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Kofler MJ, Groves NB, Chan ESM, Marsh CL, Cole AM, Gaye F, Cibrian E, Tatsuki MO, Singh LJ. Working memory and inhibitory control deficits in children with ADHD: an experimental evaluation of competing model predictions. Front Psychiatry 2024; 15:1277583. [PMID: 38779551 PMCID: PMC11110569 DOI: 10.3389/fpsyt.2024.1277583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Accepted: 03/07/2024] [Indexed: 05/25/2024] Open
Abstract
Introduction Children with ADHD demonstrate difficulties on many different neuropsychological tests. However, it remains unclear whether this pattern reflects a large number of distinct deficits or a small number of deficit(s) that broadly impact test performance. The current study is among the first experiments to systematically manipulate demands on both working memory and inhibition, with implications for competing conceptual models of ADHD pathogenesis. Method A clinically evaluated, carefully phenotyped sample of 110 children with ADHD, anxiety disorders, or co-occurring ADHD+anxiety (Mage=10.35, 44 girls; 69% White Not Hispanic/Latino) completed a counterbalanced, double dissociation experiment, with two tasks each per inhibition (low vs. high) x working memory (low vs. high) condition. Results Bayesian and frequentist models converged in indicating that both manipulations successfully increased demands on their target executive function (BF10>5.33x108, p<.001). Importantly, occupying children's limited capacity working memory system produced slower response times and reduced accuracy on inhibition tasks (BF10>317.42, p<.001, d=0.67-1.53). It also appeared to differentially reduce inhibition (and non-inhibition) accuracy for children with ADHD relative to children with anxiety (BF10=2.03, p=.02, d=0.50). In contrast, there was strong evidence against models that view working memory deficits as secondary outcomes of underlying inhibition deficits in ADHD (BF01=18.52, p=.85). Discussion This pattern indicates that working memory broadly affects children's ability to inhibit prepotent tendencies and maintain fast/accurate performance, and may explain the errors that children with ADHD make on inhibition tests. These findings are broadly consistent with models describing working memory as a causal mechanism that gives rise to secondary impairments. In contrast, these findings provide evidence against models that view disinhibition as a cause of working memory difficulties or view working memory as a non-causal correlate or epiphenomenon in ADHD.
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Affiliation(s)
- Michael J. Kofler
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| | - Nicole B. Groves
- Department of Psychiatry, Seattle Children’s Hospital, Seattle, WA, United States
| | - Elizabeth S. M. Chan
- Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, NJ, United States
| | - Carolyn L. Marsh
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| | - Alissa M. Cole
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| | - Fatou Gaye
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| | - Enrique Cibrian
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| | - Miho O. Tatsuki
- Department of Psychology, Florida State University, Tallahassee, FL, United States
| | - Leah J. Singh
- Department of Psychology, Florida State University, Tallahassee, FL, United States
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Chen L, Du B, Li K, Li K, Hou T, Jia F, Li L. The effect of tDCS on inhibitory control and its transfer effect on sustained attention in children with autism spectrum disorder: An fNIRS study. Brain Stimul 2024; 17:594-606. [PMID: 38697468 DOI: 10.1016/j.brs.2024.04.019] [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: 02/17/2024] [Revised: 04/20/2024] [Accepted: 04/29/2024] [Indexed: 05/05/2024] Open
Abstract
BACKGROUND Individuals with autism spectrum disorder (ASD) have inhibitory control deficits. The combination of transcranial direct current stimulation (tDCS) and inhibitory control training produces good transfer effects and improves neuroplasticity. However, no studies have explored whether applying tDCS over the dlPFC improves inhibitory control and produces transfer effects in children with ASD. OBJECTIVE To explore whether multisession tDCS could enhance inhibitory control training (response inhibition), near-transfer (interference control) and far-transfer effects (sustained attention; stability of attention) in children with ASD and the generalizability of training effects in daily life and the class, as reflected by behavioral performance and neural activity measured by functional near-infrared spectroscopy (fNIRS). METHODS Twenty-eight autistic children were randomly assigned to either the true or sham tDCS group. The experimental group received bifrontal tDCS stimulation at 1.5 mA, administered for 15 min daily across eight consecutive days. tDCS was delivered during a computerized Go/No-go training task. Behavioral performance in terms of inhibitory control (Dog/Monkey and Day/Night Stroop tasks), sustained attention (Continuous Performance and Cancellation tests), prefrontal cortex (PFC) neural activity and inhibitory control and sustained attention in the class and at home were evaluated. RESULTS Training (response inhibition) and transfer effects (interference control; sustained attention) were significantly greater after receiving tDCS during the Go/No-go training task than after receiving sham tDCS. Changes in oxyhemoglobin (HbO) concentrations in the dlPFC and FPA associated with consistent conditions in the Day/Night Stroop and Continuous Performance test were observed after applying tDCS during the inhibitory control training task. Notably, transfer effects can be generalized to classroom environments. CONCLUSION Inhibitory control training combined with tDCS may be a promising, safe, and effective method for improving inhibitory control and sustained attention in children with ASD.
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Affiliation(s)
- Liu Chen
- School of Education and Psychology, University of Jinan, 250022, Jinan, China
| | - Bang Du
- School of Education and Psychology, University of Jinan, 250022, Jinan, China
| | - Ke Li
- School of Education and Psychology, University of Jinan, 250022, Jinan, China
| | - Kaiyun Li
- School of Education and Psychology, University of Jinan, 250022, Jinan, China.
| | - TingTing Hou
- School of Education and Psychology, University of Jinan, 250022, Jinan, China
| | - Fanlu Jia
- School of Education and Psychology, University of Jinan, 250022, Jinan, China
| | - Li Li
- BoShan Special Education Center School, 255299, Zibo, China
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Zhang SS, Zhong YQ, Li X, Peng M. Dissociation of prepotent response inhibition and interference control in problematic internet use: evidence from the Go/No-Go and Flanker tasks. BMC Psychol 2024; 12:216. [PMID: 38637843 PMCID: PMC11027223 DOI: 10.1186/s40359-024-01698-6] [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: 12/25/2023] [Accepted: 04/01/2024] [Indexed: 04/20/2024] Open
Abstract
BACKGROUND Problematic Internet Use (PIU), characterized by failures to control the overuse of internet, is associated with a range of functional impairments. However, there is limited research on the specific impact of PIU on inhibitory control functions, particularly in terms of differentiating between prepotent response inhibition and interference control. Therefore, the main objective of this study is to investigate these two components of inhibitory control in individuals with PIU. METHODS Thirty participants who met the PIU criteria and 30 control participants were included in the present study. All participants completed the Go/No-Go and Flanker tasks, in which internet-related images and words were used as task stimuli. RESULTS In the Go/No-Go task, all participants exhibited poorer performance in inhibiting internet-related stimuli compared to internet-unrelated stimuli, during the No-Go trials. In the Flanker task, results revealed a three-way interaction of Group, Stimulus type and Congruency. Specifically, in the incongruent condition, participants with PIU exhibited slower responses for internet-unrelated targets compared to internet-related targets, whereas no similar effect was observed among individuals with low internet use. CONCLUSIONS The findings suggest that difficulties in controlling the interference effect of internet-related information represent a key dysfunction in inhibitory control of PIU.
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Affiliation(s)
- Shao-Shuai Zhang
- Key Laboratory of Adolescent Cyberpsychology and Behavior Central China Normal University (CCNU), Ministry of Education, Wuhan, China
- Hubei Human development and mental health key Laboratory (Central China Normal University), School of Psychology, Central China Normal University, No. 382, XiongChu Road, Hongshan District, 430079, Wuhan, Hubei Province, China
| | - Yu-Qing Zhong
- Key Laboratory of Adolescent Cyberpsychology and Behavior Central China Normal University (CCNU), Ministry of Education, Wuhan, China
- Hubei Human development and mental health key Laboratory (Central China Normal University), School of Psychology, Central China Normal University, No. 382, XiongChu Road, Hongshan District, 430079, Wuhan, Hubei Province, China
| | - Xu Li
- Key Laboratory of Adolescent Cyberpsychology and Behavior Central China Normal University (CCNU), Ministry of Education, Wuhan, China.
- Hubei Human development and mental health key Laboratory (Central China Normal University), School of Psychology, Central China Normal University, No. 382, XiongChu Road, Hongshan District, 430079, Wuhan, Hubei Province, China.
| | - Ming Peng
- Key Laboratory of Adolescent Cyberpsychology and Behavior Central China Normal University (CCNU), Ministry of Education, Wuhan, China.
- Hubei Human development and mental health key Laboratory (Central China Normal University), School of Psychology, Central China Normal University, No. 382, XiongChu Road, Hongshan District, 430079, Wuhan, Hubei Province, China.
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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.
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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
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Rodas JA, Asimakopoulou AA, Greene CM. Can we enhance working memory? Bias and effectiveness in cognitive training studies. Psychon Bull Rev 2024:10.3758/s13423-024-02466-8. [PMID: 38366265 DOI: 10.3758/s13423-024-02466-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/18/2024] [Indexed: 02/18/2024]
Abstract
Meta-analyses have found that working memory (WM) can be improved with cognitive training; however, some authors have suggested that these improvements are mostly driven by biases in the measurement of WM, especially the use of similar tasks for assessment and training. In the present meta-analysis, we investigated whether WM, fluid intelligence, executive functions, and short-term memory can be improved by cognitive training and evaluated the impact of possible sources of bias. We performed a risk of bias assessment of the included studies and took special care in controlling for practice effects. Data from 52 independent comparisons were analyzed, including cognitive training aimed at different cognitive functions. Our results show small improvements in WM after training (SMD = 0.18). Much larger effects were observed when the analysis was restricted to assessment tasks similar to those used for training (SMD = 1.15). Fluid intelligence was not found to improve as a result of training, and improvements in WM were not related to changes in fluid intelligence. Our analyses did however indicate that cognitive training can improve specific executive functions. Contrary to expectations, a set of meta-regressions indicated that characteristics of the training programme, such as dosage and type of training, do not have an impact on the effectiveness of training. The risk of bias assessment revealed some concerns in the randomization process and possible selective reporting among studies. Overall, our results identified various potential sources of bias, with the most significant being the choice of assessment tasks.
