Cognitive Training For Children Research Articles

EEG neural substrates of cognitive engagements for research-based learning with contemplative education in the young child

One becomes aware of the evidence of cognitive insights following attending the research-based learning program with contemplative education, electroencephalography (EEG), and electrodermal activity (EDA) were used to track the improvement of emotional and cognitive states. Research-based learning (RBL) and teaching models were developed to enhance research characteristics and cognitive training for children in the 21st century. To date, there have been no reliable cognitive tools to monitor the cognitive insight of the child who attends the course. The EEG, EDA, and cognitive scores of thirty healthy students participating in a research-based program for an hour per week were evaluated prior to the course, 3 months, and 6 months after the program started. The cognitive tests included a standard progressive matric (SPM) test, arithmetic test, Eriksen flanker task, and biofeedback sessions. The same procedures were determined in the comparative students’ group. After six months of taking the program, students in the RBL group showed a significant improvement in their SPM and arithmetic test scores. A significant increase in beta and gamma activity was detected in the temporal cortex of the RBL group during the SPM test. A more significant enhancement of frontal theta power was observed during the arithmetic test. This study shows that contemplative education and research-based learning improve cognitive abilities, indicating a significant increase in EEG quantity for cognitive engagement and the ability to confer individual differences in cognitive abilities.

Combining mindfulness and cognitive training in children with attention deficit hyperactivity disorder: study protocol of a pilot randomized controlled trial (the NeuroMind study).

Attention Deficit Hyperactivity Disorder (ADHD) has a global mean prevalence of 5%. Cognitive Training (CT) and Mindfulness-Based Interventions (MBIs) have shown promising results in managing ADHD symptoms, but they are not its Treatment-As-Usual (TAU). The NeuroMind Study aims to evaluate the preliminary effectiveness and feasibility of three interventions: Mindfulness for Health (M4H), CT using the NeuronUP® platform (CT), and a combination of both, Mindfulness Cognitive Training (MCT). There is empirical evidence supporting the effectiveness of the M4H and NeuronUP® platform; however, this study explores for the first time the effectiveness of MCT and CT, as well as the integration of M4H into TAU. The objectives of this 5-month Randomized Controlled Trial (RCT) are: (1) To analyze the preliminary effectiveness and feasibility of M4H, CT or a combination of both (MCT) added to TAU for children with ADHD; (2) To evaluate the role of psychological process variables (mindfulness and emotional regulation) as mediators of 5-month follow-up clinical outcomes; (3) To preliminarily explore whether specific sociodemographic and clinical characteristics can predict the short-and medium-term clinical response to the specific treatments. Participants will be 120 children (7 to 12 years) with ADHD recruited at Child and Adolescent Mental Health Service (CAMHS) Sant Joan de Déu Terres de Lleida (Spain) randomly allocated to one of the four study arms: TAU vs. TAU + CT vs. TAU + M4H vs. TAU + MCT. An assessment to collect ADHD symptoms, Executive Functions (EF), comorbid symptoms and global functioning will be conducted pre-intervention, post-intervention (2 months after baseline) and at the 5-month follow-up. Linear mixed models and mediational models will be computed. If the preliminary effectiveness and feasibility of the MCT are demonstrated, this study could be a preliminary basis to do a full RCT with a larger sample to definitively validate the intervention. The MCT could be applied in clinical practice if it is definitively validated.Clinical trial registration:ClinicalTrials.gov, identifier, NCT05937347. https://clinicaltrials.gov/study/NCT05937347?locStr=Spain&country=Spain&cond=ADHD&intr=Mindfulness&rank=1.

Cognitive training for children with ADHD: composite cognitive score outcome in a randomized controlled trial

Purpose of the article Cognitive training for Attention Deficit/Hyperactivity Disorder (ADHD) has shown promising, although mixed results. In post-hoc analyses, we evaluate effects of cognitive training using a novel composite cognition score as the outcome for children attending at least 16 sessions of training, dose-response of training and associations between symptoms and cognitive functioning. Materials and methods Children (age 6–13) with ADHD were randomized to intervention (n = 26) or control (n = 34). For the current analysis, we restricted the intervention group to children, who completed at least 16 sessions of cognitive training (n = 26) and examined a dose response within that group. Results Cognition improved significantly in the intervention, but not control group. Amount of the completed training sessions correlated significantly with the amount of cognitive improvement. Conclusion Variations in dose and frequency of training may be an important source of the variance in previous studies.

Working Memory Training for Children Using the Adaptive, Self-Select, and Stepwise Approaches to Setting the Difficulty Level of Training Activities: Protocol for a Randomized Controlled Trial.

