scholarly journals Effects and Moderators of Computer-Based Training on Children's Executive Functions: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 11 ◽  
Author(s):  
Yifei Cao ◽  
Ting Huang ◽  
Jipeng Huang ◽  
Xiaochun Xie ◽  
Yuan Wang
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Meta Analysis ◽  
Typically Developing ◽  
Transfer Effects ◽  
Training Effects ◽  
Computer Based Training ◽  
Computer Based ◽  
Standard Training ◽  
Game Elements

Computer-based training has attracted increasing attention from researchers in recent years. Several studies have found that computer-based training resulted in improved executive functions (EFs) in adults. However, it remains controversial whether children can benefit from computer-based training and what moderator could influence the training effects. The focus of the present meta-analysis was to examine the effects of computer-based training on EFs in children: working memory, cognitive flexibility, and inhibitory control. A thorough search of published work yielded a sample of 36 studies with 216 effect sizes. The results indicated that computer-based training showed moderate training effects on improving EFs in children (g = 0.35, k = 36, p < 0.001), while training effects of working memory were significantly higher. Furthermore, we found near-transfer effects were marginally significantly higher than far-transfer effects. The standard training method was significantly more effective than training with game elements. In computer-based training, typically developing children had significantly better training effects than atypically developing children. Some additional factors, such as the number of training sessions and age, also modulated the training effects. In conclusion, the present study investigated the effects and moderators of computer-based training for children's EFs. The results provided evidence that computer-based training (especially standard training) may serve as an efficient way to improve EFs in children (especially typically developing individuals). We also discussed some directions for future computer-based training studies.

scholarly journals Computer-Based Training of Stimulus Detection Improves Color and Simple Pattern Recognition in the Defective Field of Hemianopic Subjects

2000 ◽  
Vol 12 (6) ◽  
pp. 1001-1012 ◽  
Author(s):  
Erich Kasten ◽  
Dorothe A. Poggel ◽  
Bernhard A. Sabel
Keyword(s):  
Pattern Recognition ◽  
Placebo Group ◽  
Visual Field ◽  
White Light ◽  
Color Perception ◽  
Training Effects ◽  
Computer Based Training ◽  
Form Recognition ◽  
Computer Based ◽  
Experimental Group

In a previously conducted randomized placebo-controlled trial, we were able to demonstrate significant visual field enlargement induced by restitution therapy in patients with cerebral lesions [Kasten, E., Wuest, S., Behrens-Bamann, W., & Sabel, B. A. (1998c). Computer-based training for the treatment of partial blindness. Nature Medicine, 4, 1083-1087.]. Visual field training was performed on a computer monitor for 1 hr per day over a period of 6 months. Since the procedure included only stimulation with white light, in the present study we investigated if this simple detection training had a transfer effect on color or form recognition in the trained area (i.e., in the absence of modality specific training). Answering this question would be crucial for planning optimal restitution therapy: In case there is no transfer of training effects to other visual modalities, a specific treatment of each visual function must be performed in order to achieve maximum benefit. Therefore, we analyzed the data from 32 patients with visual field defects who had participated in the original trial and whose form and color recognition had been investigated. The experimental group (n = 19, restitution training) experienced not only an increase of 12.8% correctly detected stimuli (PeriMa program, p < .05), but also an improvement of 5.6% in pattern recognition (PeriForm) and of 6.1% in color perception (PeriColor), respectively. In contrast, the placebo group (n = 13, fixation training) showed no significant changes from baseline to final outcome in any of the visual modalities (PeriMa: 0.3%; PeriForm: -0.3%; PeriColor: 0.4%). Conventional perimetry yielded an increase of 7.8% detected stimuli in the experimental group, but only of 1.2% in the placebo group (p < .05). For form recognition and color perception, the differences between the results of the experimental and the placebo groups narrowly missed significance. However, correlations of diagnostic results showed that mainly those patients who had achieved visual field enlargement also improved in color and form perception: r = .67 (p < .05) between PeriMa and PeriForm and r = .32 between PeriMa and PeriColor. We conclude that visual restitution training using a simple white light stimulus has at least some influence on improving other visual functions such as color and pattern recognition. This result supports the “bottleneck theory” of visual restitution, i.e., training effects can be explained as a process of perceptual learning and increased processing of information by residual structures surviving lesions of the primary visual pathways.

scholarly journals Working Memory Training in Typically Developing Children: A Multilevel Meta-Analysis

2019 ◽  
Author(s):  
Giovanni Sala ◽  
Fernand Gobet
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Cognitive Skills ◽  
Fluid Intelligence ◽  
Meta Analysis ◽  
Memory Training ◽  
Typically Developing ◽  
Far Transfer ◽  
Training Research ◽  
Active Controls

Working memory (WM) training in typically developing (TD) children aims to enhance not only performance in memory tasks but also other domain-general cognitive skills such as fluid intelligence. These benefits are then believed to positively affect academic achievement. Despite the numerous studies carried out, researchers still disagree over the real benefits of WM training. This meta-analysis (m = 41, k = 393, N = 2,375) intended to resolve the discrepancies by focusing on the potential sources of within-study and between-study true heterogeneity. Small to medium effects were observed in memory tasks (i.e., near transfer). The size of these effects was proportional to the similarity between the training task and the outcome measure. By contrast, far-transfer measures of cognitive ability (e.g., intelligence) and academic achievement (mathematics and language ability) were essentially unaffected by the training programs, especially when the studies implemented active controls (g ̅ = 0.001, SE = 0.055, p = .982, τ2 = 0.000). Crucially, all the models exhibited a null or low amount of true heterogeneity, wholly explained by the type of controls (non-active vs. active) and statistical artifacts, in contrast to the claim that this field has produced mixed results. Since the empirical evidence shows an absence of generalized effects and true heterogeneity, we conclude that there is no reason to keep investing resources in WM training research with TD children.

Game of gifts purchase: Computer-based training of executive functions for the elderly

2011 ◽  
Author(s):  
Alvaro Lopez-Martinez ◽  
Sandra Santiago-Ramajo ◽  
Alfonso Caracuel ◽  
Carlos Valls-Serrano ◽  
Miguel J. Hornos ◽  
...  
Keyword(s):  
Executive Functions ◽  
The Elderly ◽  
Computer Based Training ◽  
Computer Based
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