Computerized cognitive training: From the laboratory to the real world
Bibliographic record
Abstract
Cognitive training, typically administered in a computerized manner, is engrained in cognitive rehabilitation and relies on the concept that direct training can lead to a reorganization of neural functions. Neuroplasticity allows brain maps to continually change as a result of experience. Consequently, cognitive training has the potential to diminish cognitive and behavioural dysfunctions and to become a new treatment option for both children and adults. Since children display increased plasticity, the developing brain is more susceptible to interventions. Despite a lack of consensus concerning the effectiveness of cognitive training, a number of findings have demonstrated effects on verbal and nonverbal intelligence, working memory, and academic capacities. The following experimental study examines the possibility for a computerized attention training program to yield significant improvements on neuropsychological measures and behaviour, in healthy children and children with behavioural disorders. The subsequent critical review discusses the highly influential brain training market, and reviews cognitive training programs, advertising approaches, and the legal norms that apply to them. Keywords: cognitive training, attention, neuroplasticity
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".