000086494 001__ 86494
000086494 005__ 20200716101606.0
000086494 0247_ $$2doi$$a10.3389/fnbeh.2019.00247
000086494 0248_ $$2sideral$$a115317
000086494 037__ $$aART-2019-115317
000086494 041__ $$aeng
000086494 100__ $$0(orcid)0000-0002-6112-9639$$aSánchez-Pérez , Noelia$$uUniversidad de Zaragoza
000086494 245__ $$aComputer-Based Cognitive Training Improves Brain Functional Connectivity in the Attentional Networks: A Study With Primary School-Aged Children
000086494 260__ $$c2019
000086494 5060_ $$aAccess copy available to the general public$$fUnrestricted
000086494 5203_ $$aWe have shown that a computer-based program that trains schoolchildren in cognitive tasks that mainly tap working memory (WM), implemented by teachers and integrated into school routine, improved cognitive and academic skills compared with an active control group. Concretely, improvements were observed in inhibition skills, non-verbal IQ, mathematics and reading skills. Here, we focus on a subsample from the overarching study who volunteered to be scanned using a resting state fMRI protocol before and 6-month after training. This sample reproduced the aforementioned behavioral effects, and brain functional connectivity changes were observed within the attentional networks (ATN), linked to improvements in inhibitory control. Findings showed stronger relationships between inhibitory control scores and functional connectivity in a right middle frontal gyrus (MFG) cluster in trained children compared to children from the control group. Seed-based analyses revealed that connectivity between the r-MFG and homolateral parietal and superior temporal areas were more strongly related to inhibitory control in trained children compared to the control group. These findings highlight the relevance of computer-based cognitive training, integrated in real-life school environments, in boosting cognitive/academic performance and brain functional connectivity.
000086494 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PSI2017-84556-P
000086494 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000086494 590__ $$a2.512$$b2019
000086494 591__ $$aBEHAVIORAL SCIENCES$$b23 / 52 = 0.442$$c2019$$dQ2$$eT2
000086494 591__ $$aNEUROSCIENCES$$b180 / 271 = 0.664$$c2019$$dQ3$$eT3
000086494 592__ $$a1.199$$b2019
000086494 593__ $$aBehavioral Neuroscience$$c2019$$dQ1
000086494 593__ $$aNeuropsychology and Physiological Psychology$$c2019$$dQ1
000086494 593__ $$aCognitive Neuroscience$$c2019$$dQ2
000086494 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000086494 700__ $$aInuggi, Alberto
000086494 700__ $$aCastillo, Alejandro
000086494 700__ $$aCampoy, Guillermo
000086494 700__ $$aGarcía-Santos, Jose Maria
000086494 700__ $$aGonzález-Salinas, Carmen
000086494 700__ $$aFuentes, Luis J.
000086494 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000086494 773__ $$g13 (2019)$$pFrontiers in behavioral neuroscience$$tFRONTIERS IN BEHAVIORAL NEUROSCIENCE$$x1662-5153
000086494 8564_ $$s2335500$$uhttps://zaguan.unizar.es/record/86494/files/texto_completo.pdf$$yVersión publicada
000086494 8564_ $$s23653$$uhttps://zaguan.unizar.es/record/86494/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000086494 909CO $$ooai:zaguan.unizar.es:86494$$particulos$$pdriver
000086494 951__ $$a2020-07-16-09:54:59
000086494 980__ $$aARTICLE