Journal•ISSN: 2509-3304
Journal of cognitive enhancement
Springer Science+Business Media
About: Journal of cognitive enhancement is an academic journal published by Springer Science+Business Media. The journal publishes majorly in the area(s): Medicine & Cognition. It has an ISSN identifier of 2509-3304. Over the lifetime, 31 publications have been published receiving 22 citations.
Topics: Medicine, Cognition, Computer science, Psychological intervention, Intervention (counseling)
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5 citations
TL;DR: In this paper , the authors discuss limitations and challenges of studies administered remotely, and outline methods used to overcome such challenges while effectively collecting cognitive performance data remotely via Zoom, and further discuss relative recruitment, retention rates, compliance, and performance findings between in-lab and remotely administered cognitive assessment and intervention studies, as well as limitations to remote data collection.
Abstract: While remote data collection is not a new concept, the quality and psychometric properties of data collected remotely often remain unclear. Most remote data collection is done via online survey tools or web-conferencing applications (i.e., Skype or Zoom) and largely involves questionnaires, interviews, or other self-report data. Little research has been done on the collection of cognitive assessments and interventions via web-conferencing that requires multiple sessions with or without the assistance of an experimenter. The present paper discusses limitations and challenges of studies administered remotely, and outlines methods used to overcome such challenges while effectively collecting cognitive performance data remotely via Zoom. We further discuss relative recruitment, retention rates, compliance, and performance findings between in-lab and remotely administered cognitive assessment and intervention studies, as well as limitations to remote data collection. We found that while it was necessary to recruit more participants in remote studies to reach enrollment goals, compliance and performance were largely comparable between in-lab and remotely administered studies, illustrating the opportunities of conducting this type of experimental research remotely with adequate fidelity.
3 citations
TL;DR: In this paper , the authors evaluated different EEG theta and/or beta frequency band NF protocols designed to enhance cognitive control in children and adolescents with Attention Deficit/Hyperactivity disorder (ADHD).
Abstract: Neurofeedback (NF) is an important treatment for attention deficit/hyperactivity disorder (ADHD). In ADHD, cognitive control deficits pose considerable problems to patients. However, NF protocols are not yet optimized to enhance cognitive control alongside with clinical symptoms, partly because they are not driven by basic cognitive neuroscience. In this study, we evaluated different EEG theta and/or beta frequency band NF protocols designed to enhance cognitive control. Participants were n = 157 children and adolescents, n = 129 of them were patients with ADHD (n = 28 typically developing (TD) controls). Patients with ADHD were divided into five groups in the order of referral, with four of them taking part in different NF protocols systematically varying theta and beta power. The fifth ADHD group and the TD group did not undergo NF. All NF protocols resulted in reductions of ADHD symptoms. Importantly, only when beta frequencies were enhanced during NF (without any theta regulation or in combination with theta upregulation), consistent enhancing effects in both response inhibition and conflict control were achieved. The theta/beta NF protocol most widely used in clinical settings revealed comparatively limited effects. Enhancements in beta band activity are key when aiming to improve cognitive control functions in ADHD. This calls for a change in the use of theta/beta NF protocols and shows that protocols differing from the current clinical standard are effective in enhancing important facets of cognitive control in ADHD. Further studies need to examine regulation data within the neurofeedback sessions to provide more information about the mechanisms underlying the observed effects.The online version contains supplementary material available at 10.1007/s41465-022-00255-6.
3 citations
2 citations
TL;DR: In this paper , the authors discuss limitations and challenges of studies administered remotely, and outline methods used to overcome such challenges while effectively collecting cognitive performance data remotely via Zoom, and further discuss relative recruitment, retention rates, compliance, and performance findings between in-lab and remotely administered cognitive assessment and intervention studies, as well as limitations to remote data collection.
Abstract: While remote data collection is not a new concept, the quality and psychometric properties of data collected remotely often remain unclear. Most remote data collection is done via online survey tools or web-conferencing applications (i.e., Skype or Zoom) and largely involves questionnaires, interviews, or other self-report data. Little research has been done on the collection of cognitive assessments and interventions via web-conferencing that requires multiple sessions with or without the assistance of an experimenter. The present paper discusses limitations and challenges of studies administered remotely, and outlines methods used to overcome such challenges while effectively collecting cognitive performance data remotely via Zoom. We further discuss relative recruitment, retention rates, compliance, and performance findings between in-lab and remotely administered cognitive assessment and intervention studies, as well as limitations to remote data collection. We found that while it was necessary to recruit more participants in remote studies to reach enrollment goals, compliance and performance were largely comparable between in-lab and remotely administered studies, illustrating the opportunities of conducting this type of experimental research remotely with adequate fidelity.
2 citations