Name: working memory training for older participants: a control group training regimen and initial intellectual functioning assessment
Uploaded: 2020-09-20T12:30:00
Description: 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

Described results are obtained from the project supported by the National Science Centre in Poland under grant no. 2014/13/B/HS6/03155.

The SWPS University of Social Sciences and Humanities Ethics Committee assessed the protocol described here. A written informed consent in accordance with the Declaration of Helsinki was obtained from every participant.
1. Participants recruitment
<ol>
	<li>Recruit at least 36 volunteers for each training group. This number was evidenced to be enough to observe between-groups effects by authors&#39; previous research and also in the literature on the subject. Typical effect sizes in working ...

<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? 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In the study presented here, we have investigated whether older adults could benefit from working memory training and if it is connected to the initial level of their basic cognition. We used an n-back task as an experimental intervention and working memory capacity (measured with the OSPAN task) was the method to probe participants&#39; initial level of intellectual functioning. We had two critical steps in the protocol. The first and most important was the assessment of the initial WM level. The second was the careful ...

In many cognitive trainings studies, the dual n-back task is used as a method of working memory (WM) training. WM is a common target of cognitive interventions because of its importance for other, higher level intellectual functions1. However, the effectiveness of such training and its potential for creating a more general improvement in cognition, has been highly debated (for meta-analysis, see2,3,4,5,6,7,14 and for reviews, see4,8,9,10,11,12,13). While some researchers claim that &#39;&#39;&#8230; there was no convincing evidence of the generalization of working memory training to other skills&#39;&#39;4, others present meta-analytical data, which show highly significant effects of WM training2,3,5,6,11. The separate problem is the effectiveness of WM in the elderly population. Several WM training studies reported greater benefits in younger adults compared to older adults15,16,17,18,19,20, whereas others show that similar effects can be observed in both age groups21,22,23,24,25.
Various elements are believed to forecast the benefits of memory training26. Some of those factors appears to be potential moderators of WM training effectiveness21. Mental capacity, being described as the baseline cognitive capacity or general cognitive resource, seems to be one of the strongest choices for this position. In order to assess the role of the initial intellectual level, we put a special emphasis (the method described here) on the measurement of the cognitive capacity before applying a training regimen. It was dictated by the data showing that participants, who are characterized by higher cognitive capacity at the beginning of the training, achieved substantially better training outcomes compared to those with lower levels of initial cognitive functionning27. A similar phenomenon is observed in educational research, where it is referred to as the Matthew effect28, an observation that people with initially better skill improve even more when compared to those with preliminary lower level of ability in question.
It is thought-provoking, though, that not so many reports have been published on this topic21,29. Moreover, even substantial individual differences, especially when it comes to the elderly population, are often left unattended during data analysis and interpretation30. In the present study, we examine the impact of the initial level of working memory capacity on WM training success in the group of healthy older adults. In order to maintain every element of the training regimens as similar as possible between experimental and control groups, we employed an active control group design. Therefore, the training content (WM versus semantic memory) remained the one crucial factor determining the expected difference in the training results. Both groups performed computerized, home-based trainings. Members of the experimental group were assigned to an adaptive dual n-back training program and an active control group trained with a task based on a semantic memory quiz. New in the approach here is the emphasis on the initial evaluation of the participants&#39; cognitive level by assessing their working memory capacity (WMC). Additionally, the method of assessing the initial WMC level we present in this article has proven to be an effective tool in distinguishing between people who will and will not be successful during subsequent working memory training. We have previously described and published results from this study44. Therefore, in this article we are focusing on a detailed description of the protocol we used.

