Making working memory work: a meta-analysis of executive-control and working memory training in older adults

Impact of cognitive training exercises on cognitive flexibility and anxiety symptoms in young adults - A randomized control study

Anxiety, a prevalent mental health issue, impairs cognitive flexibility, which is essential for situational adaptability. Improving cognitive flexibility through cognitive training may reduce anxiety through neuroplastic changes in brain networks. This study evaluated the efficacy of cognitive training exercises in improving cognitive flexibility and reducing anxiety symptoms in young adults. Thirty-four young adults (18-25 years) with HAM-A score > 17, were randomly divided equally into intervention group and nonintervention group. The intervention group underwent a three-week cognitive training module focusing on working memory, psychomotor skills, and cognitive flexibility, while the nonintervention group received no such training. Cognitive flexibility and anxiety levels were assessed pre- and post-intervention. Change in HAM-A scores was analyzed using linear regression controlling for other factors. Participants in the intervention group showed significantly greater reduction in HAM-A scores as compared to the nonintervention group (11.35 + 6.93 vs 3.35 + 5.56; p < 0.001). There was also a significant improvement in cognitive flexibility in intervention group as compared to nonintervention group. These preliminary findings suggest the role of cognitive training exercises in effectively improving cognitive flexibility and reducing anxiety symptoms in young adults, supporting its potential use as an adjunct to the standard clinical management of anxiety.

The Effect of Perceptual-Cognitive Skills in College Elite Athletes: An Analysis of Differences Across Competitive Levels

BACKGROUND

Athletes with expertise in sports show extensive procedural and factual information, enhancing their ability to focus attention, use cues, and anticipate events. This study examined the differentiation of perceptual-cognitive skills by focusing on attentional cues, processing speed, and working memory.

METHODS

The component skill approach was used to assess differences in sports expertise levels using non-sport-specific cognitive measures of perceptual-cognitive skills. The study involved a total of 127 college athletes with a mean age of 20.23 years (SD = 3.08) and an average of 10.99 years of training. Among these participants, there were 43 female athletes with a mean age of 20.23 years (SD = 3.32) and 84 male athletes with a mean age of 20.22 years (SD = 2.98). We analyzed the cohort of students who did not engage in regular sports training, identifying them as the control group for our study. A multivariate analysis of variance (MANOVA) was employed to analyze the measures of the SPT and CBT perceptual-cognitive tasks, treating them as separate dependent variables. The categorization of elite levels and participants is outlined below: there are 41 semi-elite athletes, 70 competitive elite athletes, 12 successful elite athletes, and 4 world-class elite athletes.

RESULTS

There were no differences in semi-elite and competitive elite athletes' perceptual-cognitive skills regarding visual-spatial reaction time (Wilks' λ = 0.956, p > 0.05), but there was a significant difference in the working memory span (Wilks' λ = 0.804, p < 0.05).

CONCLUSIONS

The study reports that elite college athletes have higher working memory, which is crucial for sport performance, compared to semi-elite athletes. However, no between-group differences were observed in reaction time.

Cognitive and Neuropsychiatric Effects of 40 Hz tACS Simultaneously with Cognitive Exercises for Dementia: A Randomized, Crossover, Double-Blind, Sham-Controlled Study

Background and Objectives: Transcranial alternating current stimulation (tACS) at 40 Hz has shown potential to enhance cognitive function. However, research on its combination with cognitive exercises, particularly its long-term effects in a dementia population, remains limited. This study investigated the effects of 40 Hz tACS paired with simultaneous cognitive exercises on cognition, neuropsychiatric symptoms, and the depression status of individuals with dementia in a sham-controlled, double-blind crossover design. Materials and Methods: A total of 42 participants with dementia were randomized into two groups: (1) the R1S2 group received 40 Hz real tACS with cognitive exercises, followed by a ≥8-week washout period, and then sham tACS with cognitive exercises; (2) the S1R2 group received the reversed sequence. tACS was applied at 1.5 mA peak-to-peak with electrodes over the left dorsolateral prefrontal cortex and contralateral supraorbital area. Participants received two 30 min stimulation sessions per day, 5 days per week, for 4 consecutive weeks, paired with cognitive exercises using the MindTriggers app (2.9.1). The primary outcome was the Alzheimer's Disease Assessment Scale-Cognitive Subscale (ADAS-Cog) and the secondary outcomes included the Montgomery-Åsberg Depression Rating Scale (MADRS) and the Neuropsychiatric Inventory Questionnaire (NPI-Q). All outcome measures were assessed before and after each treatment block. Results: Real tACS paired with cognitive exercises significantly improved ADAS-Cog scores post-treatment compared to pre-treatment (p-value = 0.019), whereas sham tACS did not. Furthermore, real tACS produced significant long-term improvements approximately 2-3 months post-treatment in ADAS-Cog scores compared to sham (p-value = 0.048). Both real (p-value = 0.003) and sham (p-value = 0.015) tACS significantly reduced NPI-Q scores post-treatment. MADRS scores significantly improved (p-value = 0.007) post-treatment for real tACS but not sham. Conclusions: The 40 Hz tACS paired with cognitive exercises improves cognition, neuropsychiatric symptoms, and depression post-treatment in dementia, with sustained cognitive effects. The findings highlight its potential as a non-invasive therapeutic intervention for dementia.

Cognitive training and retest learning effects on theta and alpha power in older and young adults: A perspective on the crunch hypothesis and the STAC-R model

According to the STAC-R model, scaffolding enhancement is achievable through various interventions. Indicating forms of compensatory scaffolding, the STAC-R model refers to phenomena described in other theoretical models, such as the enhanced fronto-parietal recruitment described in the CRUNCH hypothesis. The presented study investigated whether working memory training can induce compensatory scaffolding in older adults through increased prefrontal and parietal involvement (indicated by changes in theta and alpha power). The sample comprised 90 individuals, including 45 participants from the experimental (22 older and 23 young adults) and 45 from the passive control group (21 older and 24 young adults). The age range was 60-75 years for older adults and 20-35 years for young adults. We assessed the effects of a 12-session working memory training with the use of the adaptive n-back task on theta and alpha power measured in frontal midline and central-parietal areas by EEG in older and young adults during the n-back task performance at three difficulty levels. At the behavioral level, we found a positive, significant improvement in cognitive performance in young adults from experimental group. In contrast, the positive changes in older adults were too small to prove statistically significant. At the level of neuronal activity, we observed not a training effect but a retest effect. It was revealed primarily for theta oscillations in older adults and manifested by increased theta power with higher task demands and equalization of theta power of older and younger persons in the post-test. For alpha oscillations, the retest effect was negligible, and its only manifestation observed in older adults was a reduction in the dependence of alpha power on task difficulty. The study results indicate limited potential for improving WM performance in older adults compared to young adults. The presence of the retest learning effect, instead of the training effect, proved that familiarity with the task was crucial, rather than regular training of its performance. Changes observed in older adults in theta power can be considered positive, and these results are consistent with the CRUNCH hypothesis of a compensatory role for increased executive control involvement. In turn, changes in the alpha power in the same group should be considered rather maladaptive. Nevertheless, given the overall study findings, it can be concluded that although the behavioral effects of training are stronger in young adults, the changes in neuronal activity resulting from the retest learning effect are more marked in older adults.

