Do brain training games work? The beneficial effects of brain training games are expected to transfer to other cognitive functions. Yet in all honesty, beneficial transfer effects of the commercial brain training games in young adults have little scientific basis. Here we investigated the impact of the brain training game (Brain Age) on a wide range of cognitive functions in young adults. We conducted a double-blind (de facto masking) randomized controlled trial using a popular brain training game (Brain Age) and a popular puzzle game (Tetris). Thirty-two volunteers were recruited through an advertisement in the local newspaper and randomly assigned to either of two game groups (Brain Age, Tetris). Participants in both the Brain Age and the Tetris groups played their game for about 15 minutes per day, at least 5 days per week, for 4 weeks. Measures of the cognitive functions were conducted before and after training. Measures of the cognitive functions fell into eight categories (fluid intelligence, executive function, working memory, short-term memory, attention, processing speed, visual ability, and reading ability). Our results showed that commercial brain training game improves executive functions, working memory, and processing speed in young adults. Moreover, the popular puzzle game can engender improvement attention and visuo-spatial ability compared to playing the brain training game. The present study showed the scientific evidence which the brain training game had the beneficial effects on cognitive functions (executive functions, working memory and processing speed) in the healthy young adults. Our results do not indicate that everyone should play brain training games. However, the commercial brain training game might be a simple and convenient means to improve some cognitive functions. We believe that our findings are highly relevant to applications in educational and clinical fields. UMIN Clinical Trial Registry 000005618.

Physical synchrony has been suggested to have positive effects on not only concurrent but also subsequent communication, but the underlying neural processes are unclear. Using functional near-infrared spectroscopy (fNIRS) hyperscanning, we tested the effects of preceding physical synchrony on subsequent dyadic teaching-learning communication. Thirty-two pairs of participants performed two experimental sessions. In each session, they underwent a rhythmic arm movement block with synchronous or asynchronous conditions, and then taught/learned unknown words to/from each other according to a given scenario. Neural activities in their medial and left lateral prefrontal cortex (PFC) were measured and inter-brain synchronization (IBS) during the teaching-learning blocks was evaluated. Participants rated their subjective rapport during the teaching-learning blocks, and took a word memory test. The analyses revealed that (1) prior physical synchrony enhanced teacher-learner rapport; (2) prior physical synchrony also enhanced IBS in the lateral PFC; and (3) IBS changes correlated positively with rapport changes. Physical synchrony did however not affect word memory performance. These results suggest that IBS can be useful to measure the effects of social-bonding facilitation activities for educational communication.

Group walking is a collective social interaction task as pedestrians are required to determine their own pace of walking on the basis of surrounding others’ states. The steady beat sound is known to be a controllable factor that contributes to relative success/failure of coordinated group walking since the beat improves pedestrian flow in congested situation. According to some reports, inter-personal interaction synchronizes inter-personal brain activity in the prefrontal region, which supports social cognitive processes required for successful inter-individual coordination, such as predicting each other’s state; success/failure of a coordinated task is associated with increase/decrease in inter-subject neural synchrony (INS). Combining these previous findings, we hypothesized that INS during group walking in congested situations would also differ depending on the existence of the steady beat, corresponding to the modulated coordination-related cognitive processes. Subjects’ frontopolar activities were measured using ultra-small near infrared spectroscopy, which can simultaneously measure the brain activities of multiple subjects without constraints on their motions. To exclude the possibility that increased INS may be spuriously induced by the shared stimuli (i.e. steady beat) or by the resultant behavioral synchronization, as control we used stepping on a same spot, which is similar in movement to walking but does not require the subjects to consider others’ states, either with or without the steady beat. In a 2 by 2 repeated measures factorial experimental design, the subjects were instructed to walk or keep stepping on a same spot with or without a steady beat sound of 70 beats per minute. As previously reported, the walking flow during group walking with the beat significantly increased compared with that without the beat. Synchronization of stepping between the subjects was also significantly increased by the steady beat sound. For INS, we observed a significant interaction effect between walking/stepping and sound/no-sound, supporting our hypothesis. INS while walking with the beat was higher than that without the beat, whereas the beat induced no significant differences in INS during stepping. Furthermore, the effect of the beat on INS while walking was spatially extended beyond the adjacent pedestrians, reflecting the diffuse nature of the collective coordination in group walking.

Poor sleep quality is associated with unfavorable psychological measurements, whereas sleep duration has complex relationships with such measurements. The aim of this study was to identify the associations between microstructural properties of the brain and sleep duration/sleep quality in a young adult. The associations between mean diffusivity (MD), a measure of diffusion tensor imaging (DTI), and sleep duration/sleep quality were investigated in a study cohort of 1201 normal young adults. Positive correlations between sleep duration and MD of widespread areas of the brain, including the prefrontal cortex (PFC) and the dopaminergic systems, were identified. Negative correlations between sleep quality and MD of the widespread areas of the brain, including the PFC and the right hippocampus, were also detected. Lower MD has been previously associated with more neural tissues in the brain. Further, shorter sleep duration was associated with greater persistence and executive functioning (lower Stroop interference), whereas good sleep quality was associated with states and traits relevant to positive affects. These results suggest that bad sleep quality and longer sleep duration were associated with aberrant neurocognitive measurements in the brain in healthy young adults.