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Affiliation(s)
- Jose A Rodas
- Escuela de Psicología, Universidad Espíritu Santo, Samborondón, Ecuador.
- School of Psychology, University College Dublin, Dublin, Ireland.
| | | | - Ciara M Greene
- School of Psychology, University College Dublin, Dublin, Ireland
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Bruno JL, Shaw JS, Hosseini SMH. Toward Personalized Cognitive Training in Older Adults: A Pilot Investigation of the Effects of Baseline Performance and Age on Cognitive Training Outcomes. J Alzheimers Dis 2024; 97:327-343. [PMID: 38043011 PMCID: PMC10984557 DOI: 10.3233/jad-230619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2023]
Abstract
BACKGROUND Cognitive training holds potential as a non-pharmacological intervention to decrease cognitive symptoms associated with Alzheimer's disease (AD), but more research is needed to understand individual differences that may predict maximal training benefits. OBJECTIVE We conducted a pilot study using a six-month training regimen in healthy aging adults with no cognitive decline. We investigated the effects of baseline performance and age on training and transfer improvements. METHODS Out of 43 participants aged 65-84 years, 31 successfully completed cognitive training (BrainHQ) in one of three cognitive domains: processing speed (N = 13), inhibitory control (N = 9), or episodic memory (N = 9). We used standardized assessments to measure baseline performance and transfer effects. RESULTS All 31 participants improved on the cognitive training regimen and age was positively associated with training improvement (p = 0.039). The processing speed group improved significantly across many near- and far-transfer tasks. In the inhibitory control group, individuals with lower baseline performance improved more on inhibitory control and cognitive flexibility tasks. In the episodic memory group, older individuals improved most on a memory task while younger individuals improved most on an executive function far-transfer task. CONCLUSIONS Individual differences are predictive of cognitive training gains, and the impact of individual differences on training improvements is specific to the domain of training. We provide initial insight regarding how non-pharmacological interventions can be optimized to combat the onset of cognitive decline in older adults. With future research this work can inform the design of effective cognitive interventions for delaying cognitive decline in preclinical AD.
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Affiliation(s)
- Jennifer L Bruno
- Computational Brain Research and Intervention (C-Brain) Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, USA
| | - Jacob S Shaw
- Computational Brain Research and Intervention (C-Brain) Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, USA
- Current affiliation: Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - S M Hadi Hosseini
- Computational Brain Research and Intervention (C-Brain) Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, USA
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Cai D, Zhao J, Chen Z, Liu D. Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects. JOURNAL OF LEARNING DISABILITIES 2023; 56:392-409. [PMID: 35962536 DOI: 10.1177/00222194221117513] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sustained effects of EF training remain inconsistent. In this study, 32 Chinese students with MD, age 7 to 10 years, were recruited and randomly divided into two groups: the training group (n = 16, 25 training sessions) and the control group (n = 16). Both groups took a pretest, a posttest, and a follow-up test (after 6 months) on EF, fluid intelligence, and mathematics skills. In the posttest, the training group's performance significantly improved in 2-back, number shifting, letter shifting, calculation fluency, and mathematics problem-solving tasks, but not in Stroop, Flanker, 1-back, numerical operations, and colored progressive matrices tasks. In the follow-up test after 6 months, the effects of training only on the 2-back and letter shifting tasks were sustained. The effect on the numerical operations task appeared; however, the effects on number shifting, calculation fluency, and mathematics problem-solving tasks disappeared. The results of this study show that EF training has instant effects of improving EF and mathematics skills of students with MD, and 6-month sustained effects on some of the improved skills. However, for fluid intelligence, the effects may be very limited.
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Affiliation(s)
- Dan Cai
- Shanghai Normal University, Shanghai, China
| | - Jing Zhao
- Shanghai Normal University, Shanghai, China
| | | | - Di Liu
- East China Normal University, Shanghai, China
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DeGutis J, Agnoli S, Bernstein JPK, Jagger-Rickels A, Evans TC, Fortier CB, McGlinchey RE, Milberg WP, Esterman M. Poorer Inhibitory Control Uniquely Contributes to Greater Functional Disability in Post-9/11 Veterans. Arch Clin Neuropsychol 2023; 38:944-961. [PMID: 36781401 PMCID: PMC10456219 DOI: 10.1093/arclin/acad012] [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] [Accepted: 01/11/2023] [Indexed: 02/15/2023] Open
Abstract
OBJECTIVE Post-9/11 Veterans endorse greater self-reported functional disability than 80% of the adult population. Previous studies of trauma-exposed populations have shown that increased post-traumatic stress disorder (PTSD) and depressive symptoms are consistently associated with greater disability. Additionally, poorer cognitive performance in the domain of executive functions, particularly inhibitory control, has been associated with disability, though it is unclear if this effect is independent of and/or interacts with PTSD and depression. METHOD Three overlapping samples of n = 582, 297, and 183 combat-deployed post-9/11 Veterans completed comprehensive assessments of executive functions, PTSD and depressive symptoms, and self-reported World Health Organization Disability Assessment Schedule-II (WHODAS II). RESULTS Poorer performance on measures of inhibitory control (Delis-Kaplan Executive Functioning System Color-Word Interference-CWI Test and gradual-onset Continuous Performance Test-gradCPT), but not other executive functions, were significantly associated with greater disability on the WHODAS II (ρ's = -.13 and -.13, p = .002 and .026, respectively). CWI inhibitory control measures accounted for unique variance in disability after controlling for PTSD and depressive symptoms (R2 change = 0.02, p < .001). Further, CWI significantly moderated the effect of depressive symptoms on disability, such that better inhibitory control weakened the relationship between depression and disability. CONCLUSIONS Inhibitory control deficits are uniquely associated with increased disability in combat-deployed post-9/11 Veterans, and better inhibitory control abilities may serve as a protective factor for depressive symptoms leading to increased disability. KEY POINTS
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Affiliation(s)
- Joseph DeGutis
- Translational Research Center for TBI and Stress Disorders (TRACTS) and Geriatric Research, Education and Clinical Center (GRECC), VA Boston Health Care System, Boston, MA, USA
- Boston Attention and Learning (BAL) Lab, VA Boston Health Care System, Boston, MA, USA
- Department of Psychiatry, Harvard Medical School, Boston, MA, USA
| | - Sam Agnoli
- Translational Research Center for TBI and Stress Disorders (TRACTS) and Geriatric Research, Education and Clinical Center (GRECC), VA Boston Health Care System, Boston, MA, USA
- Boston Attention and Learning (BAL) Lab, VA Boston Health Care System, Boston, MA, USA
| | - John P K Bernstein
- Translational Research Center for TBI and Stress Disorders (TRACTS) and Geriatric Research, Education and Clinical Center (GRECC), VA Boston Health Care System, Boston, MA, USA
| | - Audreyana Jagger-Rickels
- Boston Attention and Learning (BAL) Lab, VA Boston Health Care System, Boston, MA, USA
- National Center for PTSD, VA Boston Health Care System, Boston, MA, USA
- Department of Psychiatry, Boston University School of Medicine, Boston, MA, USA
| | - Travis C Evans
- Boston Attention and Learning (BAL) Lab, VA Boston Health Care System, Boston, MA, USA
- Department of Psychiatry, Boston University School of Medicine, Boston, MA, USA
| | - Catherine B Fortier
- Translational Research Center for TBI and Stress Disorders (TRACTS) and Geriatric Research, Education and Clinical Center (GRECC), VA Boston Health Care System, Boston, MA, USA
- Department of Psychiatry, Harvard Medical School, Boston, MA, USA
| | - Regina E McGlinchey
- Translational Research Center for TBI and Stress Disorders (TRACTS) and Geriatric Research, Education and Clinical Center (GRECC), VA Boston Health Care System, Boston, MA, USA
- Department of Psychiatry, Harvard Medical School, Boston, MA, USA
| | - William P Milberg
- Translational Research Center for TBI and Stress Disorders (TRACTS) and Geriatric Research, Education and Clinical Center (GRECC), VA Boston Health Care System, Boston, MA, USA
- Department of Psychiatry, Harvard Medical School, Boston, MA, USA
| | - Michael Esterman
- Boston Attention and Learning (BAL) Lab, VA Boston Health Care System, Boston, MA, USA
- National Center for PTSD, VA Boston Health Care System, Boston, MA, USA
- Department of Psychiatry, Boston University School of Medicine, Boston, MA, USA
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Nejati V, Fallah F, Raskin S. Inhibitory Control Training Improves Attention Deficit-Hyperactivity Disorder Symptoms and Externalizing Behavior. Clin Child Psychol Psychiatry 2022:13591045221144356. [PMID: 36474404 DOI: 10.1177/13591045221144356] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
BACKGROUND Based on dysexecutive function theory of Attention deficit-hyperactivity disorder (ADHD), inhibitory control plays a crucial role in ADHD symptoms and respective behavioral problems. METHODS In the present study, 30 preschoolers with ADHD were recruited in a random clinical trial design in two control and intervention groups. The Flanker and Go/No-Go tasks, Swanson, Nolan, and Pelham Rating Scale, and Child Behavior Checklist were used for assessment at baseline, after the intervention, and 1-month follow-up sessions. The program for attentive rehabilitation of inhibition and selective attention (PARISA) was used for intervention in 10-12 sessions. RESULTS Findings showed an improvement in prepotent inhibition and interference control in the intervention group. Furthermore, the hyperactivity/impulsivity symptoms were ameliorated, and the externalizing behavioral problems were improved after the intervention. CONCLUSION Inhibitory control in preschoolers with ADHD is trainable, and the training gain could be transferred to ADHD symptoms and externalizing behavior.
