Effects Of Cognitive Training Research Articles

Effect of Computer-Assisted Cognitive Training on Visual Perception in Children with Intellectual Development Disorders

Effect of Computer-Assisted Cognitive Training on Visual Perception in Children with Intellectual Development Disorders

Effects of anodal tDCS on electroencephalography correlates of cognitive control in mild-to-moderate traumatic brain injury.

Transcranial direct current stimulation (tDCS) may provide a potential therapy for cognitive deficits caused by traumatic brain injury (TBI), yet its efficacy and mechanisms of action are still uncertain. We hypothesized that anodal tDCS over the left dorsolateral prefrontal cortex (DLPFC) would boost the influence of a cognitive training regimen in a mild-to-moderate TBI (mmTBI) sample. Cognitive enhancement was measured by examining event-related potentials (ERPs) during cognitive control tasks from pre- to post-treatment. Thirty-four participants with mmTBI underwent ten sessions of cognitive training with active (n = 17) or sham (n = 17) anodal tDCS to the left DLPFC. ERPs were assessed during performance of an auditory oddball (3AOB), N-back, and dot pattern expectancy (DPX) task before and after treatment. P3b amplitudes significantly decreased from baseline to post-treatment testing, regardless of tDCS condition, in the N-back task. The active tDCS group demonstrated a significantly increased P3a amplitude in the DPX task. No statistically significant stimulation effects were seen during the 3AOB and N-back tasks. Active anodal tDCS paired with cognitive training led to increases in P3a amplitudes in the DPX, inferring increased cognitive control. P3b decreased in the N-back task demonstrating the effects of cognitive training. These dissociated P3 findings suggest separate mechanisms invoked by different neuroplasticity-inducing paradigms (stimulation versus training) in brain networks that support executive functioning.

Prefrontal Cortex Activation during Memory Training by Virtual Drum Beating: A Randomized Controlled Trial.

The use of virtual reality (VR) content in neurological disorders with cognitive impairment is increasing. We have developed a device that incorporates virtual drum beating content, designed for digit memorization training. This study aimed to investigate the effects of realistic cognitive training on brain activity using functional near-infrared spectroscopy (fNIRS). Thirty healthy individuals were recruited and randomly assigned into two groups: conventional cognitive exercise (CCE) and a realistic cognitive exergame (RCE). Subjects in the CCE group underwent memory training by memorizing numbers displayed on a computer screen and then writing them on paper. The main outcome measure was the oxyhemoglobin level in the dorsolateral prefrontal cortex (DLPFC). As a result, the average number of digits was 7.86 ± 0.63 for the CCE and 7.6 ± 0.82 for the RCE. The mean difference in ΔHbO was 1.417 ± 0.616 μm (p = 0.029) in channel 2, located in the right DLPFC. Channel 7 and channel 10, which measured activations in the hypothesized medial orbitofrontal cortex (OFC), also showed a significant mean difference of ΔHbO. DLPFC and OFC presented higher activation in the RCE group (p < 0.05), attributable to the simultaneous memory training and virtual drum beating, which provided various sensory inputs (visual, auditory, and vibration). Although DLPFC involvement in cognitive processes remains controversial, our findings suggest that realistic memory training using drumming content can lead to safer activation of the DLPFC compared to conventional cognitive training.

Effects of cognitive and stress management training in middle-aged and older industrial workers in different socioeconomic settings: a randomized controlled study.

The demographic change requires longer working lifetime. However, fear of job loss may lead to chronic stress whereas aging and unchallenging work may accelerate cognitive decline and early retirement. Long-time repetitive work led to impairments of cognitive functions in middle-aged and older employees, as demonstrated in a previous study conducted in a large car manufacturer. In the present study, a training concept was implemented to enhance the cognitive and emotional competence of these employees. A first group of employees received a trainer-guided cognitive training only, whereas a wait list control group received a cognitive training and stress management training. This design was applied in two independent samples separated by one year either during or after a socioeconomically tense situation of the factory. In sample 1, with a tense occupational situation, the cognitive training effects occurred with a delay of three months. In contrast, in sample 2, with less critical socioeconomic situation, the training effects occurred immediately and persisted three months later. Stress management training showed reduction of subjectively and objectively measured stress level. The results indicate that effects of cognitive interventions are diminished under chronic stress which can be reduced after a short stress management training. This leads also to enhanced attention and memory in daily life. In contrast, in Sample 2 with less chronic stress, effects of cognitive training were stronger and persisted at least three months later, whereas stress management training had less impact. This suggests that cognitive learning in occupational settings is only efficient at lower stress levels.

