Examining the contributions of placebo effects in cognitive training

检查安慰剂效应在认知训练中的贡献

基本信息

批准号：
10390772
负责人：
CHRISTOPHER S GREEN
金额：
$ 66.46万
依托单位：
UNIVERSITY OF WISCONSIN-MADISON
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-06-01 至 2027-05-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10390772
关键词：
Address Adult Age Age-associated memory impairment Alzheimer&apos s disease related dementia Applied Research Attention deficit hyperactivity disorder Automobile Driving Basic Science Belief Benchmarking Blinded Characteristics Cognition Cognitive Critiques Data Data Set Development Disease Drug Controls Elderly Evaluation Foundations Funding Future Health Heterogeneity Individual Individual Differences Industry Intelligence Intervention Journals Knowledge Liquid substance Manuscripts Measures Methods Mission 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 Performance Personality Personality Traits Persons Pharmacologic Substance Placebo Effect Placebos Plant Roots Play Population Process Production Protocols documentation Psyche structure Public Health Published Comment Research Research Design Research Personnel Research Project Grants Risk Role Route Running Sample Size Schizophrenia Short-Term Memory Site Solid Suggestion Symptoms Task Performances Testing Training Translating Translational Regulation Treatment Protocols United States National Institutes of Health Work active control age group attentional control base blind classical conditioning cognitive ability cognitive benefits cognitive enhancement cognitive function cognitive process cognitive task cognitive training cohort design disability burden effective intervention expectation experience fitness flexibility improved learning strategy middle age optimism prevent research study selective attention stem trait young adult

项目摘要

Project Summary/Abstract This project addresses fundamental controversies regarding the extent to which benefits of cognitive training may reflect, at least in part, placebo effects. Cognitive training is increasingly studied and applied as a potential approach to enhance cognitive capabilities in healthy young-to-middle-age adults as well to ameliorate and/or prevent age-related cognitive decline in individuals that may be at risk for developing ADRD. While extant data suggest that well-designed cognitive training paradigms can produce positive real-world change in cognitive functions, some researchers have suggested that the positive effects attributed to cognitive training may, in fact, reflect placebo effects. This criticism stems from the fact that, in even the best designed cognitive training studies, participants cannot be truly blinded to condition. While many cognitive training studies attempt to blind participants to the intent or purpose of the training (e.g., using an inert control training that participants might find plausible as an active intervention), because such control training experiences necessarily differ in key ways from the active training experiences, it has nevertheless been suggested that participants in cognitive training studies are able to intuit their condition and associated expectations and then show outcomes that are rooted purely in these expectations. Despite this suggestion appearing frequently in commentaries over the past several years, there exists little empirical work that directly addresses whether placebo effects may be at play in cognitive training and whether such effects can be of a magnitude that explains previous results in the field. Here we propose to overcome this fundamental gap in the field with a large-scale research study designed to explicitly examine placebo effects in cognitive training. In particular, taking lessons from outside domains that have more rigorously examined the induction of placebo effects, we utilize both “pure expectation” methods (i.e., verbally telling participants that an inert training protocol will enhance their cognitive functions) and “associative learning” methods (i.e., pairing training with subjectively experienced improved performance) in the attempt to purposefully drive maximal amplitude placebo effects. This will not only serve to resolve the proximal controversy regarding whether placebo effects in the domain, but if such effects are found, it will serve as a benchmark for future research (e.g., to potentially harness such effects). We will examine how the size of such effects may differ across age groups (younger and older adults), across cognitive domains (e.g., fluid intelligence, working memory, selective attention), and across testing contexts (in-lab versus remote). Finally, as outside domains have shown that there can be individual differences in the extent of placebo-responsiveness, we will also examine a set of individual difference variables (e.g., personality) as possible moderators for these differences. This research will provide a unique and foundational dataset that addresses directly and in a rigorous manner the extent to which cognitive training effects can be explained by, and/or augmented by, placebos, and inform future interventions addressing ADRD.

项目摘要/摘要该项目解决了关于认知培训的好处的基本争议可能至少部分反映了安慰剂效应。认知训练越来越多地研究，并作为潜力增强健康的年轻与中年龄成年人的认知能力的方法，也可以改善和/或预防可能有发展ADRD风险的个体与年龄相关的认知能力下降。而现有数据建议精心设计的认知训练范例可以产生认知的积极变化功能，一些研究人员提出，归因于认知训练的积极影响实际上可能是反映安慰剂效应。这种批评主义源于以下事实：即使在设计最佳的认知培训研究中，参与者不能真正蒙蔽状况。而许多认知培训研究试图失明参与者达到培训的意图或目的（例如，使用参与者可能的惰性控制培训找到合理的干预措施），因为这样的控制培训经验必然会以关键方式有所不同从积极的培训经验中，有人提出认知培训的参与者研究能够直观其状况和相关的期望，然后显示出根源的结果纯粹是在这些期望中。尽管这一建议在过去的几个评论中经常出现几年，几乎没有经验工作直接解决安慰剂效应是否可能在认知中发挥作用训练以及这种影响是否可能具有大小，可以解释现场的先前结果。我们在这里通过一项大规模研究，旨在明确的研究，可以克服该领域的这一基本差距检查认知训练中的安慰剂效应。特别是，从具有更多的外部领域上汲取教训严格检查了安慰剂效应的诱导，我们同时使用了“纯粹的期望”方法（即，口头告诉参与者，惰性培训方案将增强其认知功能）和“关联学习”方法（即，将培训与主观经验的配对培训提高了性能），以尝试有目的地驱动最大放大器安慰剂效果。这不仅可以解决近端关于安慰剂是否在域中影响的争议，但如果发现这种影响，它将作为一个将来研究的基准（例如，可能利用这种影响）。我们将研究这种大小在年龄组（年龄段和老年人）之间，跨认知领域的影响可能有所不同（例如，流体智力，工作记忆，选择性关注）以及跨测试上下文（LAB与远程）。最后，作为外面领域表明，安慰剂响应性的程度可能存在个体差异，我们将还要检查一组个体差异变量（例如个性）作为可能的主持人差异。这项研究将提供独特而基础的数据集，直接和严格地解决方式，通过安慰剂和/或增强的认知训练效应的程度告知未来关于ADRD的干预措施。