This research study examines the differences between two types of learning presentation formats and their correlation to learning media, and delivery preferences. A research study was conducted with Fall semester-2000, college freshmen, to determine if there was a significant difference in learning via Computer Based Training (CBT) with or without Multimedia information such as: color, photographs, music, or speech. The major questions researched were: (1) Is learning via CBT more effective with or without multimedia information? (2) Which sequence is more effective, that is: (a) presenting non-multimedia information ahead of multimedia information, or (b) presenting multimedia information ahead of non-multimedia information? A set of non-multimedia and multimedia lessons and questions was developed using current courseware development technology, and recorded on CD-ROMs. A demographic questionnaire was used to correlate performance scores and completion times with the two learning presentation formats. Demographic factors researched included student age range, skill level with computers and applications, educational learning media, and educational delivery preferences that is, learning face-to-face (FTF) vs. learning in a distance-learning (DL) environment. Findings revealed that there were no significant statistical differences in learning between non-multimedia and multimedia presentation formats with performance score as the outcome. However, performance score was improved when the participant first experienced a multimedia presentation format. Using participants who had non-multimedia first, completion time in non-multimedia and multimedia sessions did not differ significantly. However, completion time in multimedia was significantly longer than that in non-multimedia condition when the participant first experienced multimedia. With respect to demographic factors, age and skill level did not reveal significant statistical results in performance score as an outcome. However, completion time was significantly reduced when linked with a higher skill level. On average, participants preferred FTF to DL. However, those participants, who preferred DL, scored approximately 10% higher than their FTF counterparts. Recommendations for incorporating multimedia and distance learning are included in the dissertation. Educational leaders are encouraged to review these findings particularly, during the decision-making process. Following the (Recommendations for Practice) section can help to demystify technological applications and arm educational administrators with information for a fruitful request-for-bid process.

No description available.

Compared with students with normal mental abilities, the mentally retarded student in a competency-based vocational education program generally experience much more difficulty learning and retaining the required competencies. Studies have shown that persons who are mentally retarded do not spontaneously apply efficient learning strategies as do persons with average mental abilities. The purpose of this study was to examine the effects of remedial cognitive training on the abilities of adolescent mildly retarded students to learn and retain occupational competencies and to determine the effects of selected cognitive teaching strategies on learning and retention. The sample used in the study consisted of 40 subjects randomly selected from approximately 90 tenth grade EMR students of Richmond Public Schools (Virginia). These students entered vocational education training for the first time at the beginning of the 1982-83 school term. The 40 students were further assigned to four subgroups of 10 persons each. The three experimental groups and one control group were subjected to the following treatments: cognitive training plus cognitive teaching (group I), cognitive training plus traditional teaching (group II), no training but cognitive teaching (group III), or no training but traditional teaching (group IV). Pretests and posttests were used to measure knowledge of learning strategies and learning and retention of vocational competencies among the subjects. From these scores, the means and standard deviations were computed for each group and one-way analyses of variance were used to test the hypotheses of interest. The analyses resulting in significant F ratios were then followed by the Scheffé multiple comparison method. It was concluded that the EMR students who had been cognitively trained were superior in their knowledge of learning strategies over those who had not been trained. In the area of skill learning, it was found that cognitive training plus cognitive teaching was significantly more effective than traditional teaching and without cognitive training. Information learning proved superior for EMR subjects provided with cognitive training plus traditional teaching over those provided no training and cognitive teaching. The cognitive training and/or cognitive teaching was not effective in altering significantly learning retention among these subjects in either of the three categories of skill, information or recall of tools and procedures. / Ph. D.

