Computer-based Training Program Research Articles

Current practices and opinions on auditory training in adult cochlear implant recipients

ObjectiveTo examine current practices and opinions of cochlear implant (CI) providers with respect to post-implantation auditory training. MethodsA survey was submitted to the American Cochlear Implant Alliance membership that reviewed current practice and opinions with respect to post-implantation auditory training for adult CI recipients. Main outcome measuresReview of respondent practice, center volume, role on CI team, and current usage and opinions surrounding auditory training, including resources used and schedule of use. ResultsMost (79 %) of the 79 CI providers surveyed reported working at academic centers, 34 % at high-volume centers (>150 CIs/year), and 38 % were surgeons. Nearly all (99 %) respondents recommend auditory training for new adult CI recipients. Just over half (52 %) provide auditory training resources to the patient in the form of a broad list of patient-directed exercises from which a patient could select. A specific training resource, generally a computer-based auditory training program (e.g., AngelSound™), is recommended to patients by 30 % of the respondents.Regarding timing of rehabilitation, median preferred start time was 0 months (interquartile range [IQR] 0–1) post-activation. Sessions were preferably performed for a median of 3 h per week (IQR 2–4) and continued for a median of 12 months (IQR 6–12).Recommendations for auditory training were fairly consistent between surgeon and non-surgeon providers and by center volume. Non-surgeons more often had specific recommendations on training resources, benefits of music, and training condition (e.g., contralateral ear plugged). ConclusionsDespite a lack of clinical guidelines for adult post-implantation auditory training, a cross-sectional survey of providers' current practices and opinions demonstrates that these services are widely recommended and regarded as valuable. Training is almost universally patient-directed and believed to be most beneficial if started soon after activation. Interestingly, specific recommendations for which training approaches to use are not common, suggesting a gap in provider knowledge of which resources are most efficacious.

The development and content validity of the emotional recognition memory training program (ERMTP) for children with autism spectrum disorder: A trial phase

Background: Facial expression, tone of voice, body language, and context are unrecognizable to children with autism. Emotional arousal and emotion recognition (required emotion empathy and cognitive processing empathy) induce downstream illnesses in children with ASD. Thus, the proposed study aimed to develop a computer-based Emotional Recognition Memory Training Program (ERMTP) for ASD. Objective: Firstly, to develop and validate the ERMTP for social cognitive abilities in children with ASD and secondly, to conduct pilot-tested it in typically developing children and children with ASD. Materials and methods: This study consisted of 3 phases. The first phase was developing the ERMTP from the literature review. The second phase was analyzed for content validity with five experts about Task 1 (two activities) and Task 2 (nine activities) comprising ERMTP. Computer-based learning of six fundamental facial emotions (happy, sad, angry, fear, disgusted, and surprised) improves social cognition. Finally, the pilot test was analyzed to discover the ERMTP’s challenges for five children with typical development and ASD. Results: The ERMTP’s activity items have good content validity, especially regarding clarity and relevance. All five raters gave the intervention a 1.0 IOC for its distinct components. In the training program, we followed the expert instructions regarding background music or voice and the generalization task. Descriptive analysis indicated that all five normal-developing children followed emotional expressions and instructions (100%). All five parents reported there were changes in focus and memory skills. Emotion regulation, memory abilities, and the social cognition index demonstrated statistically significant (p<0.05) effects before and after ERMTP treatment in ASD. Conclusion: ERMTP seeks to improve the social cognition of children with ASD by the use of feedback from both specialists and the children themselves. However, further research will be necessary to investigate ASD using a randomized control trial.

