To see the other types of publications on this topic, follow the link: Brain Training.
Dissertations / Theses on the topic 'Brain Training'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Brain Training.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
McCabe, N. R. "Training and fucose metabolism in chick brain." Thesis, Open University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355645.
Full text
2
Levatino, Antonina. "Brain training - brain draining : skilled migration, student mobility, and transnational higher education." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/392604.
Full textAbstract:
The cross-border mobility of educational services, commonly known as transnational higher education (TNHE), represents an important dimension of the internationalisation of higher education. Its relationship with the mobility of students and graduates has raised interest among scholars from different disciplines, but empirical evidence is rare. This thesis addresses this gap by providing three empirical studies on this issue. Overall, the results indicate that TNHE is not substituting student mobility and suggest that the provision of TNHE can constitute a strategy for developed countries to increase skilled migrants’ and students’ recruitment. The results equally imply that caution should be devoted to these kinds of issues by developing countries when opening their educational market to foreign providers. A range of other findings contribute to a deeper and nuanced understanding of the phenomenon of TNHE. The insights provided can benefit future research both on international migration and higher education.La mobilitat internacional dels serveis educatives, comunament coneguda com l'educació superior transnacional (TNHE), representa un aspecte important de la internacionalització de l'educació superior. La seva relació amb la mobilitat dels estudiants d'educació superior i graduats ha despertat interès entre acadèmics de diferents disciplines. L'evidència empírica és però escassa. Aquesta tesi proporciona tres estudis empírics sobre aquesta qüestió. Els resultats indiquen que la TNHE no està substituint la mobilitat d'estudiants i suggereixen que la provisió de TNHE pot constituir una bona estratègia per els països desenvolupats per atreure més immigrants qualificats i estudiants. Els resultats impliquen igualment que els països en desenvolupament, que obren el seu mercat educatiu als proveïdors estrangers, han de prestar atenció a aquest tipus de possibles conseqüències. Una gamma d'altres resultats contribueixen a una comprensió més profunda i matisada del fenomen de la TNHE. Si proporciona també una sèrie de pistes i reflexions per a futures investigacions.
3
Kastuk, Donald John. "Social skills training for the traumatic brain injured." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ43434.pdf.
Full text
4
Byrne, Elizabeth Mary. "Working memory training and transcranial electrical brain stimulation." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277101.
Full textAbstract:
Working memory training improves performance on trained and untrained working memory tasks, but there is little consistent evidence that these gains benefit everyday tasks that rely on working memory. Evidence has shown that transcranial electrical stimulation (tES) may be an effective tool for enhancing cognitive training and promoting transfer. In the first study, participants completed Cogmed working memory training with either active or sham transcranial random noise stimulation (tRNS). Training was associated with substantial gains on the training activities and on transfer measures of working memory with common processing and storage demands to the training tasks. tRNS did not enhance gains on trained or untrained activities. The second study systematically investigated the boundary conditions to training transfer by testing whether gains following backward digit recall (BDR) training transferred within- and across-paradigm to untrained backward recall and n-back tasks with varying degrees of overlap with the training activity. A further aim was to test whether transcranial direct current stimulation (tDCS) enhanced training and transfer. Participants were allocated to one of three conditions: (i) BDR training with active tDCS, (ii) BDR training with sham tDCS, or (iii) visual search control training with sham tDCS. The results indicated that training transfer is constrained by paradigm, but not by stimuli domain or stimuli materials. There was no evidence that tDCS enhanced performance on the training or transfer tasks. The results of Study 1 and Study 2 provide no evidence that tES enhances the benefits of working memory training. The absence of transfer between backward recall training and n-back in Study 2 suggested the tasks might tap into distinct aspects of working memory. Consequently, the final study used a latent variable approach to explore the degree of overlap between different forms of backward recall and n-back tasks containing digits, letters, or spatial locations as stimuli. The best-fitting factor model included two distinct but related (r = .68) constructs corresponding to backward recall and n-back. Both categories of task were linked to a separate fluid reasoning construct, providing evidence that both are valid measures of higher-order complex cognition. Overall, the experiments in this thesis suggest that working memory tasks tap into separate processes and that training may be targeting and improving these distinct processes, explaining the absence of cross-paradigm transfer.
5
Schwarb, Hillary. "Optimized cognitive training: investigating the limits of brain training on generalized cognitive function." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/47599.
Full textAbstract:
Since antiquity, philosophers, theologians, and scientists have been interested in human memory; however, researchers today are still working to understand the capabilities, boundaries, and architecture. While the storage capabilities of long-term memory are seemingly unlimited (Bahrick, 1984), working memory, or the ability to maintain and manipulate information held in memory, seems to have stringent capacity limits (e.g., Cowan, 2001). Individual differences, however, do exist and these differences can often predict performance on a wide variety of tasks (cf. Engle, 2001). Recently, researchers have promoted the enticing possibility that simple behavioral training can expand the limits of working memory which indeed may also lead to improvements on other cognitive processes as well (cf. Morrison&Chein, 2011). The current study investigated this possibility. Recommendations from the skill training literature (cf. Schneider, 1985) were incorporated to create optimized verbal and spatial working memory training tasks. Significant performance improvements were evident across eight days of cognitive training using verbal and spatial adaptive n-back procedures. Training-related improvements were also evident for some untrained measures of visual short-term memory, attentional control, and working memory. These training effects, however, were not universal. Other measures of visual short-term memory and attentional control, as well as measures of fluid intelligence were unaffected by training.
6
Olesen, Pernille J. "Brain function and behaviour related to development and training of working memory /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-506-2/.
Full text
7
Doran-Myers, Dana. "Traumatic Brain Injury: School Psychologist Training, Knowledge and Skills." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1309360940.
Full text
8
Häggbom, Marcus, and Magnus Sönnerlind. "Training Session Duration Analysis of a Brain-Computer Interface." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-211570.
Full textAbstract:
A brain-computer interface (BCI) allows patients with reduced motor abilities to interact with a computer using recordings of the brain’s electrical activity. One such method of recording is electroencephalography (EEG), a method commonly used in BCI research. A BCI is trained by a subject in often tedious sessions. In this study, the possibility of reducing the length of these sessions was investigated. Support vector machines (SVM) were trained with increasingly large parts of the session data sets and the classification accuracy was analyzed. Results showed patterns of peaks and stabilization in performance at similar points in time for different subjects. This suggests the possibility of either shortening the overall session length or tailoring session length to fit each subject, depending on the nature of the experiment.
9
Semeniuk, Tracey L. (Tracy Lynn) Carleton University Dissertation Psychology. "Practice effects and lateral transfer of training." Ottawa, 1992.
