Web-based Technology and Cognitive Training: Improving Executive Control in Cognitively Healthy Older Adults: the MUltitasking STrategy (MUST) Study
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 130
- 试验地点
- 1
- 主要终点
- Changes in the Breakfast Game scores
研究概览
简要总结
Developing efficient cognitive intervention for cognitively health older adults is a major public health goal, due to its potential for reducing age-related cognitive decline and Alzheimer's disease/dementia risk. Executive Control is a relevant cognitive target since it declines with aging and is critical for multi-tasking in daily life. The proposed research investigates whether playing a web-based cognitive complex game (the Breakfast Game) impacts cognitive performance in cognitively healthy older adults. To be enrolled in the study, participants will be asked to undergo a cognitive sassessment, health questionnires, and a blood exam. The intervention consist in one educational session on healthy aging, and 10 one-hour cognitive training sessions 2-3 times a week over one month. Participants will be asked to repeat the cognitive assessment within 1-2 weeks after the intervention, and after three months.
详细描述
The proposed research investigates whether exposure to a web-based training protocol designed to enhance executive control / multi-tasking abilities will improve cognitive performance in cognitively healthy older adults. Cognitively normal adults aged 60-75 will be randomized into three groups: 1) Web-based game with training strategy (Experimental); 2) Web-based game without training strategy (Active Control); 3) No intervention group (Passive control). Participants in groups 1 and 2 will be instructed to play the complex, high-demand online game, the Breakfast Game, for 10 one-hour sessions over 4 weeks. At study entry all participants will be asked to complete a cognitive assessment, health questionnaires, a blood exam and and education session on healthy aging. After the intervention, participants will be asked to repeat the cogntive assessment within 1-2 weeks, and after 3 months.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Double (Participant, Outcomes Assessor)
盲法说明
Participants will not be aware of the difference between the two active conditions. Assessor will not be aware in which group condition the participant was allocated.
入排标准
- 年龄范围
- 60 Years 至 75 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Age 60-75
- •Adequate English proficiency
- •Willingness to adhere to training protocol:
- •Attend 2 in-person assessments
- •Attend a blood test
- •Attend online intervention sessions and online follow-up assessment
排除标准
- •Low test scores (below 26 on the Montreal Cognitive Assessment)
- •Known history of cognitive impairment, dementia, stroke, seizure disorder, or other neuropsychiatric condition judged to impact cognitive performance.
- •Taking medications known to influence cognitive performance.
- •Sensory (e.g. visual, auditory) or physical (e.g. severe arthritic, orthopedic, neurologic) impairment incompatible with use of a standard computer workstation.
- •Enrolled in a concurrent study that could affect the outcome of this study.
研究组 & 干预措施
Strategy Training
Participants will undergo a web-based training protocol that involves playing an online game simulating a breakfast environment, where they will perform everyday activities such as "cooking" and "setting tables" in a multitasking fashion. Participants will learn to play the game using specific strategies to optimize their performance.
干预措施: Web-based Cognitive Training (with strategy) (Behavioral)
Regular Training
Participants will undergo a web-based training protocol that involves playing an online game simulating a breakfast environment, where they will perform everyday activities such as "cooking" and "setting tables" in a multitasking fashion. Participants will learn to play the game under regular game instructions.
干预措施: Web-based Cognitive Training (without strategy) (Behavioral)
Passive Control
结局指标
主要结局
Changes in the Breakfast Game scores
时间窗: Training session 1, week 1; training 10, approximately 4 weeks.
Change in the total game performance based on specific scores (number of tables and cooking scores). Higher scores represent better game outcomes.
Changes in the Breakfast Game scores
时间窗: Training session 1, week 1; training 10, approximately 4 weeks.
Change in the total game performance based on specific scores (number of tables and cooking scores). Higher scores represent better game outcomes.
Transfer to complex executive/attention control measure (Proximal outcome).
时间窗: At baseline (week 1); post-intervention (weeks 10th to 12th); and at 3-month follow-up (week 24th)
Alphanumeric Task score.
次要结局
- Transfer to Self Efficacy for Cognitive Everyday Tasks (Distal outcome)(At baseline (week 1); post-intervention (weeks 10th to 12th); and at 3-month follow-up (week 24th))
- Transfer to Everyday Cognition Scale (ECOG) (Distal outcome)(At baseline (week 1); post-intervention (weeks 10th to 12th); and at 3-month follow-up (week 24th))
- Transfer to executive functions composite measure (Proximal outcome)(At baseline (week 1); post-intervention (weeks 10th to 12th); and at 3-month follow-up (week 24th))
- Transfer to Everyday Cognition Scale (ECOG) (Distal outcome)(At baseline (week 1); post-intervention (weeks 10th to 12th); and at 3-month follow-up (week 24th))
- Transfer to Mindful Attention Awareness Scale (MAAS) (Distal outcome)(At baseline (week 1); post-intervention (weeks 10th to 12th); and at 3-month follow-up (week 24th))
- Transfer to Self Efficacy for Cognitive Everyday Tasks (Distal outcome)(At baseline (week 1); post-intervention (weeks 10th to 12th); and at 3-month follow-up (week 24th))
研究者
Sharon Sanz Simon, Ph.D.
Assistant Professor (Principal Investigator)
Rutgers, The State University of New Jersey