Açıklanan sonuçlar, Polonya'daki Ulusal Bilim Merkezi tarafından 2014/13/B/HS6/03155 sayılı hibe kapsamında desteklenen projeden elde edilmektedir.

<ol>
	<li>Baddeley, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory:+Looking+back+and+looking+forward.">Working memory: Looking back and looking forward.</a> Nature Reviews Neuroscience. , (2003).</li><li>Au, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Improving+fluid+intelligence+with+training+on+working+memory:+a+meta-analysis.">Improving fluid intelligence with training on working memory: a meta-analysis.</a> Psychonomic Bulletin and Review. 22, 366-377 (2015).</li><li>Karbach, J., Verhaeghen, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Making+working+memory+work:+A+meta-analysis+of+executive+control+and+working+memory+training+in+younger+and+older+adults.">Making working memory work: A meta-analysis of executive control and working memory training in younger and older adults.</a> Psychological Science. 25, 11-2027 (2014).</li><li>Melby-Lerv&#229;g, M., Hulme, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Is+working+memory+training+effective?+A+meta-analytic+review.">Is working memory training effective? A meta-analytic review.</a> Developmental Psychology. , (2013).</li><li>Melby-Lerv&#229;g, M., Redick, T. S., Hulme, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+Memory+Training+Does+Not+Improve+Performance+on+Measures+of+Intelligence+or+Other+Measures+of+&amp;#34;Far+Transfer&amp;#34;:+Evidence+From+a+Meta-Analytic+Review.">Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of &amp;#34;Far Transfer&amp;#34;: Evidence From a Meta-Analytic Review.</a> Perspectives on Psychological Science. , (2016).</li><li>Schwaighofer, M., Fischer, F., B&#252;hner, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Does+Working+Memory+Training+Transfer?+A+Meta-Analysis+Including+Training+Conditions+as+Moderators.">Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators.</a> Educational Psychologist. , (2015).</li><li>Soveri, A., Antfolk, J., Karlsson, L., Salo, B., Laine, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory+training+revisited:+A+multi-level+meta-analysis+of+n-back+training+studies.">Working memory training revisited: A multi-level meta-analysis of n-back training studies.</a> Psychonomic Bulletin and Review. , (2017).</li><li>Au, J., Buschkuehl, M., Duncan, G. J., Jaeggi, S. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=There+is+no+convincing+evidence+that+working+memory+training+is+NOT+effective:+A+reply+to+Melby-Lerv&#229;g+and+Hulme+(2015).">There is no convincing evidence that working memory training is NOT effective: A reply to Melby-Lerv&#229;g and Hulme (2015).</a> Psychonomic Bulletin and Review. , (2016).</li><li>Dougherty, M. R., Hamovitz, T., Tidwell, J. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Reevaluating+the+effectiveness+of+n-back+training+on+transfer+through+the+Bayesian+lens:+Support+for+the+null.">Reevaluating the effectiveness of n-back training on transfer through the Bayesian lens: Support for the null.</a> Psychonomic Bulletin and Review. , (2016).</li><li>L&#246;vd&#233;n, M., B&#228;ckman, L., Lindenberger, U., Schaefer, S., Schmiedek, F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> A Theoretical Framework for the Study of Adult Cognitive Plasticity. , (2010).</li><li>Shinaver, C. S., Entwistle, P. C., S&#246;derqvist, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Cogmed+WM+Training:+Reviewing+the+Reviews.">Cogmed WM Training: Reviewing the Reviews.</a> Applied Neuropsychology: Child. , (2014).</li><li>Shipstead, Z., Redick, T. S., Engle, R. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Does+working+memory+training+generalize?.">Does working memory training generalize?.</a> Psychologica Belgica. , (2010).</li><li>Shipstead, Z., Redick, T. S., Engle, R. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Is+working+memory+training+effective?.">Is working memory training effective?.</a> Psychological Bulletin. 138 (4), 628-654 (2012).</li><li>Weicker, J., Villringer, A., Th&#246;ne-Otto, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Can+impaired+working+memory+functioning+be+improved+by+training?+A+meta-analysis+with+a+special+focus+on+brain+injured+patients.">Can impaired working memory functioning be improved by training? A meta-analysis with a special focus on brain injured patients.</a> Neuropsychology. , (2016).</li><li>Brehmer, Y., Westerberg, H., B&#228;ckman, L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working-memory+training+in+younger+and+older+adults:+Training+gains,+transfer,+and+maintenance.">Working-memory training in younger and older adults: Training gains, transfer, and maintenance.