Cognitive training (CT) involves structured activities designed to improve specific cognitive functions like attention, memory, and problem-solving.
Studying its remote application is crucial in today’s digital age, especially given the rise of remote work and the need for accessible mental health interventions.
Remote CT could potentially offer a scalable solution for enhancing cognitive function and work performance across diverse populations, without the constraints of traditional in-person interventions.
Understanding its effectiveness in remote settings is vital for developing practical, widely-implementable cognitive enhancement strategies in various contexts, including workplace environments.
Key Points
Rationale
Cognitive impairment has emerged as a significant public health issue affecting occupational functioning, daily life, and quality of life across various health areas (Wilson et al., 2013; Green et al., 2000; Barkley, 1997; Romero-Ayuso et al., 2021; Rao et al., 1991; Janelsins et al., 2014).
Previous research has shown that cognitive training (CT) can be effective in improving cognitive function in patients with neuropsychiatric disorders (Cicerone et al., 2011; Wykes et al., 2011).
However, the impact of CT on cognitive function and work performance in the general workforce remains understudied.
The COVID-19 pandemic has led to an increase in remote interventions, including CT, which offers advantages for those with distance and time constraints.
This study aimed to investigate the feasibility and effectiveness of remote CT on cognitive function and its relationship with work performance in Japanese workers.
By exploring this novel approach to mental health care in the workplace, the research sought to contribute to the growing body of knowledge on occupational health practices and the potential benefits of cognitive interventions for the general workforce.
Method
The study employed an intervention time series design, with participants completing cognitive function tests and self-administered questionnaires at three timepoints: baseline, after 12 weeks of CT (post-treatment), and 12 weeks after the cessation of CT (follow-up).
Procedure
Participants were recruited from 10 companies in a metropolitan area of Japan. They were provided with BrainHQ accounts for CT and were recommended to complete three 20-minute sessions per week.
Reminders were sent three times a week. Cognitive function tests were administered using the THINC-Integrated Tool (THINC-it®) on a tablet computer.
Sample
The study included 119 Japanese workers aged 18-65 years. Most participants were full-time male workers.
Measures
Statistical measures
Results
Hypothesis 1:Remote CT would be feasible for Japanese workers.
Result:Not supported. Only 22.7% of participants achieved the recommended 720 minutes of training over 12 weeks.
Hypothesis 2:Longer training time would lead to greater improvements in cognitive function.
Result:Partially supported. The long-training group showed significantly greater improvement in the Spotter test (attention and executive function) compared to the short-training group.
Hypothesis 3:Improvements in cognitive function would lead to improvements in work performance.
Result:Not supported. There was no significant improvement in overall work performance after CT compared to baseline.
Hypothesis 4:Intrinsic motivation would be associated with training time and improvements in cognitive function and work performance.
Result:Supported. Higher IMI scores were associated with longer training time, greater improvements in cognitive function, and improvements in work performance.
Insight
This study provides valuable insights into the feasibility and effectiveness of remote CT for the general workforce.
The low adherence rate (22.7%) suggests that remote CT may not be feasible enough in its current form for widespread implementation in workplace settings.
However, the study does indicate that longer training times can lead to improvements in specific cognitive functions, particularly attention and executive function.
The finding that intrinsic motivation plays a crucial role in both adherence to CT and improvements in cognitive function and work performance extends previous research on the importance of motivation in cognitive interventions.
This suggests that future interventions should focus on enhancing participants’ intrinsic motivation to improve outcomes.
The lack of significant improvement in overall work performance despite some cognitive gains highlights the complex relationship between cognitive function and workplace productivity.
This complexity may be due to the relatively preserved cognitive function in the general workforce compared to clinical populations, where cognitive improvements have shown clearer links to functional outcomes.
Further research could explore ways to improve adherence to remote CT in workplace settings, possibly through gamification or personalized interventions.
Additionally, more comprehensive measures of work performance and longer follow-up periods could help elucidate the long-term effects of CT on workplace productivity.
Strengths
The study had several methodological strengths, including:
Limitations
This study also had several methodological limitations, including:
These limitations may affect the generalizability of the results and the ability to draw strong causal conclusions about the effectiveness of remote CT in improving work performance.
Implications
The results of this study have several implications for occupational health practices and mental health care in the workplace:
These implications suggest that while remote CT shows promise as a workplace intervention, further refinement and research are needed to optimize its effectiveness and integration into occupational health practices.
References
Primary reference
Shibaoka, M., Masuda, M., Iwasawa, S., Ikezawa, S., Eguchi, H., & Nakagome, K. (2024). The feasibility and effectiveness of remote cognitive training on cognitive function and work performance in workers.Frontiers in Psychology,15, 1404518.https://doi.org/10.3389/fpsyg.2024.1404518
Other references
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD.Psychological bulletin,121(1), 65.
Cicerone, K. D., Langenbahn, D. M., Braden, C., Malec, J. F., Kalmar, K., Fraas, M., … & Ashman, T. (2011). Evidence-based cognitive rehabilitation: updated review of the literature from 2003 through 2008.Archives of physical medicine and rehabilitation,92(4), 519-530.https://doi.org/10.1016/j.apmr.2010.11.015
Engan, H., Skanke, F., Dahl, V., Eimhjellen Ryen, E. A., Lindgren, K., Aasvik, J., & Sandmæl, J. A. (2023). The Feasibility of Web-Based Working Memory Training in Patients With Cancer Attending Inpatient Rehabilitation.Integrative Cancer Therapies,22, 15347354231164401.https://doi.org/10.1177/15347354231164401
Green, M. F., Kern, R. S., Braff, D. L., & Mintz, J. (2000). Neurocognitive deficits and functional outcome in schizophrenia: are we measuring the “right stuff”?.Schizophrenia bulletin,26(1), 119-136.https://doi.org/10.1093/oxfordjournals.schbul.a033430
Janelsins, M. C., Kesler, S. R., Ahles, T. A., & Morrow, G. R. (2014). Prevalence, mechanisms, and management of cancer-related cognitive impairment.International review of psychiatry,26(1), 102-113.https://doi.org/10.3109/09540261.2013.864260
Rao, S. M., Leo, G. J., Ellington, L., Nauertz, T., Bernardin, L., & Unverzagt, F. (1991). Cognitive dysfunction in multiple sclerosis. II. Impact on employment and social functioning.Neurology,41(5), 692-696.https://doi.org/10.1212/WNL.41.5.692
Romero-Ayuso, D., Toledano-González, A., Rodríguez-Martínez, M. D. C., Arroyo-Castillo, P., Triviño-Juárez, J. M., González, P., … & Segura-Fragoso, A. (2021). Effectiveness of virtual reality-based interventions for children and adolescents with ADHD: A systematic review and meta-analysis.Children,8(2), 70.https://doi.org/10.3390/children8020070
Wilson, R. S., Boyle, P. A., Segawa, E., Yu, L., Begeny, C. T., Anagnos, S. E., & Bennett, D. A. (2013). The influence of cognitive decline on well-being in old age.Psychology and aging,28(2), 304.
Wykes, T., Huddy, V., Cellard, C., McGurk, S. R., & Czobor, P. (2011). A meta-analysis of cognitive remediation for schizophrenia: methodology and effect sizes.American Journal of Psychiatry,168(5), 472-485.https://doi.org/10.1176/appi.ajp.2010.10060855
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Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
