Case Studies & Research
Our brain training software programs are based on over 30 years of scientific research, and have been successfully demonstrated to take advantage of the brain's ability to continue to grow and develop throughout life.
Our technology partners bring together professionals from many fields. All of our brain training programs were developed through the cooperative efforts of a multi-disciplinary workforce that includes psychologists, computer scientists and graphic designers. Every program has been meticulously tried and tested, and demonstrated to be effective in improving daily cognitive functioning. Please browse and/or download our case studies and research documents below to learn more.
Ichilov Study
Unequivocal proof that computer based cognitive training works
The first double-blind clinical trial, conducted by an independent 3rd party (the Sourasky Medical Centre, Israel), to prove that computer based training improves the cognitive functions of the 50-plus crowd.
Improvement in cognitive functioning is genuine
The study proved that the improvements realised were not just a function of the users getting better at the respective games and exercises. The measurements of cognitive functioning of study participants was undertaken using a validated and independent 3rd party neurological assessment software – NexAde.
MindFit™ keeps minds sharper than other computer games and software can
The study incorporated a broad range of computer games, whilst all study participants benefited from the use of computer games, it showed that
CogniFit Personal Coach™ / MindFit™ users experienced significantly greater improvement in the cognitive domains of spatial short term memory, visuo-spatial learning, focused attention, and mental flexibility…the same cognitive domains that are central in most daily activities – including driving.
Summary
- Computer based cognitive brain training works
- The cognitive domains exercised apply to everyday life
- CogniFit Personal Coach™ / MindFit™ keeps minds sharper than other computer games and software can
DriveFit™ Studies
Accident Prediction Study
Country: Canada
Number of Participants: 168
Conclusion:
The results illustrate that had the instructors in the tested sample been selected on the basis of the CogniFit Fleet Driver assessment, all but three (out of 29) accidents could have been prevented.
Senior Drivers Study
Number of Participants: 65
Conclusion:
Results show that whereas the control group did not show any improvements, the CogniFit Senior Driver training group showed improved cognitive ability on different domains and improved overall safety while driving.
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The process is ongoing, whether as a preventive measure or as a corrective measure, cognitive training will be used to help preserve each and every person's most precious natural resource and our partners CogniFit are playing their part in studying, researching and developing the newest, soundest and most effective cognitive assessment and training tools.
Working with the world's leading research institutions, hospitals, homes and industry, CogniFit Research will lead the world to the next level of applied cognitive science.
For more information about studies in this area please click on the links below.
Greenberg, C., Powers, S. M. (1987). Memory improvement among adult learners.
Educational Gerontology, 13(3): 263-280.
Kliegl, R., Smith, J., & Baltes, P.B. (1990). On the locus and process of magnification of age differences during mnemonic training.
Developmental Psychology, 26, 894-904.
Lachman, M.E., Weaver, S.L., Bandura, M., Elliot, E., & Lewkowicz, C. (1992). Improving memory and control beliefs through cognitive restructuring and self generated strategies.
Journal of Gerontology, 47, 293-299.
Moore, S., Sandman, C.A., McGrady, K., & Kesslak, J.P. (2001). Memory training improves cognitive ability in patients with dementia.
Neuropsychological Rehabilitation, 11 (3/4), 245-261.
Rasmusson, D.X., Rebok, G.W., Bylsma, F.M., & Brandt, J. (1999). Effects of three types of memory training in normal elderly.
Aging, Neuropsychology & Cognition, 6, 56-66.
Rebok, G. W., & Balcerak, L.J. (1989). Memory self-efficacy and performance differences in young and old adults: The effect of mnemonic training.
Developmental Psychology, 25 (5): 714-721.
Samuel, D. (1999). Memory: How we use it, lose it and can improve it. New York University Press, New York.
Small, G. (2002). The memory bible. New York: Hyperion.
Yesavage, J.A. (1985). Nonpharmacologic treatments for memory losses with normal aging.
American Journal of Psychiatry, 142, 600-605.
Alexander, G.E., Furey, M.L., Grady, C.L., et al. (1997). Association of premorbid intellectual function with cerebral metabolism in Alzheimer's disease: Implications for the cognitive reserve hypothesis.
