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  • 张彩迪,曹歆轶,姜丽娟,等.经颅直流电刺激联合认知训练对工作记忆的影响[J].同济大学学报(医学版),2019,40(6):859-864.    [点击复制]
  • ZHANG Cai-di,CAO Xin-yi,JIANG Li-juan,et al.Effects of transcranial direct current stimulation combined with cognitive training on working memory[J].同济大学学报(医学版),2019,40(6):859-864.   [点击复制]
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经颅直流电刺激联合认知训练对工作记忆的影响
张彩迪,曹歆轶,姜丽娟,顾楠楠,朱智佩,李春波
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(上海交通大学医学院附属精神卫生中心,上海 200030;上海市普陀区精神卫生中心,上海 200065;上海交通大学心理与行为科学研究院,上海 200030; 上海交通大学脑科学与技术研究中心,上海 200030; 5. 中国科学院脑科学与智能技术卓越创新中心,上海 200030)
摘要:
目的 探究认知训练不同时点联合经颅直流电刺激对健康年轻人工作记忆的影响。方法 105名健康大学生按区组随机分为训练后刺激组(n=35)、同时进行组(n=35)和刺激后训练组(n=35),每组认知训练和经颅直流电刺激仅干预1次。采用数字广度任务(顺背和倒背)、字母数字广度、简易视觉空间记忆测验-修订版、韦氏记忆量表-第三版: 空间广度测验(顺行和逆行)、数字n-back任务于基线和干预后即刻对3组被试进行工作记忆评估。结果 除训练后刺激组和同时进行组空间广度测验(逆行)得分外,3组干预后数字广度(顺背和倒背)、字母数字广度、简易视觉空间记忆测验-修订版、空间广度测验(顺行)评估得分和数字n-back任务正确率均显著高于基线,数字n-back任务反应时显著低于基线,差异均有统计学意义(P<0.05);但3组干预后所有任务评估得分的增/减分率(只有数字n-back任务反应时计算减分率)差异均无统计学意义(P>0.05)。结论 单次认知训练和经颅直流电刺激在3个不同时点联合均可显著提高健康人的工作记忆,但不同时点的联合刺激顺序对效果影响不显著。
关键词:  认知训练  经颅直流电刺激  工作记忆  时间窗
DOI:10.16118/j.1008-0392.2019.06.016
投稿时间:2019-07-25
基金项目:上海市精神卫生中心临床研究中心重点项目(CRC2017ZD01);上海市卫生和计划生育委员会青年项目(20164Y0017);上海市卫生和计划生育委员会科研课题青年项目(20154Y0080)
Effects of transcranial direct current stimulation combined with cognitive training on working memory
ZHANG Cai-di,CAO Xin-yi,JIANG Li-juan,GU Nan-nan,ZHU Zhi-pei,LI Chun-bo
(Shanghai Mental Health Center, Shanghai Jiao-tong University School of Medicine, Shanghai 200030, Chin;Shanghai Putuo Mental Health Center, Shanghai 20065, China;Shanghai Mental Health Center, Shanghai Jiao-tong University School of Medicine, Shanghai 200030, China;Institute of Psychology and Behavioral Science, Shanghai Jiao-tong University, Shanghai 200030, China; Brain Science and Technology Research Center, Shanghai Jiao-tong University, Shanghai 200030, China; Center for Excellence in Brain Science and Intelligence Technology, Chinese Academy of Science, Shanghai 200030, China)
Abstract:
Objective To explore the effects of cognitive training combined with transcranial direct current stimulation on working memory in healthy young adults. Methods One hundred and five healthy college students were recruited and randomly divided into three groups: post-training stimulation group(n=35), simultaneous training group(n=35) and post-stimulation training group(n=35), in which training and stimulation only intervened once. The working memory was assessed at baseline and immediately after interventions with the digit span task(forward and backward), letter-number span test, brief visuospatial memory test-revised, the third edition of Wechsler memory scale-spatial span test(anterograde and retrograde), and digital n-back task. Results Except the scores of the third edition of Wechsler memory scale-spatial span test(retrograde) in post-training stimulation group and simultaneous training group, the post-intervention scores of the digit span task(forward and backward), letter-number span test, brief visuospatial memory test-revised, the third edition of Wechsler memory scale-spatial span test(anterograde), and the correct rate of digital n-back task were significantly higher than those of baseline, and the response time of digital n-back task was significantly lower than that of baseline in three groups(all P<0.05). But there was no significant difference in the increase/decrease rate of all task scores(only the decrease rate calculated by digital n-back task response time) among the three groups(P>0.05). Conclusion Single cognitive training and transcranial direct current stimulation at different orders can all significantly and undifferentially improve working memory of healthy adults.
Key words:  cognitive training  transcranial direct current stimulation  working memory  timing

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