2023 |
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Julia Ericson, Torkel Klingberg A dual-process model for cognitive training Journal Article Science of Learning, 8 (1), pp. 12, 2023. @article{Ericson2023, title = {A dual-process model for cognitive training}, author = {Julia Ericson, Torkel Klingberg}, url = {https://www.nature.com/articles/s41539-023-00161-2}, doi = {https://doi.org/10.1038/s41539-023-00161-2}, year = {2023}, date = {2023-05-06}, journal = {Science of Learning}, volume = {8}, number = {1}, pages = {12}, abstract = {A key goal in cognitive training research is understanding whether cognitive training enhances general cognitive capacity or provides only task-specific improvements. Here, we developed a quantitative model for describing the temporal dynamics of these two processes. We analyzed data from 1300 children enrolled in an 8 week working memory training program that included 5 transfer test sessions. Factor analyses suggested two separate processes: an early task-specific improvement, accounting for 44% of the total increase, and a slower capacity improvement. A hidden Markov model was then applied to individual training data, revealing that the task-specific improvement plateaued on the third day of training on average. Thus, training is not only task specific or transferable but a combination of the two. The models provide methods for quantifying and separating these processes, which is crucial for studying the effects of cognitive training and relating these effects to neural correlates.}, keywords = {}, pubstate = {published}, tppubtype = {article} } A key goal in cognitive training research is understanding whether cognitive training enhances general cognitive capacity or provides only task-specific improvements. Here, we developed a quantitative model for describing the temporal dynamics of these two processes. We analyzed data from 1300 children enrolled in an 8 week working memory training program that included 5 transfer test sessions. Factor analyses suggested two separate processes: an early task-specific improvement, accounting for 44% of the total increase, and a slower capacity improvement. A hidden Markov model was then applied to individual training data, revealing that the task-specific improvement plateaued on the third day of training on average. Thus, training is not only task specific or transferable but a combination of the two. The models provide methods for quantifying and separating these processes, which is crucial for studying the effects of cognitive training and relating these effects to neural correlates. | |
2021 |
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Torkel Klingberg, Bruno Sauce Working memory training: From the laboratory to schools Book Chapter Borst, Gregoire (Ed.): Cambridge Handbook of Cognitive Development, 2021. @inbook{KlingbergBookC2020, title = {Working memory training: From the laboratory to schools}, author = {Torkel Klingberg, Bruno Sauce}, editor = {Gregoire Borst}, year = {2021}, date = {2021-05-04}, booktitle = {Cambridge Handbook of Cognitive Development}, keywords = {}, pubstate = {published}, tppubtype = {inbook} } | |
Nicholas Judd, Torkel Klingberg, Douglas Sjöwall Working memory capacity, variability, and response to intervention at age 6 and its association to inattention and mathematics age 9 Journal Article Cognitive Development, 58 (12), pp. 101013, 2021. @article{Judd2021, title = {Working memory capacity, variability, and response to intervention at age 6 and its association to inattention and mathematics age 9}, author = {Nicholas Judd, Torkel Klingberg, Douglas Sjöwall}, url = {https://www.sciencedirect.com/science/article/pii/S0885201421000083}, doi = {https://doi.org/10.1016/j.cogdev.2021.101013}, year = {2021}, date = {2021-04-01}, journal = {Cognitive Development}, volume = {58}, number = {12}, pages = {101013}, abstract = {Classically, neuropsychological evaluation only estimates an individual’s performance at one time point. For example, working memory (WM) capacity is commonly determined in a single test session. However, recent research in WM plasticity and variability has suggested performance over several sessions/days might aid in evaluating children. Here, we explored four temporal properties of WM: WM measured once, as a mean over three days (multiple-session-baseline performance), variability over 8 weeks, and performance improvement over an 8-week WM training program. To examine independence we controlled for a single-session, multiple task WM assessment while predicting inattention and mathematics three years later (n = 178, mean age 80 months at training, 49 % boys). Our results showed improved prediction for mathematics from WM training improvement and variability, yet this was not the case for inattention. While the additional variance added was not substantial, our results indicate clinically relevant information present in these alternative WM measures.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Classically, neuropsychological evaluation only estimates an individual’s performance at one time point. For example, working memory (WM) capacity is commonly determined in a single test session. However, recent research in WM plasticity and variability has suggested performance over several sessions/days might aid in evaluating children. Here, we explored four temporal properties of WM: WM measured once, as a mean over three days (multiple-session-baseline performance), variability over 8 weeks, and performance improvement over an 8-week WM training program. To examine independence we controlled for a single-session, multiple task WM assessment while predicting inattention and mathematics three years later (n = 178, mean age 80 months at training, 49 % boys). Our results showed improved prediction for mathematics from WM training improvement and variability, yet this was not the case for inattention. While the additional variance added was not substantial, our results indicate clinically relevant information present in these alternative WM measures. | |
2020 |
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George Zacharopoulos, Torkel Klingberg, Roi Cohen Kadosh Structural variation within the left globus pallidus is associated with task-switching, not stimulus updating or distractor filtering Journal Article Cognitive Neuroscience, 11 (4), pp. 229-238, 2020. @article{Zacharopoulos2020b, title = {Structural variation within the left globus pallidus is associated with task-switching, not stimulus updating or distractor filtering}, author = {George Zacharopoulos, Torkel Klingberg, Roi Cohen Kadosh}, url = {https://www.tandfonline.com/doi/full/10.1080/17588928.2020.1813699}, doi = {https://doi.org/10.1080/17588928.2020.1813699}, year = {2020}, date = {2020-10-01}, journal = {Cognitive Neuroscience}, volume = {11}, number = {4}, pages = {229-238}, abstract = {Cognitive control is a pivotal aspect of cognition and it is impaired in many clinical populations. To date, several distinct types of cognitive control have been proposed, and prior work demonstrated the instrumental role of basal ganglia, frontal and parietal regions. However, the role of the structural variation of these regions in cognitive control functions is poorly understood. Here, we examined in 39 adults the association between regional brain volume and three major types of cognitive control: (i) stimulus updating, (ii) task-switching, and (iii) distractor filtering. The volume of the globus pallidus was positively correlated with individual variation in task-switching , and was anatomically specific to the left hemisphere. Importantly, this region did not track performance in distractor filtering or stimulus updating. We then aimed to use transcranial direct current stimulation to target the left midline subcortical structures. However, we did not find an effect on task-switching. While the null effect in the brain stimulation prevents us from drawing causal inference from the role of globus pallidus on task-switching, our structural results reveal a novel and highly specific neurostructural mechanism for task-switching and provide a further understanding of the link between cognitive control functions and the human brain.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Cognitive control is a pivotal aspect of cognition and it is impaired in many clinical populations. To date, several distinct types of cognitive control have been proposed, and prior work demonstrated the instrumental role of basal ganglia, frontal and parietal regions. However, the role of the structural variation of these regions in cognitive control functions is poorly understood. Here, we examined in 39 adults the association between regional brain volume and three major types of cognitive control: (i) stimulus updating, (ii) task-switching, and (iii) distractor filtering. The volume of the globus pallidus was positively correlated with individual variation in task-switching , and was anatomically specific to the left hemisphere. Importantly, this region did not track performance in distractor filtering or stimulus updating. We then aimed to use transcranial direct current stimulation to target the left midline subcortical structures. However, we did not find an effect on task-switching. While the null effect in the brain stimulation prevents us from drawing causal inference from the role of globus pallidus on task-switching, our structural results reveal a novel and highly specific neurostructural mechanism for task-switching and provide a further understanding of the link between cognitive control functions and the human brain. | |
Nicholas Judd, Bruno Sauce, John Wiedenhoeft, Jeshua Tromp, Bader Chaarani, Alexander Schliep, Betteke van Noort, Jani Penttilä, Yvonne Grimmer, Corinna Insensee, Andreas Becker, Tobias Banaschewski, Arun L W Bokde, Erin Burke Quinlan, Sylvane Desrivières, Herta Flor, Antoine Grigis, Penny Gowland, Andreas Heinz, Bernd Ittermann, Jean-Luc Martinot, Marie-Laure Paillère Martinot, Eric Artiges, Frauke Nees, Dimitri Papadopoulos Orfanos, Tomáš Paus, Luise Poustka, Sarah Hohmann, Sabina Millenet, Juliane H Fröhner, Michael N Smolka, Henrik Walter, Robert Whelan, Gunter Schumann, Hugh Garavan, Torkel Klingberg Cognitive and brain development is independently influenced by socioeconomic status and polygenic scores for educational attainment Journal Article Proceedings of the National Academy of Sciences, 117 (22), pp. 12411–12418, 2020, ISSN: 0027-8424. @article{Judd2020, title = {Cognitive and brain development is independently influenced by socioeconomic status and polygenic scores for educational attainment}, author = {Nicholas Judd and Bruno Sauce and John Wiedenhoeft and Jeshua Tromp and Bader Chaarani and Alexander Schliep and Betteke van Noort and Jani Penttilä and Yvonne Grimmer and Corinna Insensee and Andreas Becker and Tobias Banaschewski and Arun L W Bokde and Erin Burke Quinlan and Sylvane Desrivi{è}res and Herta Flor and Antoine Grigis and Penny Gowland and Andreas Heinz and Bernd Ittermann and Jean-Luc Martinot and Marie-Laure {Paill{è}re Martinot} and Eric Artiges and Frauke Nees and Dimitri {Papadopoulos Orfanos} and Tomáš Paus and Luise Poustka and Sarah Hohmann and Sabina Millenet and Juliane H Fröhner and Michael N Smolka and Henrik Walter and Robert Whelan and Gunter Schumann and Hugh Garavan and Torkel Klingberg}, url = {http://www.pnas.org/lookup/doi/10.1073/pnas.2001228117}, doi = {10.1073/pnas.2001228117}, issn = {0027-8424}, year = {2020}, date = {2020-06-01}, journal = {Proceedings of the National Academy of Sciences}, volume = {117}, number = {22}, pages = {12411--12418}, abstract = {Genetic factors and socioeconomic status (SES) inequalities play a large role in educational attainment, and both have been associated with variations in brain structure and cognition. However, genetics and SES are correlated, and no prior study has assessed their neural associations independently. Here we used a polygenic score for educational attainment (EduYears-PGS), as well as SES, in a longitudinal study of 551 adolescents to tease apart genetic and environmental associations with brain development and cognition. Subjects received a structural MRI scan at ages 14 and 19. At both time points, they performed three working memory (WM) tasks. SES and EduYears-PGS were correlated ( r = 0.27) and had both common and independent associations with brain structure and cognition. Specifically, lower SES was related to less total cortical surface area and lower WM. EduYears-PGS was also related to total cortical surface area, but in addition had a regional association with surface area in the right parietal lobe, a region related to nonverbal cognitive functions, including mathematics, spatial cognition, and WM. SES, but not EduYears-PGS, was related to a change in total cortical surface area from age 14 to 19. This study demonstrates a regional association of EduYears-PGS and the independent prediction of SES with cognitive function and brain development. It suggests that the SES inequalities, in particular parental education, are related to global aspects of cortical development, and exert a persistent influence on brain development during adolescence.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Genetic factors and socioeconomic status (SES) inequalities play a large role in educational attainment, and both have been associated with variations in brain structure and cognition. However, genetics and SES are correlated, and no prior study has assessed their neural associations independently. Here we used a polygenic score for educational attainment (EduYears-PGS), as well as SES, in a longitudinal study of 551 adolescents to tease apart genetic and environmental associations with brain development and cognition. Subjects received a structural MRI scan at ages 14 and 19. At both time points, they performed three working memory (WM) tasks. SES and EduYears-PGS were correlated ( r = 0.27) and had both common and independent associations with brain structure and cognition. Specifically, lower SES was related to less total cortical surface area and lower WM. EduYears-PGS was also related to total cortical surface area, but in addition had a regional association with surface area in the right parietal lobe, a region related to nonverbal cognitive functions, including mathematics, spatial cognition, and WM. SES, but not EduYears-PGS, was related to a change in total cortical surface area from age 14 to 19. This study demonstrates a regional association of EduYears-PGS and the independent prediction of SES with cognitive function and brain development. It suggests that the SES inequalities, in particular parental education, are related to global aspects of cortical development, and exert a persistent influence on brain development during adolescence. | |
