WO2019003132A1

WO2019003132A1 - Cognitive capacity training method with emotional basis

Info

Publication number: WO2019003132A1
Application number: PCT/IB2018/054745
Authority: WO
Inventors: João Eduardo MARQUES TEIXEIRA; Hugo Daniel LEÃO DE SOUSA; Joana Augusta SOUSA DA COSTA
Original assignee: Neurobios - Instituto De Neurociências, Diagnóstico E Reabilitação Integrada, Lda
Priority date: 2017-06-28
Filing date: 2018-06-27
Publication date: 2019-01-03
Also published as: PT110171A

Abstract

The present invention relates, generally, to a method for cognitive enhancement on an emotional basis, more specifically to a training method of cognitive enhancement online with the use of emotional stimuli. This cognitive enhancement consists of a procedure directed to the training of certain cognitive functions, that aims at the development and/or maintenance, or delay in decline of these same functions.

Description

DESCRIPTION

COGNITIVE CAPACITY TRAINING METHOD WITH EMOTIONAL BASIS Object of the invention

The present invention relates, generally, to a method for cognitive enhancement on an emotional basis, more specifically to a training method of cognitive enhancement online with the use of emotional stimuli.

Scope of the invention

Throughout the past 15 years, cognitive training has been used to improve the cognitive performance in the youngest, in adults and in the elderly, both in healthy and in pathological settings. One of the most cited studies on the effect of this type of training is the study known as Advanced Cognitive Training for Independent and Vital Elderly. The results of this study were clear in showing that cognitive training had immediate and long- term effects lasting up to 5 years on the memory domain and up to 10 years on the reasoning and processing of information. These data were corroborated by other studies. In addition, these effects were also expressed in real life, particularly in instrumental activities of daily living.

More recently this type of training began to be presented to users on digital platforms to be performed in the comfort of each user's homes. It is within this scope that this invention is put forward, proposing a new model of online cognitive training for cognitive enhancement and / or cognitive remediation.

Background of the invention

Some documents and some platforms referring systems and methods for cognitive improvement have been detected. However, none of the documents or the platforms presents or points to a solution identical to that presented in the present invention.

Documents

EP1301117B1 presents a method for cognitive training that uses non-emotional stimuli headed to psychomotor skills, perceptive abilities, attention, memory, language abilities, decision making / problem-solving ability, psychomotor skills and metacognitive abilities. It is a method purely directed to cold cognition, not to warm cognition, and not to interaction between them. This document can be considered the closest prior art, is the basis of the CogniFit platform, referred to below.

US2017169714A1 discloses a cognitive training method which adopts an operation which uses data relating to the user's heart rate.

AU2017203492A1 indicates a cognitive evaluation system using 3D virtual visualization.

US20010020778A1 presents a method for assessing emotions when social cognition is stimulated. Emotional stimuli are exhibit with different exposure times in order to analysing brain reactivity by means of measures of processing speed. The different reaction times are then related to certain psychological characteristics, resulting in the so so-called "motivation profile". It is a method that aims to evaluate the emotional characteristics of the subject, namely motivational, using the time for emotional response, in order to reach the aforementioned "motivation profile".

The present invention is significantly different with respect to the invention of that document, since the focus of the evaluation of the present invention is the extended neurocognitive assessment, from the attentional to the memory and executive function domains, and by analysing these domains in a relational way. Also the type of stimuli is different: in the aforementioned patent, social cognition stimuli are used to obtain an emotional reaction of the user, whereas in the present invention emotional stimuli previously classified in a categorial dimension of evaluation of the emotions are used, in which the stimuli are chosen in function of their capacity to induce arousal. In addition, the present invention aims at analysing the emotional interference in the cognitive domains, contrary to the aforementioned patent, which focuses not on the elicitation of emotions, but on processes involving social cognition. In the present invention, assessment objects are used in order to achieve improvements in cognitive performance and emotional control.

