Corsi Blocks Task Research Articles

Presbycusis and presbyvestibulopathy: Balance improvement after hearing loss restoration

Abstract Objective: The aim of the present study was to define if hearing relief can improve vestibular function and risk-to-fall. Methods: Fifteen hearing-impaired patients, 6 males and 9 females, aged ≥60 years (64–81 years, mean age 75.13 years), all affected by presbyvestibulopathy and presbycusis, with indication for bilateral hearing correction with hearing aids (HAs), underwent: the Conley Scale (for the fall risk assessment), the Dizziness Handicap Inventory (DHI) (quantifying dizziness-related physical and emotional symptoms and restrictions in daily activities), and the Corsi Blocks Task Test (assessing visuospatial working memory) before and 12 months after HAs fitting. Results: Mean basal scores were 2.8 ± 1.9 (Conley Scale); 30.1 ± 14.6 (DHI); and 3.5 ± 0.7 (Corsi span). Mean scores posthearing loss (HL) correction were 2.0 ± 1.6 (Conley scale); 24 ± 12.9 (DHI); 4.7 ± 1.6 (Corsi span). Comparing the scores pre- and postHAs fitting, we found an improvement of Conley Scale (P = 0.11), DHI (P = 0.11), and Corsi span (P = 0.05) after 1 year. Conclusions: The treatment of HL could be useful not only to reduce the risk of falls but also to improve the spatial memory and the quality of life related to imbalance.

Hot and cold executive function among pediatric attention deficit hyperactivity disorder with and without coexisting oppositional defiant disorder.

Executive function is a high-level set of cognitive processes related to goal-directed behaviors including two conceptual subtypes of hot (emotional) and cold (cognitive) executive function (to abbreviate EF). EF deficits in attention deficit hyperactivity disorder (ADHD) leads to significant social impairments in the home, school, and community. Today the type and the extent of executive function defects in ADHD are still debated in studies. We aimed to evaluate hot and cold executive function among medication-naive children with ADHD, with and without oppositional defiant disorder (ODD). Forty-five children including suffering ADHD with ODD (n= 15), without ODD (n= 15), or typically developed (TD, n= 15) participated in this cross-sectional study (the age of children was between 7 and 12 years old). The Child Symptom Inventory-4 (CSI-4) was used to screen behavioral and emotional symptoms. Wechsler Adult Intelligence Scale-Revised-Digit Span Task (WAIS-R-DST), Corsi Block Task (CBT), and Wisconsin Card Sorting Test (WCST) were used for assessing cold executive function. Assessing hot executive function was done with Delay Discounting Task (DDT) and Iowa Gambling Task (IGT). Evaluating the cold executive function, total WAIS-R-DST score, Backward DST, total CBT score, and Backward CBT were significantly lower among ADHD than TD groups (p< 0.05). Assessing the hot executive function showed that the score of DDT and IGT was significantly lower among ADHD than TD groups (p< 0.05). Both hot and cold executive functions are defective in children with ADHD, while the comorbid of ODD has no significant effect. We suggest the clinicians to consider cognitive rehabilitation interventions as a necessary treatment modality for ADHD patients.

The Game-Based Training Improves Fundamental Movement Skills in Children with Down Syndrome

ABSTRACT The aim of the present study was to determine the effect of the game-based training program on fundamental movement skills (FMS) and working memory (WM) in male children with Down syndrome. Twenty-one children ages 9 to 11 years were assigned to either a Game- Based Training (GBT) or No-Training (NT) group. The GBT group participated in 12 sessions of game-based training, three sessions per week and 45 minutes per session whereas the NT group just performed normal daily activities. TGMD 2–Test was used to evaluate the motor development quality. The results showed that the GBT group performed better than the NT group in locomotor and manipulative skills. In the Corsi Block Task, although the mean scores of the GBT group were better than the NT group, it was not statistically significant. Our result revealed that after the game-based training program, participant’s scores improved in fundamental movement skills, but no significant improvement was observed in the working memory scores. Therefore, these findings support the positive effect of gamebased training on fundamental movement skills in children with Down syndrome.

The Moderating Role of Cortisol and Negative Emotionality in the Effects of Classroom Size and Window View on Young Children's Executive Functions.