FUNSAT: A FUNCTIONAL SKILLS TRAINING PROGRAM

Abstract Performance of everyday activities is often challenging for older adults, especially for aging adults with a cognitive impairment (CI), which threatens independence and quality of life. We developed a novel computer-based functional skills assessment and training (FUNSAT) program, which includes simulations of everyday technology-based tasks (e.g., online banking, prescription refill, online shopping) important to everyday living. This presentation will present preliminary findings from our study that is evaluating the FUNSAT program with aging adults with and without a cognitive impairment. The sample includes 153 adults (83 with a CI, 130 females and 23 males) ranging in age from 60-92 yrs. Initially, participants completed the FUNSAT assessment and then engaged in the FUNSAT training program for up to 24 hours over 12 weeks at home after an initial in-person training. The non-cognitively impaired participants completed the FUNSAT training alone. The participants with a cognitive impairment were randomized into one of two conditions; FUNSAT training alone, or Cognitive Training (3 weeks) followed by FUNSAT training. We also evaluated transfer of training using ecological momentary assessment (EMA). Our preliminary findings indicate that participants irrespective of cognitive status are demonstrating significant gains in performance following training on the training tasks. Further, they are reporting an increase in confidence with respect to performing the tasks in daily living and the EMA data suggest transfer of training to other technology-based tasks. We will also discuss adherence to the home training protocol, which has important implications for implementation of the program beyond the research setting.

The Effects of a Home Personal Computer-based Auditory Training Program on the Binaural Listening Skills of Children With Specific Learning Disability: A Protocol for a Randomized Clinical Trial

Background and Objectives: A high prevalence of central auditory processing disorders has been reported in children with learning disabilities. One of the crucial auditory processing disorders in these children is a binaural processing problem. Binaural hearing leads to improved auditory performance in noisy situations. This research aims to develop an auditory training program based on binaural interaction at the brainstem level and to investigate its effect on the binaural listening skills of children with a specific learning disability. Methods: After developing the rehabilitation program and determining its validity, this intervention study is conducted in three stages. The first stage includes baseline assessments, the second stage includes the implementation of rehabilitation intervention and the third stage consists of the re-implementation of the tests of the first stage once immediately after intervention and then once after 45 days of training. Masking level differences (MLD), Persian auditory recognition of words in noise (PARWIN), and binaural speech-auditory brainstem response (Speech-ABR) tests are the primary outcome measures. Persian randomized dichotic digits test (PRDDT), Persian pediatric competing word test (PPCWT), Persian pediatric competing sentences test (PPCST), and Persian version of the auditory processing disorder questionnaire (APDQ-P) were included as secondary outcome measures. The sample size in each intervention and control group was 15 people and the duration of training was 3 months. Conclusion: Considering the importance of brainstem function in binaural hearing, it is recommended to investigate the effectiveness of the developed binaural interaction training program in improving hearing in background noise in children with specific learning disabilities.

Empowering first graders with computer-based training to master pre-reading skills and bridge the learning gap

AbstractThe ability to read is fundamental in determining an individual’s academic success and social integration, and it is also known to have an impact on other cognitive abilities. A lack of foundational pre-reading skills can accumulate later, causing reading and learning problems. Early diagnosis and development of these skills are therefore essential. Although the importance of early reading development has always been stressed, recent years have drawn increasing attention to the need for targeted improvement. We have addressed this need by developing a computer-based training program in pre-reading skills for first graders; the present paper presents the results of an intervention using this program. Participants in the quasi-experimental study were 336 first graders. To increase the validity of the results, propensity score matching was utilized to analyze the impact of the pre-reading skills program. As a result of the program, students’ development in the intervention group significantly accelerated (Cohen’s d = .59). An immense effect of the intervention was indicated among students in the lower third skill group (Cohen’s d = 2.83).Latent-change analyses supported the relevance and importance of the development of phonological awareness at the ages of 6–8 and the generalizability of the results (χ2 = 14.9; df = 10; p < .05; CFI = .991; TLI = .989; RMSEA = .58 (CI: .000, .114). This research demonstrates that an effective computer-based program can effectively bridge the learning gap in pre-reading skills during early stages of education, even in challenging times without the direct involvement of a teacher.

The Effects of Remote Cognitive Training Combined With a Mobile App Intervention on Psychosis: Double-Blind Randomized Controlled Trial.

