Testing the Effectiveness of Computerized Cognitive Training on an At-Risk Student Population

Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students' academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in...

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Published inBehavioral sciences Vol. 14; no. 8; p. 711
Main Authors Wong, Eugene H, Rosales, Kevin P, Looney, Lisa
Format Journal Article
LanguageEnglish
Published Switzerland MDPI AG 14.08.2024
MDPI
Subjects
Academic achievement
Attention deficit hyperactivity disorder
Cognition & reasoning
Cognitive ability
computerized cognitive training
Executive function
Intelligence
Learning
Learning disabilities
near transfer
processing speed
Reading comprehension
school setting
Skills
Students
task switching
working memory
Writing
computerized cognitive training
working memory
near transfer
task switching
school setting
far transfer
processing speed
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Summary:Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students' academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in numerous academic outcomes. Moreover, there is an increasing awareness and acceptance of the malleability of cognitive abilities. Thus, an emerging strand of research focuses on the use of computerized cognitive training to improve cognitive skills. This project addresses this issue with high-risk students attending community day schools. An in-school cognitive training program implemented (for 30 min per day) at each school site resulted in improvements for working memory, task switching, and processing speed after six total hours of participation. The current results provide evidence for the changeability of what were once thought to be static skills. Equally important, this study highlights the effectiveness of computerized cognitive training and critically extends intervention-based work to a student group that has received little attention. Implications of this work for cognitive research and educational support programs are discussed.
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ISSN:2076-328X
2076-328X
DOI:10.3390/bs14080711