Cognitive Training for Visuospatial Processing in Children Aged 5½ to 6 Years Born Very Preterm With Working Memory Dysfunction

Compared with term-born peers, children born very preterm generally perform poorly in executive functions, particularly in working memory and inhibition. By taking advantage of neuroplasticity, computerized cognitive training of working memory in those children could improve visuospatial processing by boosting visual inhibition via working memory. To evaluate the long-term effect of cognitive working memory training on visuospatial processing in children aged 5½ to 6 years born very preterm who have working memory impairment. This multicenter (18 French university hospitals), open-label randomized clinical trial with 2 parallel groups (EPIREMED) was conducted from November 2016 to April 2018, with the last follow-up during August 2019. Eligible children from the EPIPAGE 2 cohort were aged 5½ to 6 years, were born between 24 and 34 weeks' gestation, and had a global intelligence quotient greater than 70 and a working memory index less than 85. Data were analyzed from February to December 2020. Children were randomized 1:1 to standard care management and a working memory cognitive training program (Cogmed software) for 8 weeks (25 sessions) (intervention) or to standard management (control). The primary outcome was the visuospatial index score from the Wechsler Preschool and Primary Scale of Intelligence, 4th Edition. Secondary outcomes were working memory, intellectual functioning, executive and attention processes, language skills, behavior, quality of life, and schooling. Neurobehavioral assessments were performed at inclusion and after finishing training at 6 months (intermeditate assessment; secondary outcomes) and at 16 months (final assessment; primary outcome). There were 169 children randomized, with a mean (SD) age of 5 years 11 months (2 months); 91 (54%) were female. Of the participants, 84 were in the intervention group (57 of whom [68%] completed at least 15 cognitive training sessions) and 85 were in the control group. The posttraining visuospatial index score was not different between groups at a mean (SD) of 3.0 (1.8) months (difference, -0.6 points; 95% CI, -4.7 to 3.5 points) or 12.9 (2.6) months (difference, 0.1 points; 95% CI, -5.4 to 5.1 points). The working memory index score in the intervention group significantly improved from baseline at the intermediate time point (difference, 4.7 points; 95% CI, 1.2-8.1 points), but this improvement was not maintained at the final assessment. This randomized clinical trial found no lasting effect of a cognitive training program on visuospatial processing in children aged 5½ to 6 years with working memory disorders who were born very preterm. The findings suggest that this training has limited long-term benefits for improving executive function. Transient benefits seemed to be associated with the developmental state of executive functions. ClinicalTrials.gov Identifier: NCT02757794.

Effects of Cognitive Training on Improving Cognitive Functions in the Elderly: A Systematic Review and Meta-analysis Study

Context: A methodical review and meta-analysis of cognitive intervention studies were conducted to clarify the effect of such interventions on memory. Objectives: The present study aimed to investigate the effects of cognitive training on the improvement of cognitive function in older adults. Evidence Acquisition: The programs for improving cognitive performance, along with characteristics, among older adults were assessed by considering a literature review of previous studies. A total of 174 articles published between 1990 to 2017 in the area under study were selected. Each article was reviewed by two independent reviewers. In this study, 15 studies and 910 subjects were selected for data analysis, and the meta-analysis was performed according to the Hedge method. Results: Based on the results, a positive effect size of 0.30 (SE = 0.07, 95% confidence interval [CI] = 0.165 - 0.436) was observed regarding the subjects’ cognitive function stemming from the interventions on individual and group cognitive-related therapies. The results were consistent, indicating that variances in effect size might be related to sampling error (Q = 88.592, df = 14, P = 0.000). Conclusions: The results confirm previous meta-analyses and methodical reviews showing that memory training plays a positive role in enhancing cognitive function.

Effects of combined physical and cognitive training on executive function of adolescent shooting athletes: A functional near-infrared spectroscopy study.

