There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014)

Is working memory domain-general or domain-specific?

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

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

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

Investigating the immediate and mid-term effect of a gamified e-learning platform for the enhancement of traffic knowledge and skills among Vietnamese adolescents operating powered two-wheelers

INTRODUCTION

Traffic crashes caused by adolescents are being assessed as particularly serious and a common concern of society as a whole. Improving traffic knowledge and skills is crucial in reducing adolescent traffic crashes.

OBJECTIVES

This study aimed to investigate the effects of a gamified e-learning platform on traffic knowledge and skills among adolescents (aged 15-18) in Vietnam.

METHOD

Using a pretest-posttest design, this quasi-experimental study, included 350 participants within the intervention group and 350 participants within the control group. All participants were selected from three high schools in Ho Chi Minh City in Vietnam. Intervention group participants got a gamified traffic safety learning experience with a gamified e-learning platform, while control group participants received general traffic safety education through conventional methods using short videos. The effect was measured via tests focusing on traffic knowledge and skills. Data were subsequently collected from both groups before (i.e., pretest) and immediately after (i.e., posttest 1) following the education. In addition, within the intervention group also a second posttest (i.e., posttest 2) was conducted six months after following the education.

RESULTS

A significant increase in scores on posttest 1 compared to the pretest was found in the intervention group but not in the control group. Also, among the intervention group, the scores in posttest 2 were significantly better than those in the pretest, however, there was no difference in scores between posttest 1 and posttest 2.

CONCLUSION

The results of this study indicated that the gamified e-learning platform cannot only improve participants' knowledge of traffic safety but also help participants retain such knowledge for at least six months.

PRACTICAL IMPLICATIONS

The study findings can reinforce the important role of traffic safety education in improving adolescent traffic knowledge and skills.

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

OBJECTIVE

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

RESULTS

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

Well-designed manufacturing work improves some cognitive abilities in individuals with cognitive impairments

Introduction

Employment is recognized as a fundamental human right, which correlates with better physical and mental health. Importantly, well-designed work, which considers the physical, social, and psychological impacts of work, can serve to enhance the cognitive abilities of workers. Although often overlooked, work for individuals with disabilities, including cognitive impairments, is equally important for their physical and mental well-being. What has not been established, however, is whether well-designed work can also enhance the cognitive abilities of individuals with cognitive impairments.

Methods

Using a longitudinal study design, we investigated the impact of well-designed work on the cognitive abilities of 60 participants (operators) at the AMIPI Foundation factories, which employ individuals with cognitive impairments to produce electrical cables and harnesses for the automobile industry. The same operators were assessed at three different time points: upon hiring (n = 60), and after working in the factory for 1 year (n = 41, since 19 left the factory) and 2 years (n = 28, since 13 more left the factory). We used five cognitive tests evaluating: (1) finger and manual dexterity, bimanual dexterity, and procedural memory using the Purdue Pegboard; (2) sustained and selective attention using the Symbol Cancellation Task; (3) short- and long-term declarative verbal memory and long-term verbal recognition memory using Rey's Audio-Verbal Learning Test; (4) short- and long-term visual recognition memory using the Continuous Visual Memory Test; and (5) abstract reasoning using Raven's Standard Progressive Matrices.

Results

We observed improvements in procedural memory, sustained and selective attention, and short- and long-term visual recognition memory after working in the factory for 1 or 2 years. We did not observe improvements in finger or manual dexterity or bimanual dexterity, nor short- or long-term declarative verbal memory or verbal recognition memory, nor abstract reasoning.

Discussion

We conclude that, in addition to improving physical and mental well-being, well-designed manufacturing work can serve as a training intervention improving some types of cognitive functioning in individuals with cognitive impairments.

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

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

Rehabilitation of working memory after acquired brain injury and multiple sclerosis: A systematic review

The objective is to study the effectiveness of working memory (WM) rehabilitation after Acquired brain injury (ABI) and multiple sclerosis (MS). A systematic database search of published studies, following PRISMA recommendations, with assessment of methodological quality and risk of bias, was conducted. The results were analysed according to the rehabilitation method used. 31 studies (including 14 class I) were included, and 11 different training programs were identified. Despite great variability in training methodology and outcome measures, the results were positive overall. However, only three rehabilitation programs showed a transfer effect to WM (near) and daily life with long-term maintenance. The results were more variable for protocols limited to the use of computerized n-back training tasks. Overall, the current evidence supports multi-task WM training rather than single-task-limited program. It also supports early and long duration training, with some therapist support. However, it is not possible, to date, to make strong recommendations regarding the rehabilitation program to be used preferentially. Although results are encouraging, level of evidence remains modest, particularly regarding the maintenance of the therapeutic effect after the end of training, and the transfer to everyday life skills. The influence of rehabilitation parameters (training duration, therapist involvement … ) remains difficult to assess.

Brief Report: A Randomized Controlled Trial of a Digital Working Memory Intervention for Preschoolers Displaying ADHD Symptoms

PURPOSE

This study aimed to investigate the effects of a self-paced digital working memory (WM) intervention on preschoolers with ADHD symptoms and explore the relation between WM and time perception (TP) through a randomized controlled trial.

METHOD

Fifty preschoolers between four-to-six years of age (M = 4.93 years) were randomly assigned to three groups: a WM training group (WM; n = 14), a social-emotional (SE) training active control group (n = 15), and a waitlist control group (n = 21). Both the WM and SE groups received fifteen 10-min self-paced digital training sessions over five consecutive weeks.

RESULTS

The digital WM training was effective in improving children's digit span performance compared to the waitlist control group only. Within-group comparisons across two time points indicated a near-significant improvement in numeration and trends of reduced ADHD symptoms and improved TP tasks in the WM group at the post-test, but between-group differences were not observed.