Impairments in cognition and motivation are core features of psychosis and strong predictors of social and occupational functioning. Accumulating evidence indicates that cognitive deficits in psychosis can be improved by computer-based cognitive training programs; however, barriers include access and adherence to cognitive training exercises. Limited evidence-based methods have been established to enhance motivated behavior. In this study, we tested the effects of web-based targeted cognitive and social cognitive training (TCT) delivered in conjunction with an innovative digital smartphone app called Personalized Real-Time Intervention for Motivational Enhancement (PRIME). The PRIME app provides users with a motivational coach to set personalized goals and secure social networking for peer support. This study investigated whether deficits in cognition and motivation in people with a psychosis spectrum disorder (N=100) can be successfully addressed with 30 hours of TCT+PRIME as compared with 30 hours of a computer games control condition (CG) plus PRIME (CG+PRIME). Here, we describe our study procedures, the feasibility and acceptability of the intervention, and the results on all primary outcomes. In this double-blind randomized controlled trial, English-speaking participants completed all cognitive training, PRIME activities, and assessments remotely. Participants completed a diagnostic interview and remote cognitive, clinical, and self-report measures at baseline, posttraining, and at a 6-month follow-up. This study included participants from 27 states across the United States and 8 countries worldwide. The study population was 58% (58/100) female, with a mean age of 33.77 (SD 10.70) years. On average, participants completed more than half of the cognitive training regimen (mean 18.58, SD 12.47 hours of training), and logged into the PRIME app 4.71 (SD 1.58) times per week. The attrition rate of 22% (22/100) was lower than that reported in our previous studies on remote cognitive training. The total sample showed significant gains in global cognition (P=.03) and attention (P<.001). The TCT+PRIME participants showed significantly greater gains in emotion recognition (P<.001) and global cognition at the trend level (P=.09), although this was not statistically significant, relative to the CG+PRIME participants. The total sample also showed significant improvements on multiple indices of motivation (P=.02-0.05), in depression (P=.04), in positive symptoms (P=.04), and in negative symptoms at a trend level (P=.09), although this was not statistically significant. Satisfaction with the PRIME app was rated at 7.74 (SD 2.05) on a scale of 1 to 10, with higher values indicating more satisfaction. These results demonstrate the feasibility and acceptability of remote cognitive training combined with the PRIME app and that this intervention can improve cognition, motivation, and symptoms in individuals with psychosis. TCT+PRIME appeared more effective in improving emotion recognition and global cognition than CG+PRIME. Future analyses will test the relationship between hours of cognitive training completed; PRIME use; and changes in cognition, motivation, symptoms, and functioning. ClinicalTrials.gov NCT02782442; https://clinicaltrials.gov/study/NCT02782442.

Possibilities of a computerized training program for recovery of the attention and memory function in vascular cognitive disorders

Aim of the study was to assess the possibilities of recovering the functions of attention and short-term memory in patients with vascular cognitive disorders using a computer program for cognitive training. Material and methods. The study included 17 cardiac surgery patients who underwent a course of cognitive training, starting from 3–4 days after surgery, daily for 5–7 days. The cognitive training program consisted of tasks stimulating the functions of selective attention, visuospatial and working memory. Results. Almost all patients (88 %) reported an acceptable level of subjective difficulty in the performing cognitive training. After completing the cognitive training program, the selective attention improved in 53 % of cases, working memory – in 67 %, the visuospatial memory test scores – in 47 % of patients. Conclusions. The computer-based cognitive training program showed acceptable subjective difficulty in cardiac surgery patients. Approximately 50 % of patients showed an improvement in trained cognitive functions at the final stage of training. The results of approbation of the cognitive training program give an opportunity to determine the degree of compliance of cognitive rehabilitation methods with the psychophysiological status of patients undergoing cardiac surgery, including in the late postoperative period.