</a> Frontiers in Human Neuroscience. , (2012).</li><li>Dahlin, E., Neely, A. S., Larsson, A., B&#228;ckman, L., Nyberg, L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Transfer of learning after updating training mediated by the striatum. , (2008).</li><li>Dorbath, L., Hasselhorn, M., Titz, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Aging+and+executive+functioning:+A+training+study+on+focus-switching.">Aging and executive functioning: A training study on focus-switching.</a> Frontiers in Psychology. , (2011).</li><li>Heinzel, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory+training+improvements+and+gains+in+non-trained+cognitive+tasks+in+young+and+older+adults.">Working memory training improvements and gains in non-trained cognitive tasks in young and older adults.</a> Aging, Neuropsychology, and Cognition. , (2014).</li><li>Schmiedek, F., L&#246;vd&#233;n, M., Lindenberger, U. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Hundred+days+of+cognitive+training+enhance+broad+cognitive+abilities+in+adulthood:+Findings+from+the+COGITO+study.">Hundred days of cognitive training enhance broad cognitive abilities in adulthood: Findings from the COGITO study.</a> Frontiers in Aging Neuroscience. , (2010).</li><li>Zinke, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory+training+and+transfer+in+older+adults:+Effects+of+age,+baseline+performance,+and+training+gains.">Working memory training and transfer in older adults: Effects of age, baseline performance, and training gains.</a> Developmental Psychology. 50 (1), 304-315 (2014).</li><li>B&#252;rki, C. N., Ludwig, C., Chicherio, C., de Ribaupierre, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Individual+differences+in+cognitive+plasticity:+an+investigation+of+training+curves+in+younger+and+older+adults.">Individual differences in cognitive plasticity: an investigation of training curves in younger and older adults.</a> Psychological Research. , (2014).</li><li>Li, S. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+Memory+Plasticity+in+Old+Age:+Practice+Gain,+Transfer,+and+Maintenance+.">Working Memory Plasticity in Old Age: Practice Gain, Transfer, and Maintenance .</a> Psychology and Aging. , (2008).</li><li>Richmond, L. L., Morrison, A. B., Chein, J. M., Olson, I. R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory+training+and+transfer+in+older+adults.">Working memory training and transfer in older adults.</a> Psychology and Aging. 26 (4), 813-822 (2011).</li><li>von Bastian, C. C., Oberauer, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+and+mechanisms+of+working+memory+training:+a+review.">Effects and mechanisms of working memory training: a review.</a> Psychological Research. 78 (6), 803-820 (2014).</li><li>Zaj&#261;c-Lamparska, L., Trempa&#322;a, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+working+memory+and+attentional+control+training+and+their+transfer+onto+fluid+intelligence+in+early+and+late+adulthood.">Effects of working memory and attentional control training and their transfer onto fluid intelligence in early and late adulthood.</a> Health Psychology Report. 4 (1), 41-53 (2016).</li><li>Verhaeghen, P., Marcoen, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=On+the+mechanisms+of+plasticity+in+young+and+older+adults+after+instruction+in+the+method+of+loci:+Evidence+for+an+amplification+model.">On the mechanisms of plasticity in young and older adults after instruction in the method of loci: Evidence for an amplification model.</a> Psychology and Aging. , (1996).</li><li>Borella, E., Carbone, E., Pastore, M., De Beni, R., Carretti, B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory+training+for+healthy+older+adults:+The+role+of+individual+characteristics+in+explaining+short-+and+long-term+gains.">Working memory training for healthy older adults: The role of individual characteristics in explaining short- and long-term gains.</a> Frontiers in Human Neuroscience. , (2017).</li><li>Bakermans-Kranenburg, M. J., Van Uzendoorn, M. H., Bradley, R. H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Those+who+have,+receive:+The+matthew+effect+in+early+childhood+intervention+in+the+home+environment.">Those who have, receive: The matthew effect in early childhood intervention in the home environment.</a> Review of Educational Research. , (2005).</li><li>Foster, J. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Do+the+effects+of+working+memory+training+depend+on+baseline+ability+level?.">Do the effects of working memory training depend on baseline ability level?.</a> Journal of Experimental Psychology: Learning Memory and Cognition. 