CONCLUSION

The study showed limited effects of the WM training on preschoolers displaying ADHD symptoms. However, the results implied an association between working memory and time perception that awaits further investigation.

The State of Cognitive Control in Language Processing

Understanding language requires readers and listeners to cull meaning from fast-unfolding messages that often contain conflicting cues pointing to incompatible ways of interpreting the input (e.g., "The cat was chased by the mouse"). This article reviews mounting evidence from multiple methods demonstrating that cognitive control plays an essential role in resolving conflict during language comprehension. How does cognitive control accomplish this task? Psycholinguistic proposals have conspicuously failed to address this question. We introduce an account in which cognitive control aids language processing when cues conflict by sending top-down biasing signals that strengthen the interpretation supported by the most reliable evidence available. We also provide a computationally plausible model that solves the critical problem of how cognitive control "knows" which way to direct its biasing signal by allowing linguistic knowledge itself to issue crucial guidance. Such a mental architecture can explain a range of experimental findings, including how moment-to-moment shifts in cognitive-control state-its level of activity within a person-directly impact how quickly and successfully language comprehension is achieved.

Unicorn, Hare, or Tortoise? Using Machine Learning to Predict Working Memory Training Performance

People differ considerably in the extent to which they benefit from working memory (WM) training. Although there is increasing research focusing on individual differences associated with WM training outcomes, we still lack an understanding of which specific individual differences, and in what combination, contribute to inter-individual variations in training trajectories. In the current study, 568 undergraduates completed one of several N-back intervention variants over the course of two weeks. Participants' training trajectories were clustered into three distinct training patterns (high performers, intermediate performers, and low performers). We applied machine-learning algorithms to train a binary tree model to predict individuals' training patterns relying on several individual difference variables that have been identified as relevant in previous literature. These individual difference variables included pre-existing cognitive abilities, personality characteristics, motivational factors, video game experience, health status, bilingualism, and socioeconomic status. We found that our classification model showed good predictive power in distinguishing between high performers and relatively lower performers. Furthermore, we found that openness and pre-existing WM capacity to be the two most important factors in distinguishing between high and low performers. However, among low performers, openness and video game background were the most significant predictors of their learning persistence. In conclusion, it is possible to predict individual training performance using participant characteristics before training, which could inform the development of personalized interventions.

Verbal Working Memory-Balance program training alters the left fusiform gyrus resting-state functional connectivity: A randomized clinical trial study on children with dyslexia

Sufficient activation of the left fusiform gyrus is important in reading ability acquisition due to its role in reading and naming, working memory (WM), and balance tasks. Recently, a newly-designed training program, Verbal Working Memory-Balance (VWM-B), has been evaluated on children with dyslexia, and its positive effects were shown on reading ability, WM capacity, and postural control. In the present study, we aimed to estimate the functional connectivity alterations of the left fusiform gyrus following training by the VWM-B. Before and after 15 sessions of training, the fMRI and other tools data were collected on a sample of children with dyslexia, who were allocated into two control and experiment groups. Data analyses showed the increased functional connectivity of the left fusiform gyrus between the left anterior temporal fusiform cortex, left and right Crus II regions of the cerebellum, and the left middle frontal gyrus. Moreover, VWM-B training significantly improved the reading and naming ability, WM capacity, and postural control of participants in the experiment group in comparison to the control. The current study findings emphasize the critical role of the left fusiform gyrus in reading ability. Moreover, it provides evidence to support the existence of cerebellar deficits in dyslexia.

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

Introduction

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

Methods

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

Results

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

Discussion

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

Effects of the Multicomponent Cognitive Training Program BrainProtect in Cognitively Healthy Adults: A Randomized Controlled Trial

BACKGROUND

Cognitive integrity is a fundamental driver of health. The exact structure of strategies against cognitive impairment is still under debate.

OBJECTIVE

To compare the short-term effects of a multicomponent cognitive training (BrainProtect) with those of general health counseling (GHC) on cognitive abilities and health-related quality of life (HRQoL) in healthy adults in Germany.

METHODS

In this parallel randomized controlled trial (RCT), 132 eligible cognitively healthy adults (age ≥50 years, Beck Depression Inventory ≤9/63; Montreal Cognitive Assessment ≥26/30) were randomized to either GHC (N = 72) or to intervention with BrainProtect (intervention group, IG; N = 60). IG participants received 8 weekly sessions of 90 min of the group-based BrainProtect program focusing on executive functions, concentration, learning, perception, and imagination, plus nutritional and physical exercise units. Before and after intervention, all participants underwent neuropsychological testing and HRQoL evaluation, blinded for pretest.

RESULTS

No significant training effect was observed for the primary endpoint of global cognition as assessed by CERAD-Plus-z Total Score (p = 0.113; ηp2 = 0.023). Improvements in several cognitive subtests were shown in the IG (N = 53) compared to the GHC (N = 62) without adverse events. Differences reached significance for verbal fluency (p = 0.021), visual memory (p = 0.013), visuo-constructive functions (p = 0.034), and HRQoL (p = 0.009). Significance was lost after adjustment, though several changes were clinically relevant.

CONCLUSION

BrainProtect did not significantly impact global cognition in this RCT. Nevertheless, the results of some outcomes indicate clinically meaningful changes, so that a strengthening of the cognitive performance by BrainProtect cannot be excluded. Further studies with larger sample size are needed to confirm these findings.

