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: 9219781
• 负责人: Susanne M Jaeggi
• 金额: $ 38.65万
• 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 2021-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9219781
• 关键词: Address; Age-associated memory impairment; Aging; Asses; Behavior Therapy; Brain; Brain Injuries; Cognition; Cognitive; Communities; Computer software; Crowding; Data; Disease; Generations; Goals; Health; Human; Impaired cognition; Impairment; Individual; Individual Differences; Intervention; Investigation; Knowledge; Knowledge acquisition; Lead; Learning; Light; Marketing; Measures; Mediating; Memory; Memory impairment; Mental Health; Meta-Analysis; Methods; Mission; 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; Recruitment Activity; 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; learning outcome; memory process; multisensory; novel; personalized intervention; programs; skills; therapy development

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 总体目的是了解在培训工作记忆（WM）系统中介导和调节学习转移的因素。有累积的证据表明，WM培训会影响各种任务的性能，但是，迄今为止，知识在介导WM系统中可塑性的基本机制以及哪些培训组成部分会导致转移到不同的任务方面的知识非常有限。该建议是在其他大脑系统中衍生出的知识（例如，感知学习，对Drive转移的机制有深刻的理解）来测试其在WM系统中的影响（AIM 1），以创建新的措施转移到现实世界认知（AIM 2）以及使用“群体差异”的个人差异（3个差异）（三个差异）来测试其在WM系统中的影响（AIM 1），这是一种变革性的变革。这些研究尤其重要且及时考虑到该领域的现状，这是有争议的，并且对培训和个体差异的相关属性缺乏理解，从而导致成功的培训成果。了解介导的成功学习的因素以及为解决当前争议并朝着培训和转移的理论模型发展至关重要的个体差异至关重要。知识增益和翻译影响的潜力是巨大的。了解我们的记忆系统的工作原理以及指导学习的机制具有很大的潜力，可以广泛应用于社会。我们对世界上的知识的获取密切依赖于WM过程，因此，WM的改进可以使我们生活的几乎所有方面都受益。这驱动了一个现有的十亿美元商业市场，该市场提供了早期一代培训方法，该方法非常集中在科学界。拟议的研究可以阐明介导和调节这些类型的认知干预措施的因素，并解决某些程序可能会导致现实世界认知的改善程度。这可能会导致教育，康复和技术进步。例如，WM定义存在于广泛的心理健康状况，疾病和脑损伤病例，以及随着老龄化的认知能力下降，培训方法可以促进更好的WM系统，可以促进这些群体的健康和福祉。此外，这项研究可以阐明可能无法使用并帮助人们避免使用感染程序的方法。拟议的培训软件将在跨平台游戏引擎上创建，以使我们能够传播到潜水员人群中。从这个意义上讲，研究产出具有创新和广泛的影响，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，没有一个人融合旨在优化WM学习的理论驱动方法，目的是将培训转移给现实世界中的利益，并在此处进行了系统的研究。在拟议的工作中创建的程序将公开可用。