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Psychological Reports Jun 2020Working memory is a process of great relevance during childhood due to its role in diverse complex skills. Like the rest of executive functions, it is highly sensitive... (Review)
Review
Working memory is a process of great relevance during childhood due to its role in diverse complex skills. Like the rest of executive functions, it is highly sensitive to environmental influences, so it is assumed that it could be modified through targeted interventions. A large number of working memory training studies in children aim to achieve transfer effects both on this process and on those with which it is related. Although some promising results have been found, the efficacy of working memory training cannot be affirmed; methodological quality of studies is one of the main reasons for this. Compliance with basic methodological criteria (inclusion of a control group that must preferably be active, random assignment of participants to groups) has a great impact on the internal validity of the studies. Furthermore, the need to control for the effects of motivational factors associated with the intervention is added and emphasized. This study reviews the fulfillment of these criteria in process-based working memory training literature in children, analyzing its impact on internal validity. Limitations of the field in relation to the lack of compliance with the proposed criteria are discussed and alternatives are suggested in order to improve the quality of future studies.
Topics: Child; Humans; Memory, Short-Term; Practice, Psychological; Psychology; Research Design
PubMed: 30808264
DOI: 10.1177/0033294119832978 -
Frontiers in Psychology 2022Episodic memory is a cognitive process that allows the recall of experiences, learning, and the pursuit of future goals. During the aging process, episodic memory...
INTRODUCTION
Episodic memory is a cognitive process that allows the recall of experiences, learning, and the pursuit of future goals. During the aging process, episodic memory declines negatively, impacting social and psychological aspects in the elderly. Such intervention strategies as cognitive training are non-pharmacological ways of reducing these losses.
OBJECTIVE
We systematically reviewed studies of the cognitive training of episodic memory in healthy elderly individuals and elderly individuals with clinical conditions.
METHOD
We systematically searched the PubMed, PsycNET, Web of Science, and SciELO databases using the descriptors "Episodic Memory" AND "Training" AND "Elderly" OR "Aging" OR "Dementia" in English and translated into Portuguese.
RESULTS
Of the 572 articles that were identified by the search, 23 were included in the final analysis. The main variables that comprised the intervention protocols (i.e., characteristics of the sample, type of control group, mode of episodic memory training, and duration of training) were investigated, as well as the outcome variables, efficacy, and risk of bias. The main results indicated effectiveness with regard to different forms of the cognitive training of episodic memory.
CONCLUSION
Episodic memory training among the elderly can mitigate the negative effects of cognitive decline in dementia and healthy subjects promoting impacts at social, psychological, and economic levels. Although it is a widely studied topic, further empirical studies on the utility of episodic memory training in healthy elderly individuals and elderly individuals with clinical conditions are still needed.
PubMed: 35967680
DOI: 10.3389/fpsyg.2022.947519 -
Neuropsychology Review Jun 2023Prospective memory (PM), which enables one to remember to carry out delayed intentions, is crucial for everyday functioning. PM commonly deteriorates upon cognitive... (Meta-Analysis)
Meta-Analysis Review
Prospective memory (PM), which enables one to remember to carry out delayed intentions, is crucial for everyday functioning. PM commonly deteriorates upon cognitive decline in older adults, but several studies have shown that PM in older adults can be improved by training. The current study aimed to summarise this evidence by conducting a qualitative systematic analysis and quantitative meta-analysis of the effects of PM training in older adults, for which systematic searches were conducted across seven databases (Cochrane Library, Embase, PubMed, PsycInfo, Web of Science, CINAHL and Scopus). Forty-eight studies were included in the qualitative analysis, and 43% of the assessed PM training interventions showed positive gains in enhancing PM. However, the methodological quality varied across the studies, with 41% of the non-randomised control trials (non-RCTs) rated as having either serious or critical risk of bias. Therefore, only 29 RCTs were included in the subsequent quantitative meta-analysis. We found a significant and moderate immediate efficacy (Hedges' g = 0.54) of PM training in enhancing PM performance in older adults, but no significant long-term efficacy (Hedges' g = 0.20). Two subgroup analyses also revealed a robust training efficacy across the study population (i.e., healthy and clinical population) and the number of training sessions (i.e., single session and programme-based). Overall, this study provided positive evidence to support PM training in older adults. Further studies are warranted to explore the mechanisms by which PM training exerts its effects, and better-quality RCTs are needed to provide more robust evidence supporting our findings.
