Gv-IM: Has the time finally come for Gv visual imagery tests?

In our 2018 CHC chapter  Joel Schneider and I made our long standing affection for visual imagery (Gv-IM per CHC taxonomy) very clear.  See text excerpt below. (double click on images to enlarge)

Today I ran across a potential free PDF book (via Research Gate) that may make IM tests viable.  There is hope.

Timing Training in Female Soccer Players: Effects on Skilled Movement Performance and Brain Responses

Timing Training in Female Soccer Players: Effects on Skilled Movement Performance and Brain Responses. Frontiers in Human Neuroscience. Article link.

Marius Sommer, Charlotte K. Häger, Carl Johan Boraxbekk and Louise Rönnqvist

Abstract

Although trainers and athletes consider “good timing skills” critical for optimal sport
performance, little is known in regard to how sport-specific skills may benefit from timing training. Accordingly, this study investigated the effects of timing training on soccer skill performance and the associated changes in functional brain response in elite- and sub-elite female soccer players. Twenty-five players (mean age 19.5 years; active in the highest or second highest divisions in Sweden), were randomly assigned to either an experimental- or a control group. The experimental group (n = 12) was subjected to a 4-week program (12 sessions) of synchronized metronome training (SMT). We evaluated effects on accuracy and variability in a soccer cross-pass task. The associated brain response was captured by functional magnetic resonance imaging (fMRI) while watching videos with soccer-specific actions. SMT improved soccer cross-pass performance, with a significant increase in outcome accuracy, combined with a decrease in outcome variability. SMT further induced changes in the underlying brain response associated with observing a highly familiar soccer-specific action, denoted as decreased activation in the cerebellum post SMT. Finally, decreased cerebellar activation was associated with improved cross-pass performance and sensorimotor synchronization. These findings suggest a more efficient neural recruitment during action observation after SMT. To our knowledge, this is the first controlled study providing behavioral and neurophysiological evidence that timing training may positively influence soccer-skill, while strengthening the action-perception coupling via enhanced sensorimotor synchronization abilities, and thus influencing the underlying brain responses.

Conclusion

In summary, this is the first controlled study demonstrating that improved motor timing and multisensory integration, as an effect of SMT, also is associated with changes in functional brain response. The present study provides both behavioral and neurophysiological evidence that timing training positively influences soccer-skill, strengthens the action-perception coupling by means of enhanced sensorimotor synchronization abilities, and affect underlying brain responses. These findings are in accordance with the idea that SMT may result in increased brain communication efficiency and synchrony between brain regions (McGrew, 2013), which in the present study was evident by reduced activation within brain areas important for temporal planning, movement coordination and action recognition and understanding (cerebellum). Also, our results complement findings indicating that the cerebellum plays an important role in the action-perception coupling (Christensenetal.,2014),and confirm recent theories supporting a cognitive-perceptual role of the cerebellum (e.g., Roth et al., 2013).Probing the influence of timing training on the underlying brain activation during soccer specific action observation is an important approach as it provides a window into the brain plasticity associated with non-task specific (timing) training, and to the underlying brain activation of skilled performance. The present study suggests that the underlying brain activation during action observation, which is claimed to be important for action recognition and understanding (e.g., Rizzolatti and Craighero, 2004), may be influenced in other ways than through task-specific training (e.g., Calvo-Merino et al., 2005) or observational learning (e.g., Cross et al., 2013). Such knowledge of how SMT may alter brain activity within regions facilitating the action perception coupling is likely important for enhancing training techniques within sports, as well as for developing new rehabilitative techniques for many clinical populations.



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Interactive Metronome study: Clapping in time parallels literacy and calls upon overlapping neural mechanisms in early readers

Clapping in time parallels literacy and calls upon overlapping neural mechanisms in early readers

Annals of the New York Academy Of Science. Article link here.

Link to complete paper at IM site.

