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.
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.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
DOUBLE
Enrollment
130
Participants will learn to play a complex online game using specific guidance or strategy.
Participants will learn to play a complex online game without specific guidance or strategy.
Rutgers New Jersey Medical School, Behavior Health Sciences Building, F-Level
Newark, New Jersey, United States
RECRUITINGChanges in the Breakfast Game scores
Change in the total game performance based on specific scores (number of tables and cooking scores). Higher scores represent better game outcomes.
Time frame: Training session 1, week 1; training 10, approximately 4 weeks.
Transfer to complex executive/attention control measure (Proximal outcome).
Alphanumeric Task score.
Time frame: 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)
Average z-score computed with tests involving working memory, divided attention, and inhibitory control (Letter-Number, UFOV and Stroop)
Time frame: 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)
Scores on a scale that measures cognitive difficulties in everyday life. A higher score indicates higher levels of cognitive difficulties or change.
Time frame: 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)
Scores on a scale that measures attention awareness. A higher score indicates higher levels of attention awareness.
Time frame: 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)
Scores on a scale that measures self-efficacy. A higher score indicates higher levels of self-efficacy.
Time frame: At baseline (week 1); post-intervention (weeks 10th to 12th); and at 3-month follow-up (week 24th)
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