Retraining Dorsal Visual Pathways Improves Cognitive Skills After a Mild Traumatic Brain Injury

Background and Objectives: Currently, there are no proven solutions to remediate cognitive deficits in people with a mild traumatic brain injury (mTBI). One common issue is visual timing deficits, which may be due to processing deficits in dorsal visual pathways. Methods: This study investigates whether a new intervention (PATH) aimed at improving these visual timing deficits is more effective than conventional cognitive therapies that either remediate: (1) pattern discrimination deficits (ventral visual pathway): Orientation Discrimination (OD), or (2) working memory deficits using ReCollect task, for 10 subjects between the ages of 26-60 years old. This study tests the ability of three different cognitive therapies to improve the primary outcome: visual working memory (VWM), and secondary outcomes: processing speed, auditory working memory, and selective attention in mTBI subjects based on neuropsychological tests administered before and after 36 30-min training sessions Monday, Wednesday and Friday mornings. Results: On average, the PATH group exhibited a 35% improvement in VWM, compared to 15% for ReCollect and 5% for OD. A repeated-measures ANOVA found that improving dorsal stream function improved VWM significantly more than found after the other two interventions. The results reveal the importance of strengthening dorsal pathways more than conventional cognitive therapies to improve cognitive skills after mTBI. A biomarker, MagnetoEncephaloGraphy (MEG) brain recordings, using an N-Back task for subjects in treatment groups, verified these improvements as well. Conclusions: The data from this preliminary study are very promising for a new method improving the brain's timing, more effective than conventional therapies, to improve cognitive deficits in mTBI patients.

Practice makes perfect, but to what end? Computerised brain training has limited cognitive benefits in healthy ageing

Whether brain training programmes are effective and have transferable benefits to wider cognitive abilities is controversial, especially in older adult populations. We assessed, in a randomised controlled intervention study, whether a commercially available brain training programme can induce cognitive improvements in a sample of healthy older adults (N = 103). Participants completed a three-month intervention of either an adaptive computerised cognitive training programme (through a brain training app) or active control. Cognition was measured through a comprehensive battery of tasks pre- and post-intervention to assess working memory, processing speed, attention, and language functioning. Participants in the intervention group significantly improved on all tasks that were trained specifically within the brain training programme (i.e. practice effects). However, for the cognitive tasks assessed pre- and post-intervention there was no evidence of any of these practice effects transferring to improvements in cognitive outcome measures compared to the active control group (i.e. transfer effects). Our results indicate that the benefits of brain training programmes appear to be limited to practice effects of trained tasks, while no evidence is found for transfer effects to other, related or unrelated, untrained cognitive tasks.

The Effects of Cognitive Training on Executive Function and Cognition

Cognitive training has emerged as a promising approach to enhancing executive function and cognition across various populations from children to older adults [...].

Age-related changes in the effects of induced positive affect on executive control in younger and older adults-evidence from a task-switching paradigm

Positive affect has been shown to promote task-switching performance in healthy young adults. Given the well-documented age-related decline in executive functioning, we asked whether induced positive affect also helps to improve task-switching performance in older adults. Sixty-eight younger and older adults performed a switching task before and after they had watched cartoon clips (positive affect group) or documentaries (neutral affect group). Positive affect was associated with reduced error rates across all trial types in both age groups. In older adults, the increase in accuracy came at the expense of slower response times for task-switch trials, resulting in greater switch costs. This pattern of findings is inconsistent with the popular notion that positive affect supports greater cognitive flexibility. Instead, positive affect may trigger adjustments in response control settings - such as a shift in the speed-accuracy trade-off toward more cautious responding - depending on the experienced level of task difficulty.

The effectiveness of real-life cognitive and physical interventions on cognitive functioning in healthy older adults: A systematic review of the effects of education and training duration

Physical and cognitive interventions are deemed the primary methods of improving cognitive functioning in healthy older adults. However, the effectiveness of these interventions is still debated. This systematic review, synthesised findings from the literature on four different types of interventions: physical activities, cognitive training, cognitive stimulation and a combined intervention. We searched six databases for each intervention category. Findings demonstrated that 65% of the studies across all intervention groups reported improvement in the experimental group following the intervention. Furthermore, memory, executive and global cognitive functions were the most reported improvements post-intervention. Additionally, participants with higher education benefited more from cognitive training (an intervention that targets a specific cognitive domain), while those with lower education gained more following cognitive stimulation (an intervention that targets general domains). Lastly, in sub-types of physical activity, cognitive stimulation and combined category, longer durations (more than 20 sessions) were associated with significant cognitive improvements. Conversely, in cognitive training, having less than 20 sessions led to significant results. Findings indicated an interaction of education and intervention duration with significant outcomes post-intervention. In conclusion, this review demonstrated the importance of intervention type, duration and education in understanding cognitive improvement post-intervention.

Efficacy of Body Representation Rehabilitation Training for Adults with Unilateral Brain Damage: A Preliminary Study

BACKGROUND/OBJECTIVES

Body representations (BRs) are essential for guiding movements, maintaining spatial awareness, and achieving effective interactions with the environment. Several studies suggest that BRs are frequently impaired following unilateral brain damage, emphasising the need for tailored rehabilitation interventions; however, there is a lack of studies evaluating the effectiveness of training specifically designed to improve different kinds of functional BRs after stroke. Therefore, the present study aimed to present and implement a specific rehabilitation training program for BR alterations and evaluate its effectiveness in a sample of adults with unilateral brain damage.

METHODS

Nine adults with unilateral brain damage and seven age- and education-matched healthy controls were recruited. Both groups underwent a neuropsychological assessment to evaluate BR (action- and nonaction-oriented). Additionally, functional autonomy and motor functioning were assessed in the patient group. Following an initial assessment (T0), the patients participated in a BR-specific rehabilitation intervention. At the end of the rehabilitation program (T1), both groups were re-evaluated with the same tasks used at T0.

RESULTS

At T0, the patient group performed worse on BR tasks than the controls. At T1, a significant improvement in the nonaction-oriented BR and functional autonomy was observed in the patient group.

CONCLUSIONS

This preliminary study suggests the effectiveness of a targeted rehabilitation intervention for BR in promoting enhanced body boundary awareness and greater accuracy in the perception of body part positions, possibly leading to increased functional autonomy. These findings highlight the importance of incorporating BR training in rehabilitation programs for adults with acquired brain damage, alongside motor rehabilitation.

