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Samostojna vožnja avtomobila posamezniku omogoča neodvisnost in dejavno vključenost v družbo. Predstavlja kompleksno dejavnost, ki zahteva uporabo kognitivnih, senzoričnih in motoričnih sposobnosti voznika. Naraščajoči delež starejših v Sloveniji, tako kot v ostalih delih razvitega sveta, pomeni, da se bo v bližnji prihodnosti pomembno povečalo tudi število oseb z nevrodegenerativnimi boleznimi, najpogostejši med njimi sta Alzheimerjeva bolezen in Parkinsonova bolezen. Čeprav starejši povzročijo razmeroma malo prometnih nezgod, se to najverjetneje povezuje s pogostostjo njihove udeležbe v prometu. Upoštevajoč število prevoženih kilometrov so starejši ena od starostnih skupin, ki povzroči največ prometnih nesreč. Pri bolnikih z napredovalo demenco pa so sposobnosti vožnje še dodatno poslabšane, učinkovitost strategij kompenzacije vožnje (npr. izogibanje vožnji ponoči in vožnji po avtocesti) pa vprašljiva. Raziskave o vozniški uspešnosti posameznikov v začetni fazi demence niso povsem enoznačne, zato se o vozniški sposobnosti ne smemo odločati le na osnovi diagnoze. Potrebna je individualna skrbna analiza kliničnega stanja in dodatnih podatkov, dobljenih z nevropsihološkimi testi in preizkusno vožnjo. Ključno je upoštevanje posebnosti nevroloških in drugih okvar pri posameznih boleznih ter možnosti kompenzacije okrnjenih sposobnosti. Glede na široko paleto dejavnikov, ki vplivajo na oceno vozniške zmožnosti, enoznačnega priporočila o vozniški zmožnosti ob postavitvi diagnoze demenca ali parkinsonizem ni moč podati.

Prolonged periods of complete physical inactivity or bed rest trigger various alterations in the functional and metabolic levels of the human body. However, bed rest-related adaptations of the central nervous system are less known and thoroughly studied. The aim of this study was to investigate brain electrophysiological changes using event-related potentials (ERPs) after 14 days of bed rest and 12 consecutive sessions of computerized cognitive training (CCT). Sixteen older (Mage= 60 years) healthy volunteers were randomly divided into a CCT treatment group and an active control group. All participants performed ERP measurements based on the foveal visual presentation of a circle on a black background before and after bed rest. After 14 days of bed rest, participants in the control group showed increased peak P1 amplitude (p = .012), decreased P1 latency (p = .024), and increased P2 amplitude (p = .036), while the CCT group also showed decreased P1 latency (p = .023) and decreased P2 latency (p = .049). Our results suggest that, even from a central adaptation perspective, prolonged periods of physical inactivity or bed rest trigger additional neural recruitment and should therefore be minimized, and that CCT may serve as a tool to mitigate this. Future research should focus on other aspects of central nervous system adaptation following periods of immobilization/hospitalization to improve our knowledge of influence of physical inactivity and its effects on cortical activity and to develop appropriate countermeasures to mitigate functional dysregulation.

Ageing of population and related cognitive decline have contributed to an increased interest in cognitive computer training as one of options for maintaining cognitive abilities. Our research was aimed at verifying how cognitive computer training affected cognitive abilities as well as how it was connected with initial cognitive abilities and life satisfaction of active older adults. The research comprised 46 subjects of whom 25 received cognitive computer training and the remainder were assigned to a passive control group. Before and after the intervention, both groups were tested with a test battery which consisted of a demographic questionnaire and objective tests of cognitive abilities. The outcomes showed a statistically significant effects of cognitive computer training on visuospatial abilities and attention, as well as on short-term memory and working memory. However, there was no notable difference in verbal domain, as had been anticipated. We have also noticed profound effects of cognitive computer training on individuals with lower cognitive abilities in visuo-spatial domain, short-term memory, verbal fluency and information processing speed.

Over the past few decades, there has been an increased interest in cognitive training and its use. Cognitive or brain training (CT) is defined as guided training in specific tasks, usually structured, with the intention of improving individuals’ cognitive abilities while engaging specific cognitive processes, such as attention, memory processes, executive functioning, information processing, or problem solving. This paper presents basic features of CT. A short description of the historical background of CT is given, followed by a description of basic CT parameters as summarized from a meta-analysis published by Lampit et al. (2014). Computerized CT and its advantages are presented as well. The bulk of the paper is dedicated to a discussion of CT effectiveness with emphasis on effectiveness and duration of CT-associated changes and far transfer (i.e., improvement of those cognitive abilities that were not directly engaged during CT training). Neuroplasticity, the presumptive brain underpinning of CT, is introduced. The final conclusion is that there is still a significant need for additional studies that will investigate the different facets of CT, so as to best ensure effective planning and durable outcomes for CT. In addition, there is a need for studies to investigate the best selection of outcome measures for evaluation of CT effectiveness to most clearly demonstrate reliable and valid outcomes. The area of CT, combining important fields, including psychology, neuroscience and other related disciplines, has an optimistic future and can contribute importantly to both the individual and societal level.

