Effects Of Cognitive Training Research Articles

The Effect of Cognitive Training with Neurofeedback on Cognitive Function in Healthy Adults: A Systematic Review and Meta-Analysis

Cognitive training aims to improve cognitive function through cognitive tasks or training games. Neurofeedback is a technique to monitor brain signals with either visual or auditory feedback. Previous studies suggest that a combination of cognitive training and neurofeedback has a superior effect on cognitive functions compared with cognitive training alone. However, no systematic reviews and meta-analyses of the benefits of cognitive training with neurofeedback (CTNF) exist. The purpose of this study was to examine the beneficial effects of CTNF in healthy adults using a systematic review and multilevel meta-analysis. PubMed, Scopus, PsychoINFO, and MEDLINE were searched for research papers reporting the results of interventions using CTNF. After an initial screening of 234 records, three studies using near-infrared spectroscopy (NIRS) and one study using electroencephalography were extracted from the database. We performed a multi-level meta-analysis with three NIRS studies including 166 participants (mean ages ranged from 21.43 to 65.96 years). A multi-level meta-analysis revealed that CTNF has a beneficial effect on the episodic, long-term, and working memory domains. Although three studies were included in the systematic review and meta-analysis, our results indicate that CTNF using NIRS would lead to improvements in memory functioning.

Cognitive training, but not EEG-neurofeedback, improves working memory in healthy volunteers.

Working memory performance can be influenced by motivational factors, which may be associated with specific brain activities, including suppression of alpha oscillations. We investigated whether providing individuals online feedback about their ongoing oscillations (EEG-neurofeedback) can improve working memory under high and low reward expectancies. We combined working memory training with neurofeedback to enhance alpha suppression in a monetary-rewarded delayed match-to-sample task for visual objects. Along with alpha, we considered the neighbouring theta and beta bands. In a double-blind experiment, individuals were trained over 5 days to suppress alpha power by receiving real-time neurofeedback or control neurofeedback (placebo) in reward and no-reward trials. We investigated (i) whether neurofeedback enhances alpha suppression, (ii) whether monetary reward enhances alpha suppression and working memory, and (iii) whether any performance benefits of neurofeedback-training would transfer to unrelated cognitive tasks. With the same experimental design, we conducted two studies with differing instructions given at the maintenance, yielding together 300 EEG recording sessions. In Study I, participants were engaged in a mental calculation task during maintenance. In Study II, they were instructed to visually rehearse the sample image. Results from Study I demonstrated a significant training and reward-anticipation effect on working memory accuracy and reaction times over 5 days. Neurofeedback and reward anticipation showed effects on theta suppression but not on alpha suppression. Moreover, a cognitive training effect was observed on beta suppression. Thus, neurofeedback-training of alpha was unrelated to working memory performance. Study II replicated the training and reward-anticipation effect on working memory but without any effects of neurofeedback-training on oscillations or working memory. Neither study showed transfer effects of either working memory or neurofeedback-training. A linear mixed-effect model analysis of neurofeedback-independent training-related improvement of working memory combining both studies showed that improved working memory performance was related to oscillatory changes over training days in the encoding and maintenance phases. Improvements in accuracy were related to increasing beta amplitude in reward trials over right parietal electrodes. Improvements in reaction times were related to increases in right parietal theta amplitude during encoding and increased right parietal and decreased left parietal beta amplitudes during maintenance. Thus, while our study provided no evidence that neurofeedback targeting alpha improved the efficacy of working memory training or evidence for transfer, it showed a relationship between training-related changes in parietal beta oscillations during encoding and improvements in accuracy. Right parietal beta oscillations could be an intervention target for improving working memory accuracy.

The Effectiveness of Sexual Cognitive Reconstruction Training on Sexual Self-efficacy and Sexual Assertiveness of Women with Sexual Problems

The Effectiveness of Sexual Cognitive Reconstruction Training on Sexual Self-efficacy and Sexual Assertiveness of Women with Sexual Problems

Strategy and Core Cognitive Training Effects on Working Memory Performance: A Systematic Review and Meta-Analysis

ABSTRACT The field of cognitive training (CT) has been researched for over a century. However, there is still a debate regarding its ability to produce cognitive improvement, especially in working memory (WM) indices. This meta-analysis examined whether there is an advantage in training gains by comparing the results of two specific WM training approaches, Core Training (CRT) and Strategy Training (ST). Meta-analytic techniques were used to summarize 28 independent effect sizes from 24 studies with 1521 subjects, calculated only from studies that compared both training approaches in a single study. We found moderate effect sizes of trained tasks improvement with a clear advantage to ST over CRT, from which younger trainees benefitted the most. However, this advantage has almost disappeared for untrained tasks due to the limited improvement each approach produced on its own.

