Computer-based Cognitive Training Research Articles

Cognitive Training in the Elderly: Bottlenecks and New Avenues.

Development of measures to preserve cognitive function or even reverse cognitive decline in the ever-growing elderly population is the focus of many research and commercial efforts. One such measure gaining in popularity is the development of computer-based interventions that "exercise" cognitive functions. Computer-based cognitive training has the potential to be specific and flexible, accommodates feedback, and is highly accessible. As in most budding fields, there are still considerable inconsistencies across methodologies and results, as well as a lack of consensus on a comprehensive assessment protocol. We propose that the success of training-based therapeutics will rely on targeting specific cognitive functions, informed by comprehensive and sensitive batteries that can provide a "fingerprint" of an individual's abilities. Instead of expecting a panacea from training regimens, focused and personalized training interventions that accommodate individual differences should be developed to redress specific patterns of deficits in cognitive rehabilitation, both in healthy aging and in disease.

L’entraînement de la mémoire de travail est-il bénéfique pour les enfants présentant un trouble déficit de l’attention/hyperactivité ?

IntroductionChildhood attention-deficit/hyperactivity disorder is known to be associated with impairment across multiple domains, including social, familial, emotional and academic functioning. Available therapies, and in particular medical treatment, fail to produce lasting improvement in academic and learning outcomes. In this context, recent years have seen a growing interest of experts and practitioners for computer-based cognitive training programs. Indeed, it has been proposed that repeated training of specific executive functions may result in lasting benefits for children with ADHD, especially in the school setting. Cogmed RoboMemo, a program targeting working memory, is the cognitive training that has been the most extensively studied. Literature findingsMeta-analyses have established that the vast majority of children with ADHD present with decreased performance levels compared to typically developing children when performing working memory tasks. Working memory deficits, in turn, have been linked with classroom inattention and decreased academic performance. Based on these findings, models describing working memory deficits as a core feature of ADHD, accounting both for inattentive and hyperactive symptoms, have been proposed. In this theoretical context, interventions specifically targeting working memory deficits in ADHD appear as particularly promising. However, despite this solid theoretical background, meta-analyses of randomized controlled trials relying on the Cogmed RoboMemo program have consistently failed to evidence significant therapeutic effects on key targets, including ADHD symptoms or academic performance. These results suggest that early reports of clinical efficacy with non-blinded assessors were confounded by placebo and expectancy effects. DiscussionDifferent hypotheses have been proposed to explain this lack of significant therapeutic effect. First, it has been observed that Cogmed RoboMemo primarily targets the storage/rehearsal capacity of the child, whereas children with ADHD appear mostly impaired when performing tasks with a strong central executive load (i. e. requiring manipulation and dynamic updating of information). The Cogmed cognitive training program may therefore simply focus on the wrong element of working memory in the context of ADHD. Second, authors have questioned whether RoboMemo practice truly results in increased working memory capacity, proposing that children may simply learn task-specific strategies that they are unable to use in a broader context. In line with this idea, it has also been suggested that training in a non-ecological situation could be insufficient, if children with ADHD do not also learn strategies to apply the capacity acquired in the class context. Finally, one recent randomized control trial suggests that potential methodological limitations (lack of follow-up and/or limited training intensity) may have prevented previous studies from documenting the beneficial effects of the Cogmed program. ConclusionsMeta-analyses available to date indicate that claims regarding the academic, behavioral, and learning benefits associated with Cogmed RoboMemo are unsupported in ADHD. New studies with a follow-up assessment are needed to ensure that beneficial long-term effects of the program have not been overlooked. The development and evaluation of new cognitive training programs targeting the central executive component of working memory is warranted. More research is also necessary to help understand how working memory capacity of children with ADHD could be in improved in an ecological context.

