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1. Predictors of Effective Working Memory Training in Individuals with Alcohol Use Disorders

   https://doi.org/10.1111/acer.13892  

   Gunn, Rachel L. ; Gerst, Kyle R. ; Wiemers, Elizabeth A. ; Redick, Thomas S. ; Finn, Peter R. ( October 2018 , Alcoholism: Clinical and Experimental Research)

   Low working memory (WM) capacity is associated with alcohol use disorders (AUDs). The importance of WM to adaptive functioning has led to a recent influx of studies attempting to improve individual WM capacity using various cognitive training methods. The present study aimed to examine the efficacy of complex WM training for improving WM capacity among individuals with AUD.

   Individuals were randomized to complete either adaptive WM training or active control training. We applied a methodologically rigorous and structured approach, including a battery of near and moderate transfer measures in those with AUDs and a control group. Additionally, we examined cognitive factors (at baseline) and other predictors of adherence, training task improvement, and transfer.

   Results suggest improved WM in individuals with AUDs and controls, as evidenced by improved scores on several transfer measures, after adaptive WM training. However, individuals with AUDs showed poorer adherence and less improvement on the training tasks themselves. Neither IQ, WM, sex, nor condition predicted adherence. Level of training task performance, baseline WM, and IQ predicted transfer task improvement.

   This is the first study to rigorously examine both the efficacy of WM training in those with AUDs, and predictors of successful training program adherence and transfer in a large sample. Among study completers, results suggest that AUD status does not predict training improvement and transfer. However, AUD status did predict lower program adherence. WM training was more effective in those with higher cognitive ability at baseline. This study provides direct translation to the development of cognitive interventions for treating AUD.

    

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2. Independent Component and Graph Theory Analyses Reveal Normalized Brain Networks on Resting‐State Functional MRI After Working Memory Training in People With HIV

   https://doi.org/10.1002/jmri.28439  

   Jia, Chunying ; Long, Qunfang ; Ernst, Thomas ; Shang, Yuanqi ; Chang, Linda ; Adali, Tülay ( September 2022 , Journal of Magnetic Resonance Imaging)

   Cognitive training may partially reverse cognitive deficits in people with HIV (PWH). Previous functional MRI (fMRI) studies demonstrate that working memory training (WMT) alters brain activity during working memory tasks, but its effects on resting brain network organization remain unknown.

   To test whether WMT affects PWH brain functional connectivity in resting‐state fMRI (rsfMRI).

   Prospective.

   A total of 53 PWH (ages 50.7 ± 1.5 years, two women) and 53HIV‐seronegative controls (SN, ages 49.5 ± 1.6 years, six women).

   Axial single‐shot gradient‐echo echo‐planar imaging at 3.0 T was performed at baseline (TL1), at 1‐month (TL2), and at 6‐months (TL3), after WMT.

   All participants had rsfMRI and clinical assessments (including neuropsychological tests) at TL1 before randomization to Cogmed WMT (adaptive training,n = 58: 28 PWH, 30 SN; nonadaptive training,n = 48: 25 PWH, 23 SN), 25 sessions over 5–8 weeks. All assessments were repeated at TL2 and at TL3. The functional connectivity estimated by independent component analysis (ICA) or graph theory (GT) metrics (eigenvector centrality, etc.) for different link densities (LDs) were compared between PWH and SN groups at TL1 and TL2.

   Two‐way analyses of variance (ANOVA) on GT metrics and two‐samplet‐tests on FC or GT metrics were performed. Cognitive (eg memory) measures were correlated with eigenvector centrality (eCent) using Pearson's correlations. The significance level was set atP < 0.05 after false discovery rate correction.

   The ventral default mode network (vDMN) eCent differed between PWH and SN groups at TL1 but not at TL2 (P = 0.28). In PWH, vDMN eCent changes significantly correlated with changes in the memory ability in PWH (r = −0.62 at LD = 50%) and vDMN eCent before training significantly correlated with memory performance changes (r = 0.53 at LD = 50%).

   ICA and GT analyses showed that adaptive WMT normalized graph properties of the vDMN in PWH.

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3. Gender differences in mathematics and its cognitive and non-cognitive predictors in community college students

   Boada, C. ; Cirino, P.T. ( February 2023 , International Neuropsychological Society)

