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Totally wacky facts about the human mind
\"Presents more than 100 facts about the human mind in a unique layout that appeals to struggling and reluctant readers.\"-- Provided by publisher.
Book
Putting brain training to the test
A no trainer?
Although the public spends millions of pounds per year on various 'brain training' programs, the efficacy and performance of these training regimes remain unclear. In a collaboration with the BBC science series
Bang Goes The Theory
, Adrian Owen and colleagues conducted a six-week trial of various online training regimes. And although they observed improvements on the specific tasks used for training, the authors concluded that any improvements failed to transfer to other untrained cognitive tasks.
Millions of pounds per year are spent on various 'brain-training' programs; however, the efficacy and performance of these training regimes is still unclear. In collaboration with the BBC, a six-week online study of brain training was conducted. Although improvements were observed in the specific tasks used for training, in the authors' view there was no evidence that these improvements transferred to other untrained cognitive tasks.
‘Brain training’, or the goal of improved cognitive function through the regular use of computerized tests, is a multimillion-pound industry
1
, yet in our view scientific evidence to support its efficacy is lacking. Modest effects have been reported in some studies of older individuals
2
,
3
and preschool children
4
, and video-game players outperform non-players on some tests of visual attention
5
. However, the widely held belief that commercially available computerized brain-training programs improve general cognitive function in the wider population in our opinion lacks empirical support. The central question is not whether performance on cognitive tests can be improved by training, but rather, whether those benefits transfer to other untrained tasks or lead to any general improvement in the level of cognitive functioning. Here we report the results of a six-week online study in which 11,430 participants trained several times each week on cognitive tasks designed to improve reasoning, memory, planning, visuospatial skills and attention. Although improvements were observed in every one of the cognitive tasks that were trained, no evidence was found for transfer effects to untrained tasks, even when those tasks were cognitively closely related.
Journal Article
Uncertainty salience reduces the accessibility of episodic future thoughts
We live in uncertain times and how this pervasive sense of uncertainty affects our ability to think about the future remains largely unexplored. This study aims to investigate the effects of uncertainty salience on episodic future thinking—the ability to mentally represent specific future events. Experiment 1 assessed the impact of uncertainty on the accessibility of episodic future thoughts using an event fluency task. Participants were randomly assigned to either an uncertainty induction or control condition, and then were asked to imagine as many future events as possible that could happen in different time periods. The results showed that participants in the uncertainty condition produced fewer events, suggesting that uncertainty salience reduced the accessibility of episodic future thoughts. Experiment 2 investigated in further detail the mechanisms of production of episodic future thoughts that are affected by uncertainty. The results showed that uncertainty primarily reduced the accessibility of previously formed future thoughts (i.e., memories of the future) rather than affecting the ability to generatively think about the future and construct events. These findings shed new light on the impact of uncertainty on episodic future thinking, paving the way to further investigation into its implications for decision-making and future-oriented behavior.
Journal Article
Randomized control trial to assess the efficacy of metacognitive training compared with a psycho-educational group in people with a recent-onset psychosis
Aims were to assess the efficacy of metacognitive training (MCT) in people with a recent onset of psychosis in terms of symptoms as a primary outcome and metacognitive variables as a secondary outcome.
A multicenter, randomized, controlled clinical trial was performed. A total of 126 patients were randomized to an MCT or a psycho-educational intervention with cognitive-behavioral elements. The sample was composed of people with a recent onset of psychosis, recruited from nine public centers in Spain. The treatment consisted of eight weekly sessions for both groups. Patients were assessed at three time-points: baseline, post-treatment, and at 6 months follow-up. The evaluator was blinded to the condition of the patient. Symptoms were assessed with the PANSS and metacognition was assessed with a battery of questionnaires of cognitive biases and social cognition.
Both MCT and psycho-educational groups had improved symptoms post-treatment and at follow-up, with greater improvements in the MCT group. The MCT group was superior to the psycho-educational group on the Beck Cognitive Insight Scale (BCIS) total (p = 0.026) and self-certainty (p = 0.035) and dependence self-subscale of irrational beliefs, comparing baseline and post-treatment. Moreover, comparing baseline and follow-up, the MCT group was better than the psycho-educational group in self-reflectiveness on the BCIS (p = 0.047), total BCIS (p = 0.045), and intolerance to frustration (p = 0.014). Jumping to Conclusions (JTC) improved more in the MCT group than the psycho-educational group (p = 0.021). Regarding the comparison within each group, Theory of Mind (ToM), Personalizing Bias, and other subscales of irrational beliefs improved in the MCT group but not the psycho-educational group (p < 0.001-0.032).