A common yet untested assumption of cognitive training in children is that activities should be adaptive, with difficulty adjusted to the individual's performance in order to maximize improvements on untrained tasks (known as transfer). Working memory training provides the ideal testbed to systematically examine this assumption as it is one of the most widely studied domains in the cognitive training literature, and is critical for children's learning, including following instructions and reasoning. This trial aimed to examine children's outcomes of working memory training using adaptive, self-select (child selects difficulty level), and stepwise (difficulty level increases incrementally) approaches to setting the difficulty of training activities compared to an active control condition immediately and 6-month postintervention. While the aim is exploratory, we hypothesized that children allocated to a working memory training condition would show greater improvements: (1) on near transfer measures compared to intermediate and far transfer measures and (2) immediately postintervention compared to 6-month postintervention. This double-blinded, active-controlled, parallel-group randomized trial aimed to recruit 128 children aged 7 to 11 years from 1 metropolitan primary school in Melbourne, Australia. Following baseline testing, children were randomized into 1 of 4 conditions: adaptive, self-select, or stepwise working memory training, or active control. An experimental intervention embedded in Minecraft was developed for teachers to deliver in class over 2 consecutive weeks (10 × 20-minute sessions). The working memory training comprised 2 training activities with processing demands similar to daily activities: backward span and following instructions. The control comprised creative activities. Pre- and postintervention, children completed a set of working memory tests (near and intermediate transfer) and the Raven's Standard Progressive Matrices (far transfer) to determine training outcomes, as well as motivation questionnaires to determine if motivations toward learning and the intervention were similar across conditions. Caregivers completed the ADHD-Rating Scale-5 to measure their child's attention (far transfer). Statistical analysis will include traditional null hypothesis significance testing and Bayesian methods to quantify evidence for both the null and alternative hypotheses. Data collection concluded in December 2022. Data are currently being processed and analyzed. This trial will determine whether the adaptive approach to setting the difficulty of training activities maximizes cognitive training outcomes for children. This trial has several strengths: it adopts best practices for cognitive training studies (design, methods, and analysis plan); uses a range of measures to detect discrete levels of transfer; has a 6-month postintervention assessment; is appropriately powered; and uses an experimental working memory training intervention based on our current understanding of the cognitive mechanisms of training. Findings will inform future research and design of cognitive training interventions and highlight the value of the evidence-based principles of cognitive training. Australian New Zealand Clinical Trials Registry, ACTRN12621000990820; https://www.anzctr.org.au/ACTRN12621000990820.aspx. DERR1-10.2196/47496.

Computer-based multiple component cognitive training in children with ADHD: a pilot study

BackgroundADHD is associated with deficits in executive functions. Cognitive training is a promising nonpharmacological intervention for ADHD, however, there is insufficient evidence to guide the selection of training for individuals with ADHD. This pilot study aims to investigate the efficacy of executive function training targeting key executive dysfunctions in ADHD, compared with general executive function training which targets other executive functions.MethodsA total of 127 subjects (6–12 years) diagnosed with ADHD were allocated to receive one of two different cognitive trainings. ADHD symptoms and cognitive functions were evaluated using parent-rated scales and CANTAB cognitive assessments. All participants were required to complete 48 training sessions within a two-month period.Results94 out of 127 children completed the required training and assessments. Both ADHD executive function training group and general executive function training group showed significant improvement in ADHD symptoms on the ADHD Rating Scale and in executive function on the assessment of CANTAB. There was no significant difference in improvements between the two groups. Subgroup analysis suggested that children who had ADHD-RS total scores less than or equal to 28 at baseline showed greater improvement following ADHD executive function training.ConclusionsThis study indicates that cognitive training can improve ADHD symptoms and executive function, with no difference in efficacy between targeted and generalized cognitive training. In addition, individuals with lower symptom severity may benefit more from training targeting key ADHD executive dysfunctions.

Right Fusiform Gray Matter Volume in Children with Long-Term Abacus Training Positively Correlates with Arithmetic Ability

Abacus-based mental calculation (AMC) training has a positive effect on number-related cognitive abilities. While visuospatial strategy may distinguish AMC from conventional calculation method, the underlying neural mechanism is still elusive. The current study aimed to address this question by examining the plasticity of fusiform induced by AMC training and whether this training affects the association between the volume of fusiform and behavioral performance in numerical cognitive tasks using voxel-based morphometry analysis. The results showed that gray matter volumes of bilateral fusiform were significantly smaller in the AMC group relative to the control group. In addition, the volume of right fusiform was positively correlated with digit memory span and negatively correlated with reaction time of an arithmetic operation task only within the AMC group. These results indicate that bilateral fusiform may be the essential neural substrate for AMC experts to recognize and reconstruct abacus-based representations for numbers. These results may advance our understanding of the neural mechanisms of AMC and shield some lights to potential interactions between brain development and cognitive training in children.