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Affiliation(s)
- Vahid Nejati
- Department of Psychology, 48512Shahid Beheshti University, Tehran, Iran
| | - Fatemeh Fallah
- Department of Psychology, 68106Islamic Azad University, Tehran, Iran
| | - Sarah Raskin
- Department of Psychology, 8809Trinity College, Hartford, CT, USA
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Menu I, Rezende G, Le Stanc L, Borst G, Cachia A. Inhibitory control training on executive functions of children and adolescents: A latent change score model approach. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Pahor A, Seitz AR, Jaeggi SM. Near transfer to an unrelated N-back task mediates the effect of N-back working memory training on matrix reasoning. Nat Hum Behav 2022; 6:1243-1256. [PMID: 35726054 DOI: 10.1038/s41562-022-01384-w] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Accepted: 05/10/2022] [Indexed: 02/04/2023]
Abstract
The extent to which working memory training improves performance on untrained tasks is highly controversial. Here we address this controversy by testing the hypothesis that far transfer may depend on near transfer using mediation models in three separate randomized controlled trials (RCTs). In all three RCTs, totalling 460 individuals, performance on untrained N-back tasks (near transfer) mediated transfer to Matrix Reasoning (representing far transfer) despite the lack of an intervention effect in RCTs 2 and 3. Untrained N-back performance also mediated transfer to a working memory composite, which showed a significant intervention effect (RCT 3). These findings support a model of N-back training in which transfer to untrained N-back tasks gates further transfer (at least in the case of working memory at the construct level) and Matrix Reasoning. This model can help adjudicate between the many studies and meta-analyses of working memory training that have provided mixed results but have not examined the relationship between near and far transfer on an individual-differences level.
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Affiliation(s)
- Anja Pahor
- School of Education, University of California, Irvine, Irvine, CA, USA. .,Department of Psychology, University of California, Riverside, Riverside, CA, USA. .,Department of Psychology, University of Maribor, Maribor, Slovenia.
| | - Aaron R Seitz
- Department of Psychology, University of California, Riverside, Riverside, CA, USA
| | - Susanne M Jaeggi
- School of Education, University of California, Irvine, Irvine, CA, USA.,Department of Cognitive Sciences, University of California, Irvine, Irvine, CA, USA
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Menu I, Rezende G, Le Stanc L, Borst G, Cachia A. A network analysis of executive functions before and after computerized cognitive training in children and adolescents. Sci Rep 2022; 12:14660. [PMID: 36038599 PMCID: PMC9424216 DOI: 10.1038/s41598-022-17695-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 07/29/2022] [Indexed: 11/09/2022] Open
Abstract
Executive functions (EFs) play a key role in cognitive and socioemotional development. Factor analyses have revealed an age dependent structure of EFs spanning from a single common factor in early childhood to three factors in adults corresponding to inhibitory control (IC), switching and updating. IC performances change not only with age but also with cognitive training. Surprisingly, few studies have investigated training-related changes in EFs structure. We used the regularized partial correlation network model to analyze EFs structure in 137 typically developing children (9-10 years) and adolescents (15-17 years) before and after computerized cognitive training. Network models (NMs) -a graph theory-based approach allowing us to describe the structure of complex systems- can provide a priori free insight into EFs structures. We tested the hypothesis that training-related changes may mimic developmental-related changes. Quantitative and qualitative changes were detected in the EFs network structure with age and also with cognitive training. Of note, the EFs network structure in children after training was more similar to adolescents' networks than before training. This study provided the first evidence of structural changes in EFs that are age and training-dependent and supports the hypothesis that training could accelerate the development of some structural aspects of EFs. Due to the sample size, these findings should be considered preliminary before replication in independent larger samples.
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Affiliation(s)
- Iris Menu
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France
| | - Gabriela Rezende
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France
| | - Lorna Le Stanc
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France
| | - Grégoire Borst
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France.,Institut Universitaire de France, Paris, France
| | - Arnaud Cachia
- Laboratoire de Psychologie du Développement et de l'Education, UMR CNRS 8240, Universite Paris Cité, Paris, France. .,Imaging Biomarkers for Brain Development and Disorders, UMR INSERM 1266, GHU Paris psychiatrie & neurosciences, Universite Paris Cité, 75005, Paris, France.
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Nazari S, Hakiminejad F, Hassanzadeh S. Effectiveness of a process-based executive function intervention on arithmetic knowledge of children with Developmental Dyscalculia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 127:104260. [PMID: 35617846 DOI: 10.1016/j.ridd.2022.104260] [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: 05/11/2021] [Revised: 03/10/2022] [Accepted: 05/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Arithmetic knowledge has long been known as an essential factor for educational and vocational success. AIMS This study aims to explore the effectiveness of a process-based Executive Function (EF) intervention program on the improvement of components of arithmetic. METHODS AND PROCEDURE A goal-directed sampling method was applied in this study. Participants were assigned into active control and experimental groups. Semi-experimental design with pre-test, post-test and follow-up was utilized in this research. Participants were included in this study based on their WISC-IV and Key-Math test performance. 30 male students aged 8-10 years with a formal diagnosis of Developmental Dyscalculia (DD), selected from a learning disability center in Ahvaz, Iran, participated in the study. The pre-test took 1 month, the intervention including 17 sessions, took two months and the post-test took 1 month. All the students' arithmetic knowledge were tested in pre-test, post-test, and 3 months after post-test to test the longevity of the intervention effects. Repeated measure Univariate Analysis of Variance was conducted in this study. OUTCOMES AND RESULTS The results indicate that the students who attended the intervention, outperformed control group in the components of factual and procedural arithmetic in post-test and follow-up, however; the performance of two groups in conceptual knowledge was not different. This study contributes to the emerging evidence that EF intervention may improve factual and procedural arithmetic knowledge in children with DD. CONCLUSIONS AND IMPLICATIONS Process-based EF interventions can improve arithmetic knowledge of students with DD, which can contribute to the literature of this area WHAT THIS PAPER ADDS?: The current research helps cognitive science to present a more meticulous theoretical and conceptual pattern for EF components and math, using process-based EF intervention programs with arithmetic content. Furthermore, this research allows for specification of cognitive fundamentals of arithmetic development and understanding the mechanisms underlying the transfer effect of EF intervention to math. The findings of this research can contribute to evidence-based EF intervention studies and help educational psychologists in preparation of appropriate curricula based on the fundamental components of arithmetic development in preschool and primary school.
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Affiliation(s)
- Somayeh Nazari
- Faculty of Psychology and Special Education, Farhangian University, Iran
| | - Farnaz Hakiminejad
- Faculty of Psychology and Special Education, Farhangian University, Iran; Department of psychology and Special Education, University of Tehran, Iran
| | - Saeid Hassanzadeh
- Department of psychology and Special Education, University of Tehran, Iran.
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14
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Aguerre NV, Gómez-Ariza CJ, Bajo MT. The relative role of executive control and personality traits in grit. PLoS One 2022; 17:e0269448. [PMID: 35731743 PMCID: PMC9216537 DOI: 10.1371/journal.pone.0269448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Accepted: 05/21/2022] [Indexed: 11/18/2022] Open
Abstract
Although grit is predictive of wellbeing, educational achievement, and success in life, it has been conceptualized as largely distinct from cognitive ability. The present study investigated the link between grit and executive functions since regulation abilities might underlie the expression of grit. A hundred thirty-four people were administered personality questionnaires (grit, impulsiveness, and mindfulness) and four experimental tasks tapping into Miyake's and Braver's models of executive functioning (including measures of flexibility, inhibition, working memory, and control mode dimensions). Multivariate analyses showed that two composite scores (trait and executive functioning) were reliably predictive of grit, although it was the trait composite (characterized by low impulsivity and high mindfulness) that explained more variance. Importantly, gritty participants did not demonstrate enhanced executive functioning. Instead, they exhibited a different pattern of performance that might be reflecting a cautious profile of control, characterized by paying attention to all available information, less reliance on previous contextual cues but sensitive to conflicting information of the current context. These findings converge with Duckworth's idea that high grit people do not necessarily have a greater cognitive capacity. Rather, they use it in a different way.
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Affiliation(s)
- Nuria V. Aguerre
- Department of Experimental Psychology–Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
| | | | - M. Teresa Bajo
- Department of Experimental Psychology–Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
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15
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Far transfer effects of executive working memory training on cognitive flexibility. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03363-w] [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]
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16
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Simonet M, Ruggeri P, Sallard E, Barral J. The field of expertise modulates the time course of neural processes associated with inhibitory control in a sport decision-making task. Sci Rep 2022; 12:7657. [PMID: 35538089 PMCID: PMC9090811 DOI: 10.1038/s41598-022-11580-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Accepted: 04/25/2022] [Indexed: 11/09/2022] Open
Abstract
Inhibitory control (IC), the ability to suppress inappropriate actions, can be improved by regularly facing complex and dynamic situations requiring flexible behaviors, such as in the context of intensive sport practice. However, researchers have not clearly determined whether and how this improvement in IC transfers to ecological and nonecological computer-based tasks. We explored the spatiotemporal dynamics of changes in the brain activity of three groups of athletes performing sport-nonspecific and sport-specific Go/NoGo tasks with video footages of table tennis situations to address this question. We compared table tennis players (n = 20), basketball players (n = 20) and endurance athletes (n = 17) to identify how years of practicing a sport in an unpredictable versus predictable environment shape the IC brain networks and increase the transfer effects to untrained tasks. Overall, the table tennis group responded faster than the two other groups in both Go/NoGo tasks. The electrical neuroimaging analyses performed in the sport-specific Go/NoGo task revealed that this faster response time was supported by an early engagement of brain structures related to decision-making processes in a time window where inhibition processes typically occur. Our collective findings have relevant applied perspectives, as they highlight the importance of designing more ecological domain-related tasks to effectively capture the complex decision-making processes acquired in real-life situations. Finally, the limited effects from sport practice to laboratory-based tasks found in this study question the utility of cognitive training intervention, whose effects would remain specific to the practice environment.