Find full text
10
Fox, Emily E. "Traumatic Brain Injury: Teacher Training Programs and Teacher Candidate Knowledge." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311003996.
Full text
11
Johnson, Erica M. "Neuroprotection and Cognitive Enhancing Training Strategies: Environmental Enrichment and Motor Skills Training." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1304692503.
Full text
12
Cocosco, Cristian A. "Automatic generation of training data for brain tissue classification from MRI." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33965.
Full textAbstract:
A fully automatic procedure for brain tissue classification from 3D magnetic resonance head images (MRI) is described. The procedure uses feature space proximity measures, and does not make any assumptions about the tissue intensity data distributions. As opposed to existing methods for automatic tissue classification, which are often sensitive to anatomical variability and pathology, the proposed procedure is robust against morphological deviations from the model. A novel method for automatic generation of classifier training samples, using a minimum spanning tree graph-theoretic approach, is proposed in this thesis. Starting from a set of samples generated from prior tissue probability maps (the "model") in a standard, brain-based coordinate system ("stereotaxic space"), the method reduces the fraction of incorrectly labelled samples in this set from 25% down to 2%. The corrected set of samples is then used by a supervised classifier for classifying the entire 3D image. Validation experiments were performed on both real and simulated MRI data; the kappa similarity measure increased from 0.90 to 0.95.
13
Richmond, Lauren L. "COMBINING WORKING MEMORY TRAINING AND NON-INVASIVE BRAIN STIMULATION TO ENHANCE THE EFFECTS OF TRAINING AND TRANSFER." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216579.
Full textAbstract:
PsychologyPh.D.
Studies attempting to increase working memory (WM) capacity show promise in enhancing related cognitive functions (see Morrison & Chein, 2011 for a recent review), but have also raised criticism in the broader scientific community given the scattered findings produced by these studies (Morrison & Chein, 2011; Shipstead, Redick, & Engle, 2010, 2012). Non-invasive brain stimulation, in particular transcranial direct current stimulation, has been shown to enhance WM performance in a single session (Fregni, et al., 2005) as well as learning over time in other cognitive domains (Iuculano & Cohen Kadosh, 2013; Reis, et al., 2009). However, the extent to which tDCS might enhance learning on a WM training regime, and the extent to which learning gains might transfer outside of the training task remain unknown. To this end, participants engaged in an adaptive WM training task (previously utilized in Chein & Morrison, 2010; Richmond, Morrison, Chein, & Olson, 2011) for 10 sessions over two weeks, concurrent with either active or sham stimulation of dorsolateral prefrontal cortex. Before and after training, a battery of tests tapping domains known to relate to WM abilities was administered. Results show that tDCS reliably enhanced learning on the training task, particularly in the verbal domain. Furthermore, tDCS was shown to enhance transfer to other untrained WM tasks. These results lend support to the idea that tDCS might bolster training and transfer gains in populations with compromised WM abilities.
Temple University--Theses
14
Thompson, Todd Wesley. "Cognitive neuroscience of training and transfer in working memory and visual attention." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/97787.
Full textAbstract:
Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2015.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 133-142).
The trained enhancement of working memory and visual attention has both theoretical implications for understanding the architectures of cognition, as well as practical implications for education and clinical treatment. In particular, transfer of training from one task to another may reveal shared psychological processes or neural systems across domains of cognition. In three experiments presented here, participants underwent a month of intensive training on either a complex working memory task or a visual attention task. Although participants made substantial gains on the trained tasks, that training did not yield transfer to untrained tasks measuring fluid intelligence, reading comprehension, or processing speed (Experiment 1). Brain imaging conducted before and after training revealed that increased working memory performance was accompanied by decreases of functional activation within anatomically circumscribed regions of frontal and parietal cortex as well as more wide-spread increases in frontoparietal functional connectivity (Experiment 2). Visual attention training using adaptively adjusted speeds on a multiple object tracking task revealed sizeable gains on the task itself, and those gains enabled the tracking of an increased number of items at a constant speed. This transfer from speed to quantity suggests that a common process underlies tracking speed and tracking capacity in visual attention (Experiment 3).
by Todd Wesley Thompson.
Ph. D.
15
Brogren, Eva. "Postural adjustments in sitting position : effect of development, training and brain lesions /." Stockholm, 1999. http://diss.kib.ki.se/1999/91-628-3839-3/.
Full text
16
O'Brien, D. T. "Motivational and de-motivational factors influencing seniors' engagement with brain-training software." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580152.
Full textAbstract:
The research sought to help enable the successful development of mobile brain-training software for seniors by addressing the following research question: What are the motivational and de-motivational ) factors influencing seniors' engagement with mobile brain-training software? The research was conducted alongside the iterative development of an iPhone-based brain-training tool for seniors, named Brain jog. Firstly, four focus groups were conducted with a total of 34 participants, the analysis of which resulted in a ranking of 19 motivational factors, of which the top three factors were challenge, usefulness and familiarity and 15 de-motivational factors, of which the top-three factors were usability issues, poor communication and games that were too fast. The ran kings were used to inform the design of the initial Brain Jog prototype. Subsequently, two usability studies were conducted using Brain jog, each with 8 participants. The results showed that implementing interactive help sections was successful in improving user comprehension of how to play. Following this, two consecutive field trials with a total of 11 participants were conducted using Brain Jog, aimed at investigating what motivational! de-motivational factors influence seniors' engagement with brain-training software, given longer exposure to the games. Rndings from the field trials revealed new and recurring factors relative to the initial focus groups and that challenge was again the top ranked motivational factor in both studies. Finally, results from two studies in which Brain jog was published to the iTunes Application Store, with a total of 880 participants, revealed that a measure of challenge was a strong predictor of a measure of positive affect, accounting for, on average, 46.5% of the variance.
17
Cho, Young. "Training Adults with Acquired Brain Injury How to Help-Seek When Lost." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20529.
Full textAbstract:
There is no research on the assessment or treatment of help-seeking behaviors for individuals with acquired brain injury (ABI). The current study evaluated the efficacy of a group treatment protocol, NICE (Noticing you have a problem, Identifying the information you need for help, Compensatory strategies, Evaluating progress), to train help-seeking for adults with ABI when lost. Theoretical and treatment components from two empirically validated interventions that target social problem solving and social competence were adapted to develop the NICE group treatment protocol. A single subject modified variant of a nonconcurrent and multiple probe multiple baseline across participant cohort design was used to examine sensitivity to treatment effects for seven persons with ABI. The overall findings suggest that the NICE group treatment has potential to improve help-seeking when wayfinding. This dissertation supports further investigation of the NICE group treatment to train help-seeking skills.
