Cognitive Interventions: Brain Training and Rehabilitation

2018 ◽  
Author(s):  
Thomas Swirsky-Sacchetti ◽  
Robert L. Rider
Keyword(s):  
Beneficial Effect ◽  
Cognitive Skills ◽  
Real Life ◽  
Cognitive Remediation ◽  
Future Research ◽  
Brain Training ◽  
Cognitive Domains ◽  
Cognitive Interventions ◽  
The Face ◽  
Computer Based

The research pertaining to two types of cognitive interventions is reviewed. Brain training, which utilizes a variety of computer based approaches, is designed to improve normal performance by developing cognitive skills. Cognitive remediation is designed to improve performance in the face of acquired deficits. Such programs are designed to help patients with existing mild cognitive impairment or dementia. Although not uniform, there is mounting evidence that these interventions have a beneficial effect. However, research also suggests the beneficial effect of such programs is often limited to the specific type of task trained, with generalization to real-life performance more questionable. Patients improve specific cognitive domains that do not necessarily correlate with improvements in activities of daily life. The findings and limitations of current research are discussed along with directions for future research.

The effect of cognitive remediation with a biotic designed computer based training (Mebitrain) on depressive patients: A pilot study

2011 ◽  
Vol 26 (S2) ◽  
pp. 687-687
Author(s):  
O. Christ ◽  
K. Schwarz ◽  
S. Ohlmes ◽  
H. Berger
Keyword(s):  
Pilot Study ◽  
Cognitive Skills ◽  
Depressive Disorders ◽  
Rating Scales ◽  
Training Session ◽  
Real Life ◽  
Cognitive Remediation ◽  
Before And After ◽  
Computer Based ◽  
Depressive Patients

IntroductionComputer based trainings (CBTs) are established in the rehabilitation of mentally ill people to recover cognitive skills (Medalia et al., 2009). The Critique to some CBTs are lack of preparation for real life scenario, no use of tasks that simultaneously engage multiple cognitive processes and lack of enhancing motivation (Medalia & Choi, 2009). This may be summarized as a lack of biotic design in CBTs.ObjectiveIn depressive disorders besides other symptoms a lack of energy/motivation, forgetfulness and difficulty in concentrating are observable. The goal of this pilot study was to develop a new “biotic” designed CBT (Mebitrain) and evaluate its effect on global working memory (GWM) and motivation with data from patients suffering from depression.MethodsTo test whether Mebitrain enhances GWM (measured before and after a ten day training period with the LGT from Bäumler) and motivation (measured before and after training with custom rating scales and during the training with time and performance) five depressive (ICD diagnoses F31.0, F33.2, F32.3) patients were tested.ResultsDifferences between pre- (mean 33.6 ± 10.35) and post- (mean 38 ± 6) LGT values show a marginal significant trend (p = 0.1) with moderate effect size (d = .54).The time finishing the training decreased per training session significantly with an increasing in performance (r = −.788, p < .005).ConclusionFirst results indicate that the development of a biotic designed training and its application may increase global cognitive functions and motivation in depressive patients. Limitations (e.g. sample size, transfer, etc.) of this pilot study are discussed.

Integrating psychopharmacology and cognitive remediation to treat cognitive dysfunction in the psychotic disorders

CNS Spectrums ◽  
2013 ◽  
Vol 19 (2) ◽  
pp. 115-120 ◽  
Author(s):  
Alice Medalia ◽  
Lewis A. Opler ◽  
Alice M. Saperstein
Keyword(s):  
Cognitive Deficits ◽  
Psychotic Disorders ◽  
Cognitive Remediation ◽  
Preliminary Evidence ◽  
Cognitive Outcomes ◽  
Medium Effect ◽  
Future Research ◽  
Pharmacological Agents ◽  
Cognitive Interventions ◽  
Significant Barrier

