school-age children. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2049752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- Zhi Ren
- School of Psychology, Northeast Normal University, Changchun, Jilin, China
| | - Xiao Liang
- School of Psychology, Northeast Normal University, Changchun, Jilin, China
| | - Fanhui Sun
- School of Psychology, Northeast Normal University, Changchun, Jilin, China
| | - Lijuan Wang
- School of Psychology, Northeast Normal University, Changchun, Jilin, China
| |
Collapse
|
40
|
Faja S, Clarkson T, Gilbert R, Vaidyanathan A, Greco G, Rueda MR, Combita LM, Driscoll K. A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2022; 26:346-360. [PMID: 34474598 PMCID: PMC8813874 DOI: 10.1177/13623613211014990] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
LAY ABSTRACT Executive function, which is a set of thinking skills that includes stopping unwanted responses, being flexible, and remembering information needed to solve problems, is a challenge for many children on the autism spectrum. This study tested whether executive function could be improved with a computerized executive function training program under the guidance of a coach who reinforced the use of executive function skills. Seventy children with autism spectrum disorder from age 7 to 11 years of age participated in the study. They were randomly assigned to receive training or to a waiting group. The tests most likely to determine whether the training may be effective were chosen from a larger battery before the study started and included one task measuring brain responses, two measures of executive function in the lab, and a parent questionnaire. Changes in social functioning and repetitive behaviors were also explored. All children assigned to training completed the program and families generally reported the experience was positive. Brain responses of the training group changed following training, but not within the waiting group during a similar time period. Children who received training did not exhibit behavioral changes during the two the lab-based tasks. Parent report on questionnaires indicated that neither group showed a significant change in their broad use of executive function in other settings. Yet, children who received training were reported to have fewer restricted and repetitive behaviors following training. These initial findings suggest that short executive function training activities are feasible and may improve some functioning of school-aged children on the autism spectrum.
Collapse
Affiliation(s)
- Susan Faja
- Boston Children's Hospital, USA.,Harvard Medical School, USA
| | | | - Rachel Gilbert
- Boston Children's Hospital, USA.,University of Florida, USA
| | | | - Gabriella Greco
- Boston Children's Hospital, USA.,University of Washington, USA
| | | | | | - Kate Driscoll
- Boston Children's Hospital, USA.,Harvard Medical School, USA
| |
Collapse
|
41
|
Feasibility of a Home-Based Task-Switching Training in Middle-Aged Caregivers. JOURNAL OF COGNITIVE ENHANCEMENT 2022; 6:295-315. [PMID: 35966367 PMCID: PMC9360113 DOI: 10.1007/s41465-021-00237-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 12/09/2021] [Indexed: 11/01/2022]
Abstract
AbstractThe current study aimed at investigating feasibility of a self-administered task-switching training in a middle-aged working population. Eighty-one caregivers (41–62 years old) were instructed to train at home 8 times either within a 7- or 14-day interval. Only 56.7% performed more than 50% of the instructed number of training sessions. However, compliant caregivers (who completed more than 4 training sessions) showed significant training gains and transfer to an untrained task-switching task. Although transfer effects to other cognitive tasks were not found, trained participants tended to report fewer everyday memory failures than a control group. In conclusion, the implementation of a home-based task-switching training in everyday life of caregivers is possible. However, there is only limited evidence for generalization of results of previous laboratory studies. Adherence and transfer to other cognitive tasks are discussed as important challenges in conveying laboratory findings into real life.
Collapse
|
42
|
Ritakallio L, Fellman D, Jylkkä J, Waris O, Lönnroth N, Nervander R, Salmi J, Laine M. The Pursuit of Effective Working Memory Training: a Pre-registered Randomised Controlled Trial with a Novel Varied Training Protocol. JOURNAL OF COGNITIVE ENHANCEMENT 2021. [DOI: 10.1007/s41465-021-00235-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractWorking memory (WM) training, typically entailing repetitive practice with one or two tasks, has mostly yielded only limited task-specific transfer effects. We developed and tested a new WM training approach where the task paradigm, stimulus type, and predictability of the stimulus sequence were constantly altered during the 4-week training period. We expected that this varied training protocol would generate more extensive transfer by facilitating the use of more general strategies that could be applied to a range of WM tasks. Pre-post transfer effects following varied training (VT group, n = 60) were compared against traditional training (TT group, training a single adaptive WM task, n = 63), and active controls (AC, n = 65). As expected, TT evidenced strong task-specific near transfer as compared to AC. In turn, VT exhibited task-specific near transfer only on one of the measures, and only as compared to the TT group. Critically, no evidence for task-general near transfer or far transfer effects was observed. In sum, the present form of VT failed to demonstrate broader transfer. Nevertheless, as VT has met with success in other cognitive domains, future studies should probe if and how it would be possible to design WM training protocols that promote structural learning where common features of specific tasks would be identified and utilised when selecting strategies for novel memory tasks.