Using clustering algorithms to examine the association between working memory training trajectories and therapeutic outcomes among psychiatric and healthy populations

Working memory (WM) training has gained interest due to its potential to enhance cognitive functioning and reduce symptoms of mental disorders. Nevertheless, inconsistent results suggest that individual differences may have an impact on training efficacy. This study examined whether individual differences in training performance can predict therapeutic outcomes of WM training, measured as changes in anxiety and depression symptoms in sub-clinical and healthy populations. The study also investigated the association between cognitive abilities at baseline and different training improvement trajectories. Ninety-six participants (50 females, mean age = 27.67, SD = 8.84) were trained using the same WM training task (duration ranged between 7 to 15 sessions). An algorithm was then used to cluster them based on their learning trajectories. We found three main WM training trajectories, which in turn were related to changes in anxiety symptoms following the training. Additionally, executive function abilities at baseline predicted training trajectories. These findings highlight the potential for using clustering algorithms to reveal the benefits of cognitive training to alleviate maladaptive psychological symptoms.

Near transfer to an unrelated N-back task mediates the effect of N-back working memory training on matrix reasoning

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.

Working Memory-Based Cognitive Rehabilitation: Spoken Language of Deaf and Hard-of-Hearing Children

This research examined the effect of the Working Memory-based Cognitive Rehabilitation (WMCR) intervention on the spoken language development of deaf and hard-of-hearing (DHH) children. In this clinical trial study, 28 DHH children aged between 5 and 6 years were selected by random sampling method. The participants were randomly assigned to experimental and control groups. The experimental group participated in the WMCR intervention involving 11 sessions. All participants were assessed pre-and postintervention. Data were collected by the Newsha Development Scale and analyzed through MANCOVA. The results revealed a significant difference between the scores of the receptive and expressive language of the experimental group that were exposed to the WMCR intervention compared with the control group. The receptive and expressive language skills of the experimental group indicated a significant improvement after the intervention. Therefore, the WMCR intervention is an effective method that affects the spoken language skills of DHH children. These findings have critical implications for teachers, parents, and therapists in supporting DHH young children to develop their language skills.

Maintained and Delayed Benefits of Executive Function Training and Low-Intensity Aerobic Exercise Over a 3.5-Year Period in Older Adults

This is a follow-up study of our previous work, with a specific goal to examine whether older adults are able to maintain or show delayed cognitive and psychosocial benefits of executive function training and physical exercise over a period of 3.5 years on average. Thirty-four participants from the original training study (17 from the executive function training and 17 from the aerobic exercise group) returned and completed a single follow-up session on a set of cognitive and psychosocial outcome measures. The results of the returned follow-up sample showed some significant original training transfer effects in WCST-64 performance but failed to maintain these benefits at the follow-up session. Surprisingly, episodic memory performance showed some significant improvement at the follow-up relative to baseline, signaling delayed benefits. The findings add some novel implications for cognitive training schedule and highlight the possible importance of continuous engagement in long-term cognitive enhancement in healthy older adults.

Do Executive Dysfunction, Delay Aversion, and Time Perception Deficit Predict ADHD Symptoms and Early Academic Performance in Preschoolers

Children with attention deficit/hyperactivity disorder (ADHD) are commonly observed to have learning difficulties. This study examined how three neuropsychological constructs—executive dysfunction, delay aversion, and time perception—were associated with ADHD symptoms and early academic performance in preschoolers at risk of ADHD. One hundred and thirty-one preschoolers (70 boys, 53%) aged 4 to 6 (M = 5.31 years) were assessed on their ADHD-related behaviors, neuropsychological functioning, word reading, and math abilities at two time points one year apart. Factor analysis indicated that inhibitory and attentional control deficit, delay aversion, and time perception/working memory deficit were three dissociable factors. Among the three factors, inhibitory and attentional control measured at Time 1 was the strongest predictor of ADHD symptoms at both Time 1 and Time 2. Time perception was closely related to working memory, and they predicted word reading and numeration across time most strongly among other neuropsychological constructs. Our findings suggested that inhibitory and attentional control, delay aversion, and time perception are dissociable neuropsychological deficits underlying ADHD symptoms in preschoolers. Poor time perception may serve as a marker for the early identification of preschoolers with potential learning problems, and a possible target of intervention for ADHD.

The modulatory effect of adaptive task-switching training on resting-state neural network dynamics in younger and older adults

With increasing life expectancy and active aging, it becomes crucial to investigate methods which could compensate for generally detected cognitive aging processes. A promising candidate is adaptive cognitive training, during which task difficulty is adjusted to the participants' performance level to enhance the training and potential transfer effects. Measuring intrinsic brain activity is suitable for detecting possible distributed training-effects since resting-state dynamics are linked to the brain's functional flexibility and the effectiveness of different cognitive processes. Therefore, we investigated if adaptive task-switching training could modulate resting-state neural dynamics in younger (18-25 years) and older (60-75 years) adults (79 people altogether). We examined spectral power density on resting-state EEG data for measuring oscillatory activity, and multiscale entropy for detecting intrinsic neural complexity. Decreased coarse timescale entropy and lower frequency band power as well as increased fine timescale entropy and higher frequency band power revealed a shift from more global to local information processing with aging before training. However, cognitive training modulated these age-group differences, as coarse timescale entropy and lower frequency band power increased from pre- to post-training in the old-training group. Overall, our results suggest that cognitive training can modulate neural dynamics even when measured outside of the trained task.

Working Memory Training Coupled With Transcranial Direct Current Stimulation in Older Adults: A Randomized Controlled Experiment

Background

Transcranial direct current stimulation (tDCS) has been employed to boost working memory training (WMT) effects. Nevertheless, there is limited evidence on the efficacy of this combination in older adults. The present study is aimed to assess the delayed transfer effects of tDCS coupled with WMT in older adults in a 15-day follow-up. We explored if general cognitive ability, age, and educational level predicted the effects.