43 (11), 1677-1689 (2017).</li><li>Kliegel, M., B&#252;rki, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Memory+training+interventions+require+a+tailor-made+approach:+Commentary+on+McDaniel+and+Bugg.">Memory training interventions require a tailor-made approach: Commentary on McDaniel and Bugg.</a> Journal of Applied Research in Memory and Cognition. , (2012).</li><li>Sternberg, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Memory-scanning:+mental+processes+revealed+by+reaction-time+experiments.">Memory-scanning: mental processes revealed by reaction-time experiments.</a> American Scientist. , (1969).</li><li>Folstein, M. F., Folstein, S. E., McHugh, P. R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Mini-mental+status.+A+practical+method+for+grading+the+cognitive+state+of+patients+for+the+clinician.">Mini-mental status. A practical method for grading the cognitive state of patients for the clinician.</a> Journal of Psychiatric Research. 12 (3), 189-198 (1975).</li><li>Jaeggi, S. M., Buschkuehl, M., Jonides, J., Perrig, W. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Improving+fluid+intelligence+with+training+on+working+memory.">Improving fluid intelligence with training on working memory.</a> Proceedings of the National Academy of Sciences of the United States of America. , (2008).</li><li>Bolger, N., Laurenceau, J. P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Methodology in the Social Sciences. , (2013).</li><li>Kwok, O. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Analyzing+Longitudinal+Data+With+Multilevel+Models:+An+Example+With+Individuals+Living+With+Lower+Extremity+Intra-Articular+Fractures.">Analyzing Longitudinal Data With Multilevel Models: An Example With Individuals Living With Lower Extremity Intra-Articular Fractures.</a> Rehabilitation Psychology. , (2008).</li><li>Bissig, D., Lustig, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Who+benefits+from+memory+training?.">Who benefits from memory training?.</a> Psychological Science. , (2007).</li><li>Borella, E., Carretti, B., Riboldi, F., De Beni, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+Memory+Training+in+Older+Adults:+Evidence+of+Transfer+and+Maintenance+Effects.">Working Memory Training in Older Adults: Evidence of Transfer and Maintenance Effects.</a> Psychology and Aging. , (2010).</li><li>Kraemer, K. R., Enam, T., McDonough, I. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Cognitive+reserve+moderates+older+adults'+memory+errors+in+an+autobiographical+reality+monitoring+task.">Cognitive reserve moderates older adults' memory errors in an autobiographical reality monitoring task.</a> Psychology and Neuroscience. , (2019).</li><li>L&#243;pez-Higes, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Efficacy+of+cognitive+training+in+older+adults+with+and+without+subjective+cognitive+decline+is+associated+with+inhibition+efficiency+and+working+memory+span,+not+with+cognitive+reserve.">Efficacy of cognitive training in older adults with and without subjective cognitive decline is associated with inhibition efficiency and working memory span, not with cognitive reserve.</a> Frontiers in Aging Neuroscience. , (2018).</li><li>Mill, J. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> A system of logic, ratiocinative and inductive: Being a connected view of the principles of evidence, and the methods of scientific investigation. 1, (1875).</li><li>Redick, T. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory+training+and+interpreting+interactions+in+intelligence+interventions.">Working memory training and interpreting interactions in intelligence interventions.</a> Intelligence. , (2015).</li><li>Guiney, H., Machado, L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Volunteering+in+the+Community:+Potential+Benefits+for+Cognitive+Aging.">Volunteering in the Community: Potential Benefits for Cognitive Aging.</a> Journals of Gerontology - Series B Psychological Sciences and Social Sciences. , (2018).</li><li>Proulx, C. M., Curl, A. L., Ermer, A. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Longitudinal+Associations+between+Formal+Volunteering+and+Cognitive+Functioning.">Longitudinal Associations between Formal Volunteering and Cognitive Functioning.</a> Journals of Gerontology - Series B Psychological Sciences and Social Sciences. , (2018).</li><li>Matysiak, O., Kroemeke, A., Brzezicka, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+Memory+Capacity+as+a+Predictor+of+Cognitive+Training+Efficacy+in+the+Elderly+Population.">Working Memory Capacity as a Predictor of Cognitive Training Efficacy in the Elderly Population.</a> Frontiers in Aging Neuroscience. 11, 126 (2019).</li></ol>