Document KR2010052827A presents a method of neurocognitive assessment focused on processing speed, working memory, and context awareness. The training of context awareness is aimed at social cognition, namely to emotional recognition, recognition of intentions, and abstract constructs associated with the process of interaction with the environment. The goal of the training is to improve the analysis of emotions by facial expression, through conversations, gestures and social cues. The invention is thus a training directed to social cognition and not to the interference of the emotions on the cognitive process, which is the object of the present invention. WO2015/106265A1 presents a method for cognitive assessment and psychological functioning which includes a neuropsychological assessment of reaction times and processing speed, executive function, attention and memory. It is a method purely directed to the cold cogitation, in which a clinical evaluation is carried out, directed to stress and questionnaires of psychological and psychiatric symptomatology, etc.

Platforms

Lumosity

The Lumosity platform is a platform for cognitive stimulation, which encompasses the stimulation of cognitive domains such as processing speed, memory, attention, flexibility, problem solving, and language. The stimulation is performed through animated scenarios, with which the participant interacts with the mouse or the keyboard. The type of stimulation is focused on cognitive domains, but none of the exercises analysed involves manipulation and control of levels of emotional activation.

There is no evaluation platform, giving the user the freedom to choose the cognitive domains to train, or to follow a suggestion given by the system itself.

Brain Hg

The Brain Hq platform is a platform similar to Lumosity. It does not have a cognitive assessment system, but suggests to the user the cognitive training of several cognitive domains, such as attention, processing speed, and memory. It has specific training modules for athletes and training plans designed for g reater day-to-day cognitive efficiency. Like Lumosity, it does not present exercises aimed at the control of emotional activation by means of activating emotional stimuli. There are exercises with use of photographs (susceptible to change the levels of emotional activation of the users), but their goal is not the control of the activation, but the training of attentional focus.

Peak

The Peak platform is a platform that presents a brief initial assessment that allows a simple scan of attention, memory, reasoning, language and mental agility. It is no more than a brief assessment, which does not discriminate the cognitive profile of the subject. Regarding the stimulation exercises, it is a platform with a large number of exercises, directed to the cognitive domains assessed, also presenting exercises focused on the emotions. These exercises are relaxation, attention and speed of the perception of emotions, especially facial expressions.

CogniFit

CogniFit is the platform that most closely approximates the method of the present invention. Indeed, a process of neuropsychological assessment is first done, before the user initiates her cognitive training.

CogniFit offers an assessment focused on attention span, memory, and executive functions.

As far as cognitive stimulation is concerned, the exercises cover a large number of neurocognitive domains, such as memory, attention, calculation, spatial perception.

It also presents exercise packages targeting certain target populations, such as sportsmen, users with depression, stroke users, dyslexics, among others, who address the same cognitive domains as the platform of the present invention.

The main distinguishing feature between the present invention and CogniFit is that in this platform the methods of assessment and stimulation do not use emotional stimuli as a way of optimizing cognitive stimulation and regulation of emotional activation. Regarding emotional activation, this is a dimension that is not included in the conceptual development, nor in its application on the Cognifit platform. There are exercises that use photographs (which can change the users levels of emotional activation), although their goal is not to train emotions.

Advantages of the Invention

The advantages of the invention lie in the following aspects:

- use of emotional stimuli as enhancers of cognitive optimization,

- pre-assessment, by the same online system, of the relative imbalances between the cognitive functions or alteration of the cognitive inter-relations ratios, in order to obtain a cognitive phenotype.

Pre-assessment focuses on three major cognitive domains: attention / concentration, memory, and executive functions.

The innovative use of emotional stimulation is based on research results that relate cognitive performance to the emotional properties of the information conveyed.

The distinguishing feature of the present invention in relation to the state of the technique lies in the fact that, because of the use of emotional stimuli, the cognitive evaluation model permits the evaluation of emotional interference in the cognitive domains of attention, memory and executive function. With this analysis, it is possible not only to determine the user's cognitive profile, in terms of the relative balance between the different cog nitive dimensions, but also the role of the emotional stimuli in the same balance. Thus, the cognitive enhancement that follows will account for the cognitive profile and emotional interference.

