Meta-Analysis of the Effects of Computerized Cognitive Training on Executive Functions: a Cross-Disciplinary Taxonomy for Classifying Outcome Cognitive Factors

Abstract

The growing prevalence of neurodegenerative disorders associated with aging and cognitive decline has generated increasing cross-disciplinary interest in non-pharmacological interventions, such as computerized cognitive training (CCT), which may prevent or slow cognitive decline. However, inconsistent findings across meta-analytic reviews in the field suggest a lack of cross-disciplinary consensus and on-going debate regarding the benefits of CCT. We posit that a contributing factor is the lack of a theoretically-based taxonomy of constructs and representative tasks typically used. An integration of the Cattell-Horn-Carroll (CHC) taxonomy of broad and narrow cognitive factors and the Miyake unity-diversity theory of executive functions (EF) is proposed (CHC-M) as an attempt to clarify this issue through representing and integrating the disciplines contributing to CCT research. The present study assessed the utility of this taxonomy by reanalyzing the Lampit et al. (2014) meta-analysis of CCT in healthy older adults using the CHC-M framework. Results suggest that: 1) substantively different statistical effects are observed when CHC-M is applied to the Lampit et al. meta-analytic review, leading to importantly different interpretations of the data; 2) typically-used classification practices conflate Executive Function (EF) tasks with fluid reasoning (Gf) and retrieval fluency (Gr), and Attention with sensory perception; and 3) there is theoretical and practical advantage in differentiating attention and working-memory tasks into the narrow shifting, inhibition, and updating EF domains. Implications for clinical practice, particularly for our understanding of EF are discussed.

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

“…In our study, we did not find a significant difference between computerized and non-computerized training. Although the average effect of the computerized training was higher than in the work of Webb et al (2018) (current study = 0.281; Webb = 0.17), we found a non-significant (p = 0.10) higher benefit for noncomputerized training (g = 0.373). Therefore, as underlined by Diamond and Ling (2016), computerized training probably could be effective only for the Inhibition component of EFs.…”

“…As Martinovic et al (2016) demonstrated, videogames are engaging if they are simple and rewarding, but they are not motivating if they ask the children to improve their attention and problem-solving skills. Moreover, in their meta-analysis concerning computerized EF training programs, Webb et al (2018) found a small effect on the three EF factors (Inhibition, Updating, and Shifting): Hedges' g effect size ranged from 0.005 (Updating) to 0.16-0.17 (Shifting and Inhibition). It is important to note, however, that Webb et al (2018) analyzed a large sample of participants, mostly older adults, probably not very familiar to work with a computer: For this reason, they are, most probably, not the best target for a computerized training.…”

“…Moreover, in their meta-analysis concerning computerized EF training programs, Webb et al (2018) found a small effect on the three EF factors (Inhibition, Updating, and Shifting): Hedges' g effect size ranged from 0.005 (Updating) to 0.16-0.17 (Shifting and Inhibition). It is important to note, however, that Webb et al (2018) analyzed a large sample of participants, mostly older adults, probably not very familiar to work with a computer: For this reason, they are, most probably, not the best target for a computerized training. In our study, we did not find a significant difference between computerized and non-computerized training.…”

Computerized Cognitive Training in People with Depression: A Protocol for a Systematic Review and Meta-Analysis

“…The primary outcome will be overall cognitive performance, de ned as the mean effect size across all cognitive outcomes in a study [10,13,14,22]. Secondary outcomes are domain-speci c cognitive performance, classi ed according to the CHC-M framework [24], global cognition, subjective cognition, mood, other psychiatric symptoms, psychosocial functioning and daily function.…”

Association between subjective tinnitus and cognitive performance: protocol for systematic review and meta-analysis

“… 12 15–17 A promising approach to foster empirically valid insights into any association between cognition and tinnitus is through evaluating and categorising tests of cognitive performance according to the theoretical constructs that they are thought to measure. 20 Webb et al 21 describe a cross-disciplinary taxonomy for categorising cognitive performance measures (Cattell-Horn-Carroll-Miyake or CHC-M)). This features combined CHC and Miyake theoretical elements 22 23 and includes a comprehensive taxonomical categorisation of cognitive tasks.…”