Neuroscience Perspectives on Cognitive Training

2019 ◽  
pp. 79-104
Author(s):  
Stefanie E. Kuchinsky ◽  
Henk J. Haarmann
Keyword(s):  
Working Memory ◽  
Speech Recognition ◽  
Executive Functions ◽  
Cognitive Training ◽  
Cognitive Neuroscience ◽  
Neural Plasticity ◽  
Neural Systems ◽  
Behavioral Studies ◽  
Neuroscience Research ◽  
Multiple Challenges

The aim of this chapter is to spark a discussion regarding how cognitive neuroscience research can aid in the evaluation and development of effective cognitive training protocols. In particular, the authors pose questions relating to whether training-related neural plasticity (i.e., changes in brain function and structure in response to experience) could be used to facilitate the identification and targeting of the neural systems (for working memory and other executive functions) that both support performance on a desired outcome task (e.g., speech recognition) and are alterable via training. The chapter describes approaches that provide unique methodological perspectives for understanding the neural systems that support training-related improvements in cognition. The chapter also highlights the multiple challenges that have emerged from behavioral studies of cognitive training and that neuroscience techniques may help to address, including: establishing the extent to which cognitive training benefits exist for trained tasks and materials, transfer to untrained tasks and materials, persist for extended periods of time, and are effective across a range of individuals. Cognitive neuroscience research has begun not only to tackle these challenges but also to pose new questions, such as: Can training benefits be maximized via regulating or stimulating the neural systems that support behavior? How might our current approaches to cognitive training be significantly altered by novel and developing cognitive neuroscience methodologies?

Remembering Over the Short and Long Term

2020 ◽  
pp. 282-310
Author(s):  
Patricia A. Reuter-Lorenz ◽  
Alexandru D. Iordan
Keyword(s):  
Working Memory ◽  
Cognitive Neuroscience ◽  
Semantic Processing ◽  
Long Term Memory ◽  
Strategic Processing ◽  
Term Memory ◽  
Neuroscience Research ◽  
Short And Long Term ◽  
Time Courses

This chapter reviews evidence from behavioural and cognitive neuroscience research that supports a unitary view of memory whereby working memory and long-term memory phenomena arise from representations and processes that are largely shared when remembering over the short or long term. Using ‘false working memories’ as a case study, it highlights several paradoxes that cannot be explained by a multisystem view of memory in which working memory and long-term memory are structurally distinct. Instead, it is posited that behavioural memory effects over the short and long term relating to semantic processing, modality/domain-specificity, dual-task interference, strategic processing, and so on arise from the differences in activational states and availability of different representational features (e.g. sensory/perceptual, associative, action-based) that vary in their time courses and activity, attentional priority, and susceptibility to interference. Cognitive neuroscience evidence primarily from brain imaging methodologies that support this view is reviewed.

scholarly journals Conceptual Combination in The Cognitive Neurosciences

2019 ◽  
Author(s):  
Marc N Coutanche ◽  
Sarah Solomon ◽  
Sharon L. Thompson-Schill
Keyword(s):  
Human Brain ◽  
Cognitive Neuroscience ◽  
Angular Gyrus ◽  
Neural Systems ◽  
Conceptual Combination ◽  
Behavioral Studies ◽  
Cognitive Neurosciences ◽  
Conceptual Combinations ◽  
Neural Underpinnings ◽  
Future Work

Much has been learned about how individual concepts and semantic dimensions are represented in the human brain using methods from the field of cognitive neuroscience; however, the process of conceptual combination, in which a new concept is created from pre-existing concepts, has received far less attention. We discuss theories and findings from cognitive science and cognitive neuroscience that shed light on the processing stages and neural systems that allow humans to form new conceptual combinations. We review systematic and creative applications of cognitive neuroscience methods, including neuroimaging, neuropsychological patients, neurostimulation and behavioral studies that have yielded fascinating insights into the cognitive nature and neural underpinnings of conceptual combination. Studies have revealed important features of the cognitive processes that are central to successful conceptual combination. Furthermore, we are beginning to understand how regions of the semantic system, such as the anterior temporal lobe and angular gyrus, integrate features and concepts, and evaluate the plausibility of potential resulting combinations, bridging work in linguistics and semantic memory. Despite the relative newness of these questions for cognitive neuroscience, the investigations we review give a very strong foundation for ongoing and future work that seeks to fully understand how the human brain can flexibly integrate existing concepts to form new and never-before experienced combinations at will.

scholarly journals The Effect of Transcranial Random Noise Stimulation on Cognitive Training Outcome in Healthy Aging

2021 ◽  
Vol 12 ◽  
Author(s):  
Michela Brambilla ◽  
Lars Dinkelbach ◽  
Annelien Bigler ◽  
Joseph Williams ◽  
Nahid Zokaei ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Training ◽  
Inhibitory Control ◽  
Cognitive Functions ◽  
Random Noise ◽  
Logical Reasoning ◽  
Performance Change ◽  
Transcranial Random Noise Stimulation

