The Experts below are selected from a list of 123462 Experts worldwide ranked by ideXlab platform
Ingrid R Olson - One of the best experts on this subject based on the ideXlab platform.
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transcranial direct current stimulation enhances verbal working memory training performance over time and Near Transfer outcomes
Journal of Cognitive Neuroscience, 2014Co-Authors: Lauren L Richmond, David A Wolk, Jason Chein, Ingrid R OlsonAbstract:Studies attempting to increase working memory (WM) capacity show promise in enhancing related cognitive functions but have also raised criticism in the broader scientific community given the inconsistent findings produced by these studies. Transcranial direct current stimulation (tDCS) has been shown to enhance WM performance in a single session [Fregni, F., Boggio, P., Nitsche, M., Bermpohl, F., Anatal, A., Feredoes, E., et al. Anodal transcranial direct current stimulation of prefrontal cortex enhances working memory. Experimental Brain Research, 166, 23—30, 2005]; however, the extent to which tDCS might enhance learning on a WM training regime and the extent to which learning gains might Transfer outside the training task remains largely unknown. To this end, participants engaged in an adaptive WM training task [previously utilized in Richmond, L., Morrison, A., Chein, J., & Olson, I. Working memory training and Transfer in older adults. Psychology & Aging, 26, 813—822, 2011; Chein, J., & Morrison, A. Expanding the mind's workspace: Training and Transfer effects with a complex working memory span task. Psychonomic Bulletin & Review, 17, 193—199, 2010] for 10 sessions over 2 weeks, concurrent with either active or sham stimulation of dorsolateral pFC. Before and after training, a battery of tests tapping domains known to relate to WM abilities was administered. Results show that tDCS enhanced learning on the verbal portion of the training task by 3.65 items. Furthermore, tDCS was shown to enhance Near Transfer to other untrained WM tasks in comparison with a no-contact control group. These results lend support to the idea that tDCS might bolster training and Transfer gains in populations with compromised WM abilities.
Matti Laine - One of the best experts on this subject based on the ideXlab platform.
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Pattern of Near Transfer Effects Following Working Memory Training With a Dual N-Back Task.
Experimental Psychology, 2017Co-Authors: Anna Soveri, Eric Per Anders Karlsson, Otto Waris, Petra Grönholm-nyman, Matti LaineAbstract:Abstract. In a randomized controlled trial, we investigated the pattern of Near Transfer effects of working memory (WM) training with an adaptive auditory-visuospatial dual n-back training task in healthy young adults. The results revealed significant task-specific Transfer to an untrained single n-back task, and more general Near Transfer to a WM updating composite score plus a Nearly significant effect on a composite score measuring interference control in WM. No Transfer effects were seen on Active or Passive WM composites. The results are discussed in the light of cognitive versus strategy-related overlap between training and Transfer tasks.
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Limited Effects of Set Shifting Training in Healthy Older Adults.
Frontiers in aging neuroscience, 2017Co-Authors: Petra Grönholm-nyman, Anna Soveri, Juha O. Rinne, Alexandra Nyholm, Anna Stigsdotter Neely, Matti LaineAbstract:Our ability to flexibly shift between tasks or task sets declines in older age. As this decline may have adverse effects on everyday life of elderly people, it is of interest to study whether set shifting ability can be trained, and if training effects generalize to other cognitive tasks. Here we report a randomized controlled trial where healthy older adults trained set shifting with three different set shifting tasks. The training group (n=17) performed adaptive set shifting training for five weeks with three training sessions a week (45 min/session), while the active control group (n=16) played three different computer games for the same period. Both groups underwent extensive pre- and post-testing and a one-year follow-up. Compared to the controls, the training group showed significant improvements on the trained tasks. Evidence for Near Transfer in the training group was very limited, as it was seen only on overall accuracy on an untrained computerized set shifting task. No far Transfer to other cognitive functions was observed. One year later, the training group was still better on the trained tasks but the single Near Transfer effect had vanished. The results suggest that computerized set shifting training in the elderly shows long-lasting effects on the trained tasks but very little benefit in terms of generalization.