American Journal of Psychiatry, 154, 165-172.
Anstey, K. (1999). How important is mental activity in old age? Australian Psychologist, 34(2): 128-131.
Ball, K. et al. (2002). Effects of cognitive training interventions with older adults.
Journal of the American Medical Association (JAMA), 288,18:2271-2281.
Baltes, P.B., & Willis, S.L. (1982). Plasticity and enhancement of intellectual functioning in old age: Penn State's Adult Development and Enrichment Project (ADEPT). In F.I.M. Craik & S. Trehub (Eds.),
Aging and cognitive processes, 353-390. New York: Plenum Press.
Churchill, J. D., Galvez, R., Colcombe, S., Swain, R.A., & Greenough, W.T. (2002).
Exercise, experience and the aging brain. Neurobiology of Aging, 23 (5): 941-955.
Christensen, H., & Mackinnon, A. (1993). The association between mental, social, and physical activity and cognitive performance in young and old subjects.
Age and Ageing, 22, 175-182.
Gould, E., Reeves, A.J., Graziano, M.S.A., & Gross, C.G. (1999). Neurogenesis in the neocortex of adult primates.
Science, 286, 548-552.
Greenberg, C., Powers, S. M. (1987). Memory improvement among adult learners.
Educational Gerontology, 13(3): 263-280.
Hultsch, D., Hammer, M., & Small, B. (1993). Age differences in cognitive performance in later life: Relationships to self-reported health and activity life style.
Journal of Gerontology, 48, P1-P11.
Hultsch, D. et al. (1999). Use it or lose it: Engaged lifestyle as a buffer of cognitive decline in aging?
Psychology and Aging, 14 (2): 245-263.
Juriga, M., & Bush, S. (2002). Attention to biomedical ethics may improve rehabilitation outcome: A case illustration.
Rehabilitation Psychology, 47 (3), 374-375
Katzman, R. (1993). Education and the prevalence of dementia and Alzheimer's disease.
Neurology, 43, 13-20.
Kliegl, R., Smith, J., & Baltes, P.B. (1990). On the locus and process of magnification of age differences during mnemonic training.
Developmental Psychology, 26, 894-904.
Krampe, R.TH., Ericsson, K. A. (1996). Maintaining excellence: Deliberate practice and elite performance in young and older pianists.
Journal of Experimental Psychology-General, 125 (4): 331-359.
Lachman, M.E., Weaver, S.L., Bandura, M., Elliot, E., & Lewkowicz, C. (1992). Improving memory and control beliefs through cognitive restructuring and self generated strategies.
Journal of Gerontology, 47, 293-299.
Moore, S., Sandman, C.A., McGrady, K., & Kesslak, J.P. (2001). Memory training improves cognitive ability in patients with dementia.
Neuropsychological Rehabilitation, 11 (3/4), 245-261.
Morgan, J. (2002). Ethical issues in the practice of geriatric neuropsychology. In S.S. Bush & M.L. Drexler (Eds.),
Ethical issues in clinical neuropsychology, pp. 87-101. Lisse, NL: Swets & Zeitlinger Publishers.
Mortimer, J.A. (1997). Brain reserve and the clinical expression of Alzheimer's disease.
Geriatrics, 52 (suppl 2), S52-S53.
Rasmusson, D.X., Rebok, G.W., Bylsma, F.M., & Brandt, J. (1999). Effects of three types of memory training in normal elderly.
Aging, Neuropsychology & Cognition, 6, 56-66.
Recanzone, G.H. (2000). Cerebral cortical plasticity: Perception and skill acquisition. In S. Gazzaniga (Ed.),
The new cognitive neurosciences, 237-247. Cambridge, MA: the MIT press.
Rebok, G. W., & Balcerak, L.J. (1989). Memory self-efficacy and performance differences in young and old adults: The effect of mnemonic training.
Developmental Psychology, 25 (5): 714-721.
Samuel, D. (1999). Memory: How we use it, lose it and can improve it. New York University Press, New York.