Current source density (sLORETA) in patients undergoing cognitive rehabilitation using dual task in the early postoperative period of coronary artery bypass grafting

Highlights. For the first time, the method of standardized low resolution electromagnetic tomography – sLORETA was used to assess the neurophysiological correlates of the success of cognitive rehabilitation using dual task to recover the brain functions affected by ischemia during cardiac surgery.The patients who were successfully rehabilitated have demonstrated lower postoperative values of resting state theta activity within the right hemisphere, indicating the transfer effect, which is an important component of successful cognitive rehabilitation.Aim. Visualization and monitoring of brain ischemia is important for the diagnosis of cerebrovascular diseases. The aim of the study was to evaluate the possibilities and applicability of the method of standardized low resolution electromagnetic brain tomography – sLORETA for analyzing brain electrical activity in patients undergoing cognitive rehabilitation using dual tasks to recover impaired brain functions during ischemia associated with cardiac surgery.Methods. The study included 16 male patients (45–75 years old) who were admitted for planned coronary artery bypass grafting (CABG) to the Clinic at the Research Institute for Complex Issues of Cardiovascular Diseases. Clinical and neurophysiological examinations were performed 2–3 days before CABG and 1 week after surgery. All patients underwent cognitive rehabilitation that started at postoperative day 3 or 4 and lasted until discharge, the outcome was assessed as well. Monopolar EEG (62 channels) was recorded at rest in a sitting position with eyes closed in a light- and noise-insulated room using a Neuvo SynAmps2 Amplifier. Data processing of EEG background activity for sLORETA analysis was performed using the EEGLAB in MATLAB software (The MathWorks, Natick, MA, USA). The sLORETA algorithms were used to calculate dynamic cross spectrum and current source density within the analyzed frequency range (4–6 Hz). Statistical analysis of current source density indicators was carried out by using the method of statistical non-parametric mapping in the sLORETA software package, and the difference between the current source density in the pre- and postoperative period (after cognitive rehabilitation) was calculated as well.Results. Cognitive rehabilitation was successful in 44% (7 patients) of cases. The differences have been revealed between the groups with successful and unsuccessful cognitive rehabilitation by using sLORETA. The group with unsuccessful cognitive rehabilitation demonstrated higher current source density estimates in theta rhythm compared with the successful rehabilitation group, it was most pronounced (t>- 8.42; p<0.004) in the right hemisphere – Brodmann area 22, temporal lobe and superior temporal gyrus.Conclusion. The sLORETA method demonstrated the positive effect of cognitive training on changes in the spatial patterns of brain activity in patients undergoing onpump CABG. The successful cognitive rehabilitation was associated with lower postoperative resting state theta activity within the right hemisphere, indicating the transfer effect, which is an important component of successful cognitive rehabilitation.

Regaining control of your emotions? Investigating the mechanisms underlying effects of cognitive control training for remitted depressed patients.

Studies suggest that cognitive control training shows potential as a preventive intervention for depression. At the same time, little is known regarding the mechanisms underlying effects of cognitive control training. Informed by theoretical frameworks of cognitive risk for recurrent depression (De Raedt & Koster, 2010; Siegle et al., 2007), the current study sought to model direct effects of cognitive control training on the complex interplay between affect, emotion regulation, residual symptomatology, and resilience in a sample of remitted depressed patients (n = 92). Combining a 4-week experience sampling procedure with an experimental manipulation of cognitive control, we observed beneficial effects of cognitive control training on deployment of rumination. In addition, we obtained evidence for the causal involvement of cognitive control in efficacy of emotion regulation. In contrast to our expectations, cognitive control training did not exert immediate effects on residual symptomatology or resilience when compared with an active control condition, nor did cognitive control training impact the complex interplay between these variables. Overall, immediate effects of cognitive control training on functioning in daily life were limited. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Effect of Exercise Cognitive Combined Training on Physical Function in Cognitively Healthy Older Adults: A Systematic Review and Meta-Analysis.