Individual executive function improvement through physical and cognitive training is a research hotspot in physical education and cognitive science. However, few studies have evaluated whether combined physical and cognitive training (CPCT) has greater benefits for executive function performance and cerebral oxygenation in adolescent athletes than cognitive training alone. This study randomly assigned 33 adolescent shooting athletes to a CPCT (n​=​17) or computerized cognitive training (CCT, n​=​16) group and compared their executive function after six weeks of training. All subjects were assessed using the 2-back, task-switching, and Stroop tests before and after training. The prefrontal cortex oxygenated hemoglobin (Oxy-Hb) activation level was monitored while executing the three tasks using functional near-infrared spectroscopy. Our results showed that the CPCT and CCT groups similarly improved their updating function as indicated by the 2-back task accuracy. The CPCT group significantly improved the switching function in the task-switching test accuracy, while the CCT group did not. However, both groups did not improve in behavioral performance as indicated by the inhibition function in the Stroop task. Cerebral oxygenation, indicated by the oxy-Hb activation level in the frontal pole area of the prefrontal lobe, significantly improved in the CPCT group during the three cognitive tasks, whereas the CCT group showed no change. These findings indicated that CPCT endowed greater advantages in task-switching in the behavioral performance of the executive function than CCT. Moreover, CPCT was superior to CCT in increasing task-efficient cerebral oxygenation during the activation of the prefrontal cortex in adolescent shooting athletes.

Multimodal Cognitive Training Effects On Walking While Talking Performance Among Middle-aged Adults

Multimodal Cognitive Training Effects On Walking While Talking Performance Among Middle-aged Adults

Evaluation of balance and executive function relationships in older individuals.

Executive function is an important cognitive factor in gait and balance control. Weakening of balance system components and executive functions due to aging may affect walking and balance and increase the risk of falling. The present study aimed to investigate the relationship between balance and executive function in older individuals and the contributions of physical activity and depression to this relationship. A total of 84 healthy individuals aged 60 and over were included in the study. In the study, the Timed Up and Go Test (TUG), Mini Balance Evaluation Systems Test (Mini-BESTest), Digit Symbol Substitution Test (DSST), Trail Making Test A and B (TMT A and TMT B), Physical Activity Scale for the Elderly (PASE), and Geriatric Depression Scale (GDS) were applied. The Mini-BESTest and TUG correlated with DSST, TMT A, and TMT B. GDS was correlated with TUG. PASE was correlated with Mini-BESTest and TUG. Executive functions differed according to education level; DSST, TMT B, and GDS were effective in fall history. There was a significant relationship between balance and executive function. It was found that balance and walking speed increased as executive function skills increased. Depression and physical activity are associated with balance and gait speed. Balance and executive functions are related to each other, and physical activity and depression contribute to this relationship. In order to protect against the negative effects of aging, cognitive and physical training can be performed to prevent balance and executive function declines.

Digital Cognitive Training for Children with Attention Deficit Hyperactivity Disorder.

The present article used a pilot study to determine the effectiveness of digital cognitive mindfulness training developed based on dialectical behavioral therapy (DBT) in reducing attention deficit hyperactivity disorder (ADHD) symptoms in children. The sample consisted of 90 children (8-10 years old) diagnosed with ADHD. The participants were randomized into two groups: an experimental group (n = 45) and a control group (n = 45). Results were assessed at three time points: before, after the study, and one month after the end of the study. Regarding ADHD symptoms, the ANCOVA results showed that there were no statistically significant differences between the study groups for inattention and hyperactivity/impulsivity after testing. One month after completion of the program, there was a significant alleviation in symptoms of inattention, executive functioning, learning problems, aggression, and peer relationships. Hyperactivity was the only variable that showed a decrease both post-test and during follow-up. These results suggest that a DBT-based mindfulness program is a promising method of reducing ADHD symptoms in children.