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			<td height="21" style="height:21px;width:216px;">GEx</td>
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			used for N-back training, Quiz</td>
			<td style="width:349px;"></td>
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			<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>
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			<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>
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			<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>
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working memory training for older participants: a control group training regimen and initial intellectual functioning assessment

The efficacy of cognitive training interventions is recently highly debated. There is no consensus on what kind of training regimen is the most effective. Also, individual characteristics as predictors of training outcome are still being investigated. In this article, we show the attempt to address this issue by examining not only the impact of working memory (WM) training on cognitive effectiveness in older adults but also the influence of the initial WM capacity (WMC) on the training&#39;s outcome. We describe in detail how to perform 5 weeks of an adaptive dual n-back training with an active control group (memory quiz). We are focusing here on technical aspects of the training as well as on the initial assessment of participants&#39; WMC. The evaluation of pre and post training performance of other cognitive dimensions was based on the results of tests of memory updating, inhibition, attention shifting, short-term memory (STM) and reasoning. We have found that the initial level of WMC predicts the efficiency of the n-back training intervention. We have also noticed the post training improvement in almost all aspects of cognitive functioning we measured, but those effects were mostly intervention independent.

Training-related effects
85 subjects participated in the study (29 were male) and they were on average 66.7 years old. Due to technical problems, data from one participant in the n-back training group was not recorded. Finally, the data from 43 participants in n-back training group and 42 in Quiz training group were analyzed. Multivariate analysis of variance (MANOVA) with repeated measures was used to analyze t...

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

A cognitive training intervention in elderly population together with the assessment of the pre training cognitive abilities is presented. We show two versions of training - experimental and active control - and demonstrate their effects on the array of cognitive tests.

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 is critical for cognitive function and determines the efficiency of learning new skills. Our training aims to improve this cognitive performance while also considering the initial level of the trainee. By carefully designing procedures for experimental and active control groups, we have developed a training that incorporates the critical factor for determining the expected differences in training effectiveness.Alexandra Bramorska, a PhD student from our lab will be demonstrating the procedure. Before beginning each procedure, give very clear and detailed instruction to the participants about how to perform each task. For an initial operation span task assessment, run a training block that automatically estimates the individual time needed for each participant to calculate a simple mathematical equation.In the next training block display one letter on the screen at a time for 500 milliseconds per letter. After a full set of three to nine letters, present a matrix of 12 letters to the participant and have the participant click on the letters in the order that they were presented without a time limit. In the final block, combine the two training blocks presenting two to five equation letter pairs before displaying the letter matrix.For running memory span task assessment, present information about the number of letters to be remembered in the task and to have the participants begin the task when they are ready. A sequence of letters should be presented in black font in the center of a white screen for about 0.25 seconds per letter. After each letter sequence, display a nine letter matrix on the screen and have the participant mark the appropriate letters in the order that they appeared without a time limit.After confirming that the participant understands the task, have the participant repeat the task with the experimental sequence. For a switching task assessment, use a horizontal line to divide the screen into two parts and to present red squares or rectangles composed of smaller squares or rectangles above or below this line. Instruct the participant to click the left button and say rectangle when small figures are observed in the upper part of the screen.And to click the right button and to say square when a whole figure composed from smaller figures is observed in the lower part of the screen. Then, display the figures above or below the middle line in random order. After completing the training block, have the participant perform the experimental task It is essential for participants to understand and comply with the training protocols.Because without their comprehension, you cannot be sure what really influences their results. Before beginning either the experimental N-back or control quiz training, provide the participant with a login and password for the internet platform to allow the participant to enter the site only once every 24 hours to avoid situations in which the participant trains more than once a day. Explain to the participant that the initial level of N is two in the first block of the task.And that the difficulty level may increase or decrease depending on the performance. Make clear that the whole session will last for 15 rounds with 20 plus end trials per round and that the whole training is set to 25 sessions. After explaining the task at level N equals two, use alphabet letters as auditory stimuli and green squares in one of nine locations in a three by three matrix as visual stimuli.E.I.E.For a control quiz session, present 15 questions in each training session of the quiz task with no time limit for reading the questions. Instruct the participant to select one of the four given possibilities within 40 seconds of answering the question. In this representative experiment, 43 participants in the N-back training group and 42 in the quiz training group were analyzed.Multivariate analysis of variants of the independent variables revealed statistically significant post-training improvement in the syllogisms and attention switching tasks. A significant training group effect was observed for the memory SPAN and OSPAN tasks. None of the interaction effects were proven to be statistically significant.However, in the OSPAN task, the N-back training group improved their results in the second session while both performances were similar for the quiz group. The performances in the Sternberg's and go no go tasks were not related to a training group assignment or to the time of measurement. Multilevel analysis demonstrated that the OSPAN scores from the pre-training measurement were a significant predictor of the N-back outcome as starting from the first session participants with higher levels of OSPAN points had a much better performance of the N-back task throughout the training.Since the training take place at home, it is essential for participants to understand and comply with the training protocols. Because without their comprehension you cannot be really sure what influences the results.

