A meta-analysis of the effectiveness of cogmed computerized cognitive training program on working memory

Abstract

Background:The computerized cognitive training Program on working memory (Cogmed) is the most widely computerized program school in the world. According to the claims of producer about the new and important role of this program in improving working memory, learning and learning disabilities, the present study was designed to evaluate the effectiveness of this program in improving working memory in research using meta-analysis. Aims: The purpose of the present study was to combine research based on meta analysis in the area of the effectiveness of this program on working memory. Methods: In this study, meta-analysis was used as a tool to determine, collect, combine and summarize research findings related to the role of cogmed program in working memory. To achieve the goal, the research literature on the relationship among these variables, in articles published between 2001 and 2018 were reviewed. 14 studies were included in the meta-analysis based on the research criteria (Experimental method, online printing, comparison of experimental and control groups, descriptive statistics). The results of diffusion bias study showed no bias in the research. Results: The results showed that the mean of the overall effect size of the investigated studies was 0/441 (P <0/01) for the fixed effects model and 0/651 (P <0/01) for the random effects, both of which were significant and indicated a significant effect of the compuered program on working memory. Conclusion: Cogmed program is effective based on the combination of research results and is recommended for working memory in prevention and treatment. Meta-analysis method in future studies with intervals of five to ten years is suggested.