Computerized Training Program Research Articles

Improving Neurological Health in Aging Via Neuroplasticity-Based Computerized Exercise: Protocol for a Randomized Controlled Trial.

Our current understanding of how computerized brain training drives cognitive and functional benefits remains incomplete. This paper describes the protocol for Improving Neurological Health in Aging via Neuroplasticity-based Computerized Exercise (INHANCE), a randomized controlled trial in healthy older adults designed to evaluate whether brain training improves cholinergic signaling. INHANCE evaluates whether 2 computerized training programs alter acetylcholine binding using the vesicular acetylcholine transporter ligand [18F] fluoroethoxybenzovesamicol ([18F] FEOBV) and positron emission tomography (PET). In this phase IIb, prospective, double-blind, parallel-arm, active-controlled randomized trial, a minimum of 92 community-dwelling healthy adults aged 65 years and older are randomly assigned to a brain training program designed using the principles of neuroplasticity (BrainHQ by Posit Science) or to an active control program of computer games designed for entertainment (eg, Solitaire). Both programs consist of 30-minute sessions, 7 times per week for 10 weeks (35 total hours), completed remotely at home using either loaned or personal devices. The primary outcome is the change in FEOBV binding in the anterior cingulate cortex, assessed at baseline and posttest. Exploratory cognitive and behavioral outcomes sensitive to acetylcholine are evaluated before, immediately after, and 3 months following the intervention to assess the maintenance of observed effects. The trial was funded in September 2019. The study received approval from the Western Institutional Review Board in October 2020 with Research Ethics Board of McGill University Health Centre and Health Canada approvals in June 2021. The trial is currently ongoing. The first participant was enrolled in July 2021, enrollment closed when 93 participants were randomized in December 2023, and the trial will conclude in June 2024. The study team will be unblinded to conduct analyses after the final participant exits the study. We expect to publish the results in the fourth quarter of 2024. There remains a critical need to identify effective and scalable nonpharmaceutical interventions to enhance cognition in older adults. This trial contributes to our understanding of brain training by providing a potential neurochemical explanation of cognitive benefit. ClinicalTrials.gov NCT04149457; https://clinicaltrials.gov/ct2/show/NCT04149457. DERR1-10.2196/59705.

Cognitive vs. Linguistic Training in Children with Developmental Language Disorder: Exploring Their Effectiveness on Verbal Short-Term Memory and Verbal Working Memory.

The present study explores comparatively the effectiveness of a cognitive (verbal short-term memory (vSTM), verbal working memory (vWM)) and of a linguistic training (10-week duration each) in the diffusion of gains in cognitive abilities (vSTM and vWM) of in school-aged Greek-speaking children with developmental language disorder (DLD). To this purpose, two computerized training programs i.e., a linguistic and a cognitive one, were developed and applied to three groups (A, B, and C) of children with DLD (N = 49, in total). There were three assessments with two vSTM tasks (non-word repetition and forward digit span) and a vWM task (backward digit span): pre-therapeutically (time 1), where no significant between-group differences were found, post-therapeutically I (time 2), and post-therapeutically II (time 3) and two training phases. In phase Ι, group A received meta-syntactic training, whereas group B vSTM/vWM training and group C received no training. In phase ΙΙ, a reversal of treatment was performed for groups A and B: group A received vSTM/vWM while group B meta-syntactic training. Again, group C received no training. Overall, the results indicated a significant performance improvement for the treatment groups and revealed beneficial far-transfer effects as language therapy can affect vSTM and vWM in addition to direct and near transfer effects. In addition, the intervention type order affected performance as follows: first, better performance on the vSTM task (non-word repetition) was shown when the linguistic treatment was delivered first; second, better performance on the vWM in Time 2 and Time 3 was shown by group B, for which the cognitive treatment was delivered first. Concluding, not only intervention type but also intervention type order can affect performance in DLD.

Virtual reality as a method of cognitive training of processing speed, working memory, and sustained attention in persons with acquired brain injury: a protocol for a randomized controlled trial.