Framework of the invention

The cognitive enhancement consists of a procedure directed to the training of certain cognitive functions, that aims at the development and/or maintenance, or delay in decline of these same functions.

In the last years, several applications have appeared with the objective of improving the cognitive performance of the users. However, most do not present fine evaluation models, with cognitive stimulation being defined by the goals and motivations of the users or by the performance obtained through brief cognitive screenings.

In these applications, cognitive stimulation relies predominantly on neutral stimuli (i.e., no associated emotional load). It is also verified the use of stimulation exercises, which have as objective the training of the emotions, however, there is a reductionist focus in the induction of positive emotions or in the capacity of identification of human facial expressions, specifically in the speed of this identification.

Thus, it is considered that the cognitive stimulation instrument presented in this invention is innovative in that it is the first instrument with directed emotionally charged stimuli :

1) to the training of major cognitive domains, such as attention, memory and executive function, and

2) to the promotion of self-control of emotional interference, which is a pervasive dimension from the physiological to the cognitive level. The enhancing system presented in the present invention therefore has a dual purpose:

- more effective cognitive stimulation, using emotional stimuli with a greater power of cognitive activation, thus contributing to a faster attention processing and a more efficient memory capacity;

- the stimulation of emotional interference, in which a parallelism is drawn with the emotional activation present in the daily life of the individual and that presents interference in her cognitive performance, that is, in the learning capacity, labor productivity and interpersonal relations.

The role of emotions in the cognitive system

As can be seen in figure 1, there are two dimensions in the central axis regulating cognitive functioning : working memory and emotional activation .

Working memory has been described as an intermediate cognitive function, mediator of basal cognitive activity (i .e. , of the perceptual and attentional domains) and high order cognitions (e.g ., memory and executive functions) . The cognitive system is hierarchical, insofar as the performa nce of high order cognitions is dependent on the performance of basal cognitions. This means that an individual who reveals difficulties in working memory is not necessa rily affected directly in working memory, and these difficulties may be related to dysfunctions in previous (in terms of processing) cognitive dimensions, such as in the perceptual domains.

It is in the relevance attributed to the emotional activation that the model of the present invention is considered as innovative and distinguishable from other products launched in the market, both in the assessment component and in the stimulation component. The fact that emotional activation is considered as a nuclear dimension in cognitive functioning is supported by scientific work ca rried out in the last decades. These studies have consistently suggested that the emotional activation of information that the brain processes has a determining role in the cognitive performance of the person . The impact of emotional stimuli on the human being begins by revealing itself physiologically. Studies indicate that the exposure of emotional stimuli causes physiological changes in the level of skin conductance and heart rate. Other studies indicate that the impact of the stimuli with which an individual is confronted at all times is determined by their biological relevance, and the information is automatically selected for their emotional properties. If only some of the information can be met, it becomes crucial to give priority to stimuli that directly affect the capabilities of the individual, whether in a positive or a negative direction. Thus, as depicted in figure 1, emotional activation is immediately related to the power of basal cognitions, specifically in the attention and processing speed domains. At the same time, the emotional power of stimuli interferes in the working memory itself, and in high- order cognitions, such as memory and executive functions. In the case of memory, whether the information processed as a positive or negative valence, its power in episodic memory is consensually superior to valence neutral information. In the case of executive functions, when emotional activation is too high, and the individual does not have the necessary mechanisms for their control, this affects cognitive control, problem-solving and problem- solving ability, persistence, decision-making and management of risk.

The other branch exposed in figure 1 associates the emotional activation with the motivational dimensions. In this specific case, emotional activation leads the individual to direct a behaviour of approximation to the desired stimuli, or, on the contrary, to move away from stimuli that are unwanted or perceived as potentially dangerous or unpleasant.

