What Is “Brain Training”?
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Is Lumosity an Effective Brain Training Program?: a Meta-Analysis of the Existing Research
IS LUMOSITY AN EFFECTIVE BRAIN TRAINING PROGRAM?: A META-ANALYSIS OF THE EXISTING RESEARCH A thesis presented to the faculty of the Graduate School of Western Carolina University in partial fulfillment of the requirements for the degree of Specialist in School Psychology. Kristen Nicole Hyman Director: Dr. Candace Boan-Lenzo, Department of Psychology Committee Members: Dr. Ethan Schilling, Department of Psychology Dr. Mickey Randolph, Department of Psychology April 2017 TABLE OF CONTENTS Title Page ......................................................................................................................................... i Table of Contents ............................................................................................................................ ii List of Tables ................................................................................................................................. iii List of Figures ................................................................................................................................ iv Abstract .......................................................................................................................................... v Chapter One: Introduction .............................................................................................................. 1 Chapter Two: Literature Review .................................................................................................... 2 Definition of Working Memory ................................................................................................ -
Behavioural Interventions to Remediate Learning Disorders: a Technical Report
Behavioural Interventions to Remediate Learning Disorders: A Technical Report 23 March 2015 George Dawson & Stephanie D'Souza Supervised by: Dr. David Moreau PhD & A/Prof. Karen Waldie PhD Centre for Brain Research and School of Psychology The University of Auckland Auckland, New Zealand Contact: [email protected] Behavioural interventions to remediate learning disorders: A technical report TABLE OF CONTENTS I Introduction ............................................................................................................ 3 II Audited Programmes .............................................................................................. 4 A Arrowsmith Programme ........................................................................................ 4 B Brain Gym ........................................................................................................... 8 C Cellfield ............................................................................................................. 17 D Cogmed Working Memory Training ........................................................................ 21 E Coloured Overlays and Lenses (including those from Irlen and The Institute of Optometry) ............................................................................................................. 30 F Danks Davis Dyslexia Tutoring .............................................................................. 34 G Davis Dyslexia ................................................................................................... -
A CASE STUDY of the LEARNING DISABILITIES ASSOCIATION of SASKATCHEWAN (LDAS) ARROWSMITH PROGRAM a Thesis Submitted to the Colleg
A CASE STUDY OF THE LEARNING DISABILITIES ASSOCIATION OF SASKATCHEWAN (LDAS) ARROWSMITH PROGRAM A Thesis submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Educational Psychology & Special Education University of Saskatchewan Saskatoon by Debra Kemp-Koo © Debra Kemp-Koo, November 2013. All rights reserved. Permission to Use In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the libraries of this university may make it freely available for inspection. I further agree that permissions for copying of this thesis in a manner, in whole or in part, for scholarly purposes may be granted by the professor who supervised my thesis work, or in his absence, by the Dean of the College in which the work was done. It is understood that any copying, publication, or use of this thesis, or parts thereof, for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use that may be made of any material in my thesis. Request for permission to copy or to make other use of materials in this thesis in whole or in part should be addressed to: Department Head, Educational Psychology and Special Education, College of Education, University of Saskatchewan 28 Campus Drive Saskatoon, SK, S&N 0X1 i Acknowledgements This completed dissertation is the culmination of a long held but greatly delayed goal. -
Training the Brain: Fact and Fad in Cognitive and Behavioral Remediation
Brain and Cognition 79 (2012) 159–179 Contents lists available at SciVerse ScienceDirect Brain and Cognition journal homepage: www.elsevier.com/locate/b&c Special Invited Review Training the brain: Fact and fad in cognitive and behavioral remediation ⇑ Sheida Rabipour a, Amir Raz a,b, a Department of Neurology & Neurosurgery, McGill University, Canada b Departments of Psychiatry & Psychology, McGill University, Canada article info abstract Article history: Putatively safe and effective for improving cognitive performance in both health and disease, products Accepted 13 February 2012 purported to train the brain appeal to consumers and healthcare practitioners. In an increasingly Available online 30 March 2012 health-centered society, these applications constitute a burgeoning commercial market. Sparse evidence coupled with lack of scientific rigor, however, leaves claims concerning the impact and duration of such Keywords: brain training largely unsubstantiated. On the other hand, at least some scientific findings seem to sup- Attention port the effectiveness and sustainability of training for higher brain functions such as attention and work- Brain training ing memory. In the present paper we provide a tectonic integration and synthesis of cognitive training Cognitive remediation approaches. Specifically, we sketch the relative merits and shortcomings of these programs, which often Computerized training programs Neuroplasticity appeal to parents who must choose between side-effect-laden medication and other less conventional Working memory options. Here we examine how neuroplasticity allows the healthy as well the impaired to benefit from cognitive training programs. We evaluate the evidence and consider whether brain training can be a stand-alone treatment or an adjunct to pharmacotherapy, outline promising future prospects, and high- light what training outcomes are plausible in line with available data. -