Machine learning meta-analysis identifies individual characteristics moderating cognitive intervention efficacy for anxiety and depression symptoms

Cognitive training is a promising intervention for psychological distress; however, its effectiveness has yielded inconsistent outcomes across studies. This research is a pre-registered individual-level meta-analysis to identify factors contributing to cognitive training efficacy for anxiety and depression symptoms. Machine learning methods, alongside traditional statistical approaches, were employed to analyze 22 datasets with 1544 participants who underwent working memory training, attention bias modification, interpretation bias modification, or inhibitory control training. Baseline depression and anxiety symptoms were found to be the most influential factor, with individuals with more severe symptoms showing the greatest improvement. The number of training sessions was also important, with more sessions yielding greater benefits. Cognitive trainings were associated with higher predicted improvement than control conditions, with attention and interpretation bias modification showing the most promise. Despite the limitations of heterogeneous datasets, this investigation highlights the value of large-scale comprehensive analyses in guiding the development of personalized training interventions.

Working memory ımprovement after transcranial direct current stimulation paired with working memory training ın diabetic peripheral neuropathy

Association of cognitive deficits and diabetic peripheral neuropathy (DPN) is frequent. Working memory (WM) deficits result in impairment of daily activities, diminished functionality, and treatment compliance. Mounting evidence suggests that transcranial Direct Current Stimulation (tDCS) with concurrent working memory training (WMT) ameliorates cognitive deficits. Emboldening results of tDCS were shown in DPN. The study aimed to evaluate the efficacy of anodal tDCS over the left dorsolateral prefrontal cortex (DLPFC) coupled with cathodal right DLPFC with concurrent WMT in DPN for the first time. The present randomized triple-blind parallel-group sham-controlled study evaluated the efficacy of 5 sessions of tDCS over the DLPFC concurrent with WMT in 28 individuals with painful DPN on cognitive (primary) and pain-related, psychiatric outcome measures before, immediately after, and 1-month after treatment protocol. tDCS enhanced the efficacy of WMT on working memory and yielded lower anxiety levels than sham tDCS but efficacy was not superior to sham on other cognitive domains, pain severity, quality of life, and depression. tDCS with concurrent WMT enhanced WM and ameliorated anxiety in DPN without affecting other cognitive and pain-related outcomes. Further research scrutinizing the short/long-term efficacy with larger samples is accredited.

ADL+: A Digital Toolkit for Multidomain Cognitive, Physical, and Nutritional Interventions to Prevent Cognitive Decline in Community-Dwelling Older Adults

BACKGROUND

Current research highlights the importance of addressing multiple risk factors concurrently to tackle the complex etiology of dementia. However, limited evidence exists on the efficacy of technology-driven, multidomain community-based interventions for preventing cognitive decline.

OBJECTIVES

To evaluate the efficacy of ADL+, an artificial intelligence (AI)-enabled digital toolkit integrating cognitive assessments and multidomain interventions, on outcomes of cognitive function, activity levels, and quality of life in older adults at risk of cognitive decline. Adherence and usability were also evaluated.

METHODS

We conducted a quasi-experimental study including community-dwelling older adults aged 60 years and above without dementia, but with subjective memory complaints (AD8 score ≥ 2). Participants received a six-month intervention (app-based cognitive training, personalized nutritional, physical, and social activities recommendations) or a control group treatment (cognitive health educational package). The primary outcome was a change in neuropsychological test battery (NTB) Z-scores (NTB composite and its individual domains: attention, processing speed, memory, and executive function). Secondary outcomes were activity levels (Frenchay Activities Index, FAI), and quality of life (EQ-5D). Outcomes were assessed at the end of the intervention and three months post-intervention using linear mixed-effects models.

RESULTS

96% of participants in the intervention and 89% in the control group completed the study. At six months, the intervention group showed a significant NTB composite score improvement (mean change: 0.086 (95% CI 0.020 to 0.15)), with a between-group difference of 0.17 (95% CI 0.071 to 0.27). Significant differences in attention, processing speed, and memory domains were observed, with benefits sustained in the processing speed domain at nine months. The control group's FAI scores declined at six months (mean change: -1.04 (95% CI -1.83 to -0.26)), while the intervention group's scores remained stable. The intervention group's EQ-5D visual analogue scale (VAS) scores improved at both six and nine months, with between-group differences of 4.06 (95% CI 0.23 to 7.90) at six months and 5.12 (95% CI 0.81 to 9.43) at nine months. Adherence was high, while average usability scores were obtained.

CONCLUSIONS

The ADL+ toolkit shows potential beneficial effects on cognitive function, activity levels, and quality of life for older adults at risk of cognitive decline. Findings will guide future randomized controlled trials and implementation efforts.

The Effects of Cognition and Vision While Walking in Younger and Older Adults

This study investigated how various cognitive tasks and visual challenges affect dual-task walking costs (DTWC) in younger and older adults. Twenty younger adults (Meanage = 22.25, SD = 3.04, 4 males) and eighteen older adults (Meanage = 71.75, SD = 5.17, 7 males) completed single-task walking and dual-task walking. The dual tasks involved walking while performing either (a) serial-subtraction by 3s or (b) a Stroop task. Both single tasks and dual tasks were performed under both normal vision and peripheral-vision-loss conditions. Results showed no significant three-way interaction but two significant two-way interactions: DTWC for step-length was greater during Stroop compared to serial-subtraction, (a) more in older adults regardless of vision (p = 0.022) and (b) more under peripheral-vision-loss regardless of age (p = 0.033). In addition, DTWC for various gait parameters was greater under (a) Stroop compared to serial-subtraction, (b) peripheral-vision-loss compared to normal vision, and (c) older adults compared to younger adults. These findings suggest that, when engaging in a cognitively demanding task, older adults place greater emphasis on maintaining gait compared to younger adults, likely to offset the negative impacts of additional cognitive load and deteriorated vision. Future research should further examine how different cognitive tasks and visual challenges interact across age groups.

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

BACKGROUND

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

AIMS

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

METHOD

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

RESULTS

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

CONCLUSIONS

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

Is working memory domain-general or domain-specific?

Given the fundamental role of working memory (WM) in all domains of cognition, a central question has been whether WM is domain-general. However, the term 'domain-general' has been used in different, and sometimes misleading, ways. By reviewing recent evidence and biologically plausible models of WM, we show that the level of domain-generality varies substantially between three facets of WM: in terms of computations, WM is largely domain-general. In terms of neural correlates, it contains both domain-general and domain-specific elements. Finally, in terms of application, it is mostly domain-specific. This variance encourages a shift of focus towards uncovering domain-general computational principles and away from domain-general approaches to the analysis of individual differences and WM training, favoring newer perspectives, such as training-as-skill-learning.