Heubach expands capacity for colour pastes

Older adults with cognitive complaints are vulnerable to dementia, physical impairments, and poor quality of life. Exercise and mental activity may improve physical function and health-related quality of life (HRQOL) but combinations have not been investigated systematically. The Mental Activity and eXercise (MAX) trial found that mental activity plus exercise over 12 weeks improved cognitive function (primary outcome) in sedentary older adults with cognitive complaints.To investigate the effects of combinations of two mental activity and exercise programs on physical function and HRQOL (secondary outcomes).Participants (n = 126, age 73 ± 6 years, 65% women) were randomized to 12 weeks of exercise (aerobic exercise or stretching/toning, 3 × 60 min/week) plus mental activity (computer-based cognitive training or educational DVDs, 3 × 60 min/week) using a factorial design. Assessments included the Senior Fitness Test (physical function), Short Form-12 physical and mental sub-scales (HRQOL), and CHAMPS questionnaire (physical activity).There were no differences between groups at baseline (p > 0.05). We observed improvements over time in most physical function measures [chair stands (p-for-time = 0.001), arm curls (p-for-time < 0.001), step test (p-for-time = 0.003), sit & reach (p-for-time = 0.01), and back scratch (p-for-time = 0.04)] and in physical HRQOL (p-for-time = 0.04). There were no differences in change between groups (group ∗ time p > 0.05). Changes in most physical function measures and physical HRQOL correlated with physical activity changes.Combined mental activity and exercise interventions of various types can improve both physical function and physical HRQOL among sedentary older adults with cognitive complaints. Exercise control group design should be carefully considered as even light exercise may induce benefits in vulnerable older adults.

Enhanced Learning through Multimodal Training: Evidence from a Comprehensive Cognitive, Physical Fitness, and Neuroscience Intervention

The potential impact of brain training methods for enhancing human cognition in healthy and clinical populations has motivated increasing public interest and scientific scrutiny. At issue is the merits of intervention modalities, such as computer-based cognitive training, physical exercise training, and non-invasive brain stimulation, and whether such interventions synergistically enhance cognition. To investigate this issue, we conducted a comprehensive 4-month randomized controlled trial in which 318 healthy, young adults were enrolled in one of five interventions: (1) Computer-based cognitive training on six adaptive tests of executive function; (2) Cognitive and physical exercise training; (3) Cognitive training combined with non-invasive brain stimulation and physical exercise training; (4) Active control training in adaptive visual search and change detection tasks; and (5) Passive control. Our findings demonstrate that multimodal training significantly enhanced learning (relative to computer-based cognitive training alone) and provided an effective method to promote skill learning across multiple cognitive domains, spanning executive functions, working memory, and planning and problem solving. These results help to establish the beneficial effects of multimodal intervention and identify key areas for future research in the continued effort to improve human cognition.

Efficacy of a computer-based cognitive training program in older people with subjective memory complaints: a randomized study

ABSTRACTObjective: the aim of this study was to investigate the effect of computer-assisted cognitive training in healthy older adults with subjective memory complaints.Methods: Forty older adults, mean age (standard deviation) = 66.4 (5.6) with subjective memory complaints, were included in this study. Participants were randomly assigned to an integrated psychostimulation program (IPP) (N = 17), a computerized cognitive training (CCT) (N = 12) or a control group (N = 11). The training was applied for 8 weeks (90 min/d, 4 d/week for IPP, and 60 min/d, 4 d/week for CCT). Effectiveness was evaluated with a neuropsychological assessment battery, used before and after the implementation of the cognitive training.Results: According to the data analysis, with analysis of covariance (ANCOVA), we found a statistically significant change in the majority of the cognitive variables measured before and after the experimental conditions compared with the control group. Although, according to a paired t-test, the IPP was more effective in the improvement of cognitive functioning in the participants. Additionally, a decrease in anxiety symptoms was observed after the cognitive intervention in IPP and CCT conditions.Conclusion: Our findings suggested that cognitive training of moderate intensity, supported by a web platform, could lead to significant improvements in cognitive and psychological well-being in older people with subjective memory complaints.

