Understanding Mediating and Moderating Factors that Determine Transfer of Working Memory Training

了解决定工作记忆训练转移的中介和调节因素

基本信息

批准号：
10679690
负责人：
Susanne M Jaeggi
金额：
$ 76.58万
依托单位：
NORTHEASTERN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2016
资助国家：
美国
起止时间：
2016-09-26 至 2028-08-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10679690
关键词：
Address Adherence Adolescent Adoption Adult Age Attention deficit hyperactivity disorder Back Basic Science Binding Brain Injuries Characteristics Child Cognition Cognitive Cognitive deficits Cognitive remediation Complex Data Data Set Development Diagnosis Disease Elderly Health Human Individual Individual Differences Intervention Knowledge Learning Literature Longevity Marketing Mediating Mediator Mental Health Mental Health Services Mental disorders Methods Mission National Institute of Child Health and Human Development National Institute of Drug Abuse National Institute of Mental Health National Institute of Neurological Disorders and Stroke National Institute on Alcohol Abuse and Alcoholism Outcome Outcome Measure Participant Pattern Performance Personal Satisfaction Pharmacological Treatment Population Population Heterogeneity Public Health Randomized Reproducibility Research Schools Scientist Short-Term Memory Societies Software Tools Telemedicine Testing Time Training United States National Institutes of Health Validity and Reliability Work Youth age group assessment application cognitive function cognitive training data sharing design digital treatment disability burden executive function improved innovation intervention cost open data power analysis programs recruit sex

项目摘要

PROJECT SUMMARY This proposal aims to improve the rigor and reproducibility of research on plasticity in human working memory (WM), and related executive functions (EFs) in adolescent youth. We address a critical gap between research and practice that is characterized by a growing commercial space marketing cognitive training approaches (with WM being one of the most common targets), which are particularly catering to typically developing children and those diagnosed with ADHD to improve mental health and scholastic performance. However, despite expansive literature, there exists limited basic research on WM and EF training in adolescents, and both methods and findings are mixed across studies. Here, we address these significant gaps that pose obstacles to understanding interventions’ reliability and validity by collecting a large-scale open dataset that compares different training approaches on a common set of outcome measures. This is addressed through 4 aims, all based upon a large- scale study involving 720 adolescents, stratified across age, sex and ADHD status randomized across interventions: Aim 1 – What ingredients of cognitive training mediate training outcomes? We compare training conditions that represent some of the most common ingredients used across cognitive training studies (gamification, multiple domain training, and coaching) in comparison to basic non-gamified n-back training, using a common set of outcomes measures. Aim 2 – How do training ingredients differentially impact youth with ADHD? With ADHD being one of the most common targets of cognitive training, we examine whether and how youth with ADHD are differentially impacted by the training conditions. Aim 3 – What individual characteristics moderate training outcomes? We examine how cognitive training outcomes may differ across individuals, and whether this variability may explain differential effects across studies. Aim 4 - Promote open science through sharing of software tools and data. We will develop and share a cross-platform training and assessment app and a research portal that will promote data sharing, replication, and access to other groups using common individual difference variables and outcome measures. As a renewal, targeting adolescents with and without ADHD is a natural next step in this research program that started in typically functioning adults. This research is significant and timely as it addresses the limited basic research of cognitive training in adolescents with and without ADHD, whom are understudied, but at the same time, are common targets of commercial products in this space. This will lead to a more robust and representative understanding of factors that moderate and mediate cognitive training that will be impactful whether or not one hypothesizes near or far transfer from cognitive training. Further, findings could inform future research to understand broader age groups (younger children and older adults) as well as to address lifespan and developmental factors more broadly, mental health, disease, and brain damage, that interact with cognitive training to give rise to individualized outcomes.