This study aimed to evaluate the effects of exercise cognitive combined training (ECCT) compared with non-ECCT on physical function in cognitively healthy older adults. Databases were searched for randomized controlled trials from inception to December 2, 2021, and 22 studies (1,091 participants, Mage = 74.90) were included in the meta-review. The Cochrane Risk of Bias and Grading of Recommendations Assessment, Development, and Evaluation tools were used for quality assessments. ECCT improved gait speed (mean difference: 0.06m/s, 95% CI [confidence interval] [0.02, 0.11]; 446 participants, 11 studies) and balance (standardized mean difference: 0.38, 95% CI [0.14, 0.61]; 292 participants, seven studies). Simultaneous ECCT, but not nonsimultaneous ECCT, improved gait speed (mean difference: 0.11m/s, 95% CI [0.07, 0.15]), balance (standardized mean difference: 0.40, 95% CI [0.16, 0.64]), and functional mobility (mean difference: -0.85s, 95% CI [-1.63, -0.07]; 327 participants, nine studies). Future research should focus on the duration and form of ECCT intervention optimal for improving the functional activities of older individuals.

Effect of 3D-MOT training on the execution of manual dexterity skills in a population of older adults with mild cognitive impairment and mild dementia

Computerized cognitive training tools are an alternative to preventive treatments related to cognitive impairment and aging. In this study, the transfer of 3D multiple object tracking (3D-MOT) training on manual dexterity concerning fine and gross motor skills in 38 elderly participants, half of them with mild cognitive impairment (MCI) and the other half with mild dementia (MD) was explored. A total of 36 sessions of the 3D-MOT training program were administered to the subjects. The Montreal Cognitive Assessment (MoCA) test was used to assess the baseline cognitive status of the participants. Two batteries of manual motor skills (GPT and MMDT) were applied before and after the 3D-MOT training program. The results showed an interaction effect of training and improvement in manual dexterity tests, from the first training session until the fifteenth session, and after this range of sessions, the interaction effect was lost. However, the training effect continued to the end of the thirty-six-session program. The experimental results show the effect of cognitive training on the improvement of motor skills in older adults. This type of intervention could have a broad impact on the aging population in terms of their attention, executive functions, and therefore, their quality of life.

Effects of Cognitive Training in Flanker Task on Mobility of Older Adults: A Randomized Controlled Trail

Introduction: Cognitive function is considered to be correlated with the older adults’ mobility. Flanker task, reflecting the conflict resolution, is barely explored as a simple approach to train the older adults’ cognitive function. Hence, the first aim of this study was to explore the effect of cognitive intervention adopting flanker task on mobility. The second aim of this study was to assess the effect of cognitive training by comparing it with physical training to disclose how much dosage of cognitive training can have the equal improvement of mobility with physical training. Methods: 232 older adults (age, mean ± SD: 66.16 ± 7.08, female: 74.3%) were retrained and assigned into three groups (cognitive intervention group, physical exercise intervention group, and control group). The intervention lasted for 22 weeks (cognitive intervention: flanker task, 30 min per session, 3 sessions a week; physical exercise intervention: 30 min muscle and balance training session, twice a week, and 30 min daily walking and housework, 2–4 times a week). Grip strength, 30-s chair-stand test, single leg balance with eyes closed, and the timed “Up & Go” (TUG) were used as indicators of mobility. A mixed model analysis of variance (ANOVA), interaction effect, and simple effect were performed in statistical analysis. Results: Both intervention groups improved mobility, and the results were similar behaviorally. However, the exercise intervention group performed better in 30-s chair-stand test (25.14 ± 0.67 vs. 23.71 ± 0.76 with p = 0.01) and single leg balance with eyes closed (8.15 ± 0.69 vs. 6.14 ± 0.43 with p < 0.001). Conclusion: 22-week cognitive intervention (for total 1,980 min) could improve the older adults’ mobility to the similar extent of mild-to-moderate physical exercises (1,320 min of functional muscle and balance training and 1,980 daily physical activities), which ascertained the far transfer effects from cognition to untrained mobility domain and found a comparable dosage of cognitive and physical exercise training.

Combined Cognitive Training and Vortioxetine Mitigates Age-Related Declines in Functional Brain Network Integrity