Acquired brain injury (ABI) often leads to persisting somatic, cognitive, and social impairments. Cognitive impairments of processing speed, sustained attention, and working memory are frequently reported and may negatively affect activities of daily living and quality of life. Rehabilitation efforts aiming to retrain these cognitive functions have often consisted of computerized training programs. However, few studies have demonstrated effects that transfer beyond the trained tasks. There is a growing optimism regarding the potential usefulness of virtual reality (VR) in cognitive rehabilitation. The research literature is sparse, and existing studies are characterized by considerable methodological weaknesses. There is also a lack of knowledge about the acceptance and tolerability of VR as an intervention method for people with ABI. The present study aims to investigate whether playing a commercially available VR game is effective in training cognitive functions after ABI and to explore if the possible effects transfer into everyday functioning. One hundred participants (18-65years), with a verified ABI, impairments of processing speed/attention, and/or working memory, and a minimum of 12months post injury will be recruited. Participants with severe aphasia, apraxia, visual neglect, epilepsy, and severe mental illness will be excluded. Participants will be randomized into two parallel groups: (1) an intervention group playing a commercial VR game taxing processing speed, working memory, and sustained attention; (2) an active control group receiving psychoeducation regarding compensatory strategies, and general cognitive training tasks such as crossword puzzles or sudoku. The intervention period is 5weeks. The VR group will be asked to train at home for 30min 5days per week. Each participant will be assessed at baseline with neuropsychological tests and questionnaires, after the end of the intervention (5weeks), and 16weeks after baseline. After the end of the intervention period, focus group interviews will be conducted with 10 of the participants in the intervention group, in order to investigate acceptance and tolerability of VR as a training method. This study will contribute to improve understanding of how VR is tolerated and experienced by the ABI population. If proven effective, the study can contribute to new rehabilitation methods that persons with ABI can utilize in a home setting, after the post-acute rehabilitation has ended.

Clinical Potential of Transcranial Focused Ultrasound for Neurorehabilitation in Pediatric Cancer Survivors.

Cancer survivors are at a high risk for treatment-related late effects, particularly neurocognitive impairment in the attention and executive function domains. These can be compounded in pediatric populations still undergoing neural development, which has increased interest in survivorship studies and neurorehabilitation approaches to mitigate these effects. Cognitive training regimens have shown promise as a therapeutic intervention for improving cognitive function. Therapist-guided and computerized training programs with adaptive paradigms have been successfully implemented in pediatric populations, with positive outcomes on attention and working memory. Another interventional approach is neuromodulation to alter plasticity. Transcranial electrical stimulation can modulate cortical surface activity, and cranial nerve stimulation alters autonomic activity in afferent brainstem pathways. However, they are more systemic in nature and have diffuse spatial targeting. Transcranial focused ultrasound (tFUS) modulation overcomes these limitations with high spatial specificity and the ability to target deeper brain regions. In this review, we discuss the efficacy of tFUS for modulating specific brain regions and its potential utility to augment cognitive training programs as a complementary intervention.

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.

Effect of Computerized Training Programs for Attention and Perception for Patients with Hearing Aids

Introduction: Sensorineural hearing loss is a common problem, especially among geriatric patients, and it requires hearing aids. Unfortunately, most geriatric patients are hesitant to use hearing aids. The purpose of this study was to investigate whether computerized training therapies increase the attention and perception of patients who have been given hearing aids using psychophysiological tests and wave P300 records. Methods: One hundred patients (40 women and 60 men) who used hearing aids were included in our study. Sixty patients (30 women and 30 men) received computerized training therapies with hearing aids. After the psychophysiological tests, the study group was divided into three groups according to the role given to patients. Passive training was given in group 1; interactive training was given in group 2; and group 3 was active, questioning training. Measurements of P300 wave latencies, stimuli-P300 peak, and baseline-P300 peak were performed before and after training. The control group consisted of 40 patients who did not receive training and were treated with hearing aids only. Results: We found a significant difference between the pre- and post-training measures of the P300 wave (p < 0.001). Pre-training measurements of P300 waves were recorded for 12% in group 1 and 9.1% in groups 2 and 3 (p = 0.24). Post-training measurements of the P300 wave records were 80% in group 1 and 72.7% in groups 2 and 3 (p = 0.22). Conclusion: Attention and perception can be measured with the P300 wave. All computer-supported training programs showed an increase of the P300 wave, suggesting that attention and perception of patients with hearing loss can be increased with computer-supported training programs provided with hearing aids.