A network analysis of executive functions before and after computerized cognitive training in children and adolescents

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.

Computer-Based Cognitive Training in Children with Primary Brain Tumours: A Systematic Review.

Simple SummaryBrain tumour survivors are often burdened by late sequelae, especially neurocognitive deficits, ultimately affecting their quality of life. For many years, treatments for neurocognitive impairments have been limited to educational, pharmacological, home-based interventions, or clinic-based cognitive rehabilitation, but these treatment modalities showed several limits. More recently, cognitive rehabilitation through digital tools to increase cognitive performance through exercises and games is spreading in experimental clinical settings. However, since these are innovative interventions, there is a need to further investigate their effects on cognitive outcomes and quality of life for children with brain tumours. Therefore, in this systematic review, we analyse the current evidence and trends regarding computer-based cognitive rehabilitation in paediatric patients diagnosed with, or survivors of, brain tumours. To our knowledge, this is the first systematic review investigating these new approaches to cognitive rehabilitation in children with brain tumours.Background: Late neurocognitive sequelae are common among long-term brain tumour survivors, resulting in significantly worse quality of life. Cognitive rehabilitation through specific APP/software for PC/tablets represents an innovative intervention spreading in recent years. In this study, we aim to review the current evidence and trends regarding these innovative approaches. Methods: A systematic literature review was performed. Inclusion criteria were: (i) Studies recruiting patients diagnosed with any brain tumour before 21 years of age; (ii) studies assessing the role of digital interventions on cognitive outcomes. Case reports, case series, reviews, letters, conference proceedings, abstracts, and editorials were excluded. Results: Overall, nine studies were included; 152 patients (67.8% males) with brain tumours underwent a digital intervention. The mean age at diagnosis and the intervention enrolment ranged from 4.9 to 9.4 years and 11.1 to 13.3 years, respectively. The computer-based software interventions employed were: Cogmed, Captain’s Log, Fast ForWord, and Nintendo Wii. Most of these studies assessed the effects of cognitive training on working memory, attention, and performance in daily living activities. Conclusions: The studies suggest that this type of intervention improves cognitive functions, such as working memory, attention, and processing speed. However, some studies revealed only transient positive effects with a significant number of dropouts during follow-up. Trials with greater sample sizes are warranted. Motivating families and children to complete cognitive interventions could significantly improve cognitive outcomes and quality of life.

Application Discussion on Repetitive Transcranial Magnetic Stimulation Combined with Sensory Integration and Cognitive Training in Children with High Functional Autism

Application Discussion on Repetitive Transcranial Magnetic Stimulation Combined with Sensory Integration and Cognitive Training in Children with High Functional Autism

Digital cognitive training in children with attention-deficit/hyperactivity disorder: a study protocol of a randomised controlled trial

IntroductionAttention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders and is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with daily functioning. Children with ADHD are developmentally...

Effectiveness of the VR Cognitive Training for Symptom Relief in Patients with ADHD

This study aimed to verify the effectiveness of virtual reality (VR) cognitive training by measuring the sense of presence and electroencephalography (EEG) in children with ADHD. A clinical trial was conducted to verify the effect of VR cognitive training on children with ADHD. The experimental group included eight children with ADHD, and the control group included eight healthy children without ADHD. The sense of presence increased significantly after the VR cognitive training in children with ADHD. Also, no significant changes in the alpha, beta, delta, and gamma wave amplitudes were found in both groups after the VR cognitive training. Thus, the VR training content developed in this study can help measure the patients’ behavioral inhibition, increase their sense of presence by inducing interaction with distraction stimuli, and alleviate their symptoms. However, EEG could only be used as an auxiliary means, at the clinician’s judgment, for ADHD diagnosis in children because no significant EEG changes were observed in the experimental or control groups after the VR cognitive training.

Sustained benefits of cognitive training in children with inattention, three-year follow-up.

The goal of this study was to test for long-term benefits three years after the completion of a cognitive training intervention (Project: EVO™) in a subset of children with Sensory Processing Dysfunction (SPD). Our initial findings revealed that children with SPD who also met research criteria for Attention Deficit Hyperactivity Disorder (SPD+IA) showed a significant decrease in parent-observed inattentive behaviors, which remained stable in a nine-month follow-up assessment. Forty nine caregivers of participants who completed the Project: EVO™ training were contacted to be included in this follow up study. Each was emailed an invitation to complete the Vanderbilt ADHD Diagnostic Parent Rating Scale, which yielded a completion rate of 39/49 (80%). A Generalized Estimating Equations analysis was used to assess changes in symptoms over time, specifically to determine whether the initial improvements were retained. The SPD+IA cohort continued to show sustained benefits on their parent-reported scores of inattention, with 54% of SPD+IA individuals no longer meeting criteria for ADHD three years following intervention. These findings provide initial insights into the potential long-term benefits of a digital health intervention for children with attention-based issues.