Scarmes, N., Levy, G., Tang, M.X., Manly, J., & Stern, Y. (2001). Influence of leisure activity on the incidence of Alzheimer's disease.
Neurology, 57(12):2236-2242.
Small, G. (2002). The memory bible. New York: Hyperion.
Sohlberg, M.M., Mateer, C.A. (2001). Cognitive rehabilitation: An integrative neuropsychological approach.
New York, NY: The Guilford Press.
Stern, Y. (2002). What is cognitive reserve? Theory and research application of the reserve concept.
Journal of the International Neuropsychological Society, 8, 448-460.
Stern, Y., Alexander, G.E., Prohovnik, I., et al. (1995). Relationships between lifetime occupation and parietal flow: Implications for a reserve against Alzheimer's disease pathology.
Neurology, 45, 55-60.
Stern, Y., Albert, S., Tang, M., & Tsai, W.(1999). Rate of memory decline in AD is related to education and occupation: Cognitive reserve?
Neurology, 53, 1942-1947.
Verghese, J. et al (2003). Leisure activities and the risk of dementia in the elderly.
The New England Journal of Medicine, 348: 2508-2516.
Willis, S.L. (1987). Cognitive training and everyday competence. In K.W. Schaie (Ed.),
Annual Review of Gerontology and Geriatrics, Volume 7. New York: Springer.
Willis, S.L., Schaie, K.W. (1986). Training the elderly on the ability factors of spatial orientation and inductive reasoning.
Psychology and Aging, 1(3): 239-247.
Willis, S. L., Nesselroade, C. S. (1990). Long-term effects of fluid ability training in old-old age.
Developmental Psychology, 26(6):905-910.
Wilson, R.S., Bennett, D.A., Beckett, L.A., et al. (1999). Cognitive activity in older persons from a geographically defined population.
Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 54, P155-P160.
Wilson, R.S., Bennett, D.A., Gilley, D.W., Beckett, L.A., Barnes, L.L., & Evans, D.A. (2000).
Premorbid reading activity and patterns of cognitive decline in Alzheimer's disease.
Archives of Neurology, 57, 1718-1723.
Wilson, R.S., Mendes de Leon, C.F., Barnes, L.L., et al. (2002). Participation in cognitively stimulating activities and risk of incident Alzheimer disease. JAMA, 287(6): 742-748.
Yesavage, J.A. (1985). Nonpharmacologic treatments for memory losses with normal aging. American Journal of Psychiatry, 142, 600-605.
MindFit™ was designed specifically for the senior population to challenge and exercise the brain. The aim of the
MindFit™ personal training is to prevent any regression on the well-preserved cognitive skills through practice, as well as to enhance other cognitive domains through training. It is scientifically well documented that training enhances basic cognitive and psychomotor skills. Exercising the brain protects it from age-related loss- the
'Use it or lose it' principle.
Anstey, K. (1999). How important is mental activity in old age? Australian Psychologist, 34(2): 128-131.
Ball, K. et al. (2002). Effects of cognitive training interventions with older adults.
Journal of the American Medical Association (JAMA), 288,18:2271-2281.
Baltes, P.B., & Willis, S.L. (1982). Plasticity and enhancement of intellectual functioning in old age: Penn State's Adult Development and Enrichment Project (ADEPT). In F.I.M. Craik & S. Trehub (Eds.),
Aging and cognitive processes, 353-390. New York: Plenum Press.
Churchill, J. D., Galvez, R., Colcombe, S., Swain, R.A., & Greenough, W.T. (2002).
Exercise, experience and the aging brain. Neurobiology of Aging, 23 (5): 941-955.
Hultsch, D. et al. (1999). Use it or lose it: Engaged lifestyle as a buffer of cognitive decline in aging?
Psychology and Aging, 14 (2): 245-263.
Samuel, D. (1999). Memory: How we use it, lose it and can improve it. New York University Press, New York.
Wilson, R.S., Mendes de Leon, C.F., Barnes, L.L., et al. (2002). Participation in cognitively stimulating activities and risk of incident Alzheimer disease.
JAMA, 287(6): 742-748.