Humans have an innate ability to deal with numerosity and other aspects of magnitude. This ability is generally honed through education in and experience with mathematics, which necessarily changes the brain structurally and functionally. These changes can be further manipulated through non-invasive electrical brain stimulation. Studying these processes in the case of maths not only constitutes research of great practical impact – given the importance of numerical skills in today's society – but also makes use of maths as a suitable domain in which to study plasticity. In this thesis, I aimed to explore how expertise with numbers shapes brain and behaviour, and also the degree to which processing numbers is similar to other domains in terms of the necessity of healthy brain regions believed to underlie normal processing within and across these domains. In Study 1, behavioural and structural brain differences were found cross-sectionally between mathematicians and non-mathematicians. A double dissociation between those groups was found between grey matter density in the frontal lobe and behavioural performance: their correlation was positive for mathematicians but negative for controls. These effects may have been caused by years of experience, by congenital predispositions, or, plausibly, by both of these factors, whose disambiguation is non-trivial. Study 2 used transcranial random noise stimulation (tRNS) to assist arithmetic learning. A novel montage was used to enhance brain function during the stage when it is believed to be most involved. Real as compared to sham tRNS enhanced reaction times (RTs) and learning rate on a calculation-based task, but not on a retrieval-based task. The effects were only observed in conditions of high task difficulty. Study 3 examined structural MRI measures before and after arithmetic training to determine how either frontal or parietal tRNS applied with the task changes the structure of the brain longitudinally as compared to sham. Previous results (including those of Study 2) of behavioural facilitation in terms of enhanced RTs to calculation problems were replicated, and further interpreted. Both frontal and parietal tRNS modulated the changes that occurred, pre-to-post training, in terms of cortical volume and gyrification of frontal, parietal and temporal areas. Study 4 investigated the shared neural and cognitive resources used for processing numerical magnitude and musical pitch, by probing how stimulus-response compatibility (SRC) effects for each of the two dimensions compare in a group of mainly temporoparietal lesion patients with numerical impairments versus controls. A double dissociation was found in that numerically impaired patients did not show the number-based SRC effect but did show the pitch-based one, while control subjects demonstrated the opposite trend. Overall, the results of these studies leave us with three main messages. First, expertise in numbers and mathematics, whether acquired through years of experience (Study 1) or through a few days of tRNS-assisted training (Study 3), appears to be associated with complex changes in the morphology of several brain structures. Some – but not all – of these structures are maths-relevant, and, in the case of tRNS-assisted training, they are distal to the site of the stimulating electrodes. Second, tRNS can improve performance in arithmetic (Studies 2 and 3), although the mechanisms by which this occurs are not yet fully understood, neither neurally nor behaviourally. Third, I found (Study 4) that brain lesions leading to impairment in the number domain do not necessarily affect processing in other domains – such as pitch – that are otherwise linked to number via a putative common code in the parietal lobes.

This Master thesis is focused on ecological validity of a cognitive training in university students. Forty-five students participated in three months research during which 30 of them took regular personalized cognitive training using CogniFit programme on their computers. The study examines the impact of the cogntitive training on everyday cognitive functioning of students. The scientific methods used for the ecological validity research were the following self-reporting questionnaires: Cognititive Failure Questionnaire, Everyday Memory Questionnaire and Dysexecutive Questinnaire. Students also filled in Schwartz Outcome Scale - 10 and Self-image questionnaire for detailed exploration of more variables. For the research, we applied test-retest design and used control group of fifteen students for results comparison. Analysis of the gathered data proved little evidence of ecological validity of cognitive training, which can be attributed to considerable cognitive stress at students. An unexpected outcome of the study which proved to be very significant is relation between executive functions and well-being of a student. This relation was confirmed repeatedly. Possible improvements of methodology and also problem with randomization of students is discussed. Proposal for the further development of...