Selection of visual emotional stimulation

The process begins with the selection of diverse emotional stimuli, encompassing various semantic categories and various levels of emotional activation. The theoretical basis for this approach was the most studied and used in contemporary research in this area, namely the International Affective Picture System (IAPS), which consists of a battery of 1094 emotional stimuli. This instrument covers components such as valence, the property of the stimulus that makes it vary between the negative and the positive, and different levels of activation, which refer to the ability of the stimulus to elicit calm, neutrality or emotional activation. The stimuli are divided in several semantic categories, framed in an axis of activation and another axis of valence. In figure 2 it is possible to observe the distribution of the IAPS stimuli by the different levels of activation and valence.

As an example, according to this distribution shown in figure 2, the stimuli that represent a "threat to the human being" are located in the axes of high activation and negative valence, whereas the "neutral objects" present a low activation and a valence intermediate, that is, neutral. The same logic can be applied to other semantic categories.

Brief description of drawings

These and other features can be readily understood from the accompanying drawings, which are to be considered as mere examples and not in any way restrictive of the scope of the invention.

In figure 1 it is possible to observe the interaction between cognitive and emotional processes.

Figure 2 shows the distribution of IAPS stimuli by different levels of activation and valence according to Bradley and Lang (2007).

Figure 3 shows an example of a decision tree.

Figure 4 shows the representation of the cognitive domains, the evaluated subdomains and the neuropsychological descriptors.

Figure 5 shows the list of cognitive stimulation exercises and their extracted indicators.

Figure 6 shows the presentation of the cognitive domains to be stimulated by the exercise of cognitive stimulation.

Detailed description of the invention

In the present detailed description of the invention, various specific details are presented in order to provide a complete understanding of the invention. However, it is the understanding of any specialist in this field that these details should be viewed as preferred embodiments and not limiting the present invention. In other cases, methods, procedures, elements and facilities belonging to the common knowledge have not been described in detail so as not to obscure the present invention.

The present invention may be embodied in any device/apparatus enabling the described method to be performed.

The method can be used both in continuous training of cognitive abilities, and in spots in time. It may also be used in particular but not exclusively to diagnose or treat dementia, Alzheimer's disease, Parkinson's disease, Hyperactivity Disorder and Attention Deficit Disorder, as well as learning disabilities, or used in cognitive rehabilitation after stroke, head injury and alcohol and drug abuse.

The present invention concerns a training method of cognitive improvement, which strategically uses emotional stimuli to influence and enhance the emotional improvement of the user that is doing the cognitive training in order to improve the participant's cognitive performance during the exercises.

The method presents a model that covers neurocognitive domains such as attention, memory and executive function, with the use of emotional stimuli. In different exercises, emotional stimuli are used, images, duly validated scientifically in their semantic properties, able to impart different levels of emotional interference. Emotional stimuli follow the categorial model of emotions, whose stimuli are divided into terms of valence (positive, neutral or negative) and activation (calm, neutral or activating). From this model, the most activating stimuli are selected, depending on their valence, and inserted in different levels of difficulty. For example, in the exercise directed to working memory, that is, to the ability to keep information in mind and then to request its recall, the first level consists in the presentation of emotional images of valence and neutral activation, the second level consists of presentation of emotional images of positive valence and high activation, and the third level is the presentation of emotional images of negative valence and high activation. After this presentation, the participant must indicate in the same order the stimuli that he visualized. This example is not restrictive of the invention and should be viewed as a possible embodiment of the present method .

The training method allows to perform the exercises over a predefined time, having the participant access to the evolution of their performance as a function of time.

The training method of the present invention is subdivided into two steps:

1) a cognitive pre-evaluation step that performs a preliminary cognitive assessment of the user,

2) a cognitive enhancement step in which the user is subjected to exercises whose purpose is to maintain or improve cognitive abilities.

Both stages include exercises with use of emotional stimuli, and there is a communication between the two stages from the preliminary evaluation phase to the stage where the cognitive improvement exercises are available to the user. The purpose of this communication is to ensure that the degree of difficulty and/or the type of exercises are adapted to the user.