COMPUTER-BASED COGNITIVE TRAINING IN MILD COGNITIVE IMPAIRMENT PATIENTS: PRELIMINARY RESULT

Cognitive therapy is the one of the non-pharmacological therapy of the dementia, is consisted of the cognitive stimulation, cognitive training and cognitive rehabilitation. Computer based cognitive training (CBT) is one of the efficient methods of cognitive training which improve cognitive functions among cognitively impaired elderly individuals. The objective of this study is to report the preliminary result of customer-designed training programs using tablet computer on training the mild cognitive impaired patients. Patients with diagnoses of amnestic mild cognitive impairment (AMCI) were included. We assessed patient information, and Mini-Mental Status Examination (MMSE). The Brain Health (Willis Memorial Hospital, Busan, South Korea) is used as the customer-designed training programs based on the tablet computer, which is training multi-domain and/or single cognition. Eligible AMCI patients were randomly assigned to either the Personal training (PT) or the Group training (GT). Participants attended a 12-week program, where they were required to spend at least 1 hour each course and 2 times per week to training the Brain Health. The efficacy was measured by the change of MMSE scale, and the satisfaction level was detected using a three-item Likert-type scale: satisfactory; ordinary; unsatisfactory. Five and six patients completed total 25 and 14 times of the scheduled program. The mean MMSE scores were increased after training in both PT and GT groups. The satisfaction scale was different in each group. All patients of the PT group reported ordinary or satisfactory, otherwise there were opinions of unsatisfactory about the CBT program in the GT group. The GT group's dissatisfaction reason was the feeling of pressure about disclosure of one's mistake or error during the program. The improvements of the MMSE score in both groups mean this customer-designed training programs based on the tablet computer might working to enhancement of memory in AMCI patients. However, the satisfaction was better in the PT group than in the GT group. The reason of the dissatisfaction, the feeling of pressure about disclosure of one's error, should be considered when the CBT programming in South Korea or Asian population.

Attention-memory training yields behavioral and academic improvements in children diagnosed with attention-deficit hyperactivity disorder comorbid with a learning disorder.

BackgroundRecent studies have suggested that children with attention-deficit hyperactivity disorder (ADHD) may benefit from computerized cognitive training. Therapy implementation is especially complicated when ADHD is associated with learning disorders (LDs). This study tested the efficacy of a computer-based cognitive training program, namely, computerized cognitive training (CCT), in children with ADHD comorbid with an LD (ADHD-LD), with or without psychostimulant medication.Materials and methodsAfter diagnostic evaluations, 27 children with ADHD-LD (8 unmedicated and 19 medicated) participated in CCT, which is intended to improve attention, memory, reasoning, visual processing, and executive functioning. The participants completed 24 1-hour sessions over 3 months. Neuropsychometric and standardized academic test results before and after training were compared to assess treatment efficacy. Shapiro–Wilk normality tests were applied, and subsequent Wilcoxon tests were used to identify significant differences in pre-versus post-training performance.ResultsAfter CAT, children diagnosed with ADHD-LD showed 1) improvements in trained skills, measured directly within the software and indirectly by external psychometric tests; 2) improvements in attention, memory, and some executive functioning; 3) improvements in academic performance, particularly in mathematics; and 4) reductions in maladaptive behavioral features.ConclusionThe present findings suggest that cognitive training programs should be explored further as potential adjunctive therapies to improve outcomes in children with ADHD-LD.

Effects of a Combined Aerobic and Cognitive Training Intervention on Cognitive Function in Cancer Survivors