Die Kapazität des Arbeitsgedächtnisses (AG) sagt die Leistungsfähigkeit in diversen anderen kognitiven Funktionen voraus. Zusätzlich werden altersbedingte Beeinträchtigungen in AG mit Defiziten in anderen kognitiven Funktionen assoziiert, was sich im hohen Alter in der Minderung der Selbständigkeit und des Leistungsniveaus in alltäglichen Aufgaben widerspiegelt. Das AG kann durch Trainingsmaßnahmen verbessert werden, und auch andere kognitive Funktionen können von AG-Training profitieren. Die Befundlage bezüglich dieser Transfereffekte deutet darauf hin, dass AG-Training auch Mechanismen zur Verbesserung der allgemeinen kognitiven Leistungsfähigkeit umfasst. Obwohl es zunehmend Hinweise für die Möglichkeit gibt, kognitive Funktionen durch AG-Training zu verbessern, sind die genauen Mechanismen von Training und Transfer noch unklar. In der vorliegenden Dissertation präsentiere ich vier Studien, in denen ich die genauen Mechanismen von AG-Training untersucht habe. Ich konnte zeigen, dass Training die Leistung in verschiedenen Tests zu exekutiven Funktionen verbessert, und dass der Transfer von Trainingseffekten statt auf die Förderung einer allgemeinen kognitiven Fähigkeit auf die Verbesserung in einem spezifischen Prozess zurückzuführen ist. Weiterhin habe ich zum ersten Mal gezeigt, dass bereits 16 Sitzungen eines AG-Trainings zu strukturellen Veränderungen in der weißen Substanz führen. Diese ließen sich in den Nervenbahnen nachweisen, die die mit AG assoziierten Hirnareale verbinden. Ich zeigte erstmals auch, dass altersbedingte Unterschiede in AG zwischen jungen und älteren Erwachsenen bereits nach 16 Trainingssitzungen ausgeglichen werden können. Die Befunde der vorliegenden Arbeit werden in Bezug auf die Flexibilität der kognitiven Funktionen und auf die Plastizität des zugrunde liegenden neuronalen Substrats diskutiert. Zusätzlich werden neue Ansichten für Modelle von Training- und Transfermechanismen vorgestellt. / Working memory (WM) is a cognitive function that is engaged in several everyday tasks. WM performance predicts performance in diverse other cognitive functions. Additionally, WM decline at old age is associated with age-related impairments in others cognitive functions, thus affecting autonomous performance of everyday tasks. It has been shown that WM can be improved with training interventions, and evidence has accumulated showing that also other cognitive functions can profit from WM training. The transfer findings indicate that WM training might enclose a mechanism to improve cognitive functions in general. Even though there exists a growing body of evidence on the possibilities to improve cognitive functions with WM training in different populations, the exact mechanisms of training and transfer have remained unclear. In the current dissertation I examine the prospects and precise mechanisms of WM training with four studies using the bi-modal dual n-back paradigm. I showed that dual n-back training improved performance in various tests tapping executive functions. I could also demonstrate that the mechanisms underlying transfer result from an improvement in a specific process tapped by the training task rather than in the boosting of a general cognitive ability. Consequently, transfer can occur to tasks if they engage the same specific process. Additionally, I provided primary evidence that only 16 sessions of WM training produces microstructural changes in white matter pathways connecting brain regions that support WM functions. I also showed for the first time that age-related differences in WM performance between young and older adults can be compensated for after only 16 training sessions. The findings of the present dissertation are discussed in relation to the flexibility of cognitive functions and the plasticity of the underlying neuronal substrate; additionally, new conceptions to models of training and transfer mechanisms are presented.

The NeuroTracker (NT), a computerized three-dimensional multiple object tracking (3D-MOT) training device, has potential benefits for concussion assessment and management, as well as maintenance of cognitive function. Accessing 3D technology is a limiting factor for 3D-MOT, so we assessed the performance of MOT training in 2D and 3D environments in both healthy and concussed individuals (8-91 years of age). The participants (n=86) who completed all ten training sessions over the three-month period, were assigned to one of three different studies: (1) an environment comparison (2D versus 3D), (2) an age comparison (youth, young adult, and older adult), or (3) a concussed population comparison (non-concussed, recently concussed, and prolonged concussed). In all studies, performance increased with training, indicating all individuals could increase perceptual cognitive function in all environments. Significant differences were apparent when 2D and 3D environments were compared, with participants in the 3D environment out performing participants in the 2D environment. Furthermore, switching from the 3D to the 2D environment was detrimental to learning performance. When comparing learning performance between different aged individuals, a linear regression demonstrated learning performance increased at a lesser rate with age(p<0.05). Concussed populations also demonstrated correlative trends when comparing learning performance, as well as initial NT scores. The longer an individual was suffering from concussion symptoms, the lower the initial NT score was, but the higher the rate of learning performance was through out training. Further investigation into attention, memory, and visual processing speeds in each population may help to better resolve the relationship between these domains and clarify if NT can serve as a means for concussion assessment and rehabilitation for individuals at any age in the future. / Graduate

