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首页> 外文期刊>Journal of cognitive enhancement >Conflict-Related Brain Activity after Individualized Cognitive Training in Preschoolers from Poor Homes
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Conflict-Related Brain Activity after Individualized Cognitive Training in Preschoolers from Poor Homes

机译：与贫困家庭的学龄前儿童的个性化认知训练后，与冲突相关的大脑活动

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Different interventions have shown effectiveness in modifying cognitive performance on cognitive control demanding tasks in children from poor homes. However, little is known about the influence of cognitive interventions on children's brain functioning and how individual variability modulates the impact of those interventions. In the present study, we examined the impact of two individualized cognitive training interventions on cognitive performance and neural activity in preschoolers from poor homes. Participants were classified based on their basal performance (i.e., high and low performers) in an inhibitory control task and then separated into intervention and control groups within each performance level. The control groups completed an intervention with three activities without cognitive control demands. The intervention groups performed three training activities with increased cognitive demands adjusted according to their cognitive baseline performance. Children were trained weekly for 12 weeks and tested before and after the intervention, at kindergarten, using EEG recordings during a Go/NoGo task performance. Results revealed significant training effects on midfrontal neural activity associated with conflict processing in both intervention groups. Low performers exhibited changes on preresponse conflict processing (i.e., N2). However, the high-performing group had larger training effects on both conflict-related activity (i.e., N2, ERN, and theta power) and fluid intelligence. These results suggest that the consideration of individual differences in the design of interventions could contribute to the adaptation of training demands and that the use of mobile EEG technology could be useful to assess eventual neural markers in more ecological contexts.
机译：不同的干预措施表明，在修改贫困家庭儿童的认知控制要求任务上的认知表现方面有效。但是，认知干预措施对儿童大脑功能的影响以及个人变异性如何调节这些干预措施的影响知之甚少。在本研究中，我们研究了两种个性化认知训练干预措施对贫困家庭学龄前儿童的认知表现和神经活动的影响。根据抑制性控制任务中的基础表现（即高和低性能者）的基础表现（即高和低表现者）进行分类，然后分为每个绩效级别内的干预和对照组。对照组完成了一项干预措施，其中包括三个无认知控制要求的活动。干预小组进行了三项培训活动，并根据其认知基线表现调整了认知需求的增加。在干预之前和之后，在幼儿园进行了每周培训12周，并在GO/NOGO任务表现期间使用脑电图记录进行了测试。结果表明，对两个干预组中的冲突处理相关的中期神经活动的训练影响很大。表现低的人在预响应冲突处理（即N2）上表现出更改。但是，高性能小组对与冲突相关的活动（即N2，ERN和Theta Power）和流体智能都有更大的培训影响。这些结果表明，考虑到干预设计的个体差异可能会导致培训需求的适应，并且使用移动EEG技术在更生态的环境下使用移动脑电图技术可能很有用。

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