Background and Objective: Aging is associated with a decline in attentional and executive abilities, which are linked to physiological, structural, and functional brain changes. A variety of novel non-invasive brain stimulation methods have been probed in terms of their neuroenhancement efficacy in the last decade; one that holds significant promise is transcranial random noise stimulation (tRNS) that delivers an alternate current at random amplitude and frequency. The aim of this study was to investigate whether repeated sessions of tRNS applied as an add-on to cognitive training (CT) may induce long-term near and far transfer cognitive improvements.Methods: In this sham-controlled, randomized, double-blinded study forty-two older adults (age range 60–86 years) were randomly assigned to one of three intervention groups that received 20 min of 0.705 mA tRNS (N = 14), 1 mA tRNS (N = 14), or sham tRNS (N = 19) combined with 30 min of CT of executive functions (cognitive flexibility, inhibitory control, working memory). tRNS was applied bilaterally over the dorsolateral prefrontal cortices for five sessions. The primary outcome (non-verbal logical reasoning) and other cognitive functions (attention, memory, executive functions) were assessed before and after the intervention and at a 1-month follow-up.Results: Non-verbal logical reasoning, inhibitory control and reaction time improved significantly over time, but stimulation did not differentially affect this improvement. These changes occurred during CT, while no further improvement was observed during follow-up. Performance change in logical reasoning was significantly correlated with age in the group receiving 1 mA tRNS, indicating that older participants profited more from tRNS than younger participants. Performance change in non-verbal working memory was significantly correlated with age in the group receiving sham tRNS, indicating that in contrast to active tRNS, older participants in the sham group declined more than younger participants.Interpretation: CT induced cognitive improvements in all treatment groups, but tRNS did not modulate most of these cognitive improvements. However, the effect of tRNS depended on age in some cognitive functions. We discuss possible explanations leading to this result that can help to improve the design of future neuroenhancement studies in older populations.

scholarly journals Sustained Mnemonic Response in the Human Middle Frontal Gyrus during On-Line Storage of Spatial Memoranda

2002 ◽  
Vol 14 (4) ◽  
pp. 659-671 ◽  
Author(s):  
H.-C. Leung ◽  
J. C. Gore ◽  
P. S. Goldman-Rakic
Keyword(s):  
Working Memory ◽  
Cognitive Neuroscience ◽  
Nonhuman Primates ◽  
Spatial Information ◽  
Middle Frontal Gyrus ◽  
Neural Systems ◽  
Delayed Response ◽  
Signal Change ◽  
On Line ◽  
Cortical Focus

The mapping of cognitive functions to neural systems is a central goal of cognitive neuroscience. On the basis of homology with lesion and physiological studies in nonhuman primates, Brodmann's area (BA) 46/9 in the middle frontal gyrus (MFG) has been proposed as the cortical focus for both the storage as well as processing components of working memory in the human brain, but the evidence on the segregation of these components and their exact areal localization has been inconsistent. In order to study this issue and increase the temporal resolution of functional mapping, we disambiguated the storage component of working memory from sensory and motor responses by employing functional magnetic resonance imaging (fMRI) in spatial delayed-response (DR) tasks with long delay intervals and different conditions of demand. We here show that BA 46 can support a sustained mnemonic response for as long as 24 sec in a high-demand task and the signal change in this area exceeded that in the other prefrontal areas examined. Our findings support a conservation of functional architecture between human and nonhuman primate in showing that the MFG is prominently engaged in the storage of spatial information.

scholarly journals A randomized EPIREMED protocol study on the long-term visuo spatial effects of very preterm children with a working memory deficit

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Catherine Gire ◽  
Any Beltran Anzola ◽  
Monique Kaminski ◽  
Karine Baumstarck ◽  
Pierre-Yves Ancel ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Training ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Preschool Age ◽  
Preterm Children ◽  
Very Preterm ◽  
Visuospatial Processing

