Technological Tools for the Intervention and Computerized Dynamic Assessment of Executive Functions

Computerized And Technological Interventions For Executive Functions Training

Anguera et al., (2013) have shown that the adult brain maintains some plasticity, which allows behavior modification through practice. Therefore, cognitive remediation (also called “training”, “retraining”, or “brain training”) can be considered a cognitive intervention, in either the paper-and-pencil or computerized form, and attempts to enhance cognitive functioning through guided practice in a pool of standardized tasks designed to reflect specific cognitive functions (Bahar-Fuchs et al., 2013). However, the paper-and-pencil form, as in assessment, could not represent the complexity of real-life situations showing limitations in significance, practical scope and generalization (Climent-Martínez et al., 2014). Nowadays computerized cognitive training (CCT) is popular for some of its advantages, such as efficient and adaptable delivery, representation of complex and dynamic real contexts and situations that directly affect cognitive functioning, and more engaging interfaces and economic aspects in personal resources (Jak et al., 2013). Moreover, some results can open up the possibility of cognitive training more strongly impacting children, older adults or some clinical conditions (Vinogradov, Fisher & de Villers-Sidani, 2012; Kable et al., 2017). In fact evidence suggests that EFs can improve in children and older adults, and also in young adults, through adaptive CCT (Kable et al., 2017). These effects could also be observed at a neurofunctional level by reflecting increased capacity or the recruitment of additional neural resources (Westerberg & Klingberg, 2007; Dahlin et al., 2008; Jolles et al., 2013).