Pub Date : 2024-01-04DOI: 10.1007/s41465-023-00283-w
Tad T. Brunyé, Ester Navarro, Hannah Hart-Pomerantz, Yishai Valter, Abhishek Datta, Holly A. Taylor
{"title":"Guiding Human Navigation with Noninvasive Vestibular Stimulation and Evoked Mediolateral Sway","authors":"Tad T. Brunyé, Ester Navarro, Hannah Hart-Pomerantz, Yishai Valter, Abhishek Datta, Holly A. Taylor","doi":"10.1007/s41465-023-00283-w","DOIUrl":"https://doi.org/10.1007/s41465-023-00283-w","url":null,"abstract":"","PeriodicalId":15498,"journal":{"name":"Journal of Cognitive Enhancement","volume":"55 36","pages":"1-11"},"PeriodicalIF":2.2,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139384586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-30DOI: 10.1007/s41465-023-00282-x
Andrew Parker, A. Parkin, Neil Dagnall
{"title":"Saccade Induced Retrieval Enhancement, Handedness & the Retrieval of Central & Peripheral Details in Eyewitness Memory","authors":"Andrew Parker, A. Parkin, Neil Dagnall","doi":"10.1007/s41465-023-00282-x","DOIUrl":"https://doi.org/10.1007/s41465-023-00282-x","url":null,"abstract":"","PeriodicalId":15498,"journal":{"name":"Journal of Cognitive Enhancement","volume":" 6","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-02DOI: 10.1007/s41465-023-00278-7
Niklas A. Döbler, C. Carbon, Harald Schaub
{"title":"Human Enhancement Without Organizational Knowledge and by Organizational Order","authors":"Niklas A. Döbler, C. Carbon, Harald Schaub","doi":"10.1007/s41465-023-00278-7","DOIUrl":"https://doi.org/10.1007/s41465-023-00278-7","url":null,"abstract":"","PeriodicalId":15498,"journal":{"name":"Journal of Cognitive Enhancement","volume":"37 8","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138606760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.1007/s41465-023-00279-6
Lisa Claußen, Claudia Braun
{"title":"Challenge Not Only to the Muscles—Surface Instability Shifts Attentional Demands in Young and Older Adults While Performing Resistance Exercise","authors":"Lisa Claußen, Claudia Braun","doi":"10.1007/s41465-023-00279-6","DOIUrl":"https://doi.org/10.1007/s41465-023-00279-6","url":null,"abstract":"","PeriodicalId":15498,"journal":{"name":"Journal of Cognitive Enhancement","volume":"21 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139216397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1007/s41465-023-00274-x
Christopher O. Nuño, Jill Talley Shelton
{"title":"Being Present for the Future: Exploring Mindfulness and Prospective Memory","authors":"Christopher O. Nuño, Jill Talley Shelton","doi":"10.1007/s41465-023-00274-x","DOIUrl":"https://doi.org/10.1007/s41465-023-00274-x","url":null,"abstract":"","PeriodicalId":15498,"journal":{"name":"Journal of Cognitive Enhancement","volume":"9 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1007/s41465-023-00275-w
Hunter S. Waldman, Eric K. O’Neal, Gaven A. Barker, Craig R. Witt, David A. Lara, Anna K. Huber, Valerie N. Forsythe, Andrew P. Koutnik, Dominic P. D’Agostino, Walter Staiano, Brendan Egan
{"title":"No Benefit of Ingesting a Low-Dose Ketone Monoester Supplement on Markers of Cognitive Performance in Females","authors":"Hunter S. Waldman, Eric K. O’Neal, Gaven A. Barker, Craig R. Witt, David A. Lara, Anna K. Huber, Valerie N. Forsythe, Andrew P. Koutnik, Dominic P. D’Agostino, Walter Staiano, Brendan Egan","doi":"10.1007/s41465-023-00275-w","DOIUrl":"https://doi.org/10.1007/s41465-023-00275-w","url":null,"abstract":"","PeriodicalId":15498,"journal":{"name":"Journal of Cognitive Enhancement","volume":"44 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135821328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1007/s41465-023-00276-9
Andreas B. Eder, Anand Krishna
Abstract Approach-avoidance training (AAT) procedures were developed with the prospect that they can modify action impulses to approach or avoid specific stimuli. Research suggested that the outcome of AAT procedures is mediated by training-induced changes in implicit response tendencies. This study investigated whether AAT procedures affect implicit response tendencies because of a training of goal-related responses or due to a training of motoric actions effecting approach and avoidance. Participants in three internet-based experiments (total n = 514) were trained to approach and avoid two fictitious social groups by steering a symbolic representation of the self towards and away from group members. They alternated between the training task and a flanker-like test task that probed for training-induced changes in response tendencies consistent with the trained action or with the trained AA goal. Results demonstrated a transfer of relations between the stimuli and AA goals from training to test tasks. In contrast, relations to the motoric acts subserving these goals had no effect on implicit response tendencies. It is concluded that a relation to approach- and avoidance related goals, and not to the motoric action, were established with the AAT procedure. Implications for associative and inferential accounts of AAT effects are discussed.