18
Gear, Brooks. "The Efficacy Of Online Traumatic Brain Injury Training For Pre-Service Educators." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1627030836611636.
Full text
19
Scharp, Victoria L. "THE CATEGORIZATION OF COMMON OBJECTS BY ADULTS WITH TRAUMATIC BRAIN INJURY: APPLICATION OF A SYSTEMATIC TRAINING PROGRAM." Oxford, Ohio : Miami University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1027535270.
Full textAbstract:
Thesis (M.A.)--Miami University, Dept. of Speech Pathology and Audiology, 2002.Title from first page of PDF document. Document formatted into pages; contains ix, 86 p. Includes bibliographical references (p. 69-75).
20
Adams, Bailey Regina. "EXPLORING THE RELATIONSHIP BETWEEN EMOTIONAL BRAIN TRAINING, STRESS, DEPRESSION, FOOD ADDICTION, AND WEIGHT." UKnowledge, 2014. http://uknowledge.uky.edu/foodsci_etds/24.
Full textAbstract:
Obesity is a complex issue; stress, depression, and food addiction, are several psychological conditions that can accompany an obesity diagnosis. Emotional Brain Training (EBT) was evaluated as a new approach to these conditions. Stress, depression, food addiction, and weight were assessed at baseline, after a seven week active intervention, and after a seven week no contact period. The final sample consisted of 26 obese adults. At seven week assessments, EBT participants experienced significant weight loss (p-value = 0.05) and decreased perceived stress (p-value = 0.035). Food addiction also decreased from 50% to 8.3% (or one participant). At fourteen week assessments, EBT participants maintained significant weight loss (p-value = 0.05) and increased perceived stress from the seven week evaluation (p-value = 0.012). The percentage classified as food addicted remained constant at fourteen weeks. This study suggests EBT is an appropriate intervention for weight loss and weight maintenance. In addition, EBT targets a variety of the complex issues surrounding obesity.
21
Vaught, Joy Ann. "EXPLORING NEW APPROACHES FOR WEIGHT LOSS MAINTENANCE: INTUITIVE EATING AND EMOTIONAL BRAIN TRAINING." UKnowledge, 2014. http://uknowledge.uky.edu/foodsci_etds/26.
Full textAbstract:
While traditional behavioral weight loss programs have been successful at producing weight loss, weight maintenance is difficult to achieve. Addressing stress, one major contributing factor in weight gain, may be a potential solution. The purpose of this study was to test a stress-management program (EBT) for changes in weight and blood pressure, and maintenance of those changes. Obese adults (N=33) were randomized to two weight loss groups for a seven-week intervention and a seven-week follow-up period: an intuitive eating group or a stress management group. The intuitive eating group did not have any statistically significant changes in weight or blood pressure at seven or 14 weeks. The stress management group had significant changes at seven weeks in weight (p=0.05) and systolic (p=0.005) and diastolic (p=0.05) blood pressure. Weight decreased by 2.9 pounds at seven weeks and decreased a total of 4.4 pounds over the 14 weeks (p=0.05) in the EBT group. The EBT approach appears promising for weight loss and weight maintenance. More research with larger samples sizes and longer trial periods need to be done in order to draw a conclusion on the usefulness of this intervention.
22
Swan, Alicia Ann. "COGNITIVE TRAINING AND FUNCTIONAL RECOVERY IN AN AGED MODEL OF TRAUMATIC BRAIN INJURY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/440.
Full textAbstract:
Increased age at the time of insult is one of the strongest indicators of poor outcome following traumatic brain injury (TBI), but few preclinical studies attempt to evaluate potential treatments or therapies in older subjects. It appears that cognitive functioning is especially sensitive to age-related decline, and such deficits are exacerbated by TBI. Although preclinical evaluations of environmental enrichment (EE) has produced a wealth of information that indicates more complex environments are correlated with improved functional recovery, few studies have attempted to assess this paradigm in older individuals. The purpose of this project was to examine the usefulness of cognitive training to facilitate functional recovery in aged animals following traumatic brain injury. Aged (21 month old) Fischer 344 male rats were used to evaluate cognitive status prior to injury as well as the effectiveness of cognitive training following injury for each of these groups. Aged animals were characterized for cognitive ability on the Morris Water Maze (MWM) task prior to cortical contusion injury. Based on this evaluation, animals were then placed into an injury condition (cortical injury over the hippocampus or sham-injury) and cognitive training manipulation (cognitive training in the Dig task or no cognitive training). Following injury, animals in the cognitive training condition were shaped to dig in cups filled with sand for buried food reinforcer. Later, animals in this condition were trained on various olfactory discrimination tasks with scented sand for the food reinforcer. After four weeks of training on the task, the animals were again evaluated in the MWM using both reference and working memory paradigms on the task. There was a significant benefit of the cognitive training in the injured animals, but only on the reference memory task. It also appears that cognitive ability before injury does influence the efficacy of the behavioral intervention. Indeed, among the injured animals that were characterized as cognitively impaired, those that received the training demonstrated enhanced cognitive recovery on the reference memory task. Despite these behavioral differences, the groups did not differ in lesion size or on measures of blood - brain barrier compromise or astrocytic activation. These findings indicate that cognitive training can confer positive results, even in the most aged or cognitively impaired individuals. These effects were achieved even though the olfactory discrimination cognitive training task and the spatial MWM task are in differing cognitive domains. These effects may exist because success on the species-relevant, hippocampal-mediated cognitive training task requires attention to environmental cues and a dynamic environment. The findings of this study may contribute to the design of increasingly efficacious behavioral interventions following TBI to better facilitate functional recovery of cognitive abilities, especially in the more vulnerable aged individuals.
23
McCart, Melissa. "Grant Proposal: In the Classroom –Training Teachers to Support Students with Brain Injuries." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19221.
Full textAbstract:
This two-phase grant proposal utilizes a group waitlist and single subjects multiple baseline design to evaluate In the Classroom with Brain Injury for Educators, which is a digitally applied online professional development series that can be used to increase knowledge, skills, and awareness of educators to provide effective school-based supports for students with brain injuries using cognitive behavior change theories. Phase 1 evaluates the series employing a group waitlist design with a delayed posttest. Phase 2 utilizes a single subjects multiple baseline design study to analyze student behavioral outcomes related to the intervention and change in teacher behavior. This project has impactful implications. The evaluation of the In the Classroom with Brain Injury for Educators series will establish an evidence base in support of the professional development series and fill the void that exists in available evidence based resources for educators working with students who have brain injuries. In addition, this evaluation has the potential to improve the school experience for both students with brain injury and their teachers by providing evidence that In the Classroom with Brain Injury for Educators is a professional development series that improves teacher and student behavioral outcomes.
