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PubMed2003

The effect of training distinct neurofeedback protocols on aspects of cognitive performance.

The use of neurofeedback as an operant conditioning paradigm has disclosed that participants are able to gain some control over particular aspects of their electroencephalogram (EEG). Based on the association between theta activity (4-7 Hz) and working memory performance, and sensorimotor rhythm (SMR) activity (12-15 Hz) and attentional processing, we investigated the possibility that training healthy individuals to enhance either of these frequencies would specifically influence a particular aspect of cognitive performance, relative to a non-neurofeedback control-group. The results revealed that after eight sessions of neurofeedback the SMR-group were able to selectively enhance their SMR activity, as indexed by increased SMR/theta and SMR/beta ratios. In contrast, those trained to selectively enhance theta activity failed to exhibit any changes in their EEG. Furthermore, the SMR-group exhibited a significant and clear improvement in cued recall performance, using a semantic working memory task, and to a lesser extent showed improved accuracy of focused attentional processing using a 2-sequence continuous performance task. This suggests that normal healthy individuals can learn to increase a specific component of their EEG activity, and that such enhanced activity may facilitate semantic processing in a working memory task and to a lesser extent focused attention. We discuss possible mechanisms that could mediate such effects and indicate a number of directions for future research.

Adult↗
PubMed2006

Exercise, cognition, and the aging brain.

We provide a brief review of the literature on exercise effects on brain and cognition. To this end, we focus on both prospective and retrospective human epidemiological studies that have examined the influence of exercise and physical activity on cognition and dementia. We then examine the relatively small set of human randomized clinical trials that have, for the most part, focused on exercise training effects on cognition. Next, we discuss animal research that has examined the molecular, cellular, and behavioral effects of exercise training. Finally, we conclude with a summary and brief discussion of important future directions of research on fitness cognition and brain.

Adaptation, Physiological↗
PubMed1998

[Interventional gerontology in German-speaking countries: a social and behavioral science assessment].

This work is aimed at reviewing 20 years of gerontological intervention research within the social and behavioral domain in German speaking countries. Only controlled studies based on adequate measurement instruments are considered. Literature analyses reveal that the issue of cognitive intervention research is well-covered, underlining clear positive training effects in intellectual performance and memory. Also, studies on the limits of mental capacity represent a highlight of German cognitive training research. Another bunch of studies underlines the potential of different intervention to enhance independence in day-to-day function, social activity, and subjective well-being. Positive effects in self-concept, personal control, and attribution style are as well reported. A general discussion of this body of work leads to suggestions for future research priorities.

Adaptation, Psychological↗
PubMed2004

A step too far? Randomized trial of cognitive-behaviour therapy delivered by social workers to depressed adolescents.

OBJECTIVE: To test the hypothesis that depressed adolescents given brief cognitive behaviour therapy by trained social workers will be less depressed after this treatment than depressed adolescents who have routine care from their social workers. METHOD: Open study, two randomized parallel groups. 86 social workers were randomized to training in brief CBT or delayed training by remote telephone randomization. 25 social workers who attended CBT training recruited 29 depressed adolescents. 22 social workers in the control group recruited 23 depressed adolescents. RESULTS: Social workers' perceptions of their knowledge and skills in dealing with adolescent depression were better after the training than before. However, in intention to treat analyses, adolescents who had therapy from trained social workers had a similar level of depression post treatment (mean depression score 17.5, 95% CI 11.8 to 23.3) to those who did not have such therapy (mean depression score 16.7, 95 % CI 11.3 to 22.1). There were no significant differences between the groups on other outcomes or at follow-up. CONCLUSIONS: This study failed to recruit enough cases and probably did not therefore have enough statistical power to detect an effect of the intervention. It was also based on a severely impaired sample with many comorbid problems. However, the results suggest that training community-based social workers in cognitive behaviour therapy is neither practical nor effective in improving the outcomes of their clients.

Adolescent↗
PubMed1995

Chronic psychological effects of exercise and exercise plus cognitive strategies.

