Abstract
Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement.
Highlights
Medical scientists have created new treatments based on this neuroplastic potential
Executive function is a suite of cognitive operations that are important in managing oneself and managing information, and includes focused attention, response inhibition, working memory and cognitive flexibility
Data from thousands of children has consistently showed significant improvement on research tests of focused attention, response inhibition and working memory that are quite different from the games in content, format and user experience, indicating generalization of gains beyond the training games to the underlying cognitive operations
Summary
Medical scientists have created new treatments based on this neuroplastic potential. Most dramatic are sensory substitution devices that allow blind people to see. Benefits generalized to non-practiced cognitive operations[8], transferred to increased job success in the community a year after intervention[9], normalized task-related regional brain activation[10], and led to clinical recovery in patients who had failed to respond to medication[7] These basic science and clinical studies encouraged researchers and industry to create computer-presented brain-training games (BT) for children, when the brain is highly plastic, with goals of improving attention, other thinking abilities and academic achievement[11]. In addressing our first question, we sought to determine whether BT games designed to activate neural systems associated with executive function could prime these systems and thereby help constitute a neurocognitive task-set more conducive to learning math or reading. It may be possible to systematically determine what type of prime is generally best for what type of curricular content learning, and what kind of priming is best for each child
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