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The purpose of this paper is to report a pilot experiment to test if multi-player online video games could provide a measurable cognitive therapeutic benefit for brain-injured people.

Single-subject research design with n=3 brain-injured participants. Four alternating intervention and non-intervention weeks. Battery of cognitive tests taken at the start of the experiment and at the end of each week.

Widely varying results with large standard deviation overall.

The experimental design was heavily reliant on multiple participants logging in at the same time. Server logs showed that this happened relatively rarely.

Implications for the next iteration of the experiment are to refine the game design to avoid the need to synchronise the participants. The findings presented may be of practical use to other researchers in this area.

Acquired brain injury has been described as an epidemic, and is rising, with stroke being a leading cause. Traumatic brain injury (e.g. due to road traffic accident) has increasing prevalence in low-middle income countries. This research aims to provide a form of therapy to people for whom physical access to rehabilitation services is limited.

The use of multi-player online video games as rehabilitation is a relatively unexplored area. A positive result in an experiment of this nature would indicate the potential for a new, complimentary form of cognitive therapy for brain-injured people.

Describes how 48 subjects participated in experiments to investigate the effect of visual cues in identifying odours. The subjects were first instructed to describe the odour of six fruit solutions, four of which were inappropriately coloured. Second, they were presented with a series of fruit solutions which varied in odour and colour intensity and were asked to rank them in order of odour strength. For the control sets, the odour and colour strengths were compatible; in the experimental sets the odour strength and colour intensity were conflicting. The results of the first experiment indicate that the identification of fruit odours proves significantly more difficult when the colour of the solution is inappropriate (p < 0.05) and in the second experiment more subjects rank the solutions in the correct order when the colour intensity and odour strengths are compatible than when they are conflicting. Visual cues are found to influence odour judgements significantly and, when presented with conflicting stimuli, the visual cues appear to override the olfactory sense and distract the subjects from making the correct assessment.

For many years it has been speculated that some learning and attention problems in children are related to underlying problems in neurological functioning. In fact, the IDEA (1997) definition of learning disabilities utilizes terminology that specifically includes neurological processes and conditions: Specific learning disabilities means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, or of environmental, cultural, or economic disadvantage.This chapter begins with a review of the role of neuroimaging in advancing an understanding of the basis and nature of learning and attention problems. The ever-increasing sophistication of neurodiagnostic technology has made it possible to obtain more precise information about neuroanatomical and neurophysiological bases of behavior, including learning and attention. Advances in technology have greatly increased the ability to study the functioning of the brain during the performance of relatively complex mental activities. With this advanced technology it is becoming increasingly possible to visualize normal and abnormal brain functioning, including important components of basic academic skills. The chapter includes a discussion of the recent evidence about the neurological basis of learning and attention problems.

At the beginning of children's school careers, large differences already exist between children in their mathematical skills and knowledge. Preparatory math skills such as counting and Piagetian operations are important predictors of later math learning disabilities. However, little research has been conducted on the underlying processes that could explain or predict these preparatory math skills. Traditionally, intelligence has been viewed, next to language (vocabulary), as an important predictor of school success in general and math performance in specific. However, recent studies suggest that other, more fluid, domain-general cognitive processes, such as working memory and executive functions, are better predictors than traditional IQ scores. This chapter reports on two studies in which the relations between early mathematics and different working memory components are investigated. In the first study, the relations between the Early Numeracy Test (ENT) and five working memory aspects have been studied in a correlational study with 240 kindergartners. The following working memory components can be distinguished: the central executive controlling system, the phonological component, and the visuospatial component. In this study, three distinctive executive functions were measured: inhibition, shifting, and planning. The results show that phonological working memory, shifting, and planning are highly related to children's early math competence. Together, these functions can explain 50% of the total variance in early math. In a second study under 111 kindergartners, it was found that the scores on the ENT are moderately related to the executive function planning. Contrary to the expectations, intelligence was more related to preparatory math skills than planning. However, in a short training study with 15 low performing children, it was found that children's planning scores could better predict their improvement than intelligence: children low in planning did not profit as much from the training as children with higher planning capacities. The results of these studies emphasize the need for further research on the relations between working memory processes and preparatory math skills. These processes seem to play an important role in the origin of math learning difficulties. The results of the second study also suggest that remediation of early math learning difficulties should be adapted according to children's cognitive profiles regarding working memory and executive functions.

