Bacteria Hunt: Evaluating multi-paradigm BCI interaction

The multimodal, multi-paradigm brain-computer interfacing (BCI) game Bacteria Hunt was used to evaluate two aspects of BCI interaction in a gaming context. One goal was to examine the effect of feedback on the ability of the user to manipulate his mental state of relaxation. This was done by having one condition in which the subject played the game with real feedback, and another with sham feedback. The feedback did not seem to affect the game experience (such as sense of control and tension) or the objective indicators of relaxation, alpha activity and heart rate. The results are discussed with regard to clinical neurofeedback studies. The second goal was to look into possible interactions between the two BCI paradigms used in the game: steady-state visually-evoked potentials (SSVEP) as an indicator of concentration, and alpha activity as a measure of relaxation. SSVEP stimulation activates the cortex and can thus block the alpha rhythm. Despite this effect, subjects were able to keep their alpha power up, in compliance with the instructed relaxation task. In addition to the main goals, a new SSVEP detection algorithm was developed and evaluated

Brain enhancement through cognitive training: A new insight from brain connectome

Owing to the recent advances in neurotechnology and the progress in understanding of brain cognitive functions, improvements of cognitive performance or acceleration of learning process with brain enhancement systems is not out of our reach anymore, on the contrary, it is a tangible target of contemporary research. Although a variety of approaches have been proposed, we will mainly focus on cognitive training interventions, in which learners repeatedly perform cognitive tasks to improve their cognitive abilities. In this review article, we propose that the learning process during the cognitive training can be facilitated by an assistive system monitoring cognitive workloads using electroencephalography (EEG) biomarkers, and the brain connectome approach can provide additional valuable biomarkers for facilitating leaners' learning processes. For the purpose, we will introduce studies on the cognitive training interventions, EEG biomarkers for cognitive workload, and human brain connectome. As cognitive overload and mental fatigue would reduce or even eliminate gains of cognitive training interventions, a real-time monitoring of cognitive workload can facilitate the learning process by flexibly adjusting difficulty levels of the training task. Moreover, cognitive training interventions should have effects on brain sub-networks, not on a single brain region, and graph theoretical network metrics quantifying topological architecture of the brain network can differentiate with respect to individual cognitive states as well as to different individuals' cognitive abilities, suggesting that the connectome is a valuable approach for tracking the learning progress. Although only a few studies have exploited the connectome approach for studying alterations of the brain network induced by cognitive training interventions so far, we believe that it would be a useful technique for capturing improvements of cognitive function

BRAIN COMPUTER INTERFACE (BCI) ON ATTENTION: A SCOPING REVIEW

Technological innovations are now an integral part of healthcare. Brain-computer interface (BCI) is a novel technological intervention system that is useful in restoring function to people disabled by neurological disorders such as attention deficit hyperactivity disorder (ADHD), amyotrophic lateral sclerosis (ALS), cerebral palsy, stroke, or spinal cord injury. This paper surveys the literature concerning the effectiveness of BCI on attention in subjects under various conditions. The findings of this scoping review are that studies have been made on ADHD, ALS, ASD subjects, and subjects recovering from brain and spinal cord injuries. BCI based neurofeedback training is seen to be effective in improving attention in these subjects. Some studies have also been made on healthy subjects.BCI based neurofeedback training promises neurocognitive improvement and EEG changes in the elderly. Different cognitive assessments have been tried on healthy adults.   From this review, it is evident that hardly any research has been done on using BCI for enhancing attention in post-stroke subjects. So there arises the necessity for making a study on the effects of BCI based attention training in post-stroke subjects, as attention is the key for learning motor skills that get impaired following a stroke. Currently, many researches are underway to determine the effects of a BCI based training program for the enhancement of attention in post-stroke subjects

Hybridizing 3-dimensional multiple object tracking with neurofeedback to enhance preparation, performance, and learning

