Volume 13, Issue 2A and 2B, 2025

Effects of Neuro-Cognitive Training on Learning Outcomes; A Systematic Review

Ife Abodunrin & Shakirah E. Ayinde-Olajobi

Abstract

In this systematic review neurocognitive training, involving exercises
targeting cognitive functions like memory and attention, was explored for its
potential to enhance cognitive functions for both learning and health outcomes.
Empirical evidence was synthesized from several studies for patterns, trends
and gaps. Results showed aimed neurocognitive interventions like Dynamic
Neuro-Cognitive Imagery (DNI) and mindfulness meditation, cause
significant improvement in learning outcomes and cognitive functions across
different populations. Limitations observed include: sample sizes were small,
durations of the studies were short, and a number of interventions were
resource-intensive.
For interventions like Mindfulness meditation,
personalized approaches are vital because of individual differences.
Intervention approaches like biofeedback for rehabilitation and cognitive
training intervention in bipolar disorder, there is a potential but their accessibility and scalability may be a challenge in real life. Targeted and early
interventions especially those that are aimed at addressing developmental
problems such as social anxiety and the learning of mathematical skills
underscore the use of infusing neuro-cognitive approaches into educational
frameworks. In the future, researches should be focused on larger studies that
are long term to confirm findings and explore implementations that may be
scalable. By integrating neurocognitive training, educators can enhance
student’s learning outcomes.