A lot of studies investigated near and far transfer effects of cognitive training (especially working memory training), but only few were carried out on children with mild intellectual disability. For this reason, we wanted to study the effects of computerised cognitive training (using virtual labyrinth) on cognitive functions of children with mild intellectual disability. We were particularly interested in its effects on executive functions and the related cognitive functions: shifting, verbal fluency, working memory, long-term memory and processing speed. Twenty-one fourth to ninth graders aged 10 to 19 participated, 11 in the experimental and 10 in the control group. The experimental group participated in 12 training sessions, each lasting 35 minutes. Intervention took place in groups, twice a week. The control group was passive and was not involved in any activities. Before and after trainings both groups were tested with selected neuropsychological tests and the CogState computer battery. The results showed that in the second wave, the experimental group considerably improved its results on several measurements of cognitive functions. Compared to the control group, experimental group showed significantly higher total gains on the Rey Auditory Verbal Learning Test (AVLT; total score and test IV score) and the Trail Making Test, Part A. The training therefore had the largest effect on the speed of processing visual information and verbal memory.

Computerized cognitive training (CCT) paradigms for children with attention deficit hyperactivity disorder (ADHD) are designed to overcome specific deficits and reduce symptoms of the disorder. Such training is increasingly being researched, but it is not entirely clear how it affects generalised functional deficits, such as attention deficit, impulsivity, lack of behavioural inhibition, planning, and organisation. Executive functions deficits, which include working memory deficits, make up a large part of ADHD and may be the basis for other symptoms of the disorder, such as attention impairment, lack of motivation, hyperactivity, and conduct problems. Therefore, many studies on training executive functions and working memory assume that improving these functions can reduce ADHD symptoms. The purpose of this paper is to review and critically evaluate research in the area of CCT for children with ADHD and determine whether CCT has shown promising results in overcoming ADHD-related deficits in previous studies and what type of CCT is most promising. The articles included in this systematic review were found through databases in EBSCOhost, Science Direct, and Web of Science. Studies showed that CCT has the potential to improve cognitive functions in children with ADHD. Some studies also showed a reduction in dysfunctional and impulsive behaviours. However, the studies are not congruent regarding the CCT effects on these symptoms and they also differ in the type of CCT used.

Spatial navigation is a complex cognitive skill and one that is necessary for daily activities in any environment. It depends on a wide spectrum of cognitive abilities. The purpose of the study was to examine whether cognitive training of spatial navigation with gifted students can improve their capacity of short-term memory, working memory, visuospatial memory, and verbal memory, along with increasing the speed of processing and executive functions. Twenty-eight fifth- and sixth-grade pupils who had been identified as gifted and had scored above average on Standard Progressive Matrices (SPM) intelligence test took part in the study. Thirteen gifted students were included in the experimental group in which they trained virtual maze navigation in 8 sessions each lasting 45 minutes per week. The rest of the gifted students (n = 15) were assigned to the passive control group. Results showed that cognitive training was effective since the students in the experimental group as compared with the students from the control group achieved significantly better results after cognitive training on the tests measuring processing speed and immediate recall of visuospatial information. The improved performance of these cognitive abilities demonstrates that the cognitive training is effective with gifted students. Thus, the application of cognitive training seems sensible with gifted students even though they already possess advanced cognitive capacities.

Maintaining and improving physical and cognitive health is becoming a challenging task, especially for older people who are exposed to accelerated age- or neurodegenerative-related decline. Existing non-pharmacological interventions may stabilize or slow down cognitive decline, but effective preventive treatments that would delay the symptom onset are currently being explored. One of such non-pharmacological treatments is cognitive training, which has gained in popularity over the last two decades. The aim of our research was to evaluate the feasibility and effectiveness of cognitive training with spatial navigation task in nursing home residents. Thirty-one nursing home residents (mean age = 81.6 years, range 69–94 years; mean MoCA score = 22.8, range 17–27; 7 male) were randomly assigned to control or intervention group, where they underwent a 2-month cognitive training (two-times weekly; altogether 16 sessions) with virtual maze navigation. Participants were measured pre- and post-intervention on neuropsychological assessment battery, while the control group received no specific treatment and performed pre- and post-measurements only. The only significant improvements were found on Rey Auditory Verbal Learning Test (AVLT) where participants in the intervention group significantly improved as compared to their control counterparts. Despite limited generalization of cognitive training, our intervention was feasible and positively perceived by the majority of nursing home residents. Future studies should evaluate long-term effects and generalization to other functional capabilities as well as activities of daily living. Overall, our study provides empirical evidence that cognitive training is accepted by nursing home residents, and most importantly, can improve mnemonic cognitive abilities.