项目概要该提案旨在提高人类工作记忆可塑性研究的严谨性和可重复性（WM）和青少年的相关执行功能（EF）我们解决了研究之间的关键差距。和实践，其特点是不断增长的商业空间营销认知培训方法（与 WM 是最常见的目标之一），特别适合正常发育的儿童和那些被诊断患有多动症的人可以改善心理健康和学业成绩，尽管范围广泛。文献中，关于青少年 WM 和 EF 训练的基础研究有限，方法和在这里，我们解决了这些阻碍理解的重大差距。通过收集比较不同训练的大规模开放数据集来评估干预措施的可靠性和有效性这是通过 4 个目标来解决的，所有这些目标都基于一个大的目标：一项涉及 720 名青少年的规模研究，按年龄、性别和 ADHD 状态进行分层，随机分组干预措施：目标 1 – 认知训练的哪些成分可以调节训练结果？代表认知训练研究中使用的一些最常见成分的条件（游戏化、多领域训练和辅导）与基本的非游戏化 n-back 训练相比，使用目标 2 – 培训内容如何对青少年产生不同的影响。 ADHD 是认知训练最常见的目标之一，我们研究是否以及如何进行患有多动症的青少年受到训练条件的不同影响。目标 3 – 个人特征是什么。适度的训练结果？我们研究认知训练结果在个体之间有何不同，以及这种差异是否可以解释不同研究之间的差异效应。目标 4 - 通过促进开放科学。共享软件工具和数据。我们将开发和共享跨平台的培训和评估应用程序和一个研究门户网站，将促进数据共享、复制以及使用普通个人对其他群体的访问作为一项更新，针对患有和不患有多动症的青少年是一项更新。这项研究计划的下一步自然是在正常功能的成年人中开始，这项研究意义重大。并且及时，因为它解决了患有和不患有多动症的青少年认知训练的有限基础研究，他们尚未得到充分研究，但同时也是该领域商业产品的共同目标。将导致对调节和调解因素有更强有力和代表性的理解无论队长是否远离认知训练，训练都会产生影响。研究结果可以为未来的研究提供信息，以了解更广泛的年龄组（幼儿和老年人）以及更广泛地解决寿命和发育因素、心理健康、疾病和脑损伤，与认知训练相互作用，产生个性化的结果。

项目成果

期刊论文数量（13）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Divergent Research Methods Limit Understanding of Working Memory Training.

不同的研究方法限制了对工作记忆训练的理解。

DOI：
发表时间：
2020-03
期刊：
影响因子：
0
作者：
Pergher, Valentina;Shalchy, Mahsa Alizadeh;Pahor, Anja;Van Hulle, Marc M;Jaeggi, Susanne M;Seitz, Aaron R
通讯作者：
Seitz, Aaron R

Editorial Special Topic: Enhancing Brain and Cognition Through Cognitive Training.

社论专题：通过认知训练增强大脑和认知。

DOI：
发表时间：
2017-12
期刊：
影响因子：
0
作者：
Jaeggi, Susanne M;Karbach, Julia;Strobach, Tilo
通讯作者：
Strobach, Tilo

Video-Based Remote Administration of Cognitive Assessments and Interventions: a Comparison with In-Lab Administration.

基于视频的认知评估和干预远程管理：与实验室管理的比较。

DOI：
发表时间：
2022
期刊：
影响因子：
0
作者：
Collins, Cindy L;Pina, Amahyrani;Carrillo, Audrey;Ghil, Eunice;Smith;Gomez, Morgan;Okolo, Patrick;Chen, Yvette;Pahor, Anja;Jaeggi, Susanne M;Seitz, Aaron R
通讯作者：
Seitz, Aaron R

Near transfer to an unrelated N-back task mediates the effect of N-back working memory training on matrix reasoning.

近迁移到不相关的 N-back 任务介导了 N-back 工作记忆训练对矩阵推理的影响。

DOI：
发表时间：
2022-09
期刊：
影响因子：
29.9
作者：
Pahor, Anja;Seitz, Aaron R;Jaeggi, Susanne M
通讯作者：
Jaeggi, Susanne M

Retrogenetic models of working memory: Preliminary multi-group analysis.

工作记忆的逆遗传模型：初步多组分析。

DOI：
发表时间：
2024-09-13
期刊：
Hellenic journal of nuclear medicine
影响因子：
0
作者：
Effimia Triantafyllidou;D. Moraitou;Eleni Kaklamanaki;Tamara Georgiadou;Marina Athanasaki;Eleftheria Malliopoulou
通讯作者：
Eleftheria Malliopoulou