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Affiliation(s)
- Marie Simonet
- Institute of Sport Sciences, University of Lausanne, Lausanne, Switzerland.
| | - Paolo Ruggeri
- Brain Electrophysiology Attention Movement Laboratory, Institute of Psychology, University of Lausanne, Lausanne, Switzerland
| | - Etienne Sallard
- Brain Electrophysiology Attention Movement Laboratory, Institute of Psychology, University of Lausanne, Lausanne, Switzerland
| | - Jérôme Barral
- Institute of Sport Sciences, University of Lausanne, Lausanne, Switzerland
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17
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Maraver MJ, Gómez-Ariza CJ, Borella E, Bajo MT. Baseline capacities and motivation in executive control training of healthy older adults. Aging Ment Health 2022; 26:595-603. [PMID: 33325260 DOI: 10.1080/13607863.2020.1858755] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
OBJECTIVES Normal aging involves progressive prefrontal declines and impairments in executive control. This study aimed to examine the efficacy of an executive-control training focusing on working memory and inhibition, in healthy older adults, and to explore the role of individual differences in baseline capacities and motivation in explaining training gains. METHODS Forty-four healthy older adults were randomly assigned to an experimental (training executive control) or active control group (training processing speed). Participants completed six online training sessions distributed across two weeks. Transfer effects to working memory (Operation Span test), response inhibition (Stop-Signal test), processing speed (Pattern Comparison) and reasoning (Raven's Advanced Progressive Matrices and Cattell Culture Fair test) were evaluated. Furthermore, we explored individual differences in baseline capacities and assessed motivation during and after the intervention. RESULTS The experimental group, but not the active control, showed significant transfer to response inhibition. Moreover, a general compensation effect was found: older adults with lower baseline capacities achieved higher levels of training improvement. Motivation was not related to training performance. CONCLUSION Our results encourage the use of executive control training to improve cognitive functions, reveal the importance of individual differences in training-related gains, and provide further support for cognitive plasticity during healthy aging.
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Affiliation(s)
- María J Maraver
- Faculty of Psychology, Research Center for Psychological Science, University of Lisbon, Lisbon, Portugal.,Research Center for Mind, Brain and Behavior, University of Granada, Granada, Spain
| | | | - Erika Borella
- Department of General Psychology, University of Padova, Padova, Italy
| | - M Teresa Bajo
- Research Center for Mind, Brain and Behavior, University of Granada, Granada, Spain
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18
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Initial performance modulates the effects of cathodal transcranial direct current stimulation (tDCS) over the right dorsolateral prefrontal cortex on inhibitory control. Brain Res 2022; 1774:147722. [PMID: 34774867 DOI: 10.1016/j.brainres.2021.147722] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Revised: 10/22/2021] [Accepted: 11/06/2021] [Indexed: 11/27/2022]
Abstract
Transcranial direct current stimulation (tDCS) has received considerable attention as a new option to facilitate cognitive ability or rehabilitation in healthy populations or in individuals with neuropsychiatric disorders. However, the tDCS effect varies widely, possibly because individual differences in initial performance have frequently been ignored in previous research. Here, we aimed to examine the influence of initial performance on inhibitory control after tDCS. Fifty-six participants were randomly divided into three groups: anodal, cathodal and sham stimulation. The go/no-go task, stop-signal task and Stroop task were performed to measure inhibitory control before and immediately after tDCS. tDCS was applied to the F4 site (international 10-20 system), corresponding to the right dorsolateral prefrontal cortex (rDLPFC), for 20 min with an intensity of 1.5 mA. Neither anodal nor cathodal stimulation had significant effects on the performance of these three tasks at the group level in comparison with sham stimulation. However, the analyses at the individual level only showed a negative relationship between baseline performance and the magnitude of change in go/no-go task performance following cathodal tDCS, indicating the dependence of the change amount on initial performance, with greater gains (or losses) observed in individuals with poorer (or better) initial performance. Together, the initial performance modulates the proactive inhibitory effect of cathodal tDCS of the rDLPFC. Additionally, the rDLPFC plays a crucial role in proactive inhibition.
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19
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De Lillo M, Brunsdon VEA, Bradford EEF, Gasking F, Ferguson HJ. Training executive functions using an adaptive procedure over 21 days (10 training sessions) and an active control group. Q J Exp Psychol (Hove) 2021; 74:1579-1594. [PMID: 33656380 PMCID: PMC8358555 DOI: 10.1177/17470218211002509] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 02/15/2021] [Accepted: 02/18/2021] [Indexed: 11/16/2022]
Abstract
The degree to which executive function (EF) abilities (including working memory [WM], inhibitory control [IC], and cognitive flexibility [CF]) can be enhanced through training is an important question; however, research in this area is inconsistent. Previous cognitive training studies largely agree that training leads to improvements in the trained task, but the generalisability of this improvement to other related tasks remains controversial. In this article, we present a pre-registered experiment that used an adaptive training procedure to examine whether EFs can be enhanced through cognitive training, and directly compared the efficacy and generalisability across sub-components of EF using training programmes that target WM, IC, or CF versus an active control group. Participants (n = 160) first completed a battery of tasks that assessed EFs, then were randomly assigned to one of the four training groups, and completed an adaptive procedure over 21 days (10 training sessions) that targeted a specific sub-component of EF (or was comparatively engaging and challenging, but did not train a specific EF). At post-test, participants returned to the lab to repeat the battery of EF tasks. Results revealed robust direct training effects (i.e., on trained task), but limited evidence to support near (i.e., same EF, different task) and far (i.e., different EF and task) transfer effects. Where indirect training benefits emerged, the effects were more readily attributable to the overlapping training/assessment task routines, rather than more general enhancements to the underlying cognitive processes or neural circuits.
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Affiliation(s)
- Martina De Lillo
- School of Psychology, Keynes College, University of Kent, Kent, UK
| | | | | | - Frank Gasking
- School of Psychology, Keynes College, University of Kent, Kent, UK
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20
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Leerkes EM, Bailes L, Swingler MM, Augustine MA, Norcross PL. A comprehensive model of women's social cognition and responsiveness to infant crying: Integrating personality, emotion, executive function, and sleep. Infant Behav Dev 2021; 64:101577. [PMID: 34044290 DOI: 10.1016/j.infbeh.2021.101577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 03/28/2021] [Accepted: 05/11/2021] [Indexed: 10/21/2022]
Abstract
Disparate lines of research suggest that women's (a) emotion regulation and personality, (b) executive function and (c) sleep may be important predictors of mothers' cry responding in part through their effects on social cognition. However, the extent to which each contributes to cry responding independently remains unknown. We examined this question in a convenience sample of 109 nulliparous undergraduate women. Women completed online surveys to assess personality and emotion dysregulation traits, then visited the lab for a testing session during which they reported on sleep the night before and reactions to videotapes of crying infants and completed computerized working memory and inhibitory control tasks under challenging noise conditions (exposure to traffic and cry sounds). Results indicate that women's positive personality and higher working memory were associated with higher levels of infant-oriented cry processing (i.e., accurate distress detection, empathy and situational/emotional attributions about distress), which in turn was associated with higher intended responsiveness to infant crying. Emotion dysregulation and deficits in inhibitory control were associated with higher levels of self-oriented cry processing (i.e., anger, anxiety, negative and emotion minimizing attributions in response to infant distress), which in turn was associated with lower cry responsiveness. Short-term sleep deprivation was associated with lower intended responsiveness via the above path from poorer inhibitory control to heightened self-oriented cry processing. Findings suggest that sleep, emotional and cognitive factors are associated with cry processing and subsequent responsiveness independent of one another.
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Affiliation(s)
| | | | - M M Swingler
- University of North Carolina at Chapel Hill, United States
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21
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Wu YJ, Chen M, Thierry G, Fu Y, Wu J, Guo T. Inhibitory control training reveals a common neurofunctional basis for generic executive functions and language switching in bilinguals. BMC Neurosci 2021; 22:36. [PMID: 34000982 PMCID: PMC8130123 DOI: 10.1186/s12868-021-00640-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2020] [Accepted: 05/07/2021] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND The neural networks underpinning language control and domain-general executive functions overlap in bilinguals, but existing evidence is mainly correlative. Here, we present the first neurofunctional evidence for a transfer effect between (domain-general) inhibitory control and language control through training. We trained Chinese-English bilinguals for 8 days using a Simon task taxing the inhibitory control system, whilst an active control group was trained with a color judgment task that does not tax the inhibitory control system. All participants performed a language-switching task before and after training. It has been suggested that the activity of the left DLPFC was associated with domain-general top-down cognitive control (Macdonald et al. Science 288: 1835-1838, 2000) and bilingual language control (Wang et al. Neuroimage 35: 862-870, 2007). In addition, the dACC was closely related to the conflict detection (Abutalebi et al. Cereb Cortex 18:1496-1505, 2008). Last, the activity of the left caudate has been linked with lexical selection (Abutalebi et al. Cereb Cortex 18:1496-1505, 2008), especially the selection of the weak language (Abutalebi et al. Cortex 49: 905-911, 2013). Therefore, we focused on these three regions of interest (ROIs) where neural changes associated with transfer were expected to occur. RESULTS The results showed a negative correlation between changes in activation levels in the left dorsolateral prefrontal cortex (DLPFC) and changes in the switch cost magnitude in the language-switching task in the training group but not in the control group, suggesting that the DLPFC plays a critical role in the transfer effect from domain-general executive functions to language control. However, there was no measurable effect in the anterior cingulate cortex or left caudate nucleus, suggesting that the inhibitory control training increased the neural efficiency for language production in bilinguals in terms of attention shifting and conflict resolution, but the training did not affect conflict detection and lexical selection. CONCLUSION These findings showed how cognitive training evidence can help establish a causational link between the neural basis of domain-general executive functions and language control in bilinguals.
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Affiliation(s)
- Yan Jing Wu
- Faculty of Foreign Languages, Ningbo University, Ningbo, China
| | - Mo Chen
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, People's Republic of China
| | | | - Yongben Fu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, People's Republic of China
| | - Junjie Wu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, People's Republic of China
| | - Taomei Guo
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, People's Republic of China.
- IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
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22
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Ekhtiari H, Rezapour T, Sawyer B, Yeh HW, Kuplicki R, Tarrasch M, Paulus MP, Aupperle R. Neurocognitive Empowerment for Addiction Treatment (NEAT): study protocol for a randomized controlled trial. Trials 2021; 22:330. [PMID: 33962675 PMCID: PMC8106153 DOI: 10.1186/s13063-021-05268-8] [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: 06/18/2020] [Accepted: 04/13/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Neurocognitive deficits (NCDs) and associated meta-cognition difficulties associated with chronic substance use often delay the learning and change process necessary for addiction recovery and relapse prevention. However, very few cognitive remediation programs have been developed to target NCDs and meta-cognition for substance users. The study described herein aims to investigate the efficacy of a multi-component neurocognitive rehabilitation and awareness program termed "Neurocognitive Empowerment for Addiction Treatment" (NEAT). NEAT is a fully manualized, cartoon-based intervention involving psychoeducation, cognitive practice, and compensatory strategies relevant across 10 major cognitive domains, including aspects of attention, memory, executive functions, and decision-making. METHOD/DESIGN In a single-blind randomized controlled trial (RCT), 80 female opioid and/or methamphetamine users will be recruited from an addiction recovery program providing an alternative to incarceration for women with substance use-related offenses. Eight groups of 9-12 participants will be randomized into NEAT or treatment-as-usual (TAU). NEAT involves 14 90-min sessions, delivered twice weekly. The primary outcome is change in self-reported drug craving from before to after intervention using Obsessive Compulsive Drug Use Scale. Secondary and exploratory outcomes include additional psychological, neurocognitive, and structural and functional neuroimaging measures. Clinical measures will be performed at five time points (pre- and post-intervention, 3-, 6-, and 12-month follow-up); neuroimaging measures will be completed at pre- and post-intervention. DISCUSSION The present RCT is the first study to examine the efficacy of an adjunctive neurocognitive rehabilitation and awareness program for addiction. Results from this study will provide initial information concerning potential clinical efficacy of the treatment, as well as delineate neural mechanisms potentially targeted by this novel intervention. TRIAL REGISTRATION ClinicalTrials.gov NCT03922646 . Registered on 22 April 2019.
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Affiliation(s)
- Hamed Ekhtiari
- Laureate Institute for Brain Research, 6655 South Yale Ave., Tulsa, OK, 74136, USA.
| | - Tara Rezapour
- Institute for Cognitive Science Studies, Tehran, Iran
| | - Brionne Sawyer
- Laureate Institute for Brain Research, 6655 South Yale Ave., Tulsa, OK, 74136, USA
| | | | - Rayus Kuplicki
- Laureate Institute for Brain Research, 6655 South Yale Ave., Tulsa, OK, 74136, USA
| | | | - Martin P Paulus
- Laureate Institute for Brain Research, 6655 South Yale Ave., Tulsa, OK, 74136, USA
| | - Robin Aupperle
- Laureate Institute for Brain Research, 6655 South Yale Ave., Tulsa, OK, 74136, USA
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23
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Xu P, Wu D, Zhou Y, Wu J, Xiao W. An event-related potential (ERP) study of the transfer of response inhibition training to interference control. Exp Brain Res 2021; 239:1327-1335. [PMID: 33646327 DOI: 10.1007/s00221-021-06055-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Accepted: 02/02/2021] [Indexed: 10/22/2022]
Abstract
The classification of inhibitory control and the relationship between the subcomponents of inhibitory control have been the focus of many studies. This study mainly explored the influence of response inhibition training on interference control through event-related potential data. Forty college students were randomly divided into a training group and a control group. Two response inhibition tasks were used as training tasks and the Stroop and go/no-go tasks were used with electroencephalogram monitoring to evaluate students' abilities in the two kinds of inhibitory control. The results showed that the conflict effect of the training group significantly improved after training compared with those of the control group. In the training group, the N2 effect was enhanced not only in the no-go stimulation in the training task but also in the incongruent stimulation in the untrained Stroop task and there was a correlation in the enhancement of the N2 effect between the two tasks. To some extent, this study provided neuroscientific evidence that response inhibition training can transfer to interference control.
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Affiliation(s)
- Pengbo Xu
- Department of Military Medical Psychology, Air Force Medical University, Xi'an, China
| | - Di Wu
- Department of Military Medical Psychology, Air Force Medical University, Xi'an, China
| | - Yue Zhou
- Department of Military Medical Psychology, Air Force Medical University, Xi'an, China
| | - Jing Wu
- Department of Military Medical Psychology, Air Force Medical University, Xi'an, China
| | - Wei Xiao
- Department of Military Medical Psychology, Air Force Medical University, Xi'an, China.
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Effects of adaptive and non-adaptive three-week executive control training on interference control: Evidence from the N2, CRN, and ERN. Int J Psychophysiol 2021; 162:8-21. [PMID: 33476706 DOI: 10.1016/j.ijpsycho.2021.01.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 12/18/2020] [Accepted: 01/14/2021] [Indexed: 11/24/2022]
Abstract
The current pilot study investigated if interference control can be improved by a three-week at-home training comprising a flanker and a n-back task in healthy adults, thus exploring the training's suitability for future clinical application, i.e. as a treatment augmentation for psychological disorders. As training gains are assumed to be modulated by the amount of mismatch between task demands and brain resources, an adaptive and a non-adaptive training were contrasted in separate experiments. In the adaptive training, task difficulty was continuously adapted to participants' performance. In the non-adaptive training procedure, task difficulty remained stable on the lowest difficulty level. As deficits in interference control in psychological disorders often predominantly manifest on the electrophysiological level, the impact of the training procedures on medio-frontal negativities (N2, CRN, ERN) was investigated in addition to behavioral measures. The adaptive training led to significant improvements in interference control, as reflected in reduced response times and error rates in incompatible trials. This was accompanied by specific and complementary changes in medio-frontal negativities: After the adaptive training the N2 in incompatible trials was larger and the CRN in incompatible trials was reduced. The non-adaptive training procedure led to generally faster response times but also an increased error rate, indicating a speed-accuracy trade-off. This was accompanied by global changes to medio-frontal negativities irrespective of compatibility, possibly indicating task disengagement. Taken together, the current studies demonstrate that an adaptive training procedure can improve interference control thereby opening up possible clinical applications.
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25
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Is Training with the N-Back Task More Effective Than with Other Tasks? N-Back vs. Dichotic Listening vs. Simple Listening. JOURNAL OF COGNITIVE ENHANCEMENT 2020. [DOI: 10.1007/s41465-020-00202-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
AbstractCognitive training most commonly uses computerized tasks that stimulate simultaneous cognitive processing in two modalities, such as a dual n-back task with visual and auditive stimuli, or on two receptive channels, such as a listening task with dichotically presented stimuli. The present study was designed to compare a dual n-back task and a dichotic listening (DL) task with an active control condition (a simple listening task) and a no-training control condition for their impact on cognitive performance, daily life memory, and mindfulness. One hundred thirty healthy adults aged 18–55 years were randomly assigned to one of the four conditions. The training consisted of twenty 15-min sessions spread across 4 weeks. The results indicated some improvement on episodic memory tasks and a trend for enhanced performance in an untrained working memory (WM) span task following cognitive training relative to the no-training control group. However, the only differential training effects were found for the DL training in increasing choice reaction performance and a trend for self-reported mindfulness. Transfer to measures of fluid intelligence and memory in daily life did not emerge. Additionally, we found links between self-efficacy and n-back training performance and between emotion regulation and training motivation. Our results contribute to the field of WM training by demonstrating that our listening tasks are comparable in effect to a dual n-back task in slightly improving memory. The possibility of improving attentional control and mindfulness through dichotic listening training is promising and deserves further consideration.
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26
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Simonet M, Ruggeri P, Barral J. Effector-Specific Characterization of Brain Dynamics in Manual vs. Oculomotor Go/NoGo Tasks. Front Hum Neurosci 2020; 14:600667. [PMID: 33343320 PMCID: PMC7744377 DOI: 10.3389/fnhum.2020.600667] [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: 08/30/2020] [Accepted: 11/10/2020] [Indexed: 11/19/2022] Open
Abstract
Motor inhibitory control (IC), the ability to suppress unwanted actions, has been previously shown to rely on domain-general IC processes that are involved in a wide range of IC tasks. Nevertheless, the existence of effector-specific regions and activation patterns that would differentiate manual vs. oculomotor response inhibition remains unknown. In this study, we investigated the brain dynamics supporting these two response effectors with the same IC task paradigm. We examined the behavioral performance and electrophysiological activity in a group of healthy young people (n = 25) with a Go/NoGo task using the index finger for the manual modality and the eyes for the oculomotor modality. By computing topographic analysis of variance, we found significant differences between topographies of scalp recorded potentials of the two response effectors between 250 and 325 ms post-stimulus onset. The source estimations localized this effect within the left precuneus, a part of the superior parietal lobule, showing stronger activity in the oculomotor modality than in the manual modality. Behaviorally, we found a significant positive correlation in response time between the two modalities. Our collective results revealed that while domain-general IC processes would be engaged across different response effectors in the same IC task, effector-specific activation patterns exist. In this case, the stronger activation of the left precuneus likely accounts for the increased demand for visual attentional processes in the oculomotor Go/NoGo task.
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Affiliation(s)
- Marie Simonet
- Institute of Sport Sciences, University of Lausanne, Lausanne, Switzerland
| | - Paolo Ruggeri
- Brain Electrophysiology Attention Movement Laboratory, Institute of Psychology, University of Lausanne, Lausanne, Switzerland
| | - Jérôme Barral
- Institute of Sport Sciences, University of Lausanne, Lausanne, Switzerland
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Shaw JS, Hosseini SMH. The Effect of Baseline Performance and Age on Cognitive Training Improvements in Older Adults: A Qualitative Review. JPAD-JOURNAL OF PREVENTION OF ALZHEIMERS DISEASE 2020; 8:100-109. [PMID: 33336231 DOI: 10.14283/jpad.2020.55] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Findings that the brain is capable of plasticity up until old age have led to interest in the use of cognitive training as a potential intervention to delay the onset of dementia. However, individuals participating in training regimens differ greatly with respect to their outcomes, demonstrating the importance of considering individual differences, in particular age and baseline performance in a cognitive domain, when evaluating the effectiveness of cognitive training. In this review, we summarize existing literature on cognitive training in adults across the domains of episodic memory, working memory and the task-switching component of executive functioning to clarify the picture on the impact of age and baseline performance on cognitive training-related improvements. Studies targeting episodic memory induced greater improvements in younger adults with more intact cognitive abilities, explained in part by factors specific to episodic memory training. By contrast, older, lower baseline performance adults improved most in several studies targeting working memory in older individuals as well as in the majority of studies targeting executive functioning, suggesting the preservation of neural plasticity in these domains until very old age. Our findings can have important implications for informing the design of future interventions for enhancing cognitive functions in individuals at the prodromal stage of Alzheimer's Disease and potentially delaying the clinical onset of Alzheimer's Disease. Future research should more clearly stratify individuals according to their baseline cognitive abilities and assign specialized, skill-specific cognitive training regimens in order to directly answer the question of how individual differences impact training effectiveness.