INTRODUCTION: Cancer-related cognitive impairment (CRCI) has been reported to negatively affect upwards of 75% of cancer patients undergoing treatment. Treatment and management of CRCI has proven to be a difficult task due to the fact that it has yet to be fully characterized. Some studies have shown that cognitive training or aerobic exercise may mitigate aspects of CRCI. Yet, it is unclear whether simultaneously combining these two interventions could provide additive or synergistic benefits on cognitive function in cancer survivors. PURPOSE: To determine the effects of a quasi-randomized, controlled aerobic and cognitive training intervention on cognitive function in cancer survivors (N = 28). METHODS: Pre and post physical and cognitive assessments were administered. A 36-session computer-based cognitive, aerobic, and flexibility training intervention was completed. Participants were assigned to one of the following groups: aerobic exercise only (AER), cognitive training only (COG), simultaneous aerobic exercise plus cognitive training (AER+COG), or a control flexibility only group (CON). RESULTS: No significant (p > 0.05) main effects between groups and variables were observed. Within groups measures revealed that the AER logical memory scaled scores (+33%), delayed recall scaled scores (+27%), block design scaled scores (+19%), and letter-number sequencing scaled scores (+12%) significantly increased (p < 0.05, respectively) pre-to-post. The CON group significantly (p < 0.05) increased from pre-to-post in controlled oral word association gender, age, and education verbal fluidity subtests (Z-scores). All cognitive scores (AER+COG and COG groups) failed to significantly (p > 0.05) increase pre-to-post. CONCLUSIONS: Aerobic training alone had the greatest impact on cognitive function. Individually, these methods may be appropriate for addressing CRCI in this population, but combined training of this nature may be too demanding for cancer survivors suffering from CRCI.

Brain training improves recovery after stroke but waiting list improves equally: A multicenter randomized controlled trial of a computer-based cognitive flexibility training.

BackgroundBrain training is currently widely used in an attempt to improve cognitive functioning. Computer-based training can be performed at home and could therefore be an effective add-on to available rehabilitation programs aimed at improving cognitive functioning. Several studies have reported cognitive improvements after computer training, but most lacked proper active and passive control conditions.ObjectiveOur aim was to investigate whether computer-based cognitive flexibility training improves executive functioning after stroke. We also conducted within-group analyses similar to those used in previous studies, to assess inferences about transfer effects when comparisons to proper control groups are missing.MethodsWe conducted a randomized controlled, double blind trial. Adults (30–80 years old) who had suffered a stroke within the last 5 years were assigned to either an intervention group (n = 38), active control group (i.e., mock training; n = 35), or waiting list control group (n = 24). The intervention and mock training consisted of 58 half-hour sessions within a 12-week period. Cognitive functioning was assessed using several paper-and-pencil and computerized neuropsychological tasks before the training, immediately after training, and 4 weeks after training completion.Results and conclusionsBoth training groups improved on training tasks, and all groups improved on several transfer tasks (three executive functioning tasks, attention, reasoning, and psychomotor speed). Improvements remained 4 weeks after training completion. However, the amount of improvement in executive and general cognitive functioning in the intervention group was similar to that of both control groups (active control and waiting list). Therefore, this improvement was likely due to training-unspecific effects. Our results stress the importance to include both active and passive control conditions in the study design and analyses. Results from studies without proper control conditions should be interpreted with care.