Abstract Background Very preterm children generally perform poorly in executive functions and particularly in working memory. Adaptive training tasks encouraging these children to work continuously on their personal working memory capacity can be very useful. Above all in preschool-age children, several cognitive training programs focused on improving working memory capacity. Cogmed is a computerized visuospatial cognitive training program that improves working memory in children and adolescents with attention-deficit/hyperactivity disorder. The main objective is to assess the long-term effects (18 months) of cognitive training (Cogmed) on visuospatial processing in preschool-age very preterm children with working memory impairment. Methods The EPIREMED study is a prospective, randomized, controlled, multicentric trial nested in a population based epidemiological survey. An intervention group (Cogmed cognitive training) and a control group (standard care management) will compare children aged 5½ to 6 years, born between 24- and 34-weeks’ gestational age, with a global intelligence quotient > 70 and a working memory index < 85. The study will include 166 children from national study EPIPAGE-2 (Epidemiological Study on Small Gestational Ages). The intervention consists of 25 sessions administered over a 5- to 8-week period. The primary endpoint will be the visuospatial processing, assessed by the score of the visuospatial index: score of the WPPSI-IV (Wechsler Preschool and Primary Scale of Intelligence). The secondary endpoints will allow to assess the executive functions, language and abilities, infant behavior, quality of life assessment, school performance and parental anxiety. Discussion This project’s primary goal is to demonstrate the necessity of early visuospatial memory assessment within the vulnerable population of very preterm children, and to prove the feasibility and efficacy of computerized cognitive training using online software programs. A better global neuropsychological development improvement (visuospatial processing and other far transfer) can be expected with an improvement in learning and decreased behavioral problems. In the long term, these improvements might also reduce those global costs linked to the consequences of extreme prematurity. Trial registration NCT02757794 (registered on 2nd May 2016 at ClinicalTrial.gov).

The Cognitive Neuroscience of Improvisation

2014 ◽  
Author(s):  
Aaron L. Berkowitz
Keyword(s):  
Cognitive Processes ◽  
Cognitive Neuroscience ◽  
Neural Plasticity ◽  
Mirror Neuron ◽  
Neural Substrates ◽  
Music Educators ◽  
Music And Language ◽  
Neuroscience Research ◽  
Imaging Research ◽  
The Brain

Cognitive neuroscience research has begun to elucidate the neural substrates and cognitive processes that are involved in musical improvisation. In turn, the study of improvisation from the perspective of cognitive neuroscience has provided new insights about the brain and cognition. This chapter reviews brain imaging research studies of improvisation and explores the relevance of this work to musicians, musicologists, music educators, and cognitive neuroscientists with respect to the practice and pedagogy of improvisation, comparisons between music and language cognition, mirror neuron systems, and neural plasticity.

scholarly journals Blinding in tDCS Studies: Correct End-of-Study Guess Does Not Moderate the Effects on Associative and Working Memory

2021 ◽  
Vol 12 (1) ◽  
pp. 58
Author(s):  
Marija Stanković ◽  
Marko Živanović ◽  
Jovana Bjekić ◽  
Saša R. Filipović
Keyword(s):  
Working Memory ◽  
Task Performance ◽  
Direct Current ◽  
Brain Stimulation ◽  
Cognitive Neuroscience ◽  
Memory Performance ◽  
Causal Inferences ◽  
Sham Condition ◽  
Neuroscience Research ◽  
Neural Underpinnings

Transcranial direct current stimulation (tDCS) has become a valuable tool in cognitive neuroscience research as it enables causal inferences about neural underpinnings of cognition. However, studies using tDCS to modulate cognitive functions often yield inconsistent findings. Hence, there is an increasing interest in factors that may moderate the effects, one of which is the participants’ beliefs of the tDCS condition (i.e., real or sham) they received. Namely, whether participants’ correct guessing of sham condition may lead to false-positive tDCS effects. In this study, we aimed to explore if participants’ beliefs about received stimulation type (i.e., the success of blinding) impacted their task performance in tDCS experiments on associative (AM) and working memory (WM). We analyzed data from four within-subject, sham-controlled tDCS memory experiments (N = 83) to check if the correct end-of-study guess of sham condition moderated tDCS effects. We found no evidence that sham guessing moderated post-tDCS memory performance in experiments in which tDCS effects were observed as well as in experiments that showed null effects of tDCS. The results suggest that the correct sham guessing (i.e., placebo-like effect) is unlikely to influence the results in tDCS memory experiments. We discuss the results in light of the growing debate about the relevance and effectiveness of blinding in brain stimulation research.

Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children

2020 ◽  
Vol 228 (4) ◽  
pp. 244-253 ◽  
Author(s):  
Sonja Kälin ◽  
Claudia M. Roebers
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Processes ◽  
Higher Order ◽  
Kindergarten Children ◽  
Metacognitive Monitoring

Abstract. Repeatedly, the notion has been put forward that metacognition (MC) and executive functions (EF) share common grounds, as both describe higher order cognitive processes and involve monitoring. However, only few studies addressed this issue empirically and so far their findings are rather inconsistent. Addressing the question whether measurement differences may in part be responsible for the mixed results, the current study included explicitly reported as well as time-based measures of metacognitive monitoring and related them to EF. A total of 202 children aged 4–6 years were assessed in terms of EF (inhibition, working memory, shifting) and monitoring. While there was no significant link between explicitly reported confidence and EF, latencies of monitoring judgments were significantly related to time- and accuracy-based measures of EF. Our findings support the association between EF and MC and the assumption that better inhibition abilities help children to engage in more thorough monitoring.

Sign in / Sign up

Export Citation Format

Share Document