24
Ray, Ashlyn M. "Traumatic Brain Injury: The Efficacy of a Half-Day Training for School Psychologists." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1314272484.
Full text
25
Powers, Chris J. "School Psychology Training in Traumatic Brain Injury Assessment: Current Practices in Graduate Programs." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1446821414.
Full text
26
Mekwa, Julia Nobelungu. "Attention process training : its effectiveness in remediating attention and memory deficits following mild traumatic brain injury /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7206.
Full text
27
Popplewell, Abigail M. "The effects of cognitive training on aging adults application of a rehabilitative categorization program /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1145461078.
Full text
28
Westerberg, Helena. "Working memory : development, disorders and training /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7349-881-5/.
Full text
29
Gundel, Friederike [Verfasser]. "Mindfulness Training in Dialectical Behavior Therapy Investigation on Brain Activity by NIRS / Friederike Gundel." Tübingen : Universitätsbibliothek Tübingen, 2021. http://d-nb.info/1234450879/34.
Full text
30
Mandeville, K. "Train to retain : the role of specialty training in stemming Malawi's medical brain drain." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2016. http://researchonline.lshtm.ac.uk/2551723/.
Full textAbstract:
Background: There is a growing awareness of the need to retain health workers in low-and middleincome countries. This is particularly the case in Malawi, with few doctors and historically high emigration. Previous retention efforts have focused on salary supplementation and expansion of undergraduate training. There has been little focus on training new doctors to become specialists, despite evidence of its value to Malawian junior doctors. In light of the considerable investment into medical education and retention, this thesis investigates the role of specialty training in stemming Malawi’s medical brain drain. Methods: A tracing study was carried out to locate all Malawian doctors who graduated between 2006 and 2012. Literature reviews and qualitative interviews informed the design of a discrete choice experiment exploring junior doctors’ preferences for different types of training posts. Nearly all eligible doctors in Malawi participated in the survey. The results were incorporated into a Markov model of the Malawi medical workforce as part of a cost-effectiveness analysis of expanded provision of specialty training. Results: The odds of leaving the public sector and Malawi rose with time after graduation, with most of those outside Malawi in specialty training. Junior doctors had strong preferences for different types of specialty training, with subgroups showing distinct preferences. Doctors would require substantial compensation to undertake training only in Malawi or in less popular specialties. Despite this, expanding training within Malawi was the most cost-effective means to retain doctors in the long-term, although more costly than current government spending. Conclusions: Almost all Malawian junior doctors desire to specialise, but not all specialty training is valued equally. Expansion of specialty training in Malawi, however, would lead to higher returns on investments in medical education. More cost-effectiveness modelling and a “whole-career” perspective to policy interventions would strengthen health workforce policy in low-resource settings.
31
Dwyer, Daniel, and na. "Serotonin as a Mediator of Fatigue During Exercise and Training." Griffith University. School of Health Science, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040521.130535.
Full textAbstract:
Exercise has been shown to cause an increase in the concentration of brain serotonin (5-hydroxytryptamine, 5-HT) in humans and experimental animals. The increase in brain serotonin coincides with the onset of fatigue and is referred to as "central fatigue". Experiments in humans and animals involving serotonin receptor agonists have demonstrated reductions in exercise performance by simulating the exercise-induced increase in endogenous serotonin. Conversely, the administration of serotonin receptor antagonists has been shown to extend exercise performance in experimental animals, but not in humans. Although the relationship between the concentration of brain serotonin and exercise performance is well described in the literature, the precise effect of central fatigue on muscle function per se is unclear. Furthermore, there appear to be differences in serotonergic function between trained and untrained cohorts. However, it is not clear whether the differences are due to a training adaptation or if the differences are inherent in the individual. In addition, the time course of these adaptations and the mechanisms of adaptation are not known. The initial purpose of this thesis was to determine whether six weeks of endurance exercise training had any effect on central serotonin receptor sensitivity in Wistar rats. The rats ran on a treadmill 4 times per week with 2 exercise tests of endurance performance per week. Receptor sensitivity was determined indirectly, at the end of each training week, by the reduction in endurance performance, under the influence of a 5-HT1a agonist, (m-Chlorophenylpiperazine, m-CPP). Improved tolerance to the fatiguing effects of the serotonin agonist would suggest desensitisation of central serotonin receptors, probably 5-HT1a receptors. Two groups of controls were used to examine, i) the effect of the injection per se on exercise performance and ii) changes in serotonin receptor sensitivity associated with maturation, in the absence of any exercise training. In the training group, undrugged exercise performance significantly improved by 47% after 6 weeks of training (mean ± SEM, 4518 ± 729 s vs. 6640 ± 903 s, p=0.01). Drugged exercise performance also increased significantly from week 1 to week 6 (306 ± 69 s to 712 ± 192 s, p=0.004). Control group results indicated that the dose of m-CPP alone caused fatigue during exercise tests and that maturation was not responsible for any decrease in receptor sensitivity. Endurance training appears to stimulate an adaptive response to the fatiguing effects of increased brain serotonin, which may enhance endurance exercise performance. The purpose of the second set of experiments described in this thesis was to investigate changes in serotonin receptor sensitivity in response to exercise training in human subjects. Twelve male volunteers completed 30 minutes of stationary cycling at 70% of VO2peak, on 3 days per week, for 9 weeks. Serotonin receptor sensitivity was assessed indirectly by measuring the prolactin response to a serotonin receptor agonist (buspirone hydrochloride), using a placebo controlled, blind cross-over design. A sedentary group of control subjects were also recruited to control for possible seasonal variations in serotonin receptor sensitivity. Endurance capacity was also assessed as time to exhaustion while cycling at 60% of VO2peak. The exercise training caused a significant increase in aerobic power (VO2peak, 3.1±0.16 to 3.6±0.15 L.m-1, p< 0.05) and endurance capacity (93±8 to 168±11 min, p<0.05), but there was no change (p>0.05) in the prolactin response to a serotonin agonist. However, 25% of the subjects in the training group demonstrated a decrease in receptor sensitivity, as indicated by a decrease in prolactin response. These results suggest that while the exercise training caused an increase in aerobic power and endurance capacity, there was no measurable change in 5-HT receptor sensitivity. In addition, it is possible that changes in receptor sensitivity may take longer to occur, the training stimulus used in the present investigation was inadequate or that changes occurred in other 5-HT receptor subtypes that were not assessed by the present methodology. The third set of experiments described here, investigated the changes in neuromuscular function under the influence of a serotonin receptor agonist (buspirone hydrochloride). Subjects were administered the agonist or a placebo in a blind cross over design. Measures of neuromuscular function included reaction time (RT), hand eye coordination (HEC), isometric neuromuscular control (INC), maximal voluntary isometric contractile force (MVIC-F), isometric muscular endurance capacity (IMEC) and various electromyographic (EMG) indices of fatigue in biceps brachii. A preliminary experiment was conducted to determine a drug dose that did not cause sedation of the research subjects. The agonist caused a significant (p<0.05) decrease in MVIC-F, INC and IMEC. There was a non significant (p = 0.08) decrease in EMG amplitude during the MVIC-F trial with the agonist, compared to the effect of the placebo. The median EMG frequency during the IMEC test was also significantly less with the agonist, when compared to the placebo effect. There was a decline in RT and HEC, although this was not significant. These findings indicate that a serotonin receptor agonist causes a decrease in neuromuscular function during isometric muscle contractions. The decrements in muscle function reported in this study may help to explain previous reports of an association between increased brain serotonin concentration and a reduction in endurance performance. Although the present study does not exclude the possibility that an increase in brain serotonin does cause fatigue by affecting organs peripheral to the brain, it provides evidence of fatigue within the central nervous system. Further examination of the effect of a serotonin agonist on muscle function during non-isometric muscle contractions is warranted.
