Brain Training Apps
The Marketing vs the Science
- Brain training is a multi-billion dollar industry
- Apps claim to improve memory, focus, intelligence
- Lumosityⓘ
What the Research Shows
- Training effects don't transfer well to real-world tasks[2]
- People get better at the games, not at thinking[3]
- You improve at what you practice — Sudoku makes you better at Sudoku
- Transferⓘ
Working Memory Training
- Working memory training doesn't improve general intelligence[5]
- Training doesn't transfer to reasoning ability[6]
- Effects are mostly limited to similar tasks[7]
The Multitasking Myth
Humans Can't Actually Multitask
- Multitasking is really task-switching[8]
- Each switch costs time and increases errors
- What feels like multitasking is rapid task-switching
The Productivity Illusion
- Multitaskers feel more productive but perform worse
- Error rates increase significantly
- Complex tasks suffer most
- Task switchingⓘ
Gender and Multitasking
- No evidence women are better at multitasking[10]
- This is a persistent myth with no scientific support
- Both men and women perform worse when multitasking
What Actually Improves Memory
Strategies
- Spaced repetitionⓘ
- Active recallⓘ
- Sleep — memory consolidation happens during sleep
- Exercise — improves blood flow to brain
- Reducing stress — chronic stress impairs memory
What Has Weak Evidence
- Brain stimulation shows inconsistent results[13]
- Most supplements marketed for brain health
- Speed reading courses
- Subliminal learning programs
Memory Techniques That Work
- Method of lociⓘ
- Chunking (grouping information into meaningful units)
- Elaboration (connecting new information to existing knowledge)
- Teaching others (forces organization and retrieval)
Common Memory Myths
Myth: We only use 10% of our brain
Reality: Brain imaging shows we use virtually all of our brain. Damage to any brain area causes problems—none is unused.
Reality: Brain imaging shows we use virtually all of our brain. Damage to any brain area causes problems—none is unused.
Myth: Memory works like a video recorder
Reality: Memory is reconstructive, not reproductive. We fill in gaps and update memories each time we recall them.
Reality: Memory is reconstructive, not reproductive. We fill in gaps and update memories each time we recall them.
Myth: Some people have photographic memories
Reality: No scientific evidence for true photographic memory. People with exceptional memories use techniques, not special hardware.
Reality: No scientific evidence for true photographic memory. People with exceptional memories use techniques, not special hardware.
Myth: Learning styles (visual, auditory, etc.) are real
Reality: No evidence that matching teaching to learning styles improves learning. Everyone benefits from multimodal learning.
Reality: No evidence that matching teaching to learning styles improves learning. Everyone benefits from multimodal learning.
Age and Memory
What Changes with Age
- Processing speed decreases
- Working memory capacity may decline
- Prospective memoryⓘ
- Retrieval can become slower
What Doesn't Change Much
- Semantic memory (knowledge, vocabulary) stays stable or improves
- Procedural memory (how to do things) is well-preserved
- Recognition memory declines less than recall
Protecting Memory with Age
- Physical exercise (strongest evidence)
- Social engagement
- Cognitive activity (learning new skills, not brain games)
- Managing cardiovascular health
- Quality sleep
Practical Tips
For Learning
1. Space your practice over time
2. Test yourself frequently
3. Sleep after learning
4. Exercise regularly
5. Minimize distractions (don't multitask while learning)
For Daily Life
- Write things down (external memory is fine)
- Use routines for regular tasks
- Put items in consistent places
- Use reminders and calendars
- Accept that forgetting is normal
For Focus
- Single-task important work
- Batch similar tasks together
- Minimize notifications
- Use time-blocking
- Accept you can't do everything at once
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References
- Steyvers M, et al. (2022). Transfer of learning: Analysis of dose-response functions from a large-scale, computerized cognitive training study. PLOS ONE. [DOI]
- Hardy JL, et al. (2015). Enhancing Cognitive Abilities with Comprehensive Training: A Large, Online, Randomized, Active-Controlled Trial. PLOS ONE. [DOI]
- Karbach J, et al. (2014). Is Working Memory Training Effective? A Study in a School Setting. PLOS ONE. [DOI]
- Shipstead Z, et al. (2014). Is the Link from Working Memory to Analogy Causal? No Analogy Improvements following Working Memory Training Gains. PLOS ONE. [DOI]
- Linares R, et al. (2019). Nearest transfer effects of working memory training: A comparison of two programs focused on working memory updating. PLOS ONE. [DOI]
- Katidioti I, Taatgen NA (2013). Decision Making in Concurrent Multitasking: Do People Adapt to Task Interference?. PLOS ONE. [DOI]
- Strobach T, et al. (2019). Putting a stereotype to the test: The case of gender differences in multitasking. PLOS ONE. [DOI]
- Grover S, et al. (2021). Can brain stimulation boost memory performance?. PLOS Biology. [DOI]