Cognitive deficits are a prominent and enduring aspect of schizophrenia, which pose a significant barrier to achieving functional goals. The most promising intervention for treating cognitive impairment is cognitive remediation (CR), a behaviorally based therapy associated with medium effect sizes for cognitive and functional outcomes. However, there is a sizeable group of nonresponders whose CR outcomes become limited when the therapeutic approach fails to address individual differences in baseline cognition, motivation variables, and the extent to which CR offers opportunities for generalization. This speaks to a need to develop cognitive interventions that are both personalized and scalable. Emerging data suggest that specific pharmacological agents have the potential to enhance and accelerate behaviorally based CR effects. This article will review the rationale and preliminary evidence to support combining CR and pharmacotherapy. We will review crucial aspects of cognitive interventions that offer the most promise for improving not only cognitive outcomes, but also for enhancing improvement in real-world functioning. Finally, we will address methodological issues to be considered for future research on combined pharmacological and CR interventions.

scholarly journals Meta-Analysis on the Effectiveness of Virtual Reality Cognitive Training (VRCT) and Computer-Based Cognitive Training (CBCT) for Individuals with Mild Cognitive Impairment (MCI)

Electronics ◽  
2020 ◽  
Vol 9 (12) ◽  
pp. 2185
Author(s):  
Sarah Chui-wai Hung ◽  
Annie Yin-ni Ho ◽  
Idy Hiu-wai Lai ◽  
Carol Sze-wing Lee ◽  
Angela Shuk-kwan Pong ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Cognitive Training ◽  
Effect Size ◽  
Meta Analysis ◽  
Random Effect Model ◽  
Real Life ◽  
Cognitive Domains ◽  
Computer Based

This meta-analysis aims to assess the effectiveness of virtual reality cognitive training (VRCT) and conventional computer-based cognitive training (CBCT) in five specific cognitive domains (i.e., global cognitive function (GCF), memory (Mem), executive function (EF), language (Lang) and visuospatial skills (VS)) of individuals with mild cognitive impairment. A total of 320 studies were yielded from five electronic databases. Eighteen randomized controlled trials met the PRISMA criteria, with 10 related to VRCT and 8 related to CBCT. A random-effect model was used in determining the main effect of cognitive training in five specific cognitive domains. VRCT provided the largest effect size on VS and Lang while the smallest on EF. CBCT provided the largest effect size on Mem and Lang while the smallest on EF. VRCT and CBCT generate an opposite effect on VS. VRCT outweighs CBCT in treatment effectiveness of GCF, EF, Lang and VS. More immersive and interactive experiences in VRCT may help individuals with MCI better engage in real-life experiences, which supports skill generalization and reduces external distractions. CBCT tends to improve Mem but no definite conclusions can be made. Further investigation with more stringent research design and specific protocol are required to reach consensus about the optimum intervention regime.

Bridging Groups

2017 ◽  
pp. 141-168
Author(s):  
Alice Medalia ◽  
Tiffany Herlands ◽  
Alice Saperstein ◽  
Nadine Revheim
Keyword(s):  
Cognitive Skills ◽  
Cognitive Remediation ◽  
Learning Activities ◽  
Computer Based Learning ◽  
Cognitive Improvement ◽  
Therapeutic Setting ◽  
Group Members ◽  
Computer Based ◽  
Bridging Groups ◽  
Skill Building

Bridging groups are verbal discussion and skill-building groups that foster the transfer of cognitive improvement from the therapeutic setting to everyday life. In cognitive remediation, this process of generalization refers to the application of cognitive skills and compensatory strategies acquired in the sessions to situations outside of the group. Bridging exercises complement the computer-based learning activities and can be broadly categorized as metacognitive or skill building. Chapter 9 provides a framework for the structure and organization of bridging groups and describes how to engage group members in the learning process. Examples of bridging discussions and learning activities are provided.

scholarly journals Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

2020 ◽  
Vol 16 (1) ◽  
pp. 11-31
Author(s):  
Jonah Mupita ◽  
Ade Gafar Abdullah ◽  
Frank Bünning
Keyword(s):  
Cognitive Skills ◽  
Flipped Classroom ◽  
Industrial Revolution ◽  
Future Research ◽  
Face To Face ◽  
Institutional Goals ◽  
Instructional Outcomes ◽  
The Face ◽  
Information And Communication ◽  
Learning Institutions