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

Cognitive integrity is a fundamental driver of health. The exact structure of strategies against cognitive impairment is still under debate. To compare the short-term effects of a multicomponent cognitive training (BrainProtect) with those of general health counseling (GHC) on cognitive abilities and health-related quality of life (HRQoL) in healthy adults in Germany. In this parallel randomized controlled trial (RCT), 132 eligible cognitively healthy adults (age ≥50 years, Beck Depression Inventory ≤9/63; Montreal Cognitive Assessment ≥26/30) were randomized to either GHC (N = 72) or to intervention with BrainProtect (intervention group, IG; N = 60). IG participants received 8 weekly sessions of 90 min of the group-based BrainProtect program focusing on executive functions, concentration, learning, perception, and imagination, plus nutritional and physical exercise units. Before and after intervention, all participants underwent neuropsychological testing and HRQoL evaluation, blinded for pretest. No significant training effect was observed for the primary endpoint of global cognition as assessed by CERAD-Plus-z Total Score (p = 0.113; ηp2 = 0.023). Improvements in several cognitive subtests were shown in the IG (N = 53) compared to the GHC (N = 62) without adverse events. Differences reached significance for verbal fluency (p = 0.021), visual memory (p = 0.013), visuo-constructive functions (p = 0.034), and HRQoL (p = 0.009). Significance was lost after adjustment, though several changes were clinically relevant. BrainProtect did not significantly impact global cognition in this RCT. Nevertheless, the results of some outcomes indicate clinically meaningful changes, so that a strengthening of the cognitive performance by BrainProtect cannot be excluded. Further studies with larger sample size are needed to confirm these findings.

Differential effects of mindfulness meditation and cognitive training on cool and hot inhibitory control in children and adolescents

Inhibitory control (IC) can occur either in a neutral context (cool) or in social contexts involving emotions (hot). Cool and hot IC have specific developmental trajectories; cool IC develops linearly from childhood to adulthood, whereas hot IC follows a quadratic trajectory. Some activities can improve the IC, such as cognitive training (CT) and mindfulness meditation (MM). The aim of our study was to compare the effects of 5 weeks of computerized MM versus CT on IC performance in 66 children (9–10 years old) and 63 adolescents (16–17 years old) by specifically analyzing cool and hot dimensions in the same participants and from a developmental perspective. We fit a linear mixed-effect model on the Stroop interference score with time (pretest vs. posttest) and type of conflict (cool vs. hot) as within-participant factors and intervention group (CT vs. MM) and age group (child vs. adolescent) as between-participant factors. The findings revealed that children but not adolescents benefitted from interventions. More specifically, CT improved cool IC but not hot IC, whereas MM practice improved hot IC but not cool IC. This study supports the benefits of MM at a young age. Theoretical issues linking MM programs to emotional competence grounded in hot IC skills are considered in academic settings.

Investigation of the effectiveness of Gross model-based cognitive emotion regulation training in the improvement of Love Trauma Syndrome, Hoping and Positive Affect Negative Affect among female students with love trauma.

Emotional sadness caused by the experience of the loss of a romantic relationship can lead to love trauma syndrome, which includes a set of psychopathology symptoms. The present study was also conducted to investigate the effectiveness of cognitive emotion regulation training based on the Gross model in improving the love trauma syndrome, hoping and positive affect negative affect among female students with love trauma. The research method was experimental (pre-test and post-test with the control group). The statistical population was all the female students with love trauma at the University of Mohaghegh Ardabili and 34 participants (17 participants in each group) were selected by purposive sampling. Also, in order to determine the target sample from the Love Trauma Syndromes Inventory (LTSI-10), to implement the intervention of the cognitive emotion regulation program based on the Gross model, and to measure dependent variables in addition to the LTSI, Positive Affect Negative Affect Scale (PANAS-20) and Miller Hope Scale (MHS-48) were used. Multivariate analysis of covariance (MANCOVA) was also used for data analysis. The results showed that the assumptions (homogeneity of covariances and variances) are maintained. Also, the effect of group membership shows the significant impact of the intervention on the love trauma syndrome (p less than 0.01), negative affect (p less than 0.01), hope (p less than 0.01), and no effect on positive affect (p greater than 0.05). Therefore, after identifying individuals with love trauma, the intervention of cognitive emotion regulation can be done on them in a group to reduce the symptoms of psychological harms in them and also to cognitive strategies, and to equip them for problem solving or compatibility.

‘Is there anything I can do to train my memory?’ The rationale and evidence behind cognitive training as an intervention to promote healthy ageing

As clinical psychologists working with older adults, we are all likely familiar with the above question, both in memory services and those who do not have a diagnosed cognitive problem. In the context of an ageing population, much research has been focused on the development of cognitive training as an intervention to promote healthy ageing. Defining what it means to age healthily, however, can be problematic, particularly given the heterogeneity evidenced in studies of normative cognitive functioning in older people. Furthermore, although different cognitive training methods appear to have face value, the evidence base for the effectiveness of cognitive training is mixed, and has, to date, provided conflicting results. This article discusses the findings of major research studies in this area, and possible future directions of research are considered.