George Zacharopoulos, Torkel Klingberg, Roi Cohen Kadosh Cortical surface area of the left frontal pole is associated with visuospatial working memory capacity Journal Article Neuropsychologia, 143 , 2020. @article{Zacharopoulos2020, title = {Cortical surface area of the left frontal pole is associated with visuospatial working memory capacity}, author = {George Zacharopoulos, Torkel Klingberg, Roi Cohen Kadosh}, url = {https://www.sciencedirect.com/science/article/pii/S0028393220301573}, doi = {https://doi.org/10.1016/j.neuropsychologia.2020.107486}, year = {2020}, date = {2020-06-01}, journal = {Neuropsychologia}, volume = {143}, abstract = {Working memory, the ability to maintain and manipulate information over seconds, is central to cognition and it is impaired in many clinical populations. However, our knowledge of the structural properties associated with individual variation in visuospatial working memory capacity is currently poor. Across two locations (Stockholm and Oxford), we examined how regional surface area and cortical thickness in frontal and parietal regions were related to visuospatial working memory capacity. We found a negative association between visuospatial working memory capacity and the surface area of the left frontal pole across both locations, and this finding was consistently present in each of the two locations separately. Importantly, this association was specific to (i) the surface area (not cortical thickness), (ii) the left side of the brain, (iii) and the visuospatial rather than the verbal modality. This result reveals a novel and highly specific neurobiological association with visuospatial working memory which could be further explored in studies with a wider range of psychological tests and in clinical populations.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Working memory, the ability to maintain and manipulate information over seconds, is central to cognition and it is impaired in many clinical populations. However, our knowledge of the structural properties associated with individual variation in visuospatial working memory capacity is currently poor. Across two locations (Stockholm and Oxford), we examined how regional surface area and cortical thickness in frontal and parietal regions were related to visuospatial working memory capacity. We found a negative association between visuospatial working memory capacity and the surface area of the left frontal pole across both locations, and this finding was consistently present in each of the two locations separately. Importantly, this association was specific to (i) the surface area (not cortical thickness), (ii) the left side of the brain, (iii) and the visuospatial rather than the verbal modality. This result reveals a novel and highly specific neurobiological association with visuospatial working memory which could be further explored in studies with a wider range of psychological tests and in clinical populations. | |
2019 |
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Lotfi Khemiri, Christoffer Brynte, Angela Stunkel, Torkel Klingberg, Nitya Jayaram-Lindström Working Memory Training in Alcohol Use Disorder: A Randomized Controlled Trial Journal Article Alcoholism: Clinical and Experimental Research, 43 (1), pp. 135–146, 2019, ISSN: 01456008. @article{Khemiri2019, title = {Working Memory Training in Alcohol Use Disorder: A Randomized Controlled Trial}, author = {Lotfi Khemiri and Christoffer Brynte and Angela Stunkel and Torkel Klingberg and Nitya Jayaram-Lindström}, url = {http://doi.wiley.com/10.1111/acer.13910}, doi = {10.1111/acer.13910}, issn = {01456008}, year = {2019}, date = {2019-01-01}, journal = {Alcoholism: Clinical and Experimental Research}, volume = {43}, number = {1}, pages = {135--146}, abstract = {BACKGROUND: Alcohol use disorder (AUD) is associated with cognitive deficits such as impaired executive functions, which are hypothesized to contribute to the progression of the disease and worsen treatment outcome. Training of working memory (WM) to improve cognitive functions and thereby reduce alcohol use has been proposed as a novel treatment strategy. METHODS: Patients with AUD (n = 50) who were recruited to an outpatient addiction clinic were randomized to receive 5 weeks of active WM training or control training. Participants had weekly follow-up visits, and all cognitive training sessions were done online at home. Primary outcomes were WM function and change in self-reported heavy drinking. Secondary outcomes were craving, other drinking outcomes, and performance on a range of neuropsychological tasks from the Cambridge Neuropsychological Test Automated Battery. RESULTS: The active training group demonstrated a significantly greater improvement in verbal WM compared with the control group. No statistically significant effect of training was found on the primary drinking outcome, but a trend was observed indicating that WM training reduces the number of drinks per drinking occasion. WM training had no statistically significant effect on any of the other neuropsychological tasks. CONCLUSIONS: Cognitive training can improve WM function in individuals with AUD, suggesting that such interventions are feasible to administer in this patient population. The results do not support an effect of WM training on heavy drinking or transfer effects to other cognitive domains. Future studies should evaluate WM training as an adjunct to evidence-based treatments for AUD to assess potential synergistic effects.}, keywords = {}, pubstate = {published}, tppubtype = {article} } BACKGROUND: Alcohol use disorder (AUD) is associated with cognitive deficits such as impaired executive functions, which are hypothesized to contribute to the progression of the disease and worsen treatment outcome. Training of working memory (WM) to improve cognitive functions and thereby reduce alcohol use has been proposed as a novel treatment strategy. METHODS: Patients with AUD (n = 50) who were recruited to an outpatient addiction clinic were randomized to receive 5 weeks of active WM training or control training. Participants had weekly follow-up visits, and all cognitive training sessions were done online at home. Primary outcomes were WM function and change in self-reported heavy drinking. Secondary outcomes were craving, other drinking outcomes, and performance on a range of neuropsychological tasks from the Cambridge Neuropsychological Test Automated Battery. RESULTS: The active training group demonstrated a significantly greater improvement in verbal WM compared with the control group. No statistically significant effect of training was found on the primary drinking outcome, but a trend was observed indicating that WM training reduces the number of drinks per drinking occasion. WM training had no statistically significant effect on any of the other neuropsychological tasks. CONCLUSIONS: Cognitive training can improve WM function in individuals with AUD, suggesting that such interventions are feasible to administer in this patient population. The results do not support an effect of WM training on heavy drinking or transfer effects to other cognitive domains. Future studies should evaluate WM training as an adjunct to evidence-based treatments for AUD to assess potential synergistic effects. | |
2018 |
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Martin Hassler Hallstedt, Torkel Klingberg, Ata Ghaderi Short and long-term effects of a mathematics tablet intervention for low performing second graders. Journal Article Journal of Educational Psychology, 110 (8), pp. 1127–1148, 2018, ISSN: 1939-2176. @article{Hallstedt2018, title = {Short and long-term effects of a mathematics tablet intervention for low performing second graders.}, author = {Martin {Hassler Hallstedt} and Torkel Klingberg and Ata Ghaderi}, url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000264}, doi = {10.1037/edu0000264}, issn = {1939-2176}, year = {2018}, date = {2018-11-01}, journal = {Journal of Educational Psychology}, volume = {110}, number = {8}, pages = {1127--1148}, abstract = {Using a randomized placebo controlled design, we examined the direct and follow-up effects (at 6 and 12 months) of a mathematics tablet intervention. Math training focused primarily on basic arithmetic (addition and subtraction facts up to 12), and secondarily on number knowledge and word problems. We investigated the moderating effects of IQ and socioeconomic factors, and additive effects of working memory (WM) training. A representative sample of 283 low performing second-grade students were randomly assigned to control ( n = 52), reading placebo ( n = 78), math intervention (MA; n = 76), or math plus WM training (MA + WM; n = 77). Both math conditions scored significantly higher than control and placebo on the posttest of basic arithmetic, but not on arithmetic transfer and problem solving. WM training did not show additive effects. Given the virtually identical patterns, we collapsed the control and placebo, respectively, MA and MA + WM conditions. The collapsed MA/MA + WM condition demonstrated significant medium-sized effects ( d = 0.53–0.67) on basic arithmetic compared with the collapsed control/placebo condition at posttest. There was a fadeout of effects at 6-month follow-up ( d = 0.18–0.28), that declined further at 12 months ( d = 0.03–0.13). IQ was a significant moderator of direct and long-term effects on addition up to 12 and subtraction up to 18, where students with lower IQ benefitted more than higher IQ students. Socioeconomic factors did not moderate outcome. The intervention effectively improved basic arithmetic among low performing second graders. Although the effects waned at 6-month follow-up, there was some indication that children with lower IQ demonstrated sustained gains. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract) Impact statementEducational Impact and Implications Statement: This study shows that adaptive math training on tablet can help low performing 8-year-olds catch up about half a year of schooling in critical math skills. Students with lower IQ benefitted in particular and made long-term gains 12 months after training finished. Additional short-term memory training did not result in further math improvement. Because math is a strong predictor of later school achievement, these findings highlight the potential of well-designed adaptive teaching on tablets to significantly improve students' success at school. Evidence-based programs covering the bulk of elementary math might be widely spread, potentially at a low cost. (PsycINFO Database Record (c) 2018 APA, all rights reserved)}, keywords = {}, pubstate = {published}, tppubtype = {article} } Using a randomized placebo controlled design, we examined the direct and follow-up effects (at 6 and 12 months) of a mathematics tablet intervention. Math training focused primarily on basic arithmetic (addition and subtraction facts up to 12), and secondarily on number knowledge and word problems. We investigated the moderating effects of IQ and socioeconomic factors, and additive effects of working memory (WM) training. A representative sample of 283 low performing second-grade students were randomly assigned to control ( n = 52), reading placebo ( n = 78), math intervention (MA; n = 76), or math plus WM training (MA + WM; n = 77). Both math conditions scored significantly higher than control and placebo on the posttest of basic arithmetic, but not on arithmetic transfer and problem solving. WM training did not show additive effects. Given the virtually identical patterns, we collapsed the control and placebo, respectively, MA and MA + WM conditions. The collapsed MA/MA + WM condition demonstrated significant medium-sized effects ( d = 0.53–0.67) on basic arithmetic compared with the collapsed control/placebo condition at posttest. There was a fadeout of effects at 6-month follow-up ( d = 0.18–0.28), that declined further at 12 months ( d = 0.03–0.13). IQ was a significant moderator of direct and long-term effects on addition up to 12 and subtraction up to 18, where students with lower IQ benefitted more than higher IQ students. Socioeconomic factors did not moderate outcome. The intervention effectively improved basic arithmetic among low performing second graders. Although the effects waned at 6-month follow-up, there was some indication that children with lower IQ demonstrated sustained gains. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract) Impact statementEducational Impact and Implications Statement: This study shows that adaptive math training on tablet can help low performing 8-year-olds catch up about half a year of schooling in critical math skills. Students with lower IQ benefitted in particular and made long-term gains 12 months after training finished. Additional short-term memory training did not result in further math improvement. Because math is a strong predictor of later school achievement, these findings highlight the potential of well-designed adaptive teaching on tablets to significantly improve students' success at school. Evidence-based programs covering the bulk of elementary math might be widely spread, potentially at a low cost. (PsycINFO Database Record (c) 2018 APA, all rights reserved) | |
Fahimeh Darki, Torkel Klingberg Functional differentiation between convergence and non-convergence zones of the striatum in children Journal Article NeuroImage, 173 (January), pp. 384–393, 2018, ISSN: 10538119. @article{Darki2018, title = {Functional differentiation between convergence and non-convergence zones of the striatum in children}, author = {Fahimeh Darki and Torkel Klingberg}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1053811918301617}, doi = {10.1016/j.neuroimage.2018.02.054}, issn = {10538119}, year = {2018}, date = {2018-06-01}, journal = {NeuroImage}, volume = {173}, number = {January}, pages = {384--393}, abstract = {Most cortical areas send projections to the striatum. In some parts of the striatum, the connections converge from several cortical areas. It is unknown whether the convergence and non-convergence zones of the striatum differ functionally. Here, we used diffusion-weighted magnetic resonance imaging and probabilistic fiber tracking to parcellate the striatum based on its connections to dorsolateral prefrontal, parietal and orbitofrontal cortices in two different datasets (children aged 6–7 years and adults). In both samples, quantitative susceptibility mapping (QSM) values were significantly correlated with working memory (WM) in convergence zones, but not in non-convergence zones. In children, this was also true for mean diffusivity, MD. The association of MD to WM specifically in the convergent zone was replicated in the Pediatric Imaging, Neurocognition, and Genetics (PING) dataset for 135 children aged 6–9 years. QSM data was not available in the PING dataset, and the association to QSM still needs to be replicated. These results suggest that connectivity-based segments of the striatum exhibit functionally different characteristics. The association between convergence zones and WM performance might relate to a role in integrating and coordinating activity in different cortical areas.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Most cortical areas send projections to the striatum. In some parts of the striatum, the connections converge from several cortical areas. It is unknown whether the convergence and non-convergence zones of the striatum differ functionally. Here, we used diffusion-weighted magnetic resonance imaging and probabilistic fiber tracking to parcellate the striatum based on its connections to dorsolateral prefrontal, parietal and orbitofrontal cortices in two different datasets (children aged 6–7 years and adults). In both samples, quantitative susceptibility mapping (QSM) values were significantly correlated with working memory (WM) in convergence zones, but not in non-convergence zones. In children, this was also true for mean diffusivity, MD. The association of MD to WM specifically in the convergent zone was replicated in the Pediatric Imaging, Neurocognition, and Genetics (PING) dataset for 135 children aged 6–9 years. QSM data was not available in the PING dataset, and the association to QSM still needs to be replicated. These results suggest that connectivity-based segments of the striatum exhibit functionally different characteristics. The association between convergence zones and WM performance might relate to a role in integrating and coordinating activity in different cortical areas. | |
F Nemmi, C Nymberg, F Darki, T Banaschewski, A L W Bokde, C Büchel, H Flor, V Frouin, H Garavan, P Gowland, A Heinz, J -L Martinot, F Nees, T Paus, M N Smolka, T W Robbins, G Schumann, Torkel Klingberg Interaction between striatal volume and DAT1 polymorphism predicts working memory development during adolescence Journal Article Developmental Cognitive Neuroscience, 30 (February), pp. 191–199, 2018, ISSN: 18789293. @article{Nemmi2018b, title = {Interaction between striatal volume and DAT1 polymorphism predicts working memory development during adolescence}, author = {F Nemmi and C Nymberg and F Darki and T Banaschewski and A L W Bokde and C Büchel and H Flor and V Frouin and H Garavan and P Gowland and A Heinz and J -L Martinot and F Nees and T Paus and M N Smolka and T W Robbins and G Schumann and Torkel Klingberg}, url = {https://doi.org/10.1016/j.dcn.2018.03.006 https://linkinghub.elsevier.com/retrieve/pii/S1878929317301536}, doi = {10.1016/j.dcn.2018.03.006}, issn = {18789293}, year = {2018}, date = {2018-04-01}, journal = {Developmental Cognitive Neuroscience}, volume = {30}, number = {February}, pages = {191--199}, publisher = {Elsevier}, abstract = {There is considerable inter-individual variability in the rate at which working memory (WM) develops during childhood and adolescence, but the neural and genetic basis for these differences are poorly understood. Dopamine-related genes, striatal activation and morphology have been associated with increased WM capacity after training. Here we tested the hypothesis that these factors would also explain some of the inter-individual differences in the rate of WM development. We measured WM performance in 487 healthy subjects twice: at age 14 and 19. At age 14 subjects underwent a structural MRI scan, and genotyping of five single nucleotide polymorphisms (SNPs) in or close to the dopamine genes DRD2, DAT-1 and COMT, which have previously been associated with gains in WM after WM training. We then analyzed which biological factors predicted the rate of increase in WM between ages 14 and 19. We found a significant interaction between putamen size and DAT1/SLC6A3 rs40184 polymorphism, such that TC heterozygotes with a larger putamen at age 14 showed greater WM improvement at age 19. The effect of the DAT1 polymorphism on WM development was exerted in interaction with striatal morphology. These results suggest that development of WM partially share neuro-physiological mechanism with training-induced plasticity.}, keywords = {}, pubstate = {published}, tppubtype = {article} } There is considerable inter-individual variability in the rate at which working memory (WM) develops during childhood and adolescence, but the neural and genetic basis for these differences are poorly understood. Dopamine-related genes, striatal activation and morphology have been associated with increased WM capacity after training. Here we tested the hypothesis that these factors would also explain some of the inter-individual differences in the rate of WM development. We measured WM performance in 487 healthy subjects twice: at age 14 and 19. At age 14 subjects underwent a structural MRI scan, and genotyping of five single nucleotide polymorphisms (SNPs) in or close to the dopamine genes DRD2, DAT-1 and COMT, which have previously been associated with gains in WM after WM training. We then analyzed which biological factors predicted the rate of increase in WM between ages 14 and 19. We found a significant interaction between putamen size and DAT1/SLC6A3 rs40184 polymorphism, such that TC heterozygotes with a larger putamen at age 14 showed greater WM improvement at age 19. The effect of the DAT1 polymorphism on WM development was exerted in interaction with striatal morphology. These results suggest that development of WM partially share neuro-physiological mechanism with training-induced plasticity. | |
2017 |
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Douglas Sjöwall, Mattias Hertz, Torkel Klingberg No long-term effect of physical activity intervention on working memory or arithmetic in preadolescents Journal Article Frontiers in Psychology, 8 (AUG), pp. 1–10, 2017, ISSN: 16641078. @article{Sjowall2017, title = {No long-term effect of physical activity intervention on working memory or arithmetic in preadolescents}, author = {Douglas Sjöwall and Mattias Hertz and Torkel Klingberg}, doi = {10.3389/fpsyg.2017.01342}, issn = {16641078}, year = {2017}, date = {2017-01-01}, journal = {Frontiers in Psychology}, volume = {8}, number = {AUG}, pages = {1--10}, abstract = {We investigate if increased physical activity leads to enhanced working memory capacity and arithmetic performance, in a 2-year school-based intervention in preadolescent children (age 6-13). The active school (n = 228) increased physical activity (aimed at increasing cardiovascular fitness) from 2 to 5 days a week while the control school (n = 242) remained at 2 days. Twice a year, participants performed tests of arithmetic as well as verbal and spatial working memory. They also rated stress with a questionnaire at the start and at the end of the intervention. There was no beneficial development of working memory or arithmetic for the active school as compared to the control school. Furthermore, subgroup analyses revealed no favorable intervention effect for high/low baseline fitness, cognition or grit. Unexpectedly, a significant increase in self-rated stress was detected for the active school and this effect was driven by girls rather than boys and by the younger rather than older children. These results indicate that longtime high intensity physical activity does not lead to a beneficial development of working memory or arithmetic in preadolescent children.}, keywords = {}, pubstate = {published}, tppubtype = {article} } We investigate if increased physical activity leads to enhanced working memory capacity and arithmetic performance, in a 2-year school-based intervention in preadolescent children (age 6-13). The active school (n = 228) increased physical activity (aimed at increasing cardiovascular fitness) from 2 to 5 days a week while the control school (n = 242) remained at 2 days. Twice a year, participants performed tests of arithmetic as well as verbal and spatial working memory. They also rated stress with a questionnaire at the start and at the end of the intervention. There was no beneficial development of working memory or arithmetic for the active school as compared to the control school. Furthermore, subgroup analyses revealed no favorable intervention effect for high/low baseline fitness, cognition or grit. Unexpectedly, a significant increase in self-rated stress was detected for the active school and this effect was driven by girls rather than boys and by the younger rather than older children. These results indicate that longtime high intensity physical activity does not lead to a beneficial development of working memory or arithmetic in preadolescent children. | |