Topics: Humans; Aged; Memory, Episodic; Cognitive Training; Cognitive Dysfunction; Cognition
PubMed: 35543836
DOI: 10.1007/s11065-022-09536-5 -
Iranian Journal of Child Neurology 2022Sensory deprivation, including hearing loss, can affect different aspects of a person's life. Studies on children with hearing impairment have shown that such patients,... (Review)
Review
Sensory deprivation, including hearing loss, can affect different aspects of a person's life. Studies on children with hearing impairment have shown that such patients, especially those with cochlear implants (CIs), suffer from cognitive impairments, such as working memory problems and poor language skills. The present study aimed to examine the efficacy of cognitive computer training in improving working memory and language skills in children with a CI. This research was a quasi-experimental study with a pre-test-post-test design and a control group. Fifty-one children with a CI aged 6-12 years were recruited through convenience sampling and randomly assigned to the control and treatment groups. The Wechsler Working Memory Subtest and the Test of Language Development (TOLD) were used to evaluate children's working memory and language skills pre- and post-treatment. The treatment group attended twenty 50-60-minute cognitive computer training sessions three times a week. Sina-Working Memory Training was used to provide the treatment group with working memory training, whereas no intervention was provided to the control group. Univariate and multivariate analyses of covariance were used to analyze data. The results demonstrated the efficacy of cognitive computer training in improving the performance of cochlear-implanted children's working memory (auditory and visual-spatial) (P < 0.01). The results also pointed to improved performance in sentence imitation (P < 0.01), word discrimination (P < 0.01), and phonemic analysis subtests (P < 0.01). Overall, the findings indicated that cognitive computer training might improve working memory and language skills for children with CI. Therefore, the development and execution of such programs for children with CIs seem to improve their cognitive functions, such as working memory and language skills.
PubMed: 36478997
DOI: 10.22037/ijcn.v16i4.30499 -
Neuroscience and Biobehavioral Reviews Nov 2020Recent reviews yield contradictory findings regarding the efficacy of working memory training and transfer to untrained tasks. We reviewed working memory updating (WMU)... (Meta-Analysis)
Meta-Analysis Review
AIMS
Recent reviews yield contradictory findings regarding the efficacy of working memory training and transfer to untrained tasks. We reviewed working memory updating (WMU) training studies and examined cognitive and neural outcomes on training and transfer tasks.
METHODS
Database searches for adult brain imaging studies of WMU training were conducted. Training-induced neural changes were assessed qualitatively, and meta-analyses were performed on behavioural training and transfer effects.
RESULTS
A large behavioural training effect was found for WMU training groups compared to control groups. There was a moderate near transfer effect on tasks in the same cognitive domain, and a non-significant effect for far transfer to other cognitive domains. Functional neuroimaging changes for WMU training tasks revealed consistent frontoparietal activity decreases while both decreases and increases were found for subcortical regions.
CONCLUSIONS
WMU training promotes plasticity and has potential applications in optimizing interventions for neurological populations. Future research should focus on the mechanisms and factors underlying plasticity and generalisation of training gains.
Topics: Adult; Brain; Humans; Learning; Memory, Short-Term; Neuroimaging; Transfer, Psychology
PubMed: 32738262
DOI: 10.1016/j.neubiorev.2020.07.027 -
Behavioral Sciences (Basel, Switzerland) Sep 2014Cognitive deficits are consistently demonstrated in individuals with schizophrenia. Cognitive training involves structured exercises prescribed and undertaken with the... (Review)
Review
Cognitive deficits are consistently demonstrated in individuals with schizophrenia. Cognitive training involves structured exercises prescribed and undertaken with the intention of enhancing cognitive abilities such as attention, memory, and problem solving. Thus, cognitive training represents a potentially promising intervention for enhancing cognitive abilities in schizophrenia. However, cognitive training programs are numerous and heterogeneous, hence, the generalizability of training related outcomes can be challenging to assess. This article will provide a brief overview of current literature on cognitive training and explore how knowledge of working memory training in healthy populations can potentially be applied to enhance cognitive functioning of individuals with schizophrenia.
PubMed: 25379283
DOI: 10.3390/bs4030301 -
Journal of Affective Disorders Jun 2023To assess whether working memory training will relieve anxiety in participants. (Meta-Analysis)
Meta-Analysis Review
OBJECTIVE
To assess whether working memory training will relieve anxiety in participants.
