Table 1.
Schedule of enrollment, assessments, and interventions
| Measure | Study phase and timepoint | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Pre-assessment | Pretest | Intervention | Posttest | Follow-Up | ||||||
| T0–P | T0–Q | T1–V1 | T1–V2 | T1–R | S1–S10 | T2–V1 | T2–V2 | T3–V1 | T3–V2 | |
| Enrolment | ||||||||||
| Eligibility screening and conditional enrolment | X | |||||||||
| Informed consenta | X | X | ||||||||
| MoCA assessment, confirmation of eligibility, and final enrolment | X | |||||||||
| Randomization | X | |||||||||
| Interventions | ||||||||||
| Active control: Simple RT | X | |||||||||
| Experimental—low: Choice RT | X | |||||||||
| Experimental—medium: Switching | X | |||||||||
| Experimental—high: Dual tasking | X | |||||||||
| Assessment of Training and Near Transfer Gains | ||||||||||
| Simple RT tasks (drawings, shapes, numbers) | X | X | X | |||||||
| Choice RT tasks (drawings, shapes, numbers) | X | X | X | |||||||
| Switching tasks (drawings, shapes, numbers) | X | X | X | |||||||
| Dual tasks (drawings, shapes, numbers) | X | X | X | |||||||
| Assessment of Far Transfer Gains | ||||||||||
| Working memory | ||||||||||
| Updating | X | X | X | |||||||
| Binding | X | X | X | |||||||
| Continuous reproduction | X | X | X | |||||||
| Inhibitory control | ||||||||||
| Go/no-go | X | X | X | |||||||
| Number stroop | X | X | X | |||||||
| Simon | X | X | X | |||||||
| Reasoning | ||||||||||
| Matrix reasoning | X | X | X | |||||||
| Paper folding | X | X | X | |||||||
| Letter sets | X | X | X | |||||||
| Everyday cognitive functioning | ||||||||||
| Cognitive Failures Questionnaire (CFQ) | X | X | X | |||||||
| Questionnaire d’Auto-évaluation de la Mémoire (QAM) | X | X | X | |||||||
| Everyday Problems Test (EPT) | X | X | X | |||||||
| Assessment of Individual Characteristics | ||||||||||
| Socioeconomic background | X | |||||||||
| Cognitive training experience and motivation | X | |||||||||
| Computer and internet literacy | X | |||||||||
| Self-rated physical health | X | |||||||||
| General self-rated health | X | X | X | |||||||
| Depression, Anxiety and Stress Scale—21 Items (DASS-21) | X | |||||||||
| Activities of Daily Living-Prevention Instrument (ADL-PI) | X | X | X | |||||||
| Leisure activities | X | |||||||||
| Active driving | X | |||||||||
| Big Five Inventory (BFI) | X | |||||||||
| Short Grit Scale (Grit-S) | X | |||||||||
| Theories of Intelligence Scale (TIS) | X | X | X | |||||||
| Exercise Self-Efficacy Scale (EXSE) | X | |||||||||
| General Self-Efficacy Scale (GSE) | X | X | X | |||||||
| Perceived training benefits | X | |||||||||
| Training review | X | |||||||||
| Daily factors | X | X | X | X | X | X | X | |||
T time, P phone screening, Q questionnaires, V visit to the laboratory, R randomization, S session, MoCA Montreal Cognitive Assessment, RT reaction time
aParticipants in Sheffield will give consent online before completing the pre-assessment questionnaires, and participants in Hamburg and Montréal will give consent at their first visit to the laboratory