Yazarların açıklayacak bir şeyi yok.

Burada sunulan çalışmada, yaşlı yetişkinlerin çalışma belleği eğitiminden yararlanıp yararlanamayacağını ve temel bilişlerinin başlangıç seviyesine bağlı olup olmadığını araştırdık. Deneysel bir müdahale olarak bir n-back görevi kullandık ve çalışma belleği kapasitesi (OSPAN görevi ile ölçülür) katılımcıların ilk entelektüel işleyiş seviyesini araştırmak için bir yöntemdi. Protokolde iki kritik adımımız vardı. İlk ve en önemlisi ilk WM seviyesinin değerlendirilmes...

Birçok bilişsel eğitim çalışmasında, çift n-geri görevi çalışma belleği (WM) eğitiminin bir yöntemi olarak kullanılır. WM, diğer, daha üst düzey entelektüel işlevler için önemi nedeniyle bilişsel müdahalelerin ortak bir hedefidir1. Bununlabirlikte, bu tür bir eğitimin etkinliği ve bilişte daha genel bir iyileşme yaratma potansiyeli oldukça tartışılmıştır(meta analiz için bkz. Bazı araştırmacılar ''' iddia ederken... çalışma belleği eğitiminin diğer becerilere genelleştirilmesine dair ikna edici bir kanıt yoktu''4, diğerleri WM eğitiminin son derece önemli etkilerini gösteren meta-analitik veriler sunar 2,3,5, 6,11. Ayrı sorun, WM'nin yaşlı nüfustaki etkinliğidir. Birkaç WM eğitim çalışmaları, genç yetişkinlerde yaşlı yetişkinlere kıyasla daha büyük faydalar olduğunu bildirmektedir15,16,17,18,19,20, diğerleri ise benzer etkilerin her iki yaş grubunda da gözlenebileceğini göstermektedir21,22,23,24,25.
Bellek eğitiminin faydalarını tahmin etmek için çeşitli unsurlara inanılmaktadır26. Bu faktörlerden bazıları WM eğitim etkinliğinin potansiyel moderatörleri gibi görünüyor21. Temel bilişsel kapasite veya genel bilişsel kaynak olarak tanımlanan zihinsel kapasite, bu pozisyon için en güçlü seçimlerden biri gibi görünmektedir. İlk entelektüel seviyenin rolünü değerlendirmek için, bir eğitim rejimi uygulamadan önce bilişsel kapasitenin ölçümüne özel bir vurgu (burada açıklanan yöntem) koyduk. Eğitimin başlangıcında daha yüksek bilişsel kapasite ile karakterize edilen katılımcıların, daha düşük ilk bilişsel işlev seviyelerine sahip olanlara kıyasla önemli ölçüde daha iyi eğitim sonuçları elde ettiğini gösteren veriler tarafından dikte edildi27. Benzer bir fenomen, Matthew etkisi olarak adlandırıldığı eğitim araştırmalarında gözlenir28, başlangıçta daha iyi beceriye sahip insanların söz konusu ön düşük yetenek seviyesine sahip olanlarla karşılaştırıldığında daha da geliştiği bir gözlem.
Yine de, bu konuda çok fazla rapor yayınlanmamış olması düşündürücü21,29. Ayrıca, özellikle yaşlı nüfus söz konusu olduğunda, önemli bireysel farklılıklar bile, veri analizi ve yorumlama sırasında genellikle sahipsiz bırakılıyor30. Bu çalışmada, çalışma belleği kapasitesinin başlangıç seviyesinin sağlıklı yaşlı yetişkinler grubunda WM eğitim başarısı üzerindeki etkisini inceliyoruz. Eğitim rejimlerinin her unsurunu deneysel ve kontrol grupları arasında mümkün olduğunca benzer şekilde sürdürmek için aktif bir kontrol grubu tasarımı istihdam ettik. Bu nedenle, eğitim içeriği (WM anlamsal belleğe karşı) eğitim sonuçlarında beklenen farkı belirleyen tek önemli faktör olarak kaldı. Her iki grup da bilgisayarlı, ev tabanlı eğitimler gerçekleştirdi. Deneysel grubun üyeleri, uyarlanabilir bir çift n-geri eğitim programına ve anlamsal bir bellek testine dayanan bir görevle eğitilmiş aktif bir kontrol grubuna atandı. Buradaki yaklaşımda yeni olan, katılımcıların çalışma belleği kapasitelerini (WMC) değerlendirerek bilişsel seviyelerinin ilk değerlendirmesine vurgudur. Ayrıca, bu makalede sunduğumuz ilk WMC düzeyini değerlendirme yönteminin, sonraki çalışma belleği eğitimi sırasında başarılı olacak ve başarılı olmayacak kişileri ayırt etmede etkili bir araç olduğu kanıtlanmıştır. Daha önce bu çalışmanın sonuçlarını açıkladık ve yayınladık44. Bu nedenle, bu makalede kullandığımız protokolün ayrıntılı bir açıklamasına odaklanıyoruz.

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	<tbody>
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			<td height="21" style="height:21px;width:216px;">GEx</td>
			<td style="width:121px;">n/a</td>
			<td style="width:289px;">authorial online platform: 
			used for N-back training, Quiz</td>
			<td style="width:349px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">IBM SPSS Statistics 26.0</td>
			<td style="width:121px;">IBM Corporation</td>
			<td style="width:289px;">SPSS software was used to compute statistical analysis.</td>
			<td style="width:349px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Inquisit version 4.0.8.0</td>
			<td style="width:121px;">Millisecond Software</td>
			<td style="width:289px;">software: tool for designing and administering experiments 
			used for: The Sternberg Task, The Linear Syllogism Task and presenting the instructions for baseline EEG recording</td>
			<td style="width:349px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">MATLAB R2018b</td>
			<td style="width:121px;">The MathWorks, Inc</td>
			<td style="width:289px;">MATLAB software was used to compute statistics and to export databases and&#160; visualisation of the results</td>
			<td style="width:349px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">PsychoPy version 2 v.1.83.04</td>
			<td style="width:121px;">Jonathan Peirce; supported by University of Nottingham</td>
			<td style="width:289px;">open-source software 
			used for: Go/no Go Task, The Switching Task, Running Memory Span Taskckage based on Python</td>
			<td style="width:349px;"></td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:216px;">Sublime Text (version 2.0.2)</td>
			<td style="width:121px;">n/a</td>
			<td style="width:289px;">open-source software: HTML editor 
			used for: online OSPAN Task</td>
			<td style="width:349px;"></td>
		</tr>
	</tbody>
</table>

working memory training for older participants: a control group training regimen and initial intellectual functioning assessment

