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Behind Lumosity
VERSION 2
Joseph Hardy
Faraz Farzin
Michael Scanlon
Table of Contents
Executive Summary ............................................................................................................................... 2
The Incredible Changing Brain ........................................................................................................... 3
Behavior Changes the Brain ..................................................................................................... 3
Training Can Improve Cognitive Performance ...................................................................... 4
The Lumosity Product ........................................................................................................................... 7
Exercises ....................................................................................................................................... 7
Assessments ................................................................................................................................ 9
Training Components .............................................................................................................. 10
The Lumosity Research Platform ...................................................................................................... 11
Scientific Research with Lumosity ......................................................................................... 11
Conclusion ............................................................................................................................................ 19
References ............................................................................................................................................ 20
October 23, 2013 | 2013 Lumos Labs, Inc. All Rights Reserved
Executive Summary
Until quite recently, most scientists believed that
of luck.
in
attention,
problems.
processing
information,
paying
October 23, 2013 | 2013 Lumos Labs, Inc. All Rights Reserved
appreciated.
knowledge.
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and at 12 months.
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support learning.
demonstrated
benefits
important,
long-lasting
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Exercises
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Lost in Migration.
Memory Matrix.
Speed Match.
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Assessments
et al., 2012).
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150
Post-training BPT score
125
100
75
50
50
75
100 125 150
Pre-training BPT score
10
9
8
7
6
5
4
3
2
1
0
multitasking efficiently.
Brain Performance Index (BPI).
Lumositys BPI is an aggregate measure of
performance on the exercises that allows users to
track their Lumosity improvement across the five
brain areas Speed, Memory, Attention, Flexibility
54
2+
015
15 5
525
25 6
634
5
34
554
2
Exercises completed
Brain Profile.
Figure 5. Improvement on the BPT as a function of the
number of Lumosity exercises completed.
same age.
Lumosity Points.
Training components
Training History.
A variety of other components support the training
Personalized training.
October 23, 2013 | 2013 Lumos Labs, Inc. All Rights Reserved
10
Project.
The
understand
groundbreaking,
Human
Cognition
the
human
Project
mind.
interdisciplinary,
(HCP)
brings
Through
this
collaborative
Completed Research.
lumosity.com/research/bibliography.
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11
on the web.
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12
population.
did not complete training until the study was over. All
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13
ct
= 97,177 (59.8%)
7.6
7.5
7.4
7.3
56
More than 10
10
populations.
6
7.45
7.40
per day)
58
7.50
7+
7.55
60
7.60
62
Less than 4
64
More than 10
10
Less than 4
More than 10
10
per day
66
66
65
64
63
Rehabilitation,
62
Kesler
and
colleagues
showed
61
60
7+
training
with
Lumosity
(Kesler
et al., 2011a). In this
1
2
3
4
5
6
7+
Alcohol
(drinks
per7-14
day) years with Turner syndrome
study,
16 girls
ages
changes
October 23, 2013 | 2013 Lumos Labs, Inc. All Rights Reserved
in
brain
function,
with
significantly
14
training.
for
cancer survivors.
executive
functions
including
cognitive
Figure 9. Changes in brain activity following training on Lumosity. Red areas represent increased activity while blue areas
represent decreased activity following training.
October 23, 2013 | 2013 Lumos Labs, Inc. All Rights Reserved
15
(WCST),
Symbol
Search
and
Letter
Fluency
not exercised.
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date.
16
capabilities
and
academic
performance
by
memory
schizophrenia.
and
visual-spatial
skills
have
been
abilities.
in college students.
com/research/ongoing.
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17
control
intervention
10
9
8
7
6
5
4
3
8
7
6
5
4
3
2
1
0+
24
14
24
46
1
90
55
de
x
In
d
ra
n
Games played
S
R
FS
AR
TB
TA
G
G
55
1
1
0
10
establish
that
students
engagement
with
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18
Conclusion
Recent studies have revealed that the brain remains
changeable throughout life, and in doing so, have
revolutionized the way scientists view cognition. It is
no longer common belief that childrens brains are
fixed after the end of a critical period in development
or that aging is an inevitable precipitous decline
in cognitive functions. Rather, there is substantial
evidence that, in addition to genetics, which supply
the basic blueprint for brain development, there
is also a tremendous influence of environmental
factors that can shape our neural circuitry, and
ultimately impact the way our brains function.
Launched in 2007, Lumosity is committed to
pioneering the understanding and enhancement of
the human brain to give each person the power to
unlock their full cognitive potential. Lumositys online
and mobile programs take a personalized approach
to training core cognitive abilities such as speed of
processing, memory, attention and problem solving.
Rooted in neuroscience and designed around key
factors such as targeting, adaptivity, engagement,
and transferability, Lumosity training can benefit a
variety of cognitive abilities, to lead to real changes
in the brain and to be fun at the same time. There is
a great deal more research to be done. Through our
collaborative research programs with universities
and schools worldwide, we are continuing to learn
about the ways in which training can help each user
achieve their individual goals, including healthy
adults, school-aged children and patients with
specific clinical conditions.
October 23, 2013 | 2013 Lumos Labs, Inc. All Rights Reserved
19
References
Ball, K., Berch, D. B., Helmers, K. F., Jobe, J. B., Leveck,
M. D., Marsiske, M., Morris, J. N., Rebok, G. W., Smith,
D. M., Tennstedt, S. L., Unverzagt, F. W., & Willis, S.
(2002). Effects of cognitive training interventions with
older adults: A randomized controlled trial. Journal of
the American Geriatrics Society, 288(18), 2271-2281.
Ball, K., Edwards, J., Ross, L., & McGwin, G. (2010).
Cognitive training decreases motor vehicle collision
involvement of older drivers. Journal of the American
Geriatrics Society, 58(11), 2107-2113.
Barnett, W. S., & Masse, L. N. (2007). Early childhood
program design and economic returns: Comparative
benefit-cost analysis of the Abecedarian program and
policy implications, Economics of Education Review,
26, 113-125.
Belfield, C. R., Nores, M., Barnett, W. S., Schweinhart,
L. (2006). The High/Scope Perry Preschool program:
Cost-benefit analysis using data from the age-40
followup. Journal of Human Resources, 41(1), 162190.
Blair, C. & Diamond, A. (2008). Biological processes in
prevention and intervention: the promotion of selfregulation as a means of preventing school failure.
Developmental Psychopathology, 20(3), 899-911.
Campbell, F. A., Pungello, E. P., Miller-Johnson, S.,
Burchinal, M., & Ramey, C. T. (2001). The development
of cognitive and academic abilities: Growth curves
from an early childhood educational experiment.
Developmental Psychology, 37, 231-242.
Draganski, B., Gaser, C., Busch, V., Schuierer, G.,
Bogdahn, U., & May, A. (2004). Neuroplasticity:
Changes in grey matter induced by training. Nature,
427(6972), 311-312.
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