Le vaste domaine de l’amélioration cognitive traverse les applications comportementales, biochimiques et physiques. Aussi nombreuses sont les techniques que les limites de ces premières : des études de pauvre méthodologie, des pratiques éthiquement ambiguës, de faibles effets positifs, des effets secondaires significatifs, des couts financiers importants, un investissement de temps significatif, une accessibilité inégale, et encore un manque de transfert. L’objectif de cette thèse est de proposer une méthode novatrice d’intégration de l’une de ces techniques, le neurofeedback, directement dans un paradigme d’apprentissage afin d’améliorer la performance cognitive et l’apprentissage. Cette thèse propose les modalités, les fondements empiriques et des données à l’appui de ce paradigme efficace d’apprentissage ‘bouclé’. En manipulant la difficulté dans une tâche en fonction de l’activité cérébrale en temps réel, il est démontré que dans un paradigme d’apprentissage traditionnel (3-dimentional multiple object tracking), la vitesse et le degré d’apprentissage peuvent être améliorés de manière significative lorsque comparés au paradigme traditionnel ou encore à un groupe de contrôle actif. La performance améliorée demeure observée même avec un retrait du signal de rétroaction, ce qui suggère que les effets de l’entrainement amélioré sont consolidés et ne dépendent pas d’une rétroaction continue. Ensuite, cette thèse révèle comment de tels effets se produisent, en examinant les corrélés neuronaux des états de préparation et de performance à travers les conditions d’état de base et pendant la tâche, de plus qu’en fonction du résultat (réussite/échec) et de la difficulté (basse/moyenne/haute vitesse). La préparation, la performance et la charge cognitive sont mesurées via des liens robustement établis dans un contexte d’activité cérébrale fonctionnelle mesurée par l’électroencéphalographie quantitative. Il est démontré que l’ajout d’une assistance- à-la-tâche apportée par la fréquence alpha dominante est non seulement appropriée aux conditions de ce paradigme, mais influence la charge cognitive afin de favoriser un maintien du sujet dans sa zone de développement proximale, ce qui facilite l’apprentissage et améliore la performance. Ce type de paradigme d’apprentissage peut contribuer à surmonter, au minimum, un des limites fondamentales du neurofeedback et des autres techniques d’amélioration cognitive : le manque de transfert, en utilisant une méthode pouvant être intégrée directement dans le contexte dans lequel l’amélioration de la performance est souhaitée.The domain of cognitive enhancement is vast, spanning behavioral, biochemical and physical applications. The techniques are as numerous as are the limitations: poorly conducted studies, ethically ambiguous practices, limited positive effects, significant side-effects, high financial costs, significant time investment, unequal accessibility, and lack of transfer. The purpose of this thesis is to propose a novel way of integrating one of these techniques, neurofeedback, directly into a learning context in order to enhance cognitive performance and learning. This thesis provides the framework, empirical foundations, and supporting evidence for a highly efficient ‘closed-loop’ learning paradigm. By manipulating task difficulty based on a measure of cognitive load within a classic learning scenario (3-dimentional multiple object tracking) using real-time brain activity, results demonstrate that over 10 sessions, speed and degree of learning can be substantially improved compared with a classic learning system or an active sham-control group. Superior performance persists even once the feedback signal is removed, which suggests that the effects of enhanced training are consolidated and do not rely on continued feedback. Next, this thesis examines how these effects occur, exploring the neural correlates of the states of preparedness and performance across baseline and task conditions, further examining correlates related to trial results (correct/incorrect) and task difficulty (slow/medium/fast speeds). Cognitive preparedness, performance and load are measured using well-established relationships between real-time quantified brain activity as measured by quantitative electroencephalography. It is shown that the addition of neurofeedback-based task assistance based on peak alpha frequency is appropriate to task conditions and manages to influence cognitive load, keeping the subject in the zone of proximal development more often, facilitating learning and improving performance. This type of learning paradigm could contribute to overcoming at least one of the fundamental limitations of neurofeedback and other cognitive enhancement techniques : a lack of observable transfer effects, by utilizing a method that can be directly integrated into the context in which improved performance is sought

Neurofeedback Therapy for Enhancing Visual Attention: State-of-the-Art and Challenges

We have witnessed a rapid development of brain-computer interfaces (BCIs) linking the brain to external devices. BCIs can be utilized to treat neurological conditions and even to augment brain functions. BCIs offer a promising treatment for mental disorders, including disorders of attention. Here we review the current state of the art and challenges of attention-based BCIs, with a focus on visual attention. Attention-based BCIs utilize electroencephalograms (EEGs) or other recording techniques to generate neurofeedback, which patients use to improve their attention, a complex cognitive function. Although progress has been made in the studies of neural mechanisms of attention, extraction of attention-related neural signals needed for BCI operations is a difficult problem. To attain good BCI performance, it is important to select the features of neural activity that represent attentional signals. BCI decoding of attention-related activity may be hindered by the presence of different neural signals. Therefore, BCI accuracy can be improved by signal processing algorithms that dissociate signals of interest from irrelevant activities. Notwithstanding recent progress, optimal processing of attentional neural signals remains a fundamental challenge for the development of efficient therapies for disorders of attention

Drugs, games, and devices for enhancing cognition: implications for work and society.