Attention to event segmentation improves memory in young adults: A lifespan study

People spontaneously segment an observed everyday activity into discrete, meaningful events, but segmentation can be modified by task goals. Asking young adults to attend to event segmentation while watching movies of everyday actions improved their memory up to 1 month later (Flores et al., 2017). Does attending to event segmentation improve memory across the lifespan? Participants between the ages of 20 and 79 watched movies of actors performing everyday activities while intentionally encoding them for a recall and a recognition memory test 1 week (Experiment 1) or 1 month (Experiment 2) later. In addition to intentionally encoding the movies, half of the participants segmented the movies into fine-grained events. Young adults who segmented recalled more words in their recall responses than those who intentionally encoded 1 week and 1 month later. Middle-aged adults benefited from the intervention after a 1-week delay but not after a 1-month delay. Older adults over the age of 70 did not benefit from attending to segmentation. Of those who segmented, young and older adults showed similar agreement about the locations of event boundaries. Together, the results suggest that older adults are less able, compared to young adults, to maintain or retrieve well-encoded event memories after a delay. In addition, individual differences in segmentation agreement predicted memory up to 1 month later, regardless of age. These results suggest a practical and easy-to-implement intervention for improving recall of everyday events in young and middle-aged adults that is ineffective in older adults. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Neural correlates of working memory training: An fMRI meta-analysis

Working memory (WM) can be improved by cognitive training. Numerous studies examined neural mechanisms underlying WM training, although with differing conclusions. Therefore, we conducted a meta-analysis to examine the neural substrates underlying WM training in healthy adults. Findings from global analyses showed substantial neural changes in the frontoparietal and subcortical regions. Results from training dosage analyses of WM training showed that shorter WM training could produce neural changes in the frontoparietal regions, whereas longer WM training could produce changes in the subcortical regions (striatum, anterior cingulate cortex, and insula). WM training-induced neural changes were also moderated by the type of training task, with updating tasks inducing neural changes in more regions than maintenance tasks. Overall, these results indicate that the neural changes associated with WM training occur in the frontoparietal network and dopamine-related brain areas, extending previous meta-analyses on WM training and advancing our understanding of the neural underpinnings of WM training effects.

Can we enhance working memory? Bias and effectiveness in cognitive training studies

Meta-analyses have found that working memory (WM) can be improved with cognitive training; however, some authors have suggested that these improvements are mostly driven by biases in the measurement of WM, especially the use of similar tasks for assessment and training. In the present meta-analysis, we investigated whether WM, fluid intelligence, executive functions, and short-term memory can be improved by cognitive training and evaluated the impact of possible sources of bias. We performed a risk of bias assessment of the included studies and took special care in controlling for practice effects. Data from 52 independent comparisons were analyzed, including cognitive training aimed at different cognitive functions. Our results show small improvements in WM after training (SMD = 0.18). Much larger effects were observed when the analysis was restricted to assessment tasks similar to those used for training (SMD = 1.15). Fluid intelligence was not found to improve as a result of training, and improvements in WM were not related to changes in fluid intelligence. Our analyses did however indicate that cognitive training can improve specific executive functions. Contrary to expectations, a set of meta-regressions indicated that characteristics of the training programme, such as dosage and type of training, do not have an impact on the effectiveness of training. The risk of bias assessment revealed some concerns in the randomization process and possible selective reporting among studies. Overall, our results identified various potential sources of bias, with the most significant being the choice of assessment tasks.

A mechanism underlying improved dual-task performance after practice: Reviewing evidence for the memory hypothesis

Extensive practice can significantly reduce dual-task costs (i.e., impaired performance under dual-task conditions compared with single-task conditions) and, thus, improve dual-task performance. Among others, these practice effects are attributed to an optimization of executive function skills that are necessary for coordinating tasks that overlap in time. In detail, this optimization of dual-task coordination skills is associated with the efficient instantiation of component task information in working memory at the onset of a dual-task trial. In the present paper, we review empirical findings on three critical predictions of this memory hypothesis. These predictions concern (1) the preconditions for the acquisition and transfer of coordination skills due to practice, (2) the role of task complexity and difficulty, and (3) the impact of age-related decline in working memory capacity on dual-task optimization.

From task-general towards task-specific cognitive operations in a few minutes? Working memory performance as an adaptive process

Measurement of cognitive functions is typically based on the implicit assumption that the mental architecture underlying cognitive task performance is constant throughout the task. In contrast, skill learning theory implies that cognitively demanding task performance is an adaptive process that progresses from initial heavy engagement of effortful and task-general metacognitive and executive control processes towards more automatic and task-specific performance. However, this hypothesis is rarely applied to the short time spans of traditional cognitive tasks such as working memory (WM) tasks. We utilised longitudinal structural equation models on two well-powered data sets to test the hypothesis that the initial stages of WM task performances load heavily on a task-general g-factor and then start to diverge towards factors specific to task structure. In line with the hypothesis, data from the first experiment (N = 296) were successfully fitted in a model with task-initial unity of the WM paradigm-specific latent factors, after which their intercorrelations started to diverge. The second experiment (N = 201) replicated this pattern except for one paradigm-specific latent factor. These preliminary results suggest that the processes underlying WM task performance tend to progress rapidly from more task-general towards task-specific, in line with the cognitive skill learning framework. Such task-internal dynamics has important implications for the measurement of complex cognitive functions.

Real-Time fMRI Neurofeedback Training of Selective Attention in Older Adults

BACKGROUND

Selective attention declines with age, due to age-related functional changes in dorsal anterior cingulate cortex (dACC). Real-time functional magnetic resonance imaging (rtfMRI) neurofeedback has been used in young adults to train volitional control of brain activity, including in dACC.

METHODS

For the first time, this study used rtfMRI neurofeedback to train 19 young and 27 older adults in volitional up- or down-regulation of bilateral dACC during a selective attention task.

RESULTS

Older participants in the up-regulation condition (experimental group) showed greater reward points and dACC BOLD signal across training sessions, reflective of neurofeedback training success; and faster reaction time and better response accuracy, suggesting behavioral benefits on selective attention. These effects were not observed for older participants in the down-regulation condition (inverse condition control group), supporting specificity of volitional dACC up-regulation training in older adults. These effects were, unexpectedly, also not observed for young participants in the up-regulation condition (age control group), perhaps due to a lack of motivation to continue the training.

CONCLUSIONS

These findings provide promising first evidence of functional plasticity in dACC in late life via rtfMRI neurofeedback up-regulation training, enhancing selective attention, and demonstrate proof of concept of rtfMRI neurofeedback training in cognitive aging.

Phishing vulnerability compounded by older age, apolipoprotein E e4 genotype, and lower cognition

With technological advancements, financial exploitation tactics have expanded into the online realm. Older adults may be particularly susceptible to online scams due to age- and Alzheimer's disease-related changes in cognition. In this study, 182 adults ranging from 18 to 90 years underwent cognitive assessment, genotyping for apolipoprotein E e4 (APOE4), and completed the lab-based Short Phishing Email Suspicion Test (S-PEST) as well as the real-life PHishing Internet Task (PHIT). Across both paradigms, older age predicted heightened susceptibility to phishing, with this enhanced susceptibility pronounced among older APOE4 allele carriers with lower working memory. Additionally, performance in both phishing tasks was correlated in that reduced ability to discriminate between phishing and safe emails in S-PEST predicted greater phishing susceptibility in PHIT. The current study identifies older age, APOE4, and lower cognition as risk factors for phishing vulnerability and introduces S-PEST as an easy-to-administer, ecologically valid tool for assessing phishing susceptibility.