Modeling the Contribution of Genetic Variation to Cognitive Gains Following Training with a Machine Learning Approach

AbstractThe objective of this research was to develop robust predictive models of the gains in working memory (WM) and fluid intelligence (Gf) following executive attention training in children, using genetic markers, gender, and age variables. We explore the influence of genetic variables on individual differences in susceptibility to intervention. Sixty‐six children (males: 54.2%) aged 50.9–75.9 months participated in a four‐weeks computerized training program. Information on genes involved in the regulation of dopamine, serotonin, norepinephrine, and acetylcholine was collected. The standardized pre‐ to post‐training gains of two dependent measures were considered: WM Span backwards condition (WISC‐III) and the IQ‐f factor from the Kaufman Brief Intelligence Test (K‐BIT). A machine‐learning methodology was implemented utilizing multilayer perceptron artificial neural networks (ANN) with a backpropagation algorithm. Both ANN models reached high overall accuracy in their predictive classification. Variations in genes involved in dopamine and norepinephrine neurotransmission affect children's susceptibility to benefit from executive attention training, a pattern that is consistent with previous studies.

The effect of co-dependent (thinking in motion [TIM]) versus single-modality (CogniFit) interventions on cognition and gait among community-dwelling older adults with cognitive impairment: a randomized controlled study

BackgroundCognition and motor skills are interrelated throughout the aging process and often show simultaneous deterioration among older adults with cognitive impairment. Co-dependent training has the potential to ameliorate both domains; however, its effect on the gait and cognition of older adults with cognitive impairment has yet to be explored. The aim of this study is to compare the effects of the well-established single-modality cognitive computerized training program, CogniFit, with “Thinking in Motion (TIM),” a co-dependent group intervention, among community-dwelling older adults with cognitive impairment.MethodsEmploying a single-blind randomized control trial design, 47 community-dwelling older adults with cognitive impairment were randomly assigned to 8 weeks of thrice-weekly trainings of TIM or CogniFit. Pre- and post-intervention assessments included cognitive performance, evaluated by a CogniFit battery, as a primary outcome; and gait, under single- and dual-task conditions, as a secondary outcome.ResultsCogniFit total Z scores significantly improved from baseline to post-intervention for both groups. There was a significant main effect for time [F (1, 44) = 17.43, p < .001, ηp2 = .283] but not for group [F (1, 44) = 0.001, p = .970]. No time X group interaction [F (1, 44) = 1.29, p = .261] was found. No changes in gait performance under single and dual-task performance were observed in both groups.ConclusionsThe findings show that single-modality (CogniFit) and co-dependent (TIM) trainings improve cognition but not gait in older adults with cognitive impairment. Such investigations should be extended to include various populations and a broader set of outcome measurements.Trial registrationACTRN12616001543471. Date: 08/11/2016.

Motor reaction time and accuracy in patients with multiple sclerosis: effects of an active computerized training program

Motor reaction time and accuracy in patients with multiple sclerosis: effects of an active computerized training program

Training second-grade dyslexic students using a computerized program in Asyut, Egypt

