About Thinkable Learning Centre

Unleash Your Potential with Cognitive Training

At Thinkable Learning Centre, we have one aim for every customer: to help you learn easier, think faster, and perform better.

Every single effort we make aims to identify how to help you achieve those outcomes - nothing more or less.

We are dedicated only to providing you with the tools and the capacity to unlock your full cognitive potential by enhancing the cognitive skills that are at their weakest. Even prodigies and geniuses and Olympians have cognitive weaknesses - we've worked with several of them and have the data to prove it!

Our comprehensive cognitive assessment measures the 8 core cognitive skills, grounded in the research that established the most effective Learning Model to date -- and no, it isn't AI driven (but our methods will help you "AI-proof" your cognitive health!).

Allow us to create a personalized program for you, your professional team, your children, or your whole family. We're ready and highly capable of helping you address ALL of their specific and unique cognitive needs by targeting the underlying cause of any issues. Let's achieve your full potential with a smile on your face!

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Carpenter, D., Ledbetter, C., & Moore, A.L. (2016). LearningRx cognitive training effects in children ages 8-14: A randomized controlled study. Applied Cognitive Psychology, 30(5), 815-826. doi: 10.1002/acp.3257

In a randomized controlled study, the effects of a one-on-one cognitive training program on IQ, memory, visual and auditory processing, processing speed, reasoning, and attention for students ages 8-14 were examined. Participants were randomly assigned to either an experimental group to complete 60 hours of cognitive training or to a wait-list control group. The purpose of the study was to examine changes in general intelligence and individual cognitive skills after completing cognitive training with ThinkRx, a LearningRx program. Results showed statistically significant differences between groups on all outcome measures except for attention. Implications, limitations, and suggestions for future research are examined. Link to article: http://onlinelibrary.wiley.com/doi/10.1002/acp.3257/full

Moore, A.L., Miller, T.M., Moore, J.J., Ledbetter, C. (2023). A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3,527 Children. Psychology Research and Behavior Management,16,1195-1220. doi.org/10.2147/PRBM.S397665

We analyzed a large real-world dataset to examine cognitive, reading, and behavioral outcomes for struggling readers (n = 3527) who had completed 24 weeks (120 hours) of ReadRx, an intense cognitive training integrated with a structured literacy intervention using ReadRx in a one-on-one clinic setting. Results showed statistically significant changes on all cognitive and reading measures including attention, visual processing, processing speed, long-term memory, working memory, reasoning, phonological awareness, Work Attack, phonetic coding, spelling, comprehension, and overall IQ score with medium to very large effect sizes. The study also included a qualitative thematic analysis of parent-reported behavioral outcomes revealing themes of improved cognition, academic performance, and psychosocial skills including confidence and perseverance.

Moore, A.L., Carpenter, D.M., Miller, T.M., & Ledbetter, C. (2019). Comparing Two Methods of Delivering ThinkRx Cognitive Training to Children Ages 8-14: A Randomized Controlled Trial of Equivalency. Journal of Cognitive Enhancement, 3(3), 261-270. doi.org/10.1007/s41465-018-0094-z

In a randomized controlled trial assessing equivalence of parallel groups of children ages 8-14, we compared cognitive outcomes between a group who received 60 hours of ThinkRx cognitive training delivered one-on-one by a clinician (n = 20) versus a group of children who received 30 hours of ThinkRx delivered by a clinician and the remaining 30 hours through supervised digital training procedures in a computer lab (n = 18). Results were significantly different on the test of long-term memory. These results suggest that both delivery models are nearly equivalent delivery methods of ThinkRx cognitive training for children. This study controlled for placebo effects because both groups attended the same number of sessions and spent the same number of hours in training (60) with an adult present. Finally, this was a single-blind study. The participants did not know there was a difference in training methods. Read the article (Link to results poster)

Jedlicka, E. (2017). LearningRx cognitive training for children and adolescents ages 5-18: Effects on academic skills, behavior, and cognition. Frontiers in Education, 2(62). doi: 10.3389/feduc.2017.00062

