Intra-individual variability in task performance after cognitive training is associated with long-term outcomes in children,Developmental Science

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Intra-individual variability in task performance after cognitive training is associated with long-term outcomes in children
Developmental Science ( IF 3.1 ) Pub Date : 2022-02-20 , DOI: 10.1111/desc.13252
Ana Cubillo _{1,

2} , Henning Hermes ₃ , Eva Berger ₄ , Kirsten Winkel ₅ , Daniel Schunk ₄ , Ernst Fehr ₁ , Todd A Hare ₁

Affiliation

The potential benefits and mechanistic effects of working memory training (WMT) in children are the subject of much research and debate. We show that after five weeks of school-based, adaptive WMT 6–9 year-old primary school children had greater activity in prefrontal and striatal brain regions, higher task accuracy, and reduced intra-individual variability in response times compared to controls. Using a sequential sampling decision model, we demonstrate that this reduction in intra-individual variability can be explained by changes to the evidence accumulation rates and thresholds. Critically, intra-individual variability is useful in quantifying the immediate impact of cognitive training interventions, being a better predictor of academic skills and well-being 6–12 months after the end of training than task accuracy. Taken together, our results suggest that attention control is the initial mechanism that leads to the long-run benefits from adaptive WMT. Selective and sustained attention abilities may serve as a scaffold for subsequent changes in higher cognitive processes, academic skills, and general well-being. Furthermore, these results highlight that the selection of outcome measures and the timing of the assessments play a crucial role in detecting training efficacy. Thus, evaluating intra-individual variability, during or directly after training could allow for the early tailoring of training interventions in terms of duration or content to maximise their impact.

中文翻译：

认知训练后任务表现的个体差异与儿童的长期结果相关

儿童工作记忆训练 (WMT) 的潜在益处和机制效应是许多研究和争论的主题。我们表明，经过五周的基于学校的适应性 WMT 6-9 岁小学生在前额叶和纹状体大脑区域有更多的活动，更高的任务准确性，并且与对照组相比响应时间的个体内差异减少。使用顺序抽样决策模型，我们证明了这种个体差异的减少可以通过证据积累率和阈值的变化来解释。至关重要的是，个体内差异有助于量化认知训练干预的直接影响，与任务准确性相比，它更能预测训练结束后 6-12 个月的学术技能和幸福感。综合起来，我们的结果表明，注意力控制是导致自适应 WMT 长期受益的初始机制。选择性和持续的注意力能力可以作为更高认知过程、学术技能和总体幸福感后续变化的支架。此外，这些结果强调，结果测量的选择和评估的时间安排在检测培训效果方面起着至关重要的作用。因此，在培训期间或培训后立即评估个体内变异性可以允许在持续时间或内容方面尽早调整培训干预措施，以最大限度地发挥其影响。选择性和持续的注意力能力可以作为更高认知过程、学术技能和总体幸福感后续变化的支架。此外，这些结果强调，结果测量的选择和评估的时间安排在检测培训效果方面起着至关重要的作用。因此，在培训期间或培训后立即评估个体内变异性可以允许在持续时间或内容方面尽早调整培训干预措施，以最大限度地发挥其影响。选择性和持续的注意力能力可以作为更高认知过程、学术技能和总体幸福感后续变化的支架。此外，这些结果强调，结果测量的选择和评估的时间安排在检测培训效果方面起着至关重要的作用。因此，在培训期间或培训后立即评估个体内变异性可以允许在持续时间或内容方面尽早调整培训干预措施，以最大限度地发挥其影响。

更新日期：2022-02-20

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