This study probed how baseline cortisol (BC), negative emotionality (NE), and environmental facets-classroom size and window view-interact to affect executive function (EF) in preschoolers using virtual reality (VR). In a cohort of 144 children aged 61-85 months, BC levels were measured by saliva assays and NE by parental surveys. Participants completed computerized EF assessments both pre- and post-exposure to one of four VR conditions, which varied by classroom size (large vs. small) and window view (natural vs. built). Due to missing data and outlier responses, three children were removed from the analyses. Regression analyses, accounting for initial EFs, revealed that higher BC was significantly associated with better Digit-span task scores in the nature view, while lower BC correlated with improved performance in the built view. With regard to classroom size, children with varying levels of NE benefitted from the large classroom environment, as evidenced by marginally significant improvements on the Corsi block task. However, higher NE children outperformed their lower NE peers in the large classroom, while a trend inverted in the small classroom context. The findings illuminate how the physical components of preschool environments may interact with children's physiological reactivity, potentially influencing the development of working memory.

The Relation Between Attention, Inhibition and Word Learning in Young Children

In their natural environments, children usually see several novel objects while they hear the labels for these objects, making it difficult for them to know exactly which objects these words refer to. This referential ambiguity problem can be alleviated through selective attention and inhibitory control because a child who focuses on plausible referents while inhibiting irrelevant ones during object labelling has a higher chance of identifying the intended referent. The present study examined this hypothesis by testing 3.5- to 4.5-year-old children. In particular, we examined the links between children’s word learning (a cross-situational learning task), selective attention (flanker task), inhibitory control (day-night Stroop task) while controlling for working memory (Corsi block task). We found that children learned the novel word-object associations and completed the cognitive control tasks successfully. However, we did not find any association between word learning and cognitive control or memory span. We argue that the lack of a significant association between cognitive control and word learning may be indicative of a more exploratory style of learning in young children.

The Influence of Classroom Size and Window View on Young Children's Executive Functions and Physiological Responses, Based on VR Technology.

Despite the increasing enrollment of young children in childcare institutes, there have been few empirical studies on the effects of spatial elements on their development. This study explored the impact of preschool classroom size (large vs. small) and window view (natural vs. built environment) on young children's executive functions and physiological stress responses, using cortisol and heart rate variability (HRV) as indicators and employing virtual reality (VR) technology. Out of 144 participants aged 61-85 months, three were excluded due to missing values and outliers. Executive function tests were administered, and saliva samples were collected before and after VR exposure; HRV data were gathered during the experience. ANCOVA results indicated significant improvements in cognitive flexibility, as measured based on the Dimensional Change Card Sorting task, in the large classroom condition, and a marginally significant decrease in visuo-spatial working memory, as measured with the Corsi block task, in the small classroom condition. The classroom size conditions did not significantly differ in cortisol response, but the large classroom condition showed marginally significant HRV indices, suggesting increased relaxation. No significant effects on executive functions or physiological responses were found in either window view condition. Overall, the findings suggest that classroom size may influence young children's cognitive flexibility.

Impairment in Working Memory and Executive Function Associated with Mercury Exposure in Indigenous Populations in Upper Amazonian Peru.

The Matsigenka people living traditional lifestyles in remote areas of the Amazon rely on a fish-based diet that exposes them to methylmercury (MeHg) at levels that have been associated with decreased IQ scores. In this study, the association between Hg levels and working memory was explored using the framework of the Multicomponent Model. Working memory tasks were modified to fit the culture and language of the Matsigenka when needed and included measures for verbal storage (Word Span) visuospatial storage (Corsi Block Task) and a measure of executive functions, the Self-Ordered Pointing Task (SOPT). An innovation of the Trail Making Tests A & B (TMT A & B) was pilot tested as another potential measure of executive functions. The mean hair Hg levels of 30 participants, ages 12 to 55 years, from three different communities (Maizal, Cacaotal and Yomibato) was 7.0 ppm (sd = 2.40), well above the World Health Organization (WHO) limit for hair of 2.0 ppm and ranged from 1.8 to 14.2 ppm, with 98% of a broader sample of 152 individuals exceeding the WHO limit. Hair Hg levels showed significant associations with cognitive performance, but the degree varied in magnitude according to the type of task. Hg levels were negatively associated with executive functioning performance (SOPT errors), while Hg levels and years of education predicted visuospatial performance (Corsi Block accuracy). Education was the only predictor of Word Span accuracy. The results show that Hg exposure is negatively associated with working memory performance when there is an increased reliance on executive functioning. Based on our findings and the review of the experimental research, we suggest that the SOPT and the Corsi Block have the potential to be alternatives to general intelligence tests when studying remote groups with extensive cultural differences.

