scholarly journals 4216 A TL1 team approach to investigate attention and learning at the intracranial network level and assess the effect different cognitive rehabilitation strategies have on measures of attention and learning

2020 ◽  
Vol 4 (s1) ◽  
pp. 21-21
Author(s):  
Sarah E. Long ◽  
Catherine Tocci ◽  
Giridhar Kalamangalam ◽  
William Perlstein ◽  
Ayse Gunduz
Keyword(s):  
Implicit Learning ◽  
Cognitive Rehabilitation ◽  
Learning Rate ◽  
Contextual Cueing ◽  
Strategy Training ◽  
Team Approach ◽  
Epileptic Patients ◽  
Metacognitive Strategy Training ◽  
Cortical Regions ◽  
Rehabilitation Strategies

OBJECTIVES/GOALS: 1) Investigate the network level interactions of attention and learning during an attention network task (ANT) and an implicit learning contextual cueing (CC) task. 2) Assess the effect attention rehabilitation strategies have on behavioral and neural responses pre/post-attentional intervention. METHODS/STUDY POPULATION: This study involves refractory epilepsy patients with implanted intracranial electrodes and moderate-to-severe traumatic brain injury (m/sTBI) survivors. In epileptic patients, we will identify connectivity of cortical regions via the ANT, which probes components of attention (alerting, orienting, and executive control) and a CC task that probes implicit learning. We hypothesize that modulation of attention and learning can be seen at the network level. In TBI we will assess improvement following two attention rehabilitation paradigms behaviorally; and use our results from epileptic patients to guide measurement of treatment-related neuroplastic change via scalp electroencephalography. RESULTS/ANTICIPATED RESULTS: When the proposed objectives are complete, we expect to determine how the implicit learning rate in m/sTBI changes as a result of both direct attention and metacognitive-strategy training, and discern the neuroanatomical networks associated with attention and implicit learning based on connectivity results. We expect to identify intracranial regions and networks that exhibit modulatory effects associated with attention and implicit learning. Additionally, we anticipate that deficits in attention will be mitigated following training and hypothesize that implicit learning rate will improve in TBI patients as a result of both attentional rehabilitation paradigms. DISCUSSION/SIGNIFICANCE OF IMPACT: Characterizing intracranial activity in epilepsy patients will give electrophysiology data unattainable in TBI patients. This intracranial perspective will enable us to propose mechanisms of action that may result from our interventions and enable critique of current rehabilitation treatments.

The development of a cognitive rehabilitation and psycho-social group programme for teenage and young adult survivors of brain tumours: A feasibility study

2021 ◽  
pp. 135910452110555
Author(s):  
Daniel Glazer ◽  
Xeni Daniilidi ◽  
Charlotte Valentino
Keyword(s):  
Young Adult ◽  
Feasibility Study ◽  
Social Group ◽  
Brain Tumours ◽  
Cognitive Rehabilitation ◽  
Real Life ◽  
Adult Survivors ◽  
Strategy Training ◽  
Current Evidence ◽  
Current Evidence Base

Introduction and aims Treatment for childhood and adolescent brain tumours is often intensive, with significant neurocognitive and psycho-social late effects ( Zeltzer et al., 2009 ). This feasibility Study aimed to inform the development of a cognitive rehabilitation and psycho-social group intervention for Teenage and Young Adult (TYA) survivors of brain tumours. Methods A group-based intervention incorporated ideas from the current evidence base, including psychoeducation and compensatory strategy training, with a focus on real-life goals and improving quality of life. Participants ( N = 19, 13–24 years) were recruited from the University College London Hospital TYA Oncology Service. Participants had received treatment for a malignant brain tumour and had completed their treatment at least 1 year prior to participation. Four group-based, whole-day interventions ran every 3 months throughout a year. Feasibility criteria were established to answer questions about acceptability of the intervention and recruitment. Results Qualitative and quantitative feedback from all four groups demonstrated acceptability and suitability of the intervention with regards to the content, structure and delivery. Recruitment presented more of a challenge with 35% fewer referrals than expected. Discussion and conclusion Feedback suggests that the intervention is suitable and acceptable, whilst limitations include numbers of referrals and referral pathways. Future directions are discussed.

Selective attention modulates implicit learning

2001 ◽  
Vol 54 (4) ◽  
pp. 1105-1124 ◽  
Author(s):  
Yuhong Jiang ◽  
Marvin M. Chun
Keyword(s):  
Visual Search ◽  
Selective Attention ◽  
Implicit Learning ◽  
Target Location ◽  
Spatial Configuration ◽  
Contextual Cueing ◽  
Predictive Information

The effect of selective attention on implicit learning was tested in four experiments using the “contextual cueing” paradigm (Chun & Jiang, 1998, 1999). Observers performed visual search through items presented in an attended colour (e.g., red) and an ignored colour (e.g., green). When the spatial configuration of items in the attended colour was invariant and was consistently paired with a target location, visual search was facilitated, showing contextual cueing (Experiments 1, 3, and 4). In contrast, repeating and pairing the configuration of the ignored items with the target location resulted in no contextual cueing (Experiments 2 and 4). We conclude that implicit learning is robust only when relevant, predictive information is selectively attended.

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