Feasibility of a novel neurofeedback system: a parallel randomized single-blinded pilot study

Neurocognitive assessment tools have been proposed to optimize, maintain, and improve perceptual-cognitive performance. Here, we investigated the feasibility and efficacy of a novel neurofeedback system, neuroMoon (nM), on cognitive abilities compared with one of the most popular perceptual-cognitive training (PCT) tools both in sports and rehabilitation called NeuroTracker (NT). Thirty-one young athletes performed a comprehensive battery of cognitive tests from the Vienna Test System before and after a 12-session computer-based cognitive training program using nM (n = 11, age 22.6 ± 3.8 years), nM sham (CON, n = 10, age 20.3 ± 1.2 years) or NT (n = 10, age 20.5 ± 1.7 years) device. A series of repeated-measures ANOVA was performed to detect changes in cognitive abilities in response to the training. Participants had faster median reaction time in both the color-naming and word-reading conditions of the Stroop test (all p < 0.005), regardless of group. Regarding the task switching test, statistical analysis indicated faster working time and mean reaction time of the incongruent stimuli, repetition task, and shifting task (all p < 0.005), nevertheless, these changes were also regardless of group. In addition, we found fewer omitted (pre: 17.5 ± 8.3, post: 6.4 ± 1.5, d = 1.311) and more correct (pre: 261.6 ± 36.1, post: 278.6 ± 38.7, d = − 1.020) post-intervention answers in the determination test, regardless of group. Finally, participants in each group performed the digit span backward test with larger post (6.42 ± 1.54) vs. pre (5.55 ± 1.43) scores following the PCT (d = − 0.801). Overall, PCT with nM as compared with NT induced similar results in cognitive abilities suggesting its potential to be used to achieve and maintain better mental performance. However, considering that the sham stimulation also induced similar improvements in cognitive abilities, future studies should clearly determine the cognitive measures that could benefit from NF training.

A pilot curriculum to transition from 2D to 3D image-guided brachytherapy: A preliminary needs assessment.

11039 Background: Gynecologic cancers are one of the leading causes of death globally with a disproportionate burden of disease found in low to middle income countries (LMIC). Brachytherapy is often a necessary component in treatment management as it can deliver a high dose of radiation to the tumor while employing a steep dose fall off that spares the adjacent organs at risk. With 3D image guided brachytherapy (3D-IGBT), treatment planning utilizes volumetric images with the target volume and organs at risk contoured, reducing toxicity and improving outcomes when compared to 2D planar imaging. Despite this advantage, only a limited number of LMIC centers perform 3D-IGBT. Transitioning to 3D-IGBT requires considerable planning, resources, and training. The development of a multidisciplinary, computer-based training program to facilitate the transition to 3D-IGBT was identified as a priority of multiple Radiation Oncology departments in Nigeria. The aim of this preliminary needs assessment was to identify the necessary resources and anticipated barriers to development of a pilot training curriculum for the transition to 3D-IGBT. Methods: An anonymous, 16-question online survey was distributed to clinicians, physicists, radiation therapists, and staff within a Radiation Oncology department of a teaching hospital in Lagos, Nigeria. Results: In January 2023, 53 respondents completed the survey. Of the respondents, 36.5% were female and 63.5% were male. The average age was 37.5 (SD = 7.8). Clinical experience ranged from &lt; 5 years (52.6%), 6-10 years (9.4%), to &gt; 10 years (30.2%). Respondents included radiation therapists (28.8%), clinicians (27%), nurses (23.1%), and physicists (15.4%). Multiple barriers to implementation of 3D-IGBT were identified including lack of training (79.2%) or experience (58.5%), lack of financial investment (50.9%), and anticipated repair/replacement of equipment (41.5%). A majority of respondents identified staff training/education (66%) as critical to delivering 3D-IGBT. When asked about the curriculum components needed, most respondents believed that it should include plan review (96.2%), contour review (94.3%), and peer review of clinical cases (92.5%). Conclusions: Various areas of potential need were identified through this preliminary needs assessment, most notably, staff training. These findings suggest that there is an unmet need to further develop and implement a structured didactic and skills-based curriculum to transition from 2D to 3D-IGBT at these institutions. Identified focus areas including contour, peer, and plan review will help guide the refinement of this curriculum. These findings are an important first step in delivery of safe and efficacious 3D-IGBT in an LMIC.