Automatic Cognitive Fatigue Detection Using Wearable fNIRS and Machine Learning.

Wearable sensors have increasingly been applied in healthcare to generate data and monitor patients unobtrusively. Their application for Brain–Computer Interfaces (BCI) allows for unobtrusively monitoring one’s cognitive state over time. A particular state relevant in multiple domains is cognitive fatigue, which may impact performance and attention, among other capabilities. The monitoring of this state will be applied in real learning settings to detect and advise on effective break periods. In this study, two functional near-infrared spectroscopy (fNIRS) wearable devices were employed to build a BCI to automatically detect the state of cognitive fatigue using machine learning algorithms. An experimental procedure was developed to effectively induce cognitive fatigue that included a close-to-real digital lesson and two standard cognitive tasks: Corsi-Block task and a concentration task. Machine learning models were user-tuned to account for the individual dynamics of each participant, reaching classification accuracy scores of around 70.91 ± 13.67 %. We concluded that, although effective for some subjects, the methodology needs to be individually validated before being applied. Moreover, time on task was not a particularly determining factor for classification, i.e., to induce cognitive fatigue. Further research will include other physiological signals and human–computer interaction variables.

Comparative Study of Visual-Spatial Working Memory Perception in Normal Students and Students with special learning disabilities

Background and Aims: Visual-spatial ability is a complex process involving several interconnected parts that develop with the development of working memory. These processes are performed by students with learning disabilities differently from normal students. The purpose of this study was to compare the visual-spatial perception of working memory between normal students and students with special learning disabilities. Objective: The purpose of this study was to compare visual-spatial perception of working memory between normal students and students with special learning disabilities. Methods: The research method was causal-comparative. The statistical population of the present study was all female and male elementary school students aged 10-12 years with math learning difficulties and dyslexia, and normal students in Khoy. The sample of this study consisted of 90 elementary school students, of whom 30 cases had math disabilities, 30 cases were dyslexic, and 30 cases were normal students. Students with learning disabilities were selected through available sampling in the Learning Disorders Center. Normal students were selected by random cluster sampling from Khoy schools. To diagnose and evaluate mathematical learning disability, the K-Mat test was used and the syndrome checklist was used to diagnose dyslexia. Corsi Blocks Task software was also used to measure the visual-spatial perception of working memory. The One-way ANOVA was used for data analysis. Results: The results showed that the difference between normal students, dyslexic students, and those with visual-spatial abilities was significant (F=10.11, p&lt;0.001). However, there was no significant difference between students with math disorder and dyslexia in the visual-spatial ability of working memory (P&gt; 0.34). Conclusion: Students with math learning difficulties and dyslexia had poor performance in the visual-spatial perception of working memory compared to normal students.

The Corsi Blocks Task: Variations and coding with jsPsych

The Corsi Blocks Task: Variations and coding with jsPsych

Spatial and attentional aftereffects of virtual reality and relations to cybersickness

Cybersickness describes the nausea and discomfort that frequently emerges upon exposure to a virtual reality (VR) environment. The extent to which cybersickness leads to temporary constraints in cognitive functioning after VR exposure is a critical aspect of evaluating the risk to human safety where VR tasks are used for workforce training. Here, we examined whether VR exposure results in deteriorated cognitive spatial ability and attention, and if this possible deterioration is related to cybersickness. A standardized cognitive test battery consisting of Corsi blocks task (CBT), Manikin spatial task (MST), and color trails test (CTT-A and -B) was administered before and after participants were exposed to virtual reality (VR group), or engaged in interactive board games (control group). The performance of participants in CBT remained unchanged from pre-test to post-test in both groups, while performance in MST improved in the control and remained stable in VR group. Response times in CTT-A remained stable in the VR group but reduced significantly in the control group. Regarding CTT-B, participants from both groups became significantly faster in post-test. We did not observe any significant sex differences, or effects of past VR experience, across measures of cognitive performance or cybersickness. Crucially, no significant correlations were found between cognitive performance changes and cybersickness scores in any cases. The results provide encouragement for the use of VR in professional settings, suggesting that VR and cybersickness may minimally limit subsequent cognitive processing. However, it will be crucial to further examine the aftereffects in other cognitive functions.

