The Effect of Neurofeedback Training on Variables of Attention in Healthy Adults

Abstract

The aim of present study is to examine the effect of neurofeedback training on attentional processes in two groups of healthy adult participants. During the experiment, participants in the experimental group were required to complete two puzzles displayed on the computer screen while having neu-rofeedback training. During this procedure, performance on the puzzles was based on participants’ brain activity that was recorded from the Cz area. Moreover, before and after completion of seven neurofeedback sessions, Stroop task was used to measure selective attention performance. Results for the Stroop task showed that although there was a significant reaction time difference before and after the neurofeedback training, there was no significant main effect of group (experimental vs. control group). Furthermore, the reaction time to complete the puzzles across the sessions did not differ significantly between the experimental and the control group. Improving the training program by increasing the number of training sessions and employing a more attention-demanding task in the training sessions might have resulted in an expected effect of neurofeedback.

Keywords

• Neurofeedback,Electroencephalography,Attention,Stroop task

Sağlıklı Yetişkinlerde Sinirsel Geribildirim Eğitiminin Dikkat Değişkenleri Üzerindeki Etkisi

Abstract

Bu çalışmanın amacı sinirsel geribildirim (neurofeedback) eğitiminin dikkat süreci üzerindeki etkisi sağlıklı yetişkinlerden oluşan iki katılımcı grubunda incelenmiştir. Deney esnasında, deneysel gruptaki katılımcılar, bir yandan sinirsel geribildirim eğitimi alırken diğer yandan kendilerinden bilgisayar ekranında gösterilen iki adet bulmaca oyununu tamamlamaları istenmiştir. Bu işlem sırasında, katılımcı-ların bulmaca çözme performansı, elektrotların yerleştirildiği Cz bölgesinden elde edilen beyin dalgalarına göre değişim göstermektedir. Ayrıca, toplam yedi sinirsel geribildirim oturumu öncesi ve oturum sonrasında seçici dikkat performansını ölçmek amacıyla Stroop görevi kullanılmıştır. Stroop görevinin sonuçları, sinirsel geribildirim eğitimi öncesi ve sonrasında kaydedilen tepki süreleri arasında anlamlı fark bulunduğunu gösterse de, grubun (deneysel grup ve kontrol grup) temel etkisi anlamlı bulunmamıştır. Diğer yandan, oturumlar boyunca bulmacaları tamamlamak için gerekli tepki süresi deneysel ve kontrol gruplarında anlamlı olarak değişiklik göstermemiştir. Eğitim oturumlarının sayısını artırarak ve eğitim oturumlarında daha dikkat gerektiren bir görevi kullanarak eğitim programının iyileştirilmesi sonucunda, sinirsel geribildiriminin beklenen etkisi görülebilir.

Keywords

• Sinirsel geribildirim,Elektroensefalografi,Dikkat,Stroop görevi

References

1. Alhambra MA, Fowler TP, Alhambra AA (1995) EEG biofeedback: a new treatment option for ADD/ADHD. J Neurother, 1(2):39–43.
2. Başar E, Başar-Eroğlu C, Karakaş S, Schürmann M (1999) Are cognitive processes manifested in event-related gamma, alpha, theta and delta oscillations in the EEG? Neurosci Lett, 259(3):165-168.
3. Başar E, Başar-Eroğlu C, Karakaş S, Schürmann M (2001) Gamma, alpha, delta, and theta oscillations govern cognitive processes. Int J Psychophysiol, 39(2-3):241-248.
4. Bernardo LM (2007) The effectiveness of pilates training in healthy adults: an appraisal of the research literature. J Bodyw Mov Ther, 11(2):106-110.
5. Davelaar EJ (2017) Testing the Specificity of EEG Neurofeedback Training on First- and Second-Order Measures of Attention. In Foundations of Augmented Cognition: Neuroergonomics and Operational Neuroscience, (Eds DD Schmorrow, CM Fidopiastis):19-27. Springer International Publishing.
6. Demos JN (2005) Getting started with neurofeedback. New York, WW Norton & Company.
7. Doppelmayr M, Weber E (2011) Effects of SMR and theta/beta neurofeedback on reaction times, spatial abilities, and creativity. J Neurother, 15(2):115-129.
8. Egner T, Gruzelier JH (2001) Learned self-regulation of EEG frequency components affects attention and event-related brain potentials in humans. NeuroReport, 12:4155–4159.

