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Cognitive deficits are inherent consequences of a large number of developmental (ex: attention deficit hyperactivity disorder, language disorders, Tourette’s syndrome), acquired (ex: traumatic brain injury, brain tumours, stroke), genetic (ex: neurofibromatosis) and psychiatric (ex: depression) disorders of childhood and adolescence.
Methodological approaches use both “paper-pencil” and computer exercises to stimulate cognitive functioning. More recently, improvements in the technology and design of video games targeting ‘brain training’ and their increased accessibility have led a growing number of health practitioners to turn to game-based formats for the delivery of cognitive remediation programs in a variety of age groups, clinical populations and settings. However some studies suggest that game trainings might not lead to real cognitive transfer or improved cognitive functions.
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