Journal of cognitive enhancement : towards the integration of theory and practice最新文献

{"title":"Unexpected Events Resist Directed Forgetting.","authors":"Alex Kafkas, Aisha Mukhtar, Sadie Griffiths, Jingqiu Zhou","doi":"10.1007/s41465-026-00365-5","DOIUrl":"10.1007/s41465-026-00365-5","url":null,"abstract":"<p><p>This study examined whether expectation violations modulate the effectiveness of directed forgetting (DF) and whether this interaction varies with emotional valence. We hypothesised that unexpectedness may confer mnemonic resilience, protecting from later forgetting. Participants first learned symbol-stimulus contingencies (rule learning), followed by an encoding phase with new emotional and neutral stimuli that were either expected or violated the learned rule. Each stimulus was accompanied by a \"remember\" or \"forget\" cue, and a subsequent recognition test assessed memory performance for expected and unexpected items under both DF conditions. Unexpected stimuli were remembered better than expected ones, particularly through recollection, and this advantage persisted even under forget instructions, indicating resistance to DF. Forget cues reduced recollection overall, but this reduction was markedly stronger for expected than for unexpected items. Emotional valence partly moderated these effects with the expectation advantage for recollection being evident for negative and neutral stimuli but not for positive ones. Nevertheless, the weakening of the DF effect for unexpected stimuli occurred irrespective of emotional valence. These findings demonstrate that prediction error enhances memory formation and diminishes the efficacy of intentional forgetting, particularly for associatively richer, recollection-based memories. The results support a view of DF as a dynamic process constrained by encoding factors such as surprise and emotional salience, with implications for theories of memory control and applications in education and memory training.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"10 3","pages":"350-366"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13593745/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differential Transfer Effects Across Tasks in Younger and Older Adults Following Executive Function Training.","authors":"Caroll-Ann Blanchette, Tudor Vrinceanu, Kathia Saillant, Maxime Lussier, Louis Bherer","doi":"10.1007/s41465-026-00350-y","DOIUrl":"10.1007/s41465-026-00350-y","url":null,"abstract":"<p><p>Cognitive training can help improve cognition and build cognitive reserve in seniors, but the extent to which cognitive training leads to improvement in untrained tasks, the so called transfer effect, is still debated, and age-related difference in this matter remain understudied. This study investigated the effect of two executive function training tasks, the dual-task and the <i>n</i>-back task, on their analogous untrained tasks in 35 younger adults and 49 older adults. Performance was assessed before and after each group had completed 6 h of their respective training program spread over four weeks. Results show improvement in the dual-task transfer task after dual-task training in both younger and older adults, and that dual-task performances also improved after <i>n</i>-back training but only in older adults. Improvement in performance on the <i>n</i>-back transfer task was also observed after both trainings for the moderate task load (2-back), while for the higher load (3-back) the improvement was only observed in the <i>n</i>-back training group, with equivalent training effects in older and younger adults. These results suggest that executive function training can lead to near transfer to a non-trained task tapping the same attentional control process, in addition to showing age-related difference in transfer effect across tasks. This suggests that, while performing executive control tasks, older adults may engage different attentional control processes from the one targeted by the task. Indeed, improvement in dual-task performance after <i>n</i>-back training in older adults implies that improved working memory capacity can help older adults to better manage dual-task situations.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"10 3","pages":"296-307"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13593652/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Usability and Acceptance of In-App Social-Interacting Features for Promoting Adherence to Computerized Cognitive Training: A Pilot Evaluation.","authors":"Zhe He, Yuanying Pang, Lucas von Hollen, Marcela Castano, Heidi Kinsell, Jonathan Adams, Keith Roberson, Patricia Born, Hongyu Miao","doi":"10.1007/s41465-025-00337-1","DOIUrl":"10.1007/s41465-025-00337-1","url":null,"abstract":"<p><p>As the aging population grows, cognitive decline and dementia may pose more significant public health challenges. Non-pharmacologic interventions, including cognitive training, offer potential solutions to mitigate cognitive deterioration; however, intervention adherence remains a key challenge. This pilot study examines the impact of social interaction features on adherence to cognitive training among older adults using the Mind Frontier software, a gamified cognitive training program. This study aimed to evaluate whether the integration of a leaderboard and chat system is associated with self-perceived social connectiveness (measured by a loneliness scale), adherence to and self-perceived efficacy in cognitive training, and the usability of the cognitive training system. A single-group pre-post design was employed, involving 24 participants aged 65 and older who completed a four-week intervention. Participants were provided with a tablet-based training system and were instructed to complete cognitive training sessions three days per week. Adherence metrics, usability ratings, and social engagement data were collected. Results