Previously to the training, the cognitive test begins in the pre-assessment stage, in which a neurocognitive assessment is performed that focuses on large neurocognitive domains (such as attention, memory or executive function), which are divided into several sub- domains (such as assessment of attention, assessment of sustained, selective attention or working memory), and in domains in which the interference of emotions in these cognitive domains is assessed . The data of this evaluation allow results to be obtained, which in turn allows access to the individual profile of each participant, in each of the domains mentioned above. After defining these profiles, the participant is referred to his or her individualized training plan. The pre-assessment stage is always performed before the cognitive enhancement stage, and can be performed intermittently or partially intermittently during the cognitive enhancement stage.

Emotional and cognitive screening and reassessment are performed through an internal assessment system, pre-training and post-training, which allows a comparison of performance by the effect of the training. This assessment includes both the neu rocognitive assessment with the use of neutral stimuli, for example geometric figures, and emotional stimuli of various valence and activation types.

To define the idiosyncrasies of each user, the present method is focused on two domains:

1) in the definition of a neurocognitive profile that encompasses large cognitive domains, such as attention, memory or executive function, and subdomains that are basic units of the great cognitive domains, such as the assessment of attention, the assessment of sustained attention, selective or working memory,

2) in the definition of an emotional interference profile on the domains of 1), by controlling the valence and activation of emotional stimuli.

These profiles vary dynamically throughout the training and are drawn by extracting performance data from the participant during the pre-assessment and/or stage of cognitive enhancement through the classification of the exercises by the different cognitive domains. The data collection for each category can be on the form of discrete data, through direct scores, such as number of hits or number of errors, or continuous, through time scores, such as how many time the participant takes to accomplish the task. The evaluation of the subdomains, which define the user profile, is the score obtained in each discrete and continuous variable in each of the cognitive domains. These data are compared with reference data and classified according to their contrast. In this way it is possible to categorize, in relative terms, the different domains among themselves. For example, if the ratio of the memory domain score and the executive function domain is 1 : 1 and the normative ratio is 2: 1, this means that it is necessary to stimulate the memory domain in order for that ratio to be reached.

The collection of information regarding emotional stimuli obeys the same rules as non- emotional stimuli. That is, the analysis is done by comparing exercises without emotional stimulation and exercises with emotional stimulation. With this comparison it is possible to evaluate the efficacy of the stimuli in increasing the speed of learning during the cognitive exercises.

Data Processing Model

When an user initiates a training, this begins at the stage of cognitive pre-assessment, in which she performs a set of standardized tests for the detection of the strengths and weaknesses of her cognitive functioning. Next, her cognitive profile will be defined through a scoring system, which is called "T-Score". In turn, the cognitive profile will be the basis for the definition of the stage of cognitive enhancement, for which, through the application of a decision tree, a cognitive training plan is defined.

Decision trees refer to a set of mathematical formulas, programmed in a computerized way, which, through the cognitive profile obtained by the subject in the neuropsychological evaluation, define a training plan that is personalized according to the idiosyncrasies of each user.

These decision trees follow an established hierarchy from the cognitive and emotional point of view, in that the user should not start by training superior cognitive abilities that depend on basic cognitive abilities or when she is emotionally affected.

Each instrument of the pre-assessment developed has several performance indicators. The same applies to the stage of cognitive enhancement.

For a better understanding of its operating principle, Figure 4 shows the example of a decision tree, in which the score "T" and "Day X" can be seen in the columns obtained by a user in each of the performance descriptors. Based on these same scores, an initial training plan is defined. This definition is automatic, already pre-programmed, and is based on conceptual rules associated with the logic of cognitive and emotional functioning.