<p><em><p>Depression är en vida utbredd sjukdom. Kognitiv träning skulle kunna</p><p>vara en kostnadseffektiv och lättillgänglig intervention att bemöta</p><p>sjukdomen i ett tidigt skede. Tidigare forskning tyder på att kognitiv</p><p>träning har effekt på depression och kognitiva nedsättningar. Denna</p><p>studie ämnade undersöka om träning hemma skulle leda till</p><p>förbättringar av depression, och om dessa berodde på träningen i sig.</p><p>Fyra deltagare med depressionssjukdomar genomförde träning med</p><p>Paced Auditory Serial Addition Task (PASAT). Studien hade en n=1-</p><p>design med för- och eftermätningar, och kontroll genom</p><p>pseudointervention. Dagliga och veckovisa mätningar visade</p><p>förbättring för endast en deltagare. Träningen visade sig därmed inte</p><p>effektiv. Tre deltagare upplevde nytta med interventionen. Det kan</p><p>vara skäl för fortsatta studier av kognitiva interventioner vid</p><p>depression.</p></em></p><p> </p> / <p>Depression is a widely spread disorder. Cognitive training could be a</p><p>cost effective and easily accessible intervention to treat the disorder in</p><p>an early stage. Previous research indicates that cognitive training is</p><p>effective in alleviating depression and cognitive deficits. The aim of</p><p>this study was to investigate whether cognitive training at home would</p><p>lead to improvements in depression, and whether improvements were</p><p>due to the training per se. Four subjects with depression participated</p><p>in training with the Paced Audity Serial Addition Task (PASAT). The</p><p>study had an n=1-design with pre- and post-measures, and control by</p><p>a pseudo-intervention. Daily and weekly measures showed effects</p><p>only for one participant. Thus the training was not shown to be</p><p>effective. Three participants experienced benefits from the</p><p>intervention. That could be a reason for further studies of cognitive</p><p>interventions of depression.</p>

Depression är en vida utbredd sjukdom. Kognitiv träning skulle kunna vara en kostnadseffektiv och lättillgänglig intervention att bemöta sjukdomen i ett tidigt skede. Tidigare forskning tyder på att kognitiv träning har effekt på depression och kognitiva nedsättningar. Denna studie ämnade undersöka om träning hemma skulle leda till förbättringar av depression, och om dessa berodde på träningen i sig. Fyra deltagare med depressionssjukdomar genomförde träning med Paced Auditory Serial Addition Task (PASAT). Studien hade en n=1- design med för- och eftermätningar, och kontroll genom pseudointervention. Dagliga och veckovisa mätningar visade förbättring för endast en deltagare. Träningen visade sig därmed inte effektiv. Tre deltagare upplevde nytta med interventionen. Det kan vara skäl för fortsatta studier av kognitiva interventioner vid depression. / Depression is a widely spread disorder. Cognitive training could be a cost effective and easily accessible intervention to treat the disorder in an early stage. Previous research indicates that cognitive training is effective in alleviating depression and cognitive deficits. The aim of this study was to investigate whether cognitive training at home would lead to improvements in depression, and whether improvements were due to the training per se. Four subjects with depression participated in training with the Paced Audity Serial Addition Task (PASAT). The study had an n=1-design with pre- and post-measures, and control by a pseudo-intervention. Daily and weekly measures showed effects only for one participant. Thus the training was not shown to be effective. Three participants experienced benefits from the intervention. That could be a reason for further studies of cognitive interventions of depression.

