Physical as well as cognitive training interventions improve specific cognitive functions but effects barely generalize on global cognition. Combined physical and cognitive training may overcome this shortcoming as physical training may facilitate the neuroplastic potential which, in turn, may be guided by cognitive training. This study aimed at investigating the benefits of combined training on global cognition while assessing the effect of training dosage and exploring the role of several potential effect modifiers. In this multi-center study, 322 older adults with or without neurocognitive disorders (NCDs) were allocated to a computerized, game-based, combined physical and cognitive training group (n = 237) or a passive control group (n = 85). Training group participants were allocated to different training dosages ranging from 24 to 110 potential sessions. In a pre-post-test design, global cognition was assessed by averaging standardized performance in working memory, episodic memory and executive function tests. The intervention group increased in global cognition compared to the control group, p = 0.002, Cohen’s d = 0.31. Exploratory analysis revealed a trend for less benefits in participants with more severe NCD, p = 0.08 (cognitively healthy: d = 0.54; mild cognitive impairment: d = 0.19; dementia: d = 0.04). In participants without dementia, we found a dose-response effect of the potential number and of the completed number of training sessions on global cognition, p = 0.008 and p = 0.04, respectively. The results indicate that combined physical and cognitive training improves global cognition in a dose-responsive manner but these benefits may be less pronounced in older adults with more severe NCD. The long-lasting impact of combined training on the incidence and trajectory of NCDs in relation to its severity should be assessed in future long-term trials.

Neuroscience is developing rapidly by providing a variety of modern tools for analyzing the functional interactions of the brain and detection of pathological deviations due to neurodegeneration. The present study argues that the induction of neuroplasticity of the mature human brain leads to the prevention of dementia. Promising solution seems to be the dance programs because they combine cognitive and physical activity in a pleasant way. So, we investigated whether the traditional Greek dances can improve the cognitive, physical and functional status of the elderly always aiming at promoting active and healthy aging. Forty-four participants were randomly assigned equally to the training group and an active control group. The duration of the program was 6 months. Also, the participants were evaluated for their physical status and through an electroencephalographic (EEG) examination at rest (eyes-closed condition). The EEG testing was performed 1–14 days before (pre) and after (post) the training. Cortical network analysis was applied by modeling the cortex through a generic anatomical model of 20,000 fixed dipoles. These were grouped into 512 cortical regions of interest (ROIs). High quality, artifact-free data resulting from an elaborate pre-processing pipeline were segmented into multiple, 30 s of continuous epochs. Then, functional connectivity among those ROIs was performed for each epoch through the relative wavelet entropy (RWE). Synchronization matrices were computed and then thresholded in order to provide binary, directed cortical networks of various density ranges. The results showed that the dance training improved optimal network performance as estimated by the small-world property. Further analysis demonstrated that there were also local network changes resulting in better information flow and functional re-organization of the network nodes. These results indicate the application of the dance training as a possible non-pharmacological intervention for promoting mental and physical well-being of senior citizens. Our results were also compared with a combination of computerized cognitive and physical training, which has already been demonstrated to induce neuroplasticity (LLM Care).

Information and Communication Technology (ICT) tools and Assistive Technologies (AT) can support people with Down Syndrome (PDS) and Intellectual Disabilities (PID) in increasing their self-confidence and independence, enhancing skills, and competences, participating in leisure activities. For families of PDS/PID, professionals, non-formal caregivers and volunteers, the challenge is to appreciate the benefits of ICT Tools in promoting inclusion. The aim of this study is to present the interdisciplinary and multidimensional scope of the DS Leisure project aiming at promoting the inclusion of PDS/PID through innovative ICT tools and their participation in inclusive leisure activities. Particularly, 24 individuals were asked to assess the global satisfaction and performance of PDS/PID, as well as the exploitation of ICT tools. Findings suggested that PDS/PID specific social, decision-making, and communication skills were significantly improved after their participation in the Experiential Activity and the e-Training platform was positively rated and considered a constructive learning experience.

Research demonstrates that positive emotions contribute to students’ greater engagement with the learning experience, while negative emotions may detract from the learning experience. The purpose of this study is to evaluate the effect of a computer-based training program on the emotional status and its effect on the performance of two students with learning difficulties: a second-grade student of a primary school with Simpson-Golabi-Behmel syndrome and a fourth-grade student of a primary school with learning difficulties. For the purpose of this study, the “BrainHQ” web-based cognitive training software and the mobile app “AffectLecture” were used. The former was used for measuring the affective state of the students before and after each intervention. The latter was used for improving students’ cognitive development, in order to evaluate the possible improvement of their initial emotional status after the intervention with “BrainHQ” program, the possible effect of positive/negative emotional status on their performance, as well as the possible effect of high/poor performance on their emotional status. The results of the study demonstrate that there is a positive effect of emotion on performance and vice versa and the positive effect of performance on the emotional status and vice versa. These findings suggest that the affective state of students should be taken into account by educators, scholars and policymakers.

No abstract