Short-Term Effects of Cognitive Training Program for Individuals with Amnestic Mild Cognitive Impairment: A Pilot Study

Abstract

This study examined the effects of a cognitive training program on cognitive function and neurochemistry changes in individuals with amnestic mild cognitive impairment (aMCI). Ten individuals with aMCI were randomly assigned to the experimental (n = 5) and control (n = 5) groups. The experimental group took part in an 18session cognitive training program over a 6-week period. After completing the cognitive training course, the experimental group demonstrated significant improvement in memory, attention, and executive functions. With respect to the neurochemistry biomarkers, the myoinositol/creatine (mI/Cr) ratio was significantly decreased in the hippocampus, prefrontal cortex, and anterior cingulate cortex of the experimental group after training. Findings demonstrate that the cognitive training program showed promising evidence in improving cognitive functions in individuals with aMCI. The observed cognitive function improvement was accompanied by a decrease of mI levels. examine how improvement on theses psychological tests is related to functional changes. CONCLUSIONThis preliminary study demonstrated the beneficial effect of the cognitive training program in improving memory, attention, and executive function of individuals with aMCI. The cognitive improvement was accompanied by the decrement of mI/Cr in both sides of the hippocampus, PFC, and ACC. Thus, a cognitive training program may potentially be an effective interventional approach to delay the conversion from aMCI to AD. Further study is needed to confirm these preliminary findings. ACKNOWLEDGMENTSFunds for this research were granted by the Office of the Higher Education Commission, Thailand, and the

Non-pharmacological interventions for adults with mild cognitive impairment and early stage dementia: An updated scoping review

“…Most of the reviewed studies (n=22) examined cognitive training interventions, either alone (Barnes et al, 2009 Boripuntakul et al, 2012, Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013, Finn & McDonald, 2011; Gaitan et al, 2013; Greenaway et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Kurz et al, 2012; Kwok et al, 2011; Moro et al, 2012; Olchik et al, 2013; Rozzini et al, 2007; Tappen and Hain, 2014; van Paasschen et al, 2013; Zhuang et al, 2013) or in combination with psychotherapeutic interventions (interpersonal therapy, cognitive-behavioral therapy, coping strategies) (Bottino et al 2005; Rapp et al 2002; Troyer et al, 2008; Tsolaki et al, 2011). Cognitive training interventions addressed either remediation (via stimulation or memory training exercises such as attention focusing exercises, mnemonics, or procedural memory cues) (Barnes et al, 2009; Boripuntakul et al, 2012; Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013; Finn & McDonald, 2011; Gaitan et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Moro et al, 2012; Olchik et al, 2013; Rozzini et al, 2007; Tappen and Hain, 2014; Troyer et al, 2008; Tsolaki et al, 2011; van Paasschen et al, 2013; Zhuang et al, 2013) or compensation (via external memory aids or adaptive strategies) (Bottino et al, 2005; Greenaway et al, 2013; Jelcic et al, 2012; Kurz et al, 2012; Rapp et al, 2002; Tsolaki et al, 2011). They were delivered in various formats, including individual sessions (Barnes et al, 2009; Boripuntakul et al, 2012; Carretti et al, 2013; Finn & McDonald, 2011 Greenaway et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Kurz et al, 2012; Kwok et al, 2011; Moro et al, 2012; Rozzini et al, 2007; Tappen and Hain, 2014; van Paasschen et al, 2008; Zhuang et al, 2013) and group sessions (Bottino et al, 2005; Buschert et ...…”