This study with 178 students ages 5-18 investigated whether ThinkRx and ReadRx clinician-delivered cognitive training programs reduced academic difficulties and oppositional behavior for school-age children with learning struggles compared to a control group. Results indicated there were statistically significant differences overall between the intervention groups and the control group on all measures of academic difficulties. Both intervention groups saw a reduction in academic difficulty ratings following training while the control group saw an increase in academic difficulty during a comparable time interval. Both intervention groups achieved statistically significant changes on objective cognitive test measures as well. Link to article: https://www.frontiersin.org/articles/10.3389/feduc.2017.00062/full

These are just some of the recent studies that validate our work. If you love neuroscience as much as we do, you can read more by individual learning categories and disabilities here: https://www.gibsonresearchinstitute.org/

Moore, A.L., Miller, T.M., Moore, J.J., Ledbetter, C. (2023). A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3,527 Children. Psychology Research and Behavior Management,16,1195-1220. https://doi.org/10.2147/PRBM.S397665

We analyzed a large real-world dataset to examine cognitive, reading, and behavioral outcomes for struggling readers (n = 3527) who had completed 24 weeks (120 hours) of ReadRx, an intense cognitive training integrated with a structured literacy intervention using ReadRx in a one-on-one clinic setting. Results showed statistically significant changes on all cognitive and reading measures including attention, visual processing, processing speed, long-term memory, working memory, reasoning, phonological awareness, Work Attack, phonetic coding, spelling, comprehension, and overall IQ score with medium to very large effect sizes. The study also included a qualitative thematic analysis of parent-reported behavioral outcomes revealing themes of improved cognition, academic performance, and psychosocial skills including confidence and perseverance.

Moore, A., & Ledbetter, C. (2020). Ethical considerations and lessons learned in a randomized controlled trial of ThinkRx cognitive training for children with learning disabilities and/or ADHD. SAGE Research Methods Cases. doi:10.4135/9781529734072

In a randomized controlled trial, we examined the efficacy of ThinkRx, a clinician-delivered cognitive training program delivered to children with learning disabilities and/or ADHD. We report our quantitative and qualitative outcomes from two articles published on this study including statistically significant differences in eight of the nine measures, clinically significant changes in IQ score for the ADHD subset, and parent-reported improvements in self-esteem, self-discipline, cooperative behaviors, and school performance. Link to author’s copy

Moore, A.L., & Ledbetter, C. (2019). The Promise of Clinician-Delivered Cognitive Training for Children Diagnosed with ADHD. Journal of Mental Health and Clinical Psychology, 3(3), 3-8. doi: 10.29245/2578-2959/2019/3.1180

Mainstream approaches to treating Attention Deficit Hyperactivity Disorder in children include stimulant medication such as methylphenidate and behavior therapy that target deficits in attention as well as inappropriate behaviors but do not sufficiently address the multiple cognitive deficits associated with the disorder. We describe research on LearningRx, a clinician-delivered cognitive training intervention and suggest that human delivery enhances motivation and promotes social cognition and self-efficacy while strengthening weak cognitive skills associated with ADHD in children. Link to article.

Moore, A.L., Carpenter, D.M., Ledbetter, C., & Miller, T.M. (2018). Clinician-delivered cognitive training for children with attention problems: Transfer effects on cognitive and behavior from the ThinkRx randomized controlled trial. Neuropsychiatric Disease and Treatment, 14, 1671-1683. doi: 10.2147/NDT.S165418

In a randomized controlled study, we examined the effects of a one-on-one cognitive training program on memory, visual and auditory processing, processing speed, reasoning, attention, overall IQ score, and behavior for students ages 8-14 with ADHD. Results included greater pretest to post-test change scores on all variables for the treatment group versus the control group with statistically significant differences noted in working memory, long-term memory, logic and reasoning, auditory processing, and IQ score. Qualitative outcomes included far transfer to cognition and behavior as reported by participants, parents, and clinicians. Read the article Link to video abstract: https://www.youtube.com/watch?v=Tso9xhKRkao

