Understanding Mediating and Moderating Factors that Determine Transfer of Working Memory Training

了解决定工作记忆训练转移的中介和调节因素

• 批准号: 10679690
• 负责人: Susanne M Jaeggi
• 金额: $ 76.58万
• 依托单位: NORTHEASTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-26 至 2028-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10679690
• 关键词: Address; Adherence; Adolescent; Adoption; Adult; Age; Attention deficit hyperactivity disorder; Back; Basic Science; Binding; Brain Injuries; Characteristics; Child; Cognition; Cognitive; Cognitive deficits; Cognitive remediation; Complex; Data; Data Set; Development; Diagnosis; Disease; Elderly; Health; Human; Individual; Individual Differences; Intervention; Knowledge; Learning; Literature; Longevity; Marketing; Mediating; Mediator; Mental Health; Mental Health Services; Mental disorders; Methods; Mission; National Institute of Child Health and Human Development; 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; Pattern; Performance; Personal Satisfaction; Pharmacological Treatment; Population; Population Heterogeneity; Public Health; Randomized; Reproducibility; Research; Schools; Scientist; Short-Term Memory; Societies; Software Tools; Telemedicine; Testing; Time; Training; United States National Institutes of Health; Validity and Reliability; Work; Youth; age group; assessment application; cognitive function; cognitive training; data sharing; design; digital treatment; disability burden; executive function; improved; innovation; intervention cost; open data; power analysis; programs; recruit; sex

PROJECT SUMMARY This proposal aims to improve the rigor and reproducibility of research on plasticity in human working memory (WM), and related executive functions (EFs) in adolescent youth. We address a critical gap between research and practice that is characterized by a growing commercial space marketing cognitive training approaches (with WM being one of the most common targets), which are particularly catering to typically developing children and those diagnosed with ADHD to improve mental health and scholastic performance. However, despite expansive literature, there exists limited basic research on WM and EF training in adolescents, and both methods and findings are mixed across studies. Here, we address these significant gaps that pose obstacles to understanding interventions’ reliability and validity by collecting a large-scale open dataset that compares different training approaches on a common set of outcome measures. This is addressed through 4 aims, all based upon a large- scale study involving 720 adolescents, stratified across age, sex and ADHD status randomized across interventions: Aim 1 – What ingredients of cognitive training mediate training outcomes? We compare training conditions that represent some of the most common ingredients used across cognitive training studies (gamification, multiple domain training, and coaching) in comparison to basic non-gamified n-back training, using a common set of outcomes measures. Aim 2 – How do training ingredients differentially impact youth with ADHD? With ADHD being one of the most common targets of cognitive training, we examine whether and how youth with ADHD are differentially impacted by the training conditions. Aim 3 – What individual characteristics moderate training outcomes? We examine how cognitive training outcomes may differ across individuals, and whether this variability may explain differential effects across studies. Aim 4 - Promote open science through sharing of software tools and data. We will develop and share a cross-platform training and assessment app and a research portal that will promote data sharing, replication, and access to other groups using common individual difference variables and outcome measures. As a renewal, targeting adolescents with and without ADHD is a natural next step in this research program that started in typically functioning adults. This research is significant and timely as it addresses the limited basic research of cognitive training in adolescents with and without ADHD, whom are understudied, but at the same time, are common targets of commercial products in this space. This will lead to a more robust and representative understanding of factors that moderate and mediate cognitive training that will be impactful whether or not one hypothesizes near or far transfer from cognitive training. Further, findings could inform future research to understand broader age groups (younger children and older adults) as well as to address lifespan and developmental factors more broadly, mental health, disease, and brain damage, that interact with cognitive training to give rise to individualized outcomes.

项目摘要 该提案旨在提高人类工作记忆可塑性研究的严谨性和可重复性 (WM)和相关的执行功能（EF）在青少年的青年。我们解决了研究与科学之间的一个关键差距 和实践的特点是日益增长的商业空间营销认知训练方法（与 WM是最常见的目标之一），这些目标特别适合典型发育中的儿童， 那些被诊断患有多动症的人，以改善心理健康和学习成绩。然而，尽管扩张 文献中，关于青少年WM和EF训练的基础研究有限，而且这两种方法和 研究结果各不相同。在这里，我们解决了这些构成理解障碍的重大差距 干预措施的可靠性和有效性，通过收集一个大规模的开放数据集，比较不同的培训 一套共同的成果衡量方法。这是通过四个目标来解决的，所有这些目标都基于一个大的- 一项涉及720名青少年的规模研究，按年龄、性别和ADHD状态分层， 干预：目标1 -认知训练的哪些成分介导训练结果？我们比较训练 这些条件代表了认知训练研究中使用的一些最常见的成分 （游戏化，多领域训练和教练）与基本的非游戏化n-back训练相比，使用 一套共同的成果衡量标准。目标2 -培训成分如何对青少年产生不同的影响， 多动症？注意力缺陷多动障碍是认知训练最常见的目标之一，我们研究是否以及如何 患有ADHD的青少年受到训练条件的不同影响。目标3 -什么样的个人特征 适度的训练效果？我们研究了认知训练的结果如何在个体之间存在差异， 这种差异性是否可以解释不同研究之间的差异效应。目标4 -通过以下方式促进开放科学 共享软件工具和数据。我们将开发和共享跨平台培训和评估应用程序， 一个研究门户网站，将促进数据共享，复制和访问其他群体使用共同的个人 差异变量和结果测量。作为一种更新，针对有和没有多动症的青少年是一种 这是这项研究计划的自然下一步，该计划始于正常功能的成年人。这项研究意义重大 及时，因为它解决了有限的基础研究认知训练的青少年与非多动症， 他们是未被充分研究的，但同时也是该领域商业产品的常见目标。这 将导致对调节和介导认知的因素的更强大和代表性的理解 无论是否假设从认知训练中近或远转移，都将产生影响的训练。此外，本发明还 研究结果可以为未来的研究提供信息，以了解更广泛的年龄组（幼儿和老年人）， 以及更广泛地解决寿命和发育因素，心理健康，疾病和脑损伤， 与认知训练相互作用，以产生个性化的结果。