Journal of cognitive enhancement : towards the integration of theory and practice最新文献_第2页

The Effects of Piano Training on Auditory Processing, Cognition, and Everyday Function. 钢琴训练对听觉加工、认知及日常功能的影响

IF 1.4

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2023-06-01 Epub Date: 2023-03-15 DOI: 10.1007/s41465-023-00256-z

Jennifer J Lister, Elizabeth M Hudak, Ross Andel, Jerri D Edwards

{"title":"The Effects of Piano Training on Auditory Processing, Cognition, and Everyday Function.","authors":"Jennifer J Lister, Elizabeth M Hudak, Ross Andel, Jerri D Edwards","doi":"10.1007/s41465-023-00256-z","DOIUrl":"10.1007/s41465-023-00256-z","url":null,"abstract":"Learning to play a musical instrument is commonly recommended to avoid cognitive decline and dementia, but experimental evidence is lacking. In this Keys to Staying Sharp study, we investigated the efficacy of piano training as compared to music listening instruction to improve auditory processing, cognition, and everyday function among older adults with and without mild cognitive impairment (MCI). Older adult participants with and without MCI (n=268) included 58% females; 16% identified as Black race and 8.2% reported Hispanic ethnicity. Education ranged from 11 to 20 years. Participants were randomly assigned to either piano training (n=133) or an active control group of music listening instruction (n=135). Group training sessions were led by an instructor for 90 min twice a week for 20 sessions. Measures of auditory processing (time compressed speech, words-in-noise, dichotic digits test, dichotic sentence identification, adaptive tests of temporal resolution), cognition (trail making test, digit coding, verbal fluency), and everyday function (timed instrumental activities of daily living, test of everyday attention) were administered at baseline and immediately post the intervention phase. Analyses were registered at Open Science Framework https://osf.io/sh27y/ on April 25, 2018. Relative to music listening, no significant effects of piano training on auditory processing, cognition, or everyday function were found (ps>0.265). Future research should continue to examine the connection of impaired auditory processing with subsequent dementia and investigate whether effectively enhancing auditory processing by intervention may reduce dementia risk.","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"7 1","pages":"97-111"},"PeriodicalIF":1.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12826660/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45353161","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}

引用次数: 0

A Classroom-Embedded Video Game Intervention Improves Executive Functions in Kindergarteners 课堂嵌入式电子游戏干预对幼儿园儿童执行功能的改善

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2023-05-02 DOI: 10.1007/s41465-023-00262-1

Verónica Nin, Hernán Delgado, A. Goldin, Diego Fernández-Slezak, Laouen Belloli, A. Carboni

引用次数: 0

Correction to: Using an Online‐Based Mindfulness Intervention to Reduce Test Anxiety in Physics Students 更正:使用基于在线的正念干预来减少物理学生的考试焦虑

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2023-04-27 DOI: 10.1007/s41465-023-00263-0

John B. Chancey, Benjamin C. Heddy, Marie Lippmann, E. Abraham

引用次数: 0

Using an Online-Based Mindfulness Intervention to Reduce Test Anxiety in Physics Students. 使用基于网络的正念干预降低物理学生的考试焦虑。

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2023-04-13 DOI: 10.1007/s41465-023-00261-2

John B Chancey, Benjamin C Heddy, Marie Lippmann, Eric Abraham

{"title":"Using an Online-Based Mindfulness Intervention to Reduce Test Anxiety in Physics Students.","authors":"John B Chancey, Benjamin C Heddy, Marie Lippmann, Eric Abraham","doi":"10.1007/s41465-023-00261-2","DOIUrl":"10.1007/s41465-023-00261-2","url":null,"abstract":"Using an 8-week mindfulness intervention, we investigated the mechanisms of mindfulness to address test anxiety in introductory physics II. Our goal was to explore the effectiveness of using an 8-week online mindfulness intervention to address student test anxiety. We used self-report measures to assess participants on mindfulness, emotional regulation, attentional regulation, and physics quiz scores at three-time points-time 1 (pre), time 2 (mid), and time 3. Participants in the mindfulness condition received 8 weeks of mindfulness training while the control group was used as a baseline for comparison with no mindfulness training. The 8-week online-based mindfulness intervention resulted in non-significant changes in test anxiety and quiz scores for the treatment compared to the control. Additionally, results from multiple regression modeling suggest that emotional regulation positively predicted mindfulness at time 3 (T3) of data collection, whereas attentional regulation negatively predicted mindfulness at T3. These findings have both theoretical and practical implications. Our findings suggest more research is needed to investigate the usefulness of mindfulness-based interventions in STEM-related settings.","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10099027/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9717763","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}

引用次数: 0

The Influence of Focused Attention and Open Monitoring Mindfulness Meditation States on True and False Memory. 集中注意力和开放监控正念冥想状态对真记忆和假记忆的影响。

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2023-03-30 DOI: 10.1007/s41465-023-00259-w