Computer-based training in math improves inductive reasoning of 9- to 11-year-old children

This study focuses on a computer-based training program in inductive reasoning through tasks embedded into mathematical content for 9–11-years-old students (N = 118) and presents the results of the evaluation study. The online training consists of 120 playful problems based on Klauer’s “Cognitive training for children” concept and on his theory of inductive reasoning (Klauer, 1989). Both the experimental and the control group in the study consisted of 118 participants. A computer-based inductive reasoning test comprising of 44 multiple-choice items was used in the pre- and posttest to measure the effectiveness of the training (Cronbach α = .91). Both the test and the training tasks were in Arabic context regarding language and used directions and were delivered via the eDia online assessment platform (Csapó & Molnár, 2019). On the posttest, after the six weeks of training the experimental group significantly outperformed the control group by more than one standard deviation. The effect size of the training was in international context high (Cohen d = 1.71). Non-significant variance of the latent slope indicated that there was no significant variability in responding to the intervention program. This study provided evidence that inductive reasoning could be developed even on class level and in a computerised environment very effectively at the age of 9–11 independent of students’ original level of inductive reasoning, school-achievement, gender, and socio-economic status.

A randomized controlled trial of transcranial direct-current stimulation and cognitive training in children with fetal alcohol spectrum disorder

BackgroundThis study was a randomized double-blind sham-controlled trial examining the effects of transcranial direct current stimulation (tDCS) augmented cognitive training (CT) in children with Fetal Alcohol Spectrum Disorders (FASD). Prenatal alcohol exposure has profound detrimental effects on brain development and individuals with FASD commonly present with deficits in executive functions including attention and working memory. The most commonly studied treatment for executive deficits is CT, which involves repeated drilling of exercises targeting the impaired functions. As currently implemented, CT requires many hours and the observed effect sizes are moderate. Neuromodulation via tDCS can enhance brain plasticity and prior studies demonstrate that combining tDCS with CT improves efficacy and functional outcomes. TDCS-augmented CT has not yet been tested in FASD, a condition in which there are known abnormalities in neuroplasticity and few interventions. MethodsThis study examined the feasibility and efficacy of this approach in 44 children with FASD. Participants were randomized to receive five sessions of CT with either active or sham tDCS targeting the dorsolateral prefrontal cortex, a region of the brain that is heavily involved in executive functioning. ResultsThe intervention was feasible and well-tolerated in children with FASD. The tDCS group showed nominally significant improvement in attention on a continuous performance test compared to sham (p = .043). Group differences were observed at the third, fourth and fifth treatment sessions. There was no effect of tDCS on working memory (p = .911). Further, we found no group differences on a trail making task (p = .659) or on the verbal fluency test (p = .826). In the active tDCS group, a significant correlation was observed between improvement in attention scores and decrease in parent-reported attention deficits (p = .010). ConclusionsThese results demonstrate that tDCS-augmented CT is well tolerated in children with FASD and potentially offers benefits over and above CT alone.

TRNS Combined to Cognitive Training in Children With Dyscalculia

tRNS Combined to Cognitive Training in Children With Dyscalculia

Cognitive training in children with hypoplastic left heart syndrome: A pilot randomized trial

Neurodevelopmental disabilities are common sequelae of congenital heart disease, particularly cognitive impairments that impede academic achievement. Cognitive training has been shown to be effective in improving working memory in other patient groups. Computerized cognitive training programs may hold potential for children and adolescents with congenital heart disease, but are untested in this population. In this single-center, single-blinded, randomized controlled trial, the feasibility and efficacy of Cogmed Working Memory Training (Cogmed) was compared with observation in children with hypoplastic left heart syndrome 8 to 16 years of age. Participants were randomized to either Cogmed at home for 5 weeks with coaching by a study team member or an observation control group. Baseline, 6–8 weeks later (post-intervention), and 6-month assessments of working memory were completed. Participants randomized to the Cogmed intervention (n = 10) demonstrated greater improvement than controls (n = 10) on measures of working memory, the Wechsler Intelligence Scale for Children-V Working Memory Index and the National Institutes of Health Toolbox Cognitive Battery post-training that were statistically significant (Cohen's d = 0.76, p < .001 and d = 0.43, p < .01) compared to controls over the same time period. Improvements were not maintained at 6-month follow-up. Three children withdrew from cognitive training, and one additional child did not complete at least 20 of 25 cognitive training sessions despite coaching. In conclusion, study findings show computerized cognitive training is feasible for most children with hypoplastic left heart syndrome, but shorter sessions may improve adherence. Training-related improvements in working memory occur, though continued reinforcement may be necessary for these gains to be maintained.