BackgroundDyslexia is characterized by difficulties in spelling and reading. The aim of this study is to identify domains of cognitive strength and weakness of students with dyslexia and to study the effect of an especially designed computerized training program on their reading abilities. This study was conducted on 2nd-grade primary school students in Asyut city, Egypt (n = 560). Identification of students with dyslexia was done using Arabic Reading Achievement test and a newly constructed computerized Arabic Cognitive Abilities diagnostic battery for Reading (CADB-R). Training was applied using a newly constructed Computerized Cognitive abilities training battery for reading (CATB-R).ResultsThe prevalence of dyslexia was 13.9% (N = 52/373), and it was higher among girls (15.8%) than boys (11.7%). After application of the training program, there was a significant increase in post-training mean scores of CADB-R score in their total and all sub-items.ConclusionsAll struggling readers should be included in well-tailored research-based rehabilitation programs.Clinical trial registration Training Second-grade Dyslexic Students Using a Computerized Program in Assiut, Egypt (Dyslexia), NCT04642859, 12 November 2020. URL: https://register.clinicaltrials.gov/prs/app/action/Status?uid=U000495F&ts=10&sid=S000AD3G&cx=20acrp

Effectiveness of virtual reality and computerized training programs for enhancing emotion recognition in people with autism spectrum disorder: a systematic review and meta-analysis

Background: People with autism spectrum disorder (ASD) have difficulties recognizing emotions. Studies showed that virtual reality (VR) and computerized training programs might be used as potential tools for enhancing emotion recognition in such people. However, some inconsistencies were observed between the studies. Objective: In the current systematic review and meta-analysis, the potential of computerized and VR training programs were evaluated for enhancing emotion recognition in people with ASD. Method: Using PRISMA guidelines and a PICO model, eligible studies were retrieved and the pooled effect size was calculated. Results: This meta-analysis obtained the pooled effect of Cohen's d = 0.69 (95% CI: [0.49, 0.89]) that showed the positive effect of VR and computerized training on emotion recognition in people with ASD. The effectiveness was confirmed for different types of study design, and for both children and adults, while it was larger for non-VR computerized programs compared with VR counterparts. Conclusion–Due to the small sample size of this study and the substantial heterogeneity between studies, the outcomes should be considered with caution in practice. However, these outcomes can be considered for optimizing suitable computerized applications or as the hypothesis for future studies.

Training Emotion Recognition Accuracy: Results for Multimodal Expressions and Facial Micro Expressions.

Nonverbal emotion recognition accuracy (ERA) is a central feature of successful communication and interaction, and is of importance for many professions. We developed and evaluated two ERA training programs—one focusing on dynamic multimodal expressions (audio, video, audio-video) and one focusing on facial micro expressions. Sixty-seven subjects were randomized to one of two experimental groups (multimodal, micro expression) or an active control group (emotional working memory task). Participants trained once weekly with a brief computerized training program for three consecutive weeks. Pre-post outcome measures consisted of a multimodal ERA task, a micro expression recognition task, and a task about patients' emotional cues. Post measurement took place approximately a week after the last training session. Non-parametric mixed analyses of variance using the Aligned Rank Transform were used to evaluate the effectiveness of the training programs. Results showed that multimodal training was significantly more effective in improving multimodal ERA compared to micro expression training or the control training; and the micro expression training was significantly more effective in improving micro expression ERA compared to the other two training conditions. Both pre-post effects can be interpreted as large. No group differences were found for the outcome measure about recognizing patients' emotion cues. There were no transfer effects of the training programs, meaning that participants only improved significantly for the specific facet of ERA that they had trained on. Further, low baseline ERA was associated with larger ERA improvements. Results are discussed with regard to methodological and conceptual aspects, and practical implications and future directions are explored.

Drive aware training: A computerized training program for older drivers’ detection of road hazards