{"title":"Transfer of Approach-Avoidance Training: Motoric or Goal-Related?","authors":"Andreas B. Eder, Anand Krishna","doi":"10.1007/s41465-023-00276-9","DOIUrl":"https://doi.org/10.1007/s41465-023-00276-9","url":null,"abstract":"Abstract Approach-avoidance training (AAT) procedures were developed with the prospect that they can modify action impulses to approach or avoid specific stimuli. Research suggested that the outcome of AAT procedures is mediated by training-induced changes in implicit response tendencies. This study investigated whether AAT procedures affect implicit response tendencies because of a training of goal-related responses or due to a training of motoric actions effecting approach and avoidance. Participants in three internet-based experiments (total n = 514) were trained to approach and avoid two fictitious social groups by steering a symbolic representation of the self towards and away from group members. They alternated between the training task and a flanker-like test task that probed for training-induced changes in response tendencies consistent with the trained action or with the trained AA goal. Results demonstrated a transfer of relations between the stimuli and AA goals from training to test tasks. In contrast, relations to the motoric acts subserving these goals had no effect on implicit response tendencies. It is concluded that a relation to approach- and avoidance related goals, and not to the motoric action, were established with the AAT procedure. Implications for associative and inferential accounts of AAT effects are discussed.","PeriodicalId":15498,"journal":{"name":"Journal of Cognitive Enhancement","volume":"4 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-21DOI: 10.1007/s41465-023-00273-y
Petra Sandberg, Carl-Johan Boraxbekk, Idriz Zogaj, Lars Nyberg
Abstract Generalization of training to support the performance on new tasks—transfer—has been much studied. One hypothesis is that transfer occurs if overlapping neuronal circuits are engaged in both training and transfer tasks. Here, we investigated transfer effects in the domain of episodic memory by following 356 participants between 20 and 83 years who downloaded and used a smart phone application to practice the method of loci (MoL) over 3 months. We measured transfer of MoL training to three associative memory tasks with hypothesized neurocognitive overlap (binding in the hippocampus) with the trained task. Transfer tasks were administered at the beginning of training and when two specific proficiency levels in Loci training were reached. Results showed robust transfer effects across the age span at both levels. These results indicate that app-based strategy training can lead to enhancement of episodic memory beyond the specific training task, which may have clinical implementations.