Pre-training working memory/information processing capabilities and brain atrophy limit the improving effects of cognitive training.

Computerized training in persons with multiple sclerosis (PwMS) seems to enhance working memory (WM)/information processing (IP), but factors associated with the efficacy of the treatment have not been sufficiently explored. Objective: To identify clinical and radiological characteristics associated with positive WM/IP training responses. Radiological and neuropsychological assessments were carried out on a sample of 35 PwMs who were divided into "WM/IP-impaired" and "WM/IP-preserved." All participants underwent adaptive n-back training for 10 days and were assessed post-training. Between-group differences ("WM/IP-impaired" vs. "WM/IP-preserved") in training-induced cognitive improvement were assessed and exploratory correlational/ regression-based methods were employed to assess the relationship between cognitive improvement and clinical and radiological variables. All PwMS exhibited WM/IP benefits after training, but those with preserved WM/IP functions showed greater positive effects as well as transfer effects to other WM/IP tests when compared to the impaired group. Additional analyses revealed that positive response to treatment was associated with WM/IP baseline capabilities and greater gray matter volume (GMVOL) in relevant areas such as the thalamus. Restorative cognitive training is suitable to improve cognition in PwMS but its effective outcome differs depending on the baseline WM/IP capabilities and GMVOL.

Effects of Cognitive Training on Cognitive Function, Depression, Anxiety, and Activities of Daily Living in Patients with Stroke

Effects of Cognitive Training on Cognitive Function, Depression, Anxiety, and Activities of Daily Living in Patients with Stroke

The effect of cognitive training on domains of attention in older adults with mild cognitive impairment and mild dementia: A meta-analysis of randomised controlled trials.

Attention is essential to daily life and cognitive functioning, and attention deficits can affect daily functional and social behaviour, such as falls, risky driving, and accidental injuries. However, attention function is important yet easily overlooked in older adults with mild cognitive impairment, and evidence is limited. We aimed to explore the pooled effect of cognitive training on domains of attention in older adults with mild cognitive impairment and mild dementia using a meta-analysis of randomised controlled trials. We searched PubMed, Embase, Scopus, Web of Science, CINAHL, PsycINFO, and Cochrane Library for randomised controlled trials (RCTs) up to 3 November 2022. We included participants aged ≥50 years diagnosed with cognitive impairment, with various cognitive training interventions as the intervention measures. The primary outcome was overall attention and the secondary outcomes were attention in different domains and global cognitive function. We calculated the Hedges' g and confidence intervals (CIs) using a random-effects model to evaluate the effect size of the outcome measures and evaluated heterogeneity using the χ2 test and I2 value. We included 17 RCTs and found that cognitive training interventions improve overall attention (Hedges' g = 0.41; 95% CI = 0.13, 0.70), selective attention (Hedges' g = 0.37; 95% CI = 0.19, 0.55), divided attention (Hedges' g = 0.38; 95% CI = 0.03, 0.72), and global cognitive function (Hedges' g = 0.30; 95% CI = 0.02, 0.58) in older adults with mild cognitive impairment, but with relatively low effectiveness. Cognitive training intervention can improve some attention functions in older adults with mild cognitive impairment. Attention function training should also be incorporated into routine activities and long-term sustainability planning to delay the deterioration of attention function in older adults. Besides reducing their risk of abnormal events in daily life (such as falls), it can also improve their quality of life and help reduce the progression of cognitive impairment, achieving early detection of secondary prevention. PROSPERO (CRD42022385211).

Cognitive Training Improves Joint Stiffness Regulation and Function in ACLR Patients Compared to Healthy Controls.

