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

• 批准号: 10002305
• 负责人: Susanne M Jaeggi
• 金额: $ 38.68万
• 依托单位: UNIVERSITY OF CALIFORNIA RIVERSIDE
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-26 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10002305
• 关键词: Address; Age-associated memory impairment; Aging; Asses; Behavior Therapy; Brain; Brain Injuries; Cognition; Cognitive; Cognitive Therapy; Communities; Computer software; Data; Disease; Generations; Goals; Health Promotion; Human; Impaired cognition; Impairment; Individual; Individual Differences; Intervention; Investigation; Knowledge; Knowledge acquisition; Lead; Learning; Light; Measures; Mediating; Memory; Memory impairment; Mental Health; Meta-Analysis; Methods; Mission; Modernization; Motivation; National Institute of Drug Abuse; National Institute of Mental Health; National Institute of Neurological Disorders and Stroke; National Institute on Alcohol Abuse and Alcoholism; Noise; Outcome; Outpatients; Output; Participant; Perceptual learning; Performance; Personal Satisfaction; Population; Population Heterogeneity; Procedures; Psyche structure; Psychological Transfer; Public Health; Rehabilitation therapy; Research; Research Domain Criteria; Running; Sampling; Scientist; Series; Short-Term Memory; Societies; Stimulus; System; Testing; Theoretical model; Time; Training; Translating; United States National Institutes of Health; Universities; Work; base; behavioral study; cognitive function; cognitive skill; cognitive system; cognitive task; cognitive testing; crowdsourcing; design; executive function; fitness; improved; innovation; large scale data; learning outcome; memory process; multisensory; novel; personalized intervention; programs; recruit; skills; therapy development; translational impact

SUMMARY The overall objective is to understand of the factors mediating and moderating transfer of learning in the context of training Working Memory (WM) systems. There is accumulating evidence that WM training impacts performance in a wide variety of tasks, however, to date, knowledge is extremely limited regarding the underlying mechanisms that mediate plasticity in WM systems, and what components of training give rise to transfer to different tasks. This proposal is transformative in how it applies knowledge derived from plasticity in other brain systems (such as perceptual learning, where there is substantial understanding of mechanisms that dtrive transfer) to test their impact in WM systems (Aim 1), in the creation of novel measures to asses transfer to real-world cognition (Aim 2), and in the use of online ‘crowd-sourced’ studies to characterize individual differences using a large population (Aim 3). These studies are particularly important and timely given current state of the field, which is fraught with controversy, and the lack of understanding of the relevant attributes of training and individual differences factors that give rise to successful training outcomes. Understanding the factors that mediate successful learning, as well as the individual differences moderating these is critical to resolve the current controversies and to move towards a theoretical model of training and transfer. Potential for knowledge gain and translational impact is substantial. Understanding how our memory systems work and the mechanisms that guide learning has great potential to be applied broadly in society. Our acquisition of knowledge in the world intimately relies on WM processes, thus, improvements in WM can benefit almost all aspects of our lives. This has driven a now billion-dollar commercial market that has provided early generation training approaches, which are extremely controversial in the scientific community. The proposed research can shed light on the factors that mediate and moderate these types of cognitive interventions and address the extent to which some procedures may, and others may not, lead to improvements in real world cognition. This can potentially lead to educational, rehabilitative, and technological advancements. For example, WM deficits exist in a wide range of mental health conditions, cases of disease and brain damage, and in cognitive declines with aging, and training approaches that promote better functioning WM systems can promote health and well-being in these groups. Further this research can elucidate approaches that may not work and help people avoid use of infective procedures. The proposed training software will be created on cross-platform game engines to enable dissemination to diverse populations. In this sense, the research output has innovative and broad impacts that can be directly realized from the proposed research. Many individuals are already using “brain training” products, however, none incorporate the theoretically-driven approaches designed to optimize WM learning with an aim to transfer that training to real world benefit, and that are systematically researched, as proposed here. Programs created in the proposed work will be made publically available.

概括 总体目标是了解在训练工作记忆 (WM) 系统的背景下调节和调节学习迁移的因素。越来越多的证据表明，WM 训练会影响各种任务的表现，但迄今为止，知识还不够丰富。关于介导 WM 系统可塑性的基本机制，以及训练的哪些组成部分会导致转移到不同的任务，这一建议在如何应用来自其他大脑系统（例如感知学习）的可塑性知识方面具有变革性。是对机制的深入理解dtrive 迁移）以测试它们对 WM 系统（目标 1）、创建评估迁移到现实世界认知的新颖措施（目标 2）以及使用在线“众包”研究来表征个体的影响。考虑到该领域目前的状况充满争议，以及对培训的相关属性和导致成功的个体差异因素缺乏了解，这些研究显得尤为重要和及时。训练了解影响成功学习的因素以及调节这些因素的个体差异对于解决当前的争议并走向知识获取和转化影响的理论模型至关重要。记忆系统的工作和指导学习的机制具有在社会中广泛应用的巨大潜力。我们在世界上获取知识密切依赖于 WM 过程，因此，WM 的改进几乎可以使我们生活的各个方面受益。现在价值数十亿美元的商业市场提供了早期一代的培训方法，这在科学界极具争议性。拟议的研究可以揭示介导和调节这些类型的认知干预的因素，并解决某些程序可能导致（而另一些程序可能不会）的程度。现实世界认知的改善可能会导致教育、康复和技术进步，例如，WM 缺陷存在于各种心理健康状况、疾病和脑损伤病例以及随着衰老和训练而下降的情况中。促进 WM 系统更好运作的方法可以此外，这项研究可以阐明可能行不通的方法，并帮助人们避免使用感染性程序，该软件将在跨平台游戏引擎上创建，以便向不同人群传播。从这个意义上说，该研究成果具有创新性和广泛的影响，可以从拟议的研究中直接实现，许多人已经在使用“大脑训练”产品，但是，没有一个采用旨在优化 WM 学习的理论驱动方法。将培训转化为现实世界的利益，并按照此处的建议进行了系统研究。拟议工作中创建的程序将公开。