Objective Cognitive training for reducing crash rate can be delivered to older drivers via in-person on-road sessions, a driving simulator, or using computer-based cognitive methods. Despite established effectiveness, in-person on-road assessment and rehabilitation are expensive, and limited professional service may not be readily accessible; simulator-based training may not fit every driver due to simulator sickness. In comparison, computerized training is easier to implement and could be delivered with little cost to older drivers with computer access. Based on the Drive Aware Task, a validated measure of attentional processes in hazard detection, we developed a computerized cognitive training method with a focus on hazard detection. In this study, we examined the effectiveness of this newly-developed interactive training program in improving older drivers’ detection of road hazards. Methods Using a matched-pair design, nine triads of three older drivers (aged 65 or above) with matched pretest performance and gender were formed. For each triad, each participant was randomly allocated to one of the three groups: 1) active training group to receive the two training sessions (1.5–2.5h per session); 2) passive training group to receive two video-watching sessions (i.e., watch the video of training session performance from the corresponding paired participant); 3) no-contact control group. Older drivers’ performances on hazard detection and simulated driving were measured before and after training. Results The active training group showed significant training effects on the computerized hazard detection task and simulated driving performance, while there were only marginal effects in the passive training group and no effects in the no-contact control group. A post-training survey suggested older drivers were receptive to the Drive Aware training program. Conclusions The computerized Drive Aware training program has the potential to be used as a prevention and intervention tool to improve older drivers’ hazard detection performance. Future studies should examine the effectiveness of this tool in more diverse samples and in long-term outcomes.

Videogame and Computer Intervention Effects on Older Adults' Mental Rotation Performance.

Objective: This article examined older adults' performance on two components of a mental rotation task (reaction time and rotation rate) in a home-based intervention study of videogame (Crazy Taxi [CT]) and computerized cognitive training (PositScience InSight). Materials and Methods: Participants were randomized to one of three groups: one group played an off-the-shelf videogame (i.e., CT), the second group engaged in a computerized training program focused on fast perceptual comparisons, visuospatial working memory, rapid scanning of a visual array and pattern recognition, visual discrimination, and selective and divided attention and processing speed (i.e., InSight), and the third (control) group received no training. Training in the two intervention conditions consisted of 60 training sessions of 1 hour each, which were completed in 3 months (5 hours a week). As part of a larger study, participants received mental rotation testing, which was administered immediately before (baseline), after (post-test), and 3 months after (follow-up) training. Results: Although the InSight group showed greater improvements in rotation rate at the immediate post-test, by the 3-month follow-up, the combined treatment groups (CT and InSight) had improved more than controls. Conclusion: The improvements in mental rotation performance found at 3-month follow-up add additional support to previous research, showing visuospatial benefits of both videogame play and cognitive training in older adults. Common elements of both interventions may include expansion of the attentional field of view and faster visual comparison efficiency.

Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

As a consequence of globalization and migration, the number of children receiving literacy instruction in their second language (L2) is high and still increasing. Therefore, teachers need instruction methods that are effective in both L1 and L2 learners. Here, we investigate the effectiveness of a computerized training program combining phoneme perception, phonological awareness, and systematic phonics, in a sample of second-graders (N = 26) instructed in German as L2. Based on prior evidence concerning (1) literacy acquisition in L2 and (2) effects of literacy development on oral language abilities, we expected significant training effects on children’s literacy skills and vocabulary knowledge. The children of the training group worked through the program during school lessons, 20 min per day, for a period of 8 weeks. The controls continued to receive standard classroom instruction. German tests of phonological awareness, reading, spelling, and vocabulary were performed at three time points (pretest, immediate posttest, and follow-up after 9 weeks). Analyses confirmed that improvements in phonological awareness, spelling, and vocabulary between pretest and posttest were stronger in the training group when compared to the controls. For spelling and vocabulary, these effects were still significant at follow-up. Effect sizes were medium to high. For the reading measures, no group differences were found. In sum, the results yield further evidence for the effectiveness of phonics-based literacy instruction in L2 learners, and for the beneficial effects of basic literacy skills on novel word learning.

Feasibility of using a computer-assisted working memory training program for healthy older women.

Interventions for age-associated cognitive impairment are of increasing significance as populations age. Using N-back and memory strategy enhancement, the present study aimed to explore the feasibility of using, and outcomes of a working memory (WM) training program on visuospatial and verbal WM in older female adults. Older women from two comparable local health centers who scored 26 and higher on Mini-Mental State Examination were invited to participate. Women at one center (experimental group) received three sessions on memory enhancement techniques and a computerized training program with N-back. Women at the other center (control group) received three sessions on memory and aging and training on using various features of cellphones. All participants completed the Corsi Block Task and Digit Span Task at pre- and post-training. The experimental group showed significant improvements in their visuospatial and verbal WM compared to the control group. These findings support the brain's plasticity in the elderly. WM training for improving cognitive performance in older adults has potential and should be further investigated.

