FAQ

Pułapki i wyzwania w badaniach nad skutecznością komputerowych treningów poznawczych

Data publikacji: 26.11.2014

Rocznik Kognitywistyczny, 2014, Tom 7, s. 1 - 7

https://doi.org/10.4467/20843895RK.14.001.2687

Autorzy

Karolina Finc
Uniwersytet Mikołaja Kopernika w Toruniu
, Polska
Wszystkie publikacje autora →

Tytuły

Pułapki i wyzwania w badaniach nad skutecznością komputerowych treningów poznawczych

Abstrakt

Pitfalls and challenges in studies on the effectiveness of computerized cognitive training

In recent years, in both science and business, we observe an increased interest in using of various types of software and computer games to improve human cognitive abilities. Paradoxically, together with an increasing number of studies proving the effectiveness of this type of computerized cognitive training, is also growing number of reports about the lack of its beneficial effects. In this situation many doubts are raised by methodology used in training studies, especially poorly matched control groups, and inadequate monitoring of the placebo effect. In this article I will present the most important issues and challenges facing today’s research on computerized cognitive training.

Bibliografia

BIBLIOGRAFIA

Anguera J.A., Boccanfuso J., Rintoul J.L., Al-Hashimi O., Faraji F., Janowich J., Kong E., Larraburo Y., Rolle C., Johnston E., Gazzaley A. (2013). Video game training enhances cognitive control in older adults. „Nature” 501 (7465), s. 97–101.

Bavelier D., Achtman R.L., Mani M., Föcker J. (2012). Neural bases of selective attention in action video game players. „Vision Research” 61, s. 132–143.

Bavelier D., Green C.S., Pouget A., Schrater P. (2012). Brain plasticity through the life span: Learning to learn and action video games. „Annual Review of Neuroscience”, s. 391–416.

Bisoglio J., Michaels T.I., Mervis J.E., Ashinoff B.K. (2014). Cognitive enhancement through action video game training: Great expectations require greater evidence. „Frontiers in Psychology” 
5 (2), s. 136.

Boot W.R., Blakely D.P., Simons D.J. (2011). Do action video games improve perception and cognition? „Frontiers in Psychology” 2, s. 226.

Boot W.R., Simons D.J., Stothart C., Stutts C. (2013). The pervasive problem with placebos in psychology why active control groups are not sufficient to rule out placebo effects. „Perspectives on Psychological Science” 8 (4), s. 445–454.

Cogmed (2014). Program. URL: http://www.cogmed.com/program (data pobrania: 31.03.2014).

Feng J., Spence I., Pratt J. (2007). Playing an action video game reduces gender differences in spatial cognition. „Psychological Science” 18 (10), s. 850–855.

Green C.S., Bavelier D. (2003). Action video game modifies visual selective attention. „Nature” 423, s. 534–537.

Green C.S., Sugarman M., Medford K., Klobusicky E., Bavelier D. (2012). The effect of action video game experience on task-switching. „Computers in Human Behavior” 28 (3), s. 984–994.

Green C.S., Bavelier D. (2006). Effect of action video games on the spatial distribution of visuospatial attention. „Journal of Experimental Psychology: Human Perception and Performance”, s. 1465–1468.

Hardy J., Scanlon M. (2009). The Science behind Lumosity. San Francisco, CA: Lumos Labs.

Hulme C., Melby-Lervåg M. (2012). Current evidence does not support the claims made for CogMed working memory training. „Journal of Applied Research in Memory and Cognition” 1 (3), s. 197–200.

Jaeggi S.M., Buschkuehl M., Jonides J., Perrig W.J. (2008). Improving fluid intelligence with training on working memory. „Proceedings of the National Academy of Sciences of the United States of America” 105, s. 6829–6833.

Klingberg T., Forssberg H., Westerberg H. (2002). Training of working memory in children with ADHD. „Journal of Clinical and Experimental Neuropsychology” 24, s. 781–791.

Klingberg T. et al. (2005). Computerized training of working memory in children with ADHD-a randomized, controlled trial. „Journal of the American Academy of Child & Adolescent Psychiatry” 44 (2), s. 177–186.

Kühn S., Gleich T., Lorenz R.C., Lindenberger U., Gallinat J. (2014). Playing Super Mario induces structural brain plasticity: Gray matter changes resulting from training with a commercial video game. „Molecular Psychiatry” 19, s. 265–271.

Lumosity (2014). URL: http://www.lumosity.com/ (data pobrania: 31.03.2014).

Owen A.M., Hampshire A., Grahn J.A., Stenton R., Dajani S., Burns A.S., Howard J.R., Ballard C.G. (2010). Putting brain training to the test. „Nature” 465 (7299), s. 775–778.

Sainani K.L., Popat R.A. (2011). Understanding study design. „American Academy of Physical Medicine and Rehabilitation” 3, s. 573–577.

Schmidt R.A., Bjork R.A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. „Psychological Science” 3 (4), s. 207–217.

Shipstead Z., Hicks K.L., Engle R.W. (2012). Cogmed working memory training: Does the evidence support the claims? „Journal of Applied Research in Memory and Cognition” 1 (3), s. 185–193.

Informacje

Informacje: Rocznik Kognitywistyczny, 2014, Tom 7, s. 1 - 7

Typ artykułu: Oryginalny artykuł naukowy

Tytuły:

Polski:
Pułapki i wyzwania w badaniach nad skutecznością komputerowych treningów poznawczych
Angielski:
Pitfalls and challenges in studies on the effectiveness of computerized cognitive training

Autorzy

Uniwersytet Mikołaja Kopernika w Toruniu
Polska

Publikacja: 26.11.2014

Status artykułu: Otwarte __T_UNLOCK

Licencja: Żadna

Udział procentowy autorów:

Karolina Finc (Autor) - 100%

Korekty artykułu:

-

Języki publikacji:

Polski