2019 |
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C Shawn Green, Daphne Bavelier, Arthur F Kramer, Sophia Vinogradov, Ulrich Ansorge, Karlene K Ball, Ulrike Bingel, Jason M Chein, Lorenza S Colzato, Jerri D Edwards, Andrea Facoetti, Adam Gazzaley, Susan E Gathercole, Paolo Ghisletta, Simone Gori, Isabela Granic, Charles H Hillman, Bernhard Hommel, Susanne M Jaeggi, Philipp Kanske, Julia Karbach, Alan Kingstone, Matthias Kliegel, Torkel Klingberg, Simone Kühn, Dennis M Levi, Richard E Mayer, Anne Collins McLaughlin, Danielle S McNamara, Martha Clare Morris, Mor Nahum, Nora S Newcombe, Rogerio Panizzutti, Ruchika Shaurya Prakash, Albert Rizzo, Torsten Schubert, Aaron R Seitz, Sarah J Short, Ilina Singh, James D Slotta, Tilo Strobach, Michael S C Thomas, Elizabeth Tipton, Xin Tong, Haley A Vlach, Julie Loebach Wetherell, Anna Wexler, Claudia M Witt Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement Journal Article Journal of Cognitive Enhancement, 3 (1), pp. 2–29, 2019, ISSN: 2509-3290. @article{ShawnGreen2019, title = {Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement}, author = {C {Shawn Green} and Daphne Bavelier and Arthur F Kramer and Sophia Vinogradov and Ulrich Ansorge and Karlene K Ball and Ulrike Bingel and Jason M Chein and Lorenza S Colzato and Jerri D Edwards and Andrea Facoetti and Adam Gazzaley and Susan E Gathercole and Paolo Ghisletta and Simone Gori and Isabela Granic and Charles H Hillman and Bernhard Hommel and Susanne M Jaeggi and Philipp Kanske and Julia Karbach and Alan Kingstone and Matthias Kliegel and Torkel Klingberg and Simone Kühn and Dennis M Levi and Richard E Mayer and Anne Collins McLaughlin and Danielle S McNamara and Martha Clare Morris and Mor Nahum and Nora S Newcombe and Rogerio Panizzutti and Ruchika Shaurya Prakash and Albert Rizzo and Torsten Schubert and Aaron R Seitz and Sarah J Short and Ilina Singh and James D Slotta and Tilo Strobach and Michael S C Thomas and Elizabeth Tipton and Xin Tong and Haley A Vlach and Julie Loebach Wetherell and Anna Wexler and Claudia M Witt}, url = {http://link.springer.com/10.1007/s41465-018-0115-y}, doi = {10.1007/s41465-018-0115-y}, issn = {2509-3290}, year = {2019}, date = {2019-03-01}, journal = {Journal of Cognitive Enhancement}, volume = {3}, number = {1}, pages = {2--29}, publisher = {Springer International Publishing}, abstract = {There is substantial interest in the possibility that cognitive skills can be improved by dedicated behavioral training. Yet despite the large amount of work being conducted in this domain, there is not an explicit and widely agreed upon consensus around the best methodological practices. This document seeks to fill this gap. We start from the perspective that there are many types of studies that are important in this domain—e.g., feasibility, mechanistic, efficacy, and effectiveness. These studies have fundamentally different goals, and, as such, the best-practice methods to meet those goals will also differ. We thus make suggestions in topics ranging from the design and implementation of control groups, to reporting of results, to dissemination and communication, taking the perspective that the best practices are not necessarily uniform across all study types. We also explicitly recognize and discuss the fact that there are methodological issues around which we currently lack the theoretical and/or empirical foundation to determine best practices (e.g., as pertains to assessing participant expectations). For these, we suggest important routes forward, including greater interdisciplinary collaboration with individuals from domains that face related concerns. Our hope is that these recommendations will greatly increase the rate at which science in this domain advances.}, keywords = {}, pubstate = {published}, tppubtype = {article} } There is substantial interest in the possibility that cognitive skills can be improved by dedicated behavioral training. Yet despite the large amount of work being conducted in this domain, there is not an explicit and widely agreed upon consensus around the best methodological practices. This document seeks to fill this gap. We start from the perspective that there are many types of studies that are important in this domain—e.g., feasibility, mechanistic, efficacy, and effectiveness. These studies have fundamentally different goals, and, as such, the best-practice methods to meet those goals will also differ. We thus make suggestions in topics ranging from the design and implementation of control groups, to reporting of results, to dissemination and communication, taking the perspective that the best practices are not necessarily uniform across all study types. We also explicitly recognize and discuss the fact that there are methodological issues around which we currently lack the theoretical and/or empirical foundation to determine best practices (e.g., as pertains to assessing participant expectations). For these, we suggest important routes forward, including greater interdisciplinary collaboration with individuals from domains that face related concerns. Our hope is that these recommendations will greatly increase the rate at which science in this domain advances. | |
2019 |
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Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement Journal Article Journal of Cognitive Enhancement, 3 (1), pp. 2–29, 2019, ISSN: 2509-3290. | |