{"title":"Lp-spaces","authors":"W. Filter, K. Weber","doi":"10.1201/9780203750568-6","DOIUrl":"https://doi.org/10.1201/9780203750568-6","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87282318","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 : 2020-03-19DOI: 10.1007/s41465-020-00169-1
Peter R. Mallik, Mitchell M. Metzger, Hannah Outen, Jordan MacKay, T. Fogle, Jessica Wilson, S. Lewis
{"title":"Assessing Differences in Visual Cognition Between Nongamers, Moderate Action Gamers, and Heavy Action Gamers: An Alternative to Extreme Group Designs","authors":"Peter R. Mallik, Mitchell M. Metzger, Hannah Outen, Jordan MacKay, T. Fogle, Jessica Wilson, S. Lewis","doi":"10.1007/s41465-020-00169-1","DOIUrl":"https://doi.org/10.1007/s41465-020-00169-1","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"1 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-020-00169-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48073390","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 : 2020-03-01Epub Date: 2019-05-09DOI: 10.1007/s41465-019-00134-7
Valentina Pergher, Mahsa Alizadeh Shalchy, Anja Pahor, Marc M Van Hulle, Susanne M Jaeggi, Aaron R Seitz
Working memory training has been a hot topic over the last decade. Although studies show benefits in trained and untrained tasks as a function of training, there is an ongoing debate on the efficacy of working memory training. There have been numerous meta-analyses put forth to the field, some finding overall broad transfer effects while others do not. However, discussion of this research typically overlooks specific qualities of the training and transfer tasks. As such, there has been next to no discussion in the literature on what training and transfer tasks features are likely to mediate training outcomes. To address this gap, here, we characterized the broad diversity of features employed in N-back training tasks and outcome measures in published working memory training studies. Extant meta-analyses have not taken into account the diversity of methodology at this level, primarily because there are too few studies using common methods to allow for a robust meta-analysis. We suggest that these limitations preclude strong conclusions from published data. In order to advance research on working memory training, and in particular, N-back training, more studies are needed that systematically compare training features and use common outcome measures to assess transfer effects.
{"title":"Divergent Research Methods Limit Understanding of Working Memory Training.","authors":"Valentina Pergher, Mahsa Alizadeh Shalchy, Anja Pahor, Marc M Van Hulle, Susanne M Jaeggi, Aaron R Seitz","doi":"10.1007/s41465-019-00134-7","DOIUrl":"https://doi.org/10.1007/s41465-019-00134-7","url":null,"abstract":"<p><p>Working memory training has been a hot topic over the last decade. Although studies show benefits in trained and untrained tasks as a function of training, there is an ongoing debate on the efficacy of working memory training. There have been numerous meta-analyses put forth to the field, some finding overall broad transfer effects while others do not. However, discussion of this research typically overlooks specific qualities of the training and transfer tasks. As such, there has been next to no discussion in the literature on what training and transfer tasks features are likely to mediate training outcomes. To address this gap, here, we characterized the broad diversity of features employed in N-back training tasks and outcome measures in published working memory training studies. Extant meta-analyses have not taken into account the diversity of methodology at this level, primarily because there are too few studies using common methods to allow for a robust meta-analysis. We suggest that these limitations preclude strong conclusions from published data. In order to advance research on working memory training, and in particular, N-back training, more studies are needed that systematically compare training features and use common outcome measures to assess transfer effects.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"100-120"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00134-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39280543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-12DOI: 10.1007/s41465-020-00167-3
Tad T. Brunyé, Randy J. Brou, T. Doty, F. D. Gregory, Erika K. Hussey, H. Lieberman, K. Loverro, E. Mezzacappa, W. Neumeier, D. Patton, J. Soares, T. Thomas, Alfred B. Yu
{"title":"A Review of US Army Research Contributing to Cognitive Enhancement in Military Contexts","authors":"Tad T. Brunyé, Randy J. Brou, T. Doty, F. D. Gregory, Erika K. Hussey, H. Lieberman, K. Loverro, E. Mezzacappa, W. Neumeier, D. Patton, J. Soares, T. Thomas, Alfred B. Yu","doi":"10.1007/s41465-020-00167-3","DOIUrl":"https://doi.org/10.1007/s41465-020-00167-3","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"453 - 468"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-020-00167-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53192355","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 : 2020-01-30DOI: 10.1007/s41465-020-00189-x