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Transfer after Working Memory Updating Training.
PloS one, 2015Co-Authors: Otto Waris, Anna Soveri, Matti LaineAbstract:During the past decade, working memory training has attracted much interest. However, the training outcomes have varied between studies and methodological problems have hampered the interpretation of results. The current study examined Transfer after working memory updating training by employing an extensive battery of pre-post cognitive measures with a focus on Near Transfer. Thirty-one healthy Finnish young adults were randomized into either a working memory training group or an active control group. The working memory training group practiced with three working memory tasks, while the control group trained with three commercial computer games with a low working memory load. The participants trained thrice a week for five weeks, with one training session lasting about 45 minutes. Compared to the control group, the working memory training group showed strongest Transfer to an n-back task, followed by working memory updating, which in turn was followed by active working memory capacity. Our results support the view that working memory training produces Near Transfer effects, and that the degree of Transfer depends on the cognitive overlap between the training and Transfer measures.
Vincent P. Clark - One of the best experts on this subject based on the ideXlab platform.
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Enhanced working memory performance via transcranial direct current stimulation: The possibility of Near and far Transfer.
Neuropsychologia, 2016Co-Authors: Michael C. Trumbo, Laura E. Matzen, Brian A. Coffman, Michael A. Hunter, Aaron Jones, Charles S.h. Robinson, Vincent P. ClarkAbstract:Abstract Although working memory (WM) training programs consistently result in improvement on the trained task, benefit is typically short-lived and extends only to tasks very similar to the trained task (i.e., Near Transfer). It is possible that pairing repeated performance of a WM task with brain stimulation encourages plasticity in brain networks involved in WM task performance, thereby improving the training benefit. In the current study, transcranial direct current stimulation (tDCS) was paired with performance of a WM task ( n- back). In Experiment 1, participants performed a spatial location-monitoring n -back during stimulation, while Experiment 2 used a verbal identity-monitoring n -back. In each experiment, participants received either active (2.0 mA) or sham (0.1 mA) stimulation with the anode placed over either the right or the left dorsolateral prefrontal cortex (DLPFC) and the cathode placed extracephalically. In Experiment 1, only participants receiving active stimulation with the anode placed over the right DLPFC showed marginal improvement on the trained spatial n -back, which did not extend to a Near Transfer (verbal n -back) or far Transfer task (a matrix-reasoning task designed to measure fluid intelligence). In Experiment 2, both left and right anode placements led to improvement, and right DLPFC stimulation resulted in numerical (though not sham-adjusted) improvement on the Near Transfer (spatial n -back) and far Transfer (fluid intelligence) task. Results suggest that WM training paired with brain stimulation may result in cognitive enhancement that Transfers to performance on other tasks, depending on the combination of training task and tDCS parameters used.
Lauren L Richmond - One of the best experts on this subject based on the ideXlab platform.
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transcranial direct current stimulation enhances verbal working memory training performance over time and Near Transfer outcomes
Journal of Cognitive Neuroscience, 2014Co-Authors: Lauren L Richmond, David A Wolk, Jason Chein, Ingrid R OlsonAbstract:Studies attempting to increase working memory (WM) capacity show promise in enhancing related cognitive functions but have also raised criticism in the broader scientific community given the inconsistent findings produced by these studies. Transcranial direct current stimulation (tDCS) has been shown to enhance WM performance in a single session [Fregni, F., Boggio, P., Nitsche, M., Bermpohl, F., Anatal, A., Feredoes, E., et al. Anodal transcranial direct current stimulation of prefrontal cortex enhances working memory. Experimental Brain Research, 166, 23—30, 2005]; however, the extent to which tDCS might enhance learning on a WM training regime and the extent to which learning gains might Transfer outside the training task remains largely unknown. To this end, participants engaged in an adaptive WM training task [previously utilized in Richmond, L., Morrison, A., Chein, J., & Olson, I. Working memory training and Transfer in older adults. Psychology & Aging, 26, 813—822, 2011; Chein, J., & Morrison, A. Expanding the mind's workspace: Training and Transfer effects with a complex working memory span task. Psychonomic Bulletin & Review, 17, 193—199, 2010] for 10 sessions over 2 weeks, concurrent with either active or sham stimulation of dorsolateral pFC. Before and after training, a battery of tests tapping domains known to relate to WM abilities was administered. Results show that tDCS enhanced learning on the verbal portion of the training task by 3.65 items. Furthermore, tDCS was shown to enhance Near Transfer to other untrained WM tasks in comparison with a no-contact control group. These results lend support to the idea that tDCS might bolster training and Transfer gains in populations with compromised WM abilities.
Melissa C. Blackwell - One of the best experts on this subject based on the ideXlab platform.
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Near Transfer effects following working memory intervention cogmed in children with symptomatic epilepsy an open randomized clinical trial
Epilepsia, 2015Co-Authors: Elizabeth Kerr, Melissa C. BlackwellAbstract:Summary Objective Limited research exists regarding the effectiveness of educational and psychological interventions for improving commonly presenting cognitive impairments experienced by children with epilepsy. We evaluated the efficacy of a commercially available, computerized, working memory (WM) program (Cogmed) using a well-defined population of children with epilepsy. Methods In this controlled trial, 77 children with symptomatic epilepsy (ages 6.5–15.5 years; 100% taking medication) with estimated intellectual ability greater than the 2nd percentile were randomly assigned to an intervention (n = 42) or waitlist-control (n = 35) group. Standardized assessments of attention and WM were administered pre- and posttraining or waitlist interval, 7 weeks apart. Results Without intervention, participants displayed significant weaknesses in intelligence, attention, and WM compared to normative samples. After controlling for preintervention scores and intelligence, we found that significant treatment effects for the intervention group were evident for visual attention span, auditory WM, and visual-verbal WM. Intention-to-treat analyses (all participants) and sensitivity analyses (n = 37 and n = 21 for the intervention and waitlist-control groups, respectively) were highly similar, providing confidence to the results. Effect sizes for significant outcomes were large (greater than or equal to two thirds of the standard deviation of the normative-data). The clinical/demographic and functional factors studied did not elucidate who most benefits from training. Significance This is the first study to evaluate the effectiveness of intervention to ameliorate WM deficits commonly experienced by children with symptomatic epilepsy. Results support group improvement on some untrained tasks immediately postintervention, demonstrating preliminary usefulness of Cogmed as a treatment option.
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Near‐Transfer effects following working memory intervention (Cogmed) in children with symptomatic epilepsy: An open randomized clinical trial
Epilepsia, 2015Co-Authors: Elizabeth Kerr, Melissa C. BlackwellAbstract:Summary Objective Limited research exists regarding the effectiveness of educational and psychological interventions for improving commonly presenting cognitive impairments experienced by children with epilepsy. We evaluated the efficacy of a commercially available, computerized, working memory (WM) program (Cogmed) using a well-defined population of children with epilepsy. Methods In this controlled trial, 77 children with symptomatic epilepsy (ages 6.5–15.5 years; 100% taking medication) with estimated intellectual ability greater than the 2nd percentile were randomly assigned to an intervention (n = 42) or waitlist-control (n = 35) group. Standardized assessments of attention and WM were administered pre- and posttraining or waitlist interval, 7 weeks apart. Results Without intervention, participants displayed significant weaknesses in intelligence, attention, and WM compared to normative samples. After controlling for preintervention scores and intelligence, we found that significant treatment effects for the intervention group were evident for visual attention span, auditory WM, and visual-verbal WM. Intention-to-treat analyses (all participants) and sensitivity analyses (n = 37 and n = 21 for the intervention and waitlist-control groups, respectively) were highly similar, providing confidence to the results. Effect sizes for significant outcomes were large (greater than or equal to two thirds of the standard deviation of the normative-data). The clinical/demographic and functional factors studied did not elucidate who most benefits from training. Significance This is the first study to evaluate the effectiveness of intervention to ameliorate WM deficits commonly experienced by children with symptomatic epilepsy. Results support group improvement on some untrained tasks immediately postintervention, demonstrating preliminary usefulness of Cogmed as a treatment option.