Bilişsel eğitim müdahalelerinin etkinliği son zamanlarda oldukça tartışılıyor. Ne tür bir eğitim rejiminin en etkili olduğu konusunda bir fikir birliği yoktur. Ayrıca, eğitim sonucunun tahmincisi olarak bireysel özellikler hala araştırılmaktadır. Bu yazıda, sadece çalışma belleği (WM) eğitiminin yaşlı yetişkinlerde bilişsel etkinlik üzerindeki etkisini değil, aynı zamanda ilk WM kapasitesinin (WMC) eğitimin sonucu üzerindeki etkisini de inceleyerek bu sorunu ele alma girişimini gösteriyoruz. Aktif bir kontrol grubu (bellek testi) ile 5 haftalık uyarlanabilir çift n-geri eğitiminin nasıl gerçekleştirildiğini ayrıntılı olarak açıklıyoruz. Burada eğitimin teknik yönlerinin yanı sıra katılımcıların WMC'lerinin ilk değerlendirmesine odaklanıyoruz. Diğer bilişsel boyutların eğitim öncesi ve sonrası performansının değerlendirilmesi, bellek güncelleme, inhibisyon, dikkat kaydırma, kısa süreli hafıza (STM) ve akıl yürütme testlerinin sonuçlarına dayanıyordu. WMC'nin başlangıç seviyesinin n-back eğitim müdahalesinin verimliliğini öngördük. Ayrıca, ölçtlüğüz bilişsel işleyişin hemen hemen tüm yönlerinde eğitim sonrası iyileşmeyi fark ettik, ancak bu etkiler çoğunlukla bağımsız müdahaleydi.

Eğitimle ilgili etkiler
Araştırmaya 85 denek katılmıştır (29'ı erkekti) ve ortalama 66,7 yaşındaydı. Teknik sorunlar nedeniyle, n-back eğitim grubundaki bir katılımcının verileri kaydedilmedi. Son olarak, n-back eğitim grubundaki 43 ve Quiz eğitim grubundaki 42 katılımcının verileri analiz edildi. Zaman içinde her iki eğitim grubu için de eğitime özgü etkileri analiz etmek için (eği...

Watch this Scientific Journal Video about Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment at JoVE.com

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Eğitim öncesi bilişsel yeteneklerin değerlendirilmesi ile birlikte yaşlı popülasyonda bilişsel bir eğitim müdahalesi sunulmaktadır. Eğitimin iki versiyonunu gösteriyoruz - deneysel ve aktif kontrol - ve bilişsel testler dizisi üzerindeki etkilerini gösteriyoruz.

Yaşlı Katılımcılar için Çalışma Belleği Eğitimi: Bir Kontrol Grubu Eğitim Rejimi ve İlk Entelektüel İşleyiş Değerlendirmesi

The efficacy of cognitive training interventions is recently highly debated. There is no consensus on what kind of training regimen is the most effective. ...

working-memory-training-for-older-participants-control-group-training

Research

JoVE Journal

Behavior

4.5K Görüntüleme.  SWPS University of Social Sciences and Humanities. Eğitim öncesi bilişsel yeteneklerin değerlendirilmesi ile birlikte yaşlı popülasyonda bilişsel bir eğitim müdahalesi sunulmaktadır. Eğitimin iki versiyonunu gösteriyoruz - deneysel ve aktif kontrol - ve bilişsel testler dizisi üzerindeki etkilerini gösteriyoruz.

Video: Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Training Synesthetic Letter-color Associations by Reading in Color

Synesthesia is a rare condition in which a stimulus from one modality automatically and consistently triggers unusual sensations in the same and/or other modalities. A relatively common and well-studied type is grapheme-color synesthesia, defined as the consistent experience of color when viewing, hearing and thinking about letters, words and numbers. We describe our method for investigating to what extent synesthetic associations between letters and colors can be learned by reading in color in nonsynesthetes. Reading in color is a special method for training associations in the sense that the associations are learned implicitly while the reader reads text as he or she normally would and it does not require explicit computer-directed training methods. In this protocol, participants are given specially prepared books to read in which four high-frequency letters are paired with four high-frequency colors. Participants receive unique sets of letter-color pairs based on their pre-existing preferences for colored letters. A modified Stroop task is administered before and after reading in order to test for learned letter-color associations and changes in brain activation. In addition to objective testing, a reading experience questionnaire is administered that is designed to probe for differences in subjective experience. A subset of questions may predict how well an individual learned the associations from reading in color. Importantly, we are not claiming that this method will cause each individual to develop grapheme-color synesthesia, only that it is possible for certain individuals to form letter-color associations by reading in color and these associations are similar in some aspects to those seen in developmental grapheme-color synesthetes. The method is quite flexible and can be used to investigate different aspects and outcomes of training synesthetic associations, including learning-induced changes in brain function and structure.