These are just some of the recent studies that validate our work. If you love neuroscience as much as we do, you can read more by individual learning categories and disabilities here: https://www.gibsonresearchinstitute.org/

Moore, A.L., Miller, T.M., & Ledbetter, C. (2021). Reliability Evidence for the Gibson Assessment of Cognitive Skills (GACS): A Brief Tool for Screening Cognitive Skills Across the Lifespan. Psychology Research and Behavior Management, 14, 31-40. doi.org/10.2147/PRBM.S291574

The aim of the current study was to examine and report three sources of reliability evidence for the Gibson Assessment of Cognitive Skills, a paper-based, brief cognitive screening tool for children and adults measuring working memory, processing speed, visual processing, logic and reasoning, and three auditory processing constructs: sound blending, sound segmenting, sound deletion along with work attack skills. The evidence collected for the current study suggests that the GACS is a reliable brief screening tool for assessing cognitive skill performance in both children and adults.

Ledbetter, C., and Moore, A.L. (2021, January 11). Test-retest, internal consistency, and split-half reliabilities of the Gibson Assessment of Cognitive Skills, a brief tool for screening cognitive function across the lifespan. Presented at Society for Neuroscience Global Connectome virtual conference.

The aim of the current study was to examine reliability of the Gibson Assessment of Cognitive Skills (GACS). The evidence collected for the current study suggests that the GACS is an accessible and reliable brief screening tool for assessing cognitive skill performance across the lifespan. Link to presentation: 2021 SFN_LedbetterMoore_REV

Moore, A.L., Miller, T., & Ledbetter, C. (2020, August 6). Cognitive Profiles in Dyslexia: Beyond Phonological Processing Deficits. Presented at American Psychological Association, Presidential Poster Session.

The objective of this study was to examine the cognitive profiles of a large sample of children with dyslexia or specific learning disability in reading (n = 4,150). In a chart review of records from 85 learning centers between 2010 and 2019, we collected scores on the Woodcock Johnson III – Tests of Cognitive Abilities (WJ III) administered to children ages 5-18 previously diagnosed with dyslexia or specific learning disability in reading and tested < 38th percentile on a reading test (n = 4,150). The results suggest that interventions for children with dyslexia and specific learning disability in reading should begin early and be aimed at not only the remediation of the typically-targeted phonological processing deficits but also at enhancing working memory, long-term memory, and processing speed. Link to recorded presentation: https://youtu.be/xpUiSmC5cMI Link to poster only: https://apadiv15.org/wp-content/uploads/2020/08/2020-APA-_Cognitive-Profiles-in-Dyslexia_Moore-.pdf

Moore, A.L., & Miller, T. (2018). Reliability and validity of the revised Gibson Test of Cognitive Skills, a computer-based test battery for assessing cognition across the lifespan. Psychology Research and Behavior Management, 11, 25-35. doi:10.2147/PRBM.S152781

This study evaluated the validity and reliability of the revised Gibson Test of Cognitive Skills, a computer-based battery of tests measuring short-term memory, long-term memory, processing speed, logic and reasoning, visual processing, as well as auditory processing and Word Attack skills. The sample for the study included 2,737 participants ranging in age from 5 to 85. The Gibson Test of Cognitive Skills -2 is a reliable and valid tool for assessing cognition in the general population across the lifespan. Link to article: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5813948/ Link to video abstract: https://youtu.be/qFMois2UyCY

Moore, A.L., Miller, T.M., Moore, J.J., Ledbetter, C. (2023). A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children. Psychology Research and Behavior Management,16,1195-1220. doi.org/10.2147/PRBM.S397665

We analyzed a large real-world dataset to examine cognitive, reading, and behavioral outcomes for struggling readers (n = 3527) who had completed 24 weeks (120 hours) of ReadRx, an intense cognitive training integrated with a structured literacy intervention using ReadRx in a one-on-one clinic setting. Results showed statistically significant changes on all cognitive and reading measures including attention, visual processing, processing speed, long-term memory, working memory, reasoning, phonological awareness, Work Attack, phonetic coding, spelling, comprehension, and overall IQ score with medium to very large effect sizes. The study also included a qualitative thematic analysis of parent-reported behavioral outcomes revealing themes of improved cognition, academic performance, and psychosocial skills including confidence and perseverance.