Methods

In this single-center, double-blind randomized sham-controlled experiment, 54 older adults were randomized into three groups: anodal-tDCS (atDCS)+WMT, sham-tDCS (stDCS)+WMT, and double-sham. Five sessions of tDCS (2 mA) were applied over the left dorsolateral prefrontal cortex (DLPFC). Far transfer was measured by Raven’s Advanced Progressive Matrices (RAPM), while the near transfer effects were assessed through Digit Span. A frequentist linear mixed model (LMM) was complemented by a Bayesian approach in data analysis.

Results

Working memory training improved dual n-back performance in both groups submitted to this intervention but only the group that received atDCS+WMT displayed a significant improvement from pretest to follow-up in transfer measures of reasoning (RAPM) and short-term memory (forward Digit Span). Near transfer improvements predicted gains in far transfer, demonstrating that the far transfer is due to an improvement in the trained construct of working memory. Age, formal education, and vocabulary score seem to predict the gains in reasoning. However, Bayesian results do not provide substantial evidence to support this claim.

Conclusion

This study will help to consolidate the incipient but auspicious field of cognitive training coupled with tDCS in healthy older adults. Our findings demonstrated that atDCS may potentialize WMT by promoting transfer effects in short-term memory and reasoning in older adults, which are observed especially at follow-up.

Feasibility of a Home-Based Task-Switching Training in Middle-Aged Caregivers

The current study aimed at investigating feasibility of a self-administered task-switching training in a middle-aged working population. Eighty-one caregivers (41–62 years old) were instructed to train at home 8 times either within a 7- or 14-day interval. Only 56.7% performed more than 50% of the instructed number of training sessions. However, compliant caregivers (who completed more than 4 training sessions) showed significant training gains and transfer to an untrained task-switching task. Although transfer effects to other cognitive tasks were not found, trained participants tended to report fewer everyday memory failures than a control group. In conclusion, the implementation of a home-based task-switching training in everyday life of caregivers is possible. However, there is only limited evidence for generalization of results of previous laboratory studies. Adherence and transfer to other cognitive tasks are discussed as important challenges in conveying laboratory findings into real life.

Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia

BACKGROUND

It is important to improve verbal Working Memory (WM) in reading disability, as it is a key factor in learning. There are commercial verbal WM training programs, which have some short-term effects only on the verbal WM capacity, not reading. However, because of some weaknesses in current verbal WM training programs, researchers suggested designing and developing newly structured programs that particularly target educational functions such as reading skills. In the current double-blind randomized clinical trial study, we designed a new Verbal Working Memory-Balance (VWM-B) program which was carried out using a portable robotic device. The short-term effects of the VWM-B program, on verbal WM capacity, reading skills, and postural control were investigated in Iranian children with developmental dyslexia.

RESULTS

The effectiveness of the VWM-B program was compared with the VWM-program as a traditional verbal WM training. In comparison with VWM-program, the participants who received training by the VWM-B program showed superior performance on verbal WM capacity, reading skills, and postural control after a short-term intervention.

CONCLUSIONS

We proposed that the automatized postural control resulting from VWM-B training had a positive impact on improving verbal WM capacity and reading ability. Based on the critical role of the cerebellum in automatizing skills, our findings support the cerebellar deficit theory in dyslexia.

TRIAL REGISTRATION

This trial was (retrospectively) registered on 8 February 2018 with the Iranian Registry of Clinical Trials (IRCT20171219037953N1).

Mindfulness Training Improves Cognition and Strengthens Intrinsic Connectivity Between the Hippocampus and Posteromedial Cortex in Healthy Older Adults

Maintaining optimal cognitive functioning throughout the lifespan is a public health priority. Evaluation of cognitive outcomes following interventions to promote and preserve brain structure and function in older adults, and associated neural mechanisms, are therefore of critical importance. In this randomized controlled trial, we examined the behavioral and neural outcomes following mindfulness training (n = 72), compared to a cognitive fitness program (n = 74) in healthy, cognitively normal, older adults (65-80 years old). To assess cognitive functioning, we used the Preclinical Alzheimer Cognitive Composite (PACC), which combines measures of episodic memory, executive function, and global cognition. We hypothesized that mindfulness training would enhance cognition, increase intrinsic functional connectivity measured with magnetic resonance imaging (MRI) between the hippocampus and posteromedial cortex, as well as promote increased gray matter volume within those regions. Following the 8-week intervention, the mindfulness training group showed improved performance on the PACC, while the control group did not. Furthermore, following mindfulness training, greater improvement on the PACC was associated with a larger increase in intrinsic connectivity within the default mode network, particularly between the right hippocampus and posteromedial cortex and between the left hippocampus and lateral parietal cortex. The cognitive fitness training group did not show such effects. These findings demonstrate that mindfulness training improves cognitive performance in cognitively intact older individuals and strengthens connectivity within the default mode network, which is particularly vulnerable to aging affects. Clinical Trial Registration: [https://clinicaltrials.gov/ct2/show/NCT02628548], identifier [NCT02628548].

Working memory training does not improve executive functioning or fluid intelligence

Several studies have reported that cognitive training can lead to improvements of complex mental skills such as intelligence. However, attempts to replicate these findings have not been very successful with many studies reporting lack of transferable effects on cognitive processes unrelated to the training task. On the contrary, transfer effects on cognitive processes closely related to the training task have been more commonly reported. In this study, we investigated the effects of a frequently used working-memory training programme on fluid intelligence and specific executive functions (updating, inhibition, switching, the focus of attention, and sustained attention). We remedied common issues with previous training studies by using an active control group, using more than one instrument to assess each function, and including a larger sample size. The experimental group showed significant improvement in the training task, indicating strong practice effects. However, no evidence of training-specific transfer was found in any of the variables investigated, and we could not find any of the previous improvements reported. Participants in both the training and control groups showed post-training improvements in most of the outcome variables, suggesting that practice effects can be found even when a task is only performed twice. We conclude by discussing possible explanations for the differences between our results and those reported in prior studies and recommend that any claims of improvement should be supported by studies capable of replicating them.

