scholarly journals The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.

2019 ◽  
Vol 111 (5) ◽  
pp. 764-792 ◽  
Author(s):  
Ronny Scherer ◽  
Fazilat Siddiq ◽  
Bárbara Sánchez Viveros
Keyword(s):  
Computer Programming ◽  
Meta Analysis ◽  
Transfer Effects ◽  
Cognitive Benefits

scholarly journals Effects and Moderators of Computer-Based Training on Children's Executive Functions: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 11 ◽  
Author(s):  
Yifei Cao ◽  
Ting Huang ◽  
Jipeng Huang ◽  
Xiaochun Xie ◽  
Yuan Wang
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Meta Analysis ◽  
Typically Developing ◽  
Transfer Effects ◽  
Training Effects ◽  
Computer Based Training ◽  
Computer Based ◽  
Standard Training ◽  
Game Elements

Computer-based training has attracted increasing attention from researchers in recent years. Several studies have found that computer-based training resulted in improved executive functions (EFs) in adults. However, it remains controversial whether children can benefit from computer-based training and what moderator could influence the training effects. The focus of the present meta-analysis was to examine the effects of computer-based training on EFs in children: working memory, cognitive flexibility, and inhibitory control. A thorough search of published work yielded a sample of 36 studies with 216 effect sizes. The results indicated that computer-based training showed moderate training effects on improving EFs in children (g = 0.35, k = 36, p < 0.001), while training effects of working memory were significantly higher. Furthermore, we found near-transfer effects were marginally significantly higher than far-transfer effects. The standard training method was significantly more effective than training with game elements. In computer-based training, typically developing children had significantly better training effects than atypically developing children. Some additional factors, such as the number of training sessions and age, also modulated the training effects. In conclusion, the present study investigated the effects and moderators of computer-based training for children's EFs. The results provided evidence that computer-based training (especially standard training) may serve as an efficient way to improve EFs in children (especially typically developing individuals). We also discussed some directions for future computer-based training studies.

It’s all in your head: A meta-analysis on the effects of music training on cognitive measures in schoolchildren

2019 ◽  
Vol 38 (3) ◽  
pp. 321-336 ◽  
Author(s):  
Patrick K Cooper
Keyword(s):  
Meta Analysis ◽  
The United States ◽  
Cognitive Intervention ◽  
Music Intervention ◽  
Cognitive Measures ◽  
Music Training ◽  
Empirically Supported ◽  
G 21 ◽  
School Music ◽  
Cognitive Benefits

The utility of music training in schools has received much attention in the United States. The purported positive cognitive benefits of music training for schoolchildren is one facet which has historically been used to advocate for the existence of public school music programs. The purpose of this study was to conduct a random-effects meta-analysis to measure the overall mean effects of music training on cognitive measures in schoolchildren. Results showed small to medium overall effects ( N = 5,612, k = 100, g = .28, p < .001, 95% confidence interval [CI] [.21, .34]). When compared to active control groups, music training yielded more improvement on a range of cognitive measurements ( g = .21, p < .0001). While some studies did result in large effect sizes, significant moderators related to methodological quality rendered the overall findings non-significant ( g = .08, p = .19, 95% CI [–.04, .20]). Additional moderator analysis showed no clear advantage in one area of cognitive function. Results did not differ by geographical locale or type of music intervention. Overall, results suggested music training may be a positive cognitive intervention for schoolchildren; however, advantages as to the utility of music training compared to other cognitive interventions were less empirically supported.

Cognitive benefits of right-handedness: A meta-analysis

2015 ◽  
Vol 51 ◽  
pp. 48-63 ◽  
Author(s):  
Metten Somers ◽  
Laura S. Shields ◽  
Marco P. Boks ◽  
René S. Kahn ◽  
Iris E. Sommer
Keyword(s):  
Meta Analysis ◽  
Cognitive Benefits

scholarly journals Near and Far Transfer in Cognitive Training: A Second-Order Meta- Analysis

2018 ◽  
Author(s):  
Giovanni Sala ◽  
N Deniz Aksayli ◽  
K Semir Tatlidil ◽  
Tomoko Tatsumi ◽  
Yasuyuki Gondo ◽  
...  
Keyword(s):  
Cognitive Training ◽  
Training Programs ◽  
Meta Analysis ◽  
Second Order ◽  
Working Memory Training ◽  
Memory Training ◽  
Transfer Effects ◽  
Far Transfer ◽  
Near Transfer ◽  
Meta Analyses

Theory building in science requires replication and integration of findings regarding a particular research question. Second-order meta-analysis (i.e., a meta-analysis of meta-analyses) offers a powerful tool for achieving this aim, and we use this technique to illuminate the controversial field of cognitive training. Recent replication attempts and large meta-analytic investigations have shown that the benefits of cognitive-training programs hardly go beyond the trained task and similar tasks. However, it is yet to be established whether the effects differ across cognitive-training programs and populations (children, adults, and older adults). We addressed this issue by using second-order meta-analysis. In Models 1 (k = 99) and 2 (k = 119), we investigated the impact of working-memory training on near-transfer (i.e., memory) and far-transfer (e.g., reasoning, speed, and language) measures, respectively, and whether it is mediated by the type of population. Model 3 (k = 233) extended Model 2 by adding six meta-analyses assessing the far-transfer effects of other cognitive-training programs (video-games, music, chess, and exergames). Model 1 showed that working-memory training does induce near transfer, and that the size of this effect is moderated by the type of population. By contrast, Models 2 and 3 highlighted that far-transfer effects are small or null. Crucially, when placebo effects and publication bias were controlled for, the overall effect size and true variance equaled zero. That is, no impact on far-transfer measures was observed regardless of the type of population and cognitive-training program. The lack of generalization of skills acquired by training is thus an invariant of human cognition.

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