Henrik Ullman, Torkel Klingberg Timing of white matter development determines cognitive abilities at school entry but not in late adolescence Journal Article Cerebral Cortex, 27 (9), pp. 4516–4522, 2017, ISSN: 14602199. @article{Ullman2017, title = {Timing of white matter development determines cognitive abilities at school entry but not in late adolescence}, author = {Henrik Ullman and Torkel Klingberg}, doi = {10.1093/cercor/bhw256}, issn = {14602199}, year = {2017}, date = {2017-01-01}, journal = {Cerebral Cortex}, volume = {27}, number = {9}, pages = {4516--4522}, abstract = {The primary aim of this study was to investigate to what degree the age-related white matter development, here called " brain age " , is associated with working memory (WM) and numeric abilities in 6-year-old children. We measured white matter development using diffusion tensor imaging to calculate fractional anisotropy (FA). A " brain age " model was created using multivariate statistics, which described association between FA and age in a sample of 6-to 20-year-old children. This age model was then applied to predict " brain age " in a second sample of 6-year-old children. The predicted brain age correlated with WM performance and numerical ability (NA) (P textless 0.01, P textless 0.05) in the 6-year-old children. More than 50% of the stable variance in WM performance was explained. We found that in children older than 13 years of age, this association between brain age and WM was no longer significant (P textgreater 0.5). The results bear theoretical implications as they suggest that the variability in individual developmental timing strongly affects WM and NA at school start but badly predicts adolescent cognitive functioning. Furthermore, it bears practical implications as one may differentiate maturation lags from persistent low cognitive abilities in school children, complementing cognitive tests.}, keywords = {}, pubstate = {published}, tppubtype = {article} } The primary aim of this study was to investigate to what degree the age-related white matter development, here called " brain age " , is associated with working memory (WM) and numeric abilities in 6-year-old children. We measured white matter development using diffusion tensor imaging to calculate fractional anisotropy (FA). A " brain age " model was created using multivariate statistics, which described association between FA and age in a sample of 6-to 20-year-old children. This age model was then applied to predict " brain age " in a second sample of 6-year-old children. The predicted brain age correlated with WM performance and numerical ability (NA) (P textless 0.01, P textless 0.05) in the 6-year-old children. More than 50% of the stable variance in WM performance was explained. We found that in children older than 13 years of age, this association between brain age and WM was no longer significant (P textgreater 0.5). The results bear theoretical implications as they suggest that the variability in individual developmental timing strongly affects WM and NA at school start but badly predicts adolescent cognitive functioning. Furthermore, it bears practical implications as one may differentiate maturation lags from persistent low cognitive abilities in school children, complementing cognitive tests. | |
2016 |
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Christos Constantinidis, Torkel Klingberg The neuroscience of working memory capacity and training Journal Article Nature Reviews Neuroscience, 17 (7), pp. 438–449, 2016, ISSN: 1471-003X. @article{Constantinidis2016, title = {The neuroscience of working memory capacity and training}, author = {Christos Constantinidis and Torkel Klingberg}, url = {http://dx.doi.org/10.1038/nrn.2016.43 http://www.nature.com/articles/nrn.2016.43}, doi = {10.1038/nrn.2016.43}, issn = {1471-003X}, year = {2016}, date = {2016-07-01}, journal = {Nature Reviews Neuroscience}, volume = {17}, number = {7}, pages = {438--449}, publisher = {Nature Publishing Group}, abstract = {Working memory (WM) — the ability to maintain and manipulate information over a period of seconds — is a key cognitive skill. Constantinidis and Klingberg discuss non-human-primate, computational-modelling and human-neuroimaging studies that examine the neural bases of WM and training-induced enhancements of WM capacity.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Working memory (WM) — the ability to maintain and manipulate information over a period of seconds — is a key cognitive skill. Constantinidis and Klingberg discuss non-human-primate, computational-modelling and human-neuroimaging studies that examine the neural bases of WM and training-induced enhancements of WM capacity. | |
Fahimeh Darki, Federico Nemmi, Annie Möller, Rouslan Sitnikov, Torkel Klingberg Quantitative susceptibility mapping of striatum in children and adults, and its association with working memory performance Journal Article NeuroImage, 136 , pp. 208–214, 2016, ISSN: 10959572. @article{Darki2016, title = {Quantitative susceptibility mapping of striatum in children and adults, and its association with working memory performance}, author = {Fahimeh Darki and Federico Nemmi and Annie Möller and Rouslan Sitnikov and Torkel Klingberg}, url = {http://dx.doi.org/10.1016/j.neuroimage.2016.04.065}, doi = {10.1016/j.neuroimage.2016.04.065}, issn = {10959572}, year = {2016}, date = {2016-01-01}, journal = {NeuroImage}, volume = {136}, pages = {208--214}, publisher = {Elsevier Inc.}, abstract = {Quantitative susceptibility mapping (QSM) is a magnetic resonance imaging (MRI) technique in which the magnetic susceptibility characteristic of molecular and cellular components, including iron and myelin, is quantified. Rapid iron accumulation in subcortical nuclei and myelination of the white matter tracts are two important developmental processes that contribute to cognitive functions. Both also contribute to the magnetic susceptibility of the brain tissues. Here, we used the QSM as indirect measures of iron in subcortical nuclei and myelin in caudo-frontal white matter pathways. We included two groups of participants; 21 children aged 6-7 years and 25 adults aged 21-40 years. All subjects also performed tests estimating their visuo-spatial working memory capacity.Adults had higher magnetic susceptibility in all subcortical nuclei, compared to children. The magnetic susceptibility of these nuclei highly correlated with their previously reported iron content. Moreover, working memory performance correlated significantly with the magnetic susceptibility in caudate nucleus in both children and adults, while the correlation was not significant for gray matter density. QSM of white matter in the caudo-frontal tract also differed between children and adults, but did not correlate with working memory scores. These results indicate that QSM is a feasible technique to measure developmental aspects of changes in the striatum, possibly related to iron content that is relevant to cognition.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Quantitative susceptibility mapping (QSM) is a magnetic resonance imaging (MRI) technique in which the magnetic susceptibility characteristic of molecular and cellular components, including iron and myelin, is quantified. Rapid iron accumulation in subcortical nuclei and myelination of the white matter tracts are two important developmental processes that contribute to cognitive functions. Both also contribute to the magnetic susceptibility of the brain tissues. Here, we used the QSM as indirect measures of iron in subcortical nuclei and myelin in caudo-frontal white matter pathways. We included two groups of participants; 21 children aged 6-7 years and 25 adults aged 21-40 years. All subjects also performed tests estimating their visuo-spatial working memory capacity.Adults had higher magnetic susceptibility in all subcortical nuclei, compared to children. The magnetic susceptibility of these nuclei highly correlated with their previously reported iron content. Moreover, working memory performance correlated significantly with the magnetic susceptibility in caudate nucleus in both children and adults, while the correlation was not significant for gray matter density. QSM of white matter in the caudo-frontal tract also differed between children and adults, but did not correlate with working memory scores. These results indicate that QSM is a feasible technique to measure developmental aspects of changes in the striatum, possibly related to iron content that is relevant to cognition. | |
2015 |
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Fahimeh Darki, Torkel Klingberg The role of fronto-parietal and fronto-striatal networks in the development of working memory: A longitudinal study Journal Article Cerebral Cortex, 25 (6), pp. 1587–1595, 2015, ISSN: 14602199. @article{Darki2015, title = {The role of fronto-parietal and fronto-striatal networks in the development of working memory: A longitudinal study}, author = {Fahimeh Darki and Torkel Klingberg}, url = {https://academic.oup.com/cercor/article-lookup/doi/10.1093/cercor/bht352}, doi = {10.1093/cercor/bht352}, issn = {14602199}, year = {2015}, date = {2015-06-01}, journal = {Cerebral Cortex}, volume = {25}, number = {6}, pages = {1587--1595}, abstract = {The increase in working memory (WM) capacity is an important part of cognitive development during childhood and adolescence. Cross-sectional analyses have associated this development with higher activity, thinner cortex, and white matter maturation in fronto-parietal networks. However, there is still a lack of longitudinal data showing the dynamics of this development and the role of subcortical structures. We included 89 individuals, aged 6-25 years, who were scanned 1-3 times at 2-year intervals. Functional magnetic resonance imaging (fMRI) was used to identify activated areas in superior frontal, intraparietal cortices, and caudate nucleus during performance on a visuo-spatial WM task. Probabilistic tractography determined the anatomical pathways between these regions. In the cross-sectional analysis, WM capacity correlated with activity in frontal and parietal regions, cortical thickness in parietal cortex, and white matter structure [both fractional anisotropy (FA) and white matter volume] of fronto-parietal and fronto-striatal tracts. However, in the longitudinal analysis, FA in white matter tracts and activity in caudate predicted future WM capacity. The results show a dynamic of neural networks underlying WM development in which cortical activity and structure relate to current capacity, while white matter tracts and caudate activity predict future WM capacity.}, keywords = {}, pubstate = {published}, tppubtype = {article} } The increase in working memory (WM) capacity is an important part of cognitive development during childhood and adolescence. Cross-sectional analyses have associated this development with higher activity, thinner cortex, and white matter maturation in fronto-parietal networks. However, there is still a lack of longitudinal data showing the dynamics of this development and the role of subcortical structures. We included 89 individuals, aged 6-25 years, who were scanned 1-3 times at 2-year intervals. Functional magnetic resonance imaging (fMRI) was used to identify activated areas in superior frontal, intraparietal cortices, and caudate nucleus during performance on a visuo-spatial WM task. Probabilistic tractography determined the anatomical pathways between these regions. In the cross-sectional analysis, WM capacity correlated with activity in frontal and parietal regions, cortical thickness in parietal cortex, and white matter structure [both fractional anisotropy (FA) and white matter volume] of fronto-parietal and fronto-striatal tracts. However, in the longitudinal analysis, FA in white matter tracts and activity in caudate predicted future WM capacity. The results show a dynamic of neural networks underlying WM development in which cortical activity and structure relate to current capacity, while white matter tracts and caudate activity predict future WM capacity. | |