Comorbidity of attention deficit hyperactivity disorder (ADHD) and reading disabilities (RD) is greater than what would occur by chance. Considering the well-documented adverse impact of both ADHD and RD on development, the presence of both conditions may lead to particularly poor outcomes for affected people. This chapter, which reviews 43 research studies carried out in the last decade that have focused on the link between ADHD and RD, is divided into two broad nuclei of contents. First, studies are described that contribute information about characteristics of the comorbid phenotype. Second, studies related to procedures directed toward evaluation and intervention in this problem are analyzed. The review carried out does not make it possible to extract definitive results on the exact nature of ADHD and RD comorbidity or, even less, reach conclusions about its causes. However, the literature-based evidence shows a cognitive profile of ADHD+RD characterized by failure of various functions that can produce more severe functional deficits and worse neuropsychological, academic, and behavioral outcomes. Furthermore, the analysis of the set of results from the studies shows a limited efficacy of pharmacological and psychopedagogical treatments, and highlights the need for continued research on this topic. From a clinical and educational standpoint, the conclusions derived from this review underline the importance of performing an exhaustive evaluation of children and adolescents with symptoms of ADHD and/or RD, in order to be able to plan interventions with greater possibilities of success in each case.

Subjective measurements of cognition have seldom been used in schizophrenia. This is mainly due to the assumption that such measurements lack sensitivity in a disorder characterized by poor insight. We investigated the capacity of BRIEF-A (Behavior Rating Inventory of Executive Function - Adult Version: a self-administered, ecological questionnaire) to identify executive deficits in adults with schizophrenia. The global score and each domain-specific score was significantly lower in patients than in healthy controls. BRIEF-A could be a useful complement to objective measurements, providing a subjective assessment of everyday consequences of executive dysfunction in patients with schizophrenia.

This study aims to investigate the correlation between neural indexes of attention and behavioral indexes of attention and detect the most informative period of brain activity in which the strongest correlation with attentive performance (behavioral index) exists. Finally, to further validate the findings, this paper aims at the prediction of different levels of attention function based on the attention score obtained from repeatable battery for the assessment of neurophysiological status (RBANS).

The present paper analyzes electroencephalogram (EEG) signals recorded by a single prefrontal channel from 105 elderly subjects while they were responding to Stroop color test which is an attention-demanded task. Beside Stroop test, subjects also performed RBANS which provides their level of functionality in different domains including attention. After data acquisition (EEG during Stroop test and RBANS attention score), the authors extract the spectral features of EEG as neural indexes of attention and subjects’ reaction time in response to Stroop test as behavioral index of attention. Then, they explore the correlation between these post-cue frequency band oscillations of EEG with elderly response time (RT). Next, the authors exploit these findings to classify RBANS attention score.

The observations of this study suggest that there is significant negative correlation between alpha gamma ratio (AGR) and RT (p < 0.0001), theta beta ratio (TBR) is positively correlated with subjects’ RT (p < 0.0001), these correlations are stronger in a 500ms period right after triggering the cue (question onset in Stroop test), and 4) TBR and AGR can be effectively used to predict RBANS attention score.

Because of the experiment design, the pre-cue EEG of the next trail was very much overlapped with the post-cue EEG of the current trail. Therefore, the authors could analyze only post-cue EEG. In future study, it would be interesting to investigate the predictability of subject’s future performance from pre-cue EEG and mental preparation.

This study provides an insight into the research on detection of human attention level from EEG instead of conventional neurophysiological tests. It has also potential to be used in implementation of feasible and efficient EEG-based brain computer interface training systems for elderly.

To the best of the authors’ knowledge, this study is among very few attempts for early prediction of cognitive decline in the domain of attention from brain activity (EEG) instead of conventional tests which are prone to human errors.

Since it has been regarded as an effective method to evaluate clothing pressure comfort with physiological and psychological techniques the purpose of this paper is to examine the effect on people s inhibition ability caused by the oppression from clothing on the body through event-related potentials (ERPs). A trial application of ERPs technology was made to evaluate clothing pressure comfort and investigate the relationship between some physical indexes of brain wave and clothing pressure. This research would also reveal the influence of clothing pressure on the thinking ability and mental activity of young women.

Stroop color-naming task was utilized to test the inhibition ability of participants. In the present research, some components of ERPs (e.g. N1, P2, N2 and N450) and behavioral indexes (RTs, and errors rates) were detected to verify the change of physiology and psychology caused by the pressure imposed by girdle on the body.

At behavioral level RTs were slower for the group under pressure rather than pressure-free group with no significant difference in errors rate between the two groups. Based on the early component statistics of ERPs the Stroop effects of both groups were similar. Besides there was no prominent difference in the latencies and amplitudes of N1, P2 and N2 components except the N450 components. The inhibition ability of young women who had worn girdle for 8 hours decreased causing them unable to make a timely response and thus affecting their attentiveness and executive ability.

This study would clarify that it is feasible to evaluate clothing pressure comfort with ERPs as a physiological technique, and enrich relative methods.