32
Randall, Lee. "Evaluating the utility of working memory training programmes for children." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/evaluating-the-utility-of-working-memory-training-programmes-for-children(cb53427b-2946-4e55-b28d-75db70dc41cb).html.
Full textAbstract:
The literature suggests working memory can have a significant effect on children's academic success. A number of working memory training programmes have been developed as tools for helping children to boost their working memory and learning ability. The reliability and validity of this body of evidence has been challenged recently with questions raised as to whether such programmes actually do boost working memory or show any subsequent impact upon learning. The thesis contains an evaluative systematic review examining eight studies from the last decade that explore the effects of working memory training on working memory, literacy and numeracy. The review found significant near and far transfer effects for improvements to working memory with differences in the pattern of these improvements. The assertion that working memory training leads to improvements in other areas such as literacy and numeracy is also challenged. The thesis also contains an examination of the efficacy of a paired whole class working memory intervention in delivering improvements in the working memory, literacy and numeracy skills of primary aged school children. The pre-experimental design tested the impact of the intervention on the working memory, literacy and numeracy of a sample of forty-one Year 4 children. The data demonstrated a significant positive immediate effect of the programme on verbal working memory recall and processing and visual-spatial working memory processing and recall. No significant immediate effects of the programme were found on numeracy or literacy. Finally a critical appraisal of concepts of evidence based practice and a review of the literature regarding the dissemination of research and notions of research impact is presented. The implications of the current research for professional practice is explored in terms of the care that must be taken by educational professionals in offering up working memory training programmes as solutions to academic underachievement in children.
33
Popplewell, Abigail Marie. "The Effects Of Cognitive Training On Aging Adults: Application Of A Rehabilitative Categorization Program." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1145461078.
Full text
34
Popescu, Tudor. "The structure of the mathematical brain." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:a6f9fd8a-e753-439b-80da-8adb783cf12e.
Full textAbstract:
Humans have an innate ability to deal with numerosity and other aspects of magnitude. This ability is generally honed through education in and experience with mathematics, which necessarily changes the brain structurally and functionally. These changes can be further manipulated through non-invasive electrical brain stimulation. Studying these processes in the case of maths not only constitutes research of great practical impact – given the importance of numerical skills in today's society – but also makes use of maths as a suitable domain in which to study plasticity. In this thesis, I aimed to explore how expertise with numbers shapes brain and behaviour, and also the degree to which processing numbers is similar to other domains in terms of the necessity of healthy brain regions believed to underlie normal processing within and across these domains. In Study 1, behavioural and structural brain differences were found cross-sectionally between mathematicians and non-mathematicians. A double dissociation between those groups was found between grey matter density in the frontal lobe and behavioural performance: their correlation was positive for mathematicians but negative for controls. These effects may have been caused by years of experience, by congenital predispositions, or, plausibly, by both of these factors, whose disambiguation is non-trivial. Study 2 used transcranial random noise stimulation (tRNS) to assist arithmetic learning. A novel montage was used to enhance brain function during the stage when it is believed to be most involved. Real as compared to sham tRNS enhanced reaction times (RTs) and learning rate on a calculation-based task, but not on a retrieval-based task. The effects were only observed in conditions of high task difficulty. Study 3 examined structural MRI measures before and after arithmetic training to determine how either frontal or parietal tRNS applied with the task changes the structure of the brain longitudinally as compared to sham. Previous results (including those of Study 2) of behavioural facilitation in terms of enhanced RTs to calculation problems were replicated, and further interpreted. Both frontal and parietal tRNS modulated the changes that occurred, pre-to-post training, in terms of cortical volume and gyrification of frontal, parietal and temporal areas. Study 4 investigated the shared neural and cognitive resources used for processing numerical magnitude and musical pitch, by probing how stimulus-response compatibility (SRC) effects for each of the two dimensions compare in a group of mainly temporoparietal lesion patients with numerical impairments versus controls. A double dissociation was found in that numerically impaired patients did not show the number-based SRC effect but did show the pitch-based one, while control subjects demonstrated the opposite trend. Overall, the results of these studies leave us with three main messages. First, expertise in numbers and mathematics, whether acquired through years of experience (Study 1) or through a few days of tRNS-assisted training (Study 3), appears to be associated with complex changes in the morphology of several brain structures. Some – but not all – of these structures are maths-relevant, and, in the case of tRNS-assisted training, they are distal to the site of the stimulating electrodes. Second, tRNS can improve performance in arithmetic (Studies 2 and 3), although the mechanisms by which this occurs are not yet fully understood, neither neurally nor behaviourally. Third, I found (Study 4) that brain lesions leading to impairment in the number domain do not necessarily affect processing in other domains – such as pitch – that are otherwise linked to number via a putative common code in the parietal lobes.
35
Walk, Alexandra Elizabeth. "Traumatic Brain Injury: Teacher Knowledge and Skills." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1312572728.
Full text
36
Lianekhammy, Joann. "The Influence of Video Games on Adolescent Brain Activity." UKnowledge, 2014. http://uknowledge.uky.edu/hes_etds/12.
