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Training the Brain

机译：训练大脑

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Prior researchers have shown that the brain has a remarkable ability for adapting to environmental changes. The positive effects of such neural plasticity include enhanced functioning in specific cognitive domains and shifts in cortical representation following naturally occurring cases of sensory deprivation; however, maladaptive changes in brain function and development owing to early developmental adversity and stress have also been well documented. Researchers examining enriched rearing environments in animals have revealed the potential for inducing positive brain plasticity effects and have helped to popularize methods for training the brain to reverse early brain deficits or to boost normal cognitive functioning. In this article, two classes of empirically based methods of brain training in children are reviewed and critiqued: laboratorybased, mental process training paradigms and ecological interventions based upon neurocognitive conceptual models. Given the susceptibility of executive function disruption, special attention is paid to training programs that emphasize executive function enhancement. In addition, a third approach to brain training, aimed at tapping into compensatory processes, is postulated. Study results showing the effectiveness of this strategy in the field of neurorehabilitation and in terms of naturally occurring compensatory processing in human aging lend credence to the potential of this approach.
机译：先前的研究人员表明，大脑具有出色的适应环境变化的能力。这种神经可塑性的积极作用包括在特定的认知领域增强功能，以及在自然发生的感觉剥夺情况下皮质表征的改变;然而，由于早期发育逆境和压力导致的大脑功能和发育不良适应性变化也已得到充分证明。研究人员研究了动物丰富的饲养环境，发现了潜在的诱导正面大脑可塑性的作用，并有助于推广训练大脑以逆转早期大脑缺陷或增强正常认知功能的方法。在本文中，对两类基于经验的儿童脑部训练方法进行了回顾和批评：基于实验室的心理过程训练范式和基于神经认知概念模型的生态干预。考虑到执行功能中断的可能性，应特别注意强调执行功能增强的培训计划。此外，还提出了第三种大脑训练方法，旨在利用补偿过程。研究结果表明，该策略在神经康复领域以及在人类衰老中自然发生的补偿性处理方面是有效的，这证明了这种方法的潜力。

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