Behavioural biases in the interaction with food objects in virtual reality and its clinical implication for binge eating disorder

Cognitive processes play a central role in the development, maintenance and remission in mental disorders, like in Binge Eating Disorder (BED). Insights into cognitive mechanisms reflected by embodied interaction with food and its connections to clinically relevant psychopathology offer new possibilities for translational diagnostics and interventions. We longitudinally investigated the manual interaction with food in a virtual reality (VR) in 31 patients with BED. Patients were assessed at baseline before participating in a randomized-controlled trial (RCT) investigating a computer-based inhibitory control training programme enhanced by transcranial direct current stimulation (tDCS) and at a 6-week follow-up. At both assessments, an experimental VR paradigm was conducted and patients were characterized concerning eating disorder psychopathology, eating behaviour, general impulsivity and food craving. In the experimental task, one of two simultaneously presented objects (food vs. office tools) had to be collected. Food was recognized faster than office tools and subsequent approach behaviour was initiated faster, whereas thereafter, food was collected slower than office tools. Exploratory, we could not find a modulatory effect of applied tDCS on the interaction with food. No relationship between behavioural biases and sample characterizations could be detected. Two different stages in the manual interaction with food were found: a faster first stage that comprises recognition and movement initiation and a slower second stage that comprises controlled handling and may reflect aversive motivational processes. As the behavioural patterns do not change with an ameliorated BED-psychopathology at the second assessment, the task seems insensitive in detecting translational interconnections between behavioural biases and BED-characteristics.Level of evidence: Level I, experimental study.

Computer-Based Cognitive Training vs. Paper-and-Pencil Training for Language and Cognitive Deficits in Greek Patients with Mild Alzheimer's Disease: A Preliminary Study.

The purpose of the present study was to explore whether Computer-Based Cognitive Training (C-BCT) versus Paper-Pencil Cognitive Training (P-PCT) is more beneficial in improving cognitive and language deficits in Greek patients living with Alzheimer's disease (pwAD). Twenty pwAD were assigned to two groups: (a) the C-BCT group, receiving a computer-based cognitive training program using the RehaCom software, and (b) the P-PCT group, which received cognitive training using paper and pencil. The cognitive training programs lasted 15 weeks and were administered twice a week for approximately one hour per session. The analyses of each group's baseline versus endpoint performance demonstrated that the P-PCT group improved on delayed memory, verbal fluency, attention, processing speed, executive function, general cognitive ability, and activities of daily living. In contrast, the C-BCT group improved on memory (delayed and working), naming, and processing speed. Comparisons between the two groups (C-BCT vs. P-PCT) revealed that both methods had significant effects on patients' cognition, with the P-PCT method transferring the primary cognitive benefits to real-life activities. Our findings indicate that both methods are beneficial in attenuating cognitive and language deficits in pwAD. The need for large-scale neurobehavioral interventions to further clarify this issue, however, remains a priority.

“Am I Going to Die?”: Delivering Serious News to Patients With Liver Disease

“Am I Going to Die?”: Delivering Serious News to Patients With Liver Disease

Computer-based musical interval training program for Cochlear implant users and listeners with no known hearing loss.

A musical interval is the difference in pitch between two sounds. The way that musical intervals are used in melodies relative to the tonal center of a key can strongly affect the emotion conveyed by the melody. The present study examines musical interval identification in people with no known hearing loss and in cochlear implant users. Pitch resolution varies widely among cochlear implant users with average resolution an order of magnitude worse than in normal hearing. The present study considers the effect of training on musical interval identification and tests for correlations between low-level psychophysics and higher-level musical abilities. The overarching hypothesis is that cochlear implant users are limited in their ability to identify musical intervals both by low-level access to frequency cues for pitch as well as higher-level mapping of the novel encoding of pitch that implants provide. Participants completed a 2-week, online interval identification training. The benchmark tests considered before and after interval identification training were pure tone detection thresholds, pure tone frequency discrimination, fundamental frequency discrimination, tonal and rhythm comparisons, and interval identification. The results indicate strong correlations between measures of pitch resolution with interval identification; however, only a small effect of training on interval identification was observed for the cochlear implant users. Discussion focuses on improving access to pitch cues for cochlear implant users and on improving auditory training for musical intervals.