Full textAbstract:
The current study examined electrical brain activation in adolescent participants playing three different video games. Forty-five school aged children (M=14.3 years, SD=1.5) were randomly assigned to play either a violent game, non-violent game, or a non-violent game specifically designed to "train" the brain. Electroencephalography (EEG) was recorded during video game play. Results revealed an asymmetric right hemisphere activation in the alpha band for participants in violent game group, while those in the non-violent groups exhibited left hemispheric activation. Greater right activation in emotion literature denotes signs of withdrawal or avoidance from undesired stimulus. Implications of this finding as well as other findings related to electrical brain activation during video game play is discussed further in the manuscript.
37
Sommer, Marius. "Effect of timing training in golf and soccer players : skill, movement organization, and brain activity." Doctoral thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-86664.
Full textAbstract:
Background Although trainers and athletes consider ‘good timing skills’ to be critical for optimal sport performance, little is known in regard to how sport-specific skills may benefit from timing training. Thus, assuming that all motor performances are mediated by an internal timing mechanism, enhanced motor timing is expected to have positive effects on both planning and execution of movement performance, and consequently on complex sports actions as golf or soccer. Accordingly, in order to increase our knowledge of the importance of motor timing and possible effects of timing training, this thesis examines the effects of synchronized metronome training (SMT), thought to improve the execution of motor programs and to enhance motor skills in golf and soccer players. Methods Study I examined the effects of SMT on motor timing abilities and its potential effect on golf shot accuracy and consistency in 25 experienced male golfers. Additionally, Study II examined the effects of SMT on the spatiotemporal movement organisation and dynamics of the golf swing performance, as captured by kinematic measurements and analyses in thirteen male golfers. Study III examined the effect of SMT on accuracy and variability in a soccer specific, cross-pass task in elite and sub-elite female soccer players. Moreover, the underlying brain activity was assessed by means of functional magnetic resonance imaging (fMRI) to investigate the corresponding neural activity when passively observing the cross-pass task, and the possible pre- to post training effects. Results SMT was shown to improve motor timing ability, by means of less timing asynchrony and with associated changes in timing variability, in both golf- and soccer-players. Additionally, significant improvements in golf shot and soccer cross-pass performance, by means of significant increase in outcome accuracy combined with a decrease in outcome variability was found. From the kinematic investigation in Study II, results indicate that improved motor timing, as an effect of SMT, lead to a more coordinated and dynamic swing performance, and with decreased variability in the temporal structure of the swing motion. Finally, it was found that SMT induces changes in the activity of the action observation network (AON), underpinning action observation and action prediction, by means of decreased activation within bilateral cerebellum, fusiform gyrus and superior temporal gyrus. These findings hint at a more efficient pattern of neural recruitment during action observation, after SMT. Conclusion In summary, this thesis provides evidence that four weeks of SMT improved the participant’s motor timing and synchronization abilities, and showed influence on both behavioral and neurophysiological motor programs and skill performance in golf and soccer players. Thus, by improved outcome accuracy and decreased variability, affecting the coordinated movement pattern and organisation, as well as affecting the associated underlying brain activation.
38
Malik, Supriya. "The effects of reciprocal imitation training on behaviour and brain activity in children with autism." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6850/.
Full textAbstract:
The work presented in this thesis comprises the execution and evaluation of a pilot quasi- Randomised Controlled Trial of Reciprocal Imitation Training (RIT) in an attempt to replicate previously reported effects of RIT on imitation skills in children with autism and an evaluation of the effect of RIT on brain functioning. Children with autism were randomised into two groups, Treatment and Wait-List Control, and were assessed before and after intervention. Behavioural measures of spontaneous and elicited imitation were used to assess change in imitation. Event-Related Potentials (ERP) and Electroencephalography (EEG) techniques were used to index changes in human action processing as well as global social and non-social processing. An increase in spontaneous, social imitation skills was evident in the Treatment group compared with the Wait-List Control group. Also, ERP measures assessing auditory human action processing reflected differences in processing at outcome between the Treatment and Wait-List Control group. However, no effect of RIT was observed on global social or non-social neural processing. Together, these findings make contributions towards evaluating the efficacy of RIT as an early intervention program for children with autism with evidence of an impact on social imitation skills at the behavioural and neural level.
39
Niraj, Shruti. "A qualitative study exploring the experiences of mindfulness training in people with acquired brain injury." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7805/.
Full textAbstract:
This thesis consists of two parts. The first part is a systematic review evaluating the available evidence for the use of mindfulness-based interventions (MBIs) in people with neurodegenerative disorders (NDDs). 12 studies met inclusion criteria and involved people with three disorders, Multiple Sclerosis, Parkinson’s Disease and Dementia/Mild Cognitive Impairment. There is promising evidence that MBIs benefit people with a NDD, particularly those with MS in reducing symptoms of anxiety and depression. More high quality studies employing robust methodology such as RCTs with adequate statistical power are needed in PD and dementia/MCI. The second part is an empirical paper focusing on how individuals with acquired brain injury make sense of their experiences of learning and practicing mindfulness skills. Fifteen participants attending a mindfulness group at the local brain injury rehabilitation centre were recruited to two data collection methods. Focus group interviews were analysed using Interpretative Phenomenological Analysis and in-vivo recordings were analysed using Template analysis. Results suggested that most participants considered mindfulness beneficial to cope with emotional and cognitive consequences of ABI. The ‘live’ nature of in-vivo recordings revealed rich descriptions about their individual mindfulness practice. The limitations of this study, future research and clinical implications have been discussed.
40
Mahomed, Aqeela. "Rehabilitation of executive functioning following pediatric traumatic brain injury: evaluating a goal management training intervention." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13690.
