The Efficacy of a Brief Psychoeducational Intervention to Improve Engagement in Computerized Cognitive Training Exercises in Major Depressive Disorder

Cognitive difficulties constitute a core contributor to functional impairment in major depressive disorder (MDD). Cognitive remediation (CR) is a psychotherapeutic treatment for complex mental illness which employs computerized cognitive training exercises. While treatment effect is largely dependent upon engagement in training, degree of engagement is quite varied. We developed and tested a psychoeducational intervention video to investigate effects on subjective and objective engagement in computerized cognitive training exercises in MDD. Sixty-one participants with MDD were randomized into a psychoeducational or control video condition. Repeated-measure analysis of variance was used to investigate changes in subjective perception of cognitive malleability, willingness to engage in CR, and insight into cognitive problems over time. Participants were given access to computerized training exercises at home for 2 weeks following intervention to investigate behavioral engagement. The intervention did not significantly increase participants’ perceived cognitive malleability or willingness to engage in CR, nor the degree to which they independently trained on computerized cognitive training tasks, though a small effect on insight into cognitive problems was found. The sample was limited in demographic and cognitive diversity. Further research is necessary to clarify contributors of the observed effect on insight into cognitive problems. This research provides an important step in addressing a critical gap in the literature pertaining to bolstering engagement of participants with MDD in CR. This work highlights the need to continue to investigate ways of inciting engagement in computerized cognitive training for those with MDD.