As cognitive function is critical for muscle coordination, cognitive training may also improve neuromuscular control strategy and knee function following an anterior cruciate ligament reconstruction (ACLR). The purpose of this case-control study was to examine the effects of cognitive training on joint stiffness regulation in response to negative visual stimuli and knee function following ACLR. A total of 20 ACLR patients and 20 healthy controls received four weeks of online cognitive training. Executive function, joint stiffness in response to emotionally evocative visual stimuli (neutral, fearful, knee injury related), and knee function outcomes before and after the intervention were compared. Both groups improved executive function following the intervention (p = 0.005). The ACLR group had greater mid-range stiffness in response to fearful (p = 0.024) and injury-related pictures (p = 0.017) than neutral contents before the intervention, while no post-intervention stiffness differences were observed among picture types. The ACLR group showed better single-legged hop for distance after cognitive training (p = 0.047), while the healthy group demonstrated no improvement. Cognitive training enhanced executive function, which may reduce joint stiffness dysregulation in response to emotionally arousing images and improve knee function in ACLR patients, presumably by facilitating neural processing necessary for neuromuscular control.

Feasibility and Effects of Cognitive Training with the COGNIPLAT Game Platform in Elderly with Mild Cognitive Impairment: Pilot Randomized Controlled Trial.

This study examines the effectiveness of a new multi-domain multimodal cognitive training game platform, COGNIPLAT, in improving cognitive performance in elderly with mild cognitive impairment (MCI). The platform combines standard serious games and cognitive stimulation leveraging virtual and augmented reality technologies. A double-arm, evaluator-blinded randomized controlled trial was conducted with 21 elderly participants in the MCI spectrum, with 11 in the intervention group (INT) and 10 in the control group (CTL). Feasibility was assessed in terms of adherence, effective learning, and perceived usefulness. The INT attended 24 training sessions, 60 minutes long, twice a week, whereas the CTL engaged in normal daily activities and usual care. Results showed that the INT had a statistically significant change in the Montreal Cognitive Assessment score, stages List B Recall, Short-term delayed Recall, and Long-term delayed Recall of the Rey Auditory Verbal Learning Test (RAVLT), Trail Making Test-A and B test scores, Digit Span Test (DST) Forward Span, and Functional Activities Questionnaire score. A trend level difference was also found for the RAVLT Recognition and the DST Backward Span. No significant differences were found for the CTL in any of the metrics. The completion rate of the INT was 91%, and the attendance rate was 100% for participants who completed the follow-up segment of the study. The engagement level was high, and effective learning was observed between the participants. The perceived usability and usefulness of the game platform was assessed as high. This study provides evidence of a positive effect of a multi-domain multimodal-based cognitive training program in elderly with MCI, with broader benefits on cognition by inducing more cooperative transfer effects over different domains.

Effects of Multimodal Physical and Cognitive Fitness Training on Sustaining Mental Health and Job Readiness in a Military Cohort

Drawing on the emerging area of workplace sustainability, this study sought to measure the effects of multimodal physical and cognitive fitness training on sustaining mental health and job readiness via impacts on subjective burnout, mental wellbeing, and resilience in a military cohort. Volunteer participants were block randomised into either a standard 4-week resilient mind program (RMP) intervention or an RMP combined with self-paced functional imagery practice (RMP+FI). Self-reported burnout, mental wellbeing, and resilience were measured at baseline and at the end of the 4-week intervention using the Maslach Burnout Inventory-General Survey (MBI-GS), Brief Resilience Scale (BRS), and the World Health Organization’s WHO-5 Well-Being Index (WHO-5), respectively. A total of 78 participants were enrolled in the study and 72 (92%) completed the program. Repeated measures ANOVAs showed significant effects of the RMP intervention, with both the RMP and RMP+FI groups reporting improved resilience (F(1, 70) = 13.08, p &lt; 0.001, partial ω2 = 0.00086) and mental wellbeing (F(1, 70) = 41.86, p &lt; 0.001, partial ω2 = 0.36). Both groups also reported improved burnout markers for professional efficacy (F(1, 70) = 6.25, p &lt; 0.002, partial ω2 = 0.02), as well as reduced emotional exhaustion (F(1, 70) = 31.84, p &lt; 0.001, partial ω2 = 0.02) and job cynicism (F(1, 70) = 8.80, p &lt; 0.005, partial ω2 = 0.005). The FI practice produced no significant improvement in the RMP-only condition. Our results support the efficacy of RMP intervention in reducing burnout symptoms and improving self-reported mental wellbeing and resilience in a cohort of serving Navy aviators.