indicated that while most participants maintained minimal adherence throughout the intervention, adherence levels declined over time. Frequent users of the chat and leaderboard functions rated the system more favorably but did not show significantly higher adherence compared to infrequent users. Additionally, a slight increase in loneliness and a decrease in self-efficacy were observed post-training, suggesting the need for enhanced support and interactive features. Correlation analysis revealed that higher adherence was associated with decreased loneliness, and participants with higher post-training self-efficacy gave better usability ratings. This study highlights the potential of integrating social interaction into cognitive training programs to promote adherence, while also underscoring the challenges of maintaining long-term adherence. Future research should investigate strategies to sustain engagement in technology-based cognitive interventions for older adults.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"9 4","pages":"439-454"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13215691/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148058667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exogenous Spatial Attention Helps Overcome Spatial Specificity of Visual Learning in the Blind Field After V1 Damage.","authors":"Matthew R Cavanaugh, Marisa Carrasco, Krystel R Huxlin","doi":"10.1007/s41465-024-00307-z","DOIUrl":"10.1007/s41465-024-00307-z","url":null,"abstract":"<p><p>Visual discrimination training can restore visual functions in the blind field of participants with stroke-induced V1 damage. However, single-stimulus training in this population is limited by spatial specificity. Thus, it requires iterative training over several months to achieve improvement at more than one blind-field location, particularly at sites further from the blind field border (i.e., deeper in the blind field). With neurotypical observers, exogenous spatial attention (SA) facilitates transfer of learning to untrained locations. Here, we asked if SA pre-cues could induce transfer of training deeper into cortically blinded (CB) fields. Twenty CB participants trained on a global motion discrimination task either using a single [primary] stimulus and no cues (Task 1), a single primary stimulus with a large pre-cue deep in the blind field (Task 2), two identical stimuli (primary and deep) with small pre-cues just above them (Task 3), or a single stimulus randomly alternating at a primary and deep blind-field location, forewarned by a small pre-cue above them on each trial (Task 4). Training on Task 1 induced reliable improvements at the primary location, but no transfer of learning deeper in the blind field. The addition of SA pre-cues in Tasks 2-4 induced transfer in more than half the participants, although threshold improvements at primary locations were smaller than for Task 1. We conclude that directing exogenous SA deep in the blind field attracts attention automatically in CB patients and facilitates transfer of learning towards cued locations, even without V1 processing for those regions of space.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"9 1","pages":"21-37"},"PeriodicalIF":1.4,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12312055/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144762517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anodal High-definition Transcranial Direct Current Stimulation Over the Left (but not Right) Parietal Cortex Facilitates Mental Arithmetic.","authors":"Matthias Hartmann, Magali Dumureau","doi":"10.1007/s41465-024-00314-0","DOIUrl":"10.1007/s41465-024-00314-0","url":null,"abstract":"<p><p>Non-invasive brain stimulation (NIBS) techniques such as transcranial direct current stimulation (tDCS) allow for investigating the functional involvement of specific brain areas in mental arithmetic. In this study, we employed for the first time high-definition (HD)-tDCS, which offers enhanced spatial precision, to explore the functional roles of the left and right intraparietal sulcus (IPS) in mental arithmetic. A total of 25 participants underwent anodal left IPS, anodal right IPS, and sham stimulation in separate sessions in counterbalanced order while solving single- and multi-step addition and subtraction problems. We found that stimulation of the left IPS, but not the right IPS or sham stimulation, improved arithmetic performance speed. These results provide further evidence for the functional involvement of the left IPS in a broad range of arithmetic tasks and highlight the potential of NIBS for cognitive enhancement.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s41465-024-00314-0.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"9 1","pages":"51-66"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11914294/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Task-Irrelevant Phase but not Contrast Variability Unlocks Generalization in Visual Perceptual Learning.","authors":"Beyza Akkoyunlu, Caspar M Schwiedrzik","doi":"10.1007/s41465-025-00329-1","DOIUrl":"10.1007/s41465-025-00329-1","url":null,"abstract":"<p><p>Performance on visual tasks can be improved by practice, a process called visual perceptual learning. However, learning-induced performance improvements are often limited to the specific stimuli and visual field locations used during training. Recent research has shown that variability along task-irrelevant stimulus dimensions during training can reduce this specificity. This has been related to higher stages of visual processing that harbor neurons that are invariant to the task-irrelevant dimension. Here, we test whether task-irrelevant trial-by-trial variability in two visual features for which invariances arise at different stages of processing, contrast, and spatial phase results in different degrees of generalization in space in an orientation discrimination task. We find that randomizing spatial phase results in complete generalization of learning to a new spatial location, contrary to randomizing contrast. Our results thus suggest that the neural population undergoing plasticity in visual perceptual learning is determined by the training task, which, in turn, affects generalization. This lends further support to the hypothesis that task-irrelevant variability is an independent factor in determining the specificity of perceptual learning.