Youth-like brain activation linked with greater cognitive training gains in older adults: Insights from the ACTOP study

This study investigates the relationship between inter-individual neurofunctional differences in older adults and cognitive training efficacy, with a specific focus on the association between youth-like task-related brain activation and improvements in working memory (WM) training. The data is part of the Attentional Control Training for Older People (ACTOP) study, 30 older adults completed 12 half-hour WM training sessions. The WM performance slope, assessed at the conclusion of sessions 1 through 6 and sessions 7 to 12, determined early- and late-stage training gains, respectively. Transfer measures were taken before (PRE), midway (MID), and after (POST) training, and the differences in MID-PRE and POST-MID on transfer tasks were used to determine early- and late-stage transfer effects, respectively. The Goodness of Fit (GOF) metric was used to quantify the similarity between each older adult's activation pattern, as measured with functional magnetic resonance imaging (fMRI), to that of a group of younger adults. GOF scores were calculated for activation during low-load (1-0back) and high-load (2-0back) N-back tasks. The results indicated that larger GOF scores in the low-load condition were associated with greater training gains in both the early and late learning stages, and that larger GOF scores in the high-load condition were associated with greater training gains during the late-stage. These findings suggest that a youth-like brain activation pattern in older adults is associated with greater cognitive training benefits, underscoring the role of inter-individual neurofunctional differences to account for variations in training outcomes among older adults. TRIAL REGISTRATION: ClinicalTrials.gov NCT03532113; https://clinicaltrials.gov/ct2/show/NCT03532113.

Cognitive control training with domain-general response inhibition does not change children's brains or behavior

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.

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

OBJECTIVE

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

RESULTS

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

Multiple group membership and executive function in a socioeconomically diverse sample

Belonging to multiple groups is an important feature of our social lives. However, it is largely unknown if it is related to individual differences in cognitive performance. Given that changing self-identities linked to each group requires cognitive operations on knowledge bases associated with each group, the extent to which people belong to multiple groups may be related to individual differences in cognitive performance. Therefore, the main objective of this study was to test if multiple group membership is related to executive function task performance. A socioeconomically diverse sample of 395 individuals in Indonesia participated in this study. Our results show that multiple group membership was positively related to the 3-back working memory performance. However, we also found that this relationship was significant only among participants with high (not median or low) SES. We also observed that Contact diversity was negatively related to working memory performance among participants with low SES. Our results show that the complexity of our social lives is related to individual differences in executive function performance, although this seems to be constrained by SES.

Transparency in Cognitive Training Meta-analyses: A Meta-review

Meta-analyses often present flexibility regarding their inclusion criteria, outcomes of interest, statistical analyses, and assessments of the primary studies. For this reason, it is necessary to transparently report all the information that could impact the results. In this meta-review, we aimed to assess the transparency of meta-analyses that examined the benefits of cognitive training, given the ongoing controversy that exists in this field. Ninety-seven meta-analytic reviews were included, which examined a wide range of populations with different clinical conditions and ages. Regarding the reporting, information about the search of the studies, screening procedure, or data collection was detailed by most reviews. However, authors usually failed to report other aspects such as the specific meta-analytic parameters, the formula used to compute the effect sizes, or the data from primary studies that were used to compute the effect sizes. Although some of these practices have improved over the years, others remained the same. Moreover, examining the eligibility criteria of the reviews revealed a great heterogeneity in aspects such as the training duration, age cut-offs, or study designs that were considered. Preregistered meta-analyses often specified poorly how they would deal with the multiplicity of data or assess publication bias in their protocols, and some contained non-disclosed deviations in their eligibility criteria or outcomes of interests. The findings shown here, although they do not question the benefits of cognitive training, illustrate important aspects that future reviews must consider.

Far Transfer Effects of Trainings on Executive Functions in Neurodevelopmental Disorders: A Systematic Review and Metanalysis

Executive Functions are a set of interrelated, top-down processes essential for adaptive goal-directed behaviour, frequently impaired across different neurodevelopmental disorders with variable degrees of severity. Many executive-function-training studies in children with neurodevelopmental disorders have focused on near effects, investigating post-treatment improvements on directly trained processes, while enhancements of skills not directly trained, defined as far effects, are less considered, albeit these could be extremely relevant for reducing the negative impact of a disorder's core symptomatology. This systematic review and metanalysis aims to investigate the far effect outcomes after EF training in children with different types of neurodevelopmental disorders. 17 studies met the inclusion criteria for the systematic review, while 15 studies were selected in the metanalysis. An overall statistically significant effect size was found in the majority of far effect outcome measures considered in the studies. In particular, trainings on executive functions determine significant far effects on daily life functioning (0.46, 95% CI: [0.05-0.87]) and clinical symptoms (0.33, 95% CI: [0.15-0.51]). Despite a high variability of the results, intensity, frequency and the laboratory/life contexts dimension seem to be the most influential variables in determining far effects. This systematic review and metanalysis highlights the need to measure far effects of executive function training in neurodevelopmental disorders, selecting treatments not only on directly targeted processes, but also according to far impacts on the functional weakness of the disorder.

Persistent neurocognitive deficits in cognitively impaired survivors of sepsis are explained by reductions in working memory capacity

Introduction

Sepsis is defined as life-threatening organ dysfunction caused by a dysregulated host response to infection. Mounting evidence suggests that many cognitively impaired sepsis survivors show long-term neurocognitive deficits in neuropsychological tasks. To date, the underlying mechanisms of these deficits are insufficiently understood. Based on previous evaluations we hypothesized that visual attention and working memory may be affected in a sample of cognitively impaired sepsis survivors.

Methods

We utilized psychophysical whole-and partial-report paradigms based on the computational theory of visual attention (TVA) to determine (i) whether sepsis survivors show changes in basic parameters of visual attention and working memory, (ii) whether the affected parameters are related to neuropsychological test results in a standard battery in sepsis survivors and matched healthy control participants, (iii) whether between-group differences in these basic parameters of visual attention could account for underperformance of sepsis survivors in neuropsychological tests when adjusting for potentially relevant clinical variables.

Results

We showed that, in sepsis survivors, the maximum number of elements consciously maintained in an instant, i.e. the working memory storage capacity K, is reduced (sepsis survivors: M = 3.0; healthy controls: M = 3.4). Moreover, K explained variance in neurocognitive outcomes -17% in attentional and 16 % in executive functions - in a standard neuropsychological battery. The association remained stable when adjusting for clinical variables.

Discussion

Thus, in our sample of cognitively impaired sepsis survivors, a reduction in working memory capacity seems to be a critical determinant of the neurocognitive sequelae. It should be the subject of future work on mechanisms but may also serve as surrogate outcome measure in interventional studies.

Optimal feedback improves behavioral focus during self-regulated computer-based work

Distractions are omnipresent and can derail our attention, which is a precious and very limited resource. To achieve their goals in the face of distractions, people need to regulate their attention, thoughts, and behavior; this is known as self-regulation. How can self-regulation be supported or strengthened in ways that are relevant for everyday work and learning activities? To address this question, we introduce and evaluate a desktop application that helps people stay focused on their work and train self-regulation at the same time. Our application lets the user set a goal for what they want to do during a defined period of focused work at their computer, then gives negative feedback when they get distracted, and positive feedback when they reorient their attention towards their goal. After this so-called focus session, the user receives overall feedback on how well they focused on their goal relative to previous sessions. While existing approaches to attention training often use artificial tasks, our approach transforms real-life challenges into opportunities for building strong attention control skills. Our results indicate that optimal attentional feedback can generate large increases in behavioral focus, task motivation, and self-control-benefitting users to successfully achieve their long-term goals.

