Effects of computer-based training on children’s executive functions and academic achievement

Conesa, Pedro Javier; Duñabeitia, Jon Andoni

doi:10.1080/00220671.2021.1998881

Cited by 6 publications

(5 citation statements)

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“…Recent studies have highlighted the potential of computerized cognitive training for the development of children's executive functions and many related components associated with academic achievement (Conesa and Duñabeitia, 2021) and decision-making (Sánchez-Castañeda et al, 2021). The results reported in this study demonstrate that children increase their reading comprehension performance after completing a cognitive stimulation program, suggesting that the implementation of gamified activities as part of a computerized cognitive training is a valid tool to improve children's reading skills.…”

Section: Discussionmentioning

confidence: 99%

“…For this reason, and not surprisingly, the number of studies that report interventions based on cognitive stimulation programs to examine what effects they have on the performance of specific cognitive skills, and consequently, on subsequent academic performance and readership processes has increased exponentially in recent years (see Karbach et al, 2015;Söderqvist and Bergman-Nutley, 2015;Diamond, 2016). In this line, several authors have highlighted, suggested and evidenced how cognitive stimulation programs can have a positive impact on the performance of working memory and inhibitory control in children in Primary Education, and consequently, on their reading comprehension (Melby-Lervåg and Hulme, 2013; Peng and Fuchs, 2017;Siu et al, 2018;Nouwens et al, 2020;Conesa and Duñabeitia, 2021;Tapia and Duñabeitia, 2021). Nouwens et al (2020) studied the contribution of executive functions to reading in a group of Dutch Primary School children (fifth graders) by using structural equation modeling to test the impact of scores in working memory, inhibition and planning tests carried out when the students were in fourth grade.…”

Section: Introductionmentioning

confidence: 99%

“…Happy Hopper (inhibition), Sudoku (inhibition, shifting, and working memory), or Drive me crazy (shifting and inhibition), among others. A complete list of the 41 games can be found in the Appendix.2 It should be noted that the gamified cognitive stimulation program has been used and validated in multiple previous studies, such as those carried out by Horowitz-Kraus and Breznitz (2009),Peretz et al (2011),Haimov and Shatil (2013),Preiss et al (2013),Shah et al (2017), orConesa and Duñabeitia (2021). To familiarize teachers with the platform and its correct implementation in the classrooms, a brief initial training of 30 min was carried out by the first author and second authors of the current study.On the other hand, for the measurement and evaluation of the dependent variables, a reading test was implemented using Cognition(De Leeuw, 2019).…”

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Impact of a cognitive stimulation program on the reading comprehension of children in primary education

2023

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IntroductionAt present, numerous studies can be found in which influences and relationships between the principal executive functions, reading comprehension, and academic performance associated with reading are reported. However, there is still a lack of convergence regarding the impact of computerized cognitive training on children’s executive development and its transfer in academic reading performance and comprehension of written texts.MethodsThis study analyzes the effect of implementing a cognitive stimulation program on the performance of reading comprehension and academic performance in the subject of Spanish Language and Literature. To this end, a total sample of 196 children from 23 educational centers received the cognitive intervention for 8 weeks, with three weekly sessions of between 15 and 20 min each occurring on non-consecutive days. Pre-test and post-test measurements were collected and analyzed.ResultsThe results demonstrate a significant increase in the reading comprehension scores. In addition, a significant impact of the training on the participants’ academic performance in the subject Spanish Language and Literature was found.DiscussionThese results highlight the usefulness of computerized cognitive stimulation programs for reading comprehension enhancement.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Impact of a cognitive stimulation program on the reading comprehension of children in primary education

2023

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“…The CogniFit neuropsychological battery has been widely used for clinical and research purposes ( 31 ) since the tests that it offers have been validated against various standard neuropsychological tests ( 32 ). Furthermore, scientific studies using CogniFit activities in healthy children, adults, and older people with the aim of improving cognitive function are numerous and have high methodological quality, giving CogniFit the highest level of empirical evidence ( 31 , 33 , 34 ). CogniFit scores range from 0 to 800 points, where high scores refer to increased cognitive performance.…”