Collapse
|
43
|
The relations between personality, components of executive functions, and intelligence in children and young adults. PSYCHOLOGICAL RESEARCH 2021; 86:1904-1917. [PMID: 34932156 PMCID: PMC9363279 DOI: 10.1007/s00426-021-01623-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2020] [Accepted: 11/22/2021] [Indexed: 11/29/2022]
Abstract
Previous studies in adults showed heterogeneous results regarding the associations of personality with intelligence and executive functions (EF). In children, there is a lack of studies investigating the relations between personality and EF. Therefore, the aim of our study was to examine the relations between the Big Five personality traits, EF, and intelligence in a sample of children (Experiment 1) and young adults (Experiment 2). A total of 155 children (Experiment 1, mean age = 9.54 years) and 91 young adults (Experiment 2, mean age = 23.49 years) participated in the two studies. In both studies, participants performed tasks measuring working memory (WM), inhibitory control, cognitive flexibility, and fluid intelligence and completed a personality questionnaire. In Experiment 1, we found a negative relation between neuroticism and intelligence. In Experiment 2, we found a positive relation between conscientiousness and intelligence and a positive relation between conscientiousness and cognitive flexibility. Our results suggest a complex interplay between personality factors, EF, and intelligence both in children as well as in young adults.
Collapse
|
44
|
Cai L, Xu X, Fan X, Ma J, Fan M, Wang Q, Wu Y, Pan N, Yin Z, Li X. Differences in Brain Functional Networks of Executive Function Between Cantonese-Mandarin Bilinguals and Mandarin Monolinguals. Front Hum Neurosci 2021; 15:748919. [PMID: 34867242 PMCID: PMC8638783 DOI: 10.3389/fnhum.2021.748919] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Accepted: 10/28/2021] [Indexed: 01/19/2023] Open
Abstract
It remains controversial whether long-term logographic-logographic bilingual experience shapes the special brain functional subnetworks underlying different components of executive function (EF). To address this question, this study explored the differences in the functional connections underlying EF between the Cantonese-Mandarin bilinguals and Mandarin monolinguals. 31 Cantonese-Mandarin bilinguals and 31 Mandarin monolinguals were scanned in a 3-T magnetic resonance scanner at rest. 4 kinds of behavioral tasks of EF were tested. Network-based statistics (NBS) was performed to compare the connectomes of fronto-parietal (FP) and cingulo-opercular (CO) network between groups. The results showed that the bilinguals had stronger connectivity than monolinguals in a subnetwork located in the CO network rather than the FP network. The identified differential subnetwork referred to as the CO subnetwork contained 9 nodes and 10 edges, in which the center node was the left mid-insula with a degree centrality of 5. The functional connectivity of the CO subnetwork was significantly negatively correlated with interference effect in bilinguals. The results suggested that long-term Cantonese-Mandarin bilingual experience was associated with stronger functional connectivity underlying inhibitory control in the CO subnetwork.