A CASE STUDY of the LEARNING DISABILITIES ASSOCIATION of SASKATCHEWAN (LDAS) ARROWSMITH PROGRAM a Thesis Submitted to the Colleg
A CASE STUDY OF THE LEARNING DISABILITIES ASSOCIATION OF SASKATCHEWAN (LDAS) ARROWSMITH PROGRAM A Thesis submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Educational Psychology & Special Education University of Saskatchewan Saskatoon by Debra Kemp-Koo © Debra Kemp-Koo, November 2013. All rights reserved. Permission to Use In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the libraries of this university may make it freely available for inspection. I further agree that permissions for copying of this thesis in a manner, in whole or in part, for scholarly purposes may be granted by the professor who supervised my thesis work, or in his absence, by the Dean of the College in which the work was done. It is understood that any copying, publication, or use of this thesis, or parts thereof, for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use that may be made of any material in my thesis. Request for permission to copy or to make other use of materials in this thesis in whole or in part should be addressed to: Department Head, Educational Psychology and Special Education, College of Education, University of Saskatchewan 28 Campus Drive Saskatoon, SK, S&N 0X1 i Acknowledgements This completed dissertation is the culmination of a long held but greatly delayed goal. -
Neuroplasticity and Neuroscience in Education
NEUROPLASTICITY AND NEUROSCIENCE IN EDUCATION Ricoh Fellowship 2016/7 Eden Chapman NEUROPLASTICITY AND NEUROSCIENCE IN EDUCATION NEUROPLASTICITY AND NEUROSCIENCE IN EDUCATION RICOH FELLOWSHIP 201 6/7 EDEN CHAPMAN Contents Applying Neuroplasticity to Education = Neuroeducation ____________________________________ 2 How it differs from what we currently do __________________________________________________________ 2 How can we apply it in New Zealand schools? ______________________________________________________ 3 Summary of Findings __________________________________________________________________________ 3 Recommendations ____________________________________________________________________________ 3 Arrowsmith Programme _____________________________________________________________ 5 Barbara Arrowsmith Young _____________________________________________________________________ 5 Fulltime Programme ___________________________________________________________________________ 5 Exercise Examples (2 of 8 exercises) ______________________________________________________________ 5 School visits – Melbourne Australia ______________________________________________________ 6 St Peter’s Primary School _______________________________________________________________________ 6 Oakleigh Grammar School _____________________________________________________________________ 6 Plenty Valley Christian College __________________________________________________________________ 6 School visits – Christchurch New Zealand _________________________________________________ -
News Coverage
NEWS COVERAGE Oldest adults may have much to gain from social technology, according to Stanford research By ALEX SHASHKEVICH NOVEMBER 28, 2016 The oldest of the adults in the U.S. who use the internet, cellphones and other communication technology report feeling less lonely, more satisfied, and more physically fit. Adults over 80 who use information and communication technology are more likely to report mental and physical well-being, according to Stanford research. “Critics say that people might not be able to connect with others as well as they used to because of the spread of new technologies,” said Tamara Sims, a research scientist at the Stanford Center on Longevity. “But there really is this bright side of technology, especially for older people, who may not have the opportunity to connect with many family members to the extent they want to due to physical limitations or geographical separation.” The study specifically found that adults over the age of 80 were likely to report using technology because it helps them connect with friends and family. They also found that those who reported using technology to primarily connect with loved ones reported higher mental well-being. Those who said they used technology mostly to learn new information reported being more physically fit. Sims was a lead author on the research paper, which was published in the Journal of Gerontology: Psychological Sciences. She conducted the study along with Andrew Reed, a former Stanford postdoctoral fellow, and Dawn Carr, an assistant professor of sociology at Florida State University. Research gap on oldest of the old The population of people age 80 and older is the fastest growing segment in the United States, but there are relatively few scientific studies about them compared to other age groups, said Sims, a former Stanford psychology postdoctoral fellow. -
Do “Brain-Training” Programs Work? 2016, Vol
PSIXXX10.1177/1529100616661983Simons et al.Brain Training 661983research-article2016 Psychological Science in the Public Interest Do “Brain-Training” Programs Work? 2016, Vol. 17(3) 103–186 © The Author(s) 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/1529100616661983 pspi.sagepub.com Daniel J. Simons1, Walter R. Boot2, Neil Charness2,3, Susan E. Gathercole4,5, Christopher F. Chabris6,7, David Z. Hambrick8, and Elizabeth A. L. Stine-Morrow9,10 1Department of Psychology, University of Illinois at Urbana-Champaign; 2Department of Psychology, Florida State University; 3Institute for Successful Longevity, Florida State University; 4Medical Research Council Cognition and Brain Sciences Unit, Cambridge, UK; 5School of Clinical Medicine, University of Cambridge; 6Department of Psychology, Union College; 7Geisinger Health System, Danville, PA; 8Department of Psychology, Michigan State University; 9Department of Educational Psychology, University of Illinois at Urbana-Champaign; and 10Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign Summary In 2014, two groups of scientists published open letters on the efficacy of brain-training interventions, or “brain games,” for improving cognition. The first letter, a consensus statement from an international group of more than 70 scientists, claimed that brain games do not provide a scientifically grounded way to improve cognitive functioning or to stave off cognitive decline. Several months later, an international group of 133 scientists and practitioners countered that the literature is replete with demonstrations of the benefits of brain training for a wide variety of cognitive and everyday activities. How could two teams of scientists examine the same literature and come to conflicting “consensus” views about the effectiveness of brain training? In part, the disagreement might result from different standards used when evaluating the evidence. -
Fluid Intelligence and Lumosity Training Schedule – Any Effect?
