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: 9219781
• 负责人: Susanne M Jaeggi
• 金额: $ 38.65万
• 依托单位: UNIVERSITY OF CALIFORNIA RIVERSIDE
• 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 2021-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9219781
• 关键词: Address; Age-associated memory impairment; Aging; Asses; Behavior Therapy; Brain; Brain Injuries; Cognition; Cognitive; Communities; Computer software; Crowding; Data; Disease; Generations; Goals; Health; Human; Impaired cognition; Impairment; Individual; Individual Differences; Intervention; Investigation; Knowledge; Knowledge acquisition; Lead; Learning; Light; Marketing; Measures; Mediating; Memory; Memory impairment; Mental Health; Meta-Analysis; Methods; Mission; Motivation; National Institute of Drug Abuse; National Institute of Mental Health; National Institute of Neurological Disorders and Stroke; National Institute on Alcohol Abuse and Alcoholism; Noise; Outcome; Outpatients; Output; Participant; Perceptual learning; Performance; Personal Satisfaction; Population; Population Heterogeneity; Procedures; Psyche structure; Psychological Transfer; Public Health; Recruitment Activity; Rehabilitation therapy; Research; Research Domain Criteria; Running; Sampling; Scientist; Series; Short-Term Memory; Societies; Stimulus; System; Testing; Theoretical model; Time; Training; Translating; United States National Institutes of Health; Universities; Work; base; behavioral study; cognitive function; cognitive skill; cognitive system; cognitive task; cognitive testing; crowdsourcing; design; executive function; fitness; improved; innovation; learning outcome; memory process; multisensory; novel; personalized intervention; programs; skills; therapy development

SUMMARY The overall objective is to understand of the factors mediating and moderating transfer of learning in the context of training Working Memory (WM) systems. There is accumulating evidence that WM training impacts performance in a wide variety of tasks, however, to date, knowledge is extremely limited regarding the underlying mechanisms that mediate plasticity in WM systems, and what components of training give rise to transfer to different tasks. This proposal is transformative in how it applies knowledge derived from plasticity in other brain systems (such as perceptual learning, where there is substantial understanding of mechanisms that dtrive transfer) to test their impact in WM systems (Aim 1), in the creation of novel measures to asses transfer to real-world cognition (Aim 2), and in the use of online ‘crowd-sourced’ studies to characterize individual differences using a large population (Aim 3). These studies are particularly important and timely given current state of the field, which is fraught with controversy, and the lack of understanding of the relevant attributes of training and individual differences factors that give rise to successful training outcomes. Understanding the factors that mediate successful learning, as well as the individual differences moderating these is critical to resolve the current controversies and to move towards a theoretical model of training and transfer. Potential for knowledge gain and translational impact is substantial. Understanding how our memory systems work and the mechanisms that guide learning has great potential to be applied broadly in society. Our acquisition of knowledge in the world intimately relies on WM processes, thus, improvements in WM can benefit almost all aspects of our lives. This has driven a now billion-dollar commercial market that has provided early generation training approaches, which are extremely controversial in the scientific community. The proposed research can shed light on the factors that mediate and moderate these types of cognitive interventions and address the extent to which some procedures may, and others may not, lead to improvements in real world cognition. This can potentially lead to educational, rehabilitative, and technological advancements. For example, WM deficits exist in a wide range of mental health conditions, cases of disease and brain damage, and in cognitive declines with aging, and training approaches that promote better functioning WM systems can promote health and well-being in these groups. Further this research can elucidate approaches that may not work and help people avoid use of infective procedures. The proposed training software will be created on cross-platform game engines to enable dissemination to diverse populations. In this sense, the research output has innovative and broad impacts that can be directly realized from the proposed research. Many individuals are already using “brain training” products, however, none incorporate the theoretically-driven approaches designed to optimize WM learning with an aim to transfer that training to real world benefit, and that are systematically researched, as proposed here. Programs created in the proposed work will be made publically available.

总结 本研究的总体目标是了解在训练工作记忆（WM）系统的背景下，中介和调节学习迁移的因素。越来越多的证据表明，工作记忆训练影响各种任务的表现，然而，到目前为止，知识是非常有限的潜在机制，介导的可塑性工作记忆系统，什么成分的培训引起转移到不同的任务。这项提议在如何将来自可塑性的知识应用于其他大脑系统方面具有变革性（如知觉学习，其中有大量的了解机制，驱动转移），以测试其在WM系统的影响（目标1），在创造新的措施，以评估转移到现实世界的认知（目标2），以及使用在线“众包”研究来描述大量人群中的个体差异（目标3）。这些研究是特别重要和及时的领域，这是充满争议的现状，缺乏了解的相关属性的培训和个体差异因素，导致成功的培训结果。了解调解成功的学习的因素，以及调节这些的个体差异是至关重要的，以解决目前的争议，并走向理论模型的培训和转让。知识获取和翻译影响的潜力是巨大的。了解我们的记忆系统是如何工作的，以及指导学习的机制有很大的潜力在社会上广泛应用。我们在世界上获取知识密切依赖于工作记忆过程，因此，工作记忆的改善可以使我们生活的几乎所有方面受益。这推动了一个现在价值数十亿美元的商业市场，提供了早期的训练方法，这在科学界极具争议。拟议的研究可以阐明介导和缓和这些类型的认知干预的因素，并解决在何种程度上，一些程序可能会，而其他人可能不会，导致改善真实的世界认知。这可能会导致教育，康复和技术进步。例如，WM缺陷存在于广泛的心理健康状况，疾病和脑损伤的情况下，以及随着年龄的增长而认知能力下降，促进WM系统更好地发挥作用的训练方法可以促进这些群体的健康和福祉。这项研究可以进一步阐明可能不起作用的方法，并帮助人们避免使用感染性程序。拟议的培训软件将在跨平台游戏引擎上创建，以便向不同人群传播。从这个意义上说，研究成果具有创新性和广泛的影响，可以直接从拟议的研究中实现。许多人已经在使用“大脑训练”产品，然而，没有一个包含理论驱动的方法，旨在优化WM学习，目的是将训练转移到真实的世界的利益，并系统地研究，如这里所提出的。在拟议的工作中创建的程序将被免费提供。