Darksage
Apr 20th, 2010, 02:35 PM
SDU1PraJYt8&hd=1
http://www.nature.com/nature/journal/vnfv/ncurrent/pdf/nature09042.pdf
‘Brain training’, or the goal of improved cognitive function
through the regular use of computerized tests, is a multimillionpound
industry1, yet in our view scientific evidence to support its
efficacy is lacking. Modest effects have been reported in some
studies of older individuals2,3 and preschool children4, and
video-game players outperform non-players on some tests of
visual attention5. However, the widely held belief that commercially
available computerized brain-training programs improve
general cognitive function in the wider population in our opinion
lacks empirical support. The central question is not whether performance
on cognitive tests can be improved by training, but
rather, whether those benefits transfer to other untrained tasks
or lead to any general improvement in the level of cognitive functioning.
Here we report the results of a six-week online study in
which 11,430 participants trained several times each week on cognitive
tasks designed to improve reasoning, memory, planning,
visuospatial skills and attention. Although improvements were
observed in every one of the cognitive tasks that were trained,
no evidence was found for transfer effects to untrained tasks, even
when those tasks were cognitively closely related.
http://www.nature.com/nature/journal/vnfv/ncurrent/pdf/nature09042.pdf
‘Brain training’, or the goal of improved cognitive function
through the regular use of computerized tests, is a multimillionpound
industry1, yet in our view scientific evidence to support its
efficacy is lacking. Modest effects have been reported in some
studies of older individuals2,3 and preschool children4, and
video-game players outperform non-players on some tests of
visual attention5. However, the widely held belief that commercially
available computerized brain-training programs improve
general cognitive function in the wider population in our opinion
lacks empirical support. The central question is not whether performance
on cognitive tests can be improved by training, but
rather, whether those benefits transfer to other untrained tasks
or lead to any general improvement in the level of cognitive functioning.
Here we report the results of a six-week online study in
which 11,430 participants trained several times each week on cognitive
tasks designed to improve reasoning, memory, planning,
visuospatial skills and attention. Although improvements were
observed in every one of the cognitive tasks that were trained,
no evidence was found for transfer effects to untrained tasks, even
when those tasks were cognitively closely related.