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Putting brain training to the test

2010; Nature Portfolio; Volume: 465; Issue: 7299 Linguagem: Inglês

10.1038/nature09042

1476-4687

Adrian M. Owen, Adam Hampshire, Jessica A. Grahn, Robert Stenton, Said Dajani, Alistair Burns, Robert Howard, Clive Ballard,

Genetics and Neurodevelopmental Disorders

Although the public spends millions of pounds per year on various 'brain training' programs, the efficacy and performance of these training regimes remain unclear. In a collaboration with the BBC science series Bang Goes The Theory, Adrian Owen and colleagues conducted a six-week trial of various online training regimes. And although they observed improvements on the specific tasks used for training, the authors concluded that any improvements failed to transfer to other untrained cognitive tasks. Millions of pounds per year are spent on various 'brain-training' programs; however, the efficacy and performance of these training regimes is still unclear. In collaboration with the BBC, a six-week online study of brain training was conducted. Although improvements were observed in the specific tasks used for training, in the authors' view there was no evidence that these improvements transferred to other untrained cognitive tasks. ‘Brain training’, or the goal of improved cognitive function through the regular use of computerized tests, is a multimillion-pound industry1, yet in our view scientific evidence to support its efficacy is lacking. Modest effects have been reported in some studies of older individuals2,3 and preschool children4, and video-game players outperform non-players on some tests of visual attention5. However, the widely held belief that commercially available computerized brain-training programs improve general cognitive function in the wider population in our opinion lacks empirical support. The central question is not whether performance on cognitive tests can be improved by training, but rather, whether those benefits transfer to other untrained tasks or lead to any general improvement in the level of cognitive functioning. Here we report the results of a six-week online study in which 11,430 participants trained several times each week on cognitive tasks designed to improve reasoning, memory, planning, visuospatial skills and attention. Although improvements were observed in every one of the cognitive tasks that were trained, no evidence was found for transfer effects to untrained tasks, even when those tasks were cognitively closely related.