Henrik Ullman, Megan Spencer-Smith, Deanne K Thompson, Lex W Doyle, Terrie E Inder, Peter J Anderson, Torkel Klingberg Neonatal MRI is associated with future cognition and academic achievement in preterm children Journal Article Brain, 138 (11), pp. 3251–3262, 2015, ISSN: 14602156. @article{Ullman2015, title = {Neonatal MRI is associated with future cognition and academic achievement in preterm children}, author = {Henrik Ullman and Megan Spencer-Smith and Deanne K Thompson and Lex W Doyle and Terrie E Inder and Peter J Anderson and Torkel Klingberg}, doi = {10.1093/brain/awv244}, issn = {14602156}, year = {2015}, date = {2015-01-01}, journal = {Brain}, volume = {138}, number = {11}, pages = {3251--3262}, abstract = {textcopyright 2015 The Author (2015). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com. School-age children born preterm are particularly at risk for low mathematical achievement, associated with reduced working memory and number skills. Early identification of preterm children at risk for future impairments using brain markers might assist in referral for early intervention. This study aimed to examine the use of neonatal magnetic resonance imaging measures derived from automated methods (Jacobian maps from deformation-based morphometry; fractional anisotropy maps from diffusion tensor images) to predict skills important for mathematical achievement (working memory, early mathematical skills) at 5 and 7 years in a cohort of preterm children using both univariable (general linear model) and multivariable models (support vector regression). Participants were preterm children born textless30 weeks' gestational age and healthy control children born ≥37 weeks' gestational age at the Royal Women's Hospital in Melbourne, Australia between July 2001 and December 2003 and recruited into a prospective longitudinal cohort study. At term-equivalent age (±2 weeks) 224 preterm and 46 control infants were recruited for magnetic resonance imaging. Working memory and early mathematics skills were assessed at 5 years (n = 195 preterm; n = 40 controls) and 7 years (n = 197 preterm; n = 43 controls). In the preterm group, results identified localized regions around the insula and putamen in the neonatal Jacobian map that were positively associated with early mathematics at 5 and 7 years (both P textless 0.05), even after covarying for important perinatal clinical factors using general linear model but not support vector regression. The neonatal Jacobian map showed the same trend for association with working memory at 7 years (models ranging from P = 0.07 to P = 0.05). Neonatal fractional anisotropy was positively associated with working memory and early mathematics at 5 years (both P textless 0.001) even after covarying for clinical factors using support vector regression but not general linear model. These significant relationships were not observed in the control group. In summary, we identified, in the preterm brain, regions around the insula and putamen using neonatal deformation-based morphometry, and brain microstructural organization using neonatal diffusion tensor imaging, associated with skills important for childhood mathematical achievement. Results contribute to the growing evidence for the clinical utility of neonatal magnetic resonance imaging for early identification of preterm infants at risk for childhood cognitive and academic impairment.}, keywords = {}, pubstate = {published}, tppubtype = {article} } textcopyright 2015 The Author (2015). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com. School-age children born preterm are particularly at risk for low mathematical achievement, associated with reduced working memory and number skills. Early identification of preterm children at risk for future impairments using brain markers might assist in referral for early intervention. This study aimed to examine the use of neonatal magnetic resonance imaging measures derived from automated methods (Jacobian maps from deformation-based morphometry; fractional anisotropy maps from diffusion tensor images) to predict skills important for mathematical achievement (working memory, early mathematical skills) at 5 and 7 years in a cohort of preterm children using both univariable (general linear model) and multivariable models (support vector regression). Participants were preterm children born textless30 weeks' gestational age and healthy control children born ≥37 weeks' gestational age at the Royal Women's Hospital in Melbourne, Australia between July 2001 and December 2003 and recruited into a prospective longitudinal cohort study. At term-equivalent age (±2 weeks) 224 preterm and 46 control infants were recruited for magnetic resonance imaging. Working memory and early mathematics skills were assessed at 5 years (n = 195 preterm; n = 40 controls) and 7 years (n = 197 preterm; n = 43 controls). In the preterm group, results identified localized regions around the insula and putamen in the neonatal Jacobian map that were positively associated with early mathematics at 5 and 7 years (both P textless 0.05), even after covarying for important perinatal clinical factors using general linear model but not support vector regression. The neonatal Jacobian map showed the same trend for association with working memory at 7 years (models ranging from P = 0.07 to P = 0.05). Neonatal fractional anisotropy was positively associated with working memory and early mathematics at 5 years (both P textless 0.001) even after covarying for clinical factors using support vector regression but not general linear model. These significant relationships were not observed in the control group. In summary, we identified, in the preterm brain, regions around the insula and putamen using neonatal deformation-based morphometry, and brain microstructural organization using neonatal diffusion tensor imaging, associated with skills important for childhood mathematical achievement. Results contribute to the growing evidence for the clinical utility of neonatal magnetic resonance imaging for early identification of preterm infants at risk for childhood cognitive and academic impairment. | |
2014 |
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Sissela Bergman Nutley, Fahimeh Darki, Torkel Klingberg Music practice is associated with development of working memory during childhood and adolescence Journal Article Frontiers in Human Neuroscience, 7 (January), pp. 1–9, 2014. @article{BergmanNutley2014, title = {Music practice is associated with development of working memory during childhood and adolescence}, author = {Sissela {Bergman Nutley} and Fahimeh Darki and Torkel Klingberg}, doi = {10.3389/fnhum.2013.00926}, year = {2014}, date = {2014-01-01}, journal = {Frontiers in Human Neuroscience}, volume = {7}, number = {January}, pages = {1--9}, abstract = {Practicing a musical instrument is associated with cognitive benefits and structural brain changes in correlational and interventional trials; however, the effect of musical training on cognition during childhood is still unclear. In this longitudinal study of child development we analyzed the association between musical practice and performance on reasoning, processing speed and working memory (WM) during development. Subjects (n = 352) between the ages of 6 and 25 years participated in neuropsychological assessments and neuroimaging investigations (n = 64) on two or three occasions, 2 years apart. Mixed model regression showed that musical practice had an overall positive association with WM capacity (visuo-spatial WM}, keywords = {}, pubstate = {published}, tppubtype = {article} } Practicing a musical instrument is associated with cognitive benefits and structural brain changes in correlational and interventional trials; however, the effect of musical training on cognition during childhood is still unclear. In this longitudinal study of child development we analyzed the association between musical practice and performance on reasoning, processing speed and working memory (WM) during development. Subjects (n = 352) between the ages of 6 and 25 years participated in neuropsychological assessments and neuroimaging investigations (n = 64) on two or three occasions, 2 years apart. Mixed model regression showed that musical practice had an overall positive association with WM capacity (visuo-spatial WM | |
2012 |
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Iroise Dumontheil, Torkel Klingberg Brain activity during a visuospatial working memory task predicts arithmetical performance 2 years later Journal Article Cerebral Cortex, 22 (5), pp. 1078–1085, 2012, ISSN: 10473211. @article{Dumontheil2012, title = {Brain activity during a visuospatial working memory task predicts arithmetical performance 2 years later}, author = {Iroise Dumontheil and Torkel Klingberg}, doi = {10.1093/cercor/bhr175}, issn = {10473211}, year = {2012}, date = {2012-01-01}, journal = {Cerebral Cortex}, volume = {22}, number = {5}, pages = {1078--1085}, abstract = {Visuospatial working memory (WM) capacity is highly correlated with mathematical reasoning abilities and can predict future development of arithmetical performance. Activity in the intraparietal sulcus (IPS) during visuospatial WM tasks correlates with interindividual differences in WM capacity. This region has also been implicated in numerical representation, and its structure and activity reflect arithmetical performance impairments (e.g., dyscalculia). We collected behavioral (N = 246) and neuroimaging data (N = 46) in a longitudinal sample to test whether IPS activity during a visuospatial WM task could provide more information than psychological testing alone and predict arithmetical performance 2 years later in healthy participants aged 6-16 years. Nonverbal reasoning and verbal and visuospatial WM measures were found to be independent predictors of arithmetical outcome. In addition, WM activation in the left IPS predicted arithmetical outcome independently of behavioral measures. A logistic model including both behavioral and imaging data showed improved sensitivity by correctly classifying more than twice as many children as poor arithmetical performers after 2 years than a model with behavioral measures only. These results demonstrate that neuroimaging data can provide useful information in addition to behavioral assessments and be used to improve the identification of individuals at risk of future low academic performance.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Visuospatial working memory (WM) capacity is highly correlated with mathematical reasoning abilities and can predict future development of arithmetical performance. Activity in the intraparietal sulcus (IPS) during visuospatial WM tasks correlates with interindividual differences in WM capacity. This region has also been implicated in numerical representation, and its structure and activity reflect arithmetical performance impairments (e.g., dyscalculia). We collected behavioral (N = 246) and neuroimaging data (N = 46) in a longitudinal sample to test whether IPS activity during a visuospatial WM task could provide more information than psychological testing alone and predict arithmetical performance 2 years later in healthy participants aged 6-16 years. Nonverbal reasoning and verbal and visuospatial WM measures were found to be independent predictors of arithmetical outcome. In addition, WM activation in the left IPS predicted arithmetical outcome independently of behavioral measures. A logistic model including both behavioral and imaging data showed improved sensitivity by correctly classifying more than twice as many children as poor arithmetical performers after 2 years than a model with behavioral measures only. These results demonstrate that neuroimaging data can provide useful information in addition to behavioral assessments and be used to improve the identification of individuals at risk of future low academic performance. | |
T Ziermans, I Dumontheil, C Roggeman, M Peyrard-Janvid, H Matsson, J Kere, T Klingberg Working memory brain activity and capacity link MAOA polymorphism to aggressive behavior during development Journal Article Translational Psychiatry, 2 (2), pp. e85–9, 2012, ISSN: 21583188. @article{Ziermans2012, title = {Working memory brain activity and capacity link MAOA polymorphism to aggressive behavior during development}, author = {T Ziermans and I Dumontheil and C Roggeman and M Peyrard-Janvid and H Matsson and J Kere and T Klingberg}, url = {http://dx.doi.org/10.1038/tp.2012.7}, doi = {10.1038/tp.2012.7}, issn = {21583188}, year = {2012}, date = {2012-01-01}, journal = {Translational Psychiatry}, volume = {2}, number = {2}, pages = {e85--9}, publisher = {Nature Publishing Group}, abstract = {A developmental increase in working memory capacity is an important part of cognitive development, and low working memory (WM) capacity is a risk factor for developing psychopathology. Brain activity represents a promising endophenotype for linking genes to behavior and for improving our understanding of the neurobiology of WM development. We investigated gene-brain-behavior relationships by focusing on 18 single-nucleotide polymorphisms (SNPs) located in six dopaminergic candidate genes (COMT, SLC6A3/DAT1, DBH, DRD4, DRD5, MAOA). Visuospatial WM (VSWM) brain activity, measured with functional magnetic resonance imaging, and VSWM capacity were assessed in a longitudinal study of typically developing children and adolescents. Behavioral problems were evaluated using the Child Behavior Checklist (CBCL). One SNP (rs6609257), located ~6.6 kb downstream of the monoamine oxidase A gene (MAOA) on human chromosome X, significantly affected brain activity in a network of frontal, parietal and occipital regions. Increased activity in this network, but not in caudate nucleus or anterior prefrontal regions, was correlated with VSWM capacity, which in turn predicted externalizing (aggressive/oppositional) symptoms, with higher WM capacity associated with fewer externalizing symptoms. There were no direct significant correlations between rs6609257 and behavioral symptoms. These results suggest a mediating role of WM brain activity and capacity in linking the MAOA gene to aggressive behavior during development.}, keywords = {}, pubstate = {published}, tppubtype = {article} } A developmental increase in working memory capacity is an important part of cognitive development, and low working memory (WM) capacity is a risk factor for developing psychopathology. Brain activity represents a promising endophenotype for linking genes to behavior and for improving our understanding of the neurobiology of WM development. We investigated gene-brain-behavior relationships by focusing on 18 single-nucleotide polymorphisms (SNPs) located in six dopaminergic candidate genes (COMT, SLC6A3/DAT1, DBH, DRD4, DRD5, MAOA). Visuospatial WM (VSWM) brain activity, measured with functional magnetic resonance imaging, and VSWM capacity were assessed in a longitudinal study of typically developing children and adolescents. Behavioral problems were evaluated using the Child Behavior Checklist (CBCL). One SNP (rs6609257), located ~6.6 kb downstream of the monoamine oxidase A gene (MAOA) on human chromosome X, significantly affected brain activity in a network of frontal, parietal and occipital regions. Increased activity in this network, but not in caudate nucleus or anterior prefrontal regions, was correlated with VSWM capacity, which in turn predicted externalizing (aggressive/oppositional) symptoms, with higher WM capacity associated with fewer externalizing symptoms. There were no direct significant correlations between rs6609257 and behavioral symptoms. These results suggest a mediating role of WM brain activity and capacity in linking the MAOA gene to aggressive behavior during development. | |