The user then goes on to the stage of cognitive enhancement, in which, as in the cognitive pre-assessment stage, the user's cognitive assessment is performed, which at this stage consists of the continuous evaluation of the progression along the cognitive training. When the user achieves a defined progress of 75% against his basic score, the system is programmed to redefine a new training plan, which includes new exercises, which aim at improving skills at different levels of cognitive /emotional functioning. In this way, it is guaranteed that the training plan throughout the stage of cognitive enhancement is adapted to the idiosyncrasies of each user. Data Validation Model

The first stage of validation of the two instruments (pre-assessment and cognitive enhancement) consists of the comparative, correlational type analysis between standardized instruments, already scientifically recognized and the steps presented in this document.

After the correlation study, by obtaining direct performance data in each of the instruments, it becomes possible to calculate a common metric to the standardized tests, the pre-assessment stage and the stage of cognitive enhancement. This common metric will be the T-Score.

The calculation of the T score will be performed for each of the performance descriptors that can be extracted from the pre-assessment stage and from the cognitive enhancement stage, and corresponds to the normalized scores of each of the neuropsychological descriptors present in each instrument.

After calculating the T of each performance descriptor, the calculation of major evaluation indices is performed. In the case of the cognitive pre-assessment stage, three indexes are obtained : the Executive Function Index, the Memory Index and the Attention Index, each of these indices with their respective emotional variables.

The same procedure is performed in the cognitive enhancement step, which allows a reliable comparison of the pre-assessment step with the cognitive enhancement step presented in the present invention. This procedure is important because cognitive enhancement exercises are paired in terms of cognitive domains with the cognitive pre- assessment stage. This pairing enables a regression calculation to be performed at any point in the cognitive training, so that an estimation of the user's cognitive improvement can be made.

By establishing a common metric between the different instruments, either by conducting a growing number of cognitive pre-assessments or by increasing practice of cognitive enhancement exercises, we obtain an increasingly consistent database that will feed back data characterize each of the instruments and that will refine their va lidity and fidelity.

Process of transmission and storage of data The process of transmission and storage of data begins with the user's interaction with the platform, meaning that when the user is performing the cognitive pre-assessment stage and when performing the cognitive enhancement stage. The direct data coming from it is inserted into the server.

The participant contacts the platform in order to perform the cognitive exercises. These data, which correspond to the performance levels of the descriptors created, will enter an internal server, a big data system that is fed by the different participants and the participant's repeated gameplay.

These data, stored on the server, are treated and depending on the performance of the player, his score is framed so that the participant can be assigned a performance value. Performance feedback is given by two distinct paths:

1) immediately, at the end of each performed exercise;

2) mediately, in the user profile.

Thus, the server has 4 main functions:

1) Communication with website, from which it receives the outputs

2) Data storage (big data)

a) From pre-cognitive assessment

b) From the performance in each exercise

c) From the progress of the participant over time

3) Conversion of raw scores into standard scores

4) Creation of data output and communication with website where the performance of the participant will be presented.

Structure of the cognitive pre-assessment stage

The present evaluation model is:

- hierarchical, in the sense that each major cognitive domain includes the assessment of neurocognitive subdomains,

- Interactional, with different cognitive subdomains sharing the same neuropsychological descriptors,

- integrative, since the cognitive subdomains will be evaluated together with emotional stimuli, which provoke an emotional interference on the cognitive performance. In this way, the three major cognitive domains (focused attention, executive functions and memory) are evaluated through a discriminated analysis of nine neurocognitive subdomains (processing speed, focused attention, working memory, abstraction, planning, control inhibitory, immediate memory, delayed memory, recognition memory and familiarity) and fourteen neuropsychological descriptors (processing speed, sustained attention, impulsivity, emotional interference, focused attention, total working memory, working memory capacity, abstraction ability, flexibility cognitive ability, planning ability, total immediate memory, total delayed memory, retention, recognition memory).

In each evaluation exercise there is the extraction of indicators, that is, performance measures of a particular neuropsychological domain. All measures taken are direct values that can be converted to T-Scores.

Figure 4 shows the structure of the cognitive pre-assessment model, and in which it can be observed that there are 3 major cognitive domains as assessment targets. These domains are: 1) Attention, 2) Executive Function and 3) Memory.