Full textAbstract:
Includes bibliographical references.Background and aims. Executive function (EF), defined as a set of interrelated skills and behavioural competencies required for independent, purposeful, goal-directed activity, are particularly susceptible to impairment following traumatic brain injury (TBI). Despite this knowledge, data concerning the rehabilitation of executive dysfunction in pediatric populations is lacking to date. A Goal Management Training (GMT) intervention, based on Duncan et al.’s (1996) theory of goal neglect, has been successfully implemented for the remediation of EF in adults. The current study adapted the GMT to a healthy South African sample and evaluated the efficacy in a pediatric TBI sample. Method. The study comprised of 3 parts. Part 1 involved the translation and adaptation of the pediatric GMT (pGMT) intervention so that it was suitable for use with South African children. This included the implementation of various health professionals’ evaluations of these adaptations. Part 2 involved evaluating the pGMT by implementing the programme with 3 healthy control participants. Lastly, Part 3 involved evaluating the efficacy of the revised pGMT with 3 children who had sustained a moderate to severe TBIs. For Parts 2 and 3 I employed a multiple case study approach. Data for parts 2 and 3 were analyzed using the Reliable Change Index (RCI; Jacobson & Truax, 1991) . The RCI distinguished between three levels of change, each at confidence levels of 68.2%, 95% and 99%. Outcomes were based on neuropsychological test outcomes, changes in everyday behaviour, self-report measures, and reports from parents and teachers. Results. Regarding the cognitive measures for the TBI group, all three participants did not show improvement on the same domains. Positive changes from pre- to post-intervention on a number of attention and executive function measures at confidence intervals of 68.26% to 99% were evident. Regarding the behavioural measures parents/guardians and/or teachers reported significant positive changes for all of the participants on at least one index at confidence intervals of 68.26% to 99%. In terms of real world generalization, only one participant’s teacher and parents commented on her improvements academically, behaviourally, and socially. No significant real world behavioural changes were reported for the other two participants. Results indicated that the adapted pGMT was successfully applied to the South African context for both healthy and TBI samples, although levels of success, in terms of post-intervention outcomes, varied with each TBI individual. Conclusions. These results suggest that the pGMT intervention could be an efficacious cognitive rehabilitation tool for the remediation of everyday behaviours associated 9 with executive dysfunction in South Africa. However, the variability in the results do not provide conclusive evidence at this stage. Individual, injury-related and familial factors need to be considered and may affect outcome. In addition, limitations such as the small sample size and uncontrolled confounding effects (e.g., practice or maturation effects) could also contribute to seemingly positive effects. Greater evidence from future, larger and more controlled studies, is required
41
Haren, Lacy Ann. "EFFECTS OF A SYSTEMATIC TRAINING PROGRAM ON CATEGORIZATION ABILITIES IN PATIENTS WITH TRAUMATIC BRAIN INJURY." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1145299854.
Full text
42
Schrieff, Leigh. "Investigating severe pediatric traumatic brain injury in South Africa : a demographic profile of admissions, brain oxygenation and neuropsychological outcomes and an attention-training intervention." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/10647.
Full textAbstract:
Includes bibliographical references.The aim of this dissertation was to investigate severe pediatric traumatic brain injury (pTBI) in South Africa. To that end, I conducted three studies, each examining a different aspect of severe pTBI. Study 1 presents a demographic profile of trends in severe pTBI admissions to the Red Cross War Memorial Children's Hospital (RXH) from June 2006 to April 2011. Study 2 examines the associations between secondary injury, as manifest by low brain oxygenation (PbtO2), and neuropsychological outcomes in severe pTBI. Study 3 evaluates the efficacy of an attention-training intervention for severe pTBI, and discusses the implementation of that intervention in the context of a low- and middle-income country. All three studies were cross-sectional and quantitative.
43
Jeunet, Camille. "Understanding & Improving Mental-Imagery Based Brain-Computer Interface (Mi-Bci) User-Training : towards A New Generation Of Reliable, Efficient & Accessible Brain- Computer Interfaces." Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0221/document.
Full textAbstract:
Les Interfaces Cerveau-Ordinateur basées sur l’Imagerie Mentale (IM-ICO) permettent auxutilisateurs d’interagir uniquement via leur activité cérébrale, grâce à la réalisation de tâchesd’imagerie mentale. Cette thèse se veut contribuer à l’amélioration des IM-ICO dans le but deles rendre plus utilisables. Les IM-ICO sont extrêmement prometteuses dans de nombreuxdomaines allant de la rééducation post-AVC aux jeux-vidéo. Malheureusement, leurdéveloppement est freiné par le fait que 15 à 30% des utilisateurs seraient incapables de lescontrôler. Nombre de travaux se sont focalisés sur l’amélioration des algorithmes de traitementdu signal. Par contre, l’impact de l’entraînement des utilisateurs sur leur performance estsouvent négligé. Contrôler une IM-ICO nécessite l’acquisition de compétences et donc unentraînement approprié. Or, malgré le fait qu’il ait été suggéré que les protocolesd’entraînement actuels sont théoriquement inappropriés, peu d’efforts sont mis en oeuvre pourles améliorer. Notre principal objectif est de comprendre et améliorer l’apprentissage des IMICO.Ainsi, nous cherchons d’abord à acquérir une meilleure compréhension des processussous-tendant cet apprentissage avant de proposer une amélioration des protocolesd’entraînement afin qu’ils prennent en compte les facteurs cognitifs et psychologiquespertinents et qu’ils respectent les principes issus de l’ingénierie pédagogique. Nous avonsainsi défini 3 axes de recherche visant à investiguer l’impact (1) de facteurs cognitifs, (2) de lapersonnalité et (3) du feedback sur la performance. Pour chacun de ces axes, nous décrivonsd’abord les études nous ayant permis de déterminer les facteurs impactant la performance ;nous présentons ensuite le design et la validation de nouvelles approches d’entraînementavant de proposer des perspectives de travaux futurs. Enfin, nous proposons une solution quipermettrait d’étudier l’apprentissage de manière mutli-factorielle et dynamique : un systèmetutoriel intelligentMental-imagery based brain-computer interfaces (MI-BCIs) enable users to interact with theirenvironment using their brain-activity alone, by performing mental-imagery tasks. This thesisaims to contribute to the improvement of MI-BCIs in order to render them more usable. MIBCIsare bringing innovative prospects in many fields, ranging from stroke rehabilitation tovideo games. Unfortunately, most of the promising MI-BCI based applications are not yetavailable on the public market since an estimated 15 to 30% of users seem unable to controlthem. A lot of research has focused on the improvement of signal processing algorithms.However, the potential role of user training in MI-BCI performance seems to be mostlyneglected. Controlling an MI-BCI requires the acquisition of specific skills, and thus anappropriate training procedure. Yet, although current training protocols have been shown tobe theoretically inappropriate, very little research is done towards their improvement. Our mainobject is to understand and improve MI-BCI user-training. Thus, first we aim to acquire a betterunderstanding of the processes underlying MI-BCI user-training. Next, based on thisunderstanding, we aim at improving MI-BCI user-training so that it takes into account therelevant psychological and cognitive factors and complies with the principles of instructionaldesign. Therefore, we defined 3 research axes which consisted in investigating the impact of(1) cognitive factors, (2) personality and (3) feedback on MI-BCI performance. For each axis,we first describe the studies that enabled us to determine which factors impact MI-BCIperformance; second, we describe the design and validation of new training approaches; thethird part is dedicated to future work. Finally, we propose a solution that could enable theinvestigation of MI-BCI user-training using a multifactorial and dynamic approach: an IntelligentTutoring System
44
Fong, Kenneth Nai-kuen. "Training of metacomponential functioning in problem-solving performance for patients with brain injury in Hong Kong." Thesis, University of Hull, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402720.
