Supporting Learning Differences
Effects of Cognitive Training on Cognitive Abilities in a School-Based Sample
Bibliographic Data
| ID | 22048643 |
|---|---|
| Authors | Lisa Looney (0000-0002-9192-9872, California State University, San Bernardino, corresponding author), Eugene H Wong (0000-0002-3011-0644, California State University, San Bernardino), Kevin P Rosales (0000-0001-8125-9265, California State University, San Bernardino), Jennifer M Bacon (California State University, San Bernardino), Dudley J Wiest (Wiest Neuropsychology Inc., Orange, CA 92866, USA) |
| Year | 2024 |
| Volume | 14 |
| Issue | 1 |
| Pages | 89 |
| Publication date | 2024-01-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14010089 |
| OpenAlex | W4390885876 |
| Language | EN |
| Citations received | 3 |
| References cited | 63 |
A growing body of research demonstrates the effectiveness of computerized cognitive training (CCT) in building specific abilities (e.g., working memory) among school-age children. As a result, CCT is increasingly cited as a means to enhance and support students’ academic performance and school experience. However, many studies exploring CCT as an intervention have done so outside of the school setting, limiting its potential impact with regard to students who may benefit from it but cannot access such supports. This project examined the efficacy of a CCT program implemented within the academic day for all students attending a private school. The findings showed that two CCT programs resulted in improvements in working memory, cognitive flexibility, and/or processing speed among third graders through sixth graders (N = 95). Furthermore, this project demonstrates a model for the effective integration of CCT into a school day without interrupting the academic curriculum. The present results have important implications for the current ideological shift in education that focuses on how to more broadly address students’ learning differences
Academic achievement · Cognition · Cognitive flexibility · Curriculum · Mathematics education · Medical education · Pedagogy · Working memory · Cognitive Abilities and Testing · Early Childhood Education and Development · Educational and Psychological Assessments · Medicine · Psychology
The Ecology of Human Development
Executive Functioning as a Predictor of Children's Mathematics Ability
Adaptive training leads to sustained enhancement of poor working memory in children
Investigating the predictive roles of working memory and IQ in academic attainment
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
Training and plasticity of working memory
Calculating and reporting effect sizes to facilitate cumulative science
Psychometric models of individual differences in reading comprehension
Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth
Instructional coaching actions that predict teacher classroom practices and student achievement
Annual Research Review
Which student and instructional variables are most strongly related to academic motivation in K-12 education? A systematic review of meta-analyses
The relation between spatial skill and early number knowledge
Relevance of a neurophysiological marker of attention allocation for children’s learning-related behaviors and academic performance
A meta-analysis on the relation between reading and working memory
Relations between executive functions and academic outcomes in elementary school children
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |