transfer

Study: For cognitive training to work, it must induce neuroplasticity in brain regions that matter

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connectomeOver the last sev­er­al years, cog­ni­tive train­ing has received large amounts of pub­lic inter­est and sup­port because reli­ably improv­ing cog­ni­tive per­for­mance would have wide reach­ing appli­ca­tions in clin­i­cal pop­u­la­tions, old­er adults, and the pub­lic at large. For exam­ple, cog­ni­tive train­ing could [Read more…] about Study: For cog­ni­tive train­ing to work, it must induce neu­ro­plas­tic­i­ty in brain regions that matter

Cognitive Ability: Brain Games or Drugs?

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A recent sci­en­tif­ic study is being wel­comed as a land­mark that shows how flu­id intel­li­gence can be improved through train­ing. I inter­viewed one of the researchers recent­ly (Can Intel­li­gence Be Trained? Mar­tin Buschkuehl shows how), and con­trib­u­tor Dr. Pas­cale Mich­e­lon adds her own take with the great arti­cle that fol­lows. Enjoy!

Ref­er­ence: Jaeg­gi, S. M., Buschkuehl, M., Jonides, J., & Per­rig, W. J. (2008). Improv­ing Flu­id Intel­li­gence With Train­ing on Work­ing Mem­o­ry. Pro­ceed­ings of the Nation­al Acad­e­my of Sci­ences of the Unit­ed States of Amer­i­ca, 105(19), 6829–6833

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What is intelligence? 

Intel­li­gence is a con­cept dif­fi­cult to define as it seems to cov­er many dif­fer­ent types of abilities.

One def­i­n­i­tion dis­so­ci­ates between crys­tal­lized intel­li­gence or abil­i­ties and flu­id intel­li­gence. Crys­tal­lized intel­li­gence refers to the knowl­edge acquired through­out life such as vocab­u­lary. Flu­id intel­li­gence is the abil­i­ty that allows us to adapt to new sit­u­a­tions or problems.

[Read more…] about Cog­ni­tive Abil­i­ty: Brain Games or Drugs?

Attention deficits: drugs, therapy, cognitive training

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Shel­ley launched a good dis­cus­sion on The Neu­ro­science of ADHD in her blog, dis­cussing the sit­u­a­tion and pro­vid­ing a tech­ni­cal overview of drug-based inter­ven­tions. Some­thing I had­n’t heard is that “For exam­ple, babies born pre­ma­ture­ly face a sig­nif­i­cant­ly greater risk of devel­op­ing ADHD than full-term babies (socioe­co­nom­ic sta­tus was con­trolled for).”

Which helps me bet­ter under­stand the need to think about pre-school­ers, as dis­cussed in the arti­cle Diag­nos­ing ADD/ ADHD in Preschool­ers, at ADDi­tude Mag­a­zine. I quote:

  • “The Preschool ADHD Treat­ment Study, or PATS, con­duct­ed by the Nation­al Insti­tute of Men­tal Health (NIMH), is the first long-term study designed to eval­u­ate the effec­tive­ness of treat­ing preschool­ers with ADHD with behav­ioral ther­a­py, and then, in some cas­es, methylphenidate. In the first stage, the chil­dren (303 preschool­ers with severe ADHD, between the ages of three and five) and their par­ents par­tic­i­pat­ed in a 10-week behav­ioral ther­a­py course. For one third of the chil­dren, ADHD symp­toms improved so dra­mat­i­cal­ly with behav­ior ther­a­py alone that they did not progress to the ADHD med­ica­tion phase of the study.”

As Shel­ley’s post and the arti­cle explain, drugs do help when used appro­pri­ate­ly. Now, they are not the only answer. I am hap­py to see that behav­ioral ther­a­py can be as use­ful when appro­pri­ate. Which is not a sur­prise, giv­en the grow­ing lit­er­a­ture on dif­fer­ent meth­ods of cog­ni­tive train­ing, includ­ing ther­a­py and work­ing mem­o­ry train­ing like the one dis­cussed with Notre Dame’s Bradley Gib­son and in our post Cog­ni­tive Neu­ro­science and ADD/ADHD Today.