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Recent studies indicate that COVID-19 infection can lead to serious neurological consequences in a small percentage of individuals. However, in the months following acute illness, many more suffer from fatigue, low motivation, disturbed mood, poor sleep and cognitive symptoms, colloquially referred to as ‘brain fog’. But what about individuals who do not report any ongoing symptoms after recovering from COVID-19? Here we examined a wide range of cognitive functions critical for daily life (including sustained attention, memory, motor control, planning, semantic reasoning, mental rotation and spatial-visual attention) in people who had previously suffered from COVID-19 but were not significantly different from a control group on self-reported fatigue, forgetfulness, sleep abnormality, motivation, depression, anxiety and personality profile. COVID-19 survivors displayed significantly worse episodic memory (up to 6 months post infection) and greater decline in vigilance and motivation with time on task (for up to 9 months). Overall, the results show that chronic cognitive impairments following COVID-19 are evident on objective testing even amongst those who do not report a greater symptom burden. Importantly, in the sample tested here, these were not significantly different from normal after six-nine months, demonstrating evidence of recovery over time.

Previous work has demonstrated that action video game training produces enhancements in a wide range of cognitive abilities. Here we evaluate a possible mechanism by which such breadth of enhancement could be attained: that action game training enhances learning rates in new tasks (i.e., “learning to learn”). In an initial controlled intervention study, we show that individuals who were trained on action video games subsequently exhibited faster learning in the two cognitive domains that we tested, perception and working memory, as compared to individuals who trained on non-action games. We further confirmed the causal effect of action video game play on learning ability in a pre-registered follow-up study that included a larger number of participants, blinding, and measurements of participant expectations. Together, this work highlights enhanced learning speed for novel tasks as a mechanism through which action video game interventions may broadly improve task performance in the cognitive domain.

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