International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 5, Issue 10, October 2018, PP 113-144 ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online) http://dx.doi.org/10.20431/2349-0381.0510011 www.arcjournals.org Fluid Intelligence and Lumosity Training Schedule – Any Effect? Peter James Kpolovie Room 216, Education Building, Department of Educational Psychology, Guidance & Counselling, Faculty of Education, University of Port Harcourt, P.M.B. 5323, Port Harcourt; Nigeria *Corresponding Author: Peter James Kpolovie, Room 216, Education Building, Department of Educational Psychology, Guidance & Counselling, Faculty of Education, University of Port Harcourt, P.M.B. 5323, Port Harcourt; Nigeria Abstract: The most needed asset in the ever-competitive 21st century and beyond is an extraordinarily enhanced intelligence and unlimited memory. Cognitive science application to real-world learning is undergoing new unquenchable technological fire. Results of investigations that online brain training can improve fluid intelligence in healthy individuals is debated fiercely by neuroscientists, psychologists, geneticists, dietitians, ICT specialists, researchers and experts in various works of life. Theories that underlie brain features and intelligence are critically re-examined with a view to better understand the phenomena of behavioural training and the diverse electrical stimulations that are being proposed as a function of the radically changing world of information and communication technology. The current experiment investigated the effect of Lumosity training schedule on fluid intelligence, measured with Culture Fair Intelligence Test. In all, 60 Lumosity brain enrichment games, covering seven skills (attention, memory, problem solving, flexibility, processing speed, math and language), served as experimental intervention conditions. The experiment lasted for 60 days with 150 healthy 15-year old students randomized into 4 experimental and 1 control groups. -
Do “Brain-Training” Programs Work? 2016, Vol
PSIXXX10.1177/1529100616661983Simons et al.Brain Training 661983research-article2016 Psychological Science in the Public Interest Do “Brain-Training” Programs Work? 2016, Vol. 17(3) 103–186 © The Author(s) 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/1529100616661983 pspi.sagepub.com Daniel J. Simons1, Walter R. Boot2, Neil Charness2,3, Susan E. Gathercole4,5, Christopher F. Chabris6,7, David Z. Hambrick8, and Elizabeth A. L. Stine-Morrow9,10 1Department of Psychology, University of Illinois at Urbana-Champaign; 2Department of Psychology, Florida State University; 3Institute for Successful Longevity, Florida State University; 4Medical Research Council Cognition and Brain Sciences Unit, Cambridge, UK; 5School of Clinical Medicine, University of Cambridge; 6Department of Psychology, Union College; 7Geisinger Health System, Danville, PA; 8Department of Psychology, Michigan State University; 9Department of Educational Psychology, University of Illinois at Urbana-Champaign; and 10Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign Summary In 2014, two groups of scientists published open letters on the efficacy of brain-training interventions, or “brain games,” for improving cognition. The first letter, a consensus statement from an international group of more than 70 scientists, claimed that brain games do not provide a scientifically grounded way to improve cognitive functioning or to stave off cognitive decline. Several months later, an international group of 133 scientists and practitioners countered that the literature is replete with demonstrations of the benefits of brain training for a wide variety of cognitive and everyday activities. How could two teams of scientists examine the same literature and come to conflicting “consensus” views about the effectiveness of brain training? In part, the disagreement might result from different standards used when evaluating the evidence. -
Training the Brain: Fact and Fad in Cognitive and Behavioral Remediation
This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Brain and Cognition 79 (2012) 159–179 Contents lists available at SciVerse ScienceDirect Brain and Cognition journal homepage: www.elsevier.com/locate/b&c Special Invited Review Training the brain: Fact and fad in cognitive and behavioral remediation ⇑ Sheida Rabipour a, Amir Raz a,b, a Department of Neurology & Neurosurgery, McGill University, Canada b Departments of Psychiatry & Psychology, McGill University, Canada article info abstract Article history: Putatively safe and effective for improving cognitive performance in both health and disease, products Accepted 13 February 2012 purported to train the brain appeal to consumers and healthcare practitioners. In an increasingly Available online 30 March 2012 health-centered society, these applications constitute a burgeoning commercial market. Sparse evidence coupled with lack of scientific rigor, however, leaves claims concerning the impact and duration of such Keywords: brain training largely unsubstantiated. On the other hand, at least some scientific findings seem to sup- Attention port the effectiveness and sustainability of training for higher brain functions such as attention and work- Brain training ing memory.