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

Research

JoVE Journal

Behavior

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.

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.

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.

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.

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

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.

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

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.

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.

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.

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.

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

A Vibrotactile Feedback Device for Seated Balance Assessment and Training

Postural perturbations, motion tracking, and sensory feedback are modern techniques used to challenge, assess, and train upright sitting, respectively. The goal of the developed protocol is to construct and operate a sitting platform that can be passively destabilized while an inertial measurement unit quantifies its motion and vibrating elements deliver tactile feedback to the user. Interchangeable seat attachments alter the stability level of the device to safely challenge sitting balance. A built-in microcontroller allows fine-tuning of the feedback parameters to augment sensory function. Posturographic measures, typical of balance assessment protocols, summarize the motion signals acquired during timed balance trials. No dynamic sitting protocol to date provides variable challenge, quantification, and sensory feedback free of laboratory constraints. Our results demonstrate that non-disabled users of the device exhibit significant changes in posturographic measures when balance difficulty is altered or vibrational feedback provided. The portable, versatile device has potential applications in rehabilitation (following skeletal, muscular, or neurological injury), training (for sports or spatial awareness), entertainment (via virtual or augmented reality), and research (of sitting-related disorders).

A sitting platform has been developed and assembled that passively destabilizes sitting posture in humans. During the user&#39;s stabilizing task, an inertial measurement unit records the device&#39;s motion, and vibrating elements deliver performance-based feedback to the seat. The portable, versatile device may be used in rehabilitation, assessment, and training paradigms.

Postural perturbations, motion tracking, and sensory feedback are modern techniques used to challenge, assess, and train upright sitting, respectively. ...

Short Session High Intensity Interval Training and Treadmill Assessment in Aged Mice

High intensity interval training (HIIT) is emerging as a therapeutic approach to prevent, delay, or ameliorate frailty. In particular short session HIIT, with regimens less than or equal to 10 min is of particular interest as several human studies feature routines as short as a few minutes a couple times a week. However, there is a paucity of animal studies that model the impacts of short session HIIT. Here, we describe a methodology for an individually tailored and progressive short session HIIT regimen of 10 min given 3 days a week for aged mice using an inclined treadmill. Our methodology also includes protocols for treadmill assessment. Mice are initially acclimatized to the treadmill and then given baseline flat and uphill treadmill assessments. Exercise sessions begin with a 3 min warm-up, then three intervals of 1 min at a fast pace, followed by 1 min at an active recovery pace. Following these intervals, the mice are given a final segment that starts at the fast pace and accelerates for 1 min. The HIIT protocol is individually tailored as the speed and intensity for each mouse are determined based upon initial anaerobic assessment scores. Additionally, we detail the conditions for increasing or decreasing the intensity for individual mice depending on performance. Finally, intensity is increased for all mice every two weeks. We previously reported in this protocol enhanced physical performance in aged male mice and here show it also increases treadmill performance in aged female mice. Advantages of our protocol include low administration time (about 15 min per 6 mice, 3 days a week), strategy for individualizing for mice to better model prescribed exercise, and a modular design that allows for the addition or removal of the number and length of intervals to titrate exercise benefits.

Short session (&#8804;10 min) high intensity interval training (HIIT) is emerging as an alternative to longer exercise modalities, yet the shorter variants are rarely modeled in animal studies. Here, we describe a 10 min, 3 day a week, uphill treadmill HIIT protocol that enhances physical performance in male and female aged mice.

High intensity interval training (HIIT) is emerging as a therapeutic approach to prevent, delay, or ameliorate frailty. In particular short session HIIT, ...