San Diego, CA, September 27, 2012 - Helping children achieve their full potential in school is of great concern to everyone, and a number of commercial products have been developed to try and achieve this goal. The Cogmed Working Memory Training program (http://www.
The target article authors Zach Shipstead, Kenny L. Hicks, Randall W. Engle, all from the Georgia Institute of Technology, review the research that is used to back up the claims of Cogmed. They argue that many of the problem-solving or training tasks are not related to working memory, many of the attention tasks are unrelated to problems such as ADHD, and that there is limited transfer to real-life manifestations of inattentive behavior. They conclude succinctly: "The only unequivocal statement that can be made is that Cogmed will improve performance on tasks that resemble Cogmed training."
"People deserve to hear both sides of the story before they invest money in products like Cogmed," says lead author Zach Shipstead.
Not all researchers agree with the arguments of Shipstead et al. For instance, in one of the commentaries in reply, Torkel Klingberg of the Karolinska Instituet in Sweden states that "Shipstead et al criticizes these studies with three different arguments: [...] None of these arguments holds."
Two commentary authors, Charles Hulme and Monica Melby-Lervåg, who have previously questioned the evidence for Cogmed in a 2012 meta-analysis, and whose claims Cogmed directly address on their website, are firmly in support of the target article, and provide further meta-analysis in support of their shared conclusions with Shipstead et al.
"Having this debate in a scholarly journal is important because it provides scientists and the public with a more nuanced version of the truth, which percolates out of competing, evidence-based arguments," says Ronald Fisher, Editor-in-Chief of JARMAC, and professor of psychology at Florida International University.
The target article is "Cogmed working memory training: Does the evidence support the claims?" by Zach Shipstead, Kenny L. Hicks, Randall W. Engle, [http://dx.
The commentaries on the target article follow in the same issue http://www.
Notes for editors
Full text of the articles are available to credentialed journalists upon request; contact firstname.lastname@example.org ; or Linda Henkel at +1 203 254 4000 (ext. 3269) or email@example.com. Journalists wishing to interview the target article authors may contact Randall Engle at firstname.lastname@example.org.
About the Journal of Applied Research in Memory and Cognition
The Journal of Applied Research in Memory and Cognition (JARMAC) is an official journal of the Society for Applied Research in Memory and Cognition (www.sarmac.org, SARMAC). It publishes innovative, creative empirical research targeting the overlap between cognitive theory and real-world application. Its articles examine any cognitive process (e.g. memory, attention, decision-making, problem-solving, perception, mental representation, etc.) applied across many applied domains (e.g., education, health, aging, law, security, athletics, transportation, business, military, etc.). The ultimate goal of this unique journal is to reach not only psychological scientists working in this field and allied areas but also professionals and practitioners who seek to understand, apply, and benefit from research on memory and cognition. Therefore, each empirical article includes a section clearly describing the practical applications of the research.
The Society for Applied Research in Memory and Cognition is a non-profit professional organization that fosters applied research in memory and cognition. SARMAC primarily aims to promote the communication of high-quality research within and between the applied and basic research communities, and to other interested people and groups. The Society was founded in 1994 at the Third Practical Aspects of Memory Conference held at the University of Maryland. Every two years, it showcases the latest work in a wide and varied program at an international conference.
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