A Longitudinal Study on Cognitive Training for Cognitively Preserved Adults in Liguria, Italy

In this study, we examined the effects of memory training on cognitive function and depressive symptoms in a cohort of 794 healthy adults aged 50 years or older. Participants were divided into an active intervention group and a passive intervention group, with various cognitive measures assessed over a one-year period. Univariate analysis revealed that the active intervention group consistently outperformed the passive group in measures of memory self-perception (Memory Complaint Questionnaire-MACQ), depressive symptoms (Geriatric Depression Scale-GDS-4), verbal memory and recall ability (A3LP), and verbal fluency (VF). Significant differences in MACQ scores were observed between the two groups at all time points, indicating enhanced memory self-perception in the active group. GDS-4 scores consistently favored the active group, suggesting a reduction in depressive symptoms. A3LP scores demonstrated that the active group had better verbal memory and recall abilities. VF scores consistently favored the active group, indicating superior language skills and cognitive flexibility. Linear regression model and mixed linear regression model reinforced these findings, with highly significant interaction effects observed between the active/passive group, gender, age, education, and time. These effects were particularly pronounced for MACQ and A3LP scores, indicating the combined impact of these factors on memory self-perception and verbal memory. This study highlights the positive impact of memory training intervention on cognitive function and depressive symptoms in older adults and underscores the importance of considering gender, age, and education in cognitive interventions. Notably, these benefits persist for up to six months from the end of the program. The results provide valuable insights into cognitive changes in aging populations and suggest that tailored memory training programs can yield significant improvements.

Developing cognitive workload and performance evaluation models using functional brain network analysis

Cognition, defined as the ability to learn, remember, sustain attention, make decisions, and solve problems, is essential in daily activities and in learning new skills. The purpose of this study was to develop cognitive workload and performance evaluation models using features that were extracted from Electroencephalogram (EEG) data through functional brain network and spectral analyses. The EEG data were recorded from 124 brain areas of 26 healthy participants conducting two cognitive tasks on a robot simulator. The functional brain network and Power Spectral Density features were extracted from EEG data using coherence and spectral analyses, respectively. Participants reported their perceived cognitive workload using the SURG-TLX questionnaire after each exercise, and the simulator generated actual performance scores. The extracted features, actual performance scores, and subjectively assessed cognitive workload values were used to develop linear models for evaluating performance and cognitive workload. Furthermore, the Pearson correlation was used to find the correlation between participants' age, performance, and cognitive workload. The findings demonstrated that combined EEG features retrieved from spectral analysis and functional brain networks can be used to evaluate cognitive workload and performance. The cognitive workload in conducting only Matchboard level 3, which is more challenging than Matchboard level 2, was correlated with age (0.54, p-value = 0.01). This finding may suggest playing more challenging computer games are more helpful in identifying changes in cognitive workload caused by aging. The findings could open the door for a new era of objective evaluation and monitoring of cognitive workload and performance.

Financial Fraud and Deception in Aging

Financial exploitation among older adults is a significant concern with often devastating consequences for individuals and society. Deception plays a critical role in financial exploitation, and detecting deception is challenging, especially for older adults. Susceptibility to deception in older adults is heightened by age-related changes in cognition, such as declines in processing speed and working memory, as well as socioemotional factors, including positive affect and social isolation. Additionally, neurobiological changes with age, such as reduced cortical volume and altered functional connectivity, are associated with declining deception detection and increased risk for financial exploitation among older adults. Furthermore, characteristics of deceptive messages, such as personal relevance and framing, as well as visual cues such as faces, can influence deception detection. Understanding the multifaceted factors that contribute to deception risk in aging is crucial for developing interventions and strategies to protect older adults from financial exploitation. Tailored approaches, including age-specific warnings and harmonizing artificial intelligence as well as human-centered approaches, can help mitigate the risks and protect older adults from fraud.

Fostering cognitive performance in older adults with a process- and a strategy-based cognitive training

       The present study investigates the impact of process-based and strategy-based cognitive training to boost performance in healthy older adults. Three groups trained with either a dichotic listening training (process-based training, n = 25), an implementation intention strategy training (strategy-based training, n = 23), or served as a non-contact control group (n = 30). Our results demonstrated that training participants improved their performance in the trained tasks (process-based training: d = 3.01, strategy-based training: d = 2.6). For untrained tasks, the process-based training group showed significant working memory (d = .58) as well as episodic memory task improvement (d = 1.19) compared to the strategy-based training and to the non-contact control group (all d < .03). In contrast, in the strategy-based training group there was a tendency towards some performance gain in a fluid intelligence test (d = .92). These results indicate that cognitive training can be tailored to improve specific cognitive abilities.

EngAge - A metacognitive intervention to supplement working memory training: A feasibility study in older adults

Working Memory (WM) training has shown promise in supporting cognitive functioning in older adult populations, but effects that generalize beyond the trained task have been inconsistent. Targeting cognitive processes in isolation might be a limiting factor given that metacognitive and motivational factors have been shown to impact older adults' engagement with challenging cognitive activities, such as WM training. The current feasibility study implemented a novel metacognitive intervention in conjunction with WM training in older adults and examined its potential amplifying short- and long-term effects on cognitive and self-report outcomes as compared to WM or active control training alone. One-hundred and nineteen older adults completed a cognitive training over the course of 20 sessions at home. The cognitive training targeted either WM or general knowledge. In addition, one of the WM training groups completed a metacognitive program via group seminars. We tested for group differences in WM, inhibitory control, and episodic memory, and we assessed participants' perceived self-efficacy and everyday memory failures. At post-test, we replicated earlier work by demonstrating that participants who completed the WM intervention outperformed the active control group in non-trained WM measures, and to some extent, in inhibitory control. However, we found no evidence that the supplemental metacognitive program led to benefits over and above the WM intervention. Nonetheless, we conclude that our metacognitive program is a step in the right direction given the tentative long-term effects and participants' positive feedback, but more longitudinal data with larger sample sizes are needed to confirm these early findings.

Evaluating brain modularity benefits of an acting intervention: a discriminant-analysis framework

Purpose

Aging is associated with a reduction in brain modularity as well as aspects of executive function, namely, updating, shifting, and inhibition. Previous research has suggested that the aging brain exhibits plasticity. Further, it has been hypothesized that broad-based intervention models may be more effective in eliciting overall gains in executive function than interventions targeted at specific executive skills (e.g., computer-based training). To this end, we designed a 4-week theater-based acting intervention in older adults within an RCT framework. We hypothesized that older adults would show improvements in brain modularity and aspects of executive function, ascribed to the acting intervention.

