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首页> 美国卫生研究院文献>Frontiers in Human Neuroscience >Parietal plasticity after training with a complex video game is associated with individual differences in improvements in an untrained working memory task
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Parietal plasticity after training with a complex video game is associated with individual differences in improvements in an untrained working memory task

机译：使用复杂的视频游戏训练后的顶壁可塑性与未经训练的工作记忆任务的改进方面的个体差异相关

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Researchers have devoted considerable attention and resources to cognitive training, yet there have been few examinations of the relationship between individual differences in patterns of brain activity during the training task and training benefits on untrained tasks (i.e., transfer). While a predominant hypothesis suggests that training will transfer if there is training-induced plasticity in brain regions important for the untrained task, this theory lacks sufficient empirical support. To address this issue we investigated the relationship between individual differences in training-induced changes in brain activity during a cognitive training videogame, and whether those changes explained individual differences in the resulting changes in performance in untrained tasks. Forty-five young adults trained with a videogame that challenges working memory, attention, and motor control for 15 2-h sessions. Before and after training, all subjects received neuropsychological assessments targeting working memory, attention, and procedural learning to assess transfer. Subjects also underwent pre- and post-functional magnetic resonance imaging (fMRI) scans while they played the training videogame to assess how these patterns of brain activity change in response to training. For regions implicated in working memory, such as the superior parietal lobe (SPL), individual differences in the post-minus-pre changes in activation predicted performance changes in an untrained working memory task. These findings suggest that training-induced plasticity in the functional representation of a training task may play a role in individual differences in transfer. Our data support and extend previous literature that has examined the association between training related cognitive changes and associated changes in underlying neural networks. We discuss the role of individual differences in brain function in training generalizability and make suggestions for future cognitive training research.
机译：研究人员已将大量注意力和资源投入到认知训练上，但是很少有关于训练任务期间脑部活动方式的个体差异与未训练任务（即转移）训练收益之间的关系的研究。尽管一个主要的假设表明，如果训练对未训练的任务很重要的大脑区域具有可塑性，训练将转移，但该理论缺乏足够的经验支持。为了解决这个问题，我们研究了认知训练视频游戏中训练引起的大脑活动变化中的个体差异之间的关系，以及这些变化是否解释了未经训练的任务所导致的性能变化中的个体差异。 45名年轻人接受了视频游戏训练，在15个2小时的训练中挑战工作记忆，注意力和运动控制。训练前后，所有受试者均接受针对工作记忆，注意力和程序学习的神经心理学评估，以评估迁移。受试者在玩训练视频游戏时还进行了功能前后的磁共振成像（fMRI）扫描，以评估这些大脑活动模式如何响应训练而改变。对于涉及工作记忆的区域，例如上顶叶（SPL），激活前后负前变化的个体差异预测了未经训练的工作记忆任务的性能变化。这些发现表明，训练诱导的可塑性在一项训练任务的功能表征中可能在转移的个体差异中起作用。我们的数据支持并扩展了先前的文献，该文献研究了训练相关的认知变化与基础神经网络中的相关变化之间的关联。我们讨论了个体差异在脑功能中训练通用性的作用，并为以后的认知训练研究提供了建议。

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