The Role of Calibration of Comprehension in Adolescence: From Theory to Online Training

The current study examined the effects of a computerized training program on reading comprehension, confidence ratings, and calibration of comprehension in adolescents with poor and good reading comprehension. Ninety 10th graders participated in the study and completed three training sessions. In each session, participants read two expository texts and answered multiple-choice questions. For each answer they gave, participants also rated their confidence. Participants were assigned to one of three online training conditions that differed in the type of immediate feedback provided after each question: (a) Feedback on performance; (b) Feedback on performance and on calibration; (c) Feedback on performance with scaffolding (a cue for correcting wrong answers). Results demonstrated that scaffolding feedback was the most effective training condition, leading to improved comprehension performance and calibration, especially for poor comprehenders. These findings highlight the necessity of developing theoretical and practice models of online feedback interventions for reading comprehension and self-evaluation abilities.

Efficiency of an Educational Robotic Computer-mediated Training Program for Developing Students’ Creative Thinking Skills: An Experimental Study

This research aimed at detecting the efficiency of a computerized training program based on programming the educational roboticists to develop creative thinking skills for the eighth grade basic education students at Manba'a El-Hekma School in Dhofar Governorate. Also, it investigates the nature of the proposed program, the efficiency of the program, and the significance differences between the two groups. The researcher used the experimental curriculum with the two groups; controlled and experimental to achieve the aims of the research and to test its hypotheses. The sample of the research consisted of 30 Students during the first term of the school year 2018/2019 and they were selected intentionally. Each group included 15 students. The experimental group students were trained to program the educational robotics using the computerized training program. Torrance test of creative thinking was applied before and after on the two groups, in addition to an evaluation card to the projects of the Students. The results showed that there are differences with statistical indication on the level of 0.5 between the two averages of the degrees of the experimental and the controlled groups, before and after the application of the creative thinking test and in the evaluation card of the Students' projects in the experimental group. By implication the research recommended to merge the techniques of the educational robotics and the artificial intelligence in teaching and education and training for provide the female teachers on using that technology and encouraging them to employ it in the process of teaching, using the electronic program prepared in this study.

Motor reaction time and accuracy in patients with multiple sclerosis: effects of an active computerized training program.

In this study, we aimed to determine the difference of motor reaction time and accuracy between the patients with moderate multiple sclerosis (MS) and healthy subjects and to determine whether a specified cognitive-motor training can improve the speed and accuracy of information processing in patients with MS. A total of 205 patients (30% males) and 276 age-/gender-matched healthy subjects (31% males) were included in the study. Furthermore, using a stratified randomization method, patients with MS were randomly assigned to one of two groups: active information processing training (AIPT) (n = 49) or post-control (n = 55). The AIPT group was asked to complete a computerized visual-manual training program and the post-control group asked to complete the same task without an increase in difficulty. Before and after the intervention phase, the simple, choice, and semantic reaction times and accuracies of all participants were evaluated using the VLS measurement battery. Our results demonstrated that the case and control group were significantly different in terms of the simple, choice, and semantic motor reaction times and accuracies. Compared with the pre-intervention phase, the AIPT and control group's performances in the post-intervention phase were considerably improved in simple, choice, and semantic motor reaction times and choice and semantic motor reaction accuracies. The results also showed that the AIPT group performed significantly better than the post-control group in terms of simple and choice motor reaction times. We showed the positive effects of training on the performance of patients with MS in motor reaction time and accuracy.

Evaluating the Effects of a Computerized Training Program Coupled With Cognitive Behavioral Therapy (CBT) for OCD.

Evaluating the Effects of a Computerized Training Program Coupled With Cognitive Behavioral Therapy (CBT) for OCD.