Extrovert-introvert personality can take an active role in affecting people\'s attitudes, tastes, and behaviors in education. However, little research has been conducted to study whether and how extrovert-introvert personality may influence children\'s interaction with the attention training system. In this manuscript, we present the results of a user study that not only measured the influence of children\'s extrovert-introvert personality on their preference for two typical types of attention training systems (i.e., cognitive-based and neurofeedback-based) but also employed functional near-infrared spectroscopy (fNIRS) to investigate how the personality may influence cortical activation in children. Our results show that, for extroverted children, the neurofeedback attention training system elicited significantly greater activation in the prefrontal cortex and posterior parietal cortex, and was more likely to be preferred. The findings could be useful for developing more effective attention training systems based on user personality.

Recent developments in brain-computer interface (BCI) technology have shown great potential in terms of estimating users\' mental state and supporting children\'s attention training. However, existing training tasks are relatively simple and lack a reliable task-generation process. Moreover, the training experience has not been deeply studied, and the empirical validation of the training effect is still insufficient. This study thusly proposed a BCI training system for children\'s attention improvement. In particular, to achieve a systematic training process, the attention network was referred to generate the training games for alerting, orienting and executive attentions, and to improve the training experience and adherence, the gamification design theory was introduced to derive attractive training tasks. A preliminary experiment was conducted to set and modify the training parameters. Subsequently, a series of contrasting user experiments were organized to examine the impact of BCI training. To test the training effect of the proposed system, a hypothesis-testing approach was adopted. The results revealed that the proposed BCI gamification attention training system can significantly improve the participants\' attention behaviors and concentration ability. Moreover, an immersive, inspiring and smooth training process can be created, and a pleasant user experience can be achieved. Generally, this work is promising in terms of providing a valuable reference for related practices, especially for how to generate BCI attention training tasks using attention networks and how to improve training adherence by integrating multimodal gamification elements.

We aimed to analyze the effects of multidomain attention training on alertness, sustained attention, and visual-spatial attention in older adults with mild cognitive impairment (MCI).
The design used in this study was a two-arm, parallel group, double-blind randomized controlled trial.
The participants of the study were seventy-eight older adults with MCI (mean age: 79.5 ± 7.9 years) from retirement centers and community housing for the elderly.
The participants were randomly assigned to an experimental group (multidomain attention training, n = 39) or an active control group (n = 39). Both groups underwent training sessions for 45 minutes three times per week for 6 weeks (18 sessions in total).
The main efficacy indicator was alertness (Trail Making Test Part B), sustained attention (Digit Vigilance Test), and visual-spatial attention (Trail Making Test Part A). The secondary outcome indicators were other cognitive functions (Mini-Mental State Examination [MMSE] and Montreal Cognitive Assessment [MoCA] subscales). Measurements were obtained at pretest, posttest, and 3 and 6 months after training.
The results were analyzed by a generalized estimating equation (GEE), which indicated that attention outcomes (alertness, sustained attention, and visual-spatial attention) of the experimental group did not improve after training. However, the experimental group displayed a significant improvement in the attention, memory, and orientation of MMSE and MoCA subscales over a period of 6 months and also showed superior results compared with the control group.
Multidomain attention training demonstrated improved alertness and visual-spatial attention for posttest after 6 months. We also outline potential future advances in attention training for improving attention in older adults with MCI.

UNASSIGNED: To investigate the effect of gradual attention training on language function with aphasia.
UNASSIGNED: Randomized controlled trial.
UNASSIGNED: A total of 40 patients (mean age: 53.47 years) with post-stroke aphasia came from the stroke rehabilitation unit of rehabilitation department in the First Hospital of Jilin University, of which 13 (32.5%) had intracerebral hemorrhage, 28 inpatients and 12 outpatients, 11 women and 29 men, 34 within three-month stroke and 6 within three months to one year.
UNASSIGNED: All participants were divided into control and experimental groups. Both groups received language treatment 20 minutes a day, six days/week, for five weeks, and the experimental group received gradual attention training 20 minutes a day, six days/week, for five weeks.
UNASSIGNED: Language function was assessed pre- and post-treatment by components of the Western Aphasia Battery (WAB) which included spontaneous speech, auditory comprehension, repetition, and naming and then calculated the aphasia quotient (AQ).
UNASSIGNED: The mean (SD) AQ of the experimental group and control group, respectively, was 25.71 (12.63) and 26.2 (12.31) at baseline. After treatment, the AQ mean (SD) was 43.08 (15.14) in the experimental group, which showed a significant improvement compared to 33.48 (14.04) in the control group (P = 0.02).All items of WAB were higher in experimental group than those in control group, especially in auditory comprehension and naming (P = 0.02, 0.01).
UNASSIGNED: Gradual attention training seemed to improve language function in post-stroke aphasia, specifically function of listening comprehension and naming.