权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Examining the contributions of placebo effects in cognitive training

检查安慰剂效应在认知训练中的贡献

基本信息

批准号：
10630072
负责人：
CHRISTOPHER S GREEN
金额：
$ 63.37万
依托单位：
UNIVERSITY OF WISCONSIN-MADISON
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-06-01 至 2027-05-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10630072
关键词：
Address Adult Age Age-associated memory impairment Alzheimer&apos s disease related dementia Applied Research Association Learning Attention deficit hyperactivity disorder Automobile Driving Basic Science Belief Benchmarking Binding Blinded Characteristics Cognition Cognitive Critiques Data Data Set Development Disease Drug Controls Elderly Evaluation Foundations Funding Future Health Heterogeneity Individual Individual Differences Industry Intelligence Intervention Journals Knowledge Liquid substance Manuscripts Marketing Measures Methods Mission National Institute of Drug Abuse National Institute of Mental Health National Institute of Neurological Disorders and Stroke National Institute on Alcohol Abuse and Alcoholism Outcome Outcome Measure Participant Performance Personality Personality Traits Persons Pharmacologic Substance Placebo Effect Placebos Play Population Predisposition Process Production Protocols documentation Psyche structure Public Health Published Comment Research Research Design Research Personnel Research Project Grants Risk Role Route Running Sample Size Schizophrenia Short-Term Memory Site Solid Suggestion Symptoms Task Performances Testing Training Translating Translational Regulation Treatment Protocols United States National Institutes of Health Work age group attentional control blind cognitive ability cognitive benefits cognitive enhancement cognitive function cognitive process cognitive task cognitive training cohort design disability burden effective intervention expectation experience fitness flexibility improved learning strategy middle age optimism prevent research study selective attention stem trait verbal young adult

项目摘要

Project Summary/Abstract This project addresses fundamental controversies regarding the extent to which benefits of cognitive training may reflect, at least in part, placebo effects. Cognitive training is increasingly studied and applied as a potential approach to enhance cognitive capabilities in healthy young-to-middle-age adults as well to ameliorate and/or prevent age-related cognitive decline in individuals that may be at risk for developing ADRD. While extant data suggest that well-designed cognitive training paradigms can produce positive real-world change in cognitive functions, some researchers have suggested that the positive effects attributed to cognitive training may, in fact, reflect placebo effects. This criticism stems from the fact that, in even the best designed cognitive training studies, participants cannot be truly blinded to condition. While many cognitive training studies attempt to blind participants to the intent or purpose of the training (e.g., using an inert control training that participants might find plausible as an active intervention), because such control training experiences necessarily differ in key ways from the active training experiences, it has nevertheless been suggested that participants in cognitive training studies are able to intuit their condition and associated expectations and then show outcomes that are rooted purely in these expectations. Despite this suggestion appearing frequently in commentaries over the past several years, there exists little empirical work that directly addresses whether placebo effects may be at play in cognitive training and whether such effects can be of a magnitude that explains previous results in the field. Here we propose to overcome this fundamental gap in the field with a large-scale research study designed to explicitly examine placebo effects in cognitive training. In particular, taking lessons from outside domains that have more rigorously examined the induction of placebo effects, we utilize both “pure expectation” methods (i.e., verbally telling participants that an inert training protocol will enhance their cognitive functions) and “associative learning” methods (i.e., pairing training with subjectively experienced improved performance) in the attempt to purposefully drive maximal amplitude placebo effects. This will not only serve to resolve the proximal controversy regarding whether placebo effects in the domain, but if such effects are found, it will serve as a benchmark for future research (e.g., to potentially harness such effects). We will examine how the size of such effects may differ across age groups (younger and older adults), across cognitive domains (e.g., fluid intelligence, working memory, selective attention), and across testing contexts (in-lab versus remote). Finally, as outside domains have shown that there can be individual differences in the extent of placebo-responsiveness, we will also examine a set of individual difference variables (e.g., personality) as possible moderators for these differences. This research will provide a unique and foundational dataset that addresses directly and in a rigorous manner the extent to which cognitive training effects can be explained by, and/or augmented by, placebos, and inform future interventions addressing ADRD.

项目总结/文摘