These findings show that practicing cognitive-training programs or intellectually demanding activities do not enhance GCA or any cognitive skill. At best, such interventions boost one’s performance in tasks similar to the trained task.

Several independent researchers have noticed that the between-study variability can be accounted for by the quality of the experimental design and statistical artifacts. Those studies including large samples and active control groups often report no training-related effects.

In the past two decades, researchers have thus extensively investigated the effects of engaging in cognitive-training programs and intellectually demanding activities on GCA. The results have been mixed.

General cognitive ability (GCA) has been consistently found to correlate with performance in cognitive tasks and complex activities such as playing music, board games, and video games.

Due to potential theoretical and societal implications, cognitive training has been one of the most influential topics in psychology and neuroscience. The assumption behind cognitive training is that one’s general cognitive ability can be enhanced by practicing cognitive tasks or intellectually demanding activities. The hundreds of studies published so far have provided mixed findings and systematic reviews have reached inconsistent conclusions. To resolve these discrepancies, we carried out several meta-analytic reviews. The results are highly consistent across all the reviewed domains: minimal effect on domain-general cognitive skills. Crucially, the observed between-study variability is accounted for by design quality and statistical artefacts. The cognitive-training program of research has showed no appreciable benefits, and other more plausible practices to enhance cognitive performance should be pursued.

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Glossary

in this context, this phrase refers to latent factors produced from cognitive tests that strongly correlate to each other. These factors constitute Stratum II of the Cattel–Horn–Carroll model (Box 1).

a correlational study investigates the (linear) relationship between two or more variables (e.g., chess skill and intelligence) within a particular population (e.g., chess players).

a cross-sectional study compares two or more populations (e.g., chess players and non-chess players) on one or more variables (e.g., cognitive skills).

mental abilities that are used to solve complex tasks regardless of their content.

mental abilities that are engaged only when material related to a particular field is involved.

true experiments, that is, studies implementing an intervention (e.g., music instruction) aimed to exert an effect on one or more variables (e.g., academic skills).

the generalization of acquired skills across domains loosely related to each other (e.g., studying mathematics to improve in Latin).

also referred to as intelligence, Spearman’s g, and general mental ability, depending on the sources. This term refers to the latent factor emerging from all the tests of mental ability. It represents Stratum III in the Cattel–Horn–Carroll model (Box 1).

a variable that is mathematically derived from observed variables. For example, scores in a large set of cognitive tests may be strongly correlated to each other and thus reflect the same underlying (i.e., latent) cognitive construct (e.g., GCA). The most common statistical technique to estimate latent factors is termed factor analysis.

the capability of the neural system to adapt to environmental pressures.