Silvia Bonacina Jennifer Krizman Travis White‐Schwoch Nina Krau

Abstract

The auditory system is extremely precise in processing the temporal information of perceptual events and using these cues to coordinate action. Synchronizing movement to a steady beat relies on this bidirectional connection between sensory and motor systems, and activates many of the auditory and cognitive processes used when reading. Here, we use Interactive Metronome, a clinical intervention technology requiring an individual to clap her hands in time with a steady beat, to investigate whether the links between literacy and synchronization skills, previously established in older children, are also evident in children who are learning to read. We tested 64 typically developing children (ages 5–7 years) on their synchronization abilities, neurophysiological responses to speech in noise, and literacy skills. We found that children who have lower variability in synchronizing have higher phase consistency, higher stability, and more accurate envelope encoding—all neurophysiological response components linked to language skills. Moreover, performing the same task with visual feedback reveals links with literacy skills, notably processing speed, phonological processing, word reading, spelling, morphology, and syntax. These results suggest that rhythm skills and literacy call on overlapping neural mechanisms, supporting the idea that rhythm training may boost literacy in part by engaging sensory‐motor systems.


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Your brain is a time machine: An oldie-but-goodie (OBG) post

This is an OBG (oldie-but-goodie) post I originally made on the IM-HOME blog

Time and space are the two fundamental dimensions of our lives. All forms of human behavior require us to process and understand information we receive from our environment in either spatial or temporal patterns. Even though mental timing (temporal processing) research is in a stage of infancy (when compared to spatial processing) important insights regarding the human brain clock have emerged.

Below is a list (albeit incomplete) of some of the major conclusions regarding the human brain clock. The sources for these statements come from my review of the temporal processing and brain clock literature during the past five years. Most of this information has been disseminated at the Brain Clock blog or the Brain Clock Evolving Web of Knowledge (EWOK). The goal of this post is to provide a Readers Digest summary of the major conclusions. This material can serve as a set of "talking points" at your next social event where you can impress your friends and family as you explain why you use the high-tech IM "clapper" (with a cowbell tone no less) either as a provider or as client.

Our brains measure time constantly. It's hard to find any complex human behavior where mental timing is not involved. Timing is required to walk, talk, perform complex movements and coordinate information flow across the brain for complex human thought. Think about moving your arm and hand to grasp a coffee cup. The messages to perform this task originate in your brain, which is not directly connected to your arm, hands and fingers. The ability to perform the necessary motor movements is possible only because the mind and extremities are connected via timing. Precisely timed neural messages connect your brain and extremities. You are a time machine.

Humans are remarkably proficient at internally perceiving and monitoring time to produce precisely timed behaviors and thinking. “We are aware of how long we have been doing a particular thing, how long it has been since we last slept, and how long it will be until lunch or dinner. We are ready, at any moment, to make complex movements requiring muscle coordination with microsecond accuracy, or to decode temporally complex auditory signals in the form of speech or music. Our timing abilities are impressive…” (Lewis & Walsh, 2005, p. 389).

To deal with time, humans have developed multiple timing systems that are active over more than 10 orders of magnitude with various degrees of precision (see figure below from Buhusi & Meck, 2005). These different timing systems can be classified into three general classes (viz., circadian, interval, and millisecond timing), each associated with different behaviors and brain structures and mechanisms. The fastest timing system (millisecond or interval timing) is involved in a numerous human behaviors such as speech and language, music perception and production, coordinated motor behaviors, attention, and thinking. This fast interval timing system is the most important timing system for understanding and diagnosing clinical disorders and for developing and evaluating effective treatment interventions for educational and rehabilitation settings. It is this timing system, and the relevant research, that is relevant to understanding Interactive Metronome. (Note.  See my conflict of interest statement at this blog.  I have an ongoing consulting relationship with IM).

