Investigating Transcranial Direct Current Stimulation (tDCS) in Accelerating Learning in a Healthy Older Population
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Associative Memory in Healthy Subjects
- Sponsor
- The University of Texas at Dallas
- Enrollment
- 30
- Locations
- 1
- Primary Endpoint
- A Computerized Verbal Paired-associate Memory Task Will be Used to Assess Memory Performance.
- Status
- Completed
- Last Updated
- 2 years ago
Overview
Brief Summary
The overall objective of this study is to explore whether transcranial Direct Current Stimulation (tDCS) can accelerate associative learning and boost associative memory in healthy subjects.
Detailed Description
The overall objective of this study is to explore whether transcranial Direct Current Stimulation (tDCS) can accelerate associative learning and boost associative memory in healthy subjects. The aim of this study is to investigate the effects of transcranial Direct Current Stimulation (tDCS) stimulation during a verbal paired-associate learning task to determine if tDCS may be used as a way to enhance brain plasticity during an associative memory task, and to accelerate learning and to optimize associative memory performance. We hypothesize that participants who receive tDCS stimulation will improve their associative memory performance.
Investigators
Sven Vanneste
Associate professor
The University of Texas at Dallas
Eligibility Criteria
Inclusion Criteria
- •Age between 55 and 75
- •Currently not using any medication contradicting with tDCS
- •Native English speaker
- •Capable of understanding and signing an informed consent
Exclusion Criteria
- •Acquainted with the Swahili language or culture
- •Severe disease
- •Mental illness
- •Cardiac history
- •History of severe head injuries
- •History of epileptic insults
- •Any implanted devices such as pace maker, neurostimulator
Outcomes
Primary Outcomes
A Computerized Verbal Paired-associate Memory Task Will be Used to Assess Memory Performance.
Time Frame: Memory performance changes will be assessed in two different visits. First assessment (baseline) on visit 1 (learning), then one-week after during visit 2 (memory)
Memory performance scores recorded in the computerized verbal paired-associate memory test during each visit will be compared between the two groups (active tDCS and sham tDCS).