Psychological changes associated with 16-wk moderate and low intensity exercise training programs, two of which possessed a cognitive component, were evaluated. Subjects were healthy, sedentary adults, 69 women (mean age = 54.8 +/- 8.3 yr) and 66 men (mean age = 50.6 +/- 8.0 yr). Participants were randomly assigned to a control group (C), moderate intensity walking group (MW), low intensity walking group (LW), low intensity walking plus relaxation response group (LWR), or mindful exercise (ME) group-a Tai Chi type program. Women in the ME group experienced reductions in mood disturbance (tension, P < 0.01; depression, P < 0.05; anger, P < 0.008; confusion, P < 0.02; and total mood disturbance, P < 0.006) and an improvement in general mood (P < 0.04). Women in the MW group noted greater satisfaction with physical attributes (body cathexis, P < 0.03), and men in MW reported increased positive affect (P < 0.006). No other differences were observed between groups on measures of mood, self-esteem, personality, or life satisfaction. Equivocal support is provided for the hypothesis that exercise plus cognitive strategy training programs are more effective than exercise programs lacking a structured cognitive component in promoting psychological benefits.

Adaptation, Psychological↗
PubMed2006

A randomized clinical trial of a targeted intervention to moderate alcohol use and alcohol-related problems in at-risk adolescents.

This study investigated the effectiveness of a targeted intervention program aimed at at-risk adolescents in a randomized clinical trial design (N=107). This program combined intervention methods which have been proven effective in reducing drinking in young adults, such as an expectancy challenge, cognitive behavioral skill training and brief motivational feedback. Additionally, this intervention contained the new element of discussing biological, cognitive and social risk factors for developing alcohol problems. We investigated whether this seven session program was successful in changing cognitive determinants of drinking behavior and consequently in moderating alcohol use and the development of alcohol-related problems in at-risk adolescents. The intervention was effective in changing several of the targeted cognitive determinants. However, despite the changes in these cognitive determinants of drinking, the experimental group did not show a significant difference in decrease of drinking at posttest compared with the control group. The results did not yield support for any differential long term effects of the intervention. We concluded that although the present intervention successfully changed important cognitive determinants of drinking more is needed to change subsequent drinking behavior in at-risk adolescents.

Adolescent↗
PubMed2002

Cognitive-behavioral therapy of pediatric headache: are there differences in efficacy between a therapist-administered group training and a self-help format?

OBJECTIVE: The efficacy of cognitive-behavioral training in a therapist-administered group format (TG) and a self-help format (SH) for children with recurrent headache was compared. METHODS: A total of 77 children (10-14 years) were randomly assigned to TG (n=29), SH (n=27) and a waiting-list control group (WC; n=19). TG consisted of eight 90-min sessions with groups of five children. SH was conducted via a written manual in which instructions were given and homework tasks were assigned. In both training formats, the topics covered were identical (e.g., self-monitoring of headache, trigger analysis, relaxation, etc.). Main outcome variables related to changes in headache intensity, duration and frequency as assessed with a diary prior to and following training, as well as at 6-month follow-up. RESULTS: Children reported a high degree of satisfaction with the training. No significant differences between the two conditions were found. Differences between treatment groups and WC were statistically corroborated for two headache variables. In both treatments, headache decreased markedly from posttraining to follow-up, with 68-76% of children reporting clinically significant improvement. No differential effects of age, gender or headache diagnosis were found. Changes in self-concept and ability to cope with stress after training point to further positive effects of the intervention. CONCLUSION: The efficiency of the two training formats is nearly identical. The group format, because of its better acceptance, is recommended for practical use.

Adolescent↗
PubMed1991

Walking while using a sensory tactile feedback system: potential use with a functional electrical stimulation orthosis.