{"title":"Age-Independent Transfer After Successful Associative Mnemonic Training","authors":"Petra Sandberg, Carl-Johan Boraxbekk, Idriz Zogaj, Lars Nyberg","doi":"10.1007/s41465-023-00273-y","DOIUrl":"https://doi.org/10.1007/s41465-023-00273-y","url":null,"abstract":"Abstract Generalization of training to support the performance on new tasks—transfer—has been much studied. One hypothesis is that transfer occurs if overlapping neuronal circuits are engaged in both training and transfer tasks. Here, we investigated transfer effects in the domain of episodic memory by following 356 participants between 20 and 83 years who downloaded and used a smart phone application to practice the method of loci (MoL) over 3 months. We measured transfer of MoL training to three associative memory tasks with hypothesized neurocognitive overlap (binding in the hippocampus) with the trained task. Transfer tasks were administered at the beginning of training and when two specific proficiency levels in Loci training were reached. Results showed robust transfer effects across the age span at both levels. These results indicate that app-based strategy training can lead to enhancement of episodic memory beyond the specific training task, which may have clinical implementations.","PeriodicalId":15498,"journal":{"name":"Journal of Cognitive Enhancement","volume":"9 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1007/s41465-023-00272-z
Sally Richmond, Hannah Kirk, Kim Cornish, Megan Spencer-Smith
Abstract Attention training programs have demonstrated potential for improving select cognitive skills and behaviors in children, but reported benefits are inconsistent. It is unclear whether variability in training benefits can be attributed to differences in children’s learning trajectories on training tasks over the intervention period. This study examined the functional form of learning trajectories on adaptive attention training tasks in primary school children, and potential associations between these learning trajectories and (a) pre-training child characteristics (general cognitive ability, hyperactivity, inattention, age) and (b) outcomes on untrained tasks from pre- to post-training (attention, hyperactivity, inattention). A total of 38 children (5–9 years) completed a 5-week attention training program in class. The training sessions involved four tasks targeting selective attention, sustained attention, inhibition, or interference control. Assessments were conducted pre- and immediately post-training. Based on non-linear mixed-effects models, the learning trajectories were best described by asymptotic regression, where the largest rate of improvement occurred initially, followed by gradual flattening out as task difficulty approached the asymptote. For the sustained attention training task, lower asymptotes predicted larger reductions in hyperactive behaviour from pre- to post-training. For the sustained and selective attention training tasks, age was associated with the asymptotes of the learning trajectories. Collectively, these findings suggest that learning trajectories on certain attention training tasks are associated with select child characteristics and training outcomes. It is of interest for future cognitive training studies to examine the learning trajectories of tasks targeting different skills to contribute understanding of the processes associated with cognitive training outcomes.
{"title":"Investigating Learning Trajectories on Digital Attention Training Tasks in Primary School Children","authors":"Sally Richmond, Hannah Kirk, Kim Cornish, Megan Spencer-Smith","doi":"10.1007/s41465-023-00272-z","DOIUrl":"https://doi.org/10.1007/s41465-023-00272-z","url":null,"abstract":"Abstract Attention training programs have demonstrated potential for improving select cognitive skills and behaviors in children, but reported benefits are inconsistent. It is unclear whether variability in training benefits can be attributed to differences in children’s learning trajectories on training tasks over the intervention period. This study examined the functional form of learning trajectories on adaptive attention training tasks in primary school children, and potential associations between these learning trajectories and (a) pre-training child characteristics (general cognitive ability, hyperactivity, inattention, age) and (b) outcomes on untrained tasks from pre- to post-training (attention, hyperactivity, inattention). A total of 38 children (5–9 years) completed a 5-week attention training program in class. The training sessions involved four tasks targeting selective attention, sustained attention, inhibition, or interference control. Assessments were conducted pre- and immediately post-training. Based on non-linear mixed-effects models, the learning trajectories were best described by asymptotic regression, where the largest rate of improvement occurred initially, followed by gradual flattening out as task difficulty approached the asymptote. For the sustained attention training task, lower asymptotes predicted larger reductions in hyperactive behaviour from pre- to post-training. For the sustained and selective attention training tasks, age was associated with the asymptotes of the learning trajectories. Collectively, these findings suggest that learning trajectories on certain attention training tasks are associated with select child characteristics and training outcomes. It is of interest for future cognitive training studies to examine the learning trajectories of tasks targeting different skills to contribute understanding of the processes associated with cognitive training outcomes.","PeriodicalId":15498,"journal":{"name":"Journal of Cognitive Enhancement","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：