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Affiliation(s)
- J S Shaw
- SM Hadi Hosseini, Department of Psychiatry and Behavioral Sciences, 401 Quarry Rd, Stanford, CA 94305-5795, USA, Tel: (650) 723-5798,
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Xu P, Wu D, Chen Y, Wang Z, Xiao W. The Effect of Response Inhibition Training on Risky Decision-Making Task Performance. Front Psychol 2020; 11:1806. [PMID: 32793080 PMCID: PMC7393991 DOI: 10.3389/fpsyg.2020.01806] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Accepted: 06/30/2020] [Indexed: 12/21/2022] Open
Abstract
Response inhibition is an important component of executive function and plays an indispensable role in decision-making and other advanced cognitive processes. At the same time, we need an effective way to improve decision-making in the face of complex and limited information. This study mainly explored the influence of response inhibition training on college students' risky decision-making. The recruited students were randomly divided into the training group (n = 28) and the control group (n = 28). The training group engaged in Go/NoGo and stop-signal tasks for 2 weeks, while the control group was given the task of reading and summarizing popular science articles related to self-control. The Stroop task and Balloon Analog Risk Task were used to evaluate the pretest and posttest performance in inhibitory control and risky decision-making tasks, respectively, for all subjects. The results showed that response inhibition training can be effectively transferred to interference control task performance. The results showed that both the reward acquired and adjusted Balloon Analog Risk Task score (adj BART) significantly improved compared to the pretest in the training group, while the control group showed no significant differences in the reward acquired and the adj BART between the pretest and the posttest. Although response inhibition training increased risky behaviors in the Balloon Analog Risk Task, it substantially reduced overly conservative behaviors and participants gained more money.
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Affiliation(s)
- Pengbo Xu
- Department of Medical Psychology, Air Force Medical University, Xi'an, China
| | - Di Wu
- Department of Medical Psychology, Air Force Medical University, Xi'an, China
| | - Yuqin Chen
- Department of Medical Psychology, Air Force Medical University, Xi'an, China.,Second Brigade, NCO School, Army Medical University, Shijiazhuang, China
| | - Ziwei Wang
- Department of Medical Psychology, Air Force Medical University, Xi'an, China
| | - Wei Xiao
- Department of Medical Psychology, Air Force Medical University, Xi'an, China
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29
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Aguerre NV, Bajo MT, Gómez-Ariza CJ. Dual mechanisms of cognitive control in mindful individuals. PSYCHOLOGICAL RESEARCH 2020; 85:1909-1921. [PMID: 32638070 DOI: 10.1007/s00426-020-01377-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2019] [Accepted: 06/25/2020] [Indexed: 01/22/2023]
Abstract
Not much research has adopted a multicomponent approach to examine the relationship between mindfulness and cognitive control. Studies addressing this issue have produced mixed results that may be due to the incorporation of different questionnaires to assess mindfulness and to the assessment of different stages and types of mindfulness itself. In the present study, we aimed to investigate to which extent dispositional mindfulness relates to a dynamic use of control modes as understood from the dual mechanisms of control theory. Further, we aimed to test this hypothesis by including two different frequently used mindfulness questionnaires in order to explore their confluence. Hundred thirty young adults completed two well-established assessment tools of mindfulness (Mindful Attention Awareness Scale and Five Facets Mindfulness Questionnaire) and two well-validated experimental tasks measuring proactive/reactive control modes (AX-Continuous Performance Task and Cued Task-Switching Paradigm). The data analyses were performed considering the continuous values in multiple regression analyses, as it is thought to better capture individual differences. The results replicate the previous findings suggesting that mindful individuals tend to use proactive and reactive control in a balanced manner in comparison to low mindfulness individuals, who tend to rely more on proactive control. Moreover, mindful individuals showed greater flexibility when the two processing modes were available. Hence, the major effects were found by using the two questionnaires. Altogether our findings indicate that mindful individuals, who have been characterized by an enhanced focus on the present moment without judgment, are less attached to the previous contextual information, which allows them to exhibit a more flexible performance.
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Affiliation(s)
- Nuria V Aguerre
- Department of Experimental Psychology, Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain.
| | - M Teresa Bajo
- Department of Experimental Psychology, Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
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30
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Palaus M, Viejo-Sobera R, Redolar-Ripoll D, Marrón EM. Cognitive Enhancement via Neuromodulation and Video Games: Synergistic Effects? Front Hum Neurosci 2020; 14:235. [PMID: 32636739 PMCID: PMC7319101 DOI: 10.3389/fnhum.2020.00235] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Accepted: 05/28/2020] [Indexed: 12/18/2022] Open
Abstract
Transcranial magnetic stimulation (TMS) is a non-invasive brain stimulation technique able to modulate cortical excitability. This modulation may influence areas and networks responsible for specific cognitive processes, and the repetition of the induced temporary changes can produce long-lasting effects. TMS effectiveness may be enhanced when used in conjunction with cognitive training focused on specific cognitive functions. Playing video games can be an optimal cognitive training since it involves different cognitive components and high levels of engagement and motivation. The goal of this study is to assess the synergistic effects of TMS and video game training to enhance cognition, specifically, working memory and executive functions. We conducted a randomized 2 × 3 repeated measures (stimulation × time) study, randomly assigning 27 healthy volunteers to an active intermittent theta-burst stimulation or a sham stimulation group. Participants were assessed using a comprehensive neuropsychological battery before, immediately after, and 15 days after finishing the video game+TMS training. The training consisted of 10 sessions where participants played a 3D platform video game for 1.5 h. After each gaming session, TMS was applied over the right dorsolateral prefrontal cortex (DLPFC). All participants improved their video gaming performance, but we did not find a synergistic effect of stimulation and video game training. Neither had we found cognitive improvements related to the stimulation. We explored possible confounding variables such as age, gender, and early video gaming experience through linear regression. The early video gaming experience was related to improvements in working memory and inhibitory control. This result, although exploratory, highlights the influence of individual variables and previous experiences on brain plasticity.
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Affiliation(s)
| | - Raquel Viejo-Sobera
- Cognitive NeuroLab, Faculty of Health Sciences, Universitat Oberta de Catalunya (UOC), Barcelona, Spain
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31
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Training and transfer effects of response inhibition training with online feedback on adolescents and adults’ executive function. ACTA PSYCHOLOGICA SINICA 2020. [DOI: 10.3724/sp.j.1041.2020.01212] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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32
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Lambez B, Harwood-Gross A, Golumbic EZ, Rassovsky Y. Non-pharmacological interventions for cognitive difficulties in ADHD: A systematic review and meta-analysis. J Psychiatr Res 2020; 120:40-55. [PMID: 31629998 DOI: 10.1016/j.jpsychires.2019.10.007] [Citation(s) in RCA: 74] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Revised: 09/15/2019] [Accepted: 10/09/2019] [Indexed: 12/12/2022]
Abstract
Attention deficit hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in children and is associated with significant risk of educational failure, interpersonal problems, mental illness, and delinquency. Despite a number of comparative and comprehensive reviews on the effects of ADHD treatments on ADHD core symptoms, evidence synthesizing the effects of ADHD interventions on cognitive difficulties is limited. In this meta-analysis, the neuropsychological effects of non-pharmacological interventions for ADHD were examined across studies published between 1980 and 2017. Data were extracted from studies that used objective cognitive measures (either computerized or pencil-and-paper), and multiple meta-analyses were conducted to compare the effectiveness across these interventions. Publication bias was assessed, as well as quality of the evidence, using Cochrane risk of bias tool for randomized control trials studies. Our final meta-analysis included 18 studies with interventions that were categorized into four categories: neurofeedback, cognitive-behavioral therapy, cognitive training, and physical exercises. Physical exercises demonstrated the highest average effect size (Morris d = 0.93). A further evaluation of cognitive functions yielded 49 effect sizes for the five categories, including attention, inhibition, flexibility, and working memory. Analyses demonstrated a homogenous, medium to large, effect size of improvement across interventions, with inhibition demonstrating the largest average effect size (Morris d = 0.685). This study highlights the positive effect of psychological interventions on ADHD cognitive symptomology and supports the inclusion of non-pharmacological interventions in conjunction with the commonly used pharmacological treatments.
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Affiliation(s)
- Bar Lambez
- Department of Psychology, Bar Ilan University, Ramat-Gan, Israel
| | - Anna Harwood-Gross
- Department of Psychology, Bar Ilan University, Ramat-Gan, Israel; Herman Dana Division of Child and Adolescent Psychiatry, Hadassah Hospital, Jerusalem, Israel
| | - Elana Zion Golumbic
- Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel
| | - Yuri Rassovsky
- Department of Psychology, Bar Ilan University, Ramat-Gan, Israel; Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel; Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles (UCLA), California, USA.