Plasticity is a central concept within the life-span approach of development and is defined as the ability of an individual to change and reorganize in response to environmental challenges (e.g., Baltes & Singer, 20019. Such intraindividual changes can be induced by systematic cognitive training. Recent studies suggest that substantial amounts of plasticity can be induced in executive control functions with a process-based training approach. These newer studies show that repeated practice on executive control tasks not only improved performance on these trained tasks, but also led to improvements in nontrained tasks (i.e., transfer; e.g., Jaeggi, Buschkuehl, Jonides, & Perrig, 2008; Karbach & Kray, 2009). Executive control processes are especially relevant from a developmental perspective because executive control is involved in a wide range of complex cognitive activities (e.g., van der Sluis, de Jong, & van der Leij, 2007) and is one of the most central areas of cognitive development (e.g., Craik & Bialystok, 2006). The current thesis aimed at elucidating several important questions concerning the plasticity of executive control functions induced by systematic cognitive training. Firstly, the amount, range, and stability of plasticity in adolescents and older adults were investigated. Secondly, studies explored if training design, age, and interindividual differences moderate the amount and range of plasticity. Furthermore, the current thesis aimed at exploring how process-based training specifically leads to transfer effects. To explore these questions, all studies employed a pretest-posttest-design comparing a group of participants that was trained with a process-based training approach to a group of control partici-pants that did not receive the training. Pretraining and posttraining sessions incorporated systematic assessment of transfer measures in different cognitive domains. The first study set out to investigate if executive control can be trained in adolescents with a task switching training. Additionally, the study explored what particular domains of executive control may underlie training and transfer effects, and if acute bouts of exercise directly prior to cognitive training enhance training effects. Analyses indicated substantial training effects for both training groups (with or without acute exercise) and near transfer to a similar switching task. Other findings of transfer were limited to a speed task and a tendency for faster reaction times in an updating task. Thus, findings indicate, for the first time, that executive control can be enhanced in adolescents through a short training. Furthermore, analyses suggest that updating may be of particular relevance for the effects of the task switching training. Analyses revealed no additional effects of the exercise intervention. The second study set out to explore, for the first time, the effects of a process-based training ap-proach in old-old age (above 80 years). After ten sessions of practice on working memory tasks, the training group improved in four of the five trained tasks, emphasizing the potential for plasticity even in old-old age. The gains in the training group were largely driven by individuals who started out with a low capacity in the training tasks. Thus, findings suggest that working memory can be improved with a short executive control training even in old-old age, particularly for low-capacity individuals. The absence of transfer effects in this study may point to the limits of plasticity in this age group. The third study aimed at further elucidating the mixed findings regarding the amounts of training and transfer effects induced by executive control training in older adults. For that purpose, a sample of older adults covering a wide range from young-old to old-old age (65 to 95 years) was either trained for nine sessions on a visuospatial and a verbal working memory as well as an executive control task; or served as controls. Analyses revealed significant training effects in all three trained tasks, as well as near transfer to verbal working memory and far transfer to a nonverbal reasoning task. Remarkably, all training effects and the transfer effect to verbal working memory were even stable at a nine-month follow-up. These findings suggest that cognitive plasticity is preserved over a large range of old age and that even a rather short training regimen can lead to (partly specific) training and transfer effects. However, analyses also revealed that there are a range of factors that may moderate the amount of plasticity, e.g., age and baseline performance in the training domain. To summarize, the current thesis explored effects of short executive control trainings on cognitive functions in adolescents and older adults. The findings suggest a high potential for intraindividual variability across the whole life-span. Plasticity was shown on the level of training and transfer tasks, as well as on the level of stability of effects. Furthermore, results support the notion that process-based training improves executive control processes that in turn lead to improvements in tasks that rely on these processes. The current thesis makes important contributions to the conceptual debate about the potentials and limits of training-induced plasticity across the life-span. It benefits the debate in that it specifically delineates factors that moderate the obtained effects.