   Objective Historically, numerous studies have supported a male advantage in math. While more recent literature has shown that the gender gap is either decreasing or non-significant, a gender difference remains for higher level math (high school and college) (Hyde et. al. 1990; Casey et. al. 1995). It is known that both cognitive and non-cognitive factors influence math performance. There is little evidence for gender differences in working memory (Miller & Bichsel, 2004), which is a key predictor for mathematics. There is, however, evidence for gender differences in the non-cognitive domain, including math anxiety, with females having higher levels (Miller & Bichsel, 2004; Goetz, et. al. 2013). This study evaluates gender differences in both standardized and everyday math performances, and the way that cognitive and non-cognitive factors impact math. The study is focused on a very understudied group with high levels of math difficulty, namely community college students. We expected to find gender differences in math, and expect these to be in part accounted for by gender differences in strong mathematical predictors, particularly non-cognitive factors. Participants and Methods Participants included 94 community college students enrolled in their first math class (60 female; 34 male). Participants were administered the Kaufman Test of Educational Achievement – 3rd edition (KTEA3): Math Computation (MC) and Math Concepts Application (MCA) subtests, as well as an original Everyday Math (EM) measure which assessed their math ability in the context of common uses for math (e.g., financial and health numeracy). Additional measures included math anxiety, self-efficacy, and confidence. Finally, measures of complex span working memory tasks were administered to assess verbal and spatial working memory. Analyses were performed using correlation and regression to examine relationships between the cognitive and non-cognitive variables and standardized and everyday math measures. Results Correlations showed that all cognitive and non-cognitive variables are significantly correlated with all three math measures (all p < .05). There were no significant gender differences for any of the math measures, nor the working memory, or non-cognitive measures. Regression showed that across all three math outcomes, math anxiety and verbal working memory are significantly predictive of math performance. Overall R2 values were significant (range 27% to 37%, all p < .001). Working memory and math anxiety were unique predictors in all three regressions (all p < .05), but other non-cognitive variables such as self-efficacy did not show unique prediction (all p > .05). Conclusions There was no evidence for gender differences on any studied variable. This stands in contrast to prior studies, although few studies have included community college students. On the other hand, both cognitive and non-cognitive factors were complimentary in the prediction of math outcomes, which is consistent with prior work. Among non-cognitive predictors, math anxiety was particularly prominent. This study clarifies prior conflicting work regarding gender differences, and highlights the role of both math anxiety and working memory as relevant for multiple math outcomes. 

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4. Feasibility, Acceptability, and Initial Efficacy of Delivering Alcohol Use Cognitive Interventions via Crowdsourcing

   https://doi.org/10.1111/acer.13987  

   Strickland, Justin C. ; Hill, J. Chauncey ; Stoops, William W. ; Rush, Craig R. ( March 2019 , Alcoholism: Clinical and Experimental Research)

   Inhibitory control training and working memory training are 2 cognitive interventions that have been considered for alcohol use disorder (AUD). Existing studies have typically relied on small samples that preclude the evaluation of small effects. Crowdsourcing is a sampling method that can address these limitations by effectively and efficiently recruiting large samples with varying health histories. This study tested the feasibility and acceptability of delivering cognitive training interventions via crowdsourcing.

   Participants withAUDwere recruited from the crowdsourcing website Amazon Mechanical Turk (mTurk) (ClinicalTrials.gov;NCT03438539). Following completion of a baseline survey, participants were randomized to an inhibitory control, working memory, or control training condition. Participants were asked to complete training tasks daily over a 2‐week period. Follow‐up assessments evaluating acceptability measures and alcohol and soda consumption were completed immediately following and 2 weeks after training.

   Response rates were satisfactory over the 2‐week intervention period (65% of training tasks completed), and performance on training tasks was consistent with expected effects. A majority of participants indicated that they were satisfied with the study procedures (94.6%), would participate again (97.4%), and would consider incorporating the training task in their daily life (81.1%). Modest reductions in alcohol consumption were observed (e.g., 0.5 drinking day/wk), primarily in the inhibitory control group, and these effects were selective to alcohol use and did not extend to soda consumption.

   These findings demonstrate the feasibility and acceptability of utilizing crowdsourcing methods for interventions development. Such a demonstration helps establish the crowdsourcing setting for future large sample studies testing novel interventions forAUDand other substance use disorders.

    

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5. Post‐training stimulation of the right dorsolateral prefrontal cortex impairs working memory training performance

   https://doi.org/10.1002/jnr.24784  

   Au, Jacky ; Katz, Benjamin ; Moon, Austin ; Talati, Sheebani ; Abagis, Tessa R. ; Jonides, John ; Jaeggi, Susanne M. ( January 2021 , Journal of Neuroscience Research)

   Research investigating transcranial direct current stimulation (tDCS) to enhance cognitive training augments both our understanding of its long‐term effects on cognitive plasticity as well as potential applications to strengthen cognitive interventions. Previous work has demonstrated enhancement of working memory training while applying concurrent tDCS to the dorsolateral prefrontal cortex (DLPFC). However, the optimal stimulation parameters are still unknown. For example, the timing of tDCS delivery has been shown to be an influential variable that can interact with task learning. In the present study, we used tDCS to target the right DLPFC while participants trained on a visuospatial working memory task. We sought to compare the relative efficacy of online stimulation delivered during training to offline stimulation delivered either immediately before or afterwards. We were unable to replicate previously demonstrated benefits of online stimulation; however, we did find evidence that offline stimulation delivered after training can actually be detrimental to training performance relative to sham. We interpret our results in light of evidence suggesting a role of the right DLPFC in promoting memory interference, and conclude that while tDCS may be a promising tool to influence the results of cognitive training, more research and an abundance of caution are needed before fully endorsing its use for cognitive enhancement. This work suggests that effects can vary substantially in magnitude and direction between studies, and may be heavily dependent on a variety of intervention protocol parameters such as the timing and location of stimulation delivery, about which our understanding is still nascent.

    

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