As work environments change, the demands on working people change. Cognitive abilities in particular are becoming progressively more important for work performance and successful competition in a global environment. However, work-related stress, performance over long hours, lack of sleep, shift work, and jet lag affect cognitive functions. Therefore, an increasing number of healthy people are reported to use cognitive-enhancing drugs, as well as other interventions, such as noninvasive brain stimulation, to maintain or improve work performance. This review summarizes research on pharmacological and technical methods as well as cognitive training, including game apps for the brain, in healthy people. In neuropsychiatric disorders, impairments in cognitive functions can drastically reduce the chances of returning to work; therefore, this review also summarizes findings from pharmacological and cognitive-training studies in neuropsychiatric disorders.All cited psychopharmacological work from Professor Sahakian laboratory was funded by a Wellcome Trust Grant (089589/Z/09/Z) awarded to T.W. Robbins, B.J. Everitt, A.C. Roberts, J.W. Dalley, and B.J. Sahakian, and it was conducted at the Behavioural and Clinical Neuroscience Institute, which is supported by a joint award from the Medical Research Council and Wellcome Trust (G00001354). ABB was supported by a grant from the The Wallitt Foundation.This is the author accepted manuscript. The final version is available from Wiley via http://dx.doi.org/10.1111/nyas.1304

Enhancing Cognitive Skills in Students with Autism Spectrum Disorder through Game-Based Brain-Computer Interface Training

Autism Spectrum Disorder ASD is a neurodevelopmental disorder that involves a series of behavioral aspects Individuals with ASD have atypical development in the areas of learning communication social interaction detection and handling of emotions motor coordination and concentration They may also have difficulty thinking flexibly and dealing with changes With the advancement of information and communication technologies an alternative used to assist in treating these children is the brain-computer interface BCI In this context this article aimed to create a mental game controlled via ICC that would enable the monitoring of brainwave behavior and promote an improvement in the cognitive performance of children with ASD To this end a mixed methods experimental study was carried out with a sample of 21 children aged 9 to 11 years The study was carried out in schools in the city of Fortaleza - Brazil The children in the Experimental Group EG were exposed to a game that involved memorizing images to develop and improve reasoning by creating relationships between the images and the sequence of arranged card

Enhancing Cognitive Skills in Students with Autism Spectrum Disorder through Game-Based Brain-Computer Interface Training

Autism Spectrum Disorder ASD is a neurodevelopmental disorder that involves a series of behavioral aspects Individuals with ASD have atypical development in the areas of learning communication social interaction detection and handling of emotions motor coordination and concentration They may also have difficulty thinking flexibly and dealing with changes With the advancement of information and communication technologies an alternative used to assist in treating these children is the brain-computer interface BCI In this context this article aimed to create a mental game controlled via ICC that would enable the monitoring of brainwave behavior and promote an improvement in the cognitive performance of children with ASD To this end a mixed methods experimental study was carried out with a sample of 21 children aged 9 to 11 years The study was carried out in schools in the city of Fortaleza - Brazil The children in the Experimental Group EG were exposed to a game that involved memorizing images to develop and improve reasoning by creating relationships between the images and the sequence of arranged card

Drugs, games, and devices for enhancing cognition: implications for work and society

As work environments change, the demands on working people change. Cognitive abilities in particular are becoming progressively more important for work performance and successful competition in a global environment. However, work-related stress, performance over long hours, lack of sleep, shift work, and jet lag affect cognitive functions. Therefore, an increasing number of healthy people are reported to use cognitive-enhancing drugs, as well as other interventions, such as noninvasive brain stimulation, to maintain or improve work performance. This review summarizes research on pharmacological and technical methods as well as cognitive training, including game apps for the brain, in healthy people. In neuropsychiatric disorders, impairments in cognitive functions can drastically reduce the chances of returning to work; therefore, this review also summarizes findings from pharmacological and cognitive-training studies in neuropsychiatric disorders.All cited psychopharmacological work from Professor Sahakian laboratory was funded by a Wellcome Trust Grant (089589/Z/09/Z) awarded to T.W. Robbins, B.J. Everitt, A.C. Roberts, J.W. Dalley, and B.J. Sahakian, and it was conducted at the Behavioural and Clinical Neuroscience Institute, which is supported by a joint award from the Medical Research Council and Wellcome Trust (G00001354). ABB was supported by a grant from the The Wallitt Foundation.This is the author accepted manuscript. The final version is available from Wiley via http://dx.doi.org/10.1111/nyas.1304