Pupillometry provides a psychophysiological index of arousal level and cognitive effort during the performance of a visual-auditory dual-task in individuals with a history of concussion

Research shows that concussions cause long-term deficits in executive functions when tested using challenging tasks with high cognitive load. The neurophysiological mechanism(s) associated with executive dysfunction are not well understood. Pupillometry provides a non-invasive index of arousal and cognitive load; therefore, the current study investigated whether pupillometry could help explain the persistent deficits in dual-task performance in individuals with a history of concussion (n = 14) compared to controls (n = 13). Participants were tested using a computerized Corsi block task which increased in difficulty as a function of set size (i.e., number of blocks to be remembered) and task condition (i.e., performed alone and concurrently with an auditory task). Pupil size was measured during the initial fixation prior to the Corsi task to assess arousal level, and during the encoding phase to assess task evoked pupil response. Results showed that: 1) in contrast to the control group, pupil size was not modulated by task condition in the concussed group indicating that arousal level was similar in the single and dual task; 2) task evoked pupil dilation increased as a function of set size in the single task in both groups, 3) in contrast to the control group, those with a history of concussion had similar pupil size during the single and dual task conditions. One interpretation of these results is that individuals with a history of concussion exert greater effort when performing relatively easier tasks, and they reach capacity limits when the cognitive load is lower in comparison to non-concussed individuals. In conclusion, pupillometry may provide insight into persisting deficits in executive functions following concussion(s).

Give yourself a hand: The role of gesture and working memory in preschoolers’ numerical knowledge

Hand gestures can be beneficial in math contexts to reduce the user’s cognitive load by supporting domain-general abilities such as working memory. Although prior work has shown a strong relation between young children’s early math performance and their general cognitive abilities, it is important to consider how children’s working memory ability may relate to their use of spontaneous gesture as well as their math-specific abilities. The current study examined how preschool-aged children’s gesture use and working memory relate to their performance on an age-appropriate math task. Head Start preschoolers (N = 81) were videotaped while completing a modified version of the Give-N task to measure their cardinality understanding. Children also completed a forward word span task and a computerized Corsi Block task to assess their working memory. The results showed that children’s spontaneous gesture use and working memory were related to their performance on the cardinality task. However, children’s gestures were not significantly related to working memory after controlling for age. Findings suggest that young children from low-income backgrounds use gestures during math contexts in similar ways to preschoolers from higher-income backgrounds.

A bilingual advantage in memory capacity: Assessing the roles of proficiency, number of languages acquired and age of acquisition

Aims and objectives: This study examines whether different types of bilingualism modulate memory capacity differently. More specifically, the study assesses the effects of age of acquisition, number of languages acquired and proficiency in the second language (L2) on phonological short-term memory, visuospatial memory and semantic memory. Design: Memory capacity was measured by means of three tasks: the digit span task (phonological short-term memory); the Corsi block task (visuospatial memory); and the word span task (semantic memory). Participants were divided into five groups based on the number of languages acquired, age of acquisition and proficiency: monolinguals, intermediate L2 learners, advanced L2 learners, simultaneous bilinguals and multilinguals. Data and analysis: Analyses of variance were used to analyze participants’ scores for each of the memory tasks. Findings and conclusions: For the word span task, no significant differences were found among the groups, which supports the notion that semantic memory is language independent. Furthermore, intermediate and advanced L2 learners and multilinguals presented significantly higher phonological short-term memory spans compared to simultaneous bilinguals. Finally, intermediate L2 learners and multilinguals significantly outperformed monolinguals on visuospatial memory spans. Results suggest that L2 acquisition might strengthen both visuospatial and phonological short-term memory, which in turn tend to improve as L2 proficiency increases. Originality: While previous studies have provided evidence of a bilingual advantage in memory capacity, these studies have generally grouped different types of bilinguals together (e.g., L2 leaners and heritage speakers). This study takes a step forward by examining differences in memory capacity across different types of bilinguals and in comparison to their monolingual peers in order to better understand the cognitive effects of bilingualism. Significance and implications: When considering age of acquisition, number of languages acquired and proficiency as grouping factors, different effects of bilingualism on memory capacity can be observed. Future studies on this matter should include bilingual participants that are comparable with regard to the aforementioned variables.