Jessica O’Brien, G. Ottoboni, A. Tessari, A. Setti
{"title":"Multisensory Perception, Verbal, Visuo-spatial and Motor Working Memory Modulation After a Single Open- or Closed-Skill Exercise Session in Children","authors":"Jessica O’Brien, G. Ottoboni, A. Tessari, A. Setti","doi":"10.1007/s41465-020-00189-x","DOIUrl":"https://doi.org/10.1007/s41465-020-00189-x","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"5 1","pages":"141 - 154"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-020-00189-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41995199","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 : 2020-01-29DOI: 10.1007/s41465-020-00163-7
Aakash Dave, L. Cabrera
{"title":"Osteopathic Medical Students’ Attitudes Towards Different Modalities of Neuroenhancement: a Pilot Study","authors":"Aakash Dave, L. Cabrera","doi":"10.1007/s41465-020-00163-7","DOIUrl":"https://doi.org/10.1007/s41465-020-00163-7","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"422 - 433"},"PeriodicalIF":0.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-020-00163-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53192340","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 : 2020-01-11DOI: 10.1007/s41465-019-00162-3
J. Axelsen, Ulrich Kirk, W. Staiano
{"title":"On-the-Spot Binaural Beats and Mindfulness Reduces the Effect of Mental Fatigue","authors":"J. Axelsen, Ulrich Kirk, W. Staiano","doi":"10.1007/s41465-019-00162-3","DOIUrl":"https://doi.org/10.1007/s41465-019-00162-3","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"31 - 39"},"PeriodicalIF":0.0,"publicationDate":"2020-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00162-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53192313","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 : 2020-01-01Epub Date: 2019-12-12DOI: 10.1007/s41465-019-00161-4
Hannah R Wilkinson, Claire Smid, Su Morris, Emily K Farran, Iroise Dumontheil, Sveta Mayer, Andrew Tolmie, Derek Bell, Kaśka Porayska-Pomsta, Wayne Holmes, Denis Mareschal, Michael S C Thomas
Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, ηp2 = .067) and STP (p < .01, ηp2 = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, ηp2 = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.
认知神经科学的证据表明，学习数学和科学中的反直觉概念需要抑制控制（IC）。这可以防止误导性知觉线索和儿童从其世界经验中建立的幼稚理论的干扰。在此，我们（1）研究了抑制控制、反直觉推理和学业成绩之间的关联；（2）评估了一种基于课堂的计算机化干预措施，名为 "停一停，想一想"，旨在将抑制控制训练嵌入学习领域（即学校课程中的数学和科学内容）。对 627 名三、五年级儿童（7 至 10 岁）的数据进行的横截面分析表明，在类似 Stroop 的任务中测量的 IC 与反直觉推理、数学和科学成绩有关。一个子样本（n = 456）参加了 "停一停，想一想 "全班活动（教师主导，STT）或使用个人电脑（学生主导，STP），或照常教学（TAU）。对于三年级的孩子（但不是五年级），与 TAU 相比，Stop & Think 在 STT（p p 2 = .067）和 STP（p p 2 = .041）中提高了反直觉推理（即接近转移）的能力。没有三年级 STP 和五年级 STT 的成绩数据。就三年级而言，STT 比 TAU 的科学成绩更好（即转学更远）（p p 2 = .077）。而对类似于 Stroop 的 IC 测量则没有迁移。总之，这些研究结果支持这样一种观点，即集成电路可能有助于反直觉推理以及数学和科学成绩。此外，我们还提供了初步证据，证明针对特定领域的集成电路干预对三年级儿童的学业成绩具有可迁移的益处。
{"title":"Domain-Specific Inhibitory Control Training to Improve Children's Learning of Counterintuitive Concepts in Mathematics and Science.","authors":"Hannah R Wilkinson, Claire Smid, Su Morris, Emily K Farran, Iroise Dumontheil, Sveta Mayer, Andrew Tolmie, Derek Bell, Kaśka Porayska-Pomsta, Wayne Holmes, Denis Mareschal, Michael S C Thomas","doi":"10.1007/s41465-019-00161-4","DOIUrl":"10.1007/s41465-019-00161-4","url":null,"abstract":"<p><p>Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (<i>n</i> = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (<i>p</i> < .001, η<sub>p</sub> <sup>2</sup> = .067) and STP (<i>p</i> < .01, η<sub>p</sub> <sup>2</sup> = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (<i>p</i> < .05, η<sub>p</sub> <sup>2</sup> = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 3","pages":"296-314"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7410229/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38294131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-10DOI: 10.1007/s41465-019-00159-y
M. Mantzios, H. Egan, Tayaba Asif
{"title":"A Randomised Experiment Evaluating the Mindful Raisin Practice as a Method of Reducing Chocolate Consumption During and After a Mindless Activity","authors":"M. Mantzios, H. Egan, Tayaba Asif","doi":"10.1007/s41465-019-00159-y","DOIUrl":"https://doi.org/10.1007/s41465-019-00159-y","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"250 - 257"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00159-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42316920","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 : 2019-12-10DOI: 10.1007/s41465-019-00156-1
F. Pozo Nuñez, M. J. Maraver, L. Colzato
{"title":"Sex Hormones as Cognitive Enhancers?","authors":"F. Pozo Nuñez, M. J. Maraver, L. Colzato","doi":"10.1007/s41465-019-00156-1","DOIUrl":"https://doi.org/10.1007/s41465-019-00156-1","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"4 1","pages":"228 - 233"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41465-019-00156-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53192004","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}
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