MCT could be an effective psychological intervention for people with recent onset of psychosis in order to improve cognitive insight, JTC, and tolerance to frustration. It seems that MCT could be useful to improve symptoms, ToM, and personalizing bias.
Journal Article
Emotion Induction Modulates Neural Dynamics Related to the Originality of Ideational Creativity
Emotions remarkably impact our creative minds; nevertheless, a comprehensive mapping of their underlying neural mechanisms remains elusive. Therefore, we examined the influence of emotion induction on ideational originality and its associated neural dynamics. Participants were randomly presented with three short videos with sad, neutral, and happy content. After each video, ideational originality was evaluated using the alternate uses task. Both happy and sad inductions significantly enhanced ideational originality relative to the neutral induction condition. However, no significant difference was observed in ideational originality between the happy and sad emotion inductions. Associated neural dynamics were assessed through EEG time‐frequency (TF) power and phase‐amplitude coupling (PAC) analyses. Our findings suggest that emotional states elicit distinct TF and PAC profiles associated with ideational originality. Relative to baseline, gamma activity was enhanced after the neutral induction and more enhanced after the induction of a happy emotion but reduced after the induction of sad emotion 2–4 s after starting the task. Our functional connectivity couplings suggest that inducing happy and sad emotions may influence the working memory and attentional system differently, leading to varying effects on associated processing modes. Inducing a happy emotion may result in decreased neural activity and processing of rich information in working memory for exploring more original ideas through cognitive flexibility. In contrast, inducing a sad emotion may enhance neural activity and increase coupling within the attention system to exploit and select fewer original ideas through cognitive persistence. Summary of the effects of mood induction on ideational originality and associated neural dynamics.
Journal Article
Does working memory training have to be adaptive?
This study tested the common assumption that, to be most effective, working memory (WM) training should be adaptive (i.e., task difficulty is adjusted to individual performance). Indirect evidence for this assumption stems from studies comparing adaptive training to a condition in which tasks are practiced on the easiest level of difficulty only [cf. Klingberg (Trends Cogn Sci 14:317–324,
2010
)], thereby, however, confounding adaptivity and exposure to varying task difficulty. For a more direct test of this hypothesis, we randomly assigned 130 young adults to one of the three WM training procedures (adaptive, randomized, or self-selected change in training task difficulty) or to an active control group. Despite large performance increases in the trained WM tasks, we observed neither transfer to untrained structurally dissimilar WM tasks nor far transfer to reasoning. Surprisingly, neither training nor transfer effects were modulated by training procedure, indicating that exposure to varying levels of task difficulty is sufficient for inducing training gains.
Journal Article
Emotion Regulation Strategies That Promote Learning: Reappraisal Enhances Children's Memory for Educational Information
The link between emotion regulation and academic achievement is well documented. Less is known about specific emotion regulation strategies that promote learning. Six- to 13-year-olds (N = 126) viewed a sad film and were instructed to reappraise the importance, reappraise the outcome, or ruminate about the sad events; another group received no regulation instructions. Children viewed an educational film, and memory for this was later assessed. As predicted, reappraisal strategies more effectively attenuated children's self-reported emotional processing. Reappraisal enhanced memory for educational details relative to no instructions. Rumination did not lead to differences in memory from the other instructions. Memory benefits of effective instructions were pronounced for children with poorer emotion regulation skill, suggesting the utility of reappraisal in learning contexts.
Journal Article
Improvements in episodic future thinking methodology: Establishing a standardized episodic thinking control
Delay discounting (DD) is the choice of a smaller immediate reward over a larger delayed reward, which has been associated with a number of maladaptive behaviors. Episodic future thinking (EFT), the ability to project oneself into the future, is an intervention designed to reduce DD. EFT has reliable effects on DD, but the size of the effect varies, which could be due in part to the use of different control groups. Episodic recent thinking (ERT) serves as a common control for many EFT studies, but the temporal window of \"recent\" cues ranges from 24 hours ago to 12 days past. Since prior research has shown that retrospection can lead to prospection, it may be important to ensure that EFT controls do not inadvertently lead to prospection for some participants thereby increasing the variability of the control condition. The present study sought to develop a comparison group that standardizes the time frame and experiences that are the basis for the recent thinking control.
Participants (n = 53, 18-45) were randomized to one of three conditions: EFT, ERT, or standardized episodic thinking (SET). Participants attended a laboratory appointment where they played mobile application games, created cues, and completed a DD task.
There was a significant difference between groups (p<0.05), with EFT reducing discounting more than either control (p<0.05), and no differences between ERT and SET (p>0.05).
This study established that SET provides an alternative control in EFT studies and provides the advantage of standardizing the participant's recent experience without changing the relationship between EFT and recent thinking controls.
Journal Article