Cognitive Aging Clinical Trial
— MixedWMOfficial title:
The Effects of Mixed Working Memory Training on Subsequent Training Gains Among Older Adults
Verified date | March 2024 |
Source | University of Illinois at Urbana-Champaign |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
While an intellectually active and socially integrated lifestyle shows promise for promoting cognitive resilience, the mechanisms underlying any such effects are not well understood. The aim of the current project is test the implications of the "mutualism" hypothesis, which suggests that intellectual function emerges out of the reciprocal influence of growth in abilities as they are exercised in the ecology of everyday life. Such a view implies that improvement in one component will enhance the modifiability of a related component. An additional aim was to test the idea that mutualistic effects will be enhanced by more diverse training in related skills, such as interleaved training of multiple skills, relative to single-component training. A "successive-enrichment" paradigm was developed to test this with working memory (WM) as the target for training given its centrality in models of attention, intellectual function, and everyday capacities such as reasoning and language comprehension. All participants receive the same target training, but the nature of the training that precedes it is manipulated. Outcome measures include pre- to posttest gains in working memory and episodic memory, as well as the rate of gain in learning the target task. The principle of enhanced mutualism would predict that more diverse experiences related to the target skill will enhance efficiency in acquiring the target skill.
Status | Completed |
Enrollment | 90 |
Est. completion date | January 30, 2022 |
Est. primary completion date | January 30, 2022 |
Accepts healthy volunteers | Accepts Healthy Volunteers |
Gender | All |
Age group | 60 Years to 90 Years |
Eligibility | Inclusion Criteria: - Native English speakers or acquisition of English before age 6 yrs old - Self-report of hearing ability sufficient to engage with lab personnel - No stroke in the last 3 years - No current cancer treatment involving radiation or chemotherapy - No self-reported learning disability - No self-reported psychiatric disorder - Willingness to be randomly assigned to training conditions - No plans that would limit participation during the activity period - No participation in a cognitive intervention program in the last year No additional Exclusion Criteria. |
Country | Name | City | State |
---|---|---|---|
United States | Beckman Institute | Urbana | Illinois |
Lead Sponsor | Collaborator |
---|---|
University of Illinois at Urbana-Champaign | National Institute on Aging (NIA) |
United States,
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.
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Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Change in Overall Working Memory | Average change in working memory from pre- to posttest in z-score units ("standard unit change"). For each working memory measure (Reading Span, Lexical Decision Span, Category Span, Operation Span, and Count Span), the change in z-score units was calculated [(posttest score - pretest score) / standard deviation of the scores at pretest)]. The score reported is the mean of these 5 values. A z-score of 0 represents no change from pretest to posttest; the unit is the standard deviations of the sample at pretest (e.g., a score 0.5 would indicate a half standard deviation improvement in overall working memory). There is no agreed upon standard of clinical significance for improvement in working memory | Change from baseline to 5-6 wks after pretest | |
Primary | Change in Reading Span | Change in Reading Span score from pre- to posttest in z-score units ("standard unit change"). The change in z-score units was calculated [(posttest score - pretest score) / standard deviation of the scores at pretest)]. A z-score of 0 represents no change from pretest to posttest; the unit is the standard deviations of the sample at pretest (e.g., a score 0.5 would indicate a half standard deviation improvement in overall working memory). There is no agreed upon standard of clinical significance for improvement in working memory | Change from Baseline to 5-6 weeks after pretest | |
Secondary | Training Gains on the Reading Span Task in Phase 2 | In Phase 2, training data on the target task (Reading Span) is collected over 10 days. Training gains are estimated by the coefficients for the condition contrast by training interaction in a linear mixed effects model, in which mean working memory score across training days was modeled as a function of the Phase 1 training condition. Using the lme4 and lmerTest packages for R version 4.2.2, a mixed-effects linear regression model was employed to model the mean daily span score with condition and training day as the fixed factors, and a by-subject random intercept, using the restricted maximum likelihood (REML) method of estimation. | 2 weeks |
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