Efficacy of cognitive training interventions in hyperactive children: A critical review
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Cognitive training has often suffered from a lack of transferability; improvements at the training task do not generalize to the real world.
“Cognitive training has often suffered from a lack of transferability [57-59]. Although participants may improve at the training task, these improvements do not generalize to the real world.”
From Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy (2016) · cites this paper as [57]
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- Authors
- Abikoff, H.
- Affiliations
- Long Island Jewish Medical Center (US)
- Corresponding author
- Abikoff, Howard
- ORCID
- Abikoff, Howard
- Venue
- Clinical Psychology Review
- Publisher
- Elsevier BV
- Published
- 1985
- Volume
- 5
- Issue
- 5
- Pages
- 479-512
- ISSN
- 0272-7358 (ISSN-L)
- OpenAlex
- W1974790385
- Cited by
- 113
- References
- 76
- Citations by year
- 2022: 1 · 2020: 1 · 2019: 1 · 2018: 1 · 2016: 1 · 2015: 2 · 2014: 3 · 2013: 6 · 2012: 1
- FWCI
- 4.89
- Type
- journal article
- Language
- en
- Update notices
- erratum (1986-01-01)
- Open access
- closed
- Locations
- Clinical Psychology Review (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- cognitive training, attention deficit hyperactivity disorder, hyperactive children, self-regulation, transfer effects, generalization, maintenance effects, medication, academic performance, behavioral functioning, individual differences, problem-solving assessment, treatment efficacy
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