Higher learning institutions are under immense pressure to evolve within the realms of the fourth industrial revolution. Training institutions are anticipated to minimize learning costs in the face of increasing enrolments. The flipped classroom model is a suitable instructional pedagogy to achieve institutional goals considering the current ubiquitousness of information and communication technology. The systematic review was aimed at summarizing and identifying research gaps that help inform future research trajectories. The 3-step review process was composed of articles searching and retrieval, filtering and sorting, and final inclusion. Identified empirical articles were; i.) Retrieved and summarized on the basis of tittles, abstracts, methods and basic findings, ii.) Filtered and sorted on the basis of study discipline, and iii.) Synthesized on the basis of basic findings. It was found that the flipped classroom improved academic performance to a limited extent. Most articles unanimously concurred that the flipped classroom model makes learning enjoyable and enables the development of lower order cognitive skills outside class and higher order cognitive skills through F2F (face to face) active learning. The success of the model in higher education is hinged on excellent planning, implementation and evaluation.

scholarly journals A Survey on Emotion Detection from Text in Social Media Platforms

2021 ◽  
Vol 5 (2) ◽  
pp. 48-61
Author(s):  
M. Usman Ashraf
Keyword(s):  
Social Media ◽  
Semantic Analysis ◽  
Real Life ◽  
Future Research ◽  
Emotion Detection ◽  
Research Directions ◽  
Ontology Design ◽  
Social Media Platforms ◽  
Computer Based ◽  
Future Research Directions

This paper provides an overview of the evolving field of emotion detection and identifies the current generation of methods of emotion detection from social media platforms as well as the challenges. The challenges in the field of current emotion detection are discussed in detail and potential alternatives are proposed to enhance the ability to detect emotions in real-life systems that emphasize interactions between humans and computers as well as advertisements, recommendation systems, and medical fields such as computer-based therapy. These solutions include the extraction of semantic analysis keywords, and ontology design with the evaluation of emotions. There are multiple models and classifications of emotions such as Ekman’s model (Happy, Anger, Sad, Disgust,Fear, Surprise), and Plutchik’s model (anger-fear, surprise-anticipation, joy-sadness, joy-sadness). Further, a systematic review of publications on textual emotions detection from social media platforms, state-of-the-art methods, and existing challenges presented. Finally, we conclude with some recommendations based on critical analysis of existing techniques and determine future research directions presented at last.

Logical and Methodological Considerations in Cognitive Training Research

2019 ◽  
pp. 455-486
Author(s):  
Benjamin Katz ◽  
Priti Shah
Keyword(s):  
Prefrontal Cortex ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Real Life ◽  
Life Outcomes ◽  
Cognitive Interventions ◽  
Training Interventions ◽  
Prefrontal Function ◽  
Core Executive ◽  
Methodological Considerations

It is unclear whether existing computer-based cognitive training can improve prefrontal function in a manner relevant to real-life outcomes. An important scientific goal for research is to identify the necessary and sufficient experiences that could lead to the creation of efficient and effective cognitive interventions. Researchers who have developed computerized cognitive training interventions have attempted to identify the core executive processes of the prefrontal cortex and to target and tax exactly those processes. However, a vast space of possibilities (and potential barriers) remains between the development of targeted and successful cognitive interventions and the natural set of rich early-life experiences that have been shown to be important in the development of prefrontal function. To construct efficient, effective training interventions that may generalize to real-life outcomes, properly mapping out this space is necessary. Therefore, the chapter discusses the cognitive skills that are the focus of many cognitive interventions: executive functions, working memory, and functions of the prefrontal cortex.

Technology in Education—Where Do We Go From Here?

