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Brain Sciences
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Advances in Computerized Cognitive Training in Psychiatric Disorders
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Advances in Computerized Cognitive Training in Psychiatric Disorders

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Psychiatric Diseases".

Deadline for manuscript submissions: closed (4 April 2022) | Viewed by 22031

Special Issue Editors

Prof. Dr. Joel Sneed

E-Mail Website
Guest Editor
Department of Psychology, City University of New York (CUNY) System, New York, NY 11367-1597, USA
Interests: late life depression; antidepressant treatment response; white matter hyperintensities; computerized cognitive training; executive dysfunction
Dr. Dakota Egglefield

E-Mail Website
Guest Editor
Department of Psychology, City University of New York (CUNY) System, New York, NY 11367-1597, USA
Interests: computerized cognitive training; late life depression; mild cognitive impairment; neurocognitive disorders; neuroplasticity
Dr. Sophie Schiff

E-Mail Website
Guest Editor
Department of Psychology, City University of New York (CUNY) System, New York, NY 11367-1597, USA
Interests: depression; computerized cognitive training; fMRI; neuropsychology; neuroplasticity

Special Issue Information

Dear Colleagues,

The past decade has seen an influx of attention on computerized cognitive training (CCT) as a promising and widely accessible intervention designed to target both cognitive and psychiatric symptoms of various disorders. The use of CCT, in healthy older adult populations and also in a variety of diagnostic conditions including ADHD, schizophrenia, bipolar disorder, depression, traumatic brain injury, mild cognitive impairment, and Alzheimer’s disease, alludes to the vast utility of this evolving treatment.  Skeptics contend the benefits of CCT are overstated, with positive findings reflective of “teaching to the test;” however, undermining this argument is evidence that CCT leads to improvements in areas not directly targeted by training, including psychiatric symptoms. The goal of this Special Issue is to present a collection of studies focusing on novel advances in computerized cognitive training in psychiatric populations. Specifically, we are soliciting papers that evaluate the use of computerized cognitive training aimed at ameliorating psychiatric or associated cognitive symptoms, seek to identify the mechanism of action of CCT, explore CCT as an adjunctive treatment to other interventions, or identify factors that influence response to CCT treatment.

Prof. Dr. Joel Sneed
Dr. Dakota Egglefield
Dr. Sophie Schiff
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Brain Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • computerized cognitive training
  • cognitive remediation
  • adjunctive treatment
  • psychiatric disorders
  • neurocognitive disorders
  • neuroplasticity

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Published Papers (4 papers)

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Research

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16 pages, 2336 KiB  
Article
Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD
by Grahamm M. Wiest, Kevin P. Rosales, Lisa Looney, Eugene H. Wong and Dudley J. Wiest
Brain Sci. 2022, 12(2), 141; https://doi.org/10.3390/brainsci12020141 - 21 Jan 2022
Cited by 17 | Viewed by 9622
Abstract
Students’ use of working memory (WM) is a key to academic success, as many subject areas and various tasks school-aged children encounter require the ability to attend to, work with, and recall information. Children with poor WM ability typically struggle with academic work [...] Read more.
Students’ use of working memory (WM) is a key to academic success, as many subject areas and various tasks school-aged children encounter require the ability to attend to, work with, and recall information. Children with poor WM ability typically struggle with academic work compared to similar-aged peers without WM deficits. Further, WM has been shown to be significantly correlated with inattention and disorganization in those with ADHD, and WM deficits have also been identified as a potential underpinning of specific learning disorder (SLD). As an intervention technique, the use of computerized cognitive training has demonstrated improved attention and working memory skills in children with WM deficits, and children that have completed cognitive training protocols have demonstrated performance improvements in reading and math. The current study aimed to examine the effectiveness of cognitive training (conducted in a clinical setting) for students diagnosed with ADHD and SLD. Using paired-samples t-tests and a psychometric network modeling technique, results from data obtained from a sample of 43 school-aged children showed (1) that attention and working memory improved following cognitive training and (2) that cognitive training might be related to cognitive structural changes found pre- to post-training among the variables being measured. Implications for clinical practice and school-based interventions are discussed. Full article
(This article belongs to the Special Issue Advances in Computerized Cognitive Training in Psychiatric Disorders)
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Review