Cognitive Training for Adults With Bothersome Tinnitus

Individuals with tinnitus have poorer working memory, slower processing speeds and reaction times, and deficiencies in selective attention, all of which interfere with readiness and performance. Brain Fitness Program-Tinnitus (BFP-T) is a cognitive training program specially designed to exploit neuroplasticity for preservation and expansion of cognitive health in adults with tinnitus. To evaluate the effect of the BFP-T on tinnitus. This open-label, intention-to-treat randomized clinical trial prescreened 191 patients with tinnitus and 64 healthy controls (HCs) from June 1, 2012, through October 31, 2013. Participants were 40 adults with bothersome tinnitus for more than 6 months and 20 age-matched HCs. Patients with tinnitus were randomized to a BFP-T or non-BFP-T control group. The BFP-T was completed online, and assessments were completed at Washington University School of Medicine. Participants in the intervention group were required to complete the BFP-T online 1 hour per day 5 days per week for 8 weeks. Tinnitus assessment, neuroimaging, and cognitive testing were completed at baseline and 8 weeks later. The HCs underwent neuroimaging and cognitive assessments. The primary outcome measure was the change in Tinnitus Handicap Inventory (THI) score. Behavioral measures, neuroimaging, and cognitive tests were performed before and after the intervention. A total of 40 patients with tinnitus and 20 HCs participated in the study (median [range] age, 56 [35-64] years in the BFP-T group, 52 [24-64] years in the non-BFP-T group, and 50 [30-64] years in the HC group; 13 [65%] in the BFP-T group, 14 [70%] in the non-BFP-T group, and 13 [65%] in the HC group were males; and 16 [80%] in the BFP-T group, 16 [80%] in the non-BFP-T group, and 15 [75%] in the HC group were white). There was a reduction in the THI score in the BFP-T group (median, 7; range, -16 to 64) and non-BFP-T group (median, 11; range, -6 to 26), but this reduction was not significantly different between the 2 groups (median difference, 0; 95% CI, -10 to 8). There was no difference in cognitive test scores and other behavioral measures. There was a significant difference between baseline and follow-up in functional connectivity in cognitive control regions in the BFP-T group but not in HCs or individuals with untreated tinnitus. Of the 20 patients in the BFP-T group, 10 (50%) self-reported improvement attributable to the intervention, and 6 (30%) reported to be much improved in the domains of tinnitus, memory, attention, and concentration. These findings suggest that the computer-based cognitive training program is associated with self-reported changes in attention, memory, and perception of tinnitus. A possible mechanistic explanation for these changes could be neuroplastic changes in key brain systems involved in cognitive control. Cognitive training programs might have a role in the future treatment of patients with tinnitus. clinicaltrials.gov Identifier: NCT01458821.

Improvement of Cognitive Function after Computer-Based Cognitive Training in Early Stage of Alzheimer's Dementia.

Background and PurposeCognitive training is known to be an effective tool in enhancing cognitive functioning. Research has also shown that playing video game improves certain aspects of visual attention and cognitive processing speed. The effect of computer-based cognitive training has not been demonstrated so far. This study therefore evaluated whether computer-based cognitive training improved the cognitive abilities in patients with early stage of Alzheimer's dementia.MethodsTotally, 20 participants (early stage of Alzheimer's dementia) participated in this study. To test the effectiveness of computer-based cognitive training programs to cognition, all patients were randomly allocated to either an intervention group (n=10) or a control group (n=10). The intervention group regularly received 24 sessions of computer-based cognitive training, over a 12 week period. Neuropsychological examinations were conducted before and after this training period.ResultsAfter 12 weeks, the intervention group showed a significant change in language of Korean version of the Mini-Mental State Examination (K-MMSE), compared with the baseline cognitive examinations. Also, there was greater improvement in language, attention, calculation, verbal memory, and frontal function for the experimental group, as compared with controls.ConclusionsComputer-based cognitive training might have beneficial effects on the general cognitive functions in early stage of Alzheimer's dementia.

Research of Undergraduate Students’ Understanding for Dementia by Dementia Simulation Program

Background/Objectives: The study investigated the effect of Dementia Simulation Program for undergraduate students’ understanding toward dementia. A CoTras was applied to 38 undergraduate students who visit to Seongnam Senior Experience Complex. Methods/Statistical Analysis: We used the Dementia Simulation Program for research that called CoTras (a Korean Computer-based cognitive training system). All participants were evaluated with two standardized assessment tools (awareness and attitude toward dementia) before and after the planned computer based cognitive rehabilitation sessions. The results were as follows. Cotras statistically changed in attitude(p=0.000) toward dementia after simulation intervention. Findings: The Computer-based cognitive rehabilitation with CoTras program may be helpful for undergraduate students in changing the attitude toward dementia. There are limits to students to understand dementia theoretical knowledge learned in the classroom, which means that will help us understand the dementia indirectly through the experience and training. In particular, it is considered to be promoting the understanding of dementia in memory and calculations test. Improvements/Applications: Further studies are needed to verify the effect of CoTras program on various groups. This means that understanding of dementia by age group.