Effects of Neurofeedback on the Working Memory of Children with Learning Disorders-An EEG Power-Spectrum Analysis

Learning disorders (LDs) are diagnosed in children impaired in the academic skills of reading, writing and/or mathematics. Children with LDs usually exhibit a slower resting-state electroencephalogram (EEG), corresponding to a neurodevelopmental lag. Frequently, children with LDs show working memory (WM) impairment, associated with an abnormal task-related EEG with overall slower EEG activity (more delta and theta power, and less gamma activity in posterior sites). These EEG patterns indicate inefficient neural resource management. Neurofeedback (NFB) treatments aimed at normalizing the resting-state EEG of LD children have shown improvements in cognitive-behavioral indices and diminished EEG abnormalities. Given the typical findings of WM impairment in children with LDs, we aimed to explore the effects of an NFB treatment on the WM of children with LDs by analyzing the WM-related EEG power spectrum. EEGs of 18 children (8–11 y.o.) with LDs were recorded, pre- and post-treatment, during performance of a Sternberg-type WM task. Thirty sessions of an NFB treatment (NFB-group, n = 10) or 30 sessions of a placebo-sham treatment (sham-group, n = 8) were administered. We analyzed the before and after treatment group differences for the behavioral performance and the WM-related EEG power spectrum. The NFB group showed faster response times in the WM task post-treatment. They also exhibited a decreased theta power and increased beta and gamma power at the frontal and posterior sites post-treatment. We explain these findings in terms of NFB improving the efficiency of neural resource management, maintenance of memory representations, and improved subvocal memory rehearsal.

Pilot Study of an Attention and Executive Function Cognitive Intervention in Children with Autism Spectrum Disorders

This pilot study investigated the efficacy of a game-based cognitive training program (Caribbean Quest; CQ) for improving attention and executive function (EF) in school-aged children with Autism Spectrum Disorder (ASD). CQ is a 'serious game' that uses a hybrid process-specific/compensatory approach to remediate attention and EF abilities through repetitive, hierarchically graded exercises delivered in an adaptive format. Game-play is accompanied by instruction in metacognitive strategies delivered by an adult trainer. Twenty children diagnosed with ASD (ages 6-12 years) completed 12 h of intervention in schools over 8-10 weeks that was facilitated by a trained Research Assistant. Pre-post testing indicated near transfer gains for visual working memory and selective attention and far transfer effects for math fluency. Exit interviews with parents and school staff indicated anecdotal gains in attention, EF, emotion-regulation, flexibility, communication, and social skills. Overall, this study provides preliminary support for the feasibility and potential efficacy of the CQ when delivered in schools to children with ASD.

A Game a Day Keeps Cognitive Decline Away? A Systematic Review and Meta-Analysis of Commercially-Available Brain Training Programs in Healthy and Cognitively Impaired Older Adults

The rising prevalence rates of age-related cognitive impairment are a worldwide public concern, bringing about a surge in the number of "brain training" programs commercially available to the general public. Numerous companies advertise that their products improve memory and protect against cognitive decline, though researchers have voiced concerns regarding the validity of such claims. To address this issue, the current meta-analytic investigation examined evidence from 43 studies (encompassing 2,636 participants) to evaluate the efficacy of commercial training programs within two separate populations: healthy older adults and older adults with mild cognitive-impairment (MCI). Seven programs were identified: BrainGymmer, BrainHQ, CogMed, CogniFit, Dakim, Lumosity, and MyBrainTrainer. Analyses yielded small, significant near-transfer effects for both healthy and MCI samples. Far-transfer was not observed for the MCI sample, whereas a small, significant effect was found for subjective but not objective measures of far-transfer in the healthy sample. Analyses of individual domains (combining near-and far-transfer outcomes) yielded significant transfer to executive-functioning, memory, and processing-speed in healthy older adults. After adjusting for publication bias, only the effect size for processing speed remained significant. Transfer to attention, objective everyday functioning, fluid-intelligence, and visuospatial domains was not significant. Thus, whilst "brain training" may be suitable for enjoyment and entertainment purposes, there is currently insufficient empirical evidence to support that such training can improve memory, general cognition, or everyday functioning. This area of research is still in its infancy and warrants further investigation to provide more substantial evidence regarding the efficacy of this rapidly expanding industry.

Worldview-motivated rejection of science and the norms of science

Some scientific propositions are so well established that they are no longer debated by the relevant scientific community, such as the fact that greenhouse gas emissions are altering the Earth's climate. In many cases, such scientifically settled issues are nonetheless rejected by segments of the public. U.S. surveys have repeatedly shown that the rejection of scientific evidence across a broad range of domains is preferentially associated with rightwing or libertarian worldviews, with little evidence for rejection of scientific evidence by people on the political left. We report two preregistered representative surveys (each N > 1000) that (1) sought to explain this apparent political asymmetry and (2) continued the search for the rejection of scientific evidence on the political left. To address the first question, we focused on Merton's classic analysis of the norms of science, such as communism and universalism, which continue to be internalized by the scientific community but which are not readily reconciled with conservative values. Both studies show that people's political worldviews are associated with their attitudes towards those scientific norms, and that those attitudes predict people's acceptance of vaccinations and climate science. The norms of science may thus be in latent conflict with the worldviews of a substantial segment of the public. To address the second question, we examined people's views on the role of inheritance in determining people's intelligence, given that the belief in the power of learning and environmental factors to shape human development is a guiding principle of leftwing thought. We find no association between core measures of political worldviews and people's view of heritability of intelligence, although two subordinate constructs, nationalism and social dominance orientation, were associated with belief in heritability.

