Journal of cognitive enhancement : towards the integration of theory and practice最新文献

Useful Field of View (UFOV) computerized cognitive training improves older adults' gait speed and balance and reduces dementia risk. We investigated a new form of UFOV training requiring physical movement, Training Under Cognitive Kinematics (TUCK). We hypothesized TUCK would be acceptable, feasible, and potentially efficacious to improve UFOV Test- and motor performance. Sixty-nine older adults were randomized to TUCK, computerized UFOV training, or an active control group. Cognitive- and motor function were assessed before and immediately after the intervention period. Participants rated TUCK as enjoyable, engaging and satisfying, indicating acceptability. Eighty-five percent of participants completed TUCK, demonstrating feasibility. Overall, effect sizes for TUCK did not indicate greater efficacy than computerized UFOV training relative to controls. UFOV training showed effect sizes indicating improved balance as measured by Turn 360 (d=0.37) and Optogait (d=0.51-0.69) from pre- to post- training relative to controls. Incorporating movement into UFOV cognitive training did not enhance cognitive or motor functional gains. Future investigations are needed to elucidate the underlying mechanisms of UFOV cognitive training to enhance motor function. Research should continue to investigate the association of cognitive and motor function and interventions to improve these outcomes among older adults. The trial and planned analyses were pre-registered: https://osf.io/7utgw.

In working memory training studies, individual trajectories are known to vary considerably between participants. A better understanding of how individual differences affect training outcomes is important because it might inform the development of more effective training interventions. This study explored how measures of working memory, intelligence, sustained attention, training motivation, mindset, psychological well-being, perceived stress, and sleep quality affect initial training performance and rate of change. A total of 217 upper secondary students completed 12 weeks of adaptive dual-n-back in a classroom setting. We analyzed their self-reported training data using latent growth curve modeling. We found that working memory and intelligence predicted both, initial training performance and rate of performance change. Sustained attention and sleep quality predicted initial performance, but not the rate of change. Furthermore, we observed that participants who completed the intervention scored significantly higher on measures of working memory and intelligence and reported lower levels of perceived stress and higher levels of sleep quality at baseline compared to dropouts. In general, our study supports the magnification account with higher ability individuals starting out at a higher performance level and showing a higher rate of performance change, and moreover, being more likely to adhere to the training protocol.

The study of how engagement in enriching cognitive, physical and social activities in childhood impacts cognitive function decades later will advance our understanding of how modifiable lifestyle activities promote cognition across the lifespan. 88 healthy older adults (aged 60-80 years) returned a retrospective questionnaire regarding their participation in seven lifestyle activities (musical instrument playing, language learning, sport participation, art/dance lessons, scouting, volunteering, family vacations) before age 13 years. After controlling for current age, educational attainment, socioeconomic status of the mother and current engagement in lifestyle activities, a greater number of activities were significantly associated with better vocabulary abilities, episodic memory and fluid intelligence. The relationships with vocabulary and fluid intelligence were mediated by educational attainment. We postulate that engagement in a higher number of enriching early life activities is a reflection of both one's sociocontextual environment and engagement with that environment. This engagement leads to attributes relevant for educational aspirations/attainment, ultimately contributing to factors that have a lifespan impact on cognitive function.