Comparing the effectiveness of two theory-based strategies to promote cognitive training adherence.

IF 2.7 3区心理学 Q2 PSYCHOLOGY, APPLIED

Journal of Experimental Psychology-Applied Pub Date : 2023-07-13 DOI:10.1037/xap0000485.supp

E. Harrell, N. Roque, W. Boot

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Abstract

This study compared the effectiveness of two theory-based strategies to promote cognitive training adherence among older adults (Mage = 70 years, SD = 4.42, range = 64-84). Strategies incorporated either (a) elements of implementation intention formation or (b) positive message framing, both of which have been found to promote adherence to health behaviors in other domains. Participants (N = 120) were asked to engage in technology-based cognitive training at home comprised of seven gamified neuropsychological tasks. In Phase 1 (structured), participants were provided a schedule that required engagement in 1 hr of cognitive training 5 days each week over 2 months. In Phase 2 (unstructured), participants were instructed to engage with the intervention as much as they desired for 1 month. Contrary to expectations, neither the implementation intention nor positive message framing produced greater adherence relative to control as measured by the total number of training sessions completed in each phase. However, exploratory analysis indicated a greater likelihood of intervention engagement for participants assigned to the implementation intention condition on many days of the intervention, though the trajectory of engagement decline was similar for all three groups. Measures of cognition, attitudes/personality, and technology proficiency also did not predict adherence over either phase. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

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比较两种基于理论的策略促进认知训练依从性的效果。

本研究比较了两种基于理论的策略在促进老年人认知训练依从性方面的有效性（Mage=70岁，SD=4.42，范围=64-84）。战略包括（a）实施意图形成的要素或（b）积极的信息框架，这两种因素都被发现可以促进对其他领域健康行为的遵守。参与者（N=120）被要求在家进行基于技术的认知训练，包括七项游戏化的神经心理学任务。在第一阶段（结构化）中，向参与者提供了一份时间表，要求他们在2个月内每周5天进行1小时的认知训练。在第2阶段（非结构化），参与者被要求在1个月内尽可能多地参与干预。与预期相反，无论是实施意图还是积极的信息框架，都没有产生比控制更大的遵守率，这是通过每个阶段完成的培训课程总数来衡量的。然而，探索性分析表明，在干预的许多天里，被分配到实施意图条件下的参与者参与干预的可能性更大，尽管所有三组的参与度下降轨迹相似。认知、态度/个性和技术熟练程度的测量也不能预测两个阶段的依从性。（PsycInfo数据库记录（c）2023 APA，保留所有权利）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Experimental Psychology-Applied PSYCHOLOGY, APPLIED-

CiteScore

4.90

自引率

3.80%

发文量

110

期刊介绍： The mission of the Journal of Experimental Psychology: Applied® is to publish original empirical investigations in experimental psychology that bridge practically oriented problems and psychological theory. The journal also publishes research aimed at developing and testing of models of cognitive processing or behavior in applied situations, including laboratory and field settings. Occasionally, review articles are considered for publication if they contribute significantly to important topics within applied experimental psychology. Areas of interest include applications of perception, attention, memory, decision making, reasoning, information processing, problem solving, learning, and skill acquisition.