ObjectiveAge-related cognitive decline is common and potentially modifiable with cognitive training. Combining cognitive training with pro-cognitive medication offers an opportunity to modify brain networks to mitigate age-related cognitive decline. We tested the hypothesis that the efficacy of cognitive training could be amplified by combining it with vortioxetine, a pro-cognitive and pro-neuroplastic multimodal antidepressant. MethodsWe evaluated the effects of 6 months of computerized cognitive training plus vortioxetine (versus placebo) on resting state functional connectivity in older adults (age 65+) with age-related cognitive decline. We first evaluated the association of functional connectivity with age and cognitive performance (N = 66). Then we compared the effects of vortioxetine plus cognitive training versus placebo plus cognitive training on connectivity changes over the training period (n = 20). ResultsAt baseline, greater age was significantly associated with lower within-network strength and network segregation, and poorer cognitive function. Cognitive training plus vortioxetine over 6 months positively impacted the relationship between age to mean network segregation. These effects were not observed in the placebo group. In contrast, vortioxetine did not modify the relationship of age to change in mean within-network strength. Exploratory analyses identified the cingulo-opercular network as the network most affected by cognitive training plus vortioxetine. ConclusionThis preliminary study provides evidence that combining cognitive training with pro-cognitive medication may modulate the effects of aging on functional brain networks. Results indicate that for older adults experiencing age-related cognitive decline, vortioxetine has a potentially beneficial effect on the correspondence between aging and functional brain network segregation. These results await replication in a larger sample.

Effect of cognitive training on patients with breast cancer reporting cognitive changes: a systematic review and meta-analysis

ObjectivesCognitive training is a non-drug intervention to improve the cognitive function of participants by training them in different cognitive domains. We investigated the effectiveness of cognitive training for patients with...

Comparative Study of Cognitive Bias and Mental Imaging Modifications on Verbal Memory and Vision of Students

Background and Aim: The present study was carried out with the aim of a comparative study of cognitive bias adjustment training and mental imagery on the verbal and visual memory of female students of the first year of high school. Methods: The present study was designed and implemented as an experimental study with a pre-test and post-test design and with a control group. Subjects were randomly replaced in two experimental groups and one control group. The data was obtained using the Wechsler memory test, which was performed individually. Then, the group of cognitive bias adjustment sessions and Simonton's guided mental imagery (Karami &amp; Moradi, 2009) were exposed to different trainings during 8 90-minute sessions, while the control group remained without any intervention. After the training of the experimental groups, the Wechsler test was again performed on the 3 groups. The data were analyzed using repeated measure analysis of variance, Bonferroni post hoc test and SPSS23 software. Results: The results showed that the effect of cognitive bias adjustment training and mental imagery on verbal and visual memory is positive and significant, and according to the significance level of this test (p=0.699), it can be concluded that there is a difference between the effect of cognitive bias adjustment training and mental imagery on memory. There is no significant difference between students verbally and visually. Conclusion: Teaching different ways of learning in students will have a significant contribution to their school progress due to the greater sensitivity to this segment of the society.

Comparison of the effectiveness of critical thinking training and social cognitive training on the emotional creativity of female students of the first secondary school

Background and Aim: In today's world, it is believed that one should have global thinking, but implement these global thoughts locally. This can also be considered as the localization of global thoughts and ideas. The purpose of this research was to compare the effectiveness of critical thinking training and social cognitive training on the emotional creativity of female students of the first secondary school. Methods: The current research method was quasi-experimental with a pre-test-post-test design with a control group and a one-month follow-up, which was conducted in Sabzevar high schools in 2021-22. The statistical population was made up of all the students of the first secondary school age range, who were selected as available and according to the sample size of 98 female high school students. The tools for collecting information were library studies, questionnaires and documents. In the collection of information, a questionnaire measuring emotional creativity was used as a tool. The sampling method in the present study was available by sampling method. The sample size included 66 people, that is, 33 people were considered for each group. In this research, the components and the total score of emotional creativity were the dependent variables, and the information related to them was collected in the three stages of pre-test, post-test and follow-up from the participants of the experimental and control groups, and to test the effectiveness of the implementation of the independent variable on the dependent variable of the method Analysis of variance with repeated measures was used. The software used is SPSS version 26. Results: The difference in the average scores of the components and the total score of emotional creativity in the pre-test-post-test and pre-test-follow-up stages was statistically significant, but the difference in the average scores in the post-test-follow-up stages was not significant. The difference in the mean of the components and the total score of emotional creativity in the two groups of critical thinking and control is statistically significant. The difference in the effect of two methods of social cognitive education and critical thinking on the components of readiness, innovation, effectiveness and the total score of emotional creativity was significant. Conclusion: According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. And critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

Effect of cognitive training on immunological blood parameters in patients with mild cognitive impairment

Effect of cognitive training on immunological blood parameters in patients with mild cognitive impairment

Cognitive Training Effect and Imaging Evidence.

