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Jane Vincent, guest teacher and visiting fellow at the London School of Economics and Political Science’s department of media and communications and author of the study, said that the students were fairly consistent in their feedback.
Overall, the study results, along with previous research, indicate that being able to skip, review, and change previous responses could be beneficial for younger children in elementary and middle school but have no influence on older students in high school and college.All of the participants were identified as having learning-related delays that qualified them for academic support services.In this study, all of the participants made significant pre- to post improvements in visual and auditory working memory and in verbal encoding.Furthermore, results indicated that marking an answer in a different location on a multiple-choice test could be challenging for younger students, students with poor organizational skills, students who have difficulties with concentration, or students who are physically impaired.In addition, having to match an answer to a corresponding letter at the bottom of the screen likely adds an additional level of complexity and cognitive processing.Results of this study show initial support for generalization of cognitive enhancement to academic skills in the classroom.Click here for the full study."A 2 year multidomain intervention of diet, exercise, cognitive training, and vascular risk monitoring versus control to prevent cognitive decline in at-risk elderly people (FINGER): a randomised controlled trial"In this study, thirty students, ages 9 – 13, participated in research to determine if integrating Brain Train’s Captain’s Log program into a regular school day could improve working memory and encoding capabilities. (2010) to examine the effectiveness of two computer-based interventions for students with attention difficulties – the Captain’s Log system and Destination Reading.Seventy-seven first graders from five low-SES public schools in the southeastern United States were randomly assigned to one of three conditions: Captain’s Log (n=25), Destination Reading (n=27), and control (n=25).Forty-one students with ADHD from two middle schools received two sessions per week at school of either neurofeedback or attention training using the Captain’s Log. (2010) to examine the effectiveness of two computer-based interventions for students with attention difficulties – the Captain’s Log system and Destination Reading.On Conners’ Rating Scales and BASC subscales, parents of students in both groups reported significant changes in behavior and attention. Seventy-seven first graders from five low-SES public schools in the southeastern United States were randomly assigned to one of three conditions: Captain’s Log (n=25), Destination Reading (n=27), and control (n=25).