Materials and methods

The participants were 179 adults from the community, aged 60-89 years and on average, college educated. They completed a battery of executive function tasks and resting state functional MRI scans to measure brain network modularity pre- and post-intervention. Participants in the active intervention group (n = 93) enacted scenes with a partner that involved executive function, whereas the active control group (n = 86) learned about the history and styles of acting. Both groups met two times/week for 75-min for 4 weeks. A mixed model was used to evaluate intervention effects related to brain modularity. Discriminant-analysis was used to determine the role of seven executive functioning tasks in discriminating the two groups. These tasks indexed subdomains of updating, switching, and inhibition. Discriminant tasks were subject to a logistic regression analysis to determine how post-intervention executive function performance interacted with changes in modularity to predict group membership.

Results

We noted an increase in brain modularity in the acting group, relative to pre-intervention and controls. Performance on updating tasks were representative of the intervention group. However, post-intervention performance on updating did not interact with the observed increase in brain modularity to distinguish groups.

Conclusion

An acting intervention can facilitate improvements in modularity and updating, both of which are sensitive to aging and may confer benefits to daily functioning and the ability to learn.

Virtual Reality Training of Social Skills in Adults with Autism Spectrum Disorder: An Examination of Acceptability, Usability, User Experience, Social Skills, and Executive Functions

Poor social skills in autism spectrum disorder (ASD) are associated with reduced independence in daily life. Current interventions for improving the social skills of individuals with ASD fail to represent the complexity of real-life social settings and situations. Virtual reality (VR) may facilitate social skills training in social environments and situations similar to those in real life; however, more research is needed to elucidate aspects such as the acceptability, usability, and user experience of VR systems in ASD. Twenty-five participants with ASD attended a neuropsychological evaluation and three sessions of VR social skills training, which incorporated five social scenarios with three difficulty levels. Participants reported high acceptability, system usability, and user experience. Significant correlations were observed between performance in social scenarios, self-reports, and executive functions. Working memory and planning ability were significant predictors of the functionality level in ASD and the VR system's perceived usability, respectively. Yet, performance in social scenarios was the best predictor of usability, acceptability, and functionality level. Planning ability substantially predicted performance in social scenarios, suggesting an implication in social skills. Immersive VR social skills training in individuals with ASD appears to be an appropriate service, but an errorless approach that is adaptive to the individual's needs should be preferred.

Neural and behavioral evidence supporting the relationship between habitual exercise and working memory precision in healthy young adults

Introduction

Working memory (WM) is a well-known fundamental ability related to various high-level cognitive functions, such as executive functioning, decision-making, and problem-solving. Although previous studies have posited that chronic exercise may improve cognitive functions, its underlying neural mechanisms and whether habitual exercise is associated with individual WM ability remain unclear.

Methods

In the current study, 36 participants reported their habitual physical activity through the International Physical Activity Questionnaire (IPAQ). In addition to assessments of intelligence quotient (IQ), WM storage capacity (K score), and visuomotor coordination capacity, electroencephalogram (EEG) signals were recorded while the participants performed a WM precision task fusing conventional visual and motor retrospective cue (retro-cue) WM tasks.

Results

We found that greater amounts of and higher frequencies of vigorous-intensity exercise were highly correlated with smaller recall errors in the WM precision task. Contralateral delay activity (CDA), a well-known WM-related event-related potential (ERP) component evoked by the valid retro-cue, predicted individual behavioral recall error. Participants who met the medium or high level of IPAQ criteria (the regular exercise group) showed smaller behavioral recall error and larger CDA than participants who did not meet the criteria (the irregular exercise group). The two groups did not differ in other assessments, such as IQ, WM storage capacity, and visuomotor coordination ability.

Discussion

Habitual exercise was specifically correlated with individual differences in WM precision, rather than IQ, WM storage capacity, and visuomotor coordination ability, suggesting potential mechanisms of how modulations of chronic exercise improve cognition through visual and/or motor WM precision.

Anxiety-reducing effects of working memory training: A systematic review and meta-analysis

OBJECTIVE

To assess whether working memory training will relieve anxiety in participants.

METHODS

The PubMed, PsycINFO, Web of Science, and ProQuest databases were searched up to January 25, 2022. We included random controlled trials with low to moderate risk of bias in comparing working memory training with control condition as the only intervention in treating anxiety (PROSPERO ID: CRD42022300404). The language was restricted to English. Data extraction was independently carried out by two authors, following the PRISMA guideline for systematic reviews.

RESULTS

Of the 477 records identified, 19 studies (n = 1051) were included in the meta-analysis. The results showed that the post-training anxiety was reduced with a small but significant value (Hedge's g = -0.392, p = .009) by working memory training. Subgroup analyses confirmed that the moderating effect of anxiety type, anxiety measurement and training environment were significant.

LIMITATIONS

These results should be considered with caution for the heterogeneity of training paradigms, participant population and types of anxiety assessed between studies. Further research is required to support these results.

CONCLUSIONS

Working memory training is a promising intervention to relieve anxiety symptoms.

The mechanisms of far transfer from cognitive training: specifying the role of distraction suppression

Cognitive training aims to produce a durable transfer to untrained abilities (i.e., far transfer). However, designing effective programs is difficult, because far transfer mechanisms are not well understood. Greenwood and Parasuraman (Neuropsychol 30(6):742-755. https://doi.org/10.1037/neu0000235 , 2016) proposed that the ability to ignore distractions is key in promoting far transfer. While the authors identified working-memory training based on the N-back task as an effective way to train distraction suppression, a recent meta-analysis concluded that this form of training rarely produces far transfer. Such inconsistency casts doubt onto the importance of distraction suppression in far transfer and calls for further examination of the role of this ability in cognitive training effectiveness. We propose here to conceptualize distraction suppression in the light of the load theory of attention, which distinguishes two mechanisms of distractor rejection depending on the level and type of information load involved: perceptual selection and cognitive control. From that standpoint, N-back training engages a single suppression mechanism, namely cognitive control, because it mainly involves low perceptual load. In the present study, we compared the efficacy of N-back training in producing far transfer to that of a new response-competition training paradigm that solicits both distraction suppression mechanisms. Response-competition training was the only one to produce far transfer effects relative to an active control training. These findings provided further support to Greenwood and Parasuraman's hypothesis and suggest that both selection perception and cognitive control need to be engaged during training to increase the ability to suppress distraction, hence to promote far transfer.

Embedding Executive Function Training Into Early Literacy Instruction for Dual Language Learners: A Pilot Study

PURPOSE

Early literacy skills are key indicators of future reading development for young dual language learners (DLLs). Additionally, emerging evidence indicates that young children's executive function (EF) skills are uniquely associated with elementary school reading outcomes (Ribner et al., 2017). Therefore, the purpose of this pilot study was to evaluate the potential for embedding strategies to support EF development within evidence-based early language and literacy instruction for young DLLs.

METHOD

Sixty-nine preschool DLLs were randomly assigned to one of three treatment groups: a business-as-usual control group (BAU), a group that received early literacy instruction only (EL group), and a group that received early literacy instruction with embedded EF strategies (EL + EF group). The intervention focused on improving children's early literacy skills, including letter-name knowledge, phonological awareness, and oral language. Children completed assessments of early literacy and EF immediately before and after the intervention.