Although there is consensus that the human brain contains some kind of clock, the jury is still out on the exact brain mechanisms and locations. It is also not clear whether there is one functional master clock or a series of clocks deployed in different brain areas. The areas of the brain most consistently associated with milli-second interval mental timing are the cerebellum, anterior cingulate, basal ganglia, the dorsolateral prefrontal cortex, right parietal cortex, motor cortex, and the frontal-striatal loop. That is a mouthful of technical brain terms. But, if you can memorize them and have them roll of your tongue with ease you will “shock and awe” your family and friends. Most of these areas of the brain are illustrated below. Now, if you really want to demonstrate your expertise, get your own illustrated “brain-in-a-pocket”. These images were generated by the free 3D Brain app available for your iPhone or iPad. Even cooler is the fact that you can rotate the images with your finger! You can give neuroanatomy lessons anytime…anywhere!

Research suggests that mental interval timing is controlled by two sub-systems. The automatic timing system processes discrete-event (discontinuous) timing in milliseconds. The cognitively-controlled timing system deals with continuous-event timing (in seconds) that requires controlled attention and working memory. Both systems are likely involved in IM. For example, the synchronized clapping requires motor planning and execution, functions most associated with the automatic timing system. However, the cognitive aspects of IM (focus, controlled attention, executive functions) invoke the cognitively controlled timing system. Aren’t these brain images awesome?

The dominant model in the brain clock research literature is that of a centralized internal clock that functions as per the pacemaker–accumulator model. Briefly, this is a model where an oscillator beating at a fixed frequency generates tics that are detected by a counter. For now I am just going to tease you with an image of this model. You can read more about this model at the Brain Clock blog.

Research suggests that the brain mechanisms underlying mental timing can be fine-tuned (modified) via experience and environmental manipulation. Modifiability of mental interval timing and subsequent transfer suggest a domain-general timing mechanism that, if harnessed via appropriately designed timing-based interventions, may improve human performance in a number of important cognitive and motor domains.

NIH/NIA research grant awarded to study Interactive Metronome (IM) intervention with aging Native American Indians

I borrowed the announcement below from the Interactive Metronome IM-Home blog.  As many of my readers know, I am a paid external consultant to IM (see conflict of interest disclosure statement).  I have been interested in the IM technology for slightly more than 9 years.  As I blogged yesterday, there is considerable IM research literature available, including 7 "gold standard" randomized control design (RCD) efficacy studies.  Yesterday's posts provide links to key IM and mental timing resources.  I will provide updates regarding this grant project as I learn more.

 Announcement from Interactive Metronome

The National Institutes of Health through the National Institute on Aging has awarded a grant of $2,000,000 to study the effects of Interactive Metronome® (IM) therapy on aging American Indians. The three-year study, which will be conducted by the University of New Mexico and the University of Washington, aims to determine whether the IM intervention can improve cognitive and motor functioning among older American Indians.

American Indians (AIs) experience a disproportionately high incidence of cerebrovascular disease (CBVD) relative to non American Indians with twice the stroke rate of the general US population. Neuroimaging techniques have shown CBVD-related brain abnormalities to be associated with disruption of neuropsychological performance. Therapy for post-stroke cognitive impairment has been challenging. Cognitive therapy involves intense, focused, regular mental activity, intellectual stimulation, and behavioral exercises that assist individuals to regain or maintain cognitive function and reduce the risk of age-related cognitive decline and dementia after brain injury. Interactive Metronome® therapy is a promising form of behavioral therapy for CBVD-related cognitive and motor function. This technology uses operant conditioning of an individual’s responses through simple, repetitive motor tasks (e.g., clapping hands, tapping feet) in sync with a set beat. Through visual and auditory feedback, IM addresses processing speed, attention, and immediate and delayed memory, all of which can be affected by CBVD. IM therapy can improve quality of life, physical mobility, gait, balance and CBVD-related cognitive deficits.

This study’s findings will provide important insights into the relationship among cognitive and motor rehabilitation, neuropsychological assessment, and brain abnormalities in the American Indian who suffers from CBVD. These results will reveal if IM is a viable treatment option for reducing post-stroke challenges in not only American Indians but the general aging population as well.

