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Following completion of a session, you will be presented with a speed.We add up to 200 new sfx each day too, so check back regularly for updates!Īre your sounds only available to download as mp3?įree Basic account users have access to all our free sounds as mp3 files, but upgraded Gold members can also download them as uncompressed wav files. This represents the upper limits of the speed at which you can successfully track all targets about 50% of the time. It is a combined measure of your attention, working memory, information processing speed, and executive functions - all of which are needed for success in school, work, athletics and elite performance. It is expected that your speed will fluctuate depending on a number of factors including sleep, stress, motivation, fatigue, physical activity and so on. Do not be discouraged if you have sessions that are below your normal speeds. What’s more important is that you are improving with time! Like lifting weights in the gym, an increase in your NeuroTracker ability is a direct translation to strengthening and improving your “mental muscles”. NeuroTracker requires minimal strategy and there are no practice effects with training. As such, your improvements with training are not due to anything but improvements in brain function.This feasibility study investigated the viability of implementing a cognitive-based training program (NeuroTracker) and assessing its potential effects on academic performance for adolescents with extremely low IQ. Twenty-six adolescents aged between 11 and 16 years with a Wechsler-based IQs in the extremely low range ( M IQ = 56.00, SD IQ = 13.89) completed 15 training sessions on either the NeuroTracker or an active control task math and reading performance were assessed using clinically validated instruments before and after training. Recruitment and retention rates, adherence, and properties of the academic measures were assessed. ResultsĪll recruited participants completed 15 training sessions within a 6-week period. Eighty-three percent of participants meeting initial inclusion criteria completed all stages of the study from baseline to post-intervention assessments. Some limitations of the academic measures were identified. What uncertainties existed regarding the feasibility? Results suggest that implementing NeuroTracker as a classroom-based intervention and using clinically validated outcome measures is feasible with this population. Prior to conducting this study, it remained unclear whether cognitive training was feasible for children and adolescents with cognitive capability in the extremely low range (i.e., between 2 and 3 standard deviations below the population mean) and in the classroom setting.
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The findings demonstrated that all participants that met inclusionary criteria were able to progress through the arms of the randomized controlled trial assessing the feasibility of the cognitive training program. What are the implications of the feasibility findings for the design of the main study? Furthermore, the findings highlighted that individuals were able to interact with the NeuroTracker attention training paradigm. The implications of the feasibility findings for the design of the study are twofold. For one, the findings suggest that cognitive training is feasible with this population and can be administered in classroom setting. Second, the findings from this study provide recommendations on the appropriateness of outcomes measures.Ĭognitive training involves repeated practice on a domain-specific, computer-based cognitive task that has demonstrated the potential to improve cognitive functioning across a spectrum of domains.
This approach has resulted in promising findings for enhancing cognition for neurotypically developing populations and suggested to be used as an alternative or supplemental treatment approach for individuals diagnosed with neurodevelopmental conditions. Cognitive training studies have demonstrated its benefits ranging from improved performance on similar cognitive tasks (i.e., near-transfer) to improved academics (i.e., far transfer).
Īttention is one cognitive construct that is significantly related to academic achievement. The relationship between attention and academics is evidenced by the association of attentional capability to reading and math achievement in both typically developing and clinical populations.
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