Reading in color is a new method for training letter-color associations that are typically found only in grapheme-color synesthetes. It involves an implicit form of training that has potential for long-term associative training methods&#160;because the training is a byproduct of reading and any text can be colored.

Renkli okunması sinestetik Letter-renk Dernekler Eğitim

Synesthesia is a rare condition in which a stimulus from one modality automatically and consistently triggers unusual sensations in the same and/or other ...

Davranış

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Goal-directed behavior is often impaired by interference from the external environment, either in the form of distraction by irrelevant information that one attempts to ignore, or by interrupting information that demands attention as part of another (secondary) task goal. Both forms of external interference have been shown to detrimentally impact the ability to maintain information in working memory (WM). Emerging evidence suggests that these different types of external interference exert different effects on behavior and may be mediated by distinct neural mechanisms. Better characterizing the distinct neuro-behavioral impact of irrelevant distractions versus attended interruptions is essential for advancing an understanding of top-down attention, resolution of external interference, and how these abilities become degraded in healthy aging and in neuropsychiatric conditions. This manuscript describes a novel cognitive paradigm developed the Gazzaley lab that has now been modified into several distinct versions used to elucidate behavioral and neural correlates of interference, by to-be-ignored distractors versus to-be-attended interruptors. Details are provided on variants of this paradigm for investigating interference in visual and auditory modalities, at multiple levels of stimulus complexity, and with experimental timing optimized for electroencephalography (EEG) or functional magnetic resonance imaging (fMRI) studies. In addition, data from younger and older adult participants obtained using this paradigm is reviewed and discussed in the context of its relationship with the broader literatures on external interference and age-related neuro-behavioral changes in resolving interference in working memory.

A novel cognitive paradigm is developed to elucidate behavioral and neural correlates of interference by to-be-ignored distractors versus interference by to-be-attended interruptors during a working memory task. In this manuscript, several variants of this paradigm are detailed, and data obtained with this paradigm in younger/older adult participants is reviewed.

Bir Bilişsel Paradigma Dikkatiniz ve kopukluklar tarafından çalışma hafızasındaki Girişim Araştırma

Goal-directed behavior is often impaired by interference from the external environment, either in the form of distraction by irrelevant information that ...

Vision Training Methods for Sports Concussion Mitigation and Management

There is emerging evidence supporting the use vision training, including light board training tools, as a concussion baseline and neuro-diagnostic tool and potentially as a supportive component to concussion prevention strategies. This paper is focused on providing detailed methods for select vision training tools and reporting normative data for comparison when vision training is a part of a sports management program. The overall program includes standard vision training methods including tachistoscope, Brock&#8217;s string, and strobe glasses, as well as specialized light board training algorithms. Stereopsis is measured as a means to monitor vision training affects. In addition, quantitative results for vision training methods as well as baseline and post-testing *A and Reaction Test measures with progressive scores are reported. Collegiate athletes consistently improve after six weeks of training in their stereopsis, *A and Reaction Test scores. When vision training is initiated as a team wide exercise, the incidence of concussion decreases in players who participate in training compared to players who do not receive the vision training. Vision training produces functional and performance changes that, when monitored, can be used to assess the success of the vision training and can be initiated as part of a sports medical intervention for concussion prevention.

This paper describes a protocol to conduct, quantitatively monitor, and assess the success of vision training initiated as part of a sports medical management program including intervention for concussion prevention and performance enhancement.

Spor Beyin sarsıntısı Azaltma ve Yönetimi Vizyon Eğitim Yöntemleri

There is emerging evidence supporting the use vision training, including light board training tools, as a concussion baseline and neuro-diagnostic tool ...

Combined Shuttle-Box Training with Electrophysiological Cortex Recording and Stimulation as a Tool to Study Perception and Learning

Shuttle-box avoidance learning is a well-established method in behavioral neuroscience and experimental setups were traditionally custom-made; the necessary equipment is now available by several commercial companies. This protocol provides a detailed description of a two-way shuttle-box avoidance learning paradigm in rodents (here Mongolian gerbils; Meriones unguiculatus) in combination with site-specific electrical intracortical microstimulation (ICMS) and simultaneous chronical electrophysiological in vivo recordings. The detailed protocol is applicable to study multiple aspects of learning behavior and perception in different rodent species.
Site-specific ICMS of auditory cortical circuits as conditioned stimuli here is used as a tool to test the perceptual relevance of specific afferent, efferent and intracortical connections. Distinct activation patterns can be evoked by using different stimulation electrode arrays for local, layer-dependent ICMS or distant ICMS sites. Utilizing behavioral signal detection analysis it can be determined which stimulation strategy is most effective for eliciting a behaviorally detectable and salient signal. Further, parallel multichannel-recordings using different electrode designs (surface electrodes, depth electrodes, etc.) allow for investigating neuronal observables over the time course of such learning processes. It will be discussed how changes of the behavioral design can increase the cognitive complexity (e.g. detection, discrimination, reversal learning).