These are just some of the recent studies that validate our work. If you love neuroscience as much as we do, you can read more by individual learning categories and disabilities here: https://www.gibsonresearchinstitute.org/

Moore, AL; Jedlicka, EJ; Patterson, JC; Ledbetter, CR LearningRx Cognitive Training for Workplace Self-Efficacy in Adults with Post-COVID-19 Brain Fog: A Mixed-Methods Pilot Study. Brain Sci. 2026,16,410. doi.org/10.3390/brainsci16040410

The participants achieved significant improvements in workplace self-efficacy and cognition following cognitive training. The main qualitative themes of self-reported improvements were in executive function, health and energy, daily living activities, productivity, and socioemotional functioning. A cross-case synthesis of pre-intervention struggles, and post-intervention improvements revealed subthemes at work or school in cognitive processing and comprehension, memory, executive function, fatigue, emotional distress, confidence in work or academics, and work/academic performance impairment. As a group, the mean gain in IQ score was 10.5 points. This study adds to the growing body of literature examining the possibility of using cognitive rehabilitation for post-COVID-19 cognitive dysfunction impacting workplace self-efficacy and work functioning.

James, R., Moore, A.L., Carpenter, D., Miller, T., & Ledbetter, C. (2019). Feasibility of a Functional Medicine Approach to Slowing Clinical Cognitive Decline in Patients Over Age 55: A Multiple Case Study Report. OBM Integrative and Complementary Medicine, 4(3). doi: 10.21926/obm.icm.1903054

This study examined a multifaceted anti-neuroinflammatory intervention that included physical exercise, mental exercise, grain-free/sugar-free diet, anti-inflammatory nutritional supplements, sleep optimization, and stress management within the context of a functional medicine practice for five patients with varying levels of cognitive impairment. In a prospective chart review, we examined impact measures including assessment of (1) cognitive skills, (2) brain connectivity, and (3) daily functioning. Three of the five patients were no longer classified as cognitively impaired, while a fourth patient improved from moderately-to-severely impaired to mildly impaired. Patients reported improved memory, mental clarity, and outlook on life. fMRI analyses revealed changes in brain connectivity and efficiency. The current study provides preliminary support for and feasibility of the use of a multi-component approach to slowing cognitive decline. View PDF Link to article

Moore, A.L., Carpenter, D.M., Miller, T.M., & Ledbetter, C., (2019). ThinkRx Cognitive Training for Adults over Age 50: Clinician-Caregiver Partners in Delivery as Effective as Clinician-Only Delivery. Psychology and Neuroscience, 12(2), 291-306. doi: 10.1037/pne0000162

The aim of the study was to evaluate differences in cognitive outcomes and self-reported real-life improvements between two methods of delivering the ThinkRx cognitive training intervention: professional delivery solely by a clinician versus a partnership model where a caregiver or spouse delivers half of the intervention at home. The sample included 292 participants ranging in age from 51 to 95 with subjective memory or attention complaints. Participants completed an average of 79 training hours. (Link to author’s copy of the article)

Ledbetter, C., & Moore, A. (2018). Neuroimaging outcomes of a cognitive rehabilitation training program. Journal of Neuroimaging, 28(2), 225-233. doi: 10.1111/jon.12507