Computerized Cognitive Training by Healthy Older and Younger Adults: Age Comparisons of Overall Efficacy and Selective Effects on Cognition

Among the non-pharmacological methods under development for maintaining cognitive function across the lifespan is computerized cognitive training (CCT). There has been considerable interest in using CCT to slow or remediate age-related cognitive decline, both normal and pathological. Toward these ends, it would be useful to know how the effects of CCT on cognitive function vary over the course of normal cognitive aging. Are there changes in either 1) the overall efficacy of CCT or 2) which cognitive faculties are affected? To address these two questions, we reanalyzed results from a large online study by Hardy et al. (1) of 4,715 adults between 18 and 80 that examined effects of CCT on both a neuropsychological test battery and self-reported ratings of cognition and affect in daily living. Combined across all participants, Hardy et al. found greater improvement on both types of assessment following 10 weeks of CCT with the commercial program Lumosity, as compared to practice with a control activity involving computerized crossword puzzles. The present study compared the size of these effects on the older (50-80) and younger (18-49) participants. To address the question of overall efficacy, we examined CCT effects (treatment minus control) on overall performance of the test battery and mean rating. No significant difference on either measure was found between the two age cohorts. To address the question of whether the same magnitude of overall effects on both age cohorts was due to equivalent effects on the same set of underlying cognitive functions, we examined the patterns of CCT effects across individual subtests and rated items. These patterns did not differ significantly between the two age cohorts. Our findings suggest that benefits from CCT can occur to a similar degree and in a similar way across an extended part of the adult lifespan. Moreover, the overall effects of CCT delivered over the internet were of the same small to medium size as those typically found in the lab or clinic. Besides improving access and reducing the cost of CCT for older adults, delivery over the internet makes long-term training more practicable, which could potentially yield larger benefits.

Can posthypnotic suggestions boost updating in working memory? Behavioral and ERP evidence

Updating is an essential executive function (EF), responsible for storing, retrieving, and substituting information in working memory (WM). Here we investigated whether posthypnotic suggestions (PHS) given to high-hypnotizable participants can enhance updating in WM and measured neural correlates of the observed effects by recording event-related brain potentials (ERP). In a tone-monitoring task different syllables were presented in random order, requiring a response to every fourth presentation of a given syllable. Experiment 1 (n = 19) established the relationship between performance and several ERP components across updating load (different numbers of syllables). In Experiment 2 (n = 18), a no-hypnosis (NH) and a hypnosis-plus-PHS session were administrated in counterbalanced order. Task instructions, presented at the beginning of the sessions, emphasized a cognitive strategy, demanding imagination of visual counters, a strategy that was also emphasized during PHS. PHS additionally contained suggestions stimulating cognitive simulation of the task, where participants were advised to apply the suggested strategy. Relative to the NH session, PHS enhanced WM performance with medium to large effect sizes. In ERPs, PHS increased the P2 and P3 components, indicating the proactive recruitment of control-related attention and updating-related cognitive control processes, respectively. PHS also reduced updating load effects in the posterior recognition component, suggesting diminished demands on WM buffers. These ERP findings suggest that PHS enhanced updating in WM by strengthening proactive control, which may have diminished the necessity for reactive control. Hence, the present results suggest that our PHS had worked like mental practice helping participants to develop an efficient and context-dependent trigger-action contingency. Consequentially, the present study provides a new framework for employing PHSs, which may be used as a basis for developing new training regimes for modifying WM or other EFs.

MRI Predictors of Cognitive Training Outcomes

The prospect of improving or maintaining cognitive functioning has provoked a steadily increasing number of cognitive training interventions over the last years, especially for clinical and elderly populations. However, there are discrepancies between the findings of the studies. One of the reasons behind these heterogeneous findings is that there are vast inter-individual differences in how people benefit from the training and in the extent that training-related gains are transferred to other untrained tasks and domains. In this paper, we address the value of incorporating neural measures to cognitive training studies in order to fully understand the mechanisms leading to inter-individual differences in training gains and their generalizability to other tasks. Our perspective is that it is necessary to collect multimodal neural measures in the pre- and post-training phase, which can enable us to understand the factors contributing to successful training outcomes. More importantly, this understanding can enable us to predict who will benefit from different types of interventions, thereby allowing the development of individually tailored intervention programs.

Traditional Chinese Medicine as an Effective Complementary Non-Pharmacological Approach to Mild Cognitive Impairment: A Call for Collaboration

Currently, there is an increase in the number of older people worldwide. Unfortunately, this demographic trend causes a rise in aging diseases, one of which is dementia. Recent research studies have indicated that mild cognitive impairment (MCI) may serve as a predictor of dementia in many patients. At present, there is no pharmacological treatment against MCI. Therefore, there is constant search for novel alternative non-pharmacological approaches to improve MCI. One of the effective complementary emerging approaches seems to be Traditional Chinese Medicine (TCM), which is nowadays becoming quite popular in the treatment of different disorders. The purpose of this study is to explore the efficacy of TCM as an effective complementary non-pharmacological tool for the improvement and treatment of MCI in older adults. The methods used for this review study included a literature search in the world's databases: Web of Science, Scopus, PubMed, and Springer. Afterwards, methods of comparison and evaluation of the findings from the selected studies were applied. The results of this review study indicate that TCM might be a beneficial complementary non-pharmacological approach to the improvement and treatment of MCI in older individuals. Nevertheless, more rigorously designed quality randomized clinical trials should be conducted in order to conclusively prove efficacy of TCM on the improvement of MCI among older population groups. In addition, there is an urgent call for a functional collaboration between western and eastern medicinal approaches, which could contribute to the enhancement of the overall quality of life of these aging population groups.

