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

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.