Using the Walking Corsi test to explain age-related differences between young and older adults’ rotation performance

ABSTRACT This study newly assessed visuo-spatial working memory (VSWM) in young and older adults with an extended version of the backward Corsi Blocks Task (CBT): the backward Walking Corsi Test (WalCT). It involves recalling sequences of spatial locations while moving in an indoor space (2.5 × 3m) in which the CBT layout is recreated on the floor. The specific contribution of the backward WalCT (beyond that of the backward CBT) to explaining age-related effects on spatial rotation abilities was explored. Seventy young adults and 56 older adults performed the backward WalCT, classic VSWM tasks, self-assessments on pleasure in exploring and spatial anxiety, and mental rotation and perspective-taking tasks. Mediation models for the mental rotation and perspective-taking measures showed a direct age-related effect on both the backward WalCT and backward CBT, and an indirect one on the two spatial rotation abilities, mediated by the backward WalCT and – partly – the backward CBT. In particular, age-related effects on mental rotation were explained by the backward WalCT, while those on perspective-taking were explained by both the backward WalCT and backward CBT. The backward WalCT can be considered a measure suitable for assessing VSWM in older adults, which also explains age-related effects on mental rotation and perspective-taking performance.

Feasibility of using a computer-assisted working memory training program for healthy older women.

Interventions for age-associated cognitive impairment are of increasing significance as populations age. Using N-back and memory strategy enhancement, the present study aimed to explore the feasibility of using, and outcomes of a working memory (WM) training program on visuospatial and verbal WM in older female adults. Older women from two comparable local health centers who scored 26 and higher on Mini-Mental State Examination were invited to participate. Women at one center (experimental group) received three sessions on memory enhancement techniques and a computerized training program with N-back. Women at the other center (control group) received three sessions on memory and aging and training on using various features of cellphones. All participants completed the Corsi Block Task and Digit Span Task at pre- and post-training. The experimental group showed significant improvements in their visuospatial and verbal WM compared to the control group. These findings support the brain's plasticity in the elderly. WM training for improving cognitive performance in older adults has potential and should be further investigated.

Reduced deficits observed in children and adolescents with developmental language disorder using proper nonverbalizable span tasks

BackgroundChildren with developmental language disorder (DLD)—previously called Specific Language Impairment (SLI)—often perform poorly in verbal working memory (WM) tasks, but the picture is less clear regarding their visuospatial WM capacity. Recent research has been inconclusive regarding whether visuospatial working memory is impaired in DLD. Additionally, it is still unclear whether the putative disparity of WM performance persists in adolescence. AimsThe aim of the current study was to unveil potential impairments in verbal and visuospatial working memory in DLD by exploring two developmental age groups of French-speaking children and adolescents. MethodsThis study examined verbal and nonverbal short-term and working memory capacity using digit span and Corsi block tasks in twelve children (7–11-year-olds) and twelve adolescents (12-18-year-olds) with developmental language disorder (DLD) in comparison to that in their typically developing peers. ResultsOur findings showed that both children and adolescents with DLD have deficits in storage and processing ability for the verbal domain. However, both the short-term and working memory estimates of immediate capacity for visuospatial information in adolescents with DLD were virtually intact. ConclusionsThese results indicate that both verbal and nonverbal storage and processing capacity are largely modulated by age, suggesting that the children with DLD show virtually intact nonverbal working memory capacity as they reach adolescence.

Effects of backpack weight on the performance of basic short-term/working memory tasks during flat-surface standing