Section: Methodsmentioning

confidence: 99%

Memory function performance in individuals classified as overweight, obese, and normal weight

et al. 2022

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Evidence accumulated to date about the relationship between cognitive impairments and adults who are overweight and obese suggests that excess weight has a great impact on memory function. Nevertheless, most of the literature has focused only on studying the influences on working memory and episodic memory. This study aimed to examine the potential associations of clinical and anthropometric measures [body mass index (BMI), WHR, body fat, visceral fat, muscle mass, and hypertension] with six memory domains, including contextual memory, short-term visual memory, short-term memory, non-verbal memory, short-term phonological memory, and working memory, in a sample of 124 individuals classified as overweight (n = 33), obese (n = 53), and normal weight (n = 38). The results obtained showed that, after controlling for employment situations, people classified as obese had poorer short-term phonological memory and working memory than those with normal weights. Bivariate correlations showed that measures of weight, BMI, waist–hip ratio index, body fat, and visceral fat were inversely associated with memory function. However, muscle mass was not a significant predictor of memory function. Higher systolic blood pressure was also associated with worse memory function. The study provides evidence of the importance of adiposity in health and memory function.

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“…For the cognitive training program, the CogniFit patented dynamic training system that tailors exercises to individuals' specific needs and performance was used. The effectiveness of this training method has been extensively demonstrated in both clinical and healthy populations (Conesa & Duñabeitia, 2021;Hill et al, 2017;Li et al, 2022;Peretz et al, 2011;Shah et al, 2017;Westwood et al, 2023) and demonstrated transfer benefits to everyday activities such as reading comprehension, emotional well-being, sleep quality, or daily functioning (Reina-Reina et al, 2023;Tapia, Puertas, et al, 2023;Tapia, Taberner-Bonastre, et al, 2023;J. Wei et al, 2022).…”

Section: Cognitive Training Programmentioning

confidence: 99%

The Effects of Cognitive Training on Driving Performance

Tapia,

Duñabeitia,

Borda

2024

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Driving is a complex task necessitating an intricate interplay of sensory, motor, and cognitive abilities. Extensive research has underscored the role of neurocognitive functions, including attention, memory, executive functions, and visuospatial skills, in driving safety and performance. Despite evidence suggesting cognitive training's potential in enhancing driving abilities, comprehensive cognitive training's impact on driving performance in young adult drivers remains unexplored. Our study aimed to fill this gap by implementing an intensive, 8-week, multidomain computerized cognitive training program and assessing its transfer effects on the driving performance of young adult drivers (n=50), using a high-fidelity simulator. Participants' age ranged from 18 to 25, with a mean age of 21.05 years. Employing a randomized controlled trial design, the mixed-design analysis of variance (ANOVA) revealed a notable interaction between the time of testing and the respective participant groups concerning driving performance, F(1, 48) = 4.92, p = .031, ∂η² = 0.093. Post hoc analyses showed that, compared to the control group, participants undergoing cognitive training demonstrated significantly fewer traffic infractions in the post-training evaluation, with a mean difference of 6.84 infractions, SE = 2.13, t(48) = 3.20, ptukey = .012. These findings highlight the potential of cognitive training as an effective tool for enhancing driving safety and performance young adult drivers. Further research is necessary to examine these effects across different populations and real-world driving contexts.

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Effects of computer-based training on children’s executive functions and academic achievement

Cited by 6 publications

References 92 publications

Impact of a cognitive stimulation program on the reading comprehension of children in primary education

Impact of a cognitive stimulation program on the reading comprehension of children in primary education

Memory function performance in individuals classified as overweight, obese, and normal weight

The Effects of Cognitive Training on Driving Performance

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