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Short and Long term Benefits of Cognitive training

Authors: Sussanne M. Jaeggi, Martin Buschkuehl, John Jonides, and Priti Shah (Edited by: Dale Purvies)Journal : Proceedings of The National Academy of Sciences or the United States of America (PNAS)

Online Source: http://www.pnas.org/content/108/25/10081.abstract

Enhancing the visuo-spatial aptitude of studentsAuthors: Thomas R. Lord

Journal: Journal of Research in Science Teaching (Volume 22, Issue 5, pages 395-405, May 1985)

Online Source: http://onlinelibrary.wiley.com/doi/10.1002/tea.3660220503/abstract

Training and Plasticity of Working MemoryAuthors: Torkel KlingbergJournal: Trends in Cognitive Sciences (Volume 14, Issue 7, pages 317-324, July 2010)

Online Source: http://www.cell.com/trends/cognitive-sciences/abstract/S1364-6613(10)00093-8

enefits for ADD/ADHD Training of Working Memory in Children with ADHD

Authors: Torkel Klingberg, Hans Forssberg, Helena WesterbergJournal: Journal of Clinical and Experimental Neuropsychology (Volume 24, Issue 6, 2002)

Online Source: http://www.tandfonline.com/doi/abs/10.1076/.U49cx3KSwW4#.U5EzGXKSwW4

Benefits in fighting Brain cell Degenerative Diseases Brain Reserve Hypothesis in Dementia

Authors: Laura Fratiglioni, Hui-Xin WangJournal: Journal of Alzheimer’s Disease (Volume 12, Issue1, pages 11-12, 2007)

Online Source: http://iospress.metapress.com/content/q7k8100685505261/

Scientific findings supporting brain training … nterest of scientific communities, towards physiological and psychological benefits of brain training has

gained momentum in recent years. Even though there may be some time before an undisputed consensusould hold, evidence for brain fitness, improvement, and even damage recovery through cognitive and

other trainings is highly emergent.

……We trained elementary and middle school children by means of a videogame-like working memory task. We found that onlychildren who considerably improved on the training task showed a performance increase on untrained fluid intelligence tasks. Thisimprovement was larger than the improvement of a control group who trained on a knowledge-based task that did not engageworking memory; further, this differential pattern remained intact even after a 3-mo hiatus from training. We conclude thatcognitive training can be effective and long-lasting ………

………The results indicate that statistical improvement in visuo-spatial cognition did occur for the experimental group in spatialvisualization, and spatial orientation. This finding suggests that the weekly intervention sessions had a positive effect on thestudents' visuo-spatial awareness. These results, therefore, tend to support those researchers that claim visuo-spatial aptitudecan be enhanced through teaching ……….

……… Although WM capacity has been viewed as a constant trait, recent studies suggest that it can be improved by adaptive and

extended training………………………………………….The observed training effects suggest that WM training could be used as aremediating intervention for individuals for whom low WM capacity is a limiting factor for academic performance or in everyday life.

……… Training significantly enhanced performance on the trained WM tasks. More importantly, the training significantly improved performance on a non-trained visuo-spatial WM task and on Raven's Progressive Matrices, which is a nonverbal complexreasoning task………………….A second experiment showed that similar training -induced improvements on cognitive tasks are

also possible in young adults without ADHD. These results demonstrate that performance on WM tasks can be significantlyimproved by training, and that the training effect also generalizes to non-trained tasks requiring WM …………

……… High education, adult-life occupational work complexity, as well as a mentally and socially integrated lifestyle in late lifecould postpone the onset of clinical dementia and AD ……….

http://www.pnas.org/content/108/25/10081.abstracthttp://www.pnas.org/content/108/25/10081.abstracthttp://www.pnas.org/content/108/25/10081.abstracthttp://onlinelibrary.wiley.com/doi/10.1002/tea.3660220503/abstracthttp://onlinelibrary.wiley.com/doi/10.1002/tea.3660220503/abstracthttp://onlinelibrary.wiley.com/doi/10.1002/tea.3660220503/abstracthttp://www.cell.com/trends/cognitive-sciences/abstract/S1364-6613(10)00093-8http://www.cell.com/trends/cognitive-sciences/abstract/S1364-6613(10)00093-8http://www.cell.com/trends/cognitive-sciences/abstract/S1364-6613(10)00093-8http://www.tandfonline.com/doi/abs/10.1076/.U49cx3KSwW4#.U5EzGXKSwW4http://www.tandfonline.com/doi/abs/10.1076/.U49cx3KSwW4#.U5EzGXKSwW4http://www.tandfonline.com/doi/abs/10.1076/.U49cx3KSwW4#.U5EzGXKSwW4http://iospress.metapress.com/content/q7k8100685505261/http://iospress.metapress.com/content/q7k8100685505261/http://iospress.metapress.com/content/q7k8100685505261/http://iospress.metapress.com/content/q7k8100685505261/http://www.tandfonline.com/doi/abs/10.1076/.U49cx3KSwW4#.U5EzGXKSwW4http://www.cell.com/trends/cognitive-sciences/abstract/S1364-6613(10)00093-8http://onlinelibrary.wiley.com/doi/10.1002/tea.3660220503/abstracthttp://www.pnas.org/content/108/25/10081.abstract

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