Showing papers in "Journal of cognitive enhancement in 2022"
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
TL;DR: In this article , the effects of training task features and trainees' characteristics on transfer to cognitive and academic measures were examined, and the results indicated the potential of WM training to improve WM capacity and mathematical skills and reveal the impact of regulative, motivational and social factors on cognitive training performance.
Abstract: Abstract Learning and academic performance are explained mainly by basic limited-capacity processes, most notably by working memory (WM). Consequently, training WM has been considered a promising approach to fostering these abilities. However, school-based investigations are rare. This study examined the effects of training task features and trainees’ characteristics on transfer to cognitive and academic measures. Eighty-six typically developing 8–12-year-old children completed 6 weeks of either WM training with n-back and complex span tasks or a control training with perceptual-matching tasks in a regular school setting. The study also assessed some personal variables of the children, such as neuroticism, conscientiousness, joy of learning, and power of endurance. The WM training group showed increased WM and math performance compared to the control group. Also, there was a trend toward some improvements in vocabulary after WM training, and overall improvements after both trainings were observed in fluid intelligence and reading. Analyses of individual differences in the WM training group indicated increased training performance in relation to emotional stability, conscientiousness, power of endurance, as well as teacher-reported joy of learning and social integration of participants. Thus, the results indicate the potential of WM training to improve WM capacity and mathematical skills and reveal the impact of regulative, motivational, and social factors on cognitive training performance.
2 citations
TL;DR: In this paper , the authors investigated the acceptance of self-enhancement methods and its relationship with personality traits and values and found that individuals high on Dark Triad traits, vulnerable narcissism, and selfenhancements exhibit more acceptance.
Abstract: Abstract Due to ongoing technological innovations, self-enhancement methods are publicly discussed, researched from different perspectives, and part of ethical debates. However, only few studies investigated the acceptance of these methods and its relationship with personality traits and values. The present study investigated to what extent people accept different enhancement methods and whether acceptance can be predicted by Big Five and Dark Triad traits, vulnerable narcissism, and values. In an online survey ( N = 450), we measured personality traits and values. Additionally, participants read scenarios about enhancement methods and answered questions about their acceptance of these scenarios. Factor analysis indicated a general factor of acceptance across scenarios. Correlation analyses showed that high agreeableness, agreeableness-compassion, conscientiousness, conscientiousness-industriousness, and conservation- and self-transcendence values are related to less acceptance of self-enhancement. Moreover, individuals high on Dark Triad traits, vulnerable narcissism, and self-enhancement values exhibit more acceptance. Hierarchical regression analysis revealed that said values and Big Five traits explained unique variance in the acceptance of self-enhancement. These findings highlight the importance of considering personality and values when investigating self-enhancement—a topic that is receiving increasing attention by the public, politicians, and scientists.
2 citations
TL;DR: The authors showed that the training effects of game playing are focused on skills that are exercised in the game, and partial evidence for the specific transfer of general skills theory, and show that the learning effects of playing video games are not solely focused on general skills.
Abstract: Abstract Can people learn cognitive skills by playing video games at home? In the present study, college students took a pretest consisting of four cognitive tasks and 2 weeks later took a posttest consisting of the same four tasks (i.e., n-back and letter-number tasks tapping executive function skills and mental rotation and multiple object tracking tasks tapping perceptual processing skills). During the 2-week period, students engaged in no game activity, or played designed video games (targeting executive function skills) or an action video game (targeting perceptual processing skills) at home for 6 30-min sessions. The two game groups did not show greater gains than the control group on any of the tasks overall, but the designed game group outperformed the control group on the difficult trials of the n-back task and the action game group outperformed the control group on the difficult trials of the mental rotation tasks. Results provide partial evidence for the specific transfer of general skills theory, and show that the training effects of game playing are focused on skills that are exercised in the game.
1 citations
1 citations
TL;DR: In this article , the authors explored whether body esteem could explain the relationship between eating in a mindful way and self-compassion, and found a positive correlation between eating and body esteem.
Abstract: Abstract Research illustrates that high levels of self-compassion are associated with individuals eating in a mindful way. Previous research focusing upon emotional eating behaviours has suggested that body esteem is a mechanism that links self-compassion to eating behaviours, whilst mindful eating relates negatively to emotional eating and displays another, more adaptive way of eating. The present research explored whether body esteem could explain (i.e. mediate) the relationship between mindful eating and self-compassion. Two hundred participants were recruited to participate in a cross-sectional study to investigate the relationship between mindful eating, self-compassion, and body esteem. The present study highlights a positive correlation between mindful eating and body esteem, with a mediation effect being observed for mindful eating on self-compassion via the appearance subscale of body esteem. Possible explanations and future directions are discussed further with an emphasis on the need for more empirical work. In addition, suggestions are provided regarding the inclusion of body esteem within weight management interventions focusing upon mindful eating and self-compassion.
1 citations
TL;DR: In this paper , the feasibility of a self-administered task-switching training in a middle-aged working population was investigated, where 80-one caregivers were instructed to train at home 8 times either within a 7- or 14-day interval.
Abstract: Abstract The current study aimed at investigating feasibility of a self-administered task-switching training in a middle-aged working population. Eighty-one caregivers (41–62 years old) were instructed to train at home 8 times either within a 7- or 14-day interval. Only 56.7% performed more than 50% of the instructed number of training sessions. However, compliant caregivers (who completed more than 4 training sessions) showed significant training gains and transfer to an untrained task-switching task. Although transfer effects to other cognitive tasks were not found, trained participants tended to report fewer everyday memory failures than a control group. In conclusion, the implementation of a home-based task-switching training in everyday life of caregivers is possible. However, there is only limited evidence for generalization of results of previous laboratory studies. Adherence and transfer to other cognitive tasks are discussed as important challenges in conveying laboratory findings into real life.
TL;DR: In this paper , the feasibility of a self-administered task-switching training in a middle-aged working population was investigated, where 80-one caregivers were instructed to train at home 8 times either within a 7- or 14-day interval.
Abstract: Abstract The current study aimed at investigating feasibility of a self-administered task-switching training in a middle-aged working population. Eighty-one caregivers (41–62 years old) were instructed to train at home 8 times either within a 7- or 14-day interval. Only 56.7% performed more than 50% of the instructed number of training sessions. However, compliant caregivers (who completed more than 4 training sessions) showed significant training gains and transfer to an untrained task-switching task. Although transfer effects to other cognitive tasks were not found, trained participants tended to report fewer everyday memory failures than a control group. In conclusion, the implementation of a home-based task-switching training in everyday life of caregivers is possible. However, there is only limited evidence for generalization of results of previous laboratory studies. Adherence and transfer to other cognitive tasks are discussed as important challenges in conveying laboratory findings into real life.
TL;DR: In this article , the authors explored whether or not mindfulness could reduce visual attention towards food cues and found that participants in the mindfulness meditation condition had greater attention duration towards LED food cues, whilst those in the control condition exhibited greater attentionduration towards HED food cues.
Abstract: Abstract Continual exposure to energy dense foods is suggested to promote overeating and obesity. The aim of the present research was to explore whether or not mindfulness could reduce visual attention towards food cues. In two laboratory studies, participants with a normal weight range completed an eye-tracking paradigm, and their eye-movements were recorded. In study 1, participants were exposed to either mindfulness meditation or a control condition, and their eye-movements towards low energy density (LED) vs high energy density (HED) food cues were measured. In study 2, participants were assigned to a mindful eating condition using a Mindful Construal Diary (MCD) or a control condition, and their eye-movements towards LED or HED food vs. non-food cues were recorded. In study 1, participants in the mindfulness meditation condition had greater attention duration towards LED food cues, whilst those in the control condition exhibited greater attention duration towards HED food cues. In study 2, there were no significant differences in the maintenance of attentional biases towards food cues between the two conditions. Mindfulness meditation may be beneficial in increasing attention towards LED food cues. Future research should further explore the effect of mindfulness and mindful eating on visual attention towards food cues with people who suffer from excess weight or have obesity, and also within naturalistic settings.
TL;DR: For instance, the authors conducted twelve semi-structured face-to-face interviews with a diverse sample of parents in Germany, and applied qualitative content analysis to explore their perspectives on instrumentalizing prescription drugs for improving the performance of healthy children, including their underlying knowledge, moral evaluations, evaluations of accompanied risks and benefits, opinions on potential motivators, and wishes regarding policy-making.
Abstract: First evidence shows that some parents engage in the health-endangering practice of (mis-)using prescription drugs to boost their children's school performance. But little is known about parental perspectives on this phenomenon. This study aims to better understand parents' perspectives on the non-medical use of prescription drugs to improve healthy children's cognitive functioning. We conducted twelve semi-structured face-to-face interviews with a diverse sample of parents in Germany, and applied qualitative content analysis to explore their perspectives on instrumentalizing prescription drugs for improving the performance of healthy children, including their underlying knowledge (gaps), moral evaluations, evaluations of accompanied risks and benefits, opinions on potential motivators, and wishes regarding policy-making. The results show that parents typically believed themselves knowledgeable about such prescription drug (mis-)use, although they were not aware of anyone in their social environment taking them for enhancement. Parents generally considered such behavior to be morally reprehensible, cheating, and similar to doping in sports, and they typically claimed that no situation or occasion could motivate them to administer prescription drugs to their healthy children. Health risks (including side effects or addiction) were a typical expectation of drug use. That doctors should give such drugs to healthy young people was seen as unjustifiable. The results suggest that morality and risk-benefit evaluations of parents play a major role in their decision-making concerning this potentially risky instrumentalization of non-medical drugs. These insights are of distinct importance, especially for future research and further discussions on this topic, such as an evidence-based public dialog and ethics debates.The online version contains supplementary material available at 10.1007/s41465-022-00243-w.