To investigate if aberrant brain connectivity and changes in brain connectivity (a neuroimaging marker of neuroplasticity), were evident prior to and after completion of a robust cognitive training program, a series of case studies were carried out in subjects with varying degrees of traumatic brain injuries (n = 5) and cognitive impairment (n = 5). MR exams were acquired on all subjects prior to and upon completion of the ThinkRx cognitive training program. In addition to MR exams, all subjects completed pre-post neuropsychological testing (WJ-IV) and condition-specific rating scales. For all cases, neuropsychological testing and qualitative outcomes measures increased, supporting that the robustness of the training program held for each imaged case study. Normalization of DMN connectivity, including decreased hyperconnectivity and reoccurrence of anticorrelated activity, was evident in the most severe TBI case. Read the article. Or read the abstract on pages 230-231: Neuroimaging Outcomes for TBI and MCI_J of Neuroimaging

Moore, A.L., James, R., Carpenter, D., Miller, T., & Ledbetter, C. (2018). MRI and Neuropsychological Outcomes following a Functional Medicine Intervention with Cognitive Training in Mild Cognitive Impairment (MCI): A Multiple Case Study. Presentation at American Psychological Association Annual Convention, August 2018, San Francisco, CA.

Using a multiple case study design, we examined neural connectivity with fMRI, executive function, memory, attention, reasoning, everyday functioning, and overall IQ score for 5 clients with varying levels of Mild Cognitive Impairment (MCI) before the intervention, after 12 weeks on functional medicine (FM) protocols (grain-free/sugar-free diet, nutritional supplements, aerobic activity, optimized sleep & stress reduction) without cognitive training, and again following the addition and completion of 72 hours of cognitive training. In all five cases, improvement in both cognitive and life skills was achieved with a functional medicine protocol that included cognitive training. A multidisciplinary approach to slowing or reversing cognitive decline appears to be promising. Link to presentation

Highland, S. A. (2019). Examining the self-efficacy perceptions of adults who completed a ThinkRx one-on-one brain training program. Doctoral dissertation. Retrieved from ProQuest Dissertations and Theses. UMI No. 2312810475.

The purpose of this qualitative study was to examine the perceptions of adults who completed a LearningRx ThinkRx program. Three forms of data were collected: artifact data, participant interviews, and member checking interviews. Using a thematic data analysis, five themes found in this study were self-awareness, problem solving, emotional control, achievement, and leadership. There was direct support for the research question from the themes of self-awareness, problem solving, and emotional control. Read the dissertation.

Ledbetter, C., Moore, A.L., Mitchell, T. (2017). Cognitive effects of ThinkRx cognitive rehabilitation training for eleven soldiers with brain injury: A retrospective chart review. Frontiers in Psychology, 8(825). doi: 10.3389/fpsyg.2017.00825

Completed Trials:
Multidisciplinary Approach to Treating Mild Cognitive Impairment (ClinicalTrials.gov NCT# 02943187)

These are just some of the recent studies that validate our work. If you love neuroscience as much as we do, you can read more by individual learning categories and disabilities here: https://www.gibsonresearchinstitute.org/

Moore, A.L., Carpenter, D., James, R., Miller, T., Moore, J., Disbrow, E., & Ledbetter, C. (2020). Neuroimaging and Neuropsychological Outcomes Following Clinician-Delivered Cognitive Training for Six Patients with Mild Brain Injury: A Multiple Case Study. Frontiers in Human Neuroscience, 14(229), 1-15. doi.org/10.3389/fnhum.2020.00229

In this study, we explored the statistical and clinical significance of cognitive changes and transfer of training to real-life functioning following 60 hours of LearningRx training for six patients with mild traumatic brain injury (TBI) or non-traumatic acquired brain injury (ABI). We also explored changes in functional connectivity and neural correlates of cognitive test gains following the training using fMRI. All cognitive test scores showed improvement with statistically significant changes on five of the seven measures (long-term memory, processing speed, reasoning, auditory processing, and overall IQ score). The mean change in IQ score was 20 points. Patients reported improvements in cognition, mood, social identity, work and school performance, and Instrumental Activities of Daily Living (IADLs). With MRI, we documented significant region-to-region changes in connectivity following cognitive training including those involving the cerebellum and cerebellar networks. We also found significant correlations between changes in IQ score and change in white matter integrity of bilateral corticospinal tracts (CST) and the left uncinate fasciculus.

