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Computer-based cognitive training improves brain functional connectivity in the attentional networks: a study with Primary School-aged children

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dc.contributor.authorSánchez Pérez, Noelia
dc.contributor.authorInuggi, Alberto
dc.contributor.authorCastillo, Alejandro
dc.contributor.authorCampoy, Guillermo
dc.contributor.authorGarcía Santos, José M.
dc.contributor.authorGonzález Salinas, Carmen
dc.contributor.authorFuentes Melero, Luis José
dc.contributor.departmentPsicología Básica y Metodología
dc.date.accessioned2025-01-23T07:38:16Z
dc.date.available2025-01-23T07:38:16Z
dc.date.issued2019-10-23
dc.description© 2019 Sánchez-Pérez, Inuggi, Castillo, Campoy, García-Santos, González-Salinas and Fuentes. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/ This document is the Published Manuscript version of a Published Work that appeared in final form in Frontiers in Behavioral Neuroscience. To access the final edited and published work see https://doi.org/10.3389/fnbeh.2019.00247
dc.description.abstractWe have shown that a computer-based program that trains schoolchildren in cognitive tasks that mainly tap working memory (WM), implemented by teachers and integrated into school routine, improved cognitive and academic skills compared with an active control group. Concretely, improvements were observed in inhibition skills, non-verbal IQ, mathematics and reading skills. Here, we focus on a subsample from the overarching study who volunteered to be scanned using a resting state fMRI protocol before and 6-month after training. This sample reproduced the aforementioned behavioral effects, and brain functional connectivity changes were observed within the attentional networks (ATN), linked to improvements in inhibitory control. Findings showed stronger relationships between inhibitory control scores and functional connectivity in a right middle frontal gyrus (MFG) cluster in trained children compared to children from the control group. Seed-based analyses revealed that connectivity between the r-MFG and homolateral parietal and superior temporal areas were more strongly related to inhibitory control in trained children compared to the control group. These findings highlight the relevance of computer-based cognitive training, integrated in real-life school environments, in boosting cognitive/academic performance and brain functional connectivity.
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dc.format.extent12
dc.identifier.citationFrontiers in Behavioral Neuroscience, 2019, Vol. 13 : 247
dc.identifier.doihttps://doi.org/10.3389/fnbeh.2019.00247
dc.identifier.issnElectronic: 1662-5153
dc.identifier.urihttp://hdl.handle.net/10201/149101
dc.languageenges
dc.publisherFrontiers Media
dc.relationThe present study was supported by grant PSI2017-84556-P (FEDER funds) from Spanish Ministry of Science, Innovation and Universities.es
dc.relation.ispartofPSI2017-84556-Pes
dc.relation.publisherversionhttps://www.frontiersin.org/journals/behavioral-neuroscience/articles/10.3389/fnbeh.2019.00247/full
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectBrain functional connectivity
dc.subjectfMRI
dc.subjectComputer based training
dc.subjectAttentional networks
dc.subjectInhibitory control
dc.subjectSchool aged children
dc.titleComputer-based cognitive training improves brain functional connectivity in the attentional networks: a study with Primary School-aged childrenes
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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