“…Cognitive training interventions addressed either remediation (via stimulation or memory training exercises such as attention focusing exercises, mnemonics, or procedural memory cues) (Barnes et al, 2009; Boripuntakul et al, 2012; Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013; Finn & McDonald, 2011; Gaitan et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Moro et al, 2012; Olchik et al, 2013; Rozzini et al, 2007; Tappen and Hain, 2014; Troyer et al, 2008; Tsolaki et al, 2011; van Paasschen et al, 2013; Zhuang et al, 2013) or compensation (via external memory aids or adaptive strategies) (Bottino et al, 2005; Greenaway et al, 2013; Jelcic et al, 2012; Kurz et al, 2012; Rapp et al, 2002; Tsolaki et al, 2011). They were delivered in various formats, including individual sessions (Barnes et al, 2009; Boripuntakul et al, 2012; Carretti et al, 2013; Finn & McDonald, 2011 Greenaway et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Kurz et al, 2012; Kwok et al, 2011; Moro et al, 2012; Rozzini et al, 2007; Tappen and Hain, 2014; van Paasschen et al, 2008; Zhuang et al, 2013) and group sessions (Bottino et al, 2005; Buschert et al, 2011; Buschert et al, 2012; Olchik et al, 2013; Rapp et al, 2002; Troyer et al, 2008; Tsolaki et al, 2011). They also incorporated various methods such as traditional training or cognitive stimulation activities (Boripuntakul et al, 2012; Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013; Gaitan et al, 2013; Greenaway et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Kurz et al, 2012; Kwok et al, 2011; Moro et al, 2012; Olchik et al, 2013; Rapp et al, 2002; Tappen and Hain, 2014; Troyer et al, 2008; Tsolaki et al, 2011; van Paasschen et al, 2008) and computer-based cognitive stimulation activities (Barnes et al, 2009…”

“…They were delivered in various formats, including individual sessions (Barnes et al, 2009; Boripuntakul et al, 2012; Carretti et al, 2013; Finn & McDonald, 2011 Greenaway et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Kurz et al, 2012; Kwok et al, 2011; Moro et al, 2012; Rozzini et al, 2007; Tappen and Hain, 2014; van Paasschen et al, 2008; Zhuang et al, 2013) and group sessions (Bottino et al, 2005; Buschert et al, 2011; Buschert et al, 2012; Olchik et al, 2013; Rapp et al, 2002; Troyer et al, 2008; Tsolaki et al, 2011). They also incorporated various methods such as traditional training or cognitive stimulation activities (Boripuntakul et al, 2012; Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013; Gaitan et al, 2013; Greenaway et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Kurz et al, 2012; Kwok et al, 2011; Moro et al, 2012; Olchik et al, 2013; Rapp et al, 2002; Tappen and Hain, 2014; Troyer et al, 2008; Tsolaki et al, 2011; van Paasschen et al, 2008) and computer-based cognitive stimulation activities (Barnes et al, 2009; Finn & McDonald, 2011 Gaitan et al, 2013; Rozzini et al, 2007; Zhuang et al, 2013). Among the 22 studies that examined some form of cognitive training (either alone, or in combination with psychotherapy), 10 studies compared cognitive training to non-active control interventions (e.g., no treatment, waitlist) (Boripuntakul et al, 2012; Finn & McDonald, 2011; Kwok et al, 2011; Moro et al, 2012; Olchik et al, 2013; Rapp et al, 2002; Rozzini et al, 2007; Tsolaki et al, 2011; van Paasschen et al, 2013; Zhuang et al, 2013), and 12 studies compared cognitive training to active control interventions that did not specifically provide cognitive training (e.g., readings, education, usual treatment) (Barnes et al, 2009; Bottino et al, 2005; Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013; Greenaway et al, 2013; …”

Elevated prefrontal myo-inositol and choline following breast cancer chemotherapy

“…Education level, like other proxies of cognitive reserve suggests a higher level of mental activity that is neuroprotective (Stern 2009). Recent evidence suggests that cognitive training may decrease prefrontal mI in individuals with mild cognitive impairment (Boripuntakul et al 2012). Patients with breast cancer status post chemotherapy have been found to exhibit improved cognitive function after participating in a neuroplasticity-based cognitive retraining intervention (Von Ah et al 2012).…”

Alzheimer’s Disease: Diagnosis and Treatment

“…Так, ряд исследова-телей предполагает, что когнитивный тренинг может ока-зывать положительное влияние на познавательные функ-ции вследствие изменения активности определенных от-делов головного мозга: вентролатеральной префронталь-ной коры, дорсолатеральной префронтальной коры, ле-вой средней лобной извилины, островковой зоны, угло-вой извилины, базальных ганглиев слева, правой задней поясной извилины и левой клинообразной извилины [41,42]. Обсуждаются не только функциональные, но и стру-ктурные изменения.…”