Cognitive Training: A Field in Search of a Phenomenon.
Considerable research has been carried out in the last two decades on the putative benefits of cognitive training on cognitive function and academic achievement. Recent meta-analyses summarizing the extent empirical evidence have resolved the apparent lack of consensus in the field and led to a crys...
| Publicado en: | Perspectives on Psychological Science Vol. 18; no. 1; pp. 125 - 142 |
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| Autores principales: | , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jan2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161622859&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161622859 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17456916 1WQQ jtl: Perspectives on Psychological Science issn: 17456916 maglogo: N pubinfo: dt: Jan2023 vid: 18 iid: 1 pid: 20732 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 161622859 158402046 161622859 161622859 10.1177/17456916221091830 161622859 ppf: 125 ppct: 17 formats: tig: atl: Cognitive Training: A Field in Search of a Phenomenon. aug: au: Gobet, Fernand Sala, Giovanni affil: Centre for Philosophy of Natural and Social Science, London School of Economics and Political Science sug: subj: Cognitive Therapy Cognition Psychosocial Functioning Academic Achievement Research Methodology Memory, Short Term Education Educational Status ab: Considerable research has been carried out in the last two decades on the putative benefits of cognitive training on cognitive function and academic achievement. Recent meta-analyses summarizing the extent empirical evidence have resolved the apparent lack of consensus in the field and led to a crystal-clear conclusion: The overall effect of far transfer is null, and there is little to no true variability between the types of cognitive training. Despite these conclusions, the field has maintained an unrealistic optimism about the cognitive and academic benefits of cognitive training, as exemplified by a recent article (Green et al., 2019). We demonstrate that this optimism is due to the field neglecting the results of meta-analyses and largely ignoring the statistical explanation that apparent effects are due to a combination of sampling errors and other artifacts. We discuss recommendations for improving cognitive-training research, focusing on making results publicly available, using computer modeling, and understanding participants' knowledge and strategies. Given that the available empirical evidence on cognitive training and other fields of research suggests that the likelihood of finding reliable and robust far-transfer effects is low, research efforts should be redirected to near transfer or other methods for improving cognition. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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