A major limitation in the utilization of a functional electrical stimulation (FES) orthosis for routine, daily standing and walking of the spinal-cord-injured person is that visual monitoring is required to maintain balance and the walking pace. For standing and walking to be continuous and automatic with such an orthosis, a closed-loop sensory feedback system is proposed and evaluated; it provides vibrotactile feedback as a substitute to one's own visual sensation. Eight blindfolded experimental subjects were utilized as 'imitators' to interpret the footfalls of a second person (the pace setter). The experimental objective was to test the hypothesis that sufficient information could be transferred by way of the sensory (tactile) feedback system to the 'imitator' and to determine effectively foot position and anticipate the next step of the pacesetter. Quantitative analysis evaluated the effect of three different levels of training, under two different levels of cognitive load. The results disclosed a significant improvement in subject performance at the higher training levels compared with the 'no training' level (P = 0.01). Neither the cognitive load nor the interaction of training and cognitive load altered significantly the effect of training on subject performance. The experimental hypothesis is therefore satisfied that sufficient information was indeed transferred using the apparatus described. Such information (when utilized in conjunction with a thorough training programme) could be used in a practical sense by a paraplegic individual to interpret his own foot steps. Through continued use and training, it is likely that this information could become subconscious and automatic.(ABSTRACT TRUNCATED AT 250 WORDS)

Adult↗
PubMed1983

Concentration and mnemonic training in elderly subjects with memory complaints: a study of combined therapy and order effects.

In a study of a cognitive retraining program for the elderly, subjects received a combination of two types of training designed to reduce the memory impairment associated with normal aging. Concentration training (CT) consisted of techniques to improve selective and sustained attention. Mnemonic training (MT) involved an associative imagery technique designed to enhance the organization and retrieval of information. Order effects were examined using two groups of subjects. One group received CT followed by MT whereas the other group received MT before CT. It was hypothesized that the CT-MT sequence would improve immediate and delayed serial recall more than the reverse sequence. This hypothesis was supported and transfer effects were found on a paired-associates learning task. The findings suggest a need for further research on potential interactions and sequencing effects among different forms of cognitive training.

Aged↗
PubMed1999

Electrophysiological, behavioral, and subjective indexes of workload when performing multiple tasks: manipulations of task difficulty and training.

This study examined whether alpha event-related desynchronization (ERD) and theta event-related synchronization (ERS) could successfully measure changes in cognitive workload and training while an operator was engaged in a continuous, interactive, control task(s). Alpha 1 (8-10 Hz) ERD, alpha 2 (10-12 Hz) ERD, and theta (3-7 Hz) ERS were determined for a communications event that occurred during multiple task workload conditions or as a single task. Other measures (alpha and theta EEG power, heart rate, respiration, eye blinks, behavioral performance, and subjective workload ratings) were also evaluated. Results showed that alpha 2 EEG, heart rate, behavioral, and subjective measures were sensitive to changes in workload in the multiple tasks. In addition, eye blink rate and behavioral measures were sensitive to training. Alpha ERD and theta ERS were not sensitive to workload and training in our interactive, multiple task environment. However, they were effective indexes of cognitive/behavioral demands within an interactive single task.

Adult↗
PubMed2004

Amnesia produced by pre-training infusion of serotonin into the substantia nigra.

Interference with dopaminergic, GABAergic or cholinergic activity of the substantia nigra is sufficient to disrupt cognitive functions. In spite of the known interactions between these neurotransmitters and serotonin, there is a notable scarcity of data germane to the participation of nigral serotonin in learning and memory. It was important, therefore, to investigate the possible involvement of serotonin in cognition. Pre-training injections of serotonin into the nigra of rats produced strong amnesia of an aversively-motivated task (inhibitory avoidance) compared to similar injections into the cerebral cortex and zona incerta. The present findings support the hypothesis that nigral serotonergic activity is involved in memory functions.

Amnesia↗
PubMed1995

[Computer-assisted individualized memory training in Alzheimer patients].

Memory training programs for cognitively impaired patients have often been criticized for their lack of relevance to everyday activities. We therefore report our experience with two patients suffering from probable Alzheimer's disease who were trained with a new computer-based program recently developed by our research group. An everyday task of personal relevance to the patient was simulated and trained on a PC touch screen using personal photographs of the patient's surroundings and biography. The patient's training performance (time, mistakes, number of advices) improved substantially. While psychopathometric tests showed no significant effects with regard to general cognitive performance, levels of motivation were high and there was a positive acceptance of the training, signs of emotional activation and of a transfer of the trained skills into real situations.

Activities of Daily Living↗
PubMed2004

On the reorganization of incentive structure to promote delay tolerance: a therapeutic possibility for AD/HD?