Stina Söderqvist, Sissela Bergman Nutley, Myriam Peyrard-Janvid, Hans Matsson, Keith Humphreys, Juha Kere, Torkel Klingberg Dopamine, working memory, and training induced plasticity: Implications for developmental research Journal Article Developmental Psychology, 48 (3), pp. 836–843, 2012, ISSN: 00121649. @article{Soderqvist2012, title = {Dopamine, working memory, and training induced plasticity: Implications for developmental research}, author = {Stina Söderqvist and Sissela Bergman Nutley and Myriam Peyrard-Janvid and Hans Matsson and Keith Humphreys and Juha Kere and Torkel Klingberg}, doi = {10.1037/a0026179}, issn = {00121649}, year = {2012}, date = {2012-01-01}, journal = {Developmental Psychology}, volume = {48}, number = {3}, pages = {836--843}, abstract = {Cognitive deficits and particularly deficits in working memory (WM) capacity are common features in neuropsychiatric disorders. Understanding the underlying mechanisms through which WM capacity can be improved is therefore of great importance. Several lines of research indicate that dopamine plays an important role not only in WM function but also for improving WM capacity. For example, pharmacological interventions acting on the dopaminergic system, such as methylphenidate, improve WM performance. In addition, behavioral interventions for improving WM performance in the form of intensive computerized training have recently been associated with changes in dopamine receptor density. These two different means of improving WM performance--pharmacological and behavioral--are thus associated with similar biological mechanisms in the brain involving dopaminergic systems. This article reviews some of the evidence for the role of dopamine in WM functioning, in particular concerning the link to WM development and cognitive plasticity. Novel data are presented showing that variation in the dopamine transporter gene (DAT1) influences improvements in WM and fluid intelligence in preschool-age children following cognitive training. Our results emphasize the importance of the role of dopamine in determining cognitive plasticity.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Cognitive deficits and particularly deficits in working memory (WM) capacity are common features in neuropsychiatric disorders. Understanding the underlying mechanisms through which WM capacity can be improved is therefore of great importance. Several lines of research indicate that dopamine plays an important role not only in WM function but also for improving WM capacity. For example, pharmacological interventions acting on the dopaminergic system, such as methylphenidate, improve WM performance. In addition, behavioral interventions for improving WM performance in the form of intensive computerized training have recently been associated with changes in dopamine receptor density. These two different means of improving WM performance--pharmacological and behavioral--are thus associated with similar biological mechanisms in the brain involving dopaminergic systems. This article reviews some of the evidence for the role of dopamine in WM functioning, in particular concerning the link to WM development and cognitive plasticity. Novel data are presented showing that variation in the dopamine transporter gene (DAT1) influences improvements in WM and fluid intelligence in preschool-age children following cognitive training. Our results emphasize the importance of the role of dopamine in determining cognitive plasticity. | |
Stina Söderqvist, Sissela B Nutley, Jon Ottersen, Katja M Grill, Torkel Klingberg Computerized training of non-verbal reasoning and working memory in children with intellectual disability Journal Article Frontiers in Human Neuroscience, 6 (October), pp. 1–8, 2012. @article{Soderqvist2012a, title = {Computerized training of non-verbal reasoning and working memory in children with intellectual disability}, author = {Stina Söderqvist and Sissela B Nutley and Jon Ottersen and Katja M Grill and Torkel Klingberg}, doi = {10.3389/fnhum.2012.00271}, year = {2012}, date = {2012-01-01}, journal = {Frontiers in Human Neuroscience}, volume = {6}, number = {October}, pages = {1--8}, abstract = {Children with intellectual disabilities show deficits in both reasoning ability and working memory (WM) that impact everyday functioning and academic achievement. In this study we investigated the feasibility of cognitive training for improving WM and non-verbal reasoning (NVR) ability in children with intellectual disability. Participants were randomized to a 5-week adaptive training program (intervention group) or non-adaptive version of the program (active control group). Cognitive assessments were conducted prior to and directly after training and 1 year later to examine effects of the training. Improvements during training varied largely and amount of progress during training predicted transfer to WM and comprehension of instructions, with higher training progress being associated with greater transfer improvements. The strongest predictors for training progress were found to be gender, co-morbidity, and baseline capacity on verbal WM. In particular, females without an additional diagnosis and with higher baseline performance showed greater progress. No significant effects of training were observed at the 1-year follow-up, suggesting that training should be more intense or repeated in order for effects to persist in children with intellectual disabilities. A major finding of this study is that cognitive training is feasible in this clinical sample and can help improve their cognitive performance. However, a minimum cognitive capacity or training ability seems necessary for the training to be beneficial, with some individuals showing little improvement in performance. Future studies of cognitive training should take into consideration how inter-individual differences in training progress influence transfer effects and further investigate how baseline capacities predict training outcome.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Children with intellectual disabilities show deficits in both reasoning ability and working memory (WM) that impact everyday functioning and academic achievement. In this study we investigated the feasibility of cognitive training for improving WM and non-verbal reasoning (NVR) ability in children with intellectual disability. Participants were randomized to a 5-week adaptive training program (intervention group) or non-adaptive version of the program (active control group). Cognitive assessments were conducted prior to and directly after training and 1 year later to examine effects of the training. Improvements during training varied largely and amount of progress during training predicted transfer to WM and comprehension of instructions, with higher training progress being associated with greater transfer improvements. The strongest predictors for training progress were found to be gender, co-morbidity, and baseline capacity on verbal WM. In particular, females without an additional diagnosis and with higher baseline performance showed greater progress. No significant effects of training were observed at the 1-year follow-up, suggesting that training should be more intense or repeated in order for effects to persist in children with intellectual disabilities. A major finding of this study is that cognitive training is feasible in this clinical sample and can help improve their cognitive performance. However, a minimum cognitive capacity or training ability seems necessary for the training to be beneficial, with some individuals showing little improvement in performance. Future studies of cognitive training should take into consideration how inter-individual differences in training progress influence transfer effects and further investigate how baseline capacities predict training outcome. | |
2011 |
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Iroise Dumontheil, Chantal Roggeman, Tim Ziermans, Myriam Peyrard-Janvid, Hans Matsson, Juha Kere, Torkel Klingberg Influence of the COMT Genotype on Working Memory and Brain Activity Changes During Development Journal Article Biological Psychiatry, 70 (3), pp. 222–229, 2011, ISSN: 0006-3223. @article{Dumontheil2011, title = {Influence of the COMT Genotype on Working Memory and Brain Activity Changes During Development}, author = {Iroise Dumontheil and Chantal Roggeman and Tim Ziermans and Myriam Peyrard-Janvid and Hans Matsson and Juha Kere and Torkel Klingberg}, url = {https://www.sciencedirect.com/science/article/pii/S0006322311002022?via%3Dihub}, doi = {10.1016/J.BIOPSYCH.2011.02.027}, issn = {0006-3223}, year = {2011}, date = {2011-08-01}, journal = {Biological Psychiatry}, volume = {70}, number = {3}, pages = {222--229}, publisher = {Elsevier}, abstract = {BACKGROUND The Valine158Methionine (Val158Met) polymorphism of the COMT gene leads to lower enzymatic activity and higher dopamine availability in Met carriers. The Met allele is associated with better performance and reduced prefrontal cortex activation during working memory (WM) tasks in adults. Dopaminergic system changes during adolescence may lead to a reduction of basal dopamine levels, potentially affecting Met allele benefits during development. METHODS We investigated the association of COMT genotype with behavioral (n = 322) and magnetic resonance imaging data (n = 81–84) collected during performance of a visuospatial WM task and potential changes in these effects during development (reflected in age × genotype interactions). Data were collected from a cross-sectional and longitudinal typically developing sample of 6- to 20-year-olds. RESULTS Visuospatial WM capacity exhibited an age × genotype interaction, with a benefit of the Met allele emerging after 10 years of age. There was a parallel age × genotype interaction on WM-related activation in the right inferior frontal gyrus and intraparietal sulcus (IPS), with increases in activation with age in the Val/Val group only. Main effects of COMT genotype were also observed in the IPS, with greater gray matter volumes bilaterally and greater right IPS activation in the Val/Val group compared with the Met carriers. CONCLUSIONS These results suggest that COMT genotype effects on WM brain activity and behavior are not static during development. The full developmental picture should be considered when trying to understand the impact of genetic polymorphisms on the mature cognition of healthy adult or psychiatric populations.}, keywords = {}, pubstate = {published}, tppubtype = {article} } BACKGROUND The Valine158Methionine (Val158Met) polymorphism of the COMT gene leads to lower enzymatic activity and higher dopamine availability in Met carriers. The Met allele is associated with better performance and reduced prefrontal cortex activation during working memory (WM) tasks in adults. Dopaminergic system changes during adolescence may lead to a reduction of basal dopamine levels, potentially affecting Met allele benefits during development. METHODS We investigated the association of COMT genotype with behavioral (n = 322) and magnetic resonance imaging data (n = 81–84) collected during performance of a visuospatial WM task and potential changes in these effects during development (reflected in age × genotype interactions). Data were collected from a cross-sectional and longitudinal typically developing sample of 6- to 20-year-olds. RESULTS Visuospatial WM capacity exhibited an age × genotype interaction, with a benefit of the Met allele emerging after 10 years of age. There was a parallel age × genotype interaction on WM-related activation in the right inferior frontal gyrus and intraparietal sulcus (IPS), with increases in activation with age in the Val/Val group only. Main effects of COMT genotype were also observed in the IPS, with greater gray matter volumes bilaterally and greater right IPS activation in the Val/Val group compared with the Met carriers. CONCLUSIONS These results suggest that COMT genotype effects on WM brain activity and behavior are not static during development. The full developmental picture should be considered when trying to understand the impact of genetic polymorphisms on the mature cognition of healthy adult or psychiatric populations. | |
