Mendoza Leanne K, Ashford Jason M, Willard Victoria W, Clark Kellie N, Martin-Elbahesh Karen, Hardy Kristina K, Merchant Thomas E, Jeha Sima, Wang Fang, Zhang Hui, Conklin Heather M
St. Jude Children's Research Hospital, Memphis, TN 38105, USA.
Children's National Medical Center, Washington, DC 20010, USA.
Children (Basel). 2019 Sep 27;6(10):105. doi: 10.3390/children6100105.
Childhood cancer survivors are at risk for cognitive and social deficits. Previous findings indicate computerized cognitive training can result in an improvement of cognitive skills. The current objective was to investigate whether these cognitive gains generalize to social functioning benefits. Sixty-eight survivors of childhood cancer were randomly assigned to a computerized cognitive intervention (mean age 12.21 ± 2.47 years, 4.97 ± 3.02 years off-treatment) or waitlist control group (mean age 11.82 ± 2.42 years, 5.04 ± 2.41 years off-treatment). Conners 3 Parent and Self-Report forms were completed pre-intervention, immediately post-intervention and six-months post-intervention. Piecewise linear mixed-effects models indicated no significant differences in Peer Relations between groups at baseline and no difference in change between groups from pre- to immediate post-intervention or post- to six-months post-intervention ( > 0.40). Baseline Family Relations problems were significantly elevated in the control group relative to the intervention group ( < 0.01), with a significantly greater decline from pre- to immediate post-intervention ( < 0.05) and no difference in change between groups from post- to six-months post-intervention ( > 0.80). The study results suggest cognitive gains from computerized training do not generalize to social functioning. Training focused on skill-based social processing (e.g., affect recognition) may be more efficacious.
儿童癌症幸存者存在认知和社交缺陷的风险。先前的研究结果表明，计算机化认知训练可以提高认知技能。当前的目标是调查这些认知提升是否能推广到社交功能益处上。68名儿童癌症幸存者被随机分配到计算机化认知干预组（平均年龄12.21±2.47岁，停止治疗4.97±3.02年）或等待名单对照组（平均年龄11.82±2.42岁，停止治疗5.04±2.41年）。在干预前、干预后立即以及干预后六个月完成了Conners 3家长和自我报告表格。分段线性混合效应模型表明，两组在基线时的同伴关系没有显著差异，从干预前到干预后立即或从干预后到干预后六个月，两组之间的变化也没有差异（>0.40）。相对于干预组，对照组的基线家庭关系问题显著升高（<0.01），从干预前到干预后立即有显著更大的下降（<0.05），从干预后到干预后六个月，两组之间的变化没有差异（>0.80）。研究结果表明，计算机化训练带来的认知提升并不能推广到社交功能上。专注于基于技能的社交处理（如情感识别）的训练可能更有效。