James, R., Moore, A.L., Carpenter, D., Miller, T., & Ledbetter, C. (2019). Feasibility of a Functional Medicine Approach to Slowing Clinical Cognitive Decline in Patients Over Age 55: A Multiple Case Study Report. OBM Integrative and Complementary Medicine, 4(3). doi: 10.21926/obm.icm.1903054

This study examined a multifaceted anti-neuroinflammatory intervention that included physical exercise, mental exercise, grain-free/sugar-free diet, anti-inflammatory nutritional supplements, sleep optimization, and stress management within the context of a functional medicine practice for five patients with varying levels of cognitive impairment. In a prospective chart review, we examined impact measures including assessment of (1) cognitive skills, (2) brain connectivity, and (3) daily functioning. Three of the five patients were no longer classified as cognitively impaired, while a fourth patient improved from moderately-to-severely impaired to mildly impaired. Patients reported improved memory, mental clarity, and outlook on life. fMRI analyses revealed changes in brain connectivity and efficiency. The current study provides preliminary support for and feasibility of the use of a multi-component approach to slowing cognitive decline. Link to article

Ledbetter, C., Moore, A.L., Mitchell, T. (2017). Cognitive effects of ThinkRx cognitive rehabilitation training for eleven soldiers with brain injury: A retrospective chart review. Frontiers in Psychology, 8(825). doi: 10.3389/fpsyg.2017.00825

These are just some of the recent studies that validate our work. If you love neuroscience as much as we do, you can read more by individual learning categories and disabilities here: https://www.gibsonresearchinstitute.org/

Moore, A.L., Miller, T.M., & Ledbetter, C. (2021). Reliability Evidence for the Gibson Assessment of Cognitive Skills (GACS): A Brief Tool for Screening Cognitive Skills Across the Lifespan. Psychology Research and Behavior Management, 14, 31-40. doi.org/10.2147/PRBM.S291574

The aim of the current study was to examine and report three sources of reliability evidence for the Gibson Assessment of Cognitive Skills, a paper-based, brief cognitive screening tool for children and adults measuring working memory, processing speed, visual processing, logic and reasoning, and three auditory processing constructs: sound blending, sound segmenting, sound deletion along with work attack skills. Overall coefficient alphas range from 0.80 to 0.94, producing a strong source of internal consistency reliability evidence. The split-half reliability coefficients ranged from 0.83 to 0.96 overall, producing a strong second source of reliability evidence. Across all ages, the test–retest reliability coefficients ranged from 0.83 to 0.98. The evidence collected for the current study suggests that the GACS is a reliable brief screening tool for assessing cognitive skill performance in both children and adults.

Moore, A.L., & Miller, T. (2018). Reliability and validity of the revised Gibson Test of Cognitive Skills, a computer-based test battery for assessing cognition across the lifespan. Psychology Research and Behavior Management, 11, 25-35. doi:10.2147/PRBM.S152781. Also available at ncbi.nlm.nih.gov/pmc/articles/PMC5813948/

These are just some of the recent studies that validate our work. If you love neuroscience as much as we do, you can read more by individual learning categories and disabilities here: https://www.gibsonresearchinstitute.org/

Guo Z and Wang Q (2025) Comparative study on dynamic visual tracking abilities in three-dimensional multi-object tracking tasks among basketball players of different skill levels. Front. Psychol. 16:1710450. doi: 10.3389/fpsyg.2025.1710450.

High-level basketball players outperformed low-level basketball players in multi-object tracking tasks, demonstrating superior adaptability and stability in dynamic visual information processing. Specifically, they maintained more accurate and efficient tracking performance when faced with complex task demands.