2010 |
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Stina Söderqvist, Fiona McNab, Myriam Peyrard-Janvid, Hans Matsson, Keith Humphreys, Juha Kere, Torkel Klingberg, Stina Sderqvist, Fiona McNab, Myriam Peyrard-Janvid, Hans Matsson, Keith Humphreys, Juha Kere, Torkel Klingberg The SNAP25 Gene Is Linked to Working Memory Capacity and Maturation of the Posterior Cingulate Cortex During Childhood Journal Article Biological Psychiatry, 68 (12), pp. 1120–1125, 2010, ISSN: 0006-3223. @article{Soderqvist2010, title = {The SNAP25 Gene Is Linked to Working Memory Capacity and Maturation of the Posterior Cingulate Cortex During Childhood}, author = {Stina Söderqvist and Fiona McNab and Myriam Peyrard-Janvid and Hans Matsson and Keith Humphreys and Juha Kere and Torkel Klingberg and Stina Sderqvist and Fiona McNab and Myriam Peyrard-Janvid and Hans Matsson and Keith Humphreys and Juha Kere and Torkel Klingberg}, url = {http://dx.doi.org/10.1016/j.biopsych.2010.07.036 https://www.sciencedirect.com/science/article/pii/S0006322310008851#sec7}, doi = {10.1016/J.BIOPSYCH.2010.07.036}, issn = {0006-3223}, year = {2010}, date = {2010-12-01}, journal = {Biological Psychiatry}, volume = {68}, number = {12}, pages = {1120--1125}, publisher = {Elsevier}, abstract = {BACKGROUND Working memory (WM) is the ability to retain task relevant information. This ability is important for a wide range of cognitive tasks, and WM deficits are a central cognitive impairment in neurodevelopment disorders such as attention-deficit/hyperactivity disorder (ADHD). Although WM capacity is known to be highly heritable, most genes involved remain unidentified. METHODS Single nucleotide polymorphisms in genes previously associated with cognitive functions or ADHD were selected for genotyping. Associations of these with WM tasks were investigated in a community sample of 330 children and young adults. One single nucleotide polymorphisms was also investigated in an independent sample of 88 4-year-old children. Furthermore, association between brain structure and activity, as measured by magnetic resonance imaging techniques, and single nucleotide polymorphisms alleles were estimated in 88 participants. RESULTS Genotype at rs363039, located in the gene coding for synaptosomal-associated protein, 25 kDa (SNAP25) was associated to WM capacity in both samples. Associations in the community sample were also found with measures of other cognitive functions. In addition, this polymorphism affected the gray matter and brain activity in the posterior cingulate cortex, an area included in the so-called default mode network previously correlated to regulation of attention and hypothesized to be implicated in ADHD. CONCLUSIONS A novel gene–brain–behavior network was identified in which a genotype located in SNAP25 affects WM and has age-dependent effects on both brain structure and brain activity. Identifying such networks could be a key to better understanding cognitive development as well as some of its disorders.}, keywords = {}, pubstate = {published}, tppubtype = {article} } BACKGROUND Working memory (WM) is the ability to retain task relevant information. This ability is important for a wide range of cognitive tasks, and WM deficits are a central cognitive impairment in neurodevelopment disorders such as attention-deficit/hyperactivity disorder (ADHD). Although WM capacity is known to be highly heritable, most genes involved remain unidentified. METHODS Single nucleotide polymorphisms in genes previously associated with cognitive functions or ADHD were selected for genotyping. Associations of these with WM tasks were investigated in a community sample of 330 children and young adults. One single nucleotide polymorphisms was also investigated in an independent sample of 88 4-year-old children. Furthermore, association between brain structure and activity, as measured by magnetic resonance imaging techniques, and single nucleotide polymorphisms alleles were estimated in 88 participants. RESULTS Genotype at rs363039, located in the gene coding for synaptosomal-associated protein, 25 kDa (SNAP25) was associated to WM capacity in both samples. Associations in the community sample were also found with measures of other cognitive functions. In addition, this polymorphism affected the gray matter and brain activity in the posterior cingulate cortex, an area included in the so-called default mode network previously correlated to regulation of attention and hypothesized to be implicated in ADHD. CONCLUSIONS A novel gene–brain–behavior network was identified in which a genotype located in SNAP25 affects WM and has age-dependent effects on both brain structure and brain activity. Identifying such networks could be a key to better understanding cognitive development as well as some of its disorders. | |
2008 |
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Fiona McNab, Gaëlle Leroux, Fredrik Strand, Lisa Thorell, Sissela Bergman, Torkel Klingberg Common and unique components of inhibition and working memory: An fMRI, within-subjects investigation Journal Article Neuropsychologia, 46 (11), pp. 2668–2682, 2008, ISSN: 00283932. @article{McNab2008a, title = {Common and unique components of inhibition and working memory: An fMRI, within-subjects investigation}, author = {Fiona McNab and Ga{ë}lle Leroux and Fredrik Strand and Lisa Thorell and Sissela Bergman and Torkel Klingberg}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0028393208001693}, doi = {10.1016/j.neuropsychologia.2008.04.023}, issn = {00283932}, year = {2008}, date = {2008-09-01}, journal = {Neuropsychologia}, volume = {46}, number = {11}, pages = {2668--2682}, abstract = {Behavioural findings indicate that the core executive functions of inhibition and working memory are closely linked, and neuroimaging studies indicate overlap between their neural correlates. There has not, however, been a comprehensive study, including several inhibition tasks and several working memory tasks, performed by the same subjects. In the present study, 11 healthy adult subjects completed separate blocks of 3 inhibition tasks (a stop task, a go/no-go task and a flanker task), and 2 working memory tasks (one spatial and one verbal). Activation common to all 5 tasks was identified in the right inferior frontal gyrus, and, at a lower threshold, also the right middle frontal gyrus and right parietal regions (BA 40 and BA 7). Left inferior frontal regions of interest (ROIs) showed a significant conjunction between all tasks except the flanker task. The present study could not pinpoint the specific function of each common region, but the parietal region identified here has previously been consistently related to working memory storage and the right inferior frontal gyrus has been associated with inhibition in both lesion and imaging studies. These results support the notion that inhibitory and working memory tasks involve common neural components, which may provide a neural basis for the interrelationship between the two systems. textcopyright 2008 Elsevier Ltd. All rights reserved.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Behavioural findings indicate that the core executive functions of inhibition and working memory are closely linked, and neuroimaging studies indicate overlap between their neural correlates. There has not, however, been a comprehensive study, including several inhibition tasks and several working memory tasks, performed by the same subjects. In the present study, 11 healthy adult subjects completed separate blocks of 3 inhibition tasks (a stop task, a go/no-go task and a flanker task), and 2 working memory tasks (one spatial and one verbal). Activation common to all 5 tasks was identified in the right inferior frontal gyrus, and, at a lower threshold, also the right middle frontal gyrus and right parietal regions (BA 40 and BA 7). Left inferior frontal regions of interest (ROIs) showed a significant conjunction between all tasks except the flanker task. The present study could not pinpoint the specific function of each common region, but the parietal region identified here has previously been consistently related to working memory storage and the right inferior frontal gyrus has been associated with inhibition in both lesion and imaging studies. These results support the notion that inhibitory and working memory tasks involve common neural components, which may provide a neural basis for the interrelationship between the two systems. textcopyright 2008 Elsevier Ltd. All rights reserved. | |
2007 |
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Helena Westerberg, Torkel Klingberg Changes in cortical activity after training of working memory - a single-subject analysis Journal Article Physiology and Behavior, 92 (1-2), pp. 186–192, 2007, ISSN: 00319384. @article{Westerberg2007, title = {Changes in cortical activity after training of working memory - a single-subject analysis}, author = {Helena Westerberg and Torkel Klingberg}, doi = {10.1016/j.physbeh.2007.05.041}, issn = {00319384}, year = {2007}, date = {2007-01-01}, journal = {Physiology and Behavior}, volume = {92}, number = {1-2}, pages = {186--192}, abstract = {Working memory (WM) capacity is an important factor for a wide range of cognitive skills. This capacity has generally been assumed to be fixed. However, recent studies have suggested that WM can be improved by intensive, computerized training [Klingberg T, Fernell E, Olesen P, Johnson M, Gustafsson P, Dahlström K, et al. Computerized training of working memory in children with ADHD - a randomized, controlled trial. J Am Acad Child Adolesc Psych 2005;44:177--86]. A recent study by Olesen, Westerberg and Klingberg [Olesen P, Westerberg H, Klingberg T. Increased prefrontal and parietal brain activity after training of working memory. Nat Neurosci 2004;7:75--9] showed that group analysis of brain activity data show increases in prefrontal and parietal cortices after WM training. In the present study we performed single-subject analysis of the changes in brain activity after five weeks of training. Three young, healthy adults participated in the study. On two separate days before practice and during one day after practice, brain activity was measured with functional magnetic resonance imaging (fMRI) during performance of a WM and a baseline task. Practice on the WM tasks gradually improved performance and this effect lasted several months. The effect of practice also generalized to improve performance on a non-trained WM task and a reasoning task. After training, WM-related brain activity was significantly increased in the middle and inferior frontal gyrus. The changes in activity were not due to activations of any additional area that was not activated before training. Instead, the changes could best be described by small increases in the extent of the area of activated cortex. The effect of training of WM is thus in several respects similar to the changes in the functional map observed in primate studies of skill learning, although the physiological effect in WM training is located in the prefrontal association cortex. textcopyright 2007 Elsevier Inc. All rights reserved.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Working memory (WM) capacity is an important factor for a wide range of cognitive skills. This capacity has generally been assumed to be fixed. However, recent studies have suggested that WM can be improved by intensive, computerized training [Klingberg T, Fernell E, Olesen P, Johnson M, Gustafsson P, Dahlström K, et al. Computerized training of working memory in children with ADHD - a randomized, controlled trial. J Am Acad Child Adolesc Psych 2005;44:177--86]. A recent study by Olesen, Westerberg and Klingberg [Olesen P, Westerberg H, Klingberg T. Increased prefrontal and parietal brain activity after training of working memory. Nat Neurosci 2004;7:75--9] showed that group analysis of brain activity data show increases in prefrontal and parietal cortices after WM training. In the present study we performed single-subject analysis of the changes in brain activity after five weeks of training. Three young, healthy adults participated in the study. On two separate days before practice and during one day after practice, brain activity was measured with functional magnetic resonance imaging (fMRI) during performance of a WM and a baseline task. Practice on the WM tasks gradually improved performance and this effect lasted several months. The effect of practice also generalized to improve performance on a non-trained WM task and a reasoning task. After training, WM-related brain activity was significantly increased in the middle and inferior frontal gyrus. The changes in activity were not due to activations of any additional area that was not activated before training. Instead, the changes could best be described by small increases in the extent of the area of activated cortex. The effect of training of WM is thus in several respects similar to the changes in the functional map observed in primate studies of skill learning, although the physiological effect in WM training is located in the prefrontal association cortex. textcopyright 2007 Elsevier Inc. All rights reserved. | |