Assessment of outcome measures after audiological computer-based auditory training in cochlear implant children

ObjectiveTo validate the clinical use of acoustic change complex (ACC) as an objective outcome measure of auditory training in Egyptian cochlear implant (CI) children and explore how far electrophysiological measures could be correlated to behavioral measures in assessing training outcome. Also to explore the efficacy of computer-based auditory training programs (CBATP) in the rehabilitation process of CI children. MethodsSixty Arabic speaking children participated in the present study. Forty children using monaural CI device served as study group (20 children in subgroup A and 20 children in subgroup B). Both subgroups received traditional speech therapy sessions, additionally subgroup (A) children received computer-based auditory training program (CBATP) at home for three months. Their age ranged from 8 to 17 years. 20 age and sex-matched normal hearing children served as control group as a standardization for the stimuli used to elicit ACC. The study group children were subjected to detailed history taking, parent reported questionnaire (MAIS, Arabic version), aided sound field evaluation, psychophysical evaluation using auditory fusion test (AFT), speech perception testing according to language age, ACC in response to gaps in 1000 Hz tones and language evaluation. This work-up was repeated after 3&6 months for both study subgroups. ResultsChildren of study subgroup (A) showed improvement of auditory fusion test (AFT) thresholds at 3 & 6 months post-training follow up. As regards acoustic change complex (ACC), it can be detected in 85% of subgroup (A) children, 85% of subgroup (B) children and 100% of control group children. Lower ACC gap detection thresholds were obtained only after 3 months in subgroup (A), while after 6 months in subgroup (B). There were statistically significant differences between initial assessment and 3 & 6 months follow up as regards ACC P1 and N2 latencies and amplitudes in both study subgroups, however in subgroup (A), ACC P1 amplitude at 6 months post-training was significantly larger than values of 3 months follow up. There was highly significant correlation between thresholds of AFT and ACC gap detection threshold. ConclusionsACC can be used as a reliable tool for evaluating auditory training outcome in CI children. ACC gap detection threshold can predict psychophysical temporal resolution after auditory training in difficult to test population. CBATP is an easy and accessible method which may be effective in improving CI outcome.

SFEra APP: Description and Usability of a Novel Tablet Application for Executive Functions Training.

Executive functions include functions such as planning, working memory, inhibition, mental flexibility, and action monitoring and initiation, and are essential to carry out an independent everyday life. Individuals suffering from brain injury, such as a stroke, very commonly experience executive deficits that reduce the capacity to regain functional independence. In recent years, there has been a growing interest in developing tablet computer-based cognitive training programs for stroke patients and healthy aging adults since such programs can be included in non-supervised environments. In this respect, we described and evaluated the usability of a novel tablet application (app) for executive function training, developed in the context of the MEMORI-net project, a cross-border Italy-Slovenia program for the rehabilitation of stroke patients. We conducted a pilot study with a non-clinical sample of 16 participants to obtain information about the usability of the sFEra APP. Our descriptive analyses suggest that most users were satisfied with the overall experience and the app was highly usable, and instructions were clear, even with little previous experience with tablet applications. Acceptability and effectiveness will need to be evaluated in a clinical randomized controlled study.

