Treating schizophrenia: Game on

Hayden, Erika Check

doi:10.1038/483024a

Cited by 10 publications

(4 citation statements)

References 8 publications

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“…[ 88 ] note that the dropout rate for 12 of the studies included in their meta-analysis of cognitive remediation for schizophrenia was higher than 15%. Recent neuroscience and mental health policy reports suggest that the use of neurotechnologies, such as video-game training, is a potential technique for enhancing cognitive performance in schizophrenia [ 86 , 87 , 98 – 100 ]. Computer-based CT taking the form of a neurotechnology (i.e.…”

Section: Cognitive Enhancement In Neuropsychiatric Disordersmentioning

confidence: 99%

“…Other executive functions such as planning (Tower of London, strategic choice task, sequence forming) and fluency have also been investigated. Planning performance on the Tower of London test was improved with modafinil [ 100 ]. All these effects were investigated with single doses.…”

Section: Cognitive Enhancers In Healthy Peoplementioning

confidence: 99%

“…Recent neuroscience and mental health policy reports suggest that the use of neurotechnologies, such as video-game training, is a potential technique for enhancing cognitive performance in schizophrenia [86,87,[98][99][100]. Computerbased CT taking the form of a neurotechnology (i.e.…”

Section: (E) a Study On Computer-game-based Ct In Schizophreniamentioning

confidence: 99%

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The impact of neuroscience on society: cognitive enhancement in neuropsychiatric disorders and in healthy people

Sahakian

Brühl

Cook

et al. 2015

Phil. Trans. R. Soc. B

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In addition to causing distress and disability to the individual, neuropsychiatric disorders are also extremely expensive to society and governments. These disorders are both common and debilitating and impact on cognition, functionality and wellbeing. Cognitive enhancing drugs, such as cholinesterase inhibitors and methylphenidate, are used to treat cognitive dysfunction in Alzheimer's disease and attention deficit hyperactivity disorder, respectively. Other cognitive enhancers include specific computerized cognitive training and devices. An example of a novel form of cognitive enhancement using the technological advancement of a game on an iPad that also acts to increase motivation is presented. Cognitive enhancing drugs, such as methylphenidate and modafinil, which were developed as treatments, are increasingly being used by healthy people. Modafinil not only affects ‘cold’ cognition, but also improves ‘hot’ cognition, such as emotion recognition and task-related motivation. The lifestyle use of ‘smart drugs' raises both safety concerns as well as ethical issues, including coercion and increasing disparity in society. As a society, we need to consider which forms of cognitive enhancement (e.g. pharmacological, exercise, lifelong learning) are acceptable and for which groups (e.g. military, doctors) under what conditions (e.g. war, shift work) and by what methods we would wish to improve and flourish.

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Section: Cognitive Enhancement In Neuropsychiatric Disordersmentioning

confidence: 99%

Section: Cognitive Enhancers In Healthy Peoplementioning

confidence: 99%

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The impact of neuroscience on society: cognitive enhancement in neuropsychiatric disorders and in healthy people

Sahakian

Brühl

Cook

et al. 2015

Phil. Trans. R. Soc. B

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“…Much cognitive psychology and neuroscience research that followed focused on executive functions (EFs) as a core component of self-regulation. More recently, this research tradition is manifest in a proliferation of computerised “brain training” programs that target EFs as a means of promoting self-regulatory abilities – an industry now worth more than one billion dollars [ 9 ]. In this context, brain training refers to a collection of programs in which users engage in activities at an increasing level of challenge to promote more effective higher-order cognitive functioning.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Preschool Situational Self-Regulation Toolkit (PRSIST) Program for Supporting children’s early self-regulation development: study protocol for a cluster randomized controlled trial

Howard

Vasseleu

Neilsen‐Hewett

et al. 2018

Trials

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BackgroundFor children with low self-regulation in the preschool years, the likelihood of poorer intellectual, health, wealth and anti-social outcomes in adulthood is overwhelming. Yet this knowledge has not yielded a framework for understanding self-regulatory change, nor generated particularly successful methods for enacting this change. Reconciling insights from cross-disciplinary theory, research and practice, this study seeks to implement a newly developed program of low-cost and routine practices and activities for supporting early self-regulatory development within preschool contexts and to evaluate its effect on children’s self-regulation, executive function and school readiness; and educator perceived knowledge, attitudes and self-efficacy related to self-regulation.Methods/designThe Early Start to Self-Regulation study is a cluster randomized, controlled trial for evaluating benefits of the Preschool Situational Self-Regulation Toolkit (PRSIST) program, when implemented by early childhood educators, compared with routine practice. The PRSIST program combines professional learning, adult practices, child activities and connections to the home to support children’s self-regulation development. Fifty preschool centers in New South Wales, Australia, will be selected to ensure a range of characteristics, namely: National Quality Standards (NQS) ratings, geographic location and socioeconomic status. After collection of baseline child and educator data, participating centers will then be randomly allocated to one of two groups, stratified by NQS rating: (1) an intervention group (25 centers) that will implement the PRSIST program; or (2) a control group (25 centers) that will continue to engage in practice as usual. Primary outcomes at the child level will be two measures of self-regulation: Head-Toes-Knees-Shoulders task and the PRSIST observational assessment. Secondary outcomes at the child level will be adult-reported measures of child self-regulation, executive function and school readiness. Outcomes at the educator level will involve a survey of their perceived knowledge, attitudes and self-efficacy for supporting children’s self-regulatory development. In all cases, data collectors will be blinded to group allocation.DiscussionThis is the first randomized controlled trial of a new program to foster early self-regulation, using low-cost practices and activities that are aligned with early-years contexts, routines and practices. Results will provide important information about the efficacy of this approach and evaluate its underlying model of self-regulatory change.Trial registrationAustralian New Zealand Clinical Trials Registry, ACTRN12617001568303. Registered on 21 November 2017.Electronic supplementary materialThe online version of this article (10.1186/s13063-018-2455-4) contains supplementary material, which is available to authorized users.

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Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

et al. 2016

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Given evidence that early executive functioning sets the stage for a broad range of subsequent outcomes, researchers have sought to identify ways to foster these cognitive capacities. The current series of studies sought to design, develop, and provide evidence for the efficacy of embedding cognitive activities in a commonplace activity-shared reading of a children's book. The book, Quincey Quokka's Quest, required children to control their thinking and behavior to help the story's main character through a series of obstacles. The first study investigated effects of reading with embedded cognitive activities in individual and group contexts on young children's executive functions (EFs). The second study compared reading with embedded cognitive activities against a more active control condition (dialogic reading) that similarly engaged children in the reading process yet lacked clear engagement of EFs. The third study sought to investigate whether the effect of reading the story with embedded EF activities changed across differing doses of the intervention and whether effects persisted 2 months post-intervention. All studies provided evidence of intervention effects on shifting, with working memory benefits shown in two of the three studies, in as little as 3 weeks (compared to more traditional reading). Study 3 further indicated maintenance of these gains 2 months later. This suggests the efficacy of embedding cognitive activities in the context of everyday activities, thereby extending the range of users and contexts in which this approach can be used. AbstractGiven evidence that early executive functioning sets the stage for a broad range of subsequent

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Treating schizophrenia: Game on

Cited by 10 publications

References 8 publications

The impact of neuroscience on society: cognitive enhancement in neuropsychiatric disorders and in healthy people

The impact of neuroscience on society: cognitive enhancement in neuropsychiatric disorders and in healthy people

Evaluation of the Preschool Situational Self-Regulation Toolkit (PRSIST) Program for Supporting children’s early self-regulation development: study protocol for a cluster randomized controlled trial

Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

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