Computer-Based Cognitive Training for Chemotherapy-Related Cognitive Impairment in Breast Cancer Survivors

Advancements in chemotherapy have greatly increased breast cancer survival, leading to an increased focus on the management of long-term effects of treatment. Chemotherapy-related cognitive impairment, one such long-term effect, is experienced by as many as 90% of breast cancer survivors (BCS) and negatively affects employment, daily function, and quality of life. Chemotherapy-related cognitive impairment is a top research and clinical practice priority. The aim of this article is to review computer-based cognitive training intervention studies tested in BCS, present implications for practice and directions for future research, and discuss neuroplasticity and cognitive reserve, the mechanisms by which computer-based cognitive training produces physiologic changes in the brain. A search of PubMed, CINAHL®, and PsycINFO® databases yielded two computer-based cognitive training intervention studies in BCS. This review suggests that computer-based cognitive training may enhance cognitive function in BCS with chemotherapy-related cognitive impairment. Oncology nurses are in a unique position to support BCS experiencing chemotherapy-related cognitive impairment. In addition to acknowledging BCS' concerns, screening for other potential factors, and providing education on healthy living, nurses may suggest computer-based cognitive training as an approach to managing chemotherapy-related cognitive impairment. Future research should use imaging and larger populations.

A pilot study of cognitive training with and without transcranial direct current stimulation to improve cognition in older persons with HIV-related cognitive impairment.

BackgroundIn spite of treatment advances, HIV infection is associated with cognitive deficits. This is even more important as many persons with HIV infection age and experience age-related cognitive impairments. Both computer-based cognitive training and transcranial direct current stimulation (tDCS) have shown promise as interventions to improve cognitive function. In this study, we investigate the acceptability and efficacy of cognitive training with and without tDCS in older persons with HIV.Patients and methodsIn this single-blind randomized study, participants were 14 individuals of whom 11 completed study procedures (mean age =51.5 years; nine men and two women) with HIV-related mild neurocognitive disorder. Participants completed a battery of neuropsychological and self-report measures and then six 20-minute cognitive training sessions while receiving either active or sham anodal tDCS over the left dorsolateral prefrontal cortex. After training, participants completed the same measures. Success of the blind and participant reactions were assessed during a final interview. Assessments were completed by an assessor blind to treatment assignment. Pre- and post-training changes were evaluated via analysis of covariance yielding estimates of effect size.ResultsAll participants believed that they had been assigned to active treatment; nine of the 11 believed that the intervention had improved their cognitive functioning. Both participants who felt the intervention was ineffective were assigned to the sham condition. None of the planned tested interactions of time with treatment was significant, but 12 of 13 favored tDCS (P=0.08). All participants indicated that they would participate in similar studies in the future.ConclusionResults show that both cognitive training via computer game playing and tDCS were well accepted by older persons with HIV infection. Results are suggestive that tDCS may improve cognitive function in persons with HIV infection. Further study of tDCS as an intervention for HIV-related cognitive dysfunction is warranted.

THE EFFECT OF A COMPUTER-BASED COGNITIVE TRAINING PROGRAM ON COGNITION

THE EFFECT OF A COMPUTER-BASED COGNITIVE TRAINING PROGRAM ON COGNITION

Computer-Based Cognitive Training for Executive Functions after Stroke: A Systematic Review

Background: Stroke commonly results in cognitive impairments in working memory, attention, and executive function, which may be restored with appropriate training programs. Our aim was to systematically review the evidence for computer-based cognitive training of executive dysfunctions.Methods: Studies were included if they concerned adults who had suffered stroke or other types of acquired brain injury, if the intervention was computer training of executive functions, and if the outcome was related to executive functioning. We searched in MEDLINE, PsycINFO, Web of Science, and The Cochrane Library. Study quality was evaluated based on the CONSORT Statement. Treatment effect was evaluated based on differences compared to pre-treatment and/or to a control group.Results: Twenty studies were included. Two were randomized controlled trials that used an active control group. The other studies included multiple baselines, a passive control group, or were uncontrolled. Improvements were observed in tasks similar to the training (near transfer) and in tasks dissimilar to the training (far transfer). However, these effects were not larger in trained than in active control groups. Two studies evaluated neural effects and found changes in both functional and structural connectivity. Most studies suffered from methodological limitations (e.g., lack of an active control group and no adjustment for multiple testing) hampering differentiation of training effects from spontaneous recovery, retest effects, and placebo effects.Conclusions: The positive findings of most studies, including neural changes, warrant continuation of research in this field, but only if its methodological limitations are addressed.

