PSYC FPX 3130 Assessment 3 Debunking the Brain Training Myth

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PSYC FPX 3130 Assessment 3 Debunking the Brain Training Myth

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Capella University

PSYC-FPX3130 Criminal Psychology and Behavior

Prof. Name

Date

Introduction

Brain training refers to a structured set of activities, games, and exercises specifically designed to enhance an individual’s cognitive performance. The underlying principle is that the brain, much like a muscle, can be strengthened through consistent and targeted practice. Engaging in brain training aims to boost various cognitive domains such as attention, memory, learning, and problem-solving skills. Common examples of brain training activities include logic puzzles, memory challenges, and cognitive reasoning tasks.

Brain training benefits individuals across all age groups. For children, it can enhance concentration and memory retention, while for adults, it supports multitasking and decision-making abilities. According to Futorjanski (2024), platforms like NeuroNation provide scientifically developed brain games designed to improve mental performance and overall intelligence. Regular engagement in such exercises promotes neuroplasticity, stimulating the growth of both white and grey matter in the brain. Grey matter, located on the brain’s surface, is associated with processing information, while white matter, found deeper within, facilitates communication between different brain regions. For optimal results, brain training must be practiced consistently, as irregular participation yields minimal cognitive benefits.

Myth Busting

Brain training has gained widespread popularity among diverse age groups for different reasons. Parents often encourage their children to participate in these exercises to manage attention deficit hyperactivity disorder (ADHD), adults use them to enhance focus and productivity, and the elderly turn to them hoping to delay cognitive decline associated with aging, such as dementia or Alzheimer’s disease. However, empirical research suggests that the effectiveness of such programs, especially for older adults, remains inconclusive.

A comprehensive review conducted between 1996 and 2008 by Kathryn Papp at the University of Connecticut analyzed ten controlled studies focusing on memory and reading interventions. The findings indicated no significant evidence that structured cognitive training could delay or slow the onset of Alzheimer’s disease among healthy elderly participants (Jarrett, 2014).

Table 1

Summary of Findings from Brain Training Studies (1996–2008)

Researcher/Institution	Study Focus	Population	Findings
Kathryn Papp, University of Connecticut	Memory & Reading Training	Healthy Elderly Participants	No evidence supporting delay or prevention of Alzheimer’s disease progression
Alzheimer’s Society, BBC, Medical Research Council (2015)	Brain Game Effectiveness	Older Adults	No cognitive improvement compared to general internet use

Jarrett’s (2014) Great Myths of the Brain provides a credible and scholarly source, authored by a cognitive neuroscientist and published by John Wiley & Sons, a globally recognized academic publisher. The study adheres to the five APA ethical principles for psychological research, ensuring the credibility and integrity of its methodology.

Similarly, Pickersgill et al. (2017) conducted a collaborative study involving the Alzheimer’s Society, BBC, and the Medical Research Council to evaluate the cognitive outcomes of brain training in older adults. Their findings echoed previous research—participants who played brain games did not outperform those who merely browsed informative websites like Wikipedia. Consequently, the scientific consensus remains that brain training’s effectiveness in maintaining or enhancing cognitive function in older adults is inconclusive.

The article Prudence, Pleasure, and Cognitive Ageing: Configurations of the Uses and Users of Brain Training Games within UK Media, 2005–2015 is also considered reliable as it is peer-reviewed and ethically conducted in accordance with the APA Code of Ethics (2002).

Brain and Body Intelligence

What Determines Intelligence in the Brain?

The connection between the brain’s structure and intelligence has long fascinated scientists. Questions such as “What makes one person smarter than another?” or “Can intelligence be visually identified through brain anatomy?” have led researchers to examine the brains of exceptionally intelligent individuals, such as Albert Einstein. Interestingly, Einstein’s brain weighed less than the average human brain, and the total number of neurons did not differ significantly. However, a distinguishing feature was a higher ratio of glial cells to neurons in the left parietal lobe, an area associated with mathematical and spatial reasoning. Glial cells play an essential role in supporting, protecting, and connecting neurons, facilitating efficient brain communication.

Grey and white matter together form the neural communication network. According to Garrett and Hough (2022), “white matter efficiency is one of the brain characteristics that is highly related to intelligence and educational achievement.” Studies indicate that individuals with higher IQs demonstrate greater neural efficiency—they require less brain energy to perform cognitive tasks compared to individuals with intellectual disabilities. For instance, people with mild intellectual disabilities exhibit approximately 20% more neural activity during attention-demanding tasks than those with IQs above 115 (Garrett & Hough, 2022).

Table 2

Differences in Neural Efficiency and Cognitive Performance

Cognitive Group	Neural Activity	Performance Level
High IQ (≥115)	Lower	Efficient processing and problem-solving ability
Mild Intellectual Disability	20% Higher	Slower processing and increased mental effort

This evidence supports the notion that intelligence correlates more closely with neural efficiency rather than brain size or neuron count.

Conclusion

After a comprehensive review of current literature, it becomes evident that the popular belief—“brain training makes you smarter”—is largely a myth. While brain games may improve performance in specific tasks through repetitive practice, these improvements are generally limited to the trained activity and do not translate into overall intelligence enhancement. Essentially, individuals become better at the specific game or exercise but not necessarily smarter in a broader cognitive sense.

That said, brain training can still be valuable as a mental exercise promoting focus, engagement, and mental agility, particularly when combined with other cognitive and lifestyle factors such as learning new skills, physical exercise, and social interaction. However, there remains insufficient empirical evidence to claim that brain training alone significantly improves overall cognitive intelligence.

References

American Psychological Association. (2002). Ethical Principles of Psychologists and Code of Conduct. American Psychologist, 57(12), 1060–1073. https://doi.org/10.1037/0003-066X.57.12.1060

Futorjanski, J. (2024, April 10). Can brain games make you smarter? NeuroNation. https://www.neuronation.com/science/en/can-brain-games-make-you-smarter/

PSYC FPX 3130 Assessment 3 Debunking the Brain Training Myth

Garrett, B., & Hough, G. (2022). Brain & Behavior: An introduction to behavioral neuroscience. SAGE Publications, Inc.

Jarrett, C. (2014). Great Myths of the Brain. John Wiley & Sons.

Pickersgill, M., Broer, T., Cunningham-Burley, S., & Deary, I. (2017). Prudence, pleasure, and cognitive ageing: Configurations of the uses and users of brain training games within UK media, 2005–2015. Social Science & Medicine, 187, 93–100. https://doi.org/10.1016/j.socscimed.2017.06.028

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