Abstract
SummaryIn a randomized controlled study, we examined the effects of a one‐on‐one cognitive training program on memory, visual and auditory processing, processing speed, reasoning, attention, and General Intellectual Ability (GIA) score for students ages 8–14. Participants were randomly assigned to either an experimental group to complete 60 h of cognitive training or to a wait‐list control group. The purpose of the study was to examine changes in multiple cognitive skills after completing cognitive training with ThinkRx, a LearningRx program. Results showed statistically significant differences between groups on all outcome measures except for attention. Implications, limitations, and suggestions for future research are examined. © 2016 The Authors Applied Cognitive Psychology Published by John Wiley & Sons Ltd.
Highlights
The modification of ‘IQ’ has been an elusive quest of many neuroplasticity researchers who have found little transfer from targeted cognitive training interventions to general intelligence (Chein & Morrison, 2010; Dunning, Holmes, & Gathercole, 2013)
The purpose of the present study was to examine the effects of a one-on-one cognitive training program on General Intellectual Ability (GIA) as well as on fluid reasoning, memory, visual and auditory processing, processing speed, and attention—all key cognitive skills that underlie the ability to learn
This study was guided by the following question: Is there a statistically significant difference in GIA score, Associative Memory, Visual Processing, Auditory Processing, Logic and Reasoning, Processing Speed, Working Memory, Long Term Memory, and Attention between those who complete ThinkRx cognitive training and those who do not?
Summary
The modification of ‘IQ’ has been an elusive quest of many neuroplasticity researchers who have found little transfer from targeted cognitive training interventions to general intelligence (Chein & Morrison, 2010; Dunning, Holmes, & Gathercole, 2013). Transfer from working memory training to fluid intelligence has been documented in several small studies (Jaeggi, Buschkuehl, Jonides, & Perrig, 2008; Jaušovec & Jaušovec, 2012), skepticism continues to permeate the field (Redick et al, 2013). This bent is understandable given the number of nonsignificant findings. The purpose of the present study was to examine the effects of a one-on-one cognitive training program on General Intellectual Ability (GIA) as well as on fluid reasoning, memory, visual and auditory processing, processing speed, and attention—all key cognitive skills that underlie the ability to learn
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