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33
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Ferreira-Brito F, Fialho M, Virgolino A, Neves I, Miranda AC, Sousa-Santos N, Caneiras C, Carriço L, Verdelho A, Santos O. Game-based interventions for neuropsychological assessment, training and rehabilitation: Which game-elements to use? A systematic review. J Biomed Inform 2019; 98:103287. [PMID: 31518700 DOI: 10.1016/j.jbi.2019.103287] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2019] [Revised: 08/19/2019] [Accepted: 09/07/2019] [Indexed: 01/16/2023]
Abstract
Game-based interventions (GBI) have been used to promote health-related outcomes, including cognitive functions. Criteria for game-elements (GE) selection are insufficiently characterized in terms of their adequacy to patients' clinical conditions or targeted cognitive outcomes. This study aimed to identify GE applied in GBI for cognitive assessment, training or rehabilitation. A systematic review of literature was conducted. Papers involving video games were included if: (1) presenting empirical and original data; (2) using video games for cognitive intervention; and (3) considering attention, working memory or inhibitory control as outcomes of interest. Ninety-one papers were included. A significant difference between the number of GE reported in the assessed papers and those composing video games was found (p < .001). The two most frequently used GE were: score system (79.2% of the interventions using video games; for assessment, 43.8%; for training, 93.5%; and for rehabilitation, 83.3%) and narrative context (79.2% of interventions; for assessment, 93.8%; for training, 73.9% and for rehabilitation, 66.7%). Usability assessment was significantly associated with six of the seven GE analyzed (p-values between p ≤ 0.001 and p. = 027). The use of GE that act as extrinsic motivation promotors (e.g., numeric feedback system) may jeopardize patients' long-term adherence to interventions, mainly if associated with progressive difficulty-increase of gaming experience. Lack of precise description of GE and absence of a theoretical framework supporting GE selection are important limitations of the available clinical literature.
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Affiliation(s)
- Filipa Ferreira-Brito
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, Piso 0, Ala C, 1649-028 Lisboa, Portugal.
| | - Mónica Fialho
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, Piso 0, Ala C, 1649-028 Lisboa, Portugal.
| | - Ana Virgolino
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, Piso 0, Ala C, 1649-028 Lisboa, Portugal.
| | - Inês Neves
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, Piso 0, Ala C, 1649-028 Lisboa, Portugal.
| | - Ana Cristina Miranda
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, Piso 0, Ala C, 1649-028 Lisboa, Portugal; USF AlbaSaude, ACeS de Sintra, Administração Regional de Saúde de Lisboa e Vale do Tejo, Bairro da Tabaqueira 30, 2635-101 Rio de Mouro, Portugal.
| | - Nuno Sousa-Santos
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, Piso 0, Ala C, 1649-028 Lisboa, Portugal; Escola Superior de Saúde de Leiria, Instituto Politécnico de Leiria, Campus 2 - Morro do Lena, Alto do Vieiro - Apartado 4137, 2411-901 Leiria, Portugal.
| | - Cátia Caneiras
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, Piso 0, Ala C, 1649-028 Lisboa, Portugal; Healthcare Department, Nippon Gases Portugal, Rua Real Fábrica de Atanados, n°. 1, 2600-242 Vila Franca de Xira, Portugal.
| | - Luís Carriço
- LASIGE, Faculdade de Ciências, Universidade de Lisboa, Portugal; Departamento de Informática, Faculdade de Ciências, Universidade de Lisboa, 1749-016 Lisboa, Portugal.
| | - Ana Verdelho
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, Piso 0, Ala C, 1649-028 Lisboa, Portugal; Instituto de Medicina Molecular (iMM), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, 1649-028 Lisboa, Portugal; Departamento de Neurociências, Hospital de Santa Maria-Centro Hospitalar Lisboa Norte, Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, 1649-028 Lisboa, Portugal.
| | - Osvaldo Santos
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Av. Prof. Egas Moniz, Ed. Egas Moniz, Piso 0, Ala C, 1649-028 Lisboa, Portugal.
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34
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Delay knowledge and trial set count modulate use of proactive versus reactive control: A meta-analytic review. Psychon Bull Rev 2019; 25:1249-1268. [PMID: 29980996 DOI: 10.3758/s13423-018-1502-1] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
The AX-continuous performance task (AX-CPT) and dot pattern expectancy (DPX) are the predominant cognitive paradigms used to assess the relative utilization of proactive versus reactive cognitive control. Experimental parameters vary widely between studies and systematically between different modalities (i.e., fMRI vs. EEG) with unknown consequences for the implementation of control. This meta-analytic review systematically surveyed these bodies of literature (k = 43, 73 data points) to resolve how cue-probe delay knowledge, delay length, and trial set count modulate the preferential use of proactive versus reactive control. In healthy young adults, delay knowledge and increasing trial set count each bias participants toward greater proactive control. Further, the interaction of delay knowledge and trial set count accounts for ~40% of variability in proactive/reactive control performance. As trial count varies reliably between experimental modalities, it is critical to understand how these parameters activate distinct cognitive processes and tap into different neural mechanisms for control. Subgroup analyses revealed important distinctions from our results in healthy young adults. Healthy, slightly older adults (ages 30-45 years) performed more reactively compared to healthy young adults. In addition, participants with schizophrenia showed evidence of more proactive control as trial set count increased. In light of this meta-analytic review, we conclude that delay knowledge and trial set length are important parameters to account for in the assessment of proactive versus reactive control. More broadly, this metaregression provides strong evidence that cognitive control becomes more reactive when timing demands are not known, and that both healthy persons and persons with schizophrenia shift toward proactive control with increasing repetitions of a task set.
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35
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Pergher V, Shalchy MA, Pahor A, Van Hulle MM, Jaeggi SM, Seitz AR. Divergent Research Methods Limit Understanding of Working Memory Training. JOURNAL OF COGNITIVE ENHANCEMENT 2019; 4:100-120. [PMID: 34355115 DOI: 10.1007/s41465-019-00134-7] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Working memory training has been a hot topic over the last decade. Although studies show benefits in trained and untrained tasks as a function of training, there is an ongoing debate on the efficacy of working memory training. There have been numerous meta-analyses put forth to the field, some finding overall broad transfer effects while others do not. However, discussion of this research typically overlooks specific qualities of the training and transfer tasks. As such, there has been next to no discussion in the literature on what training and transfer tasks features are likely to mediate training outcomes. To address this gap, here, we characterized the broad diversity of features employed in N-back training tasks and outcome measures in published working memory training studies. Extant meta-analyses have not taken into account the diversity of methodology at this level, primarily because there are too few studies using common methods to allow for a robust meta-analysis. We suggest that these limitations preclude strong conclusions from published data. In order to advance research on working memory training, and in particular, N-back training, more studies are needed that systematically compare training features and use common outcome measures to assess transfer effects.
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Affiliation(s)
- Valentina Pergher
- Department of Neurosciences, Laboratory for Neuro- and Psychophysiology, KU Leuven-University of Leuven, Leuven, Belgium
| | | | - Anja Pahor
- Department of Psychology, University of California, Riverside, CA, USA
| | - Marc M Van Hulle
- Department of Neurosciences, Laboratory for Neuro- and Psychophysiology, KU Leuven-University of Leuven, Leuven, Belgium
| | - Susanne M Jaeggi
- School of Education, School of Social Sciences, Department of Cognitive Sciences, University of California, Irvine, CA, USA
| | - Aaron R Seitz
- Department of Psychology, University of California, Riverside, CA, USA.,School of Education, School of Social Sciences, Department of Cognitive Sciences, University of California, Irvine, CA, USA
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36
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Linares R, Borella E, Lechuga MT, Carretti B, Pelegrina S. Nearest transfer effects of working memory training: A comparison of two programs focused on working memory updating. PLoS One 2019; 14:e0211321. [PMID: 30759135 PMCID: PMC6373913 DOI: 10.1371/journal.pone.0211321] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2018] [Accepted: 01/14/2019] [Indexed: 12/22/2022] Open
Abstract
This study analyzed the mechanisms involved in possible transfer effects for two different working memory updating (WMU) training programs administered to young adults and based on two updating paradigms: n-back and arithmetical updating. The influence of practice distribution on transfer effects was also explored by including two training regimens: massed and spaced practice. Performance on different WMU tasks more or less structurally similar to the tasks used in the training was assessed to analyze the nearest transfer effects. Near and far transfer effects were tested using complex working memory (WM) and fluid intelligence tasks. The results showed that the WMU training produced gains in only some of the WMU tasks structurally similar to those used in the training, not in those lacking the same structure, or in WM or fluid intelligence tasks. These limited nearest transfer effects suggest that gains could be due to the acquisition of a specific strategy appropriate for the task during the training rather than to any improvement in the updating process per se. Performance did not differ depending on the training regimen.
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Affiliation(s)
- Rocío Linares
- Department of Psychology, University of Jaen, Jaén, Spain
| | - Erika Borella
- Department of General Psychology, University of Padova, Padova, Italy
| | | | - Barbara Carretti
- Department of General Psychology, University of Padova, Padova, Italy
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37
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Zhang Q, Wang C, Zhao Q, Yang L, Buschkuehl M, Jaeggi SM. The malleability of executive function in early childhood: Effects of schooling and targeted training. Dev Sci 2018; 22:e12748. [PMID: 30171785 DOI: 10.1111/desc.12748] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2016] [Accepted: 08/21/2018] [Indexed: 11/28/2022]
Abstract
Executive function (EF), its importance for scholastic achievement and the question of whether or not EF is malleable, have become a topic of intense interest. Education or schooling is often seen as effective approaches to enhance EF due to the specific school-related requirements as compared to kindergarten or pre-school. However, no study to date has investigated whether targeted training focusing on those domains might be comparable with regular schooling in improving EF and fluid intelligence (Gf). The aim of the present study was to replicate and extend the previously demonstrated schooling effects on EF by using a school-cutoff design, and to further investigate whether a theoretically motivated intervention targeting specific EF, i.e., working memory (WM) or inhibitory control (IC), could achieve comparable effects with schooling in both, WM and IC, as well as Gf. 91 6-year-old kindergarteners and first-graders with similar chronological age participated the study. We compared the performance of a first-grade schooling group with that of two kindergarten training groups as well as a business-as-usual kindergarten control group. Participants were assessed in WM, IC and Gf at baseline, immediately after the intervention (posttest), as well as 3 months after training completion (follow-up). The results showed that the schooling group indeed outperformed the kindergarten groups at baseline in several cognitive tasks. Furthermore, both the WM and IC training showed pronounced gains in the trained tasks, as well as varying degrees of improvement in non-trained outcome measures. Most importantly, both training groups achieved comparable performance with the schooling group, which was especially apparent in Gf at follow-up. Our findings provide further evidence for the malleability of EF demonstrating that both, long-term and short-term interventions can facilitate the acquisition of those important skills, and as such, our work has important implications for educational practice.
