Alzheimer's Disease (AD), Healthy Aging
Conditions
Keywords
Aging, Cognition, Executive Functions, Randomized Controlled Trial, Cognitive Training, Neuropsychology
Brief summary
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.
Detailed description
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.
Interventions
BEHAVIORALWeb-based Cognitive Training (with strategy)
Participants will learn to play a complex online game using specific guidance or strategy.
BEHAVIORALWeb-based Cognitive Training (without strategy)
Participants will learn to play a complex online game without specific guidance or strategy.
Sponsors
National Institute on Aging (NIA)
Rutgers, The State University of New Jersey
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
DOUBLE (Subject, Outcomes Assessor)
Masking description
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.
Eligibility
Sex/Gender
ALL
Age
60 Years to 75 Years
Healthy volunteers
Yes
Inclusion criteria
* 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
Exclusion criteria
* 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.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Changes in the Breakfast Game scores | 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). | At baseline (week 1); post-intervention (weeks 10th to 12th); and at 3-month follow-up (week 24th) | Alphanumeric Task score. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| 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) | Average z-score computed with tests involving working memory, divided attention, and inhibitory control (Letter-Number, UFOV and Stroop) |
| 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) | Scores on a scale that measures cognitive difficulties in everyday life. A higher score indicates higher levels of cognitive difficulties or change. |
| 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) | Scores on a scale that measures attention awareness. A higher score indicates higher levels of attention awareness. |
| 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) | Scores on a scale that measures self-efficacy. A higher score indicates higher levels of self-efficacy. |
Countries
United States
Contacts
Primary ContactThamiris Golçalves Clinical Research Coordinator, MS
Backup ContactAna Staniscia Associate Research, MS
Outcome results
None listed