Efficacy of an integrated intervention with vocabulary and phonetic training for Mandarin-speaking children with developmental language disorders

Background: Children with developmental language disorder (DLD) demonstrate deficits in vocabulary development and novel word learning processes, which have been proposed to stem from their speech perception deficits. Aims: This study had two aims. The first was to evaluate the efficacy of an intervention incorporating a computer-based phonetic training programme with rich and explicit vocabulary instruction. The second aim was to investigate the adjuvant treatment effect of phonetic training on word learning performance. Methods and procedures: The experimental group comprised 34 children with DLD aged 5–7 years, and the control group comprised another 15 children with DLD. All participants in the experimental group attended 1-h direct vocabulary instruction classes weekly for 9 weeks. They were also asked to play computer-based phonetic training games individually at home or school. Pre-post differences between groups in word definition and speech perception tasks were examined. The relationship between the experimental group's vocabulary learning performance and scores on the phonetic training games was examined using correlation analysis. Results: Between-group comparisons revealed that children in the experimental group exhibited significantly greater pre-post gains in word definition task than did the control group. Children in the experimental group performed better in the lexical tone posttest No improvement in the speech discrimination tasks was detected in the control group. Finally, correlation analyses indicated a positive relationship between the total number of phonetic games played and the pre-post gain in the word definition production task. The children's response accuracy in the lexical tone discrimination games was significantly correlated with the performance of the posttest tone discrimination task and the pre-post gain in the word definition task. Conclusions: The results of this study suggest that vocabulary intervention programmes incorporating speech perception training promote children's vocabulary and speech perception abilities. These findings can serve as evidence to support future school-based studies.

GRAVIQIDIRUV MA’LUMOTLARINI MIQDORIY TALQIN QILISH MAQSADIDA O‘QUV DASTURIY TA’MINOT ISHLAB CHIQISH

Education is an integral part of the human life, and while introduction of information technology in this area, the use of software and hardware (cinema, audio and video equipment, computers, telecommunications networks) allows speeding up learning processes, their optimization, boosting up students’ interest in studying science, as well as it enables raising the quality of teaching and the amount of independent work. This, in turn, contributes to forming of logical thinking, a culture of intellectual, and independent work skills in students. In this regard, a group of young scientists have developed a computer-based practical training program for students studying geology, for the purpose of in-depth training in the geophysical method of exploration of gravity. Gravimetric data are a valuable source of information about the geological structures of the territory, on underground mineral deposits. Qualitative interpretation of gravimetric data and effective application of the method makes it possible to make modeling based on the density of underground structures. The program allows students to get necessary ideas about selection methods, degrees of accuracy of gravity exploration, solutions of direct and inverse problems, and simulation modeling. The program is intended for use in all browsers of the Windows family (7/8.1/10/11). The practical training program is free and can be accessed by registering on the browser page.

The Effectiveness of GRADIOR: A Neuropsychological Rehabilitation Program for People with Mild Cognitive Impairment and Mild Dementia. Results of a Randomized Controlled Trial After 4 and 12 Months of Treatment.

Background: Computer-based cognitive training programs have been developed with promising results on the maintenance/improvement of cognitive performance in people with dementia.Objective: The objective was to evaluate the effectiveness of the cognitive rehabilitation program “GRADIOR” in people with mild cognitive impairment and mild dementia.Method: This study was a single-blind multicenter randomized clinical trial. Participants were recruited from hospitals/day centers. The experimental group (EG) and control group (CG) received computer-based cognitive training (CCT) and routine daily care, respectively. Outcome measures at T0: baseline, T1: at 4 months, T2: at 12 months were compared within and between-groups.Results: Significant differences or important effect sizes were detected at the intragroup and intergroup level for most variables, observing a trend of improvement and/or maintenance at 4 months by Visual Reasoning of Cambridge Cognitive Examination (CAMCOG), Digit and Arithmetic of WAIS-III, Semantic Verbal Fluency, Mini-Mental State Exam (MMSE), Trail Making Test (TMT)-A-Mistakes and at 12 months by Visual Reasoning of CAMCOG, Digit Symbol of WAIS-III, TMT-B-mistakes, Visual Memory of Rivermead Behavioural Memory Test, Lexical Verbal Fluency-P, Yesavage’s Geriatric Depression Scale (GDS), TMT-A-time scales whose objective was to evaluate some executive functions and/or the memory. The CG presented a worsening trend for most of the measures towards 12 months. There was also a significant interaction between “time and group” for MMSE (F = 8.971; p = 0.03; η2 = 0.019) and the GDS (F = 3.414; p = 0.04; η2 = 0.041), as well as small effect sizes for TMT-A-time (F = 1.641; p = 0.21; η2 = 0.021) and TMT-A-mistakes (F = 0.908; p = 0.41; η2 = 0.019).Conclusion: CCT with GRADIOR has been proved to benefit cognitive functions (ISRCTN:15742788).