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s41465-025-00329-1.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"9 3","pages":"297-309"},"PeriodicalIF":1.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12464071/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145187623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Repeated Feedback Can Benefit Seven-Year-old's Uncertainty Monitoring in a Memory Task.","authors":"Florian J Buehler, Simona Ghetti, Claudia M Roebers","doi":"10.1007/s41465-025-00322-8","DOIUrl":"10.1007/s41465-025-00322-8","url":null,"abstract":"<p><p>Children's ability to accurately monitor their performance is crucial for self-regulated learning and academic achievement, but interventions are rare. We aimed to improve young primary school childrens' (<i>N</i> = 127; <i>M</i> = 7.45 years) uncertainty monitoring with feedback. Participants attended six training sessions in which they received either metacognitive feedback, performance feedback or were assigned to an active control group. In the metacognitive feedback group, children received feedback on the correspondence between their accuracy in a memory task and their uncertainty monitoring (confidence judgments). In the performance feedback group, children received solely feedback on their accuracy in a memory task. In the active control group, children solved attention control tasks. Pre- and post-training, we assessed participants' memory performance in a recognition test and uncertainty monitoring with confidence judgments. Results revealed that metacognitive, but not performance feedback, improved children's uncertainty monitoring from pre- to posttest. However, metacognitive and performance feedback did not improve memory accuracy. The number of required sessions and items per session might be one of the most important aspects to be clarified in future studies.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s41465-025-00322-8.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"9 2","pages":"230-243"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12122647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144201008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Risk and Benefit Sensitivity for Cognitive Treatments.","authors":"Kianté A Fernandez, Brian A Erickson, Joseph W Kable, Roy H Hamilton, John D Medaglia","doi":"10.1007/s41465-025-00319-3","DOIUrl":"10.1007/s41465-025-00319-3","url":null,"abstract":"<p><p>Ethical judgments require clinicians, researchers, research participants, and patients to weigh risks and benefits. Novel treatments for cognitive deficits are rapidly emerging, but little is known about how individual differences in risk and benefit sensitivity influence ethical judgments to administer treatments. The public plays important roles as citizens, taxpayers, and consumers of cognitive treatments, yet little is known about how they evaluate risks and benefits in ethical judgments. We examined the influence of risk and benefit sensitivity on the public's choices about treating cognitive dysfunction. We administered surveys, cognitive measures, and an ethical judgment paradigm to 425 participants recruited via Amazon Mechanical Turk. Participants were asked to choose whether to recommend a hypothetical cognitive treatment with varying degrees of risks and benefits across seven different cognitive domains. We expected participants to be more risk-sensitive than benefit-sensitive, especially when evaluating treatments that influence cognitive functions central to personal identity such as mood, self-control, and long-term memory. Unexpectedly, participants were slightly more sensitive to benefits and showed inter-domain stability across cognitive dysfunctions. Our results suggest that risks and benefits influence whether the public might recommend cognitive treatments. The relatively higher weight placed on benefits could be explained by prominent theories of decision-making under risk. Overall, this study suggests that judgment tasks can be adapted to study psychological ethical choices about treatments for cognitive deficits. Further study of individual variation in risk and benefit sensitivity and their influence on real-world ethical choices about cognitive repair could inform frameworks to enhance optimal neuroethical decision-making.</p>","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"9 2","pages":"214-229"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12122579/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144201007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Neuromuscular-Cognitive Training Programs on Cognitive, Neuromuscular, and Neuromuscular-Cognitive Outcomes in Healthy, Young Adults: a Systematic Review","authors":"K. Porter, Danielle M. Torp, Molly Taylor, M. Hoch","doi":"10.1007/s41465-023-00270-1","DOIUrl":"https://doi.org/10.1007/s41465-023-00270-1","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49649294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does Repeated Exposure to Messages about Cognitive Training Efficacy Facilitate a Placebo Effect?","authors":"E. Sanders, E. Harrell, W. Boot","doi":"10.1007/s41465-023-00265-y","DOIUrl":"https://doi.org/10.1007/s41465-023-00265-y","url":null,"abstract":"","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41505717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}