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20 pages, 962 KiB  
Review
Cognitive Remediation in Psychiatric Disorders: State of the Evidence, Future Perspectives, and Some Bold Ideas
by Wolfgang Trapp, Andreas Heid, Susanne Röder, Franziska Wimmer and Göran Hajak
Brain Sci. 2022, 12(6), 683; https://doi.org/10.3390/brainsci12060683 - 24 May 2022
Cited by 4 | Viewed by 4339
Abstract
Many people with psychiatric disorders experience impairments in cognition. These deficits have a significant impact on daily functioning and sometimes even on the further course of their disease. Cognitive remediation (CR) is used as an umbrella term for behavioral training interventions to ameliorate [...] Read more.
Many people with psychiatric disorders experience impairments in cognition. These deficits have a significant impact on daily functioning and sometimes even on the further course of their disease. Cognitive remediation (CR) is used as an umbrella term for behavioral training interventions to ameliorate these deficits. In most but not all studies, CR has proven effective in improving cognition and enhancing everyday functional outcomes. In this paper, after quickly summarizing the empirical evidence, practical advice to optimize the effects of CR interventions is provided. We advocate that CR interventions should be as fun and motivating as possible, and therapists should at least consider using positively toned emotional stimuli instead of neutral stimuli. Participants should be screened for basic processing deficits, which should be trained before CR of higher-order cognitive domains. CR should stimulate metacognition and utilize natural settings to invoke social cognition. Wherever possible, CR tasks should link to tasks that participants face in their everyday life. Therapists should consider that participants might also benefit from positive side effects on symptomatology. Finally, the CR approach might even be utilized in settings where the treatment of cognitive impairments is not a primary target. Full article
(This article belongs to the Special Issue Advances in Computerized Cognitive Training in Psychiatric Disorders)
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20 pages, 693 KiB  
Review
Mindfulness-Enhanced Computerized Cognitive Training for Depression: An Integrative Review and Proposed Model Targeting the Cognitive Control and Default-Mode Networks
by Mikell Bursky, Dakota A. Egglefield, Sophie G. Schiff, Pranitha Premnath and Joel R. Sneed
Brain Sci. 2022, 12(5), 663; https://doi.org/10.3390/brainsci12050663 - 19 May 2022
Cited by 6 | Viewed by 3111
Abstract
Depression is often associated with co-occurring neurocognitive deficits in executive function (EF), processing speed (PS) and emotion regulation (ER), which impact treatment response. Cognitive training targeting these capacities results in improved cognitive function and mood, demonstrating the relationship between cognition and affect, and [...] Read more.
Depression is often associated with co-occurring neurocognitive deficits in executive function (EF), processing speed (PS) and emotion regulation (ER), which impact treatment response. Cognitive training targeting these capacities results in improved cognitive function and mood, demonstrating the relationship between cognition and affect, and shedding light on novel targets for cognitive-focused interventions. Computerized cognitive training (CCT) is one such new intervention, with evidence suggesting it may be effective as an adjunct treatment for depression. Parallel research suggests that mindfulness training improves depression via enhanced ER and augmentation of self-referential processes. CCT and mindfulness training both act on anti-correlated neural networks involved in EF and ER that are often dysregulated in depression—the cognitive control network (CCN) and default-mode network (DMN). After practicing CCT or mindfulness, downregulation of DMN activity and upregulation of CCN activity have been observed, associated with improvements in depression and cognition. As CCT is posited to improve depression via enhanced cognitive function and mindfulness via enhanced ER ability, the combination of both forms of training into mindfulness-enhanced CCT (MCCT) may act to improve depression more rapidly. MCCT is a biologically plausible adjunct intervention and theoretical model with the potential to further elucidate and target the causal mechanisms implicated in depressive symptomatology. As the combination of CCT and mindfulness has not yet been fully explored, this is an intriguing new frontier. The aims of this integrative review article are four-fold: (1) to briefly review the current evidence supporting the efficacy of CCT and mindfulness in improving depression; (2) to discuss the interrelated neural networks involved in depression, CCT and mindfulness; (3) to present a theoretical model demonstrating how MCCT may act to target these neural mechanisms; (4) to propose and discuss future directions for MCCT research for depression. Full article
(This article belongs to the Special Issue Advances in Computerized Cognitive Training in Psychiatric Disorders)
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17 pages, 590 KiB  
Review
Advances in Cognitive Remediation Training in Schizophrenia: A Review
by Brianna Fitapelli and Jean-Pierre Lindenmayer
Brain Sci. 2022, 12(2), 129; https://doi.org/10.3390/brainsci12020129 - 18 Jan 2022
Cited by 13 | Viewed by 4221
Abstract
Cognitive Remediation Training (CRT) in schizophrenia has made great strides since its introduction in the 1990s. CRT was developed with the aim of improving the everyday functioning of individuals living with cognitive impairment. MEDLINE, PsychINFO, and Google Scholar were searched to extract peer-reviewed [...] Read more.
Cognitive Remediation Training (CRT) in schizophrenia has made great strides since its introduction in the 1990s. CRT was developed with the aim of improving the everyday functioning of individuals living with cognitive impairment. MEDLINE, PsychINFO, and Google Scholar were searched to extract peer-reviewed randomized controlled trials to produce the current review article. The aim of the present review is to summarize CRT effects on addressing cognitive changes in patients undergoing CRT as defined by the Cognitive Remediation Experts Workshop and to describe the areas of greatest impact in specific cognitive domains. Another area of this review aims to summarize the modalities of intervention (paper and pencil; computerized; home bound), the persistence of improvements, and their generalization to other domains of functioning. Finally, this review delineates barriers for wider dissemination of CRT, such as the transfer of research findings into clinical everyday practice and future developments of CRT. Full article
(This article belongs to the Special Issue Advances in Computerized Cognitive Training in Psychiatric Disorders)
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