This paper brings together two recent insights into attention deficit/hyperactivity disorder (AD/HD) to provide the rationale for a novel approach to treatment. First is the suggestion, backed up by data from randomized trials, that training and practice in carefully selected cognitive activities (executive and attentional training) and tasks can provide a way of modifying the processes underlying cognitive, especially executive, deficits in AD/HD. Second, is the idea that AD/HD is a neuropsychologically heterogeneous disorder resulting from motivational alterations, specifically an increased intolerance for delay, as well as executive deficits. The paper builds on these two insights to explore the possibility that the motivational alterations underpinning delay aversion can be modified through specific training regimes in a way equivalent to that found with executive and attentional training. The requirements for such an approach are set out. Delay fading is proposed as a possible basis for reorganizing delay experience, altering the incentive value of delay (e.g., increasing tolerance for delay), thereby reducing AD/HD symptoms.

Attention↗
PubMed1981

Cognitive self-instruction for the control of impulsive classroom behavior: ensuring the treatment package.

The practical utility of cognitive self-instruction training in facilitating the work habits and academic performance of impulsive first-graders was assessed in the context of the regular classroom. The training paradigm was modified and environmental conditions were arranged to facilitate the transfer of the cognitive self-instruction strategy to the classroom. Following training, there were no significant increases in on-task behavior or in academic performance within the context of a group design . On the basis of this and other studies, a drastic revision of the cognitive self-instruction paradigm seems indicated. Not only must training become broader based, but models must be developed that take into account the requisite cognitive processes for task completion as well as the cognitive abilities of the youngsters to whom training is addressed. In general, the incorporation of information from the developmental and cognitive process literature would appear to facilitate the development of more effective training models.

Achievement↗
PubMed1986

Task performance and electromyopotential as functions of task difficulty and EMG feedback.

The dearth of empirical research in the application of biofeedback is discussed. Exp. 1 assessed relationships among biofeedback EMG training, EMG levels, cognitive task performance, and task difficulty. 72 subjects (male or female college students) were administered 1 trial on an iconic memory task with either EMG audio feedback, sham EMG audio feedback, or no feedback. Three levels of task difficulty were used. One 20-min. training session significantly lowered EMG responses, and task performance was inversely related to task difficulty. No relationship between EMG level and task performance was observed. Exp. 2 investigated the effect of increased EMG responses on cognitive task performance for one level of difficulty. One biofeedback training session did not significantly increase frontalis EMG, and there was no relationship between increased EMG and task performance.

Adult↗
PubMed1995

How does cognitive therapy prevent depressive relapse and why should attentional control (mindfulness) training help?

There is encouraging evidence that structured psychological treatments for depression, in particular cognitive therapy, can reduce subsequent relapse after the period of initial treatment has been completed. However, there is a continuing need for prophylactic psychological approaches that can be administered to recovered patients in euthymic mood. An information-processing analysis of depressive maintenance and relapse is used to define the requirements for effective prevention, and to propose mechanisms through which cognitive therapy achieves its prophylactic effects. This analysis suggests that similar effects can be achieved using techniques of stress-reduction based on the skills of attentional control taught in mindfulness meditation. An information-processing analysis is presented of mindfulness and mindlessness, and of their relevance to preventing depressive relapse. This analysis provides the basis for the development of Attentional Control Training, a new approach to preventing relapse that integrates features of cognitive therapy and mindfulness training and is applicable to recovered depressed patients.

Aftercare↗
PubMed2004

Developing a safety and health training model for petrochemical workers.

The production processes of the petrochemical industry expose workers to high potential hazards. Our previous study showed that hazard recognition was closely related to worker safety and health training activities. The purpose of this study was to establish and validate a safety and health training model. It is expected that the training model will help workers to recognize hazards, thereby lowering their operating risks. The training model, which included a complete training course and follow-up scoring using a questionnaire, was applied to three groups of subjects for comparison. Group A had joined our study previously and took the training course again at this time. Group B had also joined our previous study but did not take this training course. Group C was new to our study and took this training course for the first time. Groups A and C (who took the training course) had higher cognition and attitude scores than group B (who did not take the training course). The training course was a significant factor that positively influenced both cognition and attitude scores among managers and workers. The training course was more significant for managers while the duration of education was more significant for workers.

Adult↗