Collapse
Affiliation(s)
- Lei Cai
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Xiaoyu Xu
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Xiaoxuan Fan
- Wuhan Children's Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Jingwen Ma
- Guangdong Provincial Maternal and Child Health Care Hospital, Guangzhou, China
| | - Miao Fan
- The First Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
| | - Qingxiong Wang
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Yujia Wu
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Ning Pan
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Zhixin Yin
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Xiuhong Li
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| |
Collapse
|
45
|
Comparing the Transfer Effects of Three Neurocognitive Training Protocols in Children With Attention-Deficit/Hyperactivity Disorder: A Single-Case Experimental Design. BEHAVIOUR CHANGE 2021. [DOI: 10.1017/bec.2021.26] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Abstract
The current study used behavioural and electroencephalograph measures to compare the transferability of three home-based interventions — cognitive training (CT), neurofeedback training (NFT), and CT combined with NFT — for reducing symptoms in children with attention-deficit/hyperactivity disorder (AD/HD). Following a multiple-baseline single-case experimental design, twelve children were randomised to a training condition. Each child completed a baseline phase, followed by an intervention phase. The intervention phase consisted of 20 sessions of at-home training. Tau-U analysis and standardised visual analysis were adopted to detect effects. Results showed that CT improved inhibitory function and NFT improved alpha EEG activity and working memory. The combined condition, which was a reduced ‘dose’ of CT and NFT, did not show any improvements. The three conditions did not alleviate AD/HD symptoms. While CT and NFT may have transfer effects on executive functions, considering the lack of improvement in symptoms, this study does not support CT and NFT on their own as a treatment for children with AD/HD.
Collapse
|
46
|
Harrell ER, Roque NA, Boot WR, Charness N. Investigating message framing to improve adherence to technology-based cognitive interventions. Psychol Aging 2021; 36:974-982. [PMID: 34460281 PMCID: PMC8665007 DOI: 10.1037/pag0000629] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
A cognitive intervention study was conducted with the purpose of exploring methods to improve adherence to a technology-based cognitive intervention and uncover individual differences that predict adherence (N = 120). The study was divided into two phases: Phase 1, in which participants were asked to follow a prescribed schedule of training that involved gamified neuropsychological tests administered via tablet, and Phase 2, in which participants were asked to play as frequently as they wished. Positive- and negative-framed messages about brain health were delivered via the software program, and measures of cognition, technology proficiency, self-efficacy, technology attitudes, and belief in the benefits of cognitive training were collected. Generalized linear mixed-effects models revealed that positive-framed messages encouraged greater adherence over negative-framed messages, but this effect was restricted to Phase 2 of the study in the absence of social pressure. Measures of memory and self-efficacy demonstrated some, but limited, ability to predict individual differences in adherence. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Collapse
|
47
|
Giovannetti F, Pietto ML, Segretin MS, Lipina SJ. Impact of an individualized and adaptive cognitive intervention on working memory, planning and fluid reasoning processing in preschoolers from poor homes. Child Neuropsychol 2021; 28:597-626. [PMID: 34779691 DOI: 10.1080/09297049.2021.1998406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Contemporary evidence shows that different intervention approaches can be effective in improving executive cognitive performance in preschoolers from poor homes. However, several aspects about the role of individual and contextual differences in intervention effects remain to be elucidated. The present study aimed to explore the impact of a computerized executive cognitive intervention with lab-based tasks in preschoolers from Unsatisfied Basic Needs (UBN) homes. In the context of a randomized controlled design, different activities were administered to children according to their baseline performance in a variety of cognitive tasks tapping inhibitory control, working memory, and planning demands (i.e., high- and low-performance intervention and control groups). Results suggested that the impact of the intervention was shown preferentially by high-performers in Tower of London and K-Bit tasks, who increased their performances in the posttest assessment. This finding supports the importance of considering individual and contextual differences in the design of interventions aimed at changing the cognitive performance of children from poor homes.
Collapse
Affiliation(s)
| | - Marcos Luis Pietto
- Unidad de Neurobiología Aplicada (UNA), CEMIC-CONICET, Buenos Aires, Argentina.,Laboratorio de Inteligencia Artificial Aplicada, Instituto de Ciencias de la Computación, FCEyN-UBA- CONICET, Buenos Aires, Argentina
| | | | | |
Collapse
|
48
|
Memarian S, Moradi A, Hasani J, Mullan B. Can sweet food-specific inhibitory control training via a mobile application improve eating behavior in children with obesity? Br J Health Psychol 2021; 27:645-665. [PMID: 34676624 DOI: 10.1111/bjhp.12566] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2021] [Revised: 02/20/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVES Consumption of excess sugar, a common energy-dense nutrient-poor food, is a risk factor for obesity in school-aged children. Food-specific inhibition training, where responses to palatable food stimuli, such as sweet foods, are consistently and repeatedly inhibited, reduces sweet food intake in adults. However, no studies have yet examined the effectiveness of inhibitory control training specifically targeting sweet foods among children with high sugar cravings. We examined whether sweet food-specific inhibitory control training (SF-ICT), administered via a mobile app, reduced choice and consumption of sweet foods, and weight in a sample of children aged 7-11 with overweight or obesity and who had high sugar cravings (N = 46). DESIGN This study was designed as a 2 × 3 between-within design. METHODS Participants were randomly allocated to a single-blind design with two conditions: they either received 7 sessions of active or control go/no-go training in which either sweet foods or non-food cues were paired with no-go signals. Participants' weight, sweet food choice, and consumption were measured pre and post-training, and at three-month follow-up. RESULTS The results revealed that participants in the active group showed a significant reduction in sweet food choice and intake from pre to post-training relative to the control group. The effects of the training on reducing sweet food intake persisted over the 3-month follow-up No significant changes in weight loss were observed. CONCLUSIONS These results provide preliminary evidence that sweet food-specific inhibitory control training (SF-ICT) via a mobile app is effective in modifying eating behavior among children with excessive consumption of sugary foods. Further research is required to clarify under what conditions the benefits of training would expand to weight loss.