Keywords

Neuro-cognitive Training, Learning outcome, Health and wellness

Full Text

Download

References

Abraham, A., Hart, A., Andrade, I., & Hackney, M.
E. (2020). Dynamic Neuro-Cognitive
Imagery improves mental imagery ability,
disease severity, and motor and cognitive
functions in people with Parkinson's disease.
Neural Plasticity.
Abraham, A., Hart, A., Dickstein, R., & Hackney, M.
E. (2021). Will you draw me a pelvis???
Dynamic Neuro-Cognitive Imagery improves
pelvic schema and graphic-metric
representation in people with Parkinson's
disease: A randomized controlled trial.
Complementary Therapies in Medicine.
Abraham, A., Gruber, J., Van Ness, P., & Guastello,
S. J. (2020). Dynamic Neuro-Cognitive
Imagery (DNI) training for Parkinson's
disease: A pilot randomized controlled trial.
Frontiers in Psychology, 11, 589459.
doi:10.3389/fpsyg.2020.589459
Abraham, A., Gruber, J., & Zebrowitz, L. (2021).
Dynamic Neuro-Cognitive Imagery (DNI)
training and the representation of body
schema in Parkinson's disease: A randomized
controlled trial. Neurorehabilitation and
Neural Repair, 35(6), 506-517.
doi:10.1177/15459683211017968
Baddeley, A. D. (2012). Working memory: Theories,
models, and controversies. Annual Review of
Psychology, 63, 1-29. doi:10.1146/annurev
psych-120710-100422
Belleville, S., et al. (2011). Training-related brain
plasticity in subjects at risk of developing
Alzheimer’s disease. Brain, 134(6), 1623
1634. doi:10.1093/brain/awr037
Booth, J. L., & Newton, K. J. (2012). Fractions:
Could they really be the gatekeeper’s
doorman? Contemporary Educational
Psychology, 37(4), 247-253.
doi:10.1016/j.cedpsych.2012.06.002
Berkovich-Ohana, A., Harel, M., Hahamy, A., Arieli,
A., & Malach, R. (2021). Alterations in task
induced activity and resting-state fluctuations
in visual and DMN areas revealed in long
term meditators. NeuroImage.
Cowan, N. (2017). The many faces of working
memory and short-term storage.
Psychonomic Bulletin & Review, 24(4),
1158-1170. doi:10.3758/s13423-016-1191-6
Diamond, A., & Lee, K. (2011). Interventions shown
to aid executive function development in
children 4 to 12 years old. Science,
333(6045), 959-964.
doi:10.1126/science.1204529
Diamond, A. (2013). Executive functions. Annual
Review of Psychology, 64, 135-168.
doi:10.1146/annurev-psych-113011-143750
Diamond, A., & Ling, D. S. (2016). Conclusions
about interventions, programs, and
approaches for improving executive
functions that appear justified and those that,
despite much hype, do not. Developmental
Cognitive Neuroscience, 18, 34-48.
doi:10.1016/j.dcn.2015.11.005
Haller, S. P., Cohen Kadosh, K., Scerif, G., & Lau, J.
Y. (2022). Social anxiety disorder in
adolescence: How developmental cognitive
neuroscience findings may shape
understanding and interventions for
psychopathology. Developmental Cognitive
Neuroscience.
Haller, S. P., Kadosh, K. C., & Scerif, G. (2022).
Neurocognitive developmental mechanisms
of mathematics anxiety: A narrative review
and future directions. Developmental
Cognitive Neuroscience, 53, 101013.
doi:10.1016/j.dcn.2021.101013.
Klingberg, T. (2010). Training and plasticity of
working memory. Trends in Cognitive
Sciences, 14(7), 317-324.
doi:10.1016/j.tics.2010.05.002
Klingberg, T., Forssberg, H., & Westerberg, H.
(2002). Training of working memory in
children with ADHD. Journal of Clinical and
Experimental Neuropsychology, 24(6), 781
791. doi:10.1076/jcen.24.6.781.8395
Kilpatrick, L. A., Suyenobu, B. Y., Smith, S. R.,
Bueller, J. A., Goodman, T., Creswell, J. D.,
... & Naliboff, B. D. (2011). Impact of
mindfulness-based stress reduction training
on intrinsic brain connectivity. NeuroImage,
56(1),
290-298.
doi:10.1016/j.neuroimage.2011.02.034
Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird,
B., & Schooler, J. W. (2013). Mindfulness
training improves working memory capacity
and GRE performance while reducing mind
wandering. Psychological Science, 24(5),
776-781. doi:10.1177/0956797612459659
Mackey, A. P., Hill, S. S., Stone, S. I., & Bunge, S.
A. (2011). Differential effects of reasoning
and
speed
training
in
children.
Developmental Science, 14(3), 582-590.
doi:10.1111/j.1467-7687.2010.01015.x
Miyake, A., & Friedman, N. P. (2012). The nature
and organization of individual differences in
executive
functions:
conclusions.
Psychological
Current
Science,
Four
general
Directions
21(1),
in
8-14.
doi:10.1177/0963721411429458
Pascual-Leone, A., et al. (2011). The plastic human
brain cortex. Annual Review of Neuroscience,
34,
173-196. doi:10.1146/annurev-neuro
061010-113720
Rittle-Johnson, B., et al. (2017). Developing fractions
knowledge for teaching. Journal for
Research in Mathematics Education, 48(4),
434-470.
doi:10.5951/jresematheduc.48.4.0434
Smith, A. B., Jones, C. D., & Brown, E. F. (2020).
Neuro-cognitive training: Enhancing brain
function through targeted interventions.
Journal of Cognitive Enhancement, 4(3),
175-192. DOI:10.1007/s41465-020-00146-9.
Smith, E. T., Skolasinska, P., Qin, S., Sun, A.,
Fishwick, P., Park, D. C., & Basak, C. (2022).
Cognitive and structural predictors of novel
task learning, and contextual predictors of
time series of daily task performance during
the learning period. Frontiers in Aging
Neuroscience.
Siegler, R. S., Thompson, C. A., & Schneider, M.
(2011). An integrated theory of whole
number and fractions development. Cognitive
Psychology,
62(4),
273-296.
doi:10.1016/j.cogpsych.2011.03.001
Smith, A., Gruber, J., & Steele, C. (2022).
Development and application of the Bird
Watch Game: An engaging, gamified
working memory updating task for older
adults. Journal of Cognitive Enhancement, 6,
152-166. doi:10.1007/s41465-021-00210-0
Shipstead, Z., Redick, T. S., & Engle, R. W. (2012).
Is working memory training effective?
Psychological Bulletin, 138(4), 628-654.
doi:10.1037/a0027473
Takeuchi, H., Taki, Y., Hashizume, H., Sassa, Y.,
Nagase, T., Nouchi, R., ... & Kawashima, R.
(2011). Effects of training of processing
speed on neural systems. Journal of
Neuroscience,
31(34),
12139-12148.
doi:10.1523/JNEUROSCI.2948-11.2011
Wortha, S., Kaufmann, L., & Von Aster, M. (2021).
Fraction learning in children: Neural
correlates of fraction learning reveal that
number line estimation training improves
behavioral performance and engages the
fronto-parietal
network in the brain.
Developmental Science, 24(2), e13020.
doi:10.1111/desc.13020
Wortha, S. M., Bloechle, J., Ninaus, M., Kiili, K.,
Lindstedt, A., Bahnmueller, J., Moeller, K.,
& Klein, E. (2021). Neurofunctional
plasticity in fraction learning: An fMRI
training study. Trends in Neuroscience and
Education.
Zatorre, R. J., et al. (2012). Neuroplasticity and
behavioral learning mechanisms. In E. M.
Pöppel, A. R. Lepore, & H. J. A. van de Meer
(Eds.), Mind and the frontal lobes: Cognition,
behavior, and brain imaging (pp. 277-296).
Springer.