Sara Bitton, Alex Chatburn, Maarten A Immink

{"title":"The Influence of Focused Attention and Open Monitoring Mindfulness Meditation States on True and False Memory.","authors":"Sara Bitton, Alex Chatburn, Maarten A Immink","doi":"10.1007/s41465-023-00259-w","DOIUrl":"10.1007/s41465-023-00259-w","url":null,"abstract":"Previous investigations into the effect of mindfulness meditation on false memory have reported mixed findings. One potential issue is that mindfulness meditation involves different styles that establish distinct cognitive control states. The present work aimed to address this issue by comparing the effects of single-session focused attention (FAM) and open monitoring (OMM) mindfulness meditation styles on true and false memory recall. Strengthened cognitive control states associated with FAM were predicted to increase true memory recall and decrease false memory recall. Conversely, weakened cognitive control established by OMM was predicted to increase false memory recall. Thirty-four meditation-naïve participants (23 females, mean age = 23.4 years, range = 18-33) first completed pre-meditation learning and recall phases of the Deese-Roediger-McDermott (DRM) task. Participants then completed a single session of FAM or OMM prior to a second, post-meditation, round of DRM task learning and recall phases with a novel word list. Finally, participants completed a recognition test with true and false memory, and distractor words. Both FAM and OMM groups demonstrated significant increase in false memory recall between pre- and post-meditation recall tests but these groups did not differ with respect to true and false memory recall and recognition. The present findings are consistent with previous reports of increased false memory arising from mindfulness meditation. Distinct cognitive control states associated with FAM and OMM states do not result in distinct true and false memory formation, at least in meditation-naïve adults.","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10061380/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9772112","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}

引用次数: 0

Stress and Novelty: Two interventions to modulate emotional memory in adolescents 压力与新奇：调节青少年情绪记忆的两种干预措施

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2023-03-17 DOI: 10.1007/s41465-023-00258-x

Jesica Custodio, Nadia Justel

引用次数: 0

Are You Distracted by Pleasure? Practice Mindfulness Meditation 你被快乐分心了吗?练习正念冥想

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2023-03-09 DOI: 10.1007/s41465-023-00257-y

Surabhi Lodha, Rashmi Gupta

引用次数: 1

Can Three-Dimensional Multiple Object Tracking Training Be Used to Improve Simulated Driving Performance? A Pilot Study in Young and Older Adults. 三维多目标跟踪训练可以提高模拟驾驶性能吗?一项针对年轻人和老年人的初步研究。

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2023-01-01 DOI: 10.1007/s41465-023-00260-3

Jesse Michaels, Romain Chaumillon, Sergio Mejia-Romero, Delphine Bernardin, Jocelyn Faubert

{"title":"Can Three-Dimensional Multiple Object Tracking Training Be Used to Improve Simulated Driving Performance? A Pilot Study in Young and Older Adults.","authors":"Jesse Michaels, Romain Chaumillon, Sergio Mejia-Romero, Delphine Bernardin, Jocelyn Faubert","doi":"10.1007/s41465-023-00260-3","DOIUrl":"https://doi.org/10.1007/s41465-023-00260-3","url":null,"abstract":"Driving ability has been shown to be dependent on perceptual-cognitive abilities such as visual attention and speed of processing. There is mixed evidence suggesting that training these abilities may improve aspects of driving performance. This preliminary study investigated the feasibility of training three-dimensional multiple object tracking (3D-MOT)-a dynamic, speeded tracking task soliciting selective, sustained and divided attention as well as speed of processing-to improve measures of simulated driving performance in older and younger adults. A sample of 20 young adults (23-33 years old) and 14 older adults (65-76 years old) were randomly assigned to either a 3D-MOT training group or an active control group trained on a perceptual discrimination task as well as 2048. Participants were tested on a driving scenario with skill-testing events previously identified as optimal for cross-sectional comparisons of driving ability. Results replicated previously identified differences in driving behaviour between age groups. A possible trend was observed for the 3D-MOT trained group, especially younger adults, to increase the distance at which they applied their maximum amount of braking in response to dangerous events. This measure was associated with less extreme braking during events, implying that these drivers may have been making more controlled stops. Limitations of sample size and task realism notwithstanding, the present experiment offers preliminary evidence that 3D-MOT training might transfer to driving performance through quicker detection of or reaction to dangerous events and provides a rationale for replication with a larger sample size.","PeriodicalId":73678,"journal":{"name":"Journal of cognitive enhancement : towards the integration of theory and practice","volume":"7 1-2","pages":"112-127"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10123568/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9766734","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}

引用次数: 0

Mindfulness, Attentional Networks, and Executive Functioning: a Review of Interventions and Long-Term Meditation Practice 正念、注意力网络和执行功能:干预和长期冥想练习的回顾

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2022-10-21 DOI: 10.1007/s41465-022-00254-7

Surabhi Lodha, Rashmi Gupta

引用次数: 3

Learning Cognitive Skills by Playing Video Games at Home: Testing the Specific Transfer of General Skills Theory 在家玩电子游戏学习认知技能:测试一般技能理论的特定迁移

Journal of cognitive enhancement : towards the integration of theory and practice Pub Date : 2022-09-06 DOI: 10.1007/s41465-022-00253-8

Rodrigo Flores-Gallegos, R. Mayer

引用次数: 2