Determinants of Adherence to a "GRADIOR" Computer-Based Cognitive Training Program in People with Mild Cognitive Impairment (MCI) and Mild Dementia.

Background: Computer-based programs have been implemented from a psychosocial approach for the care of people with dementia (PwD). However, several factors may determine adherence of older PwD to this type of treatment. The aim of this paper was to identify the sociodemographic, cognitive, psychological, and physical-health determinants that helped predict adherence or not to a “GRADIOR” computerized cognitive training (CCT) program in people with mild cognitive impairment (MCI) and mild dementia. Method: This study was part of a randomized clinical trial (RCT) (ISRCTN: 15742788). However, this study will only focus on the experimental group (n = 43) included in the RCT. This group was divided into adherent people (compliance: ≥60% of the sessions and persistence in treatment up to 4 months) and non-adherent. The participants were 60–90 age and diagnosed with MCI and mild dementia. We selected from the evaluation protocol for the RCT, tests that evaluated cognitive aspects (memory and executive functioning), psychological and physical health. The CCT with GRADIOR consisted of attending 2–3 weekly sessions for 4 months with a duration of 30 min Data analysis: Phi and Biserial-point correlations, a multiple logical regression analysis was obtained to find the adherence model and U Mann–Whitney was used. Results: The adherence model was made up of the Digit Symbol and Arithmetic of Wechsler Adult Intelligence Scale (WAIS-III) and Lexical Verbal Fluency (LVF) -R tests. This model had 90% sensitivity, 50% specificity and 75% precision. The goodness-of-fit p-value of the model was 0.02. Conclusions: good executive functioning in attention, working memory (WM), phonological verbal fluency and cognitive flexibility predicted a greater probability that a person would be adherent.

Complexity and Feedback During Script Training in Aphasia: A Feasibility Study

ObjectiveTo explore the effect of complexity and feedback on script training outcomes in aphasia DesignRandomized balanced single-blind 2 × 2 factorial design. SettingFreestanding urban rehabilitation hospital. ParticipantsAdults with fluent and nonfluent aphasia (at least 6 months post onset). InterventionsExperimental treatment was AphasiaScripts, a computer-based script training program. Scripts were 10-turns long and developed at different complexity levels to allow for comparison of high vs low complexity. The program was modified to contrast high vs low feedback conditions during sentence practice. Participants were instructed to practice three 30-minute sessions per day, 6 days per week for 3 weeks. Main Outcome MeasuresGains achieved from baseline in accuracy and rate of production of trained and untrained script sentences at post treatment and at 3-, 6-, and 12-weeks after the end of treatment. ResultsSixteen participants completed the intervention. On the trained script, gains were statistically significant for both accuracy and words per minute at post treatment and 3-, 6-, and 12-week maintenance. Gains on the untrained script were smaller than on the trained script; they were statistically significant only for accuracy at post treatment and 3-week maintenance. Complexity had an influence on accuracy at post-treatment (F1=4.8391, P=.0501) and at maintenance (F1=5.3391, P=.0413). Practicing scripts with high complexity increased accuracy by 11.33% at post treatment and by 9.90% at maintenance compared with scripts with low complexity. Participants with nonfluent aphasia made greater gains than those with fluent aphasia. There was no significant effect of feedback. ConclusionsThis study reinforces script training as a treatment option for aphasia. Results highlight the use of more complex scripts to better promote acquisition and maintenance of script production skills. There is a need for further investigation of these variables with larger samples and with other types of aphasia treatments.