Interactive Metronome (IM) efficacy: Results of randomized experimental-control group designs

For those interested in the efficacy of Interactive Metronome, as demonstrated by the "gold standard" randomized control-experimental group designs (RCD), I have made a post at IQs Corner sister blog--the Brain Clock blog.

Brain/cognitive training programs and transfer: More support for changes in attentional control (AC) being a possible domain-general explanatory mechanism across programs

Another research review article that supports my hypothesis, which was invoked to explain the impact of Interactive Metronome (IM)on cognitive outcomes, that the primary mechanism of successful brain fitness or training programs may be the degree to which each program focuses on strengthening attention control (AC in CHC theory; aka, focus).  My report/white paper can be found here.  Additional information (including You Tube video presentation) available here.

The Mechanisms of Far Transfer From Cognitive Training: Review and Hypothesis.

Greenwood, Pamela M.; Parasuraman, Raja Neuropsychology, Nov 16 , 2015, No Pagination Specified. http://dx.doi.org.ezp1.lib.umn.edu/10.1037/neu0000235

Abstract

• Objective: General intelligence is important for success in daily life, fueling interest in developing cognitive training as an intervention to improve fluid ability (Gf). A major obstacle to the design of effective cognitive interventions has been the paucity of hypotheses bearing on mechanisms underlying transfer of cognitive training to Gf. Despite the large amounts of money and time currently being expended on cognitive training, there is little scientific agreement on how, or even whether, Gf can be heightened by such training. Method: We review the relevant strands of evidence on cognitive-training-related changes in (a) cortical mechanisms of distraction suppression, and (b) activation of the dorsal attention network (DAN). We hypothesize that training-related increases in control of attention are important for what is termed far transfer of cognitive training to untrained abilities, notably to Gf. Results: We review the evidence that distraction suppression evident in behavior, neuronal firing, scalp electroencephalography, and hemodynamic change is important for protecting target processing during perception and also for protecting targets held in working memory. Importantly, attentional control also appears to be central to performance on Gf assessments. Consistent with this evidence, forms of cognitive training that increase ability to ignore distractions (e.g., working memory training and perceptual training) not only affect the DAN but also affect transfer to Gf. Conclusions: Our hypothesis is supported by existing evidence. However, to advance the field of cognitive training, it is necessary that competing hypotheses on mechanisms of far transfer of cognitive training be advanced and empirically tested. (PsycINFO Database Record (c) 2015 APA, all rights reserved)

Overview of the figure from MindHub Pub that summarizes the the hypothesis that IM, as well as other brain training programs, may be effective the more they impact the brain networks that underlie the attentional control (AC) system.  Click to enlarge

Another Interactive Metronome (math achievement) positive research study published

A link to the complete article is here.

Click on image to enlarge.

Timing intervention improves functioning of soldiers with TBI & new treatment resource for soldiers with TBI

Important and exciting new study just published in the journal Neuropsychology this week. [Click on image to enlarge].  Access available under "IM Research" blogroll at this blog (Brain Clock blog).  Additional information and exciting new treatment resource for soldiers with TBI can be found at the @Attention Fund.

Another study demonstrates positive impact of Interactive Metronome on reading achievement

I just learned that the following article is soon to be published (click here for journal info)

[Click on image to enlarge]

This is the second peer-reviewed article to demonstrate a significant positive impact of Interactive Metronome (IM) training on certain reading behaviors in a study with both experimental and control groups.  The other study was one I was involved with (Taub, McGrew, & Keith, 2007; the abstract is presented below).  You can access that complete 2007 manuscript at the Brain Clock blog.

[Click image to enlarge]

In the new Ritter et al. study, IM was combined with reading and language interventions in school-age children that had language and reading impairments.  This will be called the IM+language/reading intervention experimental group (IM+).  Half of the subjects were randomly assigned to this experimental group (n=21).  The other subjects (n=28) were randomly assigned to the same language/reading intervention, but without IM.  So, this study is not a pure investigation of the isolated benefits of IM.  Instead, it should be viewed as a study that investigated whether IM training could be a good “add on” component to other interventions focused on language and reading.  The outcome domain assessed was various components of reading achievement.