An Adaptive Computer-Based Cognitive Training Program Improves Cognitive Functioning in Adults with Multiple Sclerosis (MS): Results of a Double-Blind Randomized Active-Placebo-Controlled 12-Week Trial (P2.170)

An Adaptive Computer-Based Cognitive Training Program Improves Cognitive Functioning in Adults with Multiple Sclerosis (MS): Results of a Double-Blind Randomized Active-Placebo-Controlled 12-Week Trial (P2.170)

A Review of Computer-Based Cognitive Training for Individuals With Mild Cognitive Impairment and Alzheimer's Disease

Computer-based cognitive training programs are increasing in popularity, not only due to trends in technological advances, but also due to the intense marketing campaigns of such programs toward late-middle-aged and older adults. This article's objective is to evaluate the effectiveness of computer-based cognitive training programs in maintaining or improving cognitive function in people with mild cognitive impairment (MCI) and early-stage Alzheimer's disease (AD). Twelve databases were searched using terms related to computerized cognitive training (CCT) and MCI and Alzheimer's disease (AD). Two raters independently extracted articles using agreed-upon criteria. Due to the heterogeneity of the samples, interventions, and outcomes, data of the studies was not statistically pooled for meta-analysis. Ten studies met the inclusion criteria and the findings were summarized. All of the studies reviewed provided support that computerized cognitive interventions are feasible in people with MCI or early-stage AD. None of the studies yielded significant evidence to support the use of CCT alone for improvement or maintenance of cognitive function in people with MCI or AD. Further, no studies presented significant evidence of transfer of training to everyday skills and tasks. Recommendations for evaluating products and for areas of research need are provided.

Computer-based cognitive training for patients with unipolar depression

IntroductionUnipolar depression is a public health problem and is the most common psychiatric disorder among people with long-term sick leave in Denmark. Patients with unipolar depression are often associated with deficits in cognitive function long after the affective symptoms have disappeared. This could explain the long-term sick leave among patients suffering from unipolar depression. Computer-based cognitive training has been used to increase cognitive function in other patient groups.ObjectivesIt is unknown whether cognitive functions are improved in patients with depression by help of a cognitive computer program. Further we investigate whether this intervention shortens sick leave.AimsTo investigate whether a computer-based cognitive training group present a higher score in cognitive function after training and return to their employment earlier compared to the control group.MethodsThe study includes patients who have been admitted because of depression, but are finished with their treatment. When the patients are discharged, they will be randomizes into two groups and evaluated on their cognitive function. Only one of the two groups will receive computer-based cognitive training. After 12 week the two groups’ cognitive function will be compared. Furthermore there is a six-month follow up, to show if or when the participants have returned to work.ResultsThe results will be presented at the EPA March 2016 in Madrid.ConclusionBased on the results of study it is our intention to conclude whether or not to implement computer-based cognitive training in treatment of patients with depression.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Training and transfer effects of N-back training for brain-injured and healthy subjects

ABSTRACTWorking memory impairments are prevalent among patients with acquired brain injury (ABI). Computerised training targeting working memory has been researched extensively using samples from healthy populations but this field remains isolated from similar research in ABI patients. We report the results of an actively controlled randomised controlled trial in which 17 patients and 18 healthy subjects completed training on an N-back task. The healthy group had superior improvements on both training tasks (SMD = 6.1 and 3.3) whereas the ABI group improved much less (SMD = 0.5 and 1.1). Neither group demonstrated transfer to untrained tasks. We conclude that computerised training facilitates improvement of specific skills rather than high-level cognition in healthy and ABI subjects alike. The acquisition of these specific skills seems to be impaired by brain injury. The most effective use of computer-based cognitive training may be to make the task resemble the targeted behaviour(s) closely in order to exploit the stimulus-specificity of learning.