2000 ◽  
Vol 13 (5) ◽  
pp. 373-381 ◽  
Author(s):  
Victoria Zarotsky ◽  
George S. Jaresko
Keyword(s):  
Real Life ◽  
Significant Degree ◽  
Pharmacy Education ◽  
Human Interaction ◽  
Computer Assisted ◽  
Technological Advances ◽  
The World ◽  
The Face ◽  
New Ideas ◽  
Computer Based

The decreasing cost and rapid growth of technological advances has dramatically impacted the way students are taught and learn in college. Faculty augment their lectures with computer-generated slides, videos and Digital Video Disks (DVD). Computer programs are available to help organize lecture material, provide students with computer assisted learning, provide “real” life cases and simulations, and test the students’ knowledge with computer based exams. New ideas can be accessed and transmitted instantly anywhere in the world with a click of a mouse through the World Wide Web. Guest speakers can be “brought into the classroom” through telephone or video conferencing. Students can obtain degrees, or professionals can get continuing education courses at any time from any place through distance learning. All of these exciting changes have changed the face of what education is like as we proceed into the new millennium. Despite these advances, tests of intelligence have not improved to a significant degree. Nevertheless, most students continue to prefer human-to-human interaction to a technology driven environment. Further training and development of technology in pharmacy education is needed and will continue to be explored.

Impact of surgery timing for craniosynostosis on neurodevelopmental outcomes: a systematic review

2019 ◽  
Vol 23 (4) ◽  
pp. 442-454 ◽  
Author(s):  
Rachel Mandela ◽  
Maggie Bellew ◽  
Paul Chumas ◽  
Hannah Nash
Keyword(s):  
Systematic Review ◽  
Beneficial Effect ◽  
Data Extraction ◽  
Sociodemographic Factors ◽  
Future Research ◽  
Neurodevelopmental Outcomes ◽  
Age At Surgery ◽  
Data Extraction Form ◽  
Surgery Timing ◽  
Anesthetic Exposure

OBJECTIVEThere are currently no guidelines for the optimum age for surgical treatment of craniosynostosis. This systematic review summarizes and assesses evidence on whether there is an optimal age for surgery in terms of neurodevelopmental outcomes.METHODSThe databases MEDLINE, PsycINFO, CINAHL, Embase + Embase Classic, and Web of Science were searched between October and November 2016 and searches were repeated in July 2017. According to PICO (participants, intervention, comparison, outcome) criteria, studies were included that focused on: children diagnosed with nonsyndromic craniosynostosis, aged ≤ 5 years at time of surgery; corrective surgery for nonsyndromic craniosynostosis; comparison of age-at-surgery groups; and tests of cognitive and neurodevelopmental postoperative outcomes. Studies that did not compare age-at-surgery groups (e.g., those employing a correlational design alone) were excluded. Data were double-extracted by 2 authors using a modified version of the Cochrane data extraction form.RESULTSTen studies met the specified criteria; 5 found a beneficial effect of earlier surgery, and 5 did not. No study found a beneficial effect of later surgery. No study collected data on length of anesthetic exposure and only 1 study collected data on sociodemographic factors.CONCLUSIONSIt was difficult to draw firm conclusions from the results due to multiple confounding factors. There is some inconclusive evidence that earlier surgery is beneficial for patients with sagittal synostosis. The picture is even more mixed for other subtypes. There is no evidence that later surgery is beneficial. The authors recommend that future research use agreed-upon parameters for: age-at-surgery cut-offs, follow-up times, and outcome measures.

Developing Management from Islamic Perspectives (MIP) as a Formal Academic Discipline

2009 ◽  
Vol 26 (1) ◽  
pp. 46-69
Author(s):  
Shamas-Ur-Rehman Toor
Keyword(s):  
Literature Review ◽  
Academic Discipline ◽  
Real Life ◽  
Growth Potential ◽  
Future Research ◽  
Business Practices ◽  
Research Directions ◽  
International Consortium ◽  
Future Research Directions ◽  
Scholarly Attention

Management from Islamic Perspectives (MIP) is an emerging field that has begun to attract scholarly attention. However, the research undertaken so far has been rather fragmented and lack a clear agenda. This paper presents a literature review of the field and the areas of current focus. Although the field has a huge growth potential, I argue that it faces several challenges and problems as it develops further. I outline these potential pitfalls, suggest how to develop MIP as a formal discipline, and explain how to integrate it within real-life business practices. The article closes with a call for research to be conducted in a more organized fashion through an international consortium of researchers as well as recommendations for future research directions.

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