INTERACTIVE: A MODEL TO ACCOUNT FOR TRAINING-INDUCED NEUROPLASTICITY IN OLDER ADULTS AND PERSONS WITH MILD COGNITIVE IMPAIRMENT
INTERACTIVE: A MODEL TO ACCOUNT FOR TRAINING-INDUCED NEUROPLASTICITY IN OLDER ADULTS AND PERSONS WITH MILD COGNITIVE IMPAIRMENT
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DOI：
10.1016/j.jalz.2014.04.139
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发表时间：
2014-07
期刊：
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通讯作者：
Nicholas Myers;L. Pasquini;J. Göttler;T. Grimmer;K. Koch;M. Ortner;J. Neitzel;M. Mühlau;S. Förster;A. Kurz;Hans Förstl;C. Zimmer;A. Wohlschläger;V. Riedl;A. Drzezga;C. Sorg
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作者：
Nicholas Myers;L. Pasquini;J. Göttler;T. Grimmer;K. Koch;M. Ortner;J. Neitzel;M. Mühlau;S. Förster;A. Kurz;Hans Förstl;C. Zimmer;A. Wohlschläger;V. Riedl;A. Drzezga;C. Sorg
BackgroundThere is increasing evidence that cognitive training can benefit older adults. Nonetheless, a number of important questions remain unanswered regarding the neural impact of cognitive training for older adults: 1) Does training enhance specialized brain regions or recruit new regions? 2) Is cognitive training restorative (ie, repairs dysfunctional regions), or compensatory (ie, recruits intact regions) 3) What brain regions are modified by cognitive training, and do any of these regions form a generic training network? To address these questions we propose an integrative model that accounts for training-induced brain changes in older adults and persons with mild cognitive impairment (MCI).MethodsAcross a number of studies we compared healthy older adults and persons with MCI using structural and functional brain imaging (fMRI) before and after cognitive training. Training-related functional changes including the level and locus of activity were analyzed as a function of training format (strategic training vs. repeated practice) and type of training (memory vs. attentional training) We also examined whether the regions being modified are those that are impaired in MCI.ResultsThe level and loci of training-related neuroplasticity varied widely as a function of training type. Brain activity increased when training involved learning new strategies to complete a task. For example, using interactive visual imagery in order to learn new words, or learning to modify the deployment of attention while performing a dual-task. In turn, brain activity decreased when repeatedly practicing a familiar activity (for instance, making alphabetical verifications) Furthermore, both intact and dysfunctional brain regions may be modified by cognitive training provided that the training format targeted the cognitive processes mediated by those regions.ConclusionsThe INTERACTIVE model proposes that neurophysiological outcomes are a result of an interaction between training format and individual factors. However, training format is particularly critical in determining the type of training-induced neuroplasticity. The INTERACTIVE model highlights how different training formats impact neurophysiological outcomes, and can therefore be used as a guide when attempting to select a potential program that is most likely to be useful for older adults with MCI.
