The Effects of Computerized Cognitive Training in Older Adults' Cognitive Performance and Biomarkers of Structural Brain Aging.

OBJECTIVES: Cognitive training (CT) has been investigated as a means of delaying age-related cognitive decline in older adults. However, its impact on biomarkers of age-related structural brain atrophy has rarely been investigated, leading to a gap in our understanding of the linkage between improvements in cognition and brain plasticity. This study aimed to explore the impact of CT on cognitive performance and brain structure in older adults. METHODS: One hundred twenty-four cognitively normal older adults recruited from 2 study sites were randomly assigned to either an adaptive CT (n = 60) or a casual game training (active control, AC, n = 64). RESULTS: After 10 weeks of training, CT participants showed greater improvements in the overall cognitive composite score (Cohen's d = 0.66, p < .01) with nonsignificant benefits after 6 months from the completion of training (Cohen's d = 0.36, p = .094). The CT group showed significant maintenance of the caudate volume as well as significant maintained fractional anisotropy in the left internal capsule and in left superior longitudinal fasciculus compared to the AC group. The AC group displayed an age-related decrease in these metrics of brain structure. DISCUSSION: Results from this multisite clinical trial demonstrate that the CT intervention improves cognitive performance and helps maintain caudate volume and integrity of white matter regions that are associated with cognitive control, adding to our understanding of the changes in brain structure contributing to changes in cognitive performance from adaptive CT. CLINICAL TRIAL REGISTRATION: NCT03197454.

A game-factors approach to cognitive benefits from video-game training: A meta-analysis.

This current study is a meta-analysis conducted on 63 studies on video-game based cognitive interventions (118 investigations, N = 2,079), which demonstrated a moderate and significant training effect on overall gains in cognition, g = 0.25, p < .001. Significant evidence of transfer was found to overall cognition, as well as to attention/perception and higher-order cognition constructs. Examination of specific gameplay features however showed selective and differential transfer to these outcome measures, whereas the genre labels of "action", "strategy", "casual", and "non-casual" were not similarly predictive of outcomes. We therefore recommend that future video-game interventions targeting cognitive enhancements should consider gameplay feature classification approach over existing genre classification, which may provide more fruitful training-related benefits to cognition.

Longitudinal changes in gray matter correspond to changes in cognition across the lifespan: implications for theories of cognition.

The present study examines the association between gray matter volume and cognition. Studies that have examined this issue have focused primarily on older adults, whereas the present study examines the issue across the entire adult lifespan. A total of 463 adults, ages 20-88 at first assessment, were followed longitudinally across three assessments over 8-10years. Significant individual differences in a general cognition measure comprised of measures of speed of processing, working memory, and episodic memory were observed, as well as in measures of cortical and subcortical gray matter. Parallel process latent growth curve modeling showed a reliable relationship between decreases in cortical matter and cognitive decline across the entire adult lifespan, which persisted after controlling for age effects. Implications of these findings in relation to progression toward dementia, risk assessment, cognitive intervention, and environmental factors are discussed, as well as implications for theories of cognitive aging.

Cognitive and structural predictors of novel task learning, and contextual predictors of time series of daily task performance during the learning period.

Investigation into methods of addressing cognitive loss exhibited later in life is of paramount importance to the field of cognitive aging. The field continues to make significant strides in designing efficacious cognitive interventions to mitigate cognitive decline, and the very act of learning a demanding task has been implicated as a potential mechanism of augmenting cognition in both the field of cognitive intervention and studies of cognitive reserve. The present study examines individual-level predictors of complex skill learning and day-to-day performance on a gamified working memory updating task, the BirdWatch Game, intended for use as a cognitive intervention tool in older adults. A measure of verbal episodic memory and the volume of a brain region involved in verbal working memory and cognitive control (the left inferior frontal gyrus) were identified as predictors of learning rates on the BirdWatch Game. These two neuro-cognitive measures were more predictive of learning when considered in conjunction than when considered separately, indicating a complementary effect. Additionally, auto-regressive time series forecasting analyses were able to identify meaningful daily predictors (that is, mood, stress, busyness, and hours of sleep) of performance-over-time on the BirdWatch Game in 50% of cases, with the specific pattern of contextual influences on performance being highly idiosyncratic between participants. These results highlight the specific contribution of language processing and cognitive control abilities to the learning of the novel task examined in this study, as well as the variability of subject-level influences on task performance during task learning.

Are the advantages of chess expertise on visuo-spatial working-memory capacity domain specific or domain general?

