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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...

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

Eugene H Wong¹, Kevin P Rosales¹, Lisa Looney¹

¹Department of Child Development, California State University, San Bernardino, CA 92407, USA.

Behavioral Sciences (Basel, Switzerland)

|August 29, 2024

Summary

This summary is machine-generated.

Computerized cognitive training improved working memory, task switching, and processing speed in at-risk K12 students. This demonstrates that cognitive skills are malleable and can be enhanced through targeted interventions.

Keywords:

computerized cognitive training far transfer near transfer processing speed school setting task switching working memory

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Area of Science:

Cognitive Psychology
Educational Psychology
Neuroscience

Background:

Cognitive abilities like working memory, task switching, and processing speed predict academic performance in K12 students.
Variability in these cognitive skills is linked to diverse academic outcomes.
Cognitive abilities are increasingly recognized as malleable.

Purpose of the Study:

To investigate the effectiveness of computerized cognitive training for improving cognitive skills in high-risk K12 students.
To determine if targeted cognitive training can enhance working memory, task switching, and processing speed in an educational setting.

Main Methods:

An in-school computerized cognitive training program was implemented for 30 minutes daily.
The intervention targeted high-risk students in community day schools.
Participants engaged in a total of six hours of cognitive training.

Main Results:

Significant improvements were observed in working memory, task switching, and processing speed after the training.
The results provide evidence for the changeability of cognitive skills previously considered static.
Computerized cognitive training proved effective for this student population.

Conclusions:

Cognitive skills targeted by the training are indeed malleable and can be improved.
Computerized cognitive training is an effective intervention for enhancing cognitive abilities in at-risk students.
This study extends intervention research to an understudied student group, with implications for educational support programs.