This study empirically investigated the effects of backpack weight on the performance of three basic short-term/working memory (STM/WM) tasks during flat-surface standing. Four levels of backpack weight were considered: 0, 15, 25 and 40% of the body weight. The three STM/WM tasks were the Corsi block, digit span and 3-back tasks, corresponding to the visuo-spatial sketchpad, phonological loop and central executive of WM, respectively. Thirty participants conducted the STM/WM tasks while standing with loaded backpack. Major study findings were that (1) increased backpack weight adversely affected the scores of all three STM/WM tasks; and, (2) the adverse effect of backpack weight was less pronounced for the phonological loop STM task than the other STM/WM tasks. The study findings may help understand and predict the impacts of body-worn equipment weight on the worker’s mental task performance for various work activities requiring simultaneous performance of mental and physical tasks.Practitioner summary: The current study empirically examined the effects of backpack weight on the performance of three basic STM/WM tasks. The study findings entail that reduces the weight of body-worn equipment can positively impact the worker’s mental task performance in addition to reducing the worker's bodily stresses.Abbreviations: ACC: anterior cingulate cortex; AP: anterior-posterior; BW: body weight; CoP: centre of pressure; C-S: central executive working memory task and standing; DLPFC: dorsolateral prefrontal cortex; HIP: human information processing; ML: medio-lateral; PMC: premotor cortex; P-S: phonological loop short-term memory task and standing; SMA: supplementary motor area; STM: short-term memory; VLPFC: ventrolateral prefrontal cortex; V-S: visuo-spatial short-term memory task and standing; WM: working memory

Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)

&lt;p&gt;&lt;strong&gt;Introduction&lt;/strong&gt;: The interest in studying the neuropsychological deficits that lie behind ADHD, among which the Working Memory (WM) stands out in its visuospatial and phonological dimensions, has been on increase. The aim of the current study was to explore the performance differences concerning the short-term memory and the visuospatial and phonological working memory among control and clinical groups acknowledging the clinical heterogeneity of the disorder.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Method&lt;/strong&gt;: A group of 76 children with a prior diagnosis of ADHD was divided by the clinical subtype of the disorder: ADHD predominantly inattentive (&lt;em&gt;n&lt;/em&gt; = 26, age &lt;em&gt;M&lt;/em&gt; = 10,9, &lt;em&gt;SD&lt;/em&gt; = 1,8; 66% male), and combined ADHD (&lt;em&gt;n&lt;/em&gt; = 50, age &lt;em&gt;M&lt;/em&gt; = 10.8, &lt;em&gt;DT&lt;/em&gt; = 1.9; 61.5% male). Additionally, a control group of &lt;em&gt;typically developing&lt;/em&gt; children was formed (&lt;em&gt;n&lt;/em&gt; = 40, age &lt;em&gt;M&lt;/em&gt; = 10.2, &lt;em&gt;SD&lt;/em&gt; = 1.9; 57.5% male). Both groups completed a task battery to aimed to measure the short-term memory, as well as the visuospatial and phonological working memory.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results&lt;/strong&gt;: The ADHD group showed a decreased performance at visuospatial (Corsi Block Task), as well as phonological (WISC Letter-Number Sequencing) working memory tasks. The decreased performance was consistent among the clinical subtypes. The dimensions of ADHD and the performance output in the neuropsychological tasks used in the study were not related.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Discussion&lt;/strong&gt;: This study offers empirical evidence to the hypothesis that suggests that children with ADHD show a poor performance than controls at Working Memory tasks, including both visuospatial and phonological WM. In addition, the results of the study suggested that there is no correlation between the dimensions of the ADHD and the performance output in the Working Memory tasks.&lt;/p&gt;

Effects of Video Game Training on Measures of Selective Attention and Working Memory in Older Adults: Results from a Randomized Controlled Trial.

Video game training with older adults potentially enhances aspects of cognition that decline with aging and could therefore offer a promising training approach. Although, previous published studies suggest that training can produce transfer, many of them have certain shortcomings. This randomized controlled trial (RCT; Clinicaltrials.gov ID: NCT02796508) tried to overcome some of these limitations by incorporating an active control group and the assessment of motivation and expectations. Seventy-five older volunteers were randomly assigned to the experimental group trained for 16 sessions with non-action video games from Lumosity, a commercial platform (http://www.lumosity.com/) or to an active control group trained for the same number of sessions with simulation strategy games. The final sample included 55 older adults (30 in the experimental group and 25 in the active control group). Participants were tested individually before and after training to assess working memory (WM) and selective attention and also reported their perceived improvement, motivation and engagement. The results showed improved performance across the training sessions. The main results were: (1) the experimental group did not show greater improvements in measures of selective attention and working memory than the active control group (the opposite occurred in the oddball task); (2) a marginal training effect was observed for the N-back task, but not for the Stroop task while both groups improved in the Corsi Blocks task. Based on these results, one can conclude that training with non-action games provide modest benefits for untrained tasks. The effect is not specific for that kind of training as a similar effect was observed for strategy video games. Groups did not differ in motivation, engagement or expectations.