These major cognitive domains are evaluated in 9 exercises (which correspond to what is represented as "subdomains"). The exercises are as follows:

Exercise 1 Processing speed

Exercise 2 Focused attention

Exercise 3 Working memory

Exercise 4 Abstraction ability

Exercise 5 Planification ability

Exercise 6 Inhibitory control

Exercise 7 Immediate memory

Exercise 8 Delayed memory

Exercise 9 Recognition memory

Is seen that in the subdomain processing speed descriptors of processing speed, sustained attention, impulsivity and emotional interference are extracted. In the subdomain of focused attention descriptors of focused attention, impulsiveness, emotional interference and processing speed are extracted. Regarding the subdomain of working memory, the descriptors of working memory, working memory capacity, sustained attention and emotional interference are extracted. With regard to the subdomains of executive functions, in the subdomain of the abstraction ability, the descriptors of the capacity of abstraction, working memory and cognitive flexibility are extracted. In the subdomain of planning capacity, the descriptors of planning capacity and processing speed are extracted. In the subdomain of the inhibitory control, the descriptors of sustained attention, processing speed, impulsivity and emotional interference are extracted. In relation to memory-directed assessment exercises, the descriptors of total immediate memory and emotional interference are extracted from the subdomain of i mmediate memory. In the subdomain of delayed memory, the descriptors of delayed memory, retention and emotional interference are extracted. Finally, in the subdomain of recognition memory, descriptors of recognition memory and emotional interference are extracted.

In each assessment exercise, there is the extraction of descriptors, meaning the performance measures of a particular neuropsychological domain. All measures taken are direct values that can be converted to T-Scores.

User interface

After the completion of the cognitive pre-assessment, a graph is presented to the participant with her general cognitive performance, followed by a graph containing the cognitive domains assessed, which is composed of colour gradients that symbolize the user's performance.

In this graph it is possible to visualize a line that shows the levels that the participant should try to reach in the cognitive enhancement stage that follows, being this line calculated according to the cognitive profile and the emotional interference on cognition.

Structure of the stage of cognitive enhancement

The cognitive enhancement stage consists of nine exercises, each consisting of three levels of difficulty. As in the cognitive pre-assessment system, cognitive enhancement exercises are configured to allow the extraction of descriptors of cognitive performance, as well as their monitoring and evolution over time.

In Figure 5 it is possible to observe how the nine exercises of cognitive assessment are defined.

As in cognitive pre-assessment, the exercises are organized into three major cognitive groups: Attention, Executive Functions, and Memory. Each of the major cognitive domains includes three exercises, through which it is possible to extract various performance descriptors, including descriptors related to the emotional dimensions.

The three exercises aimed at attention training are work memory exercises, focused attention and processing speed. In executive functions the cognitive dimensions of planning, abstraction and inhibitory control are trained. In memory, immediate memory and delayed memory are trained, and exercise 9 performs memory training in a broader sense.

Each of the cognitive enhancement exercise permits, as in the stage of cognitive pre- assessment, the extraction of descriptors of neuropsychological performance that can be converted into T-scores.

Concerning exercises aimed at the cognitive enhancement of Attention, Exercise 1 permits the extraction of descriptors of working memory, working memory capacity, sustained attention and emotional interference. Exercise 2 enables the extraction of focused attention, processing speed, emotional interference, and impulsiveness. Exercise 3 presents the descriptors of processing speed, sustained attention, impulsivity and emotional interference.

Regarding cognitive enhancement exercises for Executive Functions, Exercise 4 permits the extraction of the descriptors of abstraction capacity, working memory capacity, planning capacity and processing speed. Exercise 5 of cognitive enhancement permits the extraction of descriptors of processing speed, abstraction capacity and visuospatial attention. Exercise 6, which still belongs to the domain of Executive Functions, permits the extraction of descriptors of processing speed, sustained attention, impulsivity, cognitive flexibility and emotional interference.