Che X, Zhang Y, Lin J, Zhang K, Yao W, Lan J, Li J. Two-dimensional and three-dimensional multiple object tracking learning performance in adolescent female soccer players: The role of flow experience reflected by heart rate variability. Physiol Behav. 2023 Jan 1;258:114009. Epub 2022 Oct 29. PMID: 36326537. https://pubmed.ncbi.nlm.nih.gov/36326537/

Three-dimensional multiple object tracking has been used in various fields to mimic real-life tracking, especially in perceptual-cognitive skills training for soccer. Yet, the learning efficiency in three-dimensional multiple object tracking tasks has not been compared with two-dimensional multiple object tracking. Further, whether the advantage can be reflected by heart rate variability (HRV) based on the neurovisceral integration model should also be examined. Therefore, we used both 2D- and 3D multiple object tracking in a brief adaptive task procedure for adolescent female soccer players with HRV measurement. We observed that adolescent female soccer players demonstrated higher learning efficiency in three-dimensional multiple object tracking tasks in virtual reality (VR) through a higher flow experience. This study examined the learning efficiency between the two multiple object tracking tasks in the soccer domain using evidence from HRV and highlighted the utility and applicability of three-dimensional multiple object tracking application.

Erdogan G, Vogt L, Giesche F, Friebe D, Banzer W, Mierau A and Hülsdünker T (2025) Cognitive costs in motor-cognitive performance assessments depend on movement complexity and cognitive task design. Front. Sports Act. Living 7:1482976. doi: 10.3389/fspor.2025.1482976.

Cognitive performance is typically assessed using computer-based tests where participants respond via a simple upper extremity motor task such as a button press. This type of assessment has been criticised for its low ecological validity that does not consider the interaction between cognitive and more complex motor skills in sports and everyday life situations, which results in motor-cognitive interference. Consequently, motor-cognitive assessments integrating a more complex motor response into a cognitive test have gained popularity. However, the cognitive costs in motor-cognitive tests due to the interference of cognitive and motor processes have not yet been determined. Therefore, this study aimed to quantify the cognitive costs in motor-cognitive tests.

Heilmann F, Knöbel S, Lautenbach F. Improvements in executive functions by domain-specific cognitive training in youth elite soccer players. BMC Psychol. 2024 Oct 2;12(1):528. PMID: 39358785; PMCID: PMC11448064. doi: 10.1186/s40359-024-02017-9.

This study examined the impact of sport-specific cognitive training (CT) on executive functions (EFs) in youth soccer players. Thirty-one athletes (13-15 years) participated, 13 in the intervention group (IG) and 18 in the control group (CG). The IG underwent an 8-week soccer-focused CT program, while the CG maintained regular training. The assessments included working memory, inhibition, and cognitive flexibility tasks. The results revealed no significant improvements in EFs in the IG compared to those in the CG. Both groups showed enhanced cognitive flexibility, possibly due to general cognitive development or learning effects. The study suggested that an 8-week sport-specific CT may not enhance EFs in young soccer players, potentially due to a ceiling effect in highly skilled athletes. These findings should be considered when designing cognitive training programs for athletes, and future research could explore the optimal duration of such programs.

Broadening the lens: A review of multi-object tracking task and its use in cognitive training. Acta Psychologica
Volume 258, August 2025, 105271. https://doi.org/10.1016/j.actpsy.2025.105271.

Despite limited research on ecological validity, previous studies have highlighted benefits for dual-task performance, particularly in cognitive-motor coordination in sports (Fleddermann et al., 2019; Pothier et al., 2015). This narrative review underscores multiple object tracking-based training's potential and calls for more rigorous evaluation of transfer effects and real-world applicability.

These are just some of the recent studies that validate our work. If you love neuroscience as much as we do, you can read more by individual learning categories and disabilities here: https://www.gibsonresearchinstitute.org/

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