9. Egner T, Gruzelier JH (2003) Ecological validity of neurofeedback: modulation of slow wave EEG enhances musical performance. NeuroReport, 14:1221–1224.
10. Egner T, Gruzelier JH (2004) EEG biofeedback of low beta band components: frequency-specific effects on variables of attention and event-related brain potentials. Clin Neurophysiol, 115(1):131–139.
11. Egner T, Sterman, MB (2006) Neurofeedback treatment of epilepsy: from basic rationale to practical application. Expert Rev Neurother, 6(2):247-257.
12. Fishbein DH, Thatcher, RW, Cantor DS (1990) Ingestion of carbohydrates varying in complexity produce differential brain responses. Clin Electroencephalogr, 21(1):5–11.
13. Fuller G (1984) Biofeedback: Methods and Procedures in Clinical Practice. San Francisco, Biofeedback Press.
14. Heinrich H (2004) Training of slow cortical potentials in ADHD: evidence for positive behavioral and neurophysiological effects. Biol Psychiatry, 55:772–775.
15. Kayıran S, Dursun E, Dursun N, Ermutlu N, Karamürsel S (2010) Neurofeedback intervention in fibromyalgia syndrome: a randomized, controlled, rater blind clinical trial. Appl Psychophysiol Biofeedback, 35(4):293-302.
16. Leins U, Goth G, Hinterberger T, Klinger C, Rumpf N, Strehl U (2007) Neurofeedback for children with ADHD: a comparison of SCP and theta/beta protocols. Appl Psychophysiol Biofeedback, 32(2):73–88.
17. Lansbergen MM, van Dongen-Boomsma M, Buitelaar JK, Slaats-Willemse D (2011) ADHD and EEG-neurofeedback: a double-blind randomized placebo-controlled feasibility study. J Neural Transm (Vienna), 118(02):275-284.
18. Lubar JF, Swartwood MO, Swartwood JN, O'Donnell PH (1995) Evaluation of the effectiveness of EEG neurofeedback training for ADHD in a clinical setting as measured by changes in TOVA scores, behavioral ratings and WISCR performance. Biofeedback Self Regul, 20(1):83–99.
19. MacLeod CM (1991) Half a century of research on the stroop effect: an integrative review. Psychol Bull, 109(2):163-203.
20. MacLeod CM (1992) The stroop task: the "gold standard" of attentional measures. J Exp Psychol Gen, 121(1):12-14.
21. Memmedova K (2015) Impact of pilates on anxiety attention, motivation, cognitive function and achievement of students: structural modeling. Procedia- Soc Behav Sci, 186:544-548.
22. Micoulaud-Franchi JA, Geoffroy PA, Fond G, Lopez R, Bioulac S, Philip P (2014) EEG neurofeedback treatments in children with ADHD: an updated meta-analysis of randomized controlled trials. Front Hum Neurosci, 8:906.
23. Monderer RS, Harrison DM, Haut SR (2002) Neurofeedback and epilepsy. Epilepsy Behav, 3(3):214-218.
24. Scott WC, Kaiser D, Othmer S, Sideroff SI (2005) Effects of an EEG biofeedback protocol on a mixed substance abusing population. Am J Drug Alcohol Abuse, 31(3):455-469.
25. Sterman MB (2000) EEG markers for attention deficit disorder: pharmacological and neurofeedback applications. Child Study J, 30(1):1-23.
26. Strehl U, Leins U, Goth G, Klinger C, Hinterberger T, Birbaumer N (2006) Self-regulation of slow cortical potentials: a new treatment for children with attention-deficit/hyperactivity disorder. Pediatr, 118(5):1530-1540.
27. Stroop JR (1935) Studies of interference in serial verbal reactions. J Exp Psychol, 18(6):643-662.
28. Thompson M, Thompson L (2003) The Neurofeedback Book: An Introduction to Basic Concepts in Applied Psychophysiology. Colorado, The Association for Applied Psychophysiology and Biofeedback.
29. Thorndike EL (1898) Animal intelligence: An Experimental Study of the Associative Processes in Animals. The Psychol Review: Monogr Supplements, 2(4):i-109.
30. Vernon D, Frick A, Gruzelier, JH (2004) Neurofeedback as a treatment for ADHD: a methodological review with implications for future research. J Neurother, 8(2):53–82.
31. Vernon D (2005) Can neurofeedback training enhance performance? an evaluation of the evidence with implications for future research. Appl Psychophysiol Biofeedback, 30(4):347-364.