With regard to Memory-focused cognitive enhancement exercises, Exercise 7, of immediate memory, enables the extraction of descriptors of immediate memory, recognition memory, retention, and emotional interference. Exercise 8 permits the extraction of descriptors of working memory, delayed memory, retention, processing speed, focused attention, and emotional interference. Finally, Exercise 9 enables the extraction of descriptors of immediate memory, delayed memory, recognition memory and retention.

The model was constructed in such a way that each exercise enables the cognitive enhancement of as many neuropsychological indicators as possible. The purpose of this procedure is to provide a broader range of stimulation exercises directed at a specific domain and, at the same time, to contribute to the rentabilization and integration of each task directed to each target.

In Figure 6 it is possible to observe the way each neuropsychological indicator is trained in each exercise of cognitive enhancement.

It is also possible to observe in the same Figure the 14 descriptors that are trained in the stage of cognitive enhancement. These descriptors, for the most part, are trained in several exercises. In the case of the speed of processing, it will be trained in exercises 2, 3, 4, 5, 6 and 8. Sustained attention will be trained through exercise 1, 3 and 6. In the case of impulsivity (impulse control) it is trained in Exercise 2, 3, and 6. Focused attention is trained in Exercise 2. Work memory is trained in Exercises 1 and 8. Work memory capacity is trained in Exercises 1 and 4. Abstraction ability is trained in exercises 4 and 5. Cognitive flexibility in exercise 6. The ability to plan in exercise 4. The domains of memory are trained in exercises 7, 8 and 9. In the case of immediate memory, it is trained in exercises 7 and 9. A delayed memory, and recognition memory are trained in Exercises 8 and 9. The ability to retain information is trained in Exercises 7, 8, and 9. As far as Emotion Training is concerned, emotional interference control is trained in exercises 1, 2, 3, 6, 7

References

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Claims

1. Cognitive capacity training method with emotional basis, wherein the user cognitive optimization during a cognitive training being achieved with a combination of emotional stimuli .

2. Cognitive capacity training method according to the preceding claim wherein the emotional stimuli are activation and valence stimuli.

3. Cognitive capacity training method according to claim 2 wherein the activation stimuli being stimuli with calm, neutral or activating activation.

4. Cognitive capacity training method according to claim 2 wherein the valence stimuli being stimuli with positive, negative or neutral valence.

5. Cognitive capacity training method according to the preceding claim wherein the cognitive training being adapted according to the idiosyncrasies of the user.

6. Cognitive capacity training method according to claim 5 wherein the user idiosyncrasies being determined by the definition of their neurocognitive profile and the emotional interference profile.

7. Cognitive capacity training method according to claim 6 wherein the neurocognitive and emotional interference profile being traced by extracting, classifying and evaluating user performance data.

8. Cognitive capacity training method according to any of the preceding claims, the method comprising the following steps:

a) Pre-assessment stage where standardized tests are performed during which :

- the user performs exercises for cognitive pre-assessment,

- emotional stimuli are introduced,

- the collection, classification, evaluation of the scores obtained by the user takes place,

- the user's neurocognitive and emotional interference profile is defined,

- a personalized training plan is defined;

b) Stage of cognitive enhancement where the user executes the personalized training plan in which :

- the user performs cognitive enhancement exercises, - emotional stimuli are introduced,

- the collection, classification and revaluation of the scores obtained by the user takes place,

- the user's neurocognitive and emotional interference profile is redefined,

- the training plan is readjusted to the idiosyncrasies of the user.

9. Cognitive capacity training method according to claim 8 wherein the pre-assessment stage the user's cognitive profile definition being obtained through standardized tests.

10. Cognitive capacity training method according to claim 8 wherein in the cognitive enhancement step being performed a continuous assessment of the progress of the user throughout the cognitive training .

11. Cognitive capacity training method according to the preceding claims, characterized by the fact that the cognitive training being performed on devices/equipments that runs computer programs, together with the digital interaction with the user.