Analysis of the Effectiveness of Computerized Cognitive Training in Children

a meta-analytic review



Computerized Cognitive Training, Cognition, Working Memory, Academic Performance, Cognitive Intervention, Facet Theory


It is believed that Computerized Cognitive Training (CCT) programs promote improvements in cognitive performance; however, there still needs to be more consensus on its effectiveness and limitations. This study aimed to present CCT programs for children used in the last five years, identifying their effectiveness and the impact of design factors. A systematic review with meta-analysis was carried out by searching for papers in SciELO, PubMed, CAPES, and ScienceDirect. Twenty studies were analyzed for quality, risk of bias, and effect sizes, covering 2.116 participants. The intervention programs varied considerably, with Cogmed and Braingame Brian being the most commonly used. The overall effect size of the interventions was medium and significant both for the trained cognitive domains and for related skills, which were also better after training, such as academic performance, executive functions, and symptoms. The most effective designs were interventions in a game format, with motivational and applied feedback at school, which indicates the relevance of the insertion of CCT in the school curriculum. It is suggested that CCT is effective in improving cognitive performance in children, but its effectiveness varies across domains and is influenced by design choices.


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Biografia do Autor

Alanny Nunes de Santana, Universidade Federal de Pernambuco

Antonio Roazzi, Universidade Federal de Pernambuco


D.Phil, Department of Psychology, Federal University of Pernambuco (UFPE)


Jéssica Daniele Silva de Vasconcelos Marques, Universidade Federal de Pernambuco


Master's student, PPG in Cognitive Psychology, Federal University of Pernambuco (UFPE)


Alena Pimentel Mello Cabral Nobre, Universidade de Pernambuco - UPE

Ph.D. in Cognitive Psychology, Pernambuco University (UPE)