Cognitive intervention is a specific form of non-pharmacological intervention usedto combat cognitive dysfunction. In this chapter, behavioral and neuroimaging studies about cognitive interventions are introduced. Regarding intervention studies, the form of intervention and the effects of the interventions have been systematically sorted out. In addition, we compared the effects of different intervention approaches, which help people with different cognitive states to choose appropriate intervention programs. With the development of imaging technology, many studies have discussed the neural mechanism of cognitive intervention training and the effects of cognitive intervention from the perspective of neuroplasticity. Behavioral studies and neural mechanism studies are used to improve the understanding of cognitive interventions for the treatment of cognitive impairment.

Comparison of the Effectiveness of Cognitive Emotion Regulation Training and Metacognitive Therapy on Guilt and Depression in Mothers Experiencing Miscarriage

Comparison of the Effectiveness of Cognitive Emotion Regulation Training and Metacognitive Therapy on Guilt and Depression in Mothers Experiencing Miscarriage

Effects of computer-based cognitive training combined with physical training for older adults with cognitive impairment: A four-arm randomized controlled trial.

Combined physical (PHY) and cognitive (COG) training in sequential (SEQ) and simultaneous (SIMUL) sessions may delay the progression of cognitive impairment. To date, no study has directly compared in older adults with cognitive impairment the effects of COG training, PHY training, SEQ motor-cognitive training and SIMUL motor-cognitve training on specific indices of cognitive performance and activities of daily living (ADL). The purpose of this study was to determine whether SEQ and SIMUL motor-cognitive training can improve treatment outcomes compared with PHY or COG training alone. We also aimed to compare the effects of SEQ versus SIMUL motor-cognitive training on cognitive functions and instrumental ADL (IADL) in older adults with cognitive impairment. A cluster randomized controlled trial was conducted. Eighty older adults with cognitive impairment were randomly assigned to COG, PHY, SEQ or SIMUL training groups. The intervention consisted of 90-min training sessions, totaling 36 sessions. Outcome measures were the Montreal Cognitive Assessment, three subtests of the Wechsler Memory Scale (WMS) and the Lawton IADL scale. Significant interaction effects between group and time were found in WMS-spatial span (p = 0.04) and WMS-word lists (p = 0.041). For WMS-spatial span, the SIMUL group showed outperformed the COG (p = 0.039), PHY (p = 0.010) and SEQ groups (p = 0.017). For WMS-word lists, the SEQ group improve more than COG (p = 0.013), PHY (p = 0.030) and SIMUL (p = 0.019) groups. No significant differences were found in IADL performance among four groups (p = 0.645). Our study showed SEQ and SIMUL motor-cognitive training led to more pronounced improvements in visuospatial working memory or verbal memory compared with isolated COG or PHY training for community-based older adults with cognitive impairment. For enhancing effects on IADL, we suggest the use of sensitive measurement tools and context-enriched cognitive training involving real-life task demands.

Effect of Online Mindfulness Cognitive Training on Anxiety Intervention in Medical Students

Effect of Online Mindfulness Cognitive Training on Anxiety Intervention in Medical Students

Retracted: The Effect of Social Cognitive Interaction Training on Schizophrenia: A Systematic Review and Meta-Analysis of Comparison with Conventional Treatment.

[This retracts the article DOI: 10.1155/2022/3394978.].

Comparison the Effectiveness of Cognitive Behavior Training and Educational Perfectionism Schema-based Strategies Training on Academic Buoyancy of High School Female Students

Background and Aim: Academic buoyancy is an important variable for high school students succession. The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral training and educational perfectionism schema-based strategies training on academic buoyancy of high school female students. Methods: The study method was quasi-experimental with pre-test-post-test and control group with two-month follow-up. The statistical population of the research includes female high school students in Jiroft province during Fall of year 2021. In the first stage, 48 female high school students were selected as the statistical sample of the study based on the convenience sampling method, and in the next stage, they were divided into three groups through a simple random sampling method (16 students in each group). For data collection, Hosseinchari &amp; Dehghanizadeh 's academic buoyancy (2012) were completed in three stages: pre-test, post-test and follow up. Cognitive-behavioral training and educational perfectionism schema-based strategies training was performed in 8 sessions (one session per week) for 90 minutes. To analyze the data, repeated measure analysis of variance and Bonferroni post-hoc test was used by SPSS.26. Results: The results of the research indicated that there was a significant difference between cognitive-behavioral training and educational perfectionism schema-based strategies training with control group in academic buoyancy (p&lt;0/001, F=26.11). There is no significant difference between cognitive-behavioral training and educational perfectionism schema-based strategies training in academic buoyancy. Conclusion: It can be concluded that, cognitive-behavioral training and educational perfectionism schema-based strategies training were effective in increasing the academic buoyancy, therefor these training can be used for high school female students.