Specific Effects of Individualized Cognitive Training in Children with Attention-Deficit/Hyperactivity Disorder (ADHD): The Role of Pre-Training Cognitive Impairment and Individual Training Performance

ABSTRACTObjective: We investigated the impact of the pre-training neuropsychological (NP) impairment and of the training progress on the NP and behavioural outcome after computerized cognitive training (CogT) in children with ADHD. Method: Thirty-one participants underwent individualized CogT (focussing on one or two cognitive domains: working memory, inhibition, attention) over 12 weeks. NP tests and behaviour ratings served as outcome measures. Results: After CogT, significant improvements emerged according to parents’ ratings, but only on very few NP test measures. Children with milder/no pre-training NP impairment showed larger improvements on behavioural ratings than more impaired children. A steeper training performance slope was related to better behavioural outcomes. Conclusion: We find partial support for specific effects of CogT, but the assumption that an individually tailored selection of training tasks would be particularly beneficial for children with ADHD with NP deficits was not confirmed.Trial registration number: NCT02358941.

Cognitive training for children and adolescents with fragile X syndrome: a randomized controlled trial of Cogmed

BackgroundIndividuals with fragile X syndrome (FXS) typically demonstrate profound executive function (EF) deficits that interfere with learning, socialization, and emotion regulation. We completed the first large, non-pharmacological controlled trial for FXS, designed to evaluate the efficacy of Cogmed, a computer/tablet-based working memory (WM) training program.MethodsThe study was a randomized, blinded, parallel two-arm controlled trial in 100 children and adolescents with FXS (63 male, 37 female; 15.28 ± 3.36 yrs.). Participants were randomized equally to adaptive (difficulty level adjusted to performance) or non-adaptive (control) Cogmed training. Participants were assessed at home using objective measures of WM (primary outcome) and EF at baseline, following 20–25 caregiver-supported sessions over 5–6 weeks, and at follow-up 3 months after cessation of training. Parents and teachers provided ratings of WM, attention, and EF.ResultsThe WM composite and selective domains of EF (distractibility, cognitive flexibility), as well as parent- and teacher-reported attention and EF, significantly improved across the full study sample, with many changes maintained at follow-up. However, comparisons of improvement between adaptive and non-adaptive control conditions did not differ, showing that progressively challenging the WM system by expanding span length did not provide added benefit overall.ConclusionsFurther experimental comparisons are needed before Cogmed working memory training can be considered empirically validated for children with FXS, forming the basis of treatment recommendation. However, given that prior studies show no significant changes on these measures in FXS without treatment, that improvements were maintained for 3 months, and that blinded teachers reported improvements in the classroom, the modest benefits seen in both adaptive and non-adaptive groups overall are unlikely to be attributable to placebo or practice effects alone. Future analyses examining inter-individual differences (e.g., baseline capacity, training efficiency, co-morbidity, training environment, characteristics of training aide) may help to link this intervention to outcomes and potential transfer effects.Trial registrationUS National Institutes of Health (ClinicalTrials.gov), NCT02747394.

Parents’ Perspective on Effects and Benefits of “Brighter Minds” Cognitive Training Program: Results from an Online Survey in India

We assessed parents’ experience and satisfaction with the “Brighter Minds” program, a cognitive training for children between 5 and 15 years of age, offered over eight weekends for a total of 30 hours. A cross-sectional, online survey was administered randomly to 100 parents between March and June 2017. 71 parents responded: more than 80% reported improvements in various cognitive traits i.e. focus, planning, emotional stability, memory, comprehension, empathy, expression, self-confidence and calmness. Highest improvements were reported for comprehension (93%) and Planning and Preparation (92.9%). The older children (11 - 15 years) showed greater improvements in focus, planning, emotional stability, self-confidence and calmness than younger ones; similarly, girls performed better than boys in planning, emotional stability and self-confidence. About 50% of parents reported that they were extremely satisfied, and 62% were extremely likely to recommend the program to others. The parents’ feedback from the study provides valuable insights into redesigning and shaping cognitive programs for children.

A Case Study : Cognitive Training for Children with Developmental Delay

A Case Study : Cognitive Training for Children with Developmental Delay