The Effect of Healthy Diet on Cognitive Performance Among Healthy Seniors - A Mini Review

At present, a healthy diet appears to be one of the suitable strategies in slowing down cognitive decline in the process of aging. A number of evidence-based studies confirm its efficacy, safety, and cost-effectiveness. The aim of this mini review is to evaluate and describe recent randomized clinical and cohort studies exploring the effect of healthy diet on cognitive performance among healthy seniors, as well as to update the existing information on this research issue. For these reasons, the authors reviewed full-text, peer-reviewed journal articles written in English and available in Web of Science and PubMed between September 2017 and February 2020. Altogether nine original studies were detected. The results indicate that healthy diet and healthy diet components generally have a positive impact on the enhancement of cognitive functions. Furthermore, the findings reveal that dietary patterns, as well as single nutrients might have a significant effect on specific cognitive domains, such as memory in general, episodic memory, or processing speed. It also seems that a strict adherence to the dietary patterns and a higher diet variety have a more significant effect on the improvement of cognitive functions. Nevertheless, there seem to be gender differences in dietary behavior. More recently, personalized dietary interventions started to be used in delaying cognitive decline among healthy seniors. Therefore, more randomized control trials or N-of-1 trials should be performed in this research area in order to detect the most suitable dietary pattern or nutrients, which would, together with other modifiable lifestyle factors, contribute to the improvement of quality of life of the aging population.

Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study

Research suggests that training relational operant patterns of behavior can lead to increases in general cognitive ability and educational outcomes. Most studies to date have been under-powered and included proxy measures of educational attainment. We attempted to extend previous findings with increased experimental control in younger children (aged 6.9–10.1 years). Participants (N = 49) were assigned to either a relational training or chess control group. Over 5 months, teachers assigned class time to complete either relational training or play chess. Those who were assigned relational training gained 8.9 non-verbal IQ (NVIQ) points, while those in the control condition recorded no gains (dppc2 = .99). Regression analyses revealed that post-training NVIQ predicted reading test scores (conducted approximately 1 month later) over and above baseline NVIQ in the experimental condition only, consistent with what we might expect in a full test of far transfer towards educational outcomes.

Can short-term memory be trained?

Is the capacity of short-term memory fixed, or does it improve with practice? It is already known that training on complex working memory tasks is more likely to transfer to untrained tasks with similar properties, but this approach has not been extended to the more basic short-term memory system responsible for verbal serial recall. Here we investigated this with adaptive training algorithms widely applied in working memory training. Serial recall of visually presented digits was found to improve over the course of 20 training sessions, but this improvement did not extend to recall of either spoken digits or visually presented letters. In contrast, training on a nonserial visual short-term memory color change detection task did transfer to a line orientation change detection task. We suggest that training only generates substantial transfer when the unfamiliar demands of the training activities require the development of novel routines that can then be applied to untrained versions of the same paradigm (Gathercole, Dunning, Holmes, & Norris, 2019). In contrast, serial recall of digits is fully supported by the existing verbal short-term memory system and does not require the development of new routines.

Cognition-Oriented Treatments for Older Adults: a Systematic Overview of Systematic Reviews

Cognition-oriented treatments - commonly categorized as cognitive training, cognitive rehabilitation and cognitive stimulation - are promising approaches for the prevention of cognitive and functional decline in older adults. We conducted a systematic overview of meta-analyses investigating the efficacy of cognition-oriented treatments on cognitive and non-cognitive outcomes in older adults with or without cognitive impairment. Review quality was assessed by A Measurement Tool to Assess Systematic Reviews 2 (AMSTAR). We identified 51 eligible reviews, 46 of which were included in the quantitative synthesis. The confidence ratings were "moderate" for 9 (20%), "low" for 13 (28%) and "critically low" for 24 (52%) of the 46 reviews. While most reviews provided pooled effect estimates for objective cognition, non-cognitive outcomes of potential relevance were more sparsely reported. The mean effect estimate on cognition was small for cognitive training in healthy older adults (mean Hedges' g = 0.32, range 0.13-0.64, 19 reviews), mild cognitive impairment (mean Hedges' g = 0.40, range 0.32-0.60, five reviews), and dementia (mean Hedges' g = 0.38, range 0.09-1.16, seven reviews), and small for cognitive stimulation in dementia (mean Hedges' g = 0.36, range 0.26-0.44, five reviews). Meta-regression revealed that higher AMSTAR score was associated with larger effect estimates for cognitive outcomes. The available evidence supports the efficacy of cognition-oriented treatments improving cognitive performance in older adults. The extent to which such effects are of clinical value remains unclear, due to the scarcity of high-quality evidence and heterogeneity in reported findings. An important avenue for future trials is to include relevant non-cognitive outcomes in a more consistent way and, for meta-analyses in the field, there is a need for better adherence to methodological standards. PROSPERO registration number: CRD42018084490.

Quantifying the Difference between Active and Passive Control Groups in Cognitive Interventions Using two Meta-Analytical Approaches

Despite promising reports of broad cognitive benefit in studies of cognitive training, it has been argued that the reliance of many studies on no-intervention control groups (passive controls) make these reports difficult to interpret because placebo effects cannot be ruled out. Although researchers have recently been trying to incorporate more active controls, in which participants engage in an alternate intervention, previous work has been contentious as to whether this actually yields meaningfully different results. To better understand the influence of passive and active control groups on cognitive interventions, we conducted two meta-analyses to estimate their relative effect sizes. While the first one broadly surveyed the literature by compiling data from 34 meta-analyses, the second one synthesized data from 42 empirical studies that simultaneously employed both types of controls. Both analyses showed no meaningful performance difference between passive and active controls, suggesting that current active control placebo paradigms might not be appropriately designed to reliably capture these non-specific effects or that these effects are minimal in this literature.