Full text
45
Thomas, Sarah Helen. "A BRAIN-COMPUTER INTERFACE FOR CLOSED-LOOP SENSORY STIMULATION DURING MOTOR TRAINING IN PATIENTS WITH TETRAPLEGIA." UKnowledge, 2019. https://uknowledge.uky.edu/cbme_etds/56.
Full textAbstract:
Normal movement execution requires proper coupling of motor and sensory activation. An increasing body of literature supports the idea that incorporation of sensory stimulation into motor rehabilitation practices increases its effectiveness. Paired associative stimulation (PAS) studies, in which afferent and efferent pathways are activated in tandem, have brought attention to the importance of well-timed stimulation rather than non-associative (i.e., open-loop) activation. In patients with tetraplegia resulting from spinal cord injury (SCI), varying degrees of upper limb function may remain and could be harnessed for rehabilitation. Incorporating associative sensory stimulation coupled with self-paced motor training would be a means for supplementing sensory deficits and improving functional outcomes. In a motor rehabilitation setting, it seems plausible that sensory feedback stimulation in response to volitional movement execution (to the extent possible), which is not utilized in most PAS protocols, would produce greater benefits. This capability is developed and tested in the present study by implementing a brain-computer interface (BCI) to apply sensory stimulation synchronized with movement execution through the detection of movement intent in real time from electroencephalography (EEG). The results demonstrate that accurate sensory stimulation application in response to movement intent is feasible in SCI patients with chronic motor deficit and often precedes the onset of movement, which is deemed optimal by PAS investigations that do not involve a volitional movement task.
46
William, DuPont. "The Effects of Resistance Exercise Training on Cognition and Brain Function in Healthy Older Adult Women." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1532087071781131.
Full text
47
Culpan, Frances Jane. "Effect of aerobic training on functioning activities in patients following acquired brain injury : changes in exercise capacity, strength, mobility and functional independence in response to cycle ergometer exercise training in adults undergoing rehabilitation following acquired brain injury." Thesis, University of East London, 2004. http://roar.uel.ac.uk/3875/.
Full textAbstract:
Acquired brain injury (ABI) often results in prolonged periods of immobility which exacerbates physiological and psychological problems resulting from initial injury. A randomised controlled study had determined the effect of 3 months of exercise training on rehabilitation outcomes, impairment, mobility and activity in adults with ABI. This thesis reports changes in exercise capacity related to impairment, mobility and activity following exercise training during rehabilitation following ABI. Exercise capacity was compared using maximum oxygen uptake (VO2) and heart rate monitored graded exercise testing (HR GXT) with a cycle ergometer; changes in impairment were assessed by Motricity Index, isometric muscle strength; mobility with Berg Balance Scale, Rivermead Mobility Index, 10-m walk velocity; and activity with Functional Independence Measure , Barthel Index and Nottingham Extended Activities of Daily Living Index. Data was collected at 4 regional neurological rehabilitation units. Logistics, protocols and methodological issues associated with reliability were explored. Blind assessments were completed at baseline, 6 weeks (T2), at end of training 3 months (T3), and 3 months after training (T4) in 157 adults 43.2 ± 13.9 years old recruited 24.2 ± 14.7 weeks after a single incident ABI. Differences between VCh GXT and predicted maximal exercise data were found (p<0.000) and correlations (p<0.01-0.05) were established between VCh max and functional scores in a sample of the study population at baseline (n=43). After training, exercising subjects (n=20) increased their VChmax (p<0.02), cycled for longer and were more efficient than relaxation control subjects (n=22, p=0.03). Changes in HR GXT performance were examined in depth in a different subgroup (n=61) and exercising subjects (n=30) showed larger (p=0.02) increases at T3 than controls (n=31) for maximum work rate, but there were no associated changes in measures of impairment, mobility or activity. The improvements in exercise capacity were similar to changes seen in the VCh tested subjects. Comparison of HR GXT with VOi max testing validated the use of HR GXT in the clinic. Guidelines based on mobility and activity for selecting suitable patients for exercise testing are proposed and analysis of exercise training has provided guidelines for increasing exercise capacity. This study demonstrated that younger adults in the first year after ABI have markedly reduced exercise capacity which can be increased and responds normally to cycle ergometer training undertaken in the clinical setting.
48
Williams, Marian H. (Marian Haile). "The Effects of a Brain-based Learning Strategy, Mind Mapping, on Achievement of Adults in a Training Environment with Considerations to Learning Styles and Brain Hemisphericity." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278776/.
Full textAbstract:
This study examined the effectiveness of Mind Mapping (a diagram of the structure of ideas in an associative manner, using graphics, color and key words) as a note-taking device in a training course in a large, high-tech corporation, as compared to traditional note-taking. The population for this study consisted of personnel employed by a major high-tech firm, that had voluntarily registered for a Mind Mapping training class. The effect of Mind Mapping was measured by the pre-test and post-test of the control and experimental groups.
49
Heywood, Peter G. "Predictors of successful imagery relaxation : an investigation of the relationship between absorption and brain hemisphericity /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737877.
Full text
50
Whiteford, Kristen Maryann. "Testing the Validity of the PEAK Relational Training System in Assessing Language & Cognition After Brain Injury." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1451.
Full textAbstract:
As a field, Behavior Analysis lacks an evidence based solution to assessing and treating language deficits in individuals with brain injuries. Research suggests that using direct instruction with persons with brain injuries is the most effective approach for teaching skills. Research on the PEAK Relational Training System suggests it may be applicable to adults with brain injuries because it does not have an age maximum and it assesses and trains complex language skills. The purpose of the current research is to determine the PEAK Relational Training System's potential applicability in assessing language and cognition functioning in adults with brain injury. 20 adults with brain injuries served as the participants for this study. Using a Pearson Correlation, the relationship between performance on the PEAK assessment and the Ross Information Processing Assessment (RIPA-2), pre-morbid education levels, Glasgow Coma Scale scores, and the location of injury in the brain was analyzed. Significant relationships between PEAK and RIPA-2 scores and PEAK and number of years since injury were shown. Furthermore, implementation of the PEAK was shown to be highly reliable. The current research has shown the effectiveness of the PEAK Relational Training System Direct Training Assessment for adults with brain injury.