Shuttle-box avoidance learning is well-established in behavioral neuroscience. This protocol describes how shuttle-box learning in rodents can be combined with site-specific electrical intracortical microstimulation (ICMS) and simultaneous chronical in vivo recordings as a tool to study multiple aspects of learning and perception.

Algı ve Öğrenme Eğitim bir aracı olarak Elektrofizyolojik Cortex Kayıt ve Stimülasyon ile Servisi-Box Eğitim Kombine

Shuttle-box avoidance learning is a well-established method in behavioral neuroscience and experimental setups were traditionally custom-made; the ...

Pavlovian Conditioned Approach Training in Rats

Cues that are contingently paired with unconditioned, rewarding stimuli can acquire rewarding properties themselves through a process known as the attribution of incentive salience, or the transformation of neutral stimuli into attractive, &#34;wanted&#39; stimuli capable of motivating behavior. Pavlovian conditioned approach (PCA) develops after the response-independent presentation of a conditioned stimulus (CS; e.g., a lever) that predicts the delivery of an unconditioned stimulus (US; e.g., a food pellet) and can be used to measure incentive salience. During training, three patterns of conditioned responses (CRs) can develop: sign-tracking behavior (CS-directed CR), goal-tracking behavior (US-directed CR), and an intermediate response (both CRs). Sign-trackers attribute incentive salience to reward-related cues and are more vulnerable to cue-induced reinstatement of drug-seeking as well as other addiction-related behaviors, making PCA a potentially valuable procedure for studying addiction vulnerability. Here, we describe materials and methods used to elicit PCA behavior from rats as well as analyze and interpret PCA behavior in individual experiments.

Here, we present a protocol to elicit Pavlovian conditioned approach behavior in rats. This procedure can be used to measure individual differences in the tendency to approach and attribute incentive salience to reward-related cues and investigate addiction vulnerability.

Sıçanlar Pavlovyan Koúullanmıú Yaklaşım Eğitimi

Cues that are contingently paired with unconditioned, rewarding stimuli can acquire rewarding properties themselves through a process known as the ...

An Innovative Running Wheel-based Mechanism for Improved Rat Training Performance

This study presents an animal mobility system, equipped with a positioning running wheel (PRW), as a way to quantify the efficacy of an exercise activity for reducing the severity of the effects of the stroke&#160;in rats. This system provides more effective animal exercise training than commercially available systems such as treadmills and motorized running wheels (MRWs). In contrast to an MRW that can only achieve speeds below 20 m/min, rats are permitted to run at a stable speed of 30 m/min on a more spacious and high-density rubber running track supported by a 15 cm wide acrylic wheel with a diameter of 55 cm in this work. Using a predefined adaptive acceleration curve, the system not only reduces the operator error but also trains the rats to run persistently until a specified intensity is reached. As a way to evaluate the exercise effectiveness, real-time position of a rat is detected by four pairs of infrared sensors deployed on the running wheel. Once an adaptive acceleration curve is initiated using a microcontroller, the data obtained by the infrared sensors are automatically recorded and analyzed in a computer. For comparison purposes, 3 week training is conducted on rats using a treadmill, an MRW and a PRW. After surgically inducing middle cerebral artery occlusion (MCAo), modified neurological severity scores (mNSS) and an inclined plane test were conducted to assess the neurological damages to the rats. PRW is experimentally validated as the most effective among such animal mobility systems. Furthermore, an exercise effectiveness measure, based on rat position analysis, showed that there is a high negative correlation between the effective exercise and the infarct volume, and can be employed to quantify a rat training in any type of brain damage reduction&#160;experiments.

This study presents an innovative running wheel-based animal mobility system to quantify an effective exercise activity in rats. A rat-friendly testbed is built, using a predefined adaptive acceleration curve, and a high correlation between the effective exercise rate and the infarct volume suggests the protocol&#39;s potential for stroke prevention experiments.

Geliştirilmiş Rat Eğitim Performans Yenilikçi Running Tekerlek tabanlı Mekanizma

This study presents an animal mobility system, equipped with a positioning running wheel (PRW), as a way to quantify the efficacy of an exercise activity ...

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children &#8211; Working Memory (CABC-WM)

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia1,2 and language impairment3,4, but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.

Working memory predicts a significant amount of variance for a variety of cognitive tasks, including speaking, reading, and writing. However, few tools are available to assess working memory in children. We present an innovative, computer-based battery that comprehensively assesses different components of working memory in school-age children.

Çocuklarda Çalışma Belleğinin Değerlendirilmesi: Çocuklar için Kapsamlı Değerlendirme Aküsü - Çalışma Belleği (CABC-WM)

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of ...