Both groups demonstrated statistically significant gains in reading rate/fluency and comprehension.  However, the IM+ demonstrated statistically significant stronger gains than the language/reading intervention only (control) group.  This suggests that IM may be a useful adjunct intervention to be used with other more traditional academic related treatments directed at reading improvement.

Similar to the Taub et al. (2007) study, the IM+ students showed more improvement (over the control students) in reading fluency/rate.  This consistent finding across both studies has been hypothesized to be due to either (a)  improvements in speed of cognitive processing, which results in greater efficiency and automaticity in reading words, (b) greater controlled attention (focus) which improves working memory functioning, or (c) a combination of both.

The new study differed from the earlier study in that IM+ group displayed greater reading comprehension gains than the academic only intervention group.  Taub et al. (2007) found no improvement in reading comprehension.  Given that both groups received the same language and reading comprehension treatment, it is hypothesized that the addition of IM may be impacting some cognitive processes that facilitate reading comprehension.  I agree with Ritter et al. (2012) that a viable hypothesis is that by increasing focus (attentional control) the students working memory’s were more efficient.  Working memory is the minds limited capacity “mental workbench” (just think of trying to recall a new phone number you just looked up in the phone book).   Increased attentional control (focus) increases the ability to actively maintain information just read in working memory long enough for it to be associated with material retrieved from long-term memory—thus “hooking” newly read information into the person’s store of acquired knowledge.  Click here for a recent brief video (I think…therefore IM) where I explain the role of focus and working memory and how it may facilitate higher level cognitive processing, comprehension, etc.

Of course, the small total sample (n=49) suggests some degree of caution.  But when combined with the Taub et al. (2007) study with larger samples, this form of replication in a new sample provides more support for the academic benefits (especially ease and rate of reading words) of IM interventions in school-age children.  Independent replication is a cornerstone of scientific research.

I Think...Therefore IM: Keynote at IM conference in October

"I think...therefore IM"

Yes..this is me. Conflict of interest disclosure--I am external consultant to IM and serve in the role as the Director of Research and Science.

Double click on images to enlarge. Click here to read more and view the video.







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www.themindhub.com

The Time Doc IM-Home blog posts re: brain clock based Interactive Metronome

Most of my readers are aware of my interest in brain-clock based neurotechnologies particularly as they relate to improving cognitive functioning. All posts related to this area of interest, as well as posts linking readers to other neuroscience developments, can be found at the Brain Clock blog.

I drill down deeper into Interactive Metronome as a guest blogger at the IM-Home blog. Now all my IM-related posts can be viewed via one URL. I hope readers check out these posts and become more aware of the exciting neurotechnologies that are emerging based on the concept of temporal processing and the human brain clock.



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Dr. Kevin McGrew (aka, The Time Doc; IQ McGrew) on Voice of America this Friday--don't touch that dial

Little ole' me (Kevin McGrew; aka "IQ McGrew" and "The Time Doc") will be talking on Voice of America radio (Focus Point Review) this Friday re: my interests and research-based explanations of brain-clock based brain fitness technologies (Interactive Metronome in particular). Please tune in.

After the shows are completed they are available for later listening as MP3 files or free Podcasts from iTunes. I will share this off-line URL information later.


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Time Doc IM-Home posts on brain-clock based Interactive Metronome

Most of my readers are aware of my interest in brain-clock based neurotechnologies particularly as they relate to improving cognitive functioning. All posts related to this area of interest, as well as posts linking reader to other neuroscience developments, can be found at the Brain Clock blog.

I drill down deeper into Interactive Metronome as a guest blogger at the IM-Home blog. Now all my IMr-relatedposts can be viewed via one URL. I hope readers check out these posts and become more aware of the exciting neurotechnologies that are emerging based on the concept of temporal processing and the human brain clock.




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