Brain Changes After Socio-affective and Cognitive Training

This post is based on an article titled “Structural plasticity of the social brain: Differential change after socio-affective and cognitive mental training” by Sofie l Valk et al. in Science Advances 04 Oct 2017, Vol 3. no.10, e1700489., dos.org/cdw7.

The objective of this study was to investigate whether targeted mental training of different cognitive and social skills can induce specific changes in the brain. They employed a 9-month mental training intervention from a large sample of adults between 20 and 55 years of age. Training protocols specifically addressed three functional domains: mindfulness-based attention and interoception, socio-affective skills (compassion dealing with difficult emotions and prosocial intervention), and socio- cognitive skills (cognitive perspective-taking on self and others and metacognition).

MRI-based cortical thickness analyses were done to see if the different training modules indicated different changes in the brain.

Training of present-moment focused attention mostly led to increases in cortical thickness in prefrontal regions. Socio-affective training induced plasticity in frontoinsular regions. Socio-cognitive training included change in inferior frontal and lateral temporal cortices.

So module-specific structural brain changes correlated with training-induced behavioral improvements in the same individuals in domain-specific measures of attention, compassion, and cognitive perspective, respectively, and overlapped with task-relevant functional networks.

The longitudinal findings indicated structural plasticity in well-known socio-affective and socio-cognitive brain networks in healthy adults based on targeted daily mental practices.

The authors rightly concluded, “These findings could promote the development of evidence-based mental training interventions in clinical, educational, and corporate settings aimed at cultivating social intelligence, prosocial motivation, and cooperation.

These findings should be replicated with school age populations. If similar results are obtained, such training should be part of the appropriate public school curricula.

© Douglas Griffith and healthymemory.wordpress.com, 2017. Unauthorized use and/or duplication of this material without express and written permission from this blog’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Douglas Griffith and healthymemory.wordpress.com with appropriate and specific direction to the original content.

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