METHODS
The PubMed, PsycINFO, Web of Science, and ProQuest databases were searched up to January 25, 2022. We included random controlled trials with low to moderate risk of bias in comparing working memory training with control condition as the only intervention in treating anxiety (PROSPERO ID: CRD42022300404). The language was restricted to English. Data extraction was independently carried out by two authors, following the PRISMA guideline for systematic reviews.
RESULTS
Of the 477 records identified, 19 studies (n = 1051) were included in the meta-analysis. The results showed that the post-training anxiety was reduced with a small but significant value (Hedge's g = -0.392, p = .009) by working memory training. Subgroup analyses confirmed that the moderating effect of anxiety type, anxiety measurement and training environment were significant.
LIMITATIONS
These results should be considered with caution for the heterogeneity of training paradigms, participant population and types of anxiety assessed between studies. Further research is required to support these results.
CONCLUSIONS
Working memory training is a promising intervention to relieve anxiety symptoms.
Topics: Humans; Cognitive Training; Anxiety Disorders; Anxiety
PubMed: 36958492
DOI: 10.1016/j.jad.2023.03.045 -
Proceedings of the National Academy of... Sep 2022There is a growing body of research focused on developing and evaluating behavioral training paradigms meant to induce enhancements in cognitive function. It has...
There is a growing body of research focused on developing and evaluating behavioral training paradigms meant to induce enhancements in cognitive function. It has recently been proposed that one mechanism through which such performance gains could be induced involves participants' expectations of improvement. However, no work to date has evaluated whether it is possible to cause changes in cognitive function in a long-term behavioral training study by manipulating expectations. In this study, positive or negative expectations about cognitive training were both explicitly and associatively induced before either a working memory training intervention or a control intervention. Consistent with previous work, a main effect of the training condition was found, with individuals trained on the working memory task showing larger gains in cognitive function than those trained on the control task. Interestingly, a main effect of expectation was also found, with individuals given positive expectations showing larger cognitive gains than those who were given negative expectations (regardless of training condition). No interaction effect between training and expectations was found. Exploratory analyses suggest that certain individual characteristics (e.g., personality, motivation) moderate the size of the expectation effect. These results highlight aspects of methodology that can inform future behavioral interventions and suggest that participant expectations could be capitalized on to maximize training outcomes.
Topics: Cognition; Female; Humans; Male; Memory, Short-Term; Motivation
PubMed: 36067292
DOI: 10.1073/pnas.2209308119 -
Frontiers in Behavioral Neuroscience 2021Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among children. Working memory deficits underlie many of the... (Review)
Review
Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among children. Working memory deficits underlie many of the behavioural symptoms of ADHD. Alongside psychostimulant medications, strategies to improve working memory may play an important adjuvant role in the management of ADHD. In this study, we review the role of working memory deficits in ADHD, the evidence surrounding working memory training strategies in the management of the condition, and the factors affecting the success of these strategies in alleviating ADHD symptoms. More specifically, we review several non-pharmacological interventions that target working memory deficits in ADHD, with special emphasis on cognitive working memory training. We conclude that the development of evidence-based interventions such as computerised cognitive training (CCT) could provide an alternative or adjunct to the use of psychostimulants, especially in cases where side effects are a major issue.
PubMed: 34366803
DOI: 10.3389/fnbeh.2021.686873 -
Journal of Attention Disorders Apr 2020The aim of this study was to examine the effects of Cogmed training on working memory in adults with ADHD, including the generalization of effects to nonverbal... (Randomized Controlled Trial)
Randomized Controlled Trial
The aim of this study was to examine the effects of Cogmed training on working memory in adults with ADHD, including the generalization of effects to nonverbal reasoning, executive function in daily life, and ADHD symptoms. Adults of ages 18 to 63 with ADHD were randomly assigned to an experimental group that received the working memory training or to a placebo group that received a low-intensity comparison version of the training. participants in the experimental group showed greater improvement in verbal and visuospatial working memory capacity. Effects persisted 6 months after intervention completion. However, effects did not generalize elsewhere. The results challenge the claims made by Cogmed to the effect that the program is effective in treating attention problems and improving performance in daily life over the long term in adults with ADHD.
Topics: Adolescent; Adult; Attention Deficit Disorder with Hyperactivity; Executive Function; Humans; Learning; Memory, Short-Term; Middle Aged; Problem Solving; Young Adult
PubMed: 28856932
DOI: 10.1177/1087054717723987