RESULTS

The EL and EL + EF groups significantly outperformed the BAU control group for two early literacy outcomes, and effects of evidence-based early literacy instruction were strongest for children with poor EF skills. Results indicated that there were no significant differences between the EL + EF and EL groups.

CONCLUSIONS

This pilot study indicated that there was no significant benefit to adding supports for EF skills within evidence-based early literacy instruction. Additional research is needed with larger samples to replicate observed effects.

SUPPLEMENTAL MATERIAL

https://doi.org/10.23641/asha.21834465.

Association between working memory updating ability and cognitive reappraisal: An investigation into a modulatory role of the individual's sex

Cognitive reappraisal has been shown to be an effective emotion regulation strategy that contributes to mental health. Previous studies focused on sex differences in the frequency of use and ability to use this strategy, and the association of fequency of use and ability with executive functioning. However, there is a lack of behavioral studies examining whether the involvement of executive functions in cognitive reappraisal use and ability differs for men and women. Such a sex difference may inform the design of cognitive interventions directed at enhancing cognitive reappraisal use and ability. The present study used a sample of 125 Chinese university students and focused on one key component of executive functioning: working memory updating. Frequency of cognitive reappraisal use was assessed by self-report. Ability to use cognitive reappraisal and working memory updating capacity were each assessed with a laboratory task. The results revealed no sex difference in cognitive reappraisal use or ability. However, of primary interest, the ability to apply cognitive reappraisal was associated with working memory updating performance, but only for women. If confirmed in further studies, these findings suggest that cognitive interventions in general, and working memory updating trainings more specifically, are more likely to enhance the ability to use cognitive reappraisal as a means to regulate emotions in women than in men.

Speech-Language Pathology Interventions for Children With Executive Function Deficits: A Systematic Literature Review

PURPOSE

The purpose of this synthesis was to systematically review the research and guidance for school-based speech-language pathologists (SLPs) who provide intervention to children with developmental executive function (EF) deficits, particularly those children with co-occurring developmental language disorder (DLD).

METHOD

We conducted a structured search of four major electronic databases, as well as a manual review of references and journals, which yielded 4,571 nonduplicate articles. We screened first titles and abstracts and then full texts to identify peer-reviewed articles, dissertations, and theses containing research or guidance for SLPs' interventions for children with co-occurring DLD and EF deficits; this process yielded 27 articles for analysis. We categorized these studies by type of publication and synthesized their contents to assess the evidence base for EF interventions in children with DLD and to evaluate the guidance for SLP-implemented direct and indirect interventions.

RESULTS

A small body of research explores the efficacy of SLPs' intervention for children with co-occurring DLD and EF deficits, generally finding modest but inconsistent effects of cognitive interventions and strategy training to improve language outcomes. Meanwhile, nonempirical articles (e.g., tutorials) offer guidance to SLPs to support students with EF deficits through direct and indirect services.

CONCLUSIONS

A growing body of literature equips SLPs with the principles and strategies of EF intervention. Many of these articles are sourced from literature about children with EF deficits or attention-deficit/hyperactivity disorder, but few empirical studies measure the efficacy of these interventions for children with co-occurring DLD.

SUPPLEMENTAL MATERIAL

https://doi.org/10.23641/asha.21401901.

Mindful attention promotes control of brain network dynamics for self-regulation and discontinues the past from the present

Mindful attention is characterized by acknowledging the present experience as a transient mental event. Early stages of mindfulness practice may require greater neural effort for later efficiency. Early effort may self-regulate behavior and focalize the present, but this understanding lacks a computational explanation. Here we used network control theory as a model of how external control inputs-operationalizing effort-distribute changes in neural activity evoked during mindful attention across the white matter network. We hypothesized that individuals with greater network controllability, thereby efficiently distributing control inputs, effectively self-regulate behavior. We further hypothesized that brain regions that utilize greater control input exhibit shorter intrinsic timescales of neural activity. Shorter timescales characterize quickly discontinuing past processing to focalize the present. We tested these hypotheses in a randomized controlled study that primed participants to either mindfully respond or naturally react to alcohol cues during fMRI and administered text reminders and measurements of alcohol consumption during 4 wk postscan. We found that participants with greater network controllability moderated alcohol consumption. Mindful regulation of alcohol cues, compared to one's own natural reactions, reduced craving, but craving did not differ from the baseline group. Mindful regulation of alcohol cues, compared to the natural reactions of the baseline group, involved more-effortful control of neural dynamics across cognitive control and attention subnetworks. This effort persisted in the natural reactions of the mindful group compared to the baseline group. More-effortful neural states had shorter timescales than less effortful states, offering an explanation for how mindful attention promotes being present.

Photobiomodulation improves frontal lobe cognitive functions and mental health of older adults with non-amnestic mild cognitive impairment: Case studies

Introduction

This study investigated the effects of transcranial photobiomodulation (tPBM) on improving the frontal lobe cognitive functions and mental health of older adults.

Methods

Three older adults with mild cognitive impairment (MCI) of the non-amnestic type received 18-session tPBM stimulation for 9 weeks and were assessed with neuropsychological tests of memory and executive functions and standardized questionnaires on depressive and anxiety symptoms, global cognitive functions, and daily functioning abilities before and after tPBM stimulation.

Results

At baseline, their intrusion and/or perseveration errors in a verbal memory test and a fluency test, as measures of the frontal lobe cognitive functions, were in the borderline to severely impaired range at baseline. After tPBM stimulation, the three older adults showed various levels of improvement in their frontal lobe cognitive functions. One older adult's intrusion and perseveration errors improved from the <1st-2nd percentile (moderately to severely impaired range) to the 41st-69th percentile (average range), another older adult's intrusion errors improved from the 11th percentile to the 83rd percentile, and the third older adult's intrusion errors improved from the 5th percentile to the 56th percentile. Moreover, improvements in their anxiety and/or depressive symptoms were also observed. One older adult's depressive and anxiety symptoms improved from the severe range at baseline to the mild range after the intervention. The other two older adults' depressive symptoms improved from the mild range at baseline to the normal range after the intervention.

Discussion

These findings provide preliminary support for the potential of tPBM to improve the frontal lobe cognitive functions and mental health of older adults with MCI. Given the small sample size of only three older adults and the absence of a placebo control group, larger randomized controlled studies are needed to confirm its potential.

Cognitive Decline Associated with Aging

Cognitive decline is one of the most distinct signs of aging, and age-related cognitive decline is a heterogeneous issue varying in different cognitive domains and has significant differences among older adults. Identifying characteristics of cognitive aging is the basis of cognitive disease for early-detection and healthy aging promotion. In the current chapter, age-related decline of main cognitive domains, including sensory perception, memory, attention, executive function, language, reasoning, and space navigation ability are introduced respectively. From these aspects of cognition, we focus on the age-related effects, age-related cognitive diseases, and possible mechanisms of cognitive aging.

Experimental investigation of training schedule on home-based working memory training in healthy older adults

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.