Introducing Clicker Training as a Cognitive Enrichment for Laboratory Mice

Establishing new refinement strategies in laboratory animal science is a central goal in fulfilling the requirements of Directive 2010/63/EU. Previous research determined a profound impact of gentle handling protocols on the well-being of laboratory mice. By introducing clicker training to the keeping of mice, not only do we promote the amicable treatment of mice, but we also enable them to experience cognitive enrichment. Clicker training is a form of positive reinforcement training using a conditioned secondary reinforcer, the "click" sound of a clicker, which serves as a time bridge between the strengthened behavior and an upcoming reward. The effective implementation of the clicker training protocol with a cohort of 12 BALB/c inbred mice of each sex proved to be uncomplicated. The mice learned rather quickly when challenged with tasks of the clicker training protocol, and almost all trained mice overcame the challenges they were given (100% of female mice and 83% of male mice). This study has identified that clicker training for mice strongly correlates with reduced fear in the mice during human-mice interactions, as shown by reduced anxiety-related behaviors (e.g., defecation, vocalization, and urination) and fewer depression-like behaviors (e.g., floating). By developing a reliable protocol that can be easily integrated into the daily routine of the keeping of laboratory mice, the lifetime experience of welfare in the mice can be improved substantially.

The development of new refinement strategies for laboratory mice is a challenging task that contributes towards fulfilling the 3R principle. This protocol introduces clicker training as a cognitive enrichment program for laboratory mice.

Laboratuvar Fareler için Bilişsel Zenginleştirme olarak Clicker Eğitim Tanıtımı

Establishing new refinement strategies in laboratory animal science is a central goal in fulfilling the requirements of Directive 2010/63/EU. Previous ...

Reducing State Anxiety Using Working Memory Maintenance

The purpose of this protocol is to explain how to examine the relationship between working memory processes and anxiety by combining the Sternberg Working Memory (WM) and the threat of shock paradigms. In the Sternberg WM paradigm, subjects are required to maintain a series of letters in the WM for a brief interval and respond by identifying whether the position of a given letter in the series matches a numerical prompt. In the threat of shock paradigm, subjects are exposed to alternating blocks where they are either at risk of receiving unpredictable presentations of a mild electric shock or are safe from the shock. Anxiety is probed throughout the safe and threat blocks using the acoustic startle reflex, which is potentiated under threat (Anxiety-Potentiated Startle (APS)). By conducting the Sternberg WM paradigm during the threat of shock and probing the startle response during either the WM maintenance interval or the intertrial interval, it is possible to determine the effect of WM maintenance on APS.

This protocol demonstrates how to measure anxiety-potentiated startle during the Sternberg Working Memory paradigm.

Çalışma Bellek Bakımını Kullanarak Durum Kaygısını Azaltma

The purpose of this protocol is to explain how to examine the relationship between working memory processes and anxiety by combining the Sternberg Working ...

Paradigms of Lower Extremity Electrical Stimulation Training After Spinal Cord Injury

Skeletal muscle atrophy, increased adiposity and reduced physical activity are key changes observed after spinal cord injury (SCI) and are associated with numerous cardiometabolic health consequences. These changes are likely to increase the risk of developing chronic secondary conditions and impact the quality of life in persons with SCI. Surface neuromuscular electrical stimulation evoked resistance training (NMES-RT) was developed as a strategy to attenuate the process of skeletal muscle atrophy, decrease ectopic adiposity, improve insulin sensitivity and enhance mitochondrial capacity. However, NMES-RT is limited to only a single muscle group. Involving multiple muscle groups of the lower extremities may maximize the health benefits of training. Functional electrical stimulation-lower extremity cycling (FES-LEC) allows for the activation of 6 muscle groups, which is likely to evoke greater metabolic and cardiovascular adaptation. Appropriate knowledge of the stimulation parameters is key to maximizing the outcomes of electrical stimulation training in persons with SCI. Adopting strategies for long-term use of NMES-RT and FES-LEC during rehabilitation may maintain the integrity of the musculoskeletal system, a pre-requisite for clinical trials aiming to restore walking after injury. The current manuscript presents a combined protocol using NMES-RT prior to FES-LEC. We hypothesize that muscles conditioned for 12 weeks prior to cycling will be capable of generating greater power, cycle against higher resistance and result in greater adaptation in persons with SCI.

Spinal cord injury is a traumatic medical condition that may result in elevated risks of chronic secondary metabolic disorders. Here, we presented a protocol using surface neuromuscular electrical stimulation-resistance training in conjunction with functional electrical stimulation-lower extremities cycling as a strategy to ameliorate several of these medical problems.

Alt ekstremite elektriksel stimülasyon eğitim Medulla Spinalis Yaralanmalarında sonra paradigmalar

Skeletal muscle atrophy, increased adiposity and reduced physical activity are key changes observed after spinal cord injury (SCI) and are associated with ...