Attitudes and Beliefs Toward Computerized Cognitive Training in the General Population

Introduction

In recent years, computerized cognitive training (CCT) programs have been developed commercially for widespread public consumption. Despite early enthusiasm, whether these programs enhance cognitive abilities in healthy adults is a contentious area of investigation. Given the mixed findings in the literature, researchers are beginning to investigate how beliefs and attitudes toward CCT impact motivation, expectations, and gains after cognitive training.

Method

We collected survey data from 497 North American participants from Amazon’s Mechanical Turk (MTurk). This survey asked novel questions regarding respondents’ beliefs about the effectiveness of CCT for improving different domains of cognition, mood, and daily life; beliefs about whether CCT programs are supported by research; and whether impressions of CCT have improved or worsened over time. Exploratory analyses are reported descriptively, while parametric tests were used to analyze a priori hypotheses.

Results

Almost half of the surveyed participants had used CCT, and respondents with a self-reported psychological or neurological disorder were more likely to have used CCT platforms than participants without such conditions. Motivations for using CCT included curiosity; to improve or maintain cognition; to prevent cognitive decline; and/or for enjoyment or fun. Participants believed that CCT is somewhat effective for improving mood and cognition across a variety of domains. Greater age and fewer years of education predicted perceived effectiveness of CCT. Finally, participants largely reported unchanged opinions of CCT platforms over time.

Conclusion

Our study suggests the need for future research regarding the general population’s beliefs and attitudes toward CCT, along with knowledge translation for relevant stakeholders.

Post-training Load-Related Changes of Auditory Working Memory - An EEG Study

Working memory (WM) refers to the temporary retention and manipulation of information, and its capacity is highly susceptible to training. Yet, the neural mechanisms that allow for increased performance under demanding conditions are not fully understood. We expected that post-training efficiency in WM performance modulates neural processing during high load tasks. We tested this hypothesis, using electroencephalography (EEG) (N = 39), by comparing source space spectral power of healthy adults performing low and high load auditory WM tasks. Prior to the assessment, participants either underwent a modality-specific auditory WM training, or a modality-irrelevant tactile WM training, or were not trained (active control). After a modality-specific training participants showed higher behavioral performance, compared to the control. EEG data analysis revealed general effects of WM load, across all training groups, in the theta-, alpha-, and beta-frequency bands. With increased load theta-band power increased over frontal, and decreased over parietal areas. Centro-parietal alpha-band power and central beta-band power decreased with load. Interestingly, in the high load condition a tendency toward reduced beta-band power in the right medial temporal lobe was observed in the modality-specific WM training group compared to the modality-irrelevant and active control groups. Our finding that WM processing during the high load condition changed after modality-specific WM training, showing reduced beta-band activity in voice-selective regions, possibly indicates a more efficient maintenance of task-relevant stimuli. The general load effects suggest that WM performance at high load demands involves complementary mechanisms, combining a strengthening of task-relevant and a suppression of task-irrelevant processing.

Locating neural transfer effects of n-back training on the central executive: a longitudinal fMRI study

The large number of behavioral studies testing whether working memory training improves performance on an untrained task have yielded inconclusive results. Moreover, some studies have investigated the possible neural changes during the performance of untrained tasks after training. Here, we studied the transfer from n-back training to the Paced Auditory Serial Addition Test (PASAT), two different tasks that use the central executive system to maintain verbal stimuli. Participants completed fMRI sessions at baseline, immediately after one week of training, and at the five-week follow-up. Although behavioral transfer effects were not obtained, training was associated with decreased activation in the anterior dorsolateral prefrontal cortex (DLPFC; BA 9/46) while performing the PASAT that remained stable five weeks later. Consistent with our hypothesis, the changes in the anterior DLFPC largely overlapped with the n-back task fMRI activations. In conclusion, working memory training improves efficiency in brain areas involved in the trained task that may affect untrained tasks, specifically in brain areas responsible for the same cognitive processes.

Impact of Learning a Foreign Language on the Enhancement of Cognitive Functions Among Healthy Older Population

The purpose of this article is to discuss to what extent foreign language learning may enhance cognitive functions among healthy older population. The methods used in this study included cognitive assessments using standardized tests, intervention through English language teaching and learning, and statistical analysis. Out of 60 older Czech citizens, 42 cognitively unimpaired participants were selected for the experiment. These participants were randomly divided into an experimental group (20 subjects) studying English for 12 weeks (three 45-min lessons per week) and a control group (22 subjects) whose members did not have any language training. The results of the research show that there has been a slight enhancement of cognitive skills in the experimental group. Nevertheless, on the whole, the scores of the experimental and control groups did not considerably differ. Despite this fact, the results indicate that cognitive functions among healthy older population can be maintained through regular foreign language training.

E-learning as valuable caregivers' support for people with dementia - A systematic review

Background

Present demographic trends show a considerable rise in elderly populations with aging disorders, such as dementia. The current article focused on the exploitation of e-learning as an informal support for caregivers of people with dementia and considered its benefits and limitations to provide proper and relevant care for this target group of people as well as maintain the quality of life of their caregivers.

Methods

The methodology of this study is based on a literature review of accessible peer-review articles from three recognized databases: Web of Science, Scopus, and PubMed. The findings of the selected studies were compared and evaluated.

Results

The findings showed that e-learning educational programs/courses helped caregivers feel more confident about dementia care, reduced their perceived stress and enhanced their feelings of empathy, understanding and concern.

Conclusions

The findings of this study reveal that the exploitation of e-learning as a support tool, especially for informal caregivers, in the management of dementia may be a promising method, but its implementation requires professional training of informal caregivers in the use of this technology. More evidence-based studies are needed on this topic.