2006 |
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Torkel Klingberg Development of a superior frontal–intraparietal network for visuo-spatial working memory Journal Article Neuropsychologia, 44 (11), pp. 2171–2177, 2006, ISSN: 00283932. @article{Klingberg2006, title = {Development of a superior frontal–intraparietal network for visuo-spatial working memory}, author = {Torkel Klingberg}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0028393205003830}, doi = {10.1016/j.neuropsychologia.2005.11.019}, issn = {00283932}, year = {2006}, date = {2006-01-01}, journal = {Neuropsychologia}, volume = {44}, number = {11}, pages = {2171--2177}, abstract = {Working memory capacity increases throughout childhood and adolescence, which is important for the development of a wide range of cognitive abilities, including complex reasoning. The spatial-span task, in which subjects retain information about the order and position of a number of objects, is a sensitive task to measure development of spatial working memory. This review considers results from previous neuroimaging studies investigating the neural correlates of this development. Older children and adolescents, with higher capacity, have been found to have higher brain activity in the intraparietal cortex and in the posterior part of the superior frontal sulcus, during the performance of working memory tasks. The structural maturation of white matter has been investigated by diffusion tensor magnetic resonance imaging (DTI). This has revealed several regions in the frontal lobes in which white matter maturation is correlated with the development of working memory. Among these is a superior fronto-parietal white matter region, located close to the grey matter regions that are implicated in the development of working memory. Furthermore, the degree of white matter maturation is positively correlated with the degree of cortical activation in the frontal and parietal regions. This suggests that during childhood and adolescence, there is development of networks related to specific cognitive functions, such as visuo-spatial working memory. These networks not only consist of cortical areas but also the white matter tracts connecting them. For visuo-spatial working memory, this network could consist of the superior frontal and intraparietal cortex. textcopyright 2005 Elsevier Ltd. All rights reserved.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Working memory capacity increases throughout childhood and adolescence, which is important for the development of a wide range of cognitive abilities, including complex reasoning. The spatial-span task, in which subjects retain information about the order and position of a number of objects, is a sensitive task to measure development of spatial working memory. This review considers results from previous neuroimaging studies investigating the neural correlates of this development. Older children and adolescents, with higher capacity, have been found to have higher brain activity in the intraparietal cortex and in the posterior part of the superior frontal sulcus, during the performance of working memory tasks. The structural maturation of white matter has been investigated by diffusion tensor magnetic resonance imaging (DTI). This has revealed several regions in the frontal lobes in which white matter maturation is correlated with the development of working memory. Among these is a superior fronto-parietal white matter region, located close to the grey matter regions that are implicated in the development of working memory. Furthermore, the degree of white matter maturation is positively correlated with the degree of cortical activation in the frontal and parietal regions. This suggests that during childhood and adolescence, there is development of networks related to specific cognitive functions, such as visuo-spatial working memory. These networks not only consist of cortical areas but also the white matter tracts connecting them. For visuo-spatial working memory, this network could consist of the superior frontal and intraparietal cortex. textcopyright 2005 Elsevier Ltd. All rights reserved. | |
2005 |
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Torkel Klingberg, Elisabeth Fernell, Pernille J Olesen, Mats Johnson, Per Gustafsson, Kerstin Dahlström, Christopher G Gillberg, Hans Forssberg, Helena Westerberg Computerized Training of Working Memory in Children With ADHD-A Randomized, Controlled Trial Journal Article Journal of the American Academy of Child & Adolescent Psychiatry, 44 (2), pp. 177–186, 2005, ISSN: 08908567. @article{Klingberg2005, title = {Computerized Training of Working Memory in Children With ADHD-A Randomized, Controlled Trial}, author = {Torkel Klingberg and Elisabeth Fernell and Pernille J Olesen and Mats Johnson and Per Gustafsson and Kerstin Dahlström and Christopher G Gillberg and Hans Forssberg and Helena Westerberg}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0890856709614271}, doi = {10.1097/00004583-200502000-00010}, issn = {08908567}, year = {2005}, date = {2005-02-01}, journal = {Journal of the American Academy of Child & Adolescent Psychiatry}, volume = {44}, number = {2}, pages = {177--186}, abstract = {OBJECTIVE Deficits in executive functioning, including working memory (WM) deficits, have been suggested to be important in attention-deficit/hyperactivity disorder (ADHD). During 2002 to 2003, the authors conducted a multicenter, randomized, controlled, double-blind trial to investigate the effect of improving WM by computerized, systematic practice of WM tasks. METHOD Included in the trial were 53 children with ADHD (9 girls; 15 of 53 inattentive subtype), aged 7 to 12 years, without stimulant medication. The compliance criterion (textgreater20 days of training) was met by 44 subjects, 42 of whom were also evaluated at follow-up 3 months later. Participants were randomly assigned to use either the treatment computer program for training WM or a comparison program. The main outcome measure was the span-board task, a visuospatial WM task that was not part of the training program. RESULTS For the span-board task, there was a significant treatment effect both post-intervention and at follow-up. In addition, there were significant effects for secondary outcome tasks measuring verbal WM, response inhibition, and complex reasoning. Parent ratings showed significant reduction in symptoms of inattention and hyperactivity/impulsivity, both post-intervention and at follow-up. CONCLUSIONS This study shows that WM can be improved by training in children with ADHD. This training also improved response inhibition and reasoning and resulted in a reduction of the parent-rated inattentive symptoms of ADHD.}, keywords = {}, pubstate = {published}, tppubtype = {article} } OBJECTIVE Deficits in executive functioning, including working memory (WM) deficits, have been suggested to be important in attention-deficit/hyperactivity disorder (ADHD). During 2002 to 2003, the authors conducted a multicenter, randomized, controlled, double-blind trial to investigate the effect of improving WM by computerized, systematic practice of WM tasks. METHOD Included in the trial were 53 children with ADHD (9 girls; 15 of 53 inattentive subtype), aged 7 to 12 years, without stimulant medication. The compliance criterion (textgreater20 days of training) was met by 44 subjects, 42 of whom were also evaluated at follow-up 3 months later. Participants were randomly assigned to use either the treatment computer program for training WM or a comparison program. The main outcome measure was the span-board task, a visuospatial WM task that was not part of the training program. RESULTS For the span-board task, there was a significant treatment effect both post-intervention and at follow-up. In addition, there were significant effects for secondary outcome tasks measuring verbal WM, response inhibition, and complex reasoning. Parent ratings showed significant reduction in symptoms of inattention and hyperactivity/impulsivity, both post-intervention and at follow-up. CONCLUSIONS This study shows that WM can be improved by training in children with ADHD. This training also improved response inhibition and reasoning and resulted in a reduction of the parent-rated inattentive symptoms of ADHD. | |
2003 |
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Pernille J Olesen, Zoltan Nagy, Helena Westerberg, Torkel Klingberg Combined analysis of DTI and fMRI data reveals a joint maturation of white and grey matter in a fronto-parietal network Journal Article Cognitive Brain Research, 18 (1), pp. 48–57, 2003, ISSN: 09266410. @article{Olesen2003, title = {Combined analysis of DTI and fMRI data reveals a joint maturation of white and grey matter in a fronto-parietal network}, author = {Pernille J Olesen and Zoltan Nagy and Helena Westerberg and Torkel Klingberg}, url = {https://linkinghub.elsevier.com/retrieve/pii/S092664100300212X}, doi = {10.1016/j.cogbrainres.2003.09.003}, issn = {09266410}, year = {2003}, date = {2003-12-01}, journal = {Cognitive Brain Research}, volume = {18}, number = {1}, pages = {48--57}, abstract = {The aim of this study was to explore whether there are networks of regions where maturation of white matter and changes in brain activity show similar developmental trends during childhood. In a previous study, we showed that during childhood, grey matter activity increases in frontal and parietal regions. We hypothesized that this would be mediated by maturation of white matter. Twenty-three healthy children aged 8-18 years were investigated. Brain activity was measured using the blood oxygen level-dependent (BOLD) contrast with functional magnetic resonance imaging (fMRI) during performance of a working memory (WM) task. White matter microstructure was investigated using diffusion tensor imaging (DTI). Based on the DTI data, we calculated fractional anisotropy (FA), an indicator of myelination and axon thickness. Prior to scanning, WM score was evaluated. WM score correlated independently with FA values and BOLD response in several regions. FA values and BOLD response were extracted for each subject from the peak voxels of these regions. The FA values were used as covariates in an additional BOLD analysis to find brain regions where FA values and BOLD response correlated. Conversely, the BOLD response values were used as covariates in an additional FA analysis. In several cortical and sub-cortical regions, there were positive correlations between maturation of white matter and increased brain activity. Specifically, and consistent with our hypothesis, we found that FA values in fronto-parietal white matter correlated with BOLD response in closely located grey matter in the superior frontal sulcus and inferior parietal lobe, areas that could form a functional network underlying working memory function. textcopyright 2003 Elsevier B.V. All rights reserved.}, keywords = {}, pubstate = {published}, tppubtype = {article} } The aim of this study was to explore whether there are networks of regions where maturation of white matter and changes in brain activity show similar developmental trends during childhood. In a previous study, we showed that during childhood, grey matter activity increases in frontal and parietal regions. We hypothesized that this would be mediated by maturation of white matter. Twenty-three healthy children aged 8-18 years were investigated. Brain activity was measured using the blood oxygen level-dependent (BOLD) contrast with functional magnetic resonance imaging (fMRI) during performance of a working memory (WM) task. White matter microstructure was investigated using diffusion tensor imaging (DTI). Based on the DTI data, we calculated fractional anisotropy (FA), an indicator of myelination and axon thickness. Prior to scanning, WM score was evaluated. WM score correlated independently with FA values and BOLD response in several regions. FA values and BOLD response were extracted for each subject from the peak voxels of these regions. The FA values were used as covariates in an additional BOLD analysis to find brain regions where FA values and BOLD response correlated. Conversely, the BOLD response values were used as covariates in an additional FA analysis. In several cortical and sub-cortical regions, there were positive correlations between maturation of white matter and increased brain activity. Specifically, and consistent with our hypothesis, we found that FA values in fronto-parietal white matter correlated with BOLD response in closely located grey matter in the superior frontal sulcus and inferior parietal lobe, areas that could form a functional network underlying working memory function. textcopyright 2003 Elsevier B.V. All rights reserved. |