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Affiliation(s)
- Qiong Zhang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Cuiping Wang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | | | - Ling Yang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | | | - Susanne M Jaeggi
- School of Education, University of California, Irvine, Irvine, California
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38
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Qiao L, Xu L, Che X, Zhang L, Li Y, Xue G, Li H, Chen A. The Motivation-Based Promotion of Proactive Control: The Role of Salience Network. Front Hum Neurosci 2018; 12:328. [PMID: 30154707 PMCID: PMC6103265 DOI: 10.3389/fnhum.2018.00328] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2018] [Accepted: 07/26/2018] [Indexed: 01/05/2023] Open
Abstract
It has been shown that reward motivation can facilitate proactive control, a cognitive control mode that is characterized of prior preparation and sustained holding of the goal-relevant information in working memory. However, it remains to be established the neural networks that may be involved in this promotion effect. In this study, participants underwent the AX-Continuous Performance Task (AX-CPT) that measures relative proactive control during functional magnetic resonance imaging (fMRI) scanning. We employed independent component analysis to decompose multiple brain networks and identified the task related network. Results showed that the salience network (SN) was engaged in the AX-CPT protocol. Importantly, our data demonstrated that reward modulated the association between task engagement of SN and proactive control, whereby the positive correlation was particularly observed in the reward condition. Moreover, reward modulated task engagement of the SN in a proactive manner, which may contribute to the behavioral proactive performance. Overall, our data suggest the involvement of SN in the reward facilitation effect of proactive control.
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Affiliation(s)
- Lei Qiao
- College of Psychology and Sociology, Shenzhen University, Shenzhen, China.,Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, China
| | - Lei Xu
- Key Laboratory for Neuroinformation, Center for Information in Medicine, University of Electronic Science and Technology of China, Chengdu, China
| | - Xianwei Che
- Monash Alfred Psychiatry Research Centre, The Alfred and Central Clinical School, Monash University, Melbourne, VIC, Australia
| | - Lijie Zhang
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, China
| | - Yadan Li
- MOE Key Laboratory of Modern Teaching Technology, Shaanxi Normal University, Xi'an, China
| | - Gui Xue
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, China.,State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Hong Li
- College of Psychology and Sociology, Shenzhen University, Shenzhen, China
| | - Antao Chen
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, China
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39
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Peckham AD, Johnson SL. Cognitive control training for emotion-related impulsivity. Behav Res Ther 2018; 105:17-26. [PMID: 29609103 DOI: 10.1016/j.brat.2018.03.009] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Revised: 03/15/2018] [Accepted: 03/26/2018] [Indexed: 01/04/2023]
Abstract
Many forms of psychopathology are tied to a heightened tendency to respond impulsively to strong emotions, and this tendency, in turn, is closely tied to problems with cognitive control. The goal of the present study was to test whether a two-week, six-session cognitive control training program is efficacious in reducing emotion-related impulsivity. Participants (N = 52) reporting elevated scores on an emotion-related impulsivity measure completed cognitive control training targeting working memory and response inhibition. A subset of participants were randomized to a waitlist control group. Impulsivity, emotion regulation, and performance on near and far-transfer cognitive tasks were assessed at baseline and after completion of training. Emotion-related impulsivity declined significantly from pre-training to post-training and at two-week follow-up; improvements were not observed in the waitlist control group. A decrease in brooding rumination and an increase in reappraisal were also observed. Participants showed significant improvements on trained versions of the working memory and inhibition tasks as well as improvements on an inhibition transfer task. In sum, these preliminary findings show that cognitive training appears to be well-tolerated for people with significant emotion-driven impulsivity. Results provide preliminary support for the efficacy of cognitive training interventions as a way to reduce emotion-related impulsivity.
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Affiliation(s)
- Andrew D Peckham
- University of California, Berkeley, Department of Psychology, 3210 Tolman Hall, Berkeley, CA 94720, USA.
| | - Sheri L Johnson
- University of California, Berkeley, Department of Psychology, 3210 Tolman Hall, Berkeley, CA 94720, USA.
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Abstract
Inhibitory control (IC) is a core executive function that enables humans to resist habits, temptations, or distractions. IC efficiency in childhood is a strong predictor of academic and professional success later in life. Based on analysis of the sulcal pattern, a qualitative feature of cortex anatomy determined during fetal life and stable during development, we searched for evidence that interindividual differences in IC partly trace back to prenatal processes. Using anatomical magnetic resonance imaging (MRI), we analyzed the sulcal pattern of two key regions of the IC neural network, the dorsal anterior cingulate cortex (ACC) and the inferior frontal cortex (IFC), which limits the inferior frontal gyrus. We found that the sulcal pattern asymmetry of both the ACC and IFC contributes to IC (Stroop score) in children and adults: participants with asymmetrical ACC or IFC sulcal patterns had better IC efficiency than participants with symmetrical ACC or IFC sulcal patterns. Such additive effects of IFC and ACC sulcal patterns on IC efficiency suggest that distinct early neurodevelopmental mechanisms targeting different brain regions likely contribute to IC efficiency. This view shares some analogies with the “common variant–small effect” model in genetics, which states that frequent genetic polymorphisms have small effects but collectively account for a large portion of the variance. Similarly, each sulcal polymorphism has a small but additive effect: IFC and ACC sulcal patterns, respectively, explained 3% and 14% of the variance of the Stroop interference scores.
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41
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Yaniv A, Lavidor M. Without Blinking an Eye: Proactive Motor Control Enhancement. JOURNAL OF COGNITIVE ENHANCEMENT 2018. [DOI: 10.1007/s41465-017-0060-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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42
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Aben B, Iseni B, Van den Bussche E, Verguts T. Persistent modification of cognitive control through attention training. Q J Exp Psychol (Hove) 2018; 72:413-423. [PMID: 29350105 DOI: 10.1177/1747021818757979] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
An important aspect of cognitive control is to direct attention towards relevant information and away from distracting information. This attentional modulation is at the core of several influential frameworks, but its trainability and generalisability remain unclear. To address this issue, two groups of subjects were invited to the lab on three consecutive days. On Day 2, they performed an arrow priming task which trained them to adopt an attentional bias towards (prime-attended group) or away from (prime-diverted group) a potentially conflicting prime. Direct generalisation of the attention training was measured by assessing task performance on the same task without the attentional manipulation directly after training (Day 2) and the next day (Day 3), and comparing it to baseline (Day 1). Performance on this direct transfer task showed a difference in attentional modulation between groups directly after training that persisted the next day. No cross-task generalisation was found to two other tasks that were closely or more remotely related to the trained task. Together, these results are in accordance with cognitive control frameworks that limit attentional modulation to the specific features of the trained task.
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Affiliation(s)
- Bart Aben
- 1 Department of Experimental and Applied Psychology, Vrije Universiteit Brussel, Brussels, Belgium.,2 Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Blerina Iseni
- 1 Department of Experimental and Applied Psychology, Vrije Universiteit Brussel, Brussels, Belgium.,2 Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Eva Van den Bussche
- 1 Department of Experimental and Applied Psychology, Vrije Universiteit Brussel, Brussels, Belgium
| | - Tom Verguts
- 2 Department of Experimental Psychology, Ghent University, Ghent, Belgium
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43
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Ballesteros S, Mayas J, Prieto A, Ruiz-Marquez E, Toril P, Reales JM. Effects of Video Game Training on Measures of Selective Attention and Working Memory in Older Adults: Results from a Randomized Controlled Trial. Front Aging Neurosci 2017; 9:354. [PMID: 29163136 PMCID: PMC5671951 DOI: 10.3389/fnagi.2017.00354] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2017] [Accepted: 10/17/2017] [Indexed: 12/11/2022] Open
Abstract
Video game training with older adults potentially enhances aspects of cognition that decline with aging and could therefore offer a promising training approach. Although, previous published studies suggest that training can produce transfer, many of them have certain shortcomings. This randomized controlled trial (RCT; Clinicaltrials.gov ID: NCT02796508) tried to overcome some of these limitations by incorporating an active control group and the assessment of motivation and expectations. Seventy-five older volunteers were randomly assigned to the experimental group trained for 16 sessions with non-action video games from Lumosity, a commercial platform (http://www.lumosity.com/) or to an active control group trained for the same number of sessions with simulation strategy games. The final sample included 55 older adults (30 in the experimental group and 25 in the active control group). Participants were tested individually before and after training to assess working memory (WM) and selective attention and also reported their perceived improvement, motivation and engagement. The results showed improved performance across the training sessions. The main results were: (1) the experimental group did not show greater improvements in measures of selective attention and working memory than the active control group (the opposite occurred in the oddball task); (2) a marginal training effect was observed for the N-back task, but not for the Stroop task while both groups improved in the Corsi Blocks task. Based on these results, one can conclude that training with non-action games provide modest benefits for untrained tasks. The effect is not specific for that kind of training as a similar effect was observed for strategy video games. Groups did not differ in motivation, engagement or expectations.
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Affiliation(s)
- Soledad Ballesteros
- Studies on Aging and Neurodegenerative Diseases Research Group, Universidad Nacional de Educación a Distancia, Madrid, Spain.,Department of Basic Psychology II, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | - Julia Mayas
- Studies on Aging and Neurodegenerative Diseases Research Group, Universidad Nacional de Educación a Distancia, Madrid, Spain.,Department of Basic Psychology II, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | - Antonio Prieto
- Studies on Aging and Neurodegenerative Diseases Research Group, Universidad Nacional de Educación a Distancia, Madrid, Spain.,Department of Basic Psychology II, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | - Eloísa Ruiz-Marquez
- Studies on Aging and Neurodegenerative Diseases Research Group, Universidad Nacional de Educación a Distancia, Madrid, Spain.,Department of Basic Psychology II, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | - Pilar Toril
- Studies on Aging and Neurodegenerative Diseases Research Group, Universidad Nacional de Educación a Distancia, Madrid, Spain.,Department of Basic Psychology II, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | - José M Reales
- Studies on Aging and Neurodegenerative Diseases Research Group, Universidad Nacional de Educación a Distancia, Madrid, Spain.,Department of Methodology of the Behavioral Sciences, Universidad Nacional de Educación a Distancia, Madrid, Spain
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