Collapse
Affiliation(s)
- Sepideh Memarian
- Health Psychology, Department of Clinical Psychology, Kharazmi University, Iran
| | - Alireza Moradi
- Psychology, Department of Clinical Psychology, Kharazmi University and the Institute for Cognitive Sciences Studies, Tehran, Iran
| | - Jafar Hasani
- Psychology, Department of Clinical Psychology, Kharazmi University, Iran
| | - Barbara Mullan
- Psychology, Health Psychology and Behavioral Medicine Research Group, School of Psychology, Curtin University, Western Australia, Australia
| |
Collapse
|
49
|
Wong TYT, Ho SHC. Comorbidity between persistent reading and mathematics disabilities: The nature of comorbidity. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 117:104049. [PMID: 34364090 DOI: 10.1016/j.ridd.2021.104049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 07/27/2021] [Accepted: 07/27/2021] [Indexed: 06/13/2023]
Abstract
The current study aimed at investigating the comorbidity between reading disability (RD) and mathematical disability (MD) in a non-alphabetic language context. Over 1,900 Chinese first graders were screened on their reading and mathematics achievement twice. Children who scored consistently below the 10th percentile in reading and/or mathematics were identified as RD and/or MD respectively. A subsample of these children, together with a group of typically-achieving children, were further assessed on their cognitive capacities. Results suggested that while there were cognitive deficits that were specifically found in RD (shifting) versus MD (spatial working memory, inhibition, processing speed, visual attention) groups, deficits in naming speed was found in both RD and MD groups. The cognitive profile of the comorbid group was an additive combination of those of the two single LD groups. The findings suggest that RD and MD are two dissociable learning disabilities with distinct cognitive profiles. Effective screening and intervention can be developed based on the cognitive profiles of different disability groups.
Collapse
|
50
|
Brosowsky NP, Egner T. Appealing to the cognitive miser: Using demand avoidance to modulate cognitive flexibility in cued and voluntary task switching. J Exp Psychol Hum Percept Perform 2021; 47:1329-1347. [PMID: 34766818 PMCID: PMC8597921 DOI: 10.1037/xhp0000942] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Current cognitive control accounts view goal-directed behavior as striking a balance between two antagonistic control demands: Stability, on the one hand, reflects a rigid, focused state of control and flexibility, while on the other, reflects a relaxed, distractible state, whereby goals can be rapidly updated to meet unexpected changes in demands. In the current study, we sought to test whether the avoidance of cognitive demand could motivate people to dynamically regulate control along the stability-flexibility continuum. In both cued (Experiment 1) and voluntary (Experiment 2) task-switching paradigms, we selectively associated either task-switches or task-repetitions with high cognitive demand (independent of task identity), and measured changes in performance in a following phase after the demand manipulation was removed. Contrasting performance with a control group, across both experiments, we found that selectively associating cognitive demand with task repetitions increased flexibility, but selectively associating cognitive demand with task switches failed to increase stability. The results of the current study provide novel evidence for avoidance-driven modulations of control regulation along the stability-flexibility continuum, while also highlighting some limitations in using task-switching paradigms to examine motivational influences on control adaptation. Data, analysis code, experiment code, and preprint available at osf.io/7rct9/. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Collapse
Affiliation(s)
| | - Tobias Egner
- Department of Psychology and Neuroscience, Duke University, Durham, NC, USA
| |
Collapse
|