Chess experts have repeatedly demonstrated exceptional recall of chessboards, which is weakened by disruption of the chessboard. However, chess experts still perform better than novices when recalling such disrupted chessboards, suggesting a somewhat generalized expertise effect. In the current study, we examined the extent of this generalized expertise effect on early processing of visuo-spatial working memory (VSWM), by comparing 14 chess experts (Elo rating > 2000) and 15 novices on a change-detection paradigm using disrupted chessboards, where attention had to be selectively deployed to either visual or spatial features, or divided across both features. The paradigm differed in the stimuli used (domain-specific chess pieces vs. novel visual shapes) to evaluate domain-general effects of chess expertise. Both experts and novices had greater memory discriminability for chess stimuli than for the unfamiliar stimuli, suggesting a salience advantage for familiar stimuli. Experts, however, demonstrated better memory discriminability than novices not only for chess stimuli presented on these disrupted chessboards, but also for novel, domain-general stimuli, particularly when detecting spatial changes. This expertise advantage was greater for chessboards with supra-capacity set sizes. For set sizes within the working-memory capacity, the expertise advantage was driven by enhanced selective attention to spatial features by chess experts when compared to visual features. However, any expertise-related VSWM advantage disappeared in the absence of the 8 × 8 chessboard display, which implicates the chessboard display as an essential perceptual aspect facilitating the "expert memory effect" in chess, albeit one that might generalize beyond strictly domain-relevant stimuli.

Corrigendum: Past Gaming Experience and Cognition as Selective Predictors of Novel Game Learning Across Different Gaming Genres.

[This corrects the article DOI: 10.3389/fpsyg.2020.00786.].

Past Gaming Experience and Cognition as Selective Predictors of Novel Game Learning Across Different Gaming Genres.

Past experience with video games and cognitive abilities have been hypothesized to independently facilitate a greater ability to learn new video games and other complex tasks. The present study was conducted to examine this "learning to learn" hypothesis. We examined the predictive effects of gaming habits (e.g., self-identification as a "gamer," hours spent gaming per week, weekly gaming frequency, relative preference for strategy over action games) and cognitive abilities (short-term memory, working memory, and processing speed) on learning of two novel video games in 107 participants (aged 18-77 years). One video game was from the action genre, and the other was from the strategy genre. Hours spent gaming per week and working memory were found to specifically predict learning of the novel strategy video game, after controlling for the effects of age, gender, and action game learning. In contrast, self-identification as a "gamer" was the only specific significant predictor of action game learning, after controlling for the effects of age, gender, and strategy game learning. Age of the participant negatively impacted learning of both games; however, the pattern of the predictive relationships on both action and strategy game learning was not moderated by age. Importantly, a preference for the action versus the strategy game genre had no differential effects on learning of the two novel games, nor were there any gender differences in identification as a gamer or genre preference. Findings from this study suggest that while past gaming experience and cognition do appear to influence the learning of novel video games, these effects are selective to the game genre studied and are not as broad as the "learning to learn" model suggests.

Evaluating the relationship between white matter integrity, cognition, and varieties of video game learning.

BACKGROUND: Many studies are currently researching the effects of video games, particularly in the domain of cognitive training. Great variability exists among video games however, and few studies have attempted to compare different types of video games. Little is known, for instance, about the cognitive processes or brain structures that underlie learning of different genres of video games. OBJECTIVE: To examine the cognitive and neural underpinnings of two different types of game learning in order to evaluate their common and separate correlates, with the hopes of informing future intervention research. METHODS: Participants (31 younger adults and 31 older adults) completed an extensive cognitive battery and played two different genres of video games, one action game and one strategy game, for 1.5 hours each. DTI scans were acquired for each participant, and regional fractional anisotropy (FA) values were extracted using the JHU atlas. RESULTS: Behavioral results indicated that better performance on tasks of working memory and perceptual discrimination was related to enhanced learning in both games, even after controlling for age, whereas better performance on a perceptual speed task was uniquely related with enhanced learning of the strategy game. DTI results indicated that white matter FA in the right fornix/stria terminalis was correlated with action game learning, whereas white matter FA in the left cingulum/hippocampus was correlated with strategy game learning, even after controlling for age. CONCLUSION: Although cognition, to a large extent, was a common predictor of both types of game learning, regional white matter FA could separately predict action and strategy game learning